September 7, 2022

English Paper 3 Marking scheme(101/2) 1.Imaginative composition (compulsory) (20 marks) Either (a) Write a story to illustrate the saying: “The early bird catches the worm.”   Points of Interpretation❖ Must be a story. ❖ Must end with the sentence given. ❖ Must present a credible scenario suggested by and leading to / culminating in the ending sentence given. ❖ The narrator should outline what had landed him / her in the situation they find themselves in and what has occasioned the realization and change of attitude. ❖ Or (b) Write a story beginning: ‘I regretted ever having had Riziki for a friend … ❖Must be a story. ❖The story must illustrate how the candidate or the persona has had to learn through the hard school of experience. 2.The Compulsory Set Text (20 marks) Bertolt Brecht: The Caucasian Chalk Circle   One’s self-sacrifice and determination will always be rewarded in life. Using illustrations from the play The Caucasian Chalk Circle write an essay in support of this statement.In this world ,there are people who are selfless and benevolent and will have unflinching determination to help people who are vulnerable within the society . In ‘The Caucasian Chalk Circle’, Grusha is an emblem of selflessness and compassion. To a certain extent, Simon Azdak and the duke occasionally show signs of determination to recompense the kindness extended to them. There exists a dispute between Natella Abashwill, the governor’s wife and thier kitchen maid Grusha Vanshnaadze. The dispute is about who is the real mother of Michael Abashwill. This dispute arose during the time when the governor was overthrown and everybody was running for their safety. Nattela Abashwill choose material things over her son, Michael. Grusha risks her life for the sake of Michael athough she is overworked in Governor Georgi Abashwili’s home.When chaos break out, the other servants duck out of danger, and warn Grusha against protecting Michael but she remains stoic. Natella Abashwili, Michael’s mother leaves her son behind, but Grusha watches the baby overnight and despite her poverty he salvages the boy from the hands of the Iron-shirts, and runs away barefoot with the baby. Grusha buys milk for Michael at an exorbitant price to try and feed the baby. She tries to make Michael suck her dry breast. She buys milk at two piasters and changes the baby’s diaper. Grusha crosses a rotten bridge which overlies a precipice two thousand feet deep in order to save Michael. She overcomes a very cold reception by Aniko, the sister-in-law and advises Michael that they should make themselves as small as cockroaches. She even accepts to marry Jussup and risks her relationship with Simon Shashava. When the Iron-shirts take Michael, she pursues them barefooted. Her efforts are rewarded when Michael is given to her by Azdak the judge especially when she does not jerk the boy from the chalk circle in fear that she can tear him apart. This dispute is resolved in court and judge Azdak has to pass the ruling. A chalk circle is drawn on the floor. Michael is placed at the center. The plaintiff Nattela Abashwill and the defendant, Grusha Vanshnadze step up to the circle. Each gets the child by one hand and the real mother of the child is the one who pulls him out of the circle. Grusha lets go the child for the two times that they are told to pull, for she declares that she cannot pull him apart, having brought him up. At last Grusha is declared the true mother. Simon Shashava’s loyalty to the governor’s wife is rewarded. He accompanies the mistress and risks her relationship with Grusha. Later he gets Grusha back who has retained her chastity and also takes Michael as the son. Azdak rescues the duke despite himself. He even offers him food. He however reports himself to the authorities and instead of being apprehended he becomes a judge. When the farmers subject him to violence, the duke sends a rider to deliver a letter that restores him as a judge and he makes the most important sentence of determining Michael’s mother. The fruit growers are determined to get Rosa Luxemburg and they argue out the reason for doing so and they get the land since it would be more lucrative. In a nutshell, Grusha’s selflessness, Azdak’s kindness and fruit growers are rewarded for their determination. 3.The Optional Set Teats (20 marks) Answer any one of the following three questions. Either (a) The Short Story Ilieva Emilia and Wareng Olembo (Ed) When the Sun Goes Down and Other Stories from Africa and Beyond. Discuss the futility of illegal immigration using illustrations from Sefi Atta’s Twilight Trek. The narrator is desperate to leave Africa and in the process is willing to do anything possible to make this wish come true. For instance:   He gives false details on the passport. He gives a false name, origin and his national He sells marijuana to raise half his fare He dupes his boss despite his threats of sending a gang to rape him and slit his throat thereafter He has to endure much suffering to get to Gao. He hitches rides on highways, sleeps in villages where dogs won’t stop for a piss and has to endure bouts of fever and diarrhoea. He must trek up the mountain to get to Tangior He must trek up the mountain to get to Tangior The illegal migrants that the Narrators Mother talk about are so desperate to leave Africa that they can do anything to get there for instance; One man hides in the wheel well of an aeroplane that flow to London and ends up dying on the way and his body was deported for burial. Another one attempts to cross the Sahara on foot. He takes several years only to be arrested by the security forces when he is about to reach Spain and has to be repatriated back. A Sierra Leonan tries to scale the barbed wire several times until his skin

Marking scheme(101/2) Comprehension Questions and Answers (a) What does the author mean when he says “most of us think most of our kids are overindulged, materialistic brats”. (2 marks) ❖ Most parents believe that their children are provided with all they need plus more making them became spoilt pampered brats (b) According to the author, what is the effect of mild punishment? (2 marks) ❖ Mild punishment does not leave a child scared for life either physically or emotionally and it is helpful (c) What is the controversy in the passage? (3 marks) ❖ The controversy is whether it is beneficial to administer corporal punishment on their children (d) What are the two major findings of Dr. Diana Baumrind’s study? (2 marks) ❖ Corporal punishment has actually been used by most families on their children in various forms. There is no physical harm caused by mild spanking (e) What is the author’s personal view about corporal punishment?