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He stood outside in the rain completely bare. Base bass N the bottom support of something N the lowest pitches in music We need a new base for that lamp. I sang bass in the church choir. Www.arena.co.ke 0713779527 94 More examples of homophones lead, ledleast, leased loan, lone male, mail meet, meat mind, mined morning, mourning naval, navel new, knew no, know one, won pear, pair pie, pi piece, peace pier, peer poor, pour rain, reign raw, roar read, reed road, rode sale, sail saw, sore see, sea sun, son tail, tale tea, tee their, they re they re, there tide, tied too, to two, too wail, whale warn, worn weal, wheel wear, whereweather, whether week, weak weight, wait while, wile wood, would write, right yew, you your, you re acetic, ascetic axle, axial formerly, formally ion, iron loch, lock holy, wholly heal, heel ad, add ail, ale all, awl alms, arms altar, alter arc, ark aren t, aunt anger, augur aural, oral away, aweigh awe, oar, or, ore bale, bail band, banned bean, been blew, blue brake, break cell, sell cent, scent, sent cereal, serialcheck, cheque chord, cord cite, site, sight coo, coup cue, queue dam, damn dew, due die, dye doh, doe, dough earn, urn ewe, yew, you faint, feint fair, fare feat, feet few, phew find, fined fir, fur flaw, floor flea, flee flew, flue flour, flower for, fore, four foreword, forward fort, fought gait, gate genes, jeans gnaw, nor, gorilla, guerrilla grate, great groan, grown guessed, guest hale, hail hair, hare Exercise 7 Give the homophones and the meanings of the following words. 1. In 6. Knight 2. Heard 7. Knows 3. Horse 8. Tick 4. Hey 9. Rung 5. Need 10. |
Daniel felt happy Daniel felt light-hearted. She was happy with her grade She was pleased with her grade. They sang a happy song They sang a cheerful song. Examples of common synonyms in English about, approximatelyaccomplish, achieve administer, manage admit, confess almost, nearly annoy, irritate answer, reply arise, occur arrive, reach begin, start belly, stomach bizarre, weird brave, courageous chop, cut clerk, receptionist close, shut contrary, opposite correct, right daybreak, dawn demonstrate, protest denims, jeans desert, abandon devil, Satan disappear, vanish eager, keen emphasize, stress enormous, huge, immense enquire, investigate evaluate, assess fanatic, enthusiast fool, idiot sincere, honest skull, cranium soiled, dirty formerly, previouslyfragrance, perfume function, operate garbage, rubbish gay, homosexual grab, seize gut, intestine hard, tough hashish, cannabis hawk, peddle hint, trace, tip homicide, murder hunger, starvation hurry, rush idler, loafer if, whether illustrate, demonstrate imitate, mimic immediate, instant immobile, motionless impartial, neutral impasse, deadlock impolite, rude inconsiderate, thoughtless infamous, notorious informal, casual inheritor, heir instructions, directions jealous, envious joy, delight lacking, missing lethal, deadly ultimate, final uncommon, unusual lousy, awfulmadness, insanity magnify, exaggerate manmade, artificial material, fabric merciless, cruel midway, halfway mind, intellect mirror, reflect mistrust, distrust modern, contemporary movie, film murderer, assassin naked, bare nameless, anonymous nightfall, dusk noon, midday numerous, many object, thing outside, external overlook, miss peaceable, peaceful poisonous, toxic post-mortem, autopsy praise, compliment reasonable, fair refrain, chorus religious, devout respond, reply scarcity, shortage signal, sign silly, foolish vain, useless vary, differ www.arena.co.ke 0713779527 96 suggest, proposesunrise, dawn temper, mood trustworthy, reliable uncooked, rawunforeseen, unexpected unfortunate, unlucky unmarried, single untimely, premature vast, hugewinery, vineyard withstand, resist zenith, peak Exercise 8 Give the synonyms of the following words: 1. Start 6. Collect 2. Come 7. Assist 3. Lengthy 8. Build 4. Shattered 9. Reply 5. Fix 10. |
Precious 5. Dangerous 10. Naked v Idioms and Sayings An idiom is a phrase that has a special meaning as a whole. The meaning of an idiom is different from the meanings of its separate words. Examples: It was raining cats and dogs. The idiom raining cats and dogs does not mean that cats and dogs were falling out of the sky! It means raining heavily . I put my foot in my mouth today. The idiom put my foot in my mouth means to say the wrong thing . Sometimes the context in which an idiom is used can give a hint of its meaning. Example: Jeff is talking through his hat when he says that he can spell every word in the English language. This idiom clearly means that Jeff cannot possibly spell every word in the English language. Hence, the idiom talking through his hat means talking nonsense More examples of idioms in the English language Idiom Meaning 1. 2. 3. 4. 5. It was a blessing in disguise. He is a doubling Thomas. That scandal was a drop in the bucket. The exam was a piece of cake. The punishment was a slap in the wrist. The thief received a taste of his own medicine. Something good that is not recognised at first. A sceptic who needs physical or personal evidence in order to believe something. A very small part of something big or whole. A task that can be accomplished very easily. A very mild punishment. He was mistreated the same way he mistreats others. Www.arena.co.ke 0713779527 98 6. 7. 8. 9. 10 11 12 13 Don t add fuel to the fire! The principal is just all bark but no bite. The theory is all Greek to me. We are all in the same boat. The house cost him an arm and a leg. The teacher has an axe to grind with the bursar. Joyce is the apple of my eye. When something is done to make a bad situation even worse than it is. When someone is threatening and or aggressive but not willing to engage in a fight. Meaningless and incomprehensible. When everyone is facing the same challenges. Very expensive. A large amount of money. To have a dispute with someone. Someone who is cherished above all others. |
A large amount of money. To have a dispute with someone. Someone who is cherished above all others. 14 15 16 17 18 19 20 21 22 IdiomThe boy did the work at the drop of a hat. The politician is a back seat driver. They were back to square one in their search for the treasure. The government has to go back to the drawing board on the issue of the New Constitution. The investigator realised he was barking the wrong tree. You are beating a dead horse. Stop beating around the bush. I will bend over backwards to see you through school. She was caught between a rock and a hard place. You are biting off more than you can chew. John decided to bite his tongue. MeaningWilling to do something immediately. People who criticize from the sidelines. Having to start all over again. When an attempt fails and its time to start all over again. A mistake made in something you are trying to achieve. To force an issue that has already ended. Avoiding the main topic, not speaking directly about an issue. Do whatever it takes to help. Willing to do anything. Stuck between two very bad options. To take on a task that is way too big. Www.arena.co.ke 0713779527 99 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Tom has a cast iron stomach. That is a cock and bull story. I will have to win, come hell or high water. Don t cry over spilt milk. He likes crying wolf. Tim is a dark horse. Kinyua is a devil s advocate. My father drinks like a fish. This problem is driving me up the wall. The students had a field day with the visiting guests. The food was finger licking good. He changed from rags to riches. I need to get over it. She got up on the wrong side of the bed. You must go the extra mile to achieve your goal. To avoid talking. Someone who has no problems, complications, or ill effects with eating or drinking anything. An unbelievable tale. Any difficult situation or obstacle. When you complain about a loss from the past. Intentionally raise a false alarm. One who was previously unknown and now is prominent. Someone who takes a position for the sake of argument without believing in that particular side of the argument. To drink very heavily. |
Overwhelmed by what is happening at the moment. Carefully watch somebody. To remain joyful in a tough situation. Die To politely ask for someone s full attention. To share a secret that wasn t supposed to be shared. A fair competition where no side has an advantage. To act in a frenzied manner. Someone who is unpredictable and can cause damage if not kept in check. Nonsense or meaningless speech. Someone new to the group or area. Www.arena.co.ke 0713779527 101 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 I said that off the record! I was on pins and needles. The prefects sit on the fence when there is a strike. The dog appeared out of the blue. You will get the job over my dead body. Mark is fond of passing the buck to his brother. Dennis is a peeping Tom. Pipe down! We have heard you! You are pulling my leg. Rise and shine! It s time to go to school. The businessman has run out of steam nowadays. The convict was saved by a bell. He was a scapegoat for amorous politician. The naughty boy got away scot-free. She was sick as a dog. He has a sixth sense. The judge smelt a rat when the witness started trembling. The prosecutor smelt something fishy when the accused winked at the witness. We have to start from scratch. The ball is in your court. They tied the knot in December. Getting a bad start on a relationship or task. No longer have to deal with a tough situation. Something said in confidence that the speaker doesn t want attributed to him or her. Anxious or nervous especially in anticipation of something. Undecided. Something that suddenly and unexpectedly occurs or appears. When you absolutely will not allow something to happen. Avoid responsibility by giving it to someone else. Someone who observes people in the nude or sexually active people, mainly for his own gratification. To shut up or be quiet. Tricking someone as a joke. Time to get out of bed and get ready for work or school. To be completely out of energy. Saved at the last possible moment. Someone else who takes the blame. To escape and not have to pay. To be very sick with flu or a cold A paranormal sense that allows you to communicate with the dead. |
Someone else who takes the blame. To escape and not have to pay. To be very sick with flu or a cold A paranormal sense that allows you to communicate with the dead. To be suspicious or detect someone in the group is betraying the others. Detecting that something isn t right and there might be a reason for it. Www.arena.co.ke 0713779527 102 80 81 82 83 84 85 86 87 88 89 90 91 92 93 I will wait till the cows come home. To make a long story short, you are not coming with us. The government turned a blind eye to the plight of IDPs. I am under the weather today. Forget the water under the bridge. He will pay you the money when pigs fly. She wines and dines with stars. It is without a doubt the best programme. Your guess is as good as mine. To do it all over again from the beginning. It is your decision this time. To get married. A long time. Said by someone during a long boring story. Refuse to acknowledge something you know is real or legitimate. Feeling ill or sick. Anything from the past that isn t significant or important any more. Something that will never ever happen. When someone is treated to an expensive meal. For certain. I have no idea. Common idiomatic expressions and sayings 1. A bird in the hand is worth to in the bush. Having something that is certain is much better than taking a risk for more, because chances are you might lose everything. 2. A fool and his money are easily parted. It s easy for a foolish person to lose his her money. 3. A house divided against itself cannot stand. Everyone involved must unify and function together or it will not work out. 4. A leopard can t change his spots. You cannot change who you are. Www.arena.co.ke 0713779527 103 5. A penny save is a penny earned. By not spending money you are saving money little by little . 6. A picture paints a thousand words. A visual presentation is far more descriptive than words. 7. Actions speak louder than words. It s better to actually do something than just talk about it. 8. Curiosity killed the cat. Being inquisitive can lead you into a dangerous situation. 9. Don t count your chickens before they hatch. |
Being inquisitive can lead you into a dangerous situation. 9. Don t count your chickens before they hatch. Don t rely on it until you are sure of it. 10. Don t look a gift horse in the mouth. When someone gives you a gift, don t be ungrateful. 11. Don t put all your eggs in one basket. Do not put all your resources in one possibility. 12. Drastic times call for drastic measures. When you are extremely desperate you need to take extremely desperate actions. 13. Elvis has left the building. The show has come to an end. It s all over. 14. Every cloud has a silver lining. Be optimistic, even difficult times will lead to better days. 15. Great minds think alike. Intelligent people think like each other. 16. Haste makes waste. Doing things quickly may result in a poor ending. 17. Idle hands are the devils tools. You are more likely to get it trouble if you have nothing to do. 18. If it s not one thing, it s another. When one thing goes wrong, then another, and another . 19. It takes two to tango. A conflict involves two people and both must cooperate to have it resolved. 20. It s a small world. You cannot hide from your evil deeds in this world. 21. Let bygones be bygones. To forget about a disagreement or argument. 22. Let sleeping dogs lie. To avoid restarting a conflict. 23. Never bite the hand that feeds you. Don t hurt anyone that helps you. 24. Practice makes perfect. By constantly practising, you will become better. 25. Rome was not built in one day. -. If you want something to be completed properly, then it s going to take time. 26. The bigger they are, the harder they fall. The bigger and stronger opponent may be more difficult to beat, but when he does, he suffers a much bigger loss. 27. Variety is the spice of life. The more experiences you try the more exciting life can be. 28. When it rains, it pours. Since it rarely rains, when it does it will be a huge, storm. 29. You are what you eat. In order to stay healthy, you must eat healthy foods. 30. You can t judge a book by its cover. |
In order to stay healthy, you must eat healthy foods. 30. You can t judge a book by its cover. Decisions shouldn t be made primarily on appearance. Exercise 10 Give the meaning of the italicized idioms in the following sentences. 1. I was completely at sea when the Prime Minister visited my house. 2. Jane has her hands full. She can t take on more work. 3. Do you have a bone to pick with me? 4. I can t make heads or tails of this story. Www.arena.co.ke 0713779527 104 5. The test was as easy as pie. 6. I am sick and tired of doing nothing at work. 7. I am broke! I have to borrow some money. 8. She dropped me a line yesterday. 9. He filled in for her when she fell sick. 10. My business is in the red. ANSWERS FROM CHAPTER TWO Exercise 1 www.arena.co.ke 0713779527 105 1. Crack 6. Quack 2. Roar 7. Pop 3. Tick 8. Lap 4. Growl 9. Boom 5. Chime 10. Hiss Exercise 2 1. Lima bean a broad, flat, pale-green or white bean used as a vegetable named after Lima, the capital of Peru where it was grown first. 2. Cardigan a kind of a pullover or sweater that buttons down the front named after J.T. Brudwell, the 7th Earl of Cardigan. 3. Bloomer a woman s baggy and long garment for the lower body named after Amelia Bloomer, an American women rights and temperance advocate. 4. Canary birds yellow songbirds named after Canary Islands, Spain, where they are found in large numbers. 5. Ferris wheel a special wheel for an amusement park named after the inventor G.W. Ferris. 6. Guppy the most popular freshwater tropical fish named after R.J.L. Guppy, the man who introduced it in England. 7. Cheddar A firm Cheese named after the English village of Cheddar, where it was first made. 8. Quisling a person who treacherously helps to prepare for enemy occupation of his own county, a traitor named after Vidkum Quisling, a Norwegian politician. |
Cheddar A firm Cheese named after the English village of Cheddar, where it was first made. 8. Quisling a person who treacherously helps to prepare for enemy occupation of his own county, a traitor named after Vidkum Quisling, a Norwegian politician. 9. Silhouette an outline portrait or profile named after a French minister of finance, Etienne de Silhouette. 10. Marxism the political and economic theories of Karl Marx and Friedrich Engels named after Karl Marx. 11. Guillotine a device used for carrying out executions named after Dr. Joseph Guillotine, the designer. 12. Macadam small, broken stones that are used for making roads named after John L. McAdam, a Scottish engineer who invented this kind of a road. 13. Pasteurisation the process of heating milk, wine, beer, or other liquids hot enough to kill harmful bacteria and to prevent or stop fermentation named after Louis Pasteur, a French chemist, who invented the process. 14. Watt Unit of measuring electric power named after James Watt, a Scottish engineer, who pioneered in the development of the steam engine. 15. Ohm a measure of electrical resistance named after George S. Ohm, a German physicist. Exercise 3 1. Slithy lithe slimy 6. Breathalyser breath analyser 2. Chortle chuckle short 7. Cablegram cable telegram 3. Galumph gallop triumph 8. Camcorder camera recorder 4. Bash bang smash 9. Edutainment education entertainment 5. Blog web log 10. Email electronic mail www.arena.co.ke 0713779527 106 Exercise 4 1. Utra beyond ultraviolet, ultrasonic 2. Syn in union synchronize, symmetry 3. Sub at a lower position submarine, subsoil 4. Peri round, about perimeter 5. Out surpassing, exceeding outperform 6. Infra below infrared, infrastructure 7. Hypo under hypodermic, hypothermia 8. Hemi half hemisphere 9. Ex previous ex-wife, ex-policeman 10. |
Hypo under hypodermic, hypothermia 8. Hemi half hemisphere 9. Ex previous ex-wife, ex-policeman 10. Dia across, through diagonal Exercise 5 1. Hopeful full of hope 6. Greenish having green colour 2. Reader a person who reads 7. Weary tired 3. Childish having manners of a child 8. Fearless lacking fear 4. Greyish having grey colour 9. Kindness the quality of being kind 5. Playful fond of playing 10. Washable can be washed Exercise 6 1. Pen a device for writing an enclosure for sheep 2. Tire to make weary the rubber material on the wheel of an automobile or bicycle. 3. Dove past tense of dive a bird 4. Wound past tense of wind an injury. 5. Mean stingy average 6. Act a dramatic performance doing something 7. Arms upper limbs weapons 8. Block a building obstruct 9. Box a carton fight with gloves 10. Bank edge of a river a money depository Exercise 7 1. In inn 6. Knight night 2. Heard herd 7. Knows nose 3. Horse hoarse 8. Tick tic www.arena.co.ke 0713779527 107 4. Key quay 9. Rung wrung 5. Need knead 10. Sees seize Exercise 8 1. Start begin 6. Collect gather 2. Come arrive 7. Assist help 3. Lengthy long 8. Build construct 4. Shattered broken 9. Reply answer 5. Fix repair 10. Purchase buy Exercise 9 1. Easy hard 6. Sweet sour 2. Whisper yell 7. Stationary mobile 3. Triumph fail 8. Strength weaken 4. Dull interesting 9. Precious worthless 5. Dangerous safe 10. Naked clothed Exercise 10 1. At sea confused 2. |
Dangerous safe 10. Naked clothed Exercise 10 1. At sea confused 2. Has his hands full is busy 3. Have a bone to pick with me have a quarrel 4. Make heads or tails make sense 5. As easy as pie very easy 6. Sick and tired can t stand, hate 7. Broke to have no money 8. Dropped me a line yesterday sent me a letter or email 9. Filled in for her did her work while she was away 10. In the red losing money, not profitable CHAPTER THREE PHRASES AND SENTENCES PHRASES www.arena.co.ke 0713779527 108 A phrase is a group of words without a subject or a predicate or both and does not express a complete thought. Therefore, a phrase can never stand on its own as a complete sentence. Using different kinds of phrases enables a writer or a speaker to create informative and descriptive sentences that vary in structure. Phrases combine words into a larger unit that can function as a sentence element. The most common kinds of phrases in English are: Noun phrases, verb phrases, prepositional phrases, gerund phrases and participial phrases. I Noun Phrases A noun phrase consists of a noun and all its modifiers. It can function as a subject, object, or complement in the sentence. The modifiers may include articles, prepositions and adjectives. Examples: a Noun phrases as subjects The lazy old man sleeps all day long. Some school boards reward teachers who produce good results. B Noun phrases as objects Teachers rejected the proposed performance contracts. Critics opposed the controversial marriage bill. C Noun phrases as complements Teaching is a valuable profession. Sheila is a hardworking no-nonsense lady. Exercise 1 Identify the noun phrases in each of the following sentences and indicate whether it functions as a subject, object or complement. 1. I saw a TV show yesterday. 2. Playful animals really fascinate me. 3. Yesterday, I had a thrilling adventure. 4. Swimming is an exciting activity. 5. Twenty university students were expelled last month. 6. She is a certified public health officer. 7. Many of the soldiers were killed in the battle. 8. The old woman carried a heavy load of firewood on her back. 9. Peter seems a very complicated man to understand 10. |
The old woman carried a heavy load of firewood on her back. 9. Peter seems a very complicated man to understand 10. A devastating earthquake hit China yesterday. Ii Verb phrases A verb phrase consists of a main verb and its helping verbs. It can function as the predicate of a sentence. The predicate tells what the subject does or is. It tells something about the subject . Examples: John was born in Malindi. Www.arena.co.ke 0713779527 109 This problem may have contributed to the collapse of the economy. Without highly trained workers, many Kenyan companies would be forced to close down. Sometimes the parts of a verb phrase are separated from each other by words that are not verbs. Examples: He is finally buying a new house. Salesmen must occasionally travel long distances. Some words are joined with other words to make contractions. Examples: He hasn t turned up for the meeting has not We couldn t tell what had killed the cow. Could not I ve ordered them to leave the house. I have . NB: The word not and the contraction n t are adverbs. They are never part of a verb or verb phrase. Exercise 2 Write the verb phrase in each of the following sentences. 1. We should have taken pictures of the wild animals. 2. You must have seen the posters of the event. 3. They should have been told to come with flowers to plant in the school compound. 4. Mr. Muchira would have told some interesting stories. 5. Scientists must ve visited the Menengai Crater. 6. He must have seen some wonderful places. 7. Many advocates do fear the new Chief Justice. 8. The scouts have often made camp here. 9. The bull fighters would sometimes stampede noisily. 10. I could have read the book if he had allowed me. Iii Prepositional phrases A prepositional phrase is made up of a preposition, the object of the preposition, and all the words between them. It often functions as an adjective or adverb, but it can function as a noun as well. Examples: We carried the fruits in our school bags. Adverb telling where The plane flew through the cloud. Adverb telling where Almost half of Africa s population suffers from water related diseases. Adverb modifying suffers . The water supply in the United States is expected to decline dramatically. Adjective modifying water supply . |
Adverb modifying suffers . The water supply in the United States is expected to decline dramatically. Adjective modifying water supply . The best time to practise water conservation is before a water shortage. Noun functioning as a complement . Www.arena.co.ke 0713779527 110 In sentence 1 above, the preposition is in, the object of the preposition is bags, and the modifiers or adjectives are our and school. Sometimes two or more nouns or pronouns are used as objects in a prepositional phrase. Example: He needs a wife with diligence and a good character. Diligence and character are objects of the preposition with. When prepositional phrases function as adjectives and adverbs in sentences, they are called adjectival and adverbial phrases respectively. A An adjectival prepositional phrase modifies nouns or pronouns. Examples: The woman wears shoes with sharp heels. An adjectival phrase modifying the noun shoes The man with a funny looking dog crossed the road. An adjectival phrase modifying the noun man b An adverbial prepositional phrase modifies verbs, adjectives, or other adverbs. Examples: Soldiers train for many months. An adverbial phrase modifying the verb train People are lazy in the afternoons. An adverbial phrase modifying the adjective lazy. She arrived late in the night. An adverbial phrase modifying the adverb late . Sometimes one prepositional phrase immediately follows another. Examples: The man led him through the door on the left. Note that the prepositional phrase through the door is an adverbial phrase modifying the verb led and tells where? The second prepositional phrase on the left is an adjectival phrase modifying the noun door and tells which one? A prepositional phrase can be at the beginning, in the middle, or at the end of a sentence. Examples: At dusk, we began to walk home. The map of the area was very helpful. The path went by a forest and a large lake. Exercise 3 Underline the prepositional phrases in the following sentences and indicate what type each of them is. 1. The oldest building is found in Mombasa. 2. Five companies around the country have bought new fire engines. 3. The barking of the dog scared the strangers. 4. Bulls are bred for hard work. 5. Most bridges are built over water. |
