• Definite and Indefinite Adjectives
• Comparative and Superlative Adjectives
  • The Comparative
  • The Superlative

An adjective is a word that describes or modifies a noun or a pronoun. To describe or modify means to provide additional information about nouns or pronouns. To modify further means to change something slightly.

Writers and speakers modify an idea or image by choosing certain describing words, which are called adjectives. Hence, these adjectives are also called modifiers. Adjectives are like word cameras. They are words that describe colours, sizes and shapes. Adjectives help you capture how the world around you looks and feels.

Definite and Indefinite Adjectives

These are adjectives which tell how many or how much. They give the number or the quantity, either specific or approximate, of the noun in question. They are also referred to as numerals
Examples:

• Three elephants were killed by the game rangers.
• He bought several houses in Kileleshwa.
• Don’t put much sugar in the tea!

More examples of numerals

Adjectives that are in form of numbers are used with countable nouns:
Examples:

• Two calves were born yesterday.
• Five chimpanzees performed funny tricks.
• Many children like dinosaurs.

A definite or indefinite adjective may look like a pronoun, but it is used differently in a sentence. It is an adjective used to modify a noun.

Adjectives that are in farm of quantity are used with uncountable nouns.
Examples:

• Do you have any water in the house?
• How much flour did you buy?

Comparative and Superlative Adjectives

To compare two people, places or things, we use the comparative form of an adjective. To compare more than two, we use the superlative form of the adjective.
Examples:
ONE PERSON: Kimenju is tall.
TWO PERSONS: Kimenju is taller than James.
THREE OR MORE: Kimenju is the tallest of all.

The comparative

The comparative form of the adjective is used to compare one thing, person or place  with another one. It is formed in two ways.

1. For short adjectives, add -er.
   Examples:
   great + er = greater
   sweet + er = sweeter
   big + er = bigger
   light + er = lighter.
2. For longer adjectives, the comparative is formed by using the word more before them.
   Examples:
   More handsome
   more remarkable
   More attractive
   more hardworking
   
   Most adjectives ending in -ful and -ous also form the comparative using more.
   Examples:
   More successful
   more curious
   more ferocious
   More beautiful
   more generous
   more prosperous

The Superlative

The superlative form of the adjective is used to compare a person, a place or a thing with more than one other of its kind.
Examples:

• Elephants are the largest animals in the jungle.
• However, they are the most emotional animals.
  The superlative form of an adjective is formed in two ways.

1. By adding -est to the short adjective
   Examples:
   great + est = greatest
   sweet + est = sweetest
   big + est = biggest
   light + est = light
2. For longer adjectives, use most before them.
   Examples:
   most mysterious
   most awkward
   most successful
   most attractive
   The ending -er in the comparative becomes -est in the superlative while more becomes most.
   Adjective           comparative                superlative
   strong                stronger                       strongest
   quick                  quicker                         quickest
   adventurous      more adventurous       most adventurous
   co-operative      more co-operative         most co-operative

• Transitive and Intransitive Verbs
• Progressive and Non-progressive (Stative) Verbs
• Phrasal Verbs
• Verb moods
  • Indicative and Imperative
  • Present Subjunctive
  • Past Subjunctive
• Verb Tenses
  • The Present Tense
  • The Past Tense
  • The Future Tense
  • The Simple Tenses
  • The Perfect Tenses
  • The Progressive Verb Forms

Transitive and Intransitive Verbs

Transitive verbs require a direct object for their meaning to be complete.

Intransitive verbs do NOT require a direct object for their meaning to be complete.

Some verbs can be transitive or intransitive depending on the context in the sentence

Progressive and Non-progressive (Stative) Verbs

Progressive verbs describe an action occurring over a period of time. They are formed with the verb be + the present participle (-ing form)

Non-progressive (Stative) verbs do not describe actions. Instead, they describe a state or condition. The state or condition can occur over a period of time. They are NOT formed with be + the present participle.

Common non-progressive (stative) verbs: appreciate, believe, dislike, exist, fear, hate, know, like, love, need, prefer, realize, resemble, seem, sound, understand

Many verbs can be progressive or non-progressive (stative) depending on the context of the sentence.

Common progressive and non-progressive verbs: appear, cost, feel, forget, have, hear, imagine, include, look, measure, remember, see, smell, taste, think, want, weigh

Phrasal Verbs

Phrasal verbs are verbs that combine with a preposition to create a meaning that is different from the two words taken separately. With some phrasal verbs, the object must be placed after the preposition.

Other common non-separable phrasal verbs: check in, drop out (of), get along (with), get off, get in, grow up, look after, take after, run into.

With some phrasal verbs, the object can be placed between the verb and the preposition or after the preposition.

Other common separable phrasal verbs: call off, cheer up, drop off, find out, give up, hand in, look up, make up, put off, take over, turn on, turn down

Note that not every verb + preposition is a phrasal verb. Phrasal verbs are only those combinations that have a separate meaning.

Verb Moods

Indicative and Imperative

The indicative mood is the most common verb mood in English. It is used to express facts and opinions, or to ask questions about them. The indicative mood is used in all verb tenses.

The imperative mood is used to make requests or give orders and warnings. It is used only in the simple present and future tenses.

Present Subjunctive

The subjunctive mood is used to express uncertain actions or states.

The present subjunctive* is formed with the base form of a verb. It follows verbs, nouns, or adjectives that express suggestion, demand, or request.

* The term “present” refers to the form of the subjunctive verb (base form) rather than the time in which the action happens. The following sentences all use the present subjunctive mood:

• The patient asked that he be given more medicine.
• The patient requests that he be given more medicine.
• The patient is demanding that he be given more medicine.
• The patient will insist that he be given more medicine.

** Often, that is not omitted from sentences.

Past Subjunctive

The subjunctive mood is also used to express uncertain actions or states.

The past subjunctive* is formed with the simple past form of a verb that describes a state, condition, or habit. With the verb be, the form were (not was) is always used. It refers to hypothetical or imaginary situations.

Verb Tenses

The time of an action or the state of being is expressed by different forms of the verb. These forms are called the tenses of the verb.
There are three main forms of a verb: the present, the past, or the future.

The Present Tense

A verb which is in present tense indicates what the subject of the sentence is doing right now.
Example:
The teacher sees the students.
The verb sees tells that the teacher is seeing the students now. To show the present tense, an -s or -es is added to most verbs if the subject is singular.

If the subject is plural, or I or You, the -s, or -es is not added.
Example:
The bird hatches in the nest.
The stream flows down the hill.
The boys rush for their breakfast.
We talk a lot.

