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    KCSE Mokasa Kiswahili Papaer 3 Joint Exams and Marking Schemes Free Access

    Hillary KangwanaBy Hillary KangwanaMay 31, 2025

    MWONGOZO WA MTIHANI WA II WA MOKASA

    Hati ya Kuhitimu Kisomo cha Sekondari

    102/3   –                       KISWAHILI                           –                       Karatasi ya 3

                                        FASIHI                                              

    JULAI/AGOSTI  2023                      Muda: Saa 2½

    1. Shairi

    Maswali

    • Thibitisha shairi hili ni la wanamapinduzi. (alama 3)
    • Halina idadi sawa ya mizani
    • Halina urari wa vina
    • Idadi ya mishororo inatofautiana
    • Lina idadi tofauti tofauti ya mizani

    (3×1=3)

    • Eleza dhamira ya mtunzi wa shairi hili. (alama 2)

    Kuonyesha maonevu/dhuluma wanazofanyiwa watu katika jamii na wenye nguvu/uwezo mkubwa (1×2=2)

    • Utungo huu unakatisha tamaa. Thibitisha kwa mifano mitano. (alama 5)
    • Fahali linatesa nadani ya zizi lake
    • Fahali la dunia linatumia mabavu/linalazimisha mambo
    • Fahali lapiga vindama na wengine wanyama
    • Fahali la dunia halina huruma
    • Fahali linazurura ovyo likitafuta wa kukandamiza
    • Fahali lajigamba likitafuta wa kukandamiza

    (5×1=5)

    • Huku ukitoa miofano, onyesha jinsi idhini zifuatazo zilivyotumiwa. (alama 3)
    1. Inkisari – laoneya (linaoneya) –liso(lisilo)
    2. Mazida- lajigambaa (lajigamba)
    • Kuboronga sarufi- wengine wanyama (wanyama wengine)

    (3×1=3)

    • Bainisha toni inayotawala kwenye utungo huu. (alama 2)

    Masikitiko/huzuni/kutamauka- kuwepo kwa fahali linalotesa, linaoneya na kujigamba kuhusu uwezo wake

    (Kutaja alama 1, kueleza alama 1)

    • Nafsi neni katika shairi ni mzindushi. Tetea kauli hii kwa hoja tatu. (alama 3)
    • Anataka fahali lidhibitiwe
    • Anataka watu waungane kupigania haki zao
    • Anahimiwa watu wakatae unyonge

    (3×1=3)

    • Taja tamathali inayojitokeza kwenya kauli ‘Semeni basi!’ na ueleze umuhimu wake. (alama 2)

    Nidaa/siyahi- imetumika kuhimiza/kusisitiza hatua ichukuliwe

    (kubainisha alama 1, kueleza alama 1)

     

     

    SWALI LA 2 RIWAYA

    Sidhani kama moyo wa mja huyu uliwahi kutaka kujua lolote kuhusu ukuaji wangu. Sikumbuki hata siku moja akiniuliza kuhusu neema na mashaka yangu …

    • Weka dondoo hili katika muktadha wake. (alama 4)
    • Eleza umuhimu wa                                     (alama 4)

     

    • Eleza namna mrejelewa na wengine wenye majukumu kama yake wanavyofaulu au kutofaulu katika utekelezaji wa majukumu yao.                                                 (alama 12)

     

     

     

     

     

    MWONGOZO

    • Msemaji: Pete

    Msemewa: anajizungumzia/anasimulia kisa mawazoni

    Mahali: Kituo cha Afya cha Mwanzo Mpya

    Pete anasimulia mawazoni kuhusu namna mamake alivyotelekeza majukumu ya kumlea na kumwachia bibi yake (nyanyake Pete) kwa sababu ya ugomvi uliojitokeza awali kati ya mamake Pete na mumewe.

