Category Archives: Teachers’ Resources

HOW TO SCORE AN A IN BIOLOGY- ANSWERING TIPS

Biology has its own technical language that must be used in communication to the examiner.

Common errors in biology included:

  • Terminology examples class insect instead of Insecta phylum arthropods instead of Arthropoda.
  • Grammar – yellow color and not yellowish or whitish instead of white. Impulses are transmitted and not pass or sent.
  • Spelling mistake – spelling mistakes is penalized once they alter the meaning e.g. answer instead of anthers, infiltration instead of ultra filtration.
  • Wrong Biology – writing down magnification should be X3 and not 3xs or x3 very high temperatures denature enzymes not kill enzymes.
  • Incomplete or hanging statement – The analogy that is features and function in adaptation. The structures must be understood before the function.
  • Omission – comparison must be complete example compare xylem and phloem then you must say or describe the two of them to get marks.
  • Wrong use of brackets of conjunction, stroke or hyphen might contradict and negate the correct answer – thick waxy cuticle reduces/prevents transpiration.
  • Lack of following instructions – when a question asks for the name, then that is precise than description is not allowed example name the organism that cause diarrhea then the specific bacteria must be named and not generally bacteria.

In human body there are two types of bladder so you have to be precise it its urinary bladder or gall bladder you are referring to.

  • Lack of knowledge/understanding of key concepts. Examples; state the function of the following parts of the human ear. The learner must describe and identify the different.
  • Tied answers, both parts must be correct or the first might negate the second correct answer.

GRAPHS IN BIOLOGY

Graphs: normally have 6 – 7 marks. Graphs must follow the following guidelines.

  • Origin and scale with equal interval.
  • Plotting.
  • Points joined using a smooth continuous curve no ruler.
  • Both axis must be labeled.
  • The curve must be identified.
  • Essay; must choose one question out of two. If two questions are answered only the first will be marked. Sequence is very important.

BIOLOGY PRACTICALS

Skills tested is practical include drawing, labeling, observation, recording, investigating, analysis and interpretation.

Drawing must be large, well labeled and neat, no crossing lines for labeling and the lines must touch the structure that is being labeled no shading. Must be proportion. Continuous lines no breaking.
Procedure must be followed before making observation and finally making a conclusion.

:No marking point.
;Marking point.
/Oblique or
Mark.
Extra mark
Equivalent.
X wrong

COMMON MISTAKES MADE BY STUDENTS IN FOOD TEST QUESTIONS

Wrong title of test

The common food tests are;

  • Starch test.
  • Non-reducing sugar test.
  • Reducing sugar test.
  • Lipids test.
  • Protein test.
  • Vitamin C test.

The above food tests’ corresponding chemical tests are;

  • Iodine test.
  • Benedict’s test for reducing and non-reducing sugars.
  • Sudan III test or Emulsion test.
  • Biuret’s test.
  • Diehlorophenolindophenol (DCPIP) test.

If title of column of tests if “food tests” then use the respective food tests and not chemical tests and vice versa.

Wrong order of answers.

Answers must be written in the same order as the questions. Examples, answers to section (a) should never be written in section (b) or vice versa. Marks are lost if this done.

Wrong procedure.

The procedure must be correct for a student to be awarded appropriate marks for a correct answer in observation and conclusion.

 

The common mistakes included;

  • Including heating/boiling/warming as part of the procedure in test that does not require heating such as a starch test or protein test.
  • Excluding heating in the procedure in a test that requires heating, such as Benedict’s.
  • Failure to mention the extent of heating for instance heating to boil in Benedict’s test is a must instead of heating alone.
  • Failure to state iodine solution.
  • Failure to specify the quantity of solution added/used. A student must mention the number of iodine solution drops added e.g. three drops of iodine solution added to the sample.
  • Wrong order of presentation for example, in Biuret’s test, sodium hydroxide solution is added before copper (II) sulphate solution or in non-reducing sugar test dilute hydrochloric acid solution is added and boiled before sodium hydrogen carbonate solution.
    Write procedure but not mentioning the substance or specimen under investigation. For example “ add two drops of iodine solution” instead of “add two drops of iodine solution to substance Q”.
  • Mention of material or information not provided in the question. For example, it is wrong to refer to a powder label as specimen as “starch powder” if such information was not provided to the students in the question.
  • Presenting more than one procedure for the same test shows that the student is not sure which of the procedures is correct. This appear to test the examiner and marks are not awarded.

Colour observed in food tests.

Observations.
You are required to make sensible observations using the five senses except taste.
Correct observations are using senses like:

Sight for example colour change, brightly coloured petals in a flower.
Hearing for example effervence.
Smell for example a gas with a pungent smell ,scented flowers among others.

Touch for example when noting a temperature change. This can be done using thermometer.

Observe and record all colour change and not just the final colour .For example, in Benedict’s test the colour of the precipitate may change from blue colur to green to yellow followed by orange then to brown –red.

Be faithful to report the observations accurately since not all tests of reducing sugars lead to the final colour. In some reactions the colour may stop at green based on the amount of reducing sugar present.

Record any other change such as the formation of an emulsion or a precipitate.

A wrong observation leads to wrong conclusion besides if the observation is wrong observation; the conclusion is not awarded marks.

Examples of wrong observations include;

  • Use of unacceptable colours like greenish for light green, yellowish for light yellow or bluish for light blue.
  • Stating “no change” when the blue colour of Benedict’s solution remains or “No reaction” When the yellow brown colour of iodine remains.
  • Reference to “blue-black colour” in starch test as “black colour”
  • Wrong conclusions.
    Conclusions should be made using positive statements. A negative statement like “ Reducing sugars are not present” for “Reducing sugars absent” does not get any marks.

Common mistakes in other questions.

  • Spelling mistake, for example Make sure that you spell words correctly.
  • Wrong use of biological language or expressions. For example, stating the function of haemoglobin as “Helps in oxygen transport” instead of “Transports oxygen” or reference of the of the vertebrae column as the spinal cord.
  • Poor identification of specimens.
  • Poor use of plural and singular of biological terms. For example,
  • Vertebrae and vertebra, stomata and stoma.
  • Answering adaptation questions wrongly. This is due to lack of knowledge of functions of biological structures.
  • Interchanged use of biological terms like osmotic pressure and osmotic potential.
  • Use of negative answers for example starch not present.
  • Use of symbols or a abbreviation like ATP (ADH) (adenosine diphophate), NaOH (sodium hydroxide) and CuSO4 (Copper (II) sulphate) in place of their chemical names.

HOW TO IMROVE YOUR SCORE IN BIOLOGY PAPER

Over the years ,the performance in biology has been inconsistent .A number of reasons have been attributed to this.
Experience by examiners has shown that there are some common areas that candidates need to work on to improve performance in this particulars subject.

These are follows:

SUBJECT MASTERY.

A biology student must read through the four years ‘work widely and ensure that the content is well understood. It is wrong to just memorize biological concept. Understanding the content enables the candidate to present the same ideas in logical fashion when asked to do so in the examination.

A candidate must read , understand and apply biological concepts.
EXAMPLE :In osmosis, for red blood cells to haemolyse, water must enter to the cells when surrounded by hypotonic solution.

Spelling mistakes

Some spelling mistakes may give the wrong biological meaning.
Example: river for liver, air for hair, sweat, bleeding for breeding , pitch for pith and lumen for rumen.

Understanding the question before answering

The candidate is advised to read and ensure they can comprehend the question and understand before they answer;
Examples

[a]Explain how the human intestinal vilus is adapted to function .Here the candidate must explain how the feature adapts the structure to its functions .for instance ,the vilus epithelium is thin/has one cell thick wall for faster diffusion of digested food.

[B]Differences between respiration and photosynthesis: complete comparison should be made. If it is raw material in respiration mention as much possible.

Use of chemical formula

Candidate should avoid using chemicals formulae of elements, molecules or compounds when giving answers in the theory papers.

For example CO2, O2, and H2O etc Examiners strictly check if the candidate has followed the specific rules used in writing the formula.

Candidate in may cases write these formula in hurry thus flouting the rules. If one has to use them, the rule must be observed and the appropriate symbol used. Also, the IUPAC names for the compounds

Example: Carbon (iv) instead of carbon dioxide, sulpur(iv)Oxide instead of sulpur dioxide.

Using wrong terms which give wrong biological meaning.

These include the following terms:
‘’lack of’’

Example: Compare the blood in the umbilical artery with that in the umbilical vein.

A candidate must say that the blood in the umbilical artery lacks oxygen while that the one in the umbilical vein has oxygen. This is a wrong answer since the blood cannot lack a given gas completely

The correct answer is that blood in the umbilical vein has more oxygen while that in the umbilical artery has less.

Prevent/stop

Example: state how leaves of xerophytes are adapted to cope with the problem of transpiration.

Wrong answer: Have thick waxy cuticles to prevent transpiration.
Correct answer: Have thick waxy cuticles to reduce transpiration

These are:

Donation instead of transfusion of blood.
Send instead of transfusion of impulses.
Attachment instead of sexual intercourse/copulation/coitus.

Stating specified number of factors.

A candidate must state a particular number of factors that affect in biology.

Number of items as per the requirement of the question.
Avoid themselves while answering such question.

Example: State two environmental factors that would increase the rate of transpiration.

This question requires a candidate to give only two factors out of the six. A candidate who gives more factors for that question will be penalized if additional factors contradict the first two points already given.

Singular and plural.

A candidate must be keen when identifying a structure or structures in diagrams or in other questions. If only one structure is drawn the candidates must be aware of the singular and plurals of the structures.
Example: If asked to identify an or organelle like mitochondrion, whereby only one is asked, avoid writing mitochondria.
Graph drawing and analysis.
It is common o have data based question in Biology paper 2 and is usually based on biological concept and not mathematical one, thus one has to relate the data with the biological knowledge acquired in the course of study.

Marks are awarded for the following;

  • Axes: They must be well labeled and units correctly shown.
  • Scale: The graph should be preferably occupying more than 2/3 of the page.
  • It should be consistent-do not omit any of the values. All the values in the table must be covered by the chosen scale.
  • Not that in most occasions you are supposed to plot more than one graph on the same axes. Hence read and understand the question because if you plot two separate graphs, you will be penalized.
  • Avoid investing the scale.
  • The scale must be workable.
  • Plotting: Candidate must plot all the points clearly. It is advisable to plot using X mark.
  • Curve: A smooth curve is more common in biology. Use sharp dark pencil and a free hand. Avoid using a rule to join the points in a curve even if they appear to be on the same path. Do not use dotted lines to draw the curve.
  • Identification of the curves: In case of more than one curve plotted on the same axis, label the curves clearly. It is appropriate that you identify the curves as you draw them rather than trying to identify them long after you have drawn all of them.
    Origin:

Your graph must have the origin. This can be zero if it is on the table or if the values in the table are small. It can also be the value in the table for either of the axes. Never extend the curves beyond the plotted points.

Analyzing graphs

Understand the nature of the data in the table so that you get idea on what biological process the data represents. The questions you will be asked will be about the data given on the table.

Avoid terms like “the graph is rising” or the “graph is decreasing”. It is actually the factor under investigation that increases or decreases.
The examiner that you to account for that observation. In that case, you are just required to explain giving reason.

Essay questions

In paper 2, question 7 and 8 are essay question. Out of these questions, a candidate chooses one. Each of them has a total of 20marks.

Many a times, candidates are unsure which of the questions to approach because they look at them as either being easy or difficult.

The questions demand that the candidate explains, describes or discusses a process in biology.

Here, one is required to be wise enough to avoid time wastage because the candidate may think they have enough points for one questions only to realize later that they are not sufficient.

It is advisable to do the following;

  • Read each question separately.
  • Determine which of the questions is easier to you.
  • Compare of the number of points you can remember as much as possible for each questions.
  • Answer the question correctly. Remember that in case of description, ideas should be represented in logical flow. Write down all you can remember.
  • Cross out any rough work that appears in the spaces below the questions.
  • Do not answer the two essays. This is because only the first one will be marked.

KCSE English Set Books Writing Tips and Skills

101|3. ENGLISH PAPER 3.

*WRITING  ESSAYS BASED ON THE SET TEXT

 

  1. Interpreting the question
  2. Making an outline of your points
  3. introducing your essay
  4. Writing the body
  5. Concluding your essay
  6. The Dos and Dontsin essay writing.
  7. Episodes in A Doll’s House
  8. Questions for discussions.

 

PREAMBLE

Essays on set text are questions that add up to 40 marks in paper three.

Students have met a lot of challenges scoring these marks.

Among the reasons that account for this is poor/inadequate reading of the set books. Without a thorough grasp of the thematic concerns of the set books, you will score less marks. This is because you need a lot of details in your discussion to score mark. Obviously, you cannot get these details without reading the set books at least six times.

 

Secondly, our attitude towards writing on one hand and paper three on the other also puts the kibosh to our great performance here. We must therefore love writing and be positive.

 

Lastly, most students don’t understand the writing techniques required here.

It is in lieu of this that we have organized this lesson to take you through essay writing skills.

 

 

 

1.Interpretation of the question

 

In order to write a good essay, you must first understand what the statement means. Interpretation of the question is pivotal here. You will have failed once you misinterpret the given statement.

➡️The current KCSE setting trends are characterized by questions which encompass two sides. The action(virtue or vice) and the reaction( reward or punishment).

➡️When responding to KCSE essay questions in A Doll’s House and or any other text, always try to point out the *keywords* by *underlining* them. This will help you to have the correct interpretation of the question. Once this is done, you will find writing the essay a walk in the park.

➡️Since the question is two sided, the answer should also bring out the two sides fully.

For instance,

*“A selfish individual who only cares about his reputation causes pain to himself and others. Basing your illustrations on Henrik Ibsen’s A Doll’s House; write an essay to validate this statement.”*

While responding to the question above, you ought to first underline the key words; *selfish* and  *pain* then identify selfish individuals and how they only careabout their reputation* Then, you should illustrate *how this selfishness causes pain to the said individual and others.*

➡️ For a candidate to interpret the question well s/he must have a wide range of vocabulary without which the task will be tedious. This will help in writing the introduction/paraphrasing the statement.

2.Making an outline of your points

Planning is key in all our undertakings for it will determine the end results. Therefore, you should master the art of planning as it sets precedence for a good essay. If you get it right from the onset, that is interpretation and planning, you are on the way to great performance.

🔷Come up with at least four characters that will support your argument, this will enable you to plan your essay. This stage helps you come up with complete topic sentences.

In reference to our question on “A selfish individual who only cares about his reputation…, you may sketch down something like this👇🏻 as your outline/plan on the question paper.

a)Helmer doesn’t listen and understand Nora’s sacrifice/predicament

  1. b) Krogstad is mean towards Nora
  2. c) Helmer’s selfishness towards Krogstad

d)Mrs Linde’s selfishness towards Krogstad.

You should go a head and brainstorm on the details for each point before you begin writing your essay.

 

3.Introducing your essay.

🖊️The introduction falls on the first paragraph.

🖊️It earns you 2 marks.

🖊️It should address both sides of the question.

🖊️Should be drawn from within the text.

When writing your introduction you ought to take note of the following;

 🖋️Demonstrate your understanding of the question (What are you going to discuss?)

*what to avoid*

 🖋️Do NOT define terms

 🖋️Do not rewrite any words or phrase in the question; instead paraphrase (use your own words e.g. if the questions says materialism you should use the word greed. Or when the question says sacrifice you may use the word selflessness in your introduction)

*What an introduction should be*

🖊️Should be brief(not  more than 4 lines)

🖊️Should have:

➡️Name of the text

➡️Outline at least 2 points

*Types of introductions*

 

You can use any of the following ways to write your introduction.

 

  1. *Contextualized introduction* which involves using examples from the text.

 

For example

Helmer’s meanness cause Nora so much stress to the extent that she decides to sever a marriage that she had so much hope in.

 

  1. *General introduction*

*For example*

Most citizens suffer when the leaders they voted for forget about their needs and focus on working for their own stomachs. This is brought out clearly In Henrik Ibsen’sA Doll’s House.

 

  1. *A paraphrasing*

For example

Focusing on your own individual interest at the expense of others causes so much suffering not only to himself but also others.

 

  1. *Listing the points that the essay is going to address*

For example

Krogstad, Helmer and Mrs Linde are so mean in the text that they cause a lot of anxiety and torture to Nora, Mrs Linde and themselves as discussed below.

 

 

 

 

4.THE BODY OF YOUR ESSAY.

With the outline in mind, consider getting details that will buffer your topic sentence.

The body should include the following:

*The topic sentence(situation)*

*Background information*

*Action*

*Reaction*

*clincher sentence*

 

For example

*Betrayal leads to disintegration of relationships.*Discuss the validity of this statement with illustrations from A Doll’s House by Henrik Ibsen.

 

You need to get details of the following in your paragraphs :

✔Identify who betrays the other

✔Describe the relationships between the two friends or couple

✔Give finer background details on the circumstances/ reason(s) that led to the betrayal.

✔Identify the *action* of the traitor/actual betrayal

✔The *reaction*/ result of the betrayal.

✔ The clincher sentence.

 

In this case, breakage of/ strain in relationships. ( Betrayal being a vice can only lead to distraction/suffering)

That is the direction we should take when writing essays based on set texts.

 

*For example*

 

*Helmer betrays Nora her husband who she believes loves us so much.* *She tells Dr Rank how devotedly, how inexpressively deeply Torvald loves her and that he would never for a moment hesitate to give his life for her.* *Following Helmers diagnosis of fatigue by doctors and the need for him to go to Italy to rest as a form of treatment, Nora decides to sacrifice to help him get well.* *She takes a loan of 250 pounds without her husband’s consent and against societal norms.* *She has to forge her dad’s signature to get this money.* *Indeed, she feels proud of her deed telling Mrs Linde that her husband has never been sick since then saying that he has been as sound as a bell.* *However, upon realizing the secret, Helmer disowns her criticizing her for being immoral and not mother enough to instill morals in their children.* *He even tells her things will not be alright going forward between them.* *Nora feels so disappointed and decides to leave their marriage.* *Helmer is left begging for forgiveness in vain*. *It’s catastrophic to betray your spouse*.

This is a complete paragraph since it identifies the idea(betrayal), goes ahead to give background details about the relationship between the couple, circumstances surrounding the betrayal, the actual action of betrayal, the reaction and the clincher that summarizes the paragraph.

*Situation*: (The point/betrayal)Topic sentence 1

*Supporting sentences*

  • *Background*: Sentences 2, 3 4 and 5 provide background information on the betrayal.
  • *Action*:Sentences 7 and 8
  • *Reaction*: 9 & 10

* Clincher sentence* 11.

 

Example 2

*“Self sacrifice must be rewarded. Citing illustrations from Henrik Ibsen’s A Doll’s House; write an essay to validate this statement.”*

*Situation* : Nora’s sacrifice to save her husband is rewarded.

*Background* : When they get married, Torvald leaves his office work because there is no prospect of promotion. With a view of providing for his family, he works early and late. In the process he overworks himself and falls dreadfully ill. The doctors tell Nora his wife that the only remedy is for him to take a rest in the south (Italy). The trip would cost a tremendous amount of money(250 pounds). Torvald is not willing to borrow. Nora’s cries and entreaties doesn’t change his decision. To make matters worse, he would not accept help from a woman.

 

*Action* : Nora is forced to borrow 250 pounds from Nils Krogstad and forge a name because a woman is not allowed to borrow without her husband’s consent. She takes Torvald to Italy. They stay there for a year.

 

*Reaction/ outcome /Values/ reward*

Outcome: Torvald comes back from the trip and he is as sound as a bell.

Clincher sentence: They stay happily without anxiety.

 

It should be written in continuous prose.

 

5.CONCLUSION.

The conclusion should be done in the last paragraph.

You can do this by:

  • Doing a recap of your points Summary of your points
  • Using a relevant proverb
  • Or giving a comment

*Note*

Avoid introducing new points here*

 

 

Examples

In conclusion, for us to enjoy our relationships, we must never disappoint. OR

Helmer, Mr Linde, Krogstad and Dr Rank suffer because of betrayal.

 

Example 2

In conclusion, Nora and Mrs Linde find joy in denying themselves for the sake of others.

 

6.*The DOS AND DONT’S IN WRITING AN ESSAY BASED ON A SET BOOK*

 

*THE DOS*

  1. Do interpret the question correctly.
  2. Do always start discussing your points with a topic sentence based on characters, events/activities and episodes from the directed text.
  3. Do always write your paragraphs in a logical and coherent manner. Tie your points together in a paragraph.
  4. Do paraphrase or quite your illustrations from the given text. Here, you pick activities related to the question from the text in the exact way they appear.
  5. Do mention one or two examples of content points in your introduction.
  6. Do write your essay in well structured and connected paragraphs.
  7. Do write your introduction as the first paragraph of your essay.
  8. Do capture the two sides of the question by interpreting the key terms in the question, for example, correctly interpret the terms betrayal and mistrust or disintegration by using synonyms or a paraphrase if the meaning.
  9. Do write the name of the text and author in the introduction.
  10. Do write your essay in continuous prose (prose form)

 

*THE DONT’S*

  1. Do not write your essay in point form.
  2. Do not define key terms from the question but rather interpret the question.
  3. Do not use obscene or vulgar /impolite language
  4. Do not repeat writing the question or any part of it as it is.
  5. Do not underline your topic sentence.
  6. Do not narrate events as they are in the book.
  7. Do not introduce a new point or idea in the conclusion.
  8. Do not exceed the required number of words which is usually 450 words.
  9. Do not get personal or sentimental
  10. Do not write headings and subheadings in your essay.
  11. Do not include irrelevant or out of context information in your essay.

 

Now keenly go through the following essay and take note of the depth of details you are required to give as illustrations in your paragraphs.

 

 

*SAMPLE ESSAY*

*Self sacrifice must be rewarded. Citing illustrations from Henrik Ibsen’s A Doll’s House, write an essay to validate this claim with close reference to female characters.*

 

In Henrik Ibsen’s A Doll’s House, women are portrayed as being *selfless.* They give up their valuable time, comfort and possessions in order to help other people. This does not go *unrequitted.* An example would be Anne, the nanny, who half-heartedly leaves her own child in order to help Nora and her three little children. By so doing, she gets an income and a good place to live.

Nora borrows 250 pounds from Nils Krogstadin order to save her ailing husband’s life (topic sentence). When they get married, Torvald Helmer leaves his job because there is no prospect of a promotion. He then works early and late to provide for his family and soon falls dreadfully ill because of overwork (ill 1). The doctors tell Nora that the only thing that could save her husband’s life is to live in the south (ill 2). Nora then makes a tremendous sacrifice when she borrows a huge amount of money without her husband’s consent. Since her husband would not allow her to borrow the money, she takes this risk for the sake of love. (ill 3) After a year of staying in Italy, Torvald is as sound as a bell and has never be ill since then. Indeed self sacrifice is always rewarded (closing statement).

 

Nora also sacrifices for the sake of her three little children (topic sentence). At the end when Helmer decides that Nora is not worthy even for her little children, she decides to leaves the home fearing she might corrupt her children. Due to societal expectation, she is convinced that she is a corrupt person as a result of the lies that she has had to exhibit in her marriage (ill 1). She has lied about little things like eating macaroons to serious issues like borrowing money from Krogstad and lying to her husband that she got it from her father (ill 2). Helmer argues that such an atmosphere of lies infects and poisons the whole life of a home thus she chooses to leave. (ill 3). Leaving her children is an incredible act of self sacrifice. Ultimately she achieves her independence from a suffocating male-dominated society and thus moves out to try and understand her role in society (closing statement).

 

Mrs Linde also plays a sacrificial role in the lives of her mother and siblings (topic sentence). She abandons Nils Krogstad, the man she loves, and marries a rich man who she does not love for the sake of her family (ill 1). Her mother is bedridden and helpless and her bothers depend on her so she has no choice but to leave her penniless love-Krogstad and marry a man of means (ill 2). She is glad that she makes the end of her mother’s life almost free from care. She is also proud that her brothers are now fully grown and independent (ill 3). These sacrifices made for her family qualifies her selflessness and the fact that her mother is afforded good care and her brothers are now fully grown is a reward to Mrs. Linde (closing statement).

 

Lastly, Anne is also portrayed as a selfless woman who sacrifices her happiness for the sake of Nora and her children (topic sentence). To do this, Anne leaves her own child among strangers (ill 1). Nora wonders how she could leave her child but Anne indicates that she was obliged to if she wanted to be Nora’s nurse since Nora had no mother and indeed Nora confesses that indeed Anne was a good mother to her when she was little (ill 2). As a result, Anne gets a salary and a good place to live (closing statement.

 

In conclusion, it is true to say that most women are selfless and thus play sacrificial roles in the societies in which they live. There acts never go unrewarded as seen in A Doll’s House.

 

 

 

 

7.Episodes in A Doll’s House.

How to identify episodes in a text

  1. a) What is the event?
  2. b) Who are the characters involved?
  3. c) What actions or activities are they involved in?
  4. d) How do the characters react to those events?
  5. e) What is the moral lesson in that episode?

 

ACT 1

Preparation for Christmas 1-9

Nora’s reunion with Mrslinde 9-23

Krogstad’s intention of seeing Helmer 23-24

Moral corruption 24-28

Helmer to give Mrs Linde a job 28-31

The blackmail 31-42

Nora’s effort to have Krogstad retained 42-48

 

ACT 2

Nora’s anxious mood 49-51

The misunderstanding 51-56

Nora begs Helmer again 56-62

Dr. Rank’s confessions 62-71

Letter to Helmer 71-77

Nora’s secret 77-79

Helmer’s mailbox 79-82

The crazy dance 82-84

 

ACT 3

Mrs. Linde &Krogstad’s second chance 85-91

The borrowed money 91-94

Romantic Helmer 94-96

After the ball 96-100

Helmer goes for his letters 100-102

Nora’s decision 102-120

 

8.ESSAY QUESTIONS FOR REVISION

1) Women play key roles in the society but more often than not their roles are never recognized.Using illustrations from “A Doll’s House,” support this assertion.

2)The playwright of ADoll’s House communicates that a formed perception about someone is normally too far from reality. Use appropriate illustrations to support this.

3)Many homes are built on lies. Support this using Helmer’s home as presented in A Doll’s House.

4)Choices have consequences. Support this with illustrations from A Doll’s House.

5)Circumstances and situations surrounding an individual have a great effect on the individual’s character. Using Nora and Krogstad in ADoll’s House, support this assertion.

6)Selflessness should have limits, drawing illustrations from the play A Doll’s House, write an essay showing to what extent you agree with this assertion.

7)One needs friends to support him or her in times of need. Support this with illustrations from Henrik Ibsen’s ADoll’s House.

8)Using illustrations from the play, A Doll’s House by Henrik Ibsen, show how lies and deceit are exposed in the play

9)”Money is the source of all evil.“Support this statement with illustrations from the play, A Doll’s House byHenrik Ibsen.

10)”Never judge a book by its cover.” Using illustrations from the play, A Doll’s House by Henrik Ibsen,support this statement.

12)’Women are portrayed as loving and self-sacrificing in Henrik Ibsen’s A Doll’s House,’ Write an essay toshow the truth of this statement.

12)Write an essay to show that appearances can be misleading. Draw your illustrations from Henrik Ibsen’s ADoll’s House.

13)Drawing illustrations from Henrik Ibsen’s A Doll’s House, write an essay to justify the statement: All her life, Norah has been treated like a doll to be petted and shown off.

14)Relationships are bound to disintegrate where one party feels superior,’ Using examples from Henrik Ibsen’s A Doll’s House, justify this statement.

15)Preserving the respect of the community preoccupies the characters in Henrik Ibsen’s A Doll’s House. Drawing illustrations from the text, write an essay to show the truth of this statement.

16)Women are generally loving and self-sacrificing. Validate this statement basing your illustrations from Henrik Ibsen’s A Doll’s House.

 

FORM TWO ENGLISH UPDATED NOTES

FORM TWO ENGLISH NOTES

LISTENING AND SPEAKING FOR FORM TWO

PRONUNCIATION

STRESS

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

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

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

Stress is studied in two levels:

  • Word level; and
  • Sentence level.

Stress at the Word Level

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

Rules of Word Stress

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

Cloudy  carton    table

  1. For verbs with two syllables and prepositions, emphasize the second syllable, for example
  2. Words with three syllables.
  • Those ending in –er, -ly, emphasis put on the first syllable, for example,
  • Stress the first, for those ending in consonants and in –y, for example,
  • Stress the last syllable if the word ends in –ee, -ese, -eer, -ique, -ette, for example,
  • Look at the ones with the suffixes below, where stress is placed on the second,

-ary: library

Cial: judicial, commercial

-cian: musician, clinician

-tal : capital, recital

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

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

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

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

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

 

In sentences;

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

Sentence Stress

Sentence stress is accent on certain words within a sentence.

Most sentences have two basic word types:

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

 

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

 

Look at the sentence below:

Buy milk feeling tired.

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

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

Will you buy me milk since I am feeling tired?

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

Now let’s study the sentence below:

Joan doesn’t think Akinyi stole my green skirt.

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

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

 

Exercise 1

 

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

 

  • Cement
  • Address
  • Permit
  • Content
  1. Underline the part of the word in boldface you will stress in each of the following sentences.
  • The boy has been asked to sert the de.sert.
  • My handsome cortwilles.cort me to the dance.
  • After updating my sume, I will re.sume my job search.
  • They have to testin the annual Math con.test.
  • If you vict me, I will remain a con.vict for 5 years.

Exercise 2

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

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

 

 

INTONATION

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

Falling Intonation

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

 

Rising intonation

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

Do you visit them↗ often?

Have you seen ↗her?

Are you ready to ↗start?

Could you give me a↗ pen, please?

  • Alternative questionsg.

Do you want ↗coffee or ↘tea?

Does he speak↗ Kiswahili or ↘English?

  • Before tag questionsg.

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

She knows↘ him,↗ doesn’t she?

  • Enumeratingg.

↗One, ↗two,↗ three, ↗four,↘ five.

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

Exercise

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

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

 

 

 

 

 

 

 

 

 

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?

 

 

 

 

 

 

 

 

 

 

 

RHYME

  • Rhyming words are the words that sound the same at the ends. Examples of rhyming words are:
  • When a poem has rhyming words at the end of its lines, these are called ‘end rhymes’. Look at these two lines:

That keep me locked up tight

All of the things that make me feel not right

The words ‘tight’ and ‘right’ rhyme.

  • By contrast, internal rhyme/ middle rhyme, is a rhyme that occurs either when:
  • Two or more rhyming words occur within the same line;
  • Two or more rhyming words appear in the middle of two separate lines, or sometimes more;
  • A word at the end of a line rhymes with one or more in the middle of the following line.

 

  • Read the poem below and then try to identify the instances of rhyme in it.

Mystic Travel

Mystic travel time

Too endless islands in your mind

 

Tiny lights majestic and free

Open the skies soar me

 

Travel your minds unseen road

To mysterious lands secrets untold

 

The mountains valley lay quiet

As a shower carries away

 

The warmth of an evening breeze

Built from within a day

 

Heat dances shadows on the lakes fiery bay

Constructing temples where gods could play

 

Today is the finest piece

For tranquil emptiness

 

Suggestions of fluent sensations

Congregated illusions of masturbations

 

Sympathize the richness of the truth

Energize the expected thoughts of youth

 

 

Reading the poem aloud, we can point out several rhyming couplets. They include among others:

  • Free and me
  • Away and day
  • Sensations and masturbations
  • Truth and youth

Internal Rhyme in Separate Lines

Here is are two examples of pairs of lines with middle rhymes in separate lines.

I see a red boat that has a red flag

Just like my red coat and my little red pail

 

The words ‘boat’ and ‘coat’ rhyme.

 

I’d like to jump into the ocean

But don’t dump me instead.

 

The rhyming words are ‘jump’ and ‘dump’.

 

Now read the stanza below from the poem ‘The Raven’ and identify all the pairs of rhyming words.

 

Once upon a midnight dreary, while i

Pondered, weak and weary

Over many a quaint and curious volume of

Forgotten  lore.

While I nodded, nearly napping, suddenly

There came a tapping

As if someone gently rapping, rapping at

My chamber door

’’Tis some visitor,’’ I muttered, ’’tapping at

My chamber door;

Only this, and nothing more.’’

Rhyme Scheme

  • This is a way of describing the pattern of the end rhymes in a poem.
  • The points below will help you in reading and notating the rhyme scheme.
  • Each new sound at the end of a line is given a letter.
  • The letters start with ‘a’ , then ‘b’, and so on.
  • If an end sound repeats the end sound of an earlier line, it gets the same letter as that earlier line.
  • Here are four different stanzas, each with a different rhyme scheme, that can help you understand rhyme scheme.
  1. From Voices in My Head, by Ivor Davies

Suddenly a voice appears

I hear it in my mind

Within my head not in my ears

Not of the normal kind

 

The rhyme scheme is: abab

It is regular rhyme scheme as it is easy to predict when the sound will next appear.

  1. From Falling Raindrops’ Prayer for the Broken.

I pray for the crying

For the hurt and the dying

For those burned and screaming

For each helper crying

 

The rhyme scheme is aaaaa

This too is regular.

  1. From the poem by Robert Broadbent.

 

Early or late,

Patient …can’t wait

Lost or your found

The world goes around

 

The rhyme scheme here is aabb. This is a Regular scheme

  1. From Happy Holidays by John Lumber.

Christmas Eve

Oh how supreme!

When Santa comes

Every night!

Then, next day,

I just can’t wait,

When the tree is all alight.

 

The rhyme scheme is abcdedd. This is irregular.

The irregular rhyme scheme occurs when you can’t predict when the end sound will be repeated.

 

Why Rhyme?

  • Rhyme creates rhythm in the poem.
  • It also makes reading or reciting the poem interesting.
  • The poem is also made easy to memorize.

 

 

 

Exercise 1

Describe the rhyme scheme of the poem below by Robert Broadbent.

One Day at a Time

Happy or sad

Good days or bad

Cherry or down

The world goes around

 

Give up or try

Out going or shy

A smile or a frown,

The world goes around

 

Early or late,

Patient …can’t wait,

Lost or your found,

The world goes around

 

Angry, serene

Out spoken, unsent

Tense or unwound,

The world goes around

 

All future days,

Are hidden in haze,

Don’t worry, just learn,

To let the world turn.

 

Exercise 2

The incomplete poem below has the rhyme scheme: aabccbddebfe. Complete it with appropriate words.

Death did not take Paris silently

Rumbled the grave screaming _______________________

No child slept easy that _______________________

Twenty minutes of terror waking

Wee ones from sleep in cold sweats __________________________

Stealing their peaceful birthright.

 

Indelible imprints of ______________________

Ingrained in young psyches forever;

Post traumatic stress syndrome.

They may age, but they will not ____________________

The bloody death that evil begets

Shadows lurk in dreaming’s gloam.

(By Catie Lindsey)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SONGS

  • 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 Songs
  • 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 Songs
  • 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 song 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.
  • Look at the panegyric in the next page.

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

ETIQUETTE

TELEPHONE ETIQUETTE

Telephone etiquette are the rules that demonstrate the proper and polite way to use your phone/telephone.

It starts from how you prepare for phone calls to when you end the call.

Preparation for Phone Call

The following should be done before placing a call:

  • Ensure you have enough time. It will not auger well to suddenly end the conversation because of insufficient airtime.
  • Go to a place where there is silence. Too much noise will distract your attention.
  • Think through exactly what you want to say. Write it down if possible so you don’t forget what to say or ask and look as though you didn’t have anything to say.

Tips to Display When Making a Call

Whether at work, at home, or on your mobile phone, remember to display the tips below at all times:

  1. Identify yourself at the beginning of the call.
  2. Speak clearly and slowly especially when leaving the message.
  3. Speak with a low tone of voice. Be sure to know how loud you may be.
  4. Always end with a pleasantry, for example,’ Have a nice day.’
  5. Let the caller hang up first.
  6. Stay away from others while talking on the phone. They don’t need to hear your private conversation.

What to Avoid

  1. Avoid being distracted by other activities while speaking. Some of these activities include:
  • Rustling papers
  • Chewing
  • Driving
  • Speaking with someone
  • Shopping
  • Working on the computer
  1. Avoid allowing interruptions to occur during the conversation.
  2. Do not engage in an argument with the caller.
  3. Talking too loudly.

 

 

 

Not at these Places

The following are places you should not make a call. You should even have your cell phone in a silent mode or switch it off altogether.

  • Bathrooms
  • Hospitals
  • Waiting rooms
  • Meetings
  • Museums
  • Places of worship
  • Lectures
  • Live performances
  • Funerals
  • Weddings

Telephone Conversations

Here we shall focus on majorly business telephone conversations. It should be noted that there are patterns that are followed; but not all will follow this rigid pattern. The six patterns include:

  1. The phone is answered by someone who asks if he/she can help.
  2. The caller makes a request either to be connected to someone or for information.
  3. The caller is connected, given information or told that that person is not present at the moment.
  4. The caller is asked to leave a message if the person who is requested for is not in.
  5. The caller leaves a message or asks other questions.
  6. The phone call finishes.

Exercise 1

Read the telephone conversation below and then answer questions that follow.

Pauline: (a form two student, Wajanja School) ring ring… ring ring …

Secretary: Hello, Wajanja School, this is Ms Esther speaking. How may I be of help to you?

Pauline: Yes, this is Pauline Karanja a form two student calling. May I speak to the principal, please?

Secretary: I am afraid MsKaluma is not in the office at the moment. Would you like to leave a message?

Pauline: I would really want, thanks. When she comes back, tell her I wanted to ask for one day permission. My brother is sick and I would like to request her that I report one day after the opening day. It is I who will be left with my siblings as the brother goes to the hospital. That is all.

Secretary: Sorry for that, I wish him quick recovery. I would give her the message as soon.

Pauline:I would be grateful madam. Thanks again.

Pauline:Welcome Pauline. Just ensure you report as stated here.

Secretary: Ok have a nice day madam.

Pauline:You too have a perfect day. Goodbye

  • With examples, outline the patterns of telephone conversation in above.
  • Identify evidences of telephone etiquette tips displayed by Pauline in the conversation above.

Exercise 2

Your sibling is very sick. You are planning to make a doctor a phone call to come to your home to provide medication.

  • State any three preparations you would put in place before making this important call.
  • Give four bad habits you would avoid when making this call.

Exercise 3

Joan has just called the parent to ask them to pay the school fee. Unfortunately, the parent is not happy with the way she has made the call. Identify any four telephone etiquette tips shecould have failed to display.

 

 

 

 

 

 

 

 

 

 

 

 

MASTERY OF CONTENT

INTERVIEWS

Have you ever attended the formal meetings where you are asked questions and are expected to respond to them? More than once you will be invited to attend interviews. You can also invite someone to interview. For this reason, you should some interview tips.

The two participants in an interview are the interviewer (at times a panel of interviewers), and the interviewee.

Tips for the Interviewees

Job Interview Preparations

If you really want to be considered for a particular job following an interview, you have to adequately prepare to succeed. The following are the preparations the interviewee would put in place before the interview:

  • Contact your referees to alert them that you will be interviewed and they are likely to receive a call.
  • Prepare your documents. Make sure they are neat and well arranged.
  • Know the location where you are having the interview. It will help you know how long it will take you to reach there.
  • Do some research about the organization.
  • Prepare what to wear and how to groom.
  • Anticipate potential questions and prepare answers correctly.
  • Arrive early enough for the interview.
  • Prepare questions to ask the interviewer at the end. It will show how much you are interested in working there.

During the Interview;

  • Greet the interviewer.
  • Knock on the door and wait for response before you enter. Shut the door behind you quietly.
  • Wait until you are offered the seat before sitting.
  • Sit or stand upright and look alert throughout.
  • Make good eye contact with the interviewer to show you are honest.
  • Explain your answers whenever possible and avoid answering questions with yes/no as answers.
  • Answer questions honestly. Don’t ever lie!

Common Blunders you MUST Avoid

Avoid falling foul of the following:

  1. Turning up late for the interview.
  2. Dressing and grooming inappropriately.
  3. Giving simple yes/no as answers.
  4. Speaking negatively about your previous employer.
  5. Sitting before invited.
  6. Discussing time-off or money.

As an Interviewer

Before the Interview:

  1. Write down questions to ask.
  2. Call the prospective employee’s referees.
  3. Prepare the place for the interview.
  4. Alert the interviewee about the interview. Mention the time and place.
  5. Arrive early for the interview.

During the Interview:

  1. Allow them enough time to respond to questions.
  2. Encourage them to speak by, for example, nodding your head when they answer questions.
  3. Speak and ask questions politely. Be friendly but formal as much as you can.
  4. Make eye contact with the interviewee to show you are listening to them.

 

Exercise 1

you are the secretary of journalism Club at Maembe Dodo Mixed School. On Friday you would like to interview your school Deputy Principal on the issue of Students’ Discipline.

  • Write down any three questions you would ask him/her.
  • Other than writing down questions to ask, how else would you prepare prepare for this day?
  • State four things you would do as you interview him.

Exercise 2

Read the conversation below and then answer questions after it.

Ms Naomi: Welcome to our Doctor’s office.

Mr. Josh: Nice to be here.

Ms Naomi: I see from your resume that you are a cardiologist with 10 years of practice.

Mr. Josh: That’s right.

Ms Naomi: This interview is just to get to know you a little and then there are follow up interviews. So what do you do in your free time?

Mr. Josh: I like golfing and swimming. I also like to read newspapers.

Ms Naomi:Why did you want to be a doctor?

Mr. Josh:Actually I love helping people get well. I think cardiology has made great strides recently and I would like to share my findings with others.

Ms Naomi:Have you written in any scientific journals so far?

Mr. Josh:Not yet. But hopefully soon.

Ms Naomi:OK, we’d like to learn more about you. Let’s go for lunch wwith our colleagues, if that’s OK.

Mr. Josh:That’s fine, I am free.

 

  • What two things qualify Ms Naomi as a good interviewer?
  • Identify two evidences of interview tips displayed by Mr. Josh.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

READING FOR FORM TWO

 READING SKILLS

SCANNING AND SKIMMING..

Reading

  • There is a lot of reading you will engage in. To cope with it all, you’ll need to develop some reading techniques.
  • Here we’ll talk about scanning, skimming and reading for study.

Scanning

  • When you scan a text, you search for one particular item (or set of items) while ignoring everything else.
  • Suppose, for example, that you’re writing an assignment  on Effects of Drug Abuse, and you’re looking through a copy of Drug Addict’s Story, to see if there are any relevant material. You scan the list of contents to find the part written Drug Abuse , then scan the materials listed there.

Skimming

  • Whereas you scan for specific information, you skim a text to get a general idea of what information it contains.
  • In this case you might pick up the copy of Drug Addict’s Story in a library, skim through the contents, turn to a couple of articles that interest you and skim through the paragraphs to get a sense of what they are saying.
  • You wouldn’t read every word, or even look at every paragraph.
  • You just read enough to find out whether the book/newspaper is worth reading/buying.

 

 

 

 

 

 

 

 

 COMPREHENSION SKILLS

SUMMARY AND NOTE- MAKING.

SUMMARY

  • An excellent summary is a summary written to show that you have read and understood something.
  • You will get assignments that ask you to read a certain material and summarize it.

How to produce a summary:

1.Read the material to be summarized and be sure you understand it.

2.Outline the major points.

3.Write a first draft of the summary without looking at the material.

4.Always use paraphrase when writing a summary.

5.Target your first draft for approximately 1/4 the length of the original.

6.Never put any of your own ideas, opinions, or interpretations into the summary. This means you have to be very careful of your word choice.

  1. Write in prose – not point form.

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 …………………….

  • ………………………………………….
  • …………………………………………
  • ………………………………………..
  • ………………………………………..