Rules for forming the Present Tense with Singular Subjects

1. Most verbs: add –s
   get – gets
   play – plays
   eat – eats
2. Verbs ending in s, ch, sh, x, and z: add-es
   pass – passes
   mix – mixes
   punch-punches
   buzz – buzzes
   push – pushes
3. Verbs ending with a consonant and y:
   change the y to i and add -es
   try - tries
   empty – empties

The Past Tense

A verb which is in past tense shows what has already happened.
Example:
Tito liked his grandmother’s story.
The verb liked tells that the action in the sentence happened before now.

Rules for forming the Past Tense

1. Most verbs: Add -ed
   play – played
   talk – talked
   climb – climbed
2. Verbs ending with e: Add -d
   praise – praised
   hope – hoped
   wipe – wiped
3. Verbs ending with a consonant and -y: the y to i and add -ed
   bury – buried
   carry – carried
   study – studied
4. Verbs ending with a single vowel and a consonant: Double the final consonant and add-ed
   stop – stopped
   man – manned
   trip – tripped

The Future Tense

A verb which is in future tense tells what is going to happen.
Examples:
Evans will take his car to the garage.
She will probably come with us.

The verbs will take and will come tell us what is going to happen. Hence, they are in future tense.

To form the future tense of a verb, use the helping verb will or shall with the main verb.

The Simple Tenses

The most common tenses of the verb are the simple tenses. You use them most often in your speaking and writing.

1. Present simple tense.
   Look at the following sentences.
   1. I know Kisumu
   2. He goes to school everyday.
   3. The sun rises from the east.
      All the above sentences contain a verb in the present simple tense. This tense is used for different purposes.
      
      1. To state a personal fact
         Example: I know Kisumu.
      2.  To point out a regular habit.
         Example: He goes to school everyday.
      3. To state known a scientific fact
         Example: The sun rises from the east.
2. Past Simple Tense
   The past simple tense is used when an action has been completed .
   Examples:
   We cleaned our classrooms yesterday.
   He drove the car this morning.
   She planned the whole incident.
3. Future Simple Tense
   The future simple tense places the action or condition in the future. It is formed by using the word shall or will before the present form of the main verb.
   Examples:
   We shall need help with her load.
   She will eat the bananas alone.
   The dancers will entertain them.

The Perfect Tenses

The perfect tenses are used to show that an action was completed or that a condition existed before a given time.
The perfect tenses are formed using has, have, or had before the past participles i.e.
verb forms ending in -ed.
Examples:

1. Present Perfect Tense:
   Ceasar has just finished his homework.
   Kamau and Njoroge have now agreed to meet.
2. Present Perfect Continuous Tense
   Kibet has been working in his shamba for two hours.
   We have been swimming in this pool for ten minutes.
3. Past Perfect Tense
   We had completed the work by the time the supervisor came.
   Nobody knew that she had already remarried.
4. Past Perfect Continuous Tense
   I had been trying to contact him for two hours before he finally appeared.
   Mrs. Masumbuko had been feeling unwell the whole week before she decided to visit
   a doctor.
5. Future Perfect Tense
   Agege will have sold his goats by two p.m.
   By next term, twenty students will have dropped from this school.
6. Future Perfect Continuous
   The players will have been playing for twenty minutes by the time the President arrives.
   By the end of this term, she will have been living with her aunt for five years.

The Progressive Verb Forms

The progressive form of the verb shows continuing action.
Examples:
I am singing
She was dancing.

The progressive form is formed using various forms of the verb be plus the present participle i.e. a verb form that ends in -ing.
Examples:

1. Present Progressive Tense
   I am reading a book about Red Indians.
   Her mother is preparing dinner.
2. Present Perfect Progressive
   He has been cleaning his car since morning.
   They have been exercising for a week now.
3. Past Progressive Tense
   She was cooking supper when I arrived.
   They were fighting fiercely when the police arrived.
4. Past Perfect Progressive Tense
   Sonko had been wearing an earing for years before he removed it.
   Onyancha had been killing children before he was finally discovered.
5. Future Progressive
   He will be tilling the land next week.
   Joyce and Joan will be washing clothes all morning.
6. Future Perfect Progressive
   The children will have been sleeping for two hours by the time their parents arrive.
   John will have grown a beard by the time he is twelve.

• Personal pronouns
  • Forms of Personal Pronouns
• Possessive Pronouns
• Demonstrative Pronouns
• Indefinite Pronouns
• Reflexive Pronoun
• Interrogative Pronoun
  • Using Who, Whom and Whose

A pronoun is a part of speech that takes the place of a noun. They include such words as I, we, he, she, thy, me and us.

Pronouns enable you to avoid repeating the same names (nouns), when writing or speaking, which would otherwise make you sound very awkward and wordy. By using pronouns effectively, you can make your writing and speaking flow smoothly.

Pronouns can be classified into 6 types. These are personal, indefinite, demonstrative, interrogative, reflexive and intensive pronouns.

Personal Pronouns

A personal pronoun is a word that is used in place of a noun or another pronoun. They are used to refer to nouns that name persons or things.
Example:

• Awkward Kamau put on Kamau’s gum boots. Then Kamau went to the shamba.
• Improved Kamau put on his gum boots. Then he went to the shamba.

In the above example, the personal pronoun his helps the writer avoid repeating the same noun. The pronoun he acts as a bridge to connect the two sentences.

Personal pronouns are further classified in terms of person and gender.

Person

In terms of person, personal pronouns can be divided into three classes.

1. First person – I, my, me, we, our and us.
   These ones refer to the person(s) speaking.
   Example: I always ride my bike to school.
2. Second person – you, your, yours
   These refer to the person(s) spoken to.
   Example: I will call you tomorrow.
3. Third person – he, his, him, she, hers, her, it, its, they, their, them.
   These ones refer to another person(s) or thing(s) that is being spoken of.

The personal pronoun it usually replaces a noun that stands for a thing or an animal. It is never used in place of a person.

Gender

Personal pronouns can also be classified by gender. Gender can either be masculine
(referring to male people), feminine (referring to female people) or neuter (referring to
animals or things).
Examples:

• Joseph cleaned his car. (His is the third person, masculine gender).
• Isabel said the dress was hers (Hers is the third person, feminine gender).
• The dog wagged its tail. (Its is the third person, neuter gender).

Forms of Personal Pronouns

In English, personal pronouns have three forms: the subject form, the object form and the possessive form.

Examples:

• She is a painter (subject form)
• He praised her. (Object form)
• It is her best painting. (Possessive form)

Subject Pronouns

A subject pronoun takes the place of a noun as the subject of a sentence. These pronouns are:

1. Singular forms – I, you, he, she, it
2. Plural forms – we, you, they
   Examples:
   Noun                                                                 Subject Pronoun
   The housegirl takes care of the baby               She takes care of the baby
   The dog guards the house                                It guards the house
   Mark and Francis love swimming                      They love swimming

Subject pronouns also appear after forms of the linking verbs be.
Examples:

• The watchman today is he.
• The composers were they.

