ZERAKI ACHIEVERS’ EXAMINATIONS

END TERM 1-2022

ENGLISH (101)

FORM THREE (3)

TIME: 2 HOURS

Name …………………………………………….……… Adm. Number…………………………..

Candidate’s Signature ………………….…...……….. Date……………………………………

Instructions to candidates;

 Write your name and Index number in the spaces provided above. Sign and write the date of
examination in the spaces provided above.
 Answer ALL the questions in this question paper
 ALL your answers must be written in the spaces provided in this question paper.
EXAMINERS USE.

Question Maximum Score Candidates Score

1 20
2 25
3 20
4 15
TOTAL 80

This paper consists of 11 printed pages.

Candidates should check the question paper to ensure that all pages are printed as indicated
and no questions are missing

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COMPREHENSION (20 marks)

Read the passage below and then answer the questions that follow.
Gender is probably the most important social issue in the world today. It affects and influences every
aspect of our lives: politics, economics, religion and leisure. People in the 21st Century strongly believed
that every project must get the gender dimension right in order to succeed. But what is gender?
Basically, gender is the expectation that people should do or not do certain things according to their sex.
Every normal human being is either female or male. This is sex and it is a biological fact. Indeed, sex is
the most conspicuous difference between human beings. The moment we look at a person, we can tell
whether that person is a man or a woman, a boy or a girl. The question is if society should use this
biological difference to tell people what they should or should not do.
Yet, since time immemorial, this is what human communities all over the world have done. Some African
societies bring up their boys to believe that men must be fighters, take whatever they want – by force if
necessary and never cry. If anyone asks why they should or should not do this and that, the ready answer
is always: you are a man, and that’s what men are supposed to do. Girls are told to be gentle and quiet,
to obey men, not to climb trees and not to eat certain kinds of food. A girl who asks why she should not
climb trees or speak loudly in public is told, you are a woman, and women don’t do that. In other words,
society is always telling us what we can do and what we cannot do just because we are men or women.
In most cases, there is no physical or logical reason for a man or a woman to do or not do certain things.
Any girl can climb a tree as smartly as any boy. If a boy wants to go into the kitchen and cook, there is
no reason why he should not do so. Indeed, some of the best cooks in the world, called ‘chefs’ are men.
Yet in some societies, it is a taboo for a man or boy to enter the kitchen. Similarly, some societies do not
allow their women to build houses, even work at building sites, whereas in other societies it is indeed the
woman’s role to build houses. Gender is thus society’s assigning of roles to people according to their
being ma le or female.
On the face of it, there is nothing wrong with sharing roles – indeed, there are many cases where it is
logical to expect that certain people should do or avoid some activities. For example, it would not be safe
for a woman in advance stages of pregnancy to go hunting wild animals or grazing livestock many miles
away from home. However, this should not be taken as a blanket excuse to declare that all women must
not hunt wild animals. The problem is even worse when some people use gender roles to exploit or
oppress other people. Men for example, have for a long time invoked gender roles to force women to do
certain things and to prevent them from doing things the women may want to do.
This oppressive practice may be called gender imposition, and it may be seen in all aspects of society.
In social relations, boys and girls are segregated from the earliest years of life. Members of each sex are
strictly drilled into what ‘feminine’ or ‘masculine’ in behaviour, speech, dress and every activity. Boys
and girls are told what work they should or should not do, what places they can or cannot go to. What
games to play and even what foods to eat or not to eat; just because they are boys or girls. By the time a
person is in his or her teens, he or she has learnt – from both example and direct teaching by older members
of society – what exactly is expected of him or her as a man or a woman. These gendered roles often
suggest that men should lead and command in everything, be ‘tough’ – meaning hard and even cruel –
and ‘strong’, which often means aggressive and violent. The women on the other hand, are required to be

