2018 FREE CRE PAPER 1 QUESTIONS AND ANSWERSquestion 1 (a)Outline seven teachings about human beings from the Biblical creation accounts. (7 marks)
QUESTION 1 (b)Give seven similarities between traditional African view of evil and the Biblical concept of sin. (7 marks)
QUESTION 1 (c)State six ways in which Christians in Kenya help to restore a member who has fallen into sin. (6 marks)
QUESTION 2 (A)Give five reasons why the Israelites broke the covenant they had made with God while at Mount Sinai (Exodus 32:1-35). (5 marks)
QUESTION 2 (b)Identify eight conditions that God gave to the Israelites during the renewal of the Sinai coven ant (Exodus 34:1-35). (8 marks)
QUESTION 2 (c)State the importance of the Ten Commandments to Christians. (7 marks)
QUESTION 3 (a)Identify seven characteristics of the Canaanite religion. (7 marks)
QUESTION 3 (A)State the challenges faced by Elijah during his prophetic ministry in Israel. (6 marks)
QUESTION 3 (A)Give seven ways in which Christians fight corruption in Kenya today. (7 marks)
QUESTION 4 (A)Explain the vision of the basket of summer fruits shown to Prophet Amos by God. (Amos 8:1-3). (6 marks)
QUESTION 4 (b)Outline the teaching of Prophet Amos on the day of the Lord, (7 marks)
QUESTION 4 (c)State seven ways in which Christians help the church leaders to perform their duties effectively. (7 marks)
QUESTION 5 (A)State the evils condemned by Prophet Jeremiah during the temple sermon. (6 marks)
QUESTION 5 (b)Explain four symbolic acts related to hope and restoration as demonstrated by Prophet Jeremiah, (8 marks)
QUESTION 5 (c)Give six lessons Christians learn from Prophet Jeremiah’s temple sermon. (6 marks)
QUESTION 6 (A)Outline six roles of priests in traditional African communities. (6 marks)
QUESTION 6 (b)Explain the importance of kinship ties in traditional African communities. (8 marks)
QUESTION 6 (c)Identify six factors that have affected the kinship ties in the traditional African communities. (6 marks)
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KCSE PAST PAPERS 2018: MATHEMATICS Alt.A Paper 2 (121/2) QUESTIONS AND ANSWERS (SECTION I)25/10/2022 KCSE PAST PAPERS 2018: MATHEMATICS ALT.A PAPER 2 (121/2) QUESTIONS AND ANSWERS (SECTION I)
2018 FREE CRE PAPER 2 QUESTIONS AND ANSWERSQUESTION 1 (A)Outline Micah’s prophecy concerning the Messiah (Micah 5: 2-5). (7 marks)
QUESTION 1 (B)Describe the annunciation of the birth of Jesus by angel Gabriel as recorded in Luke 1: 26-38. (8 marks)
QUESTION 1 (C)State five lessons Christians learn from the Magnificat. (5 marks)
QUESTION 2 (A)Explain the teachings of Jesus on the qualities of a true disciple (Luke 6: 20-49). (8 marks)
QUESTION 2 (B)Describe the incident in which Jesus forgave the sinful woman (Luke 7: 36-50). (7 marks)
QUESTION 2 (C)State Five lessons Christians learn from the incident in which Jesus forgave the sinful woman. (5 marks)
QUESTION 3 (a)With reference to the story of the rich man and Lazarus, explain the teaching of Jesus on the proper use of wealth (Luke 16: 19-31). (7 marks)
QUESTION 3 (b)Outline six signs of the end times as taught by Jesus in Luke 21: 5-38. (6 marks)
QUESTION 3 (c)Give seven ways in which Christians are preparing themselves for the second coining of Jesus Christ. (1 marks)
QUESTION 4 (A)Identify eight characteristics of love as taught by Saint Paul in 1st Corinthians 13. (8 marks)
QUESTION 4 (b)Explain the unity of believers as expressed in the concept of the church (Ephesians 5: 21-32). (5 marks)
QUESTION 4 (c)Identify seven factors that hinder effective cooperation among Christians in Kenya today. (7 marks)
QUESTION 5 (A)Outline the importance of professional Codes of Ethics. (6 marks)
QUESTION 5 (b)Identify seven factors that have led to an increased rate of child labour in Kenya today. (7 marks)
QUESTION 5 (c)State seven ways through which Christians in Kenya are helping to reduce child labour in the society. (7 marks)
QUESTION 6 (A)Give seven reasons why Christians are opposed to plastic surgery. (7 marks)
QUESTION 6 (b)State seven effects of pollution on the environment in Kenya today. (7 mark)
QUESTION 6 (c)Identify six ways through which Christians in Kenya can control desertification. (6 marks)
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KCSE 2018: ENGLISH PAPER 3 QUESTIONS AND ANSWERSEnglish Paper 3 (101/3)Answer three questions only.1. Imaginative Composition (Compulsory) (20 marks)
Either
(a) Write a composition beginning: I wondered why the principal had summoned me. Or (b) Describe the estate or village you live in. 2. Compulsory Set Text (20 marks)
Bertolt Brecht, The Caucasian Chalk Circle
With illustrations from Bertolt Brecht’s The Caucasian Chalk Circle, write a composition entitled: Self Centredness Does not Pay. 3. The Optional Set Texts (20 marks)Answer any one of the following three questions.
