Form Three English Notes
Form Three English Notes
Form Three English Notes
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PRONUNCIATION
STRESS
Not all syllables in a word are given equal emphasis. By the same token, not all
words in a sentence are said with equal length.
The relative emphasis that may be given to certain syllables in a word, or certain
words in a sentence is what we refer to as stress.
You say a syllable or a word is stressed when it is said louder or longer than the
rest.
Stress is studied in two levels:
(a)Word level; and
(b) Sentence level.
Stress at the Word Level
A part of a certain word when said louder or longer then it is stressed.
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Duplicate Excuse
Polish Insult
Rebel Permit
In sentences;
(a)Many factories produce the produce we import.
(b) Allan became a convert after deciding to convert to christianity.
Sentence Stress
Sentence stress is accent on certain words within a sentence.
Most sentences have two basic word types:
(a)Content words which are the key words carrying the sense or meaning-
message.
(b) Structure words which just make the sentence grammatically correct.
They give the sentence its structure.
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Exercise 1
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1. The words that follow can be nouns or verbs dependingon the stressed
syllable. Use each as both the verb and noun in a single sentence.
(a)Cement
(b) Address
(c)Permit
(d) Content
2. Underline the part of the word in boldface you will stress in each of the
following sentences.
(a)The boy has been asked to de.sert the de.sert.
(b) My handsome es.cortwilles.cort me to the dance.
(c)After updating my re.sume, I will re.sume my job search.
(d) They have to con.testin the annual Math con.test.
(e)If you con.vict me, I will remain a con.vict for 5 years.
Exercise 2
Each word in the sentences below can be stressed to bring the meaning. What
will be the meaning when each word is stressed?
(a)I love your sister’s handwriting.
(b) You came late today.
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INTONATION
➢ It is the rise and fall of voice in speaking.
➢ Intonation is crucial for communication.
➢ In English there are basically two kinds of intonation: rising and falling.
➢ We can use arrows to show the intanotion – whether rising or falling. ↘
represents falling intonation while ↗ represents the rising one.
Falling Intonation
➢ Falling intonation is when we lower our voice at the end of a sentence.
➢ This usually happens in:
(a)Statements, for example,
• I like↘ bananas.
• It is nice working with ↘you.
• She travelled to↘ Eldoret.
(b) W/H Questions
• What is your ↘name?
• Where do you ↘live?
• How old are↘ you?
• Who is this young↘ man?
(c)Commands
• Get out ↘now.
• Give me the ↘money.
• Close your ↘books.
(d) Exclamatory sentences e.g.
• What a wonderful ↘present!
• How ↘nice of you
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Rising intonation
➢ When we lower our voice.
➢ Used in:
• General Questions e.g.
Do you visit them↗ often?
Have you seen ↗her?
Are you ready to ↗start?
Could you give me a↗ pen, please?
• Alternative questions e.g.
Do you want ↗coffee or ↘tea?
Does he speak↗ Kiswahili or ↘English?
• Before tag questions e.g.
This is a beautiful ↘place, ↗isn’t it?
She knows↘ him,↗ doesn’t she?
• Enumerating e.g.
↗One, ↗two,↗ three, ↗four,↘ five.
She bought ↗bread, ↗cheese, ↗oranges, and ↘apples.
Exercise
Using an arrow, determine whether rising or falling intonation is used in the
sentences.
(a)This music sounds good.
(b) I love watching horror movies.
(c)My sister’s name is Amina.
(d) Blue is my favourite colour.
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RHYTHM IN POETRY
➢ Rhythm is the recurrence of a beat.
➢ In poetry, it is the recurrence of a pattern that gives a distinct beat to a line(s) in a
poem.
➢ Rhythm is something that happens with regularity.
➢ To create rhythm in a poem, a poet can use:
i. Consonance which is the repetition of consonant sounds within the nearby words.
ii. Assonance which is defined as the repetition of vowel sounds within nearby words.
iii. Repetition. A word or phrase recurring.
iv. Alliteration. This is the repetition of initial consonant sounds in two or more words
within a line.
v. Rhyme which is the repetition of ending sounds, especially in two or more lines.
➢ Study the poem below and identify ways in which rhythm has been achieved.
A sunshiny shower
Won’t last an hour.
Wishes
Won’t wash dishes.
• Rhyme has been used. Several pairs of words rhyme. Examples include:
Shower and hour
Seven and eleven
Showers and flowers
• Alliteration. Won’t and wash are alliterative (the sound /w/.
• Consonance in the words “healthy” and ”wealthy”
Exercise
Read the poem below and identify how rhythm has been achieved in it.
My dog has a special twist,
She can’t go a day unkissed
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Path Choices
Best, Boy, Believe
That, There, Two
Placed, Possible, Paths
Willing, Wanting, Waiting
Appraising, Asking, Applying
Lessons, Learned, Leads
Compass, Chosen, Course
Fools, Find, Fate
Sin, Street, Set
Driven, Determine, Destiny
Searching, Seeking, Seeing
Offering, Openly, Often
In the poem you realize there is repetition of the beginning consonant sounds. Look at
the illustrations:
➢ Best, Boy, Believes – sound /b/ has been repeated.
➢ Placed, Possible, Paths – sound /p/ is repeated
This repetition of initial consonant sounds is alliteration. Illustrate other instances of
alliteration in the poem.
There is also repetition of vowel sounds in the words close to each other. Examples
we have seen are:
➢ Seeking, seeing – the sound /i:/ has been repeated.
➢ Openly, Often – the sound /e/ has been repeated.
This repetition on vowel sounds in the nearby words is assonance .
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Further Practice
Pick out all the instances of assonance and alliteration in the poem that follows.
My Puppy Punched Me in the Eye
My puppy punched me in the eye
My rabbit whacked my ear
My ferret gave a frightful cry
And roundhouse kicked my rear
CONSONANCE
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Just like alliteration, consonance makes use of consonant sounds, only that these
sounds are in in the inner parts of the words (middle or end, but not beggining).
There are illustrations for this in the two poems we have read. In the poem ‘My
Puppy Punched me in the Eye’ there are the illustrations as follow.
➢ rabbit, wacked – the sound /t/ has been repeated.
➢ hamster slammed – there is repetition of the sound /m/
Note: Alliteration, assonance, and consonance don’t have to have the same letters – it
is the sound that must be repeated.
Role Played by Alliteration, Assonance, and Consonance
1. Provide musical rhythm.
2. Make poem interesting.
3. Make the poem easier to memorize.
Exercise
Read the poem below and then identify, with illustrations, instances of
alliteration, assonance and consonance.
BLACK BREWRIES BRAVENES
By John Chizuba
Black breweries braveness
In ink incorporative individualism
Those tinny tracers ticking Time
Be-little black braveness baselessly
Mirror my motion moves momentously
Directed diagonal deeply
Hurt humans heart heavy
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ETIQUETTE
APPROPRIATE CHOICE OF REGISTER
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These words cannot be used to address your colleague at work place; or even your
pastor.
Age
There are ways to speak to a child and those of speaking to adults. To a baby, we use
words like ‘popopoo’ while to an adult ‘long call’, etc.
The Words used in Different Fields
Field of Medicine
Some words used in the hospitals, clinics and other health stations include: X-ray,
syringe, paracetamol, doctor, nurse, mortuary, patient, etc.
Police Station
Lockup, cell, bond, etc.
Airport
Aircraft, flight, air hostess, etc.
Information Technology
Computer, laptop, CPU, Monitor, software, hardcopy, hard disk, etc.
School
The words used by the teachers, students and others at school are: chalk, ruler,
blackboard, senior teacher, deputy principal, dean of studies, etc.
Law
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Technical terms used by lawyers and in the courts of law include: adult probation,
affidavit, alimony, Amicus Curiae brief, annulment, appeal, appellant, appellee, arrest,
plaintiff, defendant, dismissal, oath, revocation hearing, learned friend, etc.
