ENGLISH PAPER 2 - KCSE 2019 NYANDARUA PRE MOCK EXAMINATION

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Read the following passage and answer the questions that follow: ( 20 Marks)

When in early 1970s ultrasound confronted me with the sight of the embryo in a womb, I simply lost my faith in abortion on demand. I did not hold onto my old convictions. The change was in its way a clean and surgical conversion. I am by nature one that works out the conflicting data, weighs the opposing argument with great care, makes a decision and then acts upon it with no lingering backward glances.

By 1984 however, I had begun to ask myself more questions about abortion: What actually goes on in an abortion? I had done many but abortion is a blind procedure. The doctor does not see what he is doing. He puts an instrument into a uterus and he turns on a mortar and a suction machine goes on and something is vacuumed out; it ends up as little pile of meat in a gauze bag. I wanted to know what happened, so in 1984 I said to a friend of mine who was doing fifteen or maybe twenty abortions a day:‘ Look ,do me a favour,Jay .Next Saturday when you are doing all these abortions put an ultra sound on the mother and tape it on me.”

He did, and when he looked at the tapes with me in the editing studio, he was so affected that he never did another abortion. Although I had not performed an abortion in five years, I was shaken to the very roots of my soul by what I saw. The tapes were shockingly amazing. Some of the tapes weren’t of very good quality but I selected one that was of better quality than the others and began to show it at pro- life gatherings around the country.(I had my first contact with pro-life movement in 1981 when the then president of the National Right to Life Committee, Carolyn Gerster, had gotten in touch with me).

At the time, I was speaking at a pro-life meetings around the country in weekends, and the response to the tape was so intense and dramatic that finally I was approached by a man named Don Smith, who wanted to make my tape into a film. I agreed that it would be good idea. That is how The Silent Scream, which was to generate so many furore, came to be made. We showed it for the first time in Fort Lauderdale, Florida, on January3, 1985. The reaction was instantaneous. Everybody was up in arms because The Silent Scream represented an enormous threat to the abortion forces, and because it escalated the war (it is not really a debate- we don’t debate with each, we scream at one another). For the first time, we had the technology, and they had nothing.

The Silent Scream depicted a twelve- week- foetus being torn to pieces in the uterus by the combination of suction and crushing instrumentation by the abortionist. It was so powerful that pro choicers trotted out their heaviest hitters to denounce the tape. They very cleverly deflected the impact of the film into an academic cul- de- suc: a dispute regarding whether the foetus feels pain during an abortion. The impetus for the debate came from an on – the- record musing by the then President, Ronald Reagan, as to how much pain the foetus feels during an abortion.

( Source: The hand of God: A journey from death to life by the Abortion doctor who changed his mind- Bernard N. Nathanson, MD)

  1. Based on your understanding of the entire passage, comment on the nature of the writer’s ‘old convictions’.                                                                                (2 marks)
  2. Explain why it was easy for doctors such as the writer to carry out abortions prior to introduction of ultrasound technology? (2 marks)
  3. What are the names that are commonly used to refer to the two opposing groups mentioned in the passage( 2 marks)
  4. Briefly describe, in your own words, how those who supported abortion tried to undermine the impact of ‘ The Silent Scream’. (2 marks)
  5. “ I was shaken to the very roots of my soul by what I saw’’. Rewrite this sentence beginning: (What…)(1 mark)
  6. Make notes on the way abortion is carried out according to this passage( 4 marks)
  7. Identify and illustrate the use of parenthesis in the passage, give two examples. (2 marks)
  8. Provide one example from the passage to illustrate the need for leaders to weigh their words carefully. ( 2 marks)
  9. Explain the meaning of the following words as used in the passage.( 3 marks)
    1. convictions
    2. escalated
    3. impetus