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRAMMAR FOR FORM TWO

PARTS OF SPEECH

NOUNS

  • COLLECTIVE NOUNS
  • A collective noun is a word for a group of specific things or people regarded as an entity.
  • Collective nouns are grouped under three categories:
  1. Category of people
  2. Category of animals
  • Category of things
  1. Category of People

The collective used here are:

  • An audience of listeners
  • A babble of barbers
  • A bench of bishops
  • A blush of boys
  • A promise of barmen
  • A board of directors
  • A class of students
  • An army of soldiers
  • A band of musicians
  • A bunch of crooks
  • A cast of actors/players (also a company or cry of)
  • A choir of singers
  • A crew of sailors
  • A crowd of people/ spectators
  • A flock of tourists
  • A gang of labourers
  • A gang of thieves
  • A goring of butchers
  • A group of dancers
  • A pack of thieves
  • A panel of experts
  • A regiment of soldiers
  • A staff of employees
  • A tabernacle of bakers
  • A team of players
  • A thought of barons
  • A tribe of natives
  • A troop of boy scouts
  • A troupe of artists/dancers

 

  1. Category of Animals

Those used for animals include:

  • An army of ants
  • A catch of fish
  • A drove of goats/bullocks
  • A fall of lambs
  • A flight of birds
  • A flock of birds
  • A flock of sheep
  • A haul of fish
  • A herd of buffaloes/cattle/deer/elephants/goats
  • A hive of bees
  • A host of sparrows
  • A kennel of dogs
  • A knot of frogs
  • A litter of cubs
  • A litter of kittens/puppies
  • A murder of crows
  • A pack of wolves
  • A pack of hounds
  • A swarm of bees/flies
  • A team of horses
  • A team of ducks/horses/oxen
  • A tribe of goats
  • A troop of lions/monkeys
  • A zoo of wild animals

 

  1. Category of Things
  • An album of autographs/photographs/stamps
  • An anthology of poems/stories
  • A basket of fruits
  • A bowl of rice
  • A bouquet of flowers
  • A bunch of keys
  • A chest of drawers
  • A cloud of dust
  • A convoy of lorries
  • A fleet of ships/lorries
  • A forest of trees (also; stand, clump, grove of)
  • A galaxy of stars
  • A group of islands
  • A hedge of bushes
  • A library of books
  • A nest of rumours
  • A pack of cards
  • A pack of lies
  • A pair of shoes
  • A range of mountains
  • A rouleau of coins
  • A stack of wood
  • A string of pearls
  • A wad of notes

 

Exercise 1

What name is given to a group of:

 

  1. Writers
  2. Widows
  3. Witches
  4. Tailors
  5. Judges
  6. Grammarians
  7. Shoemakers
  8. Girl guides
  9. Foresters
  10. Prisoners
  11. Preachers
  12. Candidates
  13. Matrons
  14. Magistrates
  15. Lawyers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • COMPOUND NOUNS
  • A compound noun is a noun that is made with two or more words.
  • There are three forms for compound nouns:
  • Open or space – space between words, for example, man servant
  • Hyphenated – hyphen between words, for example, sister-in-law
  • Closed or solid – neither space nor hyphen between words, for example, witchcraft

Compound Nouns Combinations

The following are the compound noun combinations with examples:

Noun + Noun

Football

Eyelid

Adjective + Noun

Greenhouse

Hotdogs

Verb + Noun

Washing machine

Dinning table

Noun + Verb

Haircut

Rainfall

Verb + Preposition

Check-out

Noun + Prepositional Phrase

Master of ceremonies

Sister-in-law

Preposition + Noun

Underdog

Noun + Adjective

Spoonful

Plural Forms of Compound Nouns

  • In general, we make the plural of the compound noun by adding –s to the most significant one. Look at the table
Singular Plural
Head teacher

Passerby

Mother-in-law

Wallpaper

Head teachers

Passersby

Mothers-in-law

Wallpapers

 

  • There are variations with those ending in –ful, like spoonful. You can either say spoonsful (new style), spoonfuls (old style). It is advisable you remain consistent in your choice.
Compound Noun New Style Old Style
Spoonful

Bucketful

Cupful

Truckful

Mouthful

Spoonsful

Bucketsful

Cupsful

Trucksful

Mouthsful

 

Spoonfuls

Bucketfuls

Cupfuls

Truckfuls

Mouthfuls

 

 

  • There are those nouns that have no obvious significant word. They will require you to consult the dictionary to find their plural. For example,
  • Go-betweens
  • Good-for-nothings
  • Grown-ups
  • Higher-ups etc
  • For compound nouns made of noun +noun, the first noun is taken as an adjective, and does not take an –s. examples
  • Apple trees
  • Toothbrushes
  • Bus stops , etc

Exercise

Using compound nouns, shorten the underlined phrases in the sentences below.

  • She is cleaning a room for stores.
  • He bought a new ruler for measuring up to 30 cm.
  • June is the assistant class secretary for form two.
  • We had to stop at the station for the buses.
  • Get me size of cables.
  • They bought it as there was reduction in cost.
  • Students are given two breaks of twenty minutes.
  • These are the plugs with three pins.
  • The mechanic has carried two metal boxes for the tools.
  • Are you the wife of my son?

 

 

 

 

  • POSSESSIVES
  • A noun can be a possessive when it can also have “of a” or ”of the” preceding it. For example,

The watch of a girl – a girl’s watch.

The milk of the cow – the cow’s milk.

Singular Possessives

  • A singular noun is usually made possessive by adding ‘s to the end of the noun. For example,

The man’s wheelbarrow is lost.

  • Most proper nouns are made possessives by adding ‘s to the end of the word, for example,

Khalwale’s shirt is dark.

  • A singular noun that ends in s can be made possessive by either adding ‘s to the end of the word, or by only adding to the end of the word. Example,

Matthews’ job is good.

Matthews’s job is good.

Plural Possessives

  • A plural noun that ends in s can be made possessive by only adding to the end of the word. Example

All the technicians’ fingers were cut.

  • A plural noun that ends in other letters apart from s can be made possessive by adding ‘s  to the word. For example,

The women’s team will play next week.

Possessive Pronouns

  • Most possessive pronouns do not use an apostrophe to indicate possession. Examples
  • That is its tail.
  • His is the new one.
  • Ours has been received.
  • Some possessive pronouns use ‘s, for example,

Grade “A” is everyone’s dream.

This is someone’s wrist watch.

Note: “it’s” is a contraction for “it is” and not a possessive.

 

 

 

 

 

 

 

 

PRONOUNS

  • NUMBER AND PERSON IN PRONOUNS

Pronoun Number

  • A pronoun can be singular or plural.
  • Singular pronouns are:
  • I, me, he, him, his, she, her, it, anyone, this, etc
  • Plural pronouns are:
  • We, us, they, them, these, all, those, etc

Pronoun Person

  • Pronouns are divided into three grammatical persons. These divisions are:
  • First person

It refers to the one or ones speaking.

The pronouns used here are I, me, mine, we, us, ours

  • Second person

The one spoken to, or directly addressed, is referred to here.

The pronouns in the second person are you, yours

  • Third person

It refers to the one or ones spoken about.

Some pronouns used in the second person are it, its, they, theirs, them

Examples in Sentences

  1. She likes me.
  2. Fred bought him an umbrella.
  • Yours is the smallest.

 

 

 

 

 

 

 

 

 

 

  • INDEFINITE PRONOUNS
  • An indefinite pronoun does not refer to any specific person, thing or amount.
  • Some common indefinite pronouns are:

 

  • All
  • Another
  • Any
  • Anybody
  • Anyone
  • Anything
  • Anywhere
  • Both
  • Each
  • Either
  • Enough
  • Everybody
  • Everyone
  • Everything
  • Few
  • Many
  • Nobody
  • None
  • One
  • Several
  • Some
  • Somebody
  • Someone
  • Somewhere etc

 

  • Most indefinite pronouns are either singular or plural. Some of them can, however, be used as singular and plural depending on the context.
  • A singular pronoun takes a singular verb. Examples,
  1. Each teacher has written her/his lesson notes.
  2. There are two cups. One is
  • By the same token, a plural pronoun takes a plural verb for agreement. Examples,
  1. Many have been here.
  2. Both are my friends.

Meaning of Some Typical Indefinite Pronouns

Singular Indefinite Pronouns

Pronoun Meaning Example in a Sentence
Another Additional That cook was stubborn. Can you help me get another?
Anybody/anyone No matter what person Is there anyone at home?
Anything No matter what thing Is there anything left there?
Each Every one of two or more Each has to pay for the damage.
Either One of the two Either is ok.
Enough As much as needed There is enough money to take us the whole week.
Everybody/everyone All people Since everyone has arrived has left, you can lock the gate.
Everything All things Everything that belongs to them have been swept by flood.
Neither Not one and not the other of the two I always advise Muktar and Asiya but neither listens to me.
Nobody/no-one No person I have written to many people but no-one has replied.
Nothing Not anything Nothing has been heard from them since.
One An unidentified person or thing One has not been found.
Other A different one from the one that has been mentioned One of the twins is brown while the other is dark.
Somebody/someone Unknown or unspecified person Someone is missing.
Something An unspecified thing I hope she is cooking something.

 

Plural Indefinite Pronouns

  • Both
  • Many
  • All

Exercise 1

Complete the sentence with the most appropriate indefinite pronoun from the list given below.

 

Everyone

Somewhere

Everybody

Nothing

Anywhere

Anything

Anybody

Something

 

 

  1. Would like ______________ to drink?
  2. I couldn’t see _____________ in the dark.
  3. Does _________ know her?
  4. Don’t ask where she has gone. Dorothy can go __________ she feels like going.
  5. The weapons were found ____________ here.
  6. There is ____________ to watch.
  7. Since _____________ has left, the shop can be closed.
  8. We will get you _____________ you are. You can’t hide for long.
  9. ____________ has approved our proposal.
  10. We were told that there is a good school _____________ near here.

Exercise 2

Rewrite each sentence using the word in brackets.

  1. He said nothing useful. (anything)
  2. There is no anything left. (nothing)
  3. Can anyone answer this question? (no-one)

 

 

 

 

 

 

 

VERBS

  • AUXILIARY VERBS
  • Auxiliary (or Helping) verbs are used together with a main verb to show the verb’s tense or to form a negative or question.
  • There are two categories of auxiliary verbs:
  • Primary Auxiliaries
  • Modal auxiliaries
  • Primary Auxilliaries
  • The most common auxiliary verbs are have, be, and do.
  • The three have their forms as shown below.
Verb Forms
Be ·        Be

·        Am

·        Is

·        Are

·        Was

·        Were

·        Been

·        Being

Have ·        Have

·        Has

·        Had

Do ·        Do

·        Does

·        Did

 

 

Examples in Sentences

  1. Emiliana is running away from us.
  2. If she doesn’t come on time, she’ll have to do all the work.
  3. Does your name begin with an “F”?
  4. The boys have finished the race.
  5. I am writing you a notice
  6. The milk has been drank by the cat.
  7. I have purchased a new pair of shoes to replace the ones that were lost in my luggage.
  8. We hope you don’t drop out of school.
  9. She was asking Wachira a question.
  10. Richard has been working hard the whole year.
  11. Sarah doesn’t ski or roller skate.

(b)   Modal Auxiliary Verbs

  • Unlike the primary auxiliary verbs, modal auxiliaries never change form.
  • Look at the list of modal auxiliary verbs follows:

 

  • Can
  • Could
  • May
  • Might
  • Must
  • Need
  • Ought to
  • Shall
  • Should
  • Will
  • Would

 

 

Functions of Auxiliary Verbs

Auxiliary verbs, also known as helping verbs, add functional or grammatical meaning to the clauses in which they appear. They perform their functions in several different ways:

  • They express tense. For example past, present and future.
  • Make sentences grammatically correct.
  • They quantify verbs.
  • Sentences are emphasized through them.

Auxiliary verbs almost always appear together with a main verb, and though there are only a few of them, they are among the most frequently occurring verbs in the English language.

Auxiliary Verb Exercises

Fill in the blank with the correct auxiliary verb from the choices presented:

  1. What ________________ the kids doing when you last saw them? (was, were, are, did, been)
  2. Carla ________________ always wanted to try skydiving. (was, doesn’t, has, is, have)
  3. Where __________________ you go on your summer vacation? (were, been, are, did, does)
  4. Why do you think she __________ call you like she said she would? (didn’t, is, hasn’t, has been, have)
  5. Mary _____________ going to be upset when she hears what happened. (will, don’t, is, didn’t, has)
  6. Jeremy _____________ want to go to the movies; he wants to stay home instead. (doesn’t, isn’t, wasn’t, hasn’t, was not)
  7. I _________________ appreciate his jokes. They weren’t funny. (did, have, been, didn’t, haven’t)
  8. I really like fish but I _______________ care for meat. (weren’t, been, don’t, is, was)
  9. Where _____________ you going when I saw you last night? (were, was, is, do, did)
  10. Tara ________________ called yet; she’s late as usual. (are, were, has, hasn’t, wouldn’t)

Answers: 1 – were, 2 – has, 3 – did, 4 – didn’t, 5 – is, 6 – doesn’t, 7 – didn’t, 8 – don’t, 9 – were, 10 – hasn’t

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • PERFECTIVE ASPECT
  • Also called complete aspect, is the aspect of a verb which expresses a completed action.
  • The completed action can be:
  • In the past, for example,
  • We had met.
  • She had left.
  • They had drunk.
  • In the present, examples,
  • I have seen it.
  • He has taken his bag.
  • It has drunk its milk.
  • In future, for example,
  • She will have left.
  • They will have gone.
  • Helsy will have completed.

How to Form the Perfective Aspect

  • Formed by using the auxiliary verb have and the past participle form of the main verb.

Past Perfect Tense

  • Expresses action completed in the past.
  • There could be one action completed before the one started.

Examples in Sentences

  1. When he arrived, I had already eaten.
  2. John had finished high school by the time I joined form one.
  3. Gregory had seen them.

The Present Perfect Tense

  • Expresses the action completed in the present, before the next one starts.
  • Examples of sentences in this tense are:
  • He has played.
  • We have finished.
  • I have jumped already.

The Future Perfect Tense

  • The future perfect tense refers to a completed action in the future. When we use this tense we are projecting ourselves forward into the future and looking back at an action that will be completed some time later than now. It is most often used with a time expression.
  • The future perfect is composed of two elements
    the simple future of the verb “to have” (will have) + the past participle of the main verb

 

Affirmative Negative Interrogative Negative Interrogative
I will have jumped I won’t have jumped Will I have jumped? Won’t I have jumped?
You will have jumped You won’t have jumped Will you have jumped? Won’t you have jumped?
He will have jumped He won’t have arrived Will he have arrived? Won’t he have arrived?
We will have jumped We won’t have jumped Will we have jumped? Won’t we have jumped?
They will have jumped They won’t have jumped Will they have jmped? Won’t they have jumped?

Function

Examples
  • I will have been here for six months on June 23rd.
  • By the time you read this I will have left.
  • You will have finished your report by this time next week.
  • Won’t they have arrived by 5:00?
  • Will you have eaten when I pick you up?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • PROGRESSIVE ASPECT
  • It expresses an on-going action.
  • The action could have been in the past, present, or will happen in future.
  • Verbs in this aspect are recognizable by the present participle (-ing)

Progressive Aspect with Past Tense

We use the pattern:

Was or were + present Participle,

Examples

  • We were travelling.
  • She was writing.

Progressive Aspect with Present Tense

The pattern below is used

Is or are +present participle, for example

  • She is writing.
  • They are dancing.

Progressive Aspect With Future Time

To form this, we use the pattern:

Will be + present participle

  • He will be cyling.
  • They will be crying.

 

 

 

 

 

 

 

 

 

  • FUTURE TIME
  • There are a number of different ways of referring to the future in English. It is important to remember that we are expressing more than simply the time of the action or event.
  • Future always refers to a time ‘later than now’, but it may also express our attitude to the future event.

All of the following ideas can be expressed using different tenses:

  • Simple prediction: There will be strike next week.
  • Arrangements: She is running to Kilgoris tomorrow.
  • Plans and intentions: They are going to fly to London in December.
  • Prediction based on present evidence: I think it’s going to rain!
  • Willingness: She will pay your
  • An action in progress in the future: This time next year he will be in form three.
  • An event or action that is a routine: You will be seeing Perpetua in the church tomorrow.
  • Obligation: You are to drive directly to my house.
  • An action or event that will take place immediately or very soon: The train is about to leave.
  • Projecting ourselves into the future and looking back at a completed action: A month from now he will have finished all his exams.

The four future verb tenses in English are:

Simple future tense

The simple future refers to a time later than now, and expresses facts or certainty.

Examples in Sentences

  • I will see you later.
  • She will do it. Do not worry.

How to Form the simple future

  • The simple future tense is composed of two parts: will / shall + the infinitive without
  • study the table below:
Affirmative Negative Interrogative
I will visit I won’t visit.

I will not visit.

Will I visit?

Won’t I visit?

She will visit. She won’t visit.

She will not visit.

Will she visit?

Won’t she visit?

They will visit. They won’t visit.

They will not visit.

Will they visit?

Won’t they visit?

 

Contractions in simple Future

I will = I’ll
We will = we’ll
You will = you’ll
He will = he’ll
She will = she’ll
They will = they’ll
Will not = won’t

Future continuous

  • The future continuous refers to an unfinished action or event that will be in progress at a time later than now.
  • The future continuous is made up of:
    the simple future of the verb ‘to be’ + the present participle (base+ing)
  • The future continuous is used for quite a few different purposes. These functions include:
  • To project oneself into the future. Example
This time next month she will be writing her final paper.
  • To predict or guess about future events. Example

You’ll be missing these meals once leave high school.

  • To ask politely for information about the future. Example

Will you be attending my weeding this weekend?

  • To refer to continuous events expected to happen in the future. Examples

I’ll be tracing him next month.

Future perfect

  • The future perfect tense refers to a completed action in the future.
  • In using this tense, we project ourselves forward into the future and looking back at an action that will be completed sometime later than now.
  • It is most often used with a time expression.
  • To form it, include:
    the simple future of the verb “to have” (will have) + the past participle of the main verb

Examples in Sentences

  • Won’t you be here for my party for three hours next week?
  • You will have evacuated the building by the time the constructors arrive.
  • She will have left by the time we arrive.

Future Perfect Continuous

  • This tense is used to project oneself forward in time and to look back.
  • It refers to events or actions in a time between now and some future time are unfinished.
  • It is most often used with a time expression.
  • The future perfect continuous is composed of two elements
    the future perfect of the verb “to be” (will have been) + the present participle of the main verb (base + ing)
  • Study the examples below:
  • I will have been doing my degree at the university for two years by 2019.
  • By 2030 he will have been driving his car for 15 years.
  • Next year I will have been learning in this school for three years.

 

 

 

ADJECTIVES

ORDER OF ADJECTIVES

  • Adjectives denoting attributes usually occur in a specific order.
  • In general, adjectives follow the following order:
Order Examples
Quantity Thirty, many, some
Opinion Nasty, dirty, beautiful
Size Short, tiny, huge
Shape Square, round, circular
Age Young, new, 20-year-old
Colour Green, indigo, pink
Origin/Nationality Kenyan, English, Chinese
Purpose Serving, sleeping,
Material Glass, earthen, metallic
Noun

 

Examples in Sentences

  1. Hamisi has decided to sell his flashy new German
  2. I met several charming Indian
  • There are three big football balls in the store.
  1. She has bought a few small white sleeping

 

 

 

 

 

 

 

 

 

 

 

 

ADVERBS

  • ADVERBS OF PLACE
  • They talk about when the action happened, will happen, or happens.
  • They are placed after the main verb or object.
  • Examples of adverbs of place are:
  • Up
  • Down
  • Far
  • Overseas
  • Nearby
  • North, etc

Examples in Sentences

  1. She went there.
  2. The supermarket is
  3. She went overseas.
  4. The bedroom is upstairs.
  • ADVERBS OF DEGREE
  • An adverb of degree tells us the intesity at which at which an action occurs, or degree of an adjective or another adverb.
  • Examples of adverbs of degree are:
  • Extremely
  • Quite
  • Very
  • Almost
  • Just etc

 

Examples in Sentences

  1. It very cold outside.
  2. This water is extremely hot.

 

 

 

 

 

 

 

 

PREPOSITIONS

COMPLEX PREPOSITIONS

  • A complex preposition consists of two or three word combinations but acting as a single unit.
  • Below are the examples:
  • In accordance with
  • On behalf of
  • In aid of
  • In line with
  • With respect to
  • By mean of
  • In relation to

Examples in Sentences

  1. I am writing in regard to what we discussed yesterday.
  2. He came on behalf of his boss.
  3. A word can be distinguished on the basis of stress.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONJUNCTIONS

SUBORDINATING CONJUNCTIONS

  • A subordinating conjunction joins a subordinate clause (dependent) to a main clause (independent clause).
  • A subordinating conjunction is always followed by a clause.
  • It reduces the importance of one clause so that the reader understands which of the two ideas are important.
  • Separate the subordinate clause from the main clause with a comma when the sentence begin with a subordinate clause.
  • The following is a list of common subordinating conjunctions:

 

  • After
  • Although
  • As
  • As if
  • As long as
  • As much as
  • As soon as
  • As though
  • Because
  • Before
  • Even if
  • Even though
  • How
  • If
  • Inasmuch
  • In order that
  • Lest
  • Now that
  • Once
  • Provided
  • Provided that
  • Since
  • So that
  • Than
  • That
  • Though
  • Till
  • Unless
  • Until
  • When
  • Whenever
  • Where
  • Whereas
  • Wherever
  • While
  • Why

 

Examples in Sentences

  1. When the door was knocked, Joan rose to open it.
  2. It is hard to give up drugs once you get addicted.
  • Because I was sick, I went to see the doctor.
  1. Although it was cold, he took off his coat.
  2. I can’t take you out since I have no money.

Exercise

Combine the pair of sentences using subordinating conjunction. Choose the conjunction from the list below.

 

Rather than

 While

Whereas

Now that

Before

Whether or not

Once

Even though

Since

 

 

  1. Henry passed the exams first time. Jane had to retake the exams twice.
  2. My sister likes Math. I prefer Chemistry.
  3. It was raining. I didn’t get wet.
  4. I will be late today. There is jam in town.
  5. Njuguna passed the test. Njuguna did not revise.
  6. I will leave. There is someone to take care of the baby.
  7. John is a boy. Mary is a girl.
  8. Go to play. Call your sister.
  9. I didn’t give the money to my sister. I gave the money to my cousin.
  10. You know him personally. You have to agree that he has done a lot for this country.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTERJECTIONS

  • A word(s) used to exclaim or protest or command.
  • An injection conveys an emotion. The emotion can be of joy, disgust, surprise, excitement, etc.
  • This word is normally placed at the beginning of a sentence.
  • A forceful injection is followed by an exclamation mark.
  • A less forceful injection is followed by a comma.

Examples in Sentences

  1. Wow! I have won it!
  2. Jeepers, that was too close.
  • Indeed, I like it.
  1. Good! I can now relax.
  2. Oh, I didn’t know about that
  3. No, leave me alone.

Interjections which are Sounds

Interjections that follow are of sounds:

  • Phew
  • Ah!
  • Mmm!
  • Humph

Exercise

Fill the blanks with appropriate interjections.

  1. __________, I can’t see you tomorrow.
  2. _________, I will wait for you.
  3. __________ ! The train is leaving!
  4. ___________ I can now go and play.
  5. _________ ! I am lost in this big town!
  6. _________, that is wonderful.

 

 

 

 

 

 

PHRASES

  • CONSTITUENTS OF VERB PHRASES
  • A sentence must have a verb.
  • A verb phrase has a verb as the head word.
  • A verb phrase consists of a main verb plus auxiliary veb(s).
  • Look at the sentence below.

These girls are annoying.

Are annoying is the verb phrase.

Are is an auxiliary verb.

Annoying is the main verb.

  • The main verb normally comes at the end of the phrase.

More Examples In Sentences

  1. The prices have fallen.
  2. They could be running from me.
  3. They have been asking this question over and over again.
  4. She should have been writing the book.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • CONSTITUENTS OF ADVERB PHRASES
  • An adverb phrase is a word group with an adverb as the main word.
  • An adverb phrase can modify a verb, an adjective, or an adverb.

Constituents of Adverb Phrases

An adverb phrase can consist of:

  • An adverb
  • Pre modifier, which can be an adverb, adjective, or a preposition.
  • Post modifier

Adverb Phrases Examples

  1. Quite slowly

Quite is the pre modifier, while slowly is the adverb

  1. On Friday night

Pre modifier is the preposition on . night is the post modifier

Examples in Sentences

  1. The project was done very slowly.
  2. We talked all day long.

 

 

 

 

 

 

 

 

 

 

 

 

 

CLAUSES

  • INDEPENDENT AND SUBORDINATE CLAUSES

Independent Clauses

  • A clause is independent when it meets the following conditions:
  • It has a subject
  • It has an action—what the subject is doing.
  • It expresses a complete thought.

Examples

  1. We left home.
  2. He lives in Nairobi.

Subordinate Clauses

  • A subordinate clause (or dependent) clasuse cannot stand alone as a sentence since it does not express a complete thought.
  • A dependent clause begins with a subordinate conjunction or relative pronouns or a relative adverb.
  • It leaves one wondering “what happened?”

Examples

  1. Where she went
  2. Before Khamisi arrived.
  3. After she abused me.

 

 

 

 

 

 

 

 

 

 

 

 

  • COMPOUND SENTENCES
  • A compound sentence has two independent clauses.
  • An independent clause, as earlier discussed, has a subject and and a verb and expresses a complete thought.
  • The two independent clause forming a compound sentence are joined using a coordinating conjunction. At times, a semi colon is used.
  • The coordinating conjunctions are:
  • For
  • And
  • Nor
  • But
  • Or
  • Yet
  • So

These conjunctions can be best remembered by a handy mnemonic: FANBOYS.

  • Here is an example of a compoud sentence:

He works in Wajir, but he stays in Isiolo.

  • The sentence has two independent clauses: he works in Wajir and he stays in Isiolo.
  • But is the coordination conjunction joining the two clauses.

Other Examples

  1. Rose wanted to buy a dress, but she didn’t have enough money.
  2. They did not go to church, yet their parent advised them to.
  3. Do you want to go to Rongo or Homabay?

 

 

 

 

 

 

 

 

 

 

  • COMPLEX SENTENCES
  • A complex sentence is made up of an independent clause and at least one dependent clauses.
  • A dependent clause lacks one of the elements that would make it a complete sentence.
  • The clauses making up the complex sentence are combined using a subordinating conjunction.
  • Here is an example for you:

Mobile phones have helped a lot since they came to the market.

  • The independent clause mobile phones have helped a lot is joined to the dependent clause since they came to the market.

More Examples in Sentences

  1. Although deer eat my crops, they are cute.
  2. Before you leave, give me your address.
  3. While I prefer a permanent house, my wife prefers a semi permanent one.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • ACTIVE AND PASSIVE VOICE
  • A sentence can either have a verb in active form or passive form.

Active Voice

  • In a sentence with an active verb, the subject performs the action denoted by the verb.
  • Here is a sentence where the subject is performing the verb’s acton.

James is writing the notes.

  • James is the subject doing the action “writing”.
  • Since the subject James does the action, the sentence is said to be in the active voice.

More Examples

  1. Richard locked the door.
  2. Akoth painted the room.
  3. He is buying the phone.

Passive Voice

  • A normal order of many active sentences can be changed, such that the subject is no longer active.
  • In the case above, the subject is being acted upon by the verb.
  • Here is an example for you:

The notes were written by James.

  • The subject is the notes.
  • it is passive as it is acted upon by the verb.
  • Since the subject is being acted upon, the sentence is said to be in a passive voice.

More Examples

  1. The door was locked.
  2. The room was painted by Akoth.
  3. The phone is being bought by him.

Changing a  Sentence from Active Voice to Passive Voice

Follow the steps below in order to change the sentence from active to passive voice:

  • Move the active sentence’s direct object in the subject’s slot.
  • Place the active sentence’s subject into a phrase beginning with the preposition “by” .
  • Add a form of the auxiliary verb “be” to the main verb and change the main verb’s form.

 

 

 

 

Exercise

Change the sentences below to passive voice.

  1. Juliet changed the flat tire.
  2. Gregory painted the entire house.
  3. Who taught you Physics?
  4. No one answered my call.
  5. Who stole my bag?
  6. The hunter killed the antelope.
  7. They will send her a success card.
  8. The terrible news shocked everyone.

 

GRAMMAR ANSWERS

PARTS OF SPEECH

NOUNS

COLLECTIVE NOUNS

 

  • Worship
  • Ambush
  • Coven
  • A disguising
  • Bench
  • A conjunction
  • Blackening
  • Company
  • Stalk
  • A pity/a gang
  • Converting
  • Slate
  • Riches
  • Bench
  • Eloquence

 

 

  • COMPOUND NOUNS
  1. She is cleaning a room for stores.

She is cleaning a storeroom.

  1. He bought a new ruler for measuring up to 30 cm.

He bought a 30-cm ruler.

  1. June is the assistant class secretary for form two.

June is the assistant form two class prefect.

  1. We had to stop at the station for the buses.

We had to stop the bus station.

  1. Get me size of cables.

Get me  cable size.

  1. They bought it as there was reduction in cost.

They bought it as there was cost reduction.

  1. Students are given two breaks of twenty minutes.

Students are given two-twenty minute breaks.

  1. These are the plugs with three pins.

These are the three-pin plugs.

  1. The mechanic has carried two metal boxes for the tools.

The mechanic has carried two metal toolboxes.

  1. Are you the wife of my son?

Are you my daughter-in-law?

PRONOUNS

INDEFINITE PRONOUNS

Exercise 1

  • Something
  • Anything
  • Anybody
  • Anywhere
  • Somewhere
  • Nothing
  • Everyone/everybody
  • Anywhere
  • Everyone/everybody
  • Somewhere

Exercise 2

  • He didn’t say anything useful.
  • There is nothing left.
  • No-one can answer this question.

SUBORDINATING CONJUNCTIONS

  1. Henry passed the exams first time. Jane had to retake the exams twice.

Henry passed the exams the first time while/whereas Jane had to retake them twice.

  1. My sister likes Math. I prefer Chemistry.

Whereas/while my sister likes Math, I prefer Chemistry.

  1. It was raining. I didn’t get wet.

Even though it was raining, I didn’t get wet.

I didn’t get wet even though it was raining.

  1. I will be late today. There is jam in town.

I will be late today since there is jam in town.

Since there is jam in town, I will be late today.

  1. Njuguna passed the test. Njuguna did not revise.

Even though Nuguna did not revise, he passed the test.

  1. I will leave. There is someone to take care of the baby.

Now that there is someone to take care of the baby, I will leave.

  1. John is a boy. Mary is a girl.

John is a boy while Mary is a girl.

  1. Go to play. Call your sister.

Before you go to play, call your sister.

  1. I didn’t give the money to my sister. I gave the money to my cousin.

Rather than giving the money to my sister, I gave it to my cousin.

  1. You know him personally. You have to agree that he has done a lot for this country.

Whether or not you know him personally, you have to agree that he has done a lot for this country.

 

INTERJECTIONS

 

  • No,
  • Well
  • Hurry
  • Phew
  • Alas
  • Ahh

 

 

ACTIVE AND PASSIVE VOICE

  1. The flat tire was changed by Juliet.
  2. The entire house was painted by Gregory.
  3. By whom were you taught Physics?
  4. My call was not answered by anyone.
  5. My bag was stolen by whom?
  6. The antelope was killed by the hunter.
  7. A success card will be sent to her.
  8. Everyone was shocked by the terrible news.

 

 WRITING FOR FORM TWO

SPELLING

COMMONLY MISSPELT WORDS

The table below contains words that are normally misspelt.

absence
accidentally
accommodate
accumulate
achievement
acquaintance
acquire
acquitted
advice
advise
amateur
among
analysis
analyze
annual
apartment
apparatus
apparent
appearance
arctic
arguing
argument
arithmetic
ascend
athletic
attendance
balance
battalion
beginning
belief
believe
beneficial
benefited
boundaries
Britain
business
calendar
candidate
category
cemetery
changeable
changing
choose
chose
coming
commission
committee
comparative
compelled
conceivable
conferred
conscience
conscientious
conscious
control
controversial
controversy
criticize
deferred
definitely
definition
describe
description
desperate
dictionary
dining
disappearance
disappoint
disastrous
discipline
dissatisfied
dormitory
effect
eighth
eligible
eliminate
embarrass
eminent
encouragement
encouraging
environment
equipped
especially
exaggerate
excellence
exhilarate
existence
existent
experience
explanation
familiar
fascinate
February
fiery
foreign
formerly
forty
fourth
frantically
generally
government
grammar
grandeur
grievous
height
heroes
hindrance
hoping
humorous
hypocrisy
hypocrite
immediately
incidentally
incredible
independence
inevitable
intellectual
intelligence
interesting
irresistible
knowledge
laboratory
laid
led
lightning
loneliness
lose
losing
maintenance
maneuver
manufacture
marriage
mathematics
maybe
mere
miniature
mischievous
mysterious
necessary
Negroes
ninety
noticeable
occasionally
occurred
occurrence
omitted
opinion
opportunity
optimistic
paid
parallel
paralysis
paralyze
particular
pastime
performance
permissible
perseverance
personal
personnel
perspiration
physical
picnicking
possession
possibility
possible
practically
precede
precedence
preference
preferred
prejudice
preparation
prevalent
principal
principle
privilege
probably
procedure
proceed
profession
professor
prominent
pronunciation
pursue
quantity
quizzes
recede
receive
receiving
recommend
reference
referring
repetition
restaurant
rhyme
rhythm
ridiculous
sacrifice
sacrilegious
salary
schedule
seize
sense
separate
separation
sergeant
severely
shining
similar
sincerely
sophomore
specifically
specimen
statue
studying
succeed
succession
surprise
technique
temperamental
tendency
tragedy
transferring
tries
truly
tyranny
unanimous
undoubtedly
unnecessary
until
usually
village
villain
weather
weird
whether
woman
women
writing

 

Task

Write the correct spelling for:

 

  • absense
  • acceptible
  • accidentaly
  • accomodate
  • acheive
  • acknowlege
  • acquaintence
  • aquire
  • aquit
  • acrage
  • adress
  • adultary
  • adviseable
  • agression
  • allegience
  • allmost
  • alot
  • amatuer
  • annualy
  • apparant
  • arguement
  • athiest
  • aweful
  • becuase
  • becomeing
  • begining
  • beleive
  • bouy
  • busines
  • calender
  • camoflage
  • catagory
  • cauhgt
  • cemetary
  • changable
  • cheif
  • collaegue
  • colum
  • comming
  • commited
  • conceed
  • congradulate
  • consciencious
  • concious
  • concensus
  • contraversy
  • cooly
  • decieve
  • definate
  • definately
  • desparate
  • diffrence
  • dilema
  • disapoint
  • disasterous
  • drunkeness
  • embarass
  • equiptment
  • excede
  • exilerate
  • existance
  • experiance
  • extreem
  • facinating
  • firey
  • flourescent
  • foriegn
  • freind
  • guage
  • greatful
  • garantee
  • guidence
  • harrass
  • heighth
  • heirarchy
  • humerous
  • hygene
  • hipocrit
  • ignorence
  • immitate
  • imediately
  • independant
  • inteligence
  • judgement
  • liesure
  • liason
  • libary
  • lisence
  • maintainance
  • millenium
  • mischievious
  • mispell
  • neccessary
  • neice
  • nieghbor
  • noticable
  • occassion
  • occasionaly
  • occurence
  • occured
  • ommision
  • orignal
  • outragous
  • parliment
  • passtime
  • percieve
  • perseverence
  • personel
  • playwrite
  • posession
  • potatos
  • preceed
  • presance
  • privelege
  • professer
  • promiss
  • pronounciation
  • prufe
  • questionaire
  • readible
  • realy
  • recieve
  • reciept[
  • recommend
  • refered
  • referance
  • relevent
  • religous
  • repeatition
  • restaraunt
  • ryme
  • rythm
  • secratary
  • sieze
  • seperate
  • sargent
  • similer
  • skilfull
  • speach
  • sucessful
  • supercede
  • suprise
  • tomatos
  • tommorrow
  • twelvth
  • tyrany
  • underate
  • untill
  • usible
  • vaccum
  • vehical
  • visious
  • wether
  • wierd
  • wellfare
  • withold
  • writting

 

Answers

 

  1. absence
  2. acceptable –
  3. accidentally/accidently
  4. accommodate
  5. achieve
  6. acknowledge
  7. acquaintance
  8. acquire
  9. acquit
  10. acreage
  11. address
  12. adultery
  13. advisable
  14. aggression
  15. allegiance
  16. almost
  17. a lot
  18. amateur
  19. annually
  20. apparent
  21. argument
  22. atheist
  23. awful
  24. because
  25. becoming
  26. beginning
  27. believe
  28. buoy
  29. business
  30. calendar
  31. camouflage
  32. category
  33. caught
  34. cemetery
  35. changeable
  36. chief
  37. colleague
  38. column
  39. coming
  40. committed
  41. concede
  42. congratulate
  43. conscientious
  44. conscious
  45. consensus
  46. controversy
  47. coolly
  48. deceive
  49. definite
  50. definitely
  51. desperate
  52. difference
  53. dilemma
  54. disappoint
  55. disastrous
  56. drunkenness
  57. embarrass
  58. equipment
  59. exceed
  60. exhilarate
  61. existence
  62. experience
  63. extreme
  64. fascinating
  65. fiery
  66. fluorescent
  67. foreign
  68. friend
  69. gauge
  70. grateful
  71. guarantee
  72. guidance
  73. harass
  74. height
  75. hierarchy
  76. humorous
  77. hygiene
  78. hypocrite
  79. ignorance
  80. imitate
  81. immediately
  82. independent
  83. intelligence
  84. judgment
  85. leisure
  86. liaison
  87. library
  88. license
  89. maintenance
  90. millennium
  91. mischievous
  92. misspell
  93. necessary
  94. niece
  95. neighbor
  96. noticeable
  97. occasion
  98. occasionally
  99. occurrence
  100. occurred
  101. omission
  102. original
  103. outrageous
  104. parliament
  105. pastime
  106. perceive
  107. perseverance
  108. personnel
  109. playwright
  110. possession
  111. potatoes
  112. precede
  113. presence
  114. privilege
  115. professor
  116. promise
  117. pronunciation
  118. proof
  119. questionnaire
  120. readable
  121. really
  122. receive
  123. receipt
  124. recommend
  125. referred
  126. reference
  127. relevant
  128. religious
  129. repetition
  130. restaurant
  131. rhyme
  132. rhythm
  133. secretary
  134. seize
  135. separate
  136. sergeant
  137. similar
  138. skilful
  139. speech
  140. successful
  141. supersede
  142. surprise
  143. tomatoes
  144. tomorrow
  145. twelfth
  146. tyranny
  147. underrate
  148. until
  149. usable/useable
  150. vacuum
  151. vehicle
  152. vicious
  153. weather
  154. weird
  155. welfare
  156. withhold
  157. Writing

 

 

 

 

 

 

BUILDING SENTENCE SKILLS AND PARAGRAPHING

 

DEVICES OF DEVELOPING PARAGRAPHS

  • Giving Reasons
  • Giving reasons is one way to illustrate or develop paragraphs.
  • Many topic sentences give the writers’ personal opinion. Suppose, for example, that your write a paragraph with the topic sentence Living in the village is more comfortable than in towns.
  • To make others accept your opinion, you have to explain why you think that is the case.

Reasons answer the question why? Why do you think life in villages is more comfortable? You could have reasons as follow:

Reason: Food is fresh from the garden.

Reason: There is no rent and to pay.

Reason: The challange of traffic jam does not exist in the villages.

  • Can you write a paragraph using the reasons and topic sentence above?
  • Reasons are not just stated; they are supported by details. Some details may be facts, some opinions..

 

  • Comparing and Contrasting
  • Some writing topics will ask you to consider the relationship between two things, for example, the houses in your village and those in the town you currently reside.
  • Those kind of topics may allow you to organize your paragraph either around the similarities between these two subtopics or around the differences between them.

Sample Paragraph

Comparison Paragraphs Organized by Similar Points

Consider the following paragraph:

     The houses in my village and the houses in the town I currently reside have several things in common. First, both are small and have very few people staying in them. For example in the houses in the village, between 5-10 people stay in such houses. Similarly, in the houses in my present reidential area, Faruku, a household has about eight people. A second way in which the two are similar ……..

Comparison Conjunctions

  • In the comparison paragraphs there are various conjunctions that contribute to paragraph coherence.
  • Here is a list of comparison conjunctions you can use:
Short Conjunctions Longer Expressions
 

Similarly,

Likewise,

…the same…

…the same as…

…also…

…, too.

both

 

In the same way,

X is similar to Y in that (they)…

X and Y are similar in that (they)…

Like X, Y [verb]…

In like manner,

One way in which X is similar to Y is (that)…

Another way in which X is similar to Y is (that)…

Contrast Conjuctions

Here are some contrast conjunctions that you can use:

Short Conjunctions Subordinating Conjunctions
However,

In contrast,

By contrast,

…, but

…, yet

 

On the other hand,

even though + [sentence]

although + [sentence]

whereas + [sentence]

unlike + [sentence]

while + [sentence]

nevertheless,

 

  • Using Idiomatic Expressions
  • Read the paragraph below. The words in boldface are the idiomatic expressions.

When I entered university, I lived in a small town near Ngunjiri. That was the first time I lived alone. I felt it was a feather in my cap. I had nothing but a small bicycle. But I felt happy every day. I wasn’t afraid to lose my shirt because I always lived on a shoestring. I didn’t become hot under the collar because everyone helped me kindly.I found a part-time job in supermarket. The owner was a bit of a stuffed shirt. So I tried to keep his shirt on and to handle our customers with kid gloves.The experience taught me a sense of responsibility.

 

  • Using Facts/Statistics
  • Another way to develop a paragraph is to include Include Facts and Statistics.
  • Offer precise data from your own knowldege, or from authoritative sources, possibly in numerical form.
  • Summarize the results, or quote your sources.
  • Facts and statistics are the kinds of evidence many readers consider convincing proof of generalizations and opinions.
  • Facts and statistics also help readers understand a subject/topic.
  • Using Rhetorical Questions
  • A rhetorical question cannot be answered to you but the reader might answer the question to himself/herself.
  • A question which is posed without the expectation of an answer is called a “rhetorical question.”

 

 

PUNCTUATION

QUOTATION MARKS

  • Quotations marks ( “” ) are a pair of punctuation marks used primarily to mark the beginning and end of a passage attributed to another and repeated word for word.
  • They are also used to indicate meanings and to indicate the unusual or uncertain status of a word.
  • Single quotation marks (‘) are used most frequently for quotes within quotes.
  • Use quotation marks to cite something someone said exactly. Examples
  • “I’m coming right now,” she said.
  • Kim told me, “Don’t leave your shoes at the door. They will be stolen.”
  • Harry told me not to forget my soccer jersey.

 

  • When rephrasing what someone told you, no quotation marks are needed. Example,

She said she was coming then.

  • If quoting others within a quote, both single and double quotation marks are used to set the two separate quotations off from each other.

 

 

APOSTROPHE

  • An apostrophe (‘) is used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of lowercase letters.
  • Examples of the apostrophe in use include:
  • Omission of letters from a word: Are you comin’.
  • Possessive case: Joels house has been painted black.
  • Plural for lowercase letters: They were told to mind their p’s and q’s.
  • The apostrophe has two different, but important uses in English: possession and contractions.

The contraction Apostrophe

The apostrophe is placed where the omitted letter would be in that case.

Type Without contractions Contractions
NOT is not, has not, had not, did not, would not, can not isn’t, hasn’t, hadn’t, didn’t, wouldn’t, can’t
IS she is, there is, he is, it is, Mary is, Jim is, Germany is, who is she’s, there’s, he’s, it’s, Mary’s, Jim’s, Germany’s, who’s
AM I am I’m
WILL I will, you will, she will, we will, they will I’ll, you’ll, she’ll, we’ll, they’ll
WOULD I would, you would, he would, we would, they would I’d, you’d, he’d, we’d, they’d
HAVE I have, you have, we have, they have I’ve, you’ve, we’ve, they’ve
ARE you are, they are, we are you’re, they’re, we’re

The possessive apostrophe

In most cases you simply need to add ‘s to a noun to show possession

Examples
  • Boy’s voice
  • Teacher’s students

HYPHEN

  • A hyphen is used between the parts of a compound word or name or between the syllables of a word, especially when divided at the end of a line of text.
  • Examples of this in use include:
  • Between a compound noun: father-in-law
  • Within a compound word: back to back
  • In general, hyphens are used to join two words or parts of words together while avoiding confusion or vagueness.
Examples
  • go-down
  • up-to-date
  • There are some cases where hyphens maintain written clarity such as where there are letter collisions, where a prefix is added, or in family relations. Many words that have been hyphenated in the past have since dropped the hyphen and become a single word (email, nowadays).
Examples
  • co-operate
  • post-colonial
  • great-grandmother
Ø  Hyphens are also used in numbers
Examples
  • Thirty-six
  • Three-fifths
  • Use a hyphen when a number forms part of an adjectival compound
Examples
  • The school allows a 30-minute break.
  • Most of us were born in the tweentienth-century.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. STUDY WRITING
    • SUMMARIES

SUMMARY

  • An excellent summary is a summary written to show that you have read and understood something.
  • You will get assignments that ask you to read a certain material and summarize it.