Exercise
Read the conversation below and then answer question that follow.
Caller:Is this the Credex?
Receptionist:Yes, how may I be of help to you?
Caller:It’s Dorothy calling.
Receptionist:Oh, Dorothy! How is the going?
Caller: Lunch today?
Receptionist: Of course..
Caller: what time then?
Receptionist: After I have seen the deputy principal. There are packets of chalk I am
supposed to deliver.
SPEECHES
Have you ever stood in front of a big group of people to present your talk? Well here
we shall learn how to prepare your speech and deliver it effectively.
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Almost all speakers are nervous. Even the most experienced do. Fear of addressing a
group is not wrong, but how we deal with it is what is possibly not good enough.
Those speakers who seem relaxed and confident have learnt how to handle anxiety.
Symptoms of Nervous Speakers
An anxious speaker can be identified in case of:
➢ Shaking hands
➢ Sweating palms
➢ Dry mouth
➢ Rapid heartbeat
➢ Squeaky voice
➢ Knocking knees
➢ Facial flushes
➢ Watery eyes
➢ Mental confusions
➢ jitters
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Causes of Fear
1. Past failures during presentation. Plan to succeed instead.
2. Poor or insufficient preparation. Nothing gives you more confidence than being
ready.
3. Discomfort with your own body and movement.
Dealing with Anxiety
A speaker can try the suggestions below to deal with anxiety before and on the day of
speech.
Before the day;
1. Know your topic by doing adequate and thorough research. You will be sure of
presenting accurate information and be able to answer questions asked by
audience members.
2. Practice delivering your speech several times. This helps you be sure of your
organization of the main points.
On that day;
1. Do some physical exercises like press ups, push walls, etc. to reduce anxiety.
2. Use simple relaxation techniques like taking deep breath, tightening and
relaxing your muscles, etc.
3. Wear clothes that you feel confident in. when you feel good about of you feel,
your confidence level is boosted. You don’t need to adjust your clothes or hair
during your speech.
4. Spot friendly faces in the crowd. These are people who give you positive
feedback (e.g. nodding, smiling). Such faces give you encouragement to speak.
5. Come up with ways to hide your anxiety. For example,
➢ When mouth goes dry, drink some water
➢ Incase of excessive sweating, wear clothes that will not allow your
audience detect
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• Internet
• Television
3. Arrive early for discussions. It is advisable you do so so that you start early and
finish early.
4. Gather writing materials – pen and note book.
5. Prepare with questions to ask.
Participating in a Group Discussion
Remember the tips below for success during the discussion:
1. Learn to listen to each other and respond to what other people have to say.
2. Speak with moderation. What you say is usually more important than how much
you say. Quality is needed rather than the quantity.
3. Back up each point you put across. You can explain your points in a number of
ways including:
➢ Providing facts or statistics to support it;
➢ Quoting expert opinion;
➢ Explain why said what you said; and
➢ Referring to your own experience.
4. Stay calm and polite. Use polite words like ‘May I ….?, please …, etc.’
5. Take notes of important words and ideas.
6. Speak clearly.
7. Speak loud enough to be heard by all the group members.
The Common Discussion Mistakes
Having learnt what you should do during the discussion, let us now learn what under
no circumstances y do. You should never:
➢ Dominate the discussion;
➢ Interrupt abruptly;
➢ Be inaudible;
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➢ Proverbs, riddles, tongue twisters, and puns are short forms of oral literature. This
is because of their length.
FIELDWORK
Definition of Fieldwork
❖ It refers to the process of collecting oral literature material from the field.
❖ Field study can be carried out by anyone including a student.
Importance of Fieldwork
1. Since oral literature is a performed art, a student can witness and experience the
performance. When this written, the live aspects are lost.
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2. It enables a student to have a contact with the community and the culture of that
community.
3. A student is equipped with research skills.
4. It also enables for recording of history of a community.
Stages in Fieldwork
1. Preparation
Adequate preparation should be taken in to consideration for a meaningful
research. You can do the following:
❖ Identify the narrator or informant.
❖ Identify the location of the informant.
❖ Plan when to visit the informant.
❖ Plan the necessary tools for recording the materials.
❖ Get the administrative permission to conduct the research.
❖ Decide on the method of data collection to use.
❖ Budget for the fieldwork.
2. Material collection
❖ This is where the actual information is gathered.
❖ There are different methods of collecting oral literature materials:
i. Observation
ii. Interviews
iii. Participation
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1. Interviews
❖ An interview involves meeting the respondent face to face and verbally
asking questions in order to seek the required information.
2. Recording performance
First hand information on things like performance and chanting can be recorded
using tape recorders, etc. during the festivals in which they are performed.
3. Observation
❖ This is a way of gathering information or data by watching behavior, events,
or noting physical characteristics in their natural setting.
❖ Observation can either allow one know he/she is being observed, or without
him/her not being aware.
4. Participation
❖ The collector of the material can also participate in the enactment of the oral
forms like dance and song, etc. if he/she has the skills to.
❖ It is important to note that his/her participation should not distract him/her
from her investigative roles.
5. Administering Questionnaires
❖ A questionnaire is a research instrument containing series of questions and
prompt given to the informant for the purpose of gathering the information.
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1. Memory of the Researcher. There are individuals who can remember all the
information collected especially if it is not long.
2. Use of tape recorders.
3. Videotaping
4. Written records. You can have writing materials to put down the information
gathered.
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ORAL NARRATIVES
A good narrator :
1. Is confident.
2. Is able to use the non-verbal skills like gestures, facial expressions, etc.
3. Uses stage well.
4. Involves their audience in the narration.
Characteristics of Myths
1. A story that is or was considered a true explanation of the natural world (and
how it came to be).
2. Characters are often non-human – e.g. gods, goddesses, supernatural beings,
first people.
3. Setting is a previous proto-world (somewhat like this one but also different).
4. Plot may involve interplay between worlds (this world and previous or original
world).
(b) Legends
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(e)Etiological Narratives
❖ They explain the origin of a certain phenomenon.
❖ An etiological narrative is an imaginative story triggered by question “how or
why” something came to be in the world.
❖ Examples are:
i. Why rainbow appears in the sky after it rains.
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Turtles used to live on the land, they say, until the time a clever
turtle was caught by some hunters. They brought him to their village
and placed the turtle before the Chief, who said, “How shall
we cook him?”
“You’ll have to kill me first,” said the turtle, “and take me out of
this shell.”
“We’ll break your shell with sticks,” they said.
“That’ll never work,” said the turtle, “Why don’t you throw me
in the water and drown me?!”
“Excellent idea,” said the Chief. They took the turtle to the river
and threw him into the water to drown him.
They were congratulating themselves on their success in drowning
the turtle, when two little green eyes poked up in the water and the laughing turtle
said, “Don’t get those cooking pots out too
fast, foolish people!” As he swam away he said, “I think I’ll spend
most of my time from now on, safely in the water.”
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Functions of Dilemma
Once upon a time, there was a hare who loved to boast of his speed in front of the
other animals. He asked the tortoise to take up the challenge in the next competition
with him.
All the animals were surprised that the tortoise took up the challenge. He was known
to be a very slow animal. However, a day was fixed for the great race and all the
animals looked forward to it.
On the day of the race, no animal went to the market. No one went hunting; all the
animals gathered together, excited to watch the race between the tortoise and the hare.
Both animals were ready, each of them felt confident and everyone wondered why the
tortoise was so confident since they felt he was no match for the hare.
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The elephant started them off when he blew his big whistle and the sound rang across
the entire jungle. Every year was alert, every eye fixed on the two competitors. Who
will win the greatest animal race in history?
The hare darted almost out of sight at once, but soon stopped. In order to show that
the tortoise was no match for him and should not have accepted his challenge in the
first instance, he lay down to have a nap.