Bulls are bred for hard work. 5. Most bridges are built over water. Www.arena.co.ke 0713779527 111 6. Travellers were spared many miles of travel. 7. I went by bus to the market. 8. At the market, I saw beautiful and unusual people. 9. I also saw a display of colourful clothes. 10. She took him through the lesson with professional expertise. Iv Gerund phrases A gerund is a verb form used as a noun. It is formed by adding -ing to the present these of a verb. Gerunds can be used as subjects, direct objects, objects of prepositions, and complements. Examples: Subject: Fishing is a popular activity in Nyanza Province. Fishing is a gerund, the subject of the verb is Direct object: The sport involves riding. Riding is a gerund, the direct object of the verb involves Object of preposition: The sport is similar to fencing. Fencing is a gerund, the object of the preposition to . A gerund phrase includes a gerund, its modifiers, objects or complements. It always functions as a noun. Examples: Becoming a Tusker Project fame finalist was Msechu s lifetime dream. Gerund phrase is the subject of the sentence. Msechu dreamt all his life about winning the top award. The gerund phrase is an object of the preposition about . One of Msechu s biggest disappointments was losing to Alpha. The gerund phrase is a complement . The game involves jumping over hurdles. Object of the verb involves . Exercise 4 Underline the gerund or gerund phrases in the following sentences and label each one subject, direct, object, object of preposition, or complement. 1. In early days, golfing was a game for the rich. 2. The rich were mostly interested in protecting their status. 3. Playing golf with a commoner would mean lowered status. 4. Much of the rich people s time was spent playing the game. 5. Training thoroughly improved a golfer s accuracy in the game. 6. There he learned about playing the game. 7. Later, he started contesting with other junior golfers. 8. At fifteen or sixteen, he began playing with the professionals. 9. Participating in international tournaments was the golfer s dream. 10. But the greatest dream was winning an in international title. |
Participating in international tournaments was the golfer s dream. 10. But the greatest dream was winning an in international title. V Participial phrases www.arena.co.ke 0713779527 112 A participle is a verb form that always acts as an adjective. There are two types of participles: a The past participle it is usually formed by adding d, or -ed to the present tense. Examples: Fooled, the shopkeeper bought fake products. Fooled is a past participle modifying the noun shopkeeper Shaken, he dashed to the police station. Shaken is a past participle modifying the pronoun he The participles of irregular verbs, however, do not follow the above rule: run-run, throw-thrown. B The present participle it is usually formed by adding -ing to the present tense of any verb. Examples: Smiling, the conman stepped out of the shop. Smiling is a present participle modifying the noun conman . Using participles is a simple way of adding information to sentences and to vary sentences beginnings. A participial phrase consists of a present or past participle and its modifiers, objects, or complements. It always functions as an adjective. Examples: Rounding the corner, the conman met two policemen. Rounding the corner is a present participial phrase modifying the noun conman . Surprised by the appearance of the conman, the policemen started blowing their whistles. Surprised by the appearance of the conman is a past participial phrase modifying the noun policemen . A participle or participial phrase is not always at the beginning of a sentence. Sometimes it may appear in the middle but it should be near the noun or pronoun it modifies. Examples: The skilled policemen arrested the conman. The conman, losing control, fought the policemen fiercely. Points to note Both the gerund and the present participle are created by a adding -ing to the present tense of a verb. BUT how can you tell whether a word is a gerund or a participle? It all depends on how the word is used in a sentence. I A participle is used as a modifier in a sentence. Example: Gaining courage, the conman attempted to escape. Gaining courage is a participial phrase modifying conman . Ii A gerund is used as a noun in a sentence. |
Example: Gaining courage, the conman attempted to escape. Gaining courage is a participial phrase modifying conman . Ii A gerund is used as a noun in a sentence. Example: www.arena.co.ke 0713779527 113 Gaining courage made the conman look aggressive. Gaining courage is a gerund phrase, the subject of the verb made . Exercise 5 Underline the participial phrases in the following sentences, indicating whether it is a past or present participial phrase and the noun or pronoun it modifies. 1. Defying all odds, Kisoi Munyao attempted to climb to the highest peak of Mt. Kenya for seven times. 2. Failing each time, he refused to give up. 3. Seeing his passion to scale the peak, the government offered him financial assistance. 4. The climber ascended slowly, making steady progress. 5. Pleased with his progress, he camped at eleven thousand feet. 6. The climber, determined to hoist the Kenyan flag, progressed on the following morning. 7. Slipping on the snow, Munyao fell on a dry tree trunk. 8. A rope worn from too many climbs then broke. 9. One of his hot water bottles, slipping to the bottom of the cliff, broke into pieces. 10. Munyao, overcome with joy, finally hoisted the flag at Point Batian. Vi Infinitive phrases An infinitive is a verb form that usually appears with the word to before it. To is called the sign of the infinitive. Examples: to lift to eat to launch to register To is a preposition if it is followed by a noun or noun phrase, but it is a sign of the infinitive if it is followed by a verb or verb phrase. Examples: Joseph longed for a flight to the moon. Prepositional phrase Not until 1985 was he able to succeed. Infinitive An infinitive phrase consists of an infinitive and its modifiers, objects or complements. It can function as a noun, adjective, or adverb. Examples: To write clearly and concisely can be difficult sometimes. Infinitive phrase functioning as a noun and the subject of the sentence . Proofreading your writing is a good way to ensure the absence of typing mistakes. Infinitive phrase functioning as an adjective modifying the noun way . |
2. Around the country adjectival modifying the noun companies. 3. Of the dog adjectival modifying the noun barking. 4. For hard work adverbial modifying the verb bred. 5. Over water adverbial modifying the verb built. 6. Of travel adjectival modifying the noun miles. 7. By bus adverbial modifying the verb went. To the market adverbial modifying the verb went. 8. At the market adjectival modifying the noun. 9. Of colours clothes adjectival modifying the noun display. 10. With professional expertise adverbial modifying the phrasal verb took through. Exercise 4 1. Golfing complement 2. Protecting their status object of the preposition in. 3. Playing golf with a commoner subject 4. Playing the game direct object 5. Training thoroughly subject 6. Playing the game- object of preposition 7. Contesting with junior golfers subject 8. Playing with the professionals direct object 9. Participating in international tournaments subject 10. Winning an international title complement Exercise 5 1. Defying all odds present participial phrase Kisoi Munyao 2. Failing each time present participial phrase he 3. Seeing his passion to scale the peak present participial phrase - government 4. Making steady progress - present participial phrase climber 5. Pleased with his progress past participial phrase he 6. Determined to hast the Kenya flag - past participial phrase climber 7. Slipping on the snow - present participial phrase Munyao 8. Worn from too many climbs - past participial phrase rope 9. Slipping to the bottom of the cliff- present participial - bottles 10. Overcome with joy - past participial phrase Munyao Exercise 6 1. To climb Mt. Kenya noun 2. To climb the mountain noun www.arena.co.ke 0713779527 116 3. To try this risky climb adjective modifying the noun Kenyans 4. To make rapid progress adverb modifying the verb helped 5. With very limited climbing gear adverb modifying the verb reach 6. To reach Point Batian noun 7. |
Faces To find out the verb, ask what after the subject. Examples: The young kids did what? Jumped Their faces did what? Shone The key word in the subject of a sentence is called the simple subject. For example, kids, faces. The complete subject is the simple subject plus any words that modify or describe it. For example, The young kids, Their faces. The key word in the predicate is called the simple predicate. For example, jumped, shone. The complete predicate is the verb plus any words that modify or complete the verb s meaning. For example, jumped playfully, shone brightly. The simple subjects and predicates may sometimes be more than one word. For simple subjects, it may be the name of a person or a place. Examples: www.arena.co.ke 0713779527 118 Ballack Obama won the US presidential race. South Africa is the home of many bats. The simple predicate may also be more than one word. There may be a main verb and a helping verb. Tanya has acted in many TV shows. She will be performing again tonight. Objects An object in a sentence is a word or words that complete the meaning of a sentence. It is involved in the action but does not carry it out. The object is the person or thing affected by the action described in the verb. It is always a noun or a pronoun and it always comes after the verb. Example: The man climbed a tree. Some verbs complete the meaning of sentences without the help of other words. The action that they describe is complete. Examples: It rained. The temperature rose. Some other verbs do not express a complete meaning by themselves. They need to combine with other words to complete the meaning of a sentence. Examples: Christine saw the snake. Rose wears goggles. He opened the door. In the above examples, the snake, goggles and the door are the objects as they are the things being affected by the verbs in the sentences. Refer to the topic on Transitive and Intransitive Verbs under the main topic VERBS . Exercise 1 Which groups of words are sentences and which ones are sentence fragments? 1. A huge storm was coming. 2. Behind the wattle tree. 3. After the earthquake. 4. The wind broke several houses. 5. Surprised by a loud noise. 6. Winds of high speed. 7. Rescue workers arrived. 8. From different parts of the world. 9. |
Punctuating compound sentences When writing some compound sentences, a comma is used before the conjunction. The comma tells the reader where to pause. Without a comma, some compound sentences can be quite confusing. Examples: Confusing: Jane studied the specimen and her sister took notes. The sentence might cause the reader to think that Jane studied both the specimen and her sister Better: Jane studied the specimen, and her sister took notes. The comma makes the sentence to be clear Sometimes the parts of a compound sentence can be joined with a semicolon ; rather than a comma and a conjunction. Example: Jane studied the specimen; her sister took notes. Www.arena.co.ke 0713779527 123 Never join simple sentences with a comma alone. A comma is not powerful enough to hold the sentences together. Instead use a semicolon. Example: Incorrect: My father enjoyed the meal, he didn t like the soup. Correct: My father enjoyed the meal; he didn t like the soup. Correct: My father enjoyed the meal, but he didn t like the soup. Iii Complex sentences A complex sentence contains one independent main clause and one or more subordinate dependent clauses. They describe more than one thing or idea and have more than one verb in them. They are made up of more than one clause, an independent clause that can stand by itself and a dependent clause which cannot stand by itself . Example: The picture looks flat because it is colourless. The picture looks flat is the independent main clause whereas because it is colourless is the subordinate dependent clause What is a clause? A clause is a group of words that contains a verb and its subject. There are two types of clauses main clauses and subordinate clauses. Main clauses A main clause is a clause that can stand as sentence by itself. A compound sentence contains two or more main clauses, because it is made up of two or more simple sentences. Each of these simple sentences is a main clause. Example: Robots operate machines, and they solve many labour problems. Robots operate machines and they solve many labour problems are both main clauses. They are also simple sentences. Main clauses are sometimes called independent clauses. Subordinate clauses Subordinate clauses are clauses that do not express a complete thought. So they cannot stand by themselves. Examples: If technology will improve When robots can do the work While electronics will work After the system is complete. None of the above clauses express a complete thought. |
So they cannot stand by themselves. Examples: If technology will improve When robots can do the work While electronics will work After the system is complete. None of the above clauses express a complete thought. They are sentence fragments that leave the reader wondering then what? Subordinate clauses are introduced by subordinating conjunctions such as if, when, while, and after. Www.arena.co.ke 0713779527 124 Other examples of subordinating conjunctions: although because so that until as before than whatever as if in order that though wherever as long as provided till whenever as though since unless where Now we can understand a complex sentence better. We have said that it contains one main clause and one or more subordinate clauses. Main clause subordinate clause The bell started ringing before we were out of bed. The battery needs recharging so that it can work tonight. The subordinate clause can sometimes appear before the main clauses. Examples: When the power failed, the computer stopped. Before you know it, your flat screen television will be stolen. The subordinate clause can also sometimes appear in between the sentence. Example: The medicine man, who knew many tricks, cheated the man that he had been bewitched. Types of subordinate clauses Subordinate clauses may be used in sentences as adjectives, adverbs and nouns in complex sentences. Such clauses are called adjectival, adverbial and noun clauses respectively. They add variety to one s writing. They can also make one s writing more interesting by adding details. Examples: Without subordinate clause: The bushman told us about the hidden cave. With subordinate clause: The bushman, who knew the forest well, told us about the hidden cave. I Adjectival clauses An adjectival clause acts as an adjective in a sentence, that is, it modifies a noun or a pronoun. Examples: The bushman, who knew the forest well, told us about the hidden cave. Who knew the forest well is an adjectival clause that modifies the noun bushman . The bushman told us a legend that involved the cave. That involved the cave is an adjectival clause that modifies the noun legend . An adjective clause usually comes immediately after the noun it modifies. More examples: People still search for the treasure that the pirate hid. As can be seen from the above examples, adjectival clauses, like adjectives, modify nouns or pronouns answering questions like which? Or what kind of? |
Informal: The map you saw guides the way. But never omit the relative pronoun if it is in the clause. Examples: www.arena.co.ke 0713779527 126 Correct: This is the forest that has a secret cave. Incorrect: This is the forest has a secret cave. Commas are put around adjectival clauses only if they merely add additional information to a sentence. Example: The map, which you saw, shows the way. This adjective clause can be left out without affecting the grammatical structure of the sentence. It is merely adding information to the sentence by telling us which map? The map shows the way. Ii Adverbial clauses An adverbial clause is a subordinate clause which takes the place of an adverb in a sentence. Just like adverbs and adverbial phrases, adverbial clauses answer the questions where, when, how, to what extent, with what goal result and under what conditions. In addition, an adverbial clause may tell why. Note how an adverb clause can replace an adverb and an adverbial phrase in the following example: Adverb: The Prime Minister gave a speech here. Adverbial phrase: The Prime Minister gave a speech in the afternoon. Adverbial clause: The Prime Minister gave a speech where the workers were striking. Usually, an adverbial clause is introduced by a subordinating conjunction like because, when, whenever, where, wherever, since, after and so that. Note that a subordinate adverb clause can never stand alone as a complete sentence. Example: after they left dining hall The above adverbial clause will leave the reader asking what happened after they left the dining hall? Adverbial clauses express relationships of cause, effect, place, time and condition. Cause Adverb clauses of cause answer the question why? Example: Njoroge wanted to kill his uncle because he had murdered his father. Effect Adverbial clauses of effect answer the question with what goal result? Example: Njoroge wanted to kill his uncle so that his father s murder would be avenged. Time Adverbial clauses of time answer the question when? Www.arena.co.ke 0713779527 127 Example: After Njoroge s uncle married his mother, he wanted to kill him Condition Adverbial clauses of condition answer the question under what conditions? Example: If the uncle cooperates, Njoroge may decide to pardon him. |
Time Adverbial clauses of time answer the question when? Www.arena.co.ke 0713779527 127 Example: After Njoroge s uncle married his mother, he wanted to kill him Condition Adverbial clauses of condition answer the question under what conditions? Example: If the uncle cooperates, Njoroge may decide to pardon him. Place Adverbial clauses of place answer the question where? Example: Njoroge organised a demonstration where his father s murder occurred. Note that an adverbial clause can appear either before or after the main clause of the sentence. Iii Noun clauses A noun clause is a clause which takes the place of a noun or a noun phrase. It can be used in any way that a noun is used. That is, it can act as the subject, object, object of a preposition, or predicate noun in a sentence. Just like a noun, a noun clause answers the questions who, when, or what? Examples: As subjects Noun: Kamau is unknown Noun phrase: Their destination is unknown Noun clause: Where they are going is unknown. The noun clause where they are going is the subject of the verb is. As objects Noun: I know French. Noun phrase: I know the three ladies. Noun clause: I know that Latin is no longer spoken as a native language. In the first sentence, the noun French acts as the direct object of the verb know. In the third sentence, the entire clause that Latin is no longer spoken as a native language is the direct object of the verb know. As objects of the preposition Noun: He talked about him. Noun phrase: He talked about the funny items. Noun phrase: He talked about what you bought at the supermarket. In the first sentence the pronoun him is the object of the preposition about. In the third sentence, what you bought at the supermarket is the object of the preposition about and answers the question about what? As predicate nouns Her first day in school was what shaped her life. Www.arena.co.ke 0713779527 128 The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school. Words often used to introduce noun clauses that when whose what whatever whoever how who whoever where whom Note You cannot tell the kind of a clause from the word that introduces it. |
As predicate nouns Her first day in school was what shaped her life. Www.arena.co.ke 0713779527 128 The adverbial clause what shaped her life gives more information about the subject of the sentence Her first day in school. Words often used to introduce noun clauses that when whose what whatever whoever how who whoever where whom Note You cannot tell the kind of a clause from the word that introduces it. You can tell the kind of clause only by the way it is used in a sentence. If the clause is used as a noun, it is a noun clause. If the clause is used as a modifier, it is an adjectival clause or an adverbial clause. Examples: Whoever built the house was not an expert. Noun clause as a subject No one knew where he came from. Noun clauses a direct object He left the construction site whenever he wished. As an adverbial clause This is the layout which he left behind. As an adjectival clause . Exercise 4 Identify the following sentences as simple, compound or complex. If it is a complex sentence, indicate whether it has an adjective, an adverb or a noun subordinate clause. 1. The hotel is not very old. 2. The hotel is not very old; it was constructed in 1987. 3. It has a strange name, but it attracts many tourists. 4. Whoever broke the mirror will have to pay for it. 5. The Gor Mahia fans hope that the team will win again. 6. Did I tell you about the author whom I met? 7. They are searching for the man stole the cow. 8. People began riding horses at least five thousand years ago. 9. Some people watch the moon as though it affects their lives. 10. Some superstitions developed when people felt helpless about the world around them. 11. The parachute was really a sail that was designed for skiing. 12. The moon orbits the earth every 291 2 days. 13. My dog loves bread crusts. 14. I always buy bread because my dog loves the crusts. 15. Whenever lazy students whine, Mrs. Ndegwa throws pieces of chalk at hem. 16. The lazy students whom Mrs. Ndegwa hit in the head with pieces of chalk complained bitterly. 17. My dog Shimba, who loves bread crusts, eats them under the kitchen table. Www.arena.co.ke 0713779527 129 18. |
Example: Register to vote, said the senator, before the end of the day . If the second part of the quotation is a complete sentence, the forst kword of this sentence is capitalized. Example: I did register, said Carol. It took only a few minutes Commas and full stops are placed inside quotation marks Example: Last night, said Joyce, I listened to a debate Quotation marks and exclamation marks are placed inside a quotation mark if they belong to the quotation. If they do not, they are placed outside the quotation. Examples: Joyce asked, Whom are you voting for? Did Carol say, I don t know yet ? I can t believe that she said, I don t know yet ! Speech tags may appear before, in the middle or at the direct speech. Examples: He said, You know quite well that you have to vote You know quite well, he said, that you have to vote . You know quite well that you have to vote, he said. Exercise 6 Rewrite the following sentences correctly in direct speech. Ensure you puntuiate them accordingly. 1. John said there was a terrible accident in Nairobi. 2. Petro added it happened in Umoja Estate. 3. It involved a train and a bus added John www.arena.co.ke 0713779527 133 4. Sarah asked did anyone die 5. No one died, but the railway line was destroyed answered Peter 6. Over the months said John the railway line has been rebuilt 7. How lucky that no one died exclaimed sarah 8. I think kthey shoul put a railway-crossing sigh board Petro said it would help bus0drivers a lot 9. Or they shoul put bumps on both sides of the railway line to slow down the buses John suggested 10. Who knows what might happen next wondered Sarah INDIRECT SPEECH Indirect speech is used to refer to a person s words without quoting him or her exactly. It is also referred to as indirect quotation or reported speech. The original spoken words are not repeated. The exact meaning is given without repeating the speaker s words. Example: Direct speech: The governor said, Creating new jobs will be my first priority Indirect speech: The governor said that creating new jobs would be his first priority. Several changes do occur when changing a sentence from direct to indirect speech 1. |