How to produce a summary:

1.Read the material to be summarized and be sure you understand it.

2.Outline the major points.

3.Write a first draft of the summary without looking at the material.

4.Always use paraphrase when writing a summary.

5.Target your first draft for approximately 1/4 the length of the original.

6.Never put any of your own ideas, opinions, or interpretations into the summary. This means you have to be very careful of your word choice.

  1. Write in prose – not point form.

 

  • DESCRIPTIVE ESSAYS
  • This type of essay requires the writer to describe
  • The writer should be quite vivid in their description.
  • The writer should also be observant.

Describing a person

  • When you are describing a person, you are telling the reader something about him or her. The quality of your description will depend on your observation and on how well you can express yourself in writing.

Example:

Victor Kumasi

We hear about him a lot. He is always the first to arrive in the classroom. This has made him our class teacher’s favourite. When it comes to running, I don’t know what to say; he runs faster than most of the athletes we admire. The only surprising thing is that he never speaks English. Even at that he remains the most loved in the whole school.

 

Describing a place

In describing a place, you need to use your five senses. just consider :

  • What you see
  • What you hear
  • How it smells
  • The taste
  • How it feels like

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. CREATIVE WRITING

IMAGINATIVE COMPOSITIONS

Elements of Imaginative Compositions

In order to write a good story, use these important elements:

  1. a) Characters: Refers to those who act in the story. They should be people, animals or objects that think and talk.
  2. b) Setting: Describes time and place of the story for example: classroom, lakeside, town etc.
  3. c) Plot: Refers to the series of actions that the characters go through as they try to solve a problem. In the plot, we have the:
  1. Introduction: This is usually short. It presents the character, the situation or the problem, and part of the setting.
  2. Development: This simply shows how the situation affects the characters and what they do to try and solve the problem.
  3. Conclusion: This shows the solution of a problem. It is usually short. It may lead to a happy, sad or surprise ending.

When writing a story, remember to organise the flow of your events so that the reader’s interest is maintained throughout the story. The element of suspense should also be created and maintained so that the reader will want to find out what is most likely to happen in your story.

You can create suspense by:

  1. Including mystery
  2. Changing the scene
  3. Creating unexpected events
  4. Including dialogue
  5. Giving surprise ending
  6. Moving from one character to another

 

 

 

 

 

 

  1. INSTITUTIONAL WRITING
  • Business Letters
  • Usually from one organization/company/institution to another, or between such and their customers and other external parties.
  • A business letter is any letter with two addresses, salutation, RE, and ends with a sinature, and whose contents are professional in nature.
  • It is more formal than personal letters.
  • You must have the formatting down.
  • Some types of business letters are:
  • Sales letters
  • Order letters – sent by consumers or businesses to manufacturers, retailers or wholesalers to order goods and services. The contents include quantity, name, etc of the product.
  • Complaint letters – use a tone that will make your complaint be satisfied.
  • Inquiry letters. Written to elicit information from the recipient.
  • Letters of Recommendation. Usually written by previous employer describing the sender’s relationship with and opinion of the job seeker.
  • Others include: cover letters, acknowledgment letters, letters of resignation, follow-up letters, and adjustment letters.

Business Letters Format

  • There are two layouts of business letters: Block and Indented layouts.
  • When you choose to use block layout, all the information is written flush left.
  • Provide your address first.
  • Then skip one line and provide the date.
  • Skip one more line and provide the inside address of the addressee.
  • Note that when using letterhead, there is no need of writing your address. Only begin with the date.
  • Skip yet another line and write salutation. This is followed by a colon. Comma is used for personal correspondence.
  • Write “RE” and write the subject.
  • Write the body. Skip lines between the paragraphs.
  • After the body, write complementary close, followed by a comma, sign, then type your name and title(only if applicable)
  • When you choose to use indented layout:
  • Your address appears on the right.
  • Date on the right.
  • Addressee’s address, salutation on the left.
  • Typing do not start from the flush left.
  • No skipping lines between paragraphs.
  • Type the closing and signature in the center.

Note: Block format looks professional.

Sample Business Letter

 

Kamato Academy,

P.O. Box 789 – 20100,

OGONGO – KENYA

 

January 3rd , 2016

 

The Director

Kamato Academy

P.O. B ox 789 – 20100

OGONGO – KENYA

 

Dear Ms Jane:

 

RE: RESIGNATION FROM KAMATO ACADEMY

 

I am writing to provide formal notice of my resignation from Kamato Academy. My last day will be 31st January this year.

 

I trust four weeks is sufficient notice for you to find a replacement for my position. I would be pleased to help train the person you choose to take my place before I finally leave.

 

Thank you for offering me the job for the past two years. My experience as a teacher, head of various departments and patron of clubs and societies here has been positive and I am confident that I will use most of the skills I have learnt at Kamato Academy in future.

 

If you have any concerns, please let me know. I will be more willing to listen to you.

 

All the best,

 

[sign]

D’Matteo Kichapo

TEACHER ASSISTANT

 

 

Kipchoge Muslims School

P.O. Box  567 – 30300

WAJIR KENYA

 

July, 13th 2016

 

Manager,

Leakey Village Inn

P.O. Box 1234 – 103450

Kirema – Kenya

 

Dear Sir,

Reservation of Rooms for Motivational Camp

I am writing on behalf of the Scouts Club of Kipchoge Muslims School. We are organizing a two-day-one-night motivational camp and have selected your hotel as the venue for the camp. The tentative dates for the camp are 23 and 24 August 2016. We would like to know if you will be able to accommodate us for the period.

Altogether, there will be forty students and four teachers on this trip. We will need two rooms for the teachers (twin sharing). For the students we would need fourteen rooms only (twin sharing as well). Please include an extra bed in each room to accommodate a third person.

We plan to arrive at 2 o’clock in the afternoon of Friday 3 August. We hope you will be able to serve some light refreshments. We will begin our program at 4 p.m. We will require the use of a conference room that can accommodate 40 people. We would like a microphone, projector and screen, a stage and a rostrum. Since the students will be working in groups, we would like eight tables arranged in two rows. We also hope that water can be made available in the room at all times so that students can have a drink right there and do not have to leave the room too often.

Regarding meals, we expect to have dinner at 7 p.m., breakfast at 7 a.m., the next morning and lunch at 11 a.m., just prior to our departure. We hope to be able to check out by midday on Saturday 4 August.

We would like to know your rates for students, and whether you have a special rate for group bookings. Also, what are your charges for the use of the conference room and the equipment? Please let us know if payment can be made by credit card or cheque.

We look forward to hearing from you soon. Please contact us if you need us to furnish you with further details.

Thank you.

Yours faithfully,

 

 

 

 

 

 

 

 

  • POSTERS
  • A poster is any piece of printed paper designed to be attached to a vertical surface e.g. a wall.
  • A poster is intended to convey message at the same time appeal to the audience.
  • A poster can be professionally used for advertisements, announcements, or to share information.
  • A poster can focus on topics like:
  • Child labour
  • Drug abuse
  • Corruption
  • Prostitution
  • Domestic violence
  • Road accident, etc.

 

How to Create Posters

  • Find a good idea for a poster. You can focus on cars, sports, etc.
  • Create an image or picture with a clearly inspiration point. If for example, talking about child labour, one can draw a child working in the fields, and being whipped.
  • Balance between the picture and the writings.
  • Emphasize the most important information. You can write them in different ink, or underline them.
  • The picture/image and the writing should be within the borderline.
  • Be concise.

Activity

Let  the students choose any of the topics above and design their posters in groups. Ensure there is a balance between the picture and the words. After they finish, allow them pin their posters on the wall.

Exercise

The habit of shirking assignments in your class has become rampant. You don’t like it and you want to design a poster to warn your classmates against it. Design that poster.

 

 

 

 

 

 

 

 

  • ADVERTISEMENTS
  • Advertising is how a company/individual encourages people to buy their products, services or ideas.
  • An advertisement (short form: ad)is anything that draws excellent attention towards these things.
  • Ads appear on television, as well as radio, newspapers, magazines and as billboards in streets and cities.
  • They try to get people to buy their products, by showing them the good rather than bad of their products.
  • First impression is very important and there is usually no second chance at making a good first impression.
  • An advertisement should catch the attention within seconds – if it doesn’t, then it is considered failed.
  • It is crucial to showcase your product in a very clever way.

How to Create an Advertisement

  • Grab the attention of the audience by coming up with a tagline that is catchy. You can consider using:
  • Humour
  • Thyme
  • Puns
  • Metaphor
  • Alliteration, etc
  • Type the name of the business.
  • Have a picture to reinforce your message.
  • Balance between the picture and the wordings.

Activity

Let the students design their own adverts. They can advertise things like;

  • New books
  • New brand of pen
  • Anything

 

 

 

 

 

 

 

 

  1. PERSONAL WRITING
  • PERSONAL JOURNALS
  • A personal journal is a record of individual’s impression of a given event, occurrence or a person.
  • Record what strikes you the most.
  • What you record could have happened to you or to others.

Contents of A Personal Journal

  1. Date
  2. Day
  3. At times, the calendar
  4. Entry

Sample Personal Journal

MY PERSONAL JOURNAL

 

Calendar

February, 2016

Sun Mon Tue Wed Thu Fri Sat

1     2        3     4     5     6

7        8     9       10   11   12   13

14      15   16      17    18  19   20

21      22   23      24    25  26   27

28

(circle/underline the date)

 

ENTRY

Today was particularly my best in the month of February, in fact from January. Can you believe Tom, of all the form two students, has been appointed the new class prefect. This has marked the end of bad news and opened the door to fortunes. I will do all I can to improve that class!

 

I had never given it thought until I was told my name had been mentioned by the deputy principal. It was my friend, Huggies who told me it was me and not any other Tom. Of course I am the only Tom in that great class. I must express my happiness at this. A small, small class prefect in a big, big classroom.

 

My happiness cannot allow me write more than I have written, my dear journal. Let the rest be said tomorrow. Goodnight.

 

 

 

  • SHOPPING LISTS
  • A shopper needs to write a list of all the items to be purchased.
  • Written before a shopping trip to a shop, grocery, or supermarket.
  • Writing a shopping list will help cut down on money wastage and time for thinking on what to buy while at the shopping center.

Contents of A Shopping List

  • A shopping list contains the following:
  1. A title must have what the shopping is intended for and the words “shopping list”.
  2. Budgeted amount. Write how much you have at hand to do shopping. Don’t use more than what you have. Budget carefully. You can’t also remain with a certain amount. If you are left with too much from what you were to use, it will also mean you don’t know how to budget.
  3. Item category. Items are normally put under different categories. It is a good idea to group related items together for ease in shopping. Items are categorized as;
  • Snacks e.g. cake, chips, etc.
  • Toiletries e.g. soap, toothpaste, tissue papers, etc.
  • Foodstuff
  • Drinks/beverages
  • Electronics
  • Clothing
  • And others
  1. Write items under the right category.
  2. Write the type of item you want. Prices might also be different. If for example you want to buy juice, write the type you want, for instance, savanna, pineapple. Their prices vary.
  3. Say how many or how much you need to buy. If a liquid use mililitres, litres etc. if solid, grams, kilograms, will do.
  4. Price. The amount to be spent on each item is written in this column.
  5. Total. Write the amount in total to spend. Never spend more than budgeted for.

 

  • More creative individuals add to their shopping lists:
  • Expected balance/change
  • Where shopping to be done. For example: shopping to be done at Uchumi Supermarket.
  • Who to do shopping, among other things.

 

 

 

 

 

 

 

 

Sample Shopping List

                            BACK TO SCHOOL SHOPPING LIST

BUDGETTED AMOUNT: Sh. 6 100

 

NO ITEM CATEGORY ITEM QUANTITY DESCRIPTION PRICE

IN KSH.

1 Stationery Exercise books

Ruler

Mathematical set

Pens

8-200 pages

2

1

10

Crown

Helix

Oxford

Bic

800

100

300

200

2 Clothing Blouse

Skirt

Cardigan

Neck tie

1

1

1

1

Short sleeved

Dark grey

Indigo one

Red stripped

500

500

600

200

3 Books Set Books 3 The River and the Source

Betrayal in the City

Mstahiki Meya

600

 

500

 

600

 

4 Drinks Soda

Juice

3-1 Litre

2 L

Coke

Delmonte

300

300

5 Snacks Crackers

Cookies

Pretzel

50g

100 g

100 gm

Cheez it

Oreo

Bold Gold

110

200

200

TOTAL 6010

Expected Balance:                                                                                                     Sh. 90

 

Exercise

You are form two class prefect. Your class is throwing the end of the year class party. Before this happens, there is contribution by all the class members. If the total amount raised is sh. 9 000 which you are supposed to budget for, prepare the shopping list of the item you would buy.

 

 

 

 

 

 

 

  1. SOCIAL WRITING
  • INVITATIONS
  • Sending invitations is the appropriate way to communicate to your guest what is it that you are celebrating and what the event is all about.
  • There are two types of invitations:
  • Informal invitations
  • Formal invitations
  • Invitations also take form of: invitation cards or invitation letters.
  • Invitation Cards
  • They are designed to invite individuals to various ceremonies and parties.
  • When designing an invitation card remember to :
  • Provide the name of the host for the party.
  • Extend the invitation by choosing appropriate formal wording, such as, “request your presence” or less formal wording, such as “totally invites you”.
  • Include honorifics (Dr./Mr./Ms/ etc.) before the guest’s name especially if formal.
  • Answer the question “what?” Tell the guest what the event is for. Is it for birthday party, wedding party, birth of a new baby, fundraising etc. if, for example, it is a birthday party ensure you tell them who is it for and age the person is celebrating. By the same token, if it is graduation, tell them who it is for and mention the education milestone they completed. The purpose of the event is stated clearly.
  • Be clear about the date and time of the event. Day of the week should also be included. Example Saturday, 16th May 2016 at 4.00 pm.
  • Be clear on the venue. Tell them where the party will be held. If the party is held off-site (not where is known to all), you can even give directions.
  • Write “RSVP”. Under this, write the name of the people to be contacted and their contact details. You can write the phone number to allow them contact you so as to inform you ahead of time whether or not they will be attending. RSVP is French abbreviation for “respondez sil’vous plait” which simply means “please respond”.
  • Give instructions to your recipients on for example, how to dress, or bring something, if to bring another guest, or any other thing to do.
  • You can also include the teaser. Include something that will drive them to the party even before the actual day. You can mention things like drinks, dance, etc. These make them looking towards attending the party.
  • Include simple but a picture that ties with the party. You can have a picture of a cake if birthday party.

 

 

 

 

 

Sample Invitation Card

Informal Invitation Card

                  Because you have believed in

Them,

Celebrated with them

Loved and encouraged them,

 

We, Ruth Kimani and John Kimani

Ask you to join us in honouring our

Children

 

Jenifer Wanjiku

And

Joseph Njoroge

 

As they celebrate the beginning of

Their adventures together

On Saturday, January 11th , 2016

At 9.00 am

 

Ceremony followed by dinner,

Drinks, and awkward but

Enthusiastic dancing

 

RSVP:

Mr. john Kimani            or       Ms Ruth Kimani

Mobile: 0711111111                 Mobile: 0712121212

 

Formal Invitation Card

           THE FAMILY OF MR AND MRS KAIMOSI

 

             Calls for the contentment of

 Dr/Pst/Mr/Mrs/Ms/Eng/ ……………………………………………..

            Company

            At the marriage of

      Arsenal Chelsea and Migingo Island

             On Saturday, the second of January; 2016

At half past 4.00 in the evening

             At their Kasarani home

Dress as you wish, dine as you like

Dance as you please

 

RSVP:

Mr. Kaimosi                               Mrs Kaimosi

Email: kaimosi4@gmail.com       Phone: 0716602808

 

 

  • INVITATION LETTERS
  • An invitation letter, normally business, is written to invite people to various events, such as, seminars, conferences, and many other functions.
  • It takes the format of other business letters.
  • In an invitation letter one should include the details required. Only the pertinent information regarding the event should be included.
  • They are written to invite:
  • A resource person to school
  • Teachers, students, etc to seminars, conferences, drama festivals, etc

Elements of  Invitation Letters

An invitation letter will include things like:

  • Brief description of the institution/ organization. Let the recipient know what you do and to know whether you have the right to hold such an event.
  • Include all the pertinent information.
 

Jehova Jireh School,

P.O. Box 2345 – 30456,

BETHLEHEM –PALESTINE.

 

February 6th, 2016

 

The Chairperson,

NACADA,

P.O. Box 966 – 40500

NEBUCHADNEZER – CANAAN.

 

Dear Mr. Herod:

 

RE: INVITATION TO GIVE A TALK ON DRUG ABUSE

 

On behalf of Environmental Club, Jehova Jire School, it is my pleasure to extend the invitation to our school parents’ day in the school refectory on Friday, 6th March, 2016 at 9.00 am. You are invited to give a talk on drug abuse.

 

Jehova School is one of the three schools in Bethlehem in which students have continued to abuse drugs. However, most of them are ready to respond to what they are told on dangers of hard drugs. Environmental club has been given the power to curb the use of such drugs.

 

I do hope you will be able to confirm your attendance to this invitation. We look forward to your presence at this big day.

 

Yours sincerely,

 

[sign]

Abraham Father Luke – ENVIRONMENTAL CLUB CHAIR

 

 

  1. PUBLIC WRITING
  • TELEPHONE MESSAGES
  • People who work in offices often answer phones for others especially in their absence.
  • When you answer such calls, you need to take the messages for them.
  • The telephone messages have the following elements:
  • Name of the person the caller wanted to talk to.
  • The name of the caller.
  • Date and time of the call.
  • Telephone number of the caller.
  • Details of the message. Here you write something like: She called to ask whether you will attend the fundraising ceremony at Migingo Hotel.
  • The name of the receiver of the call.
  • Look at the telephone note pad below.
                   SUKUMA WIKI HIGH SCHOOL                  

                TELEPHONE MESSAGE NOTE PAD

DATE: ____________________________

TIME: __________________ AM/PM

TO: ______________________________________

FROM: ____________________________________

TELEPHONE: ___________________________

Telephoned Please call
Called to see you Will call again
Wants to see you Returned your call

 

MESSAGE: ………………………………………………………………………………

……………………………………………………………………………………………….

……………………………………………………………………………………………….

……………………………………………………………………………………………….

RECEIVED BY: _________________________________________

 

 

Exercise

Your name is Elliot Kumo. As the youth leader in your ward, you have the responsibility of ensuring the garbage in your area are collected by the company known as Matakataka Chafu Garbage Collectors. One day they fail to do that and you decide to call the manager to complain about this and that they should bring the truck the next day to pick up the garbage. Unfortunately, the secretary called Amina Salim picks the call. In a telephone message note pad, write the message Amina will take.

 

 

 

 

Answer

                                 MATAKATAKA CHAFU GARBAGE COLLECTORS

TELEPHONE MESSAGE NOTE PADS

DATE: 15TH January, 2016

TIME: 9.00 AM/PM

TO: Makau Collins – Manager

FROM: Elliot Kamau – Youth Leader, Kijiko Ward

TELEPHONE: 254-720467987

Telephoned Please call
Called to see you Will call again
Wants to see you Returned your call

 

MESSAGE: He called to complain about the failure of garbage truck to pick up their garbage today. He is wondering whether the truck could stop tomorrow and pick it up.

 

RECEIVED BY: Amina Salim

SECRETARY

 

  • FILLING FORMS
  • Filling forms might seem easy to majority of people but this is usually not the case.
  • To fill the form as required, you need to consider the points below:
  • Go through the whole form before you start filling it in.
  • Read the instructions and ensure you understand them.
  • Fill one section at a time to avoid confusion.
  • Fill all the blanks unless stated for official use only.
  • If there is a part

Sample Form

 

               EMBE DODO MIXED SECONDARY SCHOOL

          (Email: embdod@yahoo.com, phone: 071666666, Website: www.embedodo.go.ke)

                                             ‘ Making future from the present’

                                               STUDENT’S ADMISSION FORM

INSTRUCTIONS TO STUDENTS

1.      Use black ink only.

2.      Fill all the blanks you are required to.

3.      Complete each section in BLOCK letters.

(a)   Student’s Personal Details

Student’s Name: ………………………………………………………………………

Date of Birth: …………………………………………………………………………..

Gender:    …………………………………

Religion: …………………………………..

Name and classes of brother(s)/sister(s) in school

Sibling’s Name Sibling’s Class

 

(b)   Parent’s Details

Parent/Guardian’s Name: ………………………………………………………………………………..

Profession: …………………………………………………………….

Address: ……………………………………………………………

Mobile Number: ………………………………………………….

(c)    Academic Details

Class in which Admission is sought: ……………………………………………………………………..

KCPE Marks: ……………………………………………………………………..

Last Term Grade: ……………………………………………………………..

(d)   Health

Have you been diagnosed with cancer or HIV/AIDS? Yes/No

If yes for how long ____________________________________________________________________________________________________________________________________________________________

Do you suffer from any heart disease? Yes/No

(e)    Declaration

I declare that what I have written here is the true and I am responsible for any eventuality that might result from this.

Sign: ­______________________________

Name: ___________________________________________________

Date: ______________________________

 

(f)    For Official use only

Qualified for admission: _________________________

Remarks: ____________________________________________________________________________________________________________________________________________________________

Signature of the officer: _________________________________________

 

  • LETTERS OF APOLOGY
  • We all make mistakes from time to time. When that happens, it is worthwhile that the situation be mended early.
  • One way to mend the situation is by writing a letter apologizing for the wrong done.
  • A letter of apology is written in order to:
  • Lay out your mistakes clearly;
  • Ask for forgiveness;
  • Exhibit regret;
  • Provide assurances for change; and
  • Allow for building of relationships.
  • When writing a letter of apology:
  • Begin the letter by saying you are apologizing.
  • Admit you were wrong and accept the responsibility.
  • Offer a way you can help resolve the situation.
  • Reassure the person that you will do your best to prevent the problem from occurring again.
  • Tell the person you are looking forward to rebuilding the damaged relationship.
  • Apologize again to close the letter.
  • Be sincere.

How to Write Apology

STEP EXPLANATION EXAMPLE
·        Say you are sorry I am writing to apologize for coming late to school.
·        Clearly state the problem.

·        Explain as much as you can what went wrong.

My brother was recently admitted at the hospital. This morning no one was left at home with my youngest sibling. She was crying and I had to first wait for any of my relatives to come.
·        Try to solve the problem.

·        Give examples of how you can do this.

To mend this, I promise to come early from tomorrow. I will let my parents know that the next time they leave they should leave someone behind to babysit the child.
·        Apologize again Again, I am sorry for reporting late. I hope that we can put this issue behind us. I look forward to rebuilding the relationship.

 

 

 

 

Exercise

One of the school rules state: “ONLY English and Kiswahili are the official languages to use at school”. The school head of Languages department has caught you speaking in your mother tongue. Write him the letter, apologizing for your action.

Answer

KEMBOI HIGH SCHOOL

P.O. BOX 434 – 30300

ELDORET – KENYA

 

14TH January, 2016

 

THE HEAD OF DEPARTMENT – LANGUAGES

KEMBOI HIGH SCHOOL

P.O. BOX 434 – 30300

ELDORET – KENYA

 

Dear Mr. Kipchoge:

 

RE: APOLOGY FOR SPEAKING IN MOTHER TONGUE

 

I am sorry for breaking one of the school rules.

 

I knew that speaking in mother tongue is prohibited at school, when I spoke it. I am deeply sorry for acting as though I am above the rules everyone should follow. It was impolite to both you and the other teachers.

 

I promise to obey all the school rules now that I have learnt that no one is above the school rules. It was inappropriate of me to speak the language not acceptable at school. I know that punishment meted on me is completely deserved.

 

Once again, I am sorry for my stupid behavior. I will from now on speak in the two official languages.

I hope our differences have been put behind us and that our relationship remains undamaged.

Yours Sincerely,

[signature]

Kimita Keino

FORM 2 STUDENT

 

Best Agriculture Notes Form 1 Free (Editable)

AGRICULTURE FORM 4

Livestock Production V (Poultry)

Introduction

  • Poultry industry in Kenya has developed tremendously due to the use of artificial incubation and brooding and easy availability of hybrid birds, both eggers and broilers.
  • Poultry production has become an easy source of income and food for the rural as well as the urban communities.
  • The term poultry includes domestic birds such as turkeys, ducks, geese, pheasants, doves and pigeons.
  • Of late ostrich farming has become a lucrative activity.
  • Poultry production starts with incubation of eggs.

 

 

 

Parts of an Egg

  • Shell
  • Forms 10-12% of the whole egg content.
  • Made of calcium and phosphorus.
  • Protects the inner egg contents.

 

  • Shell membrane
  • Made of inner and outer membranes.
  • Lining of the egg shell.

 

  • Constitutes 1 % of the total egg content.
    • Albumen (egg white)
  • About 55-60% of the total egg content.
  • It is divided into chalaza, thick and thin albumen.

 

  • Chalaza holds the egg yolk in position.
  • Albumen serves as food for the chick.
    • Yolk
  • 30-33% of the total egg content.

 

  • Supply embryo with nutrient
  • Germinal disc -The embryo which develops into a chick if fertilized.
  • Vitelline membrane – Gives the yolk its round shape.
  • Air sac
  • Keeps the egg fresh by allowing gaseous exchange.
  • Provides oxygen for the embryo

Egg Candling:

  • This is the practice of determining the internal qualities of an egg by examining it against a light source.

Procedure

 

  • The egg is placed on a hole made on a .cardboard box.
  • This is called a candling box.
  • A source of light is placed in the box directly under the egg.

 

  • The observer then looks through the egg against the source of light below.
  • Abnormalities on and within the egg can be seen through the translucent shell.

 

Incubation

  • Involves the provision of fertile eggs with the proper condition for embryonic development.

 

Selection of Eggs for Incubation

 

  • Should be fertile.
  • Should be of medium size about 55- 60gms in weight.
  • Should have smooth shell.
  • Should be oval shaped.
  • Should not be cracked.
  • Eggs should be clean to ensure that pores are open.
  • Should not have abnormalities such as blood spots, meat spots and double yolk.   .
  • Eggs should not be more than 5 days old.
  • Eggs should be fresh that is collected within one week.

Internal egg qualities can be determined through the egg candling process.

Methods of Incubation

Natural Incubation

  • This involves the use of a broody hen which sits on the eggs to provide them with conditions necessary for hatching.
  • Takes 20-21 days.
  • The hen is given about 10-15 eggs.

Signsof Broodiness in Poultry

  • Tendency to sit on an egg after laying.
  • Moulting of the hen.
  • Making some noise at the laying nests.
  • Feathers are raised.
  • It becomes aggressive when disturbed.
  • It stops laying.

Preparation and Management of Natural Incubation

  • The hen is given “China eggs” to sit on to induce broodiness.
  • When broody the hen should be provided with a nesting nest or a saucer­shaped nest scooped on the ground.
  • The nest shall be lined with soft bedding and fertile eggs provided.
  • The eggs are set in the evening or night.
  • The bird is dusted to control external parasites.
  • The hen is allowed t hour outside to feed and exercise everyday.
  • Broken eggs should be removed immediately.
  • The hen should not be disturbed.

Advantages of Natural Incubation

  • It is cheap.
  • High hatchability.
  • Low risk involved.
  • Useful in small scale production.
  • Less skill is required.
  • Less laborious.

Disadvantages of Natural Incubation

  • Egg production is low because the hen will not lay eggs during incubation.
  • It is not possible to plan when to incubate.
  • If the hen dies the eggs will be destroyed.
  • If the hen deserts the eggs or refuses to sit on them the farmer will incur losses.
  • Only few chicks can be hatched at a time by one hen.
  • Diseases and parasites could easily be transmitted to the chicks.

Artificial Incubation

  • This is the use of artificial device known as an incubator for hatching eggs.

Conditions Necessary for Artificial Hatching of Eggs

  • Temperature – maintain at 37.5°C-39.4 °C throughout to control the rate of embryonic development of the chick. High or low temperatures are lethal.
  • Ventilation – Good air circulation.
  • Carbon dioxide: oxygen ratio maintained at 0.03%:21 %.
  • Relative humidity – Maintained at 60%.
  • High humidity leads to marshy chicks
  • low humidity the chick may stick to the shell.
  • Turning of Eggs –
  • Done 3-4 times a day to facilitate uniform distribution of heat for uniform development of chick.
  • Turn slowly 180 ° clockwise along the axis to avoid breaking the blood v
  • Some incubators have automatic turning mechanism.
  • Cleanliness – cleaning and disinfecting the incubator with formaldehyde solution.

Advantages of Artificial Incubation

  • It facilitates large scale production of chicks.
  • Incubators are always ready when needed.
  • Artificial incubation leads to higher egg production because broodiness in the hens is not required, so there is more time for laying eggs.

 

Disadvantages of Artificial Incubation

  • High initial capital in buying an incubator.
  • High level of management and attention is required.
  • It is not economical for only a small number of eggs.
  • High risks involved in turning the eggs.

Brooding and Rearing of Chicks

  • Brooding is the rearing of day old chicks upto 8 weeks old for the layer chicks and 2 weeks for the broiler chicks.
  • For successful brooding the source of the chicks should be considered.

Sources of Chicks

The following factors should be considered:

  • The reputation of the supplier (hatchery).
  • Time taken by the chicks in transit.
  • Proper sexing and breed identification.

Brooding

Natural Brooding

  • A hen is allowed to take care of the chicks.
  • She provides them with warmth and security.
  • She stays with the chicks for 8 weeks and then rejects them.

Advantages

  • It is cheap.
  • Less labour is needed.
  • Suitable for small scale.

Disadvantages of Natural Brooding

  • Not possible to produce large numbers of chicks.
  • The hen goes off laying during brooding time.
  • Only possible when a broody hen is available.

Artificial Brooding

  • The chicks are raised artificially in a structure known as a brooder until they are 8 weeks old.

Brooder Requirements

  • Temperature – should be about 35°C in the 15th week and reduced to 21°C by the 8th week.
  • Litter – wood shavings which are capable of absorbing 60% moisture without showing wetness should be used.
  • Space confinement – Done by use of hardboards which are about 25cm high and form a circular space. A space of 1m2 for 25 chicks is required.
  • Feeders and waterers – should be enough for the chicks and evenly distributed in the brooder.
  • Ventilators – windows should be enough to allow proper air circulation but direct draught should be avoided.

Types of Heaters in the Brooder

  • Electric heaters – one ordinary bulb 100 watts can raise 30 chicks.
  • One infra­red bulb 240 watts can raise 100 chicks.
  • Kerosene burners – Hurricane lamps can raise 100 chicks.
  • Charcoal burners – these are specially made jikos with heat deflectors.

Brooder Management

Preparation Before Chicks Arrive

  • Start 2-3 days before arrival.
  • The brooder house should be cleaned to remove old litter and then disinfected.
  • New litters 5-1Ocm high should be put in and covered with absorbent materials/news papers.
  • Equipment should be cleaned, disinfected and tested to make sure that they are working.
  • The brooder is lit about 6 hours before the chicks arrive.
  • Feed and water should be placed into shallow containers.
  • Brooder space should be confined with a hard board to prevent chicks straying far from the source of heat.

Management After Arrival of the Chicks

  • Chicks are placed in the brooder during the day to familiarize with the brooder.
  • If chicks arrive stressed and weak they should be given glucose solution in the waterers.
  • In case the heat source is charcoal burners they should be covered with wire mesh.
  • Feed chicks with chick mash which is later mixed with growers mash as the chicks grow.
  • Clean water should be provided and changed regularly.
  • Constant attention should be given to the chicks for the first 2 weeks.
  • Any vices should be checked and controlled.
  • Any dead chicks should be removed as soon as seen.
  • Ventilation should be used to control the temperature and humidity in the brooder.
  • Constant disinfection is required at the entrance to avoid diseases.
  • Brooder space should be increased as the chicks grow.
  • Debeaking should be done at 10 days old.
  • Vaccination against diseases such as Gumboro after 2 weeks, New Castle at 3-4 weeks and fowl typhoid at 7 weeks.
  • Dusting to control external parasites.
  • Growers’ mash should be introduced gradually at 7 weeks old.
  • Chicks are removed from the brooder when they are 8 weeks old.
  • On average the chick uses about 1.5kg – 2.2kg of chick mash by the time it is 8 weeks old.

Temperature Control in the Brooder

If the brooder temperatures are low the following should be done:

  • Brooder space is reduced.
  • Heaters are increased.
  • Ventilators are closed.

If the brooder temperatures are too high the following should be done:

  • Brooder space is increased.
  • Heaters should be reduced.
  • Ventilators should be opened.

Management of the Growers

  • The growers are birds at the age of 9 weeks to the point of lay that is at 18 weeks.
  • Growers should be fed on growers’
  • By this time the growers should be occupying the main poultry house.
  • Sick birds should be isolated and treated.
  • A foot bath for constant disinfection should be placed at the entrance.
  • Each bird is fed 115 gms per day of growers’ mash.
  • Greens and soluble grit should also be provided.
  • Clean water should be provided all the time (adilibitum).
  • Drenching against internal parasites should be done by adding a dewormer into the water.
  • Vermins should be controlled.
  • Litter should be kept dry by turning.
  • Vaccination should be done as required.
  • Layer pullets require dimly lit house.

Management of the Layers

  • Layers’ mash should be introduced at 18 weeks and increased gradually.
  •  The birds start laying at 18-21 weeks.
  • The birds should be vaccinated against New Castle and fowl typhoid.
  • Enough floor space roosts, feeders and waterers should be provided.
  • Each hen should be given 120gms per day of layers’ mash.
  • Clean water should be provided adlibitum.
  • Eggs should be collected twice a day at noon and in the evening.
  • Green leaves should be provided to keep the birds busy thus preventing cannibalism and improve the yellow colour of the yolk.
  • Grains should be given in addition to the layers’ mash at the rate of 65gms per bird per day.
  • Soluble grit or oyster shells should be provided at all times for efficient digestion and strong shelled eggs.
  • Layers should be fed according to their body weight and the rate of egg production for example a 70kg bag should feed 100 layers for 4-5 days.
  • Enough laying nests should be provided at least 1 per 5 layers.
  • The laying boxes should be dimly lit to reduce egg eating.
  • Debeaking should be done when necessary.
  • Broken eggs and dead birds should be disposed off properly.
  • The non-layers and cannibals should be culled.

Management of Broilers

  • Broilers are table birds kept for meat production.
  • They have high growth rates or high feed conversion ratio.
  • The objective is to produce a kilogram of quality poultry meat from less than two kg of broiler feed.
  • The broiler chick requires special broiler feed from day old to 4 weeks of age.
  • Broiler starters’ mash or crumbs should be fed.
  • This contains coccidiostat, high level of protein, vitamins and trace elements for early growth.
  • From 4 weeks to 8 weeks they are given broiler follow-on mash or pellets.
  • This feed contains high level of metabolisable energy to ensure a good cover of subcutaneous fat in the finished broiler.
  • From 8 weeks until slaughter finisher pellets should be given to increase the size.
  • Adequate clean water should be provided at all times (adlibitum).
  • High level of hygiene should be maintained to reduce mortality rate.  
  • Birds should be dusted with appropriate pesticides to control external parasites.
  • Deworming should be done routinely.
  • Vaccination against common diseases should be done.
  • Dead birds should be disposed off properly.
  • Broilers should be kept under deep litter system, the house should be well ventilated and well lit.

Poultry Rearing Systems

  • extensive,
  • semi intensive
  • Intensive systems.

The Extensive Systems

Free Range

  • Birds are set free throughout the day to fend for themselves.
  • Birds are confined in night shelters for the night.
  • There is no supplementation.

Advantages

  • Birds eat insects and green leaves therefore less feed is required.
  • Cheap method.
  • Cannibalism and egg eating are reduced since the birds are not crowded.
  • Manure is evenly spread in the runs.
  • Low labour requirement.
  • Birds get plenty of exercises thus helping to keep in good health.
  • No need to provide grit as birds pick it from the soil.

Disadvantages

  • More land is required if a farmer wants to rear many birds.
  • Birds can be stolen or eaten by predators.
  • Eggs get lost in the vegetation or stolen.
  • Eggs get dirty.
  • Difficult to determine layers from non-­layers.
  • Birds get easily infected with diseases and parasites of the area.
  • Breeding programme is not easy to follow.
  • Birds can destroy crops where perimeter fencing is not constructed.
  • Low productivity per unit area.

Semi-Intensive

Fold System

  • Birds are confined in small portable structures called folds.
  • A fold measures 3.5m long, 1.5m wide and 1.5m height.
  • 1/3 of the fold is roofed while the rest is enclosed with wire mesh.
  • Birds get plenty of sunlight.
  • Birds get fresh grass as the fold is moved to new grounds.

Advantages

  • Manure is evenly spread in the field.
  • Less feed is used because birds eat grass.
  • Reduces build up of parasites and diseases since the fold is moved often.
  • Birds are protected from predators.

Disadvantages

  • Few birds are kept per fold.
  • It is laborious since the folds are moved from one place to the other.
  •  Individual egg production record is difficult to keep.
  • The fold does not last long because of
  • high frequency of handling.
  • The return per unit area of land is low.

Intensive System

Deep Litter System

  • Birds are confined in a house throughout their life.
  • The floor of the house is made up of litter which accumulates over time.
  •  Enough feeders, waterers and laying boxes are provided depending on the number of birds and space available.
  • Movable roosts and perches made of timber frames should be provided in the house.
  • Stress and vices should be watched closely and controlled.
  • Eggs should be collected as frequently as possible to prevent dirt and egg eating.
  • The house should be dimly lit.
  • The floor space requirement should be 1m2 per 2-3 birds.

Advantages

  • High stocking rate per unit area of land.
  • Low labour requirement.
  • Fast accumulation of manure.
  • There is control of feeding, egg production and movement of birds.
  • Safety of the birds is guaranteed from predators.
  • No loss of eggs.
  • Useful method when rearing breeding stock.
  • Regular cleaning of the house is not necessary since the litter absorbs the droppings.
  • Easy collection of eggs.

Disadvantages

  • High incidence of cannibalism like egg eating, feather plucking and toe pecking.
  • Pests and disease causing organisms accumulate in the litter.
  • Individual records of the birds are not possible.
  • May be difficult to find litter.
  • Eggs become dirty if laid on the floor.
  • Feeders and waterers may be contaminated by the litter.
  • The system encourages broodiness in hens.
  • High infestation of diseases if the management is below standard.
  • If there is a disease outbreak, it can spread very quickly throughout the house due to the communal housing.
  • High cost of building deep litter house.

Battery Cage System

  • Birds are confined in cages which are placed in the poultry house.
  • The cages are made of wire mesh
  • Each cage contains 1-3 birds.
  • Water and feed troughs together with eggs trays are fitted along the front side of the cages.
  • The floor of the cages should be slanting to allow the eggs to roll out of the cages.
  • Droppings from the cages fall from behind for easy cleaning.

Advantages

  • Records are easily kept therefore culling is easy.
  • Birds do not become broody.
  • More eggs are collected due to restricted movement of the hens and complete control of egg eating.
  • Tender meat is obtained from the culls because the muscles have not been toughened much.
  • Handling is easier than in the other systems and individual attention to hens is given.
  • Stocking rate is very high.
  • Vices are greatly reduced.
  • Eggs are clean because hens do not step on them.
  • The system can easily be mechanised.
  • Birds do not contaminate the food and water.
  • Sick birds can be detected easily and isolated for treatment.
  • Wire floors prevent re-infestation of parasitic worms and coccidiosis.
  • No bullying during feeding.
  • Low labour requirement.

Disadvantages

  • Initial costs for cages, equipment and house are excessively high.
  • Requires high level of management.
  • Higher maintenance costs where automation is used.
  • Birds may get fatigue due to lack of exercises thus lowering productivity.
  • In case of disease outbreak, spreading is very fast.
  • Birds develop bruises on combs, breasts and toes as they stick their necks out-to feed and walk in the cages.
  • Not useful when rearing breeding stock and the rearing of broilers.
  • Cannot be used for brooding young chicks.

Stress and Vices in Chicken

  • Stress is a condition imposed on the birds making them disturbed and uncomfortable.
  • Stress reduces production and brings about poor performance.
  • Vices are habits developed by animals.
  • These affect production and health of the birds.
  • Usually they are bad habits.

Cause of Stress in Poultry

  • Sudden changes in routine management.
  • Presence of strangers in the poultry house.
  • Presence of animals and vermins.
  • Too much noise.
  • Constant and poor handling.
  • Sudden weather changes.
  • Disturbance of the pecking order.
  • Overcrowding
  • Poor hygiene.
  • Disease and pest attack.
  • Lack of food and water.

Control of Stress

  • Poultry house should be kept quiet and constructed away from noise.
  • Poultry house should be insulated to maintain constant temperatures.
  • Parasites and diseases should be controlled.
  • Change in routine management should be gradual.
  • Enough feed and water should be provided.

Vices

  • Feather pecking.
  • Cannibalism (toe and vent pecking).
  • Egg eating.

Pecking and Cannibalism

  • Situation where birds peck at each other resulting in death or injury.

Effects:

  • Feather and body growth rate IS reduce
  • Loss of birds due to death may result from cannibalism.
  • Culling rate is increased (economic loss).
  • The appearance of the carcass is spoiled thereby reducing its market value.

Causes of Cannibalism

  • Overcrowding in the house.
  • High temperatures in the poultry house making the birds uncomfortable.
  • Too bright light.
  • External parasite infestation.
  • Inadequate and incorrect feeding.
  • Idleness of the birds.
  • Greediness of the birds.
  • Disturbances of the pecking order.
  • Prolapses of the rectum which occurs once in a while.
  • Bright light in the lying boxes.

Preventive Measures

  • Ample spacing should be provided on the floor, feeders, waterers and laying boxes.
  • Overheating should be avoided during brooding.
  • The house should be dimly lit for the layers.
  • Laying nests should be darkened and above the groun
  • Dusting should be done to control external parasites.
  • Provide enough balanced ration.
  • Birds should be kept busy.
  • New/strange birds should not be allowed in the house.

Egg Eating

A vice influenced by the following:

  • Presence of broken or soft shelled eggs.
  • Idleness of the birds.
  • Inadequate laying nests.
  • Mineral deficiencies.
  • Bright light in the laying nests.
  • Greediness of the birds.

Preventive Measures

  • Eggs should be collected regularly.
  • Laying boxes raised above the ground.
  • Laying boxes should be darkened.
  • Birds should be given balanced ration.
  • Debeaking should be done as need be.
  • Birds should be kept busy with greens.
  • Birds should be kept according to age groups.
  • Injured birds should be isolated and treated.

Marketing of Poultry Products

  • Poultry products include eggs and meat.

Marketing of Eggs

  • Eggs are delicate and perishable foods and have the highest value when fresh.

The factors considered when sorting out and grading eggs for the market include:

  • Size/weight of the egg – large eggs fetch high prices than small ones. The average weight should be about 57gms.
  • Shape of the egg – The normal egg shape is oval, with a broad end and a narrow end.
  • Cleanliness – Consumers prefer clean eggs.
  • Colour of the shell – Brown eggs are popular with the consumers.
  • Candling qualities – candling is done to determine freshness of the eggs and presence of any other egg abnormalities.
  • Shell texture – should be smooth and without cracks.

Poultry Meat

  • Broilers are slaughtered at the age of 1-2.5months old with a life weight of 1.5-2kgs.
  • The birds are killed and dressed in a clean way before being wrapped in clean bags ready for sale.
  • The meat is sold in hotels and restaurants.
  • Whole birds can be sold live in local markets.

