KCSE past papers 2018: MATHEMATICS PAPER 1 QUESTIONS AND ANSWERS (Section B)
KCSE 2018: MATHEMATICS PAPER 1 QUESTIONS AND ANSWERS
MATHEMATICS ALTERNATIVE A (121)
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KCSE 2018: KISWAHILI PAPER 3 QUESTIONS AND ANSWERS
Kiswahili Paper 3
SEHEMU A: USHAIRI
A. Mazrui: Chembe Cha Moyo
Soma shairi lifuatalo kisha ujibu maswali.
Nimeyaandika maneno haya
Kwa niaba ya:
Mamilioni wasio malazi
wabebao vifurushi vilivyo wazi
wazungukao barabarani bila mavazi
...milki yao ya maisha.
Kwa niaba ya:
Maelfu wanouawa bila haki
wiki baada ya wiki
leo sumu au spaki
leo kamba au bunduki
na kwa wale wanosubiri kunyongwa.
Kwa niaba ya:
Vijana walio mitaani
wale mayatima wa maskini
kila pembe mjini
kuokota sumu kutia tumboni
kujiua bila kujua
ili kupata kuishi.
Kwa niaba ya:
Wakongwe wasio jiweza
walao chakula kilichooza
wachukuao choo wakijipakaza
polepole waki jiangamiza
katika vyumba vyao
baridi na giza
kwa sababu hawana watazama
Kwa niaba ya:
Waishi na nyingi hofu
kwa sababu ya madawa tifutifu
yatiwayo vyakulani yakitufanya wafu
Bila ya mtu kuona
kama kwamba sote tu vipofu,
Na kwa niaba yetu sote;
Tuliofungwa vifungoni, duniani
Tuliosukumwa kingoni, maishani
Tuliopokonywa maoni, machoni
Tuliotiliwa sumu, malishoni
yaendelee kwenda njiani
huku yakitema machicha ya roho zetu.
- a) “Shairi hili linakatisha tamaa.” Thibitisha kauli hii kwa kutoa mifano saba kutoka kwenye shairi. (alama 7)
- b) Fafanua umuhimu wa ama mbili za urudiaji zilizotumiwa katika shairi hili. (alama 4)
- c) Bainisha vipengele vifuatavyo vya kimtindo katika shairi hili. (alama 3)
- (i) tasfida
- (ii) kinaya
- (iii) tashihisi
- d) Eleza kwa kutoa mfano, mbinu moja ambayo mshairi ametumia kutosheleza mahitaji ya kiarudhi katika ubeti wa tano. (alama 2)
- e) Andika ubeti wa pill kwa lugha ya nathan. (alama 2)
- f) Bainisha nafsineni katika shairi hili. (alama 2)
SEHEMU B: RIWAYA
K. WALIBORA: KIDAGAA KIMEMWOZEA
JIBU SWALI LA 2 AU LA 3.
- (a) Eleza muktadha wa dondoo hili. (alama 4)
- (b) Onyeshajinsi ndoto ya uhuru barani Afrika imegeuka kuwajinamizi kwa kuwarejelea wahusika wafuatao:
- (i) Majisifu (alama 8)
- (ii) Fao (alama 4)
- (iii) Wahudumu katika zahanati ya Nasaba Bora (alama 4)
- (a) “Leo usukani uko mikononi mwetu wenyewe. Mbeberu amekwisha ng’olewa pamoja na mizizi yake.”
Onyesha kinaya katika kauli hii kwa kutoa mifano kumi kutoka Kidagaa Kimemwozea. (alama 10)
- (b) Tathmini mehango wa wanyonge katika kuzoroteka kwa hali ya maisha yao. (alama 10)
SEHEMU C: TAMTHILIA
P. Kea: Kigogo
Hatuwezi kukubali kutawaliwa kidhalimu tena!”
- (a) Eleza muktadha wa dondoo hili. (alama 4)
- (b) Fafanua kinyume kinachojitokeza katika kauli iliyopigiwa mstari kwa kurejelea hoja kumi na sita kutoka kwenye tamthilia hii. (alama 16)
- (a) Fafanua umuhimu wa mzungumzaji wa maneno haya katika kuijenga tamthilia ya Kigogo. (alama 6)
- (b) Kwa kurejelea hoja kumi na nne kutoka kwenye tamthilia, jadili namna uongozi wa Sagamoyo unavyoyazika matumaini ya raia. (alama 14)
SEHEMU D: HADITHI FUPI
A. Chokocho na D. Kayanda: Tumbo Lisiloshiba na Hadhithi Nyingine
Said A. Mohamed: “Tumbo Lisiloshiba”
- (a) Eleza muktadha wa dondoo hili. (alama 4)
- (b) Bainisha tamathali tatu za usemi ambazo zimetumiwa katika kauli hii. (alama 3)
- (e) Fafanua sifa tano za mhusika anayerejelewa na kauli hii. (alama 5)
- (d)Huku ukijadili hoja nane, onyeshajinsi wakazi wa Madongoporomoka walivyolipukiwa na moto. (alama 8)
- (a) Mkubwa (alama 12)
- (b) Kidege (alama 8)
SEHEMU E: FASIHI SIMULIZI
Likijikokota kwajitimai kutua
Mbele ya nguu
ya miima uso kikomo
yenye giza la kaniki
Likishindilia uzito wa nanga
kwenye moyo tepetevu
uloonja shubiri ya kwondokewa.
ikipotelea kwenye upeo wa macho
huku nyuma ikinambia
Naliona kope zake zikimezwa na kiza
Nikaliona jua likitoweka pamwe nawe
Jagina wa maisha yangu.