      The Play,Henrik Ibsen, A Doll’s House.
  1. Read the excerpt below and then answer the questions that follow. (25 marks)
    Mrs. Linde: Listen to me Nora you are still very like a child in many things, and I am older than you in many ways and have a little more experience. Let me tell you this-you ought to make an   end of it with Doctor Rank.
    Nora : What ought I to make an end to?
    Mrs. Linde: Of two things I think. Yesterday you talked some nonsense about a rich admirer who was to leave you money-            
    Nora          : An admirer who doesn’t exist, unfortunately! But what then?
    Mrs. Linde: Is Doctor Rank a man of means?
    Mrs. Linde: And comes here every day?
    Nora         : Yes, I told you so.
    Mrs. Linde: But how can this well-bred man be so tactless?
    Nora : I don’t understand you at all.
    Mrs. Linde:Don’t prevaricate, Nora.do you suppose I don’t guess who lent you the two hundred and fifty pounds?
    Nora            :Are you out of your senses? How can you think of such a thing? A friend of ours, who comes hereevery day! Do you realize what a horribly painful position that would be?
    Mrs. Linde: Then it really isn’t he?
    Nora : No, certainly not. It would never have entered into my head for a moment. Besides, he had no money to lend then; he came into his money afterwards.Mrs. Linde: Well I think that was lucky for you, my dear Nora.
    Nora           :No, it would never have come into my head to ask Doctor Rank. Although I am quite sure if I had asked him-
    Mrs. Linde: But of course you won’t.
    Nora           : Of course not. I have no reason to think it could possibly be necessary. But I am quite sure that if I told Doctor Rank-
    Mrs. Linde: Behind your husband’s back?
    Nora          : I must make an end of it with the other one, and that will be behind his back too, I must make an end of it with him.
    Mrs. Linde: Yes, that is what I told you yesterday, but-
    Nora         : ( walking up and down) a man can put a thing like that straight much easier than a woman.
    Mrs. Linde: One’s husband , yes.
    Nora       : Nonsense!( standing still) When you pay off a debt you get your bond back, don’t you?
    Mrs. Linde:Yes, as a matter of course.
    Nora          : And can tear it into a hundred thousand pieces and burn it up- the nasty dirty paper.
    Mrs. Linde:(looks hard at her, lays down her sewing and gets up slowly.) Nora you are concealing something from me.
    Nora         : Do I look as if I were?
    Mrs. Linde: Something has happened to you since yesterday morning. Nora, what is it?
    1. Briefly explain what happens before the events in this extract. (4marks)
    2. Explain why Mrs. Linde says “…I am older than you in many ways and have a little more experience? ( 3 marks)
    3. From the dialogue, what do we learn about Nora’s character? ( 4 marks)
    4. What is Mrs. Lindes’ view about Doctor Rank and Nora’s relationship? ( 2 marks)
    5. Identify and explain the use of hyperbole in this excerpt. ( 2 marks)
    6. What does Mrs. Linde thinks Nora is concealing from her? Is Mrs. Lindes right? ( 3 marks)
    7. Explain the meaning of the following words as used in the extract. (3 marks)
      1. A man of means
      2. Prevaricate
      3. nasty
    8. Describe what happens immediately after the events presented in this extract (4 marks )
                                                                  
  2. Read the narrative below and answer the questions that follow. (20 marks)
    Long ago, there was famine in Gikuyu land. This famine had made the cows and goats to die. Only human beings were left and even them, it could be seen that they were not going to live much longer. Now the people asked themselves, “What shall we do?” It was decided that the most beautiful girl, one called Wanjiru should be sacrificed to god so that the rain could fall. She was brought to a place where there was a big river. She started to sing:

    Rain fall and make this ridge green
    Make this ridge green
    My father said I should be lost. I should be lost
    My mother said I should be lost. I should be lost
    Rain fall and make this ridge green                                   
    Make this ridge green
    She went down on her knee, she sang:
    Rain fall and make this ridge green
    Make this ridge green
    My father said I should be lost, I should be lost
    Rain fall and make this ridge green
    Make this ridge green
    The water reached the waist, she sang
    Rain fall and make this ridge green
    Make this ridge green
    My father said I should be lost, I should be lost
    My mother said I should be lost, I should be lost
    Rain fall and make this ridge green
    Make this ridge green
    The water reached the neck, she sang
    Rain fall and make this ridge green
    Make this ridge green
    My father said I should be lost, I should be lost
    My mother said I should be lost, I should be lost
    Rain fall and make this ridge green
    Make this ridge green
    The head went in