Don t worry, Joels aid They will be apprehended tomorrow . QUESTION TAGS A question tag or a tag question is a phrase that is added at the end of a statement to turn into a question. When a speaker uses a question tag at the end of a statement, he she is seeking for approval, confirmation or correction. Examples: APPROVAL: I look smart today, don t I? Yes you do. CORFIRMATION: These are the new students, aren t they? Yes they are. CORRECTION: I paid your money yesterday, didn t I ? No you didn t Many learners face a problem of supplying the correct question tags to sentences. This is because they fail to observe the following rules of question tags: 1. A comma must be put to separate the statement with the question tag. A question mark must be placed at the end of the question tag. Examples: Rufftone has released a new album, hasn t he? He is pushing for a decision by tomorrow, isn t he? 2. The auxiliary verb in the statement must be repeated in the question tag Examples: Neson Mandela was in prison for 27 years, wasn t he? The people of South Africa have lost a great hero, haven t they? 3. When there is no auxiliary verb in the statement, the appropriate form of the auxiliary verb Do must be used in the question tag Examples: Mark Francis wakes up very early, doesn t he? Peter Bryan bought an I-pad phone, didn t he ? 4. The subject in the statement must be repeated in the question tag. If it is a noun in the statement, it changes to the appropriate pronoun. If it is a pronoun in the statement, it remains a pronoun in the question tag. Examples: Fatou Bensouda is prosecutor in ICC, isn t she? She does her work meticulously, doesn t she? 5. Wen the statement is positive i.e. It does not have the word not in it , the question tag must be negative i.e. must use the negative word not and visa versa. Examples: David Rudisha has broken another record, hasn t he? Cathrerine Ndereba hasn t been very active, has she? Douglas Wakiihuri does not run any more, does he? Www.arena.co.ke 0713779527 136 Ezekiel Kemboi entertains the audience after winning, doesn t he? |
Green object complement 5. The queen object complement 6. Stealing the mango participial complement 7. Senseless object complement 8. A kind person subject complement 9. Crying participial complement 10. Trembling participial complement Exercise 4 1. Simple sentence 2. Compound sentence 3. Compound sentence 4. Complex whoever broke the mirror noun clause 5. Simple sentence 6. Complex sentence whom I met adjectival clause 7. Complex sentence who stole the cow adjectival clause 8. Simple sentence 9. Complex sentence as though it affects their lives adverbial clause 10. Complex sentence - when people felt helpless about the world around them adverbial clause. 11. Complex sentence that was designed for skiing adjectival clause 12. Simple sentence 13. Simple sentence 14. Complex sentence because my dog loves crusts adverbial clause 15. Complex sentence whenever lazy students whine adverbial clause www.arena.co.ke 0713779527 139 16. Complex sentence whom Mrs. Ndegwa hit in the head with pieces of chalk adjectival clause 17. Complex sentence who loves bread crusts adjectival clause 18. Complex sentence that drinks too much milk adjectival clause 19. Complex sentence what Aunt Lucy adds to her stew noun clause 20. Compound sentence Answers to Exercise 5 1. Declarative 11. Declarative 2. Imperative 12. Imperative conditional 3. Exclamatory 13. Interrogative 4. Conditional 14. Interrogative 5. Interrogative 15. Declarative 6. Exclamatory 16. Exclamatory 7. Exclamatory 17. Conditional 8. Declarative 18. Imperative 9. Imperative 19. Declarative 10. Conditional 20. Exclamatory CHAPTER FIVE CAPITALIZATION AND PUNCTUATION A Capitalization www.arena.co.ke 0713779527 140 Capitalization is the writing of a word with its first letter as an upper case and the remaining letters in lower case. |
Do not capitalize little words such as a, an, the, but, as, if, and, or, nor etc. C Titles of shorts stories, songs, articles, book chapters and most poems. Examples: Half a Day short story Kigeugeu song Three Days on Mt. Kenya short story www.arena.co.ke 0713779527 141 The Noun Clauses chapter in a book Grass Will Grow a poem E Religious names and terms Examples: God Allah Jesus the Bible the Koran Do not capitalize the words god and goddess when they refer to mythological deities. F Major words in geographical names Examples: Continents Africa, Asia, Europe, Australia Water bodies the Indian Ocean, the Atlantic Ocean, the Nile River, River Tana, Lake Victoria. Landforms the Rocky Mountains, the Aberdares Mountains, the Rift Valley, the Sahara Desert. Political Units the Kirinyaga County, the Central Province, Inoi Sub-location. Public Areas Nairobi National Park, Wajee Nature Park. Roads and Highways Jogoo Road, Kenyatta Avenue, Uganda Road. G Names of organisations and institutions Examples: Kianjege West Secondary School, United Nations, University of Nairobi, Nairobi Women s Hospital Note that here you capitalize only the important words. Do not capitalize such words such as a, in, and of. Do not capitalize such words as school, college, church and hospital when they are not used as parts of names. Example: There will be a beauty contest at school. H Months, days and holidays Examples: June Labour Day Tuesday December Kenyatta Day Mashujaa Day Do not capitalize names of seasons: autumn, summer, winter, spring I Languages, races, nationalities and religions Examples: Chinese Kikuyu Christianity Caucasian Bantu Nigerian Muslim Oriental J The first word of every sentence Example: What an exciting day it was! K The pronoun I Example: www.arena.co.ke 0713779527 142 What should I do next? L Proper Nouns Examples: Lang ata Cemetery Ann Pauline Nyaguthii Kangaita Women s Group Muhigia Teachers Sacco M Proper Adjectives Examples: We ate at an Italian restaurant She is a German N The first word in greetings and the closing of a letter. |
H Months, days and holidays Examples: June Labour Day Tuesday December Kenyatta Day Mashujaa Day Do not capitalize names of seasons: autumn, summer, winter, spring I Languages, races, nationalities and religions Examples: Chinese Kikuyu Christianity Caucasian Bantu Nigerian Muslim Oriental J The first word of every sentence Example: What an exciting day it was! K The pronoun I Example: www.arena.co.ke 0713779527 142 What should I do next? L Proper Nouns Examples: Lang ata Cemetery Ann Pauline Nyaguthii Kangaita Women s Group Muhigia Teachers Sacco M Proper Adjectives Examples: We ate at an Italian restaurant She is a German N The first word in greetings and the closing of a letter. Examples: Dear Mark, Yours sincerely, Dear Bryan, Yours faithfully, My dear Mum, Very truly yours, O Quotations Examples: Jamlick exclaimed, This book would make a great movie! Where, asked the stranger, is the post office? It s late, Billy said. Let s go home! P First word of each main topic and subtopic in an outline Examples: 1. Parts of speech A. Nouns i Proper nouns Exercise 1 Correct all errors of capitalization in the following sentences. 1. This play is a revision of shakespeare s earlier play, the merchant of venice. 2. John kiriamiti wrote my life in crime 3. I admire women who vie for parliamentary seats 4. Benard mathenge and his wife have travelled to america. 5. My grandmother grew up in witemere. 6. The nile river is one of the largest rivers in africa. 7. Each year tourists visit maasai mara national part. 8. The tv show papa shirandula has attracted many viewers. 9. Uganda and kenya have signed an agreement over the ownership of migingo islands. 10. Our country got it s independence in december 1963. 11. On christmas day, all my relatives gathered at my home. 12. Waiyaki is a fictional character in ngugi wa thiongo s novel, the river between. Www.arena.co.ke 0713779527 143 13. The city of mombasa gets its water from river tana. 14. |
Skin diseases B. Verbs 5. Hereditary diseases 1. Types of verbs 6. Lifestyle diseases 2. Uses of verbs 7. Infectious diseases between numerals representing dollars, cents, before a decimal and in percentages Examples: 25.65 165.42 25.3 b The question mark ? The question mark is used at the end of an interrogative sentence a sentence that asks a question . Examples: When was the Times Tower built? Who built it? C The Exclamation mark ! The exclamation mark is used at the end of the exclamatory sentence and after an interjection. An exclamatory sentence expresses strong feeling, emotion or emphasis. An interjection is a word or group of words that expresses strong feelings . Examples: Exclamatory sentence: Oh, what a tall building it is! Interjections: Superb! Fantastic! Impressive! An exclamation mark can also be used at the end of an imperative sentence that expresses strong feeling. Example: Sit! And stay in that chair if you know what s good for you! Ii The comma www.arena.co.ke 0713779527 145 There are a number of uses of the comma in English. A comma generally tells the reader where to pause. They are used: to separate words in a series except the last The three or four items in a series can be nouns, verbs, adjectives, adverbs, phrases, independent clauses, or other parts of sentences. Examples: Nouns: John, Jim, Jack walk to school everyday. Verbs: He located, patched, and sealed the leak in the tyre. Adverbs: She walked quickly, steadily, and calmly. Prepositional phrases: He walked through the park, over the bridge, and onto the streets. Independent clauses: The match was over, the crowd cheered, and Barcelona received the first- place trophy. Adjectives: The fresh, ripe fruit was placed in a bowl. Note in the above examples that a comma must be used just before the conjunction. Before the conjunction in a compound sentence Some students were taking their lunch, but others were studying. Marto photographed the accident scene, and he sold the pictures to the newspaper. Example: Would she be a lawyer, or would she be a doctor? Note: A comma is not required in very short compound sentence in which the parts are joined by and. |
Serah, do you know where I kept my phone? How is your leg, grandpa? To set off the spoken words in a direct sentence or quotation from the speech tag Examples: Jackson said, After my injury I had to learn to walk again. The therapists urged me to keep trying, he continued. If the speech tag interrupts the spoken words commas are used after the last word of the first part of the spoken words and after the last word in the speech tag. Example: After a while, he added, I was walking without a cane . Note: When a sentence is indirect or reported, no commas are used. Example: He added that after a while he was walking without a cane. When writing dates Place a comma after the day of the month. Examples: July 3, 1965 December 12, 2010 when referring to geographical location. Place a comma between the name of the town or city and the name of the state, district, or country. Examples: Kibingoti, Kirinyaga County Mombasa, Kenya www.arena.co.ke 0713779527 147 after the closing of a friendly or business letter. Examples: Dear Rose, Yours sincerely, iii The semicolon ; and the colon : a The semicolon ; The semicolon is used: to separate the parts of a compound sentence when no conjunction is used. Example: Mountain climbing is exciting; it can also be dangerous. Note that the semicolon replaces the comma and the coordinating conjunction. Conjunctions that are commonly replaced by semicolons are and, but, or, for, and nor. Before a conjunctive adverb that joins the clauses of a compound sentence conjunctive adverbs are words like therefore, however, hence, so, then, moreover, nevertheless, yet, consequently, and besides . Example: The competition takes place in July; however, I prefer August. To separate the parts of a series when commas occurs within the parts. Example: Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica. Iv The colon : The colon is used: to introduce a list of items Example: My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons. After the greeting of a business letter Example: Dear Mr. |
Example: Last year I flew to Johannesburg, South Africa; Cairo, Egypt; and Kingston, Jamaica. Iv The colon : The colon is used: to introduce a list of items Example: My school bag contains the following items: exercise books, text books, pencils, pens, a geometrical set, and a packet of crayons. After the greeting of a business letter Example: Dear Mr. Mututho: between numerals that represent hours and minutes and between chapter and verse in a biblical reference Examples: 9:00 A.M. 6:00 P.M. Exodus 2:1-3 v The Hyphen - The hyphen is used: www.arena.co.ke 0713779527 148 to divide a word at the end of a line of writing. Note that only words with two or more syllables may be divided at the end of a line and words should be divided only between syllables. Example: When walking along the streets of Naivasha Town, he met his friend, Waina- ina. Never divide a word of one syllable and do not divide words to leave a single letter at the end or beginning of a line. Incorrect: a-ttraction Correct: attra-ction. In compound adjectives that come before the nouns they modify and in certain compound nouns. Examples: Samuel Wanjiru was a world-famous athlete. She is my sister-in-law. In compound numbers from twenty-one through ninety-nine and in fractions. Examples: seventy-three relatives one-quarter full vi The Apostrophe The apostrophe is used: to form the possessive of a singular noun Add an apostrophe and an s. Examples: the baby s cot James s car Joseph s radio to form the possessive of a plural noun that does not end in s Add an apostrophe and an s. Examples: children s men s women s to form the possessive of a plural noun that ends in s Add only the apostrophe. Examples: tricksters tenants to form the possessive of an indefinite pronoun Use an apostrophe and an s. Examples: everybody s somebody s nobody s Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs. |
Examples: children s men s women s to form the possessive of a plural noun that ends in s Add only the apostrophe. Examples: tricksters tenants to form the possessive of an indefinite pronoun Use an apostrophe and an s. Examples: everybody s somebody s nobody s Note: Never use an apostrophe with a possessive pronoun like our, yours, hers, theirs. In names of organisations and business, Show possession in the last word only www.arena.co.ke 0713779527 149 Example: the United Nations brochure in hyphenated terms Show possession in the last word only. Example: My mother-in-law s photograph album in cases of joint ownership Show possession in the last word only. Example: Peter and Patrick s Limousine in forming contractions In contractions, apostrophes replace omitted letters. Examples: she s she is aren t are not I m I am it s It is isn t is not we ll we will can t cannot won t will not they ve they have To show that part of a date has been omitted Examples: The tribal clashes of 08 the tribal clashes of 2008 The 82 coup attempt the 1982 coup attempt vii Quotation Marks The quotation marks are used: to enclose the spoken words in a direct sentence. Indirect sentences need no quotation marks. Example: Direct speech: The presidential candidate promised, Creating new jobs for the youths will be my first priority. Indirect speech: The presidential candidate promised that creating new jobs would be his first priority. Note: i Always begin a direct quotation with a capital letter. Example: The minister said, You must conserve our environment. Ii When the spoken words are divided by the speech tag, begin the second part of the quotation with a small letter. Example: Bring me the money, said the moneylender, before the end of the day. If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized. Example: I am scared, said the borrower. That moneylender is a brute. Www.arena.co.ke 0713779527 150 iii Place commas and fullstops inside quotation marks Place semicolons and colons outside quotation marks. |
Example: Bring me the money, said the moneylender, before the end of the day. If the second part of the quotation is a complete sentence, the first word of this sentence is capitalized. Example: I am scared, said the borrower. That moneylender is a brute. Www.arena.co.ke 0713779527 150 iii Place commas and fullstops inside quotation marks Place semicolons and colons outside quotation marks. Examples: Last month, the borrower explained, I borrowed some money from the moneylender. Carol said to the borrower, And you refused to repay back on time ; however, the borrower did not agree. These candidates were suggested in the article Our Country s Future : Raila Odinga, Uhuru Kenyatta, William Ruto, and Martha Karua. Iv Place question marks and exclamation marks inside quotation marks if they belong to the quotation. Place them outside if they do not belong to the quotation. Examples: Carol asked, How much money did you borrow? Did the borrower say, I can t remember ? You are a fool! Exclaimed Carol. V Use single quotation marks to enclose a title or quotation within a quotation. Example: Carol heard the borrower say, I can t remember before she lost her temper. If the tile or quotation within the quotation ends the sentence, use both the single and the double quotation marks after the last word of a sentence. Example: Carol heard the borrower say, I can t remember. V In a quotation of more than one paragraph, use quotation marks at the beginning of each paragraph and the end of the final paragraph. Exercise 1 Punctuate each of the following sentences appropriately. 1. He earned about three million dollars that year 2. You know who Jomo Kenyatta was, don t you 3. What a wonderful and inspired leader he was 4. He was also a person who helped many people 5. Some people write stories but others write poems. 6. Try to write a concise informative and interesting letter. 7. Also make sure your letter as a heading an inside address a salutation a body a closing and your signature. 8. One of the most exciting modern developments I believe is the computer. 9. Today is July 2 2011. I will never forget this date. 10. I have lived in Sagana Kirinyaga County since 2008. |
What a wonderful and inspired leader he was!4.He was also a person who helped many people.www.arena.co.ke 0713779527 152 5.Some people write stories, but other write poems.6.Try to write a concise, informative, and interesting letter.7.Also make sure that your letter has a heading, an inside address, a salutation, a body, a closing, and your signature.8.One of the most exciting modern developments, I believe, is the computer.9.Today is July 2, 2011.I will never forget this date.10.I have lived in Sagana, Kirinyaga County, since 2008 11.Try submitting your work to the following publishers: Longhorn Publishers, Jomo Kenyatta Foundation, or Oxford University Press.12.Remember, a writing career requires the following traits: confidence, perseverance, and a thick skin!13.Long ago, people used hand sharpened straws and reeds as pens.14.Fountain pens were invented in our great grandparents time.15.Soft-tip pens and rolling-ball pens were invented twenty-five years ago.16.What would you do if you couldn t build a house for yourself?17.You d find someone who could build it for you, wouldn t you?18.These archives are important to modern historians research.19.In his play Shreds of Tenderness, John Ruganda said, People who have never lived through a coup d etat have romantic ideas about it. 20.Mr. Mureithi said, A short letter to a friend is an insult. Www.arena.co.ke 0713779527. |
A TEACHER S Guide TO THE SIGNET CLASSICS EDITION OFHENRIK IBSEN sA DOLL s HOUSEby LAURA REIS MAYERS e r i e s E d i t o r s :Jeanne M. McGlinn and James E. McGlinnboth at University of North Carolina AT ASHEVILLEA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House2Copyright 2008 by Penguin Group USA For additional teacher s guides, catalogs, and other resources, please visit www.penguin.com academic or write to:TABLE OF CONTENTSAn Introduction......................................................................................................3List of Characters....................................................................................................3Synopsis of the Play................................................................................................4Prereading Activities...............................................................................................5I. Building Background Knowledge in Literature............................................5II. Building Background Knowledge in History and Culture..........................7III. Building Background Knowledge Through Initial Exploration of Themes..........................................................................8During Reading Activities.....................................................................................11I. Analyzing Through Group Response..........................................................11II. Analyzing Through Individual Response .................................................16After Reading Activities........................................................................................19I. Topics For Discussion And Essays..............................................................19II. Connecting To The Wild Duck, Hedda Gabler, and The Master Builder....20III. Group And Individual Projects................................................................21About the Author of This Guide..........................................................................26About the Editors of This Guide..........................................................................26Free Teacher s Guides............................................................................................27PENGUIN GROUP USA INC.Academic Marketing Department375 Hudson StreetNew York, NY 10014-3657http: www.penguin.com academicIn Canada, write to:PENGUIN BOOKS CANADA LTD.Academic Sales90 Eglinton Ave. East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of AmericaA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House3AN INTRODUCTIONTo a generation of students raised on liberated dolls such as Barbies and Bratz, Henrik Ibsen s A Doll s House uncovers a shocking secret: some dolls don t get to play the roles they really want. Ibsen s Nora Helmer is a doll trapped in her house, a condition underscored by the fact that all the play s action takes place in her own living room. |
East, Ste. 700Toronto, OntarioCanada M4P 2Y3Printed in the United States of AmericaA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House3AN INTRODUCTIONTo a generation of students raised on liberated dolls such as Barbies and Bratz, Henrik Ibsen s A Doll s House uncovers a shocking secret: some dolls don t get to play the roles they really want. Ibsen s Nora Helmer is a doll trapped in her house, a condition underscored by the fact that all the play s action takes place in her own living room. Repressed by a husband who expects her to fulfill her wifely and motherly roles under strict guidelines of morality and appearance, Nora discovers she has a will of her own. Ultimately, Nora realizes there is only one path that leads to her true identity, and that path begins outside the doll house. As a genre study, A Doll s House is a realistic drama that highlights the cultural conflicts of the nineteenth century. With its shocking and controversial conclusion, it marks a monumental, historic shift in the role of theater. Yet Ibsen s masterpiece remains a celebration of the art of theater. With its emphasis on individual characters, costumes, and personal props such as Nora s macaroons and tarantella dress, Ibsen s play transforms common stage conventions into a prophetic vision of a new society, one where individuals, both men and women, are free from the restraint of playing pre-determined roles. Today s teachers are in a unique position to share the historic, theatrical, and cultural significance of A Doll s House. Proving the adage that everything old is new again, FOX Broadcasting has announced a new television series scheduled to premiere in January 2009. Its central character is a woman whose job requires her to play a new personality every week. In between roles, her memory is erased. But her blossoming self-awareness and search for true identity soon mark her as subversive. The series is titled . . . Dollhouse. This guide is designed to assist teachers in planning a unit accessible to readers of various levels and learning styles. Ideas include opportunities for listening, speaking, writing, and creating. Pre-reading activities are provided to prepare students for reading a nineteenth century reality play, and to challenge students to think about Ibsen s themes. During-reading activities ask students to read more critically. |