 

 

 

Livestock Production VI (Cattle)

 

Introduction

  • Cattle production is a widely distributed enterprise in Kenya.
  • Most farming communities choose between the exotic and the’ local breeds or their crosses depending on the environmental conditions.
  • Whereas the backbone of beef industry in Kenya is made up of the indigenous animals and their crosses, and based in the somewhat drier areas, the-dairy industry is mainly based on the exotic breeds and their crosses and common in the wetter regions of Kenya.
  • Whatever production undertaken, the returns depend mostly on the management levels provided to these animals.
  • A productive herd starts with good management of the young stock.

Raising of Young· Stock.

  • The young one of cattle is known as a calf.

Feeding Dairy Calves

  • Newborn calves should be given colostrums within the first 3-5 days of their life.
  • Colostrum is important for the following reasons:
  • It is highly digestible.
  • It contains antibiotics.
  • It is highly nutritious.
  • It serves as a laxative.
  • It is highly palatable.
  • Calves can be fed using natural method (direct suckling) or artificially/bucket feeding.

Natural Method

  • In this method, calves suckle the mother directly.

Advantages

  • The calf takes milk at body temperature.
  • The milk is free from contaminants.
  • Less problems of scouring.

Disadvantages

  • Underfeeding of the calf may result.
  • Cows may not let down milk in case the calf dies.
  • Difficult to keep accurate production records.

Artificial/Bucket Feeding

  • The calf is trained to feed from the bucket immediately after birth.

 

The calf is trained as follows:

  • Well measured milk is put in a clean bucket.
  • Index finger is inserted into the mouth of the calf.
  • The head of the calf is lowered slowly into the bucket until the calf starts to drink the milk.
  • The finger is withdrawn slowly as the calf continues to drink from the bucket.
  • The procedure is repeated until the calf gets used to the process.

Advantages

  • Easy to keep accurate production record/milk yields of the cow.
  • Possible to regulate the amount of milk given to the calf
  • The cow does not need the presence of the calf in order to let down milk
  • Easy to maintain high hygiene standards.

 

Disadvantages

  • Laborious
  • Calf may be given cold milk
  • Equipment used and the stockman may be dirty leading to scours

 

Preparation of artificial colostrums

Ingredients used

  • A fresh egg whipped in 0.86 litres of warm water
  • Litre of warm water
  • One teaspoonful of cod liver oil
  • One tablespoonful of castor oil
  • Note; colostrums is fed to the calves three times a day for the first 4 days of life and thereafter twice a day.

 

Weaning of calves

Early weaning

  • Calf is fed on whole milk up to the tenth week then it is weaned
  • Calf is given milk equal to 10% of its body weight up to the 8th week
  • After 8th week, milk is reduced gradually by 1 kg until weaning
  • Calf is given early weaning concentrates and soft forage

 

Early Weaning Guide

Age in weeks Whole milk(kg/day) Concentrates(kg/day)
1 Colostrums ad libitum
2-3 5
4-5 6 0.25kg/day
6-7 6 0.5kg/day
8-9 5 0.75kg/day
10-11 4 1.00kg/day
12-3 1.50kg/day
14-15 2.ookg/day
16 2.ookg/day

 

Late weaning

  • Calf is fed on whole milk up to the 3rd week, when milk is replaced gradually with skim milk.
  • At the age of 3weeks the calf is introduced to calf pellets or pencils and green fodder.
  • The calf is given plenty of clean water.
  • The calf continues to be given additional skim milk up to the age of 14 weeks when maximum amount of milk is given.
  • Skim milk is reduced from 14 weeks to 16 weeks when weaning is done.

 

      Late weaning guide

Age in weeks Whole milk

(kg/day)

Concentrates

(kg/day)

Skim milk

(kg/day)

1 Colostrums ad libitum
2 3.5
3 4
4 4.5 0.25kg/day 1
5 4.0 0.5kg/day 3
6 3.0 0.75kg/day 5
7 1.00kg/day 7
8-14 2.00kg/day 8
15 2.00kg/day 4
16 2.00kg/day 4

 

Rearing of replacement stock

  • The replacement stock includes young heifers and bulls which have been selected for breeding to replace the old stock.

Management Practice

  • Parasite control-Spraying against external parasites and deworming against internal parasites.
  • Disease control-Calves are vaccinated routinely against diseases such as;
  • Blackquater-at 4 months old.
  • Anthrax and Blackquater at 6 months old
  • Brucellosis – 3-8 months old (heifers).
  • Castration – for male calves not selected for breeding.
  • Identification – Suitable methods are used. It allows proper record keeping.
  • Removal of Extra Teats ;
  • These teats are known as supernumerary teats which make milking of the animal difficult.
  • They are clipped off with teat clippers.
  • Dehorning/Disbudding – The removal of horn buds using suitable methods.

Calf Housing

Requirement of a Calf Pen;

  • Should be clean and easy to clean.
  • Be warm and dry.
  • Have adequate space to allow exercise and feeding.
  • Should be properly lit and allow sunlight for Vitamin D.
  • Have proper drainage to avoid dampness.
  • Draught free to prevent chilling.
  • Be well ventilated to allow fresh air.

Types of Pens

These can be;

  • permanent
  • mobile/movable.

Permanent Pens

  • Have a solid floor raised above the ground.
  • The floor should be slanted for drainage.
  • Constructed near the milking parlour.

Mobile/Movable Pens

  • Have an open floor to allow grass into the pen.
  • Easily moved from one place to another to avoid soiling.
  • Kept outdoors in the pastures to allow the calf to nibble on pastures.

Single Housing

  • Calves should be housed singly up to the age of 3 weeks, when they are put in group pens.
  • This is to avoid them licking each other and swallowing hairs which form indigestible balls.

Milk and Milking

  • Milk is the white lacteal substance secreted by the mammary glands of the female mammals.

Composition of Milk

  • Protein – Casein and whey.
  • Fat – Butter fat.
  • Carbohydrates – Lactose
  • Minerals – mainly calcium and phosphorus.
  • Water

Factors Affecting Milk Composition

  • Age of the animal.
  • Conditions of the animal.
  • Stage of lactation and pregnancy.
  • Completeness of milking.
  • Type  of breed.
  • Season of the year.
  • Type of food eaten.
  • Physiological conditions such as diseases.

 

Milk Secretion and Milk Let-down

  • Milk is secreted by the mammary glands which is an accessory gland of the reproductive system.
  • The mammary gland of a cow is known as an udder.

 

 

 

Structure of the Udder

The udder is composed of the following parts:

  • Alveolus cells – synthesize and secrete milk.
  • Lobule – a group of alveolus cells.
  • Lobe – Several lobules grouped together and drained by lactiferous ducts.
  • Gland cistern – space where milk collects from the lobes.
  • Teat cistern – A space where milk collects before emission.
  • Teat -An organ which drains each quarter of the udder.

 

Milk Secretion

 

  • The process of milk secretion is known as lactogenesis.
  • The digested food is taken to the udder via blood vessels.

 

  • In the udder the nutrients are carried into the alveoli cells where metabolic reactions take place to build up these nutrients into milk.
  • A hormone prolactine is secreted by pituitary gland which brings about lactogenesis.
  • The milk secreted is then stored in the upper parts of the udder waiting to be released.

 

Milk Let-Down

 

  • The process of milk let-down occurs naturally when the animal is stimulated.
  • Milk secreted moves from alveolar region through the ducts to the gland cistern.
  • Oxytocin, a hormone secreted by the pituitary gland causes the contraction of the udder muscles forcing the milk down the teats.
  • Oxytocin hormone lasts 7 -10 minutes in the blood stream hence fast milking is important to withdraw the milk.
  • Milk is withdrawn from the teats by gently squeezing them.

 

Factors Influencing Milk Let-Down

  • Presence of the calf.
  • Presence of the milkman/milker.
  • Rattling of the milk equipment.
  • Site of the food/feeding the animal.
  • Massaging or washing the udder.
  • Sight of the milk parlour.

Factors Inhibiting Milk Let-Down

 

  • Beating the animal/inflicting pain to the animal.
  • Presence of strangers and animals for example dogs.
  • Poor milking techniques.
  • Absence of the calf (in case the cow is used to it).

Clean Milk Production

The following factors are essential for clean milk production:

  • A healthy lactating cow.
  • A healthy and clean milker.
  • Clean and properly constructed milking parlour.
  • Clean and disinfected milking equipment.
  • Proper handling of the milk after milking.

Milking Procedure

  • The animals are brought near the milking parlour 15-20 minutes before milking to get into the mood of being milked.
  • Milking materials such as equipment, feeds, ropes, stools and salve are collected and placed near the milking parlour.
  • The animals are allowed into the milking stall one by one as the milking proceeds as follows:
  • The animal is restrained in the stall.
  • Feed is weighed and placed into the feed trough.
  • The udder is thoroughly washed, disinfected and dried with a clean cloth.
  • A strip cup is used to test for mastitis on each quarter.
  • Milking proceeds by squeezing the teats with the full hand. If machine milking the teat cups are placed on the teats.
  • For hand milking start with the hindquarters and finish with the forequarters.
  • Fast milking should take about 8 minutes then end with stripping the udder.
  • The milk is weighed and recorded.
  • The animal is then released.

Dry Cow Therapy

  • This is the infusion of antibiotics into the teat canal of a cow that is preparing for drying off.
  • It prevents bacterial infection which leads to mastitis.

Milk Products

  • Pasteurized milk – milk that is heated and cooled immediately.
  • Ultra Heat Treated (UHT) – milk heated to a temperature of 130-135C, packed and then cooled.
  • Butter – Milk butter fat separated by a process known as churning.
  • Cream -A layer of is: that collects at the top of the milk when left to stand.
  • Cheese – Milk proteins which have been compressed.
  • Ghee – Milk fat made from heating cream or butter.
  • Skim milk – Milk without butter fat.

Marketing of Milk

  • The Kenya Dairy Board regulates the production and sale of milk and milk products through various Dairy Co-operative Societies.
  • Processors and distributors of milk and milk products include;
  • KCC,
  • Brookside Dairies,
  • Tuzo,
  • Delamere Dairies
  • Limuru Dairies.

Marketing of Beef

Done by the following:

  • Individual fanners through the local slaughter house.
  • Livestock marketing division.
  • Kenya Meat Commission.
  • Farmer’s Choice.

Farm Power and Machinery

Introduction

  • Farm power is any form of energy used in the farm to do work.      .

Sources of Farm Power

Human Power

  • Performs light tasks.
  • Quality of work produced is variable.
  • Takes a long time to complete a task.

Animal Power

  • Done by draught animals such as camels, donkeys, horses and elephants.
  • Used in land preparation and transportation.

Disadvantages

  • Slow.
  • Animals are liable to sickness and get tired.
  • Need enough food.

Wind Power

 

  • To pump water from boreholes.
  • To winnow crops such as beans, finger millet and rice.
  • Generate electricity.

Disadvantages

  • Not easy to control and may not be available when needed.

Water Power

  • Irrigation.
  • Grinding mills (to grind maize grains).

Disadvantages

  • Difficult to use in the farm because it is not easy to control.

Biomas

This includes:

  • wood or charcoal
  • biogas power.

Charcoal/Wood Fuel Energy

Uses

  • Provides heat for boiling water and cooking.
  • Dehydrating of some crops.
  • Curing of tobacco.

Disadvantages

  • Exhaustible.
  • It cannot be used directly in some farm operations.
  • Large quantities are required.
  • They are bulky hence difficult to transport.

 

Biogas

Uses

  • Provides heat and light for cooking, boiling water and lighting.
  • Produces electricity.

Disadvantages

  • Only possible where there are animals under zero grazing unit.
  • It is labour-consuming.
  • Large quantities of dung are required.
  • Cannot be used directly in some farm operations.

Fossil Fuels

These include:

  • coal,
  • petroleum oils
  • natural gas.

Uses

  • Petrol or diesel is burned in internal combustion engines to produce power.
  • Kerosene is the main source of power to light rural homes.
  • Natural gas is used for cooking, heating and lighting.

Electrical Power

It includes:

  • hydro-electrical power (HEP),
  • geothermal,
  • nuclear
  • power stored in batteries.
  • Nuclear energy is a potential source of power which has not yet been used in the farms.

Uses of Electrical Power

  • Runs stationary machines such as milling machines, grinding mills, cooling machines and water pumps.
  • Supplies heat and light for operations of brooders.

Disadvantages

  • Cannot be used directly in some farm operations.
  • Lack of electricity in the rural areas.
  • Power failures can lead to high losses.
  • It is costly to install and maintain.

Solar Energy

Energy obtained from the sun.

Uses

  • Provides heat and light.
  • Used by all the plants in photosynthesis.
  • Dehydrating crops such as vegetables, maize grains, beans and hay.
  • Boils water which drives turbines to produce power for minor uses.

Disadvantage

  • Low concentration of energy on cloudy d
  • Expensive In collecting and concentrating equipment.
  • Cannot be used directly in some farm operation
  • Requires skilled labour to install and maintain.

Tractor

  • The tractor has an internal combustion engine which burns petrol or diesel to produce power.
  • This power is then passed to the gear box from where it is transmitted in various ways.
  • The common tractor engine is a four stroke cycle engine.

The four strokes are:

  • Induction stroke.
  • Compression stroke.
  • Power stroke.
  • Exhaust stroke.

Induction Stroke

  • Piston moves down.
  • Inlet valve opens.
  • Fuel and air get into the cylinder.

Compression Stroke

  • Inlet valve is closed.
  • Piston moves up the cylinder.
  • Fuel-air mixture is compressed.

Power Stroke

  • A spark is produced at spark plug, igniting the fuel-air mixture.
  • The increased pressure forces the piston down the cylinder.

Exhaust Stroke

  • Exhaust valve opens.
  • Piston moves up the cylinder.
  • Burned fuel-air mixture expelled.

Advantages of the Four Stroke Engines

  • Produce high power which can do heavy farm work.
  • Have efficient fuel and oil utilization.
  • Perform a wide range of farm operations.
  • Are effectively cooled with water thus allowing the production of large engine size.
  • Exhaust gasses are effectively expelled from the cylinders.

 

 

Disadvantages

  • Are expensive to buy and maintain
  • Their use is limited in some areas;
  • Tractor can only be used on flat or gently sloping areas
  • Require skilled personnel and support services

 

The Two Stroke Engines

 

  • Found in small machines such as mowers, motor bikes, and water pumps which do light jobs in the farm.
  • All the cycles are completed in two strokes of the piston.

        These strokes are;

Induction and compression stroke

  • The piston is at the bottom
  • Piston moves up uncovering the inlet port
  • Fuel-air mixure is drawn in
  • Ignition occurs when the piston reaches the top
  • Piston is forced downward compressing the mixture in the crank.

Power and exhaust stroke

  • The piston is at the top
  • Ignited gases produce pressure which force the piston downwards
  • The piston covers the inlet port and traps fresh fuel-air mixture in the crank case
  • Piston moves further down to uncover the exhaust port
  • Fuel-air mixture transferred from the crankcase to the combustion chamber.

 

 

What Advantages of two stroke engine?

  • Cheap to buy and easy to maintain
  • Economical in fuel consumption
  • Can be used in a wide  range of farmland, including hilly areas
  • Can do small tasks in the farm which would be un-economical to do using the four stroke engine.

What disadvantages of two stroke engine?

  • They produce less power hence cannot be used for heavy duties.
  • They are inefficient in burning fuel to produce power.
  • They are air cooled thus limiting the size of the engine.

Systems of a Tractor

The modern tractor has the following systems:

  • The fuel system.
  • Electrical system
  • Ignition system
  • Cooling system
  • Power transmission system.

The Fuel System

Supplies fuel to the engine.

Categorized into two types depending on the fuel used.

These are:

  • The petrol fuel system.
  • The diesel fuel system

The Petrol Fuel System

Consists of:

  • Fuel tank – storage of fuel.
  • Fuel filter – removes foreign particles from the fuel.
  • Carburettor
  • atomises fuel into spray.
  • introduces fuel-air mixture into the engines.
  • Regulates fuel-air into suitable proportion
  • Fuel pump – forces fuel into the carburettor.
  • Delivery pipe – connects all the devices.

 

Maintenance

  • Cleaning the carburettor regularly.
  • Cleaning the fuel filter in petrol.
  • Cleaning the hole in the fuel tank cap.

The Diesel Fuel System

Consists of:

  • Fuel tank – storage of fuel.
  • Fuel injection pump – pumps diesel through injection nozzles and breaks into fine spray.
  • Fuel filters – remove foreign particles from the fuel.
  • Delivery pipes – connect the various devices.

 

Maintenance

  • Replacing the fuel filter.
  • Bleeding in case air is trapped in the system.
  • Cleaning the sediment bowl regularly.

Structural and Functional Differences Between Petrol and Diesel Engines

Petrol engine Diesel Engine
  • 1.
· It has a carburettor
  • 1.
·     It has an injection pump.
  • 2.
· Fuel and air are mixed in the carburettor
  • 2.
·     The fuel and air are mixed within the
        before it gets into the engine.
cylinder.
  • 3.
· Fuel is ignited by an electric spark.
  • 3.
·     Fuel is ignited by compression of air and
 
fuel mixture in the cylinder.
  • 4.
· It produces little smoke because
  • 4.
·     It produces a lot of smoke since the diesel
       petrol is completely burnt.
is not completely burnt.
  • 5.
· Petrol engine is light in weight and
  • 5.
·     It is relatively heavy in weight and suited
       suited for light duties.
for heavy duties.

 

Electrical System

Consists of the following:

  • Battery
  • Converts chemical energy into electrical energy.
  • Stores electrical energy produced by the running
  • Ignition circuit – provide the electrical required by the spark plugs.

current that produces a spark in the engine.

  • Generator circuit – provide the electrical current that starts the engine.
  • Lighting circuit – supply the electrical current required for the lighting system.
  • Starter motor circuit – starts the engine.

 

Care and Maintenance of a Tractor Battery

  • The level of electrolyte should be kept just above the plate by topping with distilled water.
  • Corroded terminals should be scrapped clean and smeared with grease.
  • The battery should be tightly fixed in a box to avoid spillage and damage.
  • The battery should be fitted correctly on the tractor.
  • The battery should be charged regularly and periodically.
  • In case of long storage the battery contents should be kept upside down.
  • The generator fan belt should always be functional to ensure the battery is always charged.

 

 Ignition System

Consists of:

 

  • Ignition change the low voltage from the battery to high voltage current  required by the spark plugs.
  • Condenser – absorbs the self-induced current in the primary circuit.
  • stores current for a short time.
  • passes electric current to the distribut
  • Distributor – distributes the high voltage current to the spark plugs.
  • Contact breaker – Interrupts the normal flow of current in the primary circuit.

State the Maintenance practices carried on  the Ignition System

  • The carbon deposits on the spark plug electrodes should be removed.
  • The spark plugs whose electrodes are worn out should be replaced.
  • The contact breaker points should be cleaned.
  • The breaker points should be adjusted so that they lie between O.30mm and 0.50mm.
  • The condenser should be replaced regularly.
  • The ignition systems should always be kept dry.
  • Ignition wires with poor insulation should be replaced.

 

Cooling System

  • The cooling system aims at preventing the engine from overheating which would cause piston zeisure in the cylinder.
  • Some tractor engines are cooled by air while others are cooled by water.

State the Characteristics of Air Cooled Engines

  • They are simple in construction.
  • They have fins and a fan blade which assists the circulation.
  • They are light in weight for they have no radiators and water jack

Limitations

  • They get hot quickly and use heavy lubricating oil.
  • The cooling is not adequate under all conditions especially when carrying heavy load

Water Cooled Systems

  • It consists of the radiator, water jackets, water hoses, water pump, thermostat and a fanning mechanism.
  • Water is used to absorb heat from the engine block at a reasonable rate.

Care and Maintenance of Water Cooling system

  • The water pumps should be lubricated regularly.
  • Clean water should be used in the radiator and trash removed from the fins.
  • All pipes should be fitted tightly to avoid blockage.
  • The radiator should be filled with clean water before starting the day’s work.
  • Fan belt tension should be checked regularly and if too tight or too loose should be adjusted accordingly.

Lubrication System

  • This system is aimed at supplying oil to all parts of the engine where friction is likely to occur.

Importance of Lubrication system

  • It helps to increase the efficiency of the machine and reduces the rate of wear and tear of moving parts.
  • It reduces the heat created by the rubbing surfaces and acts as a seal between them.
  • It acts as a cleaning agent because it washes off all the dust, dirt, soot and metal chippings from the oil paths to the sump.

Types of Lubrication Systems;

  • Splash feed type
  • Force feed type
  • Oil mist type

Types of Lubricants

  • SAE 10 – This is thin engine oil which gives little protection when heated.
  • SAE 50 – This is thicker engine oil which is recommended for protecting the bearings.
  • SAE 90 – 100 – These are transmission oils which are recommended for clutch, gear box, wheel lubrication and ball bearings.

 

      Note: SAE Society of Automobile Engines.

Care and Maintenance of Lubrication Systems

  • Old or contaminated oil should not be used for lubrication.
  • Oil should be drained when still hot to avoid sticking on the walls of the sump.
  • The oil filters should be replaced when necessary.
  • The correct type of oil should be used as per the manufacturers’ instructions.

Power Transmission System

  • The function of this system is to transfer power from the tractor engine to the drive shaft, the wheel axle, the power take off shaft and the hydraulic system.
  • The system consists of the clutch, gear box, differential and the final drive.

The power transmitted from the engine is made available for use through the following:

  • The propeller shaft – it connects the gear box to the differential.
  • The power take off shaft (PTO shaft)­ -It is located at the rear part of the tractor and rotates at the same speed as the crankshaft of the engine.
  • Hydraulic system – it is operated by the use of a lever near the drivers seat.
  •  It is connected to the 3-point linkage and helps to lower or raise implements mounted on the 3-point linkages such as ploughs, mowers, planters and sprayers.
  • Draw bar –
  • It is a one-point linkage at the rear part of the tract
  • It serves for the attachment of trailed implements that can be used during harrowing, transportation or rolling.

Tractor Servicing

  • The aim of tractor servicing is to keep the tractor in good and efficient working conditions.
  • Tractor servicing is either;
  • short
  • long term.

List the Short Term Tractor Servicing

 It includes:

  • Checking the engine oil daily by use of a dip stick.
  • If the oil level is low, it should be added.
  • The fuel level should be checked at the start of every day’s work and added if necessary.
  • Water level in the radiator should be checked and if possible topped up.
  • The level of the electrolyte should be checked daily and topped up with distilled water accordingly.
  • Nuts and bolts should be tightened every day.
  • Lost nuts and bolts should be replaced before the day’s work.
  • Grease should be applied by use of grease gun through the nipples.
  • Large sediments from the sediments bowl should be removed.
  • The tyre pressure should be checked daily before the day’s work.
  • The fan belt tension should be checked to ensure that it deflects between 1.9cm and 2.5cm when pushed.
  • The brake shaft bearing should be greased.
  • The brake fluid level is maintained at the recommended level.

Long Term Services

  • The engine oil should be drained completely from the oil sump and replaced with new oil.
  • The gear box oil should be checked and refilled as recommended.
  • The oil in the differential should be replaced as recommended.
  • The linkage and the pulley attachment should be greased.
  • The pulley oil level should be checked and added if need be.
  • The dirty oil should be removed and replaced with clean one.

 

Farm Machinery

Tractor Drawn Implements

 

  • These are implements which are attached to the tractor during opera

State the two categories. Tractor Drawn Implements

 

  • Onepoint hitch implements ;
  • Are attached to the tractor at only one point that is, the draw bar.
  • They include all trailed implements such as the trailers, heavy harrows, planters and roller
  • Three point hitch implements;
  • Are implements attached to the tractor at three points that is, the top linkage point and two lower linkage point
  • They are operated by the hydraulic system.
  • They include ploughs, most harrows, sub­soiler, planters, mower, ridgers, sprayers and rotavators.

 

Trailers

  • They are one-point hitch implements.
  • They are used for transportation of goods.
  • Small ones have two wheels while big ones have four wheels.

 

Maintenance

  • All the moving parts should be lubricated.
  • Tyre pressure should be adjusted to the correct pressure.
  • Worn out tyres should be replaced.
  • Loose nuts and bolts should be tightened, worn-out ones should be replaced.
  • The implements should be kept under a shed during long storage.

 

Ploughs

 

  • They are primary tillage implements.
  • The common type of ploughs include:
  • Disc plough
  • Mould board ploughs.

Disc ploughs

 

  • It is made up of heavy steel concave discs of 60-70cm diameter.

Parts and Functions of a disc plough

  • The hitchmast:
  • Is an attachment for the three point hitch.
  • Made up of two side links and a top link.
  • These are parts connected to hydraulic system of a tractor for lifting and pulling.
  • The beam: Supports all other parts. It also adds weight for better penetrati
  • Depth wheel:
    • Used when driving on highway,
    • it also controls the depth of plou
    • May not be present in all disc ploughs.
  • The standard or leg: Connects the discs to the beam.
  • The hub: Allows the discs to rotate smoothly hence does the cutting of furrow slices.
  • The scrapers: Remove the trash and mud or soil which cling to the discs,
  • Disc blades: Cut and invert the furrow slice
  • Rear furrow wheel: Controls the depth of digging and stabilises the discs.

 

Adjustment           .

  • The cutting angle should be adjusted at 35° – 50° from the I ine of travel.

Achieved by pivoting the beam or the standard.

  • Depth of digging: This is corrected by changing the height of depth wheel or adjusting hydraulic system and adding weight

Care and Maintenance of Disc Plough

  • Check for loose nuts and bolts and replace them.
  • Sharpen the disc blades if blunt.
  • Lubricate the rotating parts by use of oil/grease to reduce friction.
  • Paint the exposed parts for example the beam/framework.
  • Clean the implement at the end of each day’s work before storage.
  • Store the implements in a shed.
  • The unpainted parts should be coated with old engine oil to prevent rust.

Uses of a Disc Plough

      Used in areas with the following conditions:

  • Virgin land with many obstacles.
  • Land with too much trash or tall vegeta
  • Opening up pasture land.

Mouldboard ploughs

  • This primary tillage implement is suited in areas without obstacles such as stones, tree stumps, and roots.
  • It gives a uniform depth of ploughing.

 

 

 

Parts and Functions Mouldboard ploughs

 

  • Share: This makes the horizontal cut and starts the turning of the furrow slices.
  • Mouldboard: Continues the turning of the furrow slices and pulverizes the soil.
  • Disc coulter: Makes a vertical cut in the soil to separate the furrow slice from the un-ploughed land.

 

  • Skim coulter: Removes any trash from between the furrow slices.
  • Frog: It is the part where the share, mould board and the landside are attach

 

  • Landside: Stabilizes the plough and absorbs the side forces created when furrow is turned.
  • Shin: Leading edge of a mouldboard.
  • Knife coulter: Is a vertical knife which cuts trash and earth ahead of the share.

 

Care and Maintenance

  • Lubricate the rolling parts for example wheel bearings and disc coulter bearings.
  • Paint scratched parts of the plough.
  • Sharpen the share or replace if worn out.
  • Check all loose nuts and bolts and replace where necessary.
  • Clean the implement after each day’s work to remove soil, mud and trash.
  • For long storage, keep under a shed and apply lubricants.

Adjustment

 

  • Depth:
  • Controlled by raising or lowering the depth wheel.

 

  • Controlled by hydraulic control lever setting.

 

  • Pitch: controlled by altering the length of the top li

 

  • Front furrow width: Controlled by cross shaft adjustment lever or by rotating the cross shaft crank.

 

  • Lateral levelling: Controlled by tractor lift rod.

 

 

Operational differences between a disc and a mouldboard

Disc Plough Mouldboard Plough
  • 1.
  • Suitable on field with stones,
  • 1.
  • Cannot be used on fields with stone,
               roots and stumps.
        roots or stumps.
  • 2.
  • Does not invert the furrow slices
  • 2.
  • Inverts the furrow slices completely.
       completely.
 
  • 3.
  • More secondary operations are
  • 3.
  • Fewer secondary operations are
        necessary after it has been used.
needed.
  • 4.
  • Cuts at varying points.
  • 4.
  • Operates at uniform depth.
  • 5.
  • Not easily broken by obstacles.
  • 5.
  • Can easily be broken by obstacles.
  • 6.
  • Requires less power to operate.
  • 6.
  • Requires more power to operate.

 

 

Harrows

 

  • They are secondary cultivation implements.
  • There are different types of harrows.
  • The common ones are:
  • disc, Harrows
  • spring tine Harrows
  • spike tooth harrows.

 

Disc Harrows

 

 

  • It comprises of a set of gangs with concave discs.

 

 

 

Uses

  • Mixing the soil particles.
  • Levelling the seedbed by breaking large
  • lumps of soil.
  • Killing weeds.

 

Disk harrows can be classified according to the arrangement of the gangs such a;

  • s tandem,
  • double tandem
  • offset tandem.

Depth Adjustment

 

  • Adding weights on the harrows.
  • Use of hydraulic force.
  • Use of light or heavy harrows.
  • Use of regulating wheels.

Care and Maintenance

  • Check for loose nuts and bolts daily.
  • Lubricate the shafts and bearings.
  • Clean and oil before storage.

 

Spring Tine Harrow

  • Is made up of flat and curved tines which act as springs.

 

 

    Uses

 

  • Levels and smoothens the seedbed.
  • Breaks the soil clods.
  • Mixes trash and soil thus preventing wind erosion.
  •  Aerates the soil.

Adjustments

 

  • Depth is controlled by the horizontal connecting link and depth wheel.
  • For individual tine, use crossbar and loosening the screws.

Care and Maintenance

  • Check for loose nuts and bolts and tighten them if necessary.
  • Clean after use.
  • Oil the lever mechanism.

Spike Tooth Harrows

 

  • Consists of a metal framework with rigid metal spikes which break up the soil by vigorously hitting large lumps of soils as it is pulled through the soil.

      Uses

  • It smoothens and compacts the soil.
  • It breaks big lumps of soil into small particles.
  • Can be used for cultivating small crops if well set.

Subsoilers

  • Heavy and require high horse power to pull.
  • Ploughing depth of 51-90cm.

 

Functions

 

  • Break up compacted soil.
  • Break up the hardpan.

Care and Maintenance

  • Clean it after use
  • Check the point and if worn out, replace it.
  • Oil when not in use.

Ridger

  • It is double mould board plough used to make ridges and furrow
  • It is used to prevent water logging and draining through furrows for easy harvesting of root crops.

 

Rollers

  • This is an equipment used to compact the soil gently especially where tiny seeds are to be planted.

 

Rotavators: (Rotary cultivators)

  • Work on the principles of high speed of revolving flail blades which beat and cut the soil together with trash.
  • It is an equipment for both primary and secondary tillage operations.
  • It is driven by the P.T.O. shaft of a tractor.

    Uses

  • Breaks up large soil particles into small ones.
  • Mixes the vegetation and the soil.
  • Achieves two operations in one pass.

    Adjustments

  • Forward speed of the tractor gives a fine tilth of the seedbed done through the gearbox.
  • Depth of work done by control of depth wheel.
  • Slip clutch may break in case the knives come across obstructions

Mowers

Uses

  • Cutting grass for hay or silage making,
  • cutting overgrown grass
  • clearing the field.

Reciprocating Mower

Parts and Functions

  • Swath stick: Keeps the cut crop falling correctly.
  • Swath board: To remove the cut crop.
  • Shoe: Has a runner to absorb the weight and wear.
  • Cutter bar: Is a flat bar which guides the fingers.
  • Wear plate: Counteracts downward force and holds the knives.

      Adjustments

  • To adjust knife register by moving the whole bar away or towards the yoke.
  • Knife lead: The outer shoe should be adjusted to be outer than the inner shoe by 4cm.

Maintenance

  • Check for loose nuts and bolts and tighten where necessary.
  • Keep knife section sharp.
  • Lubricate the knife parts.
  • Check knife to ledger plate cup for best cutting.
  • Keep all the parts tight.

 

Rotary Mowers

  • Cutting edge consists of two blades fitted opposite to each other on horizontal disc.
  • The cutting blades swing round at high speed horizontally to the ground hence cutting is affected.

Adjustment and Maintenance

  • Blades should be sharp.
  • Guards to be fitted around the blades to protect the operator from flying objects.
  • Lubricate the P.T.O. shafts.
  • Check the gear-box oil regularly and fill to the right level if necessary.

Planters

  • They are machines used for sowing seeds.
  • There are two types:
  • Row crop planters.
  • Seed drills.

 

Functions of the Planters

 

  • Meter the seed and fertilizers from seed and fertilizer
  • Open the seed furrow.
  • Deposit the seed in the furrow through the delivery tubes.
  • Cover the seed

 

Functions of Parts of a Seed Plate

 

  • Filler plate: gives proper seed depth.
  • False ring: allows the seed to fall from the seed plate into the boot.
  • Knockout pawl: pushes the seeds out of the cell by the roller action.
  • Cut-off pawl: prevents more than one seed remaining in a plate cell.
  • Cells: shaped holes to hold the seed.

 

Adjustments

  • Adjust the coulters depth for the right crop.
  • Fix the right seed plate.
  • Place the planter in the level position.
  • All the shafts should be free to turn.

 

Care and Maintenance

 

  • Check all loose nuts, bolts and tighten them.

 

  • Clean and oil the planter after use.
  • Grease the drive sprockets regularly.

 

Seeders

 

  • The grain drill sows grains of wheat, barley, oats, peas, beans and alfalfa seeds.

Parts that can be adjusted to change the sowing rate;

  • Select the side of the feed wheel recommended on the drill charts for the seed-rate.
  • Change the speed of the wheels by changing the gears or sprockets or both.
  • Change the position of the feed gate in the cup.
  • Use reducers below the feed wheel.

Care and Maintenance

 

  • Keep seed and fertilizer hoppers dry and clean after each day’s work.

 

  • Check the drive shaft and lubricate them.
  • Paint the parts for example fertilizer
  • hopper to be shiny

 

Combine Harvester

 

     Use

  • Harvesting cereal crops for example maize, wheat and barley.

It is designed to do the following:

  • Cutting
  • Threshin
  • Winnowing
  • Bagging

Parts of a Combine Harvester

  • Cutter bar – cuts the grain head.

 

  • Pick up reel- direct crop into the cutter bar,
  • Elevator – channels the cut grain to the threshing drum.

 

  • Winnowing ran – fans trash up onto a straw walker and directs it out of the combine harvester.

 

  • Delivery tube – delivers the clean .grains into a collecting tank from where it is bagged.

Maintenance of a Combine Harvester

  • Loose nuts and bolts should be tightened.
  • Remove all foreign materials stuck in the machine at the end of the day’s work.

Ridgers

  • They are used for harvesting tuber crops and for making furrows or ridges.

     Maintenance

  • Lubricate the moving parts.
  • Clean the implement after use.
  • Store under a shed.
  • Repair or replace worn-out or broken parts.
  • Loose nuts and bolts should be tightened.
  • Unpainted parts should be oiled during long storage.
  • Shares should be sharpened if blunt.

Foragers

  • They are tractor mounted and operated by power from the P.T.O. shaft .
  • Used for harvesting forage crops such as Napier grass, sorghum and maize.

    Maintenance

  • Tighten loose nuts and bolts.
  • Lubricate moving parts.
  • Store in a shed.
  • Clean after the day’s work.
  • Repair/replace worn out or broken parts.
  • Unpainted parts should be oiled to prevent rust.

 

Maize Shellers

  • These are stationary implements which are either hand or tractor driven.
  • They consist of. a rotating disc which shell maize grains from cobs.

Maintenance

  • Greasing moving parts.
  • Removing any stuck maize cobs.
  • Repair or replace worn out or broken parts.
  • Store in a shed.

Animal Drawn Implements

Ox Plough

  • Ox-plough is a simple type of a mouldboard plough which is pulled by a pair of oxen, donkeys or camels.

 

 

 

Explain the functions of the following parts of an ox-plough

 

  • Main beam – It is the main component onto which all the other parts are attached.
  • Mouldboard – It inverts the cut furrow slice upside down.
  • Plough share -It cuts the furrow slices.
  • Land wheel- It regulates the depth of plough.
  • Draft rod It is on this rod that a chain is connected on which a yoke is linked.
  • It forms the draught mechanism of the plough.

What are the Advantages of an Ox-Plough Over Tractor­ Drawn Plough ?

  • Less skill is required to operate it.
  • Useful where tractors cannot be used for example steep slopes.
  • Cheap to buy and maintain.

 What are the disadvantages of an Ox-Plough Over Tractor­ Drawn Plough ?

  • Much time is wasted in training oxen.
  • Tedious and laborious to the driver of the animals and the controller of the implement.
  • Animals can be sick or in poor physical state.
  • Extra land is required as grazing fields for the oxen.

Adjustments

  • Depth of plough is controlled by the land wheel and draft rod

 

Care and Maintenance

  • Sharpen or replacing of the worn out share
  • Replacement of worn out parts such as hooks and draw bar assembly.
  • Oiling the shiny parts e.g  mouldboard
  • Wash off the soil after use.
  • Paint the handles, beam and braces to prevent rusting.

 

Ox-Drawn Cart

  • These are small carriages harnessed to the animals by a yoke
  • The small carts have only two wheels bigger ones have four.
  • They are pulled by animals in singles or in pairs
  • Carts are used for transport.

 

Maintenance

 

  • Moving parts should be oiled
  • The yoke should be repaired when worn out or replaced if not repaired
  • Tyre pressure should be checked and adjusted accordingly
  • Repair other damages on the cart.

 

Agricultural Economics III:

(Production Economics)

 

Introduction

  • The agricultural sector is a key player in the economy of our countr
  • It is a major employer and brings a lot of national income through foreign exchan

 

National Income

  • These are the total earnings from goods and services produced by a country in a period of one year.

 Relationship Between Firm and Household

  • A household is considered to be a unit comprising a farmer and family members.
  • It produces raw materials and consumes manufactured goods.
  • A firm on the other hand, is any manufacturing or processing unit which consumes raw materials and produces manufactured good
  • Both household and firm generate income, which in turn, is used to:
  • Improve the standard of living of the household members by paying for essential goods and servi
  • The firms build more industries to create more employment and revenue through salaries and wages.
  • Finance government projects through taxes and hence further national development.

 

 Gross Domestic Product (G.D.P.)

  • This is the sum total of all goods and services produced in a country in a period of one year.

 

 Gross National Product (G.N.P.)

  • Is the sum total of G.D.P. and the difference between income inflow (revenue coming into the country from outside) and income outflow (money going out of the country by foreign investors).
  • It represents the total income earned within the country and from abroad.

 

 Per Capita Income

  • Is the Gross National Income (in terms of revenue) divided by the number of people living in the cou
  • It is not a good measure of the economic well-being of the people because of the uneven distribution of income among th

 

Contribution of Agriculture to National Development

  • The interaction between household and the firm generate income which is used to finance further expansion of the firms.
  • This creates more employment and revenue.
  • The government taxes the income to finance national development programmes such as;
  • health,
  • education,
  • water, energy
  • communication.

 

Factors of Production

  • A factor of production is anything that contributes directly to output, that is, it is a productive resource.
  • Productive resources usually employed in the production of goods and servi

Incl ude:

  • Land
  • Labour
  • Capital
  • Management

 Land

  • As a factor of production, refers to the natural characteristics and properties of a given area of land.
  • The key factor here is productivity for example soil fertility, presence of water and minerals and is always fixed and has no geographical mobility.

 

 Labor

  • Besides being a consumer, human beings are also a factor of productio
  • They provide the labour force (human power) required in the production process.
  • Labour is assessed in terms of productivity and not mere numbers of workers or labourers.
  • Labour is measured in terms of man hours, man days or man mon

The labourer’s productive capacity depends on such factors as;

  • age,
  • health,
  • state of nutrition
  • level of education.
  • The amount of work and the efficiency with which it is performed determines the quality of labour.

Capital

  • Capital refers to all man-made assets that help land and labour to produce.
  • It is categorized into:
  • Fixed/durable;
  • Working capital
  • Liquid capital

 

Fixed/durable;

      Capital for example

  • machinery,
  • buildings
  • permanent improvements on land like fences,
  • roads,
  • irrigation facilities
  • water­ supply system.

 

Working capital;

        Which include consumer goods such as;

  • fertilizers,
  • livestock feeds,
  • fuel in store,
  • pesticides.

 

Liquid capital;

       For example;

  • ready money,
  • bank deposits,
  • shares in financial i

 

Management;

  • It is a process of decision making in the farm.
  • Managers use their knowledge and judgment to decide how to combine the other three productive resources in the best way possible.
  • They make plans, execute them and bear the risks or consequences which such plans entail.

Production Function

    Definition

  • Production function is a physical relationship between inputs and outputs in a production process.
  • It tells the quantity of output (product) that may be expected from a given combination of inputs.
  • Production function may be expressed in table form or graphically as a curve.

 

Examples:

 

Feeding pigs for pork production at varying levels of concentrate feed.

 

Unit of feed Body wt. Marginal
  Gains (kg) products
    (kg)
0 212
10 222 10
20 238 16
30 251 13
30 261 10
50 269 8
60 275 6
70 280 5
80 283 3
90 285 2
100 286 1

 

Types of Production Functions

  • A production function assumes three forms which may be treated as different types:
  • Increasing Returns
  • Constant Returns
  • Decreasing (Diminishing) Returns

 

 Increasing Returns

  • In this type, each additional unit of input results in a larger increase in output than the preceding unit.
  • This shows that resources are under utilized.

Constant Returns

  • The amount of the product increases by the same amount for each additional input; that is constant returns to input factor.
  • Again here resources are under uti

Decreasing (Diminishing) Returns

  • Here, each additional unit of input results in a smaller increase in output than the preceding unit.
  • Resource use is stretched to the maxi
  • It is the most commonly encountered form in agricultural enterprises;
  • It gives rise to the law of Diminishing Returns.

Examples:

  • Feeding dairy cows for milk production with varying amounts of feed.
  • Crop responses to application of varying amounts of fertilizers.
  • Use of varying units of labour on fixed unit of land.

 

Economic Laws and Principles

The Law of Diminishing Returns

 

  • The law of diminishing returns states that;

’’if successive units of one input are added to fixed quantities of other inputs a point is eventually reached where additional product (output) per additional unit of input declines.’’

  • This law is encountered practically in all forms of agricultural production.
  • It is useful in determining the most rational and profitable level of production.

 

Example:

Production of maize at varying levels of N.P.K. fertilizer application on a fixed area of land.

 

 

Unit ofNPK Total Product Marginal
Fertilizer Yields Products
(bags)   (bags)
30 10
60 27 17
90 42 15
120 56 14
150 63 7
180 65 3
210 65 0
240 60 -5
270 52 -8
300 42 -10

 

 

 

 

 

 

Zones of a production function curves

 

 

Zones of a production function curves these are:

  • Irrational zone or Zone I.
  • Rational zone or Zone II
  • Irrational zone or Zone III.

 

  • The three zones are arrived at by drawing two perpendicular lines through the production function curve, one at MP = AP and another at MP=
  • In Zone I resources are not fully utilized while in Zone III, excessive application of resources leads to production decline or loss.
  • It is not economical to produce at these levels.
  • In Zone II resources are maximally utilized resulting in maximum production.
  • It is therefore economical (or wise) to produce at this level.

 

 Principle of Substitution

States-’’if the output in a production process is constant, it is profitable to substitute one input factor for another, as long as it is cheaper than its next alternative.’’

 

  • This principle is applicable in a situation where more than one variable input factors are used.
  • For example feeding hay and concentrates for milk production, farmyard manure and phosphatic fertilizers in the production of maize.
  • The basic problem that the producer wishes to solve when two input factors are used in combination is in what proportions must the variable inputs be combined in order to produce at a minimum cost and hence attain maximum profit.
  • To solve the above problem, the producer must determine the least cost combination of inputs used.
  • The least cost combination is attained at a point where the Marginal Rate of Substitution (MRS) equals the inverse of price ratio of the factors involved.