    Very heavy rains fell on this land. The grass grew, a lot of food and the people began to feel better. Now where Wanjiru went she found her people who had died before her. These people had a lot of cows and goats. Now they asked her what she would like. She said she wanted cows and goats. She was given many goats and cows and then she was told to lie down in a place. When she woke up she found that she had returned back to her people. She woke up at a place where there was a river and she had her cows and goats. Now when the people saw her they rejoiced greatly.
    The story ends there.
    Adapted from: The Oral Literature of the Gikuyu by WanjikuKabira and Karega Mutahi.
    1. Why do you think this community makes the choice of a beautiful girl such as Wanjiru to sacrifice to god so as to get rain? ( 1 mark)
    2. Which functions does this song serve in this narrative? (2mark)
    3. Describe one character trait of the villagers in this narrative.(2 marks)        
    4. In point form, list how events follow each other in this story. (3 marks)
    5. Identify and explain two features of oral narration employed in this narrative.                                                                                                (4 marks)
    6. Identify two elements of fantasy in this story.                         (2 marks)
    7. Describe Wanjiru’s tone in the song.                                         (3marks)
    8. Which social/cultural practices of the Gikuyu are brought out in this narrative?    (2 marks)                                                                  
    9. What does this phrase mean? “My father said I should be lost.” (1 mark)
  3.  
    1. Rewrite the following sentences according to the instructions. Do not alter the meaning.       (3 marks)
      1. Muli could have passed the examination. Muli was regularly absent from school. (Join into one sentence beginning: Were it not......)
      2. The nurses agreed to work after signing an agreement with the government. (Begin: Only…)
      3. This is the boy. His father is a generous man. (Join into one sentence using a relative pronoun).
    2. Replace the phrasal verbs underlined in the sentences below with one word that means the same.                                                            (3marks)
      1. It is wrong to look down on students from other schools.
      2. Teachers should not give into their students’ unreasonable demands.
      3. The delegates came up with ten rules to guide our response to globalization.
    3. Complete the following passage with the most appropriate forms of the words in brackets.      (3marks)
      The Tsunami …………………………(cruel) destroyed lots of lives and            property. For days, the survivors …………………….. (agony) searched for their missing relatives. The whole experience was …………………………….        (horrible) traumatizing.
    4. Fill in the blanks with the appropriate prepositions. ( 2 marks)
      1. He was charged ……………….forging property inheritance document.                                                                                                                    
      2. Kamau deals…………….groceries
    5. Fill the blank spaces with the correct article( 2 marks)
      1. The students said they wanted…………union.
      2. What is ……. Ewe?
    6. Explain the meaning of the following sentences (2marks)
      1. Lydia found the empty room.
      2. Lydia found the room empty. 