Slowly but surely, the tortoise plodded on. He had a goal, he had a focus and he never
looked back. When the hare awoke from his sleep, he saw the tortoise near the finish
line. He jumped up and tried to catch up with him but it was too late. The deed had
been done.
To the amazement of all the animals, the tortoise had crossed the finish line. It was
unbelievable. The hare
was humbled. He had no choice but to congratulate the tortoise and accept him as the
winner. All the animals learnt a very important lesson from the tortoise.
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2. Economic activities.
✓ These are the activities or occupations through which the community
earns its livelihood.
✓ These activities include:
• Hunting
• Livestock keeping
• Crop farming or cultivation
• Bee-keeping, etc
✓ the mention of products like honey, tools, sorghum, milk, etc will lead
us know the economic activities of that community.
3. Social activities
These are activities like ceremonies, religious practices and forms of
entertainment.
4. Political activities
Here we learn:
✓ The power structure
✓ War activities
➢ Use of opening formula. This is used to indicate the beginning of a story. It also
removes the audience from the world of reality and take them to the world of
fantasy. A world of fantasy is where bones speak, a king is the lion, etc. some
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commonly used opening formula phrases are ‘ a long time ago…’, ‘once upon a
time’, ‘there once was ….’, and ‘long, long ago…’
Opening Formula serves the following functions:
1. Announces the coming of a narrative.
2. Gets the attention of the audience.
3. Removes the audience from the world of reality.
4. Identifies the narrator.
➢ Use of Closing formula. It makes the end of a story. It also removes the audience
from the world of fantasy and take them back to the world of reality. Here are
examples of closing formulae:
• And that is why …
• And there ends my story.
• From then onwards …
• To come to the end of my story …
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➢ There are several story telling devices a narrator can decide to use when delivering
an oral narrative.
➢ The techniques a narrator can use include:
• Use of gestures. Gestures are meant to reinforce the idea. For example when
talking about a character going, you can stretch your arm to show that.
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• Altering your facial expressions according to the emotion and feelings in the
story. Do not frown when the emotion happy.
• Varying the tone of your voice depending on what you are saying and who is
saying it. The tone should be low when for example a small animal talks, and
high when a big one speaks.
• Changing the pace of narration. There are those unimportant details that can
be said faster.
• Involving the audience in the narration. Asking them to join you when
singing will be okay.
• Use of mimicry. Here a narrator imitates the speech, action or other mannerisms
of the character, for example, the walking style of a character, etc.
Read the story below and then answer questions after it.
A long time ago, there was a pregnant woman whose husband had gone to work in a
distant place. The husband was a blacksmith. At the woman’s delivery, an ogre played
mid-wife to her. Apart from that the ogre also assisted her in gathering firewood from
the forest and also cooked her food.
Every time the ogre came back from the forest, he would pretend to offer her food
saying, “wagaciari nduke tuhiuhio” (Translated as: Newly delivered mother, take this
delicacy). He then munched down the food himself. He would repeat this with
whenever offering her gruel saying:”Wagaciari nduke gacuru. Wrega nganywa.” And
drank it himself.
This continued for a while, and while the ogre became fat and sleek, the nursing
mother became very thin and weak.
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During those days, women used to put castor seeds out to dry in the sun. While the
seeds dried,the doves could come and steal those seeds. One day, the woman spotted
a dove and said to him:
“You dove, you have eaten all my castor seeds. Now, if I send you on an errand, will
you carry it out?”
“Yes, I can,” the dove answered.
“Right, I would like you to fly to the land of blacksmiths and once you get there, pass
the following message:
Muthuri uguturai blacksmith I say, oh you
Cangarara-il-ca Ciangarara-I-ca
Taratura narua-il Hasten to finish whatever you are doing.
Cangarara-il-ca Cangarara-I-ca
Mukaguo niaachiarire-I your wife is with child
Cangarara-i-ca Cangarara-i-ca
Agiciaithio ni irimu-I An ogre is playing nurse to her
Cangarara-i-ca Cangarara-i-ca
Ekwiruo nduke tuhiuhio-I She is being offered food
Cangarara-i-ca Cangarara-i-ca
Na warega ngaria-I But the ogre eats eats it all
Cangarara-il-ca Cangarara-i-ca
The dove delivered the message as requested. When she got to the land of the
blacksmiths, she sang the song. The blacksmiths heard the dove singing and asked
each other, “Whose wife is expecting a baby?”
One of them confessed he had an expectant wife and he was asked by the rest to find
out what was happening at home. When he got home, the wife told him the whole
story.
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All this while, the ogre was in the forest gathering firewood. The husband sharpened
the knife in readiness to face the ogre. The ogre came back and dropped the firewood
with a thud,thu. He then rebuked the mother saying: “Wagaciairi urogua na
mururumo ucio.” (Newly delivered mother, may you fall with the same thud!)
The nursing mother responded back, “O nawe urogu.”(You too!)
The ogre was surprised. He said, “You surprise me with your arrogance today. Could
it be that the blacksmith is back?”
The blacksmith got angry and even before the ogre finished talking, he speared him.
Shortly, before the ogre died, he cried with aloud voice saying, “It is just as I had
thought. The sojourners have come back. Oh dear me I am dying because of my
greed!” And with these words, he died.
There ends my story.
Questions
(a)What features of this story qualify it as an oral narrative?
(b) If you were the one narrating the story, how would you have performed the last
paragraph?
Read the narratives below and then answer questions that follow.
Girl and the King
Long ago there was a wealthy king who started off on a journey to visit the king of a
neighbouring country. On his way he was accompanied by his bodyguard and a large
group of ministers. Owing to the nature of the landscape, the only means of transport
was by camel. Somewhere along the way, he found a group of girls fetching water
from a well. At once he was struck by the resemblance of the girls, but on closer
observation he identified one girl he had fallen in love with. He at once decided that
he would do something to engage her. He gave the girl his blazer, which he instructed
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her to wear always as a sign of identify. He further promised that once he was back in
his country, he would send for her and the emissary would identify her by her jacket.
After the king's departure, the other girls begun to envy the lucky girl and constantly
begged her to let them try the blazer on, but she wouldn't budge. Days passed into
weeks and the girl still faithfully kept wearing the king's coat. Over time she begun to
wonder whether the king had forgotten his promise but still she kept wearing the coat.
One day she went to collect firewood in the company of the other girls. As she was
moving about in the bush she saw a pirate monkey admiring her and she stopped to
give it the time. The pirate greeted her and commented on the beauty of the blazer she
was wearing. She immediately told the pirate the story behind her acquisition of the
coat. The pirate then requested that she let him try it on so that she could see how
beautiful it was.
The girl reluctantly agreed to let the pirate try the coat on and no sooner had it done
so than it jumped into a tree and left the girl in wonder. The girl begun to climb the
tree and the pirate jumped to the next tree. As the girl ran from tree to tree, the pirate
kept jumping and soon disappeared from the girl's sight. The girl returned home
miserable but consoled by the thought that after all the king had forgotten his
promise.
Shortly after that incident the king sent his messengers to collect the girl and
reminded them that they would find several identical girls and that they would identify
the bride by a blazer bearing his seal which she would be wearing When the
messengers came to the village where the girls lived they were unable to identify the
one they were looking for, as all of them resembled one another. The particular girl
tried to explain that she was the one but the messengers did not take her because she
did not have the king's coat.
They searched the whole village without finding the girl and eventually gave up, and
were on their way home when one of them spotted the pirate in the tree.
The messengers then ran after the pirate and managed to arrest it and take it home to
the king.
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Arrive Al Arrival
Dominate Ance /ence Dominance
Persistence
Write ing Writing
Manage Ment Management
Separate Tion Separation
Motivate Motivation
Divide Sion Division
Close Ure Closure
Defend Ant Defendant
Market Er Marketer
Sail Or Sailor
Type ist Typist
Exercise 1
Create nouns from the words listed in the table below.