Nikaliona likikokota aushiyo
kutoka kwenye vyangu vitanga.
kwenye jukwaa la akili yangu
ya siku ya kuamkia kuuka kwako.
Nalikuona kwenye ruya ukitazamana ana kwa ana
na hasidi alokakawana
kutuhasiri mi nawe
Nalikiona kipaji chako
ukawa ni kama wanywea
kwa wake mtazamo.
tukimbile tui iponye
ulikuwa keshanipa kisogo, huku
“Mwanangu, njoo tujisalimishe
Mwanangu njoo, nguvu zimenisha.”
Kumbe hiyo ilikuwa tahadhari
kwamba Iziraili yu karibu
Kumbe wali ukisema,’Buriani mwanangu?”
Naliutazama mwilio mtukufii
Nalilitazama tambolo liloumbuka
wali umedhibitiwa shujaa wangu
ndani ya chumba chenye kuta
na paa la mbao.
kwa lako kaburi
Nilijipa kujiambia, “Hajenda popote
mtima bado wapiga.”
Nalingojea tabasamu lako lenye haya
Ela hayo hayakutimila
Walikuwa kesha kwenda
Kuwa milki, ya ardhi isoshiba.
Nilikusikia ewe yeli uso kifani
ukighani ubeti wa wimbo
wako pendwa mawazoni mwangu,
“Kifo ni hasidi,
Ikiwa mimi Gunge
Roho yangu nitamkabidhi Iziraili
Mimi niliyekaidi bunduki ya Mzungu
Katika kitali cha miaka minne
Kwetu kukarudi fahari na jina.
Mimi niliyeshindana na ndui na tetekuwanga, iliyowapukutisha
wana wote wa Ngome
Nikabaki mimi, jogoo wa kijiji.
Ikiwa mimi Gunge mwili wangu huu mtukufu
kwa tambo na nemsi
kuwa lengo la dua za kuonewa imani
kuwa karamu ya macho ya mahasimu
kuvikwa suti na mwosha
kufunikwa kwa udongo uliolaaniwa
Niliruhusu jabali kubwa
Likibinye changu kichwa
Likidhibiti changu kidari
Linizibe zangu pumzi
Gunge niache ktitawala.”
- (i) Huu ni wimbo wa ama gani? (alama 1)
- (ii) Andika sababu mbili kuthibitishajibu lako la a(i). (alama 1)
- (iii) Ni nani anayeimbiwa na nafsineni? (alama 1)
- (iv) Bainisha matatizo mawili yanayoikumbajamii inayosawiriwa na utungo huu. (alama 2)
- (v) Bainisha mbinu zifuatazo katika wimbo huu. (alama 3)
- I. ritifaa
- II. mbinu rejeshi
- III. taashira
- (vi) Unanuia kutumia mbinu ya kutazama na kushiriki kufanya utafiti kuhusu nyimbo za ama hii. Eleza sababu sita za kuchagua mbinu hii. (alama 6)
KCSE 2018: KISWAHILI PAPER 2 QUESTIONS AND ANSWERS
Kiswahili Paper (102/2)
UFAHAMU: (Alama 15)
“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.
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.”
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)
(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)
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.
Hujiona kama wanaotegemeana kwa hali zote, na kwa njia hii utangamano hojengeka zaidi. Kadhalika, kubadilishana majukumu ni njia bora ya kufidia udhaifu wa wenzetu.
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)
- (b) Eleza masuala ambayo mwanclishi anaibua katika aya nne za mwisho. (maneno 90)
(alama 8, 1 ya rntiririko)
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)
- (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)
- (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)
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 Paper (102/1)
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.
KCSE 2018: ENGLISH PAPER 3 QUESTIONS AND ANSWERS
English Paper 3 (101/3)
Answer three questions only.
1. Imaginative Composition (Compulsory) (20 marks)
(a) Write a composition beginning:
I wondered why the principal had summoned me.
(b) Describe the estate or village you live in.
2. Compulsory Set Text (20 marks)
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.
(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.”
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.
(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 2 QUESTIONS AND ANSWERS
English Paper 2 (101/2)
In life, we meet and learn from three different kinds of disciplines. The first and probably the most important is that which we might call the Discipline of Nature or of Reality. This type of discipline requires that when people choose to do the wrong things, they will get the wrong results. If, for instance, a musician hits the wrong key, he or she hears the wrong note. If the nail is not squarely hit on the head, it bends and it therefore has to be pulled out.