Either
(a) The Short Story Chris Wanjala (Ed.), Memories We Lost Drawing examples from Barry McKinley’s short story “Almost Home”, write a composition on the topic: “Some people keep making one bad decision after another.” Or (b) Drama Francis Imbuga, Betrayal in the City There is a direct link between oppression and weaknesses in a leader’s character. Drawing examples from Francis Imbuga’s Betrayal in the City, write an essay illustrating the truth of this statement. Or (c) The Novel John Steinbeck, The Pearl With illustrations from John Steinbeck’s The Pearl, write an essay showing the evil nature of greed. KCSE 2018: ENGLISH PAPER 1 QUESTIONS AND ANSWERSTHE YEAR 2018 KCSE EXAMINATION QUESTION PAPERS
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1. |
Without using a calculator, evaluate;
\[\frac{2\frac{1}{3}-1\frac{1}{5}of 2}{\frac{1}{4}-(-\frac{1}{2})^{3}}\]
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2. |
Given that
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\[6^{(2n-3)}= 7776,\]
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find the value of n
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3. |
The base of a right pyramid is a rectangle of length 80cm and width 60 cm. Each slant edge of the pyramid is 130 cm. Calculate the volume of the pyramid. (3 marks)
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4. |
In the figure below ABCDEF is a uniform cross section of a solid. Given that FG is one of the visible edges of the solid, complete the sketch showing the hidden edges with broken lines.
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5. |
The lengths of three wires were 30m, 36m and 84m. Pieces of wire of equal length were cut from the three wires. Calculate the least number of pieces obtained. (4 marks)
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6. |
A two digit number is such that, the sum of its digits is 13. When the digits are interchanged, the original number is increased by 9. Find the original number. (4 marks)
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7.a |
Using a ruler and a pair of compasses only, construct a quadrilateral PQRS in which PQ = 5cm, PS = 3cm, QR = 4cm, \[\large \angle pqr=135^{0}\] and \[\large \angle SPQ\] is a right angle. (2 marks) 
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b. |
The quadrilateral PQRS represents a plot of land drawn to a scale of 1:4000. Determine the actual length of RS in metres. (2 marks)
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8 |
Given that
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\[\large OA=\binom{4}{3}\]
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and
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\[\large OB=\binom{-4}{5}\]
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Find the mid point M of AB. (2 marks)
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9. |
Two towns R and S are 245 km apart. A bus travelling at an average speed of 60km/h left town R for town S at 8.00 a.m. A truck left town S for town R at 9.00 a.m and met with the bus at 11.00a.m. Determine the average speed of the truck. (4 marks)
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10. |
In the parallelogram WXYZ below, WX = 10 cm, XY = 5cm and \[\large \angle WXY=150^{0}\]
Calculate the area of the parallelogram. (3 marks)
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11. |
Without using mathematical tables or a calculator, evaluate
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12. |
Use matrix method to solve: 3 marks
5x + 3y = 35 3x — 4y = —8 
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13. |
Expand and Simplify (2 marks)
\[\large (2x+1)^{2}+(x-1)(x-3)\]
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14. |
Use mathematical tables to find the reciprocal of 0.0247, hence evaluate
\[\large \frac{\sqrt[3]{3.025}}{0.0247}\]
correct to 2 decimal places. (3 marks)
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15. |
A Kenyan businessman intended to buy goods worth US dollar 20000 from South Africa. Calculate the value of the goods to the nearest South Africa (S.A) Rand given that, 1 US dollar = Ksh 10 1.9378 and 1 S.A Rand = Ksh 7.6326. (3 marks)
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16. |
A photograph print measuring 24 cm by 15 cm is enclosed in a frame. A uniform space of width x cm is left in between the edges of the photograph and the frame. If the area of the space is 270 cm2, find the value of x. (3 marks)
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KCSE past papers 2018: MATHEMATICS PAPER 1 QUESTIONS AND ANSWERS (Section B)
17. |
A school water tank is in the shape of a frustum of a cone. The height of the tank is 7.2 m and the top and bottom radii are 6 m and 12 m respectively.
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18. |
Two vertices of a triangle ABC are A (3,6) and B (7,12).
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19. |
The distance covered by a moving particle through point O is given by the equation,
\[\large s=t^{3}-15^{2}+63t-10\]
Find:
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20. |
The diagram below shows triangle ABC with vertices A(—1, —3), B(1, —1) and C(0,0), and line M.
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21. |
The figure below shows two triangles, ABC and BCD with a common base BC = 3.4cm. AC 7.2cm, CD = 7.5cm and \[\large \ANGLE ABC=90^{0}\]. The area of triangle ABC = Area of triangle BCD.
Calculate, correct to one decimal place:
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22. |
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23. |
Three business partners Abila, Bwire and Chirchir contributed Ksh 120000, Ksh 180000 and Ksh 240000 respectively, to boost their business. They agreed to put 20% of the profit accrued back into the business and to use 35% of the profits for running the business (official operations). The remainder was to be shared among the business partners in the ratio of their contribution. At the end of the year, a gross profit of Ksh 225 000 was realised.
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24. |
The equation of a curve is given as \[\large y=\frac{1}{3}x^{2}-4x+5, \hspace{1cm}determine:\]
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KCSE 2018: KISWAHILI PAPER 2 QUESTIONS AND ANSWERS
Kiswahili Paper (102/2)
UFAHAMU: (Alama 15)
Soma kifungu kfuatacho kisha ujibu maswali.
“Mabibi na mabwana, ndugu wapenzi, alianza Bi. Mkesha, “huu ni Mwaka wa tano tangu
tufanye uchaguzi mkuu uliowapa vigoda wenzetu hawa. Katika kipindi hiki kumetokea mengi ya kujipigia kidari, pametokea pia mengi, mengi mabaya ya kuitia jamii ya Tungama izara. Tumejipa mkono wa tahania kwa uteuzi wetu mzuri. Vilevile tumejisuta kwa uteuzi usio wa kuridhisha.
Ndugu wapenzi, sina haja ya kuwakumbusha yote ambayo tumepitia; mmeyashuhudia
yote. ila ninayotaka kusema ni kwamba malengo yetu ya kuwateua viongozi yamesalitiwa.