(4 marks) ❖ The author’s personal view about corporal punishment supports mild corporal punishment. – Not supporting severe punishment – Punishment must be administered with love and humour. – Corporal punishment is not a guarantee to stop child misbehavior (f) Identify two other words that the author uses in the passage to mean mild corporal punishment? (2 marks) ❖ Spanking. ❖ Swats/ Swatting. (g) Use two illustrations from the passage to explain the author’s use of informal language. (3 marks) ❖ Kids/brats, ❖ Folks. ❖ Swatted on the butt. – The general public finds informal language appealing. (h) Explain the meaning of each of the following words as used in the passage. (i) Materialistic (1 mark) ❖ More interested in what money can provide / buy in their life. (ii) Panacea (1 mark) ❖ Cure/ Remedy / measure to correct wrong doings /solution. Literacy Appreciation (a)What reasons had the old man given that had prompted the need for Chief Owour Kembo to urgently seek a wife? (3 marks) ❖Chief Kembo K’ Agina dies young Owuor Kembo is now the chief. It is unthinkable that the chief should be unmarried, (b) “It is customary, because of the good dak between us for you to marry our daughters and we yours.” Identify two other customary practices on marriage in this community that are revealed in this excerpt. (2 marks) ❖ Wat – A way of preventing blood relatives marrying each other. Brother from marrying a sister. ❖ Chik – Education of young maiden’s requirements of marriage. Payment of bride price. (c) Explain the character traits of Chief Owuor Kembo and Moo that emerge in this excerpt. (4 marks)   Owuor Kembo❖ Observant/ sensitive/ alert/ keen/ attentive ❖ Follows every bit of conversation and the marriage negotiations. ❖ Notices that there is a negative reaction. ❖ Wise/respectful/ tactful – Allows his uncle to speak. ❖ Decisive – Knows when his uncle’s turn to speak . – Signals his uncle to speak.   Aloo❖ Articulate/ captivating/ eloquent – Leads a discussion /clearly/ decisively able to create suspense. ❖ Tactful/ respectful/ hospitable/wise and proud – enjoys every bit of conversation. Skilful/ crafty/ ingenious/cunning – The way he presented his case. (d) What was the response of Chief Owuor Kembo’s party on the bride price requested for by Aloo? (2 marks) ❖ Bride price should be paid in full come that day on a specified date, the cattle would be driven to the in-law’s homestead/ compound for marriage to take place (e) In what circumstances was the thirty head of cattle referred to unfavourably later in the story when Akoko was married to Chief Owuor Kembo? (2 marks) ❖ When Akoko is blamed of slow birth-rate and is accused of standing in the way of the chief marrying another wife. (f)”I should ask father to give me a piece of land to settle on because at this rate I shall never leave his house.” (i) Why did Akoko say these words? (2 marks) ❖ Akoko said these words because it looked like when the negotiations were going out their suit had been rejected like others before. ❖ Many suitors had been dismissed before and when she saw them walk out she thought that they too had been dismissed. (ii)What do Akoko’s words reveal about Chief Odero’s character? (2 marks) ❖ The Chief was possessive of his daughters and concerned about their future well-being. He is choosy, adamant/ loving/ proud and demanding . (g) “Since the contract of marriage is a matter of great import, we wish to beg leave to consult with each other outside before we return our verdict.” (i) What is your view on the success of Akoko and Chief Kembo’s marriage? (2 marks) ❖ Their success is hinged on commitment of each to marriage and the chief not listening to the voice of relatives about the slow birth rate of his wife. ❖ Hardworking and loving (ii) Identify and comment on one marriage you consider successful in The River and the Source. (2 marks) ❖ The marriage of Aoro and Wandia inspite of demands by their careers as doctors they are committed deeply to each other and to raising a good family. Mark Sigho and Elizabeth (h)”Feel free to do so,” Moo said magnanimously. Rewrite in indirect speech. (1 mark) ❖ Aloo said magnanimously that they should feel free to do so. (i) Explain the meaning of the following words as used in the excerpt. (i) errands (1 mark ) ❖ Short missions/journeys to deliver something (ii) apt (1 mark) ❖ Ready to learn/ quick/ has an attitude to learn (iii) import(1 mark) ❖ Importance now and in the future/ of great value/ significance Poetry (a) Explain the meaning of the poem. (4 marks) ❖ Literal meaning: The traveler comes to a cross road and has to determine between the two ways which one to take in order to continue with his journey. After much mental debate, the traveler picks the road “less travelled” . ❖ Symbolic meaning: Our choices determine how our lives will be

English Paper 1 (101/1)  Broken passage answers 1-10 1. of 2. money 3. mother 4. for 5. their 6. number 7. poor 8. affluent/ wealthy/ rich 9. children 10. make Oral Skills Oral Poetry/ Narrative 1.(a) Write down another word with a similar pronunciation for each of the ones given below. (5 marks) (i) blew (ii) serial (iii) cite (iv) nun (v) some (i) blew…..blue (ii) serial…. cereal (iii) cite…. sight (iv) nun…. none (v) some…. sum (b) In each group of the words below underline the word that is pronounced differently from the others. (3 marks) (i) bread bleed bred (ii) arch arc ark (iii) hair heir air (i) bread bleed bred (ii) arch arc ark (iii) hair heir air (i) Describe the rhyme scheme of this poem and explain its function. (3 marks) ❖ ab ab cd cd ef ef ef. Creates musicality, memorability and enhances rhythm, (ii) Identify two instances of alliteration in this poem. (2 marks) beyond brassy silent string gathered grade camouflage curve substance seeming (iii) How would you say the last line of the poem? (3 marks) ❖ Raising the voice to achieve emphasis while articulating every word Brightening the face to show the marvel of nature Stress content words i.e. shadow, street, sun for emphasis. Listening and Speaking Skills (Oral) You are listening to a speech about careers by a visitor to your school. A few minutes into the speech, you look around and notice some of your fellow students are yawning, while others are showing signs of definite restlessness. (i) What would be likely cause of the students’ behavior? (3 marks) ❖ The audience’s behavior would indicate that the speech has been going on for too long; or that the people think they will be late for something else; or they are tired, bored or uncomfortable, (ii) What would you do to ensure you continue listening effectively? (3 marks) ❖ Move closer to the speaker ❖ Maintain eye contact ❖ Scribble notes in summary of the speakers main points Etiquette You accidentally broke the windscreen of a stranger’s car at the market near your home. Complete the following conversation between you and the stranger. Use courteous language. You (2 marks) Stranger: I can’t believe it. This is a brand new car. You (2 marks) Stranger: Your parents will have to meet the cost of replacing the windscreen. You (2 marks) Stranger: I hope you will learn the lesson to be more careful in future. You (2 marks) You: Excuse me Sir, I am very sorry for breaking the windscreen to your car. Stranger: I can’t believe it. This is a brand new car. You: I am sorry, I will try as much as possible to find a way of handling this issue. Stranger: Your parents will have to meet the cost of replacing the windscreen. You: I am sure, I will humbly request them to replace the windscreen and they will do so. Stranger: I hope you will learn the lesson to be more careful in future. You: Thank you Sir, I promise to be very cautious in all my undertakings in future