 

 

That is:

x2 = P X1

 

 

X1= P X2

 

X1 – first input factor

X2– second input factor

 

– change (increase or decrease)

P – price (cost of input fators)

 

Examples:

  • Producing 20 bags of maize using varying combinations of farmyard manure and phosphate fertilizers.
  • Price of farm yard manure (FYM) is KShs10/- per unit and that of phosphate fertilizer is Kshs 50/- per unit

 

 

 

X1 (P-fert) x2 (N-fert) X2(MRS)

X1

100kg units 100kg units  
I 9.00
2 4.00 5.1
3 2.80 1.20
4 2.40 0.40
5 2.00 0.40
6 1.80 0.20
7 1.65 015
8 155 0.10
9 1.45 0.10
10 1.45 0.05

 

 

In the above example, the following assumptions are made:

  • A fixed quantity of output is to be produced.
  • Input factors in combination substitute for one another at varying rates.
  • Relative prices of input factors do not change drastically during the period of production.

NOTE: one input factor substitutes for the other at diminishing varying marginal rate of substitution.

 

Principle of Equimarginal Returns

  • This principle states ;’’ That the last unit of an input factor spent in one enterprise yields a marginal return exactly equal to the marginal return earned from the last unit invested in each of the other enterprises.’’

 

Example

  • If the last shs.100/- spent buying cattle feed will return more than shs. 100/= spent on buying fertilizer for growing maize, then it is advisable to purchase more feed up to a point where the last shs.lOO/- spent on it will return exactly the same as the last shs.100/- spent on fertilizers.
  • This concept is only relevant in a situation where farmers do not have adequate capital to employ inputs up to the level where marginal revenue equals the marginal cost.

 

The principal of Profit Maximization

  • The profit is defined as the difference, in monetary terms, between the total returns (income) and total costs (expenses) in a production process.
  • Profit maximisation aims at obtaining the highest returns at a minimum cost per unit of input factor used.
  • This can be done by considering two concepts.

Marginal Concept

  • Profit is maximised when the marginal (additional or extra) revenue (MR) is equal to, or slightly higher than, the marginal cost (Mc).
  • At this point every added input factor brings in higher returns than the expenses incurred in investing it.

Net Revenue Concepts

  • Profit is said to be maximized in a production process when the Net Revenue (differences between total revenue and total costs) is the highest that is ;

NR = TR – TC.

  • This is arrived at by analyzing the total cost and total revenue earned from a particular enterprise and then subtracting the former from the latter.

 

When calculating the profit using whatever concept, the following assumptions are made:

  • Cost of inputs (such as fertilizers, labour) remains constant during the period of production.
  • Price of the produce (product) remains unchanged.
  • Fixed costs are ignored that is only varying costs directly involved are considered.

 

Farm Planning

  • Planning is the process of establishing the organizational objectives and defining the means of achieving them.

Factors to consider in drawing a farm plan.

  • Size of the farm.
  • Environmental factors.
  • The current trends in labour markets.
  • Farmer’s objectives and preferences.
  • Possible production enterprises.
  • Existing market conditions and price trends.
  • Availability and cost of farm inputs.
  • Government regulations/
  • Security.
  • Communication and transport facilities

Farm Budgeting

  • Farm budgeting is the process of estimating the future outcomes of a proposed farm plan,
  • That is; the future incomes and expenses of a farm plan.

Importance of Farm Budgeting

  • It helps the farm in decision making.
  • It helps the farmer to predict future
  • returns that is planning ahead.
  • It helps the farmer to avoid incurring losses by investing in less profitable enterprises.
  • It helps the farmer to secure loans from financial institutions such as Agricultural Finance Corporation and commercial banks.
  • It ensures a periodic analysis of the farm business.
  • It acts as a record which can be used for future reference.
  • It pinpoints strengths or weaknesses in farm operations.

 

Types of Budgets

 

Partial Budget

  • It represents financial effects on minor changes in a farm organisation.
  • It is necessary when a farmer wants to replace or reduce enterprise.

 

 Complete Budget

  • A complete budget is necessary when the farmer wants to start a new business where both the variable costs and the fixed costs are likely to be affected.
  • It involves a major change or reorganization in the farm business.

 

Agricultural Services Available to the Farmer:

  • Agricultural production efficiency is greatly increased by services rendered to the farming communities by;
  • Government institutions
  • Non-governmental organizations.

Some of these services are:

  • Extension and Training:
  • Banking Services:
  • Credit:

 

Extension and Training:

  • In the field and in farmer’s training centres.

 

Banking Services:

  • These enables the farmers to save some of their farm income and invest them in future projects.

Credit:

  • Credit is a financial assistance advanced to agricultural farmers to finance their farm projects and repay it with interest.
  • It is a borrowed resource.

 

Types of Credit

  • Credit is categorised according to;
  • Time of repayment
  • The types of projects to be financed.

   Examples are:

Short-term Credit

  • Repayable within one year and is advanced for the purchase of;
  • seeds,
  • fertilizers,
  • animal feeds .

 

Medium-term Credit

  • Repayable within 2 – 5 years and is used to finance projects such as;
  • fencing materials,
  • purchase of livestock,
  • light farm equipment .

 

Long-term Credit

  • Repayable period is up to 15 years and even more.
  • It is given for the long-term or durable projects such as;
  • purchase of land,
  • construction of soil and water conservation structures,
  • farm buildings,
  • irrigation projects for perennial cash crops for example;
  • coffee,
  • farm machinery
  • implements.

Sources of Credit

  • Co-operative societies and unions.
  • Crop boards.
  • Commercial banks.
  • Agricultural Finance Corporation.
  • Insurance companies.
  • Individual money lenders.
  • Settlement fund trustee.

Artificial Insemination Services:

  • Provides farmers with semen from improved or superior bulls to improve their livestock herds through controlled breeding.

 

Agricultural Research Organization

  • These develop and pass on to farmers, improved production techniques as well as crop and livestock species with better performance in different ecological zones.

Marketing Outlets

  • These are agencies that ensure effective and efficient conveyance of farm produce to points of processing and consumption.
  • They are largely crop marketing boards or corporations and cooperative societies.

 Veterinary Services

  • In the field are veterinary officers who help the farmer in treating and controlling livestock diseases and parasites.

Farm Input Supplies

  • Farmers are able to obtain their farm inputs from organizations such as co-operatives and private companies.
  • These organizations bring inputs closer to the farmers for example Kenya Farmers Association and private agro­vets.

 

 Tractor Hire Services

  • This involves hiring of tractors and machinery at a cost by farmers who are not privileged to own their own.

 

Sources

  • Ministry of Agriculture
  • Private contractors.
  • Individual farmers.
  • Other service providers.

Risks and Uncertainties in Farming

  • Uncertainty-is the state of not knowing about future events or outcomes.
  • Risks-is the difference (divergence) between the expected and the actual

outcome.

 

Types of Risks and Uncertainties

  • Fluctuation of commodity prices.
  • Physical yield uncertainty.
  • Ownership uncertainty.
  • Outbreak of pests and diseases.
  • Sickness and injury.
  • New production technique.
  • Obsolescence for example machinery may become outdated or obsolete within a short time.
  • Death of either farmer or lives
  • Natural catastrophies such as;
    • floods,
    • drought,
    • earthquakes,
    • storm and strong winds which may destroy crops or kill the animals.

Ways in Which Farmers Adjust to Risks and Uncertainties

  • Diversification.
  • Selecting more certain enterprises.
  • Contracting.
  • Insurance.
  • Input rationing.
  • Flexibility in production methods.
  • Adopting modern methods of production.

 

Agricultural Economics IV:

(Farm Accounts)

 

Introduction

  • Financial and physical records if accurately kept in the farm serve as very important tools in decision-maki
  • The records are kept in several books and statements as follows:

Financial Documents

They include:

  • Invoices.
  • Receipts.
  • Delivery notes
  • Purchase records.

An Invoice

  • This is a document issued by the seller to the buyer for goods taken on credit, and payment to be done later.
  • The original is given to the buyer and duplicate retained by seller.

The invoice shows the following:

  • The buyer and seller.
  • Date of transaction.
  • Amount involved.
  • Invoice number.

A Receipt

  • This is a document issued by the seller to the buyer when cash payment for goods delivered is made.

It shows the following:

  • The buyer and the seller.
  • Date of transaction.
  • Amount involved.
  • Serial number

Delivery Note

  • It is a document which shows that the goods have been delivered.
  • The receiver verifies the goods and then signs on the delivery note.

Features:

The delivery note shows the following:

  • Goods delivered as per order.
  • Quality or condition.
  • People involved in the transaction.
  • Date of delivery.

Journal:

  • It is a book of first entry showing a record of all business transactions arranged in the order in which they occur.
  • Its pages are divided vertically into five sectio
  • The information is posted to the ledger

Inventory:

  • This is a list of all the possession/assets item by item and their market value.
  • Such items are land, livestock, tools and equipment and crops in the store.
  • Valuation is an estimation of the value of each asset or item, based on market price or cost of production.

 Local Purchase Order:

  • Issued by the purchasing officer of the supplier for example school.
  • It shows people involved in the transaction, types and amounts of goods ordered and dates.
  • It should be written and signed by the authorised officer.
  • It is written in duplicate and the original is given to the supplier.

Financial Books

Ledger:

  • Is a book which contains individual accounts.
  • It is a principle book of accounts in which entries contained in all the other books are enter
  • It is a storehouse of all the transactions.
  • Each page is numbered and vertically divided into two equal parts namely credit and debit.
  • Each part is further sub-divided into four sections.

Cash Book:

  • It is a book where transactions involving cash or cheque payments are record
  • It involves cash or cheque payments and receipt
  • It is divided into two parts – debit and credit side.
  • All the receipts of cash or cheque are recorded on the debit and all payments are recorded on the credit side.

Example: Enter the following entries in the cash book.

  • 1.05 -Received shs.2,000 from Ndete by cheque.
  • 7.05-Bought D.A.P. fertilizer and paid cheque of shs. 5,000.
  • 7.05-Received shs.5,000 cash from Ngala.
  • 4.7.05 -Paid water bill for shs 400 in cas
  • 7.05-Paid telephone bill of 1,500 by cheque.
  • 11.05 -Deposited shs.2,000 in the bank.
  • 20.7.05 -Withdrew shs.2,000 from the bank for home use.

 

Cash Book record

           
  DR       CR    
Date Details Cash Bank Date Details Cash Bank
1.7.05 Received from Ndete   2,000 2.7.05 D.A.P   5,000
3.7.05 Received from Ngala 5,000   4.7.05 Water bill 400  
11.7.05 Cash 2,000   9.7.05 Telephone billl 500  
        20.7.05 Cash   2,000

 

 

Financial Statements

 

Cash Account Sheet

  • It involves the recording of sales and receipts, purchases and ex
  • Each sale or purchase is entered twice, once in the total column and once in the analysis column.
  • The sum of all the entries in the total column should always equal the sum of the entries in all the other columns.
  • The cash analysis account sheet is given above.

 The Balance Sheet

  • It is a financial statement of assets and liabilities recorded on a given date.
  • It shows the financial position of a farm business at a glance (snapshot).

Assets are items owned by the farmer,

These include:

  • Property (money, goods and buildings).
  • Debts receivable from other people.
  • Goods and services paid for in advance.

Assets can be divided into two:

  • Fixed assets: assets of permanent nature and not easily converted into cash.
  • Current assets: assets which can be easily converted into cash.
  • Liabilities are claims to the farmer’s property such as bank overdraft and debts payab

They are divided into:

  • Current liabilities – debts which must be paid within a short time.
  • Long term liabilities – debts which are payable over many years or over a long period.

Profit and Loss Account

  • Prepared at the end of a calendar year.
  • It is a final account which summarises the sale and receipts (income flowing in the business) and the purchases and expenses (flowing out of the business).

 

  • Note: If assets are more than liabilities then the balancing factor is net capital (in the liability side) hence the farm business is said to be solvent.
  • If the liabilities are more than the assets, then the balancing factor is a loss (in the asset side) hence the farm business is insolvent.
  • To calculate profit or loss, account, valuation is done by having an inventory of all the assets.
  • Valuation of the assets is determined by market price and cost of  production for machinery and buildings as depreciation factor, is attached.

 

Format of  a balance sheet

Balance sheet of Katilo school as 31-12-2009

 

Assets Shs. Cts. Liabilities Shs. Cts.
Fixed Assets     Long-term Liabilities    
Land     Long-term loan for land development    
Buildings     Loans payable over 15 years    
    Fences and other structures          
Current Assets     Current Liabilities –    
Livestock     -Debts payable    
Debts receivable     -Credits from friends    
Cash in bank     -Short-term loans    
Cash in hand          
Sub-total     Sub-total    
Total     Total    

 

Format

Profit and Loss Account of Kitheko Farm at 31122009

 

Sales and Receipts Shs. Cts. Purchase & Expenses Shs. Cts.
I. Income during the year     I. Opening valuation    
2. Debts receivable     2. Expenditure during the year    
3. Closing valuation     3. Debts payable Balance (being    
  Balance (being a loss)       farm a profit or net income)    
  TOTAL       TOTAL    

 

 

 

 

 

Agricultural Economics V

(Agricultural Marketing and Organizations)

 

Introduction

  • Agricultural marketing is an economic activity which involves the distribution of farm produce from the farm to the consumer.

Market and Marketing

  • Market is an institution for the exchange of goods and services or a place where selling and buying of goods takes place.
  • Marketing refers to the flow of goods and services from the producer to the consumers.

Marketing Functions

  • Transportation – Movement of goods from production centres to the consumption centres.
  • Buying and selling – Purchase of goods from the producer to be sold to the consumer.
  • Storage – Agricultural products are seasonal hence storage is necessary.
  • Processing-Changing of raw form into utili sable form.
  • Grading and standardisation – Sorting into uniform lots of certain qualities.
  • Assembling – Collecting the farm produce from the farm to the market centres.
  • Collecting market information – To know the prices, supply and demand of certain commodities.
  • Advertising – Making the consumers aware of the produce.
  • Bearing of risks – Such as fire risk, price fluctuation.
  • Financing or expenditure on other processe
  • Packaging or putting into small packs and labelling.
  • Packing or putting produce In containers such as bags.

 

Marketing Agencies and Institutions

  • Middlemen (itinerant trader) – are the people who buy from the producer and sell to other agencies.
  • Wholesalers – Buy in bulk and sell to the retailers.
  • Retailers – Buy from the wholesalers and sell in small units to the consumers.

Problems in Marketing Agricultural Produce

  • Farm produce are bulky, that is weight and volume are high but low in monetary value thus difficult to transport.
  • Most of the agricultural products are perishable for example milk, vegetables and fruits.
  • Storage problems (since they are bulky they require a lot of space).
  • Lack of proper transport system since agricultural products are in the rural areas and the market are situated in urban centres.
  • Lack of market information hence farmers are exploited by middlemen.

 

Price Theory

  • Price is the amount of money paid in exchange for goods or services.
  • Price theory is concerned with the determination of price of any commodity.
  • Price is determined where demand for and supply of any commodity are equal to each other.

Demand

  • It is the quantity of any commodity which is purchased at any price within a given time.
  • The law of demand states that quantity demanded changes inversely with the price.

Demand Curve

  • The curve slopes from left to right downwards.
  • This means people buy more at lower prices and vice vers

 

 

Demand Curve

 

 

 

 

Factors Affecting the Demand of a Commodity

  • Population
  • Income of the consumer.
  • New inventions.
  • Taste and preference of the individual.
  • Price of the substitute commodities.
  • Price expectations.
  • Advertisement.
  • Culture and social values of the consumers.
  • Price of commodities having joint demand for example tractors and diesel.

Elasticity of Demand

  • It is the responsiveness of demand to a change in price.
  • Elasticity of demand = Percentage change in quantity demanded

Percentage change in price

 

 

Types of Elasticity of Demand

  • Elastic demand is one where the ratio is more than 1.
  • Unitary elasticity is one where the ratio is equal to 1.
  • Inelastic demand is one where the ratio is less than 1.

 

Supply

  • Supply is the quantity of any commodity which is offered for sale at any price at a given time.
  • The law of supply states that when price rises, quantity supplied increases and when price falls quantity supplied decreases (other factors held constant).
  • The curve rises from left to right upwards.
  • This means that people are willing to offer more for sale at higher prices.

 

SUPPLY CURVE

SUPPLY CURVE

 

Factors Affecting Supply of a Commodity

  • Number of sellers
  • Price of substitute commodities.
  • New technology.
  • Price expectation.
  • Peace and security.
  • Weather conditions.
  • Policy of the government.
  • Cost of production of the commodities.

Elasticity of Supply

This refers to the rate at which quantity supplied changes due to a change in price level.

 

. .                                                           Percentage change in quantity supplied

Elasticity of Supply=    Percentage change in Price

Type of Elasticity of Supply

  • Elastic supply one where the ratio is more than 1.
  • Unitary elasticity of supply is one where the ratio is equal to 1.
  • In elastic supply is one where the ratio is less than 1.
  • One of the problems of agricultural produce is that supply does not readily adjust to price changes.

Equilibrium Price

  • Is the price at which demand and supply are equal.
  • That means whatever is offered for sale at the market is bought.
  • In the graph below, the quantity supplied and demanded are equal at a price of Shs.300 and quantity of 80kg.
  • At this point the price is higher than shs.300 then the supply will be greater than demand and there will be surplus hence price will fall.
  • If, on the other hand, the price is less than shs.300 demand will be greater than supply hence shortage and rise in price.

 

 

 

Agricultural Organization

  • Agricultural organizations are agencies which, through their activities, promote agricultural development.
  • These organizations are co-operatives and statutory boards.

Co-operatives

  • A co-operative is an organisation of people with a common aim of pooling their resources to achieve their objecti

Functions of Co-operatives

A co-operative society carries out the following functions:

  • Collecting and assembling members’ produce.
  • Processing the farm produce after collecti
  • Transportation of members’ produce to market poi
  • Negotiation of fair prices with the purchasing agencies for the members’ produc
  • Purchase and distribution to members of farm inputs.
  • Storage of members’ produce before transmission to market points.
  • Provision of credit facilities to members on easy terms.
  • Training and education of members on improved farming techniques.
  • Offering farm machinery services to their members on hire terms for farm operati
  • Co-operatives may invest in other viable ventures and the profits realised are shared among members in form of dividends or bonu

Formation and Structure of Co-operatives

   The formation of a cooperative takes the following stages:

  • Individuals with common interest collect together to form a primary co- operative society
  • At least ten (10) members qualify for registration.
  • Each primary co-operative society elect their office bearers consisting of chairman, secretary and treasu
  • Several primary co-operative societies are usually amalgamated to form a district co-operative union.
  • Tertiary co-operative unions are nation­wide organizations to which the secondary co-operative unions are affiliate
  • Examples are Kenya Planters Co-operative Union, Kenya Farmers Union, Kenya Co-operative Creameries, Co-operative Bank of Kenya, etc.
  • Apex organization This is represented in Kenya by Kenya National Federation of Co-

operatives which is an affiliate of the International Co-operative Alliance.

Problems Facing Co-operatives

Cooperatives encounter the following problems in their operations:

  • Managerial problems arising from:
  • Financial mismanagement due to poor accounting.
    • Corruption and misappropriation of co­operative resources by the personnel in the syste
    • Lack of advisory services on technical operations.
    • Inability to meet the set obligations of providing credit facilities due to malpractic
  • The nature of agricultural products and associated problems.
  • Bulkiness hence difficulties in transportation and storage.
  • Perishability of produce hence difficult to sustain quality.
  • Inadequate capital to invest in the co­operative undertakings.
  • Transport problems due to poor roads.
  • This hampers the produce getting to the market points in ti

Statutory Boards

  • A statutory board is an organization established by an Act of Parliament and charged with the running or managing of a certain industry within the government s

Marketing Boards

  • Some of the statutory boards are charged with the marketing of certain farm produce and are thus called marketing boards.
  • Examples are the Coffee Board, Pyrethrum Board, Cotton Seed and Lint Marketing Board, Tea Boards, National Cereals and Produce Board, Kenya Meat Commission, the Dairy Board of Kenya and others.
  • Their marketing functions are to look for market and better prices.

 Research Organization

  • These are research centres which among other things, carry out research and trials on:
  • Development of new varieties and cultivars of crops.
  • Breeding disease and pest resistant varieties of crops and types of animals.
  • Adaptations of crop and livestock species to ecological conditions of certain areas.
  • Use of fertilizers and pesticides on crops in specific areas.
  • Development of early maturing and high yielding species.
  • Soil testing and crop analysis. Advisory services of agro-economic aspects.

Other Organizations

Kenya National Farmers’ Union negotiates for:

  • Reasonable and affordable prices of farm inputs.
  • Better prices for farm produce.
  • Better credit facilities.
  • Better control of diseases and pest.

Agricultural Society of Kenya

  • Organizes agricultural shows in the country.
  • Encourages improvement of livestock through exhibitions and educating farmers
  • Organizes the running of young farmers’ clubs.
  • Organizes and finances the ploughing contests during which farmers learn the modern techniques of seedbed preparation.
  • Publish “Kenya Farmers” magazines.

Young Farmers and 4K Clubs.

       These are student organizations whose objectives are:

  • To expose the young students and encourage them to appreciate agriculture as a profession in their career.
  • To encourage the youth to develop leadership qualities through assignment of small farming projects.
  • Organizing students exchange programmes with other club members both locally and abroad.
  • To develop better farming skills through judging competitions, annual rallies and camps.

Agricultural Based Women Groups

  • These are self-help groups whose objective is to uplift the economic status of their members by carrying out agricultural related activities.

    

 Their success depends on the following factors:

  • Commitment of their leaders.
  • Motivation of the members.
  • Sacrifice for each other.

Agroforestry

Introduction

  • In Kenya land use is changing from extensive methods of farming to more productive and sustainable intensive methods.
  • Agroforestry is a method of farming which has become increasingly important.

Definition

  • This is the practice of integrating a variety of land use
  • It combines tree growing, pasture and crop production practice on the same piece of land to improve the output of the land.

 

Forms of Agroforestry

  • Agroforestry;
  • It is a combination of trees/shrubs and crops in agricultural production.
  • Silvopastoral:
  • It is a combination of growing tree/shrubs, pastoral and keeping of livestock.
  • Agrosilvopastoral:
  • It is a combination of growing trees/shrubs, animals, pastures, and crops.

Importance of Agroforestry

  • Environmental protection.
  • Source of income.
  • Afforestation for timber production.
  • Maintenance of soil fertility.
  • Aesthetic value.
  • Labour saving in firewood collection.
  • Source of food and feed.
  • Source of fuel wood.

 

 

Important Trees and Shrubs for Particular Purposes

  • Eucalyptus Spp;
  • Timber,
  • Bee forage,
  • Fuel wood,
  • Medicinal,
  • Production of essential oils.
  • Acacia Spp;
  • Leaves and pods eaten by animals,
  • Provision of shade.
  • Cajanus cajan (pigeon peas);
  • Proteinous feed for human,
  • Used as fodder
  • Croton megalocarpus(croton);
  • Fuel wood timber for poles
  • Handles for hand tools.
  • Erythrina abyssinica (flame tree);
  • Wood carvings,
  • Bee forage,
  • Nitrogen fixation
  • Markhamia lutea (markhamia tree)­;
  • Timber for construction,
  • Shade,
  • Soil protection,
  • Bee forage.
  • Grevillea robusta (silky oak.)
  • Timber,
  • Fuel wood,
  • Fodder,
  • Bee forage,
  • Soil protection,
  • Wind breaker
  • Sesbania sesban (sesbania);
  • Fodder,
  • Nitrogen fixation,
  • Shade,
  • Fuel wood.
  • Calliandra calothyrsus (calliandra);
  • Fuel wood,
  • Fodder,
  • Nitrogen fixation,
  • Shade,
  • Bee forage.

 

  • Persea american (avocado) ;
  • Fodder,
  • Fruit production,
  • Shade,
  • Fuel wood.
  • Mangifera indica (mango);
  • Fruit production,
  • Shade trees,
  • Wind break,
  • Soil protection,
  • Fuel wood.

Characteristics of Agroforestry Tree Species:

  • Fast growth rate.
  • Deep rooted.
  • Nitrogen fixation ability.
  • By-product production ability.
  • Be multipurpose in nature.
  • Should not possess competitive ability with main crop ..
  • Have coppicing and lopping ability.
  • Have appropriate canopy – should not shade others.
  • Nutritious and palatable.

Trees and Shrubs to Avoid at Certain Sites and Reasons

  • Eucalyptus Spp.-should not be planted near water sources because it would absorb the water.
  • Eucalyptus Spp. -should not be planted on the arable land as the roots have allelophathic effects on other vegetation including crops.
  • Tall trees should not be planted near farm buildings because they may fall and damaging the buildings, their roots will break the building stones gradually.
  • Bushy trees or shrubs should not be near farm buildings as they may harbour predators.
  • Tall trees planted with main crop of a lower canopy intercept the rainfall, affecting the growth of the main crop.
  • Cypress trees have leaves which produce acidity in the soil preventing undergrowth beneath the tree.
  • These trees should not be planted within the farm but at the periphery.

Tree Nursery

  • Tree nurseries are structures used to raise tree seedlings until they are ready for transplanting.
  • There are 2 main types:

Bare root nurseries:

These are also known as ‘Swaziland’ beds where the seedlings are raised directly into the soil.

Advantages

  • Cheap and less time consuming.
  • Require less labour
  • Occupy a small space.
  • Many seedlings are raised in a small space.
  • Transportation of seedlings is easy.

Disadvantages

  • Root damage when uprooting the seedlings.
  • Difficult to transport.
  • Lower survival rate after transplanting.

Containerized nursery:

  • The seedlings in this type of nursery are raised in containers such as pots, polythene bags or tubes and tins.

Advantages

  • Higher survival rate after transplanting.
  • No root damage.
  • Successful in arid areas.

Disadvantages

  • Labour intensive.
  • Difficult to get containers.
  • Sometimes it may be difficult to get the right type of soil to use in the containers.

Seed Collection and Preparation

Seed Collection

Seeds should be collected from;

  • Adaptable trees,
  • High yielding,
  • Healthy
  • Resistant to pests /diseases.
  • The mother plant should be identified first.

 

The following methods used to collect seeds.

  • Shaking the tree.
  • Gathering from under the tree.
  • Lopping of the tree.
  • Climbing on the trees.
  • Hooking method.

Seed Preparation

  • This done when seeds are collected from a fresh fruit, they should be soaked in water, then washed and dried.
  • Cleaning and sorting: done to remove immature seeds, rotten seeds, broken or damaged seeds.
  • Drying: Done by sun-drying or oven drying.
  • Seed testing: this determines;
  • Seed quality for percentage purity,
  • Seed weight,
  • Moisture content,
  • Germination percentage.
  • Seeds should be stored in dry containers at room temperature.
  • Seed treatment: seeds are treated first to break the seed dormancy and ensure rapid germination;
  • Hot water treatment: used to soften the seed coat to make it more permeable to water.
  • Examples of seeds which require this treatment are leucaenia, calliandra and
  • Mechanical breaking: done by nicking the seed coat with a knife for easy entrance of water for example seeds of croton
  • Light burning: applied to the wattle tree seeds.

Nursery Management

The following are the practices carried out in the nursery when the seedlings are growing:

  • Mulching:
  • Aim is to reduce excessive evaporation,
  • Moderates the soil temperature,
  • When it decays it improves the soil structure,
  • Reduces the impact of the raindrops.
  • Weeding:
  • Done to reduce competition for growth factors by uprooting the weeds,
  • Use a sharp pointed stick.
  • Watering:
  • Done by use of a watering can
  • Done twice a day in the morning and in the evening.
  • Pricking out:
  • It is the removal of seedlings in an overcrowded area to another nursery bed,
  • This allows the seedlings to grow strong and healthy.
  • Root pruning:
  • It is the cutting of the roots longer than the pots.

              Root pruning is done for the following reasons;

  • Make lifting easier
  • Encourage fast establishment.
  • Reduce damage to the seedlings.
  • Encourage development of a short dense and strong rooting system.
  • Shading:
  • Done to reduce the intensity of sunlight .
  • Dark conditions should be avoided.
  • Pest and disease control:
  • Use of appropriate chemicals,
  • Sterilization of soil through heat treatment,
  • Fencing to protect seedlings against animal damage.
  • Hardening off:
  • It is the practice of preparing seedlings to adapt to the ecological conditions prevailing in the seedbed.
  • It involves gradual reduction of shade and watering 1-2weeks before transplanting.
  • Transplanting:
  • The practice of transferring seedlings from the nursery bed to the main field where they grow to maturity.

 

Procedure of Transplanting

  • Holes are dug early before transplanting.
  • Topsoil is mixed with compost manure.
  • The seedlings are watered well a day before transplanting.
  • The seedlings are removed from the nurseries carefully with a ball of soil for the bare root seedlings and roots trimmed for the containerized seedlings.
  • The seedling is placed in the hole at the same height it was in the nursery.
  • The container is removed carefully.
  • The soil is returned into the hole and firmed around the seedling.
  • The seedling is watered and mulched.

Care and Management of Trees

  • Protection:
  • From damage by animals such as goats and cattle by eating the leaves.
  • It is done by fencing the fields or using small poles around each seedling with or without wire nettings, can be done for individual trees or an entire field.
  • Pruning and trimming:
  • Pruning is the removal of extra or unwanted parts of a plant.
  • The unwanted part may be due to breakage, overcrowding, pests or disease attacks and over production.
  • Pruning initiates growth of shoots and trains the tree to have the required shape.
  • Regular cutting back of the trees is known as coppicing,
  • It is done at the beginning of each cropping season to reduce competition for water, minerals, nutrients and sunlight with crops.
  • The materials pruned or coppiced are used as fuel wood or for fodder crops.
  • Grafting old trees:
  • This is the practice of uniting two separate woody stems.
  • The part with the rooting system is known as root stock (base)
  • The part which is grafted onto the rootstock is called a scion which has buds that develop into the future plant.
  • The ability of the scion and the rootstock to form a successful union is known as compatibility.
  • Methods of grafting include whip or tongue grafting, side grafting and approach grafting.

Agroforestry Practices

  • Alley Cropping/Hedgerow Inter­cropping:
  • The growing of multipurpose trees and shrubs together with crops.

   Benefits

  • Improve soil fertility through nitrogen fixation and organic matter.
  • Provision of green manure.
  • Used as fence and mark boundaries.
  • Acts as windbreaks.
  • Suppress weeds.
  • Source of timber and fuel wood.

 

  • Multi-storey cropping ;
  • This is the growing together of trees of different heights.
  • The system is based on crops which can tolerate shading.
  • The trees and crops form different levels of canopy which look like storey.

         Benefits

  • Increases water conservation for pastures.
  • None of the crops or trees included will be shaded.
  • Act as windbreak for crops.
  • Creates suitable micro-climate in the area.
  • Trees are used for timber, fuel wood and forage.

 

  • Woodlots (farm forests)
  • These are plots of land set aside for trees only.
  • They are established in the hilly and less productive parts of the farm.
  • Fast growing tree species such as Eucalyptus spp. should be grown.

 

Sites for Agroforestry:

  • Farm boundaries – provide live fences.
  • River banks – protect water catchment areas.
  • Homesteads – provision of shade and windbreak
  • Terraces – for soil conservation.
  • Steep slopes – as contour hedges to encourage water seepage.

 

Tree Harvesting Methods

  • Pollarding;
  • This is the extensive cutting back of the crown of the tree about 2-3 meters above the ground level to harvest all the side branches.
  • It stimulates the development of a new crown and branches.
  • Coppicing;
  • Cutting the main stem of the tree completely at a height of 10 – 50 cm above the ground.
  • The tree should be cut in a slanting angle.
  • Lopping or side pruning ;
  • The removal of selected branches of the tree
  • Done to produce fuel wood and fodder.
  • Shaking of the tree ;
  • This is a method of harvesting pods and seeds from trees without cutting the tree.
  • Cutting back;
  • The tree is cut from the base to allow new growth as done in coffee when changing the cycle.
  • Thinning;
  • The removal of some of the trees growing in lines to give the remaining trees enough space to grow.

 

 

 

CBC Senior School Subjects (Grade 10, 11, 12)

Senior School Subjects (Grade 10, 11, 12)

CBC Senior School Subjects and pathways
CBC Senior School Subjects and pathways/Photo Source

Senior School comprises of Grade 10, 11 and 12. In senior school, students have to select one pathway that they want to specialize in from the three that have been listed below.  Each pathway has its own subjects that we will also list.  The three Pathways include:

  1. Arts and Sports Science
  2. Social Sciences
  3. Science Technology Engineering and Mathematics (STEM)

1) Art and Sport Science Pathway Subjects

This pathway has Core and Optional Subjects. Core subjects are mandatory to students that have selected the pathway and a minimum of one and maximum of two optional subjects in Arts and Sport Science:

Arts Core subjects

  • Legal and Ethical issues in Arts
  • Communication Skills

Arts Optional Subjects

  • Performing Arts
  • Music
  • Dance
  • Theatre and Elocution
  • Fine Art
  • Applied Art
  • Time Based Media
  • Crafts

Sports Science Core subjects

  • Human Physiology, Anatomy and Nutrition
  • Sports Ethics

Sports Science Optional Subjects

  • Athletics
  •  Indoor Games
  • Gymnastics
  • water Sports
  • Boxing
  • Martial Arts
  • Outdoor Pursuits
  • Advanced Physical Education

2) Social Sciences Pathway Subjects

Students who have selected the Social Sciences pathway are required to do a minimum of  3 and maximum of 5  subjects. The Subjects include:

Humanities

  • History and Citizenship
  • Geography
  • Christian Religious Education
  • Islamic Religious Education
  • Hindu Religious Education
  • Business Studies
  • Mathematics

Languages

  • English Language
  • Literature in English
  • Lugha ya Kiswahili
  • Fasihi ya Kiswahili
  • Kenyan Sign Language
  • Indigenous Languages
  • Arabic
  • French
  • German
  • Mandarin

Business Studies

3) Science Technology Engineering and Mathematics Subjects

This pathway is divided into four tracks which include:

  1. Pure sciences
  2. Applied sciences
  3. Technical and engineering
  4. Career in Technology Studies

Each track (learning category) has core and optional subjects.

a) Pure sciences

Core Subjects include:

  • Community Service Learning
  • Physical Education
  • ICT

Optional Subjects include:

Learners are required to select a minimum of 3 from the 4:

  • Mathematics
  • Physics
  • Chemistry
  • Biology

b) Applied sciences

Core Subjects include;

  • Community Service Learning
  • Physical Education
  • ICT

Optional  Subjects include;

Students are required to select one subject only:

  • Agriculture
  • Computer Science
  • Foods and Nutrition
  • Home Management

c) Technical and engineering

Core Subjects  include:

  • Community Service Learning
  • Physical Education
  • ICT
  • Mathematics
  • Chemistry or Biological Sciences
  • Physics or Biology or Physical Sciences

Optional Subjects:

Students are required to select one:

  • Agricultural Technology
  • Geosciences Technology
  • Marine and Fisheries Technology
  • Aviation Technology
  • Wood Technology
  • Electrical Technology
  • Metal Technology
  • Power Mechanics
  • Clothing Technology
  • Construction Technology
  • Media Technology
  • Electronics Technology
  • Manufacturing Technology
  • Mechatronic

d) Career in Technology Studies

Core Subjects:

  • Community Service Learning
  • Physical Education
  • ICT

Optional Subjects include:

Students should select one optional subject;

  • Garment Making and Interior Design
  • Leather Work
  • Culinary Arts
  • Hair Dressing and Beauty Therapy
  • Plumbing and Ceramics
  • Welding and Fabrication
  • Tourism and Travel
  • Air Conditioning and Refrigeration
  • Animal Keeping
  • Exterior Design and Landscaping
  • Building Construction
  • Photography
  • Graphic Designing and Animation
  • Food and Beverage
  • Motor Vehicle Mechanics
  • Carpentry and Joinery
  • Fire Fighting
  • Metalwork
  • Electricity
  • Land Surveying
  • Science Laboratory Technology
  • Electronics
  • Printing Technology
  • Crop Production

NOTE 2: Schools should teach subjects that their infrastructure can support.

NOTE 2: Irrespective  of the pathway  a senior school student selects, he or she must do Community Service Learning  and Physical Education. They are core subjects in senior school for all pathways.

Free Kiswahili Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free Kiswahili Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Bembea Ya Maisha Mwongozo Free Kiswahili Notes For Secondary Schools Free Downloads

Bembea Ya Maisha Mwongozo Free Kiswahili Notes For Secondary Schools Free Downloads Bembea Ya Maisha Mwongozo Teachers’ Resources Media Team @Educationnewshub.co.ke – MWONGOZO WA BEMBEA YA MAISHA UTANGULIZI VIGEZO…

Fasihi Free Kiswahili Notes For Secondary Schools Free Downloads

Fasihi Free Kiswahili Notes For Secondary Schools Free Downloads KISWAHILI FASIHI SIMULIZI FREE NOTES Teachers’ Resources Media Team @Educationnewshub.co.ke  FASIHI SIMULIZI Fasihi ni sanaa inayotumia lugha kuwasilisha ujumbe…

Full list of Kiswahili TSC advertised internship vacancies per school and county

You can now get a full list of the official TSC advertised Kiswahili internship vacancies per school and county. This will enable you make…

Knec Kiswahili Syllabus Free

SILABASI YA KISWAHILI   * KIDATO CHA KWANZA KUSIKILIZA NA KUZUNGUMZA Matamshi bora 1. Kiimbo 2. Shadda 3. Irabu/vokali-/a/,/e/,/i/,/o/,/u/ 4. Konsonanti-/b/,/ch/,/d/,/dh/,/f/,/g/,/gh/,/h/,/j/,/k/ ,/l/,/m/,/n/,/ng/,/ny/,/p/,/r/,/s/,/sh/,/t/,/th/,/v/,/w/,/y/,/z/ 5. Ala za sauti/kutamkia 6. Namna ya kutamka na…

Kigogo Kiswahili setbook free Guides, KCSE Questions and Answers Downloads

Are you in need of free Kigogo Kiswahili Set book guides, KCSE past questions, predictions and answers? Now you can download all these here…

KISWAHILI FORM 3 SCHEMES OF WORK TERM 1-3

ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI   SOMO SOMO NDOGO   SHABAHA   MBINU   VIFAA   ASILIA   MAONI 1 1-6 KUFUNGUA SHULE     2   1   Kusoma (Ufahamu)   Mwanakumba na kufura ya Bi. sombe   Kufikia mwisho wa funzo, mwanafunzi aweze Kueleza maudhui ya kifungu Kufafanua maana…

KISWAHILI FORM 3 END TERM EXAMS PLUS ANSWERS

SHULE YA UPILI YA ULTIMATE ACHIEVERS JINA………………………………………………………..NAMBARI……….. TAREHE………………………………SAHIHI……………………………… TATHMINI YA MWISHO WA MUHULA KIDATO CHA TATU MATUMIZI YA LUGHA NA FASIHI MUDA: SAA 2  1/2 Maagizo Jibu maswali yote katika sehemu…

KISWAHILI USHAIRI NOTES WITH EXAMPLES AND GUIDES

MWONGOZO WA USHAIRI USHAIRI WA 1 Soma shairi lifuatalo kwa makini halafu ujibu maswali yanayofuata Naja sasa ni ndiyani, naja kwetu Mzalendo Naja nirudi nyumbani, nilowekwa nako…

Kiswahili free lesson plans for all topics (Form one to four)

Here are all the Kiswahili secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below. FREE KISWAHILI…

TSC Junior Secondary Advertised Slots in all Counties- Kiswahili Subject Combinations

TSC Junior Secondary Advertised Slots in all Counties- Kiswahili Subject Combinations COUNTY SUBJECT COMBINATION NO. OF POSTS ON P&P NO. OF INTERNSHIP POSTS TOTAL NO. OF POSTS DECLARED BARINGO KISW/CRE 34 81 115 BARINGO KISW/HIST 27 65 92 BARINGO KISW/GEO 9 21 30 BARINGO KISW/IRE 1 1 2 BARINGO KISW/MATHEMATICS 0 1 1 BOMET KISW/CRE 39 93 132 BOMET KISW/HIST 32 76 108 BOMET KISW/GEO 10 24 34 BOMET KISW/IRE 1 1 2 BOMET KISW/MATHEMATICS 0 1 1 BUNGOMA KISW/CRE 57 137 194 BUNGOMA KISW/HIST 47 111 158 BUNGOMA KISW/GEO 15 35 50 BUNGOMA KISW/IRE 1 3 4 BUNGOMA KISW/MATHEMATICS 0 1 1 BUSIA KISW/CRE 31 76 107 BUSIA KISW/HIST 25 62 87 BUSIA KISW/GEO 8 19 27 BUSIA KISW/IRE 1 1 2 BUSIA KISW/MATHEMATICS 0 1 1 ELGEYO MARAKWET KISW/CRE 23 55 78 ELGEYO MARAKWET KISW/HIST 19 46 65 ELGEYO MARAKWET KISW/GEO 6 14 20 ELGEYO MARAKWET KISW/IRE 0 1 1 ELGEYO MARAKWET KISW/MATHEMATICS 0 1 1 EMBU KISW/CRE 24 56 80 EMBU KISW/HIST 19 45 64 EMBU KISW/GEO 6 14 20 EMBU KISW/IRE 1 1 2 EMBU KISW/MATHEMATICS 0 1 1 GARISSA KISW/CRE 9 21 30 GARISSA KISW/HIST 7 17 24 GARISSA KISW/GEO 2 5 7 GARISSA KISW/IRE 0 1 1 GARISSA KISW/MATHEMATICS 0 1 1 HOMA BAY KISW/CRE 46 111 157 HOMA BAY KISW/HIST 37 90 127 HOMA BAY KISW/GEO 12 28 40 HOMA BAY KISW/IRE 1 2 3 HOMA BAY KISW/MATHEMATICS 0 1 1 ISIOLO KISW/CRE 6 12 18 ISIOLO KISW/HIST 5 9 14 ISIOLO KISW/GEO 1 3 4 ISIOLO KISW/IRE 0 1 1 ISIOLO KISW/MATHEMATICS 0 1 1 KAJIADO KISW/CRE 26 63 89 KAJIADO KISW/HIST 21 51 72 KAJIADO KISW/GEO 7 16 23 KAJIADO KISW/IRE 1 1 2 KAJIADO KISW/MATHEMATICS 0 1 1 KAKAMEGA KISW/CRE 69 165 234 KAKAMEGA KISW/HIST 56 134 190 KAKAMEGA KISW/GEO 18 42 60 KAKAMEGA KISW/IRE 1 3 4 KAKAMEGA KISW/MATHEMATICS 0 1 1 KERICHO KISW/CRE 35 84 119 KERICHO KISW/HIST 29 68 97 KERICHO KISW/GEO 9 21 30 KERICHO KISW/IRE 0 1 1 KERICHO KISW/MATHEMATICS 0 1 1 KIAMBU KISW/CRE 40 96 136 KIAMBU KISW/HIST 33 78 111 KIAMBU KISW/GEO 10 24 34 KIAMBU KISW/IRE 1 1 2 KIAMBU KISW/MATHEMATICS 0 1 1 KILIFI KISW/CRE 39 94 133 KILIFI KISW/HIST 32 76 108 KILIFI KISW/GEO 10 24 34 KILIFI KISW/IRE 1 1 2 KILIFI KISW/MATHEMATICS 0 1 1 KIRINYAGA KISW/CRE 16 39 55 KIRINYAGA KISW/HIST 13 31 44 KIRINYAGA KISW/GEO 4 9 13 KIRINYAGA KISW/IRE 1 1 2 KIRINYAGA KISW/MATHEMATICS 0 1 1 KISII KISW/CRE 47 113 160 KISII KISW/HIST 38 92 130 KISII KISW/GEO 12 29 41 KISII KISW/IRE 1 2 3 KISII KISW/MATHEMATICS 1 1 2 KISUMU KISW/CRE 38 90 128 KISUMU KISW/HIST 30 73 103 KISUMU KISW/GEO 10 23 33 KISUMU KISW/IRE 1 1 2 KISUMU KISW/MATHEMATICS 0 1 1 KITUI KISW/CRE 70 168 238 KITUI KISW/HIST 57 136 193 KITUI KISW/GEO 18 42 60 KITUI KISW/IRE 1 3 4 KITUI KISW/MATHEMATICS 0 1 1 KWALE KISW/CRE 27 65 92 KWALE KISW/HIST 22 53 75 KWALE KISW/GEO 7 17 24 KWALE KISW/IRE 1 1 2 KWALE KISW/MATHEMATICS 0 1 1 LAIKIPIA KISW/CRE 17 40 57 LAIKIPIA KISW/HIST 14 32 46 LAIKIPIA KISW/GEO 4 10 14 LAIKIPIA KISW/IRE 0 1 1 LAIKIPIA KISW/MATHEMATICS 0 1 1 LAMU KISW/CRE 6 15 21 LAMU KISW/HIST 5 12 17 LAMU KISW/GEO 1 3 4 LAMU KISW/IRE 1 1 2 LAMU KISW/MATHEMATICS 0 0 0 MACHAKOS KISW/CRE 50 120 170 MACHAKOS KISW/HIST 40 97 137 MACHAKOS KISW/GEO 13 30 43 MACHAKOS KISW/IRE 1 2 3 MACHAKOS KISW/MATHEMATICS 0 1 1 MAKUENI KISW/CRE 50 121 171 MAKUENI KISW/HIST 41 98 139 MAKUENI KISW/GEO 13 30 43 MAKUENI KISW/IRE 1 2 3 MAKUENI KISW/MATHEMATICS 0 1 1 MANDERA KISW/CRE 13 30 43 MANDERA KISW/HIST 10 24 34 MANDERA KISW/GEO 3 8 11 MANDERA KISW/IRE 0 1 1 MANDERA KISW/MATHEMATICS 0 1 1 MARSABIT KISW/CRE 9 21 30 MARSABIT KISW/HIST 7 17 24 MARSABIT KISW/GEO 2 5 7 MARSABIT KISW/IRE 0 1 1 MARSABIT KISW/MATHEMATICS 0 1 1 MERU KISW/CRE 53 127 180 MERU KISW/HIST 43 104 147 MERU KISW/GEO 14 32 46 MERU KISW/IRE 1 2 3 MERU KISW/MATHEMATICS 0 1 1 MIGORI KISW/CRE 40 98 138 MIGORI KISW/HIST 33 78 111 MIGORI KISW/GEO 10 25 35 MIGORI KISW/IRE 1 2 3 MIGORI KISW/MATHEMATICS 0 1 1 MOMBASA KISW/CRE 7 21 28 MOMBASA KISW/HIST 6 17 23 MOMBASA KISW/GEO 1 5 6 MOMBASA KISW/IRE 1 1 2 MOMBASA KISW/MATHEMATICS 1 1 2 MURANGA KISW/CRE 37 90 127 MURANGA KISW/HIST 30 72 102 MURANGA KISW/GEO 9 23 32 MURANGA KISW/IRE 1 1 2 MURANGA KISW/MATHEMATICS 0 1 1 NAIROBI KISW/CRE 28 68 96 NAIROBI KISW/HIST 23 55 78 NAIROBI KISW/GEO 7 17 24 NAIROBI KISW/IRE 1 1 2 NAIROBI KISW/MATHEMATICS 0 1 1 NAKURU KISW/CRE 58 139 197 NAKURU KISW/HIST 47 113 160 NAKURU KISW/GEO 15 35 50 NAKURU KISW/IRE 1 2 3 NAKURU KISW/MATHEMATICS 1 1 2 NANDI KISW/CRE 41 100 141 NANDI KISW/HIST 34 81 115 NANDI KISW/GEO 11 25 36 NANDI KISW/IRE 1 1 2 NANDI KISW/MATHEMATICS 0 1 1 NAROK KISW/CRE 43 104 147 NAROK KISW/HIST 35 84 119 NAROK KISW/GEO 11 26 37 NAROK KISW/IRE 1 1 2 NAROK KISW/MATHEMATICS 1 1 2 NYAMIRA KISW/CRE 26 63 89 NYAMIRA KISW/HIST 21 51 72 NYAMIRA KISW/GEO 7 16 23 NYAMIRA KISW/IRE 1 1 2 NYAMIRA KISW/MATHEMATICS 0 1 1 NYANDARUA KISW/CRE 24 57 81 NYANDARUA KISW/HIST 19 46 65 NYANDARUA KISW/GEO 6 14 20 NYANDARUA KISW/IRE 1 1 2 NYANDARUA KISW/MATHEMATICS 0 1 1 NYERI KISW/CRE 27 63 90 NYERI KISW/HIST 22 51 73 NYERI KISW/GEO 7 16 23 NYERI KISW/IRE 0 1 1 NYERI KISW/MATHEMATICS 0 1 1 SAMBURU KISW/CRE 9 18 27 SAMBURU KISW/HIST 7 16 23 SAMBURU KISW/GEO 2 5 7 SAMBURU KISW/IRE 0 1 1 SAMBURU KISW/MATHEMATICS 0 1 1 SIAYA KISW/CRE 38 91 129 SIAYA KISW/HIST 31 73 104 SIAYA KISW/GEO 10 23 33 SIAYA KISW/IRE 0 1 1 SIAYA KISW/MATHEMATICS 0 1 1 TAITA…