Ndugu zangu, itakumbukwa kwamba watangulizi wetu walianza safari ya kurejesha utu wa
Mwafrika wakiwa na nia thabiti ya kuwabwaga maadui watatu wa maendeleo. Je, mnawajua maadui hao? Ni ujinga, magonjwa na umaskini. Waanzilishi wa taifa hili, pamoja na viongozi waliowafuata walipigania huduma za bure za afya, na elimu ya bure na ya lazima kwa wote. Vijana wetu walijitoma ugani kuzamia lulu ya elimu; wakavidhihaki vitabu hadi kulikia kilelecha cha elimu. La kusikitisha ni kwamba elimu hii imekuwa Iaana kwao. Mnajua kisa na maana ya hali hii? Natija iiyotarajwa haikupatikana. Na haya si mageni kwetu. Mnajua wapo vijana humu vijijini ambao wamepiga lami kwa miaka na mikaka bila kuambulia kazi za hadhi ambazo waliahidiwa huko vyuoni. Hatimaye hawa hawa wenye shahada mbili, na wengine hata tutu, ndio wanaokuwa matarishi wa wale ambao walichechemea masomoni. Vijana wengine, kwa kukosa hata huo utarishi, wameamua kuanzisha biashara rejareja ili kujikimu; wamekosa la mama, wanaamwa la mbwa. Sina haja ya kuwafafanulia kiini cha hali hii ya kutamausha.
“Mabibi na mabwana, ndugu wapenzi, alianza Bi. Mkesha, “huu ni Mwaka wa tano tangu
tufanye uchaguzi mkuu uliowapa vigoda wenzetu hawa. Katika kipindi hiki kumetokea mengi ya kujipigia kidari, pametokea pia mengi, mengi mabaya ya kuitia jamii ya Tungama izara. Tumejipa mkono wa tahania kwa uteuzi wetu mzuri. Vilevile tumejisuta kwa uteuzi usio wa kuridhisha.
Ndugu wapenzi, sina haja ya kuwakumbusha yote ambayo tumepitia; mmeyashuhudia
yote. ila ninayotaka kusema ni kwamba malengo yetu ya kuwateua viongozi yamesalitiwa.
Ndugu zangu, itakumbukwa kwamba watangulizi wetu walianza safari ya kurejesha utu wa
Mwafrika wakiwa na nia thabiti ya kuwabwaga maadui watatu wa maendeleo. Je, mnawajua maadui hao? Ni ujinga, magonjwa na umaskini. Waanzilishi wa taifa hili, pamoja na viongozi waliowafuata walipigania huduma za bure za afya, na elimu ya bure na ya lazima kwa wote. Vijana wetu walijitoma ugani kuzamia lulu ya elimu; wakavidhihaki vitabu hadi kulikia kilelecha cha elimu. La kusikitisha ni kwamba elimu hii imekuwa Iaana kwao. Mnajua kisa na maana ya hali hii? Natija iiyotarajwa haikupatikana. Na haya si mageni kwetu. Mnajua wapo vijana humu vijijini ambao wamepiga lami kwa miaka na mikaka bila kuambulia kazi za hadhi ambazo waliahidiwa huko vyuoni. Hatimaye hawa hawa wenye shahada mbili, na wengine hata tutu, ndio wanaokuwa matarishi wa wale ambao walichechemea masomoni. Vijana wengine, kwa kukosa hata huo utarishi, wameamua kuanzisha biashara rejareja ili kujikimu; wamekosa la mama, wanaamwa la mbwa. Sina haja ya kuwafafanulia kiini cha hali hii ya kutamausha.
Ni dhahiri kwamba uthabiti wa taifa lolote lue hutegemea uthabiti wa uongozi,na uaminifu
wa raia wake katika kuuwajibisha huo uongozi. Hata hivyo, inasikitisha kwamba wengi wetu tumejipoka uwezo wa kuuwajibisha uongozi kwa kuwa mawindo rahisi ya uzungukaji mbuyu. Huu ndio uwele ambao umeufisidi utu wetu na kutusahaulisha thamani za kitaifa. Hebu niambie ewe mama mwenzangu, kuna faida gani kuuza kura yako kwa kibaba cha unga na noti ya shilingi mia moja, ati kwa kuwa unaambiwa, ‘Ukinichagua nitahakikisha kwamba ile Affirmative Action imezingatiwa? Ipo haja gani kuchomwa na jua ukiwafuata hawa hawa viongozi, ukiwaimbia nyimbo za kuwatia raja kichaa cha shangwe ili kuwapembeja wawapigie kura? Je, faida kwako imekuwa gani? Hujangojea kwa kipindi chote HIKI kusakafiwa kwa hiyo barabara uliyoahidiwa siku ulipouza kura yako? Na ile ahadi ya ‘mwenzetu’ ya kuwaajiri vijana wetu kwenye Jeshi la Wanamaji imetiinia? Hatujashuhudia watu wa akraba moja wakisombwa kutoka humu kijijini kwenda kuchukua nyadhifa katika mashirika ya umma?”