Word Noun
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Clean
Teach
Advise
Animate
Audit
Govern
Operate
Conduct
Negotiate
Play
Supervise
Determine
Supply
Drum
Publish
Observe
Build
Materialize
Capture
Move
Exercise 2
Use the correct form of word in brackets to complete the sentence.
a) Your _______________ to this job has been recognized. (commit)
b) _______________ of this word is difficult. (pronounce)
c) What is the ________________ of this table. (measure)
d) There has been great ______________ in her language. (develop)
e) I have heard this ______________ over and over. (narrate)
f) I prefer ___________________ course to medicine. (engine)
g) They should improve their level of __________________. (concentrate)
h) This professor is a great _____________. (history)
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With Pronouns;
➢ Use sex-neutral third person as appropriate.
➢ Write both pronoun options.
➢ Use “she or he” or “she/he”
PRONOUNS
(a)PRONOUN CASE
➢ A pronoun can be effective when we use an appropriate case (form). If this does
not happen, the reader may remain puzzled or distracted.
➢ There are three common pronoun cases:
• Subject pronouns (subjective case)
• Object pronouns (objective case)
• Possessive pronouns (possessive case)
(a) Subjective Case
➢ Used as the subject of a sentence or of a subordinate clause.
➢ The pronouns used in this position are:
• I
• We
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• You
• He
• She
• It
• They
➢ Also referred to “nominative case”. Examples,
(i) You called me the new student.
(ii) We are ready for the race.
(iii) I like it.
(iv) He runs faster.
(v) They never appreciate anything.
(b) Objective Case
➢ Pronouns in this case function as the recipients of the actions.
➢ They are used as objects of verbs or prepositions.
➢ The pronouns in this form include:
• Me
• Us
• You
• Him
• Her
• It
• Them
Examples in sentences
(i) It never rains on me.
(ii) Moraa bought him a flower.
(iii) She showed us around the town.
(iv) The baby has been named after you.
(c)Possessive Case
➢ They show who or what owns something.
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5. How could you buy a thing like __________? Get me the other one.
VERBS
(a)TRANSITIVE AND INTRANSITIVE VERBS
Transitive Verbs
➢ A transitive verb has two features:
• It is an action verb that expresses a doable activity. For example, eat, jump,
click, etc.
• It must have a direct object. A direct object is something or someone who
receives the action of the verb.
➢ A n indirect object can also be there but it preceds the direct object.
➢ Look at the sentences below and say whether the verbs in them have direct objects.
(i) Joan bought him an handkerchief.
(ii) Colman drew the picture.
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Exercise
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(b) INFINITIVES
➢ An infinitive is a type of verbal consisting of the word ‘to’ plus a verb. Examples
are
• To fly
• To enter
• To catch
• To belong
• To become
• To draw
• To stand etc
➢ The verb here should be in its simplest stem form.
➢ An infinitive functions as a noun, an adjective or an adverb.
Examples in Sentences
(i) Everyone wanted to leave.
(ii) To swim is my hobby.
(iii) You lack the strenth to resist.
➢ An infinitive has the following functions in a sentence:
a) As a subject of a verb, for example,
To cry is what I hate most.
b) As an object of a verb, for example,
She wants to go.
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(c)PHRASAL VERBS
➢ A phrasal verb is a verb plus a preposition or adverb, or a combination of both, and
which creates a different meaning from the original verb.
➢ There are transitive phrasal verbs. They are those that can be followed by an object.
Example
I ran into my old friend.
“my old friend” is the object of “ran into”
➢ There are also intransitive phrasal verbs. They cannot take an object. Example
Did he show up?
➢ Some transitive phrasal verbs have the object placed before the preposition.
Example,
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49. Cut (sth) out – remove part of something (usually with a razorblade, or scissors)
50. Do away with (sth) – discard
51. Do (sth) up – close, or fasten
52. Dress up – wear nice clothing
53. Drop back – move back in a position
54. Drop by/in/over – come without an appointment
55. Drop (sbdy/sth) off – take someone/something somewhere and leave them/it
there.
56. Drop out – quit a class, school, college, etc
57. Eat out – eat at a restaurant
58. End up – eventually decide/do/reach
59. Fall apart – break into pieces
60. Fall down – fall on the ground
61. Fall out – separate from an interior (pocket, for example).
62. Fall out – become loose and unattached (hair, teeth, etc)
63. Figure (sth) out – find an answer, understand
64. Fill (sth) in– to write information in blanks (eg on a form, questionnaire)
65. Fill (sth) up – fill to the top
66. Find out – discover
67. Get (sth) across/over – communicate, make something to be understood
68. Get along/ on – like each other
69. Get around – have mobility
70. Get away – go on a holiday
71. Get away with (sth) – do something without being punished
72. Get back – return
73. Get (sth) back – receive something you had before
74. Get back at (sbdy) – take revenge
75. Get back into (sth) – become interested in something again
76. Get on (sth) – step onto a vehicle
77. Get over (sth) – recover from an illness, loss, or difficulty
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168. Take (sbdy) out – pay for someone to go somewhere with you
169. Tear (sth) up – rip into pieces
170. Think back – remember
171. Throw (sth) away – dispose of
172. Turn (sth) down – decrease the volume or strength (of heat, light, etc)
173. Turn (sth) down – refuse
174. Turn (sth) off – stop the energy flow, switch off
175. Turn (sth) on – start the energy flow, switch on
176. Turn (sth) up – increase the volume or strength (of heat, light, etc)
177. Turn up – appear suddenly
178. Try (sth) out – test
179. Use (sth) up – finish the sipply
180. Wake up – stop sleeping
181. Warm (sth/sbdy) up – increase the temperature
182. Warm up – prepare body for exercise
183. Wear off – fade away
184. Work out – exercise
185. Work out – make a calculation
186. Work out – be successful
Examples in Sentences
1. I want to blow this balloon up now.
2. My wife and I broke up last month.
3. The thief broke out of the crowd without anyone noticing.
4. We are going to a far off place so you have to dress up.
5. We wanted to surprise her about the wedding but she found it out.
Exercise
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Fill in the blank with a phrasal verb beginning with the correct form of verb in
brackets.
1. ___________ the blanks with appropriate words. (fill)
2. His child’s teeth started to ____________ at the age of six. (fall)
3. I would advise we _____________ this syllabus. It has lost its meaning. (do)
4. Do not ________________ me _____________ when I am listening to the music.
(cut)
5. Kimutai ___________________ malaria last week. (come)
6. Akinyi is trying to ___________ her point ___________ but the other students are
making noise. (get)
7. All the students have ____________ from their long December holidays. (get)
8. She ___________ free books to young children every month. (give)
9. The bad boy has finally ____________ drinking. (give)
10. They __________ their dog _________ whenever the visitors come. (hold)
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Sad or depressed
Very sick
Not well
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You were very close, but you did not make it.
9. Acid Test:
When you cut the ground from under someone's feet, you do something which
weakens their position.
Spending a lot of time and energy doing a lot of things but actually achieving too
little.
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Rating something higher on your priority list to achieve the desired result.
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People who perform important work but have no contact with the public.
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Example - This looks like a plum job but it has its own bunch of complications.
This expression is used to warn someone that if they do not improvetheir ways, they
will have to leave their job.
Meaning - Big sum of money given to a person when they leave a company or retire.
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Waiting for an opportunity to take action, mostly to replace someone else in their job.
Examples in Sentences
1) Since the teacher is about to retire, there are five other teachers in the waiting
wings to take his position.
2) At his retirement, he will be offered a golden handshake.
3) Teaching, to many, seems to be plum job to many young youths.
e) PARTICIPLES
➢ A participle is a type of verbal.