Ideas include opportunities for listening, speaking, writing, and creating. Pre-reading activities are provided to prepare students for reading a nineteenth century reality play, and to challenge students to think about Ibsen s themes. During-reading activities ask students to read more critically. And post-reading activities encourage students to evaluate the significance of A Doll s House by analyzing Ibsen s style and comparing the play to other works, including Ibsen s The Wild Duck, Hedda Gabler, and The Master Builder. The scope and variety of activities offered in this guide can be used selectively by teachers in focusing on the objectives of their course and the goals for their students. LIST OF CHARACTERS Major CharactersTorvald HelmerA lawyerNora HelmerTorvald s wifeDr. RankTorvald s closest friendMrs LindeNora s childhood friendNils KrogstadA bank clerkMinor CharactersIvar, Emmy, BobThe Helmers three small childrenAnne-MarieTheir nurseHeleneA maidDelivery BoyA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House4SYNOPSIS OF THE PLAYAct OneNora Helmer enters her lovely living room laden with packages and a Christmas tree, humming a happy tune and sneaking a macaroon. Her husband, Torvald, greets her with questions about her spending, calling Nora his little lark, squirrel, spendthrift, and sweet tooth. Nora reminds him that they have no worries since Torvald has just been offered a bank managerial position, but her husband opts for caution. When Torvald inquires what she desires for Christmas, Nora asks for money. Two visitors enter the house: Dr. Rank accompanies Torvald to his study, and Mrs. Linde, an old friend who has been out of touch, joins Nora. The two women share confidences, and Nora reveals that she has hidden more than macaroons from her husband. Due to Torvald s serious illness several years prior, Nora explains, she had to finance a year of recovery in Italy. While she told Torvald that her father had left them the money, Nora actually forged her father s signature and borrowed the money from a lawyer named Krogstad. Justifying her dishonesty by saving Torvald s health and pride, Nora explains that she has been secretly working to pay off the loan, and she is almost free of her debt. |
Due to Torvald s serious illness several years prior, Nora explains, she had to finance a year of recovery in Italy. While she told Torvald that her father had left them the money, Nora actually forged her father s signature and borrowed the money from a lawyer named Krogstad. Justifying her dishonesty by saving Torvald s health and pride, Nora explains that she has been secretly working to pay off the loan, and she is almost free of her debt. Krogstad enters next, hoping to salvage his position at the bank by speaking to Torvald. After Krogstad leaves, Nora is able to talk Torvald into giving Mrs. Linde a position at the bank. Torvald, Dr. Rank, and Mrs. Linde leave, and Nora visits with her three children. Krogstad returns with a threat: Nora must get Torvald to keep Krogstad s position at the bank, or Krogstad will reveal Nora s deception and forgery. Upon Torvald s return, Nora questions him about Krogstad s past, and Torvald explains that Krogstad lost his own reputation due to forgery. Declaring that such a lie infects the whole life of a home, Helmer returns to his study, leaving Nora anxious but determined. Act TwoThe curtain rises on the same room the next day, which is Christmas. Nora paces frantically, anxious that Krogstad will return to reveal her forgery to Torvald. The nurse enters with a box of masquerade clothes for the next evening s festivities, and Nora questions her about children who grow up without mothers. Kristine Linde enters, and as she helps Nora repair her masquerade dress, Nora confides in her friend once again. Assuring Kristine that she did not get the money from Dr. Rank, Nora asks Mrs. Linde to play with the children while she speaks to Torvald. Promising to scamper about and do tricks if only Torvald would give in, Nora asks her husband to keep Krogstad at the bank. Reminding her that rumors would spread about his wife s influence, Torvald denies Nora s request. When she says his concerns about propriety are petty, Torvald becomes incensed and sends Krogstad s termination letter to his home. Dr. Rank confides to Nora that he is dying and that he has loved her for years. |
When she says his concerns about propriety are petty, Torvald becomes incensed and sends Krogstad s termination letter to his home. Dr. Rank confides to Nora that he is dying and that he has loved her for years. Unable to ask the doctor for help after his admission, Nora asks for a lamp to be brought in. Krogstad, having received his termination, returns to threaten Nora again, and the two admit that though they have both considered suicide, neither can brave it. Krogstad leaves, but his letter revealing all is clearly heard entering the mail slot. Nora keeps Torvald from reading the letter by begging his help with the tarantella dance she will perform at the masquerade. Dancing frenetically as though her life were at stake, Nora keeps Torvald occupied re-teaching her the dance. But tomorrow night, she promises him, then you ll be free. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House5Act ThreeThe act opens, once again, in the Helmer s living room, where Kristine Linde awaits the Helmers return from the party upstairs. Nora has just danced the tarantella. As Mrs. Linde waits, Krogstad arrives at her request. Kristine asks Krogstad to give them a second chance at a relationship. Krogstad agrees, promising to retrieve his letter of revelation, but Kristine convinces him to let the truth come to light for the good of both Nora and Torvald. The Helmers arrive from the party, Kristine leaves, and Torvald s amorous mood is interrupted by a visit from Dr. Rank, who leaves his calling card marked by the black cross that announces his impending death. Helmer tells Nora that he has often wished for some danger to befall her so that he can rescue her, and Nora seizes this opportunity to encourage Torvald to read Krogstad s letter. Torvald reads it and immediately chastises Nora, claiming she has wrecked his happiness and ruined his future. Torvald explains that Nora can stay in the house but will be unfit to raise the children. From now on, Torvald claims, happiness doesn t matter; all that matters is . . . The appearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again. |
. . The appearance. When a letter arrives including Nora s cancelled debt, Torvald is happy again. But Nora is forever changed by her husband s reaction, and after removing her masquerade costume, she sits down with Torvald to share the first serious conversation of their eight year marriage. Declaring she has been wronged greatly by both her father and her husband, Nora compares her existence in their homes to a doll in a doll house. When Torvald declares his wife cannot leave because her husband and children are her most sacred duties, Nora responds with I have other duties equally sacred. . . .Before all else, I m a human being. Nora is determined to remain strangers unless the greatest miracle of all could happen the ability to live together in a true marriage. Nora departs, and the audience is left with the sound of a door slamming shut. PREREADING ACTIVITIESThese activities are designed to deepen students background knowledge of literary symbols and traditions, and to introduce them to the play s major themes. Note: Consult other Teacher s Guides to Signet Classics; they contain ideas that can be adapted to prepare students to read and enjoy this play .I. BUILDING BACKGROUND KNOWLEDGE IN LITERATUREIntroduction to A Doll s HouseTreasure HuntOne way to arouse students interest in studying any play is to have them bring or draw objects which are connected to the plot, characters, or theme of the play. You can provide students with a list if you want to do this activity before they read the play OR they can brainstorm a list after they read different parts of the play or as a post-reading activity. Students can gather or create a range of objects, from easy to difficult, to bring to class to organize displays. Here are a few suggestions for a class reading A Doll s House:1.SETTING: a dollhouse, a masquerade mask, a peasant costume, a box of macaroons, a map of Norway, an audio tape with the sound of a slamming door or gypsy music suitable for the tarentella. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House62.CHARACTERS: a mommy doll, three children dolls, a lawyer s name plate, a business card with a black cross, a forged letter. 3. THEME: objects which symbolize individualism, deception, identity, and reality vs. |
A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House62.CHARACTERS: a mommy doll, three children dolls, a lawyer s name plate, a business card with a black cross, a forged letter. 3. THEME: objects which symbolize individualism, deception, identity, and reality vs. appearance prior to the scavenger hunt allow students to brainstorm ideas of objects which suggest these abstract qualities .Probable PassagesTo encourage student predictions, generate a list of ten to fifteen words related to A Doll s House. Ask students to write a probable passage paragraph that predicts the content of the play by using all the words from the list. After the play is read, students can return to the passage and make corrections to their summaries. Possible words might include: dollhouse, black cross, tarantella, masquerade, forgery, bank, mailbox, door, blackmail, husband, wife, reputation, morality. Circle MapTo build anticipation and to make connections by studying the play s title, ask students to draw a circle map at their desks as you model one on the board. In the middle of the circle, write A Doll s House. Ask students to predict what the play will be about by filling in the circle with words and ideas associated with a doll house. Model how to draw a frame around the circle map. Ask students to fill in the frame of reference with sources for their associations. For example, if students wrote toy in the circle, they might write my childhood in the frame of reference. Encourage abstract associations such as playing parts or fantasy role-play. Metaphoric ConnectionsA Doll s House utilizes the traditional metaphor of role-playing or masking to represent a character s repressed identity. Ask students to research other works of literature that incorporate masking and to create bibliographic entries and short summaries for each source they find. Arrange for a class period in the computer lab or media center and provide students with links or titles in order to initiate their searches. Either on the computer or in written form, individual students or teams can summarize the plot of their selection s and add works cited type entries with source information. Afterwards, summaries and bibliographic information can be compiled and shared in class to demonstrate the pervasiveness of the masking role-playing metaphor in literature. Titles for research might include:1. As You Like It2. Cinderella3. Much Ado About Nothing4. |
As You Like It2. Cinderella3. Much Ado About Nothing4. Pinocchio5. Pygmalion6. Romeo and Juliet7. Sleeping BeautyA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House7Genre StudyCritical ReadingWhile Ibsen is classified as a realistic dramatist, his theatrical career is often divided into three distinct periods that define the styles of his individual plays. The foreword to the Signet Classics Centennial Edition of Ibsen: Four Major Plays discusses Ibsen s developing style with particular emphasis on A Doll s House. Ask students to read Rolf Fjelde s Foreword and choose an appropriate comprehension strategy for note taking. Students might take Cornell Notes, double-column notes, or use post-its. To process their thinking, allow students to turn and talk after they have completed the reading. Reality TelevisionIn order to encourage students to think about the choices a playwright must make when creating a play with the look and feel of real life, ask students to develop a new reality T.V. show. Explain to students, however, that unlike the current television offerings, these reality shows must actually attempt to appear real. Like the realistic dramatists of the 19th and 20th centuries, students must discard lofty or overblown theatrics and storylines in exchange for the actual and the everyday. Their characters must be unable to arrive easily at answers to their predicaments. Students or teams must create a proposal for their show that answers the following questions:1.On what everyday situation or dilemma will your show focus?2. What everyday characters will your show include?3. What physical or philosophical problems of daily living, either social, philosophical, or psychological, will your show examine?II. BUILDING BACKGROUND KNOWLEDGE IN HISTORY AND CULTUREWomen s Rights TimelineAsk students to create a digital or hard copy timeline that details the growth and development of women s rights from as far back as the Anglo-Saxon period in Europe through the current day. Both historical and literary items may be included. Highlights might include Mary Wollstonecraft Shelley s A Vindication of the Rights of Women 1792 , Sojourner Truth s Ain t I A Woman? 1851 , Lydia Chapin, Susan B. |
Both historical and literary items may be included. Highlights might include Mary Wollstonecraft Shelley s A Vindication of the Rights of Women 1792 , Sojourner Truth s Ain t I A Woman? 1851 , Lydia Chapin, Susan B. Anthony and the 19th Century Women s Suffrage Movement, and the still elusive Equal Rights Amendment ERA .19th Century Background MultiMedia Presentation Using Inspiration! Or another multi-media program, ask students to research and produce a 1-3 minute audio-story or podcast introducing the class to one of the following topics:1. Henrik Ibsen 2. 19th century Norway3. Realistic drama4. Tarentella dance5. 19th century women s roles in the WestA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House8All students need is a microphone and an audio-editing software program like Audacity, which can be downloaded for free. Students create an MP3 file with their information and include transitional commentary. Next, students upload the podcast to a free site such as iTunes, or ask the local webmaster to post it to the school website. Classmates, parents, and other community members can listen to the recordings online or download them to their ipods. III. BUILDING BACKGROUND KNOWLEDGE THROUGH INITIAL EXPLORATION OF THEMESIndividualism versus Social ResponsibilityWalkabout SurveyTo activate prior knowledge and connections to the play s themes, have students perform a survey. Using a survey question that generates thought, provide students with a nine block 3 X 3 handout ready for responses. On the left side of the blocks going down, create blanks for three Informers. On the top of the blocks going left to right, create blanks for Detail 1, Detail 2, and Detail 3. Students then walk around and ask three different Informers to answer the survey question, giving three facts each. Students record their Informers facts in the blocks. After returning to their seats, students summarize in writing what they have learned from their classmates. |
On the left side of the blocks going down, create blanks for three Informers. On the top of the blocks going left to right, create blanks for Detail 1, Detail 2, and Detail 3. Students then walk around and ask three different Informers to answer the survey question, giving three facts each. Students record their Informers facts in the blocks. After returning to their seats, students summarize in writing what they have learned from their classmates. Sample questions to generate a walkabout survey for A Doll s House include: What is the definition of freedom? Does social responsibility impede the rights of the individual? What are society s expectations for mothers? What are society s expectations for fathers? Can a person contradict these expectations and still be a good mother or father? Do society s expectations prevent a parent s individual growth? Are society s expectations of parents outdated in today s world?Gender Roles and MarriageGender Roles DiscussionAs a class, read The Story of an Hour, the short story written by American realist Kate Chopin in 1894. Discuss as a class:1. How does Chopin depict a high-class marriage at the turn of the nineteenth century?2. How does Chopin illustrate the role of women in nineteenth century Western Civilization? 3. To what does Mrs. Mallard refer when she thinks to herself, Free! Body and soul free! ? 4. Discuss the irony in the story s last line: She had died of heart disease of joy that kills. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s HouseThe Art of AdvertisementProvide groups of students with magazine, Internet, and television ads that can be perceived as gender specific or sexist. Consider commercials for cleaning products, food, cars, and alcohol. Ask students to analyze the following:1. Describe your advertisement in one paragraph. If print, start from the most obvious image and move to the details. If video, describe in sequential order. 2.What, if anything, about the advertisement makes it gender specific or sexist?3. Is the ad appealing? Why or why not? What is your group s reaction?4. What is the intended effect of the advertisement on the consumer?5. Is the company justified in portraying its product in this fashion? |
What is your group s reaction?4. What is the intended effect of the advertisement on the consumer?5. Is the company justified in portraying its product in this fashion? Why or why not?Marriage DebatePlay an audio recording of Ani DiFranco s song, Wishin and Hopin . Provide students with the lyrics, including:Show him that you care, just for himDo the things that he likes to do. Wear your hair just for him, causeYou won t get him, thinkin and a prayin Wishin and hopin .Divide the class into two groups. One group will argue that such gender roles of dominance and submission still exist in today s society; the other will argue that today our society no longer desires such gender specific behaviors, and that true love and marriage is based on mutual respect. Ask each side to prepare supporting points, as well as predict what the opposing side will say. Challenge them to make connections to their own lives. Hold a class debate, complete with cross examinations and rebuttals. Think-Pair-ShareIn A Doll s House, Nora is referred to by a number of nicknames such as, little lark, squirrel, spendthrift, and sweet tooth. Nora refers to her husband as darling and dear. Ask students to consider the language that will be used in the play to represent gender stereotypes. On a sheet of paper, students work independently to brainstorm nicknames or pet names currently used when talking about men and women. After they write their thinking down, students pair up and compare lists. Partners should note any commonalities, trends or patterns they see. For instance, are the nicknames used for one gender more condescending than the other? Is one set more physically oriented? Is one more comparable to children? Or are both sets equal? After partners discuss their observations, the class can share as a whole. Complications and DeceptionsShared ReadingIn partners, read the Greek myth of Arachne, a skilled female weaver who is turned into a spider by the goddess Athena for daring to challenge her defined role as a lower class,A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House10mortal woman. Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2. |
Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2. Why does Athena choose the spider for Arachne s new form? How is this choice appropriate on more than one level? Response JournalsIn response journals, ask students to examine Sir Walter Scott s line from Marmion: Oh what a tangled web we weave, When first we practice to deceive! Respond to the following:1.How is the metaphor of a web effective for the topic of deceit?2. Write about a time you found yourself spinning such a web. What were the results?Another quotation on which students may journal is from Shakespeare s As You Like It: All the world s a stage, and all the men and women merely players. 1. Is human existence simply a matter of playing parts? Explain.2. The world s stage is Shakespeare s metaphor. Can you think of another appropriate metaphor for life today? Elaborate. Problem Situation: Alligator RiverAsk students to read the following story and rank the characters as explained in the instructions below. Students may work independently or in pairs and share as a class afterwards. There lived a woman named Abigail who was in love with a socially important man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the same river. The river that separated the two lovers was teeming with dangerous alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out by a heavy flood the previous week. So she went to ask Sinbad, a riverboat captain, to take her across. He said he would be glad to if she would consent to deliver illegal drugs to a teenage dealer on the other side. She promptly refused and went to a friend named Ivan to explain her plight. Ivan did not want to get involved at all in the situation. Abigail felt her only alternative was to accept Sinbad s terms and deliver the drugs. Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe. |
Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe. Slug, feeling compassion for Abigail, sought out Gregory and beat him brutally. Abigail was happy at the sight of Gregory getting his due. As the sun set on the horizon, people could hear Abigail laughing at Gregory. Source of original story Simon, S. B, Howe, L. W., Kirschenbaum, H. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House11 1972 . Values Clarification. NY: Warner Books. Instructions: After reading the story, rank the five 5 characters in the story beginning with the one whom you consider as the most morally offensive and end with the one whom you consider the least objectionable. That is, the character who seems to be the most dishonorable to you should be entered first in the list following the story, then the second most dishonorable, and so on, with the least dishonorable or objectionable being entered fifth. Very briefly note why you rank them in the order that you do. Characters: Abigail, Gregory, Ivan, Sinbad, Slug1. Most dishonorable 2. 3. 4. 5. Least dishonorable In small groups or with the whole class, have the students compare their choices for most dishonorable and least dishonorable. Discuss: On what basis did you judge the morality or immorality of the characters? Is it ever right to do something wrong to achieve a good end? What is virtue? How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I. |
How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I. ANALYZING THROUGH GROUP RESPONSEReader s TheatreAssign roles for a particular act and ask students to sit in a row of chairs at the front of the classroom. Students may use their scripts, but they should utilize vocal and facial expression to bring the play alive for the class. Alternatively, clear a space in the middle or front of the classroom and ask students to stand and follow stage directions as they read the play. Provide macaroons for Nora and a pen and wallet for Torvald, and watch students get into character. After the reading, hold a Meet the Cast Session, where actors discuss their characterization choices with the rest of the class. Alternatively, students can journal or write a critical response to explain their interpretations. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House12To prepare for dramatic reading activities, teachers might choose one or more of the following activities.1. Character Sketch If the reading will be done after the class has discussed or read part of the play already, ask students to write a one page, first-person point of view description of the character whose lines they will read. For instance, a student reading Torvald Helmer might write, My name is Torvald Helmer. I am in my mid thirties, I believe in maintaining appearances, and I despise any type of deception or dishonesty. I am of the firm belief that character is directly defined by a mother s morals. For minor characters, students can fill in the blanks, creating appropriate backgrounds for characters whose description is minimal.2. Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative. |
Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative. Make a list on the board of those qualities students should reflect as they read, such as volume, enthusiasm, facial expression, and word-emphasis.3. Line Rehearsal This is a variation of teacher modeling. Choose several lines from A Doll s House and ask one or more students to read them one at a time, first with no emphasis, inflection, or expression, and then with energy and meaning. Ask readers to explain their interpretive choices.4. Role Study Show students a video clip from A Doll s House and ask them to take notes on the actor who portrays the part they will be reading. How does the character speak? Describe his accent. Is the character loud or soft spoken? Does he use any hand gestures? How does his vocal and physical portrayal help define his character? Do you like the actor s choices? Why or why not? Students can choose to fashion their characterization on the film, or they may create their own interpretations. In any case, ask students to be ready to defend their choices. Reciprocal ReadingIn order to teach inferencing and self-regulation of comprehension, assign small groups of students individual strategies to use as they read an act outloud: Questioner: poses questions that focus on main ideas and themes. Summarizer: summarizes the action. Clarifier:clarifies difficulties in understanding. Predictor:makes a prediction about future content. Students may keep their roles for the entire act, or they may alternate. An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects. |
