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Bungoma District Mock- English Paper 2 Question Paper
Bungoma District Mock- English Paper 2
Course:Secondary Level
Institution: Mock question papers
Exam Year:2007
NAME:………………..………………………………………………… INDEX NO:…………….
SCHOOL:……………………………………………………………………………………………….
101/2
ENGLISH
PAPER 2
(Comprehension, Literary Appreciation
and Grammar)
JULY / AUGUST 2007
2 ½ HOURS
BUNGOMA DISTRICT MOCK EXAMINATION
Kenya Certificate Of Secondary Education (KCSE) 2007
101/2
ENGLISH
PAPER 2
INSTRUCTIONS TO CANDIDATES
_ Write your name and index in the spaces provided above.
_ Answer ALL the questions in this question paper.
_ ALL your answers must be written in the spaces provided in the question paper.
This paper consists of 12 printed pages. Candidates should check the question paper to ensure that all the pages are printed as indicates and no questions are missing.
1. Read the passage below and then answer the questions that follow.
In Lagos, Nigeria, in 1952, the practice of giving an unofficial cash gift or a fee for services rendered was fairly authoritatively stated to be found in hospitals where nurses required a fee from every inpatient before the prescribed medicine was given, and even the ward servants had to have their ‘dash’
before bringing the bed-pan; it was known to be fire in the Police Motor traffic Unit, which had unrivalled opportunities on account of the common practice of overloading vehicles; pay clerks made a deduction from the wages of daily paid staff; produce examiners exacted a fee from the produce buyer for every bag that was graded and sealed, domestic servants paid a proportion of their wages to the senior off them, besides often having paid a lump sum to buy the job.
One thing which all these events have in common is that someone regards each of them as a bad thing.
Equally, however, it is clear that at least someone else regards each of them as a thing. Writers of the moralist school accept this, but they are convinced that such behaviour is always against the 'public interest'. But what is the 'public interest'? Some substantial arguments have been put forward to suggest that the public interest may sometimes require some of these practices.
This argument turns essentially on the view that democratic politics in 'mass' societies can only be ensured by the integration of the multitude of interest and groups into political parties, capable of furnishing leadership and coherent policies; this involves organization and inducements, both of which cost money; therefore politics must be made to pay. From this point of view the political role of money is to serve as a cement - 'a hyphen which joins, a buckle which fasten the otherwise separate and conflicting elements of society into a body politic; 'the greater the corruption, the greater the harmony between corruptor and corruptee’, as one candid critic recognized.
It is clear that new states are very likely to be the scene of a great deal of behaviour that will be called corrupt. Neither attitudes nor material conditions in these countries are focused on the support of a single concept of the national interest or of the official purposes of state and local officers and institutions which would promote that interest.
The idea of the national interest is weak because the idea of a nation is new. And the institutions and offices of state are, for most people, remote and perplexing. Even to the civil servants and politicians directly involved in them they are new, they are aware of the 'official purposes' which are attached to then by importation, but they scarcely regard them as 'hallowed’ and hence they do not necessarily regard them as sacrosanct. On the contrary their western origin makes them suspect. To many people the 'state' and its organs were identified with alien rule and were proper objects of plunder, and they have not yet been re-identified fully as instruments for the promotion of common interests. Meanwhile to the illiterate peasant the 'state1 and its organs continue to be the source of a web of largely unknowable and complicated regulations, and hence a permanent threat of punishment, against this threat it is .very reasonable to take any available precaution, such as offering bribes. Some official purposes of public office are challenged by strongly supported counter-conceptions, especially the strong obligations of family, tribe, and district in the matter of awarding jobs, scholarships, or other scarce commodities in the gift of the state. Neither politicians nor civil servants are usually drawn from a class brought up for public service form an early age.
And to what extent that the rules of public morality lean ultimately on the strength of the rules of private morality, they are weakened the hammer blows delivered to all moral rules by rapid social and economic change.
The incentive to corrupt whatever official purposes public institutions are agreed to have is especially great in conditions of extreme inequality and considerable absolute poverty. The benefits of holding an office-any office- are relatively enormous; by comparison the penalties for attempting to obtain one by bribery are fairly modest, in relation to the low standard of living. Generally, corruption seems likely to be inseparable from great inequality.