➢ A verbal is a verb form that looks like a verb but does not act as the verb in a
sentence.
➢ A participle functions as an adjective to modify a noun or a pronoun.
➢ There are three types of participles:
(a)Present Participles which is the “-ing” form.
(b) Past Participles. Regular verbs end in “-ed”, while irregular ones end in –
en, -n, -t, or various other endings.
(c)Perfect participle
• Used to shorten or combine clauses that have the same subject.
• One action is completed before the next one starts.
Examples in Sentences
Present Participle
• I am running.
• The lesson is boring.
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• He is afraid of swimming.
Past Participle
ADJECTIVES
(a)QUANTIFIERS
➢ They are adjectives and adjective phrases that give approximate answers to the
questions like:
• How much?
• How many?
Examples of Quantifiers
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ADVERBS
(a)FORMATION OF ADVERBS
➢ There are rules that help one form adverbs. These rules are:
1. Adverbs are formed by mostly adding –ly to an adjective. Examples
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Adjective Adverb
Cheap cheaply
Slow slowly
Quick quickly
• If the adjective ends in –y, replace the “y” with “i” and add “-ly”. For example,
Adjective Adverb
Easy Easily
Lucky Luckily
Happy Happily
Angry Angrily
• If the adjective ends in –able, “-ible”, or “-le”, replace the “-e” with “-y”.
examples,
Adjective Adverb
Probable Probably
Terrible Terribly
Gentle Gently
• If the adjective ends in “-c”, add “-ally”. Examples,
Adjective Adverb
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Basic basically
Tragic tragically
Economic economically
2. Some adverbs have the same form as the adjective, for example,
Adjective Adverb
Early Early
Fast Fast
Hard Hard
High High
Wrong Wrong
Staright Straight
Near Near
Late Late
Read the sentence and note whether the word has been used as an adjective or as an
adverb.
• It is a fast car.
• The car was driven fast.
• It is a hard assignment.
• The assignment is hard.
3. “Well” and “good”
Well is just an adverb correspondent of the adjective “good”.
Look at the sentences below:
• She is a good pianist.
• She plays piano well.
• They are good writers.
• They write well.
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➢ Adverbs are words which describe or modify other verbs. For example,
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Exercise
Underline the adverbs in the sentences below and then identify how each functions in
the sentence.
a) The girl hardly ever believes what she is told.
b) The very tall tree was cut this morning.
c) Certainly, the man chose the wrong way.
d) We noticed that the cow was almost in the water.
e) The new student gladly followed all the instructions given.
f) This wall was frantically painted.
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PREPOSITIONS
DISTINGUISHING PREPOSITIONS FROM CONNECTORS AND ADVERB
PARTICLES
The three are all used in joining ideas.
Connectors
➢ Connectors join separate ideas in two sentences or paragraphs.
➢ Connectors usually come at the start of a sentence.
➢ Examples are:
❖ Firstly, next, meanwhile, consequently, etc
Examples in Sentences
1. I like dancing. Furthermore, I enjoy skating.
2. John was on the way to my home. Meanwhile, my son was busy preparing them
dinner.
Conjunctions
➢ They join ideas in a single sentence.
➢ Examples of conjunctions are:
❖ Even if
❖ Because
❖ Even though, etc
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Example in a Sentence
I like him because he is kind to me.
Prepositions
➢ They express relations between parts of a sentence.
➢ The following are examples of prepositions:
❖ Above
❖ Against
❖ Before
❖ At etc
CONJUNCTIONS
CORRELATIVE CONJUNCTIONS
➢ They connect two equal grammatical items.
➢ They must always connect two elements that are grammatically similar, meaning
same structure applies.If, for instance, a noun follows “either”, then a noun will
also follow “or”. Look at these examples,
(i) In the evening, Kilonzo will either wash the clothes or clean the house.
(ii) Neither the boy nor the girl has visited their parents in the past one week.
➢ Below are some common correlative conjunctions pairs.
• As—as
• Both – and
• Either – or
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• Neither – nor
• Not only – but also
• Whether – or
➢ When using correlative conjunctions, be careful about:
• Verb agreement;
• Pronoun agreement ; and
• Parallel structure.
(a)Verb Agreement
The second subject must agree with the verb that follows it when you connect two
subjects with a correlative conjunction. For example,
(i) Neither Kamau nor the two girls come to school late. Or
(ii) Neither the two girls nor Kamau comes to school late.
It is incorrect to say:
(i) Neither Kamau nor the two girls comes to school late. Or
(ii) Neither the two girls nor Kamau come to school late.
(b) Pronoun Agreement
When you connect two antecedents with a correlative conjunction, the second one
must agree with the pronoun that follows it. For instance,
(i) Neither Kamau nor the two girls understood why their teacher punished them.
Or
(ii) Neither the two girls nor Kamau understood why his teacher punished them.
(c)Parallel Structure
➢ Maintain parallel structure when you use the correlative conjunctions. This is
because the two connected elements must be balanced.
➢ Most often you can correct any mismatched grammatical items that prevent parallel
structure by simply adding a word to create the same type of phrase or by
rearranging how a sentence is worded. The two sentences below are incorrect,
(i) It was both a long name and difficult to pronounce.
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(ii) Valentine is a time not only for exchanging flowers, but also for spending
time with the loved ones.
➢ When corrected they will be:
(i) The name was both long and difficult to pronounce. Or
It was both a long name and a difficult one to pronounce.
(ii) Valentine is a time not only for exchanging flowers, but also for spending
time with the loved ones.
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PHRASES
ADJECTIVE PHRASES
➢ An adjective phrase tells us something about the noun it is modifying.
➢ The principal word in an adjective phrase is an adjective. Examples,
• Cheap but nice
• Unhappy with
• So hot
➢ The examples in sentences are,
• This dress looks cheap but nice.
• Linet is unhappy with her boss.
• This is so hot.
➢ At times, a word group work as an adjective. Read the sentences below:
• He is a doctor with a lot of experience.
• He is an experienced doctor.
PREPOSITIONAL PHRASES
➢ A prepositional phrase will begin with a preposition and end with a noun, pronoun,
gerund, or clause, which is the object of the preposition.
➢ The object of the preposition usually has one or more modifiers descrbing it.
➢ Below are patterns for prepositional phrases:
• Preposition+Noun, for example, at home, on time
• Preposition + Pronoun, for example, with him
• Preposition + Gerund, for example, by dancing
• Preposition + Clause, for example,
He is telling us a story about the lion who killed my cat
Preposition Noun Clause
• Preposition + modifier + noun/pronoun/geund/clause, for example,
Under the big table
preposition modifiers noun
➢ The sentences that follow have prepositional phrases. Underline them and identify
their parts.
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CLAUSES
NOUN CLAUSES
➢ A dependent clause that acts as a noun is the noun clause.
➢ A noun clause can begin in any of the following words:
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• When
• How
• What
• Where
• Whoever
• Whichever
• Whomever
• Whom
• Whether
• Whatever
• Why
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Exercise 1
Underline the noun clause in each sentence.
1. That you hate him is your own problem.
2. You cannot rely on what David says.
3. It is true that his father has passed on.
4. The news that more than 100 soldiers were killed is a big lie.
5. It was unfortunate that the terrorist escaped.
6. He wondered whether the King learnt of the news.
7. I will punish whoever fails this test.
8. I can give this to whomever pleases me most.
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Exercise 2
Put the words in brackets in their correct order to fill the blank space.
1. I wonder _____________________ wait for her. (should how we long)
2. Do you know ________________ ? (be will what weather the )
3. He told me _________________ . (not would that go he)
4. I don’t know _____________ . (he gone has where)
5. Mr. Moris asked _____________ . (was my how family )
1) I wonder how long we should wait for her.
2) Do you know what the weather will be?
