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CBC Grade 7 Health Education Schemes of Work Free Editable Word, PDF Downloads

CBC Grade 7 Health Education Schemes of Work Free Editable Word, PDF Downloads

GRADE 7 SPOTLIGHT HEALTH EDUCATION SCHEMES OF WORK TERM 3

NAME OF THE TEACHER                                                                  SCHOOL                                              YEAR                         TERM             III       

Week LSN strand Sub-strand Specific Learning Outcomes Key Inquiry Question(s) Learning Experiences Learning Resources Assessment Methods Ref
1 1 ENVIRONMENTAL HEALTH AND SANITATION Meaning and Importance of Environmental Health

 

By the end of the lesson the learner should be able to:

a) explain the meaning of the term environmental health and sanitation

b) discuss the importance of environmental health for healthy living

c) Appreciate the importance of a healthy environment for promotion of the well-being of self and others.

1. Why is environmental health important?

2. How do you control environmental factors affecting health?

 

The learner is guided to:

● brainstorm on the meaning of the term environmental health and sanitation

 

Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment

Spotlight health education T.G pg. 66-68

 

Spotlight health education P.B pg. 98-100

Graded observation of group work activities

● Written test

● Oral assessment

 
  2   environmental factors that affect human health By the end of the lesson the learner should be able to:

a) identify environmental factors that affect human health

b) watch a video clip of environmental factors affecting human health

c) Appreciate the importance of a healthy environment for promotion of the well-being of self and others.

1. Why is environmental health important?

2. How do you control environmental factors affecting health?

 

The learner is guided to:

● participate in activities to control environmental factors affecting human health (planting trees, environmental cleanup, sensitization and advocacy).

● investigate environmental factors affecting human health and report their findings

Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment

Spotlight health education T.G pg. 68-69

 

Spotlight health education P.B pg. 101-102

Graded observation of group work activities

● Written test

● Oral assessment

 
2 1   Measure for controlling  environmental affecting human health By the end of the lesson the learner should be able to:

a) identify the importance of a healthy environment

b) apply measures for control of environmental factors affecting health

c) Appreciate the importance of a healthy environment for promotion of the well-being of self and others.

1. Why is environmental health important?

2. How do you control environmental factors affecting health?

 

The learner is guided to:

● participate in activities to control environmental factors affecting human health (planting trees, environmental cleanup, sensitization and advocacy).

● investigate measures taken to control environmental factors affecting health

Resource person, digital devices, video clips, print reference materials, realia, tree seedlings, posters, pictures, cleaning materials and equipment

Spotlight health education T.G pg. 68-69

 

Spotlight health education P.B pg. 103-105

Graded observation of group work activities

● Written test

● Oral assessment

 
  2 Environmental contaminants

 

Types of environmental contaminants By the end of the lesson the learner should be able to:

a) identify types of environmental contaminants that affect human health

b) Watch a video clip on different environmental contaminants

c) Develop curiosity in identifying environmental contaminants.

Why maintain a healthy environment?

 

The learner is guided to:

● discuss types of environmental contaminants that affect human health, and make presentations (biological contaminants, chemical contaminants, gases and heavy metals)

Digital resources, reference materials, realia, pictures, charts, photos

Spotlight health education T.G pg. 70-72

 

Spotlight health education P.B pg. 106-107

● Written assignment

● Oral assessment

● Self and peer assessment

 
3 1   effects of environmental contamination By the end of the lesson the learner should be able to:

a) state the types of environmental contaminants that affect human health

b) outline the effects of environmental contamination on human health

c) Develop curiosity in identifying environmental contaminants.

Why maintain a healthy environment?

 

The learner is guided to:

● research and discuss the effects of exposure to environmental contamination on human health.

 

Digital resources, reference materials, realia, pictures, charts, photos

Spotlight health education T.G pg. 73

 

Spotlight health education P.B pg. 108-109

● Written assignment

● Oral assessment

● Self and peer assessment

 
  2   Importance of an environment free from contaminants By the end of the lesson the learner should be able to:

a) list the effects of environmental contamination on human health

b) control environmental contamination for a healthy environment

c) Value an environment free from contamination for healthy living.

Why maintain a healthy environment?

 

The learner is guided to:

● explore on ways of preventing and controlling environmental contamination

Digital resources, reference materials, realia, pictures, charts, photos

Spotlight health education T.G pg. 74

 

Spotlight health education P.B pg. 110-111

● Written assignment

● Oral assessment

● Self and peer assessment

 
4 1 Infection Prevention and Control

 

Equipment’s for infection prevention By the end of the lesson the learner should be able to:

a) explain the meaning of infection prevention and control for health promotion

b) outline personal protective equipment used for infection prevention

c) value infection prevention and control for healthy life

1. How do we prevent and control infection?

2. What is the difference between cleaning and disinfection?

 

The learner is guided to:

● brainstorm on the meaning of infection prevention and control

● use digital devices and reference materials to search for information on commonly used personal protective equipment

Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials

Spotlight health education T.G pg. 75-77

 

Spotlight health education P.B pg. 112-113

● Graded observation of learner demonstrations

● Written assignment

● Oral assessment

● projects

 
  2   Improvising a personal protective equipment By the end of the lesson the learner should be able to:

a) list personal protective equipment used for infection prevention

b) make personal protective equipment using locally available materials

c) value infection prevention and control for healthy life

1. How do we prevent and control infection?

2. What is the difference between cleaning and disinfection?

 

The learner is guided to:

● improvise personal protective equipment using locally available resources

Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials

Spotlight health education T.G pg. 77-78

 

Spotlight health education P.B pg. 114

● Graded observation of learner demonstrations

● Written assignment

● Oral assessment

● projects

 
5 1   Proper usage of personal protective equipment By the end of the lesson the learner should be able to:

a) explain the meaning of infection prevention and control for health promotion

b) illustrate correct use of personal protective equipment for infection prevention and control

c) value infection prevention and control for healthy life

1. How do we prevent and control infection?

2. What is the difference between cleaning and disinfection?

 

The learner is guided to:

● demonstrate proper use of personal protective equipment (face masks, gloves, gumboots, gowns, goggles, face shield, head gear)

 

Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials

Spotlight health education T.G pg. 78-79

 

Spotlight health education P.B pg. 115-116

● Graded observation of learner demonstrations

● Written assignment

● Oral assessment

● projects

 
  2   Difference between cleaning and disinfection of surfaces By the end of the lesson the learner should be able to:

a) differentiate cleaning and disinfection of equipment and surfaces for infection control

b) apply infection prevention and control measures for promotion of health

c) value infection prevention and control for healthy life

1. How do we prevent and control infection?

2. What is the difference between cleaning and disinfection?

 

The learner is guided to:

● practice different measures for infection prevention and control (use of protective gear, respiratory hygiene and cough etiquette, hand hygiene, cleaning and disinfection of equipment and surfaces, safe handling and disposal of wastes)

● watch a video clip or demonstration on the process of cleaning and disinfecting equipment and surfaces

Realia, Pictures, charts, posters, digital resources, print materials, reference books, video clips, digital devices, resource person, cleaning equipment and disinfecting materials

Spotlight health education T.G pg. 78-79

 

Spotlight health education P.B pg. 117-120

● Graded observation of learner demonstrations

● Written assignment

● Oral assessment

● projects

 
6 1 HUMAN REPRODUCTIVE HEALTH Pubertal growth and development

 

By the end of the lesson the learner should be able to:

a) identify changes occurring in boys and girls at puberty

b) discuss personal hygiene needs during puberty

c) appreciate puberty as a stage in personal growth and development

1. What changes occur in boys and girls at puberty?

2. Which are the personal hygiene needs associated with puberty?

 

The learner is guided to:

● discuss and classify changes occurring in boys and girls at puberty (physical, emotional and social changes)

 

video clips, digital devices, resource person, pictures, charts, digital and print reference materials

Spotlight health education T.G pg. 80-82

 

Spotlight health education P.B pg. 121-122

● Written tests

● Oral assessment

● Peer assessment

 
  2   Personal hygiene needs during puberty and management measures By the end of the lesson the learner should be able to:

a) Apply measures for management of menstrual hygiene for personal health.

b) discuss personal hygiene needs during puberty

c) appreciate puberty as a stage in personal growth and development

1. What changes occur in boys and girls at puberty?

2. Which are the personal hygiene needs associated with puberty?

● make online research for information on personal hygiene needs associated with onset of puberty and discuss in class

● discuss measures for managing menstrual hygiene for personal health

video clips, digital devices, resource person, pictures, charts, digital and print reference materials

Spotlight health education T.G pg. 82-83

 

Spotlight health education P.B pg. 123-124

● Written tests

● Oral assessment

● Peer assessment

 
7 1   Myths and misconceptions of menstrual experiences

 

stages of identifying intersex persons

By the end of the lesson the learner should be able to:

a) outline stages of identifying intersex persons for intervention

b) identify myths and misconceptions on menstrual experience in the community

c) appreciate puberty as a stage in personal growth and development

1. What changes occur in boys and girls at puberty?

2. Which are the personal hygiene needs associated with puberty?

The learner is guided to:

● explore on myths and misconception on menstrual experience within their community

 

video clips, digital devices, resource person, pictures, charts, digital and print reference

Spotlight health education T.G pg. 83-84

 

Spotlight health education P.B pg. 126-129

● Written tests

● Oral assessment

● Peer assessment

 
  2 Reproductive Health

 

Importance of reproductive health in the community By the end of the lesson the learner should be able to:

a) discuss importance of reproductive health in the community

b) State the meaning of reproductive health

c) Embrace positive reproductive health practices for a healthy community.

1. What is reproductive health?

2. How is reproductive health affected by cultural practices?

 

The learner is guided to:

● brainstorm on importance of reproductive health to the community

● watch a documentary on practices that are harmful to reproductive health

Video clips/

Documentaries, digital devices, reference books, post

 Spotlight health education T.G pg. 84-86

 

Spotlight health education P.B pg. 130-131

● Graded observation of group discussions

● Written test

● Oral assessment

 
8 1   Practices that enhance reproductive health By the end of the lesson the learner should be able to:

a) list practices that enhance reproductive health

b) explain practices that adversely affect reproductive health

c) Embrace positive reproductive health practices for a healthy community.

1. What is reproductive health?

2. How is reproductive health affected by cultural practices?

 

The learner is guided to:

● research on practices that enhance reproductive health and share their findings

● research using digital and print materials on practices that affect reproductive health (early marriages and female genital mutilation among others)

Video clips/

Documentaries, digital devices, reference books, posters, charts

Spotlight health education T.G pg. 86-87

 

Spotlight health education P.B pg. 131-133

● Graded observation of group discussions

● Written test

● Oral assessment

 
  2   Myths and misconceptions of reproductive health By the end of the lesson the learner should be able to:

a) explain practices that adversely affect reproductive health

b) identify myths and misconceptions about reproductive health in the community

c) Embrace positive reproductive health practices for a healthy community.

1. What is reproductive health?

2. How is reproductive health affected by cultural practices?

 

The learner is guided to:

● discuss with a resource person on effects of harmful practices on reproductive health (sexually transmitted infections, excessive bleeding, fistula)

● brainstorm to distinguish facts from misconceptions associated with culture on reproductive health and share with peers

Video clips/

Documentaries, digital devices, reference books, posters, charts

Spotlight health education T.G pg. 87-88

 

Spotlight health education P.B pg. 134-138

● Graded observation of group discussions

● Written test

● Oral assessment

 
9 END TERM ASSESSMENT/CLOSING

 

 

Targeter KCPE Merit Exams 2023 Series Plus Answers

Targeter KCPE Merit Exams 2023 Series Plus Answers

Merit Exams KCPE

Merit 008 SSRE 2023.pdf
Merit 008 MS 2023.pdf
Merit 008 Sci 2023.pdf
Merit 008 Mat 2023.pdf
Merit 008 Kis 2023.pdf
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KCPE Key Setting Areas

SCI KCPE 2023 KEY AREAS (2).docx
SST KCPE 2023 KEY AREAS.docx
SST KCPE 2023 KEY AREAS (2).docx
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MAT KCPE 2023 KEY AREAS (2).docx
KISW LP G6 0711510486 (2).docx
KISW LP G6 0711510486 (1).docx
KISW KCPE 2023 KEY AREAS.docx
KISW KCPE 2023 KEY AREAS (2).docx
HS GRADE 4 LP TERM 3 0711510486.docx
ENG KCPE 2023 KEY AREAS.docx
ENG KCPE 2023 KEY AREAS (2).docx
CRE KCPE 2023 KEY AREAS.docx
CRE KCPE 2023 KEY AREAS (2).docx

KCPE Revision Exams

KCPE TIMER 001 2023.pdf
KPSEA DISTINCTION TRAIL 1.pdf
KCPE TIMER TRIAL 2- 23.pdf
KCPE TIMER TRIAL 2- 23 (2).pdf
KCPE TIMER 001 2023 (2).pdf
KCPE TIGLA SPARKS PREDICTION.pdf
KCPE TIGLA SPARKS PREDICTION (2).pdf
KCPE TARGETER WINGS TRIAL 4.pdf
KCPE TARGETER WINGS TRIAL 4 (2).pdf
KCPE TARGETER TRACKER TRIAL 5-23.pdf
KCPE TARGETER TRACKER TRIAL 5-23 (2).pdf
KCPE TARGETER MERIT TRIAL 7-22.pdf
KCPE TARGETER MERIT TRIAL 7-22 (2).pdf
KCPE TARGETER MERIT TRIAL 5-2#.pdf
KCPE TARGETER MERIT TRIAL 5-2# (2).pdf
KCPE TARGETER MERIT 001 2023.pdf
KCPE TARGETER MERIT 001 2023 (3).pdf
KCPE TARGETER MERIT 001 2023 (2).pdf
KCPE TARGETER FINAL TRAIL-22.pdf
KCPE TARGETER FINAL TRAIL-22 (2).pdf
KCPE SOARING HIGH TRAIL 2.pdf
KCPE SOARING HIGH TRAIL 2 (3).pdf
KCPE SOARING HIGH TRAIL 2 (2).pdf
KCPE SIGNAL TRIAL 8.pdf
KCPE SIGNAL TRIAL 8 (2).pdf
KCPE SIGNAL 001 2023.pdf
KCPE SIGNAL 001 2023 (2).pdf
KCPE REVEALED TRIAL 5.pdf
KCPE REVEALED TRIAL 5 (2).pdf
KCPE REVEALED TRIAL 1-23.pdf
KCPE REVEALED TRIAL 1-23 (2).pdf
KCPE REVEALED SUPER PREDICTION .pdf
KCPE REVEALED SUPER PREDICTION (2).pdf
KCPE REPLICA PREDICTION .pdf
KCPE REPLICA PREDICTION (2).pdf
KCPE PREDICTOR TRIAL $.pdf
KCPE PREDICTOR TRIAL $ (2).pdf
KCPE MAKUENI COUNTY MOCKS.pdf
KCPE MAKUENI COUNTY MOCKS (2).pdf
KCPE KNEB TRIAL 1-23.pdf
KCPE KNEB TRIAL 1-23 (2).pdf
KCPE JESMA TRIAL 9-22.pdf
KCPE JESMA TRIAL 9-22 (2).pdf
KCPE JESMA TRIAL 8-22.pdf
KCPE JESMA TRIAL 8-22 (2).pdf
KCPE JESMA TRIAL 5-22.pdf
KCPE JESMA TRIAL 5-22 (2).pdf
KCPE JESMA TRIAL 2.pdf
KCPE JESMA TRIAL 2 (2).pdf
KCPE JESMA TRIAL 1-21.pdf