Corruption is relatively easy to conceal in the new states. Partly this is because people are generally not too clear about what the official rules are, or what (really) constitutes breaking them; or if they are clear, it may be because they do not greatly resent their being broken, and so are zealous to prevent corruption. Partly it is because the law is ineffectively enforced and the police themselves may not be immune to corruption. And while traditional gift-giving can be distinguished from a bribe of money, it is quite obvious that from the point of view of the giver the one has shaded into the other, so that although the practice has taken on a new significance, as the open gift of a chicken is replaced by a more furtive gift of a pound note, it is nevertheless an established fact of life, in which the precise
nature of the rule-infringement is partially concealed by continuity with an older custom.4
a) Why are writers of the moralist school against some of the corrupt practices mentioned in the
passage? (1 mark)
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b) What do you understand by "public interest" as used in the passage? (2 marks)
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c) Make notes on aspects of corrupt practices contained in this extract. (5 marks)
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d) “Corruption is relatively easy to conceal in the new states.”Re-write beginning with a participle
and ending with .. .relatively easy." (1 mark)
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e) Who might regard as 'good' those acts that others might regard as corrupt? (2 marks)
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f) In your own words, explain the meaning of the statement "The idea of national interest is weak
because the idea of a nation is new." (3 marks)
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g) With reference to the passage, explain how one older custom has helped to conceal corrupt
practices. (3 marks)
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h) Explain the meaning of the following words as used in the passage. (3 marks)
Corruptee ……………………………………………………………………………………
Sacrosanct ……………………………………………………………………………………
Conceal ……………………………………………………………………………………
2. Read the extract below and answer the questions that follow.
GRATIANO: A second Daniel, A Daniel, Jew!
Now, infidel, I have you on the hip.
PORTIA: Why doth the Jew pause? (To SHYLOCK) Take thy forfeiture.
SHYLOCK: Give me my principal, and let me go
BASSANIO: I have it ready for thee; here it is.
PORTIA: He hath refused it in the open court;
He shall have merely justice and his bond.
GRATIANO: A Daniel still say I, a second Daniel!
I thank thee Jew for teaching me that word.
SHYLOCK: Shall I not have barely my principal?
a) Where does this episode occur? Say briefly what is taking place. (3marks)
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b) Portia asks "Why doth the Jew pause?" What was Shylock hesitating to do? (2 marks)
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c) Give one reason which made Shylock to pause. (2 marks)
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d) What was the "principal"? What offer had Bassanio made earlier, relating to this "principal"?
(2 marks)
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e) (i) What does Gratiano mean by "I have you on the hip" (1 mark)
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(ii) Explain the circumstances under which Shylock uses the metaphor in (i) above earlier
in the text. (4 marks)
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f) What is Gratiano alluding to when he says "A second Daniel"? Give one other instance from this
scene of his taunting of Shylock. (3 marks)
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g) Apart from the style mentioned in (f) above, identify and explain one other aspect of style used by
the author in this extract. (2 marks)
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h) Explain one character trait of Portia depicted in this extract. (2 marks)
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i) In not more than 50 words, summarise the main events that led to Shylock accusing Antonio in
court. (5 marks)
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3. Read the passage below and then answer the questions that follow.
One day, a boy called Chikere accompanied his parents to the farm in a distant part of the village. As soon as they reached the farm, they started their work in earnest so as to accomplish the best part of their task in the morning hours when the sun was less hot. They worked and worked and at the end, they were very tired. They then collected their working tools and started to go home.
When they had covered a good distance, the boy Chikere, stood still, beat his chest and cried: 'Oh, papa, I have left my flute in the farm. I must go back for it.' The parents tried to persuade him to return home with them so that the flute might be collected when they went to the farm the following day.
Chikere insisted that he had to go back to collect his flute. His parents reluctantly agreed and Chikere ran back to the farm.
When he reached there, the flute was nowhere to be found. He looked for it everywhere but could not find it. What he saw instead surprised him. He saw spirits of unusual shapes mobbing about in the farm. His heart nearly ran out through his mouth. He cupped his mouth with his palms and gave a cry resembling that of a woman who has suddenly come face to face wit h a great ancestral mask. At last he picked courage and asked the spirits if any of them saw his flute which he left at the farm. The spirits first started making unfamiliar noises- 'hinoo, hinoo' - a noise which to Chikere was as terrifying as the spirits' unusual shapes. They asked him to calm down. They then took him to their leader. When they got to the house of the spirit-king, Chikere saluted him according to tradition, with
a chant:
Accept my humble greeting
Elei elee Mmuo
The spirit king I greet you o
Elei elee Mmuo
The spirit that inhabits farm
Elei elee Mmuo
The spirit was impressed. He accepted Chikere and offered him a most expensive type of mat for the ight. Chikere refused the offer because he was a poor boy and not used to sleeping on such expensive mats. He begged to be given a rough grass mat which was lying about in a corner of the room. On this, he was to sleep as the night had been far spent. The king of the spirits accepted the boy's request and gave him the mat of his choice. More and more expensive things were offered to Chikere, but he refused them all in preference for cheaper materials which best suited his poor status in life; for he was of very poor parentage.
