English Questions and Answers - Form 2 Term 3 Opener Exams 2023

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Instructions to Students

Answer all the questions in this paper.
All your answers must be written in the space provided.

FUNCTIONAL WRITING
The school is about to be closed. As soon as the school closes, members of Christian Union are visiting a town far away from your county. Since there is little time to prepare for this trip, you have thought of writing a letter to your cousin to help you pack the items you will need when going on this trip.
1. Write the letter that you will send to your cousin. (12 mks)
2. Write the packing list you will attach to the letter. (8 mks)
CLOZE TEST: (10 MARKS)
The ability to speak fluently and clearly is very important ________1_______ communication. People have failed to achieve _______2________ objectives because of poor speech__________3__________. One may, for instance, speak so softly ____________4__________ the listener is unable to __________5_________ what has been said. Another thing that adds to the _________6____________ of speech is the pace. Listeners find it difficult to keep up with a speaker who talks very _______7_______.

A speaker also needs to make good _______8_______ of gestures. A speaker can say one thing with the _________9____________, while his or hergestures are saying a _____________10_______________ thing altogether.
COMPREHENSION (20 marks)
Read the passage below and then answer the questions that follow.

Gender is probably the most important social issue in the world today. It affects and influences every aspect of our lives: politics, economics, religion and leisure. People in the 21^st Century strongly believed that every project must get the gender dimension right in order to succeed. But what is gender?Basically, gender is the expectation that people should do or not do certain things according to their sex. Every normal human being is either female or male. This is sex and it is a biological fact. Indeed, sex is the most conspicuous difference between human beings.

The moment we look at a person, we can tell whether that person is a man or a woman, a boy or a girl. The question is if society should use this biological difference to tell people what they should or should not do. Yet, since time immemorial, this is what human communities all over the world have done. Some African societies bring up their boys to believe that men must be fighters, take whatever they want – by force if necessary and never cry. If anyone asks why they should or should not do this and that, the ready answer is always: you are a man, and that’s what men are supposed to do. Girls are told to be gentle and quiet, to obey men, not to climb trees and not to eat certain kinds of food. A girl who asks why she should not climb trees or speak loudly in public is told, you are a woman, and women don’t do that. In other words, society is always telling us what we can do and what we cannot do just because we are men or women. In most cases, there is no physical or logical reason for a man or a woman to do or not do certain things. Any girl can climb a tree as smartly as any boy. If a boy wants to go into the kitchen and cook, there is no reason why he should not do so. Indeed, some of the best cooks in the world, called ‘chefs’ are men. Yet in some societies, it is a taboo for a man or boy to enter the kitchen. Similarly, some societies do not allow their women to build houses, even work at building sites, whereas in other societies it is indeed the woman’s role to build houses. Gender is thus society’s assigning of roles to people according to their being male or female. On the face of it, there is nothing wrong with sharing roles – indeed, there are many cases where it is logical to expect that certain people should do or avoid some activities. For example, it would not be safe for a woman in advanced stages of pregnancy to go hunting wild animals or grazing livestock many miles away from home. However, this should not be taken as a blanket excuse to declare that all women must not hunt wild animals. The problem is even worse when some people use gender roles to exploit or oppress other people. Men for example, have for a long time invoked gender roles to force women to do certain things and to prevent them from doing things the women may want to do. This oppressive practice may be called gender imposition, and it may be seen in all aspects of society. In social relations, boys and girls are segregated from the earliest years of life. Members of each sex are strictly drilled into what ‘feminine’ or ‘masculine’ in behaviour, speech, dress and every activity. Boys and girls are told what work they should or should not do, what places they can or cannot go to. What games to play and even what foods to eat or not to eat; just because they are boys or girls. By the time a person is in his or her teens, he or she has learnt – from both example and direct teaching by older members of society – what exactly is expected of him or her as a man or a woman. These gendered roles often suggest that men should lead and command in everything, be ‘tough’ – meaning hard and even cruel – and ‘strong’, which often means aggressive and violent. The women on the other hand, are required to be soft and kind, submissive and unquestioningly obedient to men. Even in public affairs, such as politics or religion, the gendering of roles leads to some curious situations. In some places of worship for example, men and women are strictly separated. Several denominations do not permit women to preach in public or to be ordained as priests or pastors. Politics is widely regarded as a man’s field.