“Kweli waso haya wana mji wao, Bi. Mkesha amejikosha kweliweli,” Bi. Kuli alimwambia mwenzake Bi. Kengemeka kisha akaendelea.” Anatuambia yepi mageni ambayo masikio haya yangu yaliyokula chumvi ya miongo sita ushei ya miaka hayajasikia?” “Anasema tumpe nafasi ajitome kwenye uwanja wa majogoo,” akajibu Bi. Kengemcka, “atakuwaje
tofauti na hao wanaume?” Hata hao wanawake tumewahi kuwapa nafasi, wakatutenda zaidi ya wanaume. Usinikumbushe kura yangu niliyoipoteza kwa kumkweza Bi. Shah kwenye usukani. Siwezi kusahau namna ile ahadi ya maji ya mabomba na kuchimbwa kwa visima ilivyoishia kwenye kauli yake tu.”
wa raia wake katika kuuwajibisha huo uongozi. Hata hivyo, inasikitisha kwamba wengi wetu tumejipoka uwezo wa kuuwajibisha uongozi kwa kuwa mawindo rahisi ya uzungukaji mbuyu. Huu ndio uwele ambao umeufisidi utu wetu na kutusahaulisha thamani za kitaifa. Hebu niambie ewe mama mwenzangu, kuna faida gani kuuza kura yako kwa kibaba cha unga na noti ya shilingi mia moja, ati kwa kuwa unaambiwa, ‘Ukinichagua nitahakikisha kwamba ile Affirmative Action imezingatiwa? Ipo haja gani kuchomwa na jua ukiwafuata hawa hawa viongozi, ukiwaimbia nyimbo za kuwatia raja kichaa cha shangwe ili kuwapembeja wawapigie kura? Je, faida kwako imekuwa gani? Hujangojea kwa kipindi chote HIKI kusakafiwa kwa hiyo barabara uliyoahidiwa siku ulipouza kura yako? Na ile ahadi ya ‘mwenzetu’ ya kuwaajiri vijana wetu kwenye Jeshi la Wanamaji imetiinia? Hatujashuhudia watu wa akraba moja wakisombwa kutoka humu kijijini kwenda kuchukua nyadhifa katika mashirika ya umma?”
“Kweli waso haya wana mji wao, Bi. Mkesha amejikosha kweliweli,” Bi. Kuli alimwambia mwenzake Bi. Kengemeka kisha akaendelea.” Anatuambia yepi mageni ambayo masikio haya yangu yaliyokula chumvi ya miongo sita ushei ya miaka hayajasikia?” “Anasema tumpe nafasi ajitome kwenye uwanja wa majogoo,” akajibu Bi. Kengemcka, “atakuwaje
tofauti na hao wanaume?” Hata hao wanawake tumewahi kuwapa nafasi, wakatutenda zaidi ya wanaume. Usinikumbushe kura yangu niliyoipoteza kwa kumkweza Bi. Shah kwenye usukani. Siwezi kusahau namna ile ahadi ya maji ya mabomba na kuchimbwa kwa visima ilivyoishia kwenye kauli yake tu.”
Tumetendwa sote mwenzangu,” alisema Bi. Kuli, “inasikitisha kwamba dau la masomo
ya wanangu limeenda mrama huku nikikimlilia huyo huyo Bi. Shali. Kila mara tunasikia kupitia vyombo vya habari kwamba serikali imeanzisha Hazina ya Eneobunge kuyafadhii masomo ya watoto kutoka familia maskini. Lengo kuu, nasilda, ni kuhakikisha kwamba asilimia kubwa ya watoto haipati fursa ya kujiunga na shuhe tu, bali pia inakamilisha masomo . ‘Hata hivyo, huu ni mwaka wa tatu tangu wanangu watatu waache masomo kutokana na ukosefu wa karo. Na usidhani ni karo ya shule ya kitaifa, la, hasha! Ni karo ya shule za kutwa ambapo niliwapeleka baada ya huyu huyu Bi.Shali kunitilia huku akinitolea huko kuhusiana na ufadhili wa masomo.”
“Usinikumbushe yaliyomfika mwanangu Neema,” alisema Bi. Kengemeka huku akitwaa
ukingo wa kanga yake kujipangusa machozi. “Mwana huyu alikaa nyumbani kwa muhula
mzima,” akaendelea Bi. Kengemeka,” dhiki ya kuwaona wenzake wakienda shuleni huku yeye anabaki nyumbani ikamfanya kuwa windo rahisi la mmoja wa hao wabunge, akaambulia uja uzito ambao hakuulalia wala kuuamkia. Mwenyewe mbunge ameshika hamsini zake kana kwamba hakufanya lolote. Mwanangu Jabali naye amehiari kuwa kibarua katika shamba la mbunge wa sasa. Mwenyewe anasema anataka kudunduiza pesa iIi arudi shuleni kukamilisha mwaka wake wa mwisho. Na usidhani ni hao wangu tu waliofikwa na ya kuwafika. Tumewaona wana wa wenzetu tuliopiga foleni pamoja kuwateua hao hao wabunge, wakitumiwa kama masoko ya dawa za kulevya. Wengine wamegeuzwa walanguzi wa dawa hizi,” Bi. Kengemeka alikamilisha uzungumzi wake na kushusha pumzi kana kwamba ameutua mzigo mzito.
Hata hotuba ya Bi. Mkesha ilipofikia ukingoni, Bi. Kuli alimwambia mwenzake, “Ninavyoona ni kwamba wanasiasa wote wamefinyangwa kutoka ama sawa ya udongo. Ikitokea kwamba tutampa huyu Bi. Mkesha kura, tumpe kwa kulazimika kikatiba kupiga kura; tusiwe na matarajio makuu. Inasikitisha kwamba vijana wetu waadilifu hawataki kujitia najisi kwakuingilia siasa. Yule kijana wetu Angaza angekubali rai ya wazee kujitoma ulingoni tungemuunga mkono.
ya wanangu limeenda mrama huku nikikimlilia huyo huyo Bi. Shali. Kila mara tunasikia kupitia vyombo vya habari kwamba serikali imeanzisha Hazina ya Eneobunge kuyafadhii masomo ya watoto kutoka familia maskini. Lengo kuu, nasilda, ni kuhakikisha kwamba asilimia kubwa ya watoto haipati fursa ya kujiunga na shuhe tu, bali pia inakamilisha masomo . ‘Hata hivyo, huu ni mwaka wa tatu tangu wanangu watatu waache masomo kutokana na ukosefu wa karo. Na usidhani ni karo ya shule ya kitaifa, la, hasha! Ni karo ya shule za kutwa ambapo niliwapeleka baada ya huyu huyu Bi.Shali kunitilia huku akinitolea huko kuhusiana na ufadhili wa masomo.”