Object pronouns

Object pronouns can replace nouns used after action verbs. These pronouns are:

1. Singular – me, you, him, her, it
2. Plural – us, you them
   Examples:
   
   • The driver drove him. (direct object)
   • The parents thanked us. (direct object)
   • The reporters asked him many questions. (indirect object)

In the above examples, the personal pronouns are the direct or indirect objects of the verbs before them.

Object pronouns can also replace nouns after prepositions such as to, for, with, in, at or by. That is, they can be objects of prepositions.
Examples:

• Gladys waved to them. (object of a preposition)
• The delivery is for me.
• Ben went with them to the theatre.

Possessive Pronouns

A possessive pronoun shows ownership.

Example: My pen is black.

There are two kinds of possessive pronouns:

1. Those used as adjectives to modify nouns. These possessive pronouns are:
   Singular: My, your, his, her, its
   Plural: Our, your, their
   Examples:
   • My shirt is yellow.
   • Your food is on the table.
   • His bag is green.
   • This is her dress.
   • Its fur is soft.
   • These are our parents.
   • Pay your bills.
   • They removed their bats.
     The above possessive pronouns always appear before nouns to modify them. Hence, they are called modifiers.
2. Those that stand alone and replace nouns in sentences. These possessive nouns are:
   Singular: mine yours his, hers, its
   Plural: ours yours, their
   Examples:
   • The yellow shirt is mine.
   • The food on the table is yours.
   • The green bag is his.
   • This dress is hers.
   • Its is the soft fur.
   • These crops are ours.
   • These bills are yours.
   • Those hats are theirs.

Points To Note

1. The pronoun I is used as a subject or after forms of the linking verb be.
   Examples:
   Subject: I travel by bus
   After the linking verb be: Yesterday, the prefects on duty were Victor and I
2. The pronoun me is used object after action verbs or words (prepositions) such as to, for, with, in, or at.
   Examples:
   Object: Rose met me at the gate.
   After prepositions: Rose waited for me at the gate.
                                 You are coming with me.
3. When using compound subjects and objects (i.e. subjects and objects comprising of a pronoun and a noun or another pronoun), always name yourself last.
   Examples:
   Diana and I visited our grandmother yesterday.
   Who appointed Chege and me?
   Rose waited for her and me at the gate. or at.

Demonstrative Pronouns

A demonstrative pronoun is used to single or point out one or more persons or things referred to in the sentence.
These pronouns are this, that, these, and those.
This and these point to persons or things that are near.
Examples:

• This is a gazelle.
• These are the students of Kianjege West Secondary School.

That and those point to persons or things that are farther away.
Examples:

• That is the city square.
• Those are the lodging rooms.
  
  
• This and that are used with singular nouns.
• These and those are used with plural nouns.

Indefinite Pronouns

An indefinite pronoun is a pronoun that does not refer to a specific person or thing.
In English, there are singular indefinite pronouns, plural indefinite and both singular and plural indefinite pronouns.

Singular Indefinite Pronouns

another     anything       everybody        neither               one
anybody      each           everyone         nobody           somebody
anymore     either         everything         no one            someone.

An indefinite pronoun must agree with its verbs and in number with its possessive
pronoun. The above indefinite pronouns are used with singular verbs. They are also used
with singular possessive pronouns.

Examples:
Agreement with verbs
Correct: Everyone has heard of Lake Turkana.
Incorrect: Everyone have heard of Lake Turkana.
Correct: Nobody knows what happened to Samuel Wanjiru.
Incorrect: Nobody know what happened to Samuel Wanjiru.
Correct: Everything about the old man remains a mystery.
Incorrect: Everything about the old man remain a mystery.

Agreement in number with possessive pronouns
Correct: Neither believed his/her eyes.
Incorrect: Neither believed their eyes.
Correct: Each strained his/her neck to see.
Incorrect: Each strained their neck to see.

Plural indefinite pronouns

both          many           few              several
These indefinite pronouns use plural verbs and possessive pronouns.
Examples:
Plural verbs
Correct: Few know about Lake Olbolsat.
Incorrect: Few knows about Lake Obolsat.
Correct: Both stand by what they believe.
Incorrect: Both stands by what they believe.

Plural possessive pronouns
Correct: Several reported their findings.
Incorrect: Several reported his/her findings.

Both singular and plural indefinite pronouns

all         some         any             none
These indefinite pronouns may be singular or plural, depending on their meaning in the
sentence.
Examples:
All of my story is true – singular
All of the guests are here – plural
None of the lake is foggy – singular
None of the photos are spoiled – plural.

Reflexive Pronouns

Reflexive and intensive pronouns end in -self or -selves. These are myself, yourself, herself, himself, itself, ourselves, and themselves.

A reflexive pronoun refers to an action performed by the subject of the sentence. The meaning of the sentence is incomplete without the reflexive pronoun.
Examples:

• Monicah bought herself a new dress. (The meaning of the sentence is incomplete without the reflexive pronoun because we do not know for whom Monicah bought the dress).

Interrogative Pronouns

An interrogative pronoun is used to ask a question. These pronouns are who, whose, whom, which and what.
Examples:
Who is the mayor of this town?
Whose is the red car?
Which is her blouse?
What did she ask you?
Whom should I trust with my secret?

Using Who, Whom, and Whose

Who, whom, and whose are often used to ask questions. Hence, they are interrogative pronouns.

WHO is the subject form. It is used as the subject of a verb.
Examples:
Who taught you how to play the guitar? (Who is the subject of the verb taught.)

WHOM is the object form. It is used as the direct object of a verb or as the object of a preposition.
Examples:
Whom did you meet? (Whom is the object of the verb did meet).
For whom is this trophy? (whom is the object of the preposition for).

WHOSE is the possessive form. It can be used :

1. To modify a noun
   Example:
   Whose is umbrella is this? (whose modifies the noun umbrella)
2. Alone as the subject or object of a verb
   Examples:
   Whose are those water melons? (whose is the subject of the verb are)
   Whose did you admire? (whose is the object of the verb did admire)

• Nouns
  • Categorization of Nouns
  • Countable and Uncountable Nouns
• Articles
  • Generic Statements
• Subjective Pronouns and Possessive Adjectives
  • Possessives

Nouns

Nouns can be singular or plural.
SINGULAR: banana
PLURAL: bananas

Vowels: a, e, i, o, u
Consonants: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z

Categorization of Nouns

Nouns are words that represent people, places, things, or ideas.