Adapted from Connelly Mark’s The Brief Sundance Reader: Thomson Heinle, 2003
- (a) What are we told about the Discipline of Nature in the first paragraph? (2 marks)
- (b) Identify and explain the use of personification in paragraph two. (2 marks)
- (c) Why do you think the Discipline of Nature is said to be a good teacher? (4 marks)
- (d) “You do what I tell you or I’ll make you wish you had.” What does this statement imply? (2 marks)
- (e) “So, discipline does not only stem from authority figures such as parents and teachers but it also comes from a person’s willingness to do right”.
(Rewrite beginning: Not only...) (1 mark)
- (f) In about 60 words, summarise what we are told about the Discipline of Culture. (6 marks)
(g) Explain the meaning of the following words as used in the passage.(3 marks)
- (i) Boisterous ..........................................................................................
- (ii) Precautions ......................................................................................
- (iii) Submit ...............................................................................................
2. Margaret Ogola, The River and the Source
“Now Nyabera, I don’t believe a daughter of mine could sound so foolish. Of course they are human, that is why they are called white people, not white animals. And trust is something to give to people who have earned it and therefore you have to give them a chance to do so. I would not trust your uncle Otieno although he is as black as the bottom of the pot ¡ boil maize and beans in. Finally, you’d better know that I aim to get some help from them against Otieno. The future of your nephew Owuor is in their hands so start praying.”
- (a) Briefly describe what happens before the events in this excerpt. (2 marks)
- (b) From the excerpt, what do we learn about Akoko’s character? (6 marks)
- (c) Who are being referred to as a ‘nest of vipers’ and why? (3 marks)
- (d) What main theme emerges from this excerpt? Illustrate your answer. (3 marks)
- (e) What is the tone of the excerpt? Explain your answer. (3 marks)
- (f) With reference to the novel, briefly explain the symbolism in the last paragraph of the excerpt. (4 marks)
- (g) How was Akoko’s case handled by the white man? (4 marks)
3. Read the following poem and then answer the questions that follow.
“Had he and I but met,
By some old ancient inn,
We should have sat us down to wet
Right many a nipperkin!
But ranged as infantry,
And staring face to face,
I shot at him as he at me,
And killed him in his place.
I shot him dead because --
Because he ;was my foe,
Just so, my foe of course he was;
That’s clear enough; although.
He thought he’d ‘list, perhaps
off-hand like —just like I --
Was out of work — had sold his (raps --
No other reason why.
Yes; quaint and curious war is!
You shoot a fellow down
You’d treat if met where any bar is,
or help to half-a-crown.”
Thomas Hardy (1840—1923)
- (a) Briefly explain what the poem is about. (3 marks)
- (b) Identify and explain any two stylistic devices used in this poem. (6 marks)
- (c) What do we learn about the persona from this poem? (4 marks)
- (d) Describe the tone of this poem. (3 marks)
- (e) What is the message of this poem? (3 marks)
- (f) Explain the meaning of the word ‘quaint’ as used in the poem. (1 mark)
4. (a) Rewrite the following sentences according to the instructions given after each. Do not change the meaning. (5 marks)
- (i) They will look after Bakari.
- (ii) The textbooks said the teacher are not adequate. (Punctuate correctly)
- (iii) I know that one of your books has been published.
(Begin: I know that a...)
- (iv) I will help him only if he asks me to.
(Rewrite using the word “unless”)
- (v) All of us want to pass our exams.
(b) Fill in each blank space with the correct alternative from the given choices. (3 marks)
- (i) The bank, in conjunction with the clubs sponsored the event. (has, have)
- (ii) Neither Karimi nor her friend there. (was, were)
- (iii) Kawira is one of those people who always in a hurry. (are, is)
(c) Fill in each blank space in the following sentences with a correct preposition. (3 marks)
- (i) We know how proficient Jane is her work.
- (ii) Many people are not accustomed such treatment.
- (iii) The accident victim writhed pain as we rushed him to hospital.
(d) Explain the meaning of the underlined expression in each of the sentences below. (2 marks)
- (i) Nyabera really is a top notch administrator.
- (ii) He has a heart of gold.
(e) Complete the following sentences using an appropriate expression from those given in brackets. (2 marks)
- (i) At my sister’s graduation party, there were (a great deal of, plenty of) people.
- (ii) You only require (a little, little) salt in your diet.
KCSE 2018: ENGLISH PAPER 1 QUESTIONS AND ANSWERS
THE YEAR 2018 KCSE EXAMINATION QUESTION PAPERS
English Paper 1 (101/1)
A travelling theatre group is staging a performance of one of the literature set books in the local sub-county hail. Members of the drama club, the form three students and the form four students would want to watch the performance. As the secretary of the drama club, write a letter to the principal asking for formal permission. In your letter, give details about who will attend, the date and time of the performance and the cost. You should also explain why the performance is important. (20 marks)
2. Read the passage below and fill in each blank space with the most appropriate word (10 marks)
There are strong points for (c )………... side. For our purposes, we will say that the answer is a little bit of (d)…………. Some individuals such as royalty are born and bred to (e )………….. on leadership roles in later life. Other people develop into leaders over a sustained (f)…………... of time. This is the type of leader (g)……... should all strive to become. All too (h)………….. people find themselves in awe of great leader, wondering, “where do beings like these come from?” What these same individuals fail to realize is that (i)………….. personality and luck can (j)…………... to a leader’s success, those things are not the essence of what makes an exceptional leader.