“Usinikumbushe yaliyomfika mwanangu Neema,” alisema Bi. Kengemeka huku akitwaa
ukingo wa kanga yake kujipangusa machozi. “Mwana huyu alikaa nyumbani kwa muhula
mzima,” akaendelea Bi. Kengemeka,” dhiki ya kuwaona wenzake wakienda shuleni huku yeye anabaki nyumbani ikamfanya kuwa windo rahisi la mmoja wa hao wabunge, akaambulia uja uzito ambao hakuulalia wala kuuamkia. Mwenyewe mbunge ameshika hamsini zake kana kwamba hakufanya lolote. Mwanangu Jabali naye amehiari kuwa kibarua katika shamba la mbunge wa sasa. Mwenyewe anasema anataka kudunduiza pesa iIi arudi shuleni kukamilisha mwaka wake wa mwisho. Na usidhani ni hao wangu tu waliofikwa na ya kuwafika. Tumewaona wana wa wenzetu tuliopiga foleni pamoja kuwateua hao hao wabunge, wakitumiwa kama masoko ya dawa za kulevya. Wengine wamegeuzwa walanguzi wa dawa hizi,” Bi. Kengemeka alikamilisha uzungumzi wake na kushusha pumzi kana kwamba ameutua mzigo mzito.
Hata hotuba ya Bi. Mkesha ilipofikia ukingoni, Bi. Kuli alimwambia mwenzake, “Ninavyoona ni kwamba wanasiasa wote wamefinyangwa kutoka ama sawa ya udongo. Ikitokea kwamba tutampa huyu Bi. Mkesha kura, tumpe kwa kulazimika kikatiba kupiga kura; tusiwe na matarajio makuu. Inasikitisha kwamba vijana wetu waadilifu hawataki kujitia najisi kwakuingilia siasa. Yule kijana wetu Angaza angekubali rai ya wazee kujitoma ulingoni tungemuunga mkono.
- (a) “Malengo yetu ya kuwatena viongozi yamesalitiwa.” Thibitisha kauli liii kwa kureje lea hoja sita kutoka kwenye taarifa.
- (b) Eleza mchango wa wanyonge katika bali ya uongozi nchini Tungama. (alama 3)
- (e) Bainisha mbinu nne ambazo Bi. Mkesha anatumia kuishawishi hadhira yake. (alama 4)
- (d)
(i) Andika kisawe cha, ‘kuwapembeja’ kwa mujibu wa taarifa. (alama 1)
(ii) Andika maana ya, ‘amejikosha’ kulingana na taarifa. (alama 1)
2. UFUPISHO (Alama 15)
Soma kifungu kifuatacho kisha ujibu maswali.
Tangu jadi, jamii za Kiafrika ziikuwa na majukumu bayana ya kijinsia. Kila jamii ili pania kuyarithisha majukumu haya kwa vijana wa vizazi tofautitofauti. Katika jamii nyingi, vikao maalumu viliandaliwa ili kuwaelekeza vijana kuhusu namna ya kukabiliana na majukumu yao ya kijamii. Nyakati nyingine mafunzo haya yalitolewa katika vipindi vya burudani kama vile utambaji wa ngano. Kadhalika, maarifa mengi kuhusu namna ya kukabiliana na majukumu na changamoto zajinsia mahususi yalitolewa kupitia sherehe maalumu za kitamaduni almaarufu miviga. Mifano ya sherehe hizi ni kama vile upashaji tohara, arusi, na hata matanga.
Jamii za zamani, kama zilivyo za kisasa, zilikuwa na matarajio mahususi kwa watu wa jinsia zote. Mathalani, katika jamii nyingine za Kiafrika, mwanamume ndiye aliyetarajiwa kuikimu aila yake. Katika kipindi cha Usasi na Kuhemera kwa mfano, mwanamume ndiye aliyekuwa na jukumu la kwenda kichakani kuwinda. Hali kadhalika, mwanamume ndiye aliyetarajiwa kufanya kazi zilizohitaji nguvu kama vile kufyeka misitu kwa ajili ya kutengeneza mashamba, kuchimba migodi, kuchonga mawe, kufua vyombo vya dhahabu na fedha, kuchonga vinyago, na kazi nyingine zilizohitaji nguvu. Mke naye alitengewa jukumu la ulezi, si va watoto wake tu, bali pia wa mume wake, na hatajamii pana. Ilikuwajukumu la mwanamke kubaki nyumbani kumpikia mumewe na watoto, kufua nguo na kunadhifisha mazingira. Wakati mwingine waume wao walipojitoma msituni kupigania uhuru, wanawalce ndio waliowapikia chakula na kutafuta mbinu za kuwafikishia huko huko msituni.
Watoto wa kike walifunzwa kuzilinda jamii zao, si kwa mali tu, bali pia kwa hali. Walifunzwa kwamba furaha na afya ya familia zao, kimwili, kihisia na kisaikolojia ilimtegemea mama. Ndiye aliyehakikisha kwamba familia yake imepata lishe bora, ndiye aliyekuwa mwalimu wa kwanza wa watoto wake; akawafunza namna ya kujithamini na kuwathamini wenzao; akawafunza pia namna ya kutatua migogoro yao kwa njia ifaayo. Kwa upando mwingine, watoto wa kiume walifunzwa umuhimu wa kuwa warn wa kutegemewa najamaa zao, pamoja na kubuni mikakati ya kuzihakikishia familia zao usalama.
