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English Form 2 Questions and Answers - Term 3 Opener Exams 2021

Next Topic » Mathematics Questions and Answers - Form 2 Term 3 Opener Exams 2021

• Functional writing Write an apology letter to your English teacher for failing to complete the holiday assignment that he/she had given you. Ensure you explain the reason for your failure (20mks)
• Comprehension (20 marks) A BILL OF RIGHTS

A bill of rights is a written a list of rights freedoms of citizens of country. It is designed to recognize, protect and preserve the dignity of people. it is therefore an important part of Kenya’s constitution. The bill is guidance for ensuring that no citizen is treated unfairly. The right to life is a basic right. Every person has a right to live. The life of a person begins at conception. Abortion is, therefore not permitted except in cases where the life of a mother is in danger. It is therefore a crime to take another person’s life.

Every person is equal before the law, and has the right to equal protection and benefit of the law. Before the law, therefore should be no difference with regard to a person’s sex, religion, political affiliation, race or status in society. The law should be applied in all cases equally. For instance, if the law states that punishment for stealing is imprisonment that should be applied in all cases whether the person who has stolen is a Christian or Hindu, male or female, master or servant.

The state shall not discriminate directly or indirectly against any person on any basis including Race, sex, pregnancy, marital status, health status, ethnic or social origin, colour age, disability, religion, conscience, belief, culture, dress, language or birth. People should not discriminate directly or indirectly against others on the same bases. For instance, if a student performs well in the Kenya Certificate of Primary Education (KCPE) they should not be denied admission to secondary school because of their religion, race or culture. The states will therefore, take specific measures to ensure that people are not discriminated against.

Women and men have the right to equal treatment including the right to equal opportunities in political, economic, cultural and social activities. In addition, both men and women have an equal right to inherit have access to and manage property. any law, culture, custom or tradition that undermines the dignity, welfare, interest or status of women or men is prohibited. For instance, although in some cultures all property including land belongs to the men the constitution states that women have a right to own property to. By law, Women in such a community can insist on their right to own land and property.

In the proposed revised constitution of Kenya, the state shall take measures to ensure that women and their rights are protected. The state shall also provide reasonable facilities and opportunities to ensure that women realize their full potential and advance in the society.

The youth constitute an important part of the society and are entitled to enjoy all rights and freedoms set out in the bill of rights, taking into account their unique needs. The state shall try to ensure that the youth have access to quality and relevant education, training and employment. The youth shall also be given a chance to participate in governance. The state shall also ensure that the youth have enough chances in the social, political economic as well as other areas of national life. The youth, like other citizens have a right to associate with others to further their interests within the limits of the law. They are also entitled to protection from any culture, custom, tradition or practice that undermines their dignity or quality of life. They should lead a life free from exploitation, discrimination or abuse.

It is the duty of every state to observe respect, protect, promote and fulfill the rights and freedoms of the citizens. Laws, policies and other measures should be used to ensure that this rights and freedoms are recognized. A person has the right to complain to the commission of human rights and administrative justice, and take legal action if the rights or freedom are violated, infringed or denied.

• What is a bill of rights? (1mk)
• Explain the purpose of the bill of rights? (2mk)   
• State two rights mentioned in the passage? (2mks)
• In what ways, according to the Bill of Rights, are women treated as equal to men? (3mks)
• Explain how the state can ensure that the rights and freedoms of the youth are safeguarded? (3mks)
• Explain, using and example how you can be discriminated against because of your age religion or sex? (3mks)
• To whom can people complain if their rights are violated or denied? (1mk)

Two politicians Mambo 1)______________­­­­­­­­­­­­­­­­­­­­­ ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­Jumbo had just arrived at the airport (2) ________________a foreign country. Mambo was (3)______________illiterate and had no profound knowledge of English. Jumbo on the other (4)_________________was moderately well versed at the language. On the day they arrived there was a workers strike in that country. All the newspapers (5)___________the headline “Boycott”. Mambo looked at the headline and shook (6)_____________head. He looked at it again, but he couldn’t understand what the word “Boycott” (7)_______________at least he knew (8)______________the word”Boy” meant, but as for “cott” he had (9)____________idea “or maybe they meant ‘Caught’,” he wondered. He turned (10)_____________his colleague, Jumbo, and asked him, “Jumbo, what has the boy done this time?” Jumbo looked at him and laughed wondering.