(Adapted from: Everything Leadership Book by Bob Adams)
3. (a) Read the Poem below, and then answer the questions that follow.
I was angry with my friend;
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears,
Night and morning with tears;
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night.
Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.
And into my garden stole,
when the night had veiled the pole;
in the morning glad I see;
My foe outstretched beneath the tree.
By William Blake
- (i) Identify and explain any two features that would make this poem easy to recite. (4 marks)
- (ii) Describe the rhyme scheme of this poem. (3 marks)
- (iii) In an oral performance of this poem, how would you say the last line? (2 marks)
(b) Paying attention to the vowel sound in each of the following words, pick the odd one out. (6 marks)
- (i) scene, ship, these, bean, be
- (ii) one, sun, put, ton, but
- (iii) hard, hurt, firm, earn, fur
- (iv) rode, coat, port, sew, know
- (v) sit, nine, fight, eye, hide
- (vi) soup, food, sue, root, good
(c) For each one of the words below, provide another word which is pronounced in the same way but spelt differently. (5 marks)
- mite …………………………………………..
- rest ……………………………………………..
- waist ……………………………………………………….
- stare ……………………………………………………………………..
- rain ………………………………………………………………………………..
(d) Read the dialogue below then answer the questions that follow.
Kantai: Good morning Madam. I was waiting to speak to you.
Ms. Simiyu: What is the problem this time? Are the boys in your class fighting again?
Kantai: There is no problem, Madam. My class sent me to ask you to allow them to attend the entertainment session tomorrow.
Ms. Simiyu: You already know the answer to this, Kantai. Your class had their turn last weekend.
Kantai: It is true Madam, we had our turn last weekend. But Madam, the video showing this weekend is based on one of our literature set texts. Here is the notice Madam.
Ms. Simiyu: Let me see it.
Kantai: Here, Madam. Also Madam, we have come up with questions which we will answer and discuss in groups after watching the video.
Ms. Simiyu: Where are the questions?
Kantai: Here they are Madam.
- (i) What marks politeness in this negotiation? (2 marks)
- (ii) What in this negotiation shows that Kantai had prepared his case well? (2 marks)
- (iii) What in Ms. Simiyu’s behaviour encourages Kantai to continue with the negotiation? (2 marks)
- (iv) Provide two appropriate turns to complete the negotiation; one from Ms. Simiyu and one from Kantai. (4 marks)
2018 FREE CRE PAPER 2 QUESTIONS AND ANSWERS
QUESTION 1 (A)
Outline Micah’s prophecy concerning the Messiah (Micah 5: 2-5). (7 marks)
- The Messiah would be born in Bethlehem.
- He will rule over Israel.
- His origin is from the old/ancient days.
- He would be born of a woman.
- He will feed His flock.
- He will rule in majesty/strength of God.
- In His time Israel will be secure/peaceful.
- He shall be great to the ends of the earth/eternal.
QUESTION 1 (B)
Describe the annunciation of the birth of Jesus by angel Gabriel as recorded in Luke 1: 26-38. (8 marks)
- Angel Gabriel was sent/appeared to Mary in Nazareth.
- Mary was a young woman who had been engaged to a man named Joseph from the house of David.
- The angel greeted Mary “Hail, O favoured one, the Lord is with you.’,
- Mary was troubled by the greeting/wondered what it could be.
- The angel told her not to be afraid since she had found favour with God/was going to conceive/give birth to a son.
- He would be called Jesus.
- The angel told Mary that Jesus will be great/will be called the son of the Most High/God will give him the throne of his father David.
- Mary asked the angel how she was going to conceive without a husband.
- The angel told her that she would conceive by the power of the Holy Spirit.
- The angel told Mary that her kinswomen Elizabeth had also conceived a son/was six months pregnant
- Mary accepted the angel’s message/said “I am the hand maid of the Lord, let it be to me as you have said.”
- The angel departed from her.
QUESTION 1 (C)
State five lessons Christians learn from the Magnificat. (5 marks)
- Christians should always appreciate/thank/glorify God for His favours.
- Christians should have faith in God.
- Christians should be humble.
- Christians should rejoice when they are blessed by God.
- Christians should obey/respect the will of God.
- Christians should depend on God for provision.
QUESTION 2 (A)
Explain the teachings of Jesus on the qualities of a true disciple (Luke 6: 20-49). (8 marks)
- Perseverance in the face of persecution — A true disciple should endure suffering.
- Unwavering faith in Jesus — A true disciple should have absolute faith in God.