Tangu jadi, jamii za Kiafrika ziikuwa na majukumu bayana ya kijinsia. Kila jamii ili pania kuyarithisha majukumu haya kwa vijana wa vizazi tofautitofauti. Katika jamii nyingi, vikao maalumu viliandaliwa ili kuwaelekeza vijana kuhusu namna ya kukabiliana na majukumu yao ya kijamii. Nyakati nyingine mafunzo haya yalitolewa katika vipindi vya burudani kama vile utambaji wa ngano. Kadhalika, maarifa mengi kuhusu namna ya kukabiliana na majukumu na changamoto zajinsia mahususi yalitolewa kupitia sherehe maalumu za kitamaduni almaarufu miviga. Mifano ya sherehe hizi ni kama vile upashaji tohara, arusi, na hata matanga.
Jamii za zamani, kama zilivyo za kisasa, zilikuwa na matarajio mahususi kwa watu wa jinsia zote. Mathalani, katika jamii nyingine za Kiafrika, mwanamume ndiye aliyetarajiwa kuikimu aila yake. Katika kipindi cha Usasi na Kuhemera kwa mfano, mwanamume ndiye aliyekuwa na jukumu la kwenda kichakani kuwinda. Hali kadhalika, mwanamume ndiye aliyetarajiwa kufanya kazi zilizohitaji nguvu kama vile kufyeka misitu kwa ajili ya kutengeneza mashamba, kuchimba migodi, kuchonga mawe, kufua vyombo vya dhahabu na fedha, kuchonga vinyago, na kazi nyingine zilizohitaji nguvu. Mke naye alitengewa jukumu la ulezi, si va watoto wake tu, bali pia wa mume wake, na hatajamii pana. Ilikuwajukumu la mwanamke kubaki nyumbani kumpikia mumewe na watoto, kufua nguo na kunadhifisha mazingira. Wakati mwingine waume wao walipojitoma msituni kupigania uhuru, wanawalce ndio waliowapikia chakula na kutafuta mbinu za kuwafikishia huko huko msituni.
Watoto wa kike walifunzwa kuzilinda jamii zao, si kwa mali tu, bali pia kwa hali. Walifunzwa kwamba furaha na afya ya familia zao, kimwili, kihisia na kisaikolojia ilimtegemea mama. Ndiye aliyehakikisha kwamba familia yake imepata lishe bora, ndiye aliyekuwa mwalimu wa kwanza wa watoto wake; akawafunza namna ya kujithamini na kuwathamini wenzao; akawafunza pia namna ya kutatua migogoro yao kwa njia ifaayo. Kwa upando mwingine, watoto wa kiume walifunzwa umuhimu wa kuwa warn wa kutegemewa najamaa zao, pamoja na kubuni mikakati ya kuzihakikishia familia zao usalama.
Jamii ya kisasa inazidi kukua na kutwaa uchangamano, nayo mitazamo ya binadamu kuhusu masuala na hali mbalimbali inaendelea kubadilika. Siku hizi kwa mfano, si ibra kupata kwamba majukumu ambayo awali yalikuwa yametengewa jinsia mahususi sasa yametwaliwa na jinsia zote. Imedhihirilca kwamba kupanda kwa gharama ya maisha kumezua haja ya waume kwa wake kushirikiana bega kwa bega kuchumia vyungu vya familia zao. Asilimia ya wanawake ambao wanafanya kazi za ajira katika mashirika ya umma na ya kibinafsi imepanda. Kadhalika, kinyume na zamani, idadi kubwa ya wanawake imesoma. Hakika wapo wanawake wengi ambao wameibuka kuwa magwiji katika taaluma kama vile uhandisi, udaktari na usoroveya ambazo awali zilikuwa milki ya wanaume pekee. Ulingo wa siasa nao umetwaa sura mpya. Idadi ya wabunge wanawake inaendelea kupanda kila kuchapo. Wapo pia wanawake ambao wamejiunga na vikosi vya kulinda usalama; jambo ambalo halikuwa la kawaida katika jamii nyingi hapo awali. Wanaume nao wametwaa kazi ambazo awali zilitengewa wanawake pekee. Katika baadhi yajamii za Kiafrika, mwanamume ambaye alipatikanajilconi alichukuliwa kuwa anaufedhehesha ukoo. Siku hizi si ajabu kuwapata akina baba wengine wakiziandalia familia zao vyakula. Vilevile idadi ya wanaume wanaosomea kazi ya uuguzi inazidi kuongezeka. Pia wapo wanaume ambao wanafanya kazi ya ususi na kuwarembesha wanawake. Hali Mi ya rnwingiliano wa majukumu haisaidii tu kukabiliana na changamoto ya tofauti za kijinsia, bali pia hupalilia mshikamano wa kijamii. Warn wanapobadilishana zamu katika kutekeleza majukumu ya kijamii huthaminiana.
Hujiona kama wanaotegemeana kwa hali zote, na kwa njia hii utangamano hojengeka zaidi. Kadhalika, kubadilishana majukumu ni njia bora ya kufidia udhaifu wa wenzetu.
Hujiona kama wanaotegemeana kwa hali zote, na kwa njia hii utangamano hojengeka zaidi. Kadhalika, kubadilishana majukumu ni njia bora ya kufidia udhaifu wa wenzetu.
