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Highschool Kenya Revision Material: 2023 Notes, Free Exams with Marking Schemes

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Download Form 2 English Term 1-3 Exams

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English Exams for free download. We have a list of Term 1-3 Exams for form 2 and marking schemes for form two revision. Get many editable 2021 exam papers testing Form two English grammar, comprehension, poetry, oral skills and functional writing.

Functional Writing Form 2 Exam – Letter of Apology

You went out for games, the teacher gives  you  permission to do some shopping, this permission is for only 20 minutes but you exceed the limited time and you find the teacher and the other students have been waiting for you for almost one hour. Write an apology letter giving a reason as to why you delayed at the shopping center. (20mks)

Form Two Cloze Test Exam

Use the most appropriate word to fill in each blank spaces in the following passage(10mks)

Okonkwo was tall_________huge and his bushy eyebrows and wide nose gave him a_________severe look. He breathed_____________and it was said that, when he slept, his wives and_____________in the outer houses could______________him breath. when he____________was going to pounce on somebody. And he did pounce on people quite often.he_____________a slight stammer and whenever he was angry and could not get his words out  quickly enough ,he would______________his fist .He had___________patience with unsuccessful men. He had no patience with his father.

Oral Skills Form Two Exams Download

identify five pairs of words that have the same pronunciation  from the list below(5mks)

  • Whale rain pause Way
  • tail draft Why missed
  • wail Reign mist ore
  • Pose air till Bawl
  • ball draught

(ii) Identify the silent in the consonant in the following word (5mks)

Grammar Questions Form Two Term 3

Rewrite the following sentences to express future.

  • The student (open) school tomorrow.(present simple)
  • Judy was not at the concert.(use will+be)
  • I( go ) visit my uncle this afternoon.
  • The teacher (talk) to you about subject choices later.(will+be)
  • They (stop) by your house later.(use be + ing)

Order the adjectives in the following sentences.

  • She wore a ____________________________________________ dress.(evening, red, silk).
  • Tirop wanted his _____________________________________ boots. (French, ski)
  • The house I bought has __________________________________________ furniture.(old, brown)
  • She got a _______________________________________________ costume. (nylon, black, swimming )
  • He wore a ________________________________ tie on his wedding day.( woolen , blue).

Download More Revision Questions and Answers in pdf:

  • Download Form Four Mid Term and End Term English Exams For…
  • Form Three English Exams Download
  • English Form 1 Exams Papers Download Free 2021
  • Form Two Mathematics Exams for Term 1,2,3 2021 Free…
  • Download Form One Mathematics Exams
  • Form 1-4 Free Biology Exams Questions and Answers Download

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English Form 2 Grammar, Poems and Poetry Notes

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

  • FORM TWO ENGLISH GRAMMAR REVISION QUESTIONS AND ANSWERS
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Informal Letter (Form 2 Unit 6 - English Pulse 2)

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Write an informal letter to your grandmother.

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Informal Letter (Form 2 Unit 6 - English Pulse 2)

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English form 2 topics.

  • Listening To Various Simple Oral Texts
  • Talking About Events
  • Asking For Service
  • Locating Places
  • Giving Descriptions
  • Talking About Cultural Activities
  • Expressing Opinions
  • Reading For Comprehension
  • Interpreting Literary Works
  • Writing Cards And Messages

Strategies for answering exam and test questions

Click on the accordions below to see more information about how best to tackle the following question types in your exam.

Multi-choice questions

Things to remember about multi-choice questions

  • Read through the options and try to eliminate the ones that aren’t right . Multi-choice questions usually have one option that is obviously wrong, and three or four others that are similar.  It is important to look carefully at how they are worded in order to select the correct  answer.
  • Don’t struggle over a question . Do all of the easy questions first and come back to harder ones later to maximise efficient use of test/exam time.
  • Answer all the questions . Even if you are not sure, your educated guess may well be correct. It is better to have a go at answering a question than potentially miss out on a mark.
  • When you check back through your paper and think an answer is wrong - change the answer . Research indicates that you will probably be correct in doing so.

Short answer questions

Short answer questions range from a sentence or two through to a paragraph in length.

  • Keep to the point . Short answers are usually two-three sentences.
  • Main ideas . Your answers should incorporate the key points, words, ideas and phrases the marker will be looking for.
  • Leave one or two lines after each answer . This is so you can add important points later on.
  • Try to answer all the questions .  If you don’t know the complete answer, put down what you do know, as this is likely to get you some marks.

Exam essay questions

The advice here is in four parts: Time allocation | Task analysis | Planning | Presentation

Time allocation

  • Use the reading time at the start of the exam to choose which essay questions you will answer .
  • Check how much time you might have to answer each essay question , and stick to it. You can come back and add more to your answer in your revision time at the end of the exam session.
  • If you haven’t finished your answer, jot down the rest in note form . This will show the marker what you know, and you might get some marks for it.