MWONGOZO WA TUMBO LISILOSHIBA

Yaliyomo

Tumbo Lisiloshiba Said A. Mohamed………………………………….1.
Mapenzi ya Kifaurongo KennaWasike……………………………………. 17
/Shogake Dada ana Ndevu Alifa Chokocho ………………………………….31
Shibe Inatumaliza Salma Omar Hamad ……………………………41
Mame Bakari Mohammed Khelef Ghassany……………….45
Masharti ya Kisasa Alifa Chokocho ………………………………….53
Ndoto ya Mashaka Ali Abdulla Ali ……………………………………62
Kidege Robert Oduori ……………………………………70
Nizikeni Papa Hapa Ken Walibora ……………………………………76
Tulipokutana Tena Alifa Chokocho…………………………………. 82
Mwalimu Mstaafu Dumu Kayanda…………………………………. 88
Mtihani wa Maisha Eunice Kimaliro………………………………… 96
Mkubwa Ali Mwalimu Rashid ………………………….104
iii.
1. TUMBO LISILOSHIBA
Historia ya Mwandishi.
Hadithi hii imeandikwa na Prof. Said Mohammed, mwandishi
mtajika ambaye amewahi pia kuandika vitabu vingine vitajika
kama vile Riwaya ya Utengano. Mwandishi huyu bila shaka ni gwiji
katika ulingo huu kwani amewahi kuandika kazi zingine za fasihi
andishi zikiwemo tamthilia, mashairi na hadithi fupi.
Dhamira
Dhamira ni funzo kuu litokanalo na kazi ya sanaa au lengo kuu la
mwandishi. Mwandishi wa hadithi ya Tumbo lisiloshoba alidhamiria
kufunua uozo unaoletwa na ubinafsi na tamaa katika jamii. Aidha
anawajasirisha wanaoathiriwa kuwa wanaweza kukubali madhila
wanayofanyiwa ama kupinga dhulma hizo na kusimama wima na
kutetea haki zao.
Ufupisho wa Hadithi.
Hadithi hii inaangazia maisha ya watu wanaoishi katika mtaa wa
Madongoporomoka, mtaa ambao umepakana na jiji linalokuwa
kwa kasi mno. Jiji hili limeshiba kwa wingi wa mijengo iliyojengwa
k i a s i c h a k u a n z a k u t i s h i a u we p o wa m t a a d u n i wa
Madongoporomoka. Uvumi unawakia wanamadongoporomoka
kwamba mtaa wao utanyakuliwa ili upanuzi wa mji ukie eneo hilo.
Mwanzoni ulianza kama tu uvumi uliokuja na kupita bila ya
wanamadongoporomoka kuwa na uhakika nao. Ingawa uvumi huo
u l i i s h i a k u t ow e k a , M z e e M a g o k a t u h a k u wa r u h u s u
wanamadongoporomoka kutupilia mbali wazo la uvumi huo kutimia
na wao kuishia kufurushwa. Anawaleta pamoja wanakijiji wenzake
ili kutafuta suluhishi kwa tatizo lililokuwa limewakodolea macho.
Kwa pamoja wanakijiji wote wanakubaliana kutoondoka na liwe
liwalo. Hata ikiwa watafurushwa, wanaamua kutetea mtaa wao na
kusalia.
Kisadfa, bwana mmoja mwenye tumbo kubwa anawasili kwenye
mkahawa wa Mzee Mago na kutaka kupewa chakula chote
kilichoandaliwa. Ajabu ni kuwa anapokabidhiwa chakula hicho,
1.
anafyeka chote fyuu! Ni ajabu kwani huyu jamaa ana “Tumbo
lisiloshiba”. Baada ya kula na kutoa bweu kubwa lenye harufu
mbaya, jitu linalipa na kuahidi litarejea siku iliyofuatia.
Siku iliyofuata wanamadongoporomoka wanagutushwa na
maporomoko yanayotokana na vibanda vyao kubomolewa na
mabuldoza. Wanafurushwa wote kwa nguvu. Vibanda vyao
vinabomolewa na wao kuishia kufukuzwa. Ajabu ni kwamba
“Bwana Tumbo” anarejea kama alivyoahidi. Ila wakati huu yuko
ndani ya gari kubwa na dereva anayemwamrisha. Hivyo amerudi
kula kila kitu kama alivyoahidi ila wakati huu amekuja kula
m a s h a m b a y a o . M z e e M a g o a n a w a s h a w i s h i
wanamadongoporomoka kutoondoka, licha ya dhulma hizo.
Umoja wa wanakijiji hawa unawaokoa kwani muda mfupi
baadaye, vibanda vyao vinaanza kuota tena. Wanafaulu kuzuia
tamaa ya tumbo kubwa lisiloshiba la mji kutokula mashamba yao.
MAUDHUI
Baadhi ya maudhui yanajitokeza katika hadithi hii ni kama vile:
a) Ubinafsi na tamaa
b) Unyanyasaji
c) Utetezi wa haki
d) Umaskini
e) Utabaka
f) Migogoro
a) Ubinafsi na tamaa (Tumbo lisiloshiba)
Haya ndiyo maudhui makuu katika hadithi hii. Maudhui haya
yanajengeka kwa kutazama jinsi ambayo wahusika fulani
hawatosheki na mengi waliyokuwa nayo na hivyo basi kutamani
vidongo vya wengine na kutaka kuwahini. Wakubwa wa jiji
wanadai kwamba jiji limejaa tayari hadi Pomoni. Halijaacha hata
nafasi ya mtu kuvuta pumzi.
2.
Jiji lenyewe limekuwa limesheheni usa, ujumi na tamaduni mbali
mbali. Jiji limejaa hoteli, mikahawa, departmental stores, casinos,
viwanja vya gofu, viwanja vya tenisi, voliboli, mpira wa vikapu,
raga, kabumbu, vyuo vikuu, mahakama, hospitali, majumba ya osi
na mengine mengi. Haya yote yamekuwa yamesimama wima jijini.
Hapajasalia hata nafasi kidogo ya kuvuta pumzi. Hivyo basi
wakubwa wa jiji waonelea vyema kwa ardhi ya watu wa
Madongoporomoka kutwaliwa. Hii ni tamaa ya hali ya juu.
Wanataka wajenge majumba ya kifahari huko. Hawataki kuwalipa
wenye ardhi hiyo dhamana inayofaa bali wanataka tu kuwafurusha
wanamadongoporomoka.
Mhusika “Bwana Tumbo” anaingia kwenye mkahawa wa Mzee
Mago. Ukubwa wa tumbo lake unashangaza wengi. Ni dhahiri kuwa
huyu mtu ni mlaji hodari. Jamaa huyu anaishi kuulizia chakula
kilichopo kwenye mkahawa na kukila. Anakula chakula chote
kilichoandaliwa kwa walaji wengine wote. Anamaliza chakula na
kuongezewa kingine. Anakula nyama ya kuchoma, mchuzi wa
nyama, wali wa nazi, samaki wa kukaanga, chapatti kadhaa na
kuishia kuteremshaa na chupa mbili za Coca cola. Anafagia
mkahawa wote. Anaahidi kurejea siku itakayofuata na kutaka
chakula kipikwe mara mbili Zaidi ya kile kilichopikwa siku hiyo. Hii ni
tamaa ya ajabu. Watu waliokuwepo kwenye mkahawa wanabaki
kushangaa ni vipi mtu anakula chakula chote kilichoandaliwa walaji
wote kwenye mkahawa?
Bwana mwenye tumbo ana tamaa ya mashamba. Anajaribu
kuwafurusha wanamadongoporomoka kutoka kwenye makaazi
yao. Anawarausha asubuhi na mapema kwa mabuldoza
yanayobomoa makaazi yao. Inakusudiwa kuwa majengo
yatajengwa katika ardhi hii inayotamaniwa sana na wenye jiji.
Anwambia Mzee Mago kuwa amekuja kula mashamba yao. Hii ni
tamaa ajabu ya mashamba yaliyo na wenyewe.
3.
Jiji lina tumbo ambalo halishibi. Jiji hili limepambwa vyema na
majumba ya kifahari. Jiji limejaa hoteli, mikahawa, departmental
stores, casinos, viwanja vya gofu, viwanja vya tenisi, voliboli, mpira
wa vikapu, raga, kabumbu, vyuo vikuu,mahakama na hata
hospitali. Ajabu ni kuwa jiji hili halijatosheka kwa usa wake. Jiji
linataka kupanua tumbo lake hadi katika mtaa wa
Madongoporomoka.
a) Unyanyasaji
Hii ni hali ya wahusika kuhiniwa haki ambayo wanastahili na
badala yake wengine kupewa haki hiyo kwa haramu.
Wanamadongoporomoma wananyanyaswa na viongozi wa jiji.
Licha ya wao kuwa wamiliki halisi wa mashamba yao,
wanapangiwa hila ya kunyang’anywa vipande vyao vya ardhi.
Ardhi hiyo inapangiwa njama ya kunyakuliwa bila ya wao kulipwa
dia inayostahili. (Uk 4)
WanaMadongoporomoka pia wananyanyaswa kisheria. Ni mujibu
wa sheria kuwatetea watu wote ambao wamehiniwa au kutendewa
isivyo haki. Mzee Mago anafahamu vyema kwamba kuna
uwezekano mkubwa wa wao kupokonywa mali zao ilhali sharia
itumiwe kuwakandamiza yeye na maskini wenzake.Anaomba
waishie kumpata hakimu ambaye ni mpenda haki ili haki isiuliwe na
asiyestahili kuishia kutetewa na sharia mbovu. (Uk 2)
Majengo makubwa yaliyoko jijini yananuia kuwanyanyasa
wanamadongoporomoka na kumeza vipande vyao vya ardhi.
Vipande hivi vya ardhi vinanuiwa kutumika ili kuwahi kujenga
majengo bora Zaidi.
b) Utetezi wa haki
Mzee Mago ametumiwa na mwandishi kama kielelezo cha mtetezi
wa haki ya wakaazi wa kijiji wa madongoporomoka. Mhusika huyu
anawatetea madongoporomoka kutokana na maonevu ya wakuu
wa jiji.alijitahidi kuzuia njama ya watu wakubwa kutaka kuchukua
ardhi za watu wadogo. Mzee Mago aliwafuata wengine ili
kuzungumza kuhusu haki ya unyang’anyaji wa mashamba yao. Yeye
hupiga mbio huku na kule kujaribu kuzuia haki isiangamizwe. (Uk 2)
4.
Kwa kuwa Mzee Mago anafahamu kwamba haki inauzwa na
kupewa watu wasiostahili. Anajua kuwa haki itauzwa. Anafahamu
kwamba haki itapewa wengine wasiostahili. Hivyo basi anamtafuta
wakili mzuri ambaye hatasaidiana na viongozi dhalimu ili kuwahini
mashamba yao.
Mzee Mago anawahamasisha wanamadongoporomoka kutokubali
kufurushwa kutoka maeneo yao. Hawaruhusu watu kusahau uvumi
wa wao kufurushwa. Anawaita katika kikao na kuwakumbusha
uwezekano wa hao kufurushwa. Anawaongoza kutokubali
kufurushwa ikiwa wakubwa wa jiji watakuja kuwaondoa kwenye
makaazi yao. Baadaye wanamadongoporomoka wanapovamiwa,
wanakataa kuondoka hadi wiki tatu baadaye ambapo makaazi
yao yanarudi kuchomoza kama uyoga. (Uk 11)
a) Umaskini
Ni hali ya kukosa mali/hali ya ufukara au ukata. Umma wa
Madongoporomoka unaishi katika hali mbaya ya kimaskini.
Mandhari ya kijiji hiki ni ya kimaskini na kufedhehesha mno. Kuna
mashonde na vinyesi. Kuna vibanda vya uchwara vinavyozungukwa
na uoza na bubujiko la maji machafu. Kuna uvundo unaopasua
mianzi ya pua. (Uk 4). Bila shaka, mandhari haya sio ya mahali
ambapo mtu anaweza kufurahia kuwa. Ni mandhari ya mahali
ambapo ni masikini tu ndio wanaishi.
b) Utabaka
Hii ni hali ya wahusika kugawika katika makundi tofauti tofaauti
kulingana na uwezo wao wa kiuchumi. Kuna tabaka la matajiri na
masikini. Kila tabaka limejikita katika shughuli zao wenyewe za
kutetea matumbo yao. Masikini wanapigania kutetea makaazi yao
ya kimaskini. Wanakataa kata kata kuhiniwa na wachache matajiri
ambao wanamiliki mali nyingi. Kwa upande mwingine, matajiri
wana matumbo yasiyoshiba. Wananyakua mashamba ya masikini
kwa minajili ya kutaka kuendeleza ujenzi wa majumba ya kifahari.
Hivyo basi, matajiri wanaishi kuwafurusha masikini kutoka kwenye
makaazi yao. (Uk 10-11)
5.
a) Migogoro
Katika hadithi hii panazuka migogoro mbali mbali baina ya
wahusika tofauti. Kuna tofauti nyingi ambazo zinazuka kati ya
wahusika mbali mbali katika hadithi. Baadhi ya migogoro hii ni
kama vile:
a) Mgogoro baina ya Wakuu wa Jiji na wanakijiji wa
Madongoporomoka.
Mgogoro huu unatokana na hali ya jiji kupanuka na
kusheheni kila aina ya majumba kiasi cha kukosa nafasi ya
mtu kuvuta pumzi. (Uk 4)Kutokana na hali hii, wakuu wa jiji
wanaonelea kuwa mahali pazuri pa kupanua shughuli za jiji
lile ni huko Madongoporomoka. Huko ndiko kuna vijishamba
ambavyo havina kazi. Vishamba ambavyo vinapaswa
kupambwa na majumba mazuri ya kifahari. Kwa upande
mwingine, maskini hawa wanaenzi vijumba vyao pamoja na
mazingira yao na hawako tayari kuondoka kwa njia yoyote
ile. Hali hii inazua mgogoro kati yao na wakuu wa Jiji.
b) Mgogoro baina ya Bwana mwenye tumbo na wana-
Madongoporomoka.
Bwana Mwenye tumbo ananuia kula mashamba ya wana-
Madongoporomoka. Kwa upande mwingine, wanakijiji hawa
wanakaidi amri ya kuondoka, pamoja na madhila ya
kubomolewa makaazi yao wanamoishi. Licha ya mateso yote
wanayoelekezewa wana-Madongoporomoka, wanakataa
kuondoka katika mashamba yao na kuruhusu ujenzi wa
majumba ya kifahari kutekelezwa. Ni wazi kuwa huu ni
mwanzo tu wa mgogoro kati ya wahusika hawa hawa na
mporaji huyu wa ardhi.
6.
MBINU ZA LUGHA NA UANDISHI.
Hizi ni mbinu ambazo mwandishi hutumia ili kuleta mvuto katika kazi
yake. Mbinu za uandishi ni sawa na mtindo wa mwandishi. Hizi
zinahusu upekee wa mwandishi kwa namna anavyoichora kazi
yake. Mbinu za uandshi ni mbinu ambazo mwandishi hutumia ili
kutupa sisi wasomaji ujumbe wa ziada. Mbinu hizi ni kama vile
matumizi ya ndoto, barua, mbinu rejeshi,n.k. mbinu zilizotumiwa
katika hadithi hii ni pamoja na:
1. Takriri
Takriri ni mbinu ya kifasihi ya kurudiarudia neno au kifungu cha
maneno ili kusisitiza au kulitilia mkazo. Mifano ya takriri ni kama
ifuatayo:
a) Ulianza uvumi. Uvumi ukageuka nong’ono. Nong’ono
zikafumbua kinywa kueneza wasiwasi. Wasiwasi ukawa
hofu… (Uk 1).
b) …gwa sahau hiyo ni tokeo la lile lile la umoja katika uwili.
(Uk 1)
c) Mzee Mago kajifunza kutosahau. Kutosahau hamkumpi hata
kidogo… (Uk 2)
d) Itikadi ya wakubwa ilikuwa bado ni ile ile. (Uk 2)
e) Hawawezi…hawawezi, hawawezi, kabisa hawawezi! (Uk 5)
2. Kinaya
Kinaya ni hali ambayo mhusika anasema au kutenda kinyume
na matarajio. Mifano ya kinaya ni kama ifuatayo:
a) …maana siku hizi wanasheria waaminifu ni adimu kama
haki yenyewe. (Uk 2)
b) Ilishikilia kwamba jiji halina nafasi tena. Yaani limejaa kila
pahala. Limejaa hiki na kile, hili na lile. Limejaa hadi
pomoni. (Uk 3-4)
7.
c) Halikuacha hata nafasi ya kuvuta pumzi. (Uk 4)
d) “sharia gani hiyo iko mikononi mwetu?” Aliuliza Mzee
Mago. “Sheria kila wakati iko mikononi mwao.” (Uk 6)
a) “Nitakula chakula chako chote ulichopika kuwauzia
wateja wako leo.” (Uk 8)
1. Taswira
Taswira ni maelezo ambayo yanaunda picha fulani katika akili za
msomaji. Mifano ya taswira ni kama ifuatayo:
a) Kuna mashonde na vinyesi. Kuna vibanda vya uchwara
vinavyozungukwa na uozo na bubujiko la maji machafu. Kuna
uvundo unaopasua mianzi ya pua. (Uk 4).
b) Wakati huu ndipo pua za wazungumzaji hawa ziliponasa
harufu za vyakula vilivyotoka jikoni. Harufu mchanganyiko
zilizowaingia puani na kukaanza kulambatia na kukaza mate
vinywani mwao. (Uk 6)
c) Jitu lilikuwa limevaa suti nyeusi na shati jeupe. Limekabwa
shingoni na tai ya buluu iliyozama kwenye misuli ya shingo
fupi nene…(Uk 7)
d) Naam. Vyakula vilipakuliwa. Wali na nazi. Mchuzi na nyama.
Nyama ya kuchoma kwa mkaa na bakuli la kachumbari.
Samaki wa kukaanga. Chapatti kadhaa za duara… (Uk 8)
1. Maswali ya Balagha
Balagha ni mbinu ambapo mwandishi huuliza maswali yasiyohitaji
majibu. Maswali haya hulenga kumfanya mhusika au msomaji kukiri
kwa kina. Kwa mfano:
a) Aaa, kuna jabu gani lakini mvua ikinyesha? Si kila siku
huanguka kupunguza joto …? Si huanguka kuburudisha nafsi
zinazohaha na kukata tamaa? (Uk 1)
b) Nani angewashauri wao mburumatari? Sauti zao hazikustahi
kusikika, seuze kusikizwa? (Uk 3)
8.
c) Kwani si kila mtu anafaa kujua kuwa kimya kirefu kina
mshindo mkuu? (Uk 3)
d) Tuondoke twende wapi? (Uk 5)
e) Kuwe na mazungumzo gani hasa yatakayomchangamsha
kila mtu wakati huu kuliko uvumi ulioanza tena kuvuma? (Uk 5)
f) Aaa, nani anayejua hatimaye? Kesho yenyewe haijazaliwa
seuze fumbato ndani ya kesho yenyewe?
g) Chupa mbili za Coca cola zifae nini kwa jitu kuza kama hilo?
(Uk 8)
h) Wakawa wanatazamana kwa wakionyesha hawaamini nini
kinachotokea. Itawezekanaje?
1. Kuchanganya Ndimi
Hii ni mbinu ya uandishi ambapo wahusika huzungumza kwa
kutumia lugha zaidi ya moja ili kuonyesha hali yao na hisia zao
katika mazungumzo. Mbinu hii humwezesha mhusika kujieleza
vyema Zaidi kwa kutumia msamiati ambao hauko katika lugha
fulani. Kwa mfano:
a) Chupa mbili za Coca cola zifae nini kwa jitu kuza kama hilo?
(Uk 8)
b) Jitu hilo lilikuwa limeketi nyuma ya gari kubwa aina ya Audi
Q7…(Uk 10)
c) Simama kidogo Chauffer… (Uk 11)
9.
2. Taharuki
Taharuki ni mbinu inayotumiwa na waandishi ili kuteka hisia na
hamu ya wasomaji kutaka kuendelea kusoma zaidi. Katika
kufanikiwa kujenga taharuki, mwandishi husuka matukio
yalito na mshikamano na mtiririko ambao humvutia msomaji
asiiweke chini kazi hiyo pindi aanzapo kuisoma hadi akie
kikomo chake.
a) Ulianza uvumi. Uvumi ukageuka nong’ono. Nong’ono
zikafumbua kinywa kueneza wasiwasi. Wasiwasi ukawa
hofu… (Uk 1). Msomaji anajiuliza, Ni jambo gani hili ambalo
linatarajiwa kutendeka?
b) Kwa Mzee Mago, iliyobaki sasa ni kutazamia siku ya
kulipuka mambo…(Uk 3)
Ni mambo yepi yatalipuka? Hii inasalia kama taharuki.
c) Kesho nitaka hapa tena. Niwekee chakula mara mbili
kuliko hiki cha leo…(Uk 9)
Tunashangaa ikiwa jitu hilo kweli litarudi.
1. Jazanda/ Istiari.
Jazanda ni mbinu ambayo inaonyesha fumbo lililotumiwa na
mwandishi kurejelea hali fulani kwa njia che. Istiari kwa upande
mwingine inalinganisha moja kwa moja kitu au hali na nyingine
lakini bila ya kutumia maneno ya ulinganisho. Mifano:
a) Angepoaje na ule moto unaomlipukia kila mtu pale mtaani
umeacha mpaka sasa kovu bichi moyoni…? (Uk 2)
10.
b) Wakubwa hawatambui kuwa kwamba jambo hilo la
kuwafanya wao takataka tu ndilo linalowakasirisha… (Uk 3)
c) Sahau imebaki vilevile kutanda giza na kufunga milango ya
wasiwasi vichwani mwa watu… (Uk 5)
d) Bweu likapasuka na kutoa uvundo wa mnyama aliyeoza…
(Uk 9)
Hii ni ishara ya jinsi jitu hili litawahangaisha wanakijiji hawa
baadaye.
2. Tashbihi/Mshabaha
Tashbiha/Tashbihi/Mshabaha ni maneno yanayofananisha kitu,
jambo au kitendo na kingine kwa kutumia vihusishi kama vile ‘kama’,
‘mithili’, ‘ja’, ‘mfano wa’ na kadhalika. kwa mfano:
a) …maana siku hizi, wanasheria waaminifu ni adimu kama
maziwa ya kuku! (Uk 2)
b) Ulikuwa ukitukuta ndani kwa ndani kama moto ya makumbi.
(Uk 3)
c) Umebaki tu ukining’inia hewani kama mvua inayotarajiwa
kunyesha…(Uk 4)
d) Kauli ya jitu hilo ilimwinua Mzee Mago kama mtu
aliyechapwa na bakora. (Uk 7)
e) Lilipokula, lililamba sahani zote kana kwamba lilikuwa na
jukumu la kuziosha.(Uk 9)
f) …vibanda vya Madongoporomoka viliota tena hapo kama
uyoga. (Uk 11)
11.
1. Tashihisi/Uhuishaji
Hii ni mbinu ya lugha ya kuweka hisia na uhai katika vitu
visivyokuwa na uhai. Pia kuna uwezekano wa kuwapa wanyama
uwezo na hulka za binadamu. Mifano:
a) Nong’ono zikafumbua kinywa kueneza wasiwasi. (Uk 1)
b) Maisha ndugu yangu ndiyo- maisha ndiyo yanayotukaba
koo akina sisi! (Uk 1)
c) Yeye hupiga mbio huku na kule kujaribu kuzuia haki
isiangamizwe…(Uk 2)
d) Mzee Mago lakini hairuhusu sahau iketi na kutawala
kichwani mwake. (Uk 2)
e) Aliwakumbusha kuwa maendeleo yanadai mchango wa kila
mtu…(Uk 2)
f) Kesho yenyewe haijazaliwa, seuze fumbato…(Uk 5)
g) Sahau imebaki vilevile kutanda giza na kufunga milango ya
wasiwasi vichwani mwa watu… (Uk 5)
h) Kauli ya jitu hilo ilimwinua Mzee Mago kama mtu
aliyechapwa na bakora. (Uk 7)
i) Haikuchukua muda mrefu akili zilipowaamsha kuwapeleka
maana ya kile…(Uk 10)
2. Chuku
Ni mbinu ya kutilia mazungumzo chumvi ili kuyafanya yavutie
Zaidi. Kwa mfano:
a) K w a m i u j i z a , n d i p o j i t u l a m i r a b a m i n e
lilipoingia…halikujulikana lilipotoka. Liliingia tu ghaa..(Uk
6)
b) Lile tumbo lake limezidi kufura na ndani ya tumbo, ugomvi wa
vyakula ukawa unapwaga kwa mingurumo ya radi iliyosikika
hadi nje. (Uk 9)
12.
c) Mstari huo ulikuwa umefuatana na mpasuko mkali wa radi na
umweso uliomulika mpaka ndani ya mioyo ya watu. (Uk 10)
d) Jitu hilo lilimwaga tabasamu mfululizo iliyoenea eneo lote la
Madongoporomoka. (Uk 10)1. Nidaa
Ni mbinu ya kuonyesha hisia aliyo nayo mhusika. Hujulikana kwa
kutumia alama ya hisi. Kwa mfano:
a) Maisha ndugu yangu ndiyo- maisha ndiyo yanayotukaba koo
akina sisi! (Uk 1)
b) …maana siku hizi, wanasheria waaminifu ni adimu kama
maziwa ya kuku! (Uk 2)
c) Pale lilipoketi, lilionekana kupapa jasho ovyo! (Uk 7)
d) Halikubakisha hata chembe moja ya chakula chochote
alichopewa! (Uk 9)
e) Hazitatuhamisha kabisa hizi fujo zenu! (Uk 11)
2. Tanakuzi.
Ni mbinu ya kutaja vitu viwili ambavyo sifa zao zimepingana.
Kwa mfano:
a) “Hata hivyo, kila mtu, mdogo kwa mkubwa, kike kwa kiume…
(Uk 2)
b) Aliwakumbusha kuwa maendeleo yanadai mchango wa kila
mtu, maskini au tajiri. (Uk 2)
c) Lile jitu lilimkata maneno Mzee Mago, Wakubali,
wasikubali…(Uk 8)
d) Watu wanakimbia huku na huku, huku na kule, mbele na
nyuma…(Uk 10)
e) Kike kwa kiume, vijana kwa wazee, watoto kwa watu
wazima…(uk 10)
13.
WAHUSIKA NA UHUSIKA
a) MZEE MAGO
Huyu ndiye mhusika mkuu ambaye ametumiwa na mwandishi kama
kielelezo cha watetezi wa haki. Ametumika kuwatetea wanyonge
kutokana na madhila ya matajiri wanaotaka kuwapokonya
mashamba yao. Sifa zake ni kama zifuatazo:
i) Ni mtetezi wa haki.
Anakataa kutazama huku wanakijiji wakihiniwa mashamba yao.
Anamtafuta wakili ambaye hajahongwa ili kutetea haki ya
w a n y o n g e . I s i t o s h e , a n a k a t a a k u w a r u h u s u
wanamadongoporomoka kusahau uvumi uliokuwepo hapo awali
kuhusu uwezekano wa vipande vyao vya ardhi kuchukuliwa.
ii) Ni mwenye hekima/busara.
Anafahamu vyema matokeo ya wingu linalotarajiwa kutua. Hivyo
anajiandaa na pia kuwaandaa wanakijiji ili yatapowasili madhila,
wawe tayari wameungana kupigania haki zao.
iii) Ni mwenye bidii.
Ni yeye tu aliye na mkahawa pale madongoporomoka, ishara ya
kwamba ni mtu mwenye bidii ya mchwa.
14.
iv) Ni mwenye ushawishi
Anafaulu kuwahamasisha wanakijiji wote kujiandaa ili kukabiliana
na vita vinavyokuja vya kunyang’anywa vipande vyao vya ardhi.
Isitoshe anawaandaa wanamadongoporomoka kupinga hila
zitakazokuja na kukataa kuondoka kwenye mtaa wao. Hatimaye
wanapovamiwa na kubomolewa makazi yao, wanakaidi na
kukataa kuondoka, jambo linalowapa ushindi baadaye.
v) Amepevuka
Anafahamu ka uzito wa kesi na ubishi unaotokana na ardhi.
Isitoshe ana ufahamu mzuri wa namna ambavyo haki haipatikani
kwa urahisi. Hivyo anaamua kumtafuta wakili aliye mwaminifu
ambaye hatimaye anawaokoa kutokana na makucha ya matajiri
wenye tamaa. Wanarudia kujenga vibanda vyao upya.
a) JITU LENYE TUMBO
Mhusika huyu hatujapewa jina lake halisi ila matendo yake ndiyo
yanashangaza. Sifa zake ni kama zifuatazo:
i) Ni katili
Hana huruma anapobomoa makazi ya maskini. Anawafumania
asubuhi na mapema na kuwafurusha. Anabomoa makazi ya watu
ambao hawana pahala pengine pa kuita kwao, huku akiangua
kicheko akiona namna wanavyohangaika.
15.
ii) Mwenye tamaa
Anatamani ardhi za maskini wa Madongoporomoka na
kuwapangia njama ya kuwafurusha kutoka makwao. Ingawa ana
uwezo wa kutumia buldoza na polisi, anaishia kushindwa katika wizi
wake na maskini hawa kurejelea makaazi yao.
iii) Mwenye dharau/Kiburi
Anawazungumzia Mzee Mago na wenzake pale kwenye mkahawa
kwa dharau na mabezo.
iv) Ni Mla
Anafyeka vyakula vya aina mbali mbali bila kusaza chochote.
Vyakula vyote vilivyokuwa vimeandaliwa wateja pale kwenye
mkahawa vinaliwa na yeye pekee. Mwishowe anatoa bweu kubwa
linalochafua hewa yote pale.
Mhusika huyu ametumiwa kama kielelezo cha watu wenye tamaa
mbaya ya mali, waliojawa na ukatili na wanaoweza kutenda ukatili
wowote ili kupata mali.
Kabwe, Bi.Suruta na Bi. Fambo.
Hawa ni wana-Madongoporomoka ambao wanaoshirikiana na
Mzee Mago ili kujiandaa kwa wingu ambalo lingeanguka hapo
baadaye. Ni wazi kwamba wahusika hawa ni wenye hekima na
waliomakinika kwa mambo yajayo. Wahusika hawa wametumiwa
kama kielelezo cha viongozi wenye mioyo ya ujasiri wa kupigania
jamii zao.
16.
2.MAPENZI YA KIFARAUNGO
Historia ya Mwandishi.
Mwandishi wa hadithi hii anaitwa Kenna Wasike. Ni mwandishi
ambaye yuko katika harakati zake za mwanzo katika ulimwengu
wa uandishi. Yeye ni mwalimu aliyesomea chuo kikuu cha Nairobi.
Dhamira
Mwandishi amekusudia kutahadharish wasomaji wake dhidi ya
kugawanywa kwa misingi ya utabaka. Analenga kukashifu
migawanyiko ya watu kwa kuzingatia uwezo wao wa kiuchumi.
Ufupisho wa Hadithi
Mwandishi anatumia nafsi ya kwanza katika masimulizi yake.
Anatupa hadithi yake mwenyewe akiwa chuo kikuu. Ingawa
amefaulu kuka chuo kikuu, maisha sio mepesi kwa namna yeyote.
Wazazi wake ni maskini hohe hahe wanaopigania mikono kuka
kinywani tu. Bidii yake ndiyo ilimkisha katika chuo kikuu. Msimulizi
anapoka katika chuo kikuu, anashangaa namna ambavyo
wanafunzi wengi wanaandamana kwa mapenzi. Ingawa
anatamani, haimpitii mawazoni mwake ya kwamba naye pia
angeweza kuwa na mpenzi huko chuoni. Masomo chuoni ni magumu
na ambayo hayaeleweki kwa wengi wa wanafunzi hao, ingawa
wanajitahidi. Mwalimu anayewafunza ni Dkt. Maboga ambaye
anatema dhana nzito nzito za fasihi. Wanafunzi wengi wanauliza
maswali ilikuelewa Zaidi anavyomaanisha mwalimu huyu. Bila shaka
hawaelewi mambo anayosema huyu mwalimu, lakini nani
atadhubutu kumuzomea daktari mzima?
17.
Siku moja baada ya msimulizi kupika uji wake na kujiandaa kunywa,
anasikia mtu akibisha mlangoni. Anapofungua, anamkuta binti
mmoja mrembo ambaye baadaye anagundua kwamba ni
mwanafunzi mwenzake nye darasa moja anayeitwa Penina. Penina
anadai kwamba anampenda Dennis bila kujali umaskini wake.
Ajabu ni kuwa Penina ni binti wa Waziri. Ni kinaya kwa msichana wa
haiba yake kumpenda maskini kama Dennis. Baada ya masomo
yao, Dennis na Penina wanaishi pamoja huku wazazi wa Penina
wakilipa kodi ya nyumba na matumizi yao yote. Dennis anajaribu
kutafuta kazi bila mafanikio. Anapata fursa katika shirika la
uchapishaji wa magazeti. Anapopatikana katika chumba cha
udodosi, anashindwa kufungua kinywa chake na kujitetea ni kwa
nini anahitaji kazi ile. Dennis anafurushwa kutoka chumba cha
udodosi kwa haya nyingi usoni na majuto mengi moyoni.
Anaporejea nyumbani, anamkuta Penina ameketi akitazama
televisheni. Anataka kupewa chakula ila anaariwa kuwa hakuna
chakula chochote kile. Penina anamwarifu kuwa chakula hakipo
kwani yeye Dennis hakuwacha chochote cha kuliwa. Kisha Penina
anataka kujua ikiwa Dennis amefaulu kupata kazi. Dennis
anapojibu kwamba hakufaulu, jibu la Penina linamshangaza.
Penina anamwambia kwamba anajutia uamuzi wake kuolewa
kwake. Anajuta kutowasikiliza wazazi wake kwani walimwonya
kutokana na Dennis. Anadai kuwa anataka kuolewa na mtu mwenye
kazi nzuri na pesa. Kisha Penina anishia kumfukuza Dennis kutoka
kwake. Anamwamrisha afunge virago vyake na kuondoka. Dennis
anapomdadisi kuhusu mapenzi yao, anamhakikishia kuwa yeye
hataki kuolewa na maskini kama yeye. Ni ajabu kuwa mapenzi ya
Penina yameyeyuka.
18.
Ni mapenzi ya kifaraungo. Dennis akiwa anaondoka na begi lake,
anasikia sauti ikimwamuru nyumba ile aione paa na asiwahi kurejea.
Hali hii inamletea majuto si haba. Kweli mapenzi ya Penina yalikuwa
na kifaraungo. Yaguzwapo tu na wimbi ndogo yananyauka.
MAUDHUI
Baadhi ya maudhui yanajitokeza katika hadithi hii ni kama vile:
a) Elimu
Hii ni hali ya mhusika kupata maarifa yanayonuiwa kumpevusha
kimawazo. Kuna aina mbili kuu za elimu:
i) Elimu ya Vitabu.
Hii ni elimu ambayo wahusika huipata kwa kuhudhuria madarasa
shuleni na kuelimishwa katika masomo mbalimbali. Baadhi ya
masomo haya ni kama vile kemia, hisabati, bayolojia, Kiswahili,
kingereza, na masomo mengine mengi mno. Elimu hii hutumika
kuwasaidia wanafunzi kuingia katika taaluma mbalimbali kama
vile udaktari, ualimu, uhandisi na kadhalika. Penina na Dennis
wanakutana pale kwenye chuo kikuu wakiwa wanafunzi wa fasihi.
Wanatafuta elimu hii ili kuwahi kupata ajira bora baadaye. Ni
elimu hii ambayo Dennis anaitumia kutafuta kazi katika shirika la
uchapishaji wa magazeti. Watu wote wanaoendelea na
kufanikiwa kwenye elimu hii huishia kufaulu sana maishani katika
kupata taaluma wanazozipenda wao wenyewe. Wanafunzi wote
katika chuo kikuu wanatia bidii masomoni ili waweze kupata kazi
za aina mbali mbali.
19.
ii) Elimu ya Maisha.
Elimu hii haihisiani na elimu ya vitabu. Haya ni maadaili
anayokuzwa nayo mtu. Ni mkusanyiko wa tabia na itikadi njema
ambazo mja hukabidhiwa katika aushi yake ili kuweza
kutangamana vyema na umma. Dennis alikuzwa vyema na
kufundishwa kuwaheshimu watu. Isitoshe, ni mvulana aliye na
tabia nzuri. Anapoenda chuo kikuu, hajihusishi na tabia
zinazoelekeza kupotoka kwake kwa maadili. Anawaheshimu
wote. Kwa upande mwingine, Penina amelelewa kwa kuwabagua
watu kwa misingi ya pesa uchumi wao. Ni wazi kuwa muda wote
huu, alikuwa ameyacha makucha yake tu.
a) Mapenzi
Mapenzi ni hali ya kumkubali mtu wa jinsia tofauti na kumuenzi
pamoja na kujihusisha naye katika mahaba. Mapenzi
yanayoonekana katika muktadha huu ni ya aina mbili:
i) Mapenzi ya kifaraungo.
Penina ndiye anadhihirisha mapenzi haya. Anampenda
Dennis ingawa kwa masharti. Licha ya wao kuishi pamoja,
anamwambia Dennis ya kwamba hawezi kuolewa na mtu
asiye na pesa. Ni wazi kuwa mapenzi yake hayaamuliwi na
uzuri wa penzi bali kiwango cha pesa alichonacho mtu. Punde
tu penzi lao linapoguzwa na upepo mdogo tu (ukosefu wa
ajira) linanyauka na kupotelea mbali.
20.
ii) Mapenzi ya dhati.
Dennis anampenda Penina kwa keweli. Anaishia kumpenda
na hata kumtambulisha kwa wazazi wao. Ingawa alikuwa
anashuku ukweli wa Penina kumpenda maskini kama yeye,
anajitolea na kumpenda Penina kwa dhati. Anatazamia
kumuoa haswaa pindi atakapopata kazi.
b) Utabaka
Hii ni hali ya jamii kugawika katika makundi tofauti kulingana
na uwezo wa kifedha. Mahusiano yote kati ya wahusika
yanaongozwa na fedha walizo nazo mfukoni. Penina
anaonywa na wazazi wake kujihusisha na Dennis kwani yeye ni
maskini. Ingawa anakataa mawaidha ya wazazi wake hapo
awali, anaishia kumfurusha Dennis kwani anamwona kama
maskini asiyefaa kumwoa.
c) Umaskini
Msimulizi wa hadithi hii (Dennis) ndiye kielelezo cha maskini
wanavyoishi. Alisoma kwa shida kwani karo ilikuwa kero
kubwa. Ni wazi kwamba jamii yake inamtazamia yeye
kuikomboa kutokana na umaskini wao. Ingawa amefaulu kuka
chuoni, chumba chake Dennis ni kitupu kisichokuwa na chochote
cha kutamaniwa. Anapohisi njaa, anagutukuka kuwa hana
chochote cha kupika. Anaamua kupika uji. Baadaye
anagundua kwamba hata sukari ya kutia kwene uji wake
mweupe hana. Anaishia kunywa uji hiyo bure kwa kujihurumia.
21.
Ingawa Dennis anafaulu kumpata mpenzi anayempenda,
anajitegemeza kwake kwa kiasi kikubwa. Wanaishi pamoja
lakini ni wazaziwe Penina wanaowakimu mahitaji yao yote sio
Denniskwani yeye ni maskini. Baadaye, Penina anapochoshwa
na Dennis anamfurusha. Ni ajabu kuwa Dennis anabeba kila
kilicho chake kwenye begi moja tu! Anatembea akijutia masomo
yaake ambayo hadi sasa hayajamsaidia kustawisha misuli yake
ya kiuchumi. Anashangaa jinsi ataweza kuwaokoa wazazi wake
na umaskini uliowagubika.
a) Ukosefu wa Ajira
Ajira ni adimu katika nchi anayoishi Dennis. Ametembea katika
makampuni mengi na mashirika mengi akipeleka nyaraka za
kuomba kazi. Amebisha huku na kule akiwacha tawasifu yake
na ya Penina lakini tangu kumaliza masomo ya chuo kikuu,
miaka mitatu baadaye hajafaulu kupata kazi. Dennis anaishia
kufurushwa na mpenziwe kwani hana uwezo wa kukimu mahitaji
yao ya kifedha.
a) Majuto
Dennis anachorwa kama mhusika anayejutia maisha yake.
Anajutia umaskini wake kwani Penina anamfurusha kwa
kisingizio kuwa yeye hawezi kutoa hela zozote za chakula na
matumizi ya pale nyumbani. Anajutia kisomo chake kwani
anatumaini kuwa kitampa ajira lakini ng’o! Anajuta
akiwakumbuka wazazi wake na kukiri jinsi ambavyo anaweza
kuwasaidia ili kuwaondoa katika umaskini. Anajutia bidii yao ya
kumsomesha kwani sasa hivi hawafai wazazi inavyostahili.
22.
Anajutia fumbo ya maisha kuwa kinyume naye katika kila
jambo analofanya. Anajutia kuonewa na maisha.
MBINU ZA LUGHA NA UANDISHI.
a) Tashihisi
i) Ninafuta chozi linalochungulia machoni. (Uk 13)
ii) Njaa inanitafuna kama mbwa anvyoguguna mfupa. (Uk 17)
iii) Mapenzi hukua, huugua yapatapo maradhi na hufa
hatimaye. (Uk 20)
iv) Mapenzi yasiyujua kufa. (Uk 20)
v) …bado bahati yangu haijasimama. (Uk 22)
b) Tashbihi
i) …kumuibia bingwa katika mtihani wa kitaifa ni kama
kutajaria kuyapata maziwa kutoka kwa kuku. (Uk 13)
ii) …sasa anaanza kututamkia maneno machungu kama
shubiri. (Uk 14)
iii) Mapenzi ni matamu kama uki…(Uk 26)
iv) Njaa inanitafuna kama mbwa anvyoguguna mfupa. (Uk 17)
v) Almuradi maskini na matajiri wametengana kama ardhi na
mbingu. (Uk 17)
vi) Mwili mzima unaanza kutetemeka kama ndama
aliyenyeshewa…(Uk 17)
vii) Waamatunaapendana kama ulimi na mate. (Uk 21)
viii) Wanafanana kama riale kwa ya pili. (Uk 23)
ix) Ninahangaika kama kondoo aliyevamiwa… (Uk 25)
23.
a) Kuchanganya ndimi
i) Wanabeba vipakatalishi na Ipad zao mikononi, sa kabisa!
ii) Hatimaye nimeka kwenye ghorofa ya tatu katika jumba
la makazi ya Mastura Hall. (Uk 16)
iii) Mimi na Penina tunaishi katika mtaa wa New Zealand. (Uk
22)
iv) …basi ni wazi kuwa your competence is doubtful. (Uk 25)
v) Unajua tangu nianze tarmacking sijawa nikitazama
runinga. (Uk 26
b) Nidaa
i) Wanabeba vipakatalishi na Ipad zao mikononi, sa
kabisa! (Uk 13)
ii) Laiti mama yangu angeliweza kunisomesha hadi shule ya
kitaifa! (Uk 13)
iii) La hasha! (Uk 14)
iv) Looh! Kwani swali langu vipi? (Uk 15)
v) Lo! Nitakula nini? (uk 17) Lo! Mlangoni yuko msichana
mmoja mrembo. (Uk 18)
vii) Ah! Pengo gani ilhali una mapenzi ya kweli…? (Uk 19)
a) Misemo na nahau.
i) Nikatupa macho huku na kule. (Uk 12)
ii) Analaza damu usiku na mchana. (Uk 14)
iii) Licha ya uchechefu wa pesa, nimejikaza kisabuni. (Uk 21)
iv) Mama na baba wanakula mwata. (Uk 28)
v) Lakini sitakata tamaa. (Uk 28)
24.
a) Uzungumzi nafsia.
Mbinu hii imetawala kote kwenye hadithi kwani haya ni
masimulizi katika nafsi ya kwanza. Mifano michache ya mbinu hii
ni kama:
i) “Kwa nini ninalia sasa?” (Uk 13)
b) Kinaya
i) Unajua watu waliosoma sana kama Daktari Mabonga hawajui
lolote wala chochote. (Uk 14)
ii) Utajifundishaje kula na chakula hukitafuti? (Uk 15)
iii) Masomo ya chuo kikuu si masomo, ni madubwana
yasiyojulikana yalikotoka.(Uk 15)
iv) Ninahangaika kama kondoo aliyevamiwa na jeshi la usubi.
Sina majibu. (Uk 25)
c) Maswali ya Balagha.
i) Itakuwaje wewe ufundishwe kujinadhishia kesho yako? (Uk 15)
ii) Utajifundishaje kula na chakula hukitafuti? (Uk 15)
iii) Lo! Nitakula nini? (uk 17)
iv) Nifunge mlango au nifungue? (Uk 17)
v) Mbona asiketi kitini?…kwani ni lipi alilojia humu? (Uk 18)
vi) Kabwela kama mimi nina faida gani? (Uk 23)
a) Chuku.
i) Darasa zima linangua kicheko. Msichana mmoja amecheka
hadi ameanguka. (Uk 15)
ii) Mtazamo wake unaweza kumwamsha mbwa aliyelala. (Uk 18)
iii) Ukimtazama machoni, machozi ya furaha hayaachi
kukutonatona. (Uk 18)
iv) …kitambo kirefu kilichatawaliwa na kimya- kimya cha
kuanguka pamba uusikie mlio wake. (Uk 18)
v) Wasikilizaji wako watacheka mpaka midomo ianguke. (Uk 22)
vi) Akanyagapo chini ardhi inatetemeka. (Uk 22)
25.
a) Methali.
i) Mzungu wa kula haufunzwi mwana. (Uk 15)
ii) Ujapokosa la mama, hata la mbwa huamwa. (Uk17)
iii) Mzoea vya sahani, vya vigae haviwezi. (Uk 20)
iv) Mume ni mume hata akiwa gume gume. (Uk 21)m
v) Mgomba changaraweni, haupandwi ukamea. (Uk 27)
WAHUSIKA NA UHUSIKA.
1. Dennis (Msimulizi)
Huyu ni mvulana aliyesoma kwa bidii licha ya umaskini wake na
kuka chuo kikuu, ni mpenziwe Penina. Ana sifa zifuatazo:
a) Mwenye bidii.
Licha ya umaskini uliopo pale nyumbani, anatia bidii
masomoni. Anasoma na kufanya vyema kuanzia shule ya
msingi, shule ya upili hadi chuo kikuu. Pia ana bidii ya
kutafuta kazi ili aweze kuwasaidia wazazi wake na pia
kumwoa mpenzi wake Penina.
b) Mwenye mapenzi.
Anampenda Penina kwa dhati. Anamuenzi na kutaraji kuwa
siku moja atamwoa Penina. Anamwonyesha kwa wazazi
wake ambao wanafurahia sana kumwona mwanao akiwa na
mpenzi akama Penina.
26.
a) Mwenye matumaini.
Ana matumaini ya kupata kazi ndiposa anatia bidii
masomoni. Anaahidi kumwoa Penina endapo angepata kazi
ambayo ingemwezesha kukimu mahitaji yao. Ana matumaini
kwamba ingawa hana kazi sasa hivi siku moja bahati
itamfungulia milango na mambo kumwendea vyema
akapata kazi nzuri.
b) Ni mwoga.
Anapopewa fursa ya kuzungumza katika udodosi wa kazi
katika shirika la uchapishaji wa magazeti, anaogopa
kufungua kinywa chake. Kijacho chembamba kinamtiririka
huku akitetema na kukosa maneno. Anafurushwa kutoka
chumba kile bila kutamka chochote.
a) Mwenye majuto.
Licha ya yeye kutia bidii maishani na masomoni, anajuta
kwamba bahati inakataa kumfungulia milango ya heri. Anajuta
kutokuwa na kazi kwani anafurushwa kutoka chumbani na
mpenziwe. Pia anajutia kutowasaidia wazazi wake baada ya
wao kumsomesha kwa shida mno. Anajuta kumwamini Penina na
kukubali mapenzi yake ya kifaraungo.
27.
1. Penina
Huyu ni mpenzi wa msimulizi ambaye walikutana kule chuo kikuu
wakisoma katika darasa moja. Anampenda msimulizi na kuahidi
kuoana naye watakapokuwa matajiri.
a) Ni mzembe.
Anaketi chumbani mchana kutwa bila kufanya kazi yoyote
ile.Kazi ni kutazama televisheni tu. Tawasifu zake zinapelekwa
maosini na Dennis. Hana bidii ya kutafuta kazi. Anaamini
kuwa Dennis ndiye anafaa kutafuta hela.
b) Mwenye unaki.
Licha ya yeye kudai kumpenda msimulizi, ni wazi kuwa penzi
lake ni la kifaraungo. Upendo wake unaongozwa na tamaa ya
pesa na utajiri. Anajifanya kumpenda Dennis lakini ukweli ni
kwamba alitazamia ya kwamba Dennia angepata kazi ili
waweze kuoana.
a) Mwenye tamaa.
Tamaa yake ya pesa inadhihirika wakati ambapo utulivu wake
unakia kikomo. Anamfurusha Dennis kwa umaskini wake.
Anadai kuwa hawezi kuolewa naye kwani Dennis hana pesa.
Anaweza tu kuolewa na mtu mwenye pesa.
28.
b) Mwenye mawazo ganda.
Penina anaamini kuwa ni mwanaume tu ambaye anapaswa
kutafuta hela. In
gawa wote wawili wameelimika, Penina hana bidii ya
kutafuta kazi. Anamwac hia jukum u hilo Dennis
anayezunguka katika maosi mengi bila mafanikio.
1. Daktari Mabonga.
Ni mwalimu wa fasihi katika chuo kikuu cha Mavuko. Ni wazi
kuwa yeye ni mwalimu asiyependa kudadisiwa kwa
vyovyote vile. Ni chanzo cha namna ambavyo mafunzo
yanatendeka katika vyuo vikuu.
a) Mwenye hekima
Anatema maneno yaliyojawa na hekima na maarifa
anapozungumza na wanafunzi wake. Anawapa maarifa
kuhusu maisha ambayo yanawasubiri baada ya masomo
yao. Anawanoa wanafunzi wake vilivyo.
b) Mwenye kiburi/mabezo.
Licha ya yeye kufundisha vizuri wanafunzi wake
hawamwelewi. Anatumia lugha ngumu inayowashangaza
wanafunzi. Wanafunzi wake wanapomtaka atumie lugha
nyepesi ili waweze kuelewa, anawajibu kwa kiburi na
mabezo.
c) Mwenye mapuuza.
Anapuuza maswali anayoulizwa na wanafunzi wake na
kuyaona ya kitoto. Anatupilia mbali maswali yote
yanayoibuliwa na wanafunzi wake wa fasihi.
29.
1. Shakila
Huyu ni msichana ambaye walisoma pamoja na Dennis kwenye
chuo kikuu. Mamake ni mkurugenzi mkuu katika shirika la
uchapishaji wa magazeti. Ametumiwa na mwandishi kuendeleza
maudhui ya ubaguzi.
a) Mwenye dharau.
Anapomkuta Dennis osini akisubiri kufanyiwa udodosi,
anazungumza naye kidogo na kisha kutoa cheko kubwa
lenye dharau linalomkera Dennis. Hii ni ishara tosha kwa
Dennis kwamba hatapata kazi yoyote pale.
b) Mwenye unaki.
Anapomkuta Dennis osini, anamsalimu na kumzungumzia
vyema. Ajabu ni kwamba anapoingia oni kwa mhazili,
anatoa cheko kubwa pamoja na mamake. Anamcheka
Dennis bila shaka.
2. Mamake Shakila.
Mhusika huyu ametumiwa na mwandishi kama kielelezo cha watu
wenye mitazamo hasi kwa wenzao, wenye mabezo na
kujishaua. Ingawa ni mkurugenzi hana utu wa ukurugenzi. Sifa
zake ni panmoja na:
30.
3. SHOGAKE DADA ANA NDEVU
Historia ya Mwandishi.
Mwandishi ni mojawapo ya waandishi chipukizi wenye uwezo wa
kipekee wa kubuni kazi za fasihi. Ni mwalimu aliyewahi kuandika
Makala mbalimbali ya Kiswahili. Isitoshe ana tajriba ya muda
mrefu wa kufundisha Kiswahili katika shule mbali mbali.
Dhamira
Mwandishi wa hadithi hii amedhamiria kuwaonya vijana dhidi ya
kujihusisha na mapenzi ya kiholela. Anawatahadharisha vijana
kuhusu hatari za kushiriki mapenzi ovyo ovyo. Hatari hizi ni mimba
za mapema pamoja na kukumbana na mauti wakati wa kuavya
mimba.
Ufupisho wa Hadithi
Hadithi hii inawasawiri wazazi wawili ambao wamejukumika
kuwalea wanao vyema. Bwana Masudi na Bi. Hamida
wamejukumika vilivyo na kumlea binti na mwana wao kwa
uangalifu mkubwa. Wamemfunza dini na tabia njema.
Wanamlinganisha binti yao na wasichana wengine pale kijijini na
kuwona bora zaidi kuwaliko. Jina la msichana huyo ni Saa.
Saa anawaomba wazazi wake ruhusa ya kumleta shogake
anayeitwa Kimwana ili waweze kusoma kwa pamoja. Wazazi wake
Saa hawana pingamizi kwa ombi hilo kwani wanamtakia binti yao
fanaka katika masomo yake na ikiwa kuna shogake ambaye
wanaweza kufaana katika kudurusu, basi hawaoni tatizo lolote.
Kimwana anakuja siku baada ya nyingine na kudurusu pamoja na
Saa kwenye chumba chake Saa. Kila anapokuja, mama mtu
anawaruhusu kujifungia chumbani ili nduguye Saa asiwasumbue
wakiwa katika shughuli za kudurusu.
Ajabu inayokuwepo ni kuwa wazazi wa Saa hawajawahi kumsikia
huyo shogake Saa akizungumza. Ni “Marahaba” tu ndiyo
inamtoka kila anapokuja kusoma pamoja na Saa na kisha
wanaandamana na kujifungia kwenye chumba cha Saa ili
kuendeleza masomo yao. Hakuna anayewasumbua, iwe ni mama,
baba au ndugu, kwani wanahitaji muda wao wa kutosha ili kusoma
ipasavyo! Wazazi hawamwoni Kimwana kuwa na ila yoyote ile.
31
Baada ya miezi sita hivi, tatizo linaingia. Mama saa anaanza
kuona mabadiliko katika mwili wa bintiye. Habaini ikiwa ni mawazo
yake tu ama ni kweli kwamba mambo yalikuwa yakitendeka.
Anapomdadisi bintiye, Saa anakana kuwepo kwa jambo lolote lile
lenye utofauti katika mwili wake. Ila mamake anatambua ya
kwamba kuna jambo. Lakini ushahidi atautoa wapi vile? Hajui.
Anatulia tuli ila moyoni anasalia na done chungu la tuhuma kwa
bintiye. Anapomuuliza babake Saa, mume anamzomea na
kumhujumu kwa kumtuhumu bintiye.
Siku ya siri kujulikana inapowadia, wanakuwa wameketi baba,
mama na ndugu mdogo wa Saa. Ndugu anamweleza mamake jinsi
ambavyo yeye na rakiye walikuwa wakicheza. Walicheza mchezo
wa kujicha. Ila alipatikana kila mahala alipojaribu kujicha.
Ndipo Lulua akaamua kujaribu kujicha katika chumba cha
dadake. Akafungua mlango na kuona aliyoyaona. Aliwapata Saa
na shogake wamelala kitandani. Walikuwa wamelala lakini huyo
shogake ambaye muda wote huvalia buibui na kudhaniwa ni
mwanamke, alikuwa na ndevu. Mama anagutuka na kudhihirisha
tuhuma zake za siku nyingi.
Kwa sadfa wakati huo, simu inalia. Baba Saa anapojibu, huyo
anayempigia simu anampa habari zinazomkata maini. Saa
amekuwa maiti. Saa anakuwa kaaga baada ya kujaribu kuavya
mimba. Sasa inabainika wazi kwamba yule Kimwana
anayeruhusiwa na wazazi wa Saa kuja kusomea hapo nyumbani
pamoja na Saa hakuwa mwanamke, bali mwanamume
anayejihusisha kimapenzi na Saa, mapenzi ya siri yanayoishia
kumsha saa.
32.
MAUDHUI
Maundhui mengi yameangaziwa katika hadithi yakiwemo:
a) Unaki
Saa ni msichana anayeaminika kwa wazazi wake. Wazazi
wake wanajiamini wakijua kwamba binti yao ameshika
maadili mema ya jamii. Isitoshe, anakuwa kajiweka na
kuwekeka vyema. Anakuwa msichana mwenye tabia na
heshima zake. Saa anapowaomba ruhusa ya kumleta raki
yake pale nyumbani kwa madhumuni ya masomo, hakuna
anayeshuku. Ajabu ni kwamba Saa anawadanganya
wazazi wake. Yule anayedhaniwa kuwa msichana alikuwa
mwanamume mwenye ndevu ambaye wanalala pamoja kule
chumbani muda wote ule wanaodhaniwa wanasoma.
Matokeo ya siri hiyo ni mimba ya mapema inayoishia
kumkatizia saa masomo yake na pia kumletea mauti. Huu ni
unaki wa hali ya juu.
b) Majuto
Wazazi wa Saa wanajuta kumruhusu binti yao kumleta
mgeni nyumbani kwao kwa madhumuni ya kusoma, jambo
ambalo halikutendeka hivyo. Badala ya kusoma, Saa
anajihusisha kimapenzi na Kimwana na kwenda kinyume na
maadili aliyofunzwa na wazazi wake.
Ni wazi kwamba Saa pia anajutia vitendo vyake.
Anapozungumza na mamake, anaonekana kuwa mwingi wa
haya kwa kujutia vitendo vyake. Ni fedheha hiyo
inayomwelekeza kutaka kuavya mimba, jambo ambalo
linamwangamiza.
33.
c) Malezi
Bwana Masudi na Bi. Hamida wamejukumika kumlea binti na
mwana wao kwa uangalifu mkubwa. Wanamkuza Saa na
kumpanda katika maadili. Wanamfundisha akujiwelka vizuri kama
mtto wa kike. Wanampa ushauri mwema utakaomfaa maishani.
Isitoshe elimu ni jambo lenye umuhimu mkubwa kwao.
Wanahakikisha kuwa wamemwelimisha binti yao. Ni furaha na
shauku ya wazazi hawa kushuhudia saa akipaa na kuendelea
masomoni. Wanapomwona akiwa na raki anayeweza kumsaidia
kuimarika masomoni, wanampa nafasi yao kusoma kwa makini bila
kusumbuliwa hata kidogo. Wanamruhusu Saa kujifungia
chumbani na rakiye ili waweze kusoma kwa pamoja. Haya ni
malezi mema kwa watoto hawa.
a) Mapuuza
Wazazi wake Saa wana mapuuza. Wanapoambiwa ya
kwamba Saa na Kimwana wanasoma huko chumbani
walikojifungia, wanaamini tu. Hakuna yeyote anayeshuku
ikiwa ni uwongo. Hata hawashangai ni kwa nini shoga huyu
Kimwana hapendi kuketi sebuleni au hata kuzungumza nao.
Wazazi hawa wanafungia macho uwezekano wa Kimwana
kuwa samba anayevamia zizi la kondoo.
Kando na hapo, hakuna aliyewahi kujaribu kudhibitisha
ukweli wa vijana hawa wawili kusomea chumbani. Wazazi
h a wa wa n a p o a m b i wa n i m a s o m o ya n ayo k u wa
yakiendelea, hawatilii shaka ukweli huo bali wanaamini
moja kwa moja. Haya ni mapuuza ya hali ya juu. Mapuuza
ya wazazi hawa yanaishia kumuangamiza Saa kwani
anaaga baada ya kujaribu kuavya mimba.
34.
b) Mapenzi
Kuna aina mbili za mapenzi yaliyoangaziwa karika hadithi hii:
i) Mapenzi ya dhati.
ii) Mapenzi ya uwongo.i)
Mapenzi ya dhati.
Haya ni mapenzi ya kweli kati ya wahusika. Mapenzi haya
yanaweza kuwa kati ya ndugu wawili au kati ya mzazi na
mwanawe au kati ya wahusika wawili wenye jinsia tofauti. Bwana
Masudi na Bi. Hamida wanampenda binti yao. Upendo huu
unadhihirika kwa namna ambavyo wanamlea kwa makini.
Wanahakikisha kwamba binti huyu amekuzwa kwa maadili mema,
amefundishwa kujiweka sawasawa. Akilinganishwa na wasichana
wengine pale mataani, hakuna msichana wa kifuu chake. Huu ni
upendo wa kweli. Isitoshe, wazazi hawa wanadhamini masomo ya
binti huyu na kumpa msaada wotote kadri ya uwezo wao.
Wanamtakia Saa mema maishani.
Bwana Masudi na Bi. Hamida wanapendana kwa dhati. Hawa ni
wazazi wawili wenye mapenzi ya dhati kati yao. Wanazungumza
mambo mazito na ya ndani kila jioni wakisubiri usingizi uwachukue.
Wao huzungumza mambo yote yaliyopo ndani ya nafsi zao. Haya
ni mapenzi ya dhati.
35.
ii) Mapenzi ya uwongo.
Mapenzi haya ni yale ambayo huibuka tu kwa mshawasho wa
ujana na tamaa za mwili. Mapenzi haya yamejitokeza katika
uhusiano uliopo kati ya Saa na Kimwana. Matokeo yake ni
mimba haram u ambayo inamtia Saa mashakani.
Wanapojaribu kuitoa wanamletea Saa mauti. Waama,
mapenzi haya huwaletea wahusika majuto.
a) Elimu.
Elimu ya vitabu ni muhimu kwa maisha ya baadaye. Saa
anahimizwa kutia bidii masomoni ili aweze kupata nafasi katika
shule ya upili. Wazazi wake Saa, Bwana Masudi na Bi.Hamida
wanamsaidia binti yao kwa lolote atakalo mradi tu apite
mtihani huo wa shule ya upili. Katika kumsaidia Saa kupita
mtihani, wanamruhusu kumwalika rakiye ambaye anamsaidia
katika masomo yake. Wanasaidiana ili wote wawahi kupita
mitihani yao na kuelekea katika shule za upili.
MBINU ZA LUGHA NA UANDISHI.
a) Majazi
i) Bwana Masudiii)
Kimwana- Hili ni jina ambalo linapendekeza jinsia ya mtu
huyu anayedhaniwa kuwa mwanamke. Yeye ni Mwana
(MVULANA) bali sio msichana.
iii) Saa- jina hili linapendekeza kuwa mhusika huyu ni sa wa
tabia. Ni kweli kwamba yeye ni sa lakini mwisho tu ndio anatia
doa hulka yake.
iv) Lulua- hiki ni kitu cha thamani mno. Mwana huyu anapendwa
mno na wazazi wake.
36.
b) Tashihisi
i) …wanapokuwa kitandani wakingojea usingizi mtamu
uwachukue.. (Uk 29)
c) Maswali ya balagha
i) Wangapi wanaozaa watoto wazuri kama au kuliko Saa
wetu. Na watoto hao hutokezea kuwa na balaa tupu? (Uk 29)
ii) Ya nini ushungi huo? (Uk 31)
iii) Si hubaki humo mpaka wamalize kusoma na kujadiliana? (Uk
32)
iv) Itakuwaje waamini kila kitu anachesema Saa? (Uk 32)
v) Kweli? Uongo? Kweli au uongo yale maneno ya binti yake?
a) Nidaa
i) …lakini matendo yake afadhali ya mbwa, tena mbwa koko!
(Uk 29)
ii) Saa mama, umo ndani mwenu ‘vyo! (Uk 31)
b) Methali
i) Lisemwali lipo, kama halipo linakuja. (Uk 30)
ii) Siri ya kata iulize mtungi. (Uk 30)
iii) Kidole kimoja hakivunji chawa. (Uk 31)
c) Tanakuzi
i) Saa halindwi, hujilinda yeye mwenyewe. (Uk 31)
d) Taharuki
i) Ni kwa nini Kimwana alijifunika buibui?
ii) Ni kwa nini Kimwana hakuzungumza mambo yoyote?
iii) Mbona Kimwana na Saa walijifungia mle ndani kwenye
chumba? (Uk 32)
37.
e) Mdokezo
i) Tena haishi kutapikatapika… (Uk 33)
ii) Pamoja na kujilinda kwangu… (Uk 33)
iii) Kumbe mlango haukufungwa… (Uk 34)
iv) Ameshakufa…ameshakufa… (Uk 35)
f) Kinaya
g) Mfano mzuri mpaka leo ni kwamba wao wazazi hawajapata
hata neno lake, ila “Shikamoo” inayotoka midomoni nyuma ya
buibui kama kata ya maji mtungini. Ni ajabu kuwa wazazi wa
Saa hawajui ni nani anahusiana na binti yao.
a) Misemo na nahau
i) Kwa hivyo watakuwa wanaongozana na kuzibana nyufa…(Uk
31)
b) Tashibihi.
i) …ila “Shikamoo” inayotoka midomoni nyuma ya buibui kama
kata ya maji mtungini.
c) Takriri.
i) Juzi…juzi… (Uk 34)
ii) shogake…shogake…(Uk 35)
iii) Ameshakufa…ameshakufa…(Uk 35)
WAHUSIKA NA UHUSIKA.
1. Saa
Huyu ni msichana mdogo aliye katika shule ya msingi. Ni bintiye
Bwana Masudi na Bi.Hamida. Anatarajia kujiunga na shule ya upili
hivi karibuni ikiwa atapita mtihani wake wa shule ya msingi. Sifa
zake ni pamoja na:
38.
a) Ni msiri
Anafaulu kumcha raki yake wa kiume na kumvisha buibui
ili kuwapumbaza wazazi wake kumdhania kimwana kuwa
mwanamke. Wanaendelea na mchezo wao kwa siku nyingi
hadi Saa anaishia kupata mimba. Isitoshe, anacha mimba
yenye na kuikana mamake anapomdadisi ikiwa kuna jambo
lolote mbaya limemtendekea. Anacha mimba yake na
kujaribu kuiavya. Hapo tu ndipo wanazi wanabaini
yaliyokuwa yakiendelea kwa muda wote huu.
b) Mwenye Unaki
Anawadanganya wazazi wake kwamba anasoma pamoja
na rakiye wa kike ilhali Kimwana ni mvulana.
Wanadanganya kwamba wanasoma ilhali ni mapenzi
yanaendelea kule chumbani mwa Saa. Huu ni unaki wa
hali ya juu.
a) Msaliti
Saa anasaliti uaminifu ambao wazazi wake walikuwa nao
kwake. Wanamwamini wakijua yeye anasoma ilhali wakati
huo, yuko kwenye mahaba ya Kimwana.
b) Ni mwenye bidii.
Anapokuwa nyumbani yeye hufagia, hupika, huosha
vyombo, hufua, hupiga pasi na kutandika kila siku.
c) Mwerevu.
Katika kila mtihani, Saa aliibuka wa kwanza kabisa katika
darasa. (Uk 30)
39.
1. Kimwana
a) Mwongo
Anajifunika buibui na kujifanya kama mtu wa jinsia ya kike.
Kwa uwongo huu, anafaulu kuingia nyumbani kwa Saa na
kuandamana naye hadi chumbani mwake wanakodhaniwa
wanaendelea masomo.
b) Mwenye unaki
Katika mawazo ya wazazi wa Saa, Kimwana ni msichana
ambaye ni raki ya Saa. Wanadhaniwa kusaidiana katika
kudurusu kazi ya shuleni. Ajabu ni kwamba Kimwana ni simba
anyemnyemelea kondoo na kumla mzima mzima akiwa zizini.
2. Bwana Masudi
a) Mwenye mapenzi.
Anampenda mkewe na watoto wake. Ni baba mwenye
upendo.
b) Mwenye Bidii.
Anajibidiisha kuhakikisha kuwa jamii yake inaishi vyema.
Isitoshe anajibidiisha kumuelimisha Saa.
a) Mwenye mapuuza.
Anapoelezewa kuhusu mabadiliko yanayotokea kwa
bintiye, anakana na kuyatupilia mbali.
40.
1. Bi. Hamida
a) Mwenye mapenzi.
Anampenda mumewe kiasi cha kumfungulia moyo wake
wote. Isitoshe anawaenzi watoto wake na kuwapenda
mno. Anamtakia Saa mema na hivyo kumfunza maadili
mema.
b) Mdadisi.
Umakini wake unamfanya kugundua kuwa kuna jambo
baya na bintiye. Anagundua kuwa bintiye ana tatizo na
umbo lake limeanza kubadilika kwa kiwango fulani.
Udadisi wake ndio unamuelekeza kugutukia hali mpya
ya bintiye.
1. Lulua
a) Ni mkweli.
Anapoulizwa maswali kuhusu dadake, anasema ukweli wote
bila kucha chochote, jambo linalowapa mwangaza wazazi
wake kuhusu tabia za dadake saa.
4. SHIBE ITATUMALIZA
Historia ya Mwandishi.
Mwandishi ni mhadhiri katika chuo kikuu cha Tanzania. Ni msomi na
mwalimu wa Kiswahili. Amechangia pakubwa katika Isimu na
lugha.
Dhamira
Mwandishi amedhamiria kuwaonya hasaa mataifa ya Afrika
kuhusu tabia za ula na uroho.
41.
Ufupisho wa Hadithi
Sasa na Mbura ni watoto wa mwanasiasa, Mzee Mambo. Mzee
Mambo anawaandaa wanawe kuingia katika harakati za
unyonyaji wa mali ya umma katika nchi husika. Anawataka wanawe
pia waingie katika siasa na wizi wa mali ya umma.
Baada ya uteuzi, sherehe zinaandaliwa za kufana ili kusherehekea
ufanisi wa wanasiasa. Sherehe zinaandaliwa na matangazo yake
kupeperushwa kwenye runinga. Watu wote nchini wanashuhudia
jinsi ambapo wanasiasa wanasherehekea. Magari ya kifahari
yanatumiwa na wanasiasa ili kujishaua na kuonyesha fahari ya
wanasiasa.
Kisadfa, wakati huo huo wa sherehe, wanasiasa wakiwa kwenye
sherehe wakila, wananchi hawana chakula. Wananchi hawana
dawa hospitalini. Pia kuna uhaba wa chakula. Wanasiasa
wanafurahia shibe, ilhali wananchi wanateseka na kuumia kwa
kukosa mahitaji ya kimsingi. Wanasiasa wanapeana makandarasi
kwa kujuana
.
Katika sherehe, inadhihirika kuwa Dj alipewa kandarasi kuuza
dawa ambazo zilistahili kuwasaidia wananchi. Dawa ambazo
zilistahili kupewa wananchi zinafujwa na kupewa Dj ili aziuze.
MAUDHUI
a) Uongozi mbaya
Uongozi mbaya unapelekea wananc hi kukosa huduma
wanazostahili. Umma hauna dawa kwani viongozi wamejinyakulia
madawa ambayo yanapaswa kuwa kwenye hospitali za umma na
kisha kuwapa watu binafsi wanaojifaidi kama vile Dj (Uk 43).
42.
a) Ubinafsi na tamaa.
Dj ananyakua dawa za wagonjwa na kuziweka kwenye duka lake
mwenyewe, kuuza na kujifaidi huku mamia ya watu wengine
wakiumia kwa kukosa dawa hizo.
b) Usadi
Sasa na Mbura ni watoto wa mwanasiasa, Mzee Mambo, na
hawakustahili kupewa kazi yoyote kwenye serikali. Ajabu ni
kwamba wanapewa nyadhifa ili kusimamia Mipango na
Mipangilio. Nyadhifa hizi haziwafai hata kidogo kwani hakuna
kazi yoyote wanayotekeleza. Isitoshe, Dj na wenzake wanavuna
mabilioni ya pesa kwenye sherehe kwa njia za udanganyifu.
MBINU ZA LUGHA NA UANDISHI.
a) Mdokezo
i)…hata yeye mwenyewe hujikuta kimya kimya huku akisema
nafsini mwake…(Uk 36)
ii) Kwenye kioo cha taifa, fesibuku, gazeti la… (Uk 45)
b) Methali
i) Wajinga Ndio waliwao. (Uk 37)
c) Utohozi – haya ni maneno yaliyoswahilishwa.
i) Fesibuku (Uk 38)
ii) Wasapu (Uk 38)
iii) TV (Uk 38)
iv) Monokotilidoni (Uk 43)
v) Kwenye kioo cha taifa, fesibuku, gazeti la… (Uk
45)
vi) …mabomu, presha, obesity, sukari, …(Uk 44)
d) Tashibihi
i) …matumbo yao matupu yalishindana kunguruma kama
radi. (Uk 39)
43.
e) Misemo na nahau
I) Magari yanapina vikumbo kuingia na kutoka kwa Mzee
mambo. (Uk 38)
a) Tashihisi
i) Jingine linamimina jamaa na mzee Mambo shereheni. (Uk
39)
ii) Njaa inawatafuna. (Uk 39)
iii) Upepo unawapuliza na kuwabembeleza… (Uk 41)
iv) Swali nalo linagoma kupuuzwa namna hii. (Uk 41)
b) Tanakuzi
i) Vyakula vyeupe. Vya rangi. Vitamu. Vikali. Vichachu.
Baridi. Haya tu. (Uk 39)
c) Matumizi ya mashairi
i) Shairi 1- Uk 43- Shairi hili ni la kuwagutusha wanasiasa
wanaolala. Ni shairi linalokusudia kuwazindua wanasiasa na
kuwagutua wawe watu wa kujukumika.
d) Matumizi ya nyimbo
i) wimbo wa kwanza-Uk 37. Wimbo huu unatumika
kuwaponza wahusika Sasa na Mbura ili kuwagutusha na
kwamba Mola aliyewapa wao mali anaweza pia akawapa
wengine.
Wimbo wa pili- Uk 43. Wimbo huu ni jibu kwa ule wimbo wa
kwanza. Viongozi dhalimu wanawajibu wananc hi
wakiwaambia wananchi kwamba hawajali wala kubali
lawama zozote zile wanazopewa.
a) Takriri
I) Kunywa na kunywa na kunywa tena.
ii) Huiga kwa jamii. Huiga…huiga. (Uk 40)
44.
WAHUSIKA NA UHUSIKA.
Wahusika wakuu katika hadithi hii ni wawili: Sasa na Mbura. Sifa
zao zinafanana. Sifa hizi ni pamoja na:
a) Ni wala.
Wanapohudhuria sherehe, kazi yao ni kula na kula tu bila
kujalli. Wanatunga foleni mara tatu tatu na kujaza vyakula
kwenye masahani yao hadi pomoni. Wanakula na kumaliza
vyakula vyote vilivyojaa kwenye masahani yao hadi pomoni
.
b) Ni sadi.
Wamepokea kazi katika asi za serikali. Wanapewa
nyadhifa za mipango na mipangilio kama wakuu lakini
wanaishia kutofanya lolote. Kazi zenyewe hawakuzipata
kwa njia halali. Ulikuwa ni usadi uliowaingiza katika osi
hizo.
c) Ni wazembe.
Baada ya kula sahani tatu tatu za vyakula kwenye sherehe,
wanalala usingizi mzito badala ya kwenda kazini.
5. MAME BAKARI
Mohammed Khelaf Ghassany ni mzaliwa wa Zanzibar ambaye ni
mshauri na mwandishi wa hadithi fupi. Kwa sasa ni mwanahabari
katika idhaa ya Kiswahili ya Redio Welle Ujerumani.Sena ni
mwanafunzi,alibakwa akitoka masomo ya ziada.Kitendo hiki
kinamsababishia uchungu moyoni,ukiwa na unyonge.Mara
anaamua kubadilisha mtazamo wake kuhusu maisha .Anaamua
kukabiliana na dunia,anaamua kutolia tena wala kujilaumu
tena.Lazima maisha yaendelee .Anaamua kutoavya mimba
,kutojiua na hata kutokimbia pao.Ujasiri huu unamwelekeza
kumfunulia moyo wake rakiye Sarina.Sarina anaahidi kumsaidia
kubeba mzigo ule.Waliamua kuucha ujauzito chini ya
Jilbabu(vazi pana linalifunika mwili ili kuweka heshima).Waliamua
pia kuwa sehemu ya kujifungulia kuwa shamba kwa wazazi wake
Sarina.
45.
Beluwa dadake Sarina alimhudumia Sara nyumbani ili kucha
siri.Hatimaye anawaeleza wazazi wa Sara yaliyompata
Sara.Wanapokutana pale hospitalini Sara anashtuka kwani
hakutarajia kuwapata wazazi wake pale na zaidi ya
hayo,alishtushwa na utu wa mapenzi waliyodhihirisha wazazi
wake.Mimba ya Sara inaishia kuwa jambo la kawaida kwenye
nyumba yao na mipango yote ya awali ikawa haina maana tena.
Sara anajifungua mtoto wa kike ambaye alikuwa Mke wa babake
mpya.Sara bado ana nia ya kulipiza kisasi kwa huyu mbakaji.Akiwa
kwao anasikia ghasia na fujo huko nje.Ina sadfu kuwa fujo hiyo
ilihusiana na Yule mbakaji.Alikuwa amelala huku anataka kutapia
roho yake iliyokaribia kumtoka kutokana na kichapo alichokuwa
amepata.Anapigwa kwa mvua ya matufali hadi anafariki.
DHAMIRA
a) Mwandishi anakusudia kukashifu tabia ya wazazi ya
kuwadidimiza wanao na kutowaelewa.Inafanya watoto
waogope sana wazazi wao na wanashindwa kuwaambia
wanayopitia.
b) Mwandishi alidhamiria kuonyesha umuhimu wa kuwajibika
kazini.fano: Alivyowajibika Sakina na hatimaye anasaidia
kupatanisha Sara na wazazi wake.
c) Mwandishi alikusudia kukashifu tabia ya ubakaji kwa
kuonyesha athari zinazotokana na tabia hii.
d) Mwandishi pia alikusudia kukashifu taasubi ya kiume
katika jamii
WAHUSIKA:
Baba Sara
Katili
Kulingana na Sara,babake angemchinja na kumlaumu kwa kubakwa.
Hangemwamini Sara.Badala angemdidimiza zaidi pia
angemfukuza toka nyumbani.
a) Mkali
Ni kutokana na kuwa mkali ndio sababu Sara anashindwa
kumweleza kilichompata.
46.
Mama Sara
Dhaifu/mnyonge
Hawezi kujitetea mbele ya mumewe. Hawezi kutetea bintiye.Ni
dhaifu kwa sababu ni mwanamke.
Sara
Mnyonge/dhaifu
Baada ya kubakwa na kupata ujauzito aliishi kulia.Hakuwa na
njia ya kujitetea .Aliamua kulia tu.
Mwenye kisasi
Hakuweza kumsamehe yule mbakaji,alitaka kulipiza kisasi.Hata
baada ya kupata mtoto wake Sara bado alitamani kulipiza.
Msiri
Anaamua kutomwambia yeyote kuhusu kubakwa na hata kuhusu
ujauzito wake.
Mwenye Imani
Alikuwa na imani na raki yake Sarina.Aliamini kuwa Sarina
angemsaidia katika hali hii ngumu. Mtani
Anamtania Sarina kuwa ni zamu yake kubakwa.
Mcha mungu
Tokea hapo awali alijulikana kama mcha mungu.Hata kuvalia
jilbabu halikuwa jambo la kushangaza.
BELUWA.
Amewajibika ;
Yeye ni mlezi wa Sakina .Pia anaahidi kumpa kila msaada
uliohitajika kuhusu ujauzito.
Mshauri mwema
Alimshauri Sara aende hospitalini ujauzito ulipotimia miezi sita
kwani vipimo vya sasa vingelishirikisha mambo mengine ambayo
hayangeweza kufanyika nyumbani.
Ni Mpatanishi
Anawapatanisha Sara na wazazi wake.Baadaye wanakuwa na
uhusiano mzuri .Ujauzito uliokuwa mzito Sara unakuwa mwepesi.
Jasiri
Anawaelezea wazazi wa Sara kuhusu ujauzito wa Sara na
anapanga kuwakutanisha Sara na wazazi wake pale hospitalini.
47.
.MAJIRANI.
i.Ni wadaku.
Walikuwa wameanza kumsema Sara walipojua kuhusu ujauzito
wake.
MBINU ZA UANDISHI
1. Mbinu Rejeshi(kisengere nyuma).
Mwandishi hurudi nyuma na kuanza kusimulia kisa kilichokuwa
kimetendeka kabla ya alichokuwa(ashback).
a)UK 47..Aliendelea kuliona lile janadume asilolijua likimvamia na
kumbaka ghaa.Kisha likambamiza ardhini na ardhi ikashuhudia
ukatili na udhalimu ule.
b)UK 47…Anakumbuka vyema siku ile….ilikuwa ni jumatano moja
ya bahali mbaya kwake majira ya saa tatu unusu usiku,akirudi
darasani.
2)Takriri
Ni mbinu ya kurudiarudia neno moja au kifungu cha maneno ili
kusisitiza ujumbe fulani(Repetition). UK 47
a).Anaona alivyokuwa akigeuzwa kushoto na kulia,kulia na
kushoto.
b).UK 46 Ndiyo mbo yake,mbo yamnyonge na mnyonge ni
yeye sasa.
c).UK 49-50 Nimekosa
nini? Nini? Nini hasa?
d).UK 49 Dunia we dunia,Dunia na mwenye nguvu.
3Tashihisi/Uhuishaji(pensonication)
Ni mbinu ya kupatia kitu kisicho hai sifa za kiumbe mwenye
uhai(sifa za kibinadamu). (UK 47)
48.
a).UK 47….Kisha likambamiza ardhini na ardhi
ikashuhudia ukatili na udhalimu ule
b).UK 48….Bwana Yule mwenye masikio makaidi
c)UK 50……Kioo hakikumpa makini kamwe.
d)UK 50…. Akili imehama chumbani mwake.
Inaranda huku na huko kutafuta la kufanya.
e)UK 50…. Kila wazo likatangaza suluhisho mwafaka.
f)UK 53…. Kilio kikachukua nafasi.
4.Taswira
Ni matumizi ya lugha/maneno yanayojenga picha ya hali/jambo
fulani kwa msomaji.
a). UK 47…Kisha likambamiza ardhi na ardhi ikashuhudia ukatili
na udhalimu ule.
b) UK 47…..Anaona alivyokuwa akigeuzwa kushoto na kulia,kulia
na kushoto kama mdungo wa mshikaki juu ya tanuri la makaa.
5. TASHBIHI
a). UK 47…Anaona alivyokuwa akigeuzwa kushoto na kulia, Julia
na kushoto kama mdungo wa mshikaki juu ya tanuri la
makaa.
b). UK 52…Waliubeba kishujaa hata wakauhisi mwepesi kama
vunge la pamba.
c). UK 49…Kutengwa kama mgonjwa wa ukoma.Waliubeba
kishujaa hata wakauhisi mwepesi kama vunge la pamba.
d). Sara anabadilika kutoka msichana na kuwa mama.
e). Jina lake Sara linabadilika na kuwa mama Sara.
f). Baba aliyekuwa mkali anabadilika.
g). Uhusiano kati ya baba na mamake anabadilika na kuwa mzuri.
49.
6 MASWALI BALAGHA.
Maswali yasiyotarajia kujibiwa.
a).UK 49-50
Udhaifu na unyonge si ndio maana ya uanauke? Si ndio
unaotumiwa kutimiza unyama wao?Nimekosa nini? Nini?
Nini
hasa? Kipi kipya kilichotokea?
7. Ritifaa.
Mbinu ya kuzungumza na mtu aliyekufa (au asiyekuwepo)kana
kwamba yuko pamoja nawe.
UK 51…Sitakuua mwanangu kamwe,alikiahidi kijanacho.
8. Jazanda.
Matumizi ya maneno yenye maana che.
a).UK 47….Muhuzi mpya(ule ujauzito)
b)UK 47…Ukanda wa picha
c)UK 48…Ukurasa(maisha mpya)
9. UZUNGUMZI NAFSI.
Mhusika hujizungumzia,ama kwa kuongea au kuwaza,bila
kukusudia kusikika na yeyote.
a). UK 47….Aaa,maskini Sara miye,maisha yangu ndiyo
yameshakunjwa hivi! Alijiambia kimoyomoyo.
b).UK 49…Lakini kwa nini?na kwa nini hasa? Sena
aliendelea
kujiuliza ilivyopasa.Je!Nimetendewa hayo kwa sababu
ya
udhalifu wangu.
10.SADFA.
Ni kugongana kwa vitendo viwili vinavyohusiana kana kwamba
vilikuwa vimepangwa,japo havikuwa vimepangwa. (coincidence)
50.
UK 51…Shauri la usiniuwe la Abdulaif Abdalla ambalo Sena
alikuwa amelisoma siku mbili kabla ya mkasa huo kusudia
kilichompata Sena;ule ubakaji na kushika ujauzito.
UK 54….Wakati Sena alipokuwa akikiri atakavyo mwadhibu
baba wa mtoto wake? Ilisadifu kuwa wakati huo kukawa na ghasia
pale nje kwao.Ikawa aliyekuwa akipigwa na watu alikuwa ni Yule
mbakaji.Hatimaye akafa.
UK 52…Wakati Sena alipata ujauzito,kisadfa,babake akaanza
kumwita mama Sena.
Chuku:Kutilia chumvi.
UK 47…Hadi sasa pua yake imejaa ile harufu kali ya kutuzi
iliyompa kipalizi na kumkolizo.
MAUDHUI.
Mabadiliko.
1. UK 46…kuna mabadiliko katika mwili wa Sara… Sara
alishtuka wakati mkono wake uligusa tumbo lake, alihisi
mabadiliko ya kitumbo chake kilichokwishaanza kufura.
2. UK 50…Baada ya Sara kulia kwa muda mrefu, alitambua
kuwa kilio chake hakikumsaidia .Anaamua kutulia tena ,
kutojijutia na kutojilaumu tena.Anaamua kutafuta suluhisho la
tatizo lake kwa kuikabili dunia moja kwa moja.
3. Ujauzito uliokuwa mzigo mzito kwa Sara unabadilika na
kuwa mwepesi baada ya Sara kumweleza Sarina.
Ukatili
Ukatili ni kule kukosa utu /ubinadamu.
Lile janadume lililombaka Sara halina utu .Halikuwa na
huruma lilimkabamiza ardhini kwa ukatili na udhalimu (uk
47). Pia ni ukatili kwa jamii kumlaumu na kumtenda
aliyebakwa badala ya kumhurumia.
51.
ELIMU
Elimu imetiliwa maanani katika jamii hii na ndio sababu kuna
mpango wa masomo ya ziada ..twisheni.
NAFASI YA MWANAMKE.
a) Mwanamke anaishi katika ndoa ambapo hajui kujitetea nafsi
yake mbele ya mumewe kutokana na udhaifu wake.
b) Kama aliyewakulaumiwa kila kulipokuwa na visa vya
ubakaji.Yeye alionekana kuwa ndiye shetani.Kama chombo
cha kutimiza uchu wa mwanaume,kama aliyetumiwa kutimiza
unyama wa wanaume.Mwanamke ametengwa kutokana na
kosa la mwanamume.Baada ya kubakwa na kupata
ujauzito,mwanamke anatengwa shuleni,nyumbani na kila
mtu.
MAJUTO.
Sara alipobakwa hakumweleza yeyote kilichomfanyikia.Alienda
nyumbani na kukoga.Baadaye akawa anajuta kwa nini hakutoa
taarifa kuhusu kubakwa na kwa nini akakoga.
UNYONGE/UDHAIFU.
Sara alipobakwa alijawa na unyonge na ukiwa.Ni mnyonge kwa
sababu hata baada ya kubakwa hangepata haki,hangeweza
kujijitea,hangeweza kuaminiwa.Kilichobaki ni kulia na kulipiza
tu.Mamake pia ni dhalifu kwa kuwa hawezi kujitetea nafsi yake
mbele ya mumewe.
Sara anabakwa kwa sababu nimnyonge,unyonge unaotokana na
yeye kuwa mwanamke.Anasema Udhalifu na unyonge ndio
unaotumiwa na wenye nguvu zao.
TAASUBI YA KIUME.
Jamii hii inamuona kama mwanamume ni bora kuliko mwanamke.
Katika jamii hii,mwanamke alilaumiwa ndiye shetani kila
kulipotokea visa vya ubakaji.
52.
MASWALI.
Nimekosa nini ?nini ? Nini hasa ?
a) Eleza muktadha wa maneno haya.(AL4)
b) Ni mbinu gani za uandishi zinazojitokeza katika dondoo hili ?
(Al 2)
a) Jadili maudhui ya udhalifu na unyonge kama
yalivyojitokeza katika hadithi hii(AL 14)
“Thibitisha ukweli wa methali.Hakuna siri ya watu wawili.
Siri si siri inapotolewa kwa mtu mwingine”.
Sara alipomwelezea Sarina kuhusu kubakwa na ujauzito
wake.Waliamua kuwa wangeiweka kama siri.
Wakapanga kuwa Sara avalie vazi ambalo litaweza
kuucha ule ujauzito.
Wakapanga pia kuwa sehemu ya kujifungulia itakuwa
shamba kwa wazazi wake Sarina.
Walimhadithia dadake Sarina,Beluwa ambaye alikuwa
daktari wa uzazi.
Beluwa naye alipaswa kuweka siri hii.Mwezi baada ya
mwezi alichukua vifaa vya kupima mimba na kuvipeleka
nyumbani kumhudumia Sara,maana walitaka iwe siri kubwa.
Ujauzito ulipotimia miezi,Beluwa akamtaka Sena aende
hospitalini kwani vipimo vya wakati huo vingelishirikisha
mambo mengi ambayo hayangeweza kufanyika
nyumbani.Sara alipoka katika chumba cha daktari,kumbe
baba na mama yake Sara walikuwemo wanamsubiri ,kumbe
Beluwa alikwisha waeleza wazazi wake kuhusu ujauzito
wake. Siri ikawa si siri tena.
6. MASHARTI YA KISASA.
Na Alifa Chokocho
Msuko
Hadithi masharti ya kisasa ni hadithi fupi iliyoandikwa na Alifa
Chokocho. kwa mapana na marefu amezungumzia suala la
mapenzi. Anayalinganisha mapenzi na ugonjwa usiokua na dawa.
Mwandishi anaelezea mapenzi kupitia kwa mhusika Dadi njia hasi,
kuwa mapenzi ni mateso, utumwa, ukandamizaji, udunishaji na
ushabiki usio na maana.
53.
Dadi ni mchuuza samaki, licha ya hayo amezaliwa na kukulia mjini.
Dadi alikuwa amelemazwa na tamaa yake kwa Kidawa na alikuwa
akimwinda mara kwa mara. Kidawa alimwekea ukuta ili kuyakata
mawasiliano, mara kwa mara akajifanya kuwa hataki kuzungumza.
Siku moja, Kidawa alimkujia Dadi na kwa wakati huu akawa
mwingi wa maneno. Dadi alishangaa nakutoamini aliyokuwa
akiyasikia. Mkururo wa maswali uliompikita Dadi kwa mshangao na
wasiwasi mwingi kwa maana hakuamini.
Jambo moja ambalo Kidawa alikariri mara si moja ni usasa. Hili
halikumwia wazi dadi alilokuwa akimaanisha likawa ni fumbo
ambalo hata Dadi mwenyewe hakuweza kulifumbua. Katika
ukurasa 58, “nimekupimanisha Na kukuona mtu wa maana. Ila tu,
Zaidi ya hayo, nataka ujue kwamba mimi ni mwanamke wa kisasa
na mwanamke wa kisasa hutafuta mwanamme wa kisasa, mwenye
mapenzi ya kisasa. Huba ya Dadi kwa Kidawa ilimziba macho
asipigikamae msasa maneno yenyewe. Alisikia neno kisasa kama
mapigo yenye mahadhi mazuri.
Mwandishi anasema kuwa hii ingekua ndoa ya ajabu kama Dadi
angefahamu masharti ya ndoa. Lakushangaza ni kuwa alikubali
basi kuelewa mzigo ulioambatana na masharti hayo.
Bi Zuhura anamfanyia Dadi stihizai na kumtania sana.Baada ya
kufanyiwa mzaha, anaamua kutomuuzia Bi Zuhura samaki.
Tatizo la Dadi lilikua kumshuku mkewe kuwa ana uhusiano na
mwalimu mkuu.Hali hii inampeleka kumpeleleza. Anafululiza hadi
shulleni mahali ambapo mkewe alifanya kazi ya umatroni. Huko
anagundua kuwa wasiwasi wake ulikua wa bure katika shuguli
yake anatambua kuwa mkewe alikuwa radhi kuiacha kazi kwa hofu
yakuwa mmewe hakuwa anamwamini. Dadi anapofumanishwa
akichungulia anaanguka chini na kupoteza fahamu.
MAUDHUI.
1. MAPENZI
Mwandishi anayaona mapenzi kama kitendawili,
anayalinganisha na ugonjwa usiokua na dawa. Kupitia kwa
mhusika Dadi anayaelezea kwa njia hasi anayafasili kuwa
mateso, utumwa, ukandamizaji, udunishwaji na ushabiki.
Hata hivyo, Dadi anajitumbukiza katika mapenzi haya bila
kuyatalii. Kidawa anapendekeza mapenzi ya kisasa na
kusema kuwa atakuwa mke wa kisasa. Dadi hakuwa na
mtazamo huo. Mtazamo wake ulikuwa kupenda na
kupendwa bila masharti yoyote. Jambo hili linamfanya
kumshuku mke wake.
54.
1. USASA.
Mwandishi kupitia kwa mhusika dadi anaonyesha jinsi usasa
unavyoathiri maisha ya mwanadamu. Usasa ulikuwa na
maana ya kuchukua majukumu kwa zamu. Kidawa
alipendekeza wasaidiane katika majukumu ya kinyumba
kwa mfano; iwapo ameenda kazini. Dadi apike na kupiga
deki.Kidawa anasema kuwa yeye ni mwanamke wa kisasa.
Dadi alikiri kuwa mizani kwa kuwa amezaliwa na kulelewa
mjini anaelewa barabara. Hivyo basi, anayakubali yote
aliyoambiwa na Kidawa bila kuyatia kwenye mizani.
2. UTABAKA.
Kuna matabaka mawili. Tabaka la juu ambalo linawakilisha
mwalimu pamoja na Kidawa. Dadi ndiye anayejiweka katika
tabaka la chini na kujidunisha. Utabaka huwa ni zao la watu
wenyewe mfano utabaka unajitokeza pale ambapo tuna
m a k u n d i m a w i l i k a t i ya wa l e wa l i o n a v yo n a
wasiokuwanavyo. Dadi anaingiwa na kiwewe kutokana na
hali hii ambayo inamlemaza na kuulemaza uhusiano wao.
3. ELIMU.
Dadi ndiye anatufahamisha kiwango cha elimu ya Kidawa.
Yeye mwenyewe hatuambii alipokia anataja tu kazi yake.
Hata hivyo tunaskia kuwa kiwango chake cha elimu kilikua
chini kikilinganishwa na kile cha Kidawa.
4. NDOA/KUTOAMINIANA.
Ndoa inastahili kujengwa katika msingi unatokana na
kuaminiana. Hata hivyo, ndoa baina ya Dadi na kidawa ina
mushki kwa sababu Dadi ana wasiwasi . Wasiwasi huu
unatokana na kujidunisha kwake. Kwa upande wa Kidawa,
hana tatizo lolote. Kabla ya kuoana alikuwa ameyatoa
mashrti ambayo yangekuwa mwongozo wa ndoa yao. Kila
wakati ilipotokea hali ya swintofaham u Kidawa
alimkumbusha masharti.Ndoa hii inapata msukosuko pindi
Dadi anapoamu kumfuata mkewe akimshuku kuwa ana
uhusiano na mwalimu mkuu.
55.
6.MASHARTI.
Masharti yanayoambatana na tatizo linalotokana na
makubaliyano mara nyingi huweza kusuluhisha migogoro fulani.
Hata hivyo mojawapowa yale mawili anapokosa kuyatimiza, basi
huwa kunatokea mvutano na mgongano. Dadi aliingia katika
makubalioano kwa pupa bila kuyawazia hali hii inasababisha
matatizo makubwa, pindi anapofanya kosa, anakumbushwa
masharti.
Dadi aliingia katika makubalioano kwa pupa bila kuyawazia hali
hii inasababisha matatizo makubwa, pindi anapofanya kosa,
anakumbushwa masharti.
WAHUSIKA
1. DADI
Dadi ni mchuuza samaki kama tunavyofahamishwa katika
utangulizi wa hadithi. Licha ya hayo Dadi mwenyewe anadhibitisha
hayo anaposema kuwa mimi ni muuza samaki tu. UK. 58.
Ingawa kidawa ameelimika dadi hataki kubaki nyuma, anasema
kuwa amezaliwa mjini. Kulingana na Dadi kuwa usasa unaweza
kulinganishwa na maisha ya mji.
SIFA.
a) Mwenye bidii.
Dadi ni mtu mwenye bidii kazini. Kuzaliwa na kukulia mjini
kumemfunza namna ya kuyakabili maisha. Dadi hakutegemea
kazi ya kuajiriwa bali aliweza kujiajiri mwenyewe. Kazi ya
kuuza samaki inahitaji mtu mwenye jitihada, kuwatafuta samaki,
kuwatafutia soko kama tunavyoelezwa na mwandishi anapita
akitembeza samaki wa mwishomwisho. Uk 59.
b) Mwenye hamaki.
Msanii amewasiri Dadi mwenye hamaki pindi anapolazimishwa
kufanya hivyo. Hapendi kuingiliwa masuala yake ya ndani
sana.Bi. Zuhura anapomwingilia kwa hamasa, Dadi alitamka “
ukiwanunua utafanya heri” ukr 62. Bwana Dadi anachujia
baiskeli yake anamweleza peupe “ wewe hutaki samaki,
unataka umbeya na kujua mambo ya watu” Uk 63.
56.
c) Mwenye kujidunisha.
Dadi anajiona duni mbele ya Kidawa. Ana mawazo nyu
kuhusu hali yake na kazi yake. Anasema kuwa” mimi ni muuza
samaki tu” uk 58.
d) Mwenye kushuku
Kutokana na hali yake ya kujidunisha, Dadi anakosa kujiamini
kiasi kuwa hamwamini ata mkewe. Hali hii inafanya amfuate
mkewe hadi mahali pa kazi akimshuku kuwa na uhusiano na
mwalimu mkuu. Nusura hali hii inasababisha maafa makubwa.
Wasiwasi wake haukuwa na mashiko.
e) Mwenye pupa
Kiini cha matatizo yake ni kutokana na pupa yake katika
maamuzi. Kama angekua amemakinika asingeingilia ndoa
bila kutafakari masharti aliyowekewa na kidawa. Kilichokuwa
kimemzuga Dadi ni neno “kisasa”. Kiasi kuwa hangeweza
kuona chochote wala kusikia lolote lile.
UMUHIMU WAKE.
Ni kiwakilishi cha watu ambao hufanya maamuzi bila kujali
matokeo yake. Dadi ni mfano wa watu ambao hufanya
maamuzi yanayoadhiri maisha yao kwa kiasi kikubwa.
KIDAWA
Hili ni jina la kimajazi amabalo linawakilisha dawa katika
moyo wa kisasa ambaye anataka mambo yafanywe kwa
usasa. Anafanya kazi katika shule kama matroni.
SIFA
a) Mwenye dharau
Mwandishi anasema kuwa hawangeweza kupataan
anatumia fumbo kwa kusema” wakati wa zile siku ngumu
yeye alipotembea ardhini, kidawa aliruka hewani” ukr 56.
kidawa anadhihirisha dharau kutokana na viwitabia vyake
mfano
a) Uk 56 a) kuiburia midomo kumbeza
b) kidawa kumwambaa dadi
c) kumpa dadi mgongo
57.
(ii) uk 57 a) nimefuatwa na wanaume wengi walionitaka
uchumba.
b) “wenye uwezo na wasio nao”
(b) mwenye masharti
Ndoa yao ilijengwa kwenye masharti magumu ambayo hatimaye
yanaiadhiri kidawa alikuwa na mpango wake wa awali kuhusu
maisha ambayo angetaka waishi lakini dadi hakuyaelewa
masharti yale.
Masharti yale yalikuwa mpango wa awali wa ndoa yao na kama
dadi angeyaelewa ndoa yao ingekua ya kupigiwa mfano.
a) Mwenye mapenzi ya dhati
Kidawa alikua mwenye mapenzi ya dhati ni kutokana na
hali hii ambayo anayaweka mashrti ili asivunjwe moyo.
Alipomuuliza dadi kama mapenzi ni dhahiri kuwa
hakutaka kuvunjwa moyo. Alipokua akitafutwa
alionyesha kana kwamba hakutakauhusiano lakini ilikua
njia ya kukadiria kiwango cha mapenzi ya dadi kwake.
Kuandaa chakula ni ithibati kuwa alimpenda dadi. Hata
hivyo alikua tayari kuacha kazi yake ili kuonyesha penzi
yake kwa mmewe.
(d) mwenye mapato
Kidawa anasema kuwa alitafutwa na wanaume
waliosoma nna wasiosoma wenye uwezo na wasio nao.
Hii ilikua ni njia mojawapo ya kujigamba kuwa sio dadi
pekee aliyemtaka.
MWALIMU MKUU
a) Mwenye bidii
Mwandishi kupitia kwa mkewe mwalimu mkuu anaonyesha
jitihada za mwalimu kazini hasa tukizingatia kuwa ilikua ni
wakati wa jioni. Anazidi kusema kuwa huwa anfanya hivyo
kila siku kazi inapozidi. Wakati kidawa alipoenda
kwenye osi ya mwalimu mkuu alimpata akiwa kazini. Na
hata sauti yake ilishauri uchovu. Hii inaonyesha kuwa
mwalimu ni mchapa kazi.
58.
a) Mwenye hekima
Kidawa alipoenda osini akiwa na wazo la kutaka kuacha
kazi, mwalimu mkuu alimuuliza kama amekiria, anaonyesha
kuwa mbali na kuwa na hekima ni mshauri bora kwa sababu
anamwambia kuwa ni magumu. Anajali maisha yake na jamii
yake kwani hangependa ataabike na maamuzi ya haraka.
ZUHURA
(a) Mwenye dharau
Jinsi anavyomzungumzia dadi ni ithibati kuwa ana dharau.
Anaingilia masuala yasiyomhusu hasa yanayoingilia jamii.
Kumuuliza dadi kama wameshaoza ni kiwango cha juu cha
madharau.
(b) Mdaku
Bi zuhura anajiingiza kwenye mambo ya watu wengine. Alitaka
kujajua masual ya ndani ya kidawa na dadi
© Mjeuri
Anaposimamisha dadi anamuliza kama ana samaki wa kuuza au
anao wa kumkaangia bi kidawa, lake lingekua la kununua
samaki wala si mengine
MBINU ZA KUGHA
1. Maswali ya balagha.
Maswali ya balagha au tashtiti ni maswali yanayoulizwa na
msimulizi au mhusika ambayo yanahitaji jibu.
(i) Uk 56……kwa nini misumari ya nyuki inamuuma sasa ila si
wakati ule wa tamaa ya ushindi. Ilipokuwa mabli mbingu na
ardhi.
(ii) Uk 57……(a) bwana wewe unataka mapenzi utayaweza
a) Tuseme kisasanini
b) Ameshatuliza moyo wake
c) Nani angeangamini?
(iii) Uk 60…..(a) kwani dadi engewezaje kupuuza yale masharti
ya ndoa ya kisasa?
(b) yale masharti yanaendelea kumtamiriria
(c) dhana au ukweli?
(d) hata wepesi wa kufahamu kibinadamu hanao?
59.
(e) huyu mwanamke asiyechoka kujipodoa akiingiliana ndani?
(iv) uk 62…….a- kwa nini limkere mtu
b- watu inawahusu nini
c- mbona nawaona laini namna hii?
d- au wameshaoza?
a) Unaona mashavu ya samaki yalivyo mekundu hivi?
1. NIDAA
Ni usemi unaoonyesha kushangazwa na jambo Fulani na
huambatanishwa na alama hisi
(i) Uk 56…ni ugonjwa usio na dawa
(ii) Uk 57…..dawa ya ugonjwa wangu’
(b)………sikiliza dadi
(iii) Uk 58….ladha ya ajabu
(iv) Uk 60……eti dhana
(v) Uk 61…..masharti ya ndoa ya kisasa
(vi) Uk 62……Jamani
(vii) Uk63…….biashara haigombi hivyo
2. KUCHANGANYA NDIMI
Msanii anapoyaweka maneno yasiyo ya Kiswahili katika
sentensi ya Kiswahili, msanii anweza kufanya hivi kwa kusudia
au bila kusudia. Anafanya hivyo kuonyesha ana ya mhusika
anayehusishwa na uneni ule.
Uk 65 (i) ‘stop your gaze’