Ni dhahiri kwamba kumekuwa na mwingiliano n*ubwa wa kimajukumu, hali ambayo imeziwezesha jamii nyingi kufikia ufanisi mkubwa. Hata hivyo, imebainika kwamba hali hii inaelekea kumomonyoa faida ambazo jamii nyingi zimopata kwa wanaume na wanawake kushirikiana kutekeleza majukumu anuwai. Mathalani, wazazi wengi siku hizi wamo mbioni kutafuta elimu, ama kwa ajili ya kukidhi mahitaji ya kilcazi, au kwa kukamia malipo zaidi. Kuna baadhi ya wazazi ambao hujisajili kwa kazi mbalimbali, si kwa sababu wanahitaji maarifa fulani, bali kwa sababu wanataka kuwapiku wenzao katika ndoa. Matokeo ni kwamba mume na mke wanajipoka muda wa kukaa pamoja nakufahamiana, pongo lakimahusiano nab linajengeka, hali ambayo imesababisha kusambaratika kwa baadhi ya ndoa. Hali kadhalilca imebainika kwamba, kwa sababu ya mume na mice kuwa mbioni kujiendeleza kitaaluma na kielimu, malezi ya watoto yameanza kutetereka. Jukumu la kuwalea watoto na vijana hinetelekezewa vijakazi, vitwana na hata vibonzo!
Ibainike kwamba kila jambo sharti liwekewc mipaka. Yapo majukumu ambayo sharti yatekelezwe na jinsia maalum, yumkini kwa sababu za kimaumbile. Yapo majukumu kama vile malezi ya watoto ambayo sharti yachangiwe na kila jinsia.
Ibainike kwamba kila jambo sharti liwekewc mipaka. Yapo majukumu ambayo sharti yatekelezwe na jinsia maalum, yumkini kwa sababu za kimaumbile. Yapo majukumu kama vile malezi ya watoto ambayo sharti yachangiwe na kila jinsia.
- (a) Fupisha ujumbe wa aya tatu za kwanza kwa maneno 80. (alama 7, 1 ya mtiririko)
Matayarisho
Nakala Sali - (b) Eleza masuala ambayo mwanclishi anaibua katika aya nne za mwisho. (maneno 90)
(alama 8, 1 ya rntiririko)
Matayarisho
Nakala Sali
3. MATUMIZI YA LUGHA (Alama 40)
- (a) Andika sauti zenye sifa zifuatazo: (alama 2)
- (i) kipasuo ghuna cha midomoni
- (ii) irabu ya kati, chini
- (iii) kikwaniizo sighuna cha kaakaa gumu
- (iv) nazali ya ufizi
- (b) l3ainisha silabi zilizowekewa shadda katika maneno yafuatayo: (alama 1)
- (i) miambakofi
- (ii) yatazoleka
- (c) Andika neno lenye muundo ufuatao: (alama 2)
- (i) kiambishi ngeli, wakati uliopita, mzizi, kauli tendwa, kauli tenda (kiishio)
- (ii) kiambishi cha wingi, rnzizi
- (d) Andika sentensi zifuatazo upya kulingana na maagizo. (alama 4)
- (i) Uaminifu wa mat hurnfanya aheshirniwe.
(Badilisha nomino iiyopigiwa mstari kuwa kivumishi.) - (ii) Shama. Tegea na Koru ndio walioibuka washindi.
(Tumia kiwakilishi nafsi badala ya maneno yaliyopigiwa mstari.) - (iii) Mchuuzi alinunua mboga zilizofungwa pamoja.
(Tumia nomino yajamii badala ya maneno yaliyopigiwa mstari.) - (iv) Seluwa ni mtiifu. Maria ni mtiifu pia.
(Unganisha kuwa sentensi moja yenye kihusishi cha kulinganisha.)
- (i) Uaminifu wa mat hurnfanya aheshirniwe.
- (e) Nomino zifuatazo zimo katika ngeli gani? (alama 1)
(i) ugwe
(ii) limau
- (f) Unganisha sentensi zifuatazo kuunda sentensi ya masharti. (alama 2)
Moto ulidhibitiwa. Kulikuwa na vifaa vya kutosha. - (g) Andika sentensi ifuatayo katika wingi. (alama 1)
Nahodha alilikwepajabali hilo, chombo kikafika ufuoni salama. - (h) Tunga sentensi yenye muundo ufuatao: (alama 2)
nomino, kishazi kitegemezi, kitenzi, nomino, kivumishi, kielezi- (i) Andika sentensi ifuatayo katika wakati ujao hail ya inazoea. (alama 1)
Barahara nyingi zimesakafiwa.
- (i) Andika sentensi ifuatayo katika wakati ujao hail ya inazoea. (alama 1)
- (j) Unganisha sentensi zifuatazo kwa kuanza kwa neno: Wanafunzi. (alama 2)
Wageni wamefika. Wanafunzi wamefurahi. - (k) Andika sentensi ifuatayo katika hali ya ukubwa.
Nguo ambazo zinauzwa kwenye duka hilo zinavutia. (alama 1) - (l) Andika sentensi zifutatazo upya kulingana na maagizo. (alama 4)
- (i) Muutu aliwalea watoto wa Maki. (Anza kwa: Watoto wa Maki.)
- (ii) Maji yalijaa. Maji yalimwagika. (Unganisha kuunda sentensi changamano.)
- (m) Tumia kielezi cha kiasi badala ya kile kilichopigiwa mstari. (alama 1)
Sewe alituelezea jambo hilo kinaganaga. - (n) Ainisha virai katika sentensi ifuatayo. (alama 2)
Viongozi wengi walikuwa waadilifu mno kabla ya uchaguzi Mkuu. - (o) Changanua sentensi zifuatazo kwa kielelezo cha mstari.
- (i) Hili lake lilikuwa limeiva lakini hatukujua. (alama 2)
- (ii) Mkufu wa Umu unapendeza mno. (alama 1)
- (p) Andika maana mbili zinazojitokeza katika sentensi ifuatayo.
Medi anasema atawarithisha nyumba yake. (alama 2) - (q) Akifisha sentensi ifuatayo.
jihadhari akasema kulei uamuzi wako unaweza kukuathiri vibaya. (alama 2) - (r) Kanusha sentensi ifuatayo.