• Person
  John went to the new theater last week with his father.
  examples: brother, mailman, chef, assistant, friend, king
• Place
  We met our neighbors at the arcade.
  examples: beach, zoo, home, Spain, woods, work, school
• Thing
  I found the keys under the sofa.
  examples: eraser, chain, picture, door, pen, tractor, stick
• Idea
  Happiness is very important.
  examples: sadness, freedom, fun, love, anger

Countable and Uncountable Nouns

Nouns can be either countable or uncountable.

Countable nouns represent things that can be counted as individuals. Use a, many, few, or numbers

• I bought eleven CDs and a new book.
• We saw many cars and a few vans. before countable nouns.

Countable nouns: apple, ant, bag, book, cat, chair, donut, friend, house, jacket, map, neighbor, page, question, raft, stove

Uncountable nouns represent things that cannot be counted as individuals. Use much, little, some or any* (for negatives and questions) before uncountable nouns.

• I had some soup before dinner.
• I didn’t have any coffee.
• Did you have any fun at the zoo?
• Yes, we had some fun at the zoo.

Uncountable nouns: bread, cheese, coffee, food, fruit, furniture, homework, mail, meat, milk, music,
paper, rice, soup, water

NB: Some and any can also be used with countable nouns. Any is used for questions and negatives. Some is used when the exact number is not known or is not important.
Example: Do you have any apples? Yes, we have some apples in the fridge

Articles

Articles are a, an, and the. Sometimes no article is used.

• A baby cries.
• An alligator swims.
• The teenagers whisper.
• Apples are delicious.

A is for singular nouns. It goes in front of consonant sounds.

• A zebra has stripes.
• Nick eats a sandwich.

An is for singular nouns. It goes in front of vowel sounds.

• An iris is a flower.
• John sees an airplane.

The is for singular or plural nouns. It goes in front of consonant or vowel sounds. 
The is used for things that are already known or introduced. The is also used when the noun it precedes is the only one of its kind

• Nick eats a sandwich. The sandwich is delicious.
• John sees an airplane. The airplane is in the sky.
• The moon is in the sky. (There is only one moon and one sky.)
• Some apples are in the fridge. (Most people only have one fridge in their homes.

Words beginning with u often have a y(ju) sound. In this case, a is used.
Y SOUND: A unicorn has a horn.
U SOUND: Amy has an umbrella.
H is often silent when it begins a word. In this case, an is used.
SILENT: An hour is a long time.
SPOKEN: Sarah has a hamster

Generic Statements

Generic statements are sentences that provide information that is true most or all of the time.
Generic statements often use the verb Be.

• I am a student.
• She is tall.
• They are my parents

Some generic statements use the verb Have.

• Insects have six legs.
• He has blue eyes.

Other generic statements use verbs that describe a state or condition.

• Candy tastes sweet.
• Feathers feel soft.

Other state or condition verbs: look, smell, taste, sound, like, love, hate, think, believe

Subjective Pronouns and Possessive Adjectives

Subject Pronouns refer to nouns. They replace subjects. 

I, you, he, she, it, we, they

• John plays basketball. He is athletic. (He = John)
• Lisa and Tom play musical instruments. They take lessons. (They = Lisa and Tom)

Possessive Adjectives show ownership or relationship. They often go before nouns.

My, your, his, her, its*, our, their

• My hair is brown.
• Amy and her brother have a pet rabbit.
• Their rabbit eats lettuce

NB:Its is a possessive adjective. It’s = It is

Possessives

Possessives show who or what an object belongs to.

Usually, ‘s is added to the end of a noun to show ownership of the noun coming after it.

• I like John‘s haircut.
• My mother‘s car broke down.

For plural nouns that end in -s, only the apostrophe is added to show ownership.

• The girls’ gym is over there.
• The boys’ hockey team plays tomorrow

When showing ownership for more than one noun, only the last noun takes the ‘s or the apostrophe.

• Sam, Dawn, and Kim’s teacher was absent from school yesterday.
• The lions and tigers’ cages are always cleaned on Mondays.

For proper nouns (names) that end in -s, ‘s is added to show ownership.

• James‘s bike is blue.
• Julius‘s house is near the river

Of can also be used to show ownership. In this case the noun representing the owned thing comes first.*

• The father of the student (= the student’s father)
• The king of Spain (= Spain’s king)

NB:This form is usually used when the owner is a place or thing, not a person.

• A hot potato
  Speak of an issue which many people are talking about and which is usually disputed
• A penny for your thoughts
  A way of asking what someone is thinking
• Actions speak louder than words
  People's intentions can be judged better by what they do than what they say.
• Add insult to injury
  To further a loss with mockery or indignity; to worsen an unfavorable situation.
• An arm and a leg
  Very expensive or costly. A large amount of money.
• At the drop of a hat
  Meaning: without any hesitation; instantly.
• Back to the drawing board
  When an attempt fails and it's time to start all over.
• Ball is in your court
  It is up to you to make the next decision or step
• Barking up the wrong tree
  Looking in the wrong place. Accusing the wrong person
• Be glad to see the back of
  Be happy when a person leaves.
• Beat around the bush
  Avoiding the main topic. Not speaking directly about the issue.
• Best of both worlds
  Meaning: All the advantages.
• Best thing since sliced bread
  A good invention or innovation. A good idea or plan.
• Bite off more than you can chew
  To take on a task that is way to big.
• Blessing in disguise
  Something good that isn't recognized at first.
• Burn the midnight oil
  To work late into the night, alluding to the time before electric lighting.
• Can't judge a book by its cover
  Cannot judge something primarily on appearance.
• Caught between two stools
  When someone finds it difficult to choose between two alternatives.
• Costs an arm and a leg
  This idiom is used when something is very expensive.
• Cross that bridge when you come to it
  Deal with a problem if and when it becomes necessary, not before.
• Cry over spilt milk
  When you complain about a loss from the past.
• Curiosity killed the cat
  Being Inquisitive can lead you into an unpleasant situation.
• Cut corners
  When something is done badly to save money.
• Cut the mustard
  To succeed; to come up to expectations; adequate enough to compete or participate
• Devil's Advocate
  To present a counter argument
• Don't count your chickens before the eggs have hatched
  This idiom is used to express "Don't make plans for something that might not happen".
• Don't give up the day job
  You are not very good at something. You could definitely not do it professionally.
• Don't put all your eggs in one basket
  Do not put all your resources in one possibility.
• Drastic times call for drastic measures
  When you are extremely desperate you need to take drastic actions.
• Elvis has left the building
  The show has come to an end. It's all over.
• Every cloud has a silver lining
  Be optimistic, even difficult times will lead to better days.
• Far cry from
  Very different from.
• Feel a bit under the weather
  Meaning: Feeling slightly ill.
• Give the benefit of the doubt
  Believe someone's statement, without proof
• Hear it on the grapevine
  This idiom means 'to hear rumors' about something or someone.
• Hit the nail on the head
  Do or say something exactly right
• Hit the sack / sheets / hay
  To go to bed.
• In the heat of the moment
  Overwhelmed by what is happening in the moment.
• It takes two to tango
  Actions or communications need more than one person
• Jump on the bandwagon
  Join a popular trend or activity.
• Keep something at bay
  Keep something away.
• Kill two birds with one stone
  This idiom means, to accomplish two different things at the same time.
• Last straw
  The final problem in a series of problems.
• Let sleeping dogs lie
  Do not disturb a situation as it is - since it would result in trouble or complications.
• Let the cat out of the bag
  To share information that was previously concealed
• Make a long story short
  Come to the point - leave out details
• Method to my madness
  An assertion that, despite one's approach seeming random, there actually is structure to it.
• Miss the boat
  This idiom is used to say that someone missed his or her chance
• Not a spark of decency
  Meaning: No manners
• Not playing with a full deck
  Someone who lacks intelligence
• Off one's rocker
  Crazy, demented, out of one's mind, in a confused or befuddled state of mind, senile.
• On the ball
  When someone understands the situation well.
• Once in a blue moon
  Meaning: Happens very rarely.
• Picture paints a thousand words
  A visual presentation is far more descriptive than words.
• Piece of cake
  A job, task or other activity that is easy or simple.
• Put wool over other people's eyes
  This means to deceive someone into thinking well of them.
• See eye to eye
  This idiom is used to say that two (or more people) agree on something.
• Sit on the fence
  This is used when someone does not want to choose or make a decision.
• Speak of the devil!
  This expression is used when the person you have just been talking about arrives.
• Steal someone's thunder
  To take the credit for something someone else did.
• Take with a grain of salt
  This means not to take what someone says too seriously.
• Taste of your own medicine
  Means that something happens to you, or is done to you, that you have done to someone else
• To hear something straight from the horse's mouth
  To hear something from the authoritative source.
• Whole nine yards
  Everything. All of it.
• Wouldn't be caught dead
  Would never like to do something
• Your guess is as good as mine
  To have no idea, do not know the answer to a question