a) my dress, my choice’
b) Celeb ama socialite
1. UTOHOZI
Hii ni mbiu ya kuswahilisha maneno ya kiingereza na kufanya
yawe na mapigo ya silabi ya Kiswahili.
a) Uk 60… fasheni
b) Uk 61… umetroni
c) Uk 66…friji
d) Uk 67….paipu
e) Uk 69…. Ambulensi
60.
1. TASHBIHI
Huu ni mlinganisho wa kitu na kingine kwa kutumia kiunganishi
kama :mfano wa, mithili ya , kama na ja
1. uk 56….(i)akimwinda kama kunguru
(ii)kuambaa kama ugonjwa wa tauni
2. uk 57…..maskio kuwa wazi kama anga
2. TAKRIRI
Hii ni mbinu ya kurudiarudia neon moja au kifungu cha maneno
ili kusisitiza ujumbe Fulani;
(i) Uk 57…. Nani angeamini? Baada ya visa vyote vile dadi
alivyofanyiwa nani angeamini?
(ii) Uk 58…..(a) na mapenzi ya kisasa yana shuruti za kisasa
(b) lazima ufanye wajibu wa kisasa kwa mimi
nitakayekuwa mkeo wa kisasa
(iv) ) uk 59…..kwa hatua, kipembe baada ya kipembe
…….pom pom pom poom poom pom poom
3. MDOKEZO
Msanii hukatiza maneno au anaamua kuachia maneno bila
kutaja kitu. Mdokezo huwa ni mbinu ya kumfanyia msomaji
awze kujijazia kwa njia ya ubunifu
(i) Uk 59… pom poom pom poom pom poom
(ii) Uk 66,,,,,na tazama
(iii) Uk 67……lakini leo ni leo
(iv) Uk 68….labda anachungulia wasichana
MIFANO MINGINE
4. SADFA
5. UZUNGUMZI NAFSIA
6. MAJAZI
7. MSEMO
8. NAHAU
61.
7. NDOTO YA MASHAKA
Ali Abdulla ndiye mwandishi wa hadithi Ndoto Ya Mashaka. Yeye ni
mzawa wa Pemba. Ameondokea kuwa mwandishi stadi wa hadithi
fupi. Amechangia pia mkusanyo wa Damu Nyeusi na hadithi
Nyingine.
Mashaka alikua kijana aliyeishi maisha yaliyojaa mashaka.
Alizaliwa na baada ya muda akaitwa yatime. Mamake alifariki
alipomzaa kishaa babake akafuata,akashindwa kuvumilia
upweke. Biti Kidete akamchukua Mashaka na kumlea. Biti Kidete
daima alilalamika kuhusu miguu yake ambayo haikusikia dawa.
Ilimbidi Mashaka atafute vijibarua ili wapate riziki.
Baada ya Mashaka kumuoa Waridi,maisha yao yalijawa na shida
na umaskini. Jambo ambalo halikuwafurahisha wazazi wa Waridi
hawakulipenda.
Waliishi katika chumba kidogo ambacho hakikuwatosha. Walipata
watoto saba, sita kati yao walizaliwa kwa pacha tatu na mmoja
pekee. Waliishi katika mazingira yaliyokuwa duni na machafu. Siku
moja Waridi alishindwa kuvulia na akarudi kwao na watoto wote.
Mashaka aliyempenda Waridi sana alijawa na upweke na ukiiwe.
Alijitahidi kuwasaka lakini hakuwapata.
Kuna utabaka ambao unadhihirika wazi. Matajiri walio wachache
wanazidi kuwa matajiri zaidi. Nao maskini walio wengi walizidi
kuwa maskini zaidi . Ndotoni Mashaka anawaona maskini
(wasakatenge) wakiandawana na hatimaye maisha ya
wanabadilika na kuwa bora
Anwani
Anwani ‘Ndoto ya Maisha’ ni faafu kwa sababu hadithi nzima ni
ndoto. Kuwapo kwa Waridi na maisha yao, ni ndoto. Mashaka
anasema “Aaaa, kumbe ii yote ilikua ndoto, ndoto yangu Mashaka,
ndoto ya mashaka yangu , ndoto ya Mashaka isiyo Waridi wala
tamaa ya maisha kuboreka. Heri nisingeota.”
Dhamira
1.Mwandishi alikusudiwa kukashifu mfumo wa utabaka katika jamii.
2.Mwandishi alidhamiria kuonyesha athari za umaskini katika jamii.
3. Alitaka kuthihirisha ukweli wa methali, “Mapenzi ni majani,
popote penye mbolea hujiotea.”
62.
MAUDHUI
Umaskini
Watu wengi katika jamii hii wameathirika na umaskini. Kutokana na
umaskini wa Biti Kidete , Mashaka alilazimikakutafuta vijikazi ili
apate riziki. Aliweza kwangulia watu nazi au kwenda pwani
kurambaza au kuokota kombe na chanje.
Mashaka alipomuoa Waridi maisha yao yalizidi kuwa na shida
nyingi. Waliishi katika chumba kimoja kwa miaka mingi katika
mazingira duni. Kuliponyesha, michinzi ya maji lilionekana kwani
paa lilikua likifuja.
Chumba chao kilik]ua hakiwatoshi. Usiku binti zao walibanana na
mama yao kwenye kijichumba chao na wavulana wakalala jikoni
kwa chakupewa, jirani yao. Chumbani mlikua na vitu vichache tu.
Hawakua na sababu ya kuvinunua na pia hawakua na pesa za
kuvinunua. Mkewe alilalia mayowe na watoto wa kike wakalala
chini kwenye mbacha.
Wasakatenge waliathirika mno na umaskini hadi wakatamani
wafe.
Uchafu
Mazingira walimoishi wasakatenge yalikua machafu kupindukia.
Kwa mfano, chuma cha Mashaka kilikumbatiana na choo cha jirani.
Harufu yote kutoka chooni uliingia hadi chumbani mwa Mashaka.
Upande mmoja wa kile chumba kukawa na mfereji wa maji
machafu. Mvua uliponyesha , mfereji ule ulifurika na kwote kukawa
na uvundo. Wakati mwingine hawa wasakatenge walitumia
karatasi za plastiki kufanyia haja ndogo na kubwa kasha kutupa
huko nje.
Utabaka
Kupitia kwa Mashaka , tunaelewa pengo ulilopo kati ya watu wa
tabaka la juu na watu wa tabaka la chini ni pana sana (uk. 78)
Mashaka anauliza , “Na je , hizo fedha hupatikana wapi ?Nini
kinaleta tofauti hizi?kwa nini pengo hili kuzidi kukua na kupanuka
kila uchao?…”Matajiri wanazidi kuwa matajiri na fukara wakizidi
kufukarika na kudidimia
63.
Mapenzi ya dhati
Waridi anampenda Mashaka kwa kweli bila ya kuangalia uduni
na utupu wa Mashaka,alimpenda katika umaskini wake.
Mashaka pia alimpenda Waridi ‘kufa’. Alimpenda kwa hamu na
ghamu.Alipoachwa na Waridi hakua na dhamani ya maisha tena.
Alijitahidi kuwasaka bila ya mafanikio.
Ajira kwa watoto
M a s h a k a a l i t a f u t a v i j i k a z i a l i v yo v i we z a . A l i c h u m a
karafuu,akaangulia watu nazi. Alienda pwani kurambaza au
kuokota kembe na change. Pia alisaidia mtu kijikazi chake mkono:
kufyeka majani usoni pa nyumba yake ,kuyachanja kuni magogo
yake na hata kufua na kupiga pasi nguo zake… yote kwa lengo la
kutafuta riziki.
Kifo/Mauti
Kuna vifo vya watu tofauti. Mamake Mashaka alifariki alipomzaa.
Babake naye aliposhindwa kuvumilia upweke baada ya kifo cha
mkewe naye akafa. Hatimaye Biti Kidebe naye akaeafuata.
Urembo
Mashaka anaeleza kuhusu urembo wa Waridi. Anamlinganisha na
ua lenye hauba iliyotukuka na aliye na harufu nzuri.
WAHUSIKA
Mashaka
Ndiye muhusika mkuu
Mwenye mapenzi
1.Uk 74: Mashaka anasema alimpenda Waridi Kufa .
Anapowakosa Waridi na wanawe pale nyumbani alijitahidi
kuwasaka bila ya mafanikio.
2.uk 77: Mashaka alipoachwa na Waridi hakuona thamani ya
maisha tena.
3.uk 79: Mashaka anasema “Nilimpenda mno bila shaka,
nilimpenda kwa hamu na ghamu.”
4.uk 80: Waridi aliporejea, Mashaka alifurahi sana na hata
akasahau yote yaliyokuwa yamepita.
64.
Upweke na Ukuwe
1.Uk 87:Alikua mwenye upweke na ukuwe Waridi alipomtoka
katika maisha yake.
2.Babake Mashaka aliposhindwa kuvumilia upweke baada ya kifo
cha mkewe . Huo upweke ndio ulisababisha kifo chake.
Mwenye Mashaka
Maisha ya Mashaka ni mashaka matupu. Alipozaliwa, mamake
akafa na baadae babake akamfuata kwa kushindwa kuvumilia
upweke.Biti Kidebe aliyemchukua baada ya vifo vya wazazi wake
akawa naye hajiwezi kiafya na kimali. Mashaka yakamzidia
Mashaka. Huyo akawa anafanya vibarua ili apate riziki.
Hatimaye naye Biti Kidebe akafa.Baada ya kumuoa Waridi
matatizo yakawa chungu nzima. Yalipozidi Waridi akashindwa
kuvumilia na akamuacha Mashaka pekee. Akabaki akiwa na
umaskini.
Kufa moyo
Uk 79: Nikaona kira za nafsi yangu zinaendana na zile za moyo
wanguuliokwisha tamauka.
Uk 79: Mashaka anasema “Nimelioka hata naradua kufa kuliko
kuishi.”
Uk 80:Wanyonge wa tabaka la chini waliandamana huku
wakipiga kelele , “Tunataka Tufe!Bora Tufe!”
Waridi anashindwa kuvumilia maisha ya Mashaka na anaamua
kurudi kwao.
Maskini
Uk 74:Waliishi katika chumba kile kile kibovu kwa miaka mingi na
shida zikawa zinawatamirira kila upande. Kazi yao kubwa ikawa
ya kijungu-meko,kazi ya kupigania tumbo.Walilala chini na hata
kuomba nafasi kwa jirani. Hawakuwa na vitu chumbani kwani
hawangeweza kununua.
65.
Waridi
Mwenye mapenzi ya dhati
Uk 74: Waridi alimpenda Mashaka kwa dhati. Hakuangalia hali
duni ya Mashaka .Alimpenda katika umaskini wake.
Mapenzi hayachagui fukara wala tajiri kwani mapenzi huota
popote.
Mvumilivu
Aliweza kuvumilia maisha hayo ya umaskini kwa miaka mingi.
Mrembo
Uk 70: Mashaka anafananisha urembo wa Waridi na ua ambalo
hupendeza macho na kumfurahisha mtima.
Wasakatange
Ni watu maskini wa tabaka la chini. Walitamani kutokana na hali
yao duni.
Mzee Rubeya
Alikua babake Waridi.
Alikua na asili ya Yemeni.
Alikua tajiri ambaye alihuzunishwa na ndoa ya Mashaka na bintiye
Waridi kwa sababu Mashaka alikua maskini.
MBINU ZA UANDISHI
Jazanda
1.Ua la Waridi limetumika kijazanda kulinganisha Waridi mke wa
Mashaka.(uk 70)
2.Mashaka analinganisha mshahara wake na mkia wa mbuzi.( uk
76)
3.Nitaramba na kulmbatua asali yake tamu kama nyuki (uzuri
wako).
Maswali Balagha
Ni maswali yanayoulizwa na msimulizi au mhusika ambayo
hayahitaji jibu (rhetorical question).
66.
Uk 70: Na harufu yake je?
Leo harufu tu ina sifa hiyo, waridi lenyewe je?
Ni Biti Kidebe mamangu, au waja tu na dharau zao?
Uk 76:Wamekwenda wapi watu hawa?
Uk 78: Na je ,hizo fedha hupatikana vipi? Mbona kuna pengo
kubwa kati ya walionazo na wasiokuwa nazo? Nini kinaleta tofauti
hizi?
Nyimbo
Uk 77: Wimbo uliopigwa na redio Tanzania Dar ulipendwa sana na
Waridi. Wimbo huu unaonesha hisia za kutamauka. Mtu aliyekufa
moyo
Methali
Uk 70: Baada ya dhiki faraja
Jungu kuu halikosi ukoko
Uk 75: siri ya mtungi iulize kata au kitanda usichokilalia hujui
kunguniwe
Uk 78: Subira ni ufunguo wa heri.
Uk 79: Ngoja ngoja huumiza matumbo
Chuku
Ni kutumia maneno yaliyotiliwa chumvi ili kusisitiza ujumbe Fulani
au kusia kitu.
Uk 71: Nikalienzi ua langu kuliko hata mboni za macho yangu
Uk 74: Nampenda kufa
Uk 76: Dhiki ndio ilikua nguo na harufu yetu.
Uk 80: karne nzima imepita sasa pasi na kuliona ua langu. Ndio
kwanza leo nilitie jichini baada ya miaka mia. (muda mrefu
sana)
Tabaini
Matumizi ya kikanushi ‘si’
Uk 72: Si maisha si wazimu
Uk 71:Si ya sasa si ya baadae
67.
Tashihisi
Hii ni mbinu ya kupatia kitu kisicho hai sifa za kiumbe mwenye
uhai(binadamu)
Uk 74: Harufu yote itapikwayo na domo la choohicho
Uk 74:Nao hutema uchafu wao katika mto Msimbazi.
Uk 76:Katika maisha hayo siku zilijisotora zikapita kama hazitaki.
Uk 82:Rangi ya urujuani ulichungulia katika nyufa
Uk 88: Mwili wangu niliuhisi mtamu. Ulinitafuna kama kidonda
Uk 79: Haukutoka (msemo) na wala haukutaka kamwe kutoka
Utohozi/Kuswahilisha
Uk 74: Plastiki
Takriri
Ni mbinu ya kurudia rudia neon moja au kifungu cha maneno ili
kusisitiza ujumbe fulani. (repetition}
Uk 81: Ilikua radi iliyopiga kila mahali. Ilika kila mahali. Kila
mahali uliingia.
Uk 79: “Hadi lini lakini…hadi lini…”
Tashbihi
Hii ni mbinu ya lugha inayo linganisha vitu au hali mbili tofauti kwa
kutumia maneno ya kulinganisha:kama, mithili ya,sawa na,je.
Uk 72:Akaiga dunia bado mbichi kama jani la mgomba
Uk 73:Rubaa ya watu wane ikajitema chumbani kama askari wa
fanya fujo uone
Uk 74:Choo chenyewe kimeinuka juu kama ghorofa
Uk 75: Wavulana walilala jikoni kama nyau…
Uk 76: Katika maisha hayo siku zilijisotora zikapita kama hazitaki
Uk 77:Ilikua tamu kama ya ndege wa peponi.
U k 7 7 : N i l i k u a k a m a n d e g e k a t i k a t u n d u
uk 88: Ni maadamano yale walikua wamefwua na kufwuana kama
unga
68.
Majazi
Ni pale tabia za wahusika zinaambana na majina yao halisi
Uk 73:Waridi: Mashaka anasema jina lake lilipige ndipo bila
shaka. Linaelezea urembo wa Waridi
Uk 74:Wasakatenge (maskini)
Uk 75:Chakupewo ?(anawapa mahali pa kulala)
Misemo
Uk 72:Kusalimu amri
Uk 72:Maji yalipozidi unga
Uk 72:kupiga kite
Uk 76:Ziligonga mwamba
Uzungumzi nafsia
Mhusika hujizungumzia, ama kuwa au kuongea bila kukusudia
kusiko na yeyote.
Uk 76:Nilijiuliza lakini jibu sikupata
Uk 77:Niliwaza mengi zaidi. Nikawaza ya laity ningekua na
maisha mazuri.
Uk 78:Nafsi yangu uliniambia “subira ni ufunguo wa heri.”
Uk 79:”Hadi lini lakini…hadi lini. Subira hiyo?” Moyo uliuliza
Maswali
1.Mashaka, Waridi na wasakatenge ni majina ya majazi. Thibitisha
kutoka kwa hadithi
2.Onesha jinsi mwandishi wa hadithi ya Ndoto ya Mashaka
amefaulu katika matumizi haya
a)Chuku
b)Tashisi
c)Tashbihi
d)Nahau
Chuku
ni kutia chumvi katika jambo ili ufafanuke zaidi au lieleweke
waziwazi.
Uk 71:Nikalienzi ua langu kupita hata mboni za macho yangu.
Uk 74:Nilimpenda kufa
Uk 76: Sura zetu zilitosha kuwa sura za kusemea
Uk 76: Dhiki ulikua ndio nguo na harufu zetu
Uk 80:Karne nzima imepita sasa pasi na kuliona ua langu.Ndio
kwanza leo nilitie jichoni baada ya miaka mia.
69.
8. KIDEGE
ROBERT W EDUOR
Msuko
Hadithi hii imejikita katika mazingira ya bustani.Bustani ya ilala ni
mahali ambapo wapenzi walikuwa wakikutana.
Taswira inayojitokeza ni ya watu wanaopendana.Ili kusisitiza
jambo hili,mwandishi anazungumzia rangi.Rangi inapotumika
kisanaa huweza kuwasilisha wazo Fulani.Msanii anasema kuwa
,’Nyasi zilikuwa zimepiga umanjano na kukaribisha binadamukwa
hali za kila aina’uk83.
Msimulizi anasema kuwa mahali hapa ni mandhari ya
wapendanao.Ni mahali ambapo waja huzungumzia mambo mengi
na wengine wakiwa na mambo mengi.Tunaelezewa kuwa mahali
pale ni mahal I pa kuanzisha uhusiano.
Msimulizi anasema kuwa,kati ya waliokuwa wakizuru Bustani ile ni
Joy na Achesa,Siku hiyo walikuwa na mchezo wa kitoto.Wakiwa
katika mchezo,mawazo ya Achesa yanatekwa na ndenge
mmoja.Ndenge Yule alimfanyia mambo ya ajabu,akawa ni
mhusika muhimu katika masimuluzi haya.Pamoja na ndenge Yule
inasadifa kuwa Mose alikuwa amejibanza………
Jina halisi la mose ni Musa.Mose alikuwa mapenzi makuu kwa
samaki waliokuwa kwenye kidimbwi.Kutokana na mapenzi yale
akawa na mazoea ya kuwasilisha na kuwatunza.Mose alikuwa na
raki yake kwa jina Shirandula.Shirandula alikuwa mtani mkubwa
wa mose,alimtegea mose kitendawili ambacho kilimlemea.
Mose aliota ndoto usiku wa kuamkia jumamosi,ndoto ilikuwa juu
yan midege ya ajabu.Katika uhalisia anaamua kuelekea kwenye
bustani.
MAUDHUI
a) Uhusiano mwema.
Uhusiano mwema hudhihirika kutokana na mahusiano na
mwingiliano barua ya watu.Katika hadithi kidege
unadhihirika kati ya Joy na Achesa.Wanaonyesha hali hii
kwsa kucheza pamoja mchezo wa kitoto.
Mose anataniana na maraki hawa bila kuwaudhi UK85
wakabaki wanachekeana,ama wanachekacheka ovyo.
70.
a) Mapenzi
Mapenzi yanadhihirishwa na wanadamu wanapojituliza
chini kwenye vipimbe vilivyowacha wakiendeleza
mining’ono ya mapenzi.Mapenzi yanayolengwa ni ya
mwanamke.Mwandishi anasema kuwa mahaba
yamewafura.Anamaanisha kuwa mapenzi yamekita mizizi
katika jamii hii,mwandishi anatutilea taswira ya ndege
wanaotazama wanadamuwakiwa katika haba.
b) Utunzaji wa mazingira na viumbe.
Mose alijipatia wajibu wa kuwatunza samaki na
ndege.Aliwatupia samaki kipande cha sima bila kuwasahau
ndege.
B u s t a n i ya i l a l a i l i k u wa i m e h i f a d h i wa v i z u r i .
Mwandishianasema kuwa uzuri………………???????????
h a wa k u wa wa n aya h a r i b u m a z i n g i ra ya l e. H a t a
samakiwaliokuwa kwenye kidimbwi hawakudhuriwa na
wanadamu.
c) Uraki
Uraki unajitokeza kwenye hadithi Joy na Achesa ni
miongoni mwa maraki waliokuwa wakijituliza kwenye
bustani.Ni maraki tu ambao wanaweza kuwa na mchezo
uliokuwa ukichezwa.Licha ya hao wawili,kulikuwa na Jozi
nyingine ya maraki nao ni Mose na Shirandula.
d) Starehe
Katika hadithi hii,mwandishi anatupeleka kwenye mazingira
ya bustani.Bustani ya ilala ilikuwa na uzuri wake ndio maana
watu walikuywa wakienda mahali pale ili kustarehe.
WAHUSIKA
Hawa ni watu,vitu au viumbe wanaoishi katika kazi ya
kisanaa kwa lengo nla kubeba dhamira mbalimbali na
kuiwasilisha kwa wanajamii.Mwandishi wa hadithi kidege
amewatuma wahusika wa aina mbalimbali.Amewatuma
wahusika wanadamu,ndege na samaki wote kwa lengo la
kuwasilisha madhumuni yake.Kuna wale aliowadokeza na
hawa kuendelea zaidi wakawapokeza wengine majukumu
ya kuendeleza maudhui.
71.
1) MUSA
Jina la utani ni Mose,jina hili linaendelezwa hadi mwisho wa
hadithi.
SIFA
a) Mwenye bidii
Licha ya kuwa na shughuli zake aligeuza uhusiano wake
na samaki kuwa wajibu.Vipande vya sima alivyokuwa
akivibeba havikuwa vyake bali vilikuwa vya kuwalisha
samaki na ndege.Hata katika ndoto yake anapovamiwa
na midege,kra zake zinampeleka mfukoni kwani
yalikuwa ni mazoea yake kuwalisha.
b) Mwenye mapenzi makubwa kwa samaki.
Mose aliwapenda samaki na kuwafanya uraki
nao.Aliwatunza samaki hata kama haikuwa kazi
yake,alichukua wajibu wa kutenda hayo (uk86).Samaki
walimjua na kumzoea, hii inatokana na hali ya kuwatupia
vipande vya sima.
c) Mtani
Mose alitaniana na shirandula ndio shirandula alimtegea
mose kitendawili.Kitendawili ambacho aliomba siku mbili
ili akitegue.
d) Mkarimu
Aliweza kuwatunza na kuwalisha wale viumbe.Iwapo
angekosa siku mbili au tatu,siku ya nne angefanya juhudi
kuwatembelea.Hali hii inaonyesha ukarimu wa muda
wake na kidogo alichokuwa nacho…..ni yeye tu ambaye
angeweza kuwatembelea kwa madhumuni ya namna
hii.(UK 89)
e) Mtabiri
Ndoto yake inakuwa ni utabiri wa mambo ambayo
yangetokea.Ndoto ni kioo cha yaliyojiri baadaye.
f) Anamlahaka mwema
Mhusika huyu anaonyesha jinsi wanavyoingiliana na
maraki zake.Hii ndiyo sababu iliyomfanya ajibanze
mahali akiwatazama Joy n AchesA.Yeye na shirandula
hawakuwa na utofauti.
72.
1) Shirandula:
a) Mtani
Mwandishi anatuelezea kuwa Shirandula alizoea
kumtania mose kila wakati kutokana na utani wake
hakosi la kusema anavyoeleza kuwa c hoo
kinachimbwa kasha kinajengwa..(UK87)
b) Mbunifu
Mtu mbunifu hakosi la kusema pindi tu anapojipata
katika hali ya kujitolea.Shirandula hakukosa la
kusema katika kitendawili.Mfano wanapozungumzia
kuhusu choo na kuelezwa kuwa choo hakijengwi
kinachimbwa…(UK86)
Anatoa jibu mara moja…(UK87)
c) Mcheshi
A n a p o p a t a j i b u l a m o j a k wa m o j a . Awa l i
anazungumzia kuhusu vijisamaki ambavyo anasema
huwezi kuvila na anauliza ni vya faida gani.
d) Mshamba
Watuwa mji wanamwita mshamba kwa kuwa yeye
alizaliwa kijijini.Mbali na kuzaliwa kijijini,tabia zake
zinadhihirisha hali hii kutokana na mawazo yake
kuhusu samaki.
2) JOY NA ACHESA.
Hawa ni baadhi ya wale waliokuwa wakizuru bustani ili
kujituliza.
SIFA
a ) Wenye mapenzi ya dhati.
Hawa wawili wanaonekana kuwa na mapenzi ya muda
,kama tunavyoelezwa na mwandishi kuwa walikuwa na
mazoea ya kuzuru mahali pale.
73.
b) Watani
Kutokana na mchezo wanaocheza wa kitoto ni bayana
kuwa lazima wawe wametaniana.Joy kumrukia Achesa
na wote kujikuta wakiwa chini.
c). Wacheshi
Kila mmoja anaangua kicheko kutokana nay ale
wanayoyashuhudia.
MBINU ZA LUGHA.
1. Uhuishi/Tashihisi.
Hii ni tamathali ya usemi ambayo msanii huvipatia
vitu sifa walizonazo binadamu kutenda na kufanya
kama wanadamu..
a)Ndege walijibizana,mmoja huku na mwengine kule
wakizungumza(UK83).Ingawa ndege wana uhai
huwa hawazungumzi,msanii amewapatia sifa ya
kuzungumza.
b) Ndege naye pale mtini akaona na kushangilia..(UK
85)
C) Ndege akaamua kuwafunganisha ndoa…(UK85)
d) Fikra zikamtuma mfukoni (UK89)
2. Tabaini
Ni tamathali ya usemi ambayo msanii hutuma usemi
unaosisitiza jambo kwa kutumia maneno ya ukinzani
a) Jua si jua,baridi si baridi(UK 83)
b) Si wakubwa ,wala si wadogo(UK89)
c) Mwewe si mwewe,tai si tai(UK89
3) Takriri
Ni mbinu inayotumiwa na msanii ya kurudiarudia neno moja au
kifungu cha maneno kwa lengo la kusisitiza : Mfano ;
i. Wakabingiria,Wakabingiria ….UK 84
ii. Samaki kumvutia mose,mose kumvutia ndege,Ndege
n a y e k u m v u t  a n a n i ? M o s e n a
Ndege,………………UK88
iii. Vuta,Vuta ………….….UK92
Shika, shika……………….UK86
74.
1) Nidaa
Huu ni msemo unaotumiwa na msanii kuonyesha kushangazwa na
jambo Fulani na huambatana na alama ya hisi au mshangao.
a) Poa! UK 83
b) Usivue! UK 86
c) Lakini wapi! UK 89
d) Lo! UK 94
e) Hawa watu na matamshi yao! UK 87
1) Tashbihi
Tamathali ya usemi ambayo msanii anavilinganisha vitu viwili
au zaidi, kwa kutumia maneno kama vile
Mfano wa mithili ya,kama na ja.
i. Alifuata desturi kama ibada…UK 89
ii. Midomo kama panga….UK 91
2) Tanakali za sauti
Hii ni mbinu ambayo msanii hutumia kuiga sauti za milio
mbalimbali. Milio inaweza kuwa ya vitu,wanyama n.k
i. Ndege alitoa sauti chwi!UK 84
ii. ………alikuwa keshamrukia pu !UK 84
iii. Kikalenga kwenye pua, chwa !UK 85
iv. ………Sauti yake ya kawaida chwi!UK 90
Chwi!……Chwi!……Chwi! UK 92
MTINDO WA UANDISHI
Msanii ametumia mtindo wa fasihi simulizi.Ameweza
kuingiza tanzu za fasihi simulizi katika masimulizi
yake.Lengo la kufanya hivi ni kuendeleza dhamira yake
na kuyakuza maudhui:
a) Utanzu wa maigizo
Mwandishi ametumia kipera cha kitendawili UK
90Kitendawili!Tega! Anayejenga choo na
anayejenga?
75.
8. NIZIKENI PAPA HAPA
Ken walibora ni mkaazi wa Kenya, na mwandishi maarufu wa
Kiswahili. Ni mwandishi mtajika wa kazi ya fasihi ya Kiswahili.
MUHTASARI
Nizikeni papa hapa .Haya yalikuwa maneno ya otii mwenyewe.
Otii alikuwa akisakatia kandanda timu ya Bandari FC Kwenye
uwanja wa manispaa na kote inchini.Wakati huo alikuwa na siha
yake na aliishi Mombasa.
Anakutana na Rehema Wanjiru msichana aliyekuwa mrembo Zaidi.
Rehema alimwambukiza Otii ugonjwa.Akawa anaendesha
akakonda sana na akawa na kikohozi kisichokoma .Ugonjwa huu
unampeleka hadi kaburini .
Kabla ya kifo chake ,wanachama wa chama cha nyumbani
wananza kukutana kwake kupanga mipango ya mazishi .Walihitaji
kuchangisha fedha za kukondisha magari yakuchukua maiti na
waombolezi kutoka Mombasa hadi sidindi karibu na Kisumu.Otii
hakuona umuhimu wa safari hii ya kutoka Mombasa hadi sidindi
.Anapendekeza azikwe hapo Mombasa.
Hakuna anayesikiza ombi la Otii .Wanasisitiza lazima
{azikwe]maiti ya Otii angepelekwa Kisumu kulingana na mila na
desturi zao. Jamaa na maraki na watu wa nyumbani lazima
waandamane kupeleka maiti Kisumu. Walipoka mtito Andei
wanakabiliana na Lori refu ambalo lilikuwa likija kasi huku
linayumbayumba barabarani. Dereva wa matatu iliyokuwa
imebeba maiti alijaribu kukikwepa kichwa cha lori lakini
hakufanikiwa. Watu arubaini walifariki hapo papo . Wengine kumi
na watatu walijeruhiwa ,baadhi yao vibaya sana.
Yote haya yalisababishwa na kupuuza . wangemsikiliza otii mambo
hayangeishia vile;
ANWANI
Anwani ya hadithi hii nizikeni papa hapa inaoana na yale
yaliyomo. Hili lilikuwa ni pendekezo la Otii kuwa akifa maiti
yake isisarishwe hadi Kisumu lakini azikwe papo hapo
Mombasa.
76.
DHAMIRA (LENGO)
1. Mwandishi anakusudia kuonyesha umuhimu wa uhusiano
katika kufanya mambo
2. Anadhamiria kukashifu mapenzi ya kiholela na kutuonyesha
athari zake. Mf uhusiano kati ya Otii na Rehema Wanjiru.
3. Mwandishi alidhamiria kuonyesha ukweli wa methali
asiyesikia la mkuu huvunjika guu.
MAUDHUI MILA NA DESTURI
Wananchama cha watu cha nyumbani wanasisitiza kuwa lazima
otii(maiti) ipelekwe Kisumu kulingana na mila na desturi.
Wanasema katika mila na desturi zetu kauli ya marehemu si
chochote, si lolote, muhimu ni kwmba sharti mtu wa kwetu azikwe
nyumbani.
USHIRIKIANO/ UMOJA
Wanachama wa chama cha watu wa nyumbani wanatangamana
na kupinga mipango ya mazishi ya oti. Baada ya kifo cha otii,
jamaa na maraki wa watu wa nyumbani ya mazishi walikjumuika
kwa wingi, katika kitongoji duni cha Kisumu ndogo kupanga
mazishi. Kwa pamoja wanachangisha fedha za kununua jeneza,
mavazi ya kumvalisha maiti pamoja na fedha za kukodisha magari
ya kuchukua maiti nyumbani, siku ya kupeleka maiti nyumbani
wanajitokeza kwa wingi.
UJEURI NA ATHARI ZAKE
Wanachama wa chama cha watu wa nyumabani walipoanza
mipango ya mazishi na hata kufanya michango ili kugharamia
mipango ya kupeleka maiti nyumbani.Otii aliwaambia mara
kadhaa wamzike papo hapo Mombasa laikini hawakumsikiza.
Walipokuwa safarini kuelekea Kisumu, kunatokea ajali mbaya
ambayo inawaangamiza wengi na wengine wanapata majeraha
mbaya.
(uk100) rakiye Otii anamtahadhirisha Otii dhidi ya kuwa na
uhusiano na wasichana wazuri Zaidi kama Rehema Wanjiru. Otii
hakutilia makini hayo. Alisema “pana hasara gani nzi kua
kidondandani?”Aliendelea na uhusiano huu. Akapata ugonjwa
uliompleka kaburini.
77.
SIFA ZA WAHUSIKA
OTII
Otii ndiye mhusika mkuu
Mchezaji hodari.
Aliyechezea timu ya Bandari FC kwenye uwanja wa manispaa na
kote nchini. Alichezea timu ya taifa Harambee stars wakati
alipotambaa jijini Mombasa .UK98 anakumbuka mataifa mengi ya
kigeni alikosari kwenda kusakata Kabamba kwa niaba ya taifa
lake na jukumu la kupeperusha bendera ya nchi yake.Alipokuja
tamko la michezo lililonukuliwa gazeti lilikisi kira za wengi. Pengo
la Otii haliwezi kuzibwa.
MBADHIIFU
Wanachama wa chama cha watu wa nyumbani walipokutana
kupanga mipango ya mazishi, walikusudia kuchangisha fedha za
kununua jeneza, mavazi ya kumvalisha maiti pamoja na fedha za
kukodisha magari ya kuchukua maiti na waombolezaji hadi sindindi
yeye hakutaka hayo alisema, ‘ gharama zote hizo za kunipelka
sidindi za nini? Lakini wenzake wakasisitiza kuwa gharama hizo ni
zao si zake{UK97]
UJEURI/MWENYE MAPUUZA
Alipotahadharisashwa dhidi yakuwa na uhusiano na huyo msichana
mrembo Rehema Wanjiru alipuuza.Hatimaye akaambukizwa
ugonjwa uliompeleka kaburini.
CHAMA CHA WATU WA NYUMBANI
1.Umoja/ushirikiano
Wanashirikiana kuanzia mwanzo hadi mwisho katika kupanga
mazishi ya Otii wanachanga pesa, wanakutana kwa Otii na
wanafuatana kuelekea sidindi kuhudhuria mazishi ya Otii.
2.Wanamapuuza
Otii alisisitiza kuwa yeye angetaka azikwe palepale Mombasa
lakini wakapuuza. Hatimaye wakapata ajali mbaya sana wakiwa
safarini kwenda sidindi kuhudhuria mazishi.
78.
3.WATAMADUNI
Wanasisitiza lazima wamzike otii nyumbani kulingana na mila zao.
Ni kinyume cha mila na ada zao kumwadia mwenzao kutupiliwa
mbali kana kwamba hana kwao.
WAKARIMU
Wanahakikisha wamechanga pesa za kutosha kugharamia mazishi
ya otii.
REHEMA WANJIRU
Ni msichana wa aina yake, mwenye urembo wa kutikisa jiji zima,
urembo wa kulikausha bahari, urembo uliompa wasichana wenziwe
husuda na wanaume mshawasha Fulani.
MZINIFU
Kuna uwezekano kuwa ugonjwa huu aliupata kupitia tabia ya
uzinifu.
MBINU ZA UANDISHI
Chuku(hyperbole)
Ni kutumia maneno yaliyotiliwa chumvi ili kusisitiza ujumbefulani au
kusifu.
Uk 96…. kituamepotelea kwenye kitanda chake( mdogo Zaidi)
Uk 97…..Alipokua anakanyaga ardi mpaka inatetemeka( kwa
nguvu kutokana na afya nzuri)
Uk 100.. urembo wa kulitikisa jiji zima( mrembo sana)
Uk 101.. pengo aliloacha otii haliwezi kuzibwa( mchezaji stadi)
Uk 102.. wanahabari waliotiwa mbinu ya kupiga picha
hawakuweza kula nyama tena mazishini mwao.
Istiara
Ni kulinganisha vitu viwili moja kwa moja.
Uk 96….. kabakia sindano (ameendelea sana)
Uk 96 wanamwita mbu ( mdogo Zaidi)
79.
Tashbihi (simile)
Ni mbinu ya lugha unayolinganisha vitu au hali mbili tofauti kwa
kutumia maneno ya kulinganisha, kama mithili ya, sawa na ja;
Uk 98. Hakuweza kunyanyuka pale chini alikoabwagikie kama
gunia la chumvi.
Uk 99…. Alikuwa ametupwa kama masimbi yabuzaa
Uk 102…. Akajaribu kukwepa kichw acha hari kilichokua
kimemkodolea macho kama simba wa Hifadhi ya Wanyama ya
Tsavo.
Jazanda:
Kutumia maneno yaliyo na maana che.
Uk 96…jamaa zake si watu wa kusubiri mvua kunyesha ndipo
waanze kutafuta pahali pa kununua mwavuli..(jeneza)
Uk 98…. Alikua mwibe.
Uk 97,,, mbwa( kitu kisicho na thamani)
Uk 100… pana hasara gani nzi kua kidondani.
Utohozi
Ni mbinu ya kuwahilisha maneno ya lugha yatamkike kama ya
Kiswahili.
Uk 98…. Manispaa(Municipal)
Uk 98…..mechi(march)
Uk 99 eksirei(xray)
Uk 99… klabu (club)
Uk 96 fremu
MSEMO
UK 97… Anapiga chafya.
Uk 99…. Akichungulia kaburi.
Uk 99…..Hawakujali hawakubali.
Uk 99….kufumba na kufumbua.
Uk 100..akapigwa na butwaa.
80.
Tashhisi/ Uhuishaji.
Hii ni mbinu ya kupatia kitu kisicho hai sifa za kiumbe mwenye
UK100 urembo wa kulikaulisha bahari.
Uk.101.sifa za kibroda waombolezaji na kutapika wengine.
102 akajaribu kukikwepa kic hwa c ha lori kilic hokuwa
kimemkondolea macho.
METHALI
Uk.99. Mwacha kile hanacho na chema kimpotele.
Uk.99.aliyeumwa na nyoka akiona ungongo hushtuka.
Tabaini
Ni tamathali ya semi ambayo kwayo maneno/mawazo
yanayokinzana hutumiwa katika sentensi ili kuleta msisitizo wa
wazo.
UK99.si barabara ya mlango wa papa ,si barabara ya Nkrumah, si
barabara ya jomo Kenyatta, si ya Digo
UK100..Si kuendesha, si kukonda, si vipele si si kukichwa
kukikokome….
Mbinu rejeshi
UK96….Ukutani kumetundikiwa fremu yenye picha yake alipokuwa
bado na siha yake alipokuwa akisakatia kandanda timu ya
bandari FC.
Uk95…anakumbuka jinsi alivyokuwa akiwala chenga wachezaji
wa timu pinzani.
MASWALI
1. Anwani Nizikeni papa hapa ni mwafaka kwa hii
hadithi.Fafanua.[al 20]
2. Anzeni mapema kuchangisha fedha za kusarisha
maiti.
a] Eleza muktadha wa dondoo hili. [al 4]
Haya ni maneno ya mwenyekiti wa chama watu wa nyumbani
walikuwa kwa Otii kando ya kitanda cha Otii ili kupanga mikakati
ya mazishi. Hii ilitokea baada ya daktari kuwaeleza wamrejeshe
Otii nyumbani kwa kuwa hakukuwa na matumaini ya kupata afueni.
81.
b] Walihitaji pesa za nini? [al 4]Walipaswa kununua jeneza,mavazi
ya kumvisha maiti pamoja na fedha za kukodisha magari ya
kuchukua maiti na waombolezaji kutoka hapa
Mombasa hadi Kisumuasilia.
c)Kwa kurejelea hadithi ya nizikeni papa hapa , eleza maafa
yanayotokana na ujeuri na mapuuza.
Wanachama wa chama cha watu wa nyumbani walipoaanza
mipango ya mazishi na kufanya michango ili kugharamia mipango
ya kupeleka maiti ya Otii nyumbani.Otii alipendekeza azikwe pale
Mombasa lakini hawakumsikiza kabla ya Otii kukata roho. Pia
aliwakumbusha pendekezo lake la kuzikwa pale Mombasa,lakini
bado hawakutilia pendekezo lake maanani. Walipokuwa safarini
kuelekea Kisumu walipata ajali mbaya ambayo iliangamiza wengi
na wengine wakapata majeraha mabaya.Wangemsikiliza Otii
hawangepanga safari ya kwenda Kisumu na basi hakungekuwa na
ajali hii ambayo ilileta maafa Zaidi.
UK100….Rakiye Otii anamtahadharisha Otii dhidi ya kuwa na
uhusiano na wasichana warembo kama Rehema Wanjiru lakini Otii
alipuuza .
Aliendelea na ule uhusiano akaambukizwa ugonjwa uliompeleka
kaburini.
MASWALI
Methali ni nini? taja na ufafanue
Methali zilizotumwa katika hadithi ya mama bakari.
10.TULIPOKUTANA TENA
ALIFA CHOKOCHO
Hadithi hii inasimuliwa na Sebu,Msimulizi akiwa mkewe pamoja na
rakiye Kazu aliyekuwa na mkewe pia,walikuwa kwenye Hoteli
Rombeko. Maraki hawa walikuwa na mazoea ya kukutana kila
mara walipopata wakati,kwa lengo la kubadilisha mazingira
Kutokana na mazungumzo yao,ni bayana kuwa maraki hawa ni
watani.Utani wao unawajumuisha wote wanne bila kuudhika huku
wakijihusisha jamii zao.
82.
Siku hiyo walizungumzia kuhusu uchawi.Vicheko vyao vilidhihirisha
uhusiano mwema,hali hii inaonyesha mlahaka uliokuwepo baina
wane hao.
Mazungumzo yalibadilika pale msimulizi alirejelea maisha yake ya
awali ambapo alikuwa na kumbukizi ya raki yake wa utotoni kwa
jina Bogoa.Msimulizi anasema kuwa yeye Bogoa waliyafanya
mengi ya utotoni lakini walitengana baada ya kuhitimu miaka 19
mwaka wa1966.
Kazu anazungumzia kuhusu Bogoa aliyetoka sehemu za
mate.Anaelezea kuwa Bogoa alijifuza usonari na alikuwa
akikifahamu kitinya kama lugha Yake mwenyewe.Inasadifu kuwa
Bogoa wanaye mzungumzia ni yuyo huyo mmoja.
Hofu ya Sebu ilikuwa uwezekano wa Bogoa kukubali mwaliko kwa
sababu anavyotueleza msimulizi ni kuwa aliipuuza nchi yake na
hata kuwasahau wazazi wake.
Miradi yao ilikuwa wakutane club Pogopogo,kwa watu wa kupata
cha chini.Bogoa alimtambulisha mkewe Sakina kwa raki yake
Sebu naye akamtambulisha Bogoa kwa mkewe Tunu.
Bogoa anaturejesha katika maisha yake kwa uc hungu
mwingi.Ilikuwa ni hadithi ambayo hakuwa amemsimulia yeyote
hata mkewe.Anayakumbuka maisha aliyoyapitia kwa mlezi
wake.Alinyimwa hata uhuru wa kucheza na badala yake akafanya
ngumu.
Wazazi wa Bogoa wanaonyesha hali ya kutoajibika majukumu yao
kama wazazi.Hawakuwa na wakati na mtoto wao hata baada ya
kumuachia mle hawakufaidia maisha yake .Bogoa anabaki kuwa
na kisasi kuwa na kisasi na wakazi wake.
DHAMIRA
Mwandishi anawakashifu wazazi ambao hawayatekelezi
majukumu yao ya uzazi.Wengi wa wazazi wanawaachia walezi
majukumu yote bila kujali hisia za watoto wao.
83.
Bogoa utotoni anayapitia maisha magumu na hakuwa na
wakumwelezea madhila aliyoyapitiaila ila tu aliangalia ndani kwa
ndani.Hali hii inapalilia kisasi dhidi ya wazazi wake.
MAUDHUI.
1. Ulezi
Jukumu la kila mzazi ni kumlea mtoto kwa njia ifaayo na
kuyatekeleza mahitaji ya huyo mtoto.Jambo la msingi ni
kumwelimisha na kumpatia mashauri.
Wazazi wa Bogoa waliyakwepa majukumu yao na kumtwika
mlezi ambaye alimdhulumu mwanao.Malezi hayo yanamfanya
Bogoa kulipiza kisasi dhidi ya wazazi wake hata wanapoaga
dunia hakuhudhuria mazishi yao..
2. Ukatili
Sinai alimtendea ukatili Bogoa kwa kumnyima fursa ya kucheza na
wenzake.Fauka ya hayo alimpiga pindi tu alipochelewa
kurudi.Babake Bogoa aliutenda unyama kwa kumpeleka
mwanawe kwa mlezi bila kufuatilia maisha yake yalivyokuwa
kwa mfadhili wake.
3. Elimu
Elimu ni mwanga kwa kila mja.Njia moja ya kuelimika ni kwa
kupelekwa shule.Hata hivyo kuna elimu inayopitishwa na
wanamrika(peer);mfano:Sebu alimfunza Bogoa kusoma mpaka
akaweza kusoma hadithi nzima.Kulikuwa na mtazamo hasi
kuhusu watoto wa kimaskini ambao ilisemekana kuwa hawastahili
kusoma shuleni.Mtoto ambaye hakwenda shule alidhaniwa kuwa
mtoro.
4. Umaskini
Sababu kuu ya umaskini kulingana na mwandishi ni idadi kubwa ya
watoto.Wazazi wa Bogoa walikuwa na watoto takribani kumi na
sababu ya kumpeleka Bogoa kwa mlezi ilikuwa ni kutowamudu.
Ishara ya umaskini inadhihirishwa na vazi alilovalia msimulizi
a n a s e m a . ” K i l i k u wa n i k i v a z i p e k e e c h a m t u n g i n i
kwangu”.Hawakuwa na fedha hata za kununulia viatu.Vile vile
hakuwa na pesa za kulipia nauli ndiyo maana walitembea kutwa
hadi jijini.
84.
1. Uraki
Uraki wa maraki haya ni wa dhati.Maraki hawa walikuwa
wanakutana si mara moja kwani anasema kuwa …….`tulipenda
kuja seka kubadilisha mazingira na kuonana na maraki
z e t u . ” … ( U K 1 0 4 ) . K w a k u w a w a l i k u w a m a r a  k i
wakubwa,waliwahusisha wake zao.Ni kutokana na mojawapo wa
mikutano yao. Kazu anapomtaja Bogoa. Kutajiwa Bogoa kunaleta
kumbukumbu katika mawazo ya Sebu.Anamkumbuka raki yake
wa utotoni.Kutokana na mjadala ule ndipo wanapokutana tena.
Maudhui mengine:
1. Ukandamizaji wa watoto
2. Uchawi
3. Bidii
4. Uwajibikaji
5. Uhuru wa watoto
6. Nafasi ya wazazi katika malezi.
WAHUSIKA.
a) SEBU
Huyu ndiye msimulizi, jina lake halisi tunalitambua kutoka kwa
wahusika wengi kama Kazu na Mkewe.
a) Mtani
Sebu pamoja na rakiye wanataniana kwa kiwango kikubwa bila
kuudhika .Ni watani wa muda mrefu kwa sababu wanataniana
kuhusu jamii zao.
b) Ana mlahaka mzuri
Kutokana na mazungumzo yao tunaelewa kuwa uhusiano wao ni
mzuri.Anatueleza kuwa huwa wanakutana pindi wanapopata
upenyo .Hali hii ndiyo iliyomfanya kuwa na uhusiano mwema.
c) Mwaminifu
Bogoa alimwaamini tangu wakiwa watoto.
85.
a) BOGOA.
Raki wa utotoni wa msimulizi.
Sifa:
Msiri;
Hakumwelezea Sebu shida alizokuwa akizipitia kwa mlezi
wake.Hakuwaelezea wazazi wake madhila aliyokuwa
akiyapitia.Wanafunzi wenzake hawakujua asili yake kwa maana
hakuwaelezea walibaki tu kukisia.(UK 116)
Mvumilivu;
Aliyavumilia mateso kutoka kwa mlezi wake.Katika umri wake
mdogo alifanyishwa kazi nyingi zilizopita umri huo.Kama
anavyoeleza ni kuwa angechelewa,alitafutwa na kupigwa vibaya
sana..(UK 116).
Mwenye Bidii;
Licha ya kupitia madhila hayo,Bogoa alikuwa mwenye
bidii.Alijifunza kazi ya usonara na kuajiriwa.
Ameajibika;
Aliwajibikia jamii yake na ndoa yake ilikuwa imesimama imara,
zaidi ya hayo ni kuwa watoto wake walikuwa wamekomaa.
Mwenye Kisasi;
Alikasirika kiasi cha kutorudi kwao tena,Hata mazishi ya wazazi
wake hakuhudhuria.Alikuwa na kisasi na wazazi wake.
MATUMIZI YA LUGHA
a) Tashbihi
Tamathali ya usemi ambayo msanii huvilinganisha vitu viwili au
zaidi kwa kutumia maneno ya kulinganisha kama vile:Mithili
ya,sawa na,ja,na mfano wa:
· Kubadilika mara moja kama uso wa mtoto mchanga(UK
109)
· Kumtoka kama maji yanavyotiririka bombani.
86.
a) Uhuishi
Uhuishi/Tashihisi/Uhaishaji ni tamathali ya usemi ambayo msanii
huvipatia vitu visivyokuwa na uhai sifa walizonazo binadamu na
kutenda kana kwamba vina uhai.
a) Vicheko vilivyovuma na kuparamia kuta.(UK 107).Vicheko
vinapatiwa sifa ya binadamu ya kuparamia kuta.
b) Kuikimbiza furaha na kuileta huzuni(UK 109)
c) Ukweli wenye makali yanayochinja bila huruma (UK 117)
b) Nidaa
Ni msemo unaoonyesha kushangazwa na jambo Fulani na
huambatana na alama ya mshangao.
a) …….na kuwatema watu hao huko magharibi!(UK 105)
b) ……mimi ni binadamu mwenzako!(UK 105)
c) …..hatukupata hata fununu ya kuwepo kwake(UK 110)
c) Maswali ya balagha
Haya ni maswali yanayoulizwa na msimulizi au mhusika na
hayahitaji majibu ya moja kwa moja.
a) …..huoni kwamba unaniumiza?(UK 105)
b) …..uchawi si sayansi?(UK 106)
c) ……kabadilika vipi? (UK 111)
d) Semi
Haya ni mafungu ya maneno ambayo yanapotumika,hutoa maana
nyingine badala ya ile ya maneno yaliyotumika.Hutumika ili
kuipamba lugha .Kuna:
NAHAU
Huu ni usemi unaotumia maneno ya kawaida kwa lengo la
k u l e t a m a a n a i l i y o t o f a u t i n a m a n e n o h a y o
yaliyotumiwa.Tofauti na msemo huwa na vitenzi.
a) Napiga funda (UK 106)
b) Kupiga funda (UK 114)
87.
MISEMO
Hizi ni semi fupi fupi zinazotumiwa mara kwa mara kwa
lengo la kuleta maana maalum.Mfano;
Pua na mdomo(UK 108)
11.MWALIMU MSTAAFU
Dumu Kayanda ni mwandishi chipukizi mwenye uwezo wa kubuni
hadithi ilio na upeo usiokadirika. Amekuwa mwalimu wa somo la
Fasihi kwa muda katika shule mbalimbali.
Mwalimu Mesi ndiye mhusika mkuu katika hadithi hili. Anwani hii
inafaa kwa sababu hadithi inaelezea kuhusu maisha ya Mwalimu
Mesi Kabla na baada ya kustaafu.
Kutokana na kuwajibika kama mwalimu,Mwalimu Mesi alipewa sifa
chungu nzima. Aliweza ‘kuwanyanga’ wanafunzi wake mpaka
hatimaye wakawa watu wa kutajika. Wengine wakawa
mawaziri,wabunge,marubani,wahandisi,madaktari na wengine
wahasibu.
Siku ya sherehe ya kumuaga shuleni,wazazi wa wanafunzi wa
zamani na wampya walihudhuria na kumletea zawadi za aina
tofauti tofauti. Hotuba zilizotolewa zilisheheni sifa isipokuwa
hotuba ya Jairo iliyokuwa ya kumlaumu tu Mwalimu Mesi.Jairo
alikuwa zuzu hata darasani , anamlaumu mwalimua eti
alimpotezea muda wake na ndio kwa sababu yeye ni maskini.
Mwalimu anampa Jairo zawadi zote lakini Jairo hana shukrani.
Anakiona hicho kitendo cha kupewa zawadi kama kuaibishwa na
Mwalimu. Jairo anawaleta mke na watoto wake kwa mwalimu
kama zawadi. Mke wa Jairo alipewa nyumba kwenye kichumba
cha mwalimu na akakaa na watoto wake.
Jairo hakuwapitia kwa Mwalimu Mesi kuwaona jamaa yake hadi
siku alipokiwa na tetesi kuwa mwalimu amemwoa bintiye. Kumbe
ilisadifu kuwa mwalimu na kile kisichana walipoandamana kwenda
kununua kitabu mjini, mwalimu akawa mgonjwa na Yule msichana
akapelekwa shule ya bweni. Ilikua ni sababu tosha ya wenye
umbeya kueneza uvumi kwa mwalimu na bintiye Jairo.
Hawakuonekana na ni kwa sababu wameanza kuandika kurasa
mpya za maisha yao pamoja.
88.
Anwani.
Anwani hii MWALIMU MKUU inafaa kwa sababu hadithi mzima
inazungumza kuhusu maisha ya Mwalimu mstaafu Mesi .
Dhamira
1.Mwandishi alikusudia kuonyesha umuhimu wa kuwajibika kazini
kama alivyowajibika Mwalimu na mazao ya kazi yake
yanaonekana.
2.Mwandishi pia anadhamiria kuonyesha tofauti ya watu wa elimu
maishani. Kuna tofauti ya watu waliosoma na wale ambao ni zuzu
kama Jairo.
WAHUSIKA
Mwalimu Mesi
1.Amewajibika
Kutokana na kule kuwajibika, anapewa sifa chungu nzima .
Wanafunzi wanaishia kuwa madaktari,, mawaziri, marubani n.k.
Wengi wanahudhuria sherehe yake ya kumuaga na kumletea
zawadi nyingi kama ishara ya shukrani.
2.Karimu
Anampa Jairo zawadi Zote alizoletewa katika sherehe ya
kumuaga.
Anakubali mke na watoto wa Jairo waishi kwake.
Kisichana cha Jairo kilipofukuzwa shuleni kwa kukosa kitabu,
waliandamana hadi mjini kukinunulia kitabu.
3. Mwenye utu/ubinadamu
Anaamini watu wote ni sawa, hakuna mtu nusu mtu. Anasisitiza watu
ambao hawakuja kwa magari mazito pia wapewe nafasi ya kutoa
hotuba walivyopewa wengine wa tabaka la juu. Jairo anapotoa
hotuba yake, alimlaumu tu Mwalimu lakini hilo halikumkera
Mwalimu.Anampa Jairo zawadi zote , anaamini jairo alizihitaji
zaidi.
89.
4.Mwenye sifa tele
Uk 120…Wanafunzi wake wote hao hawamsahau kwa nasaha
zake, kwa insafu yake, kwa huruma yake, kwa hekima yake,kwa
ustaarabu wake,kwa uadilifu wake ,kwa uwajibikaji wake, kwa
nemsi yake,kwa ucheshi wake.
Hotuba zao zilijaa sifa tele.
JAIRO
Alikua mwanafunzi wa Mwalimu msaafu ambaye mambo
hayakumwendea vizuri.
1.Mwenye Kulaumu
Jairo alikuwa mmoja wa wanafunzi wa Mwalimu Mstaafu. Yeye ni
tofauti na wengine wengi, aliishia kuwa mtu ovyo . Hali yake ya
umaskini inamfanya amlaumu Mwalimu eti alipotezea wakati kwa
kumueka darasani na kumpa tumaini za uongo.
2.Zuzu
Hata baada ya kuwa shuleni kwa miaka yote ile hakuweza kuunga
moja na moja. Pia alipata sufuri masomoni.
3.Mcheshi
i)Haelewi kwa nini Mwalimu alimshauri asilewe ilhali anaamini
tembo inampa raha ya kuishii. Alisema kuwa alipolewa hata
akitembea bila viatu na kujikwaa au kudungwa na miiba, hakuhisi
kitu.
ii)Hakuelewa pia kwa nini kuepukana na ulevi, kusubiri hadi ndoa
ndipo ‘kuchana ngazi.’
iii)Anapeleka mkewe na wanawe kwa Mwalimu na kumpa kama
zawadi.
MKE WA MWALIMU
1.Mwenye utu
Anakubali mke wa Jairo na wanawe waishi kwao. Anamtunza kama
bintiye. Anamwambia , “Hapa paite nyumbani. Upaone hapa
kwenu kama si nyumbani pako. Ukae upumzike. Ukae uone raha ya
kuishi.”
90.
2.Mwenye bidii/Anauhusiano mzuri na watu
Wanaandamana na mke Wa Jairo kwenda kondeni kupanda
mbegu, kupalilia, kumwagia mazao kondeni mbolea. Pia walienda
k u t e k a m a j i n a k u t a f t a k u n i . Wa l i c h u m a k u n d e n a
mchacha,mabenda kondeni wakiziambua na kuzikata mboga hizo
pamoja pale uani.
MKE WA JAIRO
1.Mvumilivu
Mwandishi anaeleza maisha ambayo mkewe Jairo ameyapitia.
“Katika maisha yake na Jairo, ameonja ladha zote za dhiki, thakili,
bughudha na kero. Hakuna mwanamke anayejua kumezamate
machungu kama Mke wa Jairo.”
2.Mtiifu
Anapopelekwa kwa Mwalimu kama zawadi, Mwalimua
anamshauri arudi kwake lakini anakataa. Anasema “sharti ni mtii
mume wangu. Mume ni mume hata akiwa gumegume.” Mwalimu
aliposisitiza, mke wa Jairo alimweleza kuwa hawezi kwenda
kinyume na amri ya Jairo mume wake.
3.Mwenye bidii
Waliandamana na mke wa Mwalimu kondeni kupanda, kupalilia,
kuteka maji vijitoni na kutafta kunikuni.
WANAFUNZI NA WAZAZI
1.Ni wenye shukrani
Wanaka katika sherehe ya kumuaga Mwalimu kwa wingi wakiwa
na zawadi chungu nzima.
2.Karimu
Wanamletea Mwalimu zawadi chungu nzima.Wanaendesha
magari makubwa na ni waadilifu kwa sababu walifuata ushauri wa
walimu wao. Wale ambao hawakupata elimu wameishia kuwa
maskini , walevi ambao hawana mbele wala nyuma. Pia hawana
maadili mema.
91.
3.Uzuzu/Ujinga
Hata baada ya kuhudhuria shule ya msingi, Jairo hawezi kuunga
moja na moja. Haoni umuhimu wa elimu. Anamlaumu Mwalimu Mesi
eti alimpotezea muda wake bure shuleni kwa kumwambia kila
uchao kwamba ataimarika na hakuwahi imarika. Anamlaumu
Mwalimu kwa kumshauri asinywe tembo ilhali anaamini hiyo tembo
ndio humpa raha ya kuishi. Anaamini kinyume cha nasaha za
Mwalimu ndio utamu na uhondo wa maisha. Uzuzu unamfanya
awapeleke mke na watoto wake kwa Mwalimu kama zawadi.
Anaona soni kupokea zawadi kutoka kwa Mwalimu. Haelewi
mbona akapewa zile zawadi ilhali alizihitaji zaidi.
MAUDHUI
Kuwajibika
Hii inadhihirika zaidi siku ya sherehe za kumuaga Mwalimu Mesi
pale shuleni.
Waliohudhuria sherehe hii walikua wengi mno. Mwandishi asema
“walika kwenye kiambo cha shule kama mashabiki wa mchuano
wa soka wa kuwania kombe la dunia kutokana na kazi nzuri ya
Mwalimu, wanafunzi wake waliishia kuwa madaktari, wabunge n.k.
Hotuba zilizotolewa zilisheheni sifa kwa Mwalimi Mesi.
Elimu
Mwandishi anatuonyesha umuhimu wa Elimu.watu waliomakinika
k a t i k a e l i m u h a t i m a y e w a l i k u w a ‘ w a t u ‘ , w a k a w a
mawaziri,wabunge, marubunu n.k. Wakawa pia wanaendesha
magari ya nguvu. Elimu unawafanya watu kuwa watu wa maana
,watu bora kwa hadafu. Lakini wale ambao hawakumakinika,
hutumia yao duni, maisha ya umaskini. Pia wana mitazamo hasi
kuhusu maisha.
Utabaka
Utabaka unasababishwa na kupata au kukosa elimu. Waliosoma
na kufaulu katika elimu, wanaishi kama ‘watu’. Wanapata kazi
nzuri, zinzwapa mshahara.
92.
Ukarimu
ukarimu unajitokeza wakati Mwalimu Mesi anampa Jairo zawadi
zake zote, anasema “mimi nimeamua kwa hiari yangu kukupa
wewe zawadi hizi.”
Mwalimu na mkewe (Bi Sera) ni karimu,wanawakaribisha mke na
watoto wa Jairo kwao.
MBINU ZA LUGHA
Kuorodhesha
Mwandishi anatumia mbinu ya kuorodhesha mfano;
Uk 120: Wanafunzi waje wote hao wanafunzi wake hawamsahau
kwa nasaha zake,kwa insafu yake, kwa huruma zake ,kwa hekima
zake, kwa ustaarabu wake, kwa uadilifu wake…
Uk 121:Wanafunzi wake waliokuwa bado wanasoma kwenye shule
hiyo waliimba tele, nyimmbo za jamii mvbalimbali, wakacheza
zeze,mariamba, lelemama, mdundiko, violoni.
Uk 122:…sikwambii haya madude makubwa waliokuja kututisha
nayo akina Bariki,Festo, Mshamba ,Nangeto na hali kadhalika.
Tabaini
Uk 124:Si matoroli,si vijiko vikubwa vya kuzola mchanga,si
makubadhi ,si meza na samani aina aina, si fedha
Uk 124:Si matoroli,si vijiko vikubwa vya kuzolea mchanga,si
makubadhi,si meza na samani aina aina,si fedha.
Takriri/Uradidi
Uk 126:Wanafunzi wako wote hao wanafunzi wake.
Uk 128:Jairo aliambiwa , akaambiwa na kuambiwa na wajuao.
Tashbihi
Uk 120:…mvi zimemkaa kwa haiba kama theluji kwenye mlima
Kilimanjaro.
Uk 121:…walifurika kwenye kiambo cha shule kama mashabiki
wa mchuano.
93.
Uk 122:Kichwa chake chenye upana killing’aa utosini kama sufuria
kwenye duka la Buniani.
Uk 125:…wakapokeza hotuba hio kama huizi kutoka kizazi kimoja
hadi kingine.
Uk 129:…kimenawiri kama ua linalotimbuka kudamu.
Uk 129:Aliona madodo yamesimama kifuani kama kanzi mbili za
mwanamasumbwi.
Uk 129:…kiuno kimechukua umbo mduara kama cha nyigu.
Tashhisi
Uk 120:Alijaaliwa mvi nyeupe zilizojianika kwenye kichwa chake
kidogo.
Methali
Uk 121: Anayo maneno ya kuweza kumtoa nyoka pangoni.
Uk 123: : Kuwashia pofu taa si kuharibu mafuta.
Uk 128:Alikuwa ametuma jongoo na mti wake.
Jazanda
Matumizi ya maneno yenye maana che.
Uk 121:…wenzao hao waliokuwa wamekua watu.
Uk 121:…lakini nadhani ni jambo la busara kutotia mchanga
kitumbua.
Uk 129:Walitafuta kitabu cha maisha na kuanza kuandika kurasa
mpya za maisha yao pamoja.
Uk 124:…kusubiri hadi ndio ndipo kuchuna ngozi.
Kinaya
Kinyume cha matarajio
Uk 123: Ni kinaya kwa Jairo hakuona sifa nzuri ya Mwalimu Mesi.
Yeye anamuona kama kikwazo kikubwa kwake. Kama yeye Jairo
anaishi maisha duni kwa sababu ya Mwalimu Mesi.
Uk 126:Ni kinaya Mwalimu Mesi kumpongeza Jairo kwa hotuba
yake kumhusu ambayo ilijaa kumlaumu Mwalimu kisha Mwalimu
Mesi anamueleza akifa mwanzo azungumze siku ya mazishi yake.
Uk 126:Ni kinaya Jairo anapopeleka mke wake na watoto kwa
Mwalimu Mesi kama zawadi.
Uk 127:Ni kinaya kwa mkewe Mwalimu Mesi (Bi Sera)kumkaribisha
mke na watoto wa Jairo kwao “Mwachie akae huyu binti na watoto
wake, tutawatunza.”
94.
Msemo
Uk 121:Wanafunzi wake wa zamani waliopewa kisogo na dunia
Uk 126:Hakuna mwanamke anayejua kumeza mate machungu.
Mdokezo/Kauli isiyokamilika
uk 120:kisa na maana ni huyo Mwalimu Mesi.
uk 123:kwamba kuwashia pofu taa si kuharibu mafuta.
UK 125:…umefanya makosa makubwa sana.
Uk 125:…hamna mwendawazimu wala mahaka kati yetu.
Uk 126: “Badala ya ngojera nyingi za huyo anayemwita si siri au
siri sijui.
Sadfa(matukio mawili yanayotokea kwa pamoja).
Inasadifu kuwa baada ya Mwalimu kuondoka na kile kisichana
kununua kitabu hakuonekana tena. Watu wakakiri eti Mwalimu
alikua amekioa kile kisichana. Kumbe wakati huu Mwalimu alikua
akiugua na alikua ndani(nyumbani) wakati wote huo na ndio
sababu hakuonekana.
Maswali
1.Onyesha umihimu wa wahusika wafuatao katika hadithi ya
Mwalimu Mtaafu.
i)Mwalimu Mesi
ii)Jairo
iii)Mkewe Jairo
iv)Wanakijiji
(al 20)
2.Fafanua maudhui yoyote manne katika hadithi hii. (al 20)
Ukarimu
Mwalimu Mstaafu ni mkarimu. Hii inadhihirika anapopokea zawadi
kutoka kwa wazazi na wanafunzi na kumpa Jairo zote.
Pia Mwalimu na mke wake ni wakarimu kwa mke wa Jairo na watoto
wake. Waliwapa nyumba akae na watoto wake. Waliwachukua
kama binti yao. Bintiye Jairo alipofukuzwa shuleni kwa kukosa
kitabu, Mwalimu Mstaafu alimnunulia.
95.
Utabaka
Utabaka umesababishwa na kupata au kukosa elimu. Waliopata
elimu walipata kazi nzuri kama za uwaziri ,ubunge, udaktari, urubani
n.k. kazi zilizo na mshahara mzuri. Wakawa wanaishi maisha mazuri
na kuendesha magari ya nguvu. Wale nao ambao walikosa elimu,
waliishi kuwa maskini na walevi.
Kuwajibika
Hii inadhihirika zaidi siku ya sherehe za kumuaga Mwalimu Mesi.
Kutokana na kuwajibika kwake kama Mwalimu,wanafunzi wake
wa n a f a u l u m a i s h a n i . Wa n a p a t a k a z i n z u r i k a m a z a
udaktari,ubunge,uwaziri n.k. Hii ndio sababu walikuja kwa wingi
kumshukuru Mwalimu Mesi. Hotuba zao pia zilijaa sifa tele.
Bidii
1.Mwalimu anajibidiisha katika kuwafunza na kuwashauri wanafunzi
wake.
2.Wanafunzi walifanya bidii na kufaulu mitihani yao.
3.Mkewe Mwalimu na mkewe Jairo wana bidii pale kondeni wanapo
panda mbegu,wanapalilia,wanateka maji.
12.MTIHANI WA MAISHA
Eunice Kumaliro ni mzaliwa wa Kenya. Mshauri na mtaalam wa elimu
aliyeandika vitabu kadhaa.
Muhtasari
Je,Samueli alikuwa amepita mtihani wake wa Elimu? Kuanguka
mtihani wa elimu ni kuanguka pia mtihani wa maisha?
Samueli ambaye ni mhusika mkuu katika hadithi anaenda shuleni
kuchukua matokeo yake ya mtihani. Akiwa pale foleni nafanya moyo
wake kwa kuwa alikuwa na uhakika kuwa alikuwa amepita mtihani
wake vizuri.
Kule ndani ya osi , Mwalimu Mkuu ameketi pale na anapuuza
kuwepo kwake osini humo. Hatimaye anamtupia Samueli stakabadhi
ya matokeo yake.
Samueli anapotambua alivyokuwa amefeli mtihani wake,
anamdanganya babake kuwa hakupata matokeo yake kwa dai ya
kutokamilisha kulipa karo ya shule.
Samueli haoni haja ya kuishi tena. Anakata kauli kujitosa majini afe.
Hakuwa tayari kupata aibu kutokana na matokeo yake mabaya.
96.
Mamake Samueli ana matumaini kuwa kuanguka mtihani wa elimu
si kuanguka mtihani wa maisha. Anamshika Samueli mkono na
wanaelekea nyumbani.
Anwani
Anwani ya hadithi hii, MTIHANI WA MAISHA inaoana na yale
yaliyomo. Kupitia kwa mamake Samueli, mwandishi anaonyesha
kuwa kuna maisha hata baada kuanguka mtihani wa elimu.
Kuanguka mtihani wa elimu sio kuanguka mtihani wa maisha.
Dhamira
Mwandishi alikusudia kuonyesha;
1.Kuanguka mtihani wa elimu sio mwisho wa maisha. Bado kuna
matumaini.
2.Umuhimu wa kumakinika katika masomo kwani athari za
kuanguka mtihani ni hasi.
MAUDHUI
Ukatili
Samueli analinganisha babake na hayawani ambaye anaweza
kumrarua mtu na kumla mzimamzima. Samueli alipofeli mtihani
wake, anavunjika moyo na kuona maana ya kuishi. Anakata kauli
ya kujiangamiza kwa kujitosa majini. Babake hata baada ya
kumuona mwanawe katika hali ya kuvunjika moyo, hakumhurumia,
badala yake anaamrisha watu wamuache ajitose majini afe. Pia
anampa kamba atumie kujitia kitanzi.
Ucheshi
Samueli ni mcheshi. Anachekesha anaposema udongo uliowaumba
babake na mamake ni tofauti na ndio sababu mama angeweza
kuelewa kidogo atakapojua amefeli mtihani lakini baba hawezi.
Anapomwangalia Mwalimu Mkuu, anamwona ni kama aliyezidiwa
na maumivu au anayepaswa kufanyiwa oparesheni ya ubongo na
anayehitaji maombi.
Anapoamka kuchukua hatua ya kujiangamiza ,anatazama juu
kumpasha Muumba wake ujumbe kuwa alikuwa njiani akielekea
mbinguni. “Naja huko juu mbinguni mapena kidogo Baba.
Nitengee nafasi. Nimeruka foleni…”
97.
Nafasi ya Mwanamke
Mwanamke anapuuzwa katika jamii hii. Inathibitishwa na mtazamo
wa baba kupitia elimu. Ingawa baba aliyaonea fahari mafanikio
ya binti zake, aliwaona kama wanawake tu. Fahari yake ya dhati
ilikuwa katika kumwona mwanawe wa kiume akifua dafu. Samueli
haamini vipi angeweza kushindwa katika mtihani na dada zake
ilhali ni wanawake.
Mwanamke kupitia kwa mhusika mama amechorwa kama aliye na
utu na matumaini. Anamshika Samueli mkono na kumwambia
waende nyumbani na kumweleza maneno ya kumpa tumaini. Pia
anapenda amani na ni mshauri mwema. Anamshauri mumewe
aende shuleni wasuluhishe sintofahamu kuhusu karo.
Kufa moyo/kuvunjika moyo
Samueli alipoanguka mtihani hakuona haja ya kuendelea kuishi na
anaamua kujitosa majini afe. Anasema, “Acha nijiondokee duniani
niwaachie wafanisi wafanikiwe.” Katika ujumbe wake na Muumba
anasema itabidi aende mbinguni kwa sababu stahamala
zimekwisha.
Elimu
Elimu ni muhimu maishani. Wasichana katika jamii hii wanafanya
vizuri kuliko wavulana. Wavulana wanamchezo shuleni (Mahoka)
unaochangia kuanguka kwao. Hakuna anayepewa matokeo yake
ya mtihani kabla ya kumaliza kulipa karo. Athari za kuanguka
mtihani ni kama vile aibu na hata kujiangamiza.
WAHUSIKA
SAMUELI
Ndiye mhusika mkuu
Mcheshi
1.Anaposema, “labda Mwalimu mkuu kazidiwa na maumivu. Labda
anapaswa kufanyiwa operesheni ya ubongo ama anahitaji
maombi hasa atakuwa na akili razini tena.”
2.Samueli anasema kuwa mamake na babake wameumbwa kwa
aina tofauti kabisa ya udongo.
3.Anamuarifu Muumba kuwa yumo njiani akienda mbinguni basi
atengewe nafasi kwani ameamua kuruka foleni.
98.
Mwenye Matapo
Anaposema yeye hana moyo wa bua. Kile asomacho ndicho kijacho
kwenye mtihani. Anaelewa kuwa yeye si mwerevu sana laikini
anajua kupanga mikakati na pia anaamini ana bahati ya mtende
anaamini kuwa amepita mtihani wake vyema na kuwa motokeo
yake yangemshtua Mwalimu mkuu ambaye hakuwa na imani naye.
Mwongo
(uk 137) Samueli anamdanganya babake kuwa hakupata matokeo
yake kwa sababu hakuwa amemaliza kulipa karo.
Mwoga
Uk 133: Anaogopa anapoingia katika osi ya Mwalimu mkuu.
Woga unajitokeza kutokana na anavyozungumza/anasitasita.
“Mwa…limu nimekuja kuchu…chukua matokeo…” “samaha…ni.
Waa…zazi wangu.” Samuel anatetemeka anapomwona babake
pale kwenye bwawa(uk 132)
Mwenye machoka
(uk 134)ni kutokana na tabia hiyo pale shuleni ndipo akapewa jina
‘Rasta’
Kufa moyo/kuvunjika moyo
Kuanguka mtihani kwa Samwueli si jambo alilokuwa akitarajia.
Alikuwa ana uhakika kuwa amepita mtihani wake.Jambo hili
ameliona kama la kumletea aibu mbele ya wazazi wake,
alivyopendekeza Samueli.
Anakata kauli kujitosa majini afe. Hakuna maana ya kuuendelea
kuishi. Anasema “Acha nijiondokee duniani niwaachie wafanisi
wafanikiwe anamwambia Mungu kuwa amekosa stahamala.”
MAMAKE SAMUELI
Mwenye utu
Mamake Samuel anaka kwenye bwawa la maji alipokuwa
amejitosa Samuel, anamshika Samuel mkono na kumwomba
waende nyumbani. Anamwambia Samuel maneno ya kumpa moyo,
“huwezi kushindwa na mtihani wa shule na vilevile kushindwa na
mtihani mwisho.
99.
Mwenye Matumaini
Hata kana kwamba Samuel ameanguka mtihani wa shule, mamake
Samuel anaamini kuwa kuna matumaini hata baada ya kuanguka
mtihani huo. Anaamini Samuel hajaanguka mtihani wa mwisho.
Anaamini pia kuwa Mungu hamkoseshi mja wake yote. (UK 139)
Mwenye Kuelewa Mambo
Samuel anasema kuwa kweli amemusaliti mamake kwa kuanguka
mtihani lakini mamake tofauti na babake, ataelewa.
Mpenda Amani
Samuel anapomdanganya babake kuwa hakupata matokeo ya
mtihani wake ati kwasababu hajamaliza kulipa karo, anakereka.
Mamake Samuel anaingilia kwa upole na kumshauri mume wake
amuone Mwalimu mkuu ili wasuluishe suitofahamu hiyo.
BABA SAMUEL
Katili
Samueli anamlinganisha babake na hayawani ambaye anaweza
kumrarua mtu na kumla mzimamzima.
Baada ya Samueli kuanguka mtihani alikuwa na kipindi kigumu na
anaamua kujiangamiza. Babake hakuwa na huruma naye hajali
kama atajitosa maji afe. Anasema “mnamzuia kwa nini? Mwachie
ajitose majini kama anataka. Ana faida gani huyo? Sikuzaa
mwana nilitoa tu maradhi tumboni.” Uk 139 Anampa Samueli
kamba aitumie kujiangamiza.
Mwenye moyo mgumu
Babake Samueli ana moyo usiojua kusamehe. Anaamrisha watu
wamuache ajitose majini afe. Anampa Samueli kamba ajitie
kitanzi ikiwa anaogopa kujitosa majini. Samueli anasema kuwa
mamake ataelewa atakapojua kuwa Samueli amefeli mtihani.
Lakini babake aliyeumbwa na udongo tofauti hawezi.
Amewajibika
Aliweza kulipa karo yote ya shule.
100.
MWALIMU MKUU
Mwenye madharau
Samueli alipoingia katika osi yake,anachukuwa muda mrefu sana
kuinua uso wake kumuangalia Samueli. Baada ya kuzichambua zile
stakabadhi za matokeo, anatoa moja na kumtupia Samueli.
Anamtupia kwa mtu anavyomtupia mbwa mfupa.
Amemakinika kazini
Hakuamini Samueli alipomwelezea kuwa amekamilisha kulipa
karo, alitumia “daftari la karo” kuhakikisha. Anasema mali bila ya
daftari hupotea bila ya habari. Ndio maana ameweka daftari la
kuweka kumbukumbu ya wanaodaiwa karo na waliolipa karo.
MBINU ZA UANDISHI
Tashbihi
Uk 131:waliokuwepo waliotoka wamenywea kama kuku walionoa
maji ya mvua.
Uk 132:akitoka ndani atakuwa akitembea kama fahali.
Uk 131:amamtupia kama mbwa anavyomtupia mbwa mfupa.
Uk 137:anamuona baba akilini kama hayawani.
Uk 135:imekwenda kama chendacho kwa mganga kisichokuwa na
marejeo.
Tashhisi/uhaishaji/uhuishi(personication)
Hii ni mbinu ya kupatia kitu kisicho hai sifa za kiumbe mwenye
uhai(sifa za kibinadamu).
Uk 134:Nzi wa kijani ya samawati waliokula wakashiba.
Linampokea kwa vilio nao mnuko kwa kughasi unampokea kwa
vigemo.
Uk 135: Safu sa ya D na E ilimkodolea macho bila kupesapesa.
Uk 137:Ilimuradi mawazo yana mwadhibu sasa.
Uk 138:Alitupia jicho safu ya maji akaona yanasumbuka na
kuhangaika.
101.
Msemo
Uk 132:Uso wake wenye makunyanzi ulipiga mapeto.
Uk 133:Anakitazama kidole cha Mwalimu mkuu kupiga masafa.
Uk 135:Juhudi zake zimegonga ukuta.
Uk 137:Nina kuambulia patupu.
Uk 139:…huhu kila mtu akipigwa na kibuhuti.
Kichanganya ndimi
Kutumia zaidi ya lugha moja tofauti.
Uk 132:come on
:yes
Utohozi
Kuswahilisha maneno/kutamka maneno yasiyo ya Kiswahili kama
ya Kiswahili.
Uk 133: Bodi,operesheni.
Maswali balagha
Maswali yaliyoulizwa bila ya kutarajia majibu.
Uk 131: Mtu angesemaje ati? Wanafunzi na wakati huo huo
wanasononeka?
Uk 133: Nazo fedha ulitoa wapi mtoto pale ulipo.
Uk 135: Karo yote niliolipa iwe bure? Pesa aliyolipa baba tusome
imekwenda bure?
Uk 136: Ali umefeli mtihani ? sasa nitafanya nini?
Methali
uk 132:Mdharau biu hubiuka.
uk 132:Usione wembamba wa reli kwani gari moshi hupita juu
yake.
uk 135:Imekwenda kama kiendacho kwa mganga kisichokua na
marejeo.
uk 139: Mambo ni kuganga huenda yakaja.
102.
Uzungumzi nafsia
Mhusika hujizungumzia ama kwa kuongea au kuwaza bila
kukusudia kusikika na yeyote.
Uk 132:mimi tangu hapo najijua bwana. Sina moyo wa bua. Mtihani
haunibabaishi sana.
Uk 132:hajawai kuniamini huyo hambe. Lakini mimi mwenyewe
najiamini. Lazima mtu ajiamini… au sio?
Uk 135: Hivyo ndivyo kusema lolote wala chochote . kwamba mimi
si lolote wala chochote. Kwamba mimi si chochote wala lolote
katika medani ya masomo?
Mdokezo/usemi usiokamilika
Uk 132:tena angaa sikukutana na paka mweusi njiani siku zote za
mtihani…
Uk 133:…chukua matokeo…
Uk 135:si mjinga mimi. Najua vitu vingi tu…
Uk 136: Mama ataelewa lakini baba…
Sadfa
Matukio mawili au zaidi yanayotokea kwa pamoja bila ya
kupangwa.
Uk 135:Ilisadifu kuwa siku na wakati ambapo Samueli alitaka
kujitosa majini ili afe, siku hiyo ilikua tofauti kwani wachunga
wapitia hapo wakiwapeleka mifugo malishoni hawakuwepo. Ikawa
rahisi kuweko kujitosa majini.
Uk 138: Inasadifu pia kuwa baada ya Samueli kujitosa majini na
kupiga mikupuo kadhaa ya maji, mwanamume mmoja akawa
ameachwa na basin na akaamua kutumia njia karibu ya kamwokoa
Samueli.
Taharuki
1.Kuna wanafunzi waliotoka osini mwa Mwalimu mkuu wakiwa na
furaha na huku machozi yanawatoka. Msomaji anabaki hata hamu
ya kujua ikiwa walikuwa wamepita mtihani au la.
2.Msomaji pia angetaka kujua ikiwa Nina alimuacha Samueli
kutokana na vituko vyake au la.
3.Msomaji anabaki na hamu ya kutaka kujua maisha ya Samueli
yaliendelea vipi. Je alifaulu maishani. Baba alibadilika na
kumsamehe .
4.Kuanguka mtihani wa elimu na kuanguka mtihani wa maisha?
103.
Maswali
1.Andika sifa za wahusika hawa kama zinavyojitokeza katika
hadithi ya mtihani wa maisha.
i)Samueli
ii)Babake Samueli
iii)Mamake Samueli
iv)Mwalimu Mkuu
Jadili nafasi ya mwanamke katika hadithi ya Mtihani wa Maisha.
Mwanamke amepuuzwa katika jamii. Hii inadhibitishwa na
mtazamo wa baba kupitia elimu. Ingawa baba aliyaonea fahari
mafanikio ya binti zake,aliwaona kama wanawake tu. Fahari yake
ya dhati ilikua katika kumwona mwanawe wa kiume akifua dafu.
Samueli hakuamini vipi angeweza kushindwa katika mtihani na
dada zake ilhali ni wanawake.
Mwanamke ni mpenda amani na mshauri mwema. Anamshauri
mumewe aende shuleni wasuluhishe sintofahamu kuhusu karo
Pia ni mwenye utu.Anamshika Samueli mkono na kumwambia
waende nyumbani. Anamwambia maneno ya kumpa tumaini.
13. MKUBWA
Na Ali Mwalimu Rashid
UFAAFU WA ANWANI MKUBWA
Neno mkubwa linatokana na kivumishi ‘–kubwa’ ambalo lina maana
ya kuzidi kwa umbo au kimo; -siyo ndogo. Pia neno hili lina maana ‘-
enye kwisha kukua’ au ‘kuwa juu’.
Anwani ‘Mkubwa’ inaaki kazi hii kwani yafuatayo ni mambo yaliyo
wazi zaidi;
F Msimulizi anatueleza kuhusu mhusika mkuu kazini aliyeitwa
Mkubwa. Alikuwa anajihusisha na biashara ya kuuza pweza wa
kukaanga. Hii ndiyo biashara iliyompa kipato na faraja.
F Mkubwa alipoingia uongozini alikuwa na madaraka makubwa.
Alikuwa na uwezo uliozidi. Viongozi walipapata pasipoti za
kidiplomasia ziliwawezesha kutosachiwa bandarini wala
kwenye uwanja wa ndege.
104.
F Uovu wa Mkubwa ulikuwa umezidi. Aliweza kumwingiza raki
yake Mkumbukwa kwenye biashara ya kuuza dawa za kulevya.
Mkumbukwa aliponaswa na kutiwa ndani kwa kupatikana na
mkoba uliojaa dawa hizo alijuta mno. Majuto yake yalikuwa
makubwa.
F Ushawishi wa Mkubwa ulikuwa umezidi. Aliweza kumtoa
Mkumbukwa ndani baada ya siku tatu. Pia alipewa mzigo wake
ukiwa katika hali ile ile.
F Baada ya Mkumbukwa kutolewa ndani , aliichukia sana
biashara ya kuuza dawa. Aliapa na Mola kuwa hatofanya tena
biashara hiyo tena.
F Mkubwa alipojilaza kwenye kochi na usingizi kumchukua anaota
kuwa vijana wameongezeka mjini wanaosinzia ,wengine hali
yao imedhooka sana na wizi umewazidi mitaani.
F Mshituko wa Mkubwa ulizidi alipoona kuwa watoto wake wa
kiume walikuwa miongoni mwa vijana waliokuwa wameandikwa
kwenye nyuso zao ‘mla unga’ jambo liliomfanya chizi.
DHAMIRA YA MWANDISHI
Mwandishi amelenga kupiga vita biashara haramu ya uuzaji wa
dawa za kulevya au “kuuza unga”. Kupitia kwa Mhusika Mkubwa
tunagundua kuwa viongozi ndio walanguzi wakuu wa dawa hizi.
Viongozi wawa hawa huwatafuta vijana ambao huzipeleka dawa
hizo kwa wateja. Wanaoumia zaidi ni vijana ambao wanaponaswa
hutiwa ndani huku walanguzi halisi wakiufurahia uhuru wao nje.
WAHUSIKA
1. Mkubwa – alikuwa muuzaji wa pweza wa kukaanga kabla
ya kuingia kwenye uongozi alikoingilia biashara haramu ya
kuuza dawa za kulevya. Ana sifa zifuatazo:
a) Mwenye bidii- alikuwa akishughulisha na kazi ya kuuza
pweza wa kukaanga na baadaye akauza kipande cha ardhi
ili kuingia uongozini.
b) Mwenye utani- anamtania utingo kuwa huwa haogi jambo
lililomfanya utingo kukimia kwa kuchekwa na abiria.
c) Ni mtambuzi- aliweza kuelewa maana ya unga japo
hakuwahi tu kuona vituko vyake.
105.
a) Mwenye utu- alimpigapiga kijana mbwia unga aliyekuwa
ameinama kama kwamba anarukuu na kumuuliza iwapo
anaumwa.
b) Mwenye tamaa ya mali- alipotanabahi namna viongozi
wanavyotajirika kwa kuuza unga , maneno ‘unga na utajiri’
yalimkaa moyoni kiasi chake kukosa usingizi usiku huo.
c) Ni maskini- alikuwa akifanya biashara ya kuuza pweza
iliyokuwa na kipato kidogo . vilevile kabla ya kupata uongozi,
alikuwa na suruali na shati kipande papa
d) Ni sadi- baada ya kutia na kutoa, aliamua kufanya
biashara haramu ya kuuza dawa za kulevya biashara
ambayo huonekana kama ya kishetani. Vile vile alitoa kiasi
kikubwa cha pesa ili kuwashawishi wapiga kura kumpendelea
na ndipo akaupta ushindi.
e) Mwenye msimamo dhabiti- baada ya kuyatia moyoni
maneno aliyopewa na kijana yule kuhusu utajiri na unga
aliamua kutafuta kwa udi na uvumba na ndipo akamwendea
rakiye kwa jina Mkumbukwa.
f) Ni msiri- mwanzoni hakumweleza Mkumbukwa sababu yake
kuutafuta uongozi.
g) Mwenye wasiwasi- aliogopa kuwa huenda kisomo chake
kingemzuia kupata uongozi.
2. MKUMBUKWA – ni rakiye Mkubwa aliyejitwika jukumu la
kuwarai watu ili wampigie Mkubwa kura.
a) Raki wa dhati- Mkumbwa alimwendea kwa mawaidha
baada ya kuamua kuugombea uongozi na ndipo
Mkumbukwa akamshauri Mkubwa augombee.
b) Mkakamavu – alimweleza Mkubwa bila kupepesa macho
wala kugugumizi kuwa pesa na ukaragosi wa chama ndiyo
mambo muhimu pale Mchafukoge yatayomwezesha
kuupata uongozi.
106.
c) Mwenye kutimiza ahadi- alimwambia Mkubwa kuwa
akitafuta milioni kumi kisha ampe yeye ataupata uongozi na
kuapa kuwa iwapo ataukosa amuue.
d) Ni mwenye bidii- baada ya Mkubwa kujaza fomu; alianza
kazi ya kuingia /kupita nyumba baada ya nyumba kumtafutia
kura mkubwa.
e) Mwenye busara- alifahamu ka kuwa ili kufanya kazi vyema
ni lazima angemtafuta Bi Kibwebwe (Sada) na kumhusisha
katika harakati za kumtafutia Mkubwa kura.
a) Mwenye majuto- aliponaswa na askari wa kitengo cha
kupambana na dawa za kulevya alijuta kimoyomoyo.
b) Mwenye kulalamika- alipotiwa ndani alikuwa
akilalamika kupuuzwa kwa haki za mahabusu.
Zoezi
1. Fafanua sifa za wahusika hawa.
a) Sada
b) Vijana wabwia unga
c) Askari
1) ATHARI ZA DAWA ZA KULEVYA
F Vijana wanaolangua dawa za kulevya(unga) huishi kwa
woga huishi kwa mfano yule kijana baada ya kumrushia
Mkubwa maneno aliogopa wenyewe wasije wakamwona.
F Vijana wabwia unga(wanaotumia dawa hizi) hugeuka
karakana za matusi. Km yule kijana mbwia unga alimuuliza
Mkubwa kijeuri “kwani tunakula kwa babako? Vile vile kijana
aliyekuwa kichochoroni alimwita Mkubwa juha.
MAUDHUI
Maudhui ni mengi yaliyomo katika kazi. Haya ni masuala
yanayoangaziwa na mwandishi wa kazi husika.
Mwandishi ameangazia maudhui yafuatayo;
107.
F Vijana wanaozitumia dawa hizi hugeuka na kuwa mazuzukm
kijana mwingine aliyekuwa kichochoroni alikuwa
akitokwa na denda mdomoni huku amefumba macho.
F Vijana wabwia unga huota ndoto za kiajabu – kwa mfano
kijana aliyekuwa kichochoroni alimkasirikia Mkubwa kwa
kuwa aliikatiza ndoto yake na kumkatizia stimu. Analalamika
kuwa Mkubwa aliiangusha ndege yake (katika ndoto)
alipomshtua.
F Viongozi wanaojihusisha katika biashara hii haramu hugeuka
matajiri na hatimaye kuliumiza taifa kama anavyorai kijana
aliyeandamana na Mkubwa.
F Wabwia unga husinzia mchana. Hukauka midomo. Hujidunga
mili yao ikawa kama jahazi la mtefu. Zaidi ya mno vijana
hawa hujitoboa mishipa ya damu ikashabihiana na chungio.
F Vijana wanaojihusisha na biashara hii haramu huishia kwenye
seli. Wanafungwa miaka mingi huku wakuu wao
wakiyafurahia maisha yao nje.
1) UFISADI
Usadi ni uovu ambao umejitokeza katika hadithi kama
ifuatavyo;
F Pindi tu viongozi wanapopata pasipoti ya kidiplomasia wao
hujiingiza katika biashara haramu za kuuza dawa za
kulevya. Mkubwa aliweza kupita vizuizi vyote akiwa
ameubeba mkoba wenye dawa hizo na hakusachiwa.
F Mkubwa alipungiana mkono na wale askari ndani ya gari ;
pungiano hili lilikuwa na maana yake. Baadaye Mkubwa
alifanya mikakati na kumtoa Mkumbukwa ndani alikokuwa
amefungiwa. Bila shaka aliwahonga askari wamweke
Mkumbukwa huru.
F Vijana wanaopewa kazi ya kuviuza vidonge vile
wanapokamatwa hutiwa magerezani na kuwaacha viongozi
walanguzi wakiendeleza shughuli zao.
(mwanafunzi aongezee hoja ili kuonyesha namna usadi
unavyojitokeza)
108.
1) UONGOZI MBAYA
Uongozi wa Mkubwa ulikuwa uingozi mbaya kwani;
FAlishiriki usadi- alitumia ushawishi wake kisiasa kumtoa
Mkumbukwa ndani na kuuokoa mzigo wake(dawa za
kulevya)
FAlikuwa akiuza dawa za kulevya- sababu kuu ya Mkubwa
kujiingiza mamlakani ilikuwa ni utajiri na unga(dawa za
kulevya). Alimwingiza Mkumbukwa kinaki kwenye
biashara hii.
FViongozi hawasachiwi kwenye viwanja vya ndege na hivyo
basi kuwarahishia mipango ya kubeba dawa za kulevya.
Idara yauchunguzi imefeli.
FIdara ya magereza haijukumiki kuwaweka ndani vigogo
wanaolangua dawa hizi. Wao huwaweka ndani vidagaa.
(mwanafunzi aongezee hoja)
2) DHULUMA
Vijana mahabusu walio magerezani wanadhulumiwa kama
ifuatavyo:
F Wanalazwa chini kama magunia ya viazi mbatata.
F Wakiwa mle ndani kwenye vyumba vya mahabusu
wananyimwa chakula,hawakogi,hawafui nguo zao,
F Vijana hawa huhukumiwa kabla na kufungwa pasi
kupewa nafasi ya kujitetea
F Vijana hawa huteswa sana kwani hata chakula
wanachokileta jamaa zao huliwa na walinzi wa
magereza.
F Viongozi huwauzia dawa vijana ambao huathirika si
haba. (tazama athari za dawa za kulevya)
ZOEZI
· Jadili maudhui yafuatayo kama yanavyojitokeza katika
hadithi ya Mkubwa.
a) Ajira na kazi
b) Tamaa
109.
FANI
Katika Fani tutashughulikia mbinu za uandishi pamoja na tamathali
za usemi.
1. Ndoto:
Mkubwa aliota alipojilaza kwenye kochi lake. Katika ndoto hii
mambo yafuatayo yalijitokeza;
F Vijana wanaotumia dawa wameathirika mno kwani
walikuwa wakisinzia tu.
F Baadhi ya vijana(wake kwa waume) wamekondeana
kana kwamba wanaugua ukimwi au kifua kikuu.
F Vijana hao walikuwa wac hafu na walikuwa
wakivitenda vitendo vichafu vya kihayawani.
F Watu wengi aliowaona hawakuwa na raha kwani wizi
ulikuwa umewazidi.
F Nyumba zote zilikuwa zimechanwa nyavu.
F Vijana aliowaona wote walikuwa wameandikwa
kwenye vipande vya nyuso zao “mla unga”
F Mkubwa aliwaona watoto wake wa kiume miongoni
mwa vijana hao.
2. Tashbihi
Tashbihi zimetumiwa kwa mapana na mwandishi wa hadithi hii.
Mifano michache ya tashbihi ni kama
F Yule kijana alipita kama umweso…
F Majumba makubwa yamefumuka kamau yoga…
F … akipeleka pumzi juu kama mtu aliyepanda…
F …yalimkaa kama ngoma ya kimanga…
F Yalitembea kichwani kama damu itembeavyo mwilini…
F …alilidaka begi la Mkumbukwa kama mwewe anavyodaka
kuku…
F Alipita kama umeme…
F Mkubwa alikuwa amesimama kama mlingoti wa bendera…
F Lilikwama kooni kama mtu aliyekuwa anakula vigae…
110.
3. Mbalagha
Maswali ambayo hayahitaji majibu moja kwa moja yametumiwa
mara moja moja na mwandishi kama ifuatavyo;
F Kwani ulikuwa mwavuli?
F Wapi?
. Onomatopea /tanakali
Mbinu hii imetumika kazini kama ifuatavyo.
FPopooooooo! Popooooooo! – kuashiria jinsi gari lilivyopiga
honi.
5. Utohozi
Mbinu ya kuyaswahilisha maneno ya lugha ya kigeni ili yatamkike
na kuandikika kama yale ya Kiswahili.
FPasipoti – kutokana na ‘passport’
FKidiplomasia- kutokana na ‘diplomacy’
FHusachiwi- kutokana na ‘search’
FProfesa- kutokana na ‘professor’
FBegi- kutokana na ‘bag’
FKiboksi- kutokana na ‘box’
FPresha- kutokana na ‘pressure’
6. Kuchanganya ndimi
Kuna mara kadha ambapo mwandishi amevichopeka vifungu vya
lugha ya Kiingereza katika muktadha wa mazungumzo. Kwa
mfano;
F Form four
F Birthday
F Brother
F Sober house
7. Kinaya
Kinaya ni kinyume na matarajio. Mbinu hii imejitokeza kama
ifuatavyo;
F Ni kinaya kuwa , ili kuwa kiongozi katika eneo la
Mchafukoge huhitaji kuwa umesoma kwani cha muhimu ni
pesa na kuwa mzalendo kwa chama chako(ukikatwa, damu
yako inakuwa rangi ya chama)
111.
F Ni kinaya kuwawanafunzi wa Profesa walimpa kura
Mkubwa ambaye hakuwa na masomo.
F Ni kinaya kuwa walanguzi halisi wa dawa za kulevya
huachwa huru( kama vile Mkubwa)na wanaofungwa ni vijana
wanaowafanyia walanguzi hao kazi.
(mwanafunzi aongeze hoja)
8. Takriri
Pia hujulikana ka uradidi. Lengo la kutumia mbinu hii huwa ni
kusisitiza ujumbe.
Mifano ya takriri ni kama ifuatayo;
F Halimezeki, halimezeki…uk 151
F Hapo hapo!…154
F Kifo,kifo,kifo…uk 150
F Unga!unga!…uk 142
9. Istiara
Tofauti na tashbihi, istiara huwa haitumii maneno ya ulinganisho
kama ‘kama’. Mbinu hii imetumika kama ifuatavyo.
F Magereza kuna vitawi vitupu- vijana wanofungwa
wameitwa vitawi
F …wao ni matela tu- vijana wanaowafanyia kazi vigogo
kama akina Mkumbukwa wanaitwa matela.
F …vichwa vya treni huachiwa…- viongozi (vichwa vya treni)
huachwa nje wakiendelea na biashara zao haramu.
(mwanafunzi aongezee hoja)
Zoezi
F Onyesha namna mbinu hizi zimejitokeza.
a) Nidaa
b) Chuku
112.
Maswali ya kudurusu.
1. “ Usiteketeze umati kama kuni zinavyoteketeza moto. Rudi,rudi
kwa Mola wako.”
a) Eleza muktadha wa dondoo hili.
b) Fafanua sifa za msemewa.
c) Tambua tamathali ya usemi iliyotumika hapo juu.
d) Ni kwa nini msemewa anatakikana kurudi kwa Mola wake?
Majibu
a) Msemaji wa maneno hay ni Mkumbukwa. Anamweleza Mkubwa.
Walikuwa kwake Mkubwa.
b) Msemewa ni Mkubwa. Ana sifa hizi.
I. Mwenye bidii- alikuwa akishughulisha na kazi ya kuuza pweza
wa kukaanga na baadaye akauza kipande cha ardhi ili kuingia
uongozini.
ii. Mwenye utani- anamtania utingo kuwa huwa haogi jambo
lililomfanya utingo kukimia kwa kuchekwa na abiria.
iii. Ni mtambuzi- aliweza kuelewa maana ya unga japo hakuwahi
tu kuona vituko vyake.
iv. Mwenye utu- alimpigapiga kijana mbwia unga aliyekuwa
ameinama kama kwamba anarukuu na kumuuliza iwapo
anaumwa.
v. Mwenye tama ya mali- alipotanabahi namna viongozi
wanavyotajirika kwa kuuza unga , maneno ‘unga na utajiri’
yalimkaa moyoni kiasi chake kukosa usingizi usiku huo.
I. Ni maskini- alikuwa akifanya biashara ya kuuza pweza
iliyokuwa na kipato kidogo . vilevile kabla ya kupata uongozi,
alikuwa na suruali na shati kipande papa
113.
ii. Ni sadi- baada ya kutia na kutoa, aliamua kufanya biashara
haramu ya kuuza dawa za kulevya biashara ambayo
huonekana kama ya kishetani. Vile vile alitoa kiasi kikubwa cha
pesa ili kuwashawishi wapiga kura kumpendelea na ndipo
akaupata ushindi.
iii. Mwenye msimamo dhabiti- baada ya kuyatia moyoni maneno
aliyopewa na kijana Yule kuhusu utajiri na unga aliamua
kutafuta kwa udi na uvumba na ndipo akamwendea rakiye
kwa jina Mkumbukwa.
iv. Ni msiri- mwanzoni hakumweleza Mkumbukwa sababu yake
kuutafuta uongozi.
v. Mwenye wasiwasi- aliogopa kuwa huenda kisomo chake
kingemzuia kupata uongozi
c) Tashbihi- Usiteketeze umati kama kuni zinavyoteketeza moto.
d) Amevitenda vitendo vingi viovu kama vile ;
F kuuza dawa za kulevya.
F Kutoa hongo ili apate uongozi.
F Kumtapeli raki yake Mkumbukwa na kumuingiza katika
uuzaji wa dawa za kulevya. Kutumia pasipoti ya
kidiplomasia vibaya. nk
114.