 English Paper 3 (101/3) General Instructions Co-ordination Procedure 1. The Question Paper will be discussed together with the Points of Interpretation. 2. After studying the Marking Scheme the examiners will mark selected photocopied scripts of the Paper with their Team Leaders. 3. The examiners will mark on their own a set of photocopied scripts and hand those marked scripts to their TLs. 4. The photocopied scripts marked by the examiner will be analyzed and points of interpretation and relevance discussed. 5. More photocopies will then be marked and discussed. Marking Procedure l. As soon as an examiner receives a set of scripts to be marked, he (or she) must enter his name, number and the number of his team of the envelope. He must make sure the number of scripts in the envelope corresponds to the number of scripts indicated by the supervisor.’Any discrepancy must be reported immediately to the team leader. Any script sent to the TL or CE must be clearly identified as coming from such an examiner. Each examiner must keep a clear record of any script that passes through his hands. 2. Team Leaders should keep very clear records of all scripts allocated to the team as a whole and each examiner individually. 3. The examiners underline each mistake according to the instructions given on page 7- 8 of this booklet. This must be done carefully as both over underlining or underlining can give a wrong impression of the value of a script. 4. Examiners underline in red since they may have to rub off faulty underlining. Team Leaders co-ordinate in red and CE in green. 5. The mark given for the essay must appear at the end of the essay itself and carried to the special grid on the first page of booklet. 6. For problem scripts, deductions should be clearly shown together with a short explanation of the reason for this on top of the Answer booklet. Coordinations by team leaders 1. Team Leaders will co-ordinate approximately 10% of the scripts from each packet. The scripts selected for co-ordination must cover a variety of marks. They should also be taken so that the whole packet is covered. 2. If there are several deviations of 2 marks or more, an additional number of scripts is coordinated and the packet returned for remarking. 3. If an examiner or a team leader is uncertain about any script, he/she is invited to consult other examiners, TLs or CEs. 4. Team Leaders must return for re—marking scripts where the underlining is not satisfactory.

Marking scheme(101/2) 1 (a). The passage is about the problem of obesity/the weight problem excessive weight/being overweight l mark (b)- Figures clearly indicate how pervasive the weight problem is/ the weight problem is in the increase. – They also show the seriousness of the problem. – They show/justify/demonstrate/illustrate/prove/ give evidence/ authenticate that the argument is factual/real Any 1 point 2 marks (C)- Promoting a lifestyle of exercise/making exercise a priority avoiding sedentary lifestyle – Healthy eating/avoidance of fast foods/managing diet Or – By avoiding foods high in fats/sticking to a low fat diet/sugar/ salt Exercise (l mark) Diet (2 marks) (d)- Diet A liked diseases/heart disease/cancer/diabetes/hypertension It is killing many people/causing death – Countries are spending a lot of money to cope with obesity related problems. – The World Health Organization has declared obesity a global epidemic. “Any 3 points; l mark each (e) Sample summary – In many places obesity is growing/rising/increasing fastest in children teenagers/childhood (la). teenagers and children have the freedom (lb) and means ( lc) to access and consume high — fat fast food (ld) Moreover, unhealthy food is marketed (le) in numerous supermarkets (1f) Marking Instructions – Allow a maximum of 55 words – Answer must be in continuous prose – If not deduct 50% at each point – Affix N to the penalized mark – Deduct a glimmer for faulty expression once in a sentence. (f) – The modern life style has cut down on the time we need_ for physical exercise. – It has encouraged the consumption of high-fat fast foods. – A modem lifestyle leads to diseases such as diabetes and cancer/deaths. Any 1 point; 3 marks 1 x 3 marks (g)(i) Affluence – abundance, opulence/wealth/prosperity/riches /richness (ii) Sedentary — inactive/desk-bound/seated/sitting/without much activity N/B: wrong spelling/tense/word class; mark zero 2 (a)- Azdak orders Shauwa to take him to the court of justice in Nuka/to face public trial/for assisting the Grand Duke. – On arrival they are informed that the city judge has been hanged. – He sings (the song of injustice in Persia.) 4 points 1 mark each – The people have been oppressed so much by the rulers and by natural disasters that they do not have the strength to fight. – There are so many officials around, people feel scared. – Suffering has made them psychologically numb. – Injustice – Oppression – Suppression – Exploitation – The people are disillusioned/hopeless/desperate/resigned to despair/they do not have the strength to fight. – Any form of suffering-poverty/death Any 2 points, 2 marks each (C)‘I understand’ means: – He appreciates the potential cruelty of the Iron Shirts, who can be extremely violent/realizes these people are dangerous/can harm him. – He realizes that it is inappropriate to sign the song in town/ opposition to the regime is dangerous. – He fears for his life.2 marks – He becomes submissive/afraid/fears for his life/becomes less vocal disowning his earlier declarations. He shows clearly that he is on the side of the iron shirts/creeps away 2 marks (d)- They have formed an opinion that Azdak is a trouble maker. – They think he wants to take advantage of a chaotic situation. Either point 2 marks (e)- He is compassionate/kind/caring/helpful – He defends Azdak. – He is protective/defensive-he defends Azdak/protects Azdak from the harassment of the iron shirts 2 x 2 = 4 marks Expect 2 traits – Honest/frank/sincere/truthful — Even though he does not want Identification Azdak to be executed, he still points out Azdak’s habit of petty thieving. Illustration 1 mark – Professional/committed/dutiful. He does his duty of bringing Azdak to Nuka despite the uncertain political situation. – Persuasive/convincing. He convinces the iron shins that what Azdak is saying is the truth. (f)- The Iron Shirts confer among themselves/consult_Azdak – Azdak suggests that the candidate’s knowledge in law be tested. – In a play in which the Fat Prince’s Nephew plays judge and Azdak the defendant , Azdak’s defence is impressive/the nephew fails to impress 3 x 1 marks (g) (i) Condemning/accusing/criticizing (ii) I allowed him to escape l mark each =4 (iii) Critical/ominous/significant/defining marks (iv) Audacity/assumption of airs beyond one’s station/temerity/had the nerve/had the guts/arrogance 3 (a) – Fantasy/personification/use of animal characters ~ the mother converses with the hyena – Direct speech/use of dialogue/conversation, “we were by a hyena”. – Didactieism – Has a moral lesson — what goes around comes around. – Timelessness- ‘One day’ – Rhetorical question “Why should my mother…” – ldeophone-“Aai. . .” – Repetition-she cried, wailed, wept and grieved. l mark each =4 marks b)- Polygamy is practiced/The father had two wives. – The society has a system of justice – Punishment by banishment/the Woman was banished. – Elders handle sensitive matters/administration through elders – The society wears ornaments/bangles (on right hand) — Communal responsibility/ownership of children – 4 marks. (C) Observant She observes that the bangle on her sister’s arm is on the wrong arm. Curious/inquisitive — wonders why the bangle is on the left arm Loving/friendly/caring ~ loved her step sister very much Disobedient/defiant-she questions the mothers action of tying the bangle on the left arm _Any2 traits x 2 marks 1 mark for identification 1 mark for illustration 4 marks (d). The mood is sad/melancholic/somber/solemn/mournful/sorrowful death of Nyawino/the grieving that follows/Awino is inconsolable. N/B: Accept if the mood is stated as a noun (e. g. mood of sadness/ melancholy/sorrow) 2 marks identification 1 mark for explanation (e)- They develop the plot — They urge the girl to report her sister’s death to the parents.This triggers other events. – Used to reveal the character of Awino as loving/caring. – They enhance dialogue in the story – They help her come to terms with the reality. – Their action reveals that the members of the community are responsible/ communal responsibility. Any 1 role well explained (f)Crying with regret and shame, she left village. N/B: comma missing no mark 1 mark (g) – We should be mind of other people’s welfare/we should love our siblings (Awino was concerned about her step sister