This is a list of well-known as...as similes. There are more similes, of course, some common and
others less common because anyone can make a simile at any time--you too!

STANDARD 8, END OF TERM 1
ENGLISH
NAME....................................................SCHOOL...............................

Read the passage below It contains blank spaces mumhered 1 to 15. For each blank space, choose the BEST alternative from the choices given

People usually feel like taking some time    1     to sit alone and    2     some personal decisions. This requires a quiet place without any noise.    3    the background. Such places     4    have become very      5    due to urbanisation and industrialisation. Even if     6     was to get into a    7     forest, far away from the road, he     8     only succed in keeping off noise from machine-related sources as there are animals and birds which     9    in the forest and communicate to one another by the noises they make. A monkey, for example, will    10   to pass information to other monkeys.    11    at night, complete silence is impossible to achieve as there are some birds, insects     12   wild animals which hunt at night. They make noise to tell the others     13      where they are or where danger they should avoid has been     14   . It is therefore only    15      to achieve some reasonable amount of silence but almost impossible to achieve complete silence.

1. A away                    B. off                        C. out              D.about
2. A. take                    B. plan                      C. bring           D. make
3. A at.                        B. in                          C. by               D. on
4. A. therefore             B. moreover             C. however     D. consequently
5. A rare                      B.special                  C. strange       D. clear
6. A be                        B. one                       C. she             D.it
7. A green                   B. tall                        C. wide            D. thick
8. A should                  B would                    C. might           D. could
9. A move                    B. remain                 C. stay             D. live
10. A trumpet                B chatter                   C. howl            D.scream
11. A Even                    B. Now                      C. so               D. Likewise
12. A of                         B. also                      C. and              D. then
13. A either                   B both                       C. neither         D.only
14. A defeated              B detected                C. dejected       D. suspected
15. A known                  B. easy                      C. believed      D. possible

For questions 16 la 18 cheese the alternativ That means the SAME AS the underlined wory

16. The hardworking teacher was promoted
    1. Strict
    2. Clever
    3. Industrious
    4. Energetic
17. You will finally get your destination if the vehicle does not break down.
    1. lastl
    2. immediately
    3. really
    4. actually
18. You have to be smart in your work to achieve your aim
    1. intelligent
    2. neat
    3. attractive
    4. clean

For each of the questions 19 to 21, choose from the alternative given the statement which when combined with the phrase makes a complete and sensible sentence

19. Susana will only be treated
    1. because she reaches the hospital on time.
    2. as she reaches the hospital on time.
    3. after she reaches the hospital on time.
    4. if she reaches the hospital on time.
20. If I had time, I
    1. should visit my grandmother
    2. could visit my grandmother.
    3. would visit my grandmother,
    4. might visit my grandmother.
21. It was until the rains started
    1. that the farmers started planting their crops.
    2. when the farmers started planting their crops.
    3. as the farmers started planting their crops.
    4. before the farmers started planting their crops.

For questions 22 and 23, choose the BEST arrangement of the given sentences to make sensible paragraphs

22. Use of written or oral language should be effective
    it is importance to communicate in order to be understood
    The response too will help you know whether you communicated or not
    If the language is too high or too low, you may not achieve your aim
    1. ii, iv. iii, i
    2. ii, i, iv, iii
    3. ii, iii, iv, i
    4. ii, i, iii, iv
23. However, the water has to be clean to keep you healthy.
    Water is essential for life.
    This could change depending on the type of food eaten and the day's weather
    You need to drink an average of eight glasses of water per day:
    1. iv, i, ii,iii
    2. iv, ii, iii, i
    3. ii, iii, iv. i
    4. ii, iv, iii, i

In questions 24 and 25, choose the correct alternative that means the SAME AS the given sentence.

24. Hardly had the cock crowed than we woke up.
    1. We woke up when the cock crowed.
    2. The cock crowed and immediately we woke up.
    3. The cock crowed as soon as we woke up
    4. We woke up then the cock crowed.
25. "What have you been doing since morning?" her mother asked.
    1. Her mother asked if she had been doing anything since morning.
    2. Her mother asked her what she was doing since morning.
    3. Her mother asked her what she had done since morning
    4. Her mother asked her what she had been doing since morning

Read the passage below and then answer questions 26 to 38.

When Tolo arrived back, he was not in a talking mood. He looked tired, worn out, hungry and moody. His clothes too, looked torn, dirty and it was obvious wherever he had been to was hell on carth. It took a few days then he gathered courage to take a few trusted friends who remained glued next to him, especially in the evenings.