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 soft and kind, submissive and unquestioningly obedient to men. Even in public affairs, such as politics or
religion, the gendering of roles leads to some curious situations. In some places of worship for example,
men and women are strictly separated. Several denominations do not permit women to preach in public
or to be ordained as priests or pastors. Politics is widely regarded as a man’s field. Some societies insist
that a woman cannot be a leader, like President or Army commander. The nagging question, which many
women and enlightened men are asking today is: Why not?
This is the challenge to the conventional gendering of roles. Is there any logical reason why a man should
not change the nappies of his child, or go into the kitchen and cook? Why can a talented woman not
become a top soccer or rugby player, or a bishop or a top business executive? Is it fair to prevent people
from eating such nutritious foods as chicken and eggs simply because they are women? Should children
be denied the right to inherit their parents’ property on the grounds of sex? Is it not pathetic seeing men
inflict beastly violence on their wives and children, or one another simply because men are expected to be
‘tough’ and ‘strong’?
To avoid such absurdities, advocates of gender equity demand that sex should not be the main
consideration in dealing with people. Assigning roles to people on the grounds of biological differences
is a form of evil discrimination, like racism. A more sensible way of dealing with men and women is to
take them strictly on the basis of their individual abilities. A human being is a human being, whether man
or woman and each should be given every opportunity to realize his or her full human potential. An
enlightened approach to gender equity is suggested by the old English saying “What’s good for the goose
is good for the gander”.

Questions

Q1. (a) According to the passage, what is the difference between gender and sex?(2 marks)
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(b) What is gender imposition? (1 mark)

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(c) How are gender roles passed on? (1 mark)

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(d) Add a question tag to the following:

Any girl can climb a tree as smartly as any boy………………………………(1 mark)

(e) Identify a phrase in the passage that shows that it is not only women who are concerned with the
problems created by gendering of roles. (1 mark)
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(f) In not more than 60 words write a summary on what women are not allowed to do simply because they
are women. (6 marks)

Rough copy
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(g) In not more than three sentences, paraphrase the author’s argument. (3 marks)
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(h) Change the following question into a statement: (1 mark)

Should children be denied the right to inherit their parents’ property on the grounds of sex?
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(i) What is the meaning of the following: “What is good for the goose is good for the gander.”
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(j) Explain the meaning of the following as they are used in the passage. (4mks)

(i)Segregated………………………………………………………………….

(ii)Absurdities …………………………………………………………………

(iii)Blanket excuse ……………………………………………………………..

iv) Dreadful ……………………………………………………………………..

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BLOSSOMS OF THE SAVANNAH (25mks)
Read the extract below and answer the questions that follow.

Even her physical appearance,like her sister Taiyo, at eighteen, she had grown almost as tall as her father, but
unlike Taiyo who was still skinny and symmetrical in formation, Resian’s body had blossomed early. Signs of
early womanhood were evident. The earlier he disposed of her, he declared to himself angrily, the better.
A few kilometers to Nasila, one of the lorries developed a mechanical problem and broke down. The other
two vehicles stopped behind it, the crew alighted and immediately swung into action. While Ole Kaelo fussed
around the vehicles, cursing and muttering expletives under his breath, Mama Milanoi and her daughters
alighted and stood beside the vehicle. They huddled stoically together, eyes downcast, saying little. They knew
thieves, robbers, rapists, car-jackers and hooligans lurked everywhere and could strike at any moment. They,
therefore, stood waiting with fatalistic resignation for the worst. Taiyo and Resian, both head and shoulder taller
than their mother, stood on each side to protect her more from the cold blowing wind than from the fear of
marauding thugs.
“Here comes Papaai,” Taiyo said with relief. “He is waving at us to get back into the vehicle. I think they
have fixed the lorry.”

1. What has happened before the excerpt? (3mks)

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2. What is so ironical in this passage? Explain your answer referring to elsewhere in the novel. (3mks)
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3. Explain why Ole Kaelo tells himself earlier that he despises Resian. (3Mks)
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 4. Discuss one aspect of character in Resian and one in Taiyo in this excerpt. (4Mks)
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5. What major theme is addressed in this excerpt? (2Mks)

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6. Explain what happens after this excerpt. (3Mks)

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7. “Here comes Papaai,” Taiyo said with relief. Rewrite in the indirect speech. (1Mk)
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8. A part from irony, discuss any other aspect of style evident in the excerpt. (2Mks)
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9. Explain the meaning of the following words and expressions used in the excerpt. (4 Mks)
(i). Skinny …………………………………………………………………………………………………

(ii). Blossomed ……………………………………………………………………………………………..

