English Paper 2 Questions and Answers - Form 4 End Term 1 Exams 2023

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INSTRUCTIONS TO CANDIDATES

The paper consists of three sections A , B and C.
Answer all questions in section A and B in the spaces provided
Answer any two questions from section C on foolscaps provided

COMPREHENSION:
Read the following comprehension passage and then answer the questions that follow.

Aristotle, the father of Western critical thought, Leonardo da Vinci, Oprah Winfrey, Marie Curie, Albert Einstein, Ronald Reagan, Bill Clinton, Fidel Castro, George Bush, Julius Caesar, Alexander the Great, Napoleon Bonaparte, Bill Gates, Barack Obama and Uhuru Kenyatta all have one thing in common. Not that they are great men and a woman, but because all of them are left-handed!
Is there something special about being left handed? It is a question that has given rise to many myths about left handed people.
Interestingly, in a majority of cultures the world over, left-handed people are a stigmatised minority. Left is associated with femininity while right in linked to masculinity.In many of our cultures, when giving direction, we talk about the female side and male side of the road. Patriarchal structures have ways of twisting the truth to preserve masculine hegemony.
In some cultures of Africa, people view left-handedness as a sign of evil, while in Japan it can be enough reason for divorce. Many myths in our cultures in Africa regard left-handedness as something unacceptable and evil. Languages have ways of carrying these beliefs about left-handedness. In Latin, the word left is synonymous with “sinister”, while in Spanish the word for left is linked with “malicious”. The French word for left is synonymous with “awkward”. In English, the word left comes from the Anglo-Saxon word ‘luft’, which means weak or broken.
The holy books have not been left out in stigmatising left-handedness. The Bible, specifically the book of Judges, associates left-handedness with war-like tendencies. We also know of many sayings that are negative in reference to left handedness, for instance left wing and a left-handed compliment.
It is, therefore, possible to argue that left handed people are a minority that deserves attention. They suffer at the hands of right handed people who do not recognise their special needs. Some insensitive teachers are known to punish left handed children and force them to write using their right hands. It is, however, notable that in Western cultures, the discrimination of left-handed people is almost over due to the enlightenment of the society.
But what brings about left handedness? Experts remain unsure of how handedness emerges in children. However, a number of reasons have been advanced to explain why majority of people in all societies are right-handed. In terms percentage, less than 10 percent of the world population is left handed and majority of them are males.
Evolutionary theory attempts to explain this phenomenon by suggesting that during the early ages, primitive hunters needed to protect their most vital organ of the body — the heart — and their left hand was used to hold the shield. The right hand was used to hold the sword or knife and because of this it acquired greater agility, which was passed down through the generations. This theory, therefore, explains why more men would be right-handed than women. Other studies have also revealed that the left-handedness of children is an inherited trait. It is common if one parent is left-handed and more common if both parents are left handed.
An equally useful theory that tries to explain this phenomenon is the brain hemisphere theory. It postulates that the preference of using one side of the body more than the other in performing special tasks depends on which brain hemisphere is dominant. In most people, the left hemisphere controls speaking and handy work and that is why right-handedness is common. It further argues that left-handed people are controlled by the right hemisphere of the brain.
Some researchers claim that left-handed people are more intelligent and eloquent than the right-handed people. It is argued that there are more left-handed people with IQs of over 140 than right-handed people. Captivatingly, other studies reveal that left-handed people are more unlikely to suffer from disorders of the immune system.
In view of the fact that studies have found that this group of individuals comprise of intelligent and creative people, we need to revisit our curriculum in order for it to take care of their unique potentialities. We have to put in place structures that will create a learner-friendly environment for left handed children. Desks should also be designed to cater for their unique needs. Special pens and writing materials should be provided specifically for this group of children. More importantly, we should re-train teachers to appreciate the fact that pupils are gifted in different ways, and it is their duty to help pupils to put to use these gifts.
Adapted from Saturday Nation 28/02/2015 Pg. 39
By Prof. Egara Kabaji and Dr Misigo Lushya.
Questions
1. Why do the writers give a long list of people who were / are left-handed? (2 marks)
2. How are the left-handed people discriminated against in the society they live in? (3marks)
3. What makes left-handed people unique? (1mark)