Best Computer Form One Notes Free

CHAPTER 1

 

INTRODUCTION TO COMPUTERS

 

This chapter introduces the student to what a computer is, classifies computers into different categories, compares the different classes of computers and also introduces the keyboard as a basic input device.

 

 

  • Definition of a computer
  • Classification of computers
    • Physical size
    • The way they process data
    • By purpose
    • By use
  • Acquisition of Keyboard skills
    • Layout of keyboard
    • Summary
    • Questions

 

 

 

  • DEFINITION OF A COMPUTER

 

Before we attempt to define a Computer, there are a number of associated terminologies that the learner needs to know beforehand. These are: Data, Information, and Programs.

 

Data is the name given to facts. For example, in a school, the number of students in a class, the number of teachers, names of students, the name of customers in a business.

Information is result from processed data. For example adding some numerical values like the numbers 14 and 17 into the computer will give you the result of 31. The later is information you required. Information can be defined as data computed into a more useful form than raw form.

 

Program is a series of instructions written in the language of the computer for them to obey and perform specific tasks as outlined by the instructions.

 

A Computer can therefore be defined as “an electronic machine that takes in data (facts) in the raw form, processes the data to give out in another form called information”.

 

When a computer is fed with data, it passes through four basic steps before the data can be displaced;

  • Input Process – the user will type the data from say the keyboard (to be introduced later in the chapter) and the computer will accept the dame and store within it.
  • Storage Process – the data that is fed into the computer at the same time is held, even during the time of processing and after processing; it can further be stored for further reference. These data are held in computer memory.
  • Processing – the computer will manipulate the data held within it to a more useful form – results (information).
  • Output Process – the user is given the information he desired.

 

The four basic processes can be summarized in the following way by looking at the same terms of information processing cycle.

Organizing data for processing – to get quality results (information) you must have quality data to start with. Unreliable original data generates unreliable results. If you give a computer garbage, you get garbage in return. Its called GIGO – Garbage In – Garbage Out.

 

Information Processing Cycle – Information Processing Cycle includes a series of steps for transforming data into meaningful information for people.

 

A cycle is defined as a sequence of activities performed in an order that it produces expected and meaningful results.

 

A Processing Cycle is repeated, it means, if the same resources are used in the same way, the same outcome will result. The standard cycle followed to process data and deliver information comprises of 4 major functions:

  • Input Function – the input function gathers and collects stored data items and enter them into the system for processing. Input can come from many sources, for example from files kept in the office, banking institutions and accounts.
  • Storage Function – this function allows the user to store data being processed in the memory of the computer as well as to store the information for future use.
  • Processing Function – the desired operation by the user is carried out on the data keyed in and stored in the memory so as to turn it into meaningful information.
  • Output Function – the data stored is processed and then output into files, printed as hard copies or displayed on the screen for the user.

 

Note:For any information processing system to run smoothly on a day-to-day basis, the processingactivities must be organized. A system has little work if it provides helpful information on one day and useless information the next day. Output should be useful the first time and every time for the system.

 

  • CLASSIFICATION OF COMPUTERS

 

There are four basic ways by which computers can be classified:

  • Physical size i.e how large the computer is.
  • By the way they process data
  • By purpose
  • By use

 

  • Physical Size

The following computer systems are categorized by how large they are:

  1. Monster Computer

Sometimes it is referred to as Super computers or Maxi computers. These are computer of enormous power and are very large in size. Its installation requires special floors to carry its weights and it also needs special plumbing to carry a fluid known as fluorocarbon needed to cool it.

One unique feature of maxi computers is that when you purchase it, the purchase price will include the services of 2 permanent engineers to maintain it forever. They are typically used for scientific research and military applications, petroleum engineering, nuclear physics and meteorology.

Examples of monster computers include CYBER and CRAY computers. For example, the whole globe needs only one monster computer to forecast weather at once.

  1. Mainframe Computers

Mainframe computers are second in size to monster computers. These computers perform more data processing work than any other type of computers. For this reason they form a large portion of installation in most organization.

As does the monster computers, mainframe computers also have some special requirements, for the reason, they are housed in special rooms brought about by the special power that they posses together with environmental control requirements.

Mainframe computers can be used by more than one person at a time since they can support a large network of other computers organizations that employ mainframe computers alongside other computers are banks, government agencies, commercial and industrial agencies.

  1. Minicomputer

Also called Medium sized computers. These computers compared to mainframe are smaller, slower and less expensive.

A minicomputer has an advantage over the previous two in the sense that it does not have any special power or environmental control requirements. For this reason, the medium sized computer can always be located anywhere within the organization.

Minicomputers can do the work that the mainframe does but on a small scale.

 

  1. Microcomputers

Of the types of computers, microcomputers are the slowest. However, they counteract this disadvantage because they are easy to use and the cost of purchase is also low.

A microcomputer gets its name from the fact that its main computing component, the microprocessor (to be introduced later) is located in one integrated circuit (IC) or what we call a Chip. Microcomputers fit nicely on desktops, for that reason they are sometimes known as Desktop Computers. They are also referred to as Personal Computers since many individuals purchase them for personal use.

 

  • Type of data processed

Classification of computers by the way they process data falls into 2 main types with the third being a combination of the two:

(i) Analog and        (ii) Digital Computers

(iii) Hybrid

  • Analog Computers

These computers process data that vary continuously, for example variations in temperature, amount of current flowing through an electrical conductor and so on. The flow of such data is in the form of wave like movement i.e. not predictable. Such computers are used for a wide variety of industrial and scientific applications that require the processing of data that are measured continuously.

In conclusion, we say that analog computers measure things.

  • Digital Computers

As opposed to analog computers, these type count things. Data passed to a digital computer is usually operated on in steps i.e. form of discrete numbers, 0, 1, 2, 3, (a discrete operation). It is like counting on one’s fingers (1, 2, 3, 4…). Most computers in use today are digital. This is because there are more counting applications than there are applications than there are applications that require continuous measurements.

  • Hybrid Computers

These computers possess features of both digital and analog computers meaning both counting and measurement operations in one computer.

 

  • By Purpose

Classification by purpose falls into 2 categories:

  1. Special Purpose Computers

These are computers that are single task oriented. In other words, they are designed to solve only a particular type of problem. Examples include embedded computers in our common digital watches.

  1. General Purpose Computers

These are computers that can perform a vast number of operations or solve problems of different varieties. Most of the computers in use today are general purpose. However, it is wise to note that general-purpose computers can always be adapted with special programs to do a job specified hence becoming special purpose computer.

  1. Embedded Computers

These are computers attached to other computers that help in operating them. E.g. computers embedded in lifts, petrol pumps, digital watches and so on.

 

  • By Use

It is worthy noting that we categorize these computers according to what it is used for and when it is used. Under this category, the list is endless. For this reason we will limit ourselves to only five main types.

 

 

  • Personal Computers or Desktop Computers

These are also known as Microcomputers. They get their name from the fact that they fit nicely on the desktop. They can also be used on the desk in the office environment or for personal use at home.

  • Home based Computers

These computers are those designed to be used at home. An individual may install only games program in it or a word processor to enable them write letters, still some would install accounting packages to enable them budget and control their finances at home.

  • Lap top Computers

These computers get their name from the fact that you can place them on your laps while using. They are very small computers that have the structure of a briefcase i.e. you open and close the same way. These have a keyboard attached to them and a flat screen together with a mouse ball and chargeable batteries. This means that you can use them in the rural areas where the is no electricity.

Laptop computers also have ports (small slots) through which you can attach an external keyboard, mouse or external drive like drive A:.

 

  • ACQUISITION OF KEYBOARD SKILLS

 

There are many ways to enter data into the computer. However, keyboard still remains the predominant input device for the many users.

A computers keyboard is used much like a typewriter keyboard. A keyboard has alphabetic, numeric, and special characters found on a typewriter. The only difference is that data keyed in, is recorded in the computer systems’ data coding scheme and is stored in the memory. The traditional format of a computer or terminal keyboard follows the organization prescribed by the typewriter keyboard. This is known as QWENTY keyboard because of the sequence of the six letters on the upper left corner of the alphabet position of the typewriter keyboard.

 

  • Layout of Keyboard and Functions of Keys

A typical keyboard takes the form of a normal typewriter keyboard. A keyboard usually has standard keys; that is letters of the alphabet plus special characters e.g. ?, ‘, @ e.t.c.

In addition to the standard keys, one finds a numeric keypad which is essential for applications that require entry of large amounts of numerical information.

Function Keys are identified as F1 through F12, they can be programmed to ease the work of frequently used operations. Cursor control keys of direction keys      (         ) the ones with arrows, move the cursor on the CRT (screen).

Other special keys include: Delete keys and backspace keys which deletes characters. Delete key deletes a character that is in front of the cursor whereas backspace key delete characters before the cursor. Insert key will insert characters from text. Others e.g home key will take you to the top of the document and end key to the end of the document.

Computer keyboard employ one or more control keys. Control works just like the shift key on a keyboard in that they cause other keys to perform functions different from their normal operations. Example, if you hold shift key down and press the letter “e”, you get a different character “E”. Holding down the control key while you press any of the other keys causes still another character to be sent to memory.

Like the control keys, the escape key is used to cause other keys to perform special functions. Unlike the control keys, however, it is not held down while pressing another key. Once sending a signal to the computer system, for that purpose. If you press another key following Escape, it will cause the computer to execute a function established by the program in use.

 

Fig. 1.3.1  Layout of  the Keyboard

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • SUMMARY

 

  • A computer is a device that takes data in one form and processes it to give out in another form called information.

 

  • Data is the name given to facts.

 

  • Information is processed data.

 

  • Program is a set of instructions written in the language of the computer indicating what the computer is to perform.

 

  • 4 basic functions of a computer: Input, Storage, Processing and Output.

 

  • Computers can be classified by: Size, The way they process data, By Purpose and by use.

 

  • Typical keyboard is the same as a typewriter keyboard, has: standard keys, Numeric Keypad, Function keys, Cursor Control keys or Direction keys, Control Keys, Alternate keys, Escape keys e.t.c.

 

 

 

 

 

 

 

 

 

 

 

  • QUESTIONS:

 

  1. Define a Computer.

 

  1. Differentiate between Data and Information.

 

  • What is a Computer Program.

 

  1. What are the 4 basic functions a Computer will perform on data.

 

  1. Discuss in detail how computers can be classified.

 

  1. Discuss the layout of a typical keyboard and functions of the different keys.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 2

 

COMPUTER COMPONENTS

 

This chapter introduces the student to the computer hardware system. At the end of the chapter, the student should be able to: differentiate between hardware and software, identify the elements of a computer systems’ hardware, explain the functional organization of the elements of a computer system, describe the central processing unit, describer the types of input and output devices, describe the types of secondary storage devices and media and finally be able to distinguish between system software and application software.

 

  • Diagrammatic Representation of Divisions

of a Computer System.

  • Distinction between Hardware and Software.
  • The Complete Computer System.
  • Elements of a Computer Hardware System.
  • Functional Organization of the Elements

of a Computer System.

  • Description of Central Processing Unit.
  • Description of types of Input Devices.
  • Description of types of Output Devices.
  • Description of types of Secondary

Storage Devices and Media.

  • Distinction between System Software

and Application Software.

Fig. 2.1
Fig. 2.1

 

 

  • DIAGRAMMATIC REPRESENTATION OF DIVISIONS OF A COMPUTER

The following diagram shows the basic physical computer breakdown that will serve as a reference throughout the chapter.

Fig. 2.1

 

 

 

KEY:

C.P.U –         Central Processing Unit

A.L.U –         Arithmetic Logic Unit

DOS   –         Disk Operating System

ROM  –         Read Only Memory

RAM  –         Random Access Memory

DBMS-        Data Base Management System

 

  • DISTINCTION BETWEEN HARDWARE AND SOFTWARE

 

A Computer hardware from the simplest point of view is the physical or tangible parts of a computer whereas software are the intangible parts that help the computer to do its task. From a technical stand point, the following are the valid definitions and hence the distinction between the two terms.

A hardware is a name that describes all the electronic, electrical and mechanical components of a computer together with its peripheral devices.

A software is the name that describes all the programs that are used to run the computer or do a specific task together with its documentation.

 

Explanation of the terms

Peripheral devices referred to above are: input devices e.g keyboard, mouse or output devices e.g monitor, printer. These are devices that are used at the periphery or at the side or alongside the computer.

Documentation refers to, in its simplest form, the manual that helps the user to know how the different parts of the software work, how to install it, uninstall, trouble shoot or as a reference book. The definition of software is not complete until documentation is included.

 

  • THE COMPLETE COMPUTER SYSTEM

 

Because of the recent advances in hardware technology, people have thought of computers as hardware devices only. This is far from the truth. The fact is, the hardware is only one part of the complete system. Without programs to tell the computer what to do, they remain immobile and unproductive, just like an automobile without fuel.

A computer system is therefore defined as a combination of hardware devices and programs assembled to accomplish specific tasks. The broad categories of programs are often employed by computer’s operation. One category of program is known as Operatingsystem. As the name suggests, the operating system controls the basic aspects of the computer’s operation. It is the driver of the computer.

The other category consists of the Application program which instructs the computer to perform those procedures necessary to get some jobs done;  for example Word-processing, Accounting programs; as a group are often called Software. Therefore, the three components of a complete computer system are: Hardware, the Operating System and Application Software. The following diagram (fig. 2.3) shows the relationship between these three components.

 

 

 

 

 

 

 

Fig. 2.3

 

  • ELEMENTS OF A COMPUTER HARDWARE SYSTEM

 

The hardware components of a computer system consist of a set of interconnected electronic and mechanical devices. All computing machines be it a calculator, a microcomputer or a mainframe has the same parts.

The parts of a hardware system are: Input devices e.g Keyboard, Output devices e.g Monitor, Printer and the Central Processing Unit which comprises of Control Unit (CU) and the Arithmetic Logic Unit (ALU) and Memory.

The figure 2.5 shows the parts of a computer hardware system.

 

 

 

 

 

 

 

Fig. 2.5: Components of a Computer Hardware System

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Functional Organization of the Elements of a Computer System

 

Fig. 2.6 below shows the major physical components of a computer system

 

Fig. 2.6

 

  • DESCRIPTION OF THE CENTRAL PROCESSING UNIT

 

The Central Processing Unit is the main component of a computer hardware system. It is usually referred to as the CPU. It consists of three parts. The main part of the CPU is the memory or primary storage, where data being processed and the programs controlling the computer are contained.

 

C.P.U.

Arithmetic Logic Unit forms the second part of the CPU. The ALU performs the calculations and makes comparisons between units of data. The last component is the Control Unit (CU), the work of which is to control the operations of the hardware for example by issuing commands to all elements of the computer as per the dictations of memory. (e.g from the input devices to memory, from memory to output devices, etc).

The Central Processing Unit determines the power of a computer hardware system which is described in terms of :

Disk Drive
  • Size of Memory, which is measured by the number of characters of data it can store
  • Speed of the Control and Arithmetic Logic Unit, which is measured in millions of instructions per second (MIPS).

The work of the various input devices such as terminal keyboard, disk storage units and tape storage units is to send data into the CPU, whereas the work of the output devices such as printers, visual display units, disk and tape units is to give out the results from the processing operations.

The Central Processing Unit also “houses” Registers. The latter is a small part in the CPU that holds data before processing or probably after. They store data to be processed and thereafter partial results. Registers are of different kinds performing different functions:

  • Ordinary Counter Register (OC) – This register addresses the next instruction to be expected or we could say it contains the addresses of the next instruction to be executed.
  • Instruction Register (IR) – This register contains the actual instruction under execution.
  • Accumulator Register – This register stores data to be processed or the results of a partial execution.

The processor communicates with the main memory through 2 registers:

  • Memory Address Register (MAR)
  • Data Address Register (DAR)

When reading a word from the memory, the CPU stores the address of that word in MAR and sends a read signal to a main memory. After one memory cycle, the value of the word is in DAR from where the CPU will search for it.

When reading a word, the CPU stores in MAR the address of where the write operation will take place. The value to be written will be stored in the DAR and then it sends the write signal to the memory.

 

Execution of an Instruction

The execution of an instruction of the central processing unit is performed through the following steps:

  • Storage of the next instruction to be executed from the main memory to the instruction register (IR);
  • Modification of the contents of the OC registers the address of the next instruction;
  • Recording of the instruction recently stored;
  • Localization of the data needed by the instructions in the memory;
  • Storage of data if necessary into the internal registers of the CPU generally the accumulator;
  • Execution of the instruction;
  • Storage of the results in the appropriate place;
  • Return to step (i) for the execution of the next instruction.

 

The Processor

The Control and Arithmetic/Logic Units are usually considered as a hardware device separate from the memory. This is because the size of the memory may vary independently from the Control and Arithmetic/Logic Units. As separate devices they are known as Processor.

Processors used in microcomputers are known as microprocessors (refer to chapter 1), but conceptually they are the same processors found in larger computer systems.

 

Memory

A computer’s memory stores data before, during and after processing as well as the application program in use at the time. These data are stored in cells of the memory. Each memory cell contains one byte of data (a byte = 8 characters: a character is say a letter of the alphabet, or a number). Therefore, one cell will contain eight characters called a byte.

The size of the computer memory is measured in terms of “Kilobytes” or “Megabytes” or “Gigabytes”. Since “Kilo” stands for 1,000 and “Mega” for 1,000,000, computer memory is measured by the thousands or millions of bytes that can be stored in memory at one time.

In computer usage, the prefix “Kilo” actually stands for 1024 bytes and “Mega” for 1,048,576 bytes (explanation later in form 2 – Number systems).

Computer memory is sometimes known as Primary memory Storage, Main Memory and RAM (Random Access Memory).

 

Primary Memory

Primary storage or RAM is the computer’s working bench. All data to be processed must first be recorded in it and all output of results draws data from it. Primary storage has 2 crucial characteristics. The first is that data can only be stored temporarily, and two, it cannot store a great deal of data.

 

Secondary Storage

These characteristics of primary storage give rise to the requirements to store large quantities of data in machine readable form that can be fed into RAM in small segments for processing. Units that do this are called secondary storage devices also referred to as AuxiliaryStorage or Backing Storage. (Description of these devices latter in the chapter).

The two most prevalent of these are disks and magnetic tapes. These media offer the ability to store data off line, meaning that data can be processed from time to time by the computer system and are not stored permanently as part of the hardware configuration. When needed, they are mounted on data reading and writing device, called drops, as required by their application programs.

  • The processor receives data from main storage, performs operations on them, then the result is given back to the same.
  • Data then goes to the main memory comes from input devices or secondary devices, and data from the main memory goes to backing storage or output devices.
  • The ALU and CU combine to form the processor as discussed.

 

  • DESCRIPTION OF TYPES OF INPUT DEVICES

 

Input devices in whatever form as the name suggests are devices that help the user to communicate with the computer by issuing commands in different ways which the computer obeys.

 

  • Keyboard

Please refer to 1.4 for full keyboard explanations. Using the keyboard is a matter of knowing which command you want to issue to the machine or what entries in the form of characters you want to make; then simply type in the right characters from the keys of the keyboard.

 

  • Mouse

This is another type of input device but as opposed to the keyboard, it doesn’t have keys. A mouse has usually two buttons (but not always). When installed in your machine, a pointer is always seen on the screen. Underneath the mouse is a rotating ball which with the slight movement of the device on a pad, the pointer will correspondingly move on the screen by the same distance and to the right direction. To issue an instruction to the system, the user simply needs to click (press the mouse button once – usually the left) a menu and choose a command he wishes to issue or click a command he would want to use. You can use a mouse also to draw different shapes of your style apart from simply clicking commands. A mouse (mice – plural) is usually employed in Windows Applications without which the Windows Operating System become incomplete.

Fig. 2.7.2     Mouse

  • Light Pens

Looks like an ordinary pen but its tip is a light sensitive detector. When you touch the tip of the pen to the display screen, the computer locates what are called the x-y -ray coordinates of that point. By touching the screen at various points, or by moving the pen across the surface of the screen, you can write and draw.

Normally used with palm tops. Since palm tops are very small light pens replace mouse.

 

 

 

 

Fig. 2.7.3     Light Pen

 

 

 

 

  • Joy Stick

This is a device that permits you to move a picture, line, word, or cursor from point to point in a display screen. Used normally in playing computer games.

Fig. 2.7.4     Joy Stick

You operate a joystick by moving it in various directions. It caries out the same functions as the locate keys (cursor control) on the keyboard. But it is faster and lets you move in 8 directions instead of four.

 

  • Graphic Tablet

It lets you draw a design just as you might do on paper. You use a special pen or your finger to do the drawing on a flat, table like surface. Your drawing appears immediately on the display screen.

Fig. 2.7.5     Graphic Tablet

  • Laser Scanner

This input device is used to scan a picture or other documents from print onto the screen and hence can be available for storage in the computer memory for processing or future reference. Some printers come with inbuilt scanners. However, we have small scanners (manual) that are held in the hand while scanning an object to the monitor into the memory. You can scan for example your photograph,

signature, and logo on other documents. Another scanner is known as flat bed which is used by placing the document to be scanned on it.

Fig. 2.7.6     Laser Scanner

 

 

  • Voice Input

Voice input systems require that the user pronounce the vocabulary of voice command several times while the system does the “listening” and analyses the voice patterns of the various words. After this, using an airplay of the voice patterns, the system will respond to the commands as dictated. Once the computer has been initialized with the voice pattern of the person, such system will always not respond to anyone else. Example is voice dialing in a mobile phone.

 

  • Voice Input

Voice input systems require that the user pronounce the vocabulary of voice command several times while the system does the “listening” and analyses the voice patterns of the various words. After this, using an airplay of the voice patterns, the system will respond to the commands as dictated. Once the computer has been initialized with the voice pattern of the person, such system will always not respond to anyone else. Example is voice dialing in a mobile phone.

 

  • Optical Character Reader (OCR)

This device along with others to be discussed shortly after, have been developed to make data input to computer systems independent of any human operations. Optical Character Readers (OCR) accept data input optically or with machines that respond to magnetic ink or magnetic Ink Character Reader (MICR).

 

  • Optical Mark Readers (OMR)

This device will place marks placed on forms for data gathering purposes. Such marks will then be translated into the computer by the device as input data.

 

  • Bar Code Readers (or Line Code Readers)

Bar Code Readers will read price and inventory codes printed on products that are frequently purchased such as in supermarkets. This code is usually referred to as Universal Product Code (UPC). Such Bar Code Readers employed in supermarkets are one type of remote date entry terminals. They are known as Point-Of-Sale (POS) terminals. Remote data entry terminals promote entry of data directly into the computer system for the purpose of updating, inventing files and preparing customer’s bills and other similar tasks. They are often used in manufacturing and distribution in warehouses, retail stores, bank teller counters and other business offices. Workers and executors in the field usually use portable data entry terminal to enter and retrieve data directly into and from the main computer control via telephone lines.

Fig. 2.7.10       Bar Code

 

  • Key to Tape / Key to Disk

This is a system of data entry normally employed when processing spiral documents usually in batches. In any key to disk system, there must be a microcomputer that is used as the processing computer or server. There will be a special computer terminals, each with a different operator in front of it. Provision for a fixed disk drive where data is stored when keyed in is made, and finally there is a tape drive where after completing a given batch of data, then you re-locate. One of the terminals is usually dedicated for a supervisor to the system that oversees the whole operation.

 

 

 

  • Key to Disk Operation

Each operator loads the program usually employed to enable data entry of batches., then keys in the data from the original documents usually source documents. The program in use will validate the data entry and incase of any error; this will be given on the screen and then will enable the operator to correct. Once this is corrected, the data is stored on disk and the second operator is given the same source document to verify using the same process to the terminal and program. Once a batch is verified as compact, the data is transferred from the disk to the tape drive and finally physically transferred to the server (minicomputer) for processing.

 

  • DESCRIPTION OF TYPES OF OUTPUT DEVICES

 

There are several output devices that are available within the current technological advancement. For our level, we will limit ourselves to the following: Printers, Monitors, Plotters, Sound Output and Microfiche /Microfilm devices.

 

  • Printers

Printers are necessary when hard copies of displayed work on the monitor have to be sent to customers, report prepared by the Management and the Board of Directors and so on must be printed. It’s not disputable the fact that other electronic means of transmitting information are now available. Printed-paper, however, still remains the most popular means of communicating the same information. Printers fall into three main categories classified by the amount of printed work the device is able to produce in one operation.

  1. Page Printers

These printers print a whole page at once. They are sometimes known as image printers. They produce the images by laser or electrostatic means. The quality of output from such printers is sufficiently high for business correspondence. They use toners just like a photocopy.

 

Fig. 2.8.1 (a)

 

 

  1. Line Printers

These type of printers produce a whole line of a text at ago. They are very fast but the quality of the output is always low.

It is important to note that the length of a line is not standard as it differs with the requirement of the application in use. However, most of the printers will print between 120 and 144characters per line. This will require approximately paper width of about 14 inches so as to accommodate the said character scale. 132 characters are often the most common width. These use cartridges.

  1. Character Printers

Form or print one character as a time on the paper. This rate of printing varies between 20 and 600 characters per second depending on the mechanism or use in the different makes employed. These printers make use of ribbons.

There are many different types of character printers. The first is called Daisy Wheel Printer, which creates fully formed letters much like a typewriter sometimes called Letter Quality Printer. The output is often good enough for business correspondence.

  1. a) The Whole b) Detail of the Daisy

Daisy Wheel                    wheel   Spokes

Fig. 2.8.1(c) (i) Daisy Wheel Printer

The second is Dot Matrix Printer, which creates characters as spools of dots in a rectangular matrix. The speed of the dot matrix printer is much higher than that of a daisy wheel but the quality of the former is not sufficient enough for business correspondence. A dot matrix printer has a print head consisting of a number of small pins between 9 and 24 depending on the make. A printer with a 9 pin print will give a poor quality print compared to that of a 24 pin print head since the dots in the former are widely spaced apart. If a dot matrix is to produce a better quality output, sometimes referred to as Near Letter Quality (NLQ), then a line is printed twice with the print head being moved along very slightly in the second printing so that those moved spaces between the dots are filled into ensure continuity. One advantage with the dot matrix printers is that they can print from either side, meaning the print head does not have to move say to the left side of the paper in order to begin printing but begin from the right as well. With the dot matrix printer you simply need to change the ribbon of different colour to get a colored output.

 

Fig. 2.8.1(c) (ii)       Dot Matrix Printer

How Character printer operates:

A paper is passed through a printer that has a moving belt or a chain containing a complete character set – as seen from the keyboard. A paper is then hit from behind by a set of hammers, which are aligned for each printing position on the line. This will then pass a paper against an inked ribbon behind which is the character to be printed.

 

Another way to categorize printers is by whether or not the print head strikes the paper. If it does, it is called Impact Printer and if it does not it is called a Non-Impact Printer. Dot matrix and Daisy wheel printers fall in the former category; all strike the paper while printing.

Non-impact printers are usually the fastest since they minimize the amount of physical movement required during the printing process. Examples of non-impact printers include Thermal Printers, Inkjet and Electrostatic Printers.

Impact Printers are usually noisy given the physical motion involved during the printing process when the printing device strikes the paper. To get multiple copies from impact printers, all you need to do is interlace a carbon paper between the papers.

 

How Non-Impact Printers work

  1. Thermal Printers

The slowest of all non-impact printers, form characters by burning them on specially treated paper. They operate at about 30 characters per second.

 

 

 

 

 

Thermal Printer

 

  1. Electrostatic Printers

They form characters by charging the paper electrically. The paper is then passed through a toner solution. Particles of the toner solution (ink) stick to the electrically charged areas of the paper. When the paper is heated, the particles melt thus producing the characters. They are quite fast; some print about 300 pages per minute.

  1. Ink Jet Printers

These printers “spit” streams of ink to the surface of the paper. The ink then drips almost immediately. They are fairly slow. They produce from about 50 to 100 characters per second. These printers offset their relative disadvantage of slowness by their low cost and multiple colour printing.

 

 

 

  • Voice Output

Computer voice output is common place. For example a computer could be programmed to offer telephone information service, like directory help. Others let you know if you dialed a wrong number or if the number you are calling is out of order or busy and the like.

 

  • Plotter

This is an output device used to produce graphical output like drawing graphs, charts, maps or electric circuits. The design of the graph, circuit is done on the computer then the output is sent to the plotter. Plotters are of two types: one that has a single sheet sometimes called Flat Set Plotter and the second uses a continuous sheet which rolls continuously on drum like cylinders: also known as Drum Plotters.

 

  • Microfiche/Microfilm

Microfiche and Microfilm are both better known collectively as microform. The later is a document photographed and hence stored in a film. Microfiche is a sheet of film that measures 105mm x 148mm whereas a microfilm is actually a 16mm roll film. A typical 16mm will hold the equivalent of 3,000 A4 Pages. One typical microfiche will hold the equivalent of about 98 A4 Pages.

Usually this technique of giving output to a microfilm/microfiche or microform is usually referred to as COM (Computer Output to a Microform). The technique is simple, a machine called a microfilm Recorder reads output that is relayed onto a magnetic tape for the computer, once read, the output is copied out on microfilm/microfiche. The application of COM is suitable where an organization has to store data over a long period of time or where backup copies need to be made. Records that need to be out a long time would include: receipts and invoices of an organization or say catalogues in a library or a bookstore.

 

  • DESCRIPTION OF SECONDARY STORAGE DEVICES AND MEDIA

 

As mentioned earlier, secondary storage or backing storage provide supplementary memory to main memory of the computer. The following auxiliary media and devices will be discussed: Magnetic tape Drive and Magnetic Tape, Magnetic Disk Drive and Magnetic Disc, Magnetic Diskette Unit and Magnetic Diskette, Optical Disk Unit and Optical Disk, Mass Storage Devices and Media.

 

  • Magnetic Tape Drive and Magnetic Tape

The concept of storage in magnetic tape device used by computers is identical to tapes you may have in your home video or audiotapes recorder. As a matter of fact, most microcomputers can use exactly these devices to store data. Magnetic tape consists of a large strip of plastic that has been coated with iron oxide compound that can be magnetized. This strip is typically wound on a 10½ inch for mainframe and microcomputer applications. Microcomputers employ audiotape cassettes. Data is recorded on and read from the tape using a tape drive. The latter has a “read head” for reading the information stored on the tape that’s for transforming data from the tape into main memory. It also has a “write head” for recording the information. Usually, to read from, write to an individual tape, you have to mount it on a tape drive.

In processing data is read from the tape into main memory (or RAM) where processing takes place. The results are given out only as a written report or as another tape file written on another drive. Because RAM capacity is limited, only a small amount of data is used for the input tape or written to the output device at one time.

Data that is stored on magnetic tape as well as other auxiliary storage devices are usually organized into records. A record for now should be understood as a unit of data consisting of characters about someone or something. How data processing uses records is a matter of loading one or more records into RAM for an output device. Processing those records and sending the result to an output device.

This technique of sorting records on tape in the form of groups that are read into or written from RAM all at once giving rise to a number of technical terms that are used in all types of secondary storage media. See fig. 2.9.1 below.

 

Fig. 2.9.1: Magnetic tape with a Blocking Factor of 100

 

A group of records is called Physical Records or Block. Each record in the group is known as a Logical Record. The number of logical records in a physical record is referred to as the Blocking Factor.  A blocking factor of ten will indicate that ten logical records make up one physical record or block. The term block refers to a group of logical records, all of which are read onto or written from RAM at once. The physical records, or block, are suspended from each other by blank spaces on the tape known as Inter-record Gap (IRG). Sometimes known as Interlock Gap.

Magnetic tape is a sequential medium, this means that records appear on it in sequential order for example personal records will appear by: employee number, account number and so on. Because data is stored on tape sequentially, they must also be processed sequentially. If a tape file has only 60,000 records, access to record number 50,747 can be had only by reading through all of the proceeding 50,746 records. This is usually a very slow way of accessing data.

 

  • Magnetic Disk Drive and Magnetic Disk

Magnetic disk storage is the preferred medium for most secondary data storage today. As opposed to magnetic tape files, disk files need not be processed sequentially, although they may be if the application calls for it. Any record stored on disk may be retrieved without having top process through all of the proceeding records on the file. For this reason, a disk is usually referred to a Direct Access Storage Device (DASD). This factor is what makes a magnetic disk faster and more flexible than the tape.

Physically a magnetic tape consists of circular platters of non-magnetic such as aluminium and plastic, which is combined with the same sort of non-oxide coating used on magnetic tape. As with, characters are recorded by magnetizing microscopic magnetic fluids on the disk surface using the usual data coding schemes. Magnetization in one direction represents a zero in the other direction a one.

To use a disk one has to mount it on a spindle that causes it to rotate. A read/write head, similar to that of magnetic tape, moves back and forth across the disk radius rotating and storing data as required. The read/write head can move to different sections of a record without necessarily having to write or read this section; only when the instruction was prompted!

Disk Drive is the device on which the disk is mounted when used to store and retrieve data. The device can position the read/write head in a number of portions along the disk radius. As the disk rotates past the read/write head, data is recorded in a circular track. This means therefore, that there are as many concentric tracks displayed on the surface of the disk, as there are positions for read/write head. This is illustrated in Fig. 2.9.2 (a)

Each track is divided into sections or blocks, similar to the blocks of data in magnetic tape. Each sector has an address. To store/retrieve data, the system finds the disk address used to contain data by moving the read/write head to the appropriate track where it waits until the desired sector passes by.

Fig. 2.9.2 (b) shows how a track is divided into sectors and how the sector contains an address used to locate where data is stored on the disk. A hard disk with a capacity of 300k for example contains forty tracks (40) of nine sectors each; having a total of 360 sectors available on each side; of a two-sided disk for a total of 720 sectors. Each sector contains 512 bytes or 4096 (512 x 8)characters, so the disk offers a total data storage capacity of 368,649-bytes. Such a disk is said to be a 360k disk following the conception that “k” equals 1,024 (360 x 1024= 368640).

 

 

 

Fig. 2.9.2(a)

         

Fig. 2.9.2(b)

Disk storage media take different forms. Hard disks are rigid in nature. They contain the most data. Hard disks may be fixed in their devices or may be removed. They are usually 14” in diameter, although it is unusual to the smaller had disks in microcomputers. One such system is known as Winchester, so named because its prototype makes use of two drops of thirty million bytes each has effectively the “30-30”. It uses a 14” plotter. Later versions called Mini-Winchester or Mini-winns” used 8” or 6” and one-quarter inch plotters, which are stored in the drives and can store up to 85,000,000 bytes.

 

  • Magnetic Diskette Unit and Magnetic Diskette

This is another form of disk storage media. Flexible disks or simply diskettes often called floppy disks or floppies because they use a thin sheet of plastic as their case. They are an important data storage medium for micro and mini computers.

Diskettes range in size from 3 ½” to 8”. They offer the advantages of ease of transport and low cost. They are encased permanently in a protective envelope, which is insulated in the disk drive. The entrance to the drive is a narrow slot in front of the drive. This slot has a small flap over it, which must be clipped shut once the disk is inserted.

 

  • Optical Disk Unit and Optical Disk

Optical disk is a kin to audio compact disk or CD that you might have in your home. The device is made of plastic cover, which has transparent material. The principle of work is the same as that of the CD; sound is recorded in them in digital form.

Data is recorded beneath the transparent layer that cover the surface of the CD by burning a permanent pattern into the surface of the disk by means of a laser beam. Reading the data is also by a laser beam in an optical disk recorder.

The capacity of a CD is usually about (600 – 750MB). 1 Gigabyte, which is made up of 40,000 tracts each divided into 25 sectors. 1 GB is equal to 1 million characters-(1 GB).

One advantage of CDs to magnetic disks is that loosing of data is not as rampant as with the latter. One disadvantage is that some (i.e CD-R) CDs are not reusable. They are usually referred to as WORM, which stands for Write Once Read Many times. Reading from the CDs tends to be slower than that of the magnetic disks. However, with the advert of CD-RW (Re-writable CDs) you can use a CD writer to delete obsolete work and write new data.

 

  • Mass Storage Media

A great need for machine-readable data storage in industries has prompted computer equipment manufacturers to develop storage devices with even higher capacities. The top of the time disk unit manufactured by IBM doe example, stores more than 2.5 billion bytes of data. Data Car-tridge System store data in series of 50 MB cartridges. These devices provide up to half a million bytes of on line storage.

The operation is similar to that of other secondary storage devices. A cartridge is loaded into the read/write mechanism, the data is processed and then the cartridge is replaced in its honeycomb-the storage bin. Then the read/write mechanism moves onto find the next catalogue to be processed. Cartridge systems are slower than disk systems because they involve more physical movements.

  • SYSTEM SOFTWARE AND APPLICATION SOFTWARE

 

  • System Software

System Software are programs with their associated documentations that control the entire operation of the computer. It is what tells the computer what to do when you issue a command or when you switch on the computer. Within the set of system software, we find a set of programs called Operating Systems. The latter is usually defined as a set of programs that standardize the way a computer’s resources are made available to the user and to applications software. The resources here refer to the hardware components of the computer.

The system software command imprinted on a type of memory called ROM (Read Only Memory). Such memories are usually reserved for such data of the operating system that the user must not modify or inadvertently delete. It is usually protected by the manner in which it is manufactured. ROM is used to store programs and data that are essential for the proper operation of the computer system and of the application program that are integral parts of the operation. ROM is non – volatile; this means whatever is stored in such memory remains whether or not the power is on. (RAM – discussed earlier is volatile). Programs such as operating systems and application programs stored in ROM are often called Firmware, meaning software that is engrained / fixed into the hardware.

System software also has what we refer to as Utility Programs for File management, editing files, management of disks and so on. These are commands resident in system software.

 

  • Application Software

This is a program that is usually applied on one area of operation only – not as all encompassing as system software. Application software is usually divided into 2 categories:

  • Standard Packages or Application Packages (General Application Software)

These are packages that are designed to be used to solve a particular type of problem for example Lotus 123, Ms Excel are all spreadsheet packages meant to be applied in accounting operation only. Word perfect, Ms-Word are all word processors. D-base 4, Ms Access are database packages and so on.

  • User Developed Software (or Specialist Application Packages)

These are suites of programs with their associated documentation that are tailor made to solve specific tasks only. Usually, a user will give a specification to a programmer of the suite he wants to be developed to meet his business or individual needs. This kind of software is only restricted to solving problems to which it is programmed to solve. Tailor made software is sometimes known as Bespoke Packages.

 

 

 

 

 

 

 

 

 

 

 

 

 

  • SUMMARY

 

  • Computer Hardware is defined as all the electrical, electronic and mechanical components of the computer together with their devices used at the peripheral.

 

  • Software are programs that are used to run the computer together with the associated documentation.

 

  • Computer hardware comprises of Input devices, Output devices and the Central Processing Unit.

 

  • A complete computer system comprises the operating system, system software, application program and hardware.

 

  • CPU is consisted of Arithmetic and Logic Unit which performs arithmetic and logic comparisons, the control unit which coordinates the activities of the hardware (I/O operations) as per the dictates of the memory, memory which stores data being processed, results and the application in use, registers which are slam areas in the CPU that holds data before processing and probably after.

 

  • Storage Devices are in two forms: Primary Storage devices, the Main Memory and Secondary Storage devices which supplements the main memory.

 

  • Input devices include: Keyboard, mouse, paper scanner and magnetic ink holder. Other data capture methods include: speech, magnetic, optical character readers and optical mark reader.

 

  • Output devices include: Printers – which could be line, page or character printers, they are also categorized by whether the print head strikes the paper while printing – impact and non-impact printers, visual display Unit, (or monitor) – displays the text/graphics for the user to see and plotters for plotting graphical output, electric circuits, charts etc.

 

  • Secondary storage media and devices include: Magnetic tapes and disks, optical disks and mass storage media.

 

  • System software are programs that control the entire operation of the computer together with the associated documentation. An application program is software that is usually applied on one area of operations only. They could be standard packages or user developed packages.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.11  QUESTIONS

 

  1. Differentiate between hardware and software in a computer.

 

  1. What does computer hardware consist of:

 

  1. Discuss the functions of components of a computer hardware system.

 

  1. A complete computer system comprises of which components?

 

  1. Discuss any 4 input devices.

 

  1. Discuss any 4 output devices

 

  1. What do you understand by secondary storage devices?

 

  1. Discuss any three backing storage media and devices.

 

  1. Distinguish between System Software and Application Software.

 

  • What is an Operating System?

 

  • What are Utilities?

 

  • What is Firmware?

 

  • What are the two types of Application Software? Discuss.

 

 

CHAPTER 3

 

SAFE USE AND CARE OF COMPUTERS

 

This chapter lets the student to be aware of the computer, its safety rules and how to apply them. The safety rules to be observed regard personnel, materials and equipment in the computer laboratory. The student is also expected to state correctly safety precautions required in the lab and be able to identify possible causes of loss of data and their precautions.

 

 

  • Behaviour in the Computer Lab.
  • Handling of Materials and Equipment.
  • Fire and Accidents.
  • Chemicals and Combustible Materials.
  • Ventilation in the Computer Lab.
  • Safety Precautions and Practices.
  • Possible Cause of Loss of Programs and Data.
  • Summary
    • Questions

 

 

 

  • BEHAVIOUR IN THE COMPUTER LAB

 

Computer lab forms a very important section of an organization or school and therefore strict rules in terms of behaviour of personnel/students working/studying in the lab needs to be put in place and adhered to.

One factor to be taken into consideration is the cost involved in setting up the lab including the cost of equipment. This should not be taken for granted and computers and other peripherals damaged in the short run could result in great losses to the organization.

Cleanliness is a factor that stands out in the lab. The personnel need to be clean while in the lab. Dust in the hands, oil on fingers is not allowed among personnel/students. Foodstuffs to the lab is not allowed as the broken pieces from such will ultimately find their way into the peripherals e.g keyboards, disk drive and so on.

Depending on what material cover is on the floor, certain shoes tend to cause a lot of distraction by making noise to the rest of the seated personnel. This slows down the work process as attention will definitely be shifted. External disks into the lab are not recommended as this may result in virus infection to the system in the lab from outside sources.

Internal disks should not be allowed to leave the room. Some stringent procedures should be laid down to check the personnel who ignore the rule. If this is not observed, it may lead to data from the organization being exposed to rivals or would be “hackers” – those who gain access to the system without authority.

Any mechanical or technical faults noted should always be reported to the technical personnel immediately for attention. Non-technical personnel should never attempt to deal with such a fault!

It is important also that every personnel make routine backup copies of every work done in the lab as this will save the organization from any data loss in the event of disaster.

Shutting down and booting of computers is very important. Strict procedures depending on the operating system specification should be adhered to, otherwise damages to the disk in the long run and fragmentation of files and storage in the storage location will happen. This will cause delays in reading and writing to the same. All equipment should not be moved around the lab rather they should always be used where they are installed!

Changing of peripherals from one machine to another is not an encouraged practice. Let a mouse meant for machine A remain the machine; if it does not work, please ask a technical personnel to attend to it, but do not interchange it with another!

 

  • HANDLING OF MATERIALS AND EQUIPMENT

 

Handling of some materials and equipments in the lab should be a privilege. In other words, some disks and special machines like a server (in the case of a network) should not be for everyone, only those authorized should be allowed for example to keep installation disks and so on.

Generally the computers and peripherals in the laboratory should always be handled with care since all of them have soldered electronic parts within them that when poorly handled and perhaps dropped then such parts will always either break or be dislocated. This will mean the equipment is damaged. It is recommended that every movement to machines in the lab be done using a trolley. No equipment should ever leave the lab unless with direct authority from the right person.

Computer cables should, if detached, be properly returned each to the right machine. Technical operations in the lab should be left for only technical personnel. If every Tom, Dick and Harry in the lab assume to repair every damaged equipment, then more will be worse off than they were.

Disks should be kept from natural hazards like excessive temperatures, water and dust places and a way from magnets if data integrity is to be maintained.

 

  • FIRE AND ACCIDENTS

 

Fire and other accidents in the lab are possibilities. Such accidents would include electrocution of an employee/student, slipping and falling on a slippery floor.

Fire is a big threat to data loss and equipment. Every lab should always offer training of how to handle fir in thee event of such calamity and of course fir-fighting equipment like fire extinguishers for example hand held CO2 and BCF extinguishers should always be available.

Data should also always be kept in fireproof safes to avoid loss of data loss in such event. Insuring of equipment and software in the organization with insurance firms will help since after such an accident, the firm is paid.

 

  • CHEMICALS AND COMBUSTIBLE MATERIAL

 

Chemicals and combustible materials should always be located on special places. False floors and ceilings should always be available for chemicals like fluorocarbon fluid used as a cooling agent for mainframe. Such pipes and ducts should pass either up on false ceilings or below false floors.

Combustible materials like fire extinguishers should be located in places visible to everyone but with strict instructions to be touched only in the event of a fire break out. Other materials that could be harmful to the environment should be transmitted through properly located ducts.