Tolo was at home and like other hunters, he decided to go and inspect his traps. The first two had caught nothing and so he proceeded to the third one which was located near the riverbank. It was a forested area and thus, having a panga in the hand was essential.

He was lucky! A deer had been trapped and it looked either dead or dying from a distance. llowever, when he moved closer, he realized its eyes were wide open although it made no attempt to Ilee. lle knew it was just waiting to be carried away but how wrong it was! The poor creature had been struggling for hours and hours and upon realizing it couldn't flee itself, decided to save the little energy left for any opportunity of escape ifit ever came. So when Tolo cut off the rope it had entangled itself in. the deer made a leap into the air and its first landing was four metres away
Tolo was shocked and surprised but he picked his panga and went after the creature. Due to his speed and undergrowth, he lost it. Knowing that it couldn't cross he adjacent river that fast, he decided to keep going after it; sooner or later, he would get it.

It was not long when he reached it but what he saw almost made him faint. The deer was in the claws of a ferocious-looking leopard, with teeth dripping fresh blood, glared and glowled at him, he found himself climbing the closest tree. It was the safest thing he could do but it was the gravest mistake that landed him in trouble.

The went up the tree with the heart beating fast but hopeful to get the safety he was very much wanted. For some time, it remained so but at around eight o oclock, he heard some noise and looked down. Tulis utter surprise, the Icopard, with the deer's neck in the jaws, was struggling up the tree! This shocked him and made him climb to even higher branches. It was then that he realized that he was 100, was trapped! The leopard settled on a thick branch, just below him and started eating its meal probably aware of his presence.

It's this meal that lasted a whole two days and within those two days. lolo learnt that one can actually stay for two days and nights without food, drink and very little sleep lle vowed to abandon trapping animals and ventured into crop cultivation.

26. Tolo was not in a talking mood because
    1. he had just arrived back
    2. many people had talked ill about him.
    3. what he had undergone was still tormenting him.
    4. he did not find the right people to address
27. From the way Tolo looked, it is possible to suggest that he
    1. knew little about good grooming,
    2. decided to change his appearance completely
    3. he intended to attract the villages attention.
    4. he had not had time for good grooming.
28. What does the writer mean by describing where Tolo had been as hell on earth?
    1. The conditions there were undesirable.
    2. No one else had been there
    3. He had been to hell and saw for himself
    4. lt took him a long time to return.
29. When Tolo left home that evening.
    1. he was accompanied by other hunters.
    2. it was a routine he always did.
    3. he expected to catch a trapped animal
    4. he was in too much of a hurry
30. The item Tolo carried as he inspected his traps can BEST be described as
    1. Weapon
    2. equipment
    3. instrument
    4. tool
31. As soon as Tolo saw the trapped deer, he
    1. became curious to acertain its state.
    2. wondered how to carry it away.
    3. suspected it would cause trouble
    4. doubted if he was truly lucky
32. The MAIN reason why the deer leap into the air is
    1. it was alarmed by Tolo's arrival.
    2. it had been resting all along
    3. its life depended on it. 
    4. it had just opened its eyes.
33. Which of the four words below describe what made Tolo to follow the fleeing deer?
    1. concentration
    2. determination
    3. curiosity
    4. anxiety
34. What made Tolo realise that the deer wouldn't go far?
    1. Knowledge of how deer behave.
    2. The speed at which it had left.
    3. This experience as a hunter 
    4. The time the deur had taken in the trap
35. By climbing the nearest tree, Tolo wanted to
    1. frighten the leopard off its prey.
    2. see if the antelope was actually dead.
    3. hide from the leopard then take the antelope
    4. save himself from danger.
36. Why does the writer describe climbing the true the gravest mistake?
    1. it almost made him lose his life.
    2. the tree was not strong enough for him and the leopard.
    3. leopards normally hunt their prey up the tree
    4. he should have climbed a different tree
37. The leopard settled only two branches away from Tolo because
    1. it had no business following Tolo.
    2. it felt comfortable there.
    3. the upper branches were weak
    4. it was tired because of the load it had.
38. The BEST summary for this passage would
    1. it's unwise to venture out alone.
    2. We have to be selective on where to go.
    3. you can lead yourself into serious trouble
    4. your company can discourage you from talking.

Read the passage below and then answer questions 39 to 50

Speaking up is important, especially when addressing people who are senior to you. It is the best ever thing to do as it leaves no doubt to your listener that you know what you are saying and are confident. Mental toughness sometimes requires you to say 'No' even when given a command. In the Special Forces, it is called 'Chinese Parliament'. This is where all of us are able to talk very leely with one another, with complete disregard to positions others hold. It's common to hear one say, 'I'm going to be part of the mission and I'm not going to lose my life' If such a person thinks it is dangerous, it's wise for him to say so at once without mincing his words.

In the forces, it's difficult to go direct to the commander and tell him that the plan can't work and it's loaded with big risks. This, however, should be acceptable especially when one has read intelligence reports on the possible danger. It could make the commander think of a different way, of attacking the enemy. Options are usually many, not one. This only happens when you don't have mental toughness to question things or give suggestions.

If you fail to talk to your seniors and instead have the Big Boss mentality, with an assumption that the commander knows it all, you may die alongside the same commander or he might live after you're gone. This only happens when you don't have mental toughness to question things or give suggestions

In the army, however much you have trained and have expertise in a certain area, it is necessary to be flexible. This means that although rules are laid down to be followed, at times, they could be bent". It doesn't make sense to stick to laid down procedures when it looks obvious that it's leading you into a disaster. Sadly, at times, such actions end up affecting a specific individual who then is blamed for it.

If you are not flexible, you could end up gencrating lower results. This is because it kills creativity and innovation. Conditions and situations keep changing and this should make every single and individual by shifting the mindset. Creativity is vital for the growth and development because things, people, time and circumstances change.