Task analysis

  • Read the question carefully .
  • Underline or highlight the content words . What is the topic?
  • Pick out the instruction words in the question, e.g. identify, describe, compare and contrast, evaluate. What are you being asked to do with the topic?
  • Take some time to think and plan your answer . For example: use the reading time to select which essay questions you will answer. Then use the start of the writing time (5-20mins) to make notes of all the points you remember that are relevant to the essay. General guide for timing: for 30 minutes of writing, allow 5-7 minutes for planning .
  • Plan out the structure by organising your points into a logical order :e.g. by numbering them according to intended sequence.
  • General writing rule for exam essays - one paragraph = one point . Follow standard essay-writing procedure, e.g. start with a topic sentence that contains your key point, and then support this with examples, explanations, and evidence.

Presentation

  • Make sure your handwriting is legible . Markers should not have to decipher your handwriting. If your handwriting is illegible, it could compromise your marks.
  • Make sure that you can express ideas effectively in terms of sentence structure and word use .  Incoherent sentences and incorrect terminology will likely result in the marker not being able to understand your answer properly.
  • Don’t worry too much about punctuation, grammar and spelling . Getting your ideas down is more important than ‘perfect’ writing (and markers usually take this into account given that students are writing under pressure in an exam situation). However, you do need a basic level of competency in these areas: an answer that lacks any punctuation and is full of spelling mistakes will probably be incoherent for the marker.
  • Don't waffle . Get straight to the point in terms of your answer so that you don’t waste time and word space on unessential or irrelevant detail. Planning your essay beforehand is key to avoiding waffle.

Problem solving questions

Usually these types of questions target formulae, steps in a process, or rules.

  • Make sure you write down relevant formulas, equations, and rules . Important: For numerical problems involving computation, make sure you include the appropriate mathematical units in your final answer (e.g. ml, m/sec).
  • Clearly show the steps you have taken in working out the answers.
  • If necessary, write notes to explain your answers .
  • Do the easier answers first , and return to the difficult ones later.

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  • Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

  • Ad hominem fallacy
  • Post hoc fallacy
  • Appeal to authority fallacy
  • False cause fallacy
  • Sunk cost fallacy

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

  • An opening hook to catch the reader’s attention.
  • Relevant background information that the reader needs to know.
  • A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Bryson, S. (2023, July 23). Example of a Great Essay | Explanations, Tips & Tricks. Scribbr. Retrieved February 22, 2024, from https://www.scribbr.com/academic-essay/example-essay-structure/

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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English notes for form two - all topics.

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ENGLISH NOTES FOR FORM TWO

Notes  and  Short Stories  

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Mabala The Farmer

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IMPORTANCE OF LEARNING ENGLISH - PART 2

5. Many scientific papers are written in English

In the last century, the number of scientific papers written in English has started to outweigh the number of papers written in the native language of the researcher. In the Netherlands, for example, the ratio is a surprising 40 to 1. For this reason, having a knowledge of English is incredibly important to those working in the scientific field.

6. English makes it easier to travel

As highlighted before, since English is spoken as a first language in 53 countries and as a second language in over 118 countries, learning the language makes it much easier to travel anywhere. Indeed, airport announcements, train timetables, emergency information and street signs are often available in English, including in countries where the native language uses a different type of alphabet. It goes without saying that, when travelling to a country where you don’t speak the language, you are practically guaranteed to find someone who understands at least some English.

7. English is the languages for business, especially if you want to be successful in the global market.

There is no doubt that English is the language of business. In today’s increasingly globalized economy, English has become the language of international business. As a result, those who can effectively communicate in English will have a significant advantage in the job market. However, it is important to note that the use of English in business is not limited to spoken communication. To be truly effective, one must also be able to write and understand written English. This skill is essential for everything from reading corporate reports to writing emails and memos. Therefore, anyone looking to succeed in today’s business world must commit to mastering the English language.

8. English Allows You to Make More Friends

Because English is the most widely used language online and offline, you are likely to meet English speakers when you are traveling or using chat apps like WhatsApp.

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COMMENTS

  1. English Exams Form 2 Term 2 Past Papers and Answers in Pdf

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    English Form 2 Notes. Learn. Quick Notes. Chapter 3 : Reading Skills. Chapter 4 : Writing Skills. Pandai Notes is an initiative to provide educational notes based on the Malaysian national school curriculum (KSSR & KSSM)

  5. Informal Letter (Form 2 Unit 6

    Level: Form 2. Language: English (en) ID: 774123. 02/03/2021. Country code: MY. Country: Malaysia. School subject: English as a Second Language (ESL) (1061958) Main content: Essay writing (2012684) Write an informal letter to your grandmother.

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    Chronological structure. The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go. A chronological approach can be useful when ...

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