2017 English Paper 1 (101/1) Expect a speech if not deduct (4 marks) Organization (3 marks)   A speech is very similar to an essay; it should have an introduction, body and conclusion.  The introduction should grab the audience’s attention and state the focus of the speech! disclosure of topic.  Body — Expect points with supporting details.  The conclusion should let the audience know that the speech is over/ give the audience something to think about or call the attention to act.Acknowledgements — In expected order. Content — The issues to be highlighted. Style – features of spoken language, regular direct address to the audience, use of first person point of view.   Language and mechanics of writing (8 marks)Generic Marking Scheme for Paper 1 — Language Use Group D (01 — 02 Marks)   Candidate does not communicate and their language ability is so minimal that the examiner has to guess what they intended to write. Poor use of expressions Poor use of punctuation marks Hardly any correct sentences Spelling errors Broken usage must be identified.Group C (03 – 04 Marks)   Construction errors, the candidate is hampered Lack of confidence in language use Very simple sentences All manner of grammatical errors Mother tongue interference Poor organization of ideas The flow is jerky, misused prepositions and idioms; digresses a lotGroup B (05 — 06 Marks)   Communicates fluently, with ease of expression Well-constructed sentences Good use of vocabulary Some errors Items of merit, individual wordsGroup A (07 — 08 Marks)   Ease of expression with no errors of punctuation, spelling and grammar Good planning/organization of ideas (flow of ideas) Clever use of vocabulary and maturity in language use/style Definite spark and unusual style Originality of ideas1. Body/Content: (8 marks); broken down into:   Experience (E) 2: the students must demonstrate that he/she has been a drug addict and now reformed. (2 marks)— Three ways of preventing: 3×2; (6 marks)   Language: (8 marks)  Format: (6 marks)2 .a) retained .b) continued/sustained .c) But .d) become .e) it .f) worth .g) almost/nearly .h) Thus .i) aids/tools/resources .j) on   3.(a) i. Conversational features/direct address e. g. “You”   Repetition: “what about my children?”  Alliteration (maize, market, my market) Direct translation: maize has a market Consonance: Will/kill; what/about Rhyme: will/kill (2 x 3 marks, l for identification, lfor illustration) N/B: mark the first three, draw a line.  It calls attention to the perpetration of the evil deeds of the one to blame for the death of the persona’s children. Because of its accusatory nature. Source of the problems of the persona (Any 1 point 2 marks each) (b)i. Onomatopoeia- cracked ii. Rhyme-health and wealth m. Alliteration |k| sound iv. Consonance: ken/can v. Assonance: can/curdled (2 x 3 marks, 1 mark for identification, l mark for illustration) (c) guide anguish juice biscuit quite equipment cruise built (1 x 4 = 4 marks) (d) mis.use pr_o.se.cute dis.like a.buse a.gree.ment (1 x 5 = 5 marks) suitable guilt N/B: do not accept stress markers (e) Sample answer YOU : I am MungaloMwaniki, and I am a student at Kenyatta University. (1 mark) REPORTER : How did you find the talk about cheating in national examinations‘? (1 mark) YOU : That a student who cheats in exams obtains grades that do not reflect his/her ability. Consequently, many students cannot make it in the courses they are admitted to. (2 marks) REPORTER : I see. What would you like to tell your fellow students then? (1 mark) YOU : I would like to tell them that cheating in exams ultimately does not help anyone. They should avoid it and Work hard. (1 mark) REPORTER : Thank you for your insightful responses, Mungalo. (1 mark) (Appreciate the interviewee) Expect any other relevant/reasonable responses. (Yes/No answers do not score)

PETTY CASH This is the imprest/advance/loan/float that a Petty Cashier receives from the General or Chief Cashier to make payment that require little amounts of money such as postage, buying stationery, paying for bus fares or taxis, office cleaning and staff tea. When a person receives cash from a Petty Cashier, a receipt or Petty Cash Voucher should be obtained as prove of the transaction.  Petty Cash Vouchers are usually pre-printed and numbered.  Whenever money is paid the Petty Cashier fills a Petty Cash Voucher giving description of the item, the amount, date and signature. PROCEDURE FOR OPERATING THE PETTY CASH SYSTEM An amount is fixed for the petty cash The Petty Cashier uses the money to purchase small items. He records each expenditure in the petty cash book At the end of a specific period he calculates the total amount used He subtracts the total used from the allocation given at the beginning of the period He is reimbursed for the expenditure to bring the figure back to the original amount. A petty cash book has columns for: Date Details of cash received Details of cash paid out Analysis columns Value added Tax (VAT) column NB:  The headings of the analysis columns can be varied to suit the requirements of a particular organization. The usually fall under the following categories. Postage including parcels, telegrams etc Stationery – small items such as ink, rubber, envelopes etc Travelling expenses, for example, fares, taxes, etc Sundry/Office Expenses which includes items such as window cleaning, typewriter repairs, mild for office tea etc Question At the beginning of March, the Cashier released Ksh 2,000 for petty cash On 1st cleaning materials worth Ksh 300 were bought against payment voucher number 30 On 4th sugar and coffee worth Ksh 200 were bought against payment voucher number 31 On 15th stationery worth Ksh 150 was purchased against payment voucher number 52 On 20th taxi fares Ksh 600 were paid to the regular transporter against payment voucher number 33 Complete the analysis columns by filling in suitable headings Enter the details and show the balance in hand at the end of the month Show the amount that will be released by the cashier to restore the float QUESTION Outline three ways of ensuring proper control of petty cash in an office. ANSWER The petty cashier should be responsible for the petty cash and be accountable for it A receipt or petty cash voucher should be obtained when any person receives cash from the petty cashier The records that include the minor/small payments should be kept in the petty cash book. WAGES AND SALARIES Wages are paid for services rendered in accordance with the piece of work done or hours worked. Salaries are paid for services rendered on a monthly basis for regular employment or permanent employees on a yearly basis. METHODS OF CALCULATING WAGES AND SALARIES AND WHEN THEY MAY BE USED Flat rate or basic rate – this is fixed amount of money paid to an employee usually on a monthly basis. It is used to pay salaried workers. Piece rate – paid for the completion of a given amount of work or unit of product or article. Commonly used for factors workers. Hourly rate or time rate – time is recorded on a time or clock card and the employee is paid for the number of hours worked in a week or month. It is suitable for employees whose hours of work vary e.g. part time workers Overtime – paid to employees who are required to work extra hours. It is calculated at an agreed rate e.g. 1¼, 1½, or double the normal rate. Commission – the worker is paid according to his performance at an agreed percentage. Commonly used in paying sales staff. ADVANTAGES OF THE TIME RATE METHOD OF PAYING WAGES It is convenient method as time spent on the job is measured and wages calculated easily Employees can forecast their income and they are assured to receive this income It gives the employer an adequate idea of his wage burden and he can make adequate provision for its payment This is more suitable for such jobs where work cannot be divided into smaller units e.g. the work of an office worker Less wastage – under time wages, the workers need not speed up their operations to earn higher wages. There will be less wastage of materials and less wear and tear of tools and machinery Adaptability – this system can be adapted to all kinds of work. Even if a worker does a variety of jobs, he can be compensated on time wage basis Equality of wages – all workers doing similar jobs get the same rate of wages and a sense of equality prevails. There arises no cause for jealousy and malice as all the workers doing similar jobs are rated at the same level.  Such sense of equality among the workers helps in the smooth working of the organization Better quality – where the quality of products is more important than quantity or the materials worked upon are very costly, time wages prove cheaper than piece rates in their ultimate results Acceptable to trade unions – labor unions always prefer time wages since this form of payment doesn’t make any discrimination in wage matters between efficient and inefficient workers. This method ensures stable income for all the employees Disadvantages Inefficiency – this system does not check employee’s inefficiency as there is no link between wages and productivity.  The works may deliberately slow down the pace of work Lack of motivation – this system doesn’t provide any incentive to greater effort or harder work. It makes no difference between an efficient and a lazy worker and both are treated at the same footing Increased supervision – time wage system leads to lower productivity unless strict supervision is provided. Thus, there is need of close supervision to ensure better productivity Fixed wage bill – the monthly wage bill doesn’t fluctuate with

English Paper 2 (101/2) 1 (a) If you do the right things, you get the desired results/ If you do the wrong things, you get wrong results/Choices have consequences.   Any one point 2 marks(b) Nature has been referred to as “She”/it is said to be impersonal/impartial/indifferent etc. This brings out the fact that nature does not make decisions or express opinions about the thing being done or the person doing it; it simply allows someone to learn from their actions. Discipline has been personified as a good teacher-it lets the learner get instant feedback. (1 mark for identification of personification 1 mark for explanation= 2 marks) (c) The discipline of nature is said to be a good teacher because:   One knows instantaneously whether they have done the right thing/it is prompt in providing feedback; hence someone can decide on the next course of action on the spot. It points towards the needed correction, so one knows what to do next. It shows why one did not get something right; consequently, the incorrect action is not repeated. Nature does not make judgment so one proceeds without external discouragement. Any 4 points 1 mark each.(d) It means if you do not do what is expected of you, you will suffer the consequences. 2 marks (e) Not only does discipline stem from authority figures such as parents and teachers, but it also comes from a person’s willingness to do right. ( The Discipline of Culture entails acknowledging that one is a social animal and has to observe the customs, habits and rules that bind the society together . One watches very carefully what people around them are doing and begins to copy them . This discipline helps one to distinguish between what is socially acceptable behaviour and what is not.> (6 marks) Count up to 65 words. Penalize by a glimmer for faulty expression once in a sentence. If in note form penalize by 50% at each point and affix N on the penalized score Akoko is the source of the river. The River presents her family. The River almost peters out at some point when her sons die but it gathers momentum in her grandchild Awiti and her great grandchildren. A team was sent to the village to investigate the matter. (1 mark) Within a month the DO sent Askaris to escort Akoko to Kisuma to make her appeal. (1 mark) Chief Otieno was forcibly removed from the chiefdom. (1 mark) (1 mark) Otieno was made to return all that he had grabbed from Akoko. The Council of Jodongo is mandated to rule until Owuor comes of age. (1 mark) The poem is about a soldier who killed a man in battle/war. The soldier is trying to figure out why he killed the man. He gives a reason but even he himself is not satisfied by his answer. Had he met the man under different circumstances they would have become friends/shared a drink. The man joined the army because he was jobless. Rhym—e The poem has a regular rhyme scheme e.g. ab ab in stanza one, words met/wet: inn/nipper kin. Rhyme makes the poem musical. Alliteration e.g. had, he; help, half; was, work; had, his Makes the poem musical / calls attention to the words used Use of repetition “. … Becaus—e Because”. It brings out the personas puzzlement — he can’t quite explain why the man he killed was his enemy. Irony. The fact that the persona kills a man he does not hate — a man he could have easily befriended under different circumstances. Also it is ironical that he joined a war whose course he does not believe in. Use of archaic language- ‘nipper kin’-gives the setting of the poem.Expect identification 1 mark; illustration (1 mark); explanation (1 mark) He is from a working class — he speaks a simple and colloquial language e.g. ‘nipper kin’.   He was out of work/had sold the tools of his trade.  He is friendly the type who enjoys socializing With others / He would gladly lend a friend some money.He is horrified by the act of taking away a human life.   He is empathetic — he steps into the shoes of the man he killed.He is critical-disapproves war.   Conscience —stricken/regretfu1/remorseful-regrets shooting a man he has no personal problem with.Expect any 4 points (d) The tone is critical about war / disapproving / ironic / condemnatory / reflective. The persona ls puzzled by the irrationality / senselessness of war. 2 marks for identification 1 mark for explanation (e) The message of the poem is to make us appreciate the folly of war which makes men kill people whom they would under different circumstances befriend. Identification of message =2 marks Explanation =1 mark (f) Quaint — strange / odd 4 (a) (i) Bakari will be looked after( by them.) (ii) “The textbooks,” said the teacher, “are not adequate.” (iii) I know that a book of yours has been published. (iv) I will not help him unless he asks me to / Unless he asks me to, I will not help him. (v) None of us wants to fail our exams. None of us doesn’t want to pass our exams. (b) (i) has (ii) was (iii) are (c) at to (d) (i) She is an excellent / exemplary / accomplished administrator. (ii) He is extremely kind / helpful / generous / compassionate. (e) (i) Plenty of (ii) a little

Many business people are required to travel in connection with their work whether this is frequent of occasional occurrence, attention to detail in making the arrangements is essential.  This applies equally to local visits and those too far distant places.  The basic planning is similar in each case, so you can work with a common checklist. Travel arrangements are traditionally a secretary’s desk, though some firms have their own travel service departments and other firms have an account with a travel agency on whom they call to make arrangements as required. Basic information by those travelling is required This information by those travelling is required. This information regards Places to visit For how long Preferred means of travel What appointments have been made and what still needs to be made IMPORTANCE OF A TRAVEL AGENT Travel agents arrange all types of domestic and international travel, from hotel and resort accommodations to air and ground transportation, including car rental needs and tour packages. They can provide assistance with travel insurance protection, passport and visa applications, inoculation procedures and other foreign travel requirements. A travel agent may be able to save you money with early booking discounts, special fares, hotel deals and travel advisories. A travel agent offers convenience as most offer one-stop shopping for all travel arrangements. If the travel agent is a member of travel trade association he is knowledgeable and active in the industry as the association gives/provides education, training and resource materials which promote highest quality service. TRAVEL AGENCY CHECKLIST Checklist of information to be supplied when using the services of a travel agent Journey dates Countries/places to be visited Airline preference Class of travel i.e. first class executive class (business/clubs of economy class – tourist) Smoking and non-smoking seats Car hired If travelling by car, registration number, type of car and length of car Hotel reservations Insurance visa Transport to airport PLANNING JOURNEYS 1:  Decide on the method of travel and the necessary arrangements required Arrangements for Road Travel Reference books and sources of information AA (Automobile Association) Handbook or RAC (Royal Automobile Club handbook – provide information about road travel including maps and car repair facilities ABC coach and Bus Guide – contains full information on coach and bus routes and services available National express service is published take a year, in winter and summer, and provides a guide to all express coach services Telephone numbers of the executive’s garage, mechanic and nearest AA or RAC office Road maps Final preparations Arrange for the appropriate road maps and route plans to be available Verify weather conditions in the area in which the executive is traveling Confirm the booking of hotels Prepare the itinerary and include telephone numbers of hotels, appointments, meetings etc. and have a clear understanding of the times and places where the executive may be contacted. Collect and hand to the executive all the documents required Prepare a supply of office stationery to enable the executive to write letters, reports etc. during the visit Discuss outstanding matters Arrangements for Rail Travel Reference books and sources information ABC Railway Guide – gives time of train departure and arrivals Rail time tables – provide routes of trains and the stations at which they call Telephone number of the local Railway Enquiry Bureaus Final preparation Confirm the time, station, platform of departure of train and the time of arrival at destination Obtain the ticket for the journey plus one for a reserved seat if required Make arrangements for the executive to be met at the destination Confirm the bookings of hotels Prepare the itinerary and include telephone numbers of hotels appointments, meetings etc. and have clear understanding of the times and places where the executive may be contacted Collect and hand to the executive all the documents required Prepare a supply of office stationery to enable the executive to write letters, reports etc. during the visit Discuss outstanding matters Arrangements of Air Travel Reference books and sources of information ABC World Airways Guide – it gives details of all flights by all airlines World Atlas Airline timetables – shows the departure and arrival times Car hire leaflets Royal Mail International Travel Guide Airport guides including car parking arrangements Current visa, passport, export license health and insurance regulations Telephone numbers for: The nearest airline booking office and private charter or office The local travel agent, including their ‘out of hours’ number The executives or organization’s bank’s for arranging currency traveller’s cheques etc. Local taxi/car hire firm Checklist for arranging travel abroad First tasks Agree dates for visit and enter them in the diary Book airline tickets Arrange insurance cover Book hotels Arrange vaccinations, if necessary Apply for visa, if required Check that the passport remains current Arrange meetings/appointments aboard Arrange for business visiting cards to be printed information on reverse in the language of the country visited Send for information about country visited e.g. hints for exporters Arrange for the executive to be met at the foreign airport or for a car to be hired Apply for AA for international permit, if required One week before visit Check receipt of: Airline tickets Insurance certificate Visa, if required International driving permit if required Check confirmation of hotel bookings Order travelers cheques and currency from bank Book transport to airport in the country ½ days before departure Collect travelers cheques and currency from bank Assemble the following items and hand them to the executive Airline tickets Insurance certificate Vaccination certificate Visa Passport Hints for exporters booklet Travelers cheques and foreign currency Itinerary Hotel brochures, confirmation of booking and hotel voucher International driving permit Confirmation of transport arrangements File of correspondence/documents for meetings and appointments Supply of stationery for use abroad. Business visiting cards Discuss any outstanding matters Business vising cards Discuss an outstanding matters Arrangements for Sea Travel Reference books and sources of information ABC shopping guide – provides information on all voyages by all shipping lines 2: Book the necessary Hotel Accommodation The AA and RAC handbooks provide

A reference book contains detailed information about one or many subjects to be consulted when in doubt about the correctness of what is being written or verbally stated. A resource center is a centralized unit containing technical and other reference books and other information aids within a large firm where staff from all departments can readily obtain the variety of information they may need. Secretaries must be aware of the sort of information which is used and usable within the organizations they work for and then learn how to find process and apply it. RESOURCES FOR REFERENCE PURPOSES INCLUDE: General resource, that is, those available from outside an office or organization. They include: Encyclopedias Encyclopedia Britannica Chambers Encyclopedia Pears Cyclopaedia For example the Pears Cyclopaedia contains miscellaneous information including a dictionary of the English language, a gazetteer, a list of prominent people, information on current events, a ready reckoner, a list of synonyms and antonyms Atlas and Gazetteer – used to find location of places, spelling of place names Street Directories, published by area and contains names of streets and occupiers of each house, office or shop in streets in the particular areas Whitakers Almanack – contains a wide range of topics, that is, it shows information on : foreign embassies nobel prize winners on literature, music, poetry, drama and films, sports The Post Office Guide – contains information on all Postal and telecommunication services, regulations and rates Who’s Who – alphabetically lists living eminent people and give a brief biography of each Black Titles and forms of Address – sets out the correct way of addressing people of rank or holding official positions both when writing and in formal speech Directory of directors – contains details of all company directors and their companies. TRAVEL ABC Rail Guide – contains information on times of train departures and arrivals, fare charges Rail timetable – provide routes of trains and the stations at which they call ABC Shipping Guide – gives information on all voyages by all shipping lines ABC World Airways Guide –gives details of all flights by all airlines AA and RAC handbooks – give information on road travel including road maps and garage facilities Travel agents – provide information on all forms of travel throughout the world, as well as details of accommodation available THE ENGLISH LANGUAGE REFERENCE BOOKS A good standard dictionary e.g. Concise Oxford Dictionary The Chambers Twentieth Century Dictionary Roget’s Thesaurus of English Words and Phrases – supplies many synonyms and antonyms Fowler’s Modern English usage which contains information on points of grammar and the use of words These English reference books help when writing summaries, reports, speeches and articles PUBLISHED SOURCES OF INFORMATION Hansard – is the official report of the proceedings in Parliament in verbatim form The Law List – contains names of judges, magistrates, registrars, solicitors, barristers etc The Services Lists – gives details of the organization of the armed services – the army list, Air Force list and Navy list. Included is also an alphabetical list of officers Trade Journals It is a regular, that is, weekly or monthly publication relating to a particular trade.  It describes current developments in the trade, carries a large number of advertisements relevant to the trade, articles and reports by persons in the trade, pictures and other features of interest to readers YEAR BOOKS These are diaries of an organizations e.g. City Council or Municipal Council Year books – provides information about local councils, such as dates of meetings, lists of members and officials, etc Stock Exchange Year book – provides information about the companies quoted in the Stock Exchange as well as the type of securities they sell SPECIALIZED LISTS Lists of people engaged in various professions e.g. Medical Directory – qualified Medical Practitioners Dentists Register Register of Nurses There are also specialized dictionaries apart from those of foreign languages such as; Authors’ and Printers Dictionary Black’s Medical Dictionary Chambers’s Technical Dictionary Dictionary of Legal Terms Dictionaries of Commerce Dictionaries of Economics Dictionaries of Music Two other reference books that can be of help in an office are: A Ready Reckoner – is useful for quick calculations to anyone who has to do figure work Cyclopaedia of initials and Abbreviations TECHNICAL LIBRARIES Many business organizations have a technical library in which reference books of all kinds and publications that treat specifically of the industry in which the business is engaged are kept.  The technical libraries keep abreast of the latest development, in the company’s industry and related industries, make recommendations for the purchase of new publications, and obtains publications requested by members of the firm. Relevant periodicals are available for study in the library.  A firm’s technical library is obviously a valuable source of information in connections with queries concerning the firm’s field of activity PUBLIC REFERENCE LIBRARIES Library assistants will often look up a reference in order to reply to a query by telephone or a visit to the library by the secretary.  This consultation is done when internal resources are limited or where it is necessary to gather information POST AND TELECOMMUNICATIONS 1. The Post Office Guide – contains full information on: Inland and overseas Postal, telephone and telegraph services Inland and overseas postal rates Methods of posting different types of matter 2. Telephone Directories – published by the post office for various areas of the country Names, addresses and telephone numbers of subscribers Names and addresses of those engaged in a particular trade or profession – this is found in the classified or yellow pages Code numbers for different places Telex directory – lists all telex subscribes alphabetically by name 3. The Post Office Directory – gives an alphabetical list of the box holders arranged under towns OTHER SOURCES OF INFORMATION There are many service businesses which are pleased to give advice and information in their own fields and when current regulations or information are required. HERE ARE SOME OF THE SOURCES OF THIS KIND AND THE HELP THEY GIVE The

 English Paper 1 (101/1) Expect a formal letter (a)Writer’s address and format (b)Date and format (c)Recipient’s address and format (d)Salutation – Dear sir, or Dear madam, (e)Subject-‘Re’ must appear in subject, if not deny (f)Content appropriate to instructions (g)Complimentary close and signature Language and mechanics of writing – (8 marks) Award marks according to the linguistic ability of a candidate as follows: Group D (01 — 02 marks) Candidate does not communicate and their language ability is so minimal that the examiner has to guess what they intended to write.   Poor use of expressions Poor use of punctuation marks Hardly any correct sentences Spelling errors (Broken usage must be identified)Group C (03 — 04 marks)   Lack of confidence in language use Very simple sentences All manner of grammatical errors Mother tongue interference Poor organization of ideas Sentence construction errors- identify the word causing it and use marking symbolsGroup B (05 — 06 marks) Communicates fluently, with ease of expression   Well- constructed sentences Good use of vocabulary Some errors (slips) Sentence varietyGroup A (07 — 08 marks)   Ease of expression with no errors of punctuation, spelling and grammar Good planning/organization of ideas Clever use of vocabulary and maturity in language use Definite sparks Items of merit- indicated by a tickCloze test 2. a) on b) one c) each d) both e) take f) period g) we h) often i) although/though j) contribute 3. (a)   The lines are simple and the language is not difficult — easy to read and remember.  There is regular repetition of words at regular predictable parts of the poem. For example stanzas, two, three and four start Wlth the word “And” and all the lines of stanza one with ‘I’.  The stanzas are of the same size; all have four lines.  