Some societies insist that a woman cannot be a leader, like President or Army commander. The nagging question, which many women and enlightened men are asking today is: Why not? This is the challenge to the conventional gendering of roles. Is there any logical reason why a man should not change the nappies of his child, or go into the kitchen and cook? Why can a talented woman not become a top soccer or rugby player, or a bishop or a top business executive? Is it fair to prevent people from eating such nutritious foods as chicken and eggs simply because they are women? Should children be denied the right to inherit their parents’ property on the grounds of sex? Is it not pathetic seeing men inflict beastly violence on their wives and children, or one another simply because men are expected to be ‘tough’ and ‘strong’?

To avoid such absurdities, advocates of gender equity demand that sex should not be the main consideration in dealing with people. Assigning roles to people on the grounds of biological differences is a form of evil discrimination, like racism. A more sensible way of dealing with men and women is to take them strictly on the basis of their individual abilities. A human being is a human being, whether man or woman and each should be given every opportunity to realize his or her full human potential. An enlightened approach to gender equity is suggested by the old English saying “What’s good for the goose is good for the gander”.

Questions
1. According to the passage, what is the difference between gender and sex? (2 marks)
2. What is gender imposition? (1 mark)
3. How are gender roles passed on? (1 mark)
4. Add a question tag to the following:
  Any girl can climb a tree as smartly as any boy……………………………(1 mark)
5. Identify a phrase in the passage that shows that it is not only women who are concerned with the problems created by gendering of roles. (1 mark)
6. In not more than 60 words write a summary on what women are not allowed to do simply because they are women. (6 marks)
7. In not more than three sentences, re-write the author’s argument. (3 marks)
8. Change the following question into a statement: (1 mark)
  Should children be denied the right to inherit their parents’ property on the grounds of sex?
9. What is the meaning of the following “What is good for the goose is good for the gander.”(1 mark)
10. Explain the meaning of the following as they are used in the passage.(3 marks)
  1. Segregated……………………………………………
  2. Absurdities………………………………………….
  3. Blanket excuse……………………………………..
ORAL LITERATURE (20marks)
Read the following narrative and answer the questions that follow:

Once upon a time, Warthog and Hare were best friends and they lived together. They shared duties according to each one’s abilities. Hare had speed, therefore, duties involving fetching or delivering items fast were left to him, while Warthog, who was gifted in cooking, handled kitchen duties. However, Warthog had his shortcomings. He lost his temper easily and was ready to fight at the slightest provocation. Hare tolerated him all the same.

Things were not always good in the kitchen. The two always quarrelled over missing food. Warthog was always on the defence, denying any wrong doing. One day, Hare bought five tilapia fish but warthog only served two. When he was asked what happened to the other three fish, as usual, Warthog insisted that he knew nothing about the missing fish. Hare was aware that arguing or fighting would not bring back the lost fish. He also knew that he was smaller and could never win a physical fight against warthog.

Not long after the missing fish incident, Hare and Warthog went hunting. They chanced upon a young gazelle too weak to run. They took the gazelle home and slaughtered it. Warthog as usual was the chef. Hare left him and went for a stroll as he waited for the meat to cook. When he returned, warthog, was sleeping under a shady tree, pretending to be very tired, after cooking. Hare opened the lid and Lo! There were only few pieces of meat left.

Hare was really angry and he threatened to beat Warthog up if he failed to account for the missing pieces. Under faked annoyance, Warthog pounced on hare mid-sentence and beat him up thoroughly. Hare promised to get even. That evening, hare went to see Mr. Squirrel who was the best known magician in the whole region. Squirrel gave him a pot of honey to take to Warthog. When he went back home, Hare feigned forgiveness and invited warthog to taste the honey.