At dawn, Chikere got prepared to go. He had earlier told the spirit king the reason for his visit. To test the boy further, the spirit brought out a golden flute and asked Chikere if that was his own. Chikere said that it was not. The spirit offered him another expensive one. Chikere told him that he had never before seen a flute of that kind, much less possessed one. The king continued this test until at last Chikere's flute emerged from the spirit's big flute container. Chikere gladly accepted this despite the fact that it was very rough and crude compared to those offered him before. He accepted this as being truly his own.
In recognition of this honest and humble behaviour, the spirit gave Chikere a magic gourd that had no opening anywhere and asked him to break it only on reaching home. To show respect and gratitude, Chikere knelt down, bowed his head before the spirit king and thanked him. He then went home.
On reaching home, he narrated his experiences to his already anxious parents. He asked his mother to have the room well swept for him. He then proceeded to break the gourd and immediately, their house turned into a magnificent upstair building with glass doors and windows; the inside expensively furnished. A once wretched family soon became enviably rich and comfortable.
As a result of unexpected change of status, one ill-mannered and jealous woman who had heard the story of Chikere's adventure got herself prepared and asked her son Amaeze to get his flute and accompany her to their farm. In the farm, they did not achieve anything significant before they got ready to go. The mother made Amaeze purposely forget his flute. They went home. In the evening, she sent Amaeze back to the spirits to ask for his flute. When he reached there, he saw spirits. He quickly demanded that he be sent to the king of the spirits so that he might ask for his flute. They took him to their abnormally long-pointed nose mounted on top of his badly wrinkled face. The spirit king took the insult calmly and started to treat Amaeze as he would treat any gentle visitor. He was offered a golden mat to sleep on. He rejected this and demanded a better one. Whatever the spirit offered Amaeze, it looked inferior to him and so, he would not accept it. The king thought of what to do with this naughty ill-bred boy. Throughout the night, he thought of this.
At dawn Amaeze got ready to go. The spirit king had earlier been told the reason for the boys visit. He then started to test him yet further. He first showed Amaeze a golden flute and asked him if that was the one he was looking for. Amaeze quickly accepted this with the nod of the head. He was given an evil magic gourd and asked to break it on getting home; for this gourd would make him rich.
When the mother saw him from afar returning with a gourd, she anxiously ran and took it from him.
She took it into a room and broke it even before Amaeze could come into the room. What she saw was the opposite of what she expected. Instead of wealth, there poured out of the broken gourd thousands and thousands of frogs, snakes, swarms of bees and mosquitoes. These and other dirty creatures filled up the room and soon, the whole house. The jealous greedy woman had no space left for her in the house. She cried out for help but she could not receive any because anybody who came in, ran back for safety. Mother and son cried and cried until their voices turned as guttural as those of spirits, their faces more wrinkled than the face of the spirit king Amaeze had laughed at. Soon, these creatures got on them and destroyed their lives. The woman and her son thus paid heavily for their greed, jealousy and blind imitation. And here ends the story. (Collected and translated from the Ibo by Fidelis O. Onah.)
a) Classify this narrative and give one reason for your answer. (2 marks)
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b) Describe the economic activity of the community in this oral narrative. (2 marks)
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c) Identify and illustrate any three literary devices which make this genre an oral narrative. (6 marks)
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d) What do we learn of Chikere's character from this story? (4 marks)
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e) "1 must go back for it", Chikere insisted. Rewrite in reported speech. (1 mark)
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f) State and explain one moral lesson that Amaeze and her mother learnt from their experience in
this narrative. (3 marks)
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g) To show respect and gratitude, Chikere knelt down. (Rewrite beginning: To show that he is...)
(1 mark)
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4. a) Rewrite the following sentences according to the instructions given after each. Do not change
the meaning. (5 marks)
i. I saw the Principal leaving his office in the afternoon. (Begin: The Principal...)
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ii. She will leave for Arusha tomorrow afternoon. (Rewrite using "leaves")
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iii. They didn't work hard, so they failed the exam. (Rewrite beginning: If........)
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iv. Patrick will seek refuge in Kenya. (Rewrite in the past tense.)
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v. Shylocks daughter Jessica eloped with Lorenzo. (Punctuate appropriately.)
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b) Fill in the blank spaces with the correct form of the word in brackets (4 marks)
i. We received a..............................yesterday about our poor service. (complain)
ii. Our basketball team was defeated this year due to the players’ inability to utilize the
........................... (bounces)
iii. The cheque was cancelled because it was ...............................(error)
iv. The leg ball team is .......................on Joan, (rely)
c) Fill in the blank spaces in the following sentences with the most appropriate
words. (3 marks)
i. Either Tom or Josephine………………………..bought a new car.
ii. Jane is …………………beautiful in that college,
iii. If I……………………you, I would not steal.
d) Fill in the blank spaces with appropriate preposition.
i. Kamau refused to eat cheese roll because he is supposed to be………………………a diet.
ii. Otieno was disappointed……………………………you for failing him.
iii. It was very polite…………………………him to send us an apology.__
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