UFAHAMU
Ufahamu ni dhana inayorejelea kujua na kulielewa jambo kwa usahihi na kuweza kulielezea upya kwa usahihi bila kupoteza maana yake ya msingi. Ufahamu wa mtu waweza kupimwa katika kusikiliza jambo au katika kusoma.
Ufahamu wa kusikiliza ni zaidi ya kusikiliza tu kile kilichosemwa; badala yake ni uwezo wa mtu kuelewa maana ya maneno anayoyasikia na kuweza kuhusiana nayo kwa namna fulani. Kwa mfano mwanafunzi anaposikiliza hadithi, ufahamu mzuri wa kusikiliza humsaidia kuielewa hadithi hiyo, kuikumbuka, kuijadili, na hata kuisimulia tena kwa maneno yake mwenyewe.
Mambo ya Kuzingatia katika Ufahamu wa Kusikiliza
Elezea mambo ya kuzingatia katika ufahamu wa kusikiliza
Ufahamu wa kusikiliza unahusisha michakato kadhaa katika kuelewa na kupata maana ya kile kinachozungumzwa. Michakato hii inahusisha:
  • Kuelewa vizuri sarufi ya lugha ile inayozungumzwa
  • Kuelewa vyema maana ya maneno ya mhusiaka anayezungumza
  • Kuelewa sintaksia (muundo wa maneno) ya sentensi kwa namna zinavyowasilishwa.
Katika ufahamu wa kusikiliza, msikilizaji hana budi kuzingatia mambo yafutayo:
  1. Kuwa makini na kuelekeza akili yote kwa mzungumzaji ili kuweza kusikia kila anachokisema.
  2. Kutilia maanani vidokezo vya maana ili kubaini iwapo msemaji anaongeza jambo jipya, anatofautisha, anafafanua au anahitimisha hoja.
  3. Msomaji anatakiwa kuandika baadhi ya mambo anayoona kuwa ni ya muhimu ili kumasidia kukumbuka hapo baadae.
  4. Kuwa makini na ishara mbambali za mwili kama vile kurusha mikono, kutingisha kichwa, kutingisha mabega au hata kupepesa macho. Ishara hizi huwa zinachangia kwa kiasi kikubwa kupata maana katika mazungumzo.
Kujibu Maswali kutokana na Habari uliyosikiliza
Jibu maswali kutokana na habari uliyosikiliza
Activity 1
Jibu maswali kutokana na habari uliyosikiliza

Kusoma kwa sauti ni namna ya kuyaangalia maandishi na kuyatamka kwa sauti inayosikika.
Mambo ya Kuzingatia katika Ufahamu wa Kusoma
Elezea mambo ya Kuzingatia katika ufahamu wa kusoma kwa sauti
Kuna vipengele viwili vinavyounda mchakato wa ufahamu wa kusoma:
  • Uelewa wa msamiati na
  • Uelewa wa matini
Ili kuilelewa habari/matini ni lazima msomaji awe na uwezo wa kuelewa msamiati uliotumika katika matini hiyo. Endapo maneno yaliyotumika hayataeleweka vilevile matini yote haitaeleweka.
Katika ufahamu wa kusoma, msomaji anatakiwa kuzingatia mambo yafuatayo:
  1. Kubaini mawazo makuu; msomaji anaposoma habari fulani au kitabu inatakiwa ajiulize, Je, kinachoongelewa hapa ni nini? Ni jambo gani hasa analolizungumzia mwandishi? Msomaji akiwa na maswali haya akilini mwake basi itakuwa rahisi kwake kuielewa habari hiyo.
  2. Kuzingatia alama za uakifishi; msomaji ni lazima azingatie alama za uakifishi, kwa kufanya hivyo itamsaidia kuelewa ujumbe wa habari hiyo na endapo hatazingatia alama za uakifishaji anaweza kupotosha maana ya mwandishi.
  3. Kubaini maana ya maneno na misemo mbalimbali; habari nyingine huwa zina maneno ya kisanaa hivyo ni muhimu msomaji kubaini maana ya maneno hayo katika muktadha wa habari hiyo, hii itamsaidia kuelewa vyema maana ya mwandishi.
  4. Vilevile msomaji anatakiwa kumakinikia kile anachokisoma, kila kipengele anachokisoma inampasa akielewe vizuri.
Kwa kuzingatia haya yote msomaji atakuwa na uelewa mzuri juu ya habari aliyoisoma na pia anaweza kufupisha habari hiyo aliyoisoma.
Kujibu Maswali kutokana na Habari uliyosoma
Jibu maswali kutokana na habari uliyosoma
Activity 2
Jibu maswali kutokana na habari uliyosoma