CLASS 8 KISWAHILI SCHEMES OF WORK TERM 1-3 UPDATED FREE

AZIMIO LA KAZI DARASA LA NANE MUHULA WA I ASILIA KISWAHILI SANIFU Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU SHUGHULI ZA MWANA FUNZI NYENZO ASILIA MAONI 1 MATAYARISHONA KUFUGUA SHULE   2 1 Kusikiliza na…

KISWAHILI FORM 4 SCHEMES OF WORK TERM 1-3

ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI   SOMO   SHABAHA   MBINU   VIFAA   ASILIA   MAONI 1 4-6 KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO   2 5-6 Fasihi Hadithi fupi Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui,…

KISWAHILI FORM 3 END TERM EXAMS PLUS ANSWERS

CHETI CHA KUHITIMU ELIMU YA SEKONDARI TATHMINI YA PAMOJA TATHIMINI YA PAMOJA JINA: …………………………………………………………………………………….. NAMBANI YAKO:……………….. SAHIHI:…………………………………….                                                                TAREHE:……………………………. MUDA: SAA 2½ SHULE YA UPILI YA RUARAKA KISWAHILI KIDATO CHA…

KISWAHILI FORM 4 SCHEMES OF WORK TERM 1-3

AZIMIO LA KAZI KIDATO CHA NNE             ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI   SOMO   SHABAHA   MBINU   VIFAA   ASILIA   MAONI 1 4-6 KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO   2 5-6 Fasihi Hadithi fupi Kufika mwisho wa funzo mwanafunzi…

KISWAHILI FORM 3 END TERM EXAMS PLUS ANSWERS IN PDF

CHETI CHA KUHITIMU ELIMU YA SEKONDARI TATHMINI YA PAMOJA TATHIMINI YA PAMOJA JINA: …………………………………………………………………………………….. NAMBANI YAKO:……………….. SAHIHI:…………………………………….                                                                TAREHE:……………………………. MUDA: SAA 2½ SHULE YA UPILI YA RUARAKA KISWAHILI KIDATO CHA…

Kiswahili Schemes of work term 1-3, Form 4 (Chemchemi)

Looking for free Kiswahili Schemes of work using the Chemchemi za Kiswahili reference text? Download them below at no cost.. Download a pdf and editable…

Kiswahili Simplified Notes Form 1 to 4 Free

Get updated and simplified English Notes For Forms 1, 2, 3 and 4 here at no cost. SIMPLIFIED ENGLISH NOTES FOR FORM 1 TO 4 SIMPLIFIED…

KISWAHILI FASIHI SIMULIZI FREE NOTES

FASIHI SIMULIZI Fasihi ni sanaa inayotumia lugha kuwasilisha ujumbe unaomhusu binadamu. Sanaa ni ufundi wa kuwasilisha fikra na hisia za binadamu kama vile maneno, maandishi, uchoraji,…

Kiswahili Free Notes Form 1 to 4 – Latest

Kiswahili Free Notes Form 1 to 4 – Latest 2. USHAIRI-1.doc 2018 kiswahili booklet.docx CHOZI LA HERI -CHOZI LA HERI.pdf Damu nyeusi, editted.doc DIRA YA USHAIRI-3.docx DIRA…

CLASS 7 KISWAHILI SCHEMES OF WORK TERM 1-3 UPDATED

MAAZIMIO YA KAZI DARASA LA_kwanza___7___MUHULA_WA KWANZA______MWAKA________ JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU NA MWANA FUNZI NYENZO ASILIA   1 1 Kusikiliza na kuzungumza/kongea Maamkizi na adabu jema Kufikia mwisho wa kipindi mwanafunzi aweze, kutumia baadhi ya…

Kiswahili Fasihi, English Literature Notes, Guides, Revision Questions (Kigogo, Chozi La Heri, Blossoms, Tumbo,…

Here is the largest collection of all the Kiswahili Fasihi and English Literature Notes, Guides and Revision Questions. Download free Kigogo, Chozi La Heri,…

New Secondary School set books for Kiswahili and English released

The new Kiswahili (Fasihi) and English (Literature) set books have been released by the Kenya Institute of Curriculum Development (KICD). The new books will replace the…

Kiswahili Knec Syllabus

KISWAHILI Examination Syllabus 102 * FORM 1 KUSIKILIZA NA KUZUNGUMZA Matamshi bora 1. Kiimbo 2. Shadda 3. Irabu/vokali-/a/,/e/,/i/,/o/,/u/ 4. Konsonanti-/b/,/ch/,/d/,/dh/,/f/,/g/,/gh/,/h/,/j/,/k/ ,/l/,/m/,/n/,/ng/,/ny/,/p/,/r/,/s/,/sh/,/t/,/th/,/v/,/w/,/y/,/z/ 5. Ala za sauti/kutamkia 6. Namna ya kutamka na aina…

KISWAHILI LESSON PLANS FORM 2

                  MIPANGILIO YA VIPINDI/MASOMO      MUHULA WA KWANZA       KIDATO CHA PILI JINA LA  MWALIMU:……………………………………………… NAMBARI LA TSC:……………………………………………………… SHULE :……………………………………………………………MWAKA:…………………………………………………………………… KIDATO CHA PILI                                                             SOMO LA KISWAHILI MADA KUU:…

Free Kiswahili notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials,…

Kiswahili is one of the subjects that is offered in the current Kenyan Education System. In this feature, find free Kiswahili resources for both…

KISWAHILI LUGHA NOTES FORM 1, 2, 3 & 4

MATUMIZI YA LUGHA Kiimbo Jinsi sauti inavyopanda na kushuka mtu anapoongea. Huibua maana halisi ya maneno yanayosemwa kama ifuatavyo: Sentensi za taarifa Mtoto anaandika barua. …

Bachelor of Arts in Kiswahili and Communication course; Requirements, duration, job opportunities and…

The Bachelor of Arts in Kiswahili and Communication Degree is designed to cover both languages and communication. It will provide the requisite skills needed…

Kiswahili Fasihi Notes, Mwongozo, questions and Answers

Kiswahili Fasihi Notes, Mwongozo, questions and Answers ‘Tumbo Lisiloshiba (Ombasa 2018)-1.docx’ A Doll’s House Set Text.pdf APRIL HOLIDAY FORM MARKING SCHEMES FORM 3.pdf CHOZI LA…

KISWAHILI FORM 2 OPENER EXAM PLUS MARKING SCHEMES

MUDA: SAA 2   JINA:____________________________________NAMBARI:________DARASA:_______   1.INSHA (alama 20) Uhalifu umejaa kitongojini mwenu,andika hotuba ya chifu wa eneo lenu kwa wanakijiji.   2.UFAHAMU SOMA TAARIFA IFUATAYO KISHA UJIBU MASWALI YANAYOFUATA Wanasayansi wengi wameshidnwa…

Latest Kiswahili Form 3 Exams and Marking Schemes Free Downloads

Latest Kiswahili Form 3 Exams and Marking Schemes Free Downloads Set 1 KIDATO 3-P3-MS.xml KIDATO 3-P3-QUESTIONS.doc KIDATO 3-P2-MS.xml KIDATO 3-P2-QSTIONS.xml KIDATO 3-P1-MS.xml KIDATO 3-P1-QSTIONS.xml Set 2 kisw2.doc KISS…

Latest Kiswahili Form one to four notes, exams, schemes of work lesson plans, revision…

Latest Kiswahili Form one to four notes, exams, schemes of work lesson plans, revision materials free Free Kiswahili notes, revision questions, KCSE past Papers, Exams,…

BACHELOR OF ARTS (KISWAHILI) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF ARTS (KISWAHILI) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023 BACHELOR OF ARTS (KISWAHILI) # PROG CODE INSTITUTION NAME PROGRAMME NAME 2022/2023 CUTOFF 2019/2021 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF 1 1073324 RONGO UNIVERSITY BACHELOR OF…

STANDARD 8 KISWAHILI SCHEMES OF WORK TERM 1-3

AZIMIO LA KAZI DARASA LA NANE  MUHULA WA I                ASILIA KISWAHILI MFUTI Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU SHUGHULI ZA MWANA FUNZI NYENZO ASILIA MAONI 1 MATAYARISHONA KUFUGUA SHULE   2 1 Kusikiliza na…

Latest Kiswahili KCSE Predictions and Marking Schemes Free

Latest Kiswahili KCSE Predictions and Marking Schemes Free Set 1 mwongozo paper PP3.doc ufahamu PP2.doc KISWA P3 SET 1.doc INSHA SET 1.docx KIS PP3.doc MWONGOZO WA KUSAHIHISHA PP2.rtf Set…

Free Kiswahili Fasihi notes, Ushairi notes, isimu Jamii notes and Many More: Mwongozo wa…

Download free Fasihi, Ushairi and Isimu Jamii notes and Guides. Chozi la Heri, Kigogo andTumbo lisiloshiba guides also available for free. FOR A COMPLETE GUIDE…

KISWAHILI NOTES- REVISION KIT

KISWAHILI REVISION NOTES SEHEMU YA KWANZA- MASWALI NA MAJIBU   Chagua mojawapo ya mazao yafuatayo na ueleze uzalishaji wake tangu kutayarisha shamba hadi kuvunwa. Mahindi Nyanya   …

FREE KISWAHILI SCHEMES OF WORK FORM 1-4

AZIMIO LA KAZI KIDATO CHA PILI MUHULA WA I             ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi Get the PDF Schemes Here; Schemes of work for all…

CLASS 8 KISWAHILI SCHEMES OF WORK TERM 1-3 UPDATED FREE

AZIMIO LA KAZI DARASA LA NANE  MUHULA WA I ASILIA KISWAHILI MFUTI Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU SHUGHULI ZA MWANA FUNZI NYENZO ASILIA MAONI 1 MATAYARISHONA KUFUGUA SHULE   2 1 Kusikiliza na kuzungumza/kongea Maamkizi Kufikia…

Free Kiswahili Grade 7 CBC Schemes of Work For Junior Secondary

Free Kiswahili Grade 7 CBC Schemes of Work For Junior Secondary WIK KIP MADA KUU MADA NDOGO MATOKEO YANAYOTARAJIWA MAPENDEKEZO YA SHUGHULI ZA UJIFUNZAJI MASWALI DADISI NYENZO TATHMINNI MAO 1 1 USAFI WA KIBINAFSI Kusikiliza na kuzungumza –kusikiliza na kujibu Kufikia…

KISWAHILI FORM 1 SCHEMES OF WORK TERM 1-3

AZIMIO LA KAZI KIDATO CHA KWANZA MUHULA WA I             ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi DOWNLOAD THE PDF SCHEMES HERE; Schemes of work for all…

Kiswahili Topic By Topic Questions And Answers PAPER 1-3 (All Topics)

Download all the Kiswahili Topic By Topic Questions And Answers (All Topics) at no cost. KISWAHILI TOPICAL QUESTIONS AND ANSWERS. Fasihi Simulizi ANSWERS Fasihi Simulizi QUESTIONS Insha za…

Kiswahili Kigogo Mwongozo, Maswali, Notes

Kiswahili Kigogo Mwongozo, Maswali, Notes KIGOGO (QNS).pdf KIGOGO (QNS).pdf KIGOGO KCSE QUESTIONS.pdf KIGOGO KCSE QUESTIONS.pdf KIGOGO Q 0706 851 439-1.pdf KIGOGO Q 0706 851 439-1.pdf KIGOGO Q 0706…

Workshop for English and Kiswahili Teachers on KCSE Preparations in Eldoret

Teachers from all over the country converged in Eldoret for the Languages teachers’ workshop in both Kiswahili and English. The Event was organized by…

KISWAHILI FORM 2 SCHEMES OF WORK TERM 1-3

ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI   SOMO   SHABAHA   MBINU   VIFAA   ASILIA   MAONI 1 4-6 KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO 2 1 MTIHANI 2 Isimu Jamii Mazungumzo hotelini Kufika mwisho wa funzo mwanafunzi aweze; Wanafunzi waweze kutamka maneno ipasavyo Waweze…

CLASS 7 KISWAHILI SCHEMES OF WORK TERM 1-3

MAAZIMIO YA KAZI DARASA LA_kwanza___7___MUHULA_WA KWANZA______MWAKA________ JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU NA MWANA FUNZI NYENZO ASILIA   1 1 Kusikiliza na kuzungumza/kongea Maamkizi na adabu jema Kufikia mwisho wa kipindi mwanafunzi aweze, kutumia baadhi ya…

FREE KISWAHILI SCHEMES OF WORK FORM 4

AZIMIO LA KAZI KIDATO CHA NNE MUHULA WA I           ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi Get PDF Schemes Here; Free updated schemes of work for…

KISWAHILI FORM 2 SCHEMES OF WORK TERM 1-3

 ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI   SOMO   SHABAHA   MBINU   VIFAA   ASILIA   MAONI 1-4   KUFUNGUA   5 1 Matamshi Bora Vitate b na p Kufika mwisho wa funzo mwanafunzi aweze; Kutamka maneno ya p na b Kutunga sentensi sahihi Kueleza tofauti…

Kiswahili Updated Notes Form 1 to 4 Free

And now you can get all the latest Kiswahili Notes for form one, two, three and four. Download all the notes here at no…

KCSE Past Papers and Marking Schemes Free

KCSE Past Papers and Marking Schemes Free Chemistry-KCSE-Past-Papers-1995-2007.pdf Computer-Studies-KCSE-1998-2007.pdf Geography-KCSE-Past-Papers-1996-2007.pdf KCSE-Biology-1995-2007.pdf KCSE-business-studies-1995-2007.pdf KCSE-CRE-1996-2007.pdf KCSE-English-2006-2009.pdf KCSE-History-and-Government-1996-2007.pdf KCSE-Homescience-2008.pdf Kiswahili-KCSE-1995-2009.pdf Mathematics-KCSE-Past-Papers-1997-2007.pdf Physics-KCSE-1995-2007.pdf COMPUTER KCSE PAST PAPERS Papers.doc COMPUTER PAST PAPERS- Questions.doc 4_6032945414557141189.pdf 443-1 marking…

FORM FOUR FULL EXAM PAPERS & ANSWERS FOR ALL SUBJECTS: OVER 1,000 KCSE REVISION…

You can now download full sets of the latest Form four ( Form 4) KCSE revision papers, Form 4 termly exams, pre-mock papers, post-mocks,…

Form 4 exams 2021-2022 With Answers (Term 1-3)

Download free Comprehensive Secondary School Form Four (4) Exams with marking schemes, here. Remember to visit TEACHERS’ RESOURCES PORTAL for more free resources. FORM 4 SET…

KUCCPS releases Degree Programmes Cutoff points and choices for 2022/2023 university admissions: Details on…

The Kenya Universities and Colleges Central Placement Service, KUCCPS, has released new cutoff points to be used in admitting students to universities and Colleges…

Diploma in Kenya Registered Nursing Mental Health and Psychiatry Nursing at KMTC (Requirements, How…

Diploma in Kenya Registered Nursing Mental Health and Psychiatry Nursing is a course offered the Kenya Medical Training College (KMTC). This course takes three…

Knec final guidelines on equation of Foreign Certificates

KNEC GUIDELINES ON EQUATION OF FOREIGN CERTIFICATES  The Kenya National Examinations Council has automated the process for submitting applications for Equation of Foreign Qualification by…

Free English Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free English Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4 MOKASA ENGLISH F4 PP2 JOINT EXAMINATIONS PLUS ANSWERS Teachers’ Resources Media Team @Educationnewshub.co.ke –    NAME………………………………………

Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4 Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to…

Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4 SCHEMES OF WORK FORM FOUR GEOGRAPHY TERM 1-3 Teachers’ Resources Media Team @Educationnewshub.co.ke  SCHEME OF…

FORM FOUR MOKASA HISTORY EXAMINATIONS PLUS MARKING SCHEMES

311/1 HISTORY AND GOVERNMENT PAPER 1 TIME: 2½ hours FORM FOUR MOKASA 2 EXAMINATION WITH MARKING SCHEME Kenya Certificate of Secondary Education HISTORY AND GOVERNMENT Paper 1 Section A (25 marks) …

Grade 7 KICD Curriculum Designs For Junior Secondary

The Kenya Institute of Curriculum Development, KICD, has stocked the Grade Seven curriculum Designs at the Institute’s Bookshop. Each copy per learning area goes for…

CBC Senior School Subjects (Grade 10, 11, 12)

Senior School Subjects (Grade 10, 11, 12) CBC Senior School Subjects and pathways/Photo Source Senior School comprises of Grade 10, 11 and 12. In senior school,…

TSC schedule for recruitment of teachers in September 2020; Interview dates and venues per…

Here are the TSC recruitment details (interview dates and venues) per County, during the 2020 mass recruitment exercise. TANA RIVER COUNTY SCHEDULE FOR RECRUITMENT OF…

Form three latest Exams with Marking Schemes (All subjects)

Form three latest Exams with Marking Schemes (All subjects) Questions 101 F3 ENGLISH QS.docx 102 F3 KISWAHILI QS.docx 121 F3 MATHEMATICS QS.docx 231 F3 BIOLOGY QS.docx 232…

Grade 7 CBC Junior Secondary Latest Schemes of Work and Notes Free Downloads

Grade 7 Latest Schemes of Work and Notes Free Downloads. GRADE 7 TERM 2 ENGLISH SCHEMES.docx (2).pdf 2023_grade_7_spark_storymoja_agriculture_scheme_of_work_term_2_27.pdf 13261_2023_grade_7_spotlight_intergrated_science_schemes_of_work.pdf 2023_grade_7_spark_storymoja_agriculture_scheme_of_work_term_2_27 (2).pdf 13261_2023_grade_7_spotlight_intergrated_science_schemes_of_work (2).pdf 300968_Kiswahili_Grade 7_Term-II (2).pdf 300968_Kiswahili_Grade 7_Term-II.pdf 300975_Mathematics_Grade…

Updated Secondary School Notes form one to four Free Downloads (All subjects Comprehensive Notes)

You can now download all the secondary school notes in pdf at no cost, here. The notes are for all classes; Form one to…

Kisii University Course List, Requirements, Fees

Kisii University Course List, Requirements, Fees KISII UNIVERSITY OFFICE OF THE REGISTRAR – ACADEMIC AFFAIRS Applications are invited from qualified candidates to pursue the following Programmes: SCHOOL OF…

KCPE 2008 ANSWERS, MARKING SCHEMES, FOR ALL SUBJECTS- OFFICIAL KNEC NEWSLETTER

KCPE- 2008  NE WS LETTER MARKING SCH EMES NUMBER MATHS ENGLISH KISWAHILI SCIENCE SST 1 A D C C C 2 C C B D A 3 D A A B D 4 A A A B B 5 B D D D D 6 B B A D B 7 A C C C A 8 C B D D C 9 B B B B B 10 D A B A D 11 C D A D A 12 B C D A C 13 D B C D A 14 D B C B D 15 C A D D B 16 B C A B D 17 D A B A A 18 D A A A C 18 C B C A B 20 B D D C D 21 B C D A B 22 D B C A A 23 A D B – C 24 C A A C D 25 A A B B A 26 D C A A C 27 D B C D B 28 D C D B A 29 B B C A D 30 A D B D A 31 B A C A A 32 C D B D C 33 C B A B D 34 C B A C B 35 B B D A D 36 C A C B A 37 B D B C C 38 D A C B D 39 A A D D C 40 B C A C B 41 A D A A A 42 A D B B D 43 B C D B D 44 C D C C A 45 D C A D B 46 A D C B A 47 C A B C D 48 A A C D B 49 A B A C C 50 C C C A A 51 D 52 C 53 B 54 A 55 D 56 B 57 A 58 D 59 C 60 B

KNEC subject reports for KCSE 2019

Are you in need of the KNEC subject reports for KCSE 2019? Well. You can now access the Kenya National Examinations Council, KNEC, subject…

Latest Computer Studies Form one to four notes, exams, schemes of work lesson plans,…

Latest Computer Studies Form one to four notes, exams, schemes of work lesson plans, revision materials free COMPUTER STUDIES NOTES FORM 1-4 Teachers’ Resources Media Team @Educationnewshub.co.ke –  4 COMPUTER…

Form 4 Term 1-3 Free Exams and marking schemes; All subjects downloads

You may be in need of free form four (4) examinations in all subjects. yes. You can now download form 4 Complete exams in…

Class 7 schemes of work term 1-3

Download free Class 7 Schemes, below. For these and many more free teaching materials, for both learners and teachers, visit; The Teachers’ Resources Portal. FREE…

Free Updated Primary school schemes of work Downloads for all classes, grades and PP1-2…

Are you in need of free and updated primary school schemes of work? Download our free schemes of work for all classes, grades and…

Moi University admission requirements, courses, student portal, fees structure

Moi University is a higher learning institution established in 1984. In its first year of existence, there was only one department – the Department…

English Topical Questions And Answers

ENGLISH FUNCTIONAL WRITING SKILLS Imagine that you have completed secondary education. You have come across an advertisement in one of the daily newspaper that required…

Latest primary school schemes of work for all grades and classes (Complete CBC schemes)

You can now get complete and latest primary school schemes of work for all grades and classes (Complete CBC schemes). Check and download all…

Latest Job opportunities at Kenya Medical Training College (KMTC)

KENYA MEDICAL TRAINING COLLEGE (KMTC) EXTERNAL ADVERTISEMENT The Kenya Medical Training College (KMTC) is a State Corporation established by an Act of Parliament, under the Ministry…

KCPE 2001 ANSWERS, MARKING SCHEMES, FOR ALL SUBJECTS- OFFICIAL KNEC NEWSLETTER

KCPE -2001 NEWS LETTE R MARKING S CHEME NUMBER MATHS ENGLISH KISWAHILI SCIENCE SST C.R.E I.R.E 1 C C D A B C C 2 C D A B B A A 3 B B C C A B B 4 B A B D B C C 5 D C A B A A A 6 C A B C C B B 7 D D D C A B B 8 A A A B C D D 9 A B B A A A A 10 * C C D B B B 11 D B A B C A A 12 A C C D D C C 13 C D B A D B B 14 C A D B A C C 15 D D B D C D D 16 B D B B C A A 17 B B C B D B B 18 A D D D A C C 18 A A A A C D D 20 C C C B B C C 21 A B B A D A A 22 D A A C B C C 23 D D D B A B B 24 C A C A C D D 25 C D A C D B B 26 D C D B C A A 27 D C B D B C C 28 B D C A A B B 29 C A D C D D D 30 A D A C C A A 31 B B B D B 32 C B B D A 33 A B D B C 34 A A C A B 35 D B A A D 36 C A A C C 37 D D B C B 38 A B C B A 39 B B A C D 40 B C D C C 41 B D C C A 42 C C C D B 43 A C B C D 44 B C D B C 45 B C A D C 46 A A C A A 47 B A A C B 48 B B D A D 49 D A B D B 50 C D C B A 51 D 52 C 53 B 54 A 55 C 56 D 57 B 58 C 59 A 60 D

Knec Invitation For Training Of 2023 National Exam Setters & Moderators

The Kenya National Examinations Council- Knec  ADVERTISEMENT FOR TEST DEVELOPMENT

Form four exams with marking schemes

Looking for the latest Form four exam papers plus their marking schemes? Well. Download all these examinations here at no cost. The exams are both in pdf and editable format (word) and can be accessed even via your mobile phone.

In need of updated notes, revision materials, lesson plans, schemes of work, past Knec papers for secondary and primary schools? Download them here for free; Free teachers’ resources.

FORM FOUR LATEST EXAM PAPERS AND MARKING SCHEMES.

FORM 4 FREE ENGLISH EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

English- 101/1 Question Paper

English- 101/2 Question Paper

English- 101/3 Question Paper

English- 101/1 Marking scheme

English- 101/2 Marking scheme

English- 101/3 Marking scheme

FORM 4 FREE KISWAHILI EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Kiswahili- 102 Marking scheme

Kiswahili- 102/1 Question Paper

Kiswahili- 102/2 Question Paper

Kiswahili- 102/3 Question Paper

Kiswahili- 102/1 Marking scheme

Kiswahili- 102/2 Marking scheme

Kiswahili- 102/3 Marking scheme

FORM 4 FREE MATHEMATICS EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Mathematics- 121/1 Question Paper

Mathematics- 121/2 Question Paper

Mathematics- 121/1 Marking scheme

Mathematics- 121/2 Marking scheme

Mathematics, Alternative B- 122

FORM 4 FREE BIOLOGY EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Biology- 231/1 Question Paper

Biology- 231/ 2 Question Paper

Biology- 231/3 Question Paper

BIOLOGY PAPER 3 (PRACTICAL) CONFIDENTIAL.

Biology- 231/1 Marking scheme

Biology- 231/ 2 Marking scheme

Biology- 231/3 Marking scheme

FORM 4 FREE PHYSICS EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Physics- 232/1 Question Paper

Physics- 232/2 Question Paper

Physics- 232/3 Question Paper

Physics- 232/1 Marking scheme

Physics- 232/2 Marking scheme

Physics- 232/3 Marking scheme

FORM 4 FREE CHEMISTRY EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Chemistry- 233/1 Question Paper

Chemistry- 233/2 Question Paper

Chemistry- 233/3 Question Paper

CHEMISTRY PAPER 3 (PRACTICAL) CONFIDENTIAL.

Chemistry- 233/1 Marking scheme

Chemistry- 233/2 Marking scheme

Chemistry- 233/3 Marking scheme

Biology for the Blind- 236

General Science- 237

Scroll further, down, for form four exams in all other subjects.

MORE RELATED FORM 4 EXAMS.

Form 4 Term 1-3 Free Exams and marking schemes; All subjects downloads

Free KCSE Past Papers and Form 4 Revision Materials

Form 4 Free Exam downloads in all subjects (KCSE revision materials free)

Form 4 KCSE 2021/2022 mocks, predictions, termly exams, home works and revision papers; All subjects

FORM 4 EXAMINATIONS AND MARKING SCHEMES: ALL SUBJECTS FOR KCSE CANDIDATES- OVER 1,000 PAPERS

Free latest exams with marking schemes (Form one to four)

Form 1-4 free Secondary school exams for term 1 to 3

Free Secondary and Primary school notes, exams, schemes, lesson plans, revision materials, Home and Holiday Assignments

Form 1,2,3 and 4 free exams downloads, all subjects- 2021

FORM 4 FREE HISTORY AND GOVERNMENT EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

History- 311/1 Question Paper

History- 311/2 Question Paper

History- 311/1 Marking scheme

History- 311/2 Marking scheme

FORM 4 FREE GEOGRAPHY EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Geography- 312/1 Question Paper

Geography- 312/2 Question Paper

Geography- 312/1 Marking scheme

Geography- 312/2 Marking scheme

FORM 4 FREE CRE EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

CRE- 313/1 Question Paper

CRE- 313/2 Question Paper

CRE- 313/1 Marking scheme

CRE- 313/2 Marking scheme

CRE PAPER 2 MARKING SCHEME

IRE- 314

HRE- 315

FORM 4 FREE HOME SCIENCE EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Home Science- 441/1 Question Paper

Home Science- 441/2 Question Paper 

Home Science Paper 2 Confidential

Home Science- 441/3 Question Paper

Home Science Paper 3 Questions

Home Science- 441/1 Marking scheme

Home Science- 441/2 Marking scheme

Home Science- 441/3 Marking scheme

Art and Design- 442

FORM 4 FREE AGRICULTURE EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Agriculture- 443/1 Question Paper

Agriculture- 443/2 Question Paper

Agriculture- 443/1 Marking scheme

Agriculture- 443/2 Marking scheme

Wood Work- 444

Metal Work- 445

Building Construction- 446

Power Mechanics- 447

Electricity- 448

Drawing and Design- 449

Aviation Technology- 450

FORM 4 FREE COMPUTER STUDIES EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Computer Studies- 451/1 Question Paper

Computer Studies- 451/2 Question Paper

Computer Studies- 451/1 Marking scheme

Computer Studies- 451/2 Marking scheme

FORM 4 FREE FRENCH EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

French- 501/1 Questions

French- 501/2 Questions

French- 501/3 Questions

French- 501/1 Marking scheme

French- 501/2 Marking scheme

French- 501/3 Marking scheme

German- 502

Arabic- 503

Sign Language- 504

Music- 511

FORM 4 FREE BUSINESS STUDIES EXAMINATION PAPERS AND THEIR MARKING SCHEMES.

Business Studies- 565/1 Question Paper

Business Studies- 565/2 Question Paper

Business Studies- 565/1 Marking scheme

Business Studies- 565/2 Marking scheme

Free schemes of work 2021-2022 primary

You can now get complete and latest primary school schemes of work for all grades and classes (Complete CBC schemes). Check and download all the updated schemes of work, below. These resources are absolutely free.

This School Term dates/ calendar for 2020 to 2023 will assist during scheming and planning.

GRADE ONE FREE UPDATED SCHEMES OF WORK

KISWAHILI GRADE 1 TERM 1

MATHEMATICS GRADE 1 TERM 1

ENVIRONMENTAL GRADE 1 TERM 1

MOVEMENT GRADE 1 TERM 1

Download more schemes of work here;

Free updated schemes of work for all subjects (Secondary; Form 1-4)

Free Updated Primary school schemes of work Downloads for all classes, grades and PP1-2 (Term 1-3)

Free Lower Primary (Grade 1-6), PP1 and PP2 free notes, Schemes and exams downloads

Class 5, 6, 7 and 8 free schemes of work (Term 1, 2 and 3)

Grade 3 schemes of work (Term 1, 2 and 3)

Grade 2 schemes of work (Term 1, 2 and 3)

Grade 1 Free updated schemes of work

Grade 1,2,3 and 4 free schemes of work, pdf notes and exams (Thousands of free CBC downloads)

Free Grade 2 schemes of work; Download now

Grade 3 schemes of work free downloads

Class 8 free latest schemes of work downloads

Schemes of work for all subjects, free updated downloads- Secondary schools

Grade 4 free schemes of work, notes and exams

GRADE TWO FREE UPDATED SCHEMES OF WORK

GRADE 2 foundation-movement-activities-grade-2-term-1

GRADE 2 our-lives-today-environmental-activities-schemes-of-work-term-1

GRADE 2 focus-on-hygiene-and-nutrition-schemes-of-work-term-1

GRADE 2 mathS-pupils-book-schemes-of-work-term-1

GRADE 2 TERM 1 LITERACY SCHEMES

GRADE THREE FREE UPDATED SCHEMES OF WORK

GRADE-3-SCHEMES-OF-WORK-MATHEMATICS

GRADE-3-SCHEMES-OF-WORK-HYGIENE

GRADE-3-SCHEMES-OF-WORK-ENGLISH

GRADE-3-SCHEMES-OF-WORK-ENVIRONMENTAL-ACTIVITIES

ENG GRADE 3 TERM 2

grade-3-cre-activities-scheme-term-1

GRADE-3-SCHEMES-OF-WORK-LITERARY-ACTIVITIES

GRADE-3-SCHEMES-OF-WORK-CRE

GRADE FOUR FREE UPDATED SCHEMES OF WORK

MUSIC GRADE 4 TERM 1

SOCIAL GRADE 4 TERM 1

PE GRADE 4 TERM 1

ART & CRAFT GRADE 4 TERM 1-2

CRE GRADE 4 TERM 1

AGRICULTURE GRADE 4 TERM 1

HOME SCIENCE GRADE 4 TERM 1

KISWAHILI GRADE 4 TERM 1

MATHEMATICS GRADE 4 TERM 1

Grade 4 schemes of work (Term 1, 2 and 3)

GRADE FIVE FREE UPDATED SCHEMES OF WORK

GRADE 5 TERM 1 SCHEMES PHE

GRADE 5 TERM 1 SCHEMES SOCIAL STUDIES

GRADE 5 TERM 1 SCHEMES SCIENCE

GRADE 5 TERM 1 SCHEMES ENGLISH

GRADE 5 TERM 1 SCHEMES MATHEMATICS

GRADE 5 TERM 1 SCHEMES CRE

GRADE 5 TERM 1 SCHEMES ART AND CRAFT

ALL GRADE 5 SCHEMES

CLASS SIX FREE UPDATED SCHEMES OF WORK

MATHEMATICS 6 TERM 1

ENGLISH STD 6

CRE STD 6 TERM 1

SOCIAL STUDIES STD 6 TERM 1

CLASS 7 FREE UPDATED SCHEMES OF WORK

MATHEMATICS 7 TERM 1

CRE STD 7 TERM 1

KISWAHILI 7 TERM 1

SOCIAL STUDIES STD 7 TERM 1

CLASS EIGHT FREE UPDATED SCHEMES OF WORK

Mathematics scheme STD 8 Term ONE

2023 KCSE Super Prediction Exam Papers For All Subjects

2023 KCSE Super Prediction Exam Papers For All Subjects

COMP KCSE 2023 BP PREDICTION .pdf
CRE KCSE 2023 SM PREDICTION .pdf
AGRIC KCSE 2023 BP PREDICTION .pdf
MAT KCSE 2023 SM PREDICTION .pdf
CRE KCSE 2023 BP PREDICTION .pdf
AGRIC KCSE 2023 SUPER PREDICTION .pdf
GEO KCSE 2023 BP PREDICTION .pdf
CRE KCSE 2023 SUPER PREDICTION .pdf
CHEM KCSE 2023 BP PREDICTION .pdf
ENG KCSE 2023 BP PREDICTION .pdf
BUS KCSE 2023 BP PREDICTION .pdf
KIS KCSE 2023 SUPER PREDICTION .pdf
HIST KCSE 2023 SM PREDICTION .pdf
ENG KCSE 2023 SUPER PREDICTION .pdf
COMP KCSE 2023 SUPER PREDICTION .pdf
ENG KCSE 2023 SM PREDICTION .pdf
KISW KCSE 2023 BP PREDICTION .pdf
HSCI KCSE 2023 SUPER PREDICTION .pdf
MAT KCSE 2023 BP PREDICTION .pdf
HIST KCSE 2023 BP PREDICTION .pdf
COMP KCSE 2023 SM PREDICTION .pdf
KISW KCSE 2023 SM PREDICTION .pdf
BIO KCSE 2023 SUPER PREDICTION .pdf
BIO KCSE 2023 BP PREDICTION .pdf
BUS KCSE 2023 SUPER PREDICTION .pdf
HSCI KCSE 2023 SM PREDICTION .pdf
HIST KCSE 2023 SUPER PREDICTION .pdf
GEO KCSE 2023 SUPER PREDICTION .pdf
HSCI KCSE 2023 BP PREDICTION .pdf
MAT KCSE 2023 SUPER PREDICTION .pdf
PHY KCSE 2023 SM PREDICTION .pdf
BIO KCSE 2023 SM PREDICTION .pdf
PHY KCSE 2023 SUPER PREDICTION (1).pdf
CHEM KCSE 2023 SM PREDICTION .pdf
CHEM KCSE 2023 SUPER PREDICTION .pdf
BUS KCSE 2023 SM PREDICTION .pdf
GEO KCSE 2023 SM PREDICTION .pdf
AGRIC KCSE 2023 SM PREDICTION .pdf
PHY KCSE 2023 BP PREDICTION .pdf

 

Kenya High Geography KCSE Mocks plus marking schemes

Looking for the Kenya High School Geography Mock Papers And Marking Schemes? Well. Look no further. Download all the Geography KCSE revision papers here at no cost.

KENYA HIGH SCHOOL GEOGRAPHY KCSE REVISION EXAMS AND MARKING SCHEMES.