 

  • VENTILATION IN THE COMPUTER LAB/WORKING AREA

 

Windows provide adequate ventilation in labs. Such windows must not be very wide as such will always be vulnerable to entry by intruders. Any ventilation apart from the window should always be higher up and very small in size. Every ventilation again, mostly windows, should have a well-dropped curtain so as to keep private the operations in the lab.

 

  • SAFETY PRECAUTIONS AND PRACTICES

 

  • Cabling

Cables in the lab should be properly located either on false floor or ceiling or along the walls so as to avoid interference for example with communication coolers in the lab. Cables put haphazardly may result in possible power disconnection if stepped on or pushed around.

 

  • Stable Power Supply

Provision for stable, adequate and independent power supply is very important. Fluctuation in voltage frequency, sudden cut in power supply and spikes cause damages to the computer system. Interruption of power supply for example will damage disks, damage the processor and spikes will cause loss of data and fluctuations, voltage frequency will cut off other areas from the return.

As a precaution, large batteries, Uninterrupted Power Supply (UPS) and generators should always be on standby to such a crisis.

  • Burglar Proofing Counter

All doors to the computer lab should be burglar proof. This is a physical security measure since this will avert any attempts by intruders to break in and interfere with data and equipment in the lab.

 

  • Ventilation

It is a good practice to include ventilation in a computer room but the same should not provide an entrance to hackers to tamper with data.

 

  • Floor space

The space on the floor should be wide enough to provide a thorough route for equipment installation and other movements of the trolley to transfer equipment. It should also provide for an emergency exit.

NB: Slippery floors are not recommended in a computer lab. Such a floor if there is, should be covered with mats and the like.

 

VDU LEGISLATION

This is a legislation (British) that was passed in 1990 for frequent users of computer screens in the lab. It states as follows:

  1. One should not use a computer for more than one hour continuously.
  2. While using the VDU, the eyes should not look at the screen directly but at an angle of 30°-60°.
  3. The distance from the screen should be between 300mm-480mm.
  4. While using the keyboard, the arms and elbows should be at right angles and parallel to the ground.
  5. The seats and desks in the lab should be adjustable to the users height this is to aid (iv) and avoid Repetitive Strains Injuries (RSI) of the fingers and wrists. The seats should have backrests!
  6. All seats in the lab should be fitted with castors – to make them mobile and less noisy.

 

NB:    An Anti-glare screen is still recommended.

 

COMPUTER LAB DESIGN

Before we look at the safety regulations in the lab, it is vital to look at what factors must be put into consideration when designing a computer room.

Constraints of Computer Room

The following requirements must be observed in any computer room design:

  • The need for air conditioning
  • The dimensions of size of the lab
  • The need to observe cleanliness
  • Equipment sitting in the lab
  • Accessibility for machinery maintenance and media re-supply.
  • Consideration for health and safety
  • Consideration for noise

 

Air Conditioning

Air conditioning is very essential in the computer room where main frames are housed or some minicomputers together with their associated peripherals. Most devices however, usually contain their own environmental controls that are automatic for example fans, filters and sealed units.

Air conditioning is done to enable control the following:

  • Temperature – for equipment should be between 18°C and 24°
  • Humidity – this helps to avoid moisture precipitation and build up of electrostatic charges. Recommended humility should be 45% – 55%.
  • Dust control – disk media require high level of cleanliness. Processors with highly packed electronics require high levels of cleanliness. To help keep high level of cleanliness, the lab should have positive pressure, air lock and sticking nuts on the floors.

 

Dimensions of the Lab

The size of the computer room should take into account the following:

  • Requirements specified by the equipment supplier
  • Operating conditions and
  • The need for future expansion.

The height should be enough to provide for false floors and ceiling to help spread equipment loads provide safe cable paths and air ducts.

 

Accessibility

While installing equipment in the lab, there must be a provision for a through route, which is also important for emergency exit. Only for security purposes should such a route be closed.

Corridors of the lab must be high enough with double doors and floors, stairs or lifts must be strong enough t bear the load of equipment. It is often recommended that ground floor should be used but this again has many security risks.

Reception should always be spacious enough to allow for storage of trolleys (used for moving equipment around the lab).

 

 

Equipment Sitting

Design of the sitting equipment should always be such that it ensures the workflow of the operator and minimizes the walking distance from one equipment to another. This means for example that the location of a stand-alone computer and the printer should be close enough to ease the work!

 

Health and Safety

For the sake of health and safety of the staff and equipment, the following should be observed:

  1. Lighting

There should be a provision for large lighting so as to avoid minimized reflections and glare. A further provision should be for emergency lighting.

  1. Alarms

Fire alarms in the lab must be very clear (audible) and visible from any angle you are placed. This will allow for quick action and reaction in the event of a fire break out.

  1. Communications

To avoid noise in the lab, telephone lines should be strategically placed with visible indicators for quick response.

  1. Physical security

General:

  • Only authorized personnel should be allowed into the computer room.
  • The lab should not have any outside walls to keep off intruders.
  • The lab should have small windows’ provision for ventilation.
  • Video cameras should be on to monitor the activities of the personnel and intruders.

 

  1. Fire

Alarms should be in place as discussed earlier. Automatic detection of smoke and electrocuting system should be provided for. In the computer room, there should be hand held Co2 and BCF extinguishers. The personnel should be given evacuation training in the event of the fire break out.

  1. Flooding

Computer labs should never be sited in basements where they are vulnerable to floods. No water pipes should be placed under, over or in the computer rooms. This is because water is likely to destroy equipment, programs and data in the lab.

  1. Power

The computer room should have independent power supply, stable and adequate with shrouded panic off button. Problems with power supply come in three main forms:

  • Supply interruption – is caused by a number of factors that include transformer failure, cutting of supply lines by accident, by people, lightening and so on.

 

  • Spike – this is a voltage level imposed onto the supply by interface source such as switches, electro-mechanical devices and so on.

The problem caused by spikes is generally loss of data as soon as power is removed. Disk files also get corrupted when store cycles are interrupted by removal of power.

 

  • Voltage Frequency Variation – this is variation or fluctuation in the voltage frequency of electricity supply. Such fluctuations normally do not have effect since in most computers, there are power supply units that are designed to adequately cope with any small fluctuations

Problems caused by voltage frequency variations is generally loss of users in the sense that terminal links get broken in those parts of a network whose power is interrupted or destroyed. So this problem is normally experienced when computers are networked.

When designing a computer lab, it is important to have a stand by generator, large batteries or other uninterrupted power supply (UPS) units so that in the event of power failure, the data is not lost, or users disconnected or disk media damaged etc.

 

  • Dust/Dump Proof

Disk storage media and processor require a high level of cleanliness and standard temperature in order to maintain the data stored and of course for power to adequately function.

The lab should therefore have a positive pressure, suitable building materials to reduce dust, special floor covering to reduce the dumpness and so on.

 

  • Lighting

The computer lab should have adequate lighting. This lighting should be large enough to minimize reflections and glare on the part of the user. There should also be a provision for emergency lighting.

 

  • Standard Furniture

The furniture used in the lab, that is the table on which the machine is placed should be stable and firm with enough room under for the user’s legs and clearance to allow posture changes. The surface of desk should be spacious enough to allow flexible arrangements of items, it should be glare free.

The chair should be adjustable as to allow different personnel of different heights to use the desk.

 

  • Fire Fighting Equipment

Provision for the fighting equipment in the lab is vital. Fire extinguishers like hand held BCF and Co2 extinguishers should never miss.

Supply equipment should always be located in visible places for staffs. More important is the adequate training of how to handle such equipment and precaution techniques for the personnel.

 

  • POSSIBLE CAUSES OF LOSS OF PROGRAMS AND DATA

 

Loss of programs and data to the organization results in loss of information that may not be put in monetary value. Some of the causes include:

 

  • Power Supply

Power supply problem result in two forms:

 

  • Power supply interruption – is one form which can be caused by transformer failure, cutting of supply lines, by accident, by people, lightening and the like, inadvertent switching off of the machine also could interrupt power supply.
  • Spike – is the second form of power supply problem, this is a situation where a voltage level is imposed onto the supply by interference source such as switches, electromechanical devices and so on.

 

All these forms of power problems especially supply interruption and spikes result in damage to disk heads which often crush when power is suddenly removed. This will mean loss of data since it will be hard to read or write to such a disk. Spikes often result in serious loss of data since RAM being volatile losses data immediately power supply is cut off.

Disk files also get crumpled when stores are interrupted by removal of power.

 

  • Virus

A virus is a peace of software (program) that replicates itself without the user intending it or noticing it. Viruses often affect our computers having been brought about by hardware/software engineers who move from one computer to another carrying out demonstrations or through external infected disks, which are brought into the lab. Such disks are often infected with boot sector virus (boot sector is the first partition of the hard disk/floppy). When it (infected disk) is put into the drive, it will be loaded into memory. The disk is now infected since the memory to which it must be loaded first is now infected.

A virus usually has many effects for example replication where a virus divides itself repeatedly thus spoiling the data on the screen/memory/or disk.

Viruses have so many effects they cause to data/information and to the user. What we need to note here is simply the fact that viruses will change or modify the data that was stored to take a different format that is never useful to the operator.

 

  • Accidental Erasure

It is possible that the user without him wanting it, could erroneously erase data. This usually comes about for instance while using a delete command say in Ms – Dos(next chapter), one happens to delete a whole directory while the intention was to delete a single file in the directory. As will happen, one uses a disk command like disk copy without identifying the source diskette from the destination disk. If the two are mixed, then it is possible to wipe the contents of the source disks erroneously.

 

  • Crashing Disks

Disk heads, as mentioned earlier, often crush when there is sudden power supply disconnection. Data is often lost since reading from one disk and writing to them is not possible. This means that data in that disk was lost.

 

  • Poor Storage of Disks

We said that the disks require very high levels of cleanliness above any other. Dusts will clog the disk head. That causes a problem in reading and writing to the disk. Storing disks in dump places and very dry places have effects on the disks, surface will either become too delicate or fold away from its shape. All these minimize the reading and writing processes to data in the disk.

 

  • Unauthorized Access

Only authorized personnel should always be allowed into the lab. It is possible that hackers could gain access to the room and “steal” data/information, which could be tampered with in some way or even a virus infected into the system.

Also unauthorized persons could perform some fraud with the data for say personal gain at the expense of the organization. A hacker could gain access to for example change an existing invoice to reflect a higher or lower bill, clear an invoice, etc.

  • PRECAUTIONS

 

The following precautions should be put in place to avert the possible loss of data through the risks identified above.

 

  • a) Power Failure

Power failure is a risk to data in the organizations. Precautions to be taken include:

  1. Regular Saving of Documents/Files

The user of the system should always ensure that the work is saved as regularly as possible, say after every 5 to 10 minutes. Some application will always do this automatically for the user. If you don’t save your work periodically, then any power interruption/spike will mean all the work you did will be lost.

  1. Use of UPS

UPS in short for Uninterrupted Power Supply. This is a simple device that consists of suitable sized strapped across the input supply. Its size is dependent upon the capacity of the system it is required to support and for how long. This method can be interrupt driven from a simple hardware dictation circuit which automatically locks the user out as soon as an interruption is detected and all data is automatically stored and also safely packed before the system is switched off.

  1. Use of Batteries and Generators

Standby generator systems together with large batteries are necessary to sustain the continuity of computer facilities in such organizations as hospitals, military installations, factories and some offices. In the event of power interruption, what happens is that the system is first maintained by the battery while the generator is started up.

  • Virus

The following precautions should be adhered to so as to guard against virus:

  1. Write Protection Disks

Every floppy 3½ disk contains a physical write protect tab on the left hand corner that slides down to indicate its “on”. When the disk is write protected, it means you cannot be able to write anything or change a word in it, you can only read! This will protect you against virus since it cannot allow any external data of any form!

 

  1. Restriction of Disk Movement

Strict procedures should always be put in place and adhered to by all IT staff. Such software will ask the user to “repair” hard disks and floppies as well as the boot sector from viruses. Such a procedure should be for the sake of data integrity, no disk from the organization should leave the computer room and at the same time any external disk should not be used in the system unless “sheep dipping” is carried out. The term simply means scanning the disk for viruses first before being used.

 

  1. Disable Disk Drives

Another viable alternative to virus protection would be to physically remove all the disk drives once the normal working hours are over. This should be done by the technical staff only. When this is done, it means that even if you had your disk to use you cannot because the disk drive to let you read and write to the disk is not there. This will help protect the organization against boor sector virus and the like.

 

 

 

  1. Anti Virus Software

Software are available in the market today that help to disinfect diskettes (disks) and of course the main memory from the virus infection. Since new viruses come up often, it is always recommended that such software installed into your system should be regularly updated or a newer more powerful one installed. Such software is often easy to use once installed.

Examples of such software include: Norton Anti-virus, Dr. Solomon Anti-virus Tool Kit, F-Prot Professional etc. Such software will scan and ask the user to “repair” hard disks and floppies as well as the boot sector from viruses.

 

  • Accidental Erasure

When a file, document, software is accidentally erased, it is possible that you can put in place some recovery procedures provided for in the form of utilities by the operating software. Depending on the operating system in use, and the application software, the user can be able to undelete an “already deleted file” or document by simply evoking the utility. If the data was lost as a result of formatting a disk, a utility to unformat the same could be provided. These utilities will therefore help to recover such accidental lost data.

Another precaution to put in place would always be to use backup copies of the information lost. A backup copy is simply the alternative copy that was made of the information contained in a particular disk. This as the explanation states will help the organization to continue working without any hitches.

Another option is to use fireproof safes (heat-resistant safes). Heat is a threat to backup copies made on diskettes. Diskettes tend to fold under excessive heat. To avoid the loss of data in this way, it is recommended that such disks be kept in heat resistant safe always.

 

  • Crashing Disks

Power interruption, we said, causes the disk heads to crash. This causes a problem in reading and writing to the same disks. A precaution here would be to use backup copies of the same disks in the event of such a crash.

To avoid such a crash, it would be important to observe precautions for power failure.

 

  • Poor Storage and Handling Disks

Disks are very sensitive storage media and a lot of care needs to be taken to ensure that the data/information stored in them is safe and that the disk can be read and written to. Most floppy disks are covered by plastic material which react easily to excessive temperatures like direct sunlight or very cold dump situations. Therefore, to preserve the disks, keep them away from sunlight as this is likely to cover the plastic envelope covering the disk which will ultimately affect reading and writing; keep them away from water which would make the disk surface dump and hence affect the storage layers (sectors, tracks and cylinders) where data is stored.

Disks should also be kept away from dust environment, as those again will make the disk drive heads. This will cause loss of data if the disk heads cannot read and write.

The mode of storage to these magnetic disks is by magnetism of the positive and the negative charges of the data to be stored. If disks are kept next to magnets, it is possible that the demagnetization of this sequence could be altered. This will of course destroy the data stored in the disk.

 

  • Unauthorized Access

Access to the computer room should be a privilege. Only those personnel working there should be allowed in. when access to the lab is not restricted, then it becomes easy for hackers to gain access to the system and hence destroy or “steal” information. Fraudulent activities by the employees on information like leaking confidential information to rivals for payment is also possible. Other intruders could also gain access to the system and hence destroy or carry out ridiculous acts like literally stealing the equipment.

Some files attributes should also be put in place to avert access to data stored.  For example, the use of passwords should be encouraged; data encryption method should also be adopted.

Passwords could be a number(s) or a word that is only known to one person or some “trusted” personnel in a department or a sector that will enable the user to gain access to the system or a particular document or file.  The use of passwords will ensure that only those people who know the password could gain access to those files in the system. Passwords if to be used, should always be changed periodically in case it has been leaked to someone who is not authorized to know it.

Data encryption is a way of writing a particular information using a given grid that could only be deciphered by you or a group of personnel authorized to for example: to encrypt the following statement in a 5 x 4 grid (i.e a row is 5 and a column is 4 letters) would be:

The statement: MEET ME TONIGHT AT 8

                 MEET .

ME . TO

NIGHT

. AT . 8

The statement to be stored as data is MMN.EEIAE.GTTTH..OT8

 

The statement LICENCED TO KILL could be encrypted as

LCOLIE..CDK.E.I.NTL. in a 5 x 4 grid i.e.

LICEN

LICENCED.T

O.KILL

NB: Note that a word to be encrypted in full as you move along the row. Separate each space by a dot. To read, read the first letter in the first column and move down the column. Each dot is a space.

 

  • SUMMARY

 

  • Factors to consider when designing a computer lab are the following: Dimension, accessibility, sitting of equipment, health and safety of personnel, lighting, power supply, physical security and noise.

 

  • Strict rules to the lab concerning behaviour as outlined should be observed.

 

  • For safety precautions on the lab, the following should always be considered: Fire fighting equipment, standard furniture, proper lighting, dust/dump-proof lab, proper installations, stale power supply and burglarproof doors.

 

  • Possible causes of data loss and programs are the following: power failure, viruses, accidental erasure, erasing of disks, poor storage and handling of disks and unauthorized access by hackers and other intruders.

 

  • The following are precautions to be taken in the event of data loss from such risks mentioned.
    • Use UPS, large batteries and generators in the event of power failure.
    • Use of anti virus software, write protecting disks.
    • Movement restrictions.
    • Disabling disk drives to protect against viruses or accidental erasure.
    • Use of undeleted and unformatted utilities.
    • Use of backup copies and heat resistant safes.
    • Disks should be stored away from water, fire or excessive temperatures and away from magnets and should be kept in dust free environments.
    • Use of passwords and encryption methods to protect files against unauthorized access by people.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • QUESTIONS

 

  1. List factors to consider while designing a computer lab.

 

  1. What points would be observed in the computer lab as far as behaviour of personnel is concerned?

 

  1. Handling of materials and equipment in the lab is vital. Discuss.

 

  1. What safety precautions and practices should be put into place in a computer lab?

 

  1. What are desirable and possible causes of data loss in an organization?

 

  1. List and discuss the factors to be put in place as recovery measures to the above data threats to an organization.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 4

 

OPERATING SYSTEMS

 

This chapter will introduce the student to what operating terms are, the functions and types. It will also serve to explain how disk Operating System (DOS) organizes information. The student is expected to use some DOS commands for file and disk management and be able to list external and internal DOS commands at the end of the chapter.

 

  • Definition of the term Operating System.
  • Functions of Operating System.
  • Types of Operating Systems.
  • How DOS organizes information.
  • List of DOS commands.
  • File Management Commands.
  • Disk Management Commands.

 

 

 

  • DEFINITION OF THE TERM:

‘OPERATING SYSTEM’

 

Operating System as defined earlier, is a set of programs available within the system software that standardizes the way a computer’s resources are made available to the user and to applications software.

 

 

  • FUNCTIONS OF AN OPERATING SYSTEM

 

The following functions are identified as common to all Operating Systems:

 

  • Memory Management

An Operating System allocates memory to itself and to its resident system programs, sets aside areas of application programs and user partitions, arranges the input and output buffers (areas on RAM where input data and output data are temporarily stored) and reserves storage for specialized purposes.

 

  • Input/Output (I/O) Management

The Operating System controls reading of data coming in from the various input devices into the memory and writing of data to output devices such as printers.

The Operating System will ensure that each time the user types in commands those inputs are accepted into the memory, and if the latter is busy the it holds the same temporarily on buffers until the memory is free and also does the same to output data awaiting to be displayed on the monitor or to be sent to the printer if the same are busy.

 

  • Resource Allocation

Operating System load programs into the computer memory and starts them running after receiving instructions from the user, at the same time, operating systems must have ability to divide resources available to different users, memory and of course the peripherals to different processors going on at the same time so that none of the users gets “stuck” or “deadlocked” during the operation for lack of a computer resource.

  • Error Handling

Any Operating System must have the ability to handle errors in the computer system be it hardware or software faults and be able to provide routines to correct these errors.

 

  • Provision for User Interface

Any Operating System should have the ability to receive commands from the user and respond to them accordingly.

 

  • Interrupt Handling

An interruption could be caused by software errors, mechanical faults of a machine or by the operator by pressing the Break key for example which halts the system. The operating system should always be able to handle such interrupts without causing any malfunctions as a result.

 

  • TYPES OF OPERATING SYSTEMS

 

There are majorly two types of Operating Systems that we will discuss in this section.

 

  • Single User System

In this type of Operating System, only one user can use the machine at a time, load one program at a time in the main memory and process only that one program. Most of the small microcomputers employ single user systems. Examples are Ms-DOS, Pc-DOS and Windows.

 

  • Multi User System

This system as the name suggests is for multi user, as opposed to the single user system. This system is employed by larger microcomputers and minicomputers. More than one program can be loaded into the main memory by different users and processed at the same time in an interactive manner. Examples of such an operating system are UNIX and Windows NT.

 

  • FILE MANAGEMENT

 

Medium of storage employed by most microcomputers is often disk. Data that is stored on disks are often held in a file. The latter is often referred to as a group of related records. The records may hold data about customers, employees of the organization and names of students in a school and the like depending on the organizations.

Therefore, the file as a group of program instructions is actually a computer program. When files are stored on such storage media, then the term “file” refers to anything stored on the medium, be it a program or data file.

 

  • File and Directories

The work of the Operating System is to keep or maintain a directory of the address of the files on disk. Each file on the storage media is assigned a name called filename (one word). The directory is a list of filenames and the disk addresses at which the file may be found. When the user refers to a particular filename, it causes the operating system to consult its directory of filenames, locate the address of the required file and make it ready for use.

Let us have a look at a directory listing of files of a system disk using Ms DOS. All of the files in this directory are programs. A system disk is so called because it contains the directory system. We shall list directory for system drive A:

Volume in drive A: has no label.

Directory of A:

COMMAND     COM   18107 13-12-97    13.00PM

SYS  COM         7407     13-12-97           13.00PM

DIRECTORY    COM  1307  13-12-97      13.00PM

FIND    EXE     1278     13-12-97           13.00PM

4 FILE(S)          142890BYTES FREE

 

What the list shows:

  • the name of the file e.g. COMMAND
  • Filename extension e.g. COM
  • The number of bytes contained in this file
  • Date and time on which it was printed into the directory.
  • The total figure at the bottom of this directory listing show the number of bytes remaining for storing other files.

MS-DOS has certain rules for formation of filenames for example;

-75-

A filename must not exceed 8 characters in length and in some cases requires filename extensions, which is 3- character in addition to the filename. In the above example, COM and EXE are extensions. Although not visible, there is usually a full stop between the filename and the extension e.g. Diskcopy.COM is the complete name for the above file. The user has to type in the computer name of the file including the period in order to effectively use some file maintenance utilities like copying or deleting. Filename extensions usually indicate the type of file for example “COM” and “EXE” above will refer to program files.

 

  • Directory Hierarchy

Files stored on a disk can always be organized into subdirectories. Directory hierarchy refers to a “tree” like structure formed by directory – subdirectories – files. For example, we could have a directory called KENYA with subdirectories of towns NAIROBI, MOMBASA, NAKURU and files of Estates within each town, e.g. Hurlinghum, Nyali and Milimani. The figure below shows the directory hierarchy.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fig. 4.4.2

 

To be able to specify which file to open, the user has to specify to the operating system the data path or path to that file. For example, to open a filename Milimani, the following path must be specified: Kenya\Nakuru\Milimani.

A path is often defined as a logical, sequential list of directories and subdirectories leading to a filename. The names of directories and subdirectories are separated from each other by determinates which could be a backslash(\) or a hyphen (-) or a slash (/) depending on the Ms-Dos version in use.

The directory names have extension DIR wheras the files have TXT. The directory named Kenya under which the subdirectories Nakuru, Mombasa and Nairobi are stored is called root directory.

 

  • Volume Lables and Directories

A labels is a name given to a disk to enable you identify the contents from those of other disks when it’s off-line in that if it’s not mounted on a drive.

Since the use could have multiple disk drives on-line (mounted) at one time, the operating system must have a way of determining when disks are actually mounted on the driver. To do this, we use volume labels or volume directory, which simply a name assigned to each disk used in the computer installation. The difference between volume labels identifies a storage medium as physical unit while the latter two identify data stored on disk. Suppose we gave a volume label country to the hierarchy above, the complete name for reaching Milimani file will be:

COUNTRY\KENYA\NAKURU\MILIMANI

 

The operating system will ensure that disk on a volume label Country is located first if it is the one mounted, before it searches for the actual file in the specific directories.

 

  • Tab Control

Computers and their operating systems can perform a great number of different tasks, not just one job as say a stand-alone word processor or a calculator. Therefore, the user of the system must be prepared to tell the operating system what particular task to perform at the moment.

When the computer system is complete, usually the application program is what the user communicates with the program when a particular task is desired. When the application program finishes, it is no longer a part of the system.

The user therefore must communicate with the operating systems to tell it what to do next. He or she does this through the use of what we call OS’s Tab Control Language or TCL. TCL consists of a number of operating system commands also called system commands that control the operating system.

How does one know that the application program has finished its work and it is no longer loaded by the operating system? The operating system will display that by displaying its prompt; it could be a character or two that will signal the user it awaits further system commands.

The MS-DOS Operating System, uses the prompt C:\> or C>. The “C” in the prompt indicates the disk drive in which the operating system will look for any files referred to by the next TCL instructions. The disk drive attached to the system are usually identified by letters of the alphabet through a system with four drives could have drive identifiers A: through D. Any reference to a drive must include the colon in the drive identifier. The drive identifier displayed by the dos prompt is known as a logged drive, the default drive or the active drive.

 

  • MS-DOS COMMANDS

Using system commands is quite easy. It is a matter of knowing the right commands key, key it in and press enter key for the command to be accepted. System commands help us to manage our files and directories for example; we can copy a file from one disk to another, delete files or change names. We can also manage our disks for example to format a disk, label a disk or copy disks.

 

The Syntax of a Dos Command

A Dos command usually has a command name (i.e the system command the user intends to use) and an argument which is information required by the command. An argument used with a Dos command will indicate the disk drive on the file to be used by the command

Example:     COPY ANN 1  TO  ANN 2

The command has a command name COPY. The arguments are ANN 1 and ANN 2.  This command copies a file known as ANN 1. The new copy is named ANN 2.

N/B:   ANN 1 and ANN 2 are arguments and are separated from each other by a blank space. They are also separated from the command name by a blank space.

 

  • Running a Program

It is important to note that a Dos Command represents a program. A command name is just like a file name of any other program. To be able to run a program using Dos, first the operating has to be loaded. Loading the operating system is simply switching on the computer, it will open a program loaded in ROM to check if the operating system is loaded in drive A or any other and load, other wise it will load from the hard disk.

To run a program with filename extension COM, BAT, TXT, simply enter its filename without the extension for example to a Basic Program simply enter BASIC. Its filename is BASIC.COM.

When you want to execute a program that is not stored on a disk in the logged drive, the first thing would be to change the logged drive to the disk containing the program. For example, suppose you wanted to run a program with the filename MILO.EXE which is on the disk in drive B:, and the logged drive is A:, to specify the drive on which Dos should look for the program, proceed with the filename with the drive identified with no blank in between the colon and the filename.

B:MILO

 

  • FILE MANAGEMENT COMMANDS

 

  • Changing the Logged Drive

To change the logged drive from the active one, simply enter the letter of the alphabet for the new drive at the prompt of the active drive followed by the colons and then press Enter key.

For example, if the active drive is C:\>, simply type A: at the prompt and press Enter.

C:\>           A:\>

A:\>    or    A:\>

 

  • Determining the Contents of a Diskette

To determine the contents of your disk, Dos provides a program command DIR (Directory) that will display the files stored in your disk with the exception of the hidden files.

The files are usually listed one per line with their filenames, filename extension, size and the date and time they were last saved.

If you have many files than can be displayed on the screen, then Dos passes them so fast over the screen that you cannot be able to read or identify a particular program. There are two solutions to that program:

 

  • /P (Pause) Switch

To see the files with all the relevant information i.e. filename, filename extension, size and date and time, then /P switch does the work. The files will be shown one screen at a time and tests the user to see the files with instructions to “press any key to continue…” The format is DIR/P <ENTER>

 

  • /W (Wide) Switch

This command will display filenames and their extension only for the entire directory at once. They will be displayed in rows five files wide. The format is DIR/W <enter>.

 

To see only a particular file on Disk

Simply use the filename of that file as the argument, thus:

         DIR B:FILENAME.TXT

 

In this case, Dos will display the particular information about that file or tell you that it is not on disk.

 

To see Directory files with similar extensions.

If your files have the following extensions; BAS for Basic Programming files, DBS for Database files, to see their directory of all the Basic programming files, enter:

DIR*.BAS  or       DIR/P.BAS   or    DIR/W*.BAS

The asterisk is called a wild card. What it means is that you “substitute the position with any characters.” For instance in the command DIR*.BAS will list all the files with the .BAS extension.

 

Directory of files with similar names and different extensions

Suppose your filenames are the same but have different extensions, all that you need to do is:

         DIR Same.*

All files called “Same” will be displayed.

Suppose you decided to identify your files as Same 1, Same 2 and so on, and therefore you wanted to only display a filename Same but with specific extension DBF, you would enter:

         DIR Same*.DBF

To see all same files you would enter:

         DIR Same*.*

 

The asterisk wildcard is a many character wild card. It fills out a filename or extension from its position to the end of the name in the above EXE file, the asterisk is the fifth, sixth, seventh and eighth character if they exist in the filename beginning with SAME.

Another wild card used in the Dos command if? It is usually called a one character wild card. When it appears in a command, you can substitute it with one character e.g.

DIR ?AME*.DBF, will substitute ? with any character as long as the next line i.e AME is part of that filename.  So if it is a command, like DIR SAME*??? Would be the same as DIRD SAME*.* when the three questions marks in the former stand fir three character.

 

  • Changing Directories

Let us go back to the example we gave with root directory KENYA. Suppose you wanted to make Hurlinghum your current directory, you simply need to enter to command:

CD C:\NAIROBI\HURLINGHAM. <ENTER>

If you are already in C: as the logical drive, you do not need to enter it again, simply type: CD. If you wanted to move up one level of the directory i.e. to Nairobi, type:

CD.. <ENTER>

 

Suppose you were to go straight to the root directory i.e. KENYA, all you need to type in at the prompt is:

CD\ <ENTER>

If you want to see the subdirectory of a current directory, type DIR. <ENTER>.

 

For example if you have made Nakuru your current directory, to see subdirectory like Milimani simply enter the latter command!

 

  • Making Directories

Suppose you wanted to make a subdirectory of your current directory Nakuru, what you need to do is enter that command MD (Make Directory) and the name you intend to call the subdirectory, thus:

MD LANGA <ENTER>

If towards creating the directory named LANGA you want to work in it, simply use the CD command to place yourself in it, thus:

CD LANGA <ENTER>

 

  • Removing Directories

To remove a directory, first ensure that the directory to be removed is empty. You can empty a directory by using DEL command after making back-up copies of the same.

To effect the command to remove a directory like NYALI, ensure you place yourself in MOMBASA directory first, thus:

CD MOMBASA <ENTER>

RD NYALI <ENTER>

  • Copying a File

It is often necessary to make a copy of a file. All important files should always be copied so as to guard yourself against the loss of data. Data loss often occurs if you accidentally erase a file, Power goes off before you save your files, store data under an incorrect name, do physical damages to a diskette.

When you copy a file to protect against loss of data we say you are backing up a file. The copy command requires 2 parameters/arguments to accomplish the task. It is a resident command.

  • The first argument is the name of the file to be copied.
  • The second argument is the filename for the copy. If the file is not on the logged drive, then drive identification must be included.

 

  • Copying from the same Drive

Thus: Copy SAME1.DBF  ZAME2.DBF

 

The above command will copy file named SAME1 on the same drive and give it a new name ZAME2.DBF. it is important to note that if you are copying within the same drive, then the new file must have a different name.

 

  • Copying from one Drive to another

To copy a file from one drive to another giving it the same name. Enter:

COPY SAME1.DBF B:

New file name is not necessary on the target drive (B:) since it is the same as that of the source drive.

 

  • Copying a range of Files.

To copy a range of files, we employ wildcards for example:

Copy same*.*B will copy all files on the logged drive that start with same  onto the diskette in drive b: irrespective of filename extension.

To copy the entire contents of drive A: to B, we can use the following command:

COPY A:*.*B:

N/B:   Ensure that the destination diskette is formatted before the operation is started since this command COPY doesn’t copy formatting information as does DISKCOPY command (4.7.4).

 

  • Renaming Files

For the sake of clarity, the user can rename an old file with a new name. The command is RENAME or simply REN. The format of this resident DOS command is:

At the prompt of the logged drive containing the disk with the old filename type:

RENAME OLDNAME.TXT   NEWNAME.TXT

This DOS internal command will not allow you to change a file name to one already existing in the diskette.

Notice the single space left between the arguments themselves and between Dos command and the argument oldname.

The use of wildcard is important here as they could help rename a wide range of files, for instance:

RENAME SAME*.DBF  SAME*.WPF

This will change all the filename extensions of all the SAME  files to Word Processing Files (WPF). To rename a file on a different drive, you would do this:

RENAME B: SAME.DBF  ZAME.DBF to rename a file in B:

 

 

 

  • Deleting Files

Two Dos commands available for deleting files are DEL and ERASE. The format is:

DEL ZAME.DBF <ENTER>

This will delete only a file named ZAME. To delete the entire directory of ZAME (that is plus the subdirectories), enter:

DEL *.* <ENTER>

That is if you are placed inside the directory ZAME.

 

  • To Display the Contents of a File

To be able to simply display the contents of a file on the monitor. The command type is provided. The format is:

TYPE  Filename.EXT

Indicate the filename that is plus extension if you intend to display the contents on the screen. NB: You can press CTRL + S to stop the contents on the screen from passing too fast for you.

 

  • To print the Contents of a File

If you need a hard copy of the contents of a file, then enter the format below:

TYPE Filename.EXT>PRN

 

N/B: You could also use the command PRESS CTRL + P which will sent everything on the CRT to the printer. To stop printing pre CTRL + P again.

 

  • DISK MANAGEMENT COMMANDS

 

Under Disk Management commands, we will examine the following commands:

  • Formatting a Floppy Disk
  • Inserting a Floppy Disk
  • Copying disks
  • Adding Dos to a formatted disk

 

  • Formatting a Diskette

Formatting is a process of preparing new diskettes for data storage. The system command is FOMART.

What formatting does: it organizes the disk so Dos can store data, keep track of them and retrieve them from disk. It also ensures that there are no defective areas on the new disk. If at all the defective areas are found, FORMAT will mark them so Dos does not store data in them.

Formatting usually takes two ways: A disk can be formatted to include Dos or not. Disks that include the operating system or Dos are called system disks or boot disk or command disk and can be used to start the computer (or load the operating system). Disks that do not have the operating system stored in them have more room to store data than the former.

 

Procedure:

  • To Format a non system or data disk

Simply enter FORMAT followed by a drive identification if the new disk is not to be in the logged drive i.e.

FORMAT or FORMAT B:

This command will prompt Dos to load format program and display the following message:

INSERT NEW DISKETTE FOR DRIVE A: and strike any key when ready. In the file case or

INSERT NEW DISKETTE FOR DRIVE B: and strike any key when ready in the second case.

Simply put the new diskette in the indicated drive and press any key. Dos will display:

Formatting …

After a few minutes, Dos repeats

 

Formatting……Format Complete

362496 bytes total disk space

362496 bytes available on disk

Format another (Y/N)

 

To which you will answer “Y” or “N” press Y if you want to format another otherwise press N key from the keyboard.

 

  • Formatting a disk so that it includes the systems.

Simply follow the above procedures with addition of letter S for system thus:

FORMAT /S or FORMAT/S B:

 

The messages displayed are the same as the ones above with addition of the ones indicating that system transferred and how much space it required.

A disk with the system includes some hidden files the names of which do not appear when you look at the contents of the disk, and a file called COOMAND.COM. These files form the resident portion of Dos.

 

  • Adding Dos to a Formatted Diskette

Adding Dos to a formatted diskette is a two-step process:

  • With the target diskette in B: and a system disk in the logged driver, copy the hidden files to the diskette with the SYS command:

SYS B:

SYS is a non-resident program (or transmit) i.e. it is not kept in RAM. It generates the following messages:

SYETEM TRANSFERRED

  • After the above process, copy COMMAND.COM from your system disk t the disk you are modifying by entering

COPY COMMAND.COM B:

NB:    you can   add Dos to any diskette as long as there is enough space to store the three files. If a disk already has hidden files and you try to use SYS command to place them on the disk anyway, you will get an error message indicting that there is no room on the disk for the system. The only way to replace the hidden files once installed is only by formatting the disk again.

 

  • Labeling a Disk

A volume name is used to identify disks just as you identify them by writing identification information on a label placed on the disk envelope. The volume name however, is recorded on the disk itself and can be checked by the operating system to ensure that the correct disk has been installed in the disk drive.

Volume label (11 characters; ENTER for None)? MYDISKETTE

362496 bytes total disk space

362496 bytes used by the system

321536 bytes available on disk

Format another (Y/N)

A>

NB:    Always have some formatted disks with you because some application programs will not give the leeway to format a disk while working on it.

 

  • Copying Disks

There is a utility called Diskcopy that is often provided for in most versions of Ms-Dos and Pc-Dos. What this utility does is that it copies the entire contents of the source disk to the destination disk. It also transfers the operating system and formats the destination document as well.

What this utility does not do is to check for errors in the destination disk and mark them so that data is not stored in by the Dos. While using the diskcopy command, care must always be taken to clearly identify which disk contains data (i.e. the source disk) and which disk is empty (i.e. the destination disk). If this is not done, then it is possible to wipe out everything on the source disk because you inadvertently copied the contents of a blank disk to the data disk you intended to reproduce.

 

Procedure:

The format for DISKCOPY includes two parameters:

  • Source Drive and
  • Destination Drive.

To be able to execute the command, enter the following:

DISKCOPY A:B:

 

This command will copy the contents of the entire drive A: to the one in drive B:.

NB:    Everything on the disk in B:, the destination drive, will be destroyed by the operation. After the command, Dos will prompt you to insert the disks.

You can as well specify DISKCOPY B:A: if you intend to copy from drive B: to drive A:.

This method is often effective for disks that are full, otherwise we would use the command:

COPY A:*.*B:

To copy all the files in drive A: with any extension to a disk in drive B. this command as opposed to diskcopy, will always check for faulty areas on the destination drive and mark them so that no data is kept in them.

 

  • SUMMARY

 

  • An Operating System is a set of program “housed” within the system software that standardizes the way the computer’s resources are made available for the user to applications software.

 

  • The functions of an operating system are the following: Memory management, Input/Output management, Resource allocation, Error handling, Provision for user interface, Interrupt handling, File management and Job control.

 

  • Operating Systems could be single user of multi user. Ms-Dos commands can be divided into File Management Commands and Disk Management Some Dos commands are internal (or resident) and some are external (non-resident or transient) which means they have to be logged first before they can be used.

 

  • Examples of file management commands are: Deleting, copying and renaming files, viewing, changing and creating directories. Examples of Disk Management commands are: Copying disks, labeling disks and formatting disks.

 

  • Resident Dos commands include: DIR, COPY and DISKCOPY, RENAME.

 

  • Non-resident Dos commands include: FORMAT, SYS.

 

 

 

  • QUESTIONS

 

  1. Define the term Operating System.

 

  1. State and discuss functions of an Operating System.

 

  1. What are the two types of Operating Systems? Explain.

 

  1. List commands under the following headings:
    • File management;
    • Disk management;

 

  1. What is the syntax of a Dos command?

 

  1. List some of the internal and external Dos commands that you know.

 

  1. What will the following Dos commands do?
    • COPY DATA1 DATA2
    • COPY DATA1 B:
    • MD DATA3
    • RENAME OLDNAME.TXT NEWNAME.TXT

 

  1. What is a Wildcard? Differentiate between Wildcard and Asterisk(*) and (?).

 

  1. Explain what the following Dos Commands will do:
    • COPY DATA *.*A:
    • DISKCOPY A:B:
    • DEL DATA*.DBF
    • ERASE ?ATA*.*
    • TYPE DATA*.*
    • TYPE DATA*.DBF>PRN
  2. (i) What is formatting? Why is it important

 

(ii)         How would you format a Diskette? How can you include an Operating System to a formatted diskette?

 

  • What are the two ways of Adding Dos to a formatted disk?

 

  • Write down the command for Adding Volume Label to Disk.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BIBLIOGRAPHY

 

Using Microcomputers – by Richard W. Brightman and Jeffrey M. Dimsdale.

 

Computer Science – by C. S. French DP Publications ISBN 1 87398196 1

 

Computer Hardware and Organization – by M. E. Sloan 2nd Edition.

 

Computer Science for Beginners – by Rakesh Auplish.

 

Database Processing: Funtamentals, Design, Implementation  – 2nd Edition by David M. Kroenke.

 

Data Processing a First Course – by David Harrison

 

Computing – by Heathcate

 

IMIS IT 1 Manual

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FARM TOOLS UPDATED AGRICULTURE NOTES FREE

FARM TOOLS AND EQUIPMENT

TOOL

A tool is any instrument held in the hand and used to do work

EQUIPMENT

This is something used for specific purpose

Why farmers use tools and equipment

  • To increase efficiency
  • To make farm operations easier
  • To minimize injuries
  • To enhance production

Precautions in handling tools and equipment

  • Proper maintenance
  • Proper use of tools
  • Proper storage
  • Use safety devices and clothing
  • Proper dressing
  • Skilful handling of tools

Categories of farm tools and equipment

  1. Garden tools and equipment
  2. Livestock production tools and equipment
  3. Workshop tools and equipment
  4. Plumbing tools and equipment
  5. Masonry tools and equipment

Factors determining the choice of tools to use

  • The task to be performed
  • The tools efficiency
  • The level of knowledge and skill of user
  • Availability of the tools

 

 

General maintenance practices of farm tools

  • Sharpen the cutting edge
  • Grease the moving parts
  • Repair or replace worn out parts
  • Proper and safe storage
  • Clean after use
  • Tighten loose nut and bolts
  • Oil and paint before long storage

Reasons for maintaining farm tools and equipment

  • To increase lifespan / durability
  • To improve efficiency
  • To avoid injury
  • Reduce production cost

ENGLISH FORM 2 LESSON PLANS

 ENGLISH LESSON PLANS

FORM TWO LESSON PLAN TERM 1, ………..

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC:Pronunciation and problematic sounds

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)            Identify words with problematic sounds

(b) Pronounce the words with problematic sounds correctly.

TEACHING/LEARNING RESOURCES:Chart with words with problematic sounds.

Flashcards containing words with problematic sounds.

REFERENCES:Secondary English Bk 2 Pg 1-2

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Writes two words with problematic sounds.

(b)   Explain why some sounds are problematic.

(a)   Read the words aloud.

(b)   Listens and asks for clarification.

DEVELOPMENT

32 minutes

1.     Writes some more words with problematic sounds.

2.     Asks students to read sentences in which there are problematic sounds.

3.     Shows the students flashcards and asks them to read the problematic words written and asks them to give other words with problematic sounds.

1.     Reads aloud the words.

2.     Identifies the letters that bear the sound and gives examples of words.

3.     Gives examples.

4.     Reads the dialogue.

CONCLUSION

4 minutes

(a)   Asks the students to reread the words on the board.

(b)   Writes the exercise on the chalkboard.

(a)   Rereads the words.

(b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                  ENGLISH                                                    FORM 2

LISTENING AND SPEAKING

PRONUNCIATION

Pronunciation and Problematic Sounds

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FORM TWO LESSON PLAN TERM 1, 2020

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Scanning

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Define scanning.
  • Scan a given passage for important details.
  • List all the words in the passage that begin with letter ‘m’

T/L RESOURCES:Chalkboard

REFERENCES:  Secondary English Bk 2Pg 4-6

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a)   Asks students what they understand by the word scanning.

(b)   Tells them what scanning is.

(a)   Gives the features of summary.

(b)   Listens and takes notes.

DEVELOPMENT

30 minutes

1.     Outlines the importance of scanning.

2.     Issues a handout with a passage to be read.

3.     Tells the learners to scan a given passage for specific information.

4.     Tells learners to scan the passage again and write down all the words that begin with ‘m’

 

1.     Listens and takes notes.

2.     Reads the passage.

3.     Writes down the answers.

 

4.     Writes the words.

CONCLUSION

5 minutes

(a)   Asks some students to read aloud their answers to the question given earlier.

(b)   Writes an exercise on the chalkboard.

(a)   Corrects the others.

 

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2

                                                                   STUDY SKILLS

Scanning

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:A Worthy Prefect

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2Pg 4-5

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

33 minutes

1.     Asks students to read the paragraphs in turns.

2.     Asks students to retell the passage in their own words.

3.     Asks students some questions on the passage.

4.     Identifies some new words and asks students to give their meanings and use in each in their own words.

1.     Reads the paragraphs.

2.     Retells the passage.

3.     Answers the questions.

4.     Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3 minutes

1.     Asks students to discuss the lessons they learn from the passage.

2.     Gives an exercise.

1.     Discusses the lessons they learn from the passage.

2.     Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSION

A WORTHY PREFECT

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC:Building Vocabulary

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Develop techniques of studying.
  • Identify the main points and the supporting materials in a text.

T/L RESOURCES: Posters, chalkboard demonstration of sitting postures

REFERENCES:  Secondary English Bk 2Pg 9-10

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Asks students to mention some words that they commonly misspell.

(b)   Tells them the reasons behind misspelling of words.

(a)   Gives the features of summary.

(b)   Listens and takes notes.

DEVELOPMENT

30    minutes

1. Read out a list of commonly misspelt words.

2. Tells learners to write them down in their exercise books.

3. Asks the learners to spell each word as they mark for one another.

4.Summarizes the points to consider when spelling words

1. Listens.

2. Writes down the answers.

 

3. Mark for one another.

 

4.Listens and takes down notes

CONCLUSION

5       minutes

1. Asks some students to give more commonly misspelt words.

2. Gives an exercise in the students’ textbook.

1. Gives more commonly misspelt words.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

WORD STUDY

Commonly Misspelt Words

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Collective Nouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a collective noun.

(b)       Use collective nounsin sentences of their own.

T/L RESOURCES: Chart showing collective nouns

REFERENCES: Secondary English Bk 2Pg 6-7

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(a)   Writes a sentence with a collective noun.

(b)   Asks learners to identify the collective noun.

(c)    Tells them that they will be learning collective nouns.

(a)   Reads the sentence.

(b)   Identifies the collective noun.

(c)    Listens and takes notes.

DEVELOPMENT

30 minutes

1.     Writes more sentences.

2.     Explains more examples of collective nouns.

3.     Displays the chart with the phrases.

4.     Groups the learners and issues the handout with a paragraph.

5.     Asks learners identify the collective nouns.

1.     Identifies collective nouns.

2.     Listens and seeks clarification.

3.     Identifies their components.

4.     Identifies collective nouns.

5.     Uses the words in sentences.

CONCLUSION

5 minutes

(a)   Asks students to use collective nounslearnt in sentences.

(b)   Gives an exercise.

(a)   Uses them in sentences.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM

                                                        GRAMMAR

Collective Nouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Punctuation marks: Hyphen

OBJECTIVE: By the end of the lesson, the learner should be able to:

  1. a) Write neatly and legibly.
  2. b) Demonstrate ability to use the hyphen correctly.

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 2Pg39-41

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Reviews the previous lesson. Write some sentences on the chalkboard in which the hyphen has been used. Asks the learners to identify the hyphens (a)   Identifies the hyphens.

 

 

DEVELOPMENT

32 minutes

1.     Explains the various uses of the hyphen.

2.     Asks students to place hyphen appropriately in given sentences.

3.     Groups the learners and gives them a passage. Asks them to use hyphens in the right places in the passage.

4.     Asks individual students to say where hyphens should be placed.

1.     Listens and seeks clarification. Takes notes.

2.     Puts hyphens in the appropriate places.

3.     Identifies the places where hyphens should appear.

 

4.     Says where hyphens should be

CONCLUSION

4 minutes

(a)   Gives an exercise. (a)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2

                                                         WRITING

Punctuation

Hyphens

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC:Silent Letters

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)            Identify silent letters in words correctly

(b) Read words with silent letters correctly.

TEACHING/LEARNING RESOURCES:Chart with words with silent letters.

Flashcards containing words with silent letters.

REFERENCES:Secondary English Bk 2 Pg 11-12

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Writes two words with silent letters.

(b)   Explain why some letters are said to be silent in some words.

(a)   Read the words aloud.

(b)   Listens and asks for clarification.

DEVELOPMENT

32 minutes

1. Writes some more words with silent letters.

2. Asks students to read words in a list given in which there are silent letters.

3. Shows the students flashcards and asks them to read the words with silent letters written and asks them to give other words with silent letters.

1. Reads aloud the words.

2. Identifies the words with silent letters in the list given.

3.Reads the words

CONCLUSION

4 minutes

(a)   Asks the students to reread the words on the board.

(b)   Writes the exercise on the chalkboard.

(a)   Rereads the words.

(b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                  ENGLISH                                                    FORM 2

LISTENING AND SPEAKING

PRONUNCIATION

Silent Letters

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Skimming

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Define skimming.
  • Skim a given passage for important details.
  • List all the words in the passage that begin with letter ‘m’

T/L RESOURCES:Chalkboard

REFERENCES:  Secondary English Bk 2 Pg 139-141

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Asks students what they understand by the word skimming.

(b)   Tells them what skimming is.

(a)   Gives the features of summary.

(b)   Listens and takes notes.

DEVELOPMENT

30    inutes

1. Outlines the importance of skimming.

2. Issues a handout with a passage to be read.

3. Tells the learners to skim a given passage for specific information.

4. Tells learners to skim the passage again and answer the questions given.

 

1. Listens and takes notes.

2. Reads the passage.

3. Writes down the answers.

 

4. Writesdown the answers.

CONCLUSION

5       minutes

(a)   Asks some students to read aloud their answers to the question given earlier.

(b)   Writes an exercise on the chalkboard.

(a)   Corrects the others.

 

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2

                                                                   STUDY SKILLS

Skimming

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:The Money Doubler

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2 Pg 25-27

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

33    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSION

The Money Doubler

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC:Building Vocabulary

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Develop techniques of studying.
  • Use given words to fill in a crossword puzzle.

T/L RESOURCES:Crossword puzzle

REFERENCES:  Secondary English Bk 2 Pg

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

6       minutes

(c)    Asks students to draw the crossword puzzle.

(d)   Tells them to fill it using words from the passage.

(c)    Draws the crossword puzzle.

(d)   Fills it with words from the passage.

DEVELOPMENT

31    minutes

1. Draw another crossword puzzle.

2. Formulate questions for the crossword puzzle.

3. Asks the learners to provide answers for the questions.

4. Asks learners to exchange the crossword puzzles with their neighbours and to try and fill them with appropriate answers

1. Draws.

2.Formulates questions.

 

3. Provides answers.

 

3.     Fills the puzzle with appropriate answers

CONCLUSION

6       minutes

1. Asks some students to give answers to their puzzles.

2. Gives an exercise in the students’ textbook.

1. Listens and corrects the errors made.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2

WORD STUDY

Building vocabulary

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Compound Nouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a compound noun.

(b)       Use compound nounsin sentences of their own.

T/L RESOURCES: Chart showing compound nouns

REFERENCES: Secondary English Bk 2 Pg 8-9

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

(d)   Writes a sentence with a compound noun.

(e)   Asks learners to identify the compound noun.

(f)    Tells them that they will be learning compound nouns

(d)   Reads the sentence.

(e)   Identifies the compound noun

(f)    Listens and takes notes.

DEVELOPMENT

30 minutes

6.     Writes more sentences.

7.     Explains more examples of compound nouns.

8.     Displays the chart with the compound nouns.

9.     Groups the learners and issues the handout with a paragraph.

10.  Asks learners identify the compound noun.

6.     Identifies compound nouns.

7.     Listens and seeks clarification.

8.     Identifies their components.

9.     Identifies compound noun

10.  Uses the words in sentences.

CONCLUSION

5 minutes

(c)    Asks students to use compound nounslearnt in sentences.

(d)   Gives an exercise.

(c)    Uses them in sentences.

(d)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                        GRAMMAR

Compound Nouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Punctuation marks: Apostrophe

OBJECTIVE: By the end of the lesson, the learner should be able to:

  1. a) Write neatly and legibly.
  2. b) Demonstrate ability to use the apostrophe correctly.

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 2Pg40

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(b)   Reviews the previous lesson. Write some sentences on the chalkboard in which the apostrophe has been used. Asks the learners to identify the apostrophes (b)   Identifies the apostrophe.

 

 

DEVELOPMENT

32 minutes

5.     Explains the various uses of the apostrophe.

6.     Asks students to place apostrophes appropriately in given sentences.

7.     Groups the learners and gives them a passage. Asks them to use apostrophes in the right places in the passage.

8.     Asks individual students to say where apostrophe should be placed.

5.     Listens and seeks clarification. Takes notes.

6.     Puts apostrophe in the appropriate places.

7.     Identifies the places where apostrophe should appear.

 

8.     Says where apostrophes should be

CONCLUSION

4 minutes

(b)   Gives an exercise. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2

                                                         WRITING

Punctuation

Apostrophes

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Stress

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Stress the appropriate syllables in words correctly

(b)          Demonstrate appreciation of the fact that stress contributes to meaning

T/L RESOURCES: Charts, blackboard

 REFERENCES: Secondary English Bk 2 Pg 31-33

  • Head Start EnglishBk 2
  • New Integrated English Bk 2
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)    Reviews the previous lesson. Asks how speakers prepare to stress syllables in words appropriately.

(b)    Tells the learners that they will be learning how to place stress in words correctly.

(a)    Explains how a speaker prepares to deliver a speech.

(b)    Listens and takes notes.

DEVELOPMENT

32 minutes

1.      Asks learners to read words after the teacher placing stress appropriately and correctly.

2.      Explains how stress to identify the stressed syllables in words and how it shifts in words that have more than one meaning.

3.      Groups the learners. Tell them to underline the stressed syllables in the words given.

4.      Asks learners present their answers.

1.      States how they grabbed and kept the attention.

2.      Listens and takes notes. Seeks clarification.

 

 

3.      Discusses.

 

4.      Presents their answers.

CONCLUSION

4 minutes

a)      Review how stress manifests itself in words.

b)       Writes the exercise on the chalkboard.

a)      Explains the ways.

b)      Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 2

                                         LISTENING AND SPEAKING

Stress

How to put stress in words

COMMENTS:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Telephone Etiquette

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Demonstrate awareness of telephone etiquette
  • Conduct a telephone conversation using etiquette

T/L RESOURCES:Mobile Phone

REFERENCES:  Secondary English Bk 2 Pg 129-130

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Asks students what they understand by the word telephone etiquette.

(b)   Tells them what telephone etiquette is.

(a)   Gives the meaning of telephone etiquette.

(b)   Listens and takes notes.

DEVELOPMENT

30    minutes

1. Outlines the importance of telephone etiquette.

2. Issues a handout with a conversation that uses good telephone etiquette.

3. Tells the learners to identify indicators of a good telephone etiquette in the passage.

4.Tells learners to study a second conversation and identify indicators of bad telephone etiquette

 

1. Listens and takes notes.

2. Reads the passage.

3. Writes down the answers.

 

4. Writes down the indicators.

CONCLUSION

5       minutes

(a)   Asks some students to read aloud their answers to the question given earlier.

(b)   Writes an exercise on the chalkboard.

(a)   Corrects the others.

 

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2

                                                                   STUDY SKILLS

Telephone Etiquette

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Celebrating Our Gender

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2 Pg 34-35

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

32    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

4 minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSION

Celebrating Our Gender

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Phrasal Quantifiers

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a phrasal quantifier.

(b)       Use phrasal quantifierin sentences of their own.

T/L RESOURCES: Chart showing phrasal quantifiers

REFERENCES: Secondary English Bk 2 Pg 17-19

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Writes a sentence with a phrasal quantifier.

(b)   Asks learners to identify the phrasal quantifier.

(c)    Tells them that they will be learning phrasal quantifiers.

(a)   Reads the sentence.

(b)   Identifies the phrasal quantifier.

(c)    Listens and takes notes.

DEVELOPMENT

30    minutes

1. Writes more sentences.

2. Explainsmore examples of phrasal quantifiers.

3. Displays the chart with the phrasal quantifiers.

4. Groups the learners and issues the handout with a paragraph.

5. Asks learners identify the phrasal quantifier.

1. Identifiesphrasal quantifier.

2. Listens and seeks clarification.

3. Identifies their components.

4. Identifiesphrasal quantifier.

5. Uses the words in sentences.

CONCLUSION

5       minutes

(a)   Asks students to use phrasal quantifier learnt in sentences.

(b)   Gives an exercise.

(a)   Uses them in sentences.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                        GRAMMAR

Phrasal Quantifiers

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Using Figurative Language

OBJECTIVE: By the end of the lesson, the learner should be able to:

  1. a) Write neatly and legibly.
  2. b) Demonstrate ability to use figurative language in writing or speaking.

T/L RESOURCES: Sample sentenceswith figurative language

 REFERENCES: Secondary English Bk 2Pg

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

4       minutes

1. Reviews the previous lesson. Write some sentences on the chalkboard in which the figurative language has been used. Asks the learners to identify the figurative language 1. Identifies the hyphens.

 

 

 

 

DEVELOPMENT

32minutes

1. Explains the various uses of figurative language.

2. Asks students to usefigurative language appropriately in given sentences.

3. Groups the learners and gives them a passage. Asks them to identify figurative language in the passage.

4. Asks individual students to identify the figures of speech in the passage.

1. Listens and seeks clarification. Takes notes.

2. Uses figurative language appropriately in sentences.

3. Identifies the figurative language in the passage.

 

4.Identifies the figurative language

CONCLUSION

4 minutes

(c)    Gives an exercise. (c)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2

                                                         WRITING

Using Figurative Language

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC:Words often mispronounced

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)            Identify words that are often mispronounced.

(b) Write them down correctly in phonetic transcription.

TEACHING/LEARNING RESOURCES:Chart with words with words often mispronounced.

Flashcards containing words with problematic sounds.

REFERENCES:Secondary English Bk 2 Pg 22-23

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Writes two words often mispronounced.

(b)   Explain why some words are often mispronounced.

(a)   Read the words aloud.

(b)   Listens and asks for clarification.

DEVELOPMENT

32minutes

1. Writes some more words often mispronounced.

2. Asks students to read sentences in which there are words often mispronounced.

3. Shows the students flashcards and asks them to read the words often mispronounced written and asks them to give other words often mispronounced.

1. Reads aloud the words.

2. Identifies the letters that bear the words often mispronounced and gives examples of words.

3. Gives examples.

4. Reads the words often mispronounced.

CONCLUSION

4       minutes

(a)   Asks the students to reread the words on the board.

(b)   Writes the exercise on the chalkboard.

(a)   Rereads the words.

(b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                  ENGLISH                                                    FORM 2

LISTENING AND SPEAKING

PRONUNCIATION

Words often mispronounced

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: ORAL SKILLS

SUB-TOPIC:Pronunciation of /p/ and /b/ sounds

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Pronounce the sounds /p/ and /b/ with distinction
  • Write words in which the sounds /p/ and /b/ appear

T/L RESOURCES:Chart with minimal pairs of the sounds /p/ and /b/

REFERENCES:  Secondary English Bk 2

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Write two words, one bearing each sound.

2. Demonstrate how the two sounds are produced.

1. Reads the words aloud.

2. Listens and asks for clarification.

DEVELOPMENT

30    minutes

1. Displays the chart and asks the learners to read aloud.

2. Explain that the words are minimal pairs.

3. Ask learners to give more examples of minimal pairs of /p/ and /b/.

4. Divide the class in pairs.

5.Shows the students the flashcards and asks them to write the word that differs in pronunciation with only one sound considering the sounds under study

 

1. Reads the minimal pairs aloud.

2. Takes notes and asks for clarification.

3. Gives examples.

4. Sits in pairs.

5.Writes the words after discussing

CONCLUSION

5minutes

(a)   Asks the students to reread the minimal pairs.

(b)   Writes an exercise on the chalkboard.

(a)   Rereads the minimal pairs.

 

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2

                                                                   STUDY SKILLS

Pronunciation of /p/ and /b/ sounds

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:World Environment Day

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2 Pg 45-47

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

33    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSION

WORLD ENVIRONMENT DAY

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Possessives

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a possessive.

(b)       Use possessives in sentences of their own.

T/L RESOURCES: Chart showing possessives

REFERENCES: Secondary English Bk 2 Pg 36-37

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

1. Writes a sentence with a possessive.

2. Asks learners to identify the possessive.

3. Tells them that they will be learning possessives.

1. Reads the sentence.

2. Identifies the possessive.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Writes more sentences.

2. Explains more examples of possessives.

3. Displays the chart with the possessives.

4. Groups the learners and issues the handout with a paragraph.

5. Asks learners identify the possessives.

1. Identifies possessives.

2. Listens and seeks clarification.

3. Identifies their components.

4. Identifies possessives.

5. Uses the words in sentences.

CONCLUSION

5minutes

(a)   Asks students to use possessives learnt in sentences.

(b)   Gives an exercise.

(a)   Uses them in sentences.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM

                                                        GRAMMAR

Possessives

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Invitation letters

OBJECTIVE: By the end of the lesson, the learner should be able to:

  1. a) Write neatly and legibly.
  2. b) Demonstrate ability to write invitation letters.

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 2Pg19-21

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4 minutes

(a)   Reviews the previous lesson. Read a sample invitation letter in class (a)   Listens and asks for clarification.

 

 

DEVELOPMENT

31    minutes

1. Explains the format of an invitation letter.

2. Asks students to write notes on invitation letters.

3. Groups the learners and tells them to write an invitation letter following the format given.

4. Asks individual students to read their invitation letters.

1. Listens and seeks clarification. Takes notes.

2. Writes down notes.

3. Discusses the question.

 

4. Reads out their invitation letters.

CONCLUSION

5minutes

(a)   Gives an exercise. (a)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2

                                                         WRITING

Invitation Letters

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Who Will Speak Out?

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2 Pg14-17

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

34    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSION

WHO WILL SPEAK OUT?

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC:Building Vocabulary

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Develop techniques of studying.
  • Identify the main points and the supporting materials in a text.

T/L RESOURCES: Posters, chalkboard demonstration of sitting postures

REFERENCES:  Secondary English Bk 2 Pg 9-10

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

7       minutes

(a)   Asks students to mention some words that they commonly misspell.

(b)   Tells them the reasons behind misspelling of words.

(a)   Gives the features of summary.

(b)   Listens and takes notes.

DEVELOPMENT

4       minutes

1. Read out a list of commonly misspelt words.

2. Tells learners to write them down in their exercise books.

3. Asks the learners to spell each word as they mark for one another.

4.Summarizes the points to consider when spelling words

1. Listens.

2. Writes down the answers.

 

3. Mark for one another.

 

4.Listens and takes down notes

CONCLUSION

7       minutes

1. Asks some students to give more commonly misspelt words.

2. Gives an exercise in the students’ textbook.

1. Gives more commonly misspelt words.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3

WORD STUDY

Vocabulary

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Personal Pronouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a personal pronoun.

(b)       Use collective nouns in sentences of their own.

T/L RESOURCES: Chart showing personal pronouns

REFERENCES: Secondary English Bk 2 Pg 47-50

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

1. Writes a sentence with a personal pronoun.

2. Asks learners to identify the personal pronoun.

3. Tells them that they will be learning personal pronouns.

1. Reads the sentence.

2. Identifies the personal pronoun.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Writes more sentences.

2. Explainsmore examples of personal pronouns.

3. Displays the chart with the personal pronouns.

4. Groups the learners and issues the handout with a paragraph.

5. Asks learners identify the personal pronouns.

1. Identifiespersonal pronouns.

2. Listens and seeks clarification.

3. Identifies their components.

4. Identifiespersonal pronouns.

5. Uses the words in sentences.

CONCLUSION

5minutes

(a)   Asks students to use personal pronouns learnt in sentences.

(b)   Gives an exercise.

(a)   Uses them in sentences.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                        GRAMMAR

Personal Pronouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Descriptive writing

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          State the steps in writing a descriptive composition.

(b)          Follow the steps outlined in writing a descriptive composition.

T/L RESOURCES: Sample a descriptive composition

 REFERENCES: Secondary English Bk 2 Pg 50-51

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

1. Asks students whether they have ever written a descriptive composition.

2. Explains what a descriptive composition is.

3.Tells them that they are about to learn how to write a descriptive composition

1. Says whether or not they have written a descriptive composition.

2. Listens and seeks clarification.

3. Listens and takes notes.

DEVELOPMENT

30 minutes

1. Issues the sample descriptive composition.

2. Asks students to list the elements of a descriptive composition.

3. Groups the learners. Asks them to write a descriptive composition the topic given.

4. Asks learners to read aloud some of the descriptive composition.

1. Reads the descriptive composition

2. Lists the elements.

3. Writes the descriptive composition.

 

4. Reads aloud the descriptive composition letter.

5 CONCLUSION 1. Asks students to outline the features of a descriptive composition.

2. Gives an exercise.

1. Outlines the features.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Descriptive Writing

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Features of a Legend

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Identify the features of a legend.

(b)          Discuss the functions of a legend

T/L RESOURCES: Sample of a legend

 REFERENCES: Secondary English Bk 2 Pg 74-75

  • Oral Literature for Schools
  • Teacher’s Book

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4       minutes

(a)    Reviews the previous lesson. Asks learners to define a legend.

(b)    Tells the learners that they will be learning about legends.

(a)    Defines a legend.

(b)    Listens and takes notes.

DEVELOPMENT

 

30    minutes

1. Narrates a legend to the learners.

2.      Explains the features and functions of a legend.

  1. Groups the learners. Gives the learners a sample legend. Asks learners to identify the features of a legend in it.
  2. Asks learners present their projects.
1. States how they grabbed and kept the attention.

2.      Listens and takes notes. Seeks clarification.

  1. Discusses.
  2. Presents their projects.
CONCLUSION

4       minutes

(a)    Asks them to narrate a legend of their own.

(b)    Gives them an exercise.

(a)    Explains the ways.

(b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 2

                                         LISTENING AND SPEAKING

Oral Literature

Legends

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: ORAL SKILLS

SUB-TOPIC:Different but similar sounding words

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Pronounce words with similar sounds correctly
  • Differentiate between spellings of words with similar sounds

T/L RESOURCES:Chart with words with similar sounds but different meanings

REFERENCES:  Secondary English Bk 2 52-53

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

4minutes

1. Write words with similar sounds but different meanings.

2. Demonstrate how the words are pronounced.

1. Reads the words aloud.

2. Listens and asks for clarification.

DEVELOPMENT

31    minutes

1. Displays the chart with words with similar sounds but different meanings and asks the learners to read aloud.

2. Explain that the words are homonyms.

3. Ask learners to give more examples words with similar sounds but different meanings.

4. Divide the class in pairs.

5.Shows the students the flashcards and asks them to write the words with similar sounds but different meanings

 

1. Reads the words with similar sounds but different meanings aloud.

2. Takes notes and asks for clarification.

3. Gives examples.

4. Sits in pairs.

5.Writes the words after discussing

CONCLUSION

5minutes

(a)   Asks the students to reread the words with similar sounds but different meanings.