4. According to the passage, why do we have fewer females being left-handed than males? (2marks)
5. Distinguish the functioning of the left-handed people from the right-handed ones? (3marks)
  Make notes on the various ways left-handed individuals can be accommodated by the learning institutions. (4marks)
6. Rewrite the following sentence as instructed.
  Desks should also be designed to cater for their unique needs. (1mark)
  Begin: Their unique needs:
7. Explain the meaning of the following words as used in the passage. (2marks)
  1. Agility:…………………………………………………………………………………………………
  2. Hemisphere:……………………………………………………………………………………………
  3. Postulates:…………………………………………………………………………………………….
Read the extract below and answer the questions that follow. (25 marks)
Henrik Ibsen; A Doll’s House
Nora: [Looks at him for a moment]. For shame! [Hits him lightly on the ear with the stockings.] That’s to punish you. [Folds them up again.]
Rank: And what other nice things am I to be allowed to see?
Nora: Not a single thing more, for being so naughty. [She looks among the things, humming to herself.]
Rank: [After a short silence]. When I am sitting here, talking to you as intimately as this, I cannot imagine for a moment what would have become of me if I had never come into this house.
Nora: [Smiling]. I believe you do feel thoroughly at home with us.
Rank: [in a lower voice, looking straight in front of him]. And to be obliged to leave it all—
Nora: Nonsense, you are not going to leave it.
Rank: [As before]. And not be able to leave behind one the slightest token of one’s gratitude, scarcely even a fleeting regret — nothing but an empty place which the first comer can fill as well as any other.
Nora: And if I asked you now for a—? No!
Rank: For what?
Nora: For a big proof of your friendship—
Rank: Yes, yes!
Nora: I mean a tremendously big favour—
Rank: Would you really make me so happy for once?
Nora: Ah, but you don’t know what it is yet.
Rank: No—but tell me.
Nora: I really can’t, Doctor Rank. It is something out of all reason; it means advice, and help, and a favour—
Rank: The bigger a thing it is the better. I can’t conceive what it is you mean. Do tell me. Haven’t I your confidence?
Nora: More than anyone else. I know you are my truest and best friend, and so I will tell you what it is. Well, Doctor Rank, it is something you must help me to prevent. You know how devotedly, how inexpressibly deeply Torvald loves me; he would never for a moment hesitate to give his life for me.
Rank: [Leaning towards her]. Nora—do you think he is the only one—?
Nora: [With a slight start]. The only one—?
Rank: The only one who would gladly give his life for your sake.
Nora: [Sadly]. Is that it?
Rank: I was determined you should know it before I went away, and there will never be a better opportunity than this. Now you know it, Nora. And now you know, too, that you can trust me as you would trust no one else.
Nora: [Rises, deliberately and quietly]. Let me pass.
Rank: [Makes room for her to pass him, but sits still]. Nora!
Nora: [At the hall door]. Helen, bring in the lamp. [Goes over to the stove.] Dear Doctor Rank, that was really horrid of you.
Rank: To have loved you as much as anyone else does? Was that horrid?
Nora: No, but to go and tell me so. There was really no need—
Rank: What do you mean? Did you know—? [MAID enters with lamp, puts it down on the table, and goes out.] Nora—Mrs. Helmer—tell me, had you any idea of this?
Nora: Oh, how do I know whether I had or whether I hadn’t? I really can’t tell you—To think you could be so clumsy, Doctor Rank! We were getting on so nicely.
Rank: Well, at all events you know now that you can command me, body and soul. So, won’t you speak out?
Nora: [Looking at him]. After what happened?
Rank: I beg you to let me know what it is.
Nora: I can’t tell you anything now.
Rank: Yes, yes. You mustn’t punish me in that way. Let me have permission to do for you whatever a man may do.
Nora: You can do nothing for me now. Besides, I really don’t need any help at all. You will find that the whole thing is merely fancy on my part. It really is so—of course it is! [Sits down in the rocking-chair, and looks at him with a smile.] You are a nice sort of man, Doctor Rank!—don’t you feel ashamed of yourself, now the lamp has come?
1. What happens just before this excerpt? (2 marks)
2. Nora and Dr. Rank pursue different interests in this excerpt. Comment on what Nora wants from Dr. Rank and what Dr. Rank wants from Nora. (3 marks)
3. What do we learn about the type of friendship between Nora and Dr. Rank in this excerpt? Explain your answer. (3 marks)
4. What do we learn about Nora in this excerpt? (2 marks)
5. “Let me pass.” Explain Nora’s attitude towards Dr. Rank as she makes this statement. (3 marks)
6. From the events in this excerpt, what conclusions can you make about love and romantic relationships? (4 marks)
7. Explain the significance of the lamp in the relationship between Dr. Rank and Nora in this excerpt. (4 marks)
8. He would never for a moment hesitate to give his life for me. (Rewrite to begin with: Never…..) (1 mark)
9. Explain the meaning of the following words as used in the passage: (3 marks)
  1. Fleeting
  2. confidence
  3. Horrid
Read the following poem and answer the questions that follow
SYMPTOMS OF LOVE
Love is a universal migraine
A bright stain on the vision

Blotting out reason
Symptoms of true love
Are leanness jealousy
Laggard dawns.