KENYA HIGH GEOGRAPHY PAPER 1 QUESTIONS

KENYA HIGH GEOGRAPHY PAPER 2 QUESTIONS

KENYA HIGH GEOGRAPHY PAPER 1 MARKING SCHEME

KENYA HIGH GEOGRAPHY PAPER 2 MARKING SCHEME

Get more free downloads here;

FORM FOUR FULL EXAM PAPERS & ANSWERS FOR ALL SUBJECTS: OVER 1,000 KCSE REVISION PAPERS

FORM 4 EXAMINATIONS AND MARKING SCHEMES: ALL SUBJECTS FOR KCSE CANDIDATES- OVER 1,000 PAPERS

COMPUTER FORM 3 SCHEMES OF WORK – TERM 1 TO 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
1 1 Data Representation in a computer DEFINITION & INTRODUCTION

 

 

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

·        Define data

·        Define information

·        Classify computers according to functionality with illustration

·        Questions and answers

·        Discussions in groups

·        brainstorming

·        computer keyboard

·        electronic circuits

·        Charts

·        Photographs

·        Pictures from books

·        Longhorn Computer studies Bk 3 page 1-3

·        Computer studies by Onunga and Shah page 1

 
   

2

 

 

 

DATA REPRESENTATION

 

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

·        Represent data in digital computers

(i)     On electronic circuits

(ii)    On magnetic media

(iii)   Optical media

 

·        Discussions in groups

·        Exercises by the teacher

 

 

·        Charts

·        Floppy diskettes

·        Compact disk

·        Electronic circuit

 

·        Longhorn Computer studies Bk 3 page 23

·        Computer studies by Onunga and Shah page 1

 
   

3-4

 

Data Representation

 

DATA REPRESENTATION

 

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

·        Give reasons why binary system is used in computers

·        Define bits, bytes, nibble and word

 

·        Discussions

·        Question and answer

 

·        charts

 

·        Longhorn Computer studies Bk 3 page 24

·        Computer studies by Onunga and Shah page 1

 

 
 

2

 

1

 

Data Representation

 

NUMBER SYSTEMS

 

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

·        Define decimal number

·        Represent data in decimal number system

·        Represent data in actual number system

 

·        Group discussions

·        Exercises given and marked by the teacher

 

·        Charts

·        Simple calculations

 

·        Longhorn Computer studies Bk 3 page 25

·        Computer studies by Onunga and Shah page 6

 
   

2

   

NUMBER SYSTEM

 

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

·        Represent data in actual number system

·        Represent data in Hexadecimal number system

 

·        Group discussions

·        Questions and answering

·        exercises

 

·        charts

·        simple calculations

·        Computer

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 7-8

 
   

3/4

QUIZ AND PROBLEM SOLVING

Teacher administers small assignment and revises for better retention

     
 

3

 

1

 

Data representation

 

FURTHER CONVERSION OF NUMBER SYSTEMS

 

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

·        Convert binary number to decimal number system

·        Convert decimal numbers to binary numbers

 

·        Questions and answers

·        Discussions in groups

 

·        Charts

·        Simple calculations

·        Questions papers

 

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 8

 
   

2

 

 

 

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

·        Convert binary fraction to decimal number system

·        Convert a decimal fraction to binary

 

·        Discussions

·        Questions and answers

 

·        Charts

·        Simple calculations

·        Questions papers

 

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page

 
   

3-4

PROBLEM SOLVING AND QUIZ

Teacher administers questions and answer session for better retention

   
 

4

 

1

 

DATA REPRESENTATION

 

Converting octal numbers to decimal and binary numbers

 

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

·        Convert octal numbers to decimal numbers

·        Convert octal numbers to binary numbers

 

·        Discussion

·        Question and answer

 

·        Chart

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 12

 
   

2

 

DATA REPRESENTATIONS

 

Converting hexadecimal numbers to binary number

 

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

·        Convert hexadecimal to decimal numbers

·        Convert hexadecimal numbers to binary numbers

 

·        Discussions

·        Question and answer

 

·        Charts

·        Simple calculations

·        Computers

·        Scientific calculators

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 13-15

 
3-4 QUIZ AND PROBLEM SOLVING

 Can be inform of a question/answer session for retention

 

5

 

1

 

DATA REPRESENTATIONS

 

Symbolic Representation using coding schemes

 

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

·        Explain the binary coded decimal code as a representation Scheme (BCD)

·        Explain the extended Binary coded decimal interchange code (EBCDIC)

 

·        Discussions

·        Question and answer

 

·        Charts

·        Scientific Calculators

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 22-27

 
   

2

 

DATA REPRESENTATION

 

Symbolic Representation using coding schemes

 

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

·        Explain the American standard code for information interchange code (ASCII) as a representation scheme

 

·        Discussion in groups

 

·        Charts

·        Scientific and simple calculator

·        computer

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 22-27

 
  3-4 QUIZ FOR TETENTION

Administer a small exam

 

6

 

1

   

BINARY ARITHMETIC OPERATIONS

 

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

·        Represent signed binary numbers using prefixing an extra sign bit to a binary number and ones complement

 

·        Teacher demonstrates

·        Group discussions

·        Questions and answering

 

·        Simple calculators

·        PDA’s

·        charts

 

·        Longhorn Computer studies Bk 3 page 27

·        Computer studies by Onunga and Shah page 27

 
   

2

   

BINARY ARITHMETIC OPERATIONS

 

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

·        Represent signed binary numbers using two’s complement

 

·        Teachers demonstrates

·        Question and answer

·        Group discussions

 

 

·        Longhorn Computer studies Bk 3 page 27

·        Computer studies by Onunga and Shah page 27

 
   

3-4

   

BINARY ADDITION

 

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

·        Perform seven possible binary additions

·        Outline the procedure for binary additions

 

·        Demonstration by the teacher

·        Teacher gives and marks questions

·        Group discussions

 

·        Charts

 

·        Longhorn Computer studies Bk 3 page 27

·        Computer studies by Onunga and Shah page 27

 
 

7

 

1

   

BINARY ARITHMETIC OPERATIONS

 

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

·        Perform direct subtraction

·        Perform subtraction using ones complement

 

·        Discussions

·        Demonstration by teacher

·        Question and answer

 

·        Charts

·        calculator

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 28

 
   

2

   

BINARY ARITHMETIC OPERATIONS

 

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

·        Perform subtraction using twos complement

 

·        Discussions

·        Demonstration by teacher

·        Question and answer

 

·        Charts

·        calculator

 

·        Longhorn Computer studies Bk 3 page 26

·        Computer studies by Onunga and Shah page 28

 
  3-4 QUIZ AND PROBLEM SOLVING

Teacher evaluates by giving questions to ascertain whether objectives are achieved

   
 

8

 

1

 

Data Processing

 

DEFINITION AND INTRODUCTION

 

 

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

·        Define data information and data processing

·        Describe the data processing cycle

·        Give methods of data collection

 

·        Group discussions

·        Question and answering

·        brainstorming

 

·        charts

·        computer

 

·        Longhorn Computer studies Bk 3 page 32

·        Computer studies by Onunga and Shah page 32-35

 
   

2

 

Data Processing

 

DATA PROCESSING CYCLE

 

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

·        List stages for data processing

·        Describe the listed data processing cycle stage

 

·        Group discussions

·        Question and answering

·        Brainstorming

 

·        charts

·        computer

 

·        Longhorn Computer studies Bk 3 page 32

·        Computer studies by Onunga and Shah page 32-35

 
   

3-4

 

Data Processing

 

DATA PROCESSING CYCLE

 

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

·        Give the errors that influence the accuracy of data and information output

·        Explain the errors in data processing

 

·        Discussion in groups

·        Question and answer

·        Assignments marked by the teacher

 

·        Flash cards

·        Charts

·        computer

 

 

·        Longhorn Computer studies Bk 3 page 35

·        Computer studies by Onunga and Shah page 33

 
 

9

 

1

 

Data processing

 

DATA INTEGRITY

 

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

·        Define data integrity

·        Give the measurements of data integrity

·        Accuracy

·        Timelines

·        Relevance

·        Describe the listed data integrity measurements

 

·        Discussion in groups

·        Illustrations by the teacher

·        Question and answer

 

·        Flash cards

·        Simple information system

 

·        Computer studies by Onunga and Shah page 41

 
   

2

 

Data processing

 

DATA PROCESSING METHODS

 

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

·        State the ways of minimizing threat to data integrity

·        List and describe the methods of data processing

 

 

·        Discussion in groups

·        Illustrations by the teacher

·        Question and answer

 

·        Flash cards

·        Simple information system

 

·        Computer studies by Onunga and Shah page 41

 
   

3-4

 

Data processing

 

COMPUTER FILES

 

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

·        Define a computer file

·        Give the types of computer files

·        State the advantages of computerized filing

 

·        Discussion in groups

·        Illustrations by the teacher

·        Question and answer

 

·        Charts

 

·        Computer studies by Onunga and Shah page 49

 
 

10

 

1

 

Data processing

 

ELEMENTS OF COMPUTER FILE

 

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

·        List the elements of a computer file

·        Describe the listed elements of a computer file

 

·        Discussion in groups

·        Question and answer

·        demonstration

 

·        database

·        chart with relation database

 

·        Longhorn Computer studies Bk 3 page 40

 

 
   

2

 

Data processing

 

CLASSIFICATION OF COMPUTER FILES

 

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

·        Classify computer files

·        Differentiate between logical and physical computer files

 

·        Illustration by the teacher

 

·        Floppy diskette

·        Compact disc

·        Computer video tape

 

·        Longhorn Computer studies Bk 3 page 41

·        Computer studies by Onunga and Shah page 50

 
   

3-4

 

Data processing

 

COMPUTER PROCESSING FILES

 

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

·        Give the types of processing files

·        Describe the listed types of processing files

·        Master files

·        Transaction file

·        Reference files

·        Backup files

·        Sort files

 

·        Discussions

·        Illustration by the teacher

·        Question and answer

 

·        Charts

·        Flash cards

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 41

 

 
 

11

 

1

 

Data processing

 

FILE ORGANIZATION METHODS

 

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

·        Define file organization

·        List the methods of organizing files on a storage media

·        Describe the listed methods of file organization

 

·        Question and answer

·        Brainstorming

·        Discussions in groups

 

·        Floppy diskettes

·        Compact disk

·        Video tapes

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 42

·        Computer studies by Onunga and Shah page 55

 
   

2

 

Data processing

 

ELECTRONIC DATA PROCESSING

 

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

·        Give the data processing modes

·        Describe

(i)     Online processing

(ii)    Real-time processing

(iii)   Distributed processing

 

·        Discussions in groups

·        Question and answer

·        Illustration by the teacher

 

·        Charts

·        Flash cards

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 43-45

·        Computer studies by Onunga and Shah page 61

 
   

3-4

 

Data processing

 

ELECTRONIC DATA PROCESSING MODES

 

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

·        Describe

(i)     Time- sharing

(ii)    Batch processing

(iii)   Multi processing

(iv)   Multi-tasking

(v)    Interactive processing

 

·        Discussions in groups

·        Question and answer

·        Illustration by the teacher

 

·        Charts

·        Flash cards

 

·        Computer studies by Onunga and Shah page 612-69

 
   

12-13

 

END OF TERM EXAMS AND CLOSING OF SCHOOL

 

 

 

 

 

 

 

 

COMPUTER FORM 3 SCHEMES OF WORK – TERM 2

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

DEFINITION OF PROGRAMMING

 

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

·        Define programming

·        List the terms used in programming

·        Describe the listed terms

·        Differentiate between source program and object program

 

·        Question and answer

·        Discussion in groups

·        Illustration by the teacher

 

·        Charts

·        Books

·        Journals

·        Software

·        computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 47

·        Computer studies by Onunga and Shah page 72

 

 
   

2

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

LEVELS OF PROGRAMMING LANGUAGE

 

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

·        Classify the programming languages

·        Describe the low level programming language

 

·        Demonstration

·        Q/A

 

·        Flash cards

·        Charts

·        books

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 49-51

·        Computer studies by Onunga and Shah page 73

 
   

3-4

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

LEVELS OF PROGRAMMING LANGUAGE

 

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

·        Describe the high level language

·        State the advantages and disadvantages of low-level and high level languages

 

·        Q/A

·        Discussion

 

·        Flash cards

·        Charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 59

·        Computer studies by Onunga and Shah page 74-75

 
 

2

 

1

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

PROGRAM DEVELOPMENT

 

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

·        List the stages in program development

·        Describe

(i)        program recognition

(ii)      program definition

 

·        Question and answer

·        Discussion in groups

 

·        Flash cards

·        charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 60-66

 

 
   

2

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

PROGRAM DEVELOPMENT

 

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

·        Describe

(i)        Program design

(ii)      Program coding

 

·        Demonstration

·        Illustrations by teacher

 

·        Computer software

 

·        Computer studies by Onunga and Shah page 83

 

 
   

3-4

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

 

PROGRAM DEVELOPMENT

 

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

·        Describe

(i)        program testing

(ii)      Program implementation and maintenance

 

·        Discussions in groups

·        Illustrations by the teacher

·        Question and answer

 

·        Flash cards

·        charts

 

·        Computer studies by Onunga and Shah page 85

 

 
 

3

 

1

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

 

PROGRAM DOCUMENTATION

 

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

·        Define the term program documentation

·        State the forms of documentation

·        Describe the target groups for documentation

 

·        Discussions in groups

·        Illustrations by the teacher

·        Question and answer

 

·        Chalkboard

·        charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 67

 

 
   

2

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

 

DEVELOPMENT OF ALGORITHMS

 

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

·        Define algorithm

·        List tools used in algorithm

·        Distinguish between pseudo code and flow charts

 

·        Discussion in groups

·        Question and answer

·        Illustration by the teacher

 

·        Chalkboard

·        Charts

·        Flash cards

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 68

 

 
   

3-4

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

DESIGNING MORE COMPLEX ALGORITHMS  

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

·        Give comparison between a pseudo code and a flow chart

·        Design complex algorithms

 

·        Question and answer

·        Demonstration by the teacher

·        Group discussions

 

·        Charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 68

 

 
 

4

 

1

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

 

PROGRAM CONTROL STRUCTURES

 

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

·        Define program control structures

·        List three control structures

·        Describe sequence as a control structure

 

·        Discussions in groups

 

·        Charts

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 72-78

·        Computer studies by Onunga and Shah page 93

 
   

2

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

 

PROGRAM CONTROL STRUCTURES

 

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

·        Describe the use of iteration (looping) as a control structure

 

·        Discussion in groups

 

·        Charts

·        chalkboard

 

 

·        Computer studies by Onunga and Shah page 94

 

 
   

3-4

 

ELEMENTARY PROGRAMMING PRINCIPLES

 

 

 

Program control structures

 

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

·        Describe selection as a control structure

·        Design a more complex algorithm

 

·        Illustration by the teacher

·        Discussion in groups

·        Question and answer

 

·        Chart

·        chalkboard

 

·        Computer studies by Onunga and Shah page 94

 

 
 

5

 

1

 

PROBLEM SOLVING

     
   

2

 

SYSTEM DEVELOPMENT

 

Definition

 

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

·        Define the term system

·        Describe a system list

·        List the characteristics of a system

 

·        Discussion

·        Question and answer

 

·        Charts

·        Chalkboard

·        Journals

·        Computer

·        books

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 91-95

·        Computer studies by Onunga and Shah page 168

 
   

3-4

 

SYSTEM DEVELOPMENT

 

Information system

 

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

·        Describe the listed characteristics of a system

·        Define information system

 

·        Discussion in groups

·        Illustration by the teacher

 

·        Charts

·        Flash cards

·        Chalkboard

·        Computer

·        Books

 

·        Computer studies by Onunga and Shah page 170

 
 

6

 

1

 

SYSTEM DEVELOPMENT

 

Information system

 

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

·        State the main purpose of an information system

·        Give reasons why information system is developed

·        State the role of information system analyst

 

·        Discussion

·        Illustrations by the teacher

·        Question and answer

 

·        Charts

·        Flash cards

·        Computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 95

 

 
   

2

 

SYSTEM DEVELOPMENT

 

Theories of system development

 

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

·        Describe tradition approach

·        Describe rapid application development

 

·        Discussions in groups

·        Illustration by the teacher

 

·        Chalk board

·        Flash cards

·        Charts

 

·        Computer studies by Onunga and Shah page 170

 

 
   

3-4

   

Theories of system development

 

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

·        Describe the structured approach

·        Give examples of ways of information of gathering

 

·        Discussions in groups

·        Illustration by the teacher

 

·        Chalk board

·        Flash cards

·        Charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 97

 

 
 

7

 

1

 

 

SYSTEM DEVELOPMENT

 

Stages of system development

 

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

·        State and define all the stages of system development

 

·        Illustration by the teacher

·        Question and answer

 

·        Chalk board

·        charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 97

 
   

2

 

SYSTEM DEVELOPMENT

 

Stages of system development

 

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

·        Give the methods used in information gathering

·        Describe interviews studying of available documents as used in information gathering

 

·        Demonstration

·        Discussion

 

·        Chalk board

·        Charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 100-104

·        Computer studies by Onunga and Shah page 175

 
   

3-4

 

SYSTEM DEVELOPMENT

 

Stages of system development

 

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

·        Prepare a questionnaire

·        Prepare and present a fait finding report

·        Describe how automated methods are used

 

·        Discussions in groups

·        Question and answer

·        Illustration by the teacher

 

·        Sample questionnaire

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 104

 

 
 

8

 

1

 

SYSTEM DEVELOPMENT

 

Requirements specification

 

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

·        Describe output specification

·        Describe input specification

 

·        Discussions

·        Question and answer

 

·        Chalkboard

·        Charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 105

 
     

SYSTEM DEVELOPMENT

 

 

Requirements specification

 

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

·        Describe file/data stores

·        Describe hardware and software requirements

 

·        Discussions

·        Question and answer

 

·        Chalkboard

·        Charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 109

 
     

SYSTEM DEVELOPMENT

 

System design

 

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

·        Define system flowchart

·        Identify common flowchart symbols

 

 

·        Discussions

·        Question and answer

 

·        Chalkboard

·        Charts

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 109

 

 
 

9

 

1

 

SYSTEM DEVELOPMENT

 

Designing a system flowchart

 

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

·        Identify guidelines fro designing system flowcharts

·        Write a system flowchart using a case study

 

·        Discussions

·        Question and answer

·        Illustration by the teacher

 

·        Charts

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

 

 
   

2

   

Designing a system flowchart

 

 

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

·        Write a simple book borrowing module flowchart

·        Write cleaners information system flowchart

 

·        Illustration by the teacher

·        Discussion in groups

 

·        Charts

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

 

 
   

3-4

   

Designing a system flowchart

 

 

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

·        Write a sample library books management system flowchart

·        Use data flow diagrams

 

·        Question and answer

·        Discussion in groups

 

·        Chalkboard

·        chart

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

 
 

10

 

1

 

SYSTEM DEVELOPMENT

 

System Construction

 

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

·        Define the term system construction

·        Identify number of technique that can be used to construct a designed system

 

·        Question and answer

·        Discussion in groups

 

·        Charts

·        Chalkboard

·        Information system (Cleaner)

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 110

 
   

2

   

System Implementation

 

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

·        Define system implementation and file conversion

·        Describe factors considered during file conversion

 

·        Illustrations by the teacher

·        discussion

 

·        Charts

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 116

 

 

 
   

3-4

   

Change over strategies

 

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

·        Define the term changeover

·        List the system change over strategies

·        Describe three listed changeover strategies

 

·        Discussions

·        Question and answer

 

·        Flash card

·        Charts

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 116

 

 
 

11

 

1

   

System maintenance and revision

 

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

·        Define system maintenance

·        Define system review

·        Describe security control measures

 

·        Illustration by the teacher

·        Question and answer

 

·        Charts

·        Flash cards

 

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 116

 

 
   

2

   

System documentation

 

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

·        Write a report on case study

 

·        Illustration by the teacher

·        Question and answer

 

·        Charts

·        Flash cards

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 117

 
   

3-4

 

 

 

System documentation

 

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

·        Develop a system using a case study

 

·        Illustration by the teacher

·        Discussions

 

·        A chart

·        Computer

·        Printer

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 117

 
 

12

 

1

   

System documentation

 

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

·        Identify comprehensive system documentation details

·        Write a report on the case study

 

·        Discussions

·        Question and answer

 

·        Charts

·        Computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 118-120

 

 
  2,3& 4    

PRACTICALS

   
 

END OF TERM EXAMINATION

 

 

 

 

 

 

 

COMPUTER FORM 3 SCHEMES OF WORK – TERM 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1

 

PROGRAMMING WITH VISUAL AIDS

 

Definition

 

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

·        Define the term visual basic

·        Start up visual basic

·        Identify features of visual basic

 

·        Demonstration by the teacher

·        Discussions

·        Question and answer

 

·        Chalkboard

·        Computer

·        chart

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 122

 

 
   

2

 

PROGRAMMING

 

Visual basic toolbox

 

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

·        Identify parts of the visual basic tool box

·        Describe parts of the visual basic toolbox

 

·        Demonstration

·        Question and answer

 

·        Chalkboard

·        Photograph

·        computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 123

 
   

3-4

   

Saving a visual project

 

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

·        Save a visual basic project

·        Open an existing visual basic project

 

·        Demonstration by the teacher

·        Question and answer

·        Practical

 

·        Computer

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 123

 

 
 

2

 

1

   

Visual basic fundamental concepts

 

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

·        Identify the visual basic fundamental concepts

·        Describe the listed fundamental concepts

 

·        Discussions

·        Questions and answer

 

·        Chalkboard

·        Charts

·        Computer

·        Simple calculators

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 136

 

 
   

2

   

Mathematical operators

 

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

·        Identify mathematical operators

·        Describe the listed mathematical operators

 

·        Discussions

·        Question and answers

 

·        Chalkboard

·        Charts

·        Computer

·        Simple calculators

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 137

 

 
   

3-4

   

Numeric strings and values

 

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

·        convert a numeric string to a value

·        Convert a value to a string

 

·        Illustrations by the teacher

·        Discussions

·        Question and answer

 

·        Charts

·        computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 137

 
 

3

 

1

   

Project developments

 

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

·        Create a program used to calculate the area of a rectangle

 

·        Discussion in groups

·        Illustrations by the teacher

 

·        Charts

·        Computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 145

 

 
   

2

   

Project developments

 

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

·        Write a program used to find roots of a quadratic expression

 

·        Discussion in groups

·        Illustrations by the teacher

 

·        Charts

·        Computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 147

 
   

3-4

   

Case construct

Looping construct

 

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

·        Use case statement that can display the name of a weekday when its number is provided

·        Write a program using do-loop

·        Write a program using FOR-NEXT LOOP

 

·        Demonstration by the teacher

·        Discussion

·        Question and answer

 

·        Chart

·        Chalkboard

·        Computer

·        printer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 147

 

 

 

 
 

4

 

1

 

 

 

Working with graphical objects

 

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

·        Insert a picture using picture box

·        Define module and procedure

·        Declare general subroutines

 

·        Demonstration

·        Question and answer

·        discussion

 

·        chart

·        computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 150

 

 
   

2

   

Working with graphical objects

 

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

·        Write a general subroutine that solves y= xn given that the value of n are integers

 

·        Demonstration

·        Question and answer

·        practical

 

·        computer

·        printer

·        chart

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 151

 

 
   

3-4

   

Creating means and dialog boxes

 

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

·        Create a dropdown menu

·        Create a message and dialog boxes

 

·        Demonstration

·        Discussions

·        Question and answers

 

·        computer

·        printer

·        chart

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 151

 

 
   

1

   

List boxes and control boxes

 

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

·        Define list box and combo box

·        Create a list box and a combo box

·        Create a project that loads a list of items

 

·        Discussion

·        Demonstration

·        Practical

 

·        Chart

·        Photograph

·        Computer

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 161

 

 
 

5

 

2

   

Visual basic data structures

 

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

·        Define the term arrays

·        Declare an array

 

·        Discussion

·        Demonstration

·        Practical

 

 

·        Chart

·        Photograph

·        Computer

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 163

 

 
   

3-4

   

Visual basic data structures

 

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

·        Declare two dimensional arrays

·        Write array of records

 

·        Discussion

·        Demonstration

·        Practical

 

·        Chart

·        Photograph

·        Computer

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 161

 
 

6

 

1

   

Data files

 

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

·        Define a file

·        Identify types of files recognized by visual basic

·        Link visual basic to data base

 

·        Demonstration

·        Practical

·        Discussion

 

·        Chart

·        Computer

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 187-189

 

 
   

2

 

INTRODUCTION TO DATA BASE DESIGN

 

Definition

 

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

·        Define database

·        Identify relationships in database

 

·        Demonstration

·        Practical

·        Discussion

 

·        Chart

·        Computer

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 187-189

 
   

3-4

   

Defining attributes

 

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

·        Define a foreign key

·        Distinguish between an entity and attributes

·        Create one to many relationships

 

·        Question and answer

·        Practical

·        Demonstration

·        discussions

 

·        computer

·        chart

·        chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 203-204

 

 
 

7

 

1

   

File table structure

 

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

·        Create a table

·        Set primary key and foreign key

 

·        Demonstration

·        Discussion

·        Practical

 

·        Computer

·        Chart

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 217

 
   

2

   

Enforcing Referential integrity

 

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

·        Enforce referential integrity between tables

·        Normalize table

 

·        Demonstration

·        Discussion

·        Practical

 

·        Computer

·        Chart

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 217

 
   

3-4

   

Forms and commands

 

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

·        Create a form/ interface

·        Call for commands

 

·        Discussion in groups

·        Demonstration

·        Practical

·        Question and answer

 

·        Computer

·        Chart

·        Chalkboard

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 21o

 

 
 

8

 

1

   

Creating reports

 

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

·        Describe the tools used to automate database

·        Create a switchboard

 

·        Discussion in groups

·        Demonstration

·        Practical

·        Question and answer

 

·        Chart

·        computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 211

 

 
   

2

   

Automating database

 

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

·        Describe the tools used to automate database

·        Create a switchboard

 

·        Discussion in groups

·        Demonstration

·        Practical

·        Question and answer

 

·        Chart

·        computer

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 212

 
   

3-4

   

 

Automating database

 

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

·        Create macros

·        Develop a system using a case study

 

·        Demonstration

·        Assignment

 

·        Computer

·        Chart

 

·        Longhorn Computer studies by Mburu and Chemwa  Bk 3 page 212

 
REVISION AND END TERM EXAMS

This document was downloaded from;

www.kusoma.co.ke

The other documents available on this website include;

  • All secondary school schemes of work.
  • Form 1-form 4 revision papers in all subjects.
  • Marking schemes to most of the revision papers.
  • C.S.E past papers.
  • University past papers.
  • A.S.N.E.B past papers e.g. C.P.A
  • Primary school schemes of work.
  • Primary school revision papers to all classes.
  • Marking schemes to primary school past papers.
  • C.P.E past papers.

History KNEC Syllabus

Here is the Kenya National Examinations Council, Knec, History Syllabus.

311 HISTORY AND GOVERNMENT SYLLABUS 

GENERAL OBJECTIVES

By the end of the course the learner should be able to:
1. recognize and appreciate the importance of studying History and Government;
2. acquire knowledge, ability and show appreciation for critical historical analysis of socio-economic and political organization of African societies;
3. understand and show appreciation of the rights, privileges and obligations of oneself and others for promotion of a just and peaceful society;
4. promote a sense of nationalism, patriotism and national unity;
5. encourage and sustain moral and mutual social responsibility;
6. identify, assess and appreciate the rich and varied cultures of the Kenyan people and other peoples;
7. promote a sense of awareness and need for a functional democracy of the Kenyan people and other nations;
8. promote an understanding and appreciation of intra-national and international consciousness and relationships;
9. derive through the study of History and government an interest in further learning;
10. appreciate the importance of interdependence among people and among nations
11. identify, assess and have respect for different ways of life influencing development at local, national and international levels;
12. demonstrate the acquisition of positive attitudes, values, and skills for self reliance;
13. acquire appropriate knowledge, skills and attitudes as a basis for technological and industrial development;
14. promote patriotism and national unity.