• Bear bare beer
• Wore war woe
• Worn won one
• Choir quire queue
• Knows gnaws nose
• Mary ___________________five lengths of the swimming pool yesterday(swim)
• He______________ a stone into the sea (fling).
• They___________ around in amazement (spin).
• A front tyre ______________as we were driving along the road (burst).
• Have you_____________ two bottles of soda (drink).
• He should have finished by now…?
• I’m rather late…?
• Let us go to the cinema…?
• You haven’t seen the teacher…?
• She taught us a lot ______________cooking
• James has been suffering___________ malaria.
• He shows no interest_____________ hokey.
• She finds it hard to concentrate ______________ her work.
• “I will do it tomorrow.” He promised.
• “I can go no further,” said John.
• “Where did I leave my pen?” she asked herself.
• “You’ve passed your examination.” The teacher told me, “Congratulations.”
• Paris is a very beautiful city.
• She hates people starring at her.
• Some should do something about the plight of the homeless.
• Rats have eaten all the stored grain.                                                                                                           
• Mention the different types of song you know?(4mks)
• On what occasion will this song be sang?(2mks)
• What feature of style is evident in this song?(2mks)
• What do you learn about the community from which this song is taken from?(2mks)
• Do not judge a book by its cover
• Challenger: My house has no door Respondent: An egg
• She sells sea shells at the sea shore
• I can see you are at sea
• Complete the following dialogue between Mary and her father  (6mks) Father: Good morning Mary? Mary: Good morning father. How was your night? Father: Mary: Er , father I would like to make a request Father: Mary: I know you don’t like trips, but I would like to go camping in Mombasa this coming holiday. Father: Mary: I understand, but this trip is very important. We shall undergo first aid training and to be trained on how to deal with the AIDS pandemic. I promise to finish my homework before we go. Father: Mary: I agree with you father. I promise to start putting lots of effort in my studies from now on . Father: Mary: Thank you father. Father:

MARKING SCHEME

• Functional writing Addresses                   (4MKS) Date                           (1MK) Salutation                   (1MK) Content                      (8MKS) Language                    (5MKS) Complimentary close    (1mk)
• A Bill of Rights is a written list of rights and freedoms of citizens of a country .
• The Bill of Rights is meant to ascertain the recognition, protection and preservation of the dignity of people.
• In the passage, the right to life, the right to equal treatment and the right to acess and manage property is mentioned.
• Women have the right to equal opportunities in political, economic, cultural and social activities. Women are also considered as equal to men by the right to access and manage property. Women have a right to own property.
• The state can ensure that the rights and freedoms of the youth are safeguarded by enabling them to have access to quality and relevant education, training and employment that they can flly participate in national affairs and that they can freerly associate with other people. The youth are also protected by law from harmful cultural practices, discrimination, exploitation and abuse.
• One cvan be discriminated against because of age, for example by not being allowed to hold a certain office. You can also be employed and be paid less that you are entitled because you are young. In some cases, you may not be employed by certain organizations for example, a Christian organization may not employ you because you are of a different religion or vice versa. In some organizations a woman may be denied leave even when she needs it. For example a maternity leave and this may even lead to her being sacked for failing to go to work.
• Dignity- the state of being worthy of honour or respect.
• Promote- actively support and uphold.
• Infringed- Acted in contrast to the law, trespassed or encroached where one should not.
• Violated- Disregarded/disrespected/ disturbed.
• Unique- unusual/ special.
• shouldn’t he?
• Aren’t I?
• Shan’t we?
• Didn’t they?
• He promised that he would do it the next day/the following day.
• John said that he could go no further.
• She asked herself where she had left her pen.
• The teacher congratulated me on passing my examinations.
• The stranger asked the way to kakamega.
• Paris is said to be a very beautiful city.
• People staring at her are hated
• The plight of the homeless should be done something about.
• All the stored grains have been eaten by rats.
• The door has been left open.
• The girl who was sewing her dress was very young.
• Having finished supper, Hillary went to bed by his mother.
• Morro regrets for not working hard at secondary.
• That shall save me a lot of trouble.
• He started studying too late to pass his exams.
• praise songs
• wedding/ marriage songs
• political songs
• circumcision/initiation songs
• This is a song that is sang during a work session. it is a work song because there is grinding of millet.
• I went and went and went
• I ground and ground and ground
• and she danced and danced and danced.
• The community grows millet. This is shown when the gazelle was growing millet for her family.
• The community is social. The persona is asked to grind millet and it does.
• Tongue twister
• Dialogue Father: It was quite fine. I hope yours too was good. Mary: Father: Yes my daughter, go on. Mary: Father: Okay, tell me, of what importance is the trip to your studies? Mary: Father: No problem as long as you improve since your future is dependent on your studies. Mary: Father: You may now go. Mary: Father: You welcome.

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English Form 2 Grammar, Poems and Poetry Notes

Form english revision questions & answers, form english revision, kenyan secondary schools english syllabus, paper three.

• FORM TWO ENGLISH GRAMMAR REVISION QUESTIONS AND ANSWERS
• ORAL LITERATURE NOTES
• POEMS NOTES

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write an English Assignment

Last Updated: December 6, 2021

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 20 people, some anonymous, worked to edit and improve it over time. This article has been viewed 48,544 times.

Writing an English assignment can be troublesome at times. The students lack the proper information which is required to write an assignment. Apart from this there are many more things which are necessary for an assignment writing and such things are highlighted in this article.

• Take second advice from a close friend. Some mistakes you may not see or be used to seeing, and a second opinion can help catch some of the mistakes that you won't see the first time through.

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• ↑ https://www.openpolytechnic.ac.nz/current-students/study-tips-and-techniques/assignments/step-by-step-guide-to-assignment-writing/
• ↑ https://writingcenter.unc.edu/tips-and-tools/understanding-assignments/
• ↑ https://www.uq.edu.au/student-services/learning/structuring-your-assignment
• ↑ https://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing

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