39. What does the writer mean by saying speaking up is importance? 
    1. It shows the speaker a lot of respect
    2. Speaking up makes it easy to identify seniors from juniors. 
    3. It makes one develop confidence when talking.
    4. It ensures the communication is effective.
40. By saying 'No' When given a command, it shows that
    1. your state of mind is acceptable.
    2. you don't easily take in instructions.
    3. you think faster than others. 
    4. no one is clever as you are.
41. For your listeners to confirm that he had been paying attention,
    1. only your seniors should get you
    2. statements said should be repeated.
    3. you should be loud enough.
    4. there must be many questions asked.
42. In a Chinese parliament, one is expected to
    1. pay attention when being spoken to
    2. speaking loudly and clearly
    3. remember the positions people hold.
    4. express himself freely to all others.
43. How do people in the forces pass information to their seniors?
    1. After getting intelligence reports,
    2. By talking politely to their commanders.
    3. If everybody is aware of the danger.
    4. By asking their seniors for solution problems
44. The MAIN use of the intelligence is that
    1. his commander uses it to win the war
    2. it could safeguard the soldiers
    3. No soldier can go to fight without it
    4. Identifying the soldier to be promoted becomes easy.
45. The Big Boss mentality is discouraged because
    1. both soldiers and the commander are at risk
    2. the commanders do not like it.
    3. only the commaders give orders to soldiers.
    4. it relies on a lot of assumption
46. What is the opposite of the word flexible as used in the fourth paragraph?
    1. Tough
    2. Rigid
    3. Brave
    4. Strong
47. By bending rules, the writer means that
    1. doing the opposite of what the rule says.
    2. there are rules to be followed.
    3. not following the rules exactly as expected
    4. the decision to follow the rules or not to is optional
48. Some people are blamed for causing disasters
    1. as they obviously caused them.
    2. since they have got injured in the accidents
    3. as someone has to take the blame anyway. 
    4. they had the capacity to avert it.
49. Why would people be flexible in decision making?
    1. Many decisions are eratic.
    2. Situations are not stati
    3. No one knows everything
    4. Many decisions are not popular
50. The BEST title for this passage would be
    1. Communication within the armed forces
    2. How commanders intimidate their juniors
    3. The operation of the Chinese Parliament
    4. The blame game within the armed forces

COMPOSITION

Below is the beginning of a story. Complete it in your own words, making it as interesting as you can

We were at the parade in the morning when we saw two cars driving into the schol compound. They were parked near the head teacher's office and immediately we dispersed.....

MARKING SCHEME

1. B
2. D
3. B
4. C
5. A
6. B
7. D
8. C
9. D
10. B
11. A
12. C
13. A
14. B
15. D
16. C
17. B
18. A
19. D
20. C
21. A
22. B
23. D
24. B
25. D
26. C
27. D
28. A
29. B
30. D
31. A
32. C
33. B
34. C
35. D
36. A
37. B
38. A
39. D
40. A
41. C
42. D
43. A
44. B
45. A
46. B
47. C
48. D
49. B
50. A

Read the following passage. It contains blank spaces numbered 1 to 15. For each blank space, choose the best answer from the choices given.

Leprosy is a ______1______ disease caused by a bacteria. It______2______ be easily cured with a combination of drugs, ______3______ detected early.

When not treated, it can leads to ______4______ deformities. Patients can also turn blind and may never be sensitive to pain _______5______ heat because their nerves ______6______ damaged.

The incubation period is the time it takes to develop ______7______ a disease once the bacteria gets into ______8_______ body is three to ten years or more depending ______9_______ a person's immunity.

In Kenya, leprosy is among the 15 neglected tropical diseases. ______10______ , it is under the tuberculosis programme, ______11______ because of the similarities ______12______the bacteria that _____13______T.B and leprosy. The country was declared leprosy-free ______14______ 1989 after reporting _____15______ than two cases in 10000 people.

1.   
   1. bad
   2. comon
   3. infection
   4. contagious
2.  
   1. could
   2. can
   3. should
   4. might
3.  
   1. if
   2. where
   3. while
   4. thus
4.  
   1. leg
   2. hand
   3. limb
   4. limp
5.  
   1. and 
   2. or
   3. also
   4. again
6.  
   1. was
   2. were
   3. is
   4. are
7.  
   1. on
   2. into 
   3. to
   4. in
8.  
   1. ones'
   2. ones'
   3. ones
   4. once
9.  
   1. by
   2. for
   3. on
   4. with
10.  
    1. Instead
    2. However
    3. Therefore
    4. Also
11.  
    1. possible 
    2. imagine
    3. sertainly
    4. perhaps
12.  
    1. among
    2. involving
    3. between 
    4. including
13.  
    1. cause
    2. bring
    3. causes
    4. infetc
14.  
    1. on
    2. in
    3. since
    4. over
15.  
    1. more
    2. little
    3. least
    4. less

For questions 16 and 17, choose the alternative that forms a sensible paragraph.

16.  
    1. one needs to exercise personal hygiene
    2. Corona virus disease is a pandemic
    3. to guard against it
    4. and avoid touching unnecessary surfaces
    5. which has killed many people
       1. iii, i, iv, ii, v
       2. i, ii, iii, v, iv
       3. ii, v, iii, i, iv
       4. iv, i, iii, v, ii
17.  
    1. was so hilarious
    2. dying with laughter ii
    3. that we were left
    4. Walter's story
       1. iv, i, ili, ii 
       2. iv, i, ii, iii
       3. iv, iii, ii, i
       4. iv, ii, i, iii

Choose the sentence which is grammatically correct to answer questions 18.

18.  
    1. Irene was engrossed in her story book
    2. Of the twins, Lena is the tallest
    3. Neither the teacher nor the pupils has gone home
    4. She entered into the class and smiled

In question 19, write the statement in indirect speech.

19. She says, "I was writing a letter to my brother".
    1. She said that she was writing a letter to my brother
    2. She says that I am writing a letter to my brother
    3. She said that she is writing a letter to her brother
    4. She says that she was writing a letter to her brother

For question 20 and 21, choose the word which is correctly spelt.

20.  
    1. neighbour
    2. cellotape
    3. bizarre
    4. beginning
21.  
    1. grammar
    2. calender
    3. suprised
    4. wildbeast

For questions 22 and 23, choose the same meaning of the underlined words.

22. It seldom rains in Moyale.
    1. always
    2. occasionally
    3. rarely
    4. often
23. My clothes are totally drenched.
    
    1. dirty
    2. torn
    3. smart
    4. wet

For questions 24 and 25, choose question tags.

24. Let us sanitize, _____________?
    
    1. will we
    2. shall we
    3. won't we
    4. can't we
25. John said that it won't rain, _______________?
    
    1. did he
    2. didn't he 
    3. will it
    4. won't it

Read the following passage and then answer questions 26 to 38.

A neurosurgeon has been suspended for opening up the head of the wrong patient in one of the worst cases of medical malpractice to become public at Moi Referral Hospital.

Two men had been wheeled into the facility unconscious last weekend. One needed brain surgery to remove a blood clot in his brain while the other only required medical attention to heal a trauma swelling in his head, medically known as closed head injury.

However, a horror mix-up of identification tags saw the wrong man wheeled into theatre and his skull opened. Doctors did not realise the mistake until hours into the surgery, when they discovered there was no blood clot in the brain of the man sprawled on the operating table.