An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects. You can follow up this activity by asking students to write about their choices. Dramatic Book CoversIn this activity, groups create and portray a living book cover for an illustrated edition of the play. In picking a quotation from the play and in portraying an illustration that depicts the quotation s meaning, students take on the role of the bookseller or publishing house, who must decide how best to get across the point of the play to an audience who has not yet read it. Ask groups to follow this process:1. Pick one quotation from the play that is particularly significant, one that seems to speak to one of the playwright s major themes or intents, one that would make good sense on the cover of the play. 2. Write out the quotation on a long, narrow piece of paper, in large enough print to be seen from the back of the classroom. 3. Decide how to portray the quotation in a frozen tableau. Rather than presenting a scene from the play, create a picture that illustrates the quotation. For instance, the struggle between Nora s role as a wife and her duty to herself might be portrayed as a tug of war. This activity requires you to illustrate comprehension and synthesis by turning your understanding into performance art. 4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact. |
4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact. Students might be asked to re-write Nora s revelation scene set in the 1950 s era, or to re-interpret the tarantella as a modern dance. Discussion QuestionsDiscussion questions encourage students to deepen their individual analysis of the play by sharing their reactions with classmates. Students generally feel more comfortable sharing their ideas with a small group of peers first. When group discussions are complete, student spokespersons can discuss their findings with the class as a whole. Discussion questions on A Doll s House ask students to analyze playwright s purpose, theme, social commentary, and literary techniques. Below are some thought-provoking questions from each act. Act I1. From the beginning of Act I, Torvald calls Nora several pet names. What do these names suggest about Torvald s perception of his wife and his marriage? 2.Compare Nora s and Kristine s lives since marriage. Who is better off? Explain. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House143. What might be the link between Nora s contraband macaroons and her huge desire to say to hell and be damned? 4. What crime has Nora committed?5. Do Nora s motives for committing the crime excuse her in some way?6. What does Nora s tree decorating and chattering at the end of Act I reveal about her character?Act II1. When Nora sees the box of masquerade clothes, she wants to rip them in a million pieces! What does Ibsen symbolize with this characterization?2. Discuss the foreshadowing in Nora s conversation with Anne-Marie.3. Why does Torvald make such a decisive show of mailing the letter firing Krogstad against Nora s pleas?4. After Dr. Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial? |
Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial? What might Ibsen be suggesting about truth and light in the Helmer s household?5. Some histories of the tarantella dance explain that it is used to fight off the venomous effects of a spider bite. Other interpretations suggest it represents a woman s frustration in oppression. Which of these explanations best fits Nora s violent practice at the end of Act II? Might both apply? Explain. Act III1. Why is Kristine willing to risk everything for Krogstad?2. Why does Kristine encourage Krogstad to let Torvald read the letter revealing Nora s deception?3. Dr. Rank suggests Nora should go to the next masquerade dressed as Charmed Life, and that she should dress just as she looks every day. What is the implication about Nora s daily life? Is it charmed? Or is the charm a masquerade? Explain.4. Discuss the irony in Torvald s accusation that Nora has played with him like a puppet. 5. Helmer s pronouncement that before all else, Nora is a wife and mother is contradicted by Nora s before all else, I m a human being. Is this issue significant today, or is it only a sign of Ibsen s time? Explain.6. Discuss Nora s decision to leave her family. Is it truly the only way she can reclaim her identity and humanity?7. The last sound the audience hears is the door slamming shut after Nora s departure. Examine the theatrical, literary, and historical significance of this stage device. Online Discussion BoardUsing an online teaching assistant such as Blackboard or Moodle, create a discussion topic or use the discussion questions for student responses outside of class. Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board. |
Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board. The teacher can post two or three open-ended discussion questions designed to elicit a broad range of answers with the capacity for complex and controversial responses. In a computer lab or lap-top classroom, students read and respond to each other s posts in silence. Because online postings allow multiple responses simultaneously, questions that normally receive five or six verbal responses in the classroom elicit hundreds of responses online. And due to the screen names anonymity, students who usually are too reticent to share out loud are encouraged to respond without fear of appearing foolish or hurting classmates feelings. The teacher s job is to ensure posts are on-task and analytical. Assessments can be completed later when the teacher pulls up the discussion as a whole. Sample chat room prompts might include:1. Is Nora the only doll in A Doll s House?2. Defend or support Torvald s beliefs about moral corruption and heredity.3. Is Nora s decision to leave her husband and children acceptable? Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not. |
Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not. For example, one team might be assigned the opinion, Torvald has the right to be angry that Nora forged the promissory note. Their proof list might include, Torvald could be arrested for his wife s forgery, and Married couples shouldn t lie to one another. The opposite team would be assigned the opinion Torvald has no right to be angry that Nora forged the promissory note. Their proof list might include, Nora had no choice she did it to save Torvald s life, and Women were not allowed to get a loan by themselves in this era. After teams compose their proofs, they can share them in the form of a discussion, a debate, a speech, or an essay. Give One-Get OneIn this interactive strategy, students set up a barter system to demonstrate their comprehension of major themes in the play and to exchange ideas with peers. Prepare a grid for students with six to twelve empty boxes on a sheet of paper. Label the boxes with response prompts, such as, I believe. . . Or I think the most important action was. . . Or One thing I like about Mrs. Linde is. . . Ask students to choose three of the prompts and record their personal opinions or knowledge. Next, students mingle and ask their peers to provide opinions and knowledge to fill in the remainder of the boxes. For each box they get, students must give one as well. Once students have completed the boxes, ask them to share ideas that are unique, helpful, interesting, or profound. If students did not get all boxes filled in, they may do so during the group discussion. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House16II. ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action. |
ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action. When reading resumes, students continue with the prediction box that was correct, or create a new one for the correct action, and the flow chart continues. The result is a better understanding of how each action in the drama impacts the next. Character-Foil Double-Bubble MapLike Venn-Diagrams, Double-Bubble Maps help students compare and contrast. Ask students to fill in the two main bubbles with the names of two character foils, such as Nora and Kristine, or Torvald and Dr. Rank. In the bubbles shared by the foils, students record similarities, such as female in a male-dominated society. In the bubbles specific to each of the characters, students record parallel differences, such as has nothing to lose and will lose home and children. After students fill in their double-bubble maps, they might turn and share with a classmate or the class, adding to their maps as the discussion ensues. Double-Column NotesDouble-Column Notes encourage students to take a second look while reading, and to read for analysis, not simply plot. The best notes are composed as the student reads, not after the reading is completed. In this way, students prove to themselves and their teachers that they are thinking as they read. Whether handwritten or electronic notes that students submit via email, teachers can add comments throughout, responding personally to ideas students may not be willing to verbalize in class. Ask students to find one or more significant events or quotations from each act in A Doll s House, and record them on the left side of a double-columned sheet of paper. On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class. |
On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class. Ask students: Who would like to share a response from Act Two? After a student answers, the teacher can invite responses, and the discussion is off and running. Cornell-NotesCornell Notes teach students to summarize by separating main and supporting ideas. For each act of the play, ask students to draw a capital letter I that takes up an entire sheet of notebook paper. The vertical line will be off-center to the left. On the left side of the vertical line, students record major themes. On the right side of the vertical line, students record supporting details or actions from the play that illustrate these main themes. Below theA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House17bottom horizontal line, ask students to summarize the act s themes in a sentence or two. Post-It NotesTo help students make personal, literary, and cultural connections to Ibsen s play, ask them to record on post-it notes any connections they see as they read A Doll s House. To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading. |
To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading. Exit slips are formative assessments that allow students to self assess their comprehension and teachers to check the impact of their lesson. Script WritingAsk students to step into the playwright s shoes by writing a monologue, dialogue, or scene. When students write script, they demonstrate their understanding of Ibsen s writing style, characterization, and dramatic purpose. Students can write in either formal language as used in the 19th century or modern, contemporary language. Speeches can illustrate characters internal or external struggles, elaborate on one of their thoughts, or depict their objectives. Scripts can be assessed as written assignments, or students can perform them before the class, as well. Ideas for script writing include:1. Pretend you are Nora in Act One. Explain to Torvald why he would be wise in hiring Mrs. Linde at the bank. Instead of playing on Torvald s ego with she s terribly eager to come under a capable man s supervision, depict Nora as honest and straightforward.2. Put yourself in Krogstad s shoes in Act Two. Elaborate on what you mean when you tell Nora You can drop those thoughts. . . . Most of us think about that at first. I thought about it, too, but I discovered I hadn t the courage. 3. Take on the role of Helmer in Act Three. |
Most of us think about that at first. I thought about it, too, but I discovered I hadn t the courage. 3. Take on the role of Helmer in Act Three. Instead of letting Nora slam the door and leave, verbalize your sudden hope as she refers to the greatest miracle. Theatrical Device T-ChartTo focus on the theatrical devices such as costumes, sounds, and props, ask students to keep a record of the devices used in A Doll s House and the effects the devices have on the audience. Students write a large capital T on a piece of notebook paper. On top of the horizontal line, students record the act or scene number. To the left of the vertical line,A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House18they write the theatrical device, such as Nora s macaroons. To the right of the vertical line, students write the effect of the device on the audience. An example might read, The macaroons reveal Nora s secret rebellion to the audience. As each scene or act is completed, students can share their devices with small groups or the class as a whole. Advice ColumnTo examine point of view, ask students to write a Dear Abby type response. Advise Nora or Torvald how to repair her his life at the end of the play. Students can post their responses on a bulletin board for all to see and discuss. Character SketchesCharacter sketches are often used in drama classes to encourage actors understanding of the parts they portray. However, character sketches are very useful in literature classes, too, as an examination of a character s history, motivation, and thinking. In the character sketch, students answer simple questions about the character they choose or are assigned. Afterwards, the assignment can be extended when students write their own monologues or deliver a monologue from the text. The Character Sketch asks:1. What does this character look like? How does he she carry himself herself? How does he she dress?2. How does this character speak? Does he she have any identifiable speech patterns?3. Where was this character born? How was he she raised?4. Describe the time period in which this character lives. How do the times affect this character s thinking and actions?5. What is this character s main motivation? Why?6. Describe any redeeming qualities this character may have. 7. Analyze the character s personality flaws. |
Describe any redeeming qualities this character may have. 7. Analyze the character s personality flaws. From what do they stem? How do they affect the choices he she makes?8. Choose an object this character holds or would hold dear. Explain the connection.9. Does this character have any secrets? If so, explain.10. Who would be this character s contemporary counterpart? Explain your choice. Closing Arguments SpeechesIn this activity, students take the role of attorneys presenting their closing arguments at the end of a criminal trial. In this case Nora is on trial. Her crime can be varied: forgery, desertion, breach of contract. Ask students to choose whether to defend or prosecute Nora. To prepare their case, they list all the possible arguments from both sides. For example, if they plan to defend Nora, they list not only all the arguments they plan to use but also as many arguments as they can think of that will be used by the prosecution. Then, they ll list possible responses to the opposition s points. In this way, students not only consider both points of view but also illustrate their skills in persuasive writing andA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House19speaking. Students should be encouraged to incorporate their original thinking but should also be required to cite the play whenever possible to encourage close reading. Prior to preparing their arguments, students might watch a closing argument on video, such as the scene at the end of John Grisham s A Time to Kill. Such a model provides ideas for rhetorical strategies such as repetition, storytelling, and gestures. Students present arguments orally to the class. AFTER READING ACTIVITIESThese activities encourage students to deepen their interpretation of A Doll s House by helping them make connections between themes and issues in the play, in other works, and in the outside world. I. TOPICS FOR DISCUSSION AND ESSAYSNow that students have read the entire play, they can return to the text for a deeper understanding of its significant themes. The following topics and questions can be used for whole class and small group discussion or as essay topics.1. Revisit one of the pre-reading activities such as the walkabout survey, the probable passage, or the circle map. Now that you have completed the play, what further commentary can you add? Do you and your classmates see your topic differently now? Why or why not?2. |
Now that you have completed the play, what further commentary can you add? Do you and your classmates see your topic differently now? Why or why not?2. A Doll s House is full of references to dolls, puppets, and playthings. Trace these references throughout the play while summarizing Ibsen s ideas about gender and societal roles.3. When Nora submits to Torvald, telling him, Whatever you do is always right, Torvald replies, Now my little lark s talking like a human being. But later, Nora says Before all else, I m a human being. Compare and contrast Torvald s and Nora s definitions of human being. 4. Ibsen infuses his play with vivid dramatic devices such as the many artificial lights, the letter hitting the mailbox, and the slamming door. How does the dramatic genre help tell the playwright s story in a manner unparalleled by the novel form?5. Consider the character of Torvald Helmer. Is Torvald an antagonist? A misogynist? Or could Torvald be just as much a victim of nineteenth century societal norms as Nora? Discuss.6. Many Ibsen critics argue that A Doll s House is not a feminist play, and is more about asserting self, regardless of gender. Yet Joan Templeton, in her afterword to the Signet Classics edition of Ibsen: Four Major Plays Volume I, disagrees, asserting that Make Nora a man, and the play becomes not only ludicrous, but impossible. What do you think? Is A Doll s House a play about feminism or humanism? Explain.7. Why are there so many references to sickness and fever in A Doll s House? Trace these references throughout the play. What broader concern for society might Ibsen be expressing? A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House208. What is the role of Dr. Rank in A Doll s House? Is he simply a friend and admirer? Or is he more? Explain.9. Mrs. Linde tells Krogstad, I ve learned to be realistic. Life and hard, bitter necessity have taught me that. How is A Doll s House a realistic play? What sets it apart from other nineteenth century dramas we ve read? How does A Doll s House help define the realistic movement in drama?10. |
Life and hard, bitter necessity have taught me that. How is A Doll s House a realistic play? What sets it apart from other nineteenth century dramas we ve read? How does A Doll s House help define the realistic movement in drama?10. At the end of the play, Nora slams the door to the doll house and walks away. Yet she leaves Torvald with hope for the greatest miracle. Why did Ibsen write an ambiguous ending? Cite evidence from Nora s and Torvald s closing speeches to indicate what you believe to be the ultimate ending to this drama. II. CONNECTING TO THE WILD DUCK, HEDDA GABLER, aND THE MASTER BUILDERThe following activities can be used for enrichment as Henrik Ibsen s A Doll s House is compared to three of his other major plays. Script StudyAs a class, re-read the scene in A Doll s House, Act II, where Nora dances wildly during her tarantella practice. Next, read the last scene in Hedda Gabler, where Hedda plays a wild dance melody on the piano shortly before her tragic exit at the play s end. Discuss with students: Why does Ibsen utilize the dramatic device of dance in both plays? What statement is the playwright making about women in nineteenth century marriages?Title SearchAsk students to examine the intriguing titles of two of Ibsens s plays: A Doll s House and The Wild Duck. For Nora in her house, and for the Ekdals in their sky lighted attic with the wild duck, the titles represent a place of refuge from the real world. Give students the following prompt for a journal response: What is the reality both Nora and the Ekdals avoid? Explain Ibsen s vision of nineteenth century society. After writing, students can share journal responses individually with the teacher, or collectively with the class. Venn DiagramOn the board, draw a Venn diagram two side-by-side, overlapping circles and lead students through a brainstorm activity comparing Torvald in A Doll s House and Solness in The Master Builder. Ask students to list all the ways Torvald has built his achievements by using Nora. Record their answers in the left circle. In the right circle, ask students to provide ways Solness has built his life using women, as well. |
Ask students to list all the ways Torvald has built his achievements by using Nora. Record their answers in the left circle. In the right circle, ask students to provide ways Solness has built his life using women, as well. Student responses that apply to both Torvald and Solness should be written in the area where the circles overlap, thus illustrating Ibsen s repetitive themes of male mastery and dominance. To extend the discussion, choose a different color board marker and ask students to consider the closing scenes of both A Doll s House and The Master Builder. Discuss each man s character at play s end. Are there lessons either one or both have learned? Add these responses to the appropriate sections of the Venn diagram. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House21Film Criticism After watching an excerpt or the entirety of one or more of the following films based on Ibsen s works, students write a film critique discussing one or more of the cinematic choices of casting, characterization, special effects, and theme development. If appropriate, critiques should include comparative discussion on watching the film versus reading the script and the effectiveness of those differences. Ask students:1. Several of Ibsen s plays have been set in modern times on film. Describe the setting of this video production. Where and when does it take place? Does the setting seem authentic? Why or why not? What specific direction and production choices add to the atmosphere? Discuss costuming and prop choices.2. Discuss the use of special effects. Consider lighting, music, and sound. How do these elements add to your understanding of the play? What differences exist between the film s interpretation and your own while reading? Do these differences add to or change your analysis of Ibsen s work? Explain.3. Discuss the production s casting. Do the actors provide effective portrayals of Ibsen s characters? Why were these actors cast? Consider the time period in which the film was produced.4. What were the strengths of this film production? Use specific evidence from the film. Were there any weaknesses? If so, discuss specific issues.5. What is your overall impression of this film? Would your impression be different had you not read the play first?A Doll s House. Dir. Patrick Garland. Elkins Productions: 1973.Hedda Gabler. Dir. Paul Willis. Best Ten Dollar Suit Pictures: 2004.The Master Builder. Dir. |
Paul Willis. Best Ten Dollar Suit Pictures: 2004.The Master Builder. Dir. Michael Darlow. UK Television: 1988.The Wild Duck. Dir. Henri Safran. Film Bancor of Australia: 1983.III. GROUP AND INDIVIDUAL PROJECTSQAR GridIn order to develop levels of critical questioning, students will create their own questions on A Doll s House. Ask students to create a Question-Answer-Relationship QAR Grid by folding a piece of paper in half and then in half again. When the paper is opened, it should have four equal-sized squares. Ask students to label the squares with the following: Right There:The answer is in the play, usually very easy to find. Think and Search:The answer is in the play, but not directly. You have to put together pieces of information to find it. Playwright and You:The answer is not in the play. You have to think about what you already know, what Ibsen tells you in the play, and how the two fit together. On Your Own:The answer is not in the play. You have to use your own experience and prior knowledge to find it. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House22After creating questions in all four categories, students can trade their QAR grids with each other and answer the questions either individually or in groups. Write a Sequel While The Doll House ends with a slamming door, Nora seems to leave a possible opening for Torvald to learn his lesson. Because Ibsen s ending has spurred controversy among audiences and critics alike, ask students to write a sequel, or additional ending scene, making clear whether Nora eventually returns to Torvald or embarks on a life of her own forever. Students can parody Ibsen s language, illustrating their comprehension of style. And because they choose the ending they believe Ibsen intended based on the evidence he included, students will also be utilizing their skills in research and analysis. To extend this assignment, students might be provided a rubric prior to beginning. The rubric indicates components that will be assessed, such as adherence to Ibsen s style, complexity of character and theme, editing, and effort. Upon completion of the scene, writers can move into peer edit groups and grade two other classmates scenes using the rubric. Editors should make comments on both the scene and the rubric, and discuss their observations with writers. |