Warthog approached him cautiously, he knew that Hare was quite tricky at times. He thought the pot might contain a snake.

So he started apologizing to Hare from a distance for beating him but Hare laughed it off, reminding him that the differences between them were history and they should both start anew. Warthog, who loved honey, approached hare and scooped some which he ate greedily. However, what he did not know was that it had passed through the hands of Squirrel who had laced it with poisonous herbs that would affect Warthog and his descendants.

After eating half the pot’s contents, Warthog felt dizzy and sleepy. When he woke up, he could not remember anything, his brain had been affected by the poisonous herbs. He forgot about his friendship with squirrel and Hare. He did not even remember eating the honey. He was so confused that he ran off into the bush. Warthog’s brain has never recovered. Till now he is always confused and forgetful.
GEORGE OLWALO(Adapted from Sunday Nation July 3 2011)

Questions
1. Classify the above narrative. (2marks)
2. Identify and illustrate three features of style in the narrative. (6marks)
3. What makes Warthog and Hare best friends? (2marks)
4. What are the economic activities in the community where the story is taken from? (4marks)
5. Giving examples, describe two character traits of the Hare shown in the story (4marks)
6. What moral lesson do we learn from the above story? (2marks)
GRAMMAR ( 20 MKS)
1. Choose the correct forms for each of the following words given in brackets. (3 mks)
  1. Jack and James …………………… (is, are) over the hill.
  2. There …………………………(goes, go) Julius and his favourite bag.
  3. Susan is one of the singers who ………………….. (is, are) always off key.
2. Write the past tense forms of each of the verbs in brackets in the following sentences. (4 mks)
  1. The chef ……………………………. a delicious cake (bake)
  2. He ………………………… to the classroom. (hurry)
  3. He got ……………………………. by the teacher (annoy)
  4. She ……………………………. the whole incident. (plan)
3. Fill in the most suitable preposition. (4 mks)
  1. I disagree …………………… you completely. You can’t do this!
  2. Can you excuse us ………………… .class this afternoon?
  3. Domnic insisted ………………….. his answer.
  4. He prefers swimming ………………. fishing.
4. Punctuate the following sentences correctly. (3 mks)
  1. jane and jack went to the market.
  2. he wasn’t the only one who knew the answer.
  3. Don’t go outside she said
5. Without changing their meanings, rewrite the following sentences according to the instruction given after each (3 mks)
  1. Eucabeth washed a pair of small school smart uniform.
    Correct the order of the words in boldface
  2. His room is full of African old strange pictures.
    Correct the order of the boldfaced words
  3. I saw nothing.
    Use: did not
  4. More boys than girls scored above 50%.
    Begin: fewer
6. Fill in the most appropriate form of the word in brackets. (3 mks)
  1. I ………………………. the composition. Can I go out now? (write)
  2. Please be quiet. The students……………………….(read)
  3. By this time next year, she …………………………………………… medicine for three years. (study)
ORAL SKILLS ( 10MKS)
1. Read the conversation below between Rose, a student and the school Secretary, then answer the questions that follow.
  
  Rose: Hallo: Good morning
  Secretary: Who is on the line and what do you want?
  Rose: I am Rose, a Form 4N student and I have been away from school for three days now. May I speak to the Principal?
  Secretary: The Principal is not in the office now.
  Rose: Could I please leave a message for him?
  Secretary: Oh, please, don’t you have his cellphone number?
  Rose: No Madam, since it is official, kindly take down the…
  Secretary: Excuse me, young girl, I am too busy for this idle chat.
  Rose: I am sorry but it is very urgent, madam.
  Secretary: (Without a pen or paper) Go ahead and you better be quick.
  Rose: Thanks for the attention.
  
  Questions
  1. Identify the weaknesses in the secretary’s telephone conversation skills. (3 mks)
  2. Suggest three things the secretary should have done to observe telephone etiquette.(3 mks)
  3. Identify three instances in the conversation when telephone etiquette has been observed.(2 mks)
2. Indicate the correct intonation for the following sentences. (2 mks)
  1. Can I take you home?
  2. How did she travel to Nairobi?