(b)   Writes an exercise on the chalkboard.

(a)   Rereads the words with similar sounds but different meanings

 

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2

                                                                   STUDY SKILLS

Words With Similar sounds But Different In Meanings

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Effects Of Alcohol

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2 Pg 55-56

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

32    minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSEFFECTS OF ALCOHOL

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:Note-taking

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read a passage given and respond to questions on it.
  • Take notes effectively by using content words.

T/L RESOURCES: Articles and passage to be read

REFERENCES:  Secondary English Bk 2 Pg 75-76

  • Head Start EnglishBk 2
  • New Integrated English Bk 2
  • Teacher’s Book
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5minutes

(a)   Asks students to give the features of note-taking.

(b)   Tells them that they would be learning how to take notes effectively.

(a)   Gives the features of note-making.

(b)   Listens and takes notes.

DEVELOPMENT

30    minutes

1. Outlines the steps in taking notes.

2.     Groups the learners. Writes 2 questions to be answered in note form.

3.     Asks individuals to write notes using the points drafted in step 1 above.

1. Listens and takes notes.

2.     Reads the passage.

  1. Writes a draft in note form.
  2. Writes notes from the passage.
CONCLUSION

5minutes

(a)   Asks some students to read aloud their notes.

(b)   Writes an exercise on the chalkboard.

(a)   Corrects the others.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2

                                                                   READING

                                                                  Reading Skills

Note-taking

 

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Indefinite Pronouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define an indefinite pronoun.

(b)       Use indefinite pronounsin sentences of their own.

T/L RESOURCES: Chart showing indefinite pronouns

REFERENCES: Secondary English Bk 2 Pg 57-59

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

6       minutes

1. Writes a sentence with an indefinite pronoun.

2. Asks learners to identify the indefinite pronoun.

3.Tells them that they will be learning indefinite pronouns

1. Reads the sentence.

2. Identifies the indefinite pronoun.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Writes more sentences.

2. Explainsmore examples of indefinite pronouns.

3. Displays the chart with the indefinite pronouns.

4. Groups the learners and issues the handout with a paragraph.

5. Asks learners identify the indefinite pronouns.

1. Identifiesindefinite pronouns.

2. Listens and seeks clarification.

3. Identifies their components.

4. Identifiesindefinite pronouns.

5. Uses the words in sentences.

CONCLUSION

4       minutes

(a)   Asks students to use indefinite pronouns learnt in sentences.

(b)   Gives an exercise.

(a)   Uses them in sentences.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM

                                                        GRAMMAR

Indefinite Pronouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Creative Writing

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Discuss the elements of a good imaginative composition

(b)          Follow the steps outlined in writing an imaginative composition.

T/L RESOURCES: Sample an imaginative composition

 REFERENCES: Secondary English Bk 2 Pg 71-73

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

1. Asks students whether they have ever written an imaginative composition.

2. Explains what an imaginative composition is.

3.Tells them that they are about to learn how to write an imaginative composition

1. Says whether or not they have written an imaginative composition.

2. Listens and seeks clarification.

3. Listens and takes notes.

DEVELOPMENT

30 minutes

1. Issues the sample imaginative composition.

2. Asks students to list the elements of an imaginative composition.

3. Groups the learners. Asks them to write an imaginative composition on the topic given.

4. Asks learners to read aloud some of the imaginative composition.

1. Reads the imaginative composition letter.

2. Lists the elements.

3. Write the imaginative composition.

 

4. Reads aloud the letter.

5 CONCLUSION 1. Asks students to outline the features of application letters.

2. Gives an exercise.

1. Outlines the features.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Creative Writing

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC:Myths

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Identify the features of a myth.

(b)          Discuss the functions of a myth

T/L RESOURCES: Sample of a myth

 REFERENCES: Secondary English Bk 2 Pg 61-65

  • Oral Literature for Schools
  • Teacher’s Book

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)    Reviews the previous lesson. Asks learners to define a myth a legend.

(b)    Tells the learners that they will be learning about myths.

(a)    Defines a legend.

(b)    Listens and takes notes.

DEVELOPMENT

 

30    minutes

1. Narrates a legend to the learners.

2. Explainsthe features and functions of a myth.

3. Groups the learners. Gives the learners a sample myth. Asks learners to identify the features of a myth in it.

4. Asks learners present their projects.

1. States how they grabbed and kept the attention.

2. Listens and takes notes. Seeks clarification.

3. Discusses.

4. Presents their projects.

CONCLUSION

5       minutes

(a)    Asks them to narrate a myth of their own.

(b)    Gives them an exercise.

(a)    Explains the ways.

(b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 2

                                         LISTENING AND SPEAKING

Oral Literature

Myths

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:Information Technology (IT)

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2 Pg 65-66

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

32minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSION

Information Technology (IT)

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Primary Auxiliary Verbs

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a primary auxiliary verb.

(b)       Use primary auxiliary verbsin sentences of their own.

T/L RESOURCES: Chart showing primary auxiliary verbs

REFERENCES: Secondary English Bk 2 Pg 67-68

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

6       minutes

1. Writes a sentence with a primary auxiliary verb.

2. Asks learners to identify the primary auxiliary verb.

3. Tells them that they will be learning primary auxiliary verbs.

1. Reads the sentence.

2. Identifies the collective noun.

3. Listens and takes notes.

DEVELOPMENT

30    minutes

1. Writes more sentences.

2. Explainsmore examples of primary auxiliary verbs.

3. Displays the chart with the primary auxiliary verbs.

4. Groups the learners and issues the handout with a paragraph.

5. Asks learners identify the primary auxiliary verbs.

1. Identifiescollective nouns.

2. Listens and seeks clarification.

3. Identifies their components.

4. Identifiesprimary auxiliary verbs.

5. Uses the words in sentences.

CONCLUSION

4       minutes

(a) Asks students to use primary auxiliary verbslearnt in sentences.

(b) Gives an exercise.

(a)   Uses them in sentences.

(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM

                                                        GRAMMAR

Primary auxiliary Verbs

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC:Descriptive writing: An Event

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          State the steps in writing a descriptive composition of an event.

(b)          Follow the steps outlined in writing a descriptive compositionof an event.

T/L RESOURCES: Sample a descriptive compositionof an event

 REFERENCES: Secondary English Bk 2 Pg 60

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

 

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

1. Asks students whether they have ever written a descriptive composition of an event.

2. Explains what a descriptive composition is.

3.Tells them that they are about to learn how to write a descriptive composition of an event

1. Says whether or not they have written a descriptive composition.

2. Listens and seeks clarification.

3. Listens and takes notes.

DEVELOPMENT

30 minutes

1. Issues the sample descriptive composition of an event.

2. Asks students to list the elements of a descriptive composition.

3. Groups the learners. Asks them to write a descriptive composition of an event the topic given.

4. Asks learners to read aloud some of the descriptive composition of an event.

1. Reads the descriptive composition

2. Lists the elements.

3. Writes the descriptive composition.

 

4. Reads aloud the descriptive composition letter.

5 CONCLUSION 1. Asks students to outline the features of a descriptive composition of an event.

2. Gives an exercise.

1. Outlines the features.

2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3

                                                         WRITING

Descriptive Writing: An Event

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC:How I survived drug abuse

OBJECTIVE: By the end of the lesson, the learner should be able to:

  • Read the passage and respond to questions after it.
  • Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 2 Pg 77-79

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5       minutes

(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage.

(b)   Asks students question concerning the issue.

(c)    Tells the students the passage they are about to read and asks them to open their course books.

(a)   Listens and seeks clarification.

 

(b)   Answers the questions asked.

(c)    Opens their books.

DEVELOPMENT

32minutes

1. Asks students to read the paragraphs in turns.

2. Asks students to retell the passage in their own words.

3. Asks students some questions on the passage.

4. Identifies some new words and asks students to give their meanings and use in each in their own words.

1. Reads the paragraphs.

2. Retells the passage.

3. Answers the questions.

4. Gives the meanings of the words and use them in sentences of their own.

CONCLUSION

3       minutes

1. Asks students to discuss the lessons they learn from the passage.

2. Gives an exercise.

1. Discusses the lessons they learn from the passage.

2. Writes the exercise.

CHALKBOARD LAYOUT                   

Date                                                   ENGLISH                                                          FORM 2

                                                           READING

 COMPREHENSION

HOW I SURVIVED DRUG ABUSE

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC:Modal auxiliaries

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a modal auxiliary.

(b)       Use a modal auxiliaryin sentences of their own.

T/L RESOURCES: Chart showing collective nouns

REFERENCES: Secondary English Bk 2 Pg 68-71

  • Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
PART/TIME TEACHER’S ACTIVITES LEARNER’S ACTIVITIES
INTRODUCTION

5 minutes

4       Writes a sentence with a modal auxiliary.

5       Asks learners to identify the modal auxiliary.

6       Tells them that they will be learning modal auxiliaries

7       Reads the sentence.

8       Identifies the modal auxiliary.

9       Listens and takes notes.

DEVELOPMENT

30 minutes

11.  Writes more sentences.

12.  Explains more examples of modal auxiliaries.

13.  Displays the chart with the modal auxiliaries.

14.  Groups the learners and issues the handout with a paragraph.

15.  Asks learners identify the modal auxiliaries

11.  Identifies modal auxiliaries.

12.  Listens and seeks clarification.

13.  Identifies their components.

14.  Identifies modal auxiliaries

15.  Uses the words in sentences.

CONCLUSION

5 minutes

(d)   Asks students to use modal auxiliarieslearnt in sentences.

(e)   Gives an exercise.

(f)    Uses them in sentences.

(g)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM

                                                        GRAMMAR

Modal auxiliaries

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

CBC Grade 7 Term 2 Schemes of Work; Junior Secondary Schemes

CBC Grade 7 Term 2 Schemes of Work; Junior Secondary Schemes

2023_grade_7_klb_visual_arts_scheme_of_work_term_2_24_23_apr_10.doc
GRADE 7 TERM 2 BUSINES STUDIES SCHEMES.doc (3).pdf
GRADE 7 TERM 2 CRE SCHEMES (2).pdf
GRADE 7 TERM 2 CRE SCHEMES.pdf
GRADE 7 TERM 2 HEALTH EDUCATION SCHEMES.docx (3).pdf
GRADE 7 TERM 2 HOME SCIENCE SCHEMES (3).pdf
GRADE 7 TERM 2 KISWAHILI SCHEMES (3).pdf
GRADE 7 TERM 2 LIFE SKILLS SCHEMES.docx (3).pdf
GRADE 7 TERM 2 MATHEMATICS SCHEMES (3).pdf
GRADE 7 TERM 2 PERFORMING ARTS SCHEMES.docx (3).pdf
GRADE 7 TERM 2 ENGLISH SCHEMES.docx (3).pdf
GRADE 7 TERM 2 PHYSICAL EDUCATION SCHEMES (3).pdf
GRADE 7 TERM 2 PRETECHNICAL STUDIES SCHEMES.docx (3).pdf
2023_grade_7_spotlight_intergrated_science_schemes_of_work_term (3).docx
GRADE 7 TERM 2 AGRICULTURE SCHEMES.docx (3).pdf
Highlights of the Finance Bill, 2023_230506_073226.pdf

SCHEMES OF WORK FORM TWO ENGLISH TERM 1-3

 

 
SCHEME OF WORK                     FORM    TWO   ENGLISH                TERM  ONE  20………….  NAME………………………….
   
WK NO
L/
NO
 
TOPIC
 
SUBTOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
MATERIALS
  /
RESOURCES
REF.
     REMARKS  
1 1,

 

 

 

 

2

Reading. Comprehension.

Reading & answering questions.

 

 

Review of Questions.

By the end of the lesson, the learner should be able to:

Answer questions derived from a passage.

Infer meanings of new words as used in the passage.

 

 

 

Silent reading;

Writing;

Reading aloud;

Answering questions.

 

 

 

Standard dictionary.

 

INTEGRATED

ENGLISH,

NEW EDITION

BK. II.

 

 PP 2-4

   
3 Grammar. Collective nouns. Identify collective nouns in given sentences.

Assign the correct collective noun to a group of entities.

Answering questions;

Oral exercise on collective nouns;

Written exercises.

Supplementary references. PP 5-6    
4

 

 

5

Grammar. Phrasal quantifiers.

 

Phrasal quantifiers with uncountable nouns.

Identify phrasal quantifiers in given sentences.

Use phrasal quantifiers with uncountable nouns, countable nouns and abstract nouns correctly.

 

Q/A to review word gratifiers;

Exposition of phrasal quantifiers;

Questions and answers;

Exercises & review.

  PP 5-7    
6 Listening and speaking. Idioms. Define an idiom.

 

Give meanings of some common English idioms.

Brainstorming;

Give examples of common idioms;

Group exercises;

Written exercise.

 

Supplementary references. PP  8-9    
2 1 Listening and speaking. Telephone etiquette. Observe various rules when receiving a personal or business call, making a call and ending a call.

 

Guided group work, discussion and simulations / presentations.   PP 10-12    
2 Grammar. Pronouns. Identify singular and plural forms of personal pronouns. Q/A to review personal pronouns; singular and plural forms of pronouns and the three persons.

Oral exercise.

Written exercise.

 

  PP 13-16    
3 Grammar. Indefinite pronouns. List down examples of indefinite pronouns.

Use indefinite pronouns in singular and plural forms.

 

Oral and written exercises;

Exercise review.

  P 16    
4 Writing. Skimming a text. Skim through a text and give a suitable title for the text.

Skim through a text and decide what sort of text it is and its intended function.

 

Guided practice & supervision;

Reading;

Listening;

Writing.

Supplementary references. PP 17-22    
5 Functional writing. Text messaging.

(sms)

Write a text message briefly and precisely.

Translate a text message and rewrite it in the correct English with the appropriate punctuation.

 

Guided activity;

Group competitions;

Reading;

Listening;

Writing.

 

Mobile phones. PP 22-24    
6 Functional writing. Sending a text message. Send a text message on a mobile phone. Guided practical activity;

Writing and sending a text message;

Replying to text message.

 

Mobile phones;

Sample text messages.

P 24    
3 1 Grammar. Punctuation:

 

The comma.

State uses of commas in sentences.

Punctuate sentences with commas and other punctuation marks.

List of sentences showing uses of the comma.

Oral and written exercises.

 

  PP 26-29    
2 Reading. Reading comprehension. Read a passage and answer questions derived from it in complete sentences.

 

Infer meanings of new words as used in the passage.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

Supplementary references, dictionary. PP 29-31    
3 Grammar. The future time (1). Express planned events using the words “going to”. Examples of sentences both in the affirmative and the negative;

 

Oral exercise.

  PP 31-32    
4 Grammar. The future time. Use present simple tense to anticipate events in a timetable, programme, etc. List down events in a given program using present simple tense;

Exercises.

Timetable / programme of an event. PP 33-34    
5 Grammar. The future time. Indicate future arrangements using the present continuous tense and using the verb ”to be”.

 

Consider given examples.

 

Oral exercise.

  PP 35-37    
6 Writing. Personal writing. Make lists of related items.

Draft a plan of action in tabular form.

Group work.

 

Making lists as guided, and then comparing them.

 

Supplementary references. PP 37-38    
4 1,

 

 

2

Listening and speaking. Listening & speaking.

 

The sound /s/ and

/z /.

Distinguish the sound /s/ from the sound /z/ and pronounce them correctly.

 

Oral exercise.

Pronunciation of words;

Correcting wrong pronunciations.

Supplementary references. PP 39-42    
3 Listening comprehension. Listening comprehension. Answer questions based on a passage that has been read out. Teacher reads a text to the class.

Students answer questions derived from the text.

Review of the questions.

 

 

Supplementary references. PP 42-43    
4

 

 

5

 

 

Grammar. The future time (2).

 

 

Contracted forms.

State the functions of will and shall in given sentences.

Use the contracted forms ‘ll, won’t, shan’t appropriately.

 

 

Examples of sentences showing functions of shall and will.

 

Oral & written exercises.

  PP 43-45    
6 Poetry. Haiku. Define the term haiku.

Outline features of a haiku.

Exposition, brief discussion. Supplementary references. PP 45-47    
5 1 Reading. Reading comprehension. Read a passage and answer questions derived from it in complete sentences.

Infer meanings of new words as used in the passage.

 

 

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

 

 

Standard dictionary.

PP 48-49    
2 Writing. Fact and fiction. Distinguish an actual fact from fiction, and a fact from an individual’s opinion.

 

 

Group work:

Establish factual truth /opinion in statements.

Brief discussion.

Supplementary references. PP 49-50    
5 3,

 

 

 

4

Grammar. The verb “to do”.

-positive statements / interrogatives.

 

-negative statements / interrogatives.

 

Use the verb “to do” in positive and

negative statements & interrogatives.

Q/A: different forms of the verb “to do .”

Oral exercise.

Written exercise.

  PP 51-53    
5,6 Listening and speaking.

 

 

Non-verbal listening skills. Identify good and bad listening skills.

 

Guided group activities;

Simulation.

  PP 53-55    
6 1,2 Oral literature. Myths. Define the term myth.

Compare and contrast given myths.

Reading aloud;

Listening;

Answering questions.

Supplementary references. PP 56-58    
3,4 Listening and speaking. Public speaking. Prepare, review, organize and present a given topic. Reading;

Speaking;

Listening.

 

  PP 59-61    
5

 

 

6

Grammar. Possessives.

–        Singular.

 

–        Plural.

 

 

 

Show possession in both singular and plural forms.

Rewrite sentences using possessive form of a noun / pronoun, putting an apostrophe where appropriate.

 

Oral exercise: position of the apostrophe.

 

Written exercises.

 

Review the exercise.

  PP 62-64    
7 1 Grammar. Interjections. Identify interjections used in a written text.

List down interjections of expressing shock, disapproval, pain or surprise.

Read paragraphs and Identify the interjections.

Teacher exposes other interjections.

Assignment: common interjections.

 

  PP 65-66    
2,

 

 

3

Reading. Reading comprehension. Read a passage and answer questions derived from it in complete sentences.

Infer meanings of new words as used in the passage.

 

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

 

 

Standard dictionary.

PP 66-68    
4 Grammar. Present perfect tense. Use present perfect tense correctly.

Rewrite sentences in the present perfect tense.

Oral exercise:

Use of has, have, recently, so far, yet, etc.

Written exercise.

  PP 68-71    
5 Grammar. Quotation marks (inverted commas). Punctuate sentences with quotation marks. Brainstorming, oral & written exercises.   PP 71-72    
6 TEST          
8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8

 

 

 

 

 

 

 

 

 

1 Writing. Advertisements. Identify features of advertisements.

Interpret advertisements.

Examine an actual advertisement.

 

Brief discussion.

 

Posters, newspaper cutting, PP 73-74    
2 Grammar.

 

Present perfect continuous tense. Rewrite sentences using present perfect forms of verbs. Teacher gives examples of verbs in the present perfect continuous tense.

Students give further examples.

Written exercise.

  PP 75-76    
3 Reading. Listening comprehension. Carry out a task based upon a passage that has been read out. Listening & writing an exercise. Chart: family tree. PP 77-78    
4,

 

 

 

 

 

5

Writing. Paragraphing a text. Explain importance of paragraphing a text.

Identify the topic sentence for a given paragraph.

Paragraph a text written in continuous prose.

 

Reading two texts: one in continuous prose and the other paragraphed.

Exposition: meaning of the term “topic sentence”.

Supervised exercise & review of the exercise.

Newspaper articles. PP 78-80    
6,

 

 

 

 

Reading. Reading comprehension.

 

Read a passage and answer questions derived from it in complete sentences.

Infer meanings of words as used in the passage.

 

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions;

Look up new words.

 

Supplementary references.

Standard dictionary.

PP 81-83    
9 1,2

 

Grammar. Punctuation:

 

The hyphen.

Give examples of hyphenated words.

 

Explain uses of hyphens.

Q/A: differentiating hyphenated words from compound words.

Listening;

Writing.

Supplementary references. PP 84-87    
3 Writing. Reading skills;

Scanning a text.

Scan a story extract and use it to answer given questions. Guided practical activity.

Silent reading;

Writing;

Listening;

Answering questions.

  PP 87-90    
4 ,5 Writing. Arranging paragraphs in order. Identify words and expressions that may be used to start specified paragraphs.

 

Probing questions, detailed discussion;

Writing.

Supplementary references. PP 91-92    
6 Grammar. Auxiliary verbs. Identify auxiliary verbs and use them in different ways. Discussion: auxiliary & main verbs.

Oral and written exercises.

 

 

  PP 93-95    
10 1,2 Reading & speaking. Reading & speaking. Carry out a reading and speaking activity. Guided practical activity.

Reading;

Listening;

Writing;

Answering questions.

Supplementary references. PP 96-97    
3,

 

 

4

Grammar. Compound nouns. Identify compound nouns.

 

Form compound nouns.

Q/A: review nouns, hyphenated words, adjectives.

Oral & written exercises.

Forming compound nouns.

 

  PP 97-100    
5-6 Grammar. Vocabulary. Compiling lists of words with similar endings. Guided oral and written exercises;

Group activities.

  P 100    
11 1,2 Oral literature. Poetry:

Superstition.

Read a poem in groups or individually with the right pace.

 

Discussion;

Listening;

Writing.

Supplementary references. PP 103-105    
3 Writing. Linking words in a paragraph. Practise linking words in a paragraph. Discussion;

Listening;

Writing.

  P 105    
4,5 Grammar. The order of adjectives. Arrange adjectives used in sentences in the correct order. Discussion; listening and writing. Supplementary references. PP 106-108    
6 Functional writing. Personal journal. Define a personal journal.

Identify features of a personal journal.

Reading an extract from a journal.

Discussion on people, places, and world events in written journals.

 

Personal journal. P 109    
12-13   END  OF  TERM  ASSESSMENT TEST    

 

 

 

 

 

  SCHEME OF WORK                     FORM    TWO  ENGLISH                TERM TWO  20………….  NAME………………………….    
WK NO
L/
NO
 
TOPIC
 
SUBTOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
MATERIALS          /
RESOURCES
REF.
     REM.  
1 1 Listening & speaking.

 

Hissing sounds. Pronounce the hissing sounds /s/ and /z/ correctly.

 

Identify letters that produce the two hissing sounds.

Practise pronunciation of given words.

Correct wrong pronunciation of given words.

 

  INTEGRATED

ENGLISH,

NEW EDITION

BK. II.

PP 110-112

   
2
Listening and writing.
Listening comprehension.
Answer questions based upon a story that is read out by the teacher. Teacher reads out a story as the students listen.

Students answer questions derived from the story.

 

 

Standard dictionary.

P 112    
3,4 Reading. Expressive reading. Identify features of expressive reading. Read a passage silently.

Carry out guided tasks based on the passage.

  PP 113-115    
5,6 Grammar. Position of adjectives. Place adjectives at the right positions in sentences.

Rewrite sentences according to given instructions.

 

 

Reading;

Listening;

Writing.

  PP 115-116    
2 1 Writing. Creative writing: play dialogue. Identify features of a play dialogue. Reading;

Listening;

Probing questions;

Writing.

  PP 117-119    
2 Writing. Creative writing:

Play dialogue.

Write or complete a play dialogue. Written exercise.

Review the exercise.

 

Standard dictionary. PP 117-119    
2 3 Grammar. Interrogative and possessive adjectives. List down interrogative and possessive adjectives.

Use interrogative and possessive adjectives

in sentences correctly.

Q/A: types of adjectives.

 

 

Exercise on interrogative and possessive adjectives.

 

  PP 119-120    
4 Writing. Clichés. Define the term clichés.

Identify clichés in a paragraph or a poem.

Infer meanings of clichés.

 

Expositions &

guided exercises.

  PP 121-123    
5 Reading. Reading comprehension. Read a passage and answer questions derived from it in complete sentences.

Infer meanings of words as used in the passage.

 

Read a passage.

Answer questions.

 

 

Infer meanings of words/ phrases.

Standard dictionary. PP 123-124    
6 Grammar. Adverbs of degree. Give examples of adverb of degree.

Use them in sentences correctly.

Q/A: review adverbs of place, manner, time & frequency.

Oral exercise: listing down adverbs of degree.

Written exercise: choosing appropriate adverbs of degree.

 

  PP 125-126    
3 1 Functional writing Informal letters. Classify informal letters on basis of level of informality.

Write various types of informal letters.

 

Q/A: types of salutations, letter layout, presentation and punctuation. Sample informal letter. PP 127-130    
2 Poetry. Poetry. Answer questions based upon a poem.

Carry out activities based upon a poem.

Read a poem.

Written exercise.

Guided group activities.

  PP 130-132    
3 3 Poetry. Rhymes and rhyming patterns in poetry.

 

Identify rhymes and rhyming patterns in poems. Reading;

Listening;

Discussion.

  PP 130-132    
4 Listening & speaking. Listening & speaking. Carry out a group activity in order to improve listening and speaking skills. Guided group work.

Review of the activity.

  PP 133-136    
5 Grammar. Comparison of regular adverbs. Form comparative and superlative degrees of regular adverbs. Q/A: review comparative and superlative degrees of adjectives.

Oral & written exercises on adverbs.

 

 

  PP 133-136    
6 Grammar. Comparison of irregular adverbs. Form comparative and superlative degrees of irregular adverbs. Oral & written exercises.   P 135-136    
4 1,2 Reading Reading comprehension. Answer questions derived from a passage.

 

Infer meanings of the passage.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

Standard dictionary. PP 13-139    
3,4 Grammar. Punctuation:

 

The apostrophe.

Identify functions of the apostrophe.

 

Rewrite sentences using an apostrophe appropriately.

 

Teacher emphasizes effects of position of apostrophe on the meaning of a sentence.

Oral & written exercises.

 

  PP 139-143    
5 Social writing. Giving and following directions. Give direction and instructions both precisely & clearly.

Illustrate directions with a simple map.

Guided activities.

Written exercise, group work.

Route maps. PP 1431-45    
6 Grammar. Vocabulary. Enrich vocabulary using a word ladder. Group activities.

Assignment.

  P 146    
5 1 Listening comprehension. Listening comprehension. Answer questions based upon a text that has been read out. Listening;

Answering questions.

Standard dictionary. P 147    
2 Grammar. Adverbial phrases. Identify adverbial phrases.

Classify adverbial phrases.

Q/A: review types of adverbs.

Exposition and explanations.

  PP 147-150    
3 Listening and speaking. Using reference materials:

 

Using a Thesaurus.

 

The Guinness Book of record.

Define the term Thesaurus.

 

State uses of a Thesaurus.

 

Answer questions based upon an extract from the Guinness Book of record.

 

Expository approach: Teacher exposes new concepts.

 

Written exercise.

 

Review of the exercise.

The Guinness Book of record.

 

 

Computer

MS – Word programme.

PP 150-154    
4 Grammar. Prepositions. Use the correct prepositions with particular words to express given meanings.

 

Q/A: examples of prepositions.

Oral exercise.

Written exercise.

  PP 155-158    
5 Grammar. Complex propositions / prepositional phrases. Use complex propositions / prepositional phrases. Teacher gives examples of complex propositions / prepositional phrases and students give further examples.

Oral & written exercises.

 

  PP 158-161    
6 Listening & speaking:

 

Word stress. Put emphasis on a particular syllable in a word to bring out the intended meaning. Reading words aloud and pronouncing them correctly according to the stressed syllable.

Deduce meanings of words depending on the stressed and unstressed syllable.

 

Standard dictionary. PP 158-161    
6 1,2
Creative writing.
Narrative compositions.
Write an interesting composition based on a given plan. Q/A: Review simple plan for a narrative composition.

Discussion: further development of skills for writing a composition.

  PP 162-163    
3,4 Petry. Poetry. Answer questions based on a poem. Reading a poem silently then aloud in groups.

Written exercise.

Supplementary resource materials. PP 163-164    
5,6 Writing. Letter of Apology. Write a letter of apology based on a given scenario.

 

Reply to a letter of apology.

Detailed discussion.

Letter writing.

 

 

Review the exercise.

Sample letter of apology. PP 165-167    
7 1,2 Grammar. Simple sentences. Identify subjects & predicates in given sentences. Q/A: review parts of a simple sentence.

Oral & written exercises.

  PP 168-170    
3 Listening and speaking. Listening and speaking. Carry out a given task to improve listening & speaking skills. Guided tasks and exercise.

Review the exercise.

  PP 170-171    
4,5 Grammar. Compound sentences. Define a compound sentence. Review simple sentences.

Discussion:

Types of clauses and identifying them.

Exercise and review.

  PP 171-173    
7 6 Grammar. Punctuating compound sentences. Punctuate a compound sentence correctly. Oral & written exercises.

Word puzzles.

 

Word puzzles. PP 171-173    
8 1,2 Reading. Reading comprehension. Answer questions derived from a passage.

 

Infer meanings of new words as used in the passage.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

Standard dictionary. PP 176-177    
3,4 Grammar. Use of conjunctions in compound sentences. Group conjunctions according to their functions.

Use them in compound sentences correctly.

 

Detailed discussion.

 

Exercise.

  PP 177-181    
5,6 Creative writing:

 

 

Prose dialogue.

 

 

Identify features of a prose dialogue.

Write a paragraph containing a prose dialogue observing all the punctuation.

 

Read a prose dialogue.

Discussion on its characteristics & punctuation rules.

  PP 182-183    
9 1 Reading. Listening comprehension. Answer questions derived from a passage.

 

Infer meanings of new words as used in the passage.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

  PP 184-185    
2 Functional Writing. Writing a Will. Define a Will.

Write a Will based on a given format.

Guided practical activity;

Listening;

Writing.

 

 

Sample Will. PP 185-186    
3 Poetry. Poetry. Answer questions based upon a given poem. Reading a poem.

Discussion groups and groups’ presentations.

Supplementary references. PP 187-189    
9 4,5
Grammar.
Complex sentences.
Define a complex sentence.

Identify subordinate conjunctions.

Review types of clauses.

List down subordinate conjunctions.

Written exercise.

  PP 189-190    
6 Writing. Note making. Develop note making skills. Read a passage and make notes as instructed.

 

  PP 193-194    
10 1,2
Grammar.
Spelling.
Improve spelling of words and have positive attitude towards learning how to spell words correctly. Identify and write down homonyms.

Construct sentences to convey meanings of homonyms.

Spelling games, taking a dictation, correction of

misspelt words.

 

  PP 200-202    
3,4 Oral literature. Legends. Define a legend.

Identify features of a legend.

Read a passage that can be classified as a legend.

Discussion based on the oral narrative read.

  PP 202-204    
5 Grammar. Relative pronouns. Complete sentences using relative pronouns.

Join sentences using relative pronouns.

Q/A: relative pronouns used for people and those used for animals and things.

Oral exercise.

Written exercise.

Review of exercise.

 

 

 

  PP 20-205    
6 Creative writing. Writing invitations. Write letters of invitation to neighbors, officials, etc.

Reply to invitation letter.

Accepting or declining the invitation.

 

Listening;

Writing.

Invitation cards. PP 206-207    
11 1 Grammar. Relative clauses. Identify relative clauses.

Use relative clauses in sentences correctly.

Examples.

Oral exercise.

Written exercise.

 

  PP 210-216    
2 Grammar. Inference of meanings of new words. Infer meanings of new words from the context in which they are used. Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

  P 217    
3,4

 

 

Writing. Summary writing (I). Express important ideas in own words and express relationships among the ideas in a logical sequence. Read a passage.

Convert information into own words.

Link the main points and write short logical sentences.

Supervised practice: write a final draft.

  PP 218-219    
5,6 Reading. Reading comprehension. Answer questions derived from a passage.

 

Infer meanings of new words.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

Standard dictionary. PP 219-221    
12-13   MID YEAR ASSESSMENT TEST    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  SCHEME OF WORK                     FORM    TWO  ENGLISH                TERM  THREE                    20………….              NAME………………………….    
WK NO
L/
NO
 
TOPIC
 
SUBTOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
MATERIALS
          /
RESOURCES
REF.
     REM.  
 

 

1

 

 

 

 

1
Listening and speaking
Intonation.
Deduce the implications of words from the intonation of the speaker. Read a dialogue;

Deduce implications of the words used by the speakers;

Discussion.

  INTEGRATED

ENGLISH,

NEW EDITION

BK. II.

P 226

   
2 Listening comprehension. Rising and falling intonation. Use rising and falling intonation in written and spoken work. Reading;

Listening;

Oral examples.

Written exercise.

  PP 227–228    
3,4 Writing. Business letter.

 

 

Reply to a business letter.

Write a business letter using the correct format.

 

Write a reply to a business letter.

Q/A: review format of an informal letter.

Discuss characteristics of a business letter.

Assignments & their review;

Writing.

An ideal business letter. P 230-232    
5,6 Grammar. Relative clauses

(III):

Defining and non-defining relative clauses.

Give examples of relative clauses.

Identify defining and non-defining relative clauses and use them in sentences correctly.

 

Exposition and examples of relative clauses.

Oral and written exercises.

Sample business letter. PP 233-235    
2 1,

2

 

Reading. Reading comprehension. Answer questions derived from a passage.

 

Infer meanings of new words used in the passage.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

  PP 236-238    
3,4 Grammar. Vocabulary. Formulate a list of words from another word. Individual and group reflections.

Inter-group competitions.

  P 238    
5-6 Grammar. The past perfect tense. Write sentences in the past perfect tense.

Rewrite sentences in the past perfect tense.

Q/A: review simple perfect tense.

Written exercise.

  PP 239-241    
3 1-2 Writing. Descriptive compositions. Select the most suitable descriptive words to complete given sentences. Probing questions & detailed discussion.   PP 241-242    
3.4 Grammar. Past perfect continuous tense. Rewrite sentences in the past perfect continuous tense. Q/A: review past perfect tense and simple past tense.

Oral and written exercises.

  PP 243-244    
5,6 Reading. Reading comprehension. Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions;

Look up words in a dictionary;

Construct sentences using new words.

  PP 245-246    
4 1,2 Functional Writing. Descriptive composition (II). Read the description of a given person and complete the task given. Individual and group work;

Reading;

Writing.

Newspapers / newspaper cuttings. P 247    
3,4 Writing. Summary writing

(II).

Carry out an effective summary writing, observing all necessary rules. Teacher exposes summary writing rules.

Supervised practice,

Listening;

Writing.

  PP 248 -249    
5,6 Listening & speaking:

 

 

Word play. Write down expressions as read out by the teacher.

Rewrite sentences in other versions as instructed.

Teacher reads some expressions as students write them down.

 

Correct the written exercise.

 

  PP 250-251    
5 1,2 Writing. Imaginative Essays. Identify factors to consider when writing an essay.

Write an essay based on the laid down rules.

Expository and descriptive approaches.

 

Essay writing.

  PP 251-253    
3,4 Grammar. Modal Auxiliaries

(I).

Identify the nine single-word modal auxiliaries.

Use single-word modals correctly.

Exposition, discussion and written exercise. Chart: The nine single-word modal auxiliaries.

 

PP 254-258    
5,6 Listening and speaking. Interviews. Describe two broad categories of interviews.

Outline features of a journalistic interview.

Exposition.

Read an interview.

Simulate an interview.

Group work: observe positive attributes of a good interviewer and interviewee.

 

  PP 258-260    
6 1,2 Reading. Reading comprehension. Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions;

Look up words in a dictionary;

Construct sentences using new words.

  PP 261-263    
3 Creative writing. Creative writing. Develop creative writing skills. Written exercise to practise creative writing.   P 263    
4 TEST            
5,

 

 

 

 

 

6

Grammar. Modal auxiliaries

(II):

must, has to, have to.

 

 

Had better, should, ought to.

 

 

Express necessity using the modal auxiliaries.

 

 

 

Express advice using the words had better, should, and ought to.

 

 

Exposition;

Examples of statements and questions involving modal auxiliaries.

 

Listening;;

Writing.

  PP 263-266    
7 1,2 Grammar. Vocabulary. Construct a word scale to enrich vocabulary. Group discussion & group presentations.   PP 266-267    
3,4 Grammar. Adverbial clauses of time, place and manner  (I). Identify adverbial clauses of time, place and manner. Q/A: review adverbs and categories of adverbs.

Discussion: adverbial clauses.

Oral exercise.

Mixed exercise.

 

  PP 267-270    
5,6 Reading. Reading comprehension. Read a passage and answer questions derived from it in complete sentences.

Infer meanings of words as used in the passage.

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions;

Look up words in a dictionary;

Construct sentences using new words.

  P 271    
8 1,2 Poetry. Poetry presentation. Recite a poem in the right pace and tone.

 

Group work: reading poems, preparing to recite the poems and reciting them.

 

Supplementary references. PP 272-274    
8 3,

 

4

Grammar. Adverbial clauses

(II)

Adverbial clauses of reason, purpose

and

comparison.

 

Identify adverbial clauses of reason, purpose and comparison. Exposition;

Listening;

Writing.

  PP 274-276    
5,6 Writing. Summary writing

(III).

Read a passage and summarize it as instructed. Guided exercise & review of the exercise;

Listening;

Writing.

  PP 276-277    
9

 

1,

 

 

 

2

Reading. Reading comprehension. Read a passage and answer questions derived from it in complete sentences.

Infer meanings of new words as used in the passage.

 

Silent reading;

Writing;

Reading aloud;

Listening;

Answering questions;

Look up words in a dictionary;

Construct sentences using new words.

  PP 278-280    
3 Grammar. Adverbial clauses of result, concession and conditions. Identify adverbial clauses of result, concession and conditions.

Join sentences using adverbial clauses of result, concession and conditions.

 

Exposition & explanations.

 

Written exercises;

Exercise review.

  PP 281-282    
4
Creative Writing.
Filling in forms.
Fill in information required in forms.

 

Hands-on practice;

Filling in forms.

Application forms; bursary / job application forms. PP 283-284    
5 Grammar. The active voice. Identify the subject and direct object in given sentences.

Rewrite sentences in the passive voice.

 

 

Listening, speaking and writing.   PP 285-286    
6 Grammar. The passive voice. Change sentences from active to passive voice and vice-versa.

 

 

Questioning to review active voice;

Oral and written exercises.

  PP 287-288    
10 1-2 Oral literature. Drama. Answer questions based upon an extract. Reading an extract;

Oral and written exercises.

Discussion on the exercises.

 

 

  PP 289-292    
3,4
Oral literature.
Characterization.
Identify the character traits of characters in a play / drama.

 

Compare and contrast these characters.

Discussion on character traits and corresponding textual evidence.

 

Q/A: similarities and differences in character traits;

 

Writing.

 

  PP 293-294    
5,6
Oral literature.
Themes. Discuss themes postulated in a given text.

Identify textual evidence to support a given theme.

 

 

 

Detailed discussion.

 

Cite evidence for specific themes.

 

Writing.

  PP 295-296    
11 1-2 Oral literature. Drama. Answer questions based upon an extract. Reading an extract;

Oral and written exercises.

Discussion on the exercises.

 

 

  PP 289-292    
11 3,4
Oral literature.
Characterization.
Identify the character traits of characters in a play / drama.

 

Compare and contrast these characters.

Discussion on character traits and corresponding textual evidence.

 

Q/A: similarities and differences in character traits;

 

Writing.

 

  PP 293-294    
5,6
Oral literature.
Themes. Discuss themes postulated in a given text.

Identify textual evidence to support a given theme.

 

 

 

Detailed discussion.

 

Cite evidence for specific themes.

 

Writing.

  PP 295-296    
12-13 SUMMATIVE ASSESSMENT TEST    

 

CRE Form 4 Best Notes {Updated and Free)

List of contents

Pages

Preface                                                                                               iii

Chapter One: Christian approaches to work                                  1

Meaning of work and vocation                                                          1

Traditional African attitude to work                                                  1

Christian attitude to work                                                                  2

Problems of changing  African attitude to work                               3

The disntiction between professions, trade, crafts, careers, guilds, jobs      4

Professional ethics                                                                 5

Moral duties and responsibilities of employers & employees                     7

Employment and the wage system                                                    11

Trade unions                                                                           12

Strike Action (Industrial Action)                                                       13

Unemployment and self employment                                                15

Chapter Two: Christian Approaches to Leisure                             16

Meaning of leisure                                                                 16

What the Bible says on leisure                                                          16

Various uses of leisure                                                                       18

Christian criteria for evaluating the use of leisure                            18

Problems of leisure                                                                19

Abuses of leisure (I) Drunkenness                                                     20

Drug use and abuse                                                                23

Chapter Three: Christian Approaches to wealth and money         24

Wealth                                                                                                24

Money                                                                                     24

Reasons for wealth                                                                 24

The impact of the money economy in the African situation             25

Biblical teaching on wealth                                                   26

Christian attitude on how to acquire and use wealth                         29

Affluence and Poverty                                                                       30

Causes of poverty                                                                   31

Foreign aid to help alleviate poverty                                     32

Insurance and investment                                                                   33

Corruption e.g. bribery

Chapter five: Christian approaches to law, order and justice       34

The unity of mankind                                                             34

Order and justice in the society                                                         35

Purpose for law in the society                                                            35

Biblical teaching on peace, love and unity                                        37

Causes of social disorder                                                                   42

General remedies to social disorder                                                  42

Christian participation in the socio-economic and                           50

Political life of the nation

 

Chapter Six: Christian approaches to issues related to                  51

Modern science and technology                                           51

General Christian attitude to science & technology                         52

Caution on science and technology (Christian view)                                    53

Science and human beings                                                                 55

Science and the environment

 

Chapter Seven: Christian Approaches to Sex,’                              57

Marriage and family 

Traditional approaches to human sexuality                                       57

Christian approaches to human sexuality                                          58

Traditional African understanding of marriage                                60

Traditional marriage                                                              61

Christian understanding of marriage                                     62

Family life                                                                              63

 

CHAPTER 1

 

CHRISTIAN APPROACHES TO WORK:

MEANING OF WORK AND VOCATION

 

        Work:

Work refers to the use of bodily or mental powers with the purpose of doing or making something. It can also refer to what somebody does to earn a living e.g. employment.

Work is the opposite of play or recreation. We work in order to try and change our environment for the better.

 

     Vocation:

Vocation is a feeling or a conviction that God has called one for a certain kind of work. The interest one may have in medicine may convince him that he has been called by God to be a doctor. If one has an urge to train for a particular job or profession then he may look at that profession as his vocation.

 

Traditional African attitude to work:

Traditionally work was done as a means to earn a living. Through work one could feed his family with good food from one season to another. Those who could not feed their families well were despised.

For one to attain plentiful harvest from his work he had to offer sacrifices to different gods who were incharge of the land, rain and fertility.  Therefore work has a religious significance.

Sacrifices had also to be offered to the gods before harvesting could start as a way of showing respect and appreciation  for the gods for the good harvest they had given us.

People were happy in their work and this could be seen in the songs sung during work.

One could decide for himself which kind of work he could do at what time although mostly they went to their farms early in the morning and went back home when the sun was overhead.

Africans could display their creativeness, arts, and skills through work well done and this acted as a source of pride and satisfaction.

They did not undermine each other in work as work was personal with

no supervisors. They were not striving for promotion either.

The Africans did not do the same kind of work but there was division of labour according to age and sex. Men had their specific kind of work distinctive from the work women did. Boys and girls depending on age also did different forms of work.

 

 

 

 

Christian Attitude to work:

What the Bible says.

Old Testament.

The Old Testament is the foundation upon which the New Testament was built.

The New Testament is the guiding factor for Christian attitudes on many subjects.

In discussing the Christian attitude to work it is necessary for us to see what the Old Testament says about work.

In the creation story recorded in the book of Genesis God commanded man fill the earth and subdue it. The only way in which the earth can be subdued is through work. Therefore work is acceptable to Christians.

God rested on the seventh day from all His work meaning that in the six days that God was creating the world and all that is in it, He was working.

In the book of Exodus 20:9 God commands man to labour but only for six days for the seventh day has to be kept as a sabbath to the Lord.

The book of Psalms 104:23 says, “Man goes forth to his work and to his labour until the evening”.

Work only become a curse as a consequence of disobedience from Adam and Even. Work is held very highly in the rest of the Old Testament.

  • Hard and honest work is blessed by God.
  • In Exodus 35:30-35 Moses tells the people of Israel how God has blessed Bezalel with the skills of craftsmanship and filled him with the ability to do every sort of work. For Christians this shows that our ability to perform different kinds of work is a gift and a blessing from God.
  • In both proverbs 6:6 and 26:13 – 16 a sluggard (lazy man) is made fun of and condemned. As Christians we should not be lazy but we should be hard working.
  • Proverbs 31:27 praises a hardworking woman.
  • Solomon’s building of the Temple and his house are appreciated and praised 1 Kings 6;7:1-12
  • However Solomon is condemned because of using forced labour.
  • In Samuel’s words of warning to the people against an earthly king he indicates that the King would subject them to forced labour and this was not good.
  • The Hebrews were subjected to forced labour and slavery in Egypt and this is condemned. Exodus 1:8-14, 2:11-15.
  • The prophet Jeremiah condemns those who make their neighbours serve them for no pay. Jeremiah 22:13
  • Workers should not be heavily taxed as this would deny them the right to use the money thus have earned through their labour.

 

 

(ii) In the Hippocratic oath the doctor should observe the following:-

As knowledge changes from time to time and discoveries are also made from time to time, the doctor should keep up with these changes and act accordingly. He should be able to know and to use the new drugs not just the ones he learnt in school.

He must always use the safest medicine possible with very minimum side effects and might only take to dangerous remedies if it is very necessary.

A doctor may only use dangerous drugs if he feels that it might treat the disease or save the patient from death but first he must ask the patient’s consent e.g. operation.

A doctor should not use extraordinary devices to prolong a patient’s life. If it is death then he should let the patient die. It is wrong to use electrical devices to prolong a patient’s life because it is God who decides on death.

A doctor should always tell the patient the truth at a time when such truth can be told.

Should know how to keep secrets regarding the patients.

Finally a doctor should be competent in his work in order for patients to have confidence in him.

 

Moral Duties and responsibilities of employers and employees

Duties of employers

An employer has a duty to conduct his business in an efficient manner not only for his own benefit but also for the benefit of employees and the society at large. For example one who has a factory should run it well so that the employees are assured of their jobs and the society providing the raw materials then they should be assured of market in the factory. For example the Miwani and Ramisi Sugar factories greatly affected both the employees and the farmers as they were not run efficiently and this led to their collapse in 1998.

At the same time employers have a duty to respect those whom they employ as human beings and see them as an end in themselves rather than just using them as a means to achieve your own ends. This respect should come out in:-

  • Paying them well depending on what job they are doing for you and what profits you make from their sweat. An employer should not exploit his employees but underpaying them. Some employers use very cheap labour to obtain vast profits. Such an act is wrong and should cease. Examples are those who are employed in ‘shambas’ who do so much but earn too little. The security companies should also pay their employees well as it is the employees who make them get profit.

 

 

 

  • The health conditions of employees should be safe guarded. The work environment should be conducive to good health. Medical allowances should be considered by employers.
  • The safety, conditions of work for employers should be of paramount importance. If the work involves too much risk to the life of the employee then he should be insured by the employer and should be paid higher wages. For example those working in mines face a danger of losing their life any time.
  • An employer has a duty to cater for the social welfare of employees by establishing centres for social amenities and such related issues.
  • Working hours should be limited to enable the employee to have time for other social, political, religious obligations. Working for 18 hours a day is definitely wrong as this is tantamount to exploitation. However, through free agreement the employees should be accorded overtime payment for extra working hours. The overtime should at least be double the normal payment.
  • The amount of work to be done should be reasonable. For example asking a teacher to teach over 35 lessons a week may be too much and this can lead to total exhaustion and frustrations and therefore inefficiency.
  • Work without rest is a bore so employers have a duty to grant holidays or leave for employees to enable them rest and refresh themselves ready to start again. Weekends or at least Sundays should be a free day for workers except in circumstances where their presence is inevitable (a must).

They have a duty to consider the welfare of their employees especially

When they grow old and can work no longer. This should be seen in the provision of pension in old age or sickness that leads to a permanent disability.

At times the employers have a duty to share their profits not only with the employees but also with the general public who provide them with raw materials that enrich them. If there is bumper profits then the coffee board or the tea board or any other group of employers should share with both farmers and employees.

It is possible that business may fail and if that becomes the case then the employers have a duty to try and find new employment for their faithful employees if possible as they have influence with the other contemporary firms.

The employers also have a duty to respect other firms and to cooperate with them.

If the company is booming in business then the employers have a duty to sale some shares to the workers so that the workers might feel more involved and work harder in order to attain maximum profit.

Rights of employers

An employer has a right to conduct his business in a free atmosphere where the government does not come in with undue pressures.

He has also got a right to carry out his business without too much interference from trade unions pressurizing increase of salaries to employees even when the business is not doing well.

He has a right to fair taxation from the government even if he is making profit. The government should not overtax them.

They have a right to make maximum profits and to enjoy these profits without unnecessary condemnations from politicians or individuals.

A right to honesty by employees who should do a fair day’s work to receive their pay. Some employees do very little especially if they are not supervised and this is unfair practice to the employer who pays the salaries.

An employer has a right to associate with his fellow employers in the same business and a right to cooperate with them at will.

The government should protect the employers from unfair competition from international firms.

 

Duties of employees

Every employee has a duty to be truthful to the terms of his employment. At all times, even without supervision he should adhere to his duties as was agreed on the day of employment. To expect his pay at the end of the month or at the end of the day then he should ask himself if he deserves that payment. Has he done a fair months work or a fair day’s work or has he just been lazing about?

In order for an employee to work fairly he should always report to his work in good time. He should not report to work late as is always the case with most employees.

He should not absent himself from duty as his services are very vital and it is from his services that he earns his pay.

The employee has a duty not to waste time in order for hours to pass without working.

Some employees leave their places of work before the accepted departure time. They have a duty to work until the time accepted before they can leave for home or for other purposes.

Employees should always do their best in their duties. It is wrong to put in less efforts when you are capable of more.

It is wrong to be careless with the property of your employer. For example some employees misuse the property of the employer.

 

Questions:

Give as many examples as you can in circumstances where employees have misused the property of the employers.

 

 

 

Question:

What would be your advice to such employees misusing or using their employers property carelessly?

 

An employee has a duty to respect the property of the employer. They should realise that if the employer’s business fails then they are also out of employment. It is common place to find employees stealing equipment from places of work or back door selling of the employer’s property.

 

Question:

List different situations where we find employees interfering with the employer’s property. One case can be inMatatu’s where some drivers or conductors withhold some money from the employer. Or in Asian shops where some employees sell property from the back door.

The employee has a duty to promote the business through hard work, creative thinking and attracting customers to that particular place of work.

The employee should also respect the employer even if his experience and education is above that of his employer. He should not discredit or insubordinate his employer in all circumstances.

In case an employee is called upon to join the workers union for common and justified interest then he has a duty to do so.

An employee has a duty to satisfy his family in providing their basic needs like food, shelter and clothing.

He has a duty to provide for his dependants.

Finally he has a duty to fulfil what the society expects from him.

Should work hard to promote the interest of the society.

 

Rights of Employees:

First and foremost an employee has a right to fair pay for a fair day’s work.

The conditions of work should be fair in the following respects:-

  • He should be given just enough work but not being overworked as is common with most employers. They expect maximum work from employees and they don’t pay them accordingly.
  • The number of hours per day should be reasonable. Working for 18 hours a day may be overworking your employee. If he extends working hours then the pay should also extend accordingly.
  • The working environment should be conducive to good health for the employee. Unhealthy working environments should be improved.
  • Safety of the employee is necessary. If his work involves personal risks on his life then the employee has a right to be insured.
  • An employee has a right for annual leave with full payment and probably leave allowances.
  • Prodigality – Is the condition of being wasteful, spending or using too much e.g. L.k. 15:11.
  • Acquisitiveness – Is the condition of valuing the possession of more and more material things. Forming a habit or being fond of acquiring.
  • Miserliness – Is the condition of loving wealth for its own sake and spending as little as possible. One who is stingy with his wealth.

This condition is an abuse of wealth as wealth is supposed to be used for man’s benefit.

Acquiring of wealth to use for pleasure also leads to abuse of wealth in gluttony, drunkenness and sex abuse.

  • Gluttony – Condition of one eating too much more than he needs. One being greedy for food. Forming a habit or practice of eating too much.
  • Drunkenness – Is a condition of being in the habit of drinking, being often drunk.
  • Sex abuse – Seen in men who have been called sugar daddies. They love young girls or confuse them with money and material things then they end up having sexual relations with these school girls which leads to pregnancy and dropping out of school.

Those who acquire wealth to attain power end up dominating all affairs in the society. Economics, social, cultural and political domination. This is an abuse of wealth.

 

The impact of the money economy in the African situation

Originally, in the African Traditional Societies, Africans used the barter system which was a sufficient, simple self maintaining family economy.

  • Barter – Is the direct exchange of goods/property for other goods like exchanging wheat for millet.

Later Africans begun to use money in the form of cowrie shells before the colonists came. It was still a simple method for buying goods and making payments.

But when the colonialists came they created an urgent need for the use of money. Money was needed:-

  • For the payment of hut-tax or poll-tax. Tax was a method used by colonialist to exploit Africans and to force them work in European farms in order to get money to pay. Failure to pay money (tax) could lead to imprisonment.
  • For buying the new items that Europeans had brought with them like matches for lightning fire, paraffin cloths, soap and food. To possess these items Africans had to work and earn some money.
  • For paying alms in church as well as paying school fees for the new education that they come with.

Because of the need for Africans to earn money for the above reasons some missionaries encouraged Africans to work as they were spreading the

gospel and preaching to them about the Lord Jesus Christ. Some of these missionaries themselves became employers of Africans and paid them as a result of their labour.

Some other people who employed the Africans were settlers who wanted Africans to work on their farms. The sole aim of these settlers was to enrich themselvesusing the African cheap labour.

This kind of exploitation still goes on in Kenya today.

Companies also employed the African cheap labour in the process of manufacturing products that were later sold to Africans at exorbitant prices.

As the colonial administration expanded, they needed clerks and other semi-skilled workers like Askaris to help them with administrative duties. They therefore employed Africans and paid them salaries. So money was becoming important as people could now not do without it.

As development continued there was diversification of opportunity. Thus trained Africans could be employed as Agriculturalists, medical assistants, police, teachers, skilled craftsmen. All these were paid positions.

Because of education offered to Africans they started having expectations of a higher standard of living. Because of employment and earning of salary Africans joined the world economic order. This has resulted into division of the African societies into rich and poor which never existed before. This has brought about disturbance as people are struggling to acquire more and more wealth. The gap between the rich and the poor is widening.

This struggle for survival for the fittest has led to bribery and corruption in the distribution of jobs.

Africans have failed to understand the nature and use of money hence the cropping up of such abuses related to the use of money.

However, despite all these problems, the money economy has come to stay and as Christians we must learn the proper use of money and form pressure groups against those abusing the use of money.

 

Biblical teaching on wealth:

Wealth in the Old Testament

Material prosperity was a sign of God’s favour. Wealth was considered as a gift from Yahweh.

In the book of Genesis 12:7 Abraham was Promised Land which is wealth.

When Jacob blessed Joseph in Genesis 49:22-26 we see wealth is implied.

If the Israelites observed the covenant then they would be rewarded with material blessing from Yahweh. The land they are given is said to be flowing with milk and honey which means there is plentiful in the land.

The prophets have something to tell us on wealth. In the book of Amos 9:11-15 the Lord promises to make the Israelites prosperous. See verse 13. This clearly indicates material well-being (wealth). Part of verse 14 also suggests wealth.

The book of Hosea has similar suggestions on material wellbeing for the Israelites from Yahweh. This is found in Hosea 14:5-9.

For one to lead a wholesome life he should have wealth. This is seen in the book of Psalm 34:10 which says that those who love the Lord lack no good thing.

In the Old Testament we find God enriching those He loves. He enriched David because He loved him. When He asked Solomon to choose whatever he wished to have Solomon chose wisdom. As a result, God was so happy with him that God gave him wealth although he did not ask for it. God had thought that Solomon would ask for wealth. This is a good lesson for us today. We should love God first and do His will then God will give us all the rest.

Yahweh is the source of wealth. This is seen in the book of Proverbs 10:22.

As we have seen from the story of Solomon there are certain qualities that should be preferred to wealth. Wealth is not everything.

From the book of 1 Kings 3:11-13, Solomon is praised for asking for wisdom rather than wealth. This means that wisdom is better than wealth.

Also to be preferred to wealth are:-

  • Peace (ii)  Good name   (iii)  Righteousness
  • Health (v) Love

 

Question: Include the above five points and suggest others then discuss how these ones should be preferred to wealth.

Wealth cannot purchase many things. Wealth will buy you a good bed but will not give you sleep. You may be sleepless in your expensive bed if you don’t have peace of mind.

Death comes to us all, even to the wealthy it comes. This means that wealth cannot bribe death off. We don’t purchase eternal life with wealth. We may be wealthy yet fail to enter God’s Kingdom.

The Old Testament also reminds us that God is the source of all wealth and we should recognise this fact by giving alms or tithe. The book of Deuteronomy 12:6-7.

Today wealth may not be necessarily in terms of the flock. It may be in the form of money and other possessions. We should still give tithe to our churches in terms of money.

Even alms (especially to the suffering) should be given today. Also see Deuteronomy 14:22-27;

Finally on wealth in the old Testament, the book of job tells us how God

gives wealth to those He loves. After Job’s trials God doubled all his wealth as he had proved trustworthy to God.

 

       Wealth in the New Testament

From the example of the birth of Jesus we see that his mother Mary was a poor village girl. This we see in Mary’s song of prise to God. Luke 1:48 and verse 52, and verse 53.

Joseph, the father of Jesus was a carpenter and this was a lowly position.

When Jesus was presented to the Temple, the offering made was that for the poor. See Luke 2:24.

In one of his most important sermons, the Sermon on the plain, the poor are blessed whereas the rich are condemned see Luke 6:21.

Jesus warns on the dangers of wealth. See the book of Mathew 19:23-26. This statement made by Jesus does not mean that the rich cannot enter the Kingdom of God. It just shows that it is difficult for them to enter as they are likely to be preoccupied with riches and forget about God.

For those who are rich Jesus demands the selling of property and giving to the poor. This is found in Mathew 19:16-22.

According to the teaching of Jesus the Kingdom of God is better than all material wealth. What does a man gain to possess the whole world and eventually lose his soul?

In the story of the rich man and Lazarus, the rich man burns in hell as he did not share his possessions with the poor. Luke 16:19-31.

Jesus, though the example of the rich fool, teaches that we should not lay all our hopes in material possessions. The rich fool told his soul to eat and be merry yet he did not know that he was to die that same day. Read Luke 12:16-21.

The only acceptable and true riches are not material possessions but the Kingdom of God in Christ, compassion, kindness, patience, long-suffering, wisdom and knowledge.

In the book of 1 Timothy 3:3 love for money is condemned.

A man’s life does not consist on the abundance of his possessions. This is seen in the story of the man who asked Jesus to bid him share property with his brother. Luke 12:13-15; Jesus tells him, ‘Man, who made me a judge or a divider over you?’

In Luke 12:22-32 Jesus teaches that we should stop worrying about food or dress but put our trust in God. God provides for the birds yet they do not sow. How much more will God provide for us if we put our trust in him?

On one hand wealth is regarded as a blessing from God. On the other hand it is seen as dangerous especially those who put all their trust on material possessions.

Wealth should be seen as a temporary thing given to us in a way of a test for God to see if He can entrust us with greater things.

 

 

investing. One’s salary nowadays cannot meet all his obligations due to the rising cost of living.

Investment can also contribute to the economic stability of a country or that of an individual.

Insurance is the investing of part of one’s income to provide against the uncertainities of the future or the occurrence of a certain kind of eventuality e.g. death.

Since one has a duty to provide for himself and others, insurance is good as it will help one provide for himself in case of disability may be due to an accident and one is no longer able to work. It will also provide for your dependants in case of one dying or being disabled.

The rules governing insurance are laid down by the state such that there are certain assets that have to be insured against certain dangers. For example a third party motor insurance is compulsory in our country as it would pay the person or the property damaged by an insured vehicle. If one has to be knocked down by a vehicle then he should claim from the company that has insured that vehicle for damages.

Insurance is a form of investment by certain individuals or groups of people whose sole purpose is to benefit. They don’t pay people easily especially in this country where many people still do not know their rights and only a few people use the services of lawyers to advice them.

It is therefore necessary for one to seek the advice of a lawyer in case of certain misfortunes and find out if they should be paid by these insurance companies or not.

Some people insure their lives and die but are not paid up because the relatives are ignorant and don’t pursue these matters.

Huge investments should be insured against any dangers like fires, theft or loss. If one insures his vehicle and in case of the vehicle being stolen he will be paid by the insurance company. If an accidental fire damages an insured building then the cost of that building will be paid by the insurance company. Important firms like banks should be insured.

Questions: List and discuss with your teacher all-important things that need insurance. In each case say why these should be insured and the possible outcome if they were not insured.

 

Corruption e.g. Bribery

Corruption is the luring of a government (public) servant or other persons in responsible positions to misuse their positions in return for gain, money, favoursto the advantage of whoever offers something in order to be considered. In almost all cases they end up being considered even if they are not qualified for that particular favour.

Bribery is a free gift of money, goods or favours in return for some

 

 

advantage for the person (group) offering the gift.

One may accept a bribe because of greed but the consequences are normally very far reaching. For example one might be taken to court and charged for offering or accepting a bribe. It will spoil his good reputation or name and he may end up losing his position and therefore his means of livelihood.

Corruption and bribery are evils that Christians should avoid as it leads to suffering of innocent and competent people who would otherwise have gotten those favours.

Bribery leads to the deterioration of the country’s economy and reduces efficiency as unqualified people bribe their way through to important positions.

In some countries the rate of corruption is so high that one has to bribe his way in every matter. Doctors have to be bribed to treat a patient well and give him proper (government) medicine.

One has to bribe a post office attendant for his letter to reach its destination. If you just post your letter in the normal way it won’t reach its destination.

After booking a hotel room one has to bribe the hotel attendants, otherwise you will find your bed sprayed with water. You have to bribe the nearby attendant to exchange the water-logged beddings for you.

For one to be cleared at the airport you have to bribe the attendants otherwise you will just be delayed there. Some of these countries are known (no naming of names).

Question: In line with the above mentioned cases of corruption and bribery list situations where bribery is common in this country and suggest ways in which these practices can be eliminated once and for all.

Question: Propose the possible dangers to the country’s economy if corruption and bribery were to be encouraged.

 

CHAPTER 5

CHRISTIAN APPROACHES TO LAW,

ORDER AND JUSTICE

The unity of mankind

 

The main causes of disunity of mankind can be seen in such concepts as race, nationality, colour, religion, war, ideologies, economic oppression, apartheid, revolutions e.t.c.

People live in fear of one another because of race or colour or because one is tempted to feel that he is superior and the other feels that he is inferior because of their different levels of development.

This disunity should come to an end as the world is becoming a very small place due to modern technology seen in the faster means of communication and transport.

 

People now meet or communicate to one another easily and this can improve their relationship as they will not be suspicious of one another as the case has been.

There are different organisations like the Frontline States who try to pursue the independence of Namibia and to rid South Africa of apartheid which is a stumbling block (hindrance) to the unity of mankind.

Such organisations like the O.A.U. (Organisation of African Unity) are the examples we can give of organisations within the African Continent that are helping towards pursuing unity for mankind.

The Preferential Trade Area (P.T.A.) and the (East African Community) (E.A.C.) and the Arab League of Nations (A.L.N.) are the other examples.

The United Nations Organisations (U.N.O.) the World Health Organisations (W.H.O.), the European  Economic community (E.E.C.), the Common Wealth are examples of the international organisations whose aim is to foster the unity of mankind.

The unity of mankind has its roots in the Old Testament when the Prophet Isaiah says, ‘All Nations shall come together to worship God.’ Isaiah 2:1-4; ‘there will be no war Nation shall not lift sword against Nation, neither shall they learn how to fight any more.’

God used the Jewish people only as His instruments to effect the salvation of all men – the whole world.

Jesus came to save the whole world as recorded in John 3:16; ‘For God so loved the world that he gave his only son, that whoever believes in him should not perish but have eternal like.’

Jesus commissioned his disciples to preach the word to all the corners of the earth beginning of this topic must go in favour of peace, love and unity.

 

Order and Justice in Society

To ensure that order prevails in our society we must have some set rules or law.

Law is the set rules or a code of rules laid down to ensure the smooth running along in the society.

 

Purpose for law in the society

The law is meant for maintaining order in the society. It protects human life as the law commands us not to kill. The law in turn has a system of punishing those who break it.

Law regulates the way human beings behave. It ensures security for all.

 

It brings about an atmosphere of peace which helps in social advancement in society.

The law also protects property whether private or communal. Wilful damage to property or stealing is forbidden by law.

The law helps in regulating how an individual  relates to others.  It tries to undercut a line beyond which an individual should not pass. This ensures peace and in the society.

It helps maintain the balance between rights and privileges in the community.

N.B. (a) All would want to live in a society where law and order prevails (is maintained).

Obedience to the law ensures the maintenance of law and order. So as Christians we should obey the law so long as it is not repugnant to the law of God.

In some countries e.g. Kenya, the police force is given the responsibility of maintaining law and order. In case one is suspected to have gone against the law one is arrested and charged with the offence. He then appears before the court for judgement. He is innocent until proven guilty by the court.

A situation where law and order is maintained, security is enhanced hence people cease to live in fear thus they are peaceful.

Things also run smoothly and in the right way.

(b) God is the original source of law. This we see in the laws he gave to Moses for the Israelites on Mount sinai.

In modern society it is parliament which gives the laws and the court or judiciary enforces those laws.

 

Why need order and justice in society

In order for any society to develop socially, economically, order and justice should be there.

Order and justice stabilises the society. For instance it safeguards the society from exploitation. That is to say it curtails any advance by the entrepreneurs to exploit consumers by fixing high prices of some commodities hence protecting low income earners. If not for the laws prices would shoot to the sky (would be very high).

The prophet Jeremiah has a word for us on justice. In Jeremiah 22:23; 8:8-11; 14:13-15 there should be no exploitation or oppression to the alien. There is condemnation of unjust gain.

The prophet Amos has been referred to as a prophet of God’s justice as he vehemently condemns social injustice in his society, Israel.

Order and justice encourages freedom of worship in a society. In some countries there is order without justice and this has led to the persecution of Christians especially in some Muslim countries.

 

Church leaders also attend and conduct funeral or burial services.

They attend social functions and gatherings with the rest of the society e.g. they attend games like football matches.

They decorate church premises and buildings with the national flag on national days.