The rubric indicates components that will be assessed, such as adherence to Ibsen s style, complexity of character and theme, editing, and effort. Upon completion of the scene, writers can move into peer edit groups and grade two other classmates scenes using the rubric. Editors should make comments on both the scene and the rubric, and discuss their observations with writers. In this way, students practice writing to specific audiences and for specific purposes. Later, writers can share their scenes with the rest of the class. Stage a SceneBecause plays are meant to be staged, encourage your students to bring the text alive. For instance, have small groups pick a scene from A Doll s House to act out for the class. Assign extra credit for props and costumes. Assign a director in each group. After the group meets to discuss what themes, emotions, or messages they want their scene to portray, the director helps bring this vision to life, making sure all blocking is planned, practiced, and focused on the intended goal. Remind students to use vocal and facial expression and energy. Learn the TarantellaInterested students might research and learn the steps to the tarantella. Ask them to present the dance, complete with music and costume, in front of the class. Research might include the rich history and motivation behind the dance. Websites of interest include:http: www.virtualitalia.com articles tarantella.shtmlhttp: www.streetswing.com histmain z3tartla.htmPaper DollsTo illustrate characterization and to emphasize Ibsen s doll house theme, ask students to create paper dolls of Nora and Torvald. The character s true identity should be evident in the clothes he she wears closest to the body, and the identities assigned them by others will be illustrated in the doll clothes designed to fit them. For example, the Nora paper doll might wear a t-shirt that reads, in search of identity or I am a human being. But she might have a masquerade dress and mask for the tarantella and an apron and long skirt for daily life, illustrating her masked rebellion and repressed role. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House23Doll HouseAfter revisiting the stage directions and descriptions in the script, ask students to design the set for a production of A Doll s House. |
The character s true identity should be evident in the clothes he she wears closest to the body, and the identities assigned them by others will be illustrated in the doll clothes designed to fit them. For example, the Nora paper doll might wear a t-shirt that reads, in search of identity or I am a human being. But she might have a masquerade dress and mask for the tarantella and an apron and long skirt for daily life, illustrating her masked rebellion and repressed role. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House23Doll HouseAfter revisiting the stage directions and descriptions in the script, ask students to design the set for a production of A Doll s House. Using materials as simple as a shoe box or as complicated as wood and nails, students will design a set that highlights the play s time period and themes. Ideally, students will create a model doll house complete with wall paper, furniture, and props. Particular attention should be paid to important devices such as the Christmas tree, the mailbox, and the front door. Trading CardsStudents can create trading cards with the picture of each character on the front, and a physical description, character traits, and other information on back. These cards can serve as a review or can be exchanged with classmates to initiate discussion after reading the play. Production PacketsAssign teams of four students each to create a production pack for a modern film production of A Doll s House. This assignment provides practice in cooperative learning, technical writing, and digital storytelling. Production Teams are responsible for creating a dynamic presentation meant to persuade a producer to produce their film. Groups decide on a concept, such as what time period the film will be set in and whether they plan to use Ibsen s music or create an original soundtrack. Groups then cast the film with modern actors. Next, team members assign themselves the individual roles of director, costume designer, set designer, and sound designer. Each position creates both a written as well as a visual proposal analyzing the following considerations:Director: Supervises the team and pulls together all word processed work into a single document. Also creates a promotional product such as a digital movie trailer or movie poster. Justifies the group s casting choices of specific, contemporary actors. Costume Designer:Creates a portfolio of costumes for major characters. Work can be hand-drawn, computer assisted, or cut from magazines. |
Also creates a promotional product such as a digital movie trailer or movie poster. Justifies the group s casting choices of specific, contemporary actors. Costume Designer:Creates a portfolio of costumes for major characters. Work can be hand-drawn, computer assisted, or cut from magazines. Costume styles must align with the team concept, such as Victorian or contemporary, casual or formal. Research is documented and choices are analyzed in writing. Set Designer:Creates a set plan that fits the team concept. If the film is to be shot on location, the plan details the locations and their appropriateness, and includes pictures. If the film is to be shot on an inside set, the plan describes the stage, explains the design, and includes a hand-drawn or computerized drawing. Sound Designer:Creates a sound design that fits the team concept. If an original soundtrack is to be used, creates a CD complete with insert that analyzes choices. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House24Gallery Walk In this cooperative learning activity, divide students into groups of four or five. Assign each group one of the major themes that have been addressed throughout the reading of A Doll s House, such as gender roles, social responsibility, the role of the individual, and complication and deception. In front of large sheets of paper posted around the room, groups meet at their base poster, which is the paper pre-labeled with the name of a theme. Students brainstorm and write down all textual evidence and commentary they can think of to support the role of their theme in the play. When the teacher says, continue your walk, students move to the next base and read what the previous groups have written before adding their own commentary. The gallery walk continues until the groups have seen and contributed to all posters and return to their original place. Four CornersFour Corners is a kinesthetic strategy for practicing point-of-view and argumentation techniques. Assign each corner of the classroom a different opinion, topic, or answer to a question. For example, one corner might be assigned, Nora is a wife and mother above all else, and she shouldn t have left. Other corners may assert, Nora is a human and can leave if and when she chooses; Nora can leave for a while, but needs to come back when she s found herself; and I am undecided. Present the topic or question to the students, allowing them time to choose and move to a corner that matches their opinions. |
The gallery walk continues until the groups have seen and contributed to all posters and return to their original place. Four CornersFour Corners is a kinesthetic strategy for practicing point-of-view and argumentation techniques. Assign each corner of the classroom a different opinion, topic, or answer to a question. For example, one corner might be assigned, Nora is a wife and mother above all else, and she shouldn t have left. Other corners may assert, Nora is a human and can leave if and when she chooses; Nora can leave for a while, but needs to come back when she s found herself; and I am undecided. Present the topic or question to the students, allowing them time to choose and move to a corner that matches their opinions. Allow groups to talk amongst themselves to generate support for their opinion, and prompt them to give a summary statement. Now allow students to change corners after hearing each other s explanations. Students should explain why they moved. Final CountdownTo provide students with a visual framework for reflection and evaluation, provide them with a large triangle divided into six blocks, one box on the row closest to the point, two on the middle row, and three on the base row of the triangle. Ask them to reflect individually on what they have learned about The Doll House and record their responses on the rocket-shaped triangle. On the base row, ask students to write the three most important things they have learned about the play. On the middle row, ask students to write two questions they still have. And on the top row, have students write one statement that reflects their new learning. Vanity Plates and Bumper StickersTo help students summarize their learning creatively, invite them to create vanity plates or bumper stickers for cars. Students pretend they are one of the play s characters, and they design an appropriate vanity plate or bumper sticker for that character s car. For instance, Nora might choose a vanity plate that reads I4G , and Torvald s bumper sticker might say Appearance is Everything. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House25Extended ReadingAsk students to read one short story or poem, one play or novel, and watch one film that depicts a character s journey from playing a part to asserting identity. Students can make a comparison chart depicting the similarities and differences between the main character and Nora Helmer. Students can consider the following questions as they read view:1. |
Students pretend they are one of the play s characters, and they design an appropriate vanity plate or bumper sticker for that character s car. For instance, Nora might choose a vanity plate that reads I4G , and Torvald s bumper sticker might say Appearance is Everything. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House25Extended ReadingAsk students to read one short story or poem, one play or novel, and watch one film that depicts a character s journey from playing a part to asserting identity. Students can make a comparison chart depicting the similarities and differences between the main character and Nora Helmer. Students can consider the following questions as they read view:1. What character traits and dramatic elements depict the protagonist as being on a journey to identity?2. Does this character illustrate a moral or social code of behavior? If so, describe it.3. What is the character s greatest desire? 4. What ultimate price is the protagonist willing to pay to reach his her objective?5. Detail the outcome of the protagonist s journey.6. Does the protagonist regret his her decision? How do you know?7. Is the protagonist ultimately redeemed or condemned for his her choices?The following titles focus on themes of identity, social responsibility, gender roles, and marriage, and are excellent for both independent reading or literature circles where each group of students reads a different work on the same theme. Ask students for their own additions to the list. IdentityCisneros, Sandra. The House on Mango Street. NY: Knopf, 1984.Dead Poets Society. Dir. Peter Weir. Touchstone Pictures, 1989.Emerson, Ralph Waldo. Self-Reliance. 1841.Lowry, Lois. The Giver. NY: Random, 2002.Sachar, Louis. Holes. NY: Random, 2000.Tennyson, Lord Alfred. The Lady of Shallot. 1833, 1842.Whitman, Walt. Song of Myself. 1855.Wright, Richard. Black Boy. HarperCollins, 2008.Social ResponsibilityGreen, John. Looking for Alaska. NY: Penguin, 2006.Hobbs, Will. Downriver. NY: Random, 1995.Lee, Harper. To Kill a Mockingbird. NY: Grand Central, 1988.Le Guin, Ursula. A Wizard of Earthsea. |
To Kill a Mockingbird. NY: Grand Central, 1988.Le Guin, Ursula. A Wizard of Earthsea. NY: Bantam, 2004.Miller, Arthur. The Crucible. NY: Penguin, 2003.Shaw, George Bernard. Major Barbara. NY: Penguin, 2001.Twain, Mark. Adventures of Huckleberry Finn. NY: Norton, 1998.Zusak, Markus. I am the Messenger. NY: Random, 2006. Gender Roles and MarriageAusten, Jane. Pride and Prejudice. NY: Penguin, 2005.Chopin, Kate. The Awakening. NY: Bantam, 2003.Edwards, Kim. The Memory Keeper s Daughter. NY: Viking Penguin, 2006.Levin, Ira. The Stepford Wives. NY: Harper, 2002. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House26Please Don t Eat the Daisies. Dir. Charles Walters, Euterpe, 1960.Shakespeare, William. Much Ado About Nothing. NY: Signet Classics, 1998.Spinelli, Jerry. Crash. NY: Random, 1997.Williams, Tennessee. A Streetcar Named Desire. NY: Penguin, 1986.ABOUT THE AUTHOR OF THIS GUIDELaura Reis Mayer is a High School Literacy Coach and a Support Provider for National Board Certified Teachers in Asheville, North Carolina. She taught middle, high school, and college English for sixteen years and has facilitated at state and regional conferences on Senior Project, National Board Certification, literacy strategies, and technology in the English classroom. She is also the author of A Teacher s Guide to The Signet Classics Edition of George Bernard Shaw s Pygmalion and My Fair Lady and A Teacher s Guide to The Signet Classics Edition of Christopher Marlowe s Dr. Faustus. About the Editors of this GuideJeanne M. McGlinn, Professor in the Department of Education at the University of North Carolina at Asheville, teaches Children s and Adolescent Literature and directs the field experiences of 9-12 English licensure candidates. She is a Board member of NC English Teachers Association and the Children s Literature and Reading SIG of the IRA. |
Faustus. About the Editors of this GuideJeanne M. McGlinn, Professor in the Department of Education at the University of North Carolina at Asheville, teaches Children s and Adolescent Literature and directs the field experiences of 9-12 English licensure candidates. She is a Board member of NC English Teachers Association and the Children s Literature and Reading SIG of the IRA. She has written extensively in the area of adolescent literature, including a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. James E. McGlinn, Professor of Education at the University of North Carolina at Asheville, teaches methods of teaching and reading courses. He has taught high school English, and he is Past-President of the College Professors of Reading Special Interest Council of the NC Reading Association. His research interests include study strategies for online text and increasing the reading achievement of students in high school and college. Teacher s Guides for the Signet Classic Shakespeare SeriesAntony and CleopatraAs You Like ItHamletHenry IV Part IHenry VJulius CaesarKing LearMacbethMeasure for MeasureA Midsummer Night s DreamThe Merchant of VeniceMuch Ado About NothingOthelloRichard IIIRomeo and JulietThe Taming of the ShrewThe TempestTwelfth Night New TitlesTeacher s Guides Adventures of Huckleberry FinnAnimal FarmAnthemBeowulfThe Call of the WildCannery RowCity of GodThe Country of the Pointed Firs and Other StoriesThe CrucibleDeath of a SalesmanDoctor Faustus A Doll s HouseDr. Jekyll and Mr. |
1 AGRICULTURE FORM III NOTES 17.0.0 Livestock Production Selecting and Breeding 12 Lessons 18.0.0 Livestock Production Livestock Rearing 10 Lessons 19.0.0 Farm Structures 18 Lessons 20.0.0 Agricultural Economics II Land Tenure and Land Reform 20 Lessons 21.0.0 Soil and Water Conservation 19 Lessons 22.0.0 Weeds and Weed Control 15 Lessons 23.0.0 Crop Pests and Diseases 14 Lessons 24.0.0 Crop Productivity VI Field Practices II 17 Lessons 25.0.0 Forage Crops 9 Lessons 26.0.0 Livestock Health III Diseases 20 Lessons Livestock Production III Selection and Breeding Introduction The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation. The breeder makes a choice. The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs. The qualities can be maintained or improved in the next generation. The performance of an animal is influenced by two major factors; Genetic potential The environment, which includes: Feeding, Health, Care The ecological conditions. The genetic potential of an animal is inherited from its parents. In selection and breeding animals with superior characteristics are selected and allowed to mate. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2 In the process they transmit the superior characteristics to their offspring. When this is done over a long period of time, it results in livestock improvement. Reproduction and Reproductive Systems Reproduction is the process by which off-springs are produced. All farm animals multiply by means of sexual reproduction. It begins with fertilization which is the fusion of male and female gametes to form a zygote. Fertilization takes place internally in the body of the female. The embryo zygote formed develops inside body of mother, fed and protected until end of gestation period. |
It is a copulatory organ, also used for urination. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 4 Ovaries and fallopian tubes oviduct Two ovaries located in abdomen, left and right. Produce ova eggs and hormones which control sexual cycle. Oestrogen produced by graafian follicle inside ovary induces oestrus ie. Heat period so that the cow shows signs of heat After every 21 days the ovary releases a mature ovum and the cow comes on heat. The ovum travels through the fallopian tubes to the uterus. The release and movement of the ovum down to the uterus is called ovulation. If mating is done at this time, fertilization will take place. The fertilized egg implants itself onto the endometrium walls of uterus and develops into foetus. Fallopian tubes: Fertilization takes place here. Also a passage for the egg from the ovary to the uterus. The uterus: Embryo develops here. The cervix: Closes the uterus. The vagina and Vulva: Vulva is the external opening of female reproductive system. It allows mating to take place so that sperms are deposited into the vagina. The foetus and urine are removed through the vulva. Pregnancy Is period between fertilization of ova and the expulsion of the foetus through the vulva. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5 Also called gestation period. In cattle gestation period is 270-285 days. Ends with the birth of a calf. The reproductive tract undergoes a period of rest during which it is repaired and returns to normal. During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus. Parturition giving birth Act of giving birth called parturition. This time the foetus expelled through the birth canal. When an animal is about to give birth, it shows signs;- Distended udder which produces thick milky fluid called colostrums. Swollen vulva producing thick mucus. Loose and slackened pelvic girdle. Visible pin bones. General restlessness. |
Loose and slackened pelvic girdle. Visible pin bones. General restlessness. Animal parturates within 2-3 hours after this signs. The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee. Any other presentation called mal-presentation or breech presentation and requires assistance. Reproduction in Poultry The cock has no penis but a small opening near the vent through which sperms are emitted. Cock has testes within the body. The hen has elongated oviduct for formation of an egg. Fertilization occurs internally. During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then sucked to the oviducts. The Reproductive System of a Hen For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Ovary Hen has two ovaries but one functional. Ova formed in ovaries. 3500-4000 ova present inside ovary held by follicle. Mature ovum released via rapture of follicle. It moves into oviduct received by the funnel. Funnel infundibulum Fertilization occurs here. Chalazae also added to yolk. Time here is 15 minutes. It is 11.6cm long. Magnum Thick albumen is added. Stays for 3hrs.its 33cm long. Isthmus Its 10.6cm long. Shell membranes added. Determines shape of egg. Water, mineral salts and vitamins added. Takes 15 minutes. Uterus shell gland Calcium deposited 9ie.shell added around the egg. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 Pigments added. Addition of albumin finished. Stays here for 18-22hours. Vagina Short, 6.9cm long. For temporal storage of egg before laying Cloaca Egg moves out of cloaca through the vent. The cloaca extents out to prevent the egg from breaking. NB; Egg formation not depended on fertilization. Egg formation takes 24-26hours. The components of egg are obtained from body reserves of the hens body. |
NB; Egg formation not depended on fertilization. Egg formation takes 24-26hours. The components of egg are obtained from body reserves of the hens body. Selection of a Breeding Stock Selection is used as a tool for livestock improvement. A breeding stock is a group of males and females which act as parents of future generations. Selection is the process of allowing certain animals to be parents of future generations while culling others. Culling is the removal of animals which do not perform to the desired level, from the herd. The animals retained have certain desirable characteristics which make them produce more. Selected animals make up the breeding stock. The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock. Selection process repeated for many generations increases chances of formation of desirable qualities in an animal. Genetically termed as gene frequency occurrence of the genes that carry desirable characteristics. Selection increases occurrence of desirable genes and decreases occurance of undesirable genes. During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic makeup. Selection helps improve characteristics which are highly heritable. Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited. A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment. The degree to which selection affects a character depends on the following factors; The heritability of the character The intensity with which the selection is done The interval between generations and kind of selection being practiced. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Factors To Consider When Selecting A Breeding Stock. Age Level of performance Physical Fitness Health Body Conformation Temperament or Behaviour Quality of products Mothering Ability Adaptability Proliferation Age Young animals, Those that have not parturated for more than 3-times, should be selected. They have a longer productive life. Old animals are poor breeders and low producers. Production and breeding efficiency decline with age. Level of performance Animals with highest production level selected. Performance best indicated by records. |
Production and breeding efficiency decline with age. Level of performance Animals with highest production level selected. Performance best indicated by records. Good performance of animal indicated by; High milk, wool and egg production, Good mothering ability High prepotency which is the ability of a parent to pass good qualities to their offsprings. The animals with poor performance should be culled. Good records kept and used by the farmer for this purpose. Physical Fitness Animals selected should be free from any physical defect e.g. mono-eyed, limping, irregular number of teats, scrotal hernia, defective and weak backline Health Sick animals do not breed well and are expensive to keep. Animals that are resistant to diseases pass these characteristics to their offsprings Body Conformation For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 9 Animals for breeding to be selected according to proper body conformation. A dairy cow should be wedge-shaped with a large udder, thin legs, long neck. Temperament or Behaviour Animals with bad behaviors should be culled.eg Cannibalism, egg eating, aggressiveness, kicking Quality of products Select animals that give products of high quality. Mothering Ability Animals selected should have a good mothering ability, That is animals with good natural instinct towards their young ones. This will enable them to rear the young ones up to weaning. Adaptability Animals selected should be well adapted to the prevailing climatic condition in the area. Prolificacy Animals selected should be highly prolific. That is, animals with the ability to give birth to many offsprings at a time larger litter . This is a quality that should be considered when selecting pigs and rabbits. Selection in cattle, and sheep, Selection in cattle Consider the following; Level Of Performance Which Include; Milk Yield Buter Content. Length Of Lactation Period. Calving Intervals. |