MARKING SCHEME

FUNCTIONAL WRITING (20mks)
The school is about to be closed. As soon as the school closes, members of Christian Union are visiting a town far away from your county where they will stay for two days. Since there is little time to prepare for this trip, you have thought of writing a letter to your cousin to help you pack the items you will need when going on this trip.

Write the letter that you will send to your cousin. (12mks)
Letter
FORMAT
1. Address (1 mk)
2. Date (½ mk)
3. Salutation (½ mk)
4. Complementary cloze (1 mk)
  Total 3 marks
  CONTENT
  1. Greetings (1 mk)
  2. How much you miss him (1 mk)
  3. School news –trip, packing (2 mks)
  4. Any other news (1 mk)
  5. Conclusion (1 mk)
    Total 6 marks
    LANGUAGE – 3 marks

Packing list 8mks
FORMAT
Heading – (2 mk)
Table with at least 4 major columns ½ mark each – (2 marks)
CONTENT
Table well filled with at least four items – 4 marks

A PACKING LIST FOR CHRISTIAN UNION TRIP TO KIAMBU COUNTY
S/NO	ITEM	CATEGORY	QUANTITY	DESCRIPTION
1	clothes	Shirts Trousers	two two	The blue short sleeved and white one The black one and light blue one
2	toiletries	Tooth paste Body oil	One tube of 50g 50g	Close-up Vaseline
3	shoes	Sports shoes	one	The white one
4	snacks	biscuits	One packet	Britannia

CLOZE TEST: 10 MARKS
The ability to speak fluently and clearly is very important _____1__in________ communication. People have failed to achieve _______2 their_______ objectives because of poor speech_________3_habits/patterns__________. One may, for instance, speak so softly ___________4_that__________ the listener is unable to ____5_hear______________ what has been said. Another thing that adds to the _______6__delivery/effectiveness____________ of speech is the pace. Listeners find it difficult to keep up with a speaker who talks very ____7___fast_______.