- Love for enemies — A true disciple should love even their enemies/pray for them.
- Obedience/implementers of the teachings of Jesus — A true disciple should accept the lordship of Christ/implement His teaching.
- Forgiving others — A true disciple should forgive others/not revenge.
- Generosity/kindness — A true disciple should share with others/be generous.
- Not to judge others — A true disciple should exercise self-criticism before judging others.
- Show compassion/mercy to others — A true disciple should be merciful just like God.
QUESTION 2 (B)
Describe the incident in which Jesus forgave the sinful woman (Luke 7: 36-50). (7 marks)
- Simon the Pharisee invited Jesus to his house to eat with him.
- A woman who was known to be a sinner came to Jesus with an alabaster flask of ointment.
- She started weeping/wiped the feet of Jesus with her hair/kissed/anointed the feet of Jesus.
- Simon wondered how Jesus could allow such a sinner to touch Him.
- Jesus knowing Simon’s thoughts decided to tell him the parable of the two debtors who owed their master different amounts of money and the master forgave them.
- Jesus asked Simon who among the two debtors was more grateful.
- Simon answered that the debtor who had more was more grateful.
- Jesus told Simon that the sinful woman had shown a lot of love because her many sins had been forgiven.
- Jesus told the woman to go in peace for her faith had saved her/her sins had been forgiven.
QUESTION 2 (C)
State Five lessons Christians learn from the incident in which Jesus forgave the sinful woman. (5 marks)
- Christians should confess/repent their sins.
- The Kingdom of God is open to all/universal.
- Christians should have faith in God.
- Christians should be merciful/show compassion to those who are lost in sin.
- Christians should not judge others.
- Christians should be grateful/thankful for the free gift of salvation/forgiveness of sins.
- Christians should be humble.
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)
- Jesus taught that wealth should be used to alleviate the suffering of others/help the needy.
- Wealth should be used to spread the good news.
- Wealth should be used to serve others/glorify God.
- Wealth should not be used to buy unnecessary materials for luxuries when others are suffering.
- Proper use of wealth enables one to be rewarded in heaven.
- Wealth should not be used to oppress/humiliate the poor.
- Too much trust in wealth can prevent someone from having eternal life/entering the kingdom of God.
- Wealth is a gift/blessing from God/Christians are custodians of wealth.
- Wealth is temporary/not permanent.
QUESTION 3 (b)
Outline six signs of the end times as taught by Jesus in Luke 21: 5-38. (6 marks)
- Strange things will happen to the celestial bodies/sun/moon/star
- People will come claiming to be the Messiah.
- There will be wars between nations.
- Natural calamities like earthquakes/roaring of the seas will occur.
- The followers of Christ will be hated/persecuted.
- There will be famine/pestilences
QUESTION 3 (c)
Give seven ways in which Christians are preparing themselves for the second coining of Jesus Christ. (1 marks)
- Christians pray/fast in readiness for the second coming of Jesus.
- By accepting/confessing Jesus as their personal savior.
- Living holy lives/pursuing righteousness.
- Through preaching the gospel to others/winning souls for Christ.
- Reading/practicing the word of God.
- By fellow shipping/encouraging one another.
- By helping the poor/needy.
- Christians confess/repent their sins.
QUESTION 4 (A)
Identify eight characteristics of love as taught by Saint Paul in 1st Corinthians 13. (8 marks)
- Love is patient.
- It is kind.
- It is not Jealous/boastful.
- Love is not arrogant/rude.
- Love is not self-seeking/does not insist on its own way.
- Love is not irritable/resentful.
- It does not rejoice in wrong/rejoices in the right.
- Love bears all things.
- Love endures/perseveres.
- Love believes/trusts all things.
- Love never ends/it is eternal.
- It is the greatest gift.
QUESTION 4 (b)
Explain the unity of believers as expressed in the concept of the church (Ephesians 5: 21-32). (5 marks)
- Paul used the symbol of marriage to show the unity of believers.
- Christians are united to Christ just as a husband is united to his wife.
- Christ loves the church just as the husband loves the wife.
- The church has to submit to Christ just as the wife submits to her husband.
- Christ is the head of the church just as the husband is the head of the wife.
- Just as a husband loves his own body/nourishes it, so Christ loves the church/nourishes it.
QUESTION 4 (c)
Identify seven factors that hinder effective cooperation among Christians in Kenya today. (7 marks)
- Greed for power/leadership wrangles.
- Competition to win more converts/members.
- Materialism/desire to have more.
- Discrimination based on gender/tribe/education/race 1/social status/disability
- Political interference.
- Different interpretation of the Bible/doctrinal/denominational differences.
- Emergence of cults/idol worship.
- Lack of equity in resources/funds.
- Poor infrastructure/language barrier/poor transport/communication facilities
- Lack of money/inadequate funds
QUESTION 5 (A)
Outline the importance of professional Codes of Ethics. (6 marks)
- Professional code of ethics safeguard professionals against being compromised in their work/upholds their integrity
- They give guidance on the relationship among professionals/those they serve.