Kujibu Maswali kutokana na Habari uliyoisoma
Jibu maswali kutokana na habari uliyosoma
Katika usomaji huu, msomaji hufumba kinywa na kupitisha macho katika kila mstari harakaharaka. Macho hayo huunganisha neno lililotangulia na lile linalofuata. Ubongo wake huchambua mambo muimu yanayojitokeza, huku akiyahifadhi kichwani. Mtu akijizoeza kusoma kimya, ananufaika ifuatavyo:
  1. Hupata nafasi ya kupima mwendo wake na kiasi cha welewa
  2. Hujiepusha na lawama ya kusumbua wengine
  3. Hukwepa kuzingatia kanuni za matamshi
  4. Huweza kusoma maandishi mengi kuliko ambavyo angesoma kwa sauti

Huu ni usomaji ambao lengo lake kuu huwa ni kujiburudisha tu. Katika usomaji wa aina hii, msomaji hujisomea zaidi magazeti, majarida na vitabu tofauti na vile vinavyotumika darasani.
Mambo ya Kuzingatiwa katika Ufahamu wa Kusoma kwa Burudani
Fafanua mambo ya kuzingatiwa katika ufahamu wa kusoma kwa burudani
Wakati mwingine sio lazima msomaji awe na vitabu vyote ambavyo anahitaji kuvisoma au magazeti na majarida. Inapotokea hivyo, msomaji anaweza kwenda maktaba kuazima kitabu nachokihitaji.
Ingawa lengo la msomaji huwa ni kujiburudisha tu, lakini pia hujiongezea maarifa. Hii ni kwa sababu, magazeti, majarida na vitabu sambamba na kutuamia lugha sanifu huelezea mambo mabalimbali yanayoihusu jamii.
Hivyo msomaji kutokana na kusoma vitabu na majarida mbalimbali hujiongezea kiwango cha welewa wa lugha na mambo mengine ya kijamii yanayojadiliwa humo.
Ni jambo zuri kwa msomaji kujijengea tabia ya kujipima ili aweze kuelewa kiwango cha maarifa aliyopata katika kujisomea. Kujipima huku kunaweza kufanywa kwa kujiundia utaratibu wa kuweka kumbukumbu ya vitu au makala zilizosomwa na kufanya ufupisho wa kila makala.
Utaratibu unaopendekezwa katika kujipima na kujiwekea kumbukumbu ya usomaji wa burudani ni kama ufuatao:
  1. Tarehe...
  2. Jina la kitabu/makala/gazeti....
  3. Mchapishaji......
  4. Mwaka/tarehe ya uchapishaji.....
  5. Ufupisho wa habari(yasizidi maneno 20)
  6. Fundisho/ujumbe mkuu ni.....
  7. Jambo lililokuvutia sana......
  8. Maoni kwa ujumla kama yapo....

👉📖SOMA KISWAHILI FORM 2

Strategies for answering exam and test questions

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

Multi-choice questions

Things to remember about multi-choice questions

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

Short answer questions

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

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

Exam essay questions

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

Time allocation
  • Use the reading time at the start of the exam to choose which essay questions you will answer.
  • Check how much time you might have to answer each essay question, and stick to it. You can come back and add more to your answer in your revision time at the end of the exam session.
  • If you haven’t finished your answer, jot down the rest in note form. This will show the marker what you know, and you might get some marks for it.
Task analysis
  • Read the question carefully.
  • Underline or highlight the content words. What is the topic?
  • Pick out the instruction words in the question, e.g. identify, describe, compare and contrast, evaluate. What are you being asked to do with the topic?
Planning
  • Take some time to think and plan your answer. For example: use the reading time to select which essay questions you will answer. Then use the start of the writing time (5-20mins) to make notes of all the points you remember that are relevant to the essay.
    General guide for timing: for 30 minutes of writing, allow 5-7 minutes for planning.
  • Plan out the structure by organising your points into a logical order:e.g. by numbering them according to intended sequence.
  • General writing rule for exam essays - one paragraph = one point. Follow standard essay-writing procedure, e.g. start with a topic sentence that contains your key point, and then support this with examples, explanations, and evidence.
Presentation
  • Make sure your handwriting is legible. Markers should not have to decipher your handwriting. If your handwriting is illegible, it could compromise your marks.
  • Make sure that you can express ideas effectively in terms of sentence structure and word use.  Incoherent sentences and incorrect terminology will likely result in the marker not being able to understand your answer properly.
  • Don’t worry too much about punctuation, grammar and spelling. Getting your ideas down is more important than ‘perfect’ writing (and markers usually take this into account given that students are writing under pressure in an exam situation). However, you do need a basic level of competency in these areas: an answer that lacks any punctuation and is full of spelling mistakes will probably be incoherent for the marker.
  • Don't waffle. Get straight to the point in terms of your answer so that you don’t waste time and word space on unessential or irrelevant detail. Planning your essay beforehand is key to avoiding waffle.

Problem solving questions

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

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

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