Churches play a major role towards the upkeep of the poor. They visit the sick in hospitals and pray for them.

They attend to prisoners by conducting church services in prisons.

Church members are engaged in business activities thus they promote the country’s economy.

Some church leaders/members are also very successful businessmen.

 

Negative participation

Christians should not fully participate in the socio-economic and political life of nation. They should act as a watchdogs against certain evils taking place socially, economically and politically.

They should not attend excessive drinking sprees even in case of weddings and should condemn drunkenness and the abuse of drugs.

They should preach against certain government principle like the use of contraceptives by school girls and the sterilisation of males to reduce and check population growth.

The church should not fear the states. Some churches fail to adopt a critical approach to state matters and they blindly and they blindly bless any action taken by the state.

Sometimes politicians warn churchmen to keep off politics especially when they are being opposed against certain actions.

Church leaders should vehemently oppose pornographic films which the state still allows.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 6

CHRISTIAN APPROACHES TO ISSUES

RELATED TO MODERN SCIENCE & TECHNOLOGY

General Christian attitude to Science & technology

 

In the Genesis story of creation we see God’s work as a science. All God’s creations are scientific in nature.

From the scientific study of the universe we see God a the greatest of all scientists as everything he created was orderly.

 

 

 

The way the plants go round the sun is scientific.

The science of photosynthesis helps plants to manufacture their own food and it is God who created plants with that scientific ability to manufacture food.

The creation of animals and even human beings is scientific in nature and a very complicated form of science indeed.

God did not have to create human beings every now and then like the modern human scientists make vehicles and other scientific machineries.

He created in human beings and other animals complicated scientific structure (device) where man has to reproduce by himself through the woman instead of God having to make him now and again. This device has enabled man to be co-creatures with God and that is why children are called upon to respect and honour their parents. It is through their parents that God’s gift of life was passed on to them.

Therefore, God being such a great scientist, man should emulate him and improve the environment through scientific and technological methods.

God commanded man to subdue the earth and this can only be done through research and making scientific discoveries and inventions.

The scientists should be confident and make more scientific discoveries as this helps in uncovering God’s works in creation. Scientific discoveries can make a man understand better the purpose of creation of the universe and therefore use it better. By these innovations the scientists subdue the earth in obedience of God’s command.

Since science is God’s work and God being the greatest scientist, Christians should support the work of science and technology.

 

Caution on science & technology

It is true that man discovered so many scientific facts. He has taught himself to create and combine the most powerful of technologies. However he has not taken pain to learn about their consequences. Today the consequences of scientific discoveries is threatening to destroy man.

A Christian should oppose the negative use of science and technology and its consequences that is already threatening to destroy man.

            So, in addition to designing new research tools or new ways to understand and improve our environment we must also design institutions for guaranteeing safety.

            These institutions should promote or discourage or even ban certain proposed technologies if that particular technology threatens man’s safety.

            In fact Christians should advocate for a machinery for screening machines.

The aim of all scientists in inventing certain technological equipments is just the economic profitability but not the consequences.

 

 

 

Our present method of depending on the alertness of individuals to foresee danger and to form pressure groups against certain dangerous technological inventions is not adequate. A technological ombudsman should be designed to be charged with receiving, investigating and acting on the irresponsible application of technology.

This ombudsman could serve as an official sounding board for complaints. It could alert the public against companies or governments or scientists who have applied new technology irresponsibly or without adequate forethought.

The technological ombudsman should be armed with the power to initiate damage suits and this can help deter technological irresponsibility.

By the turn of the new century Christians have the responsibility to fight for the creation of such an agency if irresponsible use of science is to be checked and put under control.

Scientists are racing blindly into the future but the big question is; where do they want to go? Right now, no one, not even the greatest and the most brilliant of all scientists really knows where science is taking us. To hit the nail on the head, as far as science and technology is concerned, no one is in charge.

 

Science and Human beings.

Science is very essential for human beings as it is the only method under which they can improve their lot.

We have both positive and negative effects of science on human beings.

 

Positive effects of science on man

The science of medicine has greatly improved the health conditions of human beings as they can now be treated when they are sick.

The discoveries of such instruments for x-ray and others have really helped improve the health of man.

However, there are some diseases which have no medicine yet that can treat and cure them. Such diseases like cancer or AIDS. It is therefore a great challenge to scientists to come out with medicines that can cure these diseases. If scientists trust in God He will open their minds to discover these medicines. It is therefore the task of the church to pray not only for the discovery of these medicines but also for human beings to stop immorality which is the main cause of AIDS.

Science has improved the housing conditions of man and now man can live in good houses as opposed to living in caves and very poor houses in the past.

At the same time science has improved agriculture tremendously. New scientific machinery has helped man cultivate large pieces of land that has

brought about the improvements in yields. This has helped in feeding the increasing population. The discoveries of different forms of fertilizers has improved yields as well. The use of irrigation has enabled dry areas to produce food. The irrigational tools are scientific discoveries.

Pests and locust which destroy crops have been checked by the discoveries and manufacturing of insecticides which when sprayed kill these pests.

Soil erosion which had hindered man from cultivating land has been checked through the scientific discoveries.

On livestock we see that science has improved breeds of different animals which has increased protein supply.

However it is important to note that despite the improvement in agriculture masses of men have died every year due to famine. It is the task of scientists now to discover other venues to help improve and increase food production. Aqua-culture, which is the scientific cultivation of the oceans food resources should go alongside agriculture to help in producing food from the sea to help feed the increasing population as land is becoming smaller and smaller.

Question: Is it only science to blame over famine? List other causes of famine and suggest the possible ways in which famine could be averted.

In education science has played a leading role to improve it. The discovery of printing was a great breakthrough to proper and meaningful education as the printed work (book) could be used in teaching.

The discovery of computers and other related machines has greatly easened education of the youth. It is common knowledge that education is very vital for life.

Science and technology has also improved communication and transport and man can now travel to all parts of the world.

Telephone has been of great use to man and many transactions now take place through telephone. This has helped save a lot of time. Other scientific methods of communication include satellites, fax, telex, radio, T.V, mobile phones etc.

In the field of transport, science has been of great use to human beings.  Transport is very important as it creates mobility of people. All exports and imports have been made possible through science and technology. Other means of transport include; trains, cars, matatus, lorries, buses, aeroplanes, ships, boats, rockets, the skylab just to mention but a few.

The discovery of power is without parallel in the field of science. Power has helped in practically all the industrial undertakings apart from providing light.

Question: List as many fields or areas as possible where science has been seen as a useful tool to mankind.

 

           Negative effects of science to man

         Despite the advantages that man has enjoyed from science, some

 

 

They were to live in union because a woman was created as the best

company to man therefore they were to play sex. God is the author of human life and through sex we see man as a partner with God in creation.

God uses our parents as an instrument through which we are made therefore sex is necessary for protection.

St. Paul has a message to pass to us. Husbands should love their wives and one of the ways to show this love is sexual intercourse.

He further says that sex is acceptable.

However, like African traditional societies, Christians are opposed to other forms of sex.

Fornication, which is sexual intercourse outside marriage, is condemned by Christians. Sex has to go with responsible for such children? Young men and women should be cautioned against this practice which is very prevalent today. It is normally an embarrassment to the girl and it has led to many girls dropping out of school. Some even commit suicide or throw away these babies. It is therefore important for girls to know that if you play with fire you get burnt. If they play with young boys who are not yet ready for family life they suffer the consequences.

Adultery, which is sexual intercourse outside marriage by a married person is also prohibited. The book of Exodus 20:14 says, ‘You shall not commit adultery. Adultery normally leads to breakage of families and the children are the ones to suffer.

Having sex with a member of the same sex is also forbidden as it never leads to the bearing of any children by the parties involved. It is called homosexuality – between men and lesbianism – between women.

Prostitution is also seen by Christians as a wrong practice. It is the offering of one’s body (especially female) for sexual purposes in return for money and/or other gains. It is wrong because there is no natural love as one goes to bed with anybody who offers her money. Our bodies are the temples of Christ and if we join our bodies for purposes of prostitution then we are defiling the Temple of Christ. Prostitution also leads to the acquisition of venereal diseases and it enhances the spread of such diseases. It leads to abortion as prostitutes would not want to have children. Prostitution is a major cause of immorality.

Other forms of sexual practices that Christians abhor include:

  • Masturbation – It is a process whereby ones reaches orgasm or obtains sexual satisfaction by manipulation of ones own sexual organ. It is the forward and backward moving of hands of ones penis in case of boys at which time they concentrate their thoughts on sexual encounters with other people the result of which is the production of sperm.

This practice is common among young people who have reached puberty but who cannot satisfy their sexual needs as it is prohibited by God’s

 

 

 

law. But because sex is a primary need which has to be met they resort to masturbation. The solution to this problem is self control on the part of those who do it. One can also concentrate ones thoughts on more useful things.

This will enable him forget about sex. In fact sex is a difficult theme to deal

With as it is not controlled by reason.

  • Concubinage– Is a situation where a man takes a second grade wife

Who lives with him without any official or recognized form of marriage. A

Man may leave his legally married wife home and decide to ‘marry’ a town wife without the legal procedures. This wife may even have children with the man.

  • Polygamy – Here a man seeks sexual satisfaction by marrying more than one wife. Traditionally among the Africans it was accepted but Christians reject it as they argue that one man can only be married to one wife.

 

Traditional African understanding of marriage

Marriage can be defined as a mutual agreement made between two people, a man and a woman to live together  permanently supporting each other. It can also lead to the bearing and bringing up of children. However, it is important to note that bearing of children is just a gift of marriage.

In traditional African society marriage was compulsory and not only brought two people together but also brought two families together.

Bearing of children was an important part of marriage in traditional African Societies and a barren woman was not held high esteem. In fact she was looked down upon and the husband would take another wife to bear him children.

The inability of men to bear children was not noticed in the tradition societies as men could and would help one another in case of need. When a man was unable to bear children his brothers or relatives would lend a hand. This was a confirmation that if a family would not bear children then it was the wife who was barren.

Marriage was to be permanent and divorce was very rare in African traditional societies. This was mainly because:

  • Proper plans (arrangements) were made before marriage.
  • Barrenness was rare and polygamy was allowed in case of barrenness.
  • Bride price was paid and this acted as security against divorce as bride-price would be demanded back in case of divorce.
  • Women were submissive to their husbands and could not complain even if mistreated by husbands.
  • There were very few cases of unfaithfullness as men were allowed to add if they felt like.

 

  • There were no economic difficulties as a woman could simply be given her farm and cattle and she would then work hard to ensure that her husband and children were properly fed.
  • In any case divorce was not allowed because marriage was aimed to be permanent and so there was no room for divorce.
  • Marriage was a communal affair but not an individual affair. For example the wife was said to belong to the community not just an individual. So in case of any disputes the whole society would come in to resolve it not just husband alone.
  • Both parents were properly consulted in marriage and any problem between the two, parents were there to solve them hence no divorce.
  • Finally, there was a go-between in marriages. This go-between was familiar with both the wife and the husband. In case of any problem he could be consulted and so he could counsel the two to reconcile.

A part from the bearing of children which was very important for

African traditional marriage, marriage was also seen as serving the social function of championship and sex.

Marriage, which led to the bearing of children was seen as the focus of the living dead who were believed to be part and parcel of the society could continue to grow and the old people would be reborn through the children being named after them.

It was through marriage that the young would be born to pour libation for the living dead who were believed to be part and parcel of the society.

Marriage also brought families together and extended kinship ties to include fathers, mothers, brothers and sisters-in-law.

 

Traditional marriage

First and foremost marriage arrangements were left in the hands of elders and the young people themselves had very little say in marriage. It was believed that it was the parents and the elders who were wise enough to find good partners for their children. Some couples even marry before meeting at all.

The marriage was seen as a covenant which involved two families and/ or two communities.

Bride price was paid in marriage as a sign of appreciation to the parents of the girl for the good care they had taken of their daughter. It was also to make marriage last as it would be returned in case of divorce. The parents of the girl were not ready to return the dowry as it would already have been used by the time of divorce. Bride price also served as a compensation forthe brides family for the loss of a useful member of the family as the girl would transfer her services to the boy’s home.

N/B. It is important, however, to note that the main purpose of bride price was not to ensure that the woman stayed where she was married but it was to bind the two families together.

The principle aim of marriage was the procreation of many children to increase the number of people in the family and to replace those who died.

The alternative for barrenness was the addition of other wives who would give birth.

Divorce was not encouraged although it could take place but only under very serious circumstances.

In case of the death of the husband the wife was to be married / inherited by the dead husband’s brothers or close relatives.

Polygamy was allowed in African traditional societies. In fact it was encouraged because it was regarded as prestigious for one to have a long line of wives. A man’s wealth and fame could be judged in terms of how many wives he married.

Polygamy was good as it enabled many women to get married as opposed to these days where many women cannot find husbands because of monogamy. This has led to prostitution. Christians are opposed to polygamous marriage.

Polygamy reduced immoral sexual behaviour and unfaithfulness on the part of men. This was because a man could turn to his other wives in case one was sick or pregnant. Men are known to be more aroused sexually than women.

 

Christian understanding of marriage

Christian marriage is seen as a covenant made between a boy and girl who decide to live together for mutual help and love.

This covenant is made before God by a priest in the presence of witnesses.

The marriage is meant to last until death separates them.

Marriage is seen as a free choice except that for a Christian one must just marry other another Christian. Marriage with members of other religious no longer becomes a Christian marriage.

For Christians, the principle aim of marriage include; bearing of children, companionship and mutual love which is attained in sex.

Christian marriage encourages equality as the husband and wife are partners in marriage and are supposed to be complementary.

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GRADE 7 STORY MOJA MATHEMATICS   SCHEME OF WORK TERM

SCHOOL………………………………………TEACHERS NAME…………………………… TERM            YEAR

Week Lesson Strand

 

Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources         

Assessment Methods Reflection
1 1 International postal charges Surface airlifted mail By the end of the lesson, the learner should be able to:

a)      Define the term surface airlifted mail.

b)     State the use of surface airlifted mail.

c)      Draw the table of the surface airlifted mail in learner’s book.

d)     Appreciate the use of surface airlifted mail.

Learners are guided to define the term surface airlifted mail.

Learners to state the use of surface airlifted mail.

In groups, learners are guided to draw the table of the surface airlifted mail in learner’s book.

What is surface airlifted mail? Place value chart

Ruler

Digital devices

 

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 155

Oral questions Oral Report Observation

Written exercise

 

 
  2 International postal charges Surface airlifted mail By the end of the lesson, the learner should be able to:

a)      State the procedure of calculating surface airlifted mail.

b)     Calculate the surface airlifted mail.

c)      Have fun and enjoy calculating surface airlifted mail.

 

Learners are guided to state the procedure of calculating surface airlifted mail.

 

Learners are guided to calculate the surface airlifted mail.

 

How do you calculate surface airlifted? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 156-157

Oral questions Oral Report Observation

Written exercise

 

 
  3 International postal charges Postal orders By the end of the lesson, the learner should be able to:

a)      Define the term postal orders.

b)     State the use of postal orders.

c)      Draw the table of the postal orders in learner’s book.

d)     Appreciate the uses of postal orders

Learners to define the term postal orders.

 

Individually, learners to state the use of postal orders.

 

Learners are guided to draw the table of the postal orders in learner’s book

What are postal orders? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 158

Oral questions Oral Report Observation

Written exercise

 

 
  4 International postal charges Postal orders By the end of the lesson, the learner should be able to:

 

a)      State the procedure of calculating surface airlifted mail.

b)     Calculate the surface airlifted mail.

c)      Have fun and enjoy calculating surface airlifted mail.

 

Learners are guided to state the procedure of calculating surface airlifted mail.

 

Learners are guided to calculate the surface airlifted mail

How do you calculate postal orders? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 158-159

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 International postal charges Mobile money transaction By the end of the lesson, the learner should be able to:

 

a)      Explain mobile money transactions.

b)     Discuss and list the various ways in which money can be transferred from one person to another.

c)      State the uses of mobile money transactions.

d)     Appreciate the uses of mobile money transaction.

 

Learners are guided to explain mobile money transactions.

 

In groups, learners are guided to discuss and list the various ways in which money can be transferred from one person to another.

 

Learners to state the uses of mobile money transactions

What is mobile money? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 160

 

Oral questions Oral Report Observation

Written exercise

 

 
2 1 International postal charges Mobile money transaction By the end of the lesson, the learner should be able to:

 

a)      State the procedure of calculating mobile money transactions

b)     Calculate mobile money transaction.

c)      Have fun and enjoy calculating mobile money transaction.

Learners are guided to State the procedure of calculating mobile money transactions

 

Learners are guided to Calculate mobile money transaction

  Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 160-162

 

Place value chart

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometry Angles; Measuring angles By the end of the lesson, the learner should be able to:

 

a)      Look around their classroom and identify geometrical shapes.

b)     Find places where right angles are formed.

c)      Adjust the classroom door to form different angles.

d)     Appreciate different kinds of geometrical shapes.

 

In groups, learners are guided to look around their classroom and identify geometrical shapes then find places where right angles are formed.

 

In groups, learners are guided to adjust the classroom door to form different angles

What are geometrical shapes? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 163

 

Place value chart

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometry Angles; Measuring angles By the end of the lesson, the learner should be able to:

a)      Draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle.

b)     Identify the type of angle represented by different figures in learner’s book.

c)      Appreciate different kinds of geometrical shapes.

Learners are guided to draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle.

 

Learners are guided to identify the type of angle represented by different figures in learner’s book

How many geometrical shapes do you know? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 163-164

Place value chart

Ruler

Digital devices

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometry Angles on a straight line By the end of the lesson, the learner should be able to:

 

a)      Draw the figure on learner’s book.

b)     Explain the term adjacent angles.

c)      Measure the angles.

d)     Enjoy forming angles on a straight line.

e)      Appreciate angles on a straight line.

 

Learners are guided to draw the figure on learner’s book.

 

Learners are guided to explain the term adjacent angles.

 

Learners to measure the angles on a straight line.

What are adjacent angles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 164-165

 

Place value chart

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometry Angles at a Point By the end of the lesson, the learner should be able to:

 

a)      Draw the figure in learner’s book pg. 165 or on the chalkboard.

b)     Work out the sum of all angles they have measured.

c)      Enjoy forming angles at a point.

 

Learners are guided to draw the figure in learner’s book pg. 165 or on the chalkboard.

 

Learners are guided to work out the sum of all angles they have measured

How do you form angles at a point? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 165-167

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
3 1 Geometry Angles at a Point By the end of the lesson, the learner should be able to:

 

a)      Use an IT device to watch a video clip on how to draw angles at a point.

b)     Draw angles at a point.

c)      Appreciate angles at a point

In groups, learners to use an IT device to watch a video clip on how to draw angles at a point.

 

Learners to draw angles at a point.

How do you draw angles at a point? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 166-167

 

Assessment books

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometry Angles on a transversal By the end of the lesson, the learner should be able to:

 

a)      Draw two parallel lines and a transversal as shown in learner’s book.

b)     Discuss which pair constitutes; alternate, corresponding and vertically opposite angles.

c)      Appreciate each other’s ideas.

 

In groups, learners to draw two parallel lines and a transversal as shown in learner’s book 7 pg. 167

 

In groups, learners to discuss which pair constitutes; alternate, corresponding and vertically opposite angles

What is critical thinking in mathematics? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 167

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometry Angles on a transversal By the end of the lesson, the learner should be able to:

 

a)      Explain the meaning of alternate, corresponding and vertically opposite angles.

b)     Draw alternate angles, corresponding angles and vertically opposite angles.

c)      Enjoy forming angles on a transversal.

 

Learners to explain the meaning of alternate, corresponding and vertically opposite angles.

 

Learners are guided to draw alternate angles, corresponding angles and vertically opposite angles

How do you form angles on a transversal? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 167

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometry Angles in a parallelogram By the end of the lesson, the learner should be able to:

 

a)      Watch a video on how to draw a parallelogram.

b)     Draw a parallelogram using the measurements given in the video.

c)      Have fun using digital devices.

 

Using a digital device, learners to watch a video on how to draw a parallelogram.

 

Learners to draw a parallelogram using the measurements given in the video

 

What is a parallelogram? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 169

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometry Angles in a parallelogram By the end of the lesson, the learner should be able to:

 

a)      Define a parallelogram.

b)     Draw a parallelogram as shown in learner’s book 7

c)      Measure the angles on a parallelogram.

d)     Appreciate a parallelogram.

 

Learners to define a parallelogram.

 

Learners are guided to draw a parallelogram as shown in learner’s book 7 pg. 169

 

Learners to measure the angles on a parallelogram

Do the angles on a parallelogram bisect each other? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 169-171

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
4 1 Geometry Polygons By the end of the lesson, the learner should be able to:

 

a)      Define a polygon.

b)     Explain regular and irregular polygons.

c)      Draw the table in learner’s book 7 pg. 171

d)     Appreciate different types of polygons.

 

Learners to define a polygon.

 

Learners to explain regular and irregular polygons.

 

Learners to draw the table in learner’s book 7 pg. 171

What is a polygon? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 171

 

Ruler

Digital devices

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometry Interior and exterior angles of polygons By the end of the lesson, the learner should be able to:

 

a)      Draw the shapes in learner’s book.

b)     Measure the angles represented by the letters in each of the figures.

c)      Work out the sum of angles measured for the triangle, the rectangle, pentagon and hexagon.

d)     Enjoy drawing different types of polygon.

 

In groups, learners are guided to draw the shapes in learner’s book 7 page 172

 

In groups, learners are guided to measure the angles represented by the letters in each of the figures.

 

Learners to work out the sum of angles measured for the triangle, the rectangle, pentagon and hexagon.

 

What are interior polygons? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 172

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometry Interior and exterior angles of polygons By the end of the lesson, the learner should be able to:

 

a)      Extend the diagrams on pg. 172 to have exterior angles.

b)     Measure the extended angles for each of the angles.

c)      Calculate the sum of the exterior angles for each shape.

d)     Enjoy working out the sum of interior and exterior angles of polygons.

 

In groups, learners to extend the diagrams on the previous lesson to have exterior angles.

 

Learners to measure the extended angles for each of the angles.

 

Learners are guided to calculate the sum of the exterior angles for each shape.

 

What are exterior polygons? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 173-177

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometry Relationship between interior angles, exterior angles and number of sides of polygons By the end of the lesson, the learner should be able to:

 

a)      Trace and draw the shapes in learner’s book.

b)     Join the vertex of the shapes to form triangles as shown in learner’s book.

c)      Copy and complete the table in learner’s book.

d)     Have fun and enjoy tracing and drawing different kinds of shapes.

 

In groups, learners to trace and draw the shapes in learner’s book 7 pg. 177

 

In groups, learners to join the vertex of the shapes to form triangles as shown in learner’s book 7 pg. 178

 

Learners to copy and complete the table in learner’s book 7 page 178

What do you notice from the difference between number of sides and number of triangles obtained? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 177-178

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometry Relationship between interior angles, exterior angles and number of sides of polygons By the end of the lesson, the learner should be able to:

 

a)      Trace then extend each polygon on one side to have an exterior angle.

b)     Measure the size of the exterior angle in each polygon.

c)      Copy and complete the table in learner’s book.

d)     Appreciate the relationship between interior angles, exterior angles and number of sides of polygons.

 

In groups, learners to trace then extend each polygon on one side to have an exterior angle.

 

In groups, learners to measure the size of the exterior angle in each polygon.

 

Learners to copy  and complete the table in learner’s book 7 pg. 179

What is the relationship between interior angles, exterior angles and number of sides of polygons? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 179-181

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
5 1 Geometrical Construction Measuring angles By the end of the lesson, the learner should be able to:

 

a)      Use a protractor to measure the angle on pg. 182 and confirm it is a right angle.

b)     Draw an obtuse angle, an acute angle and measure their sizes.

c)      Appreciate the use of a protractor.

 

Learners are guided to use a protractor to measure the angle on pg. 182 and confirm it is a right angle.

 

Learners to draw an obtuse angle, an acute angle and measure their sizes

What is a protractor used for? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 182-183

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometrical Construction Bisecting Angles By the end of the lesson, the learner should be able to:

 

a)      Define an acute angle.

b)     Draw an acute <PQR. Measure the angle.

c)      Work out activity 2 in learner’s book.

d)     Enjoy doing the activity in learner’s book.

Learners to define an acute angle.

 

Individually, learners to draw an acute <PQR. Measure the angle.

 

Individually, learners are guided to work out activity 2 in learner’s book 7 pg. 183

 

What is an acute angle? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 183

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometrical Construction Bisecting Angles By the end of the lesson, the learner should be able to:

 

a)      Write the procedure of bisecting a line.

b)     Draw a straight line AB of any length.

c)      Bisect the line.

d)     Follow instructions to the latter.

 

 

Learners are guided to write the procedure of bisecting a line.

 

Learners to draw a straight line AB of any length.

 

Learners are guided to bisect the line.

A straight line adds up to ——? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 184-185

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometrical Construction Construction of angles By the end of the lesson, the learner should be able to:

 

a)      Watch a video on construction of angles.

b)     Use the links in learner’s book.

c)      Enjoy using digital devices.

 

In groups, learners to watch a video on construction of angles

 

Learners to use the links in learner’s book 7 pg. 186

What have you learnt about construction of angles in the video? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 186

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometrical Construction Construction of angles By the end of the lesson, the learner should be able to:

 

a)      Write the procedure of constructing an angle.

b)     Construct different angles.

c)      Enjoy constructing angles.

Learners to write the procedure of constructing an angle.

 

Learners are guided to construct different angles

How do you construct angles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 186-187

 

Pieces of paper

Digital devices

Oral questions Oral Report Observation

Written exercise

 

 
6 1 Geometrical Construction Constructing triangles By the end of the lesson, the learner should be able to:

 

a)      Draw line AB = 4.5 cm

b)     Do activity 4 in learner’s book 7 pg. 189.

c)      Be observant and follow instructions to the latter.

Individually, learners to draw line AB = 4.5 cm

 

Individually, learner to do activity 4 in learner’s book 7 pg. 189

 

How do you construct triangles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 189-190

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometrical Construction Constructing triangles By the end of the lesson, the learner should be able to:

 

a)      Outline the procedure of constructing triangles.

b)     Construct triangles.

c)      Have fun and enjoy constructing triangles.

 

Learners are guided to outline the procedure of constructing triangles.

 

Learners are guided to construct triangles; <QRP=90, <PQR=30 and QR=4.8com. Measure <PQR

What have you learnt about constructing triangles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 190-191

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometrical Construction Constructing circles By the end of the lesson, the learner should be able to:

 

a)      Watch a video on construction of circles.

b)     Construct the circles on the video.

c)      Enjoy using digital devices.

 

In groups, learners to watch a video on construction of circles.

 

Learners are guided to construct the circles on the video.

 

How do you construct circles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 191

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometrical Construction Constructing circles By the end of the lesson, the learner should be able to:

 

a)      Outline the procedure of constructing circles.

b)     Construct circles using different centimetres.

c)      Enjoy constructing circles.

Learners are guided to outline the procedure of constructing circles.

 

Learners are guided to construct circles using different centimetres.

What do you notice about the perpendicular bisectors? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 191-193

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Data handling and probability Data collection By the end of the lesson, the learner should be able to:

 

a)      Define probability.

b)     Do Activity 1 in learner’s book 7.

c)      Have fun and enjoy doing the activity.

Learners to define probability.

 

In groups, learners to do Activity 1 in learner’s book 7 pg. 194

 

What is probability? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 194

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
7 1 Data handling and probability Frequency distribution table By the end of the lesson, the learner should be able to:

 

a)      Draw a frequency distribution table.

b)     Use the data previously collected and fill in the frequency distribution table.

c)      Appreciate frequency distribution table.

 

Learners to draw a frequency distribution table.

 

In groups, learners to use the data previously collected on the number of learners present in their groups to fill in a frequency distribution table.

 

What are the uses of frequency distribution table? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 195-197

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Data handling and probability Choosing a scale By the end of the lesson, the learner should be able to:

 

a)      Study the data provided in the table in learner’s book.

b)     Do activity 3 in learner’s book 7

c)      Enjoy doing the activity.

 

Learners to study the data provided in the table in learner’s book.

 

In groups, learners to do activity 3 in learner’s book 7 pg. 197

How do you choose a scale? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 197-199

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Data handling and probability Pictographs By the end of the lesson, the learner should be able to:

 

a)      Explain the meaning of pictographs.

b)     Fill in the table in learner’s book.

c)      Draw and fill a pictograph.

d)     Appreciate the uses of a pictographs.

 

Learners to explain the meaning of pictographs.

 

Individually or in pairs, learners to fill in the table in learner’s book 7 pg. 200

 

Individually, learners to draw and fill a pictograph.

 

 

What is a pictograph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 199-202

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Data handling and probability Bar graphs By the end of the lesson, the learner should be able to:

 

a)      Outline the procedure of drawing a bar graph.

b)     Draw and fill a bar graph.

c)      Have fun and enjoy drawing and colouring a bar graph.

 

Learners are guided to outline the procedure of drawing a bar graph.

 

Learners to draw, fill and colour a bar graph.

What does a bar graph represents? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 203-205

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Data handling and probability Pie charts By the end of the lesson, the learner should be able to:

 

a)      Define a pie chart.

b)     Do activity 6 in learner’s book.

c)      Have fun and enjoy doing the activity.

 

Learners are guided to define a pie chart.

 

In groups, learners to do activity 6 in learner’s book 7 page 206

What is a pie chart? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 206

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
8 1 Data handling and probability Pie charts By the end of the lesson, the learner should be able to:

 

a)      Outline the procedure of drawing a pie chart.

b)     Draw a pie chart to represent different informations.

c)      Appreciate the use of pie charts.

 

 

In groups, learners to outline the procedure of drawing a pie chart.

 

Learners are guided to draw a pie chart to represent different informations

What do you use to draw a pie chart? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 206-209

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Data handling and probability Line graph By the end of the lesson, the learner should be able to:

 

a)      Explain the meaning of a line graph.

b)     Do Activity in learner’s book 7

c)      Have fun and enjoy doing the Activity.

 

Learners are guided to explain the meaning of a line graph.

 

Individually, learners to do Activity in learner’s book 7 pg. 209

What is a line graph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 209

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Data handling and probability Line graph By the end of the lesson, the learner should be able to:

 

a)      Outline the procedure of drawing a line graph.

b)     Draw a line graph to represent different data.

c)      Appreciate the use of line graphs.

Learners are guided to outline the procedure of drawing a line graph.

 

Learners are guided to draw a line graph to represent different data.

What have you learnt about a line graph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 210-213

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Data handling and probability Travel graphs By the end of the lesson, the learner should be able to:

 

a)      Define a travel graph.

b)     Do Activity 8 in learner’s book 7.

c)      Have fun and enjoy doing the activity in groups.

 

Learners to define a travel graph.

 

In groups, learners to do Activity 8 in learner’s book 7 pg. 214.

 

What is a travel graph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 214

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Data handling and probability Travel graphs By the end of the lesson, the learner should be able to:

 

a)      Outline the procedure of drawing a travel graph.

b)     State the formula of calculating speed.

c)      Draw a travel graph to represent different data.

d)     Appreciate the use of travel graphs.

 

Learners are guided to outline the procedure of drawing a travel graph.

 

Learners are guided to state the formula of calculating speed.

 

Learners are guided to draw a travel graph to represent different data.

What is the formula of calculating speed? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 214-217

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
9       ASSESSEMENT

 

         

 

 

 

Kiswahili KCSE Mock Exams and Answers {Latest Best Collections}

Cheti cha KuhitimuKisomo cha Sekondari

MTIHANI WA MUHULA WA PILI2023

 

 

MOCKS 1 2023

 

102/3                    Kiswahili – Fasihi    Karatasiya 3

KIDATO CHA NNE          JULAI/AGOSTI, 2023            Muda: Saa 2½

 

Jina: ………………………………………….………………      Nambari: ………………

Mkondo: ………………SahihiyaMtahiniwa: ………..……..Tarehe ……………………

Maagizo

  • Andikajinalako, nambariyausajili, mkondo, sahihinatarehekatikanafasiulizoachiwahapojuu.
  • Swali la kwanza ni la lazima.
  • MaswalihayomenginematatuyachaguliwekutokasehemunnezilizobakiRiwaya, Ushairi, TamthilianaFasihiSimulizi.
  • Usijibu maswali mawili kutoka sehemu moja.
  • Karatasi hii ina kurasa 6. Watahiniwa ni lazima wahakikishe kwamba kurasa zote za karatasi hii zimepigwa chapa sawasawa na kuwa maswali yote yamo.
  • Maswali yote ni sharti yaandikwe kwa lugha ya Kiswahili.

Kwamatumiziyamtahinipekee

 

         SWALI UPEO             ALAMA
1 20  
  20  
  20  
  20  
JUMLA 80  

 

 

SEHEMU A: HADITHI FUPI(LAZIMA)

D.W. Lutomia na PhibbianMuthama : Mapambazuko Ya Machweo Na HadithiNyingine     

  1. Lazima

 

  • (alama 8)
  • Suala la kazinabidilimeangaziwakwa kina kwenyediwaniyamapambazukoyamachweo. Teteaukweliwakaulihiikwakurejeleahadithizifuatazo:
    1. Fadhilazapunda
    2. Mapambazukoyamachweo
  • Sabina (alama 12)

 

SEHEMU B: RIWAYA

A.Matei: Chozi la Heri.

Jibu swali la 2 au la 3

 

  1. Naona wingu kubwa angani likitembea kwa kedi na madaha na kulifunika jua…Mawingu yaliyoshiba yakataka kutapika yanagooka, yanakaribiana, kupigana busu na kusababisha mwanguko wa matone mazito ya mvua; matone yanayoanguka kwenye ngozi laini zą wanangu wakembe… ubavuni mwangu amelala maskini mke wangu… Sijui kama inahalisi kumwita mke wangu…. Siye, siye, siye-e-e-e. Tazama uso wake ulivyovamiwa na majeraha kikwi… Amevimba na kuvimbiana kama dongo la unga ngano baada ya kutiwa hamira. Lakiniyeyehana la hamira!
  2. a) Elezamuktadhawadondoohili. (alama 4)
  3. b) Jadiliainannezataswirakatikadondoohili (alama 4)

c)Bainishavipengelevinginevinnevyakimtindokatikadondoohili                                 (alama 4)

  1. d) Bainishatoniyadondoohili. (alama 2)
  2. e) Fafanua umuhimu wa mandhari katika dondoo hili (alama 6)

 

3.“Alijiona kama mfa maji ambaye anakabiliwa na mtutumo wa mawimbi  ya misiba ,mmoja baada ya mwingine.”

a)Elezamuktadhawadondoohili.                                                                                     (alama 4)

b)Ukimrejeleamsemewawamanenohayanawahusikawenginekutokakwenyeriwaya,onyeshajinsiwalivyokumbwanamawimbiyamisiba.                                                                            (alama 16)

 

SEHEMU C: TAMTHILIA

Timothy Arege: BembeaYaMaisha

Jibuswali la 4 au la 5

 

 

  1. “Hatanikiitwanitaondokanikiwanimeridhika.”

a)Elezamuktadhawadondoohili .                                       (alama 4)

b)Kwahojatano, elezasifazamsemajiwamanenohaya .    (alama 5)

c)Tambuambinumojayalughailiyotumikakatikadondoohili. (alama 1)

  1. d) Wahusikambalimbalikwenyetamthiliawamekubwanamajonzinafuraha. Thibitisha.(alama 10)

 

 

  1. “…Tayariunakuwaumeonjaseli.Hatawahudumuwenyewehawanamlahakamwema .amrinavitishokamaaskari.Unashindwakamauuguzemoyoamaugonjwa.Katikawodihewailiyojaaaharufuyadawaimezagaa,vitandavimesalimuamrimpakashitizikagura.Yaanihalinzimahaikupimatumainiyakutokaukiwabora.matumainiyanadidimia .Tumainilakounaliwekakatikasala. ”

 

(a) Tambua toni mbili katika kifungu hiki                                                                  (alama 2)

(b) Tambua aina mbiliza taswira katika dondoo hili                                                   (alama 2)

(c)Kandonataswirachambuavipengelevinginevyakimtindo                                     (alama 6)

(d) FafanuanamnamandhariyadondoohiliyalivyochangiakujengatamthiliayaBembeayaMaisha.

(alama 10)

SEHEMU D: USHAIRI.

Jibu swali la 6 au la 7

  1. Soma shairilifuatalokishaujibumaswali

Taifa ni Ushuru

Lau kama ingakuwa, madhali tuna uhuru

Watu kodi kutotowa, na kuifanya kufuru

Vipi nchi ingakuwa, taifa bila ndururu

Taifa halingakuwa, bilashi bila ushuru

 

Hivi taifa kumea , nakuendelea mbele

Kwamba lajitegemea, haliwategei wale

Yataka kujitolea, ushuru bila kelele

Taifa halingakuwa, bilashi bila ushuru

 

Wafanyikazi wa umma, mfano mwema walimu

Wauguzi mahashuma, daktari wahadimu

Bila hizi darahima, vipi wangalihudumu?

Taifa halingakuwa, bilashi bila ushuru

 

Si vyema kuombaomba, kwa wageni kila mara

Huwa twajifunga Kamba, na kujitia izara

Adha zinapotukumba, kujitegemea bora

Taifa halingakuwa,bilashi bila ushuru

 

 

 

 

Miradi ya maendeleo, yahitaji darahima

Ndo tufikie upeo, ulio dunia nzima

Wadogo na wenye vyeo, bila kodi tutakwama

Taifa halingakuwa, bilashi bila ushuru

 

Ushuru si kwa wanyonge, wasokuwa na uwezo

Watozwehatawabunge, nawenginewenyenazo

Yeyoteasijitenge, kodiakalipabezo

Taifahalingakuwa, bilashibilaushuru

 

Kwetukutoaushuru,ndikokujitegemea

Pasiweponaudhuru, usiowakuelea

Huwa ni kama kiguru, asenao kutembea

Taifa  halingakuwa, bilashi bila ushuru

Maswali

(a)Tambuahadhirainayolengwakatikashairihili.                                                                      (alama 1)

b)Hukuukitoamfano,onyeshambinutatuambazomshairiametumiakutoshelezauhuru wake. (alama 3)

c)Bainishaainatatuzaurudiajizinazojitokezakatikautungohuu.                                               (alama 3)

d)Elezamuundowaubetiwasita.                                                                                             (alama 4)

e)Andikaubetiwannekatikalughayanathari/tutumbi                                                               (alama 4)

f)Kwa kutolea mfano,taja mbinu tatu za kimtindo zilizotumika katika shairi hili.                           (alama 3)

g)Weka shairi hili katika bahari yake ukirejelea :                                                                          (alama 2)

i)Vipande

ii)Vina

 

  1. Soma shairilifuatalokishaujibumaswali

 

Sikilizeniwimbohuu:

NiliokuwamtotonilitwachachaKwamatamshiyanguyasasa

NilipokuwamtumzimaniliitwaManyweleNilipokuwamwalimunikaitwaBure.

 

HuuutakuwawimbowakoUtakapostaafuurudiponyumbaniUmelewakangarananyayozako

Zikishindwakulenganjianyembambavijijini. Utakuwakichekesho cha watotoWatakaoukuita, Ticha! Popoteupitapo.

 

Kumbukamwalimuutakapostaafu, MijusiwatatagamayaindaniyaviatuVyakovilivyokwishavisiginino.

Na ndaniyasidiriachakavuZilizoshikizwaKambakwapini

 

MendewatazalianandaniyachupatupuZamarashinazabia.

 

 

Na manyiguyatajengandaniyakofiaZilizosahaulikakutani

UtakapokufangewatazalianaChiniyajiwejuuyakaburilako, Na mlevifulaniakipitaatapenga

Na kupangusavidolekwenyejiwepweke

Mwanzonamwishowakondiohuo.

 

 

 

Lakiniwakatiungalihai

UnawezakubadilishamkondowamajiLakini kwanza mzungumze. Wewenamimi. Achamioyoyoteizungumzwe

Baadayakunyanyaswa Na kishanusumshahara.

 

Utafundishatenanyimbokuwasifuviongozi? Utafundishatenangonjera?

UtapelekatenawanafunziasubuhiWakajipangebarabaranikusubiriMgeniafikayesaakuminaapitapo

Apungatumkonokuwatiakichaa cha shangwe

Na hukunyumamwasambaananjaa?

TazamahilorundamadaftarimezaniUtalimalizakwamshaharamkiawambuzi? Tuzungumze. Ninyinamimi.

Achamioyoyetuizungumze

MkiwawaoganakujikunjakamajongooMtawekwakwenyevijitinakutupwaNjeyaua, ndanimtawaacha

Wachezangomawakitunganyimbompya

 

Sikilizeniwalimu,

Anzenikufundishahesabumpya

Mjingammojakujumlishanaweziishirini Ni sawanasifuri. HapanautawalaFundishenihistoriahistoriampya

Hapo zamani za sasa Hapakuwa na serikali.

 

Sikilizeni kwa makini Umoja hatuna

Twasambaratika kama nyumba Tulicho nacho ni woga,

Na kinachotuangusha ni unafiki. Lakini tusikate tamaa kama mbuni. Tukiupataumojabadotunayosilaha. Kura.

 

Maswali

  • (al.5)
  • Elezajinsimaudhuiyautamaushiyanavyojitokezaukimrejeleanafsi-nenewa. (al.4)
  • Nafsi-nenewaanapaswakujilaumukwamasaibuyake. Thibitisha. (al.2)
  • (i)Bainishanafsi-nenikatikashairihili.(al.1)
  • Toamfano.(al.2)
  • (al.4)
  • Elezamaanayakufungukifuatacho:

Mjingammojakujumlishanaweziishirininisawanasufuri.                         (al.2)

 

 

 

 

SEHEMU E: FASIHI SIMULIZI

 

  1. Soma utungoufuataokishaujibumaswali

 

 

1Angoleangolemwanangu

 

Mwanangunakuchombeza

 

Nakuchombezaulale

 

Ulaleukiamka

 

Nikupikieubwabwa

 

Na mchuziwa papa

 

Ukiliawaniliza, wanikumbusha

 

Ukiwawa baba na mama

 

 

 

 

 

2Baba na mama watende

 

Ilimu kunikatizia

 

Ng’ombe, mbuzi kupokea

 

Kunioza dumu kongwe

 

Haliuki na halende

 

Kazi kupiga matonge

 

 

3Likingiamvunguni

 

Lavunjavunjavikombe

 

Likilalakitandani

 

Langurumakamagombe

 

 

 

  1. a) Bainishakipera cha utungohuu. Thibitisha. (alama 2)
  2. b) (alama 5)
  3. c) Tambuamb nu zakifaniambazozimetumiwakuwasilishautungohuu. (alama 3)
  4. d) (alama 2)
  5. e) Unakusudiakukusanya data kuhusukiperahiki. Elezamanufaamanneyakutumiamahojiano.(alama 4)
  6. f) Fafanuanjianneambazojamiiyakisasainawezakutumiakukuzanakuendelezakiperahiki. (alama 4)

 

 

JINA………………………………………………………………..NAMBARI YA MTAHINIWA……………

TAREHE…………………………………………. SAHIHI………………………………………

102/1

KISWAHILI

KARATASI YA KWANZA

INSHA

JULAI 2023

MUDA: SAA 1 ¾

 

 

MOCKS 1 2023

MAAGIZO

  1. Tia sahihiyakokishauandiketareheyamtihanikatikanafasiulizoachiwahapojuu.
  2. Andikainshambili. Inshaya kwanza niya
  3. Kilainshaisipunguemaneno400.
  4. Kilainshainaalama
  5. Kilainshalazimaiandikwekwalughaya
  6. Inshazoteshartiziandikwekatikanafasiulizoachiwakatikakijitabuhiki cha maswali.
  7. Karatasihiiinakurasa 12 zilizopigwachapa.

 

Kwamatumiziyamtahinipekee

 

Swali Upeo Alama
1 20  
2 20  
Jumla 40  

 

 

 

 

  1. Lazima

Kumekuwana visa vingivyautovuwanidhamushulenimwenu. Ukiwakatibuwaviranja, andikakumbukumbuzamkutanouliojadilivyanzovyautovuhuonasuluhisho lake.

  1. Jadili.
  2. 3. Andikainshaitakayodhihirishamaanayamethaliifuatayo:

Mpigangumiukutahuumizamkonowe.

4.Tungakisakitakachomaliziamanenoyafuatayo:

…nikamtazama Marina hukumachoziyakinitiririkanjiambilimbilikutokananamajutoyaliyonijaa.

 

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MOCKS 1 2023

102/2    –   KISWAHILI  -Karatasi   ya 2

    LUGHA

JULAI-2021- Muda:  – Saa 2

 

Jina ………………………………………………………NambariYako.………………………..

 

Sahihiya Mtahiniwa………………………………………Tarehe………………………………..

 

Maagizo

 

  1. a) Andika jina na nambari yako ya mtihani katika nafasi ulizoachiwa hapo juu.
  2. b) Tia sahihi yako kisha uandike tarehe ya mtihani katika nafasi ulizoachiwa hapo juu.
  3. c) Jibu maswali yote.
  4. d) Majibu yote yaandikwe katika nafasi ulizoachiwa katika kijitabu hiki cha maswali.
  5. e) Majibu yote lazima yaandikwe kwa lugha ya Kiswahili.
  6. f) Usitoe ukurasa wowote kutoka kwenye kijitabu hiki.

g)Karatasi hii ina kurasa 11 zilizopigwa chapa.

  1. h) Watahiniwa ni lazima wahakikishe kwamba kurasa zote za karatasi hii zimepigwa chapa sawasawa na kuwa maswali yote yamo.

________________________________________

Kwa Matumizi ya Mtahini Pekee

 

Swali

 

Upeo Alama
 

1

 

15

 
 

2

 

15

 
 

3

 

40

 
 

4

 

10

 
 

Jumla

 

80

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Ufahamu (Alama 15)

 

Soma makala haya kwa uangalifu kisha ujibu maswali yanayofuata.

Asubuhi hiyo kabla ya mrauko wa watu wengi kama ilivyokuwa ada ya wanakijiji cha Kaulizeni, Kabibi alimrausha mumewe Mzee Mori kwa lengo la kumpeleka kwenye zahanati ya pale pao – heko kwa mfumo mpya wa kiutawala uliotokana na kuanza kutekelezwa kwa katiba iliyoasisi ugatuzi na hapo kuwezesha taasisi zitoazo huduma nyingi muhimu kuletwa karibu na wananchi. Miaka michache iliyopita, wangehitajika kutumia zaidi ya saa nne kufikia kituo cha matibabu kilichokuwa karibu nao.Aidha, wangetakiwa kutumia matwana ambayo haikuwa rahisi kukodeshwa kutoka kwa mwenyewe kwa sababu ya zile barabara zilizoogopa kusakafiwa kutokana na utepetevu wa viongozi wao katika siku zilizotangulia. Chepkwony hakupenda kutesa gari lake kwa kuliruhusu kupitia barabara hizo ambazo ubovu wake ulitia fora. Magenge yaliyosongamana barabarani na mawe yaliyosimama wima ni kama yanapiga saluti yalikuwa tayari kuhujumu vigari vya wachochole kama yeye. Licha ya hofu hii, mara mojamoja alijitolea na kuwanusuru wanakijiji waliochungulia kaburi na akina wajawazito ambao siku zao zilikuwa zimetimia. Aghalabu, ubovu wa barabara hizi ulihakikisha kwamba wengi wao walitua mizigo yao kabla ya kuwasili katika Zahanati ya Nusura.

Leo hii, imewachukua dakika ishirini hivi, mwendo wa miguu na lau wangepata pikipiki, au ‘nduthi’ kama vijana wanavyoziita kwa kilugha legevu chao, ingewachukua chini ya dakika tatu kukamilisha safari hii. Mambo yametengenea kwelikweli. Ule mgao wa serikali ya kaunti kutoka kwa hazina kuu ya serikali ya kitaifa ulitumiwa kwa uwajibikaji mkubwa na gavana wao kwa ushirikiano na mwakilishi wa kata hiyo kwenye bunge la kaunti. Na hii sio natija ya pekee iliyopatikana kutokana na mabadiliko haya ya kisiasa. Kabla siku ya leo, ilimbidi mkazi yeyote wa Kijiji cha Kaulizeni ajiandae vyema kabla ya kuenda zahanatini kwa matibabu kwa chamcha kilicholiwa asubuhi au kupakiwa kwenye mifuko ya sandarusi kabla ya kupigwa marufuku na shirika linalodhibiti ubora wa mazingira maarufu kama NEMA, ili kiliwe huko ukisubiri kuhudumiwa. Ama kweli milolongo iliyopangwa kuingia katika kila sehemu hapo zahanatini ilikuwa mirefu: si pa usajili, si pa uchunguzi wa daktari, si pa malipo, si maabarani, si pa dawa na hata msalani foleni ilikuwapo si hoja kwamba uchafu uliokuwepo ulitosha kumfanya mja apoteze haja ya kuzuru huko ghafla.

Ilisemekana kwamba wafanyakazi wa hapo zahanatini ndio walisababisha chelewesho hili na kufanya foleni kurefuka katika kila idara. Mathalani, madaktari walisemekana kuingia kazini saa nne hivi baada ya kupitia kliniki zao za kibinafsi na kuondoka kabla ya saa tisa. Maafisa wa usajili nao walificha majalada maksudi ili kubembeleza kadhongo kutoka kwa wagonjwa kabla kuanzisha usajili wao. Wale wanaohusika na dawa walizoea kuwambia wagonjwa kuwa dawa zilikuwa zimeisha na kuwaelekeza kwenye maduka ya wauza dawa karibu sana na zahanati yenyewe. Halafu ukifika huko na kununua dawa, unapigwa na butwaa kuona dawa ulizouziwa zikiwa na nembo ya serikali. Hakika waso haya wana mji wao. Sikuelewa ni kwa nini udokozi wa namna hii ulifanywa hadharani mchana wa Mungu.

Kwenye maabara kulisemekana kwamba kemikali maalum za kutumiwa kupima maradhi hazikuweko hivi kwamba matokeo ya uchunguzi yalionyesha kwamba kila mgonjwa alikuwa na aina ileile ya ugonjwa. Maarufu miongoni mwa maradhi yaliyodhihirishwa maabarani ilikuwa malaria na homa ya matumbo. Sasa haikuwa ajabu mtu kutilia shaka uchunguzi uliofanywa katika maabara haya. Matokeo haya yalitolewa baada ya kipindi kirefu cha kusubiri kwa wastani saa mbili na nusu! Usishangae kwamba wakati wa kipindi hiki cha kusubiri, wangeonekana wakiwa katika harakati kama wahandisi wanaokarabati mtambo maalum wa tarakilishi mara wanakoroga, mara wanamimina majimaji vyomboni au wanakonyeza macho kutazama miujiza waliyotambua wao pekee yao kama wanajimu wanaozuru anga za juu. Wale wa idara ya malipo walikuwa maarufu kwa kuwambia wateja wao kwamba hawakuwa na hela za kuwarejeshea kama mabaki yao; wakawa na masalio ambayo, kama kawaida kidogo kidogo hujaza kibaba, yalizalisha maelfu ya pesa katika kipindi kifupi na kunenepesha mifuko yao.

Gavana wa gatuzi hili alifagilia mbali uchafu huu wote. Mori alihudumiwa katika kipindi cha chini ya saa moja baada ya ugonjwa wake kupatikana. Ugonjwa wake ulikuwa ni mwiba wa kujidunga ambapo mhasiriwa hastahili kuambiwa pole. Ukaidi wao uliwafanya kukataa kulala chini ya vyandalua vya kuwazuia wadudu wasababishao maradhi haya sugu kwa kuongozwa na imani potofu eti vyandalua huzuia usingizi. Usisahau kwamba vilitolewa bure kwa kila mkazi wa gatuzi hili kupitia mapango maalum wa rais wa taifa mojawapo la ulimwengu lenye ustawi mkubwa wa viwanda. La kuchekesha zaidi ni kuviona vyandalua walivyopewa vikiwa vimetumiwa kuzingira vitalu vilivyopandwa mboga. Hiki ndicho kinaya kilichozuliwa na Mori na mkewe hata wakawa windo rahisi kwa mbu.

 

Maswali

  1. a) Orodhesha hoja tatuzinazoonyesha maendeleo yaliyotokana na ugatuzi kulingana na makala.

(alama 3)

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  1. b) Kabla ya ugatuzi, wafanyakazi wa vituo vya afya walikuwa wanawanyanyasa wagonjwa. Taja

makosamatano yaliyofanywa na wafanyakazi mbalimbali wa vituo vya afya.             (alama 5)

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  1. c) Wataje viongozi wawiliwa kuchaguliwa wanaozungumziwa na msimulizi. (alama 2)

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  1. d) Nakili neno moja kutoka aya ya pili lenye maana sawa na plastiki. (alama 1)

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  1. e) Taja jina la ugonjwa aliokuwa anaugua Mzee Mori. (alama 1)

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  1. f) Eleza maana ya maneno yafuatayo kama yalivyotumiwa kifunguni. (alama 3)
  2. kuhujumu …………………………………………………………………………………….
  3. chamcha ………………………………………………………………………………………

iii. unapigwa na butwaa ………………………………………………………………………….

 

 

  1. Ufupisho (Alama 15)

Soma makala kisha ujibu maswali yanayofuata.

Kilimo ni moja kati ya shughuli muhimu sana zinazotekelezwa na binadamu katika vizazi vyote na hujishughulisha na upanzi wa mimeana ufugaji wa wanyama. Maisha ya binadamu katika nyanja zote hutegemea kilimo hivi kwamba endapo harakati za kilimo zitasitishwa, bila shaka maisha ya binadamu yatafikia kikomo. Chakula na mavazi ya binadamu hupatikana kutokana na shughuli hii muhimu na imekuwepo maishani mwa binadamu kwa karne nyingi. Wataalamu wa historia husema kwamba kilimo kilianza wakati ambapo ustaarabu wa binadamu ulianza kustawi yaani kadri binadamu alivyoanza kukumbatia ustaarabu ndivyo kilimo kilianza kustawi hali kadhalika. Kabla ya kustawi kwa kilimo, binadamu wa kwanza aliishi maisha ya kulumbata wanyama akikusanya miti, majani, maganda, mizizi na matunda kwa ajili ya kujikimu maishani mwake. Katika kipindi hiki mtindo huu wa kupata chakula na mavazi ya binadamu ulikuwa mwafaka mradi hakuweza kutindikiwa na chochote.

Baadaye dharura ya kuwa na utaratibu tegemevu wa kujipatia maslahi ya binadamu ikatokea kwa sababu ya kuendelea kuongezeka kwa idadi ya watu, pakawa na haja ya kulainisha mfumo wa uzalishaji wa chakula na kutimiza mahitaji mengine ya kibinadamu. Matokeo ya juhudi hizi yalianzisha shughuli ya uvuvi, uwindaji wa wanyama na ndege na ukusanyaji wa vyakula mbalimbali na kuvihifadhi. Harakati za kusaka chakula kwa wingi zikashadidi katika kila janibu za ulimwengu. Hii ilifuatiwa nakuanza kufuga wanyama waliozalisha bidhaa kama vile maziwa, nyama, ngozi na mayoya yaliyotumiwa kutengeneza mavazi. Wanyama waliofugwa hivi, baada ya miongo fulani, wakaanza kutumiwa mashambani kufanya kazi ya kusaidia kuandaa mashamba kwa minajili ya kuzalisha vyakula.

Ustaarabu ulipoimarika zaidi kutokana na mpito wa wakati, mahitaji ya chakula kilichozalishwa kupitia kilimo yakawa makubwa kushinda chakula kilichokuwepo kwa ajili ya kuyakimu mahitaji ya binadamu katika kipindi hicho cha kizazi cha binadamu.Jambo hili lilisababisha haja ya kubuni mbinu mpya na bora zaidi za uzalishaji wa chakula kutokana na matumizi ya ardhi.Aghalabu katika baadhi ya sehemu, uzalishaji ulizuiwa na hali ngumu ya hewa kwa sababu ya mvua isiyotegemewa, ama ichelewe au ipotee kabisa na kusababisha kiangazi kilichonyausha na kukausha mimea mashambani. Mimea mashambani inaachwa ikisononeka kutokana na uhaba au ukosefu kabisakabisa wa maji.  Ili kukabiliana na changamoto hii ya hali ya hewa, mitaro mikubwa ilichimbwa kutoka maeneo ya maji kama vile mabwawa, mito ya kudumu, maziwa na vidimbwi ili kuelekeza maji mashambani na kuwezesha mimea kustawi ipandwapo. Huu ulikuwa mwanzo wa kilimo cha kunyunyizia maji mashambani. Mtindo huu ulistawi zaidi nchini Misri Kaskazini mwa Bara la Afrikakwa sababu ya kuwepo kwa Jito la Nile. Mbali na kutumia mtindo wa kunyunyizia maji mashambani ili kuimarisha uzalishaji, haja ilizuka ya kuimarisha aina ya mbegu zilizopandwa ili kuongeza kiwango cha mazao ambayo yangepatikana hata katika eneo dogo. Kadhalika, mbegu zilizoimarishwa hivi zilikuwa na uwezo wa kuhimili hali ngumu ya hewa kama kiangazi, magonjwa na wadudu waharibifu. Hizi zilikuwa baadhi ya hatari zilizokumba mimea na kudunisha kiwango cha mazao yanayotoka kwenye mashamba.uzalishaji.

Usisahau kwamba uvumbuzi wa viwanda ulipozuka kule Ulaya, vifaa bora vya kutumia katika kilimo vilivumbuliwa. Vifaa hivi vilikuwa kama vile plau na tingatinga na vilisaidia sana kuandaa konde kwa njia bora zaidi na tena kwa kipindi kifupi. Hatua hii iliimarisha mchakato mzima wa kuendeleza kilimo kwa manufaa ya binadamu. Kwa kweli akili ni mali na si mali tu bali ni mali ya aina yake. Ni dhahiri kwamba mti hauwezi ukaenda pasipo na nyenzo.

 

  1. a) Fupisha aya mbili za kwanza ukitumia kati ya 70 na 80. (alama 6)

 Matayarisho

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Nakala Safi

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  1. b) Kwa maneno 80 hadi 90 kuandika hoja muhimu katika aya ya tatuna ya nne. (alama 9)

 Matayarisho

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Nakala Safi

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  1. Matumizi ya Lugha (Alama 40)
  2. a) Taja na ainisha konsonanti zilizo katika neno ‘ng’ata’ ukizingatia alazakutamkia.(alama 1)

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  1. b) Toa mifano minne ya maneno yenye irabu tatu pekee katika Kiswahili sanifu. (alama 2)

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  1. c) Onyesha silabi zenye kutiliwa mkazo wakati wa kutamka maneno yafuatayo: (alama 1)
  2. ombea …………………………………………. ii.hakimu ……………………………

 

 

  1. d) Eleza maana mbili tofauti katika sentensi:(alama 2)

Dumu na mwanawe Borni waimbaji hodari. ……………………………………………………………………………………………………

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  1. e) Tunga sentensi mojamoja ukitumia kivumishi cha pekee – ingineoukianza kwa maneno

yafuatayo:(alama3)

  1. sisimizi:

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  1. mkanda:

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iii. kuchoka:

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  1. f) Andika muundo wa sentensi hii kwa kutumia msitari.                                   (alama 2)

Mgogoro huo ulimalizikaleo kwa mapatano.

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  1. g) Ainisha mofimu katika neno ‘iue’. (alama 2)

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  1. h) Onyesha kisha uainishe nomino katika sentensi hii: (alama 3)

Kipakatalishicha Wangila kina kasi kubwa.

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  1. i) Akifisha sentensi hii: (alama 3)

umeanza kusoma tamthilia ya kigogo kigogo alimuuliza kangogo.

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  1. j) Kanusha:
  2. Wanafunzi wengi wameenda kucheza kandanda katika shule jirani.(alama1)

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  1. ii) Tukianza safari yetu asubuhi tutachelewa kikaoni. (alama 2)

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  1. k) Andika kwa kinyume:

Wananchi wengi walihudhuria mkutano ndani ya uga wa Kitaifa.                                  (alama2)

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  1. l) Geuza katika umoja au wingi kulingana na maagizo ndani ya mabano mwishoni mwa kila

sentensi.

  1. Idara mpya iliundwa na mkurugenzi wa kampuni hiyo. (wingi) (alama1)

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  1. Vyungu vya kupikia vimesahaulika na wapishi. (umoja) (alama1)

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  1. m) Tunga sentensi zilizo na miundo ifuatayo:
  2. S – KN (W+V) + KT (T+E)                                                                                       (alama 2)

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  1. S – KN (N)+ KT (T) (alama 1)

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  1. n) Andika sentensi hii ukitumia maneno yenye maana sawana yale yaliyopigiwa mistari.

(alama 2)

Banatialishushaberamu saa kumi na mbili jioni.

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0) Kwa kutumia sentensi moja, tofautishavitate vifuatavyo:sima, zima                  (alama 2)

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  1. p) Ni methali gani inayolengwa na maelezo yafuatayo? (alama 1)

Panapokuwa na juhudi katika jambo lolote hata likiwa gumu, hatimaye ufanisi hupatikana.

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  1. q) Tumia nahau ‘ng’oa nanga’ katika sentensi ili kudhihirisha maana yake. (alama 1)

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(alama 2)

  1. r) Jaza pengo kwa vihisishi mwafaka. (alama 3)

Unapotaka kupishwa hutumianeno ………………………………. na ………………………..

nitamko la kuagana mnapoachana na mtu usiku kama ambavyo …………………………….

hutumiwa unapomwomba mtu msamaha kwa kumkosea.

 

 

4.Isimujamii      (Alama 10)

Andika sifa kumi za lugha utakayotumia ukipata fursa kutangaza mchezo wa kandanda.        (alama 10)

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Huu ndio ukurasa wa mwisho uliochapishwa.

Cheti cha Kuhitimu Kisomo cha Sekondari

MTIHANI WA MUHULA WA PILI2023

 

 

MOCKS 1 2023

 

102/3                    Kiswahili – Fasihi        Karatasi ya 3

KIDATO CHA NNE          JULAI/AGOSTI, 2023              Muda: Saa 2½

 

Jina: ………………………………………….………………      Nambari: ………………

Mkondo: ………………Sahihi ya Mtahiniwa: ………..…….. Tarehe ……………………

Maagizo

  • Andika jina lako, nambari ya usajili, mkondo, sahihi na tarehe katika nafasi ulizoachiwa hapo juu.
  • Jibu maswali manne pekee.
  • Swali la kwanza ni la lazima.
  • Maswali hayo mengine matatu yachaguliwe kutoka sehemu nne zilizobaki Riwaya, Ushairi, Tamthilia na Fasihi Simulizi.
  • Usijibu maswali mawili kutoka sehemu moja.
  • Karatasi hii ina kurasa 6. Watahiniwa ni lazima wahakikishe kwamba kurasa zote za karatasi hii zimepigwa chapa sawasawa na kuwa maswali yote yamo.
  • Maswali yote ni sharti yaandikwe kwa lugha ya Kiswahili.

Kwa matumizi ya mtahini pekee

 

         SWALI UPEO             ALAMA
1 20  
  20  
  20  
  20  
JUMLA 80  

 

 

 

SEHEMU A: HADITHI FUPI(LAZIMA)

D.W. Lutomia na Phibbian Muthama : Mapambazuko Ya Machweo Na Hadithi Nyingine    

  1. Lazima

 

  • Changanua mtindo kwenye kifungu. (alama 8)
  • Uhuishi – athari ya mawazo yake ilijiandika Dhahiri shahiri usoni mwake.
  • Tashibihi – tabasamu pana mithili ya msafiri
  • Taswira – tabasamu pana
  • Takriri – njia mbilimbili
  • Balagha – lakini, angefeli je?
  • Mbinu rejeshi – maneno ya mwalimu mkuuS
  • Jazanda – mizizi na matunda
  • Methali – mtaka chv mvunguni sharti ainame
  • Nidaa – Sabina!
  • Suala la kazi na bidi limeangaziwa kwa kina kwenye diwani ya mapambazuko ya machweo. Tetea ukweli wa kauli hii kwa kurejelea hadithi zifuatazo:
    1. Fadhila za punda
    2. Mapambazuko ya machweo
  • Sabina (alama 12)

 

SEHEMU B: RIWAYA

A.Matei: Chozi la Heri.

Jibu swali la 2 au la 3

 

  1. Naona wingu kubwa angani likitembea kwa kedi na madaha na kulifunika jua…Mawingu yaliyoshiba yakataka kutapika yanagooka, yanakaribiana, kupigana busu na kusababisha mwanguko wa matone mazito ya mvua; matone yanayoanguka kwenye ngozi laini zą wanangu wakembe… ubavuni mwangu amelala maskini mke wangu… Sijui kama inahalisi kumwita mke wangu…. Siye, siye, siye-e-e-e. Tazama uso wake ulivyovamiwa na majeraha kikwi… Amevimba na kuvimbiana kama dongo la unga ngano baada ya kutiwa hamira. Lakini yeye hana la hamira!

(a) Ni usimulizi wa Kaizari

  1. ii) Anawasimulia wakimbizi wenzake / Ridhaa.

iii) Yumo kambini / Misitu wa Mamba.

iv)Anarejelea hali ya ugeni kule kambini / anarejelea hali ya maumivu ambayo wanawe Lime na Mwanaheri wamo baada ya kubakwa / Hii ni baada ya uchanguzi kufurushwa kwao na kuishia kambini/anarejelea tandabelua ya baada ya uchaguzi.                                                                                                (4×1=4)

 

  1. b) Aina za taswira:

i)Taswira oni/ya uoni/mwono – naona wingu kubwa angani likitembea

ii)Taswira mwendo – wingu kubwa likitembea

iii) Taswira sikivu  – sauti ya mawingu yakigooka

iv)Taswira mguso – mawingu yanakaribiana, kupigana busu; wingu kulifunika jua; yanayoanguka kwenye ngozi laini za wanangu.

(v.) Taswira hisi – yakataka kutapika                                                    (za kwanza 4×1=4)

 

(c) Vipengele vya kimtindo;

i)Tashihisi/uhuishi – wingu kubwa angani likitembea kwa kedi na madaha / mawingu yakataka kutapika

  1. ii) Urudiaji/Takriri/uradidi- matone; siye;mke wangu/hamira

iii) Mdokezo – ngozi Laini za wanangu wakembe…/maskini mke wangu…

  1. iv) Tashbihi – amevimba na kuvimbiana kama dongo la unga ngano
  2. v) Nidaa – hana hamira!
  3. vi) Nahau/msemo – majeraha kikwi

vii) kudumisha sauti – siye-e-e-e

(za kwanza 4×1=4)

 

d)Toni ya uchungu/masikitiko / huzuni                                           (1×2=2)

 

  1. e) Umuhimu wa mandhari:

 

  1. i) Kuibua maudhui mbalimbali k.m maudhui ya ukatili – jinsi Lime na Mwanaheri walivyabakwa.
  2. ii) Kuchimuza tabia za wahusika – k.m utu wa jiraniye Tulia; tabia za mwanzi kama katili kwani tunaambiwa Selume kuishi na wakimbizi kuliko kwenya kasri la dhuluma za mumewe.

iii) Kuonyesha wakati wa kutukia kwa matukio- tandabelua baada ya uchaguzi

(iv) Huchangia kuibua toni na hali ya kijumla – mandhari haya yanaibua toni ya uchungu na masikitiko.