    • Umuhimu wa msemaji

    Msemaji ni Pete

    • Kuonyesha namna mama wazazi wanavyotelekeza majukumu yao ya uzazi wanapoolewa na waume ambao wanawakana watoto wao – mamake Pete anamwachia nyanyake Pete majukumu ya ulezi
    • Kuonyesha matatizo wanayokumbana nayo watoto wanaokataliwa na baba zao- hawapati mahitaji ya kimsingi kama vile sodo
    • Kuonyesha mtazamo hasi wa jamii kuwahusu watoto wanaokataliwa katika ndoa eti kwa sababu hawashabihiani na mmoja wa wazazi
    • Kuonyesha namna watoto hawa wanavyotelekezwa katika kupewa mawaidha ya kiutu uzima wanapobaleghe; hakuna wa kuwapa ushauri
    • Ametumika kuelezea kwa nini wasichana kama hawa wanajipata wana watoto nje ya ndoa – hawakupewa ushauri wa namna ya kujilinda dhidi ya ndoa za mapema
    • Kuelezea kuwepo kwa visa vingi vya uavyaji wa mimba
    • Kuonyesha watoto wa kike kama hawa wanavyopoteza muda mwingi wa masomo kwa sababu ya kutoenda shuleni wakati wa hedhi – Pete anapoteza juma zima wakati kama huu
    • Kuonyesha mila potovu kama vile ndoa za mapema na za lazima – wajomba zake Pete wanapokea posa na baadaye mahari ya buda fulani anayemwoa Pete.
    • Kuonyesha namna ushauri wa wanawake katika masuala ya mila unavyopuuzwa – ushauri wa bibi kuwa Pete mdogo kuozwa kwa buda yule na kuwa anahitaji kukamilisha elimu yake kwanza unapuuzwa
    • Kuonyesha kutofualu kwa ndoa za mapema

     

    • Kufaulu au kutofaulu katika majukumu ya ulezi
    • Lunga anawasomesha wanawe katika shule za kifahari
    • Malezi ya watoto ambao hawana wazazi (kwa mfano wanaolelewa na kijakazi) wanaathirika na utekaji nyara, kwa mfano Dick na Mwaliko.
    • Babake Kairu, ijapokuwa ana chake, hachangii katika malezi ya mwanawe
    • Zohali na nduguze walilelewa vizuri lakini kwa sababu ya joto la ujana Zohali anaangukia ujauzito
    • Fumba anatelekeleza majukumu yake ya uzazi kwani hamtumii bibiye Chandachema pesa za malezi
    • Wanawake wengine hawataki kuwalea watoto wa wenzao japo ni watoto wa waume zao, kwa mfano mkewe Fumba hakumlea mwanawe Fumba
    • Kutokuwepo kwa malezi au malezi mabaya kunasbabisha watoto kujiingiza katika kutumia vileo – kama asemavyo Selume
    • Pete ankosa malezi ya wazazi wake, kwa hivyo analelewa na nyanyake ambaye hana uwezo wa kufanya hivyo kikamilifu kwa sababu ya umri na kutokuwa na uwezo
    • Wazazi wengine wanaogopa majukumu ya uzazi hivyo basi kutupa vijusi na watoto. Neema anamwokota mtoto kwenye jaa la taka
    • Wazazi wengine wanawadhibiti watoto kwa kutumia nguvu, kwa mfano Mwimo Msubili
    • Babake Dengelua anajibidiisha kufanya vibarua ili aweze kukimu mahitaji yake kama karo. Anaona kuwa itakuja kuwafaa baadaye
    • Mtawa Cizarina anajukumika kama malezi katika kituo cha watoto cha Benefactor. Watoto wengine hupata ufadhili na kuondoka na wengine hubakia mumo humo kituoni.
    • Mwangeka na Apondi wanajukumika katika malezi ya Dick. Wanamlea kama mwanao.
    • Mwangemi na mkewe Neema, wanamlea Mwaliko mtoto wao wa kupanga kwa “tunu na tamasha”

     

     

    SWALI LA 3

    Kila alipokuja jijini Jumapili alikuwa kaandamana na wazazi wake kwa ibada.

    (a) Eleza nafasi ya mrejelewa katika kuwajenga wahusika wengine riwayani. (alama 8)

    1. b) (i) Bainisha mbinu ya kimtindo katika dondoo. (alama 2)

    (ii) Fafanua jinsi mbinu uliyotajwa katika b(i) ilivyotumika kuendeleza maudhui riwayani.                                                                                                           (alama 10)

    Majibu

    (a) Anayerejelewa ni Umu/Umulkheri  (uk. 85)

    1. Ametumika kuonyesha kuwa Bi. Dhahabu ni makini. Mwalimu Dhahabu anatambua kuwa Umulkheri alikuwa amezama katika mawazo hivyo anamwambia arejee darasani.
    2. Kuonyesha ubahili wa Naomi – Umulkheri anakumbuka wakati alipomwomba mamake Naomi noti ya shilingi kumsaidia ombaomba ila Naomi akakataa.
    3. Kuonyesha ukarimu wa Hazina – Hazina anamkaribisha Umulkheri katika hoteli ili wanywe chai.
    4. Kuonyesha mapuuza ya polisi – Umulkheri anaporipoti kisa cha kupotea kwa ndugu zake, Dick na Mwaliko, polisi hawakumsaidia kuwatafuta.
    5. Kuonyesha unafiki wa Sauna – Sauna anