ANSWER TEST 1 FORM 5 (SATURDAY ):

PAPER 2 : SECTION A ( NOT INCLUDED - FOR EXERCISE IN CLASS ONLY)

1. D
2. A
3.D
4. B
5. C
6. C
7. D
8. A
9. D
10. A
11. D
12. B
13. A
14. D
15. B

SECTION B: (TEST 1 - 10 MARKS)

16. KEYSKIM MILK

17. JOY VITAMIN ORANGE
18. MULTI-VITS
19. ALL ROUND IRON
20. SUPER CALCIUM
21. It results in skin rejuvenation and prefect complexion
22. It is rich in calcium but low in calories
23. All the necessary vitamins in the best proportions
24. Take one tablespoon a day
25. It is important for replacing red blood cells
DIRECTED WRITING: (TEST 1 - 35 MARKS)
A FORMAT (3 marks)
Award 1 mark each :
F1 Title
- For example Dengue Fever
F2 Stating the writer of the
- For example Written by, Prepared by, By
F3 Write in paragraphs/use all the points

B CONTENT (12 marks)

Award 1 mark each for each content use appropriately.
Do not awards mark for mere mention of key words.
C1 - sudden high fever
C2 - pain behind the eyes
C3 - nausea – vomiting
C4 - skin rash
C5 - a lot of rest
C6 - plenty of water
C7 - clinic or hospital
C8 - mosquito net and repellent
C9 - long sleeved shirt when outdoor
C10 - breeding areas
C11 - (Programme 1)
C12 - (Programme 2)

C LANGUAGE (20 marks)

CRITERIA OR MARKING LANGUAGE

Mark Range Remarks/Description

A  The language is entirely accurate apart from occasional first draft slips.
 Sentence structure is varied and sophisticated – shows that the
19 – 20 candidate is able to use sentence length and type to achieve an
intended effect.
 Vocabulary – sophisticated and is used with precision.
 Punctuation is accurate and helpful to the reader.
 Spelling is accurate across the full range of vocabulary used.
 Paragraphs have unity and are appropriately linked.
 The style and tone are appropriate for a formal student-principal
communication.

 The language is almost always accurate but there will be minor errors
B of first draft slips.
 Sentence show some variation in length and type, including the
16 - 18 confident use of complex sentences.
 Vocabulary is wide enough to convey intended shades of meaning with
 some precision.
 Punctuation is almost always accurate and generally helpful to the
reader.
 Spelling is nearly always accurate.
 Written in paragraphs which show some unity and are usually linked
appropriately.
 The style and tone are almost appropriate for a formal student-
principal communication.
 The language is largely accurate..
C  Simple structure sentences are used without errors; mistakes may
occur when more sophisticated structures are attempted.
13 - 15  Vocabulary is adequate to convey intended meaning although it may
not be suiciently developed to achieve precision.
 Punctuation is generally accurate although errors may occur in more
complex uses.
 Spelling is generally accurate for common vocabulary.
 Written in paragraphs which show some unity although links may be
absent or inappropriate at times.
 The style and tone maybe generally appropriate for a formal student-
principal communication.
 The language is sufficiently accurate for meaning to come through.
D  There will be patches of clarity, accurate language, particularly when
simple vocabulary and structures are used.
10 - 12  Mistakes will occur when more complex sentences are attempted.
 There may be some variety of sentence length and type but this may
not be successful in enhancing meaning or arousing interest.
 Vocabulary is adequate but lacks precision.
 Punctuation is generally accurate but does not enhance or clarify
meaning.
 Simple words are spelt correctly, but errors may occur when unfamiliar
words are used.
 Written in paragraphs which show some unity in topic and attempt to
use links.
 The style and tone may not be entirely appropriate for a report to a
principal but some attempt has been made.
 Meaning is never in doubt, but single word errors are sufficiently
E frequent and serious to hamper precision and speed of reading.
 Some simple structures will be accurate but accuracy is not sustained.
7-9  Vocabulary is limited and either too simple to convey precise meaning
or is imperectly understood.
 Simple words may be spelt correc tly but requent mistaes in spelling
and punctuation mae reading the script difficult.
 Paragraphs lack unity. Links are incorrectly used. There may be errors
of sentence separation and punctuation.
 The style and tone are unlikely to be appropriate or a report. It may not
show understanding o the detailed requirements o the task.
  Meaning is fairly clear but the incidence o errors is high and definitely
U(i) impedes the reading.
 A script at this level will have ew accurate structures.
4–6  Vocabulary may not extend beyond a simple range of words that are
inadequate to express intened shades of meaning.
 There may be frequent spelling errors.
 Punctuation will sometimes be used correctly but sentence separation
errors may occur.
 Paragraphs may not be used, or if used, show a lack of planning.
 The style and tone are inappropriate for a talk

 Sense will be decipherable but some of the errors will be multiple in

nature requiring the reader to re-read and reorganize beore meaning
becomes clear.
U (ii)  Whole sections may mae little or no sense. They are unlikely to be
2-3 more than one or two accurate sentences. The content is
incromprehnsible but its style and tone are hidden by the density of
errors.
 Scripts in this category are most entirely impossible to recognize as
pieces of English.
U (iii)  Whole sections may make no sense at all or are copied rom the task.
0-1  Award ‘1’ mark I some sense can be obtained.
 The mark ‘0’should only be awarded if the talk makes no sense at all
from the beginning to the end.

SECTION D: (TEST 1 - 5 MARKS)

a) Lulu’s sibling/Lulu’s brother/Lulu’s sister

b) It was windy or the window is opened
c) She was upset with Lulu’s reaction
d) Factor 1: Argument with parents/family problem(s)
Factor 2: Peer influence/ Any other acceptable answer

Saturday test: 50 marks

Test 1: 50 marks
Total: 100 marks