  1. v) Huibua dhamira ya mwandishi mandhari ya kambi ya wakimbizi yanaibua dhiki za wakimbizi baada ya ghasia za baada ya uchaguzi.
  2. vi) Hutambulisha wahusika – tunabainishiwa wahusika kama Subira, Lime, Mwanaheri, Ridhaa, nk..

vii) Kudokeza migogoro – baina ya wafuasi wa Bi.Mwekevu na mpinzani wake mkuu.

viii) Husaidia kulinganua hali za matabaka– k.m. aliyekuwa waziri, familia ya Bw. Kute

(xi) Kuonyesha mahali pa tukio  – k.m Lime na Mwanaheri wanabakiwa nyumbani kwao

x)Huibua taharuki – Kaizari akisimulia jinsi gari lao lilivyoishiwa na  petroli taharuki inajengwa.

  1. xi) Kuendeleza ploti – k.m Wakimbizi wanapofurushwa kutoka makwao na kuanza maisha upya katika kambi ya wakimbizi / Msitu wa Mamba.(zozote 6×1 = 6)

 

3.“Alijiona kama mfa maji ambaye anakabiliwa na mtutumo wa mawimbi  ya misiba ,mmoja baada ya mwingine.”

 

a)Eleza muktadha wa dondoo hili.                              (alama 4)

i)Msemaji: maelezo ya mwandishi/msimulizi

ii)Msemewa:Anamrejelea Lunga

iii)Mahali:Msitu wa simba

iv)Sababu:Mwandishi anatueleza changamoto alizokumbana nazo Lunga baada ya kuhama kutoka msitu wa mamba.

 

b)Ukimrejelea msemewa wa maneno haya na wahusika wengine kutoka kwenye riwaya,onyesha jinsi walivyokumbwa na mawimbi ya misiba.                                                                            (alama 16)

i)lunga anafutwa kazi baada ya kutetea raia dhidi ya kupewa mahindi yaliyokuwa hatari hata kwa panya

ii)lunga anapoteza mali yake yote baada ya kutimuliwa kutoka msitu wa mamba

iii)Naomi anamtoroka Lunga  wakati alipomhitaji Zaidi.

iv)Ridhaa  anaipoteza aila yake yote inayoangamizwa na mzee Kedi

v)Umu anabaki mpweke baada ya ndugu zake kutoroshwa na kijakazi Sauna

vi)Lime na Mwanaheri kubakwa na vijana barobaro mbele ya baba yao

vii)Zohali anapata mimba akiwa kidato cha pili anaamua kutoroka nyumbani kwao baada ya kuachiwa kazi zote za nyumba

viii)Subira amejaa majeraha usoni mwake na pia mwili wake kuvimbiana kutokana na ubahaimu wa mwanadamu

ix)Ridhaa anabaguliwa na wanafunzi wenzake kitendo kinachomfanya kutoroka shule

x)Majumba ya ridhaa yanabomolewa ikisemekana yalijengwa sehemu iliyotengewa ujenzi wa bypass.

xi)Sauna kubakwa na babake wa kambo na anapomfahamisha mamake anamnyamazisha kuwa asimpake tope babake

xii)Sauna anaamua kutoroka nyumbani kwao baada ya kulazimishwa kuavya mimba na mamake mzazi

xii)Riziki Immaculata kutupwa na mamake  kwenye mapipa ili kijifie ila kinaokelewa  na Neema na kupelekwa kwenye kituo kutunza watoto  cha Benefactor.

xiii)Jumba la  Ridhaa alilokuwa amewapangisha  wafanyabiashara kuchomeka kutokana hitilafu za umeme  hadi kuwa unga tifutifu.watu wengi walifia humo ndani.

Xiv)kutokana na machafuzi ya uchaguzi Subira mkewe kaizari anakatwa kwa sime na vijana ambao pia wanawabaka lime na mwanaheri mabinti zake Kaizari mbele yake akishuhudia .

xv)Makaa amiye Mwangeka kuchomeka asibakie lolote alipoenda kuwaokoa watu walliokuwa wakifyonza mafuta kutoka kwa lori lililokuwa limeanguka.

xvi)Baada ya machafuzi ya uchaguzi wakimbizi(Ridhaa ,Kaizari na wengine)wanaishia kwenye kambi ambako maisha ni magumu sana.Hawana chakula,maji safi ya kunywa,misala hakuna wanaishi kwenye vibanda wote wazee kwa watoto.

  Kadiria majibu ya mwanafunzi

                                       16×1

SEHEMU C: TAMTHILIA

Timothy Arege: Bembea Ya Maisha

Jibu swali la 4 au la 5

 

 

  1. “Hata nikiitwa nitaondoka nikiwa nimeridhika.”

a)Eleza muktadha wa dondoo hili .                                               (alama 4)

msemaji:Sara

Msemewa:Dina

Mahali:Nyumbani kwa Sara

Sababu:Anaonea fahari maisha ya watoto wake wanavyojiendeshea mambo yao licha ya kusemwa hapo awali.

b)Kwa hoja tano ,eleza sifa za msemaji wa maneno  haya .    (alama 5)

i)mvumilivu-sara anavumilia mateso na kipigo cha mumewe

ii)mwenye Hekima –maneno anayoyazungumza  yana wingi wa hekima na busara.

iii)Mwenye mapenzi-anampenda mumewe na watoto wake

iv)Mwenye msimamo thabiti –Hata baada ya kusutwa  na kukejeliwa na wanajamii hayumbishwi na maneno yao.

v)Mtamaduni-anasema fimbo hurithiwa na mtoto wa kiume

vii)Mwenye uhusiano mwema –Sara alikuwa na uhusiano mwema na Dina ndiposa anaenda kumsidia kupika.

vii)Mshauri-Anawashuri wanawe kuheshimu ndoa mila na baba yao.

viii)Mwenye shukrani- Anamshukuru Asna kwa kumpa uji.

ix)Mwenye heshima –Anamheshimu mumewe kwani ndiye moto wa kifuu.

5×1

c)Tambua mbinu moja ya lugha iliyotumika katika dondoo hili.(alama 1)

Tafsida –nikiitwa nitaondoka

  1. d) Wahusika mbalimbali kwenye tamthilia wamekubwa na majonzi na furaha vilevile.Thibitisha. (alama 10)

i)Ndoa ya Sara na Yona imejaa furaha mwanzoni  wanapooana.Maisha yao yaonekana yenye mafanikio na furaha.

ii)Ndoa hii  inaingia dosari baada ya kukaa muda mrefu bila kupata watoto.

iii)Hatimaye wanabarikiwa na watoto  watatu wa kike hali inayoleta furaha kwa muda.

iv)Wanajamii wanawacheka, kuwakejeli na kuwasuta kwa kutojaliwa mtoto wa kiume.

v)Kutokana na kusutwa huku,Yona anaingilia ulevi hali inayomfanya kumchapa mkewe Sara na pia kuidharau  familia yake.

Vi)Ulevi wake Yona unamfanya  kutelekeza majukumu yake kama mwalimu na kuishia kufutwa kazi

vii)Kichapo alichopewa Sara  na Yona kinamsababishia ugonjwa wa moyo hali inayomfanya kukosa matumaini  ya kuishi na kutamani kufa.

viii)Kabla kuingilia ulevi, Yona alikuwa mwalimu hodari ,watoto aliowafunza walipita sana naye akapata zawadi mzomzo kutoka kwa wazazi na serikali.

ix)Neema anasoma hadi chuo kikuu na kufuzu vyema ,anafanikiwa na kupata kazi.

x)Neema anawajengea  nyumba ,anawaajiria wazazi wake wafanyikazi  wa kuwasaidia nyumbani na kuwanunulia jiko la gesi hali inayowapa  furaha nyingi.

xi)kuna hali  ya kutoelewana kati ya Bunju na Neema kutokana na masomo yake  Lemi kwani kulingana na Bunju amerudi nyuma.

xii)Bunju na Neema  wanakosa kuelewana kutokana na mila ambazo kulingana na Neema zimepitwa na wakati .-mama mkwe kutolala kwa Bunju.

iii)Neema  kulazwa hospitalini kwa muda  wa mwezi mzima bila fahamu kutokana na ajali mbaya.

iv)Bunju anakasirishwa na Neema kwa kutoshirikishwa kuhusu mpango wa kumpeleka Sara nyumbani baada ya kupata nafuu

 

 

  1. “…Tayari unakuwa umeonja seli.Hata wahudumu wenyewe hawana mlahaka mwema .amri na vitisho kama askari.Unashindwa kama uuguze moyo ama ugonjwa.Katika wodi hewa iliyojaaa harufu ya dawa imezagaa,vitanda vimesalimu amri mpaka shiti zikagura.Yaani hali nzima haikupi matumaini ya kutoka ukiwa bora.matumaini yanadidimia .Tumaini lako unaliweka katika sala. ”

 

(a)Tambuatonimbilikatika kifunguhiki(alama2)

  1. Toniyakutamauka~ Yaanihalinzimahaikupimatumainiyakutokaukiwabora.
  2. Toniyahuzuni~Tumainilakounaliwekakatikasala.

 

(b)Tambuaainamojaya taswirakatikadondoohili                          (alama2)

Taswiramnuso~hewailiyojaaharufuyadawaimezagaa

 

(c)Kandonataswirachambuavipengelevingine vyamtindo:(alama6)

  1. Utohozi~ seli, shiti, wodi
  2. Tashbihi~amrinavitishokama askari
  • Nahau~ vitandavimesalimu amri
  1. Tashihisi~vitandavimesalimuamri,shitizikagura.

 

(d) Fafanuanamnamandhari yadondoohiliyalivyochangiakujenga Tamthilia BembeayaMaisha(alama10)

 

  1. Yanalinganishahuduma dunizaafya kijijininahudumaborazaafya mjini.
  2. Yanatusaidiakuelewamaudhuiya kutowajibika kupitia wahudumu wahospitalini zamjini.
  • Yanachimuzamaudhuiyauongozi mbayahospitalini.
  1. Yanachangiakatikakuonyeshasifazawahudumu wahospitalini.
  2. Yanachangiakatikakuonyeshasifa zawahudumu wahospitalizanyumbani(wazembe, dhalimu)
  3. Yanachimuzamatatizoyanayokumbahospitalizamashambani(uchafu,uhabawavitandavizuri,shiti) Yanajengamtirirko wavitushi Saraanapofikahospitalini kupatamatibabu.
  • YanakuzasifazaAsna kama mdaku.
  • YanajengasifazaNeemazinazjitokeza~
  1. Yanakuzamtindo kupitiamethali nadhihaka.

 

 

 

                                           SEHEMU D: USHAIRI.

Jibu swali la 6 au la 7

  1. SHAIRI LA KWANZA

(a)Tambua hadhira inayolengwa katika shairi hili.                                                                             (alama 1)

i)Wafanyikazi wa umma

ii)Maskini na matajiri

iii)Wadogo na wenye vyeo

1X1

b)Huku ukitoa mfano,onyesha mbinu tatu ambazo mshairi ametumia  kutosheleza uhuru wake. (alama 3)

 

i)tabdila – kutotowa/kutotoa

ii)inksari –ndo/ndio

iii)kuboronga sarufi/kufinyanga lugha-kujitegemea bora/bora kujitegemea

3X1

c)Bainisha aina tatu za urudiaji zinazojitokeza katika utungo huu.                                                    (alama 3)

i)urudiaji wa neno/anafora-ushuru,taifa,bilashi,nk

ii)urudiaji wa silabi-vina mf zo,ma

iii)urudiaji wa sauti-o,a

iv)urudiaji wa mshororo mf kibwagizo

3×1

d)Eleza muundo  wa ubeti wa sita.                                                                                          (alama 4)

i)una vipande viwili katika kila mshororo –ukwapi na utao

ii)una mishororo minne

iii)ubeti una kituo/kiishio

iv)vina vya kati ni nge na vya mwisho ni zo isipokuwa kwenye kituo

v)mizani ni kumi na sita katika kila mshororo

4×1

e)Andika ubeti wa nne katika lugha ya nathari/Tutumbi                                                              (alama4)

si vizuri  kuomba misaada ya kigeni kila wakati.

Hivyo ni sawa na kuwa mateka

Ni vyema  kujitegemea kwa shida zetu

Taifa haliwezi kuimarika bila ushuru

f)Kwa kutolea mfano,taja mbinu tatu za kimtindo zilizotumika katika shairi hili.                           (alama 3)

i)maswali ya balagha- vipi wangalihudumu

ii)jazanda/sitiari-twajifunga Kamba/kiguru

iii)tashbihi –ni kama kiguru

iv)takriri-bilashi,ushuru

3×1

g)Weka shairi hili katika bahari yake ukirejelea :                                                                       (alama 2)

i)Vipande-Mathnawi

ii)Vina- ukaraguni

2X1

 

 

 

  1. SHAIRI LA PILI

(a)

(i)         Haizingati idadi kwa mistari/mishororo katika kila ubeti.

(ii)        Idadi ya vipande hailingani katika mstari.

(iii)       Halizingatii mpangilio maalum wa vina.

(iv)       Halizingatii ulinganifu wa mizani katika kila mstari.

(v)        Idadi ya vipande vya mishororo ni sawa.

(vi)       Halizingatii ukamilifu wa mishororo

(b) Utamaushi

(i)         Mwalimu hathaminiwi – anaitwa bure/duni

(ii)        Mwalimu analewa na kupepesuka barabarani.

(iii)       Watoto kumcheka mwalimu wao apitapo.

(iv)       Viatu vya mwalimu kuisha visigino

(v)        Sidiria ya mwalimu ni chakavu.

(vi)       Mwlaimu hawezi kumudu bei hya marashi baada ya kustaafu.

(vii)      Mwalimu atakufa na kuzikwa bila kusherekewa.

(viii)     Hata mlevi anamdharau mwalimu

(ix)       Mshahara duni.

(Zozote 4 x 1 = 4)

 

 

 

(c)     Jinsi mwalimu anapaswa kulaumiwa

(i)         Yeye ndiye anatunga wimbo wa kuwasifu viongozi wasiotaka kubadilisha             taaluma yake.

(ii)        Yeye ni mwoga – Anajikunja kama jongoo.

(iii)       Walimu hawana umoja.

(d) Nafsineni-Mwalimu

Toni-utamaushi(kutaja al.1, mfano-al.1)

(e) Usambamba-Utafundisha tena

Sikilizeni

Jazanda –Bure, chacha,Mkia wa mbuzi

 

 

 

SEHEMU E: FASIHI SIMULIZI

 

8.

  1. Bainisha kipera cha utungo huu.                                                    (alama 2)

Bembelezi / bembea / pembejezi

Unawaliwaza na kuwabembeleza watoto walale auwanyamazewanapolia.

 

  1. Eleza ujumbe unaofumbwa katika wimbo huu. (alama 5)
  2. Kuhimiza uwajibikaji – nafsi neni kumpikia mwanawe ubwabwa
  3. Kueleza ugumu wa maisha / umaskini / ukilia wanikumbusha ukiwa wa baba na mama
  • Nmafsi neni kukatiziwa elimu – ilimu kunikatizia
  1. Nafsineni kulazimishiwa ndoa – baba na mama kupokea ng’ombe na mbuzi
  2. Kuwepo kwa vurugu – lavunjavunja vikombe
  3. Ukosefu wa usingizi – languruma kama gombe.

 

  1. Tambua mbinu za kifani ambazo zimetumiwa kuwasilisha utungo huu.     (alama 3) 
  2. Tashbihi–languruma kama gombe
  3. Takriri/uradidi–ulale,ukiwa,nakuchombeza,
  • Taswira – Languruma kama gombe
  1. Kinaya – wazazi kumwachisha shule nasfuineni na kumwoza.
  2. Bainisha shughuli mojamoja ya kijamii na ya kiuchumi ambazo huendelezwa katika jamii ya utungo huu. (alama 2)

Kijamii – ndoa – kunioza dume kongwe

Kiuchumi–ufugaji ;languruma kama gombe

  1. Unakusudia kukusanya data kuhusu kipera hiki. Eleza manufaa manne ya kutumia mahojiano. (alama 4)
  • Kwa vile mtafiti anakabiliana namhojiwa ana kwa ana ni rahisi kupata habari za ana kwa ana na za kutegemeka.
  • Mbinu au sifa za uwasilishaji kama vile; Toni, utendaji, sauti, ishara za uso kubainika kwa mtafiti na hivyo kuimarisha kuelewa kwake.
  • Mtafiti anaweza kumfafanulia mhojiwa habari na kuweza kupata data inayoaminika
  • Mtafiti anaweza kubadilisha maswali au mtindo wa kuyauliza kulingana na kiwango cha elimu cha mhojiwa; lugha yake mhojiwa na mengine mengi
  • Mtafiti anaweza kutambua iwapo mhojiwa anatoa habari zisizo za kweli.
  1. Kipera hiki kinazidi kufifia katika jamii yako. Fafanua njia nne ambazo jamii ya kisasa inaweza kutumia kukuza na kuendeleza kipera hiki. (alama 4)    
  2. Jamii inafundisha kipera katika taasisi mbalimbali za elimu kama vile shule ya msingi, vya upili na vyuo vikuu.
  3. Kuhimiza wataalamu kujihusisha na usomaji na utafiti wa kipera hiki.
  • Kuhakikisha kuwa kipera hiki kimepewa nafasi inayostahili katika mfumo wa elimu. kwa mfano kinahusishwa katika tamasha za muziki na drama zinazohusisha taasisi mbalimbali za elimu
  1. Wanasarakasi wa kisasa wanaendeleza usanii wa kipera hiki.
  2. Jamii ya kisasa inatumia teknolojia ya habari na mawasiliano k.v Runinga, tarakilishi na redio kuendeleza utendaji wa kipera maathalan kuna vipindi mbalimbali vya watoto nidhazautangazaji
  3. Watafiti wa fasihi simulizi wanaendelea kukifanyia kipera utafiti, kuandika na kurekodi viperavya fasihisimulizi
  • Kipera hiki kinaendelezwa katika jamii za kisasa.

 

 

MOCKS 1 2023

SWALI LA KWANZA

  1. Hii ni insha ya kumbukumbu. Vipengele vya:
  • Kimuundo vya utungo wa aina hii vidhihirike kama ifuatayo:
  1. Kichwa : Kionyeshe:
  2. Kundi linalokutana
  3. Mahali pa mkutano
  4. Tarehe ya mkutano
  5. Wakati wa mkutano
  6. Waliohudhuria- vyeo na nyadhifa zidhihirishwe
  • Waliotuma udhuru
  1. Ambao hawakuhudhuria
  2. Waalikwa / katika mahudhurio/ waliohudhuria, bali si wanachama (si lazima)
  3. Ajenda za mkutano
  • Kumbukumbu zenyewe
  1. Utangulizi
  2. Wasilisho la mwenyekiti
  3. Kusomwa na kuthibitishwa kwa kumbukumbu za mkutano uliopita/uliotangulia
  4. Yaliyoibuka kutokana na kumbukumbu hizo
  5. Maswala yanayojadiliwa leo/ masuala mapya (kulingana na ajenda)
  • Masuala mengineyo
  1. Hitimisho
  • Sahihi, jina la Mwenyekiti na tarehe
  • Sahihi , jina la katibu na tarehe

 

 

  1. Maudhui

Visa vya utovu wa nidhamu vyaweza kuwa kuchelewa,kutohudhuria shule,kupigana,ulevi,kutozingatia kanuni za shule na kadhalika.

Mtahiniwa adhihirishe majadiliano na uamuzi ulioafikiwa na viranja kuhusu vyanzo vya utovu wa nidhamu shuleni na Suluhisho lake. Baadhi ya hoja zitakazo jitokeza ni hizi:

  1. Vyanzo
  2. Matatizo ya kiuchumi
  3. Ukosefu wa malezi mema
  4. Ukosefu wa ushauri miongoni mwa vijana
  5. Usasa na matumizi ya teknolojia
  6. Haki za watoto kutetewa sana na mashirika mbalimbali
  7. Shinikizo la rika
  8. Matumizi ya dawa za kulevya
  9. Kuvunjika kwa ndoa/ kuwepo kwa mzazi mmoja
  10. Kuvunjika kwa mifumo ya kimaadili, ya kitamaduni
  11. Mtaala wa elimu wenye masomo mengi
  12. Msongo wa mawazo
  13. Kutokuweko na michezo na shughuli za vyama
  14. Ukosefu wa vielelezo vizuri k.m Watu hutukuza viongozi wasio na nidhamu
  15. Uongozi wa shule hafifu
  16. Wazazi kuwatetea wana wao wakikosa na kadhalika
  17. Suluhisho.
  18. Kuimarisha uchumi
  19. Wazazi kuhimizwa wawaelekeza wana wao
  20. Kuimarisha ushauri- nasaha shuleni
  21. Kudhibiti matumizi ya rununu miongoni mwa wanafunzi
  22. Serikali kubuni mwongozo mzuri wa adhabu shuleni
  23. Watoto kulelewa katika misingi ya kidini
  24. Vituo vya kurekebisha tabia viimarishwe
  25. Adhabu kali itolewe kwa watumiao dawa za kulevya
  26. Kuanzisha michezo na shughuli za vyama ziimarishwe
  27. Mfumo wa elimu ufanyiwe marekebisho ili umpe mwanafunzi nafasi ya kucheza na kupumzika
  28. Kuanzisha nafasi za wachungaji shuleni na kadhalika.

 

  1. Tanbihi
  2. Mtahiniwa akiegemea katika vyanzo pekee bila suluhu, atuzwe alama C 8/20.
  3. Atakayetaja angalau suluhu moja achukuliwe ya kwamba amejibu swali kikamilifu
  4. Akikosa baadhi ya vipengee vya kimuundo achukuliwe kuwa amekosea kimuundo.
  5. Atakayeandika sura tofauti bali na ya kumbukumbu kwa mfano ,Barua rasmi , hotuba na kadhalika aondolewe alama 4S (sura) baada ya kuwekwa katika kiwango chake

 

 

 

 

 

SWALI LA PILI

Hii ni insha ya mjadala ambapo lazima pawe na mtazamo wa pande mbili za swali ,yani faida na hasara

FAIDA

  1. Bodaboda zimeleta ajira kwa watu wengi, ama kujiajiri au kuajiriwa
  2. Zimeimarisha hali ya maisha kwa wawekezaji na waendeshaji
  3. Zimeimarisha usafiri wa watu wa uchukuzi wa mizigo
  4. Zimeimarisha utawala kwani hata ma chifu huzitumia
  5. Zimeimarisha matumizi ya muda au wakati kwani huhitaji tu abiria mmoja
  6. Ni usafiri wa bei nafuu
  7. Huwafikisha watu haraka na kadhalika

 

HASARA

  1. Zimesababisha ajali nyingi, vifo na ulemavu
  2. Husababisha matatizo ya kiafya kutokana na baridi kali
  3. Wanafunzi wengi huwacha shule ili kushiriki katika biashara hii
  4. Usafiri huu unahusishwa na jinai kama vile ubakaji, wizi na kadhalika
  5. Umesababisha mimba za mapema kwa wanafunzi
  6. Zinaleta uvunjaji sheria za trafiki na kadhalika

 

Tanbihi

Mtahiniwa aweza:

  1. Kuwa na hoja chache za faida na nyingi za hasara-atakuwa amejibu swali kikamilifu.
  2. Kuwa na hoja nyingi za faida na chache za hasara-atakuwa amejibu swali kikamilifu
  3. Akiegemea tu upande mmoja yani faida au hasara pekee achukuliwe kuwa na upungufu wa kimaudhui na alama zake zisizidi kiwango cha C
  4. Akiwa na hoja za faida sawa na za hasara achukuliwe kuwa amejibu swali ila tu ana upungufu wa kimtindo
  5. Neno jadili linamaanisha kueleza kwa mapana na marefu.

 

 

 

 

 

 

SWALI LA TATU

Hii ni insha ya methali ambapo mtahiniwa lazima abuni kisa cha kudhihirisha ukweli wa methali aliyopewa.

 

MAANA

Mpiga ngumi- Mtu yeyote anayepinga/ anayeshindana/ anayemkosea adabu mtu mwingine anayemzidi kimadaraka,kiumri,kimaumbile n.k.

Kuumiza mkonowe ni kupata madhara/kutofaulu/kudhurika.

Anayepiga ngumi ukuta atajiumiza kwani atashibuka ngozi yake.

 

MATUMIZI

Anayeshindana na anayemzidi kiuuwezo atajiumiza yeye mwenyewe

Kisa kinaweza kuafiki hali zifuatazo:

  • Mwanafunzi anayempinga kiranja,aadhibiwe na mwalimu au hata afukuzwe shuleni kabisa.
  • Mwanafunzi kumkosea mwalimu heshima apate adhabu kali na hata asimalize masomo yake.
  • Mtoto kumkosea mzazi wake heshima akapoteza mwelekeo maishani hatimaye akaharibika kabisa.
  • Mwanasiasa kumpinga rais baadaye akose baadhi ya vitu vizuri ambavyo rais anaweza kumpa kwa Mfano.kuwa mwanachama wa kamati fulani, kuwa waziri na kadhalika.
  • Mwajiriwa kumkosea heshima mwajiri wake baadaye afutwe kazi.
  • Timu ndogo kujigamba itaishinda timu kubwa na baadaye ishindwe vibaya sana.
  • Nchi ndogo ijaribu kupigana na nchi yenye uwezo mkubwa kijeshi kisha ipigwe vibaya na kushindwa.

 

TANBIHI

  • Lazima mtahiniwa atunge kisa kudhihirisha ukweli wa methali-asipotunga kisa na atoe tu mifano na maelezo, achukuliwe kuwa amepotoka kimaudhui na atuzwe D3/20
  • Kisa lazima kidhihirishe pande mbili za methali yani kupiga ngumi ukuta na kuumiza mkonowe.
  • Akiegemea upande mmoja tu atakua amepungukiwa kimaudhui na atuzwe kiwango cha C
  • Atakayetunga zaidi ya kisa kimoja amepungukiwa kimtindo na kiwango chake kisizidi C

 

 

SWALI LA NNE

Hii ni insha ya mdokezo ambapo lazima mtahiniwa akamilishe kwa kifungu cha meneno aliyopewa.

Kisa chaweza kuafiki hali zifuatazo

  • Mhusika (yeye) alimkosea Marina, jambo hili likasababisha Marina kuwa matatani hatimaye yeye akajuta kwa kosa hilo.
  • Marina alitaka msaada wake, yeye hakumpa, Marina akupata kwingine na akafaulu maishani.Jambo hili linamletea majuto.
  • Yawezekana Marina alitaka amsaidie lakini yeye akakataa, jambo hili linamfanya apate matatizo mengi na akajuta kwanini hakuuchukua msaada wa Marina.
  • Hali nyingine zozote zinazoweza kumletea mhusika majuto zitathminiwe.

 

TANBIHI

  • Kisa lazima kimhusishe Marina na mtahiniwa-asipowahisisha, ana shida ya kimtindo.
  • Lazima katika kisa aonyeshe hali itakayomsababishia majuto.
  • Kisa lazima kimalizikie kwa kifungu cha maneno aliyopewa-asipomalizia au ayaweke mahali si pake achukuliwe kuwa na upungufu wa kimtindo.
  • Akiongezea maneno baada ya kifungu alichopewa achukuliwe kuwa na upungufu wa kimtindo.
  • Mtahini asome insha za watahiniwa kwa makini kisha awatuze alama kulingana na mwongozo wa kudumu ulio hapa chini.

 

 

 

 

 

 

 

 

 

 

 

MWONGOZO WA KUDUMU

UTANGULIZI.

Karatasi hii imedhamiria kutathmini uwezo wa mtahiniwa wa kuwasiliana na msomaji na kuwasilisha ujumbe kimaandishi,akizingatia mada aliyopewa. Mawasiliano haya yatategemea ukwasi wa lugha ya mtahiniwa, kwa mfano, kutunga sentensi sahihi zenye mtiririko mzuri kimawazo, lugha ya kuvutia na yenye mawazo asilia, ubunifu mwingi na hati nadhifu. Kwa kutegemea maagizo ya swali lenyewe na umahiri wa lugha, ni lazima kutilia mkazo mtindo, mada na uwezo wa mtahiniwa kufuata maagizo vilivyo. Mtahini lazima aisome insha yote huku akizingatia sarufi, hijai, hoja, msamiati na mtindo ili aweze kuikadiria kwa kurejelea viwango mbalimbali vilivyopendekezwa. Viwango vyenyewe ni A, B, C na D kutegemea uwezo wa mtahiniwa.

 

VIWANGO VYA KUTATHMINIA

Vielekezi hivi ndivyo vitakavyo mwezesha mtahini kumweka mtahiniwa katika viwango mbalimbali vya kiutendaji.

 

KIWANGO CHA D KWA JUMLA MAKI 01-05.

  1. i) Insha haieleweki kwa vyovyote vile ama uwezo wa mtahiniwa wa kutumia lugha ni hafifu sana, hivi kwamba mtahinilazima afikirie kile mtahiniwa anachojaribu kuwasilisha.
  2. ii) Mtahiniwa hana uwezo wa kutumia maneno ya Kiswahili kwa njia inayofaa.

iii) Lugha imevurugika, uakifishaji haufai na insha ina makosa ya kila aina.

  1. iv) Kujitungia swali na kulijibu.
  2. v) Insha ya urefu wa robo ikadiriwe hapa.

 

NGAZI MBALIMBALI ZA KIWANGO CHA D.

D- (D YA CHINI) MAKI 01-02.

  1. i) Insha haina mpangilio maalum na haieleweki kwa vyovyote vile.
  2. ii) Kujitungia swali tofauti na kulijibu.

iii) Kuandika kwa lugha isiyo Kiswahili au kuchanganya ndimi.

  1. iv) Kunakili swali au maswali na kuyakariri.
  2. v) Kunakili swali au kichwa tu.

 

D WASTANI MAKI 03.

  1. i) Mtiririko wa mawazo haupo.
  2. ii) Mtahiniwa amepotoka kimaudhui.

iii) Matumizi ya lugha ni hafifu mno.

iv)Kuna makosa mengi ya kila aina.

 

D+ (D YA JUU) MAKI 04-05.

  1. i) Insha ya aina hii hukuwa na makosa mengi ya kila aina, lakini unaweza kutambua kile ambacho mtahiniwa anajaribu kuwasilisha.
  2. ii) Hoja hazikuelezwa kikamilifu/ mada haikukuzwa vilivyo.

iii) Mtahiniwa hana uhakika wa matumizi ya lugha / anajaribu kutumia lugha ila hana hakika na matumizi ya vipengele vya lugha anavyoteua.

  1. iv) Mtahiniwa hujirudiarudia.
  2. v) Insha itakayozingatia sura lakini ikose maudhui ikadiriwe hapa.

 

 

KIWANGO CHA C KWA JUMLA MAKI 06-10.

  1. i) Mtahiniwa anajaribu kuishughulikia mada japo hakuikuza na kuiendeleza vilivyo.
  2. ii) Mtahiniwa anawasilisha ujumbe kwa njia isiyovutia / hana ubunifu wa kutosha.

iii) Mtahiniwa anaakifisha sentensi vibaya.

  1. iv) Mtiririko wa mawazo unaanza kujitokeza japo kwa njia hafifu.
  2. v) Insha ina makosa mengi ya sarufi, ya msamiati na ya tahajia (hijai).
  3. vi) Insha yenye urefu wa nusu ikadiriwe hapa.

 

 Ngazi mbalimbali za kiwango cha C

 

C- (C YA CHINI) MAKI 06-07.

  1. i) Mtahiniwa ana shida ya kuwasilisha na kutiririsha mawazo yake.
  2. ii) Mtahiniwa hana msamiati wa kutosha wala miundo ya sentensi ifaayo.

iii) Mtahiniwa anafanya makosa mengi ya sarufi, ya hijai na ya msamiati na insha yake haieleweki kwa urahisi.

 

 C WASTANI MAKI 08.

  1. Mtahiniwa anawasilisha ujumbe lakini kwa njia hafifu.
  2. i) Dhana tofauti tofauti hazijitokezi wazi.
  3. ii) Mtahiniwa hana ubunifu wa kutosha.

iii) Mtiririko wa mawazo ni hafifu na hana ufundi wa lugha unaofaa.

  1. iv) Anajaribu kushughulikia mada aliyopewa.
  2. v) Mtahiniwa ana shida ya uakifishaji.
  3. vi) Mtahiniwa anafanya makosa mengi ya sarufi, ya hijai na ya msamiati lakini bado insha inaeleweka.

 

C+ (C YA JUU) MAKI 09-10.

  1. i) Mtahiniwa anawasilisha ujumbe vizuri akizingatia mada lakini kwa njia isiyo na mvuto.
  2. ii) Dhana tofauti tofauti zimejitokeza japo kwa njia hafifu.

iii) Kuna mtiririko wa mawazo japo hana ufundi wa lugha unaofaa.

  1. iv) Misemo na methali zimetumika kwa njia hafifu.
  2. v) Ana shida ya uakifishaji.
  3. vi) Kuna makosa ya sarufi, ya msamiati na ya hijai yanayoathiri mtiririko wa mawazo.

 

 

KIWANGO CHA B KWA JUMLA MAKI 11-15

  1. i) Mtahiniwa anaonyesha hali ya kuimudu lugha.
  2. ii) Mtahiniwa anatumia miundo tofauti tofauti ya sentensi vizuri.

iii) Mtahiniwa ana uwezo wa kutumia lugha kwa ufasaha.

  1. iv) Mada imekuzwa na kuendelezwa kikamilifu.
  2. v) Insha ya urefu wa robo tatu ikadiriwe katika kiwango hiki.

 

 

 

Ngazi mbalimbali za kiwango cha B.

 

B- (B YA CHINI) MAKI 11-12

  1. i) Mtahiniwa anawasilisha ujumbe vizuri kwa kueleza hoja tofauti tofauti akizingatia mada.
  2. ii) Mtahiniwa ana mtiririko mzuri wa mawazo.

iii) Mtahiniwa anatumia mifano michache ya msamiati unaovutia.

  1. iv) Makosa yanadhihirika/ kiasi.

 

B WASTANI MAKI 13

  1. i) Mtahiniwa anadhihirisha hali ya kuimudu lugha.
  2. ii) Mawazo ya mtahiniwa yanadhihirika akizingatia mada.

iii) Mtahiniwa anateua na kutumia mifano michache ya msamiati mwafaka.

  1. iv) Sarufi yake ni nzuri.
  2. v) Makosa ni machache.

 

B+ (B YA JUU) MAKI 14-15

  1. i) Mawazo ya mtahiniwa yanadhihirika na anajieleza waziwazi.
  2. ii) Mtahiniwa anawasilisha ujumbe kwa njia inayovutia na kwa urahisi akizingatia mada.

iii) Mtahiniwa ana mchanganyiko mzuri wa msamiati unaovutia.

  1. iv) Sarufi yake ni nzuri.
  2. v) Uakifishaji wa sentensi zake ni mzuri.
  3. vi) Makosa ni machache ya hapa na pale.

 

KIWANGO CHA A KWA JUMLA MAKI 16-20

  1. i) Mtahiniwa ana ubunifu wa mawazo yanayodhihirika na kutiririka akizingatia mada.
  2. ii) Mtahiniwa anadhihirisha ujuzi wa lugha yenye mnato.

iii) Ana uwezo wa kutumia tamathali za usemi ili kutoa hisia zake kwa njia bora na kwa urahisi.

  1. iv) Umbuji wake unadhihirisha ukomavu na ukakamavu wake kimawazo.
  2. v) Insha ina urefu kamili.

 

Ngazi mbalimbali za kiwango cha A

  • (A ya chini) maki 16-17
  1. Mtahiniwa anadhihirisha ukomavu wa lugha.
  2. Mawazo ya mtahiniwa yanadhirika na anaishughulikia mada.
  • Ana mtiririko na muumano mzuri wa mawazo.
  1. Msamiati wake ni mzuri/mwafaka na unavutia.
  2. Sarufi yake ni nzuri.
  3. Anatumia miundo ya sentensi kiufundi
  • Makosa ni machache yasiyokusudiwa.

 

 

 

A Wastani Maki 18

  1. Mtahiniwa anawasilisha ujumbe vizuri kulingana na mada.
  2. Anajieleza kikamilifu akitumia lugha yenye mnato.
  • Anatoa hoja zilizokomaa.
  1. Anatumia msamiati wa hali ya juu na unaovutia Zaidi.
  2. Anatumia miundo tofauti tofauti ya sentensi kiufundi Zaidi.
  3. Makosa ni nadra kupatikana.

 

A+ (A ya juu) – Maki 19-20

  1. Mawazo yanadhihirika Zaidi na mada imeshughulikiwa vilivyo.
  2. Anajieleza kikamilifu akitumia lugha ya mnato Zaidi.
  • Hoja zake zimekomaa na zinashawishi.
  1. Msamiati wake ni wa hali ya juu na unaovutia Zaidi.
  2. Sarufi yake ni nzuri Zaidi.
  3. Anatumia miundo tofauti tofauti ya sentensi kiufundi Zaidi.
  • Makosa yote kwa jumla hayazidi matano.

 

Muhtasari wa Viwango mbalimbali.

 

Kiwango Ngazi Alama
A A+

A

A-

19-20

18

16-17

B B+

B

B-

14-15

13

11-12

C C+

C

C-

09-10

08

06-07

D D+

D

D-

04-05

03

01-02

 

 

 

 

 

USAHIHISHAJI NA UTUNZAJI KWA JUMLA.

Ili kuikadiria insha ya mtahniwa vyema bila kuongozwa na mtazamo-nafsi, mtahini sharti aisome insha yote akizingatia vipengee muhimu. Vipengee hivi ni maudhui, msamiati, mtindo, sarufi na hijai.

 

MAUDHUI.

  1. Maudhui ni hoja au mambo yanayozungumziwa, kuelezewa au kuhadithiwa kwa mujibu wa mada iliyoteuliwa.
  2. Maudhui ndio hasa uti wa mgongo wa insha yoyote ile.
  3. Ubunifu wa mtahiniwa hukisiwa kwa kutathmini uzito wa maudhui yake kulingana na mada teule.

 

 

 

MSAMIATI.

Msamiati ni jumla ya maneno yatumiwayo katika lugha husika. Mtahiniwa anatarajiwa kutumia msamiati unaooana na mada teule. Kutegea ukwasi wa lugha alionao, mtahiniwa anatarajiwa kuikuza mada kwa kuifinyanga lugha kiufundi. Ni muhimu kuelewa kwamba kutokana na maendeleo na ukuaji wa teknolojia na mawasiliano, maneno mapya yanaibuka kila uchao.

 

MTINDO.

Mtindo unahusu mambo kama vile:

  • Matumizi yafaayo ya lugha kama vile :tamathali za usemi, kwa mfano methali,misemo,sitiari na kadhalika.
  • Matumizi mwafaka ya msamiati unaohusiana na mada teule/matumizi ya sajili mwafaka.
  • Namna mtahiniwa /mwandishi anavyowaumba wahusika wake, kwa mfano kwa kuwapa majina ya majazi,kuwaua na kadhalika.
  • Matumizi ya vipengele vya kimtindo kama vile mbinu rejeshi, udokezaji na sadfa.
  • Matumizi ya vipengele vya tanzu nyingine za kimandishi /kifasihi/kisanaa, kama vile kutumia barua katika insha ya masimulizi.

 

MUUNDO

  • Mpangilio wa kazi kiaya.
  • Mtiririko na mshikamano wa mawazo kiaya na katika insha nzima.
  • Hati nzuri na inayosomeka kwa urahisi.
  • Kuandika herufi vizuri kwa mfano Jj, Pp, Uu, Ww na kadhalika.
  • Sura ya insha.Asiyezingatia sura ya insha katika swali la kwanza aondolewe 4S baada ya kutuzwa.
  • Unadhifu wa kazi ya

 

SARUFI.

Sarufi ndio msingi wa lugha. Ufanisi wa mawasiliano hutegemea uwezo wa mtahiniwa wa kutunga sentensi sahihi zenye uwiano wa kisarufi. Mtahini ataonyesha makosa yote ya sarufi yaliyo katika insha anayosahihisha. Makosa ya sarufi huweza kutokea katika:

  1. Matumizi yasiyofaa ya alama za uakifishaji.
  2. Kutumia herufi kubwa na ndogo mahali pasipofaa.
  • Matumizi yasiyofaa ya ngeli na viambishi, viunganishi, nyakati, hali, vihusiano na kadhalika.
  1. Mpangilio usiofaa wa maneno katika sentensi.
  2. Mnyambuliko usiofaa wa vitenzi na nomino.
  3. Kuacha neno linalohitajika au kuongeza neno lisilohitajika katika sentensi.

 

 

 

 

 

Matumizi yafuatayo ya herufi kubwa yazingatiwe:

  1. Mwanzo wa sentensi.
  2. Majina ya pekee.
  3. Majina ya mahali, miji, nchi, mataifa na kadhalika.
  4. Siku za juma, miezi n.k

iii. Mashirika, masomo, vitabu n.k

  1. Jina la Mungu.
  2. Majina ya kutambulisha hasa wanyama wa kufugwa, kwa mfano yale ya mbwa- Foksi, Jak, Popi, Simba na mengineyo.

 

 

MAKOSA YA HIJAI/TAHAJIA.

Haya ni makosa ya maendelezo. Mtahini anashauriwa asahihishe huku akiyaonyesha yanapotokea kwa mara ya kwanza tu. Makosa ya tahajia huweza kutokea katika:

  • Kutenganisha neno kwa mfano ‘aliye kuwa’
  • Kuunganisha maneno kwa mfano ‘kwasababu’
  • Kukata silabi visivyo afikapo pambizoni kama vile ‘ngan – o’.
  • Kuandika herufi isiyofaa kwa mfano ‘ongesa‘ badala ya ‘ongeza’
  • Kuacha herufi katika neno kwa mfano ‘aliekuja’ badala ya ‘aliyekuja’
  • Kuongeza herufi isiyohitajika kama vile ‘piya’ badala ya ‘pia’
  • Kuacha alama inayotarajiwa katika herufi kama vile j I .
  • Kukosa kuandika kistari cha kuendelezea neno afikiapo pambizoni au kukosa kukiandikia mahali pasipofaa.
  • Kuacha ritifaa au kuiandikia mahali pasipofaa, kwa mfano ngombe, ngom‘be, n‘gombe, ngo‘mbe n.k
  • Kuandika maneno kwa kifupi kama vile k.v, k.m, v.v, n.k na kadhalika.
  • Kuandika tarakimu kwa mfano 27-08-2010.

 

 

 

Alama za kusahihishia

 

==== Hupigwa chini ya sehemu ambapo kosa la sarufi limetokea kwa mara ya kwanza tu.

 

_______ Hupigwa chini ya sehemu au neon ambapo kosa la hijai limetokea kwa mara ya kwanza tu.

  • Hutumiwa kuonyesha hoja inapokamilika pambizoni kushoto.

 

˄ Hutumiwa kuonyesha kuachwa kwa neno \ maneno.

 

  • Hutumiwa kuonyesha msamiati bora. Alama hii huitwa juu ya neno lenyewe.

 

× Hutumiwa kuonyesha msamiati usiofaa. Alama hii hutiwa juu ya neno lenyewe.

 

Maelezo mafupi yanahitajika kuhusu tuzo lililotolewa. Kila ukurasa uwe na alama ya √ chini katikati ili kuthibitisha kuwa mtahini ameupitia ukurasa huo

UKADIRIAJI WA UREFU WA INSHA.

  • Maneno 9 katika kila mstari – kurasa mbili
  • Maneno 8 katika kila mstari – kurasa mbili na robo.
  • Maneno 7 katika kila mstari – kurasa mbili na nusu.
  • Maneno 6 katika kila mstari – kurasa tatu.
  • Maneno 5 katika kila mstari – kurasa tatu na nusu.
  • Maneno 4 katika kila mstari – kurasa nne na nusu.
  • Maneno 3 katika kila mstari – kurasa sita.

 

 

Kufikia maneno 174                    Insha robo

Maneno 175- 274                         Insha nusu

Maneno 275 -374                         Insha robo tatu

Maneno 375 na kuendelea            Insha kamili

 

Mapendekezo kuhusu usahihishaji wa swali la kwanza.

 

Hili ni swali la lazima kwa kila mtahiniwa. Swali hili kwa kawaida ni la kiuamilifu. Ni muhimu mtahiniwa azingatie mahitaji / masharti ya uandishi wa utungo wa kiuamilifu ambao amepewa. Kwa mfano, ikiwa ni hotuba, vipengele vya kimuundo na kimtindo vya hotuba vizingatiwe.  Hata hivyo ni muhimu ikumbukwe kwamba sura au muundo wa utungo wowote ule ni kiwasilishio tu cha masuala lengwa. Kwa hivyo ni muhimu mtahiniwa azingatie maudhui/ yaliyomo. Haitoshi kuufahamu muundo wa utungo. Maudhui hasa ndicho kiunzi cha utungo. Pamoja na maudhui na muundo vipengele vingine vya kimawasiliano kama vile uteuzi wa msamiati, mtiririrko na mshikamano wa mawazo sharti vizingatiwe.

102/2

KISWAHILI LUGHA

KIDATO CHA NNE 

 

MOCKS 1 2023

 

MUHULA WA PILI, 2023

MWONGOZO WA KUSAHIHISHIA

(SIRI)

 

 

 

 

 

 

 

 

 

 

Swali la Kwanza: Ufahamu (alama 15)

  1. a) Maendeleo yaliyotokana na ugatuzi
  2. Huduma muhimu zimeletwa karibu na watu/wananchi.
  3. Barabara zimeimarishwa.
  • Huduma zahanatini zimeimarika.

            (3 x 1= 3)

  1. b) Makosa ya wafanyikazi katika vituo vya afya
  2. i) Madaktari waliingia kazini wakiwa wamechelewa.
  3. ii) Maafisa sajili walificha majalada maksudi/walidai kadhongo kabla ya kutoa majalada.

iii) Maafisa wa dawa waliuza/waliiba dawa za serikali na kuwauzia wagonjwa.

  1. iv) Maafisa maabara walikosa kemikali za kupima magonjwa.
  2. v) Maafisa wa maabara walichelewesha matokeo ya uchunguzi wa magonjwa. (saa mbili u nusu)
  3. vi) Maafisa wa maabara hawakuwarejeshea wagonjwa mabaki ya hela baada ya malipo.

                          (5 x 1= 5)

  1. c) Viongozi wa kuchaguliwa kwenye makala
  2. i) gavana ii) mwakilishi wa kata

       (2 x 1= 2)

  1. d) Neno moja la maana ‘plastiki’

sandarusi

                  (1 x 1= 1)

  1. e) Jina la ugonjwa wa Mzee Mori

malaria

                       (1 x 1= 1)

  1. f) Maana ya maneno
  2. kuhujumu – kuharibu, kudhuru
  3. chamcha – chakula cha mchana
  • unapigwa na butwaa – unashangaa, unapatwa na mshangao

       (3 x 1= 3)

Swali la Pili: Ufupisho       (alama 15)

  1. a) Hoja katika aya mbili za kwanza
  2. i) Kilimo ni moja kati ya shughuli za binadamu.
  3. ii) Hujishughulisha na upanzi wa mimea na ufugaji wa mifugo.

iii) Maisha ya binadamu hutegemea kilimo.

  1. iv) Kilimo kimekuwa maishani mwa binadamu kwa karne nyingi.
  2. v) Kilimo kilianza ustaarabu ulipostawi.
  3. vi) Kabla ya kilimo binadamu aliishi maisha ya kukusanya.

vii) Dharura ya kuwa na utaratibu tegemevu ikatokana na kuongezeka kwa idadi ya watu.

viii) Harakati za kusaka chakula zikashadidi kote.

  1. ix) Hii ilifuatiwa na kufuga wanyama kwa ajili ya bidhaa zao.
  2. x) Baada ya miongo wanyama wakatumiwa mashambani kufanya kazi.

                (hoja 8 x 1 = 8)

  1. b) Hoja muhimu katika aya ya tatu na ya nne
  2. i) Ustaarabu ulipoimarika mahitaji ya chakula yakawa makubwa.
  3. ii) Ilibidi kubuni mbinu mpya na bora za uzalishaji wa chakula.

iii) Katika baadhi ya sehemu, uzalishaji ulizuiwa na hali ngumu ya hewa.

  1. iv) Ili kukabaliana na hali hii, mitaro ilichimbwa kutoka maeneo ya maji na kuelekeza maji mashambani.
  2. v) Haja ilizuka ya kuimarisha aina ya mbegu zilizopandwa.
  3. vi) Uvumbuzi wa viwanda ulipotokea vifaa bora vya kilimo vilivumbuliwa.

vii) Hatua hii iliimarisha na kuendeleza kilimo kwa manufaa ya binadamu.

                  (hoja 6 x 1 = 6)

  1. a) – 8
  2. b) – 6

               Ut – 1

         Jumla – 15

 

 

Swali la Tatu: Matumizi ya Lugha (alama 40)

  1. a) Kutaja na kuainisha konsonanti katika nenop ‘ng’ata’ kwa mujibu wa ala za kutamkia

  /ng’/ – kaakaa laini,  /t/ – ufizi/ masine

                          (2 x ½ = 1)

  1. b) Maneno yanayoundwa kwa irabu tatu pekee
  2. aua ii.   aoa     iii.  eua   iv. iue   v. uue

                          (4 x ½ = 2)

  1. c) Silabi zenye shada
  2. ombea            ii. hakimu

                          (2 x 1 = 2)          

  1. d) Maana mbili za sentensi
  2. Bor ni mwanawe Dumu. ii. Mwana ni wa Bor.

                          (2 x 1 = 2)

  1. e) Kutunga sentensi kuanzia nomino na kivumishi cha pekee ‘-ingineo’
  2. Sisimizi mwingineo atakuuma. / Sisimizi wengineo watakuuma. (ngeli ya a – wa umoja na wingi)
  3. Mkanda mwingineo umekatika.

iii. Kuchoka kwingineko kutanilemea.

                         (3 x 1 = 3)               

  1. f) Kuandika muundo wa sentensi katika msitari

Mgogoro huo ulimalizika leo kwa mapatano           

  S- KN(N+V) + KT(T+E+H+N)

                       (2×1 = 2)

 

 

 

  1. g) Mofimu katika neno: ‘iue’

   i – ngeli/idadi/wingi/yambwa

-u – mzizi

– e  – kiishio/ uamrishaji        

  1. h) Kuainisha nomino katika sentensi

  Kipakatalishi cha Wangila kina kasi kubwa.

kawaida               pekee         dhahania

                         (3 x 1 = 3)

  1. i) Kuakifisha sentensi

 “Umeanza kusoma Tamthilia ya ‘Kigogo’?” Kigogo alimuuliza Kangogo.

(Herufi kubwa – 1, alama usemi – 1 na nukuu za kitabu na kiulizi – 1)

  1. j) Kukanusha sentensi
  2. Wanafunzi wengi hawajaenda kucheza kandanda katika shule jirani.

                           (1 x 1 = 1)

  1. Tukianza safari yetu asubuhi hatutachelewa kikaoni. Au

   Tusipoanza safari yetu asubuhi hatutachelewa kikaoni.

                           (1 x 1 = 1)

  1. k) Kinyume cha sentensi

  Wananchi wachache walihudhuria mkutano nje ya uga wa Kitaifa.

                           (2 x 1 = 2)

  1. l) wingi: Idara mpya ziliundwa na wakurugenzi wa kampuni hizo.

                           (4 x ½ = 2)

  1. umoja: Chungu cha kupikia kimesahaulika na mpishi.

                            (4 x ½ = 2)

  1. m) Mifano ya sentensi zenye miundo
  2. S – KN (W + V) + KT (T+E)

     Wale wengine wanatembea haraka.

                     (2 x 1 = 2)

  1. S – KN (N) + KT (T)

Shairi litaimbika.

                           (2 x ½ = 1)

  1. n) Visawe vya maneno katika sentensi
  2. i. banati – binti, msichana, ii. alishusha – aliteremsha, iii. beramu – bendera

kumi na mbili – thenashara

                           (4 x ½ = 2)

  1. o) Sentensi moja yenye vitate ‘sima’ na ‘zima’.

   Alizima moto baada ya kula sima.

                          (2 x 1 = 2)

  1. p) Methali: Panapo juhudi jambo gumu hufanikishwa.

     Papo kwa papo kamba hukata jiwe.

                         (1 x 1 = 1)

  1. q) Kutumia nahau ‘ng’oa nanga’ katika sentensi kuonyesha maana yake

   maana – anza shughuli fulani kv kazi au safari

mfano: Tuling’oa nanga alfajiri kwenda kumwona mjomba.

                  (1 x 1 = 1)              

  1. r) Kujaza pengo kwa vihisishi

Unapotaka kupishwa hutumia neno simile/sumile/hebedari/hela/heria/hebu na alamsiki ni tamko la kuagana mnapoachana na mtu usiku kama ambavyo samahani/kunradhi/kumradhi hutumiwa unapomwomba mtu msamaha kwa kumkosea.

                       (3 x 1 = 3)

  1. Isimujamii
  2. i) Wachezaji watarejelewa kwa majina yao halisi – Oliech, Mariga, Kadenge
  3. ii) Kuwa na kauli zisizokamalika – Anampa mpira kisha….

iii) Kuwepo kwa takriri- Hatari! Hatari! Mariga! Mariga! Mariga!

  1. iv) Kuwepo kwa vihisishi- aa! la! la! la! laa!
  2. v) Kuna na chuku – Amefunga bao la kimataifa.
  3. vi) Kuna kuchanganya ndimi- Inakuwa offside.

vii) Kuwepo kwa jazanda – Ngoma inatoka nje.

viii) Tashihisi itatumiwa – Mpira unaenda nje.

  1. ix) Taswira – Arudi nyuma na kuachilia mkwaju kimo cha nyoka.
  2. x) Sentensi ndefu-X alimpa Y naye akampiga chenga za dharau Z na kukubaliana na kipa kisha kuvuta kwaju zito lililomwacha kipa akiduwaa.
  3. xi) Utohozi – goli, kipa, mpira wa kona

xii) Maswali balagha – Hata kama ni wewe ungezuia bao hilo?

xiii) Matumizi ya misimu –

 

 

              (Sifa 10 na mifano ambatani x 1 = 10)

 

 

 

                 HUU NDIO UKURASA WA MWISHO ULIOPIGWA CHAPA.

 

 

 

 

 

Free English Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

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Data Bases Free Computer Studies Notes

DATABASES.

 

What is a Database?

 

  • It is a collection of information related to a particular subject or purpose.

 

  • A collection of related data or information grouped together under one logical structure.

 

  • A logical collection of related files grouped together by a series of tables as one entity.

 

Examples of databases.

 

You can create a database for;

 

  • Customers’ details. – Library records.
  • Personal records. – Flight schedules.
  • Employees’ records. – A music collection.
  • An Address book (or Telephone directory), where each person has the Name, Address, City & Telephone no.

 

DATABASE CONCEPTS.

 

Definition & Background.

 

A Database is a common data pool, maintained to support the various activities taking place within an organization.

 

The manipulation of database contents to yield information is by the user programs.

The database is an organized set of data items that reduces duplications of the stored files.

 

INTEGRATED FILE SYSTEMS.

 

These refer to the traditional methods of storing files, i.e., the use of paper files.  E.g., Manual & Flat files.

 

  • In Integrated file systems, several inter-independent files are maintained for the different users’ requirements.
  • The Integrated file systems have the problems of data duplication.
  • In order to carry out any file processing task(s), all the related files have to be processed.
  • Some information resulting from several files may not be available, giving the overall state of affairs of the system.

 

DATABASE MAINTENANCE.

 

A Database cannot be created fully at once.  Its creation and maintenance is a gradual and continuous procedure.  The creation & the maintenance of databases is under the influence of a set of user programs known as the Database Management Systems (DBMS).

 

Through the DBMS, users communicate their requirements to the database using Data Description Languages (DDL’s) & Data Manipulation Languages (DML’s).

 

In fact, the DBMS provide an interface between the user’s programs and the contents of the database.

 

During the creation & subsequent maintenance of the database, the DDL’s & DML’s are used to:

 

  • Add new files to the database.
  • Incorporate fields onto the existing records in the database.
  • Delete the obsolete (outdated) records.
  • Carry out adjustments on (or amend) the existing records.
  • Expand the database capacity, for it to cater for the growth in the volume for enhanced application requirements.
  • Link up all the data items in the database logically.

 

 

 

 

 

Data Dictionary.

 

All definitions of elements in the system are described in detail in a Data dictionary.

 

The elements of the system that are defined are: Dataflow, Processes, and Data stores.

 

If a database administrator wants to know the definition of a data item name or the content of a particular dataflow, the information should be available in the dictionary.

 

Notes.

 

  • Databases are used for several purposes, e.g., in Accounting – used for maintenance of the customer files within the base.
  • Database systems are installed & coordinated by a Database Administrator, who has the overall authority to establish and control data definitions and standards.
  • Database storage requires a large Direct Access storage (e.g., the disk) maintained on-line.
  • The database contents should be backed up, after every update or maintenance run, to supplement the database contents in case of loss. The backup media to be used is chosen by the organization.

 

Data Bank.

 

A Data Bank can be defined as a collection of data, usually for several users, and available to several organizations.

A Data Bank is therefore, a collection of databases.

 

Notes.

 

  • The Database is organizational, while a Data Bank is multi-organizational in use.

 

  • The Database & the Data Bank have similar construction and purpose. The only difference is that, the term Data Bank is used to describe a larger capacity base, whose contents are mostly of historical references (i.e., the Data Bank forms the basis for data or information that is usually generated periodically).  On the other hand, the contents of the Database are used frequently to generate information that influences the decisions of the concerned organization.

 

TYPES OF DATABASE MODELS.

 

  • Relational database model.

 

A Relational database is a set of data where all the items are related.

 

The data elements in a Relational database are stored or organized in tables.  A Table consists of rows & columns. Each column represents a Field, while a row represents a Record.  The records are grouped under fields.

 

~ A Relational database is flexible and easy to understand.

 

~ A Relational database system, has the ability to quickly find & bring information stored in separate tables together using queries, forms, & reports.  This means that, a data element in any one table can be related to any piece of data in another table as long as both tables share common data elements.

 

Examples of Relational database systems;

 

  • Microsoft Access.
  • FileMaker Pro.

 

  • Hierarchical database model.

 

It is a data structure where the data is organized like a family tree or an organization chart.

 

In a Hierarchical database, the records are stored in multiple levels.  Units further down the system are subordinate to the ones above.

In other words, the database has branches made up of parent and child records.  Each parent record can have multiple child records, but each child can have only one parent.

 

Components of Data hierarchy.

 

Databases (logical collection of related files).

 

 

 

Files (collection of related records).

            

Records (collection of related fields).

 

 

Fields (Facts, attributes – a set of related characters).

 

Characters (Alphabets, numbers & special characters or symbols).

  • Network database model.

 

A Network database model represents many-to-many relationships between data.  It allows a data element or record to be related to more than one other data element or record.  For example, an employee can be associated with more than one department.

 

DATA BASE MANAGEMENT SYSTEMS (DBMS).

 

  • These are programs used to store & manage files or records containing related information.

 

  • A collection of programs required to store & retrieve data from a database.

 

  • A DBMS is a tool that allows one to create, maintain, update and store the data within a database.

 

A DBMS is a complex software, which creates, expands & maintains the database, and it also provides the interface between the user and the data in the database.

 

A DBMS enables the user to create lists of information in a computer, analyse them, add new information, delete old information, and so on.  It allows users to efficiently store information in an orderly manner for quick retrieval.

 

A DBMS can also be used as a programming tool to write custom-made programs.

 

CLASSIFICATION OF DATABASE SOFTWARE.

 

Database software is generally classified into 2:

 

  1. PC-based database software (or Personal Information Managers – PIMs).
  2. Corporate-based database software.

 

PC-based database software.

 

The PC-based database programs are usually designed for individual users or small businesses.

 

They provide many general features for organizing & analyzing data.  For example, they allow users to create database files, enter data, organize that data in various ways, and also create reports.

 

They do not have strict security features, complicated backup & recovery procedures.

 

Examples of PC-based systems; 

 

* Microsoft Access.               * FoxPro.

* Dbase III Plus                      * Paradox.

 

Corporate database software.

 

They are designed for big corporations that handle large amounts of data.

Issues such as security, data integrity (reliability), backup and recovery are taken seriously to prevent loss of information.

 

Examples of Corporate-based systems;

 

 

* Oracle.                     * Informix                   * Ingress.

* Progress.                  * Sybase.                     * SQL Server.

 

Common features of a database packages.

 

  • Have facilities for Creating
  • Have facilities for Updating records or databases.

 

Using a DBMS, you can define relationships between records & files maintained in a database.  In this case, a transaction in one file of the database can also cause a series of updates in parts of other tables.  Thus, the data is input only once to the database and is made available to the many files composing it.

 

  • Have facilities for generating Reports.
  • Have a Find or Search facility that enables the user to scan through the records in the database so as to find information he/she needs.
  • Allow Sorting that enables the user to organize & arrange the records within the database.
  • Contain Query & Filter facilities that specify the information you want the database to search or sort.
  • Have a data Validating

 

FUNCTIONS OF A DATABASE MANAGEMENT SYSTEM.

 

The DBMS is a set of software, which have several functions in relation to the database as listed below:

 

  1. Creates or constructs the database contents through the Data Manipulation Languages.
  2. Interfaces (links) the user to the database contents through Data Manipulation Languages.
  3. Ensures the growth of the database contents through addition of new fields & records onto the database.
  4. Maintains the contents of the database. This involves adding new records or files into the database, modifying the already existing records & deleting of the outdated records.
  5. It helps the user to sort through the records & compile lists based on any criteria he/she would like to establish.
  6. Manages the storage space for the data within the database & keeps track of all the data in the database.
  7. It provides flexible processing methods for the contents of the database.
  8. Protects the contents of the database against all sorts of damage or misuse, e.g. illegal access.
  9. Monitors the usage of the database contents to determine the rarely used data and those that are frequently used, so that they can be made readily available, whenever need arises.
  10. It maintains a dictionary of the data within the database & manages the data descriptions in the dictionary.

 

Note.  Database Management System (DBMS) is used for database;

  • Control, and
  • Report generation.

 

ADVANTAGES OF USING A DBMS.

 

  1. Database systems can be used to store data, retrieve and generate reports.
  2. It is easy to maintain the data stored within a database.
    1. A DBMS is able to handle large amounts of data.
    2. Data is stored in an organized format, i.e. under different fieldnames.
    3. With modern equipment, data can easily be recorded.
    4. Data is quickly & easily accessed or retrieved, as it is properly organized.
    5. It helps in linking many database tables and sourcing of data from these tables.
    6. It is quite easy to update the data stored within a database.

 

A database is a collection of files grouped together by a series of tables as one entity.  These tables serve as an index for defining relationships between records and files maintained in the database.  This makes updating of the data in the related tables very easy.

 

  1. Use of a database tool reduces duplication of the stored files, and the reprocessing of the same data items. In addition, several independent files are maintained for the different user requirements.
  1. It is used to query & display records satisfying a given condition.
  2. It is easy to analyse information stored in a database & to prepare summary reports & charts.
  3. It cost saving. This results from the sharing of records, reduced processing times, reduced use of software and hardware, more efficient use of data processing personnel, and an overall improvement in the flow of data.
  4. Use of Integrated systems is greatly facilitated.

 

An Integrated system – A total system approach that unifies all the aspects of the organization.  Facilities are shared across the complete organization.

 

  1. A lot of programming time is saved because the DBMS can be used to construct & process files as well as retrieve data.
  2. Information supplied to managers is more valuable, because it is based on a widespread collection of data (instead of files, which contain only the data needed for one application).
  3. The database also maintains an extensive Inventory Control file. This file gives an account of all the parts & equipment throughout the maintenance system.  It also defines the status of each part and its location.
  4. It enables timely & accurate reporting of data to all the maintenance centres. The same data is available and distributed to everyone.
  5. The database maintains files related to any work assigned to outside service centres.

Many parts are repaired by the vendors from whom they are purchased.  A database is used to maintain data on the parts that have been shipped to vendors and those that are outstanding from the inventory.  Data relating to the guarantees and warranties of individual vendors are also stored in the database.

 

DISADVANTAGES OF DATABASES.

 

  1. A Database system requires a big size, very high cost & a lot of time to implement.
  2. A Database requires the use of a large-scale computer system.
  3. The time involved. A project of this type requires a minimum of 1 – 2 years.
  4. A large full-time staff is also required to design, program, & support the implementation of a database.
  5. The cost of the database project is a limiting factor for many organizations.

Database-oriented computer systems are not luxuries, and are undertaken when proven economically reasonable.

 

Exercise (a).

 

  1. (a). What is a database?

(b). What are Database management system software?

  1. Name and explain the THREE types of database models.        (6 marks).
  2. Explain THREE major concerns in a database system.                                       (6 marks).
  3. How are database software generally classified? Give examples of range of products in        each type of classification.
  4. State 5 features of an electronic database management system.
  5. Explain the importance of using a Database management system for storage of files in an organization.

 

Exercise (b).

 

  1. Write short notes on:
    • Database maintenance.
    • Data bank.
  2. State the components of a data hierarchy.
  3. (a). List the TWO classes of database software.

(b). Give FOUR widely used Database management systems today.

  1. Identify FIVE functions of a Database management system.
  2. Describe the advantages and disadvantages of a database.

 

Exercise (c).

 

  1. Define the following terms:
    • (4 marks)
    • Database Management System (DBMS). (4 marks).
    • Relational database.
    • Hierarchical database.
    • Network database.
  2. List and briefly describe THREE advantages of using the electronic database approach in data storage as compared to the file-based approach.
  3. List and briefly describe TWO features found in a typical Database Management System.
  4. Identify and describe three major shortcomings of the conventional file structures that are being addressed by the database approach. (6 marks).
  5. Describe the functions of the following tools found in a database management system (DBMS).
    • Data Definition Language (DDL) (2 marks).
    • Data Manipulation Languages (DML) (2 marks).
    • Data Dictionary (DD) (3 marks).