1.0.0 INTRODUCTION TO HISTORY AND GOVERNMENT

1.1.0 Specific objectives
By the end of the topic, the learner should be able to:
a) explain the meaning of the term ‘History’;
b) explain the meaning of the term ‘Government’;
c) identify the sources of information on History and Government;
d) explain the importance of studying History and Government.
1.2.0 Content
1.2.1 The meaning of History 1.2.2 The meaning of Government. 1.2.3 Sources of information on History and Government. 1.2.4 Importance of studying History and Government. 2.0.0 EARLY MAN 2.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) explain the origin of man;
b) identify the stages through which man evolved during the Stone Age Period;
132
c) Describe the cultural and economic practices of early man (old, middle and new stone Age).
2.2.0 Content
2.2.1 Origin of man.
2.2.2 Evolution of man.
2.2.3 Cultural and economic practices of early man (old, middle and new stone age) 3.0.0 DEVELOPMENT OF AGRICULTURE 3.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) identify the factors that led to the development of early agriculture;
b) explain the development of agriculture in Egypt and Mesopotamia;
c) describe the Agrarian Revolution in Britain and the USA;
d) identify the causes of food shortages in Africa and the interest of the Third World;
e) discuss the effects and remedies of food shortages in Africa and the rest of the Third World.
3.2.0 Content
3.2.1 Development of early agriculture.
3.2.2 Early agriculture in:
a) Egypt
b) Mesopotamia.
3.2.3 The Agrarian Revolution in:
a) Britain
b) U.S.A.
3.2.4 The food situation in Africa and the rest of the Third World.
4.0.0 THE PEOPLES OF KENYA UP TO THE 19TH CENTURY
4.1.0 Specific objectives
By the end of the topic, the learner should be able to:
a) state the origins of the Bantu, Nilotes and Cushites;
b) trace and describe the migration and settlement of the Bantu, Nilotes and Cushites;
c) discuss the results of the migration and settlement of the people of Kenya;
4.2.0 Content
Origin, migration and settlement of the people of Kenya
a) Bantu
i. Western Bantu ii Eastern Bantu
b) Nilotes
i River – Lake Nilotes ii Plains Nilotes iii Highland Nilotes
c) Cushites
i Eastern Cushites ii Southern cushites
133
4.2.1 Results of the migration and settlement of the people of Kenya.
5.0.0 SOCIAL, ECONOMIC AND POLITICAL ORGANIZATION OF KENYAN SOCIETIES IN THE 19TH CENTURY.
5.1.0 Specific objective:
By the end of the topic, the learner should be able to discuss the Social, Economic and Political organisation of the Bantu, the Nilotes and the Cushites.
5.2.0 Content
5.2.1 Bantu: Agikuyu, , Ameru, Akamba, Abagusii, Mijikenda.
5.2.2 Nilotes: Luo, Nandi, Maasai,
5.2.3 Cushites: Borana, Somali
6.0.0 CONTACTS BETWEEN EAST AFRICA AND THE OUTSIDE WORLD UP TO THE 19TH CENTURY.
6.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify the origin of the early visitors to the East African Coast;
b) explain the development of trade between the East African Coast and
outside World;
c) discuss the effects of the contact between the East African Coast and
outside world;
d) identify reasons for the coming of the Portuguese
e) trace the portuguese conquest of the East African Coast;
f) discuss the decline and effects of the portuguese rule; g) discuss the establishment and impact of Omani rule; h) explain the reasons for the coming of the Christian misssionaries; i) describe missionary activities and challenges; j) discuss the effects of missionary activities. 6.2.0 Content 6.2.1 Early visitors to the East African Coast up to 1500. 6.2.2 Trade between the East African Coast and the outside World
a) Development of the trade
b) Organization of the trade
c) Impact of the trade on the peoples of East Africa.
6.2.3 The coming of the Portuguese
a) Reasons for their coming to East Africa.
b) Their conquest and rule.
c) The decline of Portuguese power.
d) Impact of Portuguese rule.
6.2.4 Establishment and impact of Omani rule.
a) Seyyid Said and the development of plantation agriculture
b) Development, organization and consequences of:
i) Long distance trade
ii) International trade.
6.2.5 The spread of Christianity:
134
a) Reasons for the coming of Christian missionaries
b) Missionary activities and challenges
c) Effects of missionary activities.
7.0.0 CITIZENSHIP
7.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) state ways of becoming a Kenyan citizen;
b) state the rights and responsibilities of a Kenyan citizen;
c) discuss the elements of good citizenship.
7.2.0 Content
7.2.1 Kenyan citizenship.
7.2.2 Rights of a citizen.
7.2.3 Responsibilities of a citizen.
7.2.4 Elements of good citizenship.
8.0.0 NATIONAL INTERGRATION
8.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the meaning and importance of national integration;
b) describe factors promoting and limiting national unity;
c) describe the process of resolving conflicts.
8.2.0 Content
8.2.1 National Integration.
a) Meaning.
b) Importance.
8.2.2 National Unity
a) factors promoting national unity.
b) factors limiting national unity.
8.2.3 Conflict Resolution
a) Meaning of the term ‘conflict’.
b) Methods of resolving conflicts.
c) Processes of resolving conflicts.
9.0.0 TRADE
9.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the term ‘trade’;
b) explain methods of trade;
c) identify types of trade;
d) discuss the origin, development, organisation and impact of different types of trade.
9.2.0 Content
9.2.1 Definition of trade.
135
9.2.2 Methods of trade: (a) Barter (b) Currency.
9.2.3 Types of Trade
a) Local trade: i ) Origin, ii) Development, iii) Organization, iv) Impact.
b) Regional trade (Trans Saharan Trade): i) Origin, ii) Development, iii) Organization,
iv) Impact.
c) International Trade (Trans-Atlantic Trade): i) Origin, ii) Development,
iii) Organization, iv) Impact.
1.0.0 DEVELOPMENT OF TRANSPORT AND COMMUNICATION
Specific Objectives
By the end of the topic, the learner should be able to:
a) define the terms trade and communication;
b) explain the traditional and modern means of transport;
c) describe the traditional and modern means of communication;
d) analyse the impact of modern means of transport and communication.
10.2.0 Content
10.2.1 Definitions of transport and communication.
10.2.2 Traditional forms of transport: land and water.
10.2.3 Developments in modern means of transport: Road transport, Rail transport, Water transport, Air transport, Space exploration
10.2.4 Impact of modern means of transport.
10.2.5 Traditional forms of communication: Smoke signals, Drum beats, Messengers, Horning,
Written messages on scrolls and stone tablets
10.2.6 Development in modern means of communication
a) Telecommunication : Telephone and cellphone, , television, Radio, Telegraph, Electronic mail (E-mail), Facsimile transceiver (fax), Telex, Pager, Internet.
b) Print media: Newspapers, Magazines, Journals, Periodicals.
11.0.0 DEVELOPMENT OF INDUSTRY
11.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify early sources of energy;
b) explain the uses of metals in Africa;
c) trace and describe the development of the Industrial Revolution in Europe;
d) discuss the Scientific Revolution and its effects on agriculture, industry and medicine;
e) describe the emergence of selected world industrial powers;
f) explain the development of industrial in the Third World.
11.2.0 Content
11.2.1 Early sources of energy: Wood, wind , water .
11.2.2 Uses of metal in Africa: Bronze, Gold, Copper, Iron.
11.2.3 The Industrial Revolution in Europe.
a) Uses of various sources of energy: Coal, Oil, Steam, Electricity.
b) Uses of iron and steel
c) Industrialization in Britain
136
d) Industrialization in Continental Europe
e) Effects of the Industrial Revolution in Europe
11.2.4 The Scientific Revolution
a) Scientific inventions
b) Impact of scientific inventions on Agriculture, Industry and Medicine
11.2.5 Emergence of selected World industrial powers: USA, Germany, Japan.
12.0.0 URBANISATION
12.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the term ‘Urbanization’;
b) describe Early Urbanisation in African and Europe;
c) describe the emergence of modern urban centres in Africa;
d) discuss the impact of agrarian and industrial developments on urbanisation.
12.2.0 Content
12.2.1 Meaning of urbanization.
12.2.2 Early Urbanization in:
a) Africa – Cairo, Merowe/Meroe and Kilwa.
a) Europe – London and Athens
12.2.3 Emergency of modern urban centers in Africa: Nairobi and Johannesburg
12.2.4 Impact of agrarian and industrial development on Urbanization
13.0.0 SOCIAL, ECONOMIC AND POLITICAL ORGANISATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
13.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) describe the social and economic organization of African societies in the 19th
century.
b) discuss the political organization of African societies in the 19th century.
13.2.0 Content
The Social, Economic, and Political organization of African societies with reference to:
13.2.1 The Baganda
13.2.2 The Shona
13.2.3 The Ashanti/Asante.
14.0.0 CONSTITUTION MAKING
14.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify the difference between written and unwritten constitutions.
b) discuss the features of the Independence Constitution of Kenya
c) trace and describe the constitutional changes in Kenya since independence.
14.2.0 Content
14.2.1 Types of constitutions: Written and Unwritten.
137
14.2.2 The Independence Constitution of Kenya.
14.2.3 The Kenya constitution
a) Constitution making process
b) Features of the Kenya constitution
c) Constitutional amendments since independence.
15.0.0 DEMOCRACY AND HUMAN RIGHTS
15.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the terms’Democracy’ and ‘Human Rights’;
b) identify types of democracy;
c) discuss the principles of democracy;
d) identify the rights of a child;
e) classify and discuss Human Rights.
15.2.0 Content 15.2.1 Democracy: Definition ,types and Principles of democracy 15.2.2 Human Rights
a) Definition of Human Rights
b) The Bill of Rights
c) U. N. Charter on Human Rights
d) The rights of the child
e) Classification of Human Rights
16.0.0 EUROPEAN INVASION OF AFRICA AND THE PROCESS OF
COLONIZATION.
16.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) define the terms ‘scramble’ and ‘partition’;
b) identify the methods used by Europeans to acquire colonies in Africa;
c) discuss the factors that led to the scramble for colonies in Africa in the 19th Century
d) describe the process of partition;
e) analyse the impact of the partition;
f) discuss the African reaction to European colonization;
16.2.0 Content
16.2.1 The Scramble for and Partition of Africa
a) Definitions of the terms ‘scramble’ and ‘partition’
b) Methods used by Europeans to acquire colonies in Africa
c) Factors that led to the scramble for colonies in Africa
d) The process of partition
e) Impact of partition
16.2.2 African reactions to European colonization
a) Resistance: Maji Maji, Mandinka – Samori Toure, Ndebele – Lobengula.
b) Collaboration: Baganda, Lozi-Lewanika
138
17.0.0 ESTABLISHMENT OF COLONIAL RULE IN KENYA 17.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) explain factors for European invasion of Kenya;
b) describe the process of British occupation of Kenya;
c) explain African response to British invasion;
d) identify the method of administration in Kenya.
17.2.0 Content
17.2.1 Background to the Scramble and Partition of East Africa.
17.2.2 British occupation of Kenya.
17.2.3 The response of the peoples of Kenya to the British invasion and occupation
a) Resistance: Nandi, Agiryama, Busuku, Somali
b) Collaboration: Maasai, The wanga
c) Mixed Reactions: Akamba, Agikuyu, Luo
18.0.0 COLONIAL ADMINISTRATION
18.1.0 Specific Objectives
By the end of the topic, the learner should be able to identify and analyse the colonial systems of administration with special reference to:
a) Indirect rule;
b) Direct rule;
c) Assimilation.
18.2.0 Content
18.2.1 Indirect rule: The British in Kenya, The British in Nigeria.
18.2.2 Direct Rule: The British in Zimbambwe (Southern Rhodesia)
18.2.3 Assimilation: The French in Senegal
19.0.0 SOCIAL AND ECONOMIC DEVELOPMENTS DURING THE COLONIAL
PERIOD IN KENYA.
19.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the social changes that took place in Kenya during the colonial
period;
b) identify and explain the main economic developments in Kenya during the colonial period.
19.2.0 Content
19.2.1 The Uganda Railway
19.2.2 Settler farming in Kenya
19.2.3 Colonial land policies
19.2.4 Devonshire White Paper
19.2.5 Urbanization
139
20.0.0 POLITICAL DEVELOPMENTS AND THE STRUGGLE FOR INDEPEDENCE IN KENYA (1919 – 1963)
20.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify and explain the origins, organization and effects of political movements in Kenya up to 1939;
b) trace the origins of the independent churches and schools;
c) discuss political organisations and movements up to 1945;
d) describe the role of trade unionism in the struggle for independence;
e) discuss the role of women in the struggle for independence;
f) describe the constitutional changes leading to independence.
20.2.0 Content
20.2.1 Early Political Organizations in Kenya up to 1939
a) East Africa Association
b) Kikuyu Central Association
c) Kavirondo Tax Payers and Welfare Association
d) Ukamba Members Association
e) Coast African Association
f) Taita Hills Association.
20.2.2 Emergence of Independent Churches and Schools.
20.2.3 Political organisations and movements after 1945
a) Kenya African Study Union (K.A.S.U)
b) Kenya African Union (K.A.U)
c) Mau Mau
d) Kenya African National Union (K.A.N.U)
e) Kenya African Democratic Union (K.A.D.U)
f) African Peoples Party (A.P.P)
20.2.4 Trade Union Movement: African Workers Federation and Kenya Federation of Labour 20.2.5 Role of women in the struggle for independence. 20.2.6 Constitutional changes leading to independence
a) African representation in the Legco
b) Lyttleton Constitution
c) Lennox-Boyd Constitution
d) Lancester House Conferences
21.0.0 RISE OF AFRICAN NATIONALISM
21.1.0 Specific Objectives
By the end of the topic, the learner should be able to discuss the rise and growth of African Nationalism in selected African countries.
21.2.0 Content
21.2.1 Rise and growth of African Nationalism in Ghana, Mozambique and South Africa.
140
22.0.0 LIVES AND CONTRIBUTIONS OF KENYAN LEADERS 22.1.0 Specific Objectives By the end of the topic, the learner should be able to analyse the lives and contributions of selected Kenyan leaders.
22.2.0 Content
22.2.1 Jomo Kenyatta
22.2.2 Daniel Arap Moi
22.2.3 Oginga Odinga
22.2.4 Tom Mboya
22.2.5 Ronald Ngala
23.0.0 THE FORMATION, STRUCTURE AND FUNCTIONS OF THE GOVERNMENT OF KENYA 23.1.0 Specific Objectives By the end of the topic, the learner should be able to:
a) describe the electoral process in Kenya;
b) state the functions of the Electrol Commission of Kenya;
c) explain the process of the formation of government;
d) describe the structure and functions of the three arms of the Government of Kenya;
e) state the functions of the Armed forces, police and prisons departments in Kenya;
f) analyse the challenges facing the police and prisons departments in Kenya;
g) analyse the concepts of the ‘Rule of Law’ and ‘Natural justice’.
23.2.0 Content 23.2.1 Electrol process. 23.2.2 Functions of the Electoral Commission of Kenya. 23.2.3 Formation of Government. 23.2.4 Structure and Functions of the Government of Kenya
a) Legislature: Composition, Functions , Process of law making, Parliamentary Supremacy.
b) The Executive
i. Powers and functions of the President
ii. Composition and functions of the Cabinet
iii. Composition and functions of the Civil Service
iv. Provincial administration
v. Functions of the armed forces, police and prisons department
vi. Challenges facing the police and prisons departments in Kenya
c) The judiciary
i. Chief Justice
ii. Attorney General
iii. Structure and functions of the Court Systems in Kenya
iv. Importance of the Independence of the Judiciary
v. The rule of law
141
vi. The concept of Natural Justice
24.0.0 WORLD WARS
24.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the causes, of the First and the Second World Wars;
b) describe the course of the First and the Second World Wars;
c) discuss the results of the First and the Second World Wars;
d) explain the reasons for the formation of the league of Nations;
e) describe the organisation of the league of Nations;
f) analyse the performance of the league of Nations.
24.2.0 Content
24.2.1 The First World War (1914 – 1918) – Causes, Course and Results.
24.2.2 The league of Nations – Formation, Organization, Performance. 24.2.3 The Second World War (1939 – 1945) – Causes, Course and Results. 25.0.0 INTERNATIONAL RELATIONS International organizations
25.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) analyse the reasons for the formation of major international organizations;
b) describe the structure of major international organizations;
c) discuss the functions of major international organizations;
d) analyse the performance of major international organisations;
e) discuss the effects of the cold war.
25.2.0 Content
International Organization
25.2.1 The United Nations – Formation, Organisation, Performance and challenges.
25.2.2 The commonwealth – Formation, Membership, Functions and Challenges
25.2.3 The Non-Aligned Movement – Formation, Performance and Challenges.
25.2.4 The cold War (Vietnam, Cuba, Europe and Angola) – Cause, Course and Effects.
26.0.0 CO-OPERATION IN AFRICA
26.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the origin and development of selected regional organizations in Africa;
b) discuss the performance and challenges of the respective organisations.
26.20 Content
26.2.1 Pan-Africanism – Origin, Development and Performance.
26.2.2 Organization of African Unity (OAU) – Formation, Charter, Performance and challenges.
142
26.2.3 African Union – Formation , Charter, Performance and Challenges.
26.2.4 Rebirth of the East African Community – 2001 – Formation, Organization, Performance and challenges. 26.2.5 Economic Community of West African States (ECOWAS) – Formation, Organization Performance and challenges.
26.2.6 The Common Market for Eastern and Southern Africa (COMESA) – Formation, Function, Performance and challenges.
27.0.0 NATIONAL PHILOSOPHIES (KENYA)
27.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the origin and development of National philosophies;
b) analyse the impact of National Philosophies.
27.2.0 Content
27.2.1 African Socialism
27.2.2 Harambee
27.2.3 Nyayoism
27.2.4 Impact of National Philosophies.
28.0.0 SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND CHALLENGES IN KENYA SINCE INDEPENDENCE
28.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) discuss the political developments in Kenya since independence;
b) discuss the social and economic developments in Kenya since independence;
c) analyse the political, social and economic challenges in Kenya since Independece.
28.2.0 Content
28.2.1 Political developments
a) Developments from 1963-19991
b) Multi – party democracy in Kenya
c) Challenges of multi-party democracy
d) The role of political parties in Government and nation building.
28.2.2 Economic developments and challenges: Land policies, Industry.
28.2.3 Social developments and challenges: Education, Health, Culture and sports.
29.0.0 SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS AND
CHALLENGES IN AFRICA SINCE INDEPENDENCE
29.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) discuss the political, social and economic developmnets in selected African countries since independence;
b) analyse the political, social and economic challenges in Africa since independence.
143
29.2.0 Content
29.2.1 Social Economic and Political developments in selected African countries
a) Democratic Republic of Congo – DRC
b) Tanzania .
29.2.2 Social, Economic and Political challenges in Africa since independence.
30.0.0 LOCAL AUTHORITIES IN KENYA
30.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) describe types of local authorities in Kenya;
b) discuss the functions of local authorities;
c) analyse the relationship between local authorities and the Central Government;
d) discuss the challenges facing local authorities in Kenya.
30.2.0 Content
30.2.1 Types of local authorities.
30.2.2 Functions of local authorities.
30.2.3 Relationship between local authorities and the central government.
30.2.4 Challenges facing local authorities.
31.0.0 GOVERNMENT REVENUE AND EXPENDITURE IN KENYA
31.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) identify and discuss sources of government revenue;
b) explain the expenditure of government revenue;
c) discuss how the government controls public finance.
31.2.0 Content
31.2.1 National budget.
31.2.2 Sources of government revenue.
31.2.3 Control of public finance.
32.0.0 THE ELECTORAL PROCESS AND FUNCTIONS OF GOVERNMENT IN OTHER PARTS OF THE OWRLD.
32.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) explain the electoral process of governments in selected countries;
b) discuss the functions of governments of the respective countries.
32.2.0 Content
32.2.1 USA.
32.2.2 Britain.
32.2.3 India.
144
312 – GEOGRAPHY
GENERAL OBJECTIVES By the end of the course, the learner should be able to: 1. appreciate the importance of studying Geography; 2. recognize different types of environments and manage them for individual, national and international development; 3. identify and explain weather phenomena and their influence on the physical environment and human activities; 4. explain land-forming processes and appreciate the resultant features and their influence on human activities; 5. acquire knowledge of available natural resources and demonstrate ability and willingness to utilize them sustainably; 6. identify and compare economic activities in Kenya and the rest of the world; 7. state, interpret, analyse and use Geographical principles and methods to solve problems of national development; 8. apply field-work techniques in studying Geography; 9. acquire knowledge and skills necessary to analyse population issues of Kenya and the world; 10. appreciate the importance of interdependence among people and among nations; 11. identify, assess and have respect for different ways of life influencing development at local, national and international levels; 12. demonstrate the acquisition of positive attitudes, values and skills for self reliance; 13. acquire appropriate knowledge, skills and attitudes as a basis for technological and industrial development; 14. promote patriotism and national unity. 1.0.0 INTRODUCTION 1.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the terms Geography and Environment;
(b) describe the branches of Geography;
(c) explain the importance of studying Geography;
(d) explain the relationship between geography and other disciplines.
1.2.0 Content 1.2.1 Definition of: (a) Geography and (b) Environment. 1.2.2 Branches of Geography: (a) Physical geography and (b) Human Geography. 1.2.3 Importance of studying Geography. 1.2.4 Relationship between geography and other disciplines. 2.0.0 THE EARTH AND THE SOLAR SYSTEM 2.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the solar system;
145
(b) explain the origin of the earth;
(c) explain the effects of rotation and revolution of the earth;
(d) describe the structure of the earth.
2.2.0 Content. 2.2.1 Definition and composition of the solar system. 2.2.2 Origin, shape, size, and position of the earth in the solar system 2.2.3 Rotation and revolution of the earth and their effects. 2.2.4 Structure of the earth – (a) the atmosphere, (b) the hydrosphere, (c) the lithosphere/crust, (d) the asthenosphere/mantle and (e) the barysphere/centrosphere (outer and inner core). 3.0.0 STATISTICAL METHODS 3.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the term statistics;
(b) identify types and sources of statistical data;
(c) identify and describe methods of collecting and recording data;
(d) analyse, interpret and present statistical data using appropriate graphical methods;
(e) explain the advantages and disadvantages of each method of data presentation.
3.2.0 Content 3.2.1 Definition of statistics. 3.2.2 Types of statistical data. 3.2.3 Sources of statistical data 3.2.4 Methods of collecting data. 3.2.5 Methods of recording data. 3.2.6 Analysis of data by working out arithmetic mean, median, mode, percentage, range. 3.2.7 Statistical analyses, interpretation and presentation by use of Line graphs, Bar graphs, Polygraph (combined line and bar graphs), Wind rose, Comparative/group line and bar graphs, cumulative bar graphs, proportional circles, pie charts, divided bars/rectangles, population pyramids and Age-Sex pyramids. 3.2.8 Analysis and interpretation of dot and choropleth maps. 3.2.9 Discussion of the advantages and disadvantages of each method of data presentation. 4.0.0 FIELD WORK 4.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the term field work;
(b) state different types of field work;
(c) explain the importance of field work;
(d) explain the procedure to be followed during field work;
(e) identify possible problems during field work;
(f) carry out field work within the local environment.
4.2.0 Content 4.2.1 Definition of field work.
146
4.2.2 Types of field work. 4.2.3 Importance of field work. 4.2.4 Field work procedure. 4.2.5 Problems likely to be encountered during fieldwork. 4.2.6 Field work within the local environment. 5.0.0 MINERALS AND ROCKS 5.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define minerals and rocks;
(b) state the characteristics of minerals;
(c) classify rocks according to mode of formation;
(d) state the characteristics of rocks;
(e) account for the distribution of major types of rocks in Kenya;
(f) explain the significance of rocks;
(g) identify major types of rocks and their use within the local environment.
5.2.0 Content 5.2.1 Definition of (a) minerals and (b) rocks. 5.2.2 Characteristics of minerals. 5.2.3 Classification of rocks according to mode of formation. 5.2.4 Characteristics of rocks. 5.2.5 Distribution of major types of rocks in Kenya. 5.2.6 Significance of rocks 5.2.7 Field work – Identification of major types of rocks and their uses within the local environment. 6.0.0 INTERNAL LAND FORMING PROCESSES 6.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define earth movements;
(b) explain the causes of horizontal and vertical earth movements;
(c) explain the theories of Continental Drift and Plate Tectonics;
(d) define folding, faulting, vulcanicity and earthquakes;
(e) explain the processes of folding, faulting, and vulcanicity;
(f) describe types of folds, faults and forms of vulcanicity;
(g) explain features that result from folding, faulting and vulcanicity;
(h) explain the causes of earthquakes;
(i) describe how earthquakes are measured;
(j) account for the world distribution of earthquake zones, fold mountain systems and features due to faulting and vulcanicity;
(k) explain the significance of the resultant features of folding, faulting, vulcanicity and effects of earthquakes.
6.2.0 Content 6.2.1 Earth Movements (a) Definition
147
(b)Types of earth movements – horizontal and vertical movements. (c) Causes of earth movements 6.2.2 Theories of the origins of
(a) Continental drift and
(b) Plate tectonics
6.2.3 Folding
(a) Definition, and processes of folding.
(b) Types of folds
(c) Features resulting from folding.
(d) World distribution of fold mountain systems.
(e) Significance of folding to human activities. 6.2.4 Faulting
(a) Definition, and processes of faulting.
(b) Types of faults.
(c) Features resulting from faulting.
(d) A study of the Great Rift Valley.
(e) World distribution of features formed through faulting.
(f) Significance of faulting to human activities.
6.2.5 Vulcanicity
(a) Definition of vulcanicity.
(b) Types of vucanicity and the resultant features.
(c) World distribution of features formed through vulcanicity.
(d) Significance of vulcanicity to human activities.
6.2.6 Earthquakes
(a) Definition of earthquakes.
(b) Measurement of earthquakes.
(c) Distribution of the major earthquake zones of the world.
(d) Effects of earthquakes.
7.0.0 EXTERNAL LAND-FORMING PROCESSES 7.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define weathering, mass wasting, hydrological cycle, river systems, lakes and glaciation.
(b) distinguish between oceans and seas;
(c) describe water movement in oceans and seas;
(d) explain the factors that contribute to the sculpturing of the earth;
(e) explain external land-forming processes and the resultant features;
(f) identify the sources of underground water;
(g) discuss the significance of the resultant physical features to the environment;
(h) carry out field-work of the landforms within the local environment.
148
7.2.0 Content 7.2.1 Weathering
(a) Definition of weathering.
(b) Agents of weathering.
(c) Types and processes of weathering.
(d) Significance of weathering to physical and human environments.
7.2.2 Mass Wasting
(a) Definition of mass wasting.
(b) Factors influencing mass wasting.
(c) Types and processes of mass wasting.
(d) Effects of mass wasting on the physical and human environments.
7.2.3 Hydrological cycle
(a) Definition of hydrological cycle.
(b) Process of the cycle.
(c) Significance of the cycle
7.2.4 Action of rivers
(a) Definition of rivers
(b) River erosion, transportation and deposition and the resultant features.
(c) Development of cross and long river profiles.
(d) River capture and rejuvenation.
(e) Drainage patterns.
(f) Significance of (i ) rivers and (ii) river formed features.
7.2.5 Lakes
(a) Definition of the term lake.
(b) Formation and classification of lakes.
(c) Significance of lakes.
7.2.6 Oceans, seas and types of coasts
(a) Distinction between oceans and seas.
(b) Nature of ocean water.
(c) Water movement: meaning , causes and significance of (i) vertical movements and (ii) horizontal movements – ocean currents, tides and waves.
(d) Wave erosion, transportation and deposition, and resultant features.
(e) Types of Coasts.
(f) Significance of oceans, seas, coasts and coastal features.
7.2.7 Action of wind and water in arid areas.
(a) Processes of wind erosion and transportation in arid areas.
(b) Features formed by wind erosion and deposition.
(c) Features formed by water in arid areas.
(d) Significance of features found in arid areas.
7.2.8 Action of water in limestone areas
(a) Sources of underground water.
(b) Formation of features by surface and underground water in limestone areas.
149
(c) Significance of the features.
7.2.9 Glaciation
(a) Definition of the term glaciation, glaciers, ice sheets, ice caps and icebergs.
(b) Processes of glacial erosion, transportation and deposition in highland and lowland areas and the resultant features.
(c) Significance of glaciation.
7.3.0 Field work Study of significant land-forming processes within the local environment. 8.0.0 WEATHER AND CLIMATE 8.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) distinguish between weather and climate;
(b) state the elements of weather;
(c) explain the conditions necessary for the sitting of a weather station,
(d) use instruments to measure elements of weather;
(e) analyse and interpret data on weather conditions,
(f) describe the structure and composition of the atmosphere;
(g) explain the factors that influence weather and climate;
(h) describe the characteristics of climatic regions of Kenya;
(i) describe the characteristics of major climatic regions of the world;
(j) account for the causes of aridity and desertification;
(k) explain the effects and possible solutions to aridity and desertification, discuss the causes and impact of climate change on the physical and human environment;
(l) carry out field study on a weather station. 8.2.0 Content 8.2.1 Distinction between weather and climate. 8.2.2 Elements of weather. 8.2.3 Factors to consider in siting a weather station. 8.2.4 Instruments for measuring weather elements. 8.2.5 Recording and calculating weather data. 8.2.6 Structure and composition of the atmosphere. 8.2.7 Weather forecasting. 8.2.8 Factors influencing weather. 8.2.9 Factors that influence climate. 8.3.0 Distribution and characteristics of climatic regions of Kenya and the world. 8.3.1 Causes, effects and possible solutions to aridity and desertification. 8.3.2 Causes and impact of climate change on physical and human environment. 8.2.9 Field work – a study based on a weather station. 9.00 SOILS 9.10 Specific objectives By the end of the topic, the learner should be able to:
(a) define soil, soil profile, soil catena, soil degeneration/degradation and soil erosion;
150
(b) discuss the composition of soil and the processes of soil formation;
(c) describe the properties and characteristics of soil;
(d) describe soil profile and soil catena;
(e) explain soil degeneration/degradation;
(f) classify soils according to soil orders;
(g) discuss the significance of soils;
(h) discuss ways and means of managing and conserving soil;
(i) identify different types of soils and their uses within the local environment
9.2.0 Content 9.2.1 Definition of soil. 9.2.2 Composition of soil. 9.2.3 Soil forming processes. 9.2.4 Properties and characteristics of soil. 9.2.5 Soil profile and catena. 9.2.6 Soil degeneration/degradation, including soil erosion. 9.2.7 Classification of soils: zonal, intrazonal and azonal. 9.2.8 Significance of soils. 9.2.9 Management and conservation of the soil. 9.3.0 Field work – identification of different types of soils and explanation of uses within the local environment. 10.0.0 VEGETATION 10.1.0 Specific Objectives By the end of the topic, the learner should be able to:
(a) define vegetation;
(b) discuss the factors that influence the distribution of vegetation;
(c) identify and describe the characteristics of major vegetation regions of Kenya and the world;
(d) discuss the significance of vegetation;
(e) identify different types of vegetation and explain their uses within the local environment.
10.2.0 Content 10.2.1 Definition of vegetation. 10.2.2 Factors that influence the distribution of vegetation. 10.2.3 Characteristics of major vegetation regions of Kenya and the World. 10.2.4 Significance of vegetation. 10.2.5 Fieldwork on identification of different types of vegetation and explanation of their uses within the local environment. 11.0.0 MAPS AND MAP WORK 11.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define pictures, plans and maps;
(b) explain the relationships between pictures plans, and maps;
(c) identify types of maps and state their uses;
(d) identify and use marginal information on maps;
(e) identify types and uses of scales;
151
(f) determine distances and areas using scales;
(g) distinguish between direction and bearing;
(h) identify traditional and modern methods of locating places and features;
(i) locate places and features on maps using various methods,
(j) describe the different methods of representing relief on topographical maps;
(k) identify and describe physical features and human activities on topographical maps;
(l) enlarge and reduce parts of topographical maps;
(l) draw cross-sections from topographical maps;
(m) calculate and interpret vertical exaggeration and gradient
(n) determine points of intervisibility.
11.2.0 Content 11.2.1 Definition of pictures, plans and maps. 11.2.2 Relationship between pictures, plans and maps. 11.2.3 Types of maps e.g. Atlas maps, topographical maps, and sketch maps. 11.2.4 Uses of maps. 11.2.5 Marginal information. 11.2.6 Map scales:- types of scales, conversion of scales, sizes of scales. 11.2.7 Uses of scales:- estimation and measurement of distance and calculation of areas of regular and irregular shapes. 11.2.8 Distinction between direction and bearing. 11.2.9 Traditional and modern methods of showing direction. 11.3.0 Calculation of bearing 11.3.1 Location of places and features using compass direction, bearing, distance, place names, latitudes and longitudes, grid reference. 11.3.2 Methods of representing relief on topographical maps. 11.3.3 Identification and description of the following in topographical maps:- landforms, vegetation, drainage, economic activities and settlement. 11.3.4 Enlargement and reduction of maps. 11.3.5 Drawing of cross-sections. 11.3.6 Calculation and interpretation of (a) vertical exaggeration and (b) gradient. 11.3.7 Determining intervisibility. 12.0.0 PHOTOGRAPH WORK 12.1.0 Specific objectives. By the end of the topic, the learner should be able to:
(a) identify types of photographs;
(b) describe parts of a photograph;
(c) estimate sizes of features appearing on photographs;
(d) draw sketches from photographs;
(e) identify and interpret features from photographs.
12.2.0 Content 12.2.1 Types of photographs. 12.2.2 Parts of a photograph. 12.2.3 Interpretation of photographs by estimation of actual sizes of features, sketching from photographs, studying and describing natural and human features and activities on photographs.
152
13.0.0 FORESTRY 13.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define forest and forestry;
(b) discuss the factors that influence the distribution and types of natural forests;
(c) discuss the significance of forests and forest products to Kenya;
(d) identify and explain the problems facing forestry in Kenya;
(e) discuss ways and means of managing and conserving forests in Kenya;
(f) compare and contrast softwood forests in Kenya and Canada;
(g) demonstrate the ability to manage and conserve forests and forest resources.
13.2.0 Content 13.2.1 Definition of forest and forestry. 13.2.2 Factors influencing the distribution and types of natural forests. 13.2.3 Importance of forests and forest products to Kenya. 13.2.4 Problems facing forestry in Kenya. 13.2.5 Management and conservation of forests – with specific emphasis on Kenya. 13.2.6 Related study on softwood in Kenya and Canada. 14.0.0 MINING 14.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the term mining;
(b) explain the factors that influence the occurrence of minerals and mining activities;
(c) describe methods of mining;
(d) state the location of the major minerals of East Africa and show them on a map;
(e) explain the significance of locally available minerals in Kenya;
(f) state and account for the problems facing the mining industry in Kenya;
(g) explain the effects of mining on the environment;
(h) describe the occurrence of specific minerals and their exploitation in selected countries.
14.2.0 Content
14.2.1 Definition of mining 14.2.2 Factors influencing the occurrence of minerals and their exploitation 14.2.3 Methods of mining. 14.2.4 Distribution of major minerals in East Africa 14.2.5 Significance of minerals in Kenya. 14.2.6 Problems facing the mining industry in Kenya. 14.2.7 Effects of mining on the environment. 14.2.8 Study of (a) Trona on Lake Magadi in Kenya (b) Gold and diamonds in South Africa and (c) Petroleum in the Middle East.
153
15.0.0 AGRICULTURE 15.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define agriculture;
(b) discuss the factors that influence agriculture;
(c) explain types of agriculture;
(d) locate the major cash crop growing areas in a map of Kenya;
(e) discuss the growing of selected cash crops in different countries;
(f) compare and contrast farming practices for selected cash-crops in Kenya and other countries;
(g) discuss pastoral farming in Kenya;
(h) compare and contrast (i) dairy farming in Kenya and Denmark (ii) beef farming in Kenya and Argentina;
(i) carry out fieldwork on agricultural activities in the local environment.
15.2.0 Content 15.2.1 Definition of agriculture. 15.2.2 Factors that influence agriculture. 15.2.3 Types of agriculture. 15.2.4 Crop farming – (a) distribution of major cash crops in Kenya, (b) a study of tea, sugar-cane and maize in Kenya , (c) a study of cocoa in Ghana and oil palm in Nigeria and (d) comparative studies of coffee in Kenya and Brazil, wheat in Kenya and Canada and horticulture in Kenya and the Netherlands. 15.2.5 Livestock farming – (a) pastoral farming in Kenya (b) comparative study of dairy farming in Kenya and Denmark and beef farming in Kenya and Argentina. 15.2.6 Field work – collect, record, analyse, and present data on agricultural activities in the local environment. 16.0.0 LAND RECLAMATION AND REHABILITATION 16.1.0 Specific objectives By the end of the topic, the learner should be able to;
(a) define land reclamation and rehabilitation;
(b) discuss the factors that influenced the location of selected irrigation schemes in Kenya, the significance of the schemes and the problems that are experienced in carrying out irrigation farming in Kenya;
(c) describe the methods that are used in land reclamation and rehabilitation in Kenya;
(d) compare the methods of land reclamation in Kenya and the Netherlands,
16.2.0 Content 16.2.1 Meaning of the terms land reclamation and rehabilitation. 16.2.2 A study of Mwea-Tebere and Perkerra irrigation schemes. 16.2.3 Importance of irrigation farming in Kenya. 16.2.4 Problems experienced in irrigation farming in Kenya. 16.2.5 Methods of land reclamation and rehabilitation in Kenya. 16.2.6 Comparative study of land reclamation in Kenya and the Netherlands.
154
17.0.0 FISHING 17.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the terms fishing and fisheries;
(b) explain the factors that influence fishing;
(c) account for the location of the major fishing grounds of the world;
(d) identify types and names of fish and describe methods of fishing;
(e) discuss fresh water and marine fisheries in East Africa;
(f) assess the significance of the fishing industry in Kenya;
(g) discuss the problems that face the fishing industry in Kenya and their possible solutions;
(h) compare and contrast fishing activities in Kenya and Japan;
(i) explain ways and means of managing and conserving fresh water and marine fisheries.
17.2.0 Content 17.2.1 Definition of fishing and fisheries 17.2.2 Factors that influence fishing. 17.2.3 distribution of the major fishing grounds of the world. 17.2.4 Types and names of fish. 17.2.5 Methods of fishing. 17.2.6 Fresh water and marine fisheries in East Africa. 17.2.7 Significance of the fishing industry in Kenya, 17.2.8 Problems facing fishing in Kenya and their possible solutions. 17.2.9 Comparative study of fishing in Kenya and Japan. 17.3.0 Management and conservation of fresh water and marine fisheries. 18.0.0 WILDLIFE AND TOURISM 18.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define the terms wildlife, tourism and eco-tourism;
(b) distinguish between (i) game reserves, national parks and sanctuaries (ii) domestic tourism and international tourism;
(c) explain the factors that influence the distribution of wildlife in East Africa and tourism in Kenya;
(d) locate national parks, major game reserves and sanctuaries on a map of East Africa;
(e) identify and discuss tourism attractions in Kenya;
(f) discuss the significance of wildlife and tourism in Kenya;
(g) discuss (i) the problems facing wildlife is East Africa and (ii) those facing and associated with tourism in Kenya;
(h) discuss the management and conservation of wildlife in East Africa;
(i) discuss the future of tourism in Kenya;
(j) compare and contrast tourism in Kenya and Switzerland.
18.2.0 Content 18.2.1 Definition of the term wildlife, 18.2.2 Factors influencing the distribution of wildlife in East Africa. 18.2.3 Distinction between game reserves, national parks and sanctuaries and their
155
distribution in East Africa. 18.2.4 Location of National Parks, major game reserves and sanctuaries in East Africa. 18.2.5 Significance of wildlife in East Africa. 18.2.6 Problems facing wildlife in East Africa. 18.2.7 Management and conservation of wildlife in East Africa. 18.2.8 Definition of the terms tourism and eco-tourism, 18.2.9 Distinction between domestic and international tourism. 18.2.10 Factors influencing tourism in Kenya. 18.2.11 Significance of tourism. 18.2.12 Problems facing and associated with tourism in Kenya. 18.2.13 Comparative study of tourism in Kenya and Switzerland. 18.2.14 The future of tourism in Kenya. 19.0.0 ENERGY 19.10 Specific objectives By the end of the topic, the learner should be able to:
(a) define energy;
(b) discuss sources and types of energy;
(c) discuss the development of electric power projects in Kenya and Uganda;
(d) identify and locate other hydroelectric power projects in Africa;
(e) explain the significance of energy;
(f) explain the impact of the energy crisis in the world;
(g) discuss ways and means of managing and conserving energy;
(h) identify sources and uses of energy within the local environment.
19.2.0 Content 19.2.1 Definition of energy. 19.2.2 Sources and types of energy. 19.2.3 Hydroelectric power projects in Kenya and Uganda. 19.2.4 Geothermal power projects in Kenya. 19.2.5 Location of hydroelectric power projects elsewhere in Africa. 19.2.6 Management and conservation of energy. 19.2.7 Significance of energy 19.2.8 The energy crises. 19.2.9 Fieldwork on identification of sources and uses of energy within the local environment. 20.0.0 INDUSTRY 20.1.0 Specific objectives By the end of the topic, the leaner should be able to:
(a) define industry and industrialization;
(b) explain the factors that influence the location and development of industries;
(c) describe types of industries;
(d) account for the distribution of industries in Kenya;
(e) explain the significance of industrialization to Kenya,
(f) discuss the problems of industrialization and suggest possible solutions;
(g) compare and contrast aspects of industrialization in selected countries;
156
(h) carry out fieldwork on an industry in the local area.
20.2.0 Content 20.2.1 Definition of industry and industrialization. 20.2.2 Factors influencing the location and development of industries. 20.2.3 Types of industries. 20.2.4 Distribution of industries in Kenya. 20.2.5 Significance of industrialization to Kenya. 20.2.6 Problems of industrialization and their possible solutions 20.2.7 A study of (a) the cottage industry in India, (b) iron and steel industry in the Ruhr region in Germany and (c) car manufacture and electronic industry in Japan. 20.2.8 Field work on identification of industries within the local area and a detailed study of one of them. 21.0.0 TRANSPORT AND COMMUNICATION 21.1.0 Specific Objectives By the end of the topic, the learner should be able to:
(a) define transport and communication;
(b) identify modes of transport and types of communication;
(c) locate the major lines of transport in Africa;
(d) outline the role of transport and communication in the economic development of Africa;
(e) discuss the problems facing transport and communication in Africa and the efforts being made to solve them;
(f) explain the role of the Great lakes and the St. Lawrence Seaway in the economies of the USA and Canada.
21.2.0 Content 21.2.1 Definition of, and distinction between transport and communications. 21.2.2 Modes of transport and types of communication. 21.2.3 Distribution of major lines of transport if Africa. 21.2.4 The role of transport and communication in the economic development of Africa. 21.2.5 Problems facing transport and communication in Africa and the efforts being made to solve them. 21.2.6 A study of the Great Lakes and the St. Lawrence Seaway. 22.0.0 TRADE 22.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define trade;
(b) identify types of trade;
(c) discuss the factors that influence trade;
(d) identify the major exports and imports of Kenya;
(e) assess the significance of trade to Kenya;
(f) discuss the problems facing trade in Kenya;
(g) assess the future of international trade in Kenya;
(h) outline the role played by selected blocs in the economies of their respective countries.
157
22.2.0 Content 22.2.1 Definition of trade. 22.2.2 Types of trade. 22.2.3 Factors that influence trade. 22.2.4 Major exports and imports of Kenya. 22.2.5 Significance of trade to Kenya. 22.2.6 Problems facing trade in Kenya. 22.2.7 The future of international trade in Kenya. 22.2.8 The role played by the (a) Common Market for Eastern and Southern Africa (COMESA), (b) Southern African Development Cooperation (SADC), (c) Economic Community of West African States (ECOWAS) and (d) European Union (EU) in the economies of their respective regions. 23.0.0 POPULATION 23.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define population;
(b) explain the factors influencing the distribution of population is East Africa;
(c) explain the factors influencing population growth;
(d) describe population structure;
(e) analyse the consequences of population growth and structure;
(f) compare and contrast population trends between Kenya and Sweden;
(g) present population data using relevant statistical graphs.
23.2.0 Content 23.2.1 Definition of population. 23.2.2 Factors influencing the distribution of population in East Africa. 23.2.3 Factors influencing population growth with specific reference to the fertility, mortality and migration. 23.2.4 Population structure. 23.2.5 Consequences of population growth and structure. 23.2.6 Comparative studies of the populations of Kenya and Sweden. 24.0.0 SETTLEMENT 24.10 Specific objectives By the end of the topic, the learner should be able to:
(a) define settlement and urbanization;
(b) explain the factors that influence settlements and settlement patterns;
(c) account for the distribution of major urban centres in East Africa;
(d) explain the growth and functions of selected towns in Kenya;
(e) compare and contrast selected urban centres in Kenya with those of other part s of the world;
(f) discuss the effects of urbanization.
24.2.0 Content 24.2.1 Definition (a) settlement and (b) urbanization. 24.2.2 Factors that influence settlement and settlement patterns. 24.2.3 Distribution of major urban centres in East Africa.
158
24.2.4 Factors influencing the growth of major urban centres ins East Africa. 24.2.5 A study of (a) an industrial town in Kenya (Thika), (b) a lake port (Kisumu) and (c) an agricultural collection centre (Eldoret). 24.2.6 Comparative studies of (a) Nairobi and New York and (b) Mombasa and Rotterdam ports. 24.2.7 Effects of urbanisation. 25.0.0 MANAGEMENT AND CONSERVATION OF THE ENVIRONMENT 25.1.0 Specific objectives By the end of the topic, the learner should be able to:
(a) define (i)management and (ii) conservation;
(b) explain the importance managing and conserving the environment;
(c) name environmental hazards;
(d) assess the impact of selected environmental hazards and suggest measures of combating them;
(e) discuss measures taken in managing and conserving the environment.
25.2.0 Content 25.2.1 Definition of (a) management and (b) conservation. 25.2.2 The need for environmental management and conservation. 25.2.3 Environmental hazards. 25.2.4 Problems associated with, and measures of combating floods, lightning, windstorms, pests and diseases and environmental pollution. 25.2.5 Environmental management and conservation measures in Kenya. 25.2.6 Field work on any aspect of environmental pollution.

Form 3 Biology Exams and Marking Schemes Free

 

 

Name:……………………………………………………………………………..Admission No. ………………

School:…………………………………………………….Signature…………………… Date: ………………..

231/3

PAPER 3

BIOLOGY PRACTICAL

TIME: 1 ¾ HOURS

JOINt EXAMS

 Kenya Certificate of Secondary Education (K.C.S.E)

INSTRUCTIONS TO CANDIDATES:-

  • Answer all the questions
  • Write your name, admission number and school in the spaces provided above.
  • Sign and write the date of examinationin the spaces provided above.
  • You are required to spend the first 15 minutes of 1 ¾ hours allowed for this paper reading the whole paper carefully before commencing your work.
  • Answers must be written in the spaces provided in the question paper.
  • Additional pages must not be inserted

FOR EXAMINER’S USE ONLY:

Question Maximum score Candidate’s score
1 13  
2 8  
3 19  
TOTAL 40  

 

 

This paper consists of 7 printed pages. Candidates should check to ascertain that all pages are printed as indicated and that no questions are missing.

 

 

1          Study the photographs below and answer the questions that follow:

PHOTOGRAPH J                                 PHOTOGRAPH K

a)Photograph K illustrates the observations made two weeks after the plant was trimmed.

(i)Name the phenomenon that was experienced by the plant before it was trimmed (1mk)

 

 

(ii)        Account for the observation made in the shoot after the practice                       (2mks)

 

 

 

 

 

 

(iii)       Give one application of the practice in agriculture                                     (1mks)

 

 

 

 

  1. b) In photograph J

(i)         Name the part labeledA                                                                                (1mk)

 

 

 

(ii) State one functions of part B                                                                             (1mk)

 

 

 

  1. c) The photograph below shows the arrangements of different type of cells and tissues in a certain living organism. Study it and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) From what part of the plant was the photograph obtained. (1mk)

 

 

  1. ii) Name the parts Labeled. R (1mk)

 

  1. d) i) State the function of the part labeled Q. (1mk)

 

 

 

  1. ii) State one adaptation of structure Q to its function. (1mk)

 

 

  1. e) State one environmental factor which regulate the function of the part labeled P. (1mk)

 

 

 

 

  1. f) Measure the length of one cell of region labeled Q on the photomicrograph whose magnification is X5000.What is the actual length of the cell in micrometer? Show yourworking. (2marks)

 

 

 

  1. Study the kidney diagrams below

a)i)       Name the parts labeled A in figure 1

(1mk)

A ………………………………………………

 

  1. ii) Name the processes that take place in the parts labeled (1mk)

V ………………………………………………

  1. b) State two adaptations of the part labeled W (2mks)

 

 

 

 

  1. c) On the diagram name the part where counter current flow occurs (1mk)

 

  1. d) State one homeostatic function of the organ in the diagram above (1mks)

 

 

  1. e) Explain what will happen to the process of urine formation in absence of vasopressin (A.D.H)

hormone. (2mks)

 

 

 

 

 

 

 

 

 

 

 

  1. You are provided with specimen Y, 0.01% DCPIP and 0.1% Ascorbic Acid.

Examine specimen Y.

 

a).i)      What part of plant is specimen Y?                                                              (1mk)

 

 

  1. ii) Give a reason for your answer for (a) (i) above. (1mk)

 

 

 

  1. b) Cut a transverse section through specimen Y (3mks)

Draw and label one of the cut surface

 

 

 

 

 

 

 

 

 

c)i)To 1cm3 of DCPIP in a test-tube add 0.1% solution of ascorbic acid drop wise until the colour of DCPIP disappears. Shake the test tube after addition of each drop. Record the number of drops used                                                                       (1mk)

…………………………

Squeeze the juice from one half of specimen Y in a l00mI beaker. Add l0mI of distilled water. Filter it in 50ml measuring cylinder provided.

 

  1. To another 1cm3 of DCPIP in a test tube, add the juice from specimen Y drop by drop. Shake the test tube after the addition of each drop until the colour of DCPIP disappears. Record the number of drops used (1mk)

………………………………………………

iii) From the results obtained in (c)(i) and (ii) above, calculate the % ascorbic acid in the juice obtained from specimen Y. show your working.                                 (2mks)

 

 

 

 

  1. Below are photographs labelled B and C of organs obtained from different animals . The organs perform similar functions. Examine them and answer the questions that follow.

                                                        C

(i)         Name the organ C                                                                                          (1mk)

 

(ii)        Give one adaptation of the part marked B1                                                            (1mk)

 

 

 

 

(b)       State one common function performed by the organ stated in a (i) above.                     (1mk)

 

 

 

(c)        Name the parts labelled B1and B2 in photographs B         (2mks)

 

B1………………………………….

B2…………………………………

 

(d)       (i)Identify the part labelled K2 in photograph C                              (1mk )

 

 

 

 

 

 

 

 

 

 

(ii)  Using observable features, state how the parts labelled K1 and K3 are adapted to their functions.                                                          (4mks)

_______________________________________________________________________________________

JOINT EXAMINATIONS

231/3

MARKING SCHEME

1          (a)       (i)         Apical dominance; Rej wrong spelling

(ii) Removal of the apical shoot/shoot apex removes auxines; allowing for the                  development of lateral buds; leading to formation of lateral shoots/branches

shown;

(iii)       pruning of crops like tea and coffee leading to increased yields;

Pruning of trees to increase wood;

Trimming of fences to attain the desired shape;

(b)       (i)         Hypocotyl;Rej wrong spelling

(ii)        Stores nutrients/food for germinating seed;

Manufactures food to seedling

Protects the embryo/plumule and radical;Any one

(c)        (i)         Leaf/internal part of a leaf;

(ii)        R spongy layer /cells/mesophyll cells;

(d)       (i)         Site for photosynthesis;

(ii) Has numerous chloroplasts(which contain chlorophyll) for photosynthesis;

Closely packed /vertical arrangement or maximum absorption of light;

Positioned on the upper surface to absorb maximum light;

(e)        Light;

Temperature;

Availability of water

(f)        Length =l.5cm± 0.1

Actual length=

=15000÷X5000

=3m;/3micrometers

  1. (a) (i)         Renal vein;

(ii)        Ultra filtration;

(b)   Has numerous mitochondria to provide energy for active transport;

Has microvilli in the lining to increase surface area for reabsorption of substances;

Highly vascularised for transport of reabsorbed substances; Has thin epithelium for rapid diffusion of substances;

(c)        on diagram – loop of henle

(d)       Osmoregulation;/Regulation of PH;

(e)        The distal convoluted tubules and collecting duct wilt be less permeable to water; therefore less reabsorption of water; leading to production of large volume of urine that is dilute;

 

  1. (a) (i)         Fruit;

(ii)        Has two scars;

(b)       Drawing 1

Labeling 1   (Any correct 2)

Magnification 1

(c)        (i)         2drops acc 2-4drops;

(ii)        6drops;

(iii)       If 2drops=0.1%

6drops =2×0.1/6

=0.03%

 

(d)       (i)         Fish Gill

(ii)        Has rings of cartilage to prevent collapsing

Has  mucus to trap foreign particles.

(b)       Gaseous exchange

-Excretion of carbon(iv) oxide

(c)        B1 – Trachea

B2 – Lung (rej. Lungs)

 

(d)       (i)

K2 – Gill bar

 

Complete answers include the “gill”

(ii)K1 – Gill rakers are pointed ; for trapping solid particles / prevent solid particles                                              from reaching gill filaments and causing damage.

K3 – Numerous gill filaments; to increase the surface area for gaseous exchange.

_____________________________________________________________________________________________

BIOLOGY FORM 3 P2 TERM 3 MARKINGSCHEME

  1. (a) Guttation: release of waterin droplets by plants through hydathodes;

Transpirations:  loss of water in form of vapour through  stomata into the

atmosphere.(2mks)

(b)  – Through transpiration minerals ions and water are transported in plants.

– cools the plant

– removes excess water especially in aquatic plants

– responsible for turgor in plants. (any 3)    (3mks)

(c )

Arteries Veins

 

1.     Narrow lumen

2.     No valves except at the base of major arteries leaving the heart.

3.     Thick muscular walls with more elastic fibres

–        Wider lumen

–        Have valves at intervals

–        Walls thin less muscular with less elastic fibres

  1. (a) gill acc fish gill rej gill fish

(b) Gill arch/bar; Gill rakers; gill filament.                (3mks on diagram)

(c) – long and numerous offering large surface area for maximum gaseous exchange

– thin epithelium for respiratory gases to take a short distance bydiffusion.

– network of blood capillaries to transport respiratory gases.

-Moist for dissolution of respiratory gases.       (4mks)

  1. (a) (i) B – Seta

D – Rhizoid

(ii) A – produce spores

C _ photosynthesize

(b) (i) Arthropoda; sp

(ii) Segmented body;

Jointed appendages rej Limbs /legs

Presence of an Exoskeleton;

  1. a) Photosynthesis (1mk)
  2. b) -Light (energy);

-Chlorophyll;         (2mks)

  1. c) i. Oxygen – used in respiration;

– released into the atmosphere   (2mks)

  1. ii) Glucose – Used in respiration;

-converted to starch for storage;

-Used in formation of cellulose/constituent of cell sap;    (3mks)

  1. a) Reflects light through condenser to the stage;
  2. b) Moves high power objective lens for longer distance; thus breaking the glass slide/ destroying the lens;
  3. c) i) (4mks)
Electron Light
1.     higher magnification

2.     high resolving power

3.     uses a beam of electrons to illuminate the  specimen

4.     views dead specimen

5.     uses electromagnetic lenses

 

Lower magnification

Lower resolving power

Uses light to illuminate the specimen

Views both live and dead specimens

Uses glass lenses

 

 

  1. ii) To make the structures clearer/distinct

 

  1. i) 0 – 2 months

 

No change in population /population is constant;

Mice still maturing /have not given birth;

 

  1. ii) 2 to 6 months

gradual /slow population growth ; few mice have reached sexual maturity;

 

iii. 6 to 10 months

rapid /faster rate of population growth;

many mice sexually mature;

 

  1. iv) 10 to 12 months

population decline/decrease;

competition is high /food limiting/space is limiting

accumulation of toxic waste/disease outbreak/ death rate is higher than birth rate.

 

  1. c) (i) 6 and 8;

 

(ii)

=125 – 130 mice per month

  1. d) population would increase
  2. e) food, space/cage size; water; (mark first 2)
  3. – Pituitary gland;
  • Secrets follicle simulating hormone;
  • S.H causes graaffian follicle to develop in ovary;
  • It also stimulate tissue of ovary;
  • To secrete oestrogen;
  • Oestrogen causes repair /healing of uterine wall;
  • Oestrogen stimulates pituitary gland
  • To produce luteinizing hormone;
  • H causes ovulation
  • It also causes graffian follicle to change into corpus luteum;
  • H stimulates corpus /uteum;
  • To secrete progesterone;
  • Progesterone causes proliferation of uterine wall;
  • In preparation for implantation
  • Progresterone /oestrogen inhibits the production of S.H
  • Thus no more follicles develop ; and oestrogen reduces .
  • In the next two weeks progesterone level rises ;
  • And inhibits production of L.H’ the corpus luteum stops secretion of progrestrone;
  • And menstruation occur when level of progesterone drops ; (total 21 max 20)

`

  1. a) Diffusion of CO2; and oxygen ; through stomata. Lenticels
  • deposition /some wastes are stored in tissues in non-toxic form;
  • some of these tissues/organs drop off from plants
  • some wastes cleansed by transpiration
  • other released by guttation
  • other released by exudation (total 8 max 4)
  1. b) -When body temperature is lowered below normal;

– blood vessels in skin constrict;

-blood is diverted to a shunt system;

– Less blood flows to skin hence less heat lost;

 

  • when body temperature is raised above normal;
  • blood vessels in skin dilates;
  • more blood flows to the skin;
  • more heat lost by convection/ raditation;

erector Pili muscles

  • when temperature of body is lowered below normal erector pili muscles contract; hair stands erect; more air is trapped ; air is a bad conductor ; and insulates the body against heat loss
  • when body temperature is raised above normal erector pili muscles relax; hair lies on the skin; less air is trapped; more heat is lost;

sweat glands

when body temperature is lowered below normal less fluids are absorbed by sweat glands / less sweating; less vaporization of water;

when body temperature is raised above normal sweat glands are more stimulated / more sweat is produced ; water in the sweat evaporates using latent heat of vapourisation ; cooling body.  (total 22 max 16)

_________________________________________________________________________________________________

NAME: ……………………………………………………ADM NO: ……………………………….

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

 

231/1

BIOLOGY

FORM THREE

TIME: 2 HOURS

 

 

JOINT EXAMINATION

 

INSTRUCTIONS TO CANDIDATES:

  • This paper consists of thirtysix (36)Questions
  • Write your name andADM Number and class in the spaces provided above.
  • Answer all the questions
  • All answers must be written in the spaces provided in this booklet.
  • Write the date of examination in the space provided above.
  • Additional pages must not be inserted

 

 

 

EXAMINER’S USE ONLY

Question Maximum score Candidates score
1-36 80  

 

This paper consists of 9 printed pages. Candidates should check to ascertain that all papers are printed as indicated and that no questions are missing

 

 

 

  1. State three ways in which proteins are important to plant.       (3marks)

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

  1. The diagram below represents a cell organelle.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a)       Identify the organelle.                                                                                                (1 mark)

……………………………………………………………………………………………….

 

 

(b)       Name the part labeledB.                                                                                 (1 mark)

 

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

 

(c)       State the function of part labeledA.                                                               (1 mark)

 

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

 

  1. Define binominal nomenclature.             (1marks)

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

  1. Name any two problems that animal species overcome by their dispersion.       (2marks)

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

 

 

  1. Explain why tropical forests do not have undergrowth                                            (2marks)

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

  1. How is blood pressure generated and maintained in a vein?       (2marks)

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

  1. Explain the function of catalase enzyme.       (2marks)

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

  1. (a) State the important of cross-pollination to flowering plants.                   (1mark)

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

(b) How is self-pollination a disadvantage to flowering plants?                                          (1mark)

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

  1. What is the role of light energy in autotrophic nutrition in spermatophyte?       (2marks)

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

  1. How is fur important to desert animal, other than in the regulation of their body temperature?

(1mark)

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

  1. What are the functions of the followingantibodies produced by the white blood cells. (3marks)

Agglutinins……………………………………………………………………………………………Opsonins………………………………………………………………………………………………

Lysins…………………………………………………………………………………………………

 

 

 

  1. Explain two adaptations of cardiac muscles to their function.                   (2marks)

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

  1. A form one student trying to estimate the size of onion cells observed the following on the microscope’s field of view.

 

 

 

 

 

 

 

 

 

 

 

(a)      Define the term resolving power.                                                                  (1mark)

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

(b)       If the student counted 20 cells across the field of view, calculate the size of one cell in micrometers.                                                                                                                    (3marks)

 

 

 

 

 

 

 

 

 

  1. What is tidal volume in ventilation in man?             `      (1mark)

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

  1. Define peristalsis and state its importance in the nutrition of mammals.       (2marks)

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

  1. The diagram below shows part of plant tissue.

 

 

 

 

 

 

 

 

 

 

 

Name cell labeled X and part labeled W.                                                      (2marks)

 

X……………………………………………………….

 

                  W………………………………………………………

  1. Explain why the liver is part of the digestive system.                                       (2marks)

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

  1. State the importance of cytoplasmic filaments in sieve tube elements.       (1mark)

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

  1. State any two characteristics of populations.                   (2marks)

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

  1. Describe any two functions of mitosis.                                                                    (2marks)

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

  1. The diagram below shows the exchange of gases in alveolus.

 

 

 

 

 

 

 

 

 

 

 

 

  • State how the alveoli are adapted to their function.             (3marks)

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

(b)       Name the cell labeledA.                                                                                 (1mark)

 

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

 

  1. What are the external conditions needed, by root hair cells, for the uptake of mineral salts ions from the soil?                                           (2marks)

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

  1. The diagram below represents a pyramid of biomass derived from a certain ecosystem

 

 

 

 

 

 

 

 

 

 

(a) Suggest the type of ecosystem from which the pyramid was derived    (1mark)

………………………………………………………………………………………

(b)State the significance of short food chains in an ecosystem                    (1mark)

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

  1. Suggest two reasons for the appearance of glucose in the urine of a man.       (2marks)

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

  1. (a) State the source Carbon (IV) oxide in aquatic ecosystems.                   (2marks)

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

 

(b) State the importance of Carbon (IV) oxide to aquatic ecosystems.                    (2marks)

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

  1. The set up below shows apparatus to demonstrate a certain biological process

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) What biological process was being investigated in the experiment                    (1mark)

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

(b)Write down a word equation that represents the reaction above                                      (1mark)

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

(c) In the above set up, why was it important to boil and cool glucose before adding yeast?                                                                                                                          (1mark)

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

  1. What is the homeostatic importance of cuticles of leaves?                   (2marks)

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

  1. Outline two functions of parenchyma cells in herbaceous plants.                         (2 marks)

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

  1. State adaptations of respiratory surfaces.                                                           (2marks)

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

  1. The diagrams below show a pair of homologous chromosomes. Study them and answer the questions that follow.

 

 

 

 

 

 

 

(i)State the phenomenon shown above                                                                      (1mark)

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

(ii) What is the genetic significance of the phenomenon above?                             (2marks)

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

  1. Account for the thick wall and narrow lumen of an artery.                               (2marks)

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

  1. How do pathogens that enter the body through the respiratory tract in man prevented from causing diseases?                                           (1mark)

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

  1. Where does the detoxification of ammonia take place in mammals?                   (1mark)

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

  1. Name the processes that take place in the grana of chloroplast.                   (2marks)

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

 

  1. The experiment illustrated below was set up to investigate a certain physiological process using a raw tuber

 

 

 

 

 

 

 

 

 

 

(a) Suggest a possible physiological process that was being investigated               (1mark)

………………………………………………………………………………………………

(b) Explain the results obtained in the above experiment after a few hours                        (2marks)

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

(c) State the observations that would have been made if the experiment was repeated using boiled potato                                                                                                                 (2marks)

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

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

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

  1. Name the causative organism of the following diseases

(i) Malaria                                                                                                                  (1mark)

……………………………………………………………………………………………

(ii) Bilharzia                                                                                                               (1mark)

………………………………………………………………………………………………

 

A STUDY GUIDE TO A DOLL’S HOUSE BY HENRIK IBSEN IN PDF

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?

Egerton University Course List, Fees, Requirements, How to Apply

Egerton University Course List, Fees, Requirements, How to Apply