The lines are basically of the same length.These characteristics give the poem a song-like pattern to which a performer can impose a tune (Any two (2) well explained points 2(two) marks each = (Total 4 marks). (ii) The rhyme scheme in all four stanzas is aabbccddeeffgghh. In stanza one we have ‘friend/end’ and foe/grow; in stanza two ‘fears/tears and ‘smiles/wiles; in stanza three ‘night/bright’ and ‘shine/mine’; in stanza four stole/pole’ and ‘see/tree’. (3 marks) (iii) In a celebratory tone. The persona has been plotting to kill the enemy for a long time and now his plans have borne fruit\ a smile to show contentment. It could be said in a falling or rising intonation (low-falling intonation suggests both the end of the poem and the sad message of death). Deliberate slow pace (iv) Use of gesture-e.g. outstretched hands to show how the foe stretched beneath the tree (2 marks, 1 mark for identification, and 1 mark for illustration/explanation) (Give reasons from the text to qualify the answers) 3. (b) Picking out odd vowel sound. (6 marks) (i) ship; (ii) put; (iii) hard; ( iv) port ( v) sit ( vi) good 3. (c) might; wrest; waste; stair; reign/ rein (5 marks) 3. (d) (h) The teacher greets the student at the start of the dialogue to create rapport The student returns the greeting; The student addresses the teacher with respect throughout [Madam]. The teacher respects turn taking rules (Any 2 points) (ii) – He brought the notice of the meeting as proof that there will be a video. – He brought proof of his class’s preparation. – He had reasons why watching the video was important to them. (Any 2 points) (iii) She shows interest in the evidence Kantai has brought. She listens to him. – Courteously/politely responds to what Kantai says. – Let’s Kantai express himself. (iv) Varied, but must show completion of the negotiation. Suggestions: Teacher can express appreciation for what Kantai has done/commend him for thorough preparations and promise to try and get permission or exemption. Kantai thanks the teacher and makes/promises that the students will behave well. (2 marks each).

 English Paper 3 (101/3) General Instructions Co-ordination Procedure 1. The Question Paper will be discussed together with the Points of Interpretation. 2. After studying the Marking Scheme the examiners will mark selected photocopied scripts of the Paper with their Team Leaders. 3. The examiners will mark on their own a set of photocopied scripts and hand those marked scripts to their TLs. 4. The photocopied scripts marked by the examiner will be analyzed and points of interpretation and relevance discussed. 5. More photocopies will then be marked and discussed. Marking Procedure l. As soon as an examiner receives a set of scripts to be marked, he (or she) must enter his name, number and the number of his team of the envelope. He must make sure the number of scripts in the envelope corresponds to the number of scripts indicated by the supervisor.’Any discrepancy must be reported immediately to the team leader. Any script sent to the TL or CE must be clearly identified as coming from such an examiner. Each examiner must keep a clear record of any script that passes through his hands. 2. Team Leaders should keep very clear records of all scripts allocated to the team as a whole and each examiner individually. 3. The examiners underline each mistake according to the instructions given on page 7- 8 of this booklet. This must be done carefully as both over underlining or underlining can give a wrong impression of the value of a script. 4. Examiners underline in red since they may have to rub off faulty underlining. Team Leaders co-ordinate in red and CE in green. 5. The mark given for the essay must appear at the end of the essay itself and carried to the special grid on the first page of booklet. 6. For problem scripts, deductions should be clearly shown together with a short explanation of the reason for this on top of the Answer booklet. Coordinations by team leaders 1. Team Leaders will co-ordinate approximately 10% of the scripts from each packet. The scripts selected for co-ordination must cover a variety of marks. They should also be taken so that the whole packet is covered. 2. If there are several deviations of 2 marks or more, an additional number of scripts is coordinated and the packet returned for remarking. 3. If an examiner or a team leader is uncertain about any script, he/she is invited to consult other examiners, TLs or CEs. 4. Team Leaders must return for re—marking scripts where the underlining is not satisfactory. MARKING SCHEME Paper 101/3 is intended to test the candidates’ ability to communicate in writing. Communication is established at different levels of intelligibility, correctness, accuracy, fluency, pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks. Examiners should not hesitate to use the full range of marks for each essay. It is important to determine first how each essay communicates and in which category A, B, C or D it fits. (The marks indicated below are for questions one.) D CLASS – The candidate either does not communicate at all or his language ability is so (01 – 05) – Minimal that the examiner practically has to guess what the candidate wants to say. The candidate fails to fit the English words he knows into meaningful sentences. The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors. (“Broken English”).  D — 01 — 02 – Chaotic, little meaning whatsoever. Question paper or some words from it simply copied.  D O3 – Flow of thought almost impossible to follow. The errors are continuous.  D+ 04-05 – Although the English is often broken and the essay is full of errors of all types, we can at least guess what the candidate wants to say.C CLASS – The candidate communicates understandably but only more or less clearly. (O6 — 10) – He is not confident with his language. The subject is often undeveloped. There may be some digressions.Unnecessary repetitions are frequent. The arrangement is Weak and the flow jerky. There is no economy of language; mother tongue influence is felt.   C — 06-07 – The candidate obviously finds it difficult to communicate his/her ideas. He/she is seriously hampered by his/her very limited knowledge of structure and vocabulary. This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.  C 08 – The candidate communicates but not with consistent clarity. His/her linguistic abilities being very limited, he/she cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English, links are weak, incorrect, repeated at times. C+09-10 – The candidate communicates clearly but in a fiat and uncertain manner. Simple concepts sentence forms are often strained. There may be an overuse of clichés, unsuitable idioms.Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.B Class– This class is characterized by greater fluency and ease of expression. (11 – 15) – The candidate demonstrates that he/she can use English as a normal way of expressing himself/herself. Sentences are varied and usually well-constructed. Some candidates become ambitious and even over ambitious.There may be items of merit of the one word or one expression type. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language. There may be a tendency to under mark such essays. Give credit for tone.   B — 11-12 – The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors are still found occasionally, but this must not be over punished by the examiner.  B 13 – The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and