Selection in cattle, and sheep, Selection in cattle Consider the following; Level Of Performance Which Include; Milk Yield Buter Content. Length Of Lactation Period. Calving Intervals. Age Of The Animal, Fertility, Physical Fitness, Health Of The Animal, Body Conformation, Suitability Of The Enterprise-Milk Or Beef Selection in sheep Consider the following; Level of performance which includes; Mothering ability Growth rate Wool quality For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 10 Carcass quality Twining rate Age Suitability to the enterprise-wool or mutton Flocking instinct Health of the animal Physical fitness Inheritable defects Fertility Inheritable defects. Fertility. Selection in Goats Consider the following: Fertility. Mothering ability. Growth rate. Twining rate Carcass quality dressing percentage. Growth rate. Suitability to the enterprise - milk or mutton. Health of the animal. Age. Selection in Pigs Consider the following: Carcass quality dressing percentage. Suitability to the enterprise bacon or pork Growth rate. Health of the animal. Mothering ability. Prolificacy. Number of teats. Temperament. Body formation. Age. Heredity defects Selection in Camels Health of the animal. Age. Temperament. Foraging ability. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 11 Fertility. Level of performance-milk, meat, fur and transport. Method of Selection These include: Mass selection - Animals with superior characteristics are selected from a herd and then allowed to mate among each other. Progeny testing - assessing on the breeding value of an animal on the basis of performance of its offsprings. Contemporary comparison -comparison of performance between heifers of the same age and sexual maturity. Breeding Process of mating selected males and females to produce offspring with the desired characteristics. Reasons: To expand the inherited potential of the animal. To improve production. To overcome production problems created by the environment. To satisfy consumers taste. For economic reasons. |
To overcome production problems created by the environment. To satisfy consumers taste. For economic reasons. Terms Used in Breeding Inheritance Genetic transmission of characteristics from parents to offsprings. The mechanism of inheritance is carried by the sex cells gametes and is controlled by genes found in the chromosomes. Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production. Chromosomes are genetic materials which carry genes. They exist in pairs paternal and maternal in the nucleus f the body cells. They are always constant in number. Dominant and Recessive Characteristics A dominant gene is one that suppresses the other. It produces a dominant characteristic. A recessive gene is one that is suppressed by the other. It produces a recessive characteristic. Hybrid and Hybrid Vigour A hybrid is an animal which is the product of crossing animals of two different breeds. Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breeds. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 12 Epistasis This is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus. Breeding Systems Inbreeding Mating of animals which are related. Reasons: To increase genetic uniformity in a herd. Used to fix the required characteristics in new breeds. To increase phenotypic uniformity. To get proven sires. Limitations It can bring about loss of hybrid vigour. It may lead to decline in fertility. It may lead to high rate of pre-natal mortality. Systems of Inbreeding Close Breeding: mating between very closely related animals, for example sibmating and parents sib-mating. Line Breeding: mating of distantly related animals that had a common ancestor for example cousins. Outbreeding Mating of animals which are not related. Reasons: To introduce new genes in an existing breeding herd. To exploit heterosis resulting from a cross between two breeds. To develop a new breed or a grade animal. Limitations Lack of uniformity in animals that result from outbreeding. Desirable characteristics may be lost due to variation. Systems of Outbreeding Cross-breeding Mating of animals from two different pure breeds. |
Limitations Lack of uniformity in animals that result from outbreeding. Desirable characteristics may be lost due to variation. Systems of Outbreeding Cross-breeding Mating of animals from two different pure breeds. Out-Crossing Mating of unrelated animals from the same breed. Upgrading Grading up Mating where the female of a cow grade stock locals is mated with a pure breed sire. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 13 The resultant animal is referred to as a high grade. Mating in Livestock Mating in Cattle Heat signs occur every 21 days. The heat period last for 18-30 hours on average 24 hours. Cow should be served 12-18 hours after showing the first heat signs. Heat Signs Restlessness. Mounting on others and when mounted on she stands still. Rise in body temperature. Drop in milk production in lactating cows. Vulva swells and becomes reddish. Clear or slimy mucus from the vulva. Bellowing or mooing frequently. Mating in Pigs Heat signs in pigs occur after every 21 days. The heat lasts about 72 hours. Sows or gilts should be served in 18- 36 hours of the heat period. Signs of Heat Restlessness. Frequent urination. Swelling and reddening of the vulva. Clear or slimy discharge from the vulva. Frequent mounting on others. It responds very well to the 'riding test'. Mating in Rabbits Does are ready for mating 6-7 months of age. Heat signs occur every 14 days. The doe should be taken to the buck and not vice versa. Signs of Heat Restlessness. Frequent urination. Swollen vulva. The doe throws herself on the side. The doe rubs herself against the wall or any other solid object. The doe tries to contact other rabbits in the next hutch by peeping. Methods of Service in Livestock For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 Natural Mating Advantages: It is more accurate. It is less laborious. Useful when heat signs of females cannot be easily detected. |
Methods of Service in Livestock For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 Natural Mating Advantages: It is more accurate. It is less laborious. Useful when heat signs of females cannot be easily detected. Disadvantages Inbreeding is not easily controlled. Transmission of breeding diseases. Extra feed for the male is required. Large males can injure small females. Wastage of semen. It is cumbersome and expensive to transport a bull to remote areas. Artificial insemination Introduction of semen into the female reproductive tract by artificial means. Advantages There is economical use of semen. It controls transmission of breeding diseases. Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows. It prevents large bulls from injuring small cows. It reduces the expenses of keeping a male animal. A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost. Semen can be stored for long. It helps to control inbreeding. It eliminates the threat of keeping dangerous bulls from the farm. It makes research work easier. Disadvantages Harmful characteristics can be spread quickly by one bull to the offsprings. It requires skilled labour. Low chance of conception due to death of semen during storage. It is laborious: Embryo Transplant It is the implantation of an embryo fertilized ova from a high quality female donor in the uterus of a low grade female recipient . Advantages Faster multiplication of an animal with superior characteristics . It is easier to transport embryos than the whole animal. Embryos can be stored for a long period awaiting the availability by recipient females. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 15 It stimulates milk production in a female recipient that was not ready to produce milk. Low grade animals can be used in production and rearing of high quality animals. Offsprings of a superior female can spread quickly in an area. Disadvantages It is expensive. It requires skilled personnel. It requires special equipment for fertilization and storage of embryos. Signs of Parturition in Livestock Parturition is the act of giving birth in female animals. |
It requires skilled personnel. It requires special equipment for fertilization and storage of embryos. Signs of Parturition in Livestock Parturition is the act of giving birth in female animals. Parturition in Cattle The gestation period in cattle is 270-285 days averaging 280days. Signs of Parturition Restlessness Enlarged or swollen vulva. Clear mucus discharge from the vulva. Slackening of the pelvic muscles. Full and distended udder. Thick milky fluid from the teats. A water bag appears and bursts just before calving. Parturition in Pigs The gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days. Signs of Parturition Restlessness. The vulva turns red and swells. The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen. Parturition in Rabbits The gestation period in rabbits is 28-32 days. Signs of Parturition Preparing a nest by plucking off hair from her belly. Goes off feeding Restlessness. The udder distends. Livestock Production IV Livestock Rearing Practice For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 16 Introduction In the management of livestock there are many activities that are carried out on animals to enhance production. They require care in feeding, health, breeding. Specific management also important in bee and fish farming. Routing livestock rearing practices. A routine is a fixed regular way of doing something. Done repeatedly after a certain period of time Feeding Practice Animals are fed to cater for both maintenance and production requirements. These are special types of feeding carried out on certain animals to cater for specific needs. These include: Flushing The practice of giving extra quality feed to an animal around service time. In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping. In pigs it is done 3-4 weeks before service. Importance of Flushing It increases conception rates. It enhances implantation of the zygote. In sheep it increases twinning percentage by 15-20 . |
Facilitate easy mating in adult life. Minimise fouling of the wool with faeces. Reduce incidences of blowfly infestation. Methods of Docking tailing Cutting with sharp knife or scalpel. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 18 Use of elastrator and rubber ring. Dipping and Spraying These are methods of applying acaricides on the animals to control external parasites. Dusting It is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites. It is used to control stick-fast parasites and fleas in poultry. Breeding Practices These are practices carried out to enhance successful breeding. Crutching and Ringing Crutching - cutting of wool around the external reproductive organs of female sheep. Ringing - trimming wool around the sheath of the penis of the rams to facilitate mating. Tupping and Serving Tupping refers to mating in sheep and goats. Serving refers to mating in cattle and pigs. Raddling This is the practice of fitting the rams with breeding chutes which are painted in different colours during mating to identify mated ewes and to indicate the active rams hence help in culling of the weak rams. Identification The practice of putting identification marks on animal. Branding - burning marks on the animals skin. Ear tagging - placing marked plastic or metallic tags on the animals ears. Ear notching - cutting different shapes bearing different values on the ear lobes. Tattooing - use of permanent ink or dye to mark animals with light skin. Neck strap or chain - Fixing of tags round the animals neck with a chain or a strap. Importance purpose of Identification record keeping Setting disputes in case animals get mixed up in the pasture. Debeaking Cutting about 1 3 of the upper beak with a knife, scissors or hot iron. Importance Control egg eating. Control cannibalism. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 19 Tooth Clipping The removal clipping of the needle canine teeth in piglets 24 hours after birth. Culling Removal of undesirable animals from a herd. Dehorning Removal of horns or horn buds from an animal. |
Parturition in Cattle It is referred to as calving. Gestation period lasts 270-285 days after conception. When the signs of parturition are observed the cow should be separated from the rest of the herd. Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first. In case of other presentations the mother should be assisted. Provide the mother with plenty of water and feed after parturition. If the after birth does not come out within 48 hours a veterinarian should be called to remove it. Parturition in Sheep It is referred to as lambing. Gestation lasts 21 weeks 150 days after conception. The ewe lamb naturally without any problem. If complications arise the ewes should be assisted. Signs of Parturition in Sheep Udder becomes full. Teats are bright red in colour. Restlessness and bleating. Slackening of the hip muscles. After these signs 'are seen the ewes should be separated from the others. The normal presentation is forelegs and head first. After birth the mother should be allowed to lick the lamb to ensure the coat is dry. Parturition in Goats It is referred to as kidding. It takes place 150 days after conception. Nannies carrying twins, kid a few days earlier. Kidding nannies should be kept in a clean dry place which should be well sheltered. Signs of parturition are similar to those of ewes. Kidding nannies should be kept with another female for company. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 21 Parturition in Pigs It is referred to as farrowing. Gestation period 113-117 days 4 months . Signs of Farrowing The sow becomes restless. There is enlargement of the vulva . Muscles on each side of the tail slacken. There is loss of appetite. The udder and the teats become enlarged. The sow collects bedding material in one comer to build a nest. Milk present in the teats 24 hours before farrowing. After the signs are seen; Farrowing takes about 2-6 hours under normal condition. An attendant should be there to assist the mother and piglets. |
Milk present in the teats 24 hours before farrowing. After the signs are seen; Farrowing takes about 2-6 hours under normal condition. An attendant should be there to assist the mother and piglets. Ensure the removal of the after birth to prevent the sow from eating it. The sow should be fed well and given plenty of clean water. Parturition in Rabbits It is referred to as kindling. It takes place 28-32 days after conception. Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation . Signs of Parturition The doe plucks off the fur from her body. Uses the fur to build a nest about 3-10 days earlier. Bee Keeping Apiculture Bees are insects which live in very well organised colonies. Each colony consists of: Queens - fertile females that breed to ensure the continuity of the species. Drones - fertile males that mate with the queen for reproduction process. Workers - non-fertile or sterile females that maintain the colony. Duties of Workers They rear and nurse the brood eggs, larvae and pupae , queen and drones. They collect nectar and make honey. They make the honey combs. They protect the hives. They clean the hive. Importance of Bees Collect nectar from flowers. Make honey - a nutritious product used by man as food. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 22 Helps in crops pollination of plants. Bees produce wax used to make candles. They make propolis - a bee product which is medicinal. Routine Management Siting locating of an Apiary Factors to consider; Nearness or accessibility to nectar or flower-producing vegetation. Areas with shade. Bees are sensitive to the sun's heat and require some shade to protect them. Safe distance from human residence and other livestock. Bees are stinging insects and can be a hazard to humans or other animals. Nearness to a source of water for use in their nutrition. A good distance from source of noise and other disturbances. Safety from predators for example honey badgers, ants safari ants , birds and other parasites such as wax moths. |
Nearness to a source of water for use in their nutrition. A good distance from source of noise and other disturbances. Safety from predators for example honey badgers, ants safari ants , birds and other parasites such as wax moths. Feeding Normally bees are self-sufficient in providing their food from the honey they make. However, during the dry season, their feeding should be supplemented by providing a solution syrup of sugar water or giving molasses. This should be placed strategically so that it is easily accessible to the bees. Parasites Ants Wax moths Bee louse Honey badger Control of Parasites Use of physical barriers such as Vaseline grease to control ants. Smoke the hive to control bee louse. Suspend the hive to control honey badgers. Burn infected combs to control wax moths. Diseases and Control African bees are seldom attacked by diseases. Harvesting Honey Factors to consider; Stage of ripening: Honey must be harvested when it is fully mature. Season of the year: Harvested at the end of the rainy season. Procedure Blow light smoke through the hole. This makes bees suck honey and become engorged and docile. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 23 Lower the hive to the ground. Open the hive to expose honey combs. Brush the bees off the honey combs. Cut the honey combs, leaving a small margin on the bars and keep them in a closed container. Honey Processing Using heat in a water bath to melt the honey. Crushing and straining. Using a centrifugal extractor. Precautions When Handling Bees Avoid excessive smoking. This kills the brood and lowers quality of the honey. Use protective clothing to avoid sting. Protect the hive from rain water. Use clean equipment and containers to avoid contamination of the honey. Use recommended method of extracting honey. Use recommended type of hive such as Kenya top bar hive. Fish Keeping Aquaculture Introduction The rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds. A good fish-pond should have the following features: Site should be on a fairly level ground with a permanent supply or source of water. |
Planting grass where necessary. Removing un desirable vegetation. Removing the silt. Fish Preservation Practices before preservation: Clean the fish to remove mud and any worms. Removing scales and slime. Opening the fish on the side to remove the gut and the intestines referred to as gutting. . Cleaning the abdominal cavity thoroughly. Keeping fish in open containers. Methods of Preservation Freezing Salting Sun drying Smoking Appropriate Handling of Livestock During Management Physical beating should be avoided. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 25 Structures which help in restraining animals should be used whenever applicable. The correct methods of securing and casting animals should be used. Use as little force as possible. Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately. Farm Structures Introduction Farm structures are physical constructions on the farm used to increase efficiency in production. Construction of Farm Structures Involves: Planning for farm structures ; Consider; Farm activities. Size of the enterprise. Future of the enterprise. Accessibility. Soil type. Siting farm structures; Consider: The location of the homestead. Accessibility. Security. Drainage topography. Wind direction. Relationship between the structures. Proximity to social amenities. Farmer's taste and preference. Materials for Construction Structural Materials and Use Factors which determine the type of materials to use are; durability, strength, labour, availability, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 26 workability, serviceability, cost sanitation. Stones and Bricks Advantages Stones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available. Disadvantages They are bulky and require skilled labour to make them. Plastic and Synthetic Materials These include; glass, asbestos fibre polythene materials. Advantages Light, cheep depending on quality, easy to disinfect, can be moulded into any shape, are durable, cannot be destroyed by insects and fungus are water-proof. Disadvantages Are easily destroyed, fragile, very expensive require skilled labour. |
Plastic and Synthetic Materials These include; glass, asbestos fibre polythene materials. Advantages Light, cheep depending on quality, easy to disinfect, can be moulded into any shape, are durable, cannot be destroyed by insects and fungus are water-proof. Disadvantages Are easily destroyed, fragile, very expensive require skilled labour. Wood Timber Advantages They are workable, cheap, can be re-used For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 27 are fairly strong. Disadvantages They can catch fire easily, decay if exposed to water are affected by fungus and insects. Concrete Is a mixture of cement, sand, aggregate and water e.g. in making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate. Uses Making posts for fencing. Making walls and floor of buildings. Making gabions and water channels to prevent erosion. Making water troughs. Advantages These materials are; durable, workable, easy to disinfect, cheap to maintain, fire resistant Disadvantages These materials are ; expensive, require skilled labour, bulky, cannot be reused Animal handling structures The crush used when doing following activities; Spraying livestock to control ticks, milking, examining sick animals, artificial insemination, treating animals, eg drenching, vaccination, dong routine jobs such as dehorning, identification marks, The spray race-used in the control of ticks by spraying livestock with acaricides The dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestock Farm Buildings Factors to be considered in site selection; Security For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 28 Nearness to a source of water Topography Direction of the prevailing wind Direction of the sun Personal whims tastes and preference Nearness to means of communication. Types of farm buildings Houses for farm animals. Stores for farm produce. Stores for equipment, tools and supplies. Buildings for growing crops e.g green house. Building for processing plant e.g milk plant. |
Stores for equipment, tools and supplies. Buildings for growing crops e.g green house. Building for processing plant e.g milk plant. Parts of a building The foundation, The walls, The roof Include; kingpost, rafters, struts, tie beam, rafter batten For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 29 Include; concrete floor, foundation wall, PVC sheet damp-proof course the compacted fill hard core . Fences Importance of Fence in a Farm Keep out intruders to the farm, Define the boundary lines of the farm. Paddocking of fields to make rotational grazing possible. Live fences serve as windbreaks. Fences are used in mixed farming to protect crops from. Damage by livestock. Fences add aesthetic values to the farm. It is easy to control breeding. It is easy to isolate sick animals from the rest of the herd. Types of Fences For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 30 Dead fences. Barbed wire fences. Electric fence. Concrete fence. Chicken wire fence mesh wire fence . Woven wire fence chain link . Wooden fence. Fencing Practice Materials include; wires, staples, nails, posts, droppers concrete materials. Size of posts: General purpose 2.5m by 25cm in diameter Strainer units and corner posts 3m by 30cm in diameter: Distance between the posts: 3m between posts, 10m if droppers are to be used. 200m between strainer units. Depth of holes - 60cm. Gate Posts, Gates and Strainer Units Gates should be hung on posts separate from the fence. Mechanical implements for example tractors require 4.0-4.5m width of gate. Entrance gates for pedestrians can be accommodated within the fence. Steps in Fencing Locate the corners Clear the fencing area. Mark gates, strainers, pass places and standards by pegging. Dig holes to proper depths. Fix the standard posts. Firm around posts or apply concrete. Fix wires on posts. Fix the droppers. |
Firm around posts or apply concrete. Fix wires on posts. Fix the droppers. Agricultural Economics II Land Tenure and Land Reforms Introduction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 31 Land is an important factor of production. Without land it is impossible to practice the agricultural business. However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land. Land Tenure Land tenure is defined as the possession of the legal rights to the use of land. Various kinds of rights to the use of land give rise to different tenure systems. Land Tenure System All land tenure systems fall into two major classes, namely: Collective Tenure Systems This includes: Communal Tenure Systems This involves the possession of rights over land by the whole community. It works quite well under conditions of unlimited, land resources. Advantages of Communal Tenure Landless problem does not exist. Land is not fragmented. Allows for free movement of animals in search of better pastures and water. Promotes community spirit among the members. Disadvantages of Communal Tenure No incentive among the users to conserve the land resources. Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility. There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity. As a result of communal grazing of livestock, it is impossible to improve livestock through; controlled breeding, proper feeding, disease and parasite control. Since there is no title deed, certificate of ownership it is virtually impossible to secure loans to develop the land. Co-operative Tenure System This category includes various collective arrangements under the government or other authorities. Farmers voluntarily group together and buy land which they subsequently operate on cooperative basis. Examples are co-operative ranches. Advantages of Co-operative Tenure No land disputes. Labour is well utilized. Profit is distributed according to the number of shares. Resource use is enhanced for high production. Disadvantages of co-operative tenure. Incase of poor management everybody will loose. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 No individual title deed hence cannot secure loans. |