They had cut open the head of the wrong patient in a dizzying case of medical malpractice that once again casts the spotlight on the country's biggest referral hospital.

The mix-up also raises questions about pre-surgery procedures in Kenyan hospitals, especially on how to ensure the right patient is operated at the right place. It also calls to question doctors' lack of commitment to their patients to ensure they receive the care they need to get well. The competence and organisation of the doctors is in question

The Daily Nation, which investigated the scandal since Wednesday, will not publish details of the patients out of respect for their privacy and because it was not clear yesterday If their families had been informed of the operation.

Last evening, hospital management threw out this report by dramatically having security guards escort her out of the premises for making enquiries about the incident.

In an effort to limit the damage following our enquiries, the hospital's chief operating officer Ms Lily issued a statement announcing the suspension of four medics who were at work on the fateful night. They included the neurosurgeon, the ward nurse, theatre receiving nurse and the anaesthetics.

"The management has suspended the admission rights of a neurosurgery registrar and issued him with a show-cause letter for apparently operating on the wrong patient," said Ms Lily.

The fact that Ms Lily was referring to the operation as "apparent" is probably an indication that the hospital was unwilling to publicly admit the error, and also that some of its procedures may have put the welfare of patients at risk.

26. The opening up the head of a wrong patient according to the first paragraph can best be termed as
    1. quite intentional
    2. rather deliberate
    3. act of negligence
    4. accidental 
27. Which word can best replace the word suspended as used in the passage?
    1. Hang
    2. Ceased
    3. Interrupt
    4. Inactivate
28. The word unconscious as used in the passage is the opposite of
    1. insensible
    2. collapsed
    3. awake
    4. dead
29. Which one of the following is the best reason why the patierit was to undergo the operation?
    1. To heal the trauma swelling in the head
    2. To get rid of the blood clot
    3. To relieve the patient of the severe headache
    4. The hospital had the required equipment and personnel 
30. The identification tags are meant to
    
    1. put on patients headed for the theatre only
    2. cause a bit of mix-up among patients
    3. correctly identify the patients
    4. make work easier
31. When did the doctors realise that they were working on the wrong patient?
    1. Immediately they had opened his head
    2. After an hour into the operation
    3. After hours into the surgery
    4. When they could not spot the clot in the brain
32. According to the passage it is true to say that 
    1. it was the norm of the health facility to carry out wrong surgeries
    2. the health facility suffers breakdown of communication
    3. the health practitioners were incompetent and negligent
    4. the families of the patients did not create clear information.
33. Which one of the following could not be an-example-of pre-surgery procedures?
    1. Correct labelling of the patient
    2. Ensuring the right patients gets operated on the right place
    3. The doctor knowing about the patient in details
    4. Washing the patient before an operation
34. What do you think was the main reason why details of the patients could not be published?
    1. In the interest of time
    2. The reporter was thrown out of the hospital premises
    3. In respect of the patients' privacy
    4. It was still too early to draw any conclusion
35. What was done in attempt to limit the damage?
    1. Suspension of four medics
    2. Closure of the hospital
    3. Employ new medics
    4. Launching investigations
36. What is in the passage that show the hospital was unwilling to admit the error?
    1. Suspending those involved
    2. Referring to the case as apparent 
    3. Hiding the patients
    4. Giving the patients medicine
37. The most appropriate summary for the passage is;
    1. The unfortunate incident at the hospital
    2. How doctors want people to die
    3. The medicine that never worked
    4. Unprocedural operation
38. A person who looks after the sick in the
    1. doctor
    2. nurse
    3. mid wife
    4. caretaker

Read the passage below and then answer questions 39 to 50.

Tumaini is my best friend and neighbour. Her life was all in a mess due to insufficient finances in their family. Her problem always tormented my mind.

Due to financial instability, her family could not afford a basic need such as shelter. Luckily, her jobless father got employed as a casual worker. This raised optimism in the family and Tumaini felt relieved.

One day, father came home and asked his children to prepare for school. Everyone became jovial. Tumaini was subdued in looking for her school uniform when her father told her that she had to get married to his friend or remain a home girl.

The agony of dropping out of school at class seven greatly saddened Tumaini. She wept bitterly day and night. She tried to convince her parents how she longed for school but all these fell on deaf ears. The reality dawned on her when her father became a cold blooded beast and threatened to throw her out if she continued with her chronic wails.

With the knowledge gained from our child rights club, I came to reality with the denial of Tumaini's rights to education. I could not sit back and watch her being molested. I gathered courage and took the initiative to inform Tumaini's parents about her rights.

When I explained to them all the rights of children, and how much Tumaini needed education as her brothers did, they partly agreed and they became inquisitive about these rights issues. I showed them the "child magazine" which I had carried. With this, they came face to face with Tumaini's violated rights and promised to take her back to school. She is now attending school and living with her parents. We should all ensure all children go to school.

39. Tumaini's main problem according to the first paragraph is
    1. Lack of money
    2. sufficient finances
    3. her father
    4. her father's friend
40. The statement, "her problem always tormented my mind" was said by
    1. Tumaini
    2. her father
    3. the writer
    4. the father's friend
41. One of these statements is true according to the second paragraph
    1. Tumaini's father got a casual job
    2. Tumaini was assisted to go to school
    3. The family could not afford basic needs
    4. Her father's friend was ready to marry Tumaini
42. How many choices was Tumaini given by her father?
    1. One
    2. Three
    3. Two
    4. None
43. The correct meaning of the underlined word jovial according to the passage is
    1. extremely happy
    2. emotionally disturbed
    3. rather perplexed
    4. very moody
44. Tumaini cried bitterly because
    1. her father turned into a beast
    2. of lack of basic needs
    3. of the idea of ending her education so early D
    4. her mother did not rescue her
45. Which of the following rights was Tumaini being denied?
    1. Right to food
    2. Right to shelter
    3. Right to freedom
    4. Right to education
46. The source of knowledge about children's rights for Tumaini's friend was
    1. child rights clubs
    2. child magazine
    3. her family
    4. school lesson
47. One could replace the word "chronic wails" in the fourth paragraph with
    1. continued torment
    2. raised hopes
    3. endless weeping
    4. ceaseless problems
48. What words could be used to best describe Tumaini's friend?
    1. Determined and aware
    2. Cold and bitter
    3. Loving and familiar
    4. Loving and courageous 
49. "____________, but all these fell on deaf ears" means
    1. the parents disrespected her pleas
    2. her parents pretended not to understand
    3. her parents were deaf
    4. her parents became deaf and dumb
50. Three of the following are true about Tumaini except
    1. Tumaini was withdrawn from school
    2. Her parents did not mind her education being stopped
    3. Tumaini was to get married at an early age
    4. Her parents were determined to respect the culture