MARKING SCHEME

  1.  
    1. The writer believed in abortion on demand before he saw an embryo in the womb through an ultrasound. (He lost faith in abortion since then 2                   
    2. Because one could not see what he or she was doing. 2
    3. - Pro-Life. 1
      -Pro- Choice. 1
    4. Pro- choicers tried to undermine the impact of the silent Scream by disputing whether the foetus feels pain during abortion.  
    5. What I saw shook me to the very roots of my soul. 1
    6.  
      • the doctor does not see what he is doing
      • he puts an instrument into a uterus
      • he turns on a motor and a suction machine goes in
      • Something is vacuumed out and ends up as a little pile of meat in a gauge bag.
        ( 4 x1) 1 mark each
    7. (it’s not really a debate- we don’t debate with each, we scream at one another). (I had my first contact with pro-life movement in 1981 when the then president of the National Right to Life Committee, Carolyn Gerster, had gotten in touch with me). . 2
    8. Because the words of the then President of Reagan, musing about how much pain in the foetus feels during an abortion ,lent impetus to the pro- choicers voice. 2  
      1. Beliefs/opinions/views
      2. Intensified/ magnified/ heightened/worsened
      3. Momentum/ drive/impulsion/propulsion 
  2. EXTRACT, A DOLL’S HOUSE.
    1. Mrs. Linde has just visited Nora. 1/ Mrs linde has just started sewing Nora’s dress. 1/ Nora informs Mrs, Linde that Dr. Rank suffers from consumption of the Spine 1/ Nora tells Mrs. Linde that Dr. Rank is Torvalds’s most intimate friend/ 1 Nora intimates to Mrs. Linde that Dr. Rank is so absurdly fond of her .( Nora) 1
      (Maximum 4 marks)
    2. Because Nora seems to be c lose to Dr. Rank . and Mrs. Linde thinks Nora is naïve .. Mrs. Linde has experience in such kind of relationship. . She cares for Nora ..
    3. Secretive .… she has never told her husband Torvald that she borrowed money. .
      Deceitful/ dishonest .…Mrs. Linde says Nora seems to be concealing something from      her ..
      Manipulative. ..- She manipulates Mrs. Linde to repair her dress.
      Firm/ principled- she did not borrow money from Dr. Rank although she say if she did, he would    have definitely lent her. .
      Temperamental .… Nora says she can tear it into a hundred thousand pieces and burn it up- the nasty dirty paper. .
    4. They should stop talking too much to each other because Dr. Rank is probably interested in Nora.
    5. And can tear it into a hundred thousand pieces and burn it up- the nasty dirty paper; Nora cannot possibly do this. . 1 It means she is very annoyed. . 1
    6. Nora request Mrs. Linde to and play with the children ./ She tell Mrs. Linde Anne will help in dressmaking ./ Torvald comes in the room ../Torvald enquires whether that was the dressmaker ./ Nora requests Torvald not to dismiss Krogstad .
    7.  
      1. a rich man/ wealthy .
      2. beat about the bush/ sidestep/dodge/equivocate .
      3. Hiding/ withholding .
  1. ORAL LITERATURE (20 marks)
    1. Why do you think this community makes the choice of a beautiful girl such as Wanjiru to sacrifice to god so as to receive rain?                   (1 mark)
      - They give the most beautiful girl so as to appease god. √1
    2. Which functions does this song serve in this narrative?      (2mark)
      • The song is supplication/ prayer√1 In her prayers she says: “Rain fall and make this ridge green. Make this ridge green.”
      • It serves to show the mental anguish she goes through knowing that she has been picked to be the sacrificial sheep to save the whole community from the debilitating famine. She anguishes: “My father said I should be lost, I should be lost.” √
      • The song helps enhance the somber mood that engulfs the village. √
        (Any 2 points)
    3. Describe one character trait of the villagers in this narrative. (2 marks)
      • The villagers are pious/ religious√1. They consult from god what they needed to do so as to have rains. √1 They also readily accept to offer the sacrifice prescribed by god. √
      • They are decisive√1. They decided to offer Wanjiru as sacrifice to their god. √1
    4. In point form, list how events follow each other in this story. (3 marks)
      • A severe famine hits the land and a decision to sacrifice Wanjiru is reached. √
      • She is taken to a big river where she sings repeatedly as the water as the water level rises. √
      • There is a heavy down pour√
      • She goes to the spirit world where she is rewarded with many cows and goats and asked to lie down. √
      • She wakes up to find herself at the big river. √
      • The villagers rejoice greatly. √
        ( must be in point form if in prose deduct by ½)
    5. Identify and explain two features of oral narration employed in this narrative.                                                                                          (4 marks)
      • rhetoric questions √1- “What shall we do?” this question helps the readers to understand the magnitude of the dilemma the villagers face. √1
      • Opening formula√1 - The story starts with, “Long ago…” signals the start of the story√1
      • closing formula √1- The story ends there”. This formula signals its end. √1
      • elements of fantasy - the river responding to the girl’s song,
      • the girl going to the world of the spirit,
      • the rain falling immediately after that girl is swallowed by the water,
      • the girl returning back to life.
      • Repetition √1 My father said I should be lost. I should be lost
      • My mother said I should be lost. I should be lost√1
    6. Identify two elements of fantasy in this story.                            (2 marks)
      • The river responding to Wanjiru’s song and rising until they submerge her completely.
      • Wanjiru going to the land of spirits and even talking with them.
      • Returning back to the land of the living. (1 mark each = 2mrks)
    7. Describe Wanjiru’s tone as she sings.                               (3 marks)
      The tone is resigned√2 She is resigned to fate. She feels that there is nothing she can do to overturn her parents’ decision to sacrifice her to god√1
    8. Which social/cultural practices of the Agikuyu are brought out in                 this narrative.                                                                     (2 marks)
      • Sacrificing to god so as to appease to give rain.
      • Singing of songs at different times in life.
      • The community offers prayers/supplications more so when faced with eminent danger.
      • They commune/communicate/value the spirits/dead relatives.
    9. What does this phrase mean? “My father said I should be lost.” (1 mark)
      It means that her father wanted her dead. √1
      On this land, fell very heavy rains.√1
  2. GRAMMAR
    1.  
      1. Were it not for Muli’s regular absenteeism, he could have passed the examination / Were it not that Muli was regularly absent from school, he could have passed the examination.    1 (if a comma is missing don’t award/ or spelling mistake.)            
      2. Only after signing an agreement with the government did the nurses agree to work. 1                                                      
      3. This is the boy whose father is generous .   1      
    2.  
      1. despise
      2. surrender
      3. proposed/ suggested// created                
    3.  
      1. cruelly 1
      2. agonizingly 1
      3. horribly 1
    4.  
      1. with 1
      2. in 1
    5. a 1
      a 1
    6.  
      1. The room was already empty. 1 
      2. The room which had items was found empty. . (Things had been removed)

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