Disadvantages of co-operative tenure. Incase of poor management everybody will loose. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 No individual title deed hence cannot secure loans. State ownership Land is owned by the whole state and is refered to as government land. Examples in Kenya; Areas not allocated to individuals Land under local county councils cities and towns Land under forest, game reserve and parks, land for infra-structure and public utility Advantages of state ownership Generation of income for the state All the citizens benefit from whatever comes out of the land. Disadvantages Non-competitive in terms of production No individual motivation when working on the land. Individual Tenure system The various forms of individual land tenure are; Owner operator, Plantation and Concestion, Land-lordism Tenancy Owner operator This category includes all persons who operate on land to which they have absolute individual rights. Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued. Advantages The owner is free to make permanent production plans. The owner can pledge the land title deed to secure loans credit from lending agencies for further development An individual is motivated to work harder than when under communal arrangement Managerial failures usually affect small units of production and are therefore negligible. It is easy for the owner to get agricultural advice. Disadvantages Cost such as machinery for processing may be too high for the individual owner Innovation may be inadequate due to low levels of education. Lack of capital to invest. Plantation and concession In this form of land tenure, the individual is usually a company or a corporation. Most of them engage in the production of only one commodity They are rigid in their production plans and in most cases labour is hired on wage basis. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 33 Example are coffee, tea, sugarcane, sisal estates in Kenya. Advantages High production from the land hence high economic gains Allows foreigners to use and develop land No land disputes Create employment for the local people Generate government revenue through taxation. Disadvantages Individuals own large pieces of land while others are landless Large areas of land may be left underdeveloped. Foreigners may repatriate profit to their countries. |
Advantages High production from the land hence high economic gains Allows foreigners to use and develop land No land disputes Create employment for the local people Generate government revenue through taxation. Disadvantages Individuals own large pieces of land while others are landless Large areas of land may be left underdeveloped. Foreigners may repatriate profit to their countries. Landlordism and tenancy The arrangement here involves the ownership of land by one individual or group of individuals landlord who lease it to another individual tenant . A legal lease specifies the length of time during which the tenure is operative; and that serves as a security of tenure to the tenant. The efficiency of production in this arrangement is greatly affected by the length of lease, its legal backing and rent payable. Advantages A person without land can get a chance to use land. A landlord who cannot operate the land, for any reason, can still earn income by leasing it to a needy tenant. It is a flexible arrangement; that is, it allows room for change of production plans should need arise. Security of tenure gives the tenant incentive to invest depending on the length of tenure. Disadvantages Poor land use and low production if the tenant does not have enough funds to improve on land. Tenants cannot produce long term crops, Landlords can exploit the tenants by overcharging. Lack of incentives to improve land by the tenants since it does not belong to them. Land Reforms Definition Land reform is any organized action designed to improve the structure of land tenure and land use. Forms of Land Reform Land Consolidation This means bringing or putting together, into one piece; fragmented parcels or pieces of land scattered over a large area. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 34 The objective of land consolidation are : To save on time spent while moving from one piece of land to another. To facilitate effective and efficient farm planning. To create an incentive among land operators to invest on and develop land. To facilitate mechanization and improve production through efficiency. To improve level of production through effective supervision of the labour force and sound farming methods, Land Fragmentation and Sub-division This is the subdividing of a large piece of land into smaller portions. Sometimes it becomes necessary to sub-divide land for the following reasons: To sell part of the land. |
To facilitate mechanization and improve production through efficiency. To improve level of production through effective supervision of the labour force and sound farming methods, Land Fragmentation and Sub-division This is the subdividing of a large piece of land into smaller portions. Sometimes it becomes necessary to sub-divide land for the following reasons: To sell part of the land. The parent may wish to subdivide and distribute his land among the sons, daughters and other dependants. The government may decide to subdivide large farms in order to settle landless citizens. Land Adjudication and Registration Land adjudication involves; Establishing the legitimate ownership, Measurements to make permanent boundaries Recording of land details. Once land has been adjudicated, and any disputes concerning the same land are settled, It is then registered in the "Register of Land". And the owner is issued with a land title deed or certificate of legal ownership. Importance of land title deed The legal owner of the land has security of tenure and hence an incentive to invest and improve productivity. A farmer can mortgage the land by offering land title certificate as a security to loaning agencies to secure capital to finance development projects. If a farmer who cannot operate the farm, he can still earn income from it by leasing it. Disputes concerning land boundaries and or land ownership no longer arise. Land Settlement and Resettlement Definition Land settlement means the occupation of land which was previously uninhabited. Land resettlement, on the other hand, is the transfer of people from an already densely populated area to a sparsely populated one. Objectives To settle the landless citizens. To relieve population pressure in densely populated areas. To increase or promote agricultural productivity by farming on land that was previously unused or lying idle. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 35 To create self-employment thus improving the living standards. Land reclamation, especially by creating tsetse fly-barriers. Soil and Water Conservation Introduction Soil and water are two very important natural resources in farming. They should therefore be well maintained and used without wastage to sustain continuous production. Water loss during the rainy season should be prevented and excess water conserved for use during scarcity. Soil erosion must be controlled at whatever cost if soil is to be conserved. |
They should therefore be well maintained and used without wastage to sustain continuous production. Water loss during the rainy season should be prevented and excess water conserved for use during scarcity. Soil erosion must be controlled at whatever cost if soil is to be conserved. Soil Erosion It is the removal and carrying away of the top soil by the action of water or wind. Factors Influencing Soil Erosion Amount and intensity of rainfall. The steeper the land the higher the velocity of surface runoff. The higher the velocity of surface runoff the greater is its erosive power effect. Type of soil for example sandy soils are more easily detached and carried away than clayey soils. Soil depth; The deeper the soil, the longer it takes to be saturated with water. Land use: Overstocking leads to bareness of the land and looseness of the soil. Deforestation - indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high temperatures. Indiscriminate burning of vegetation exposes the soil to erosive agents. Clean weeding leaves the soil bare. Ploughing along the slope. Monoculture or continuous cultivation. Ground cover Trees act as windbreakers. Roots of vegetation cover hold the soil particles together. Leaf fall act as mulch which reduces erosion. Leaves of vegetation cover intercepts raindrops reducing their erosive power. Agents of Erosion Water - moving water has erosive power. Wind - wind carries away soil. Human beings - through man's activities such as cultivation and mining. Animals - through overgrazing and creating footpaths where soil erosion takes place. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 36 Types of Erosion Raindrop splash - displacement of the soil caused by raindrops. Sheet - uniform removal of soil in thin layers from flat or gently sloping areas. Rill - removal of soil from small bur well defined channels or rills. Gulley - removal of soil from channels which become progressively deeper and wider. Riverbank Erosion - removal of soil along river banks by the river water. Solifluction - gravitational flow of soil saturated with water. |
Gulley - removal of soil from channels which become progressively deeper and wider. Riverbank Erosion - removal of soil along river banks by the river water. Solifluction - gravitational flow of soil saturated with water. Land slides - mass movement of rock debris and soil down a slope, For example; Slip movement of earth or rock masses for a short distance. Debris slide - materials move at a greater speed. Debris fall - movement of materials debris along vertical cliff. Rock fall - movement of rock down a very steep slope. Rock slides - mass of rock materials that slide along a bedding plate, a joint or a fault face. Soil Erosion Control Measures Soil conservation measures can be classified into: Biological or cultural control Physical or structural control Biological or Cultural Control Measures These measures are applicable where land slope is between 2-12 . Grass strips filter strips; These are narrow uncultivated strips along the contour left between cultivated strips. Cover cropping ; The establishment of a crop that spreads out over the surface of the soil to provide it with a cover. Contour farming ; Carrying out all land operations along the contour. Mulching ; Covering of the soil with either organic or synthetic materials. Proper cropping systems such as: Crop rotation Correct spacing Inter-cropping Ridging furrowing Strip cropping Controlled grazing; Proper stocking rate, rotational grazing. Strip cropping; Growing crops which give little ground cover in alternate strips with crops such as beans which have a good ground cover. Afforestation re-afforestation. Afforestation - growing of trees where non-existed. Re-afforestation - growing of trees where they have been cut down. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 37 Agroforestry - land use that involves the growing of trees in combination with crops and pastures on the same piece of land. Physical or Structural Control Measures These are soil and water conservation measures which involve mechanical constructions on the earth. They are used in areas of moderate slope between 13-55 . They include: Trash or stone lines; These are rows of heaped crop' residues or stones made along the contours. |
Physical or Structural Control Measures These are soil and water conservation measures which involve mechanical constructions on the earth. They are used in areas of moderate slope between 13-55 . They include: Trash or stone lines; These are rows of heaped crop' residues or stones made along the contours. Filter strips; It involves the growing of an open crop in the upper side of the slope followed by a dense crop to reduce speed of water. This increases infiltration. Terraces; Are structures constructed across a slope to reduce the length of a slope thus reducing run-off. Bench terraces; Are constructed where the slope is 35-55 . Tree crops are suitable for such areas. Importance of a Bench Terrace: - Reduces slope of the land. Conserves soil moisture. Better retention of soil fertility. Narrow based terraces Cannot allow cultivation by machines. Broad based terraces - Is wide enough to allow cultivation by machines. Graded terraces: Have a drainage channel to lead off excess water to a vegetated place. They should be about 100m in length. Level terraces: Have no outlet channels, The aim is to have water infiltrating, Hence no water can flow from the ends of the terrace. Fanya juu: A ridge made by digging a channel and throwing the soil uphill. Fanya chini: In this case the soil is heaped on the lower side of the channel. Bunds: heaps of soil earth made along the contour. Cutoff drains: An open trench with an embankment on the lower side into which water from the farm drains. Water from the trench should be discharged into; Natural waterways, Artificial waterways, Rocky ground For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 38 Grassland Gabion Porous dams: Galvanized wire mesh boxes filled with stones which are built across slopes and gullies. Dams and reservoirs ; Dams - barriers built across a river waterway to hold and store water. It reduces speed of runoff. Reservoirs - these are large storage tanks. |
Dams and reservoirs ; Dams - barriers built across a river waterway to hold and store water. It reduces speed of runoff. Reservoirs - these are large storage tanks. Ridging - heaps of soil to reduce the speed of water, They retain the water for some time. Water Harvesting Methods Water harvesting and storage should be done during the rainy seasons to avoid wastage. This should be done using the following methods: Roof catchment - trapping and collection of rain water from roof tops. Rock catchment - water is harvested by constructing a barrier on the lower side of a large impervious rock to trap surface runoff from the rock. Weirs and dams. Dam - a barrier constructed across a river or a dry valley so that it can hold water. Weirs - barriers constructed across a river or a stream to raise the water level and still allow water to flow over it. Ponds - water retention excavations' made to hold excess surface water. Retention ditches level terraces.-These are terraces constructed with blocked ends to retain water. Micro-Catchments A system of harvesting limited rainfall and storing the water in the ground for use by the planted crops. Types of Microcatchments; Triangular V-shaped Negarims; V-shaped bunds measuring 25cm Are built with soil from the excavated planting holes to direct runoff water towards the basin area around the base of each plant Semi-circular bunds; Formed around the growing plant to hold water around the plant. Trapezoidal bunds; Trapezoidal shaped bunds, which enclose a large area where the crops are grown. Contour bunds furrows ; These are furrows made along the contours between the rows of crops where agroforestry trees are intercropped with annual crops. Planting holes pits ; These are extra large planting holes made and filled with dry plant materials before filling in with soil. Use of Micro-Catchments For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 39 Slow down the speed of surface runoff. Used during landscaping of the compound, parks and roadside nest areas. Reclamation of land for food crop in dry areas. Water collected and stored can be used for irrigation Afforestation in dry areas. |
Weeds lower the quality of pasture for example: Tickberry Lantana camara Nut grass Cyperus rotundus , Manyatta grass Eleusine jaegeri Some weeds irritate workers thus reducing the efficiency in which they are controlled for example: Double thorn Oxygonum sinuatum , Stinging nettle Urtica massaica , Devil's horse whip Achyranthes aspera . Factors Contributing to the Competitive Ability of Weeds For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 40 They produce large quantities of seeds for example pigweed and black jack. Their seeds remain viable in the soil for a long time awaiting conducive germination conditions. They have effective seed dispersal mechanisms. Some weeds propagate by means of elaborate underground storage structures. They are efficient in utilizing little moisture, nutrients and sunlight. Some have short life cycles. They have elaborate root systems for supporting the plant and absorbing nutrients and water. Weed Classification It is based on: Life cycles for example: Annuals - complete their life cycle in only one season. Biennuals - complete their life cycles in two seasons only. Perennials - complete their life cycle in more than two seasons. Morphology - leaf formation such as size, shape and venation. Broad leaved weeds for example black jack, lantana, pig weed, oxalis and others. Narrow leaved weeds for example couch grass, setaria, nut-grass, manyatta grass and others. Habitat - some weeds are terrestrial grow on land while others are aquatic grow on aquatic marine conditions . Weed Identification Weeds are identified by their common individual names and botanical names. They are named according to specific features or according to person who identified them. Common Name Botanical Name Black Jack Bidens pilosa Mexican marigold Tagetes minuta 0xalislsorrel ..Oxalis spp. |
Weed Identification Weeds are identified by their common individual names and botanical names. They are named according to specific features or according to person who identified them. Common Name Botanical Name Black Jack Bidens pilosa Mexican marigold Tagetes minuta 0xalislsorrel ..Oxalis spp. Double thorn Oxygonum sinuatum Thorn apple ..Datura stramonium Couch grass ..Digitaria scalarum Nut grass ..Cyperus rotundus Wandering Jew Commelina bengalensis Sow thistle Sonchus ole race us Devil's horsewhip .Achyranthes aspera Macdonald's eye Gallant soldier. Gallinsoga parviflora Sodom apple .Solanum incanum Black night shade ..Solanum nigrum Chinese lantern . Nicandra physalodes Bracken fern ..Pteridium aquillium For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 41 Love grass Bristly foxtail .Setaria verticillata Cleavers Gallium spurium Stinging Nettle ..Urtica massaica Fat hen Goose foot ...Chenopodium spp. Rape weed Brassica nap us Wild oats ...Avena fatua Lantana Tick berry Lantana camara Water hyacinth .Eichhornia crassipes Striga Witch weed Striga hermontheca Creeping indigo .Indigofera spicata Weed Control Methods The methods of weed control determined by: The weed being controlled. Weather conditions. Capital availability. Effect on environment. METHODS OF WEED CONTROL INCLUDE: Chemical Weed Control The use of chemicals known as herbicides to control weeds. |
Capital availability. Effect on environment. METHODS OF WEED CONTROL INCLUDE: Chemical Weed Control The use of chemicals known as herbicides to control weeds. Classification of Herbicides Based on: Formulation - the physical form of the herbicides for example: Liquids Wettable powders Emulsion Dust Time of Application Pre-emergence - applied before the planted crop germinates. Post emergence - applied after the planted crop germinates. Selectivity Selective. Non selective. Mode of Action Contact - herbicides that kill only the parts of the plant which it comes into contact. Translocated systemic herbicides that will kill the whole plant even if it comes into contact with only a small part of it. Methods of Herbicide Application Spraying - application of solutions. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 42 Dusting - application of dusts. Fumigation - application of fumigants into the soil. Safety Measures in the Use of Chemicals Read manufacturer's instructions and follow them. Wear protective clothing such as overalls, breathing mask, gloves and boots. Avoid inhaling the herbicides. Wash thoroughly after handling chemicals. Do not blow or such blocked nozzles. Avoid herbicide drift to unintended crops and other plants. Avoid herbicide drift to livestock feed and water. Avoid spilling herbicides in pastures and fodder crops. Dispose off the empty containers properly for example burying them in the soil. Do not wash spraying equipment in water sources used by animals and human beings. Store chemicals in a safe place. Wash the spraying equipment thoroughly. Sink left over chemicals into the soil after the day's work. Advantages of Chemical Weed Control It is less laborious. Effective in the control of difficult weeds such as couch grass and sedges. It does not disturb crop roots and other underground structures. It makes the control of weeds in certain crop easier. It is efficient in both wet and dry conditions. It does not destroy soil structure. Cheaper in large scale production than the use of manual or mechanical cultivation. Disadvantages of Chemical Weed Control It requires skilled labour in mixing and application. Cause environmental pollution. Herbicides have long residual effects which may interfere with future crops. |
Disadvantages of Chemical Weed Control It requires skilled labour in mixing and application. Cause environmental pollution. Herbicides have long residual effects which may interfere with future crops. It is very expensive. Mechanical Weed Control It involves the following operations: Tillage Cultivation This is the opening and loosening up of the soil. It can be done by hand tools or tractor drawn implements. Advantages Cheap in small scale production. Increases water and air infiltration into the soil. Incorporates crops residues into the soil. The earthing-up done during tillage encourages root growth. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 43 Disadvantages If done repeatedly it destroys soil structure. It is laborious and expensive in large scale production. It may not effectively control weeds. It may lead to soil erosion and loss of soil moisture. Damage crop roots. Slashing Mowing Mechanical removal of shoots from weeds. It is effective in the control of annual weeds. Uprooting It is done when the crops are too close To allow mechanical cultivation or where weeds are scattered. Cultural Weed Control It involves the following practices: Mulching. Cover cropping. Crop rotation. Timely planting. Use of clean seed planting materials. Proper spacing. Proper seedbed preparation. Flooding. Biological Weed Control The use of living organisms to control weeds. Examples are: Use of livestock to graze and control growth of weeds especially in plantations. Use of weed eating fish to control aquatic weeds. Use of moths to control cactus. Limitations: the method is not reliable. Legislative Weed Control Quarantine It involves government laws and regulations which prevent the introduction and spread of foreign weeds in a country or an area. Done by KEPHIS. Limitations: Only samples are checked while the bulk of the materials may have some weed seeds. Crop Pests and Diseases For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 44 Introduction Crop pests and diseases lead to high losses in crop production hence efficient control measures are needed. Proper control measures require the farmers to be able to; Identify these organisms, Know their life cycles, feeding habits The damage they cause to crops. |
Pests of grains attack the crops when the grains are formed. Field and Storage Pests Some pests attack the crops while in the field. Other pests attack the produce after it has been harvested and stored. Identification of Common Pests Name of Pest Crop Attacked Damage Done Control Measures Armyworms Cereal crops Defoliate the i Early planting Spodoptera Sugar cane whole plant ii Use of effective insecticides exempta iii Grasses Cut worms Young seedlings Cut the seedlings i Early planting Agrotis Spp. At the stem base ii Use of soil applied insecticides fumigants iii Flood irrigation Boll worms Cotton, Eat and destroy i Crop rotation Heliathis migera citrus, maize, the fruits and ii Field hygiene beans, millet, seeds iii Spraying with insecticides For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 45 legumes iv early planting Maize stalk borer Maize sorghum Destruction of the i Early planting Busseola fusca stem and young ii Field hygiene and growing tissues iii Crop rotation Chilo partellus iv Use of stalk borer dust. Loopers Coffee Make windows in i Use of effective Ascotis selena ria crop leaves ii Use of parasitic wasps, and chameleons Leaf Miner Coffee Make mines in Use of parasitic wasps l Leucoptera the leaves enemies meyricki and L. reducing ii Use of effective caffeina photosynthetic area. Stainers Cotton Stain the cotton Use of parasitic tachinid fl Dysdercus spp. Lint reducing Spraying with insecticides. Quality Control alternate hosts. Crop rotation Aphids Several crops i Transmit Natural enemies for Aphis spp. As citrus, maize, viral diseases. Lady birds cotton, beans. Ii Suck out ii Overhead irrigation cabbages and sap leading iii Use of insecticides others to stunted growth. Other Crop Pests Include: Mealy bugs - coffee Thrips - coffee Beetles - field and storage pests. Birds - field pests - cereals and fruits. |
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