- They contain regulations! terms of employment/promotion/remuneration/termination of services.
- They promote self-discipline/accountability for the work done.
- They act as a measure of quality services/determine the expected levels of performance.
- They enable the professionals to earn public trust/respect from people they serve/maintain public image of the profession.
QUESTION 5 (b)
Identify seven factors that have led to an increased rate of child labour in Kenya today. (7 marks)
- Poverty in the family has forced children to work.
- They are cheap to contract/quest for cheap labour by employers.
- Children can easily be employed/sacked/fired because they don’t have avenues to help them fight for proper terms/conditions.
- Children have no skills/cannot negotiate for better terms of service/experience/knowledge.
- Greed for money by the child’s parent/guardian.
- Death of parents/some children has been left to fend for themselves.
- Truancy from home/schools whereby some children abandon homes/schools due to peer pressure.
- Gender discrimination in some communities/boys preferred/given priorities than girls.
- Children are given too much responsibility at an early age/negligence/irresponsible parents.
QUESTION 5 (c)
State seven ways through which Christians in Kenya are helping to reduce child labour in the society. (7 marks)
- Christians are helping to reduce child labour in the society by fighting for the rights of children/dignity of children.
- By reporting those who employ children.
- By advocating for stringent measures to curb child labour.
- Teaching/sensitizing the society the evils of child labour.
- By condemning child labour/preaching against it.
- Putting up homes for orphans/neglected children.
- Through guidance and counselling of parents on responsible parenthood.
- Providing education to children from poor backgrounds.
- By being role models/not practicing child labour.
QUESTION 6 (A)
Give seven reasons why Christians are opposed to plastic surgery. (7 marks)
- Plastic surgery takes the place of God/challenges God as the creator/interferes with God’s image.
- It shows lack of appreciation for oneself.
- There are high risks involved/poor health/infections.
- Plastic surgery is equated to idolatry/worship of the body.
- Plastic surgery promotes some vices/pride.
- Plastic surgery can lead to death.
- It can lower one’s self-esteem/stress/guilt.
- It can lead to isolation/social stigma/rejection.
QUESTION 6 (b)
State seven effects of pollution on the environment in Kenya today. (7 mark)
- Pollution has led to infections/diseases in human beings/animals.
- It has led to global warming/result in climatic change/ozone layer.
- Pollution has contributed to inconsistent rainfall patterns/drought/famine.
- It has led to ecological/imbalance/migration/extinction of some animals/birds.
- It has led to death of human beings/animals/plants/birds.
- It has led to human/animal conflicts.
- It has damaged buildings/wastage of resources.
- It has affected marine life/bio-diversity
QUESTION 6 (c)
Identify six ways through which Christians in Kenya can control desertification. (6 marks)
- Christians can control desertification by protecting water catchment areas.
- By exploiting/using alternative sources of energy/fuel.
- Condemning/discouraging the distraction of forests.
- Christians should participate in the planting of trees/afforestation/reforestation.
- By using better methods of farming.
- Sensitizing/creating awareness of environmental conservation.
- Christians should report those who destroy forests/environment to relevant authorities.
2018 FREE CRE PAPER 1 QUESTIONS AND ANSWERS
question 1 (a)
Outline seven teachings about human beings from the Biblical creation accounts. (7 marks)
- Human beings are created in the image/likeliness of God
- Human beings are co-creators with God/have to continue with God’s work of creation
- Human life is God given/have the breath of life from God
- They have the authority/dominion over God’s creation/superior to the rest of the creation.
- Human beings have the ability to think/reason/make choices/decisions/bear consequence
- Human beings are social beings/need companionship
- They have a duty to take care of God’s creation/till the land/work
- Human beings are to use other creation for their benefits/transform the world for the benefit
- They are blessed by God
- Man and woman are equal before God
- Human beings are to procreate through marriage/multiply/fill the earth
- They have been created to obey/fellowship with God
- The woman was created out of the man’s ribs.
QUESTION 1 (b)
Give seven similarities between traditional African view of evil and the Biblical concept of sin. (7 marks)
- In both cases God/supreme being is good/not the author of sin/evil.
- In both sin/evil is considered/known to interfere with the smooth running of the community as intended by God/supreme being.
- In both sin/evil leads/results to alienation of human beings from God/interferes with good relationship.
- Both sin/evil arises from human beings disobedience/greed/selfishness
- Both sin/evil causes a lot of suffering to human beings.
- In both sin/evil may result from failing in a social/spiritual obligation/duty
- In both human beings have the ability to overcome evil by choosing good/ right.
- God is the guardian of morality/law/order in both.
- In both sin/evil destroys the relationship among human beings/creates a situation of fear/mistrust/suspicion.
- In both sin/evil leads to punishment from God/can lead to destruction of God’s creation through natural calamities.
- In both sin/evil leads to death
- In both there is remedy for sin/evil
QUESTION 1 (c)
State six ways in which Christians in Kenya help to restore a member who has fallen into sin. (6 marks)
- By praying for/with the member.