Are omens and nightmares-
Listening for a knock
Waiting for a sign

For a touch of her fingers
In a darkened room
For a searching look.

Take courage lover!
Could you endure such pain
At any hand but hers?
(Literature: reading fiction, poetry and drama McGraw hill, 2000)
1. Identify the persona in this poem (2marks)
2. What is the persona’s attitude towards love? Explain your answer (3marks)
3. Describe the tone of the poem giving evidence to support your answer (4marks)
4. Identify and illustrate any four fingers of speech used in the poem. Commenton their effectiveness(6marks)
5. Describe the mood of the poem with illustrations to support your answer (3marks)
6. Explain the rhetorical question at the end of the poem (2marks)
GRAMMAR (15 marks)
1. Rewrite the following sentences as instructed (3marks)
  1. Judas betrayed Jesus
    Begin: Jesus..……………………………………………………………..………………………………
  2. I have some work. I must do it
    Rewrite as one sentence using an infinitive
  3. He will burst into tears if you tease him.
    Rewrite in the past tense
2. Use the words in the brackets to complete the following sentences (3marks)
  1. Most of her crimes are ............................................(forgive)
  2. The club refused ...........................................(admit) to anyone wearing school uniform
  3. Her only fault is .............................................(indolent)
3. Use a preposition to complete the following sentences (3marks)
  1. The buffalo charged .........................Lilian
  2. The thief was oblivious.......................trap
  3. Lazy students prefer sleep ............................studies
4. Use a phrasal verb to replace the underlined words (3marks)
  1. The school programme has been altered.
  2. I cannot understand what he is saying.
  3. The meeting was cancelled at the last minute.
5. Use the words in the brackets to complete the following sentences (3marks)
  1. I ...........................................(wait) since morning.
  2. He...........................................(like) showing off though I detest it.
  3. She...................................................(pray) for three days by tomorrow.