A speaker also needs to make good ______8_use_______ of gestures. A speaker can say one thing with the ______9__mouth____________, while his or her gestures are saying a ___________10__different_______________ thing altogether.
COMPREHENSION (20mks)
1. The difference between gender and sex is that gender is the expectation that people should do or not do certain things according to their sex √1 while sex refers to either male or female √1
2. Gender imposition is using gender roles to exploit or oppress other people. √ 1
3. Gender roles are passed on from the examples or direct teaching from the older members of the society. √ 1
4. Any girl can climb a tree as smartly as any boy, can’t she?
  NB If comma is missing = 0
  If capital letter ‘C’ = 0
  If no question mark = 0
5. … many women and enlightened men… √ 1
6. In 60 words write a summary on the things women are not allowed to do simply because they are women. (6mks)
  1. Women are not allowed to climb trees √1
  2. They are forbidden from eating certain kinds of food. √1
  3. They are not allowed to speak loudly in public √1
  4. Theyshould not preach publicly or be ordained priests. √1
  5. Some communities prohibit woman from building houses. √1
  6. Some communities prohibit women from being leader’s √1
    Sample summary
    Women are neither allowed to climb trees √1 or eat certain kinds of food. √1 they are not allowed to speak loudly in public √1 and therefore this ensures they don’t preach publicly or be ordained priests. √1 Moreover, some communities prohibit woman from building houses. √1 this is considered work for men. Lastly, some communities prohibit women from being leader’s √ (57words)
    - If in note form, deduct 50% at each point
    - Word limit = 60 – Any word beyond should not be marked.
    - Penalize with a glimmer for faulty expressions per sentence.
7. One’s ability and not sex should be the main consideration in assigning roles/A human being whether man or woman should be given a chance to realize their full potential√ 3
8. Children should not be denied the right to inherit their parents’ property on the grounds of sex. √ 1
9. It means that what is good for the male (man) is good for the female (woman) √1
10. 1. Segregated – separated – (tense must be observed)f
  2. Absurdities – something unreasonable
  3. Blanket excuse – something taken generally.
ORAL LITERATURE 20mks
1. Narrative
  - Aetiological (Explanatory story✔1, Explains why Warthogs appear confused and forgetful✔1) (2marks)
2. - Opening formular - once upon a time
  - Closing formular - Till now he is always
  - Personification - Warthog and Hare are personified ‘He’
  - Repetition - Worthog serves only two fish, only afew pieces of antelop meat.
  - Fantasy - The herbs in honey affect even future generations of Warthog.
    Identification=1, illustration=1 (Any 3x2=6marks)
3. Although Warthog had his shortcomings ✔1 Hare tolerated him all the same.✔1 (2 marks)
4. - Fishing✔1 hare brought five Tilapia.
  - Hunting✔1-Hare and Warthog went hunting
    (Identification; illustration a must, (Any 2x2=4mks)
5. - Tricky - Warthog knew Hare was tricky
  - vengeful - Went to see a magician to avenge his being beaten
  - Persevering - Hare tolerated Warthog all the same. (Any 2x2=4marks)
6. That evil gets punished - Warthogs greed leads to his loss of memory.✔2
GRAMMAR 20 MKS
1. 1. are
  2. goes
  3. are
2. 1. baked
  2. hurried
  3. annoyed
  4. planned
3. Fill in the most suitable preposition (4 mks)
  1. I disagree …………………… you completely. You can’t do this! with
  2. Can you excuse us ………………… .class this afternoon? from
  3. Domnic insisted ………………….. his answer. on
  4. He prefers swimming ………………. fishing. to
4. Punctuate the following sentences correctly. (4 mks)
  1. jane and jack went to the market.
    - Jane and Jack went to the market
  2. he wasn’t the only one who knew the answer.
    - He wasn’t the only one who knew the answer.
  3. Don’t go outside she said
    - “Don’t go outside,” she said.
5. Without changing their meanings, rewrite the following sentences according to the instruction after each. (4 mks)
  1. Eucabeth washed a pair of small school smart uniform.
    Correct the order of the words in boldface
    - Eucabeth washed a pair of smart small school uniform
  2. His room is full of African old strange pictures.
    Correct the order of the boldfaced words
    - His room is full of strange old African pictures.
  3. I saw nothing. Use: did not
    - I did not see anything.
  4. More boys than girls scored above 50%.
    Begin: fewer
    - Fewer girls than boys scored above 50%
6. Fill in the most appropriate form of the word in brackets (4 mks)
  1. I ……… have just written ………………. the composition. Can I go out now? (write)
  2. Please be quiet. The students ……… are reading……… (read)
  3. By this time next year, she … will have studied … medicine for three years. (study)
ORAL SKILLS: Telephone conversation 10mks
1. 1. Identify three weaknesses in the secretary’s telephone conversation skills. (3 mks)
    The secretary:
    - Fails to respond to greetings by the student.
    - Fails to identify herself.
    - Talks rudely e.g. Who is on the line and what do you want?
    - Fails to offer assistance/ask the student how she can help her.
    - Refuses to take the student’s message claiming she is too busy for idle talk.
    - Asks the student to give her the message yet she has no pen or paper to write the message.
    - Fails to end the conversation in a friendly manner. Any 4 x 1 = 4 mks
  2. Suggest three things the secretary should have done to observe telephone etiquette. (3 mks)
    - Secretary should have responded to greetings
    - Secretary should have used polite language.
    - Should have been kind enough to readily take the message. (3 x 1)
  3. Identify three instances in the conversation when telephone etiquette has been observed. (2 mks)
    Rose
    - starting with greeting
    - identifying herself
    - using polite language eg May I …, Could I please … 3 x 1 – 3 mks
2. Indicate the correct intonation for the following sentences. (2 mks)
  1. Can I take you home? Rising
  2. How did she travel to Nairobi? Falling