- Through providing guidance and counseling/advice.
- Visiting the member/doing a follow up after preaching to him/her.
- By inviting him/her to come to church.
- Forgiving/accepting him/her in church.
- Teaching/preaching the word of God to him/her.
- By showing him! her love! by providing material/financial support.
- By encouraging him/her to confess/repent/seek for forgiveness.
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)
- Moses their leader had taken too long on the mountain.
- Aaron, who had been left in charge of the peoples was weak/was easily manipulated.
- The Israelites wanted a god they could see.
- The Israelites were still influenced by the Egyptian way of worship/idolatry
- The teaching/influence of Moses had vanished from the people’s minds.
- They lacked faith in God
- They lacked knowledge of the nature of God.
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)
- The Israelites were to obey God’s commands.
- The Israelites were not to make any covenant treaties with other tribes.
- The Israelites were to destroy/break down the altars of their gods/smash their sacred stones/places of Idol worship.
- They were not to worship any other god but Yahweh.
- They were to keep the feast of unleavened bread.
- The Israelites were to dedicate all their first born male children/those of their flock to God.
- The Israelites were to rest on the seventh day.
- They were to offer to God the first fruits of their harvests/observe the feast of weeks.
- All the male Israelites were to appear before the Lord God three times in a year.
- They were not to offer the blood of the sacrifices with leaven.
- They were not to intermarry
- They were not to make graven images/idols
QUESTION 2 (c)
State the importance of the Ten Commandments to Christians. (7 marks)
- The Ten Commandments safeguards Christians against idol worship/promotes the worship of one true God.
- They help Christians to have the right relationship with God/warns against indulging themselves in practices that drives them away from God/not to misuse God’s name.
- They remind Christians to keep the Sabbath day/celebrate the Sabbath day by carrying out acts of charity/fellow shipping with one another.
- They promote good relationship between parents and children/others.
- They help Christians to preserve/respect/protect human life.
- They act as a guide to Christian living/safeguard marriages/bring stability in families.
- The Ten Commandments help to protect people’s property/condemns all forms of theft.
- They help to teach the virtue of honesty/self-control.
- Ten Commandments promotes good relationship with other people/enhance peaceful co-existence.
QUESTION 3 (a)
Identify seven characteristics of the Canaanite religion. (7 marks)
- Canaanite religion was a nature/cosmic/cyclic religion.
- It comprised of many gods/goddesses/polytheistic.
- They had a chief god/EL.
- They worshipped their gods on mountain tops/high places of worship/temples/shrines.
- Symbols/idols/images were made to represent each god/goddesses.
- The Canaanites practiced temple prostitution/was part of the worship of gods/goddesses.
- They offered elaborate human/animal/crops sacrifices to the gods/goddesses.
- Feasts/festivals were celebrated in honor of gods/goddesses.
- Each god had his/her own prophet/prophetess.
- Each god/goddess played a specific role in the community.
QUESTION 3 (A)
State the challenges faced by Elijah during his prophetic ministry in Israel. (6 marks)
- Prophet Elijah had to defend his faith/religion to prove that Yahweh was the True God.
- He was accused by King Ahab of being the trouble maker in Israel/enemy.
- Prophet Elijah had to convince the people that he was the true prophet of Yahweh.
- He lived in fear after pronouncing the drought in Israel.
- He had to flee from Israel after killing the prophets of Baal.
- Jezebel threatened to kill him.
- Elijah despaired/felt discouraged/lonely/wished to die.
- True prophets of God were being persecuted/killed in Israel.
- Elijah had to fight Baalism which had been made a state religion
- The presence of the many prophets of Baal in Israel
QUESTION 3 (A)
Give seven ways in which Christians fight corruption in Kenya today. (7 marks)
- Christians fight corruption through condemning all the unjust practices in the society.
- By praying for the corrupt people to change their behavior.
- Through advocating for the enactment of laws that can help to strengthen the fight against corruption.
- Christians act as role models for others to emulate/set good example by avoiding corrupt practices.
- They make moral choices/informed decision/through the use of life skills
- By lobbying for the punishment of all those who abuse justice/promote corruption.
- By educating/providing civic education on the evils of corruption.
- Through exposing corrupt practices in the society.
- By obeying the laws of the state.
- By preaching the importance of integrity to the people.
- Christians report those engaged in corruption to the relevant authorities.
QUESTION 4 (A)
Explain the vision of the basket of summer fruits shown to Prophet Amos by God. (Amos 8:1-3). (6 marks)
- Prophet Amos was shown a basket of ripe fruits at the end of the harvest.
- God told Amos that Israel was ripe for destruction.
- Just as one waits for time to harvest fruits, God had waited for the Israelites to repent.
- Since Israelites had not repented, the time had come for them to be punished.
- God’s judgment would not be delayed any longer.
- Prophet Amos was silent/did not plead for God’s mercy for the Israelites.
- This meant that punishment was inevitable.
QUESTION 4 (b)
Outline the teaching of Prophet Amos on the day of the Lord, (7 marks)
- The day of the Lord would be full of darkness/no ligh/eclipse.