Mkulima anahitaji magunia haya. (alama 1) - (s)
- (i) Karimu ni kwa choyo ni kwa kukashifu na ni kwa tele. (alama 2)
- (ii) Maarufu ni kwa mashuhuri, ukoo ni kwa ilhali faida ni kwa ( alama 2)
- (t) Tunga sentensi moja kubainisha maana mbili za neno: kata. (alama 2)
4. ISIMUJAMII (Alama 10)
Soma makala yafuatayo kisha ujibu maswali.
Ndugu wapenzi, waumini wenzangu. mbazi hii haionyeshi huruma ya Mwenyezi Mungu kwetu wakosefu tu, bali pia inatufunza umuhimu wa unyenyekevu na msamaha.
Ndugu wapenzi, waumini wenzangu. mbazi hii haionyeshi huruma ya Mwenyezi Mungu kwetu wakosefu tu, bali pia inatufunza umuhimu wa unyenyekevu na msamaha.
- (a) Bainisha sift tatu za sajili ya kidini zinazojitokeza katika makala haya. (alama 3)
- (b) Fafanua vipengele vingine saba vya kimtindo ambavyo mhubiri huyu angetumia kufanikisha mazungumzo yake. (alama 7)
KCSE 2018: KISWAHILI PAPER 1 QUESTIONS AND ANSWERS
KISWAHILI (102)
Kiswahili Paper (102/1)
- Lazima
Wewe ni katibu wa chama cha Walinda Mazingira Wasio na Mipaka shuleni mwenu. Andika kumbukumbu za mkutano uliofanyika kujadili suala la uharibifú wa mazingira katika eneo lenu. - “Udanganyifu katika mitihani haumwathiri mwanafunzi tu, bali pia jamii yake.” Fafanua.
- Tunga kisa kitakachodhihirisha maana ya methali ifuatayo:
Mti mkuu ukigwa, wana wa ndege huyumba. - Tunga kisa kinaehoanza kwa kauli ifuatayo:
“Waja husema kuwa subira huvuta hen: hii yangu inazidi kuvuta machungu kila kuchapo. Hii heri itapatikana lini?” Tuama alijisemea kwa masikitiko.
FREE KCSE PAST PAPERS 2018 (QUESTIONS, ANSWERS-MARKING SCHEMES AND REPORTS)
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AGRICULTURE
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| engl-pp2-atika_school_2018_-_291.pdf |
| engl-pp3-atika_school_2018_-_292.pdf |
| geog-pp1-atika_school_2018_-_308.pdf |
GEOGRAPHY
| geog-pp2-atika_school_2018_-_307.pdf |
ISLAMIC RELIGIOUS EDUCATION (IRE)
| kcse_past_papers_2018_-_ire_pp1.pdf |
| kcse_past_papers_2018_-_ire_pp2.pdf |
HISTORY & GOVERNMENT
| hist-pp1-atika_school_2018_-_298.pdf |
| hist-pp2-atika_school_2018_-_299.pdf |
KISWAHILI
| kisw-pp1-atika_school_2018_-_287.pdf |
| kisw-pp2-atika_school_2018_-_288.pdf |
| kisw-pp3-atika_school_2018_-_289.pdf |
KCSE 2018 past papers
| math-pp1-atika_school_2018_-_303.pdf |
| math-pp2-atika_school_2018_-_302.pdf |
MATHEMATICS ALT A
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| kcse_past_papers_2018_-_mathematics_alt_b_pp1.pdf |
| kcse_past_papers_2018_-_mathematics_alt_b_pp2.pdf |
PHYSICS
| phyc-pp1-atika_school_2018_-_304.pdf |
| phyc-pp2-atika_school_2018_-_306.pdf |
| phyc-pp3-atika_school_2018_-_305.pdf |
GENERAL SCIENCE
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| kcse_past_papers_2018_-_general_science_pp2.pdf |
HOME SCIENCE
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| kcse_past_papers_2018_-_home_science_pp2.pdf |
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| kcse_past_papers_2018_-_art___design_pp1.pdf |
| kcse_past_papers_2018_-_art___design_pp2.pdf |
WOODWORK
| kcse_past_papers_2018_-_woodwork_pp1.pdf |
METAL WORKS
| kcse_past_papers_2018_-_metalworks_pp1.pdf |
BUILDING AND CONSTRUCTION
| kcse_past_papers_2018_-_building___construction_pp1.pdf |
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| kcse_past_papers_2018_-_power_mechanics_pp1.pdf |
| kcse_past_papers_2018_-_power_mechanics_pp2.pdf |
WOODWORK
| kcse_past_papers_2018_-_woodwork_pp1.pdf |
ELECTRICITY
| kcse_past_papers_2018_-_electricity_pp1.pdf |
| kcse_past_papers_2018_-_electricity_pp2.pdf |
DRAWING AND DESIGN
| kcse_past_papers_2018_-_drawing___design_pp1.pdf |
| kcse_past_papers_2018_-_drawing___design_pp2.pdf |
AVIATION TECHNOLOGY (450)
| kcse_past_papers_2018_-_aviation_technology_pp1.pdf |
| kcse_past_papers_2018_-_aviation_technology_pp2.pdf |
FRENCH
| kcse_past_papers_2018_-_french_pp1.pdf |
| kcse_past_papers_2018_-_french_pp2.pdf |
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| kcse_past_papers_2018_-_german_pp1.pdf |
| kcse_past_papers_2018_-_german_pp2.pdf |
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| kcse_past_papers_2018_-_arabic_pp2.pdf |
KENYA SIGN LANGUAGE (KSL)
| kcse_past_papers_2018_-_ksl_pp1.pdf |
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