(iii). Broke down ……………………………………………………………………………………………

(iv). Downcast………………………………………………………………………………………………

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 3. Read the poem below and answer the questions that follow. 20MARKS
I refused to take your brotherly hand
Your nails are black with dirt, brother I have seen hungry envious eyes
And your palms are clammy with sweat Watching silently through your chain-link fence
I refuse to take the hand you extend in help I have seen eyes in deep sunken sockets
I shall not join hands with you brother Burning with anger intently watching you
For unclean hands make me uneasy I have seen parched mouths water with saliva
For filthy fingernails rob me of my pride. And heard the rumbling of hollow empty stomachs
As they watched you feed the dog with meat
You argue, gesticulating with your once From the heavy yields of city sludge
Impeccably clean and beautiful hands
That before long it shall not matter Have you entirely forgotten Brother
For ‘everybody’ is delving and digging The fragrance and comfort of clean hands?
And all shall have hands dripping with dirt. The confidence, the peace you have when you know
You’ll leave no ugly smudge upon sheet?
That nobody shall know clean hands look like Don’t you remember the repulsion you had
And there shall be comfort in the dirty crowd When you shook hands with fat dirty men
And enough to eat, for there are good yields With their dirty clammy plams?
When the stinking manure is well dug in
With strong and bold hands in time Let me trudge brother and from the top from the top
of the cliff
Are you going blind brother? Don’t offer me your dirty hand in help.
I ask how many have the sludge Let me trudge the long way up
Or the strong and bold hands like yours Let me trudge the long way up
With which to dig and delve? For the short cuts are clammy with the sweat of fear
Brother the hands of many are too weak with hunger And your fingernails are clogged with dirt.
And for many the sludge is out of reach
And yet for others the stink is too nauseating!
But all have eyes and hunger fills them with anger
As they watch your fingernails fill with dirt!

Henry Barlow

H.E.B, 1971, 18-1

Questions
a) Briefly explain the message in the above poem. (3mks)
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b) Identify the two types of hands referred to in the poem and explain what they represent. (2mks)
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c) What reasons does the poet give in stanza one for referring to take the “Brotherly hand?” Give your answer
in note form. (3mks)
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d) Why does the persona wonder whether the brother has gone ‘blind’? (2mks)
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e) The ‘brother’ seems to have changed from a previous lifestyle. Write out two lines to prove this. (2mks)
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f) Identify and explain any two poetic devices used in the poem. (4mks)
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g) What is the persona’s attitude towards the brother? (2mks)
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h) Explain the following as used in the poem. (2mks)
(i) Fingernails are clogged with dirt
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(ii) Parched mouths
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 GRAMMAR (15mks)

4. A) Rewrite the following sentences according to instructions given after each (3mks)
i. Ali required two more good passes to win the prize. (Begin; If Ali got……….
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ii. She was a very beautiful girl and everyone admired her. (Rewrite using “so”)
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iii. They were wondering if you would join them for the party. (Rewrite using..whether..)
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B) Join the following pairs of sentences using the words in brackets and making changes only
where necessary. (3mks)
i. This is the house. Otieno built it. (that)
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ii. My friend is coming to stay with me. I have been writing him for two years. (to whom)
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iii. We enjoyed the picnic. The rain was heavy. (in spite of)
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C) Fill in the blank spaces of these sentences with most suitable words. (3mks)
i. The children were pleased ……………………….the new words.
ii. We heard it all …………………….. the radio
iii. We have not seen him ……………….Monday.
D) Rewrite the following sentences using one word to replace underlined words. (3mks)
i. These workers jobs may be put at risk if you purchase this machine.
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ii. All people having no fixed place of residence were arrested
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iii. The man who describes matches on radio explained why the goal was disallowed
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E) Fill the blank spaces with correct phrasal verbs (3mks)

i. Chirchiri………………….. all his energy in the third lap and came last in the race.
ii. The lorry driver tried to……………………………..the policeman by offering him bribe.
iii. How is your experiment………………………….? Asked the teacher.

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