MARKING SCHEME

COMPREHENSION
1. To show that even though the individuals were left-handed, they were able to achieve much in their lives. A disproportionate number of the left-handed persons are male.
  - In the list, only one is female. (any of the two points – 1mk)
2. - Teachers tie the hands of left handed pupils forcing them to use their right hands.
  - Language disparages the left-handed persons e.g. left means evil, weak.
  - Religions also disparage the left-handed persons e.g. the Book of Judges.
  - Desks, pens and writing materials are not designed for left-handed persons.
  - Teachers are not trained to handle left handed persons.(any 3 points – 3mks)
3. They make use of the right hemispheres of their brains thus giving them greater abilities in the use of the left side of their bodies – thus are more talented, eloquent and intelligent – unlikely to suffer immune disorders. (1 x 2 = 2mks)
4. The evolutionary theory explains that men used their left hand to protect their hearts as they were hunting. They used the left hand to hold the shield.
  The predominant hunters were male – hence more males than females became left-handed over time
5. The right handed persons make use of the left hemispheres which controls speaking and handy work while the left-handed persons make use of the right hemisphere thus they are more eloquent, intelligent and talented. (NB: Distinction should be very clear) (1 x 3 = 3mks)
6. - Retraining of teachers to handle left handed persons.
  - Designing desks to cater for them.
  - Special pens and writing materials to cater for the left handed.
  - Having a left-handed sensitive language.
    (any 4 points – 1 mark each) ( ½ mk AD if in summary form)
7. Their unique needs should be catered for by designing desks. (1mk) (1mk deduction for wrong punctuation)
  1. Agility – Ability to manipulate the use of a limb.
  2. Hemisphere – one half of the brain.
  3. Postulates – suggests. (1mk each)
EXCERPT
1. What happens just before this excerpt? (2 marks)
  Nora shows/displays her flesh-coloured stockings to Dr. Rank. √1 Dr. Rank tries to ogle her (beyond the stockings) which Nora finds unappealing but allows him anyway. √1 She enquires if they will fit, √1 to which Rank chooses to silently doubt. √1 She playfully taps him with the stockings √1 before folding them. √1
  (Any two well linked events, 2marks)
2. Nora and Dr. Rank pursue different interests in this excerpt. Comment on what Nora wants from Dr. Rank and what Dr. Rank wants from Nora. (3 marks)
  Whereas Dr. Rank has romantic demands/ wants to feel affectionate with Nora/ expresses his love for Nora, √1 Nora wants a favour of money from Dr. Rank to solve her financial impasse with Krogstad. √1 As a result, their different desires create a conflict. √1
3. What do we learn about the type of friendship between Nora and Dr. Rank in this excerpt? Explain your answer. (3 marks)
  Their friendship is insincere/dishonest/hypocritical/deceitful √1 and therefore untenable/weak/unsatisfying. √1 It is unacceptable/improper for Dr. Rank to show/express romantic feelings to the wife of his friend, behind his back. √2
4. What do we learn about the character of Nora in this excerpt? (2 marks)
  - She is firm/resolute. √1 She decides to put an end to the illicit relationship she has with Dr. Rank. √1
  - She is welcoming/hospitable. √1 She says: “I believe you do feel thoroughly at home with us.” √1
    Accept any other plausible trait
    (Identification =1; Illustration = 1. No mark for illustration without identification)
5. “Let me pass.” EXPLAIN Nora’s attitude towards Dr. Rank as she makes this statement. (3 marks)
  Nora is cold/hostile towards Dr. Rank. √2 She has learnt that Dr. Rank’s romantic interest in her at this critical moment will not help her solve her present predicament. √2 /She is (also) being prudent to follow Linde’s earlier advice to end the affair with Dr. Rank. √2
6. From the events in this excerpt, what conclusions can you make about love/romantic relationships? (4 marks)
  If true love is unrequited, it may create room for illicit relationships. (Evidence) Helmer leaves a gap of true love thus allowing Nora to get interested in Dr. Rank. √2
  Illicit love is unstable/ brings about regrets/pain. (Evidence) Nora says that the attempts made by Dr. Rank to woo her are horrid and clumsy. √2
  Friends can betray each other while pursuing love. (Evidence) Dr. Rank betrays the trust that Helmer had bestowed in him as the most constant family friend. √2
  Those engaged in illicit relationships must strive to bring such to an end by themselves.
  (Evidence) Nora strives to stop this relationship of darkness by bringing in a lamp (light). √2
  (Any two points for 2 marks each=4 marks)
7. Explain the significance of the lamp in relation to the relationship between Dr. Rank and Nora in this excerpt. (4 marks)
  The lamp is a symbol of truth. √2 It is used to wipe away the darkness, lies, disguises and concealments about love that the two had chosen to engage in and restore honesty, truthfulness and piety. √2
8. He would never for a moment hesitate to give his life for me. (Rewrite to begin with
  Never…..) (1 mark)
  Never for a moment would he hesitate to give his life for me. √1
9. Explain the meaning of the following words as used in the passage: (3 marks)
  1. fleeting – brief √1
  2. confidence – trust √1
  3. horrid - unpleasant √1
1. The persona in this poem is the poet
  He writes about love from his own stand point (2mks)
2. The persona’s attitude toward love is irressistable.
  - He says that it is a powerful force, he also views it as a universal experience that all and sundry go through at one time or the other (3mks)
3. The tone of the poem is ridiculous (2mks)
  - The poet wonders at the symptoms of love since not many can reveal them except to their opposite sex lover.
  - In the last stanza he asks, could you endeavour pain at any hard but hers? (4mks)
4. 1. Simile – love is a bright stain on the vision
  2. Parenthesis – stanza 2, line 1
  3. Rhetorical questions – could you endure such pain at any hand but hers?
  4. paradoxical/contrasting/comparison – stanza 1
    All these figers of speech help the poet to bring out his thought in an artistic way
    (1 mark for identification, 1 mark for illustration)
    (2 marks for effectiveness) (6mks)
5. The mood of the poem is critical, ridiculous and analytical. The poet looks at the symptoms of true love with critic and wonders at why people do what they do when they are in love (3mks)
6. The rhetorical questions is “could you endure such pain at any hand but hers? It is used to show that the symptoms of love as shown in the poem are overbearing on the lovers. That it takes pain to love (2mks)
GRAMMAR
1. 1. Jesus was betrayed by Judas
  2. I have work to do
  3. He would have burst into tears if you ad teased him
2. 1. (un) forgivable
  2. admittance
  3. indolence
3. 1. at
  2. to/of
  3. to
4. 1. Tampered with
  2. Make out
  3. Called off
5. 1. Have been waiting
  2. Likes
  3. Will have been praying