3) He told me that he would not go.
4) I don’t know where he has gone.
5) Mr. Moris asked how my family was.
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ADJECTIVE CLAUSES
➢ Also referred to as adjectival or relative clause.
➢ An adjective clause must meet such requirements as:
• It contains a subject, and a verb.
• It begins with a relative pronoun (like who, whom, whose, that, or which) or
with a relative verb (for example, when, where, or why)
• It functions as an adjective. The adjective in this case answers the questions,
‘Which one?’, ‘How many?’, or ‘What kind?’
➢ There are two patterns followed by an adjective clause:
(i) Relative pronoun/adverb + subject + verb, for example,
• Whose bag was stolen.
relative subject verbs
pronoun
adverb
(ii) Relative pronoun (which is the subject)+ verb, for example,
• Who jumped over the fence.
relative pronoun verb
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(subject)
➢ In a sentence, we can have something like,
• Juma is the boy whose bag was stolen.
• He is allergic to bad smell is one reason why Kim cannot stand that smell.
Punctuating an Adjective Clause
➢ Before you decide to use a comma, you have to decide whether the clause is
essential or nonessential.
➢ Essential ones require commas while the others do not.
➢ The first example has an nonessential clause, while the second, a n essential
clause.
• Transline Galaxy, which people don’t like, is often fast.
• The new boy who everyone likes is my favourite student.
Exercise
Combine the pair of sentences to make one sentence using an adjective clause.
The first one has been done for you.
(a)I met Akinyi in town. Akinyi is a thief.
I met Akinyi, who is a thief, in town.
(b) The man was sick. He looked very pale.
(c)He was sitting in the emergency room. It was very crowded.
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CONDITIONAL CLAUSES
➢ They are used to express that the action in the main clause can only take place if a
certain condition is fulfilled.
➢ There are various subordinating conjunctions used in joining the clauses. Some of
them are:
• If
• Unless
• Only
• Until
“If” Clauses
➢ It consists of two parts.
➢ The first part is the condition. It is the half with the word “if”.
➢ The other part is the action to occur if the condition is fulfilled. This half is the
main clause.
➢ Consider:
What will happen when you see the president?
If I see the president I will be very happy.
The action that will occur when this person sees the president is being happy.
Examples in Sentences
(i) You will have to walk if you miss the 6 am bus.
(ii) If you find the door open, kindly close it.
(iii) If the Israelites had not broken the covenant, the covenant wouldn’t have
been renewed.
(iv) If I have a problem, he always help.
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Unless Clauses
➢ Basically, it means the same thing as,”if ….not.”
➢ Example in a sentence.
You will fail unless you work hard. Or
Unless you work hard, you will fail.
The first sentence means, “you will fail if you don’t work hard.”
The second means, “If you work hard, you will not fail.” Or “if you work hard, you
will pass.”
More Examples
(i) I will arrive at 9 unless I wake up late.
(ii) Unless I am very busy, I will write you a letter.
(iii) You will remain unhappy unless you stop seeing her.
Exercise
Use the correct form of words in brackets to complete the sentences below.
1. She _______________ (forgive) unless you tell her the truth.
2. We _____________ (pass) the exams if we don’t work harder.
3. _______________(if/unless) she ____________ (take) a painkiller, she
_________ (feel) much better soon.
4. _________ (if/unless) they __________ (be) here next week, they _________
(try) to go to Warda’s party.
5. _____________ (you/go) to the party __________ (if/unless) she __________
(send) you an invitation card?
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➢ The past tense is used as what was originally spoken was done in the past
Direct Speech Indirect Speech
She said, “It is going to rain.” She said it was going to
rain.
The singer said, “I have been singing since 2010.” The singer said he had been
singing since 2010.
The teacher said, “I will teach tomorrow.” The teacher said he would
teach the next day.
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Exercise 2
a) Commitment
b) Pronunciation
c) Measurement
d) Development
e) Narrative
f) Engineering
g) Concentration
h) Historian
i) Installment
j) Blindness
(b) GENDER SENSITIVE LANGUAGE
PRONOUNS
(a) PRONOUN CASE
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(b)DEMONSTRATIVE PRONOUNS
1. This
2. Those
3. That
4. These
5. That
VERBS
(a) TRANSITIVE AND INTRANSITIVE VERBS
a) Junior likes phones. Transitive
b) Jenifer brushes her teeth every morning. Transitive
c) I smile whenever I play games.
Smile: intransitive
Play:Transitive
d) Richard sleeps 8 hours a day. Intransitive
e) My boss offered me a new job. Transitive
f) The horse runs faster. Intransitive
g) She promised me she would visit. Transitive
h) The family works in the field everyday. Intransitive
i) Njeri cooks me dinner. Transitive
j) The food smells good. Intransitive
k) I owe you hundred shillings. Transitive
l) All the candidates passed the test. Transitive
3) Do away with
4) Cut, in
5) Came down with
6) Get, across/over
7) Gotten back
8) Gives out
9) Given up
10) Hold, back
(c)INFINITIVES
(e)Idiomatic Expressions
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(c)PARTICIPLES
a) The students worked around the clock. They completed the project.
Working around the clock, the students completed the project.
b) The student was frustrated by lack of progress. The student dropped out of
school.
Frustrated by the lack of progress, the student dropped out of school.
The student frustrated by lack of progress dropped out of school.
c) The dog was wounded. The dog stumbled through the muddy field.
The wounded dog stumbled through the muddy field.
Wounded, the dog stumbled through the muddy field.
d) The man threw out the television. The television was broken.
The man threw out the broken television.
e) Martha was listening to loud music. Martha could not hear her parent calling.
Listening to the loud music, Martha could not hear her parent calling.
f) The man was sitting in the library. He was reading a newspaper.
Sitting in the library, the man was reading a newspaper.
g) She walked home. She met an old friend.
Walking home, she met an old friend.
h) The dog wagged its tail. It bit the thief.
Wagging its tail, the dog bit the thief.
i) The technician was working in the lab. He cut his finger.
Working in the lab, the technician cut his finger.
j) Njoroge was relaxing on his chair. Njoroge fell asleep.
Relaxing on his chair, Njoroge fell asleep.
k) The man was disappointed. He stomped his foot and left angrily.
Disappointed, the man stomped his foot and left angrily.
PHRASES
ADJECTIVE PHRASES
a) He has bought a metallic door.
He has bought a door made of metal.
b) Her husband wore a golden ring.
Her husband wore a ring made of gold.
c) A white cow was slaughtered.
A cow with white skin was slaughtered.
d) He lives in a stone house.
He lives in a house built of stone.
e) I have passed several sleepless nights.
I have passed several nights without sleep.
f) The white used the Ugandan railway.
The white used the railway running through Uganda.
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PREPOSITIONAL PHRASES
a) In , in Nairobi
b) On, on Friday night
c) In, in the kitchen cupboard
d) Without, without excessively worrying
e) From, from yesterday’s long exercise
f) With, with malaria
g) Without, without difficulty
h) To, to their hotel comfortably
i) In his pyjamas
j) Instead of, instead of porridge
k) on behalf, on behalf of his friend
l) in case of, in case of fire
m)in spite of, in spite of the rains
n) on, on the whole
o) in, in general
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CLAUSES
NOUN CLAUSES
Exercise 1
1) That you hate him is your own problem.
2) You cannot rely on what David says.
3) It is true that his father has passed on.
4) The news that more than 100 soldiers were killed is a big lie.
5) It was unfortunate that the terrorist escaped.
6) He wondered whether the King learnt of the news.
7) I will punish whoever fails this test.
8) I can give this to whoever pleases me most.
Exercise 2
1. I wonder how long we should wait for her.
2. Do you know what the weather will be?
3. He told me that he would not go.
4. I don’t know where he has gone.
5. Mr. Moris asked how my family was.
ADJECTIVE CLAUSES
(a)I met Akinyi in town. Akinyi is a thief.