- It would be a day of horror/disaster.
- The day of the Lord will be a day of disappointment to the rich/rulers.
- God would punish the Israelites for their disobedience/He will remember their evil deed/God’s judgment would be upon them.
- There would be earthquakes/the land shall tremble/floods.
- There will be mourning/wailing on the day of the Lord.
- People will not delight in their feasts/festivals.
- People will thirst/hunger for the word of God.
- People will faint in the process of searching for the word of God.
- Israelites would be defeated by their enemies on the clay of the Lord.
- There would be famine/hunger/lack of food on the day of the Lord.
- It will be a day of disappointment to the Israelites/there will be no happiness/joy.
QUESTION 4 (c)
State seven ways in which Christians help the church leaders to perform their duties effectively. (7 marks)
- Christians support church leaders financially/give material help/basic needs.
- They defend them against unfair criticism.
- By encouraging them in their work/giving them moral support.
- Advising/counseling them on various issues.
- By praying for/with them.
- Respecting them/participate in church activities.
- By practicing their teaching/obeying the word of God.
- By giving tithes/offering to support the church activities.
QUESTION 5 (A)
State the evils condemned by Prophet Jeremiah during the temple sermon. (6 marks)
- Prophet Jeremiah condemned the false belief that the temple could not be destroyed since it was God’s dwelling place.
- He condemned the worship of other gods/idolatry.
- He condemned the practice of human sacrifice which was against the commands of God.
- He condemned hypocrisy among the people/syncretism/insincere worship.
- Prophet Jeremiah condemned the defilement of the temple/the people had put idols in it.
- He condemned the oppression of the foreigners/widows/orphans which was against the covenant way of life.
- He condemned the stubbornness of the Israelites against God’s warnings/had ignored the teachings of the prophets/failed to repent.
QUESTION 5 (b)
Explain four symbolic acts related to hope and restoration as demonstrated by Prophet Jeremiah, (8 marks)
- The vision of two baskets of figs
Jeremiah saw a vision of two baskets of figs outside the temple. One basket had bad fruits that could not be eaten while the other one had good figs. The good figs represented the first group who submitted to the deportation to exile.
This group of people would be restored/will be given new hearts/would be called people of God. The bad figs represented the group that refused to submit to the deportation to exile/would be punished.
- The buying of land
God instructed Jeremiah to buy land from his cousin in Anathoth. He carried out the transaction before witnesses/gave the title deed to Baruch the scribe for safe keeping. This showed restoration of the Israelites to their homeland/They would reclaim the land.
- The wooden Ox yoke
This symbolized the perseverance of the Jews in exile. After a period in exile, God would break the Babylonian yoke/restore the people back to the land/they would be set free.
- The letter to the exiles
Jeremiah wrote the letter to encourage the exiles. They were to settle/build houses/have children/live in peace because they would return to Israel.
- Jeremiah’s visit to the potter’s house
QUESTION 5 (c)
Give six lessons Christians learn from Prophet Jeremiah’s temple sermon. (6 marks)
- Christians should have absolute trust/faith in God.
- Christians should be morally upright/be exemplary.
- They should warn people about judgment/punish the sinners/call sinners to repentance.
- Christians should denounce/condemn social evils in the society.
- Christians should help the needy/widows/orphans.
- They should be sincere in worship/shun hypocrisy/syncretism.
- They should respect/ honour places of worship.
- They should obey the word of God.
QUESTION 6 (A)
Outline six roles of priests in traditional African communities. (6 marks)
- They give sacrifices to God/poor libations to ancestors.
- They act as advisors of the community.
- The priests intercede/offer prayers to God/spirits/ancestors on behalf of human beings.
- They are the religious symbols of God’s presence in the community.
- In some communities the priest can act as a political leader.
- They solve/settle disputes in the society/judge cases.
- Priests preside over religious ceremonies/festivals.
- They take care of shrines/places of worship.
- They are custodians of customs/taboos/traditions of the community.
QUESTION 6 (b)
Explain the importance of kinship ties in traditional African communities. (8 marks)
- Kinship ties helps in preserving traditional customs through informal education.
- They bind the entire life of a community/unites members of the same clan/family.
- It helps to maintain law and order in the community.
- Kinship ties promotes a sense of belonging/security/identity.
- It defines the punishment/reward in the community.
- It regulates marriage relationship in the community.
- It helps in settling disputes in the community/family.
- It defines duties/responsibilities of members of the clan/family.
- It governs the relationship between the living and the dead.
- Kinship prepares the youth for leadership roles.
- It enables people to share/help one another.
QUESTION 6 (c)
Identify six factors that have affected the kinship ties in the traditional African communities. (6 marks)
- Formal education.
- Modem religions/Christianity/Islam.
- Mass media influence.
- Permissiveness in the society.
- Western civilization.
- Migration/individual land ownership.
- New government structures/systems.
- Economic factors/poverty/wealth/social status.
- Modem science and technology.
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