I met Akinyi, who is a thief, in town.
(b) The man was sick. He looked very pale.
The man who was sick looked very pale.
(c)He was sitting in the emergency room. It was very crowded.
The emergency room, where the he was sitting, was very crowded.
(d) A nurse was nearby. The man called to her.
The man called the nurse who was nearby.
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COHESION IN PARAGRAPHS
Some astonishing questions about the nature of the universe have been raised by
scientists studying black holes in space. A black hole is created by the collapse of a
dead star into a point perhaps no larger than a marble. So much matter compressed
into so little volume changes the fabric of space around it in puzzling ways.
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➢ Transitions are words or phrases that specify a relationship between sentences and
between paragraphs.
➢ They help direct the reader from one idea to another.
➢ Below are some common transitional words:
To Specify again, also, and, and then, besides, finally, first . . . second . . .
Sequence third, furthermore, last, moreover, next, still, too
To Specify Time after a few days, after a while, afterward, as long as, as soon as,
at last, at that time, before, earlier, immediately, in the
meantime, in the past, lately, later, meanwhile, now, presently,
simultaneously, since, so far, soon, then, thereafter, until, when
To Specify again, also, in the same way, likewise, once more, similarly
Comparison
To Specify after all, for example, for instance, indeed, in fact, of course,
Examples specifically, such as, the following example, to illustrate
To Specify Place above, adjacent to, below, beyond, closer to elsewhere, far,
farther on, here, near, nearby, opposite to, there, to the left, to
the right
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To Specify although it is true that, granted that, I admit that, it may appear
Concession that, naturally, of course
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PUNCTUATION
The Colon
➢ The colon expands on the sentence that precedes it, often introducing a list that
demonstrates or elaborates whatever was previously stated.
Examples
• There are three things I hate: eating while walking, being late for the lesson, and
being abused.
• She brought various fruits: bananas, mangoes, guavas, and apples.
• Your problem is one: talking too much.
➢ The colon is also used to divide the hour from the minutes in writing a time in
English.
Examples
• 12:30
• 11:10
THE SEMICOLON
DASHES
➢ Dashes can be used to add parenthetical statements or comments in much the same
way as you would use brackets.
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➢ In formal writing you should use the bracket rather than the dash as a dash is
considered less formal.
➢ Dashes can be used to create emphasis in a sentence.
Examples
PERSONAL WRITING
(a) REMINDERS
➢ We keep track of everything we need to do.
➢ Your reminder will help you get things done by including relevant information like
phone numbers.
➢ A reminder helps one remember important occasions and appointments.
Sample Reminder 1
REMINDER
APPOINTMENT WITH MR. KANJIRA
DATE: 11th February, 2016
TIME: 4.15 p.m.
PLACE: Staffroom
I will be having an appointment in the staffroom with
Mr. Kanjira. To carry with me are:
• Two pens (blue and black)
• Notebook
I should be punctual.
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Sample Reminder 2
MY REMINDER
DAY DATE TIME EVENT PLACE
Saturday 13th 3.00 pm Pschology Room 45
March Lectures
Friday 19th 2.00 pm Appointment St
March with Dr Joseph’s
James Hospital
Monday 22nd 8.00 am Guidance College
March and chapel
counselling
lesson
Tuesday 23rd 4.30 pm Shopping TRM
March
1. SOCIAL WRITING
(a) NOTES OF THANKS
➢ A Thank You Note is thoughtful way to express your gratitude and appreciation for
someone who has done something great for you.
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➢ The note doesn’t have to be long to be meaningful. Your thoughts count more.
Elements of a Thank You Note
1. Date
2. Salutation
3. Personalizing the note. Think of one or two specific instances when you were
helped by the person.
4. Concluding the note. Say thank you again to the person.
5. Sign
Sample Thank You Note
9th April, 2016
Dear Ms Becky:
Sincerely,
Murkomen Abdi
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Exercise
Juma Maxwel, your elser brother has just got a new job after working in another
company for two years. In his new place of work he will be receiving twice the salary
he used to be offered in the previous company. Write him a note congratulating him.
(c)Condolences Notes
➢ Writing a condolence note is not an easy thing to do. This is because we often don’t
know what to say. Because of this, we may even put the task off until the time to
write has seemingly passed.
➢ In a condolence note, we reflect our genuine thoughts and feelings.
➢ Keep your message short yet thoughtful.
➢ Try as much as possible to mention a fond or funny memory of the deceased if you
knew them.
Steps to Writing Condolence Note
(i) Introduce your note. Example,
I was deeply saddened when I learned about Joan’s passing.
Or
I was deeply saddened by the news of Joan’s passing.
Or
We are very saddened to hear your recent loss of Joan.
(ii) Express your condolences, referring to the person’s death as a “loss”. For
example,
Please accept my heartfelt sympathies for your loss. My thoughts are with
you and your family during this difficult time.
(iii) Share a short story or memory you have about the deceased. It will allow the
bereaved know how much their loved ones meant to you. Probably it will give
them a reason to at least smile if not to laugh. If possible, tell them that the
deceased will be missed. For example,
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tragedy. Write a note to Angela expressing how you feel about the sudden death of
Mary, her sister.
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(d) TELEGRAMS
➢ A telegram is a text message sent by wire using Morse code.
➢ The codes are transcribed into language and printed.
➢ Telegrams can be sent all over the world within a couple of hours.
1. Wording telegrams
• The right way of wording is economical, while the wrong way is wasteful.
• Avoid unnecessary words—words that might be omitted without impairing
the sense of the message.
2. Writing figures
• The suffixes ‘th’, ‘rd’, ‘nd’ appended to figures are counted as words.
• Spell the words as ‘fourth’ instead of ‘4 th ’etc.
3. Get rid of small connecting words such as ‘a’, ‘the, etc’.
4. Make use of sharp sentences and phrases.
Sample Telegram
KENYAN POST AND TELEGRAM
TELEGRAM
Sender’s Name:
_______________________________________________-
Sender’s Address:
_________________________________________________
Receipient’s Name:
________________________________________________
Receipient’s Address:
______________________________________________
Dear Allan,
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Exercise
Your sister who lives in Chicago, USA, has delivered of a baby girl. Write her a
telegram congratulating her on arrival of the new baby.
2. PUBLIC WRITING
(a) Letters of Application
➢ Also known as cover letter, a letter of application is a document sent together
with your curriculum vitae to provide additional information on your skills to
your prospective employer.
➢ Detailed information on why you are qualified for the job should be provided.
➢ This letter will let your prospective employer know what position you are
applying for.
Letter of Application Format
In the table that follows, all that should be included in a letter of application are
captured.
Item Explanation Example
Sender’s Address • Write the KIMITI NJERI
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MACHAKOS
31ST
January, 2016
The Director
Makusudi Secondary School
P.O. Box 434 – 50000
NAIROBI KENYA
Dear Sir/Madam:
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Thank you for taking the time to consider this application and I look
forward to hearing from you at your earliest convenience.
Yours faithfully,
[sign here]
Seen Later
Exercise
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A job has just been advertised. You have been a doctor for three years. When you see
this advert you feel like you have to apply for the job. Write your curriculum vitae
you will attached in your letter of application.
3. STUDY WRITING
(a) SYNOPSIS
➢ Synopsis answers the question: What is the story of the novel, play, etc?
➢ Just write what happens in the book.
➢ Often not long, so try to capture only pertinent details.
➢ Go into the detail about the setting.
The River and the Source Synopsis
THE RIVER AND THE SOURCE
Exercise
Assume you are the author of “Caucasian Chalk Circle”. The play has not been
published. When you ask the publishers to publish it, they tell you to write the
synopsis of the play before they consider publishing it. Write its synopsis.
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(b) REPORTS
➢ A report is a systematic, well organized document which defines a problem, and
analyses it.
➢ Reports are written following research or study on a currently trending topic.
➢ There are short and long reports.
➢ A report has sections, and sub sections
➢ There are elements found in both the short and the long reports. They include:
• Heading
• Introduction. Here we include things such as:
(i) Date
(ii) Officer to whom the report is presented
(iii) Committee members (if done as a group)
(iv) Terms of reference. This is where we write the objective of the study.
• Methods of data collection. How the information was gathered is discussed
here. The different methods of collecting data are use of:
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(i) Questionnaires
(ii) Observation
(iii) Interviews
Procedure
The group used different methods to gather the information. The
following are the methods used collect data:
(a) Questionnaire
About five students, among them three girls were issued with
questionnaires that they filled with ease. At first they were not ready to
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do so but when they were assured a token, they were more willing to
respond. They took approximately ten minutes each to provide response
to the questions and prompts.
(b) Interviews
One of the committee members, Kimotho Macha, was appointed to lead
in interviewing two students. The two students gave several reasons for
the high drop out. One of them even wanted to have been included in the
committee. The interviews were conducted at the school quadrangle.
(c)Observation
One week was enough for the committee members to study the other
students. It was noted, in the way they talk in small groups, why they
drop out. In fact one of the female students left the school before the
actual day of submitting this report.
Findings
Exercise
It has been noted that students at Kinya High abuse drugs. The deputy principal calls
you one day and asks you to form a committee to investigate the causes of drug abuse
at your school. Write the report to contain:
(i) Introduction
(ii) Three methods of data collection
(iii) Four findings
(iv) Four conclusions
(v) Four recommendations.
• A clear, concise, and defined thesis statement that occurs in the first
paragraph of the essay.
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In the first paragraph of an argument essay, students should set the context by
reviewing the topic in a general way.
Without logical progression of thought, the reader is unable to follow the essay’s
argument, and the structure will collapse. Transitions should wrap up the idea from
the previous section and introduce the idea that is to follow in the next section.
• A conclusion that does not simply restate the thesis, but readdresses it in
light of the evidence provided.
Do not introduce any new information into the conclusion; rather, synthesize the
information presented in the body of the essay. Restate why the topic is important,
review the main points, and review your thesis. You may also want to include a short
discussion of more research that should be completed in light of your work.
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4. INSTITUTIONAL WRITING
(a) NOTIFICATIONS OF MEETINGS
➢ A notice of meeting is sent to members of a particular group to inform them of the:
(i) Time of the meeting
(ii) Date of the meeting
(iii) Location of the meeting
(iv) Information to be discussed. This is where the agenda come.
Writing a Notice of Meeting
To write a good notice of meeting, follow the steps that follow:
• Write the name of the organization/institution at the top of the page.
• Write “Notice of Meeting” a few lines down. Write “Notice of Public Meeting” if
your meeting will be open to the public.
• Below write the name of the group.
• In the body of the notice, include such things like:
(i) Time of the meeting
(ii) Date of the meeting
(iii) Location of the meeting
(iv) Agenda of the meeting
(v) Any pertinent information
• Sign off
NOTICE OF MEETING
DRAMA CLUB
This is to inform all members that the club will hold a meeting on 2 nd
February,2016 from 4.20 p.m. at the school chapel.
The following business will be transacted during this meeting:
• Preliminaries;
• Confirmation of previous minutes;
• Matters arising;
• Rehearsals for drama festival;
• Welcoming the trainer;
• Raising money to buy costumes;
• Any other business; and
• Adjournment.
You are requested to be punctual for the meeting and to come with
writing materials. Refreshments will be served.
Yours Sincerely
[sign here]
Kijiko Kirefu
CLUB SECRETARY
Exercise
You are the school head prefect. You want to call for the urgent prefects’ meeting.
Notify them of the meeting.
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(b) AGENDA
➢ An agenda is the list of activities in a meeting and the order in which they should
be taken up.
➢ Any organized meeting requires a well written agenda.
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➢ If the agenda is not clearly written, the result will be that the meeting will become
over-long, inefficient, or even slog.
➢ Agenda is written and handed to the members participating in a meeting prior to
the meeting.
➢ Most secretaries prefer including the agenda in the notice of meetings.
There will be the second meeting of the year with the following items to
be discussed:
• Preliminaries
• Reading and confirmation of previous minutes
• Matters arising
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• Camping trip
• Planting flowers
• Any other business
• Adjournment
Sign
Denis Benjam
CLUB SECRETARY
(c)MINUTE WRITING
➢ Minutes of what is discussed is written soon after the meeting.
➢ During the meeting, the secretary only takes notes.
➢ Minutes are the official records of a group in an organization.
➢ It is crucial that they be accurate as they are legal record of the proceedings of that
group.
Minutes Format
ELEMENT EXPLANATION
Heading The heading comprise:
• Name of the group;
• Date of the meeting;
• Time of the meeting; and
• Place where the meeting was held.
Present We write the names of all the members present
here.
Not Present • Members who fail to attend the meeting.
• At times they are classified first, as Absent
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Sample Minutes
MEMBERS PRESENT
1. Noisemaker Awuor – Chair
2. Beaker Laboraory – Secretary
3. Catherine Njagi – Treasurer
4. Sukuma Wiki – Member
5. Kijiko Povu
6. Jemimah Akinyi
7. Jeremy Kanyari
MEMBERS NOT PRESENT
1. Alot Manumu
2. Kiny Abiro
IN ATTENDANCE
Kibaki Akello – Club Patron
MIN 1/2/2016: Preliminaries
Meeting was called to order at 4.01 pm by the club chair. She welcomed
all members and congratulated everyone on keeping time.
Minutes from the meeting on 12th January, 2016 was read. It was
confirmed as the true records of what was transacted by Annabel and
seconded by Felix Kimutai. It was therefore approved without
modification.
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Members discussed the trip to Mau Forest scheduled for 1 st March. Each
registered member was requested to remit their Sh. 300 contribution
through the club patron before the end of February. A member requested
that the school management be asked to assist in making the trip a
success.
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(d) MEMORANDA
➢ A memorandum is a brief written message sent from one person or department, to
another person or a group in an organization.
➢ A memo has twofold purpose:
• It brings attention to a problem; and
• It solves that problem.
➢ They inform the reader about new information such as price increases, or by
persuading them to take an action.
Memo Format
FORMAT EXPLANATION EXAMPLE
Institution/Organization’s If possible add the HABA NA HABA
Name letterhead. MIXED SECONDARY
SCHOOL
Heading • State that this is a Internal Memo
memorandum.
• The words “internal
memo” are usually
written then underlined.
Reference Written differently Ref 3/2015
depending on the
organization.
“To” field • Write the job title of the TO: All Teachers
person you are sending
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the memo.
“Cc” field • Indicate who will receive CC: Principal
a “Courtesy Copy” of the
memo.
• It is directed to a person
who should remain
informed.
“From” field Write your job title. FROM: The Deputy
Principal
Date Write the complete date, DATE:11th January,2016
spelling out the month or
DATE: January 11th,
2016
“Subject” field • It is a line that gives the SUBJECT:
reader an idea of what the SUBMISSION OF END
memo is about. TERM EXAMS
• Be specific but concise. RESULTS
Body • Two issues are discussed: As of 3rd August, 2015,
the problem and the only two teachers had
solution. submitted the end of term
• Introduce the problem in two examination results.
the first paragraph. The results were
• Give the solution to the supposed to have entered
problem in the second into the computer by 3rd.
paragraph. Suggest the
actions that should be You are requested to
taken. increase your speed in
• The third marking the remaining
paragraph(normally the papers. Before 7th of this
last) close the memo with month, ensure you have
a positive and warm entered the marks.
summary.
We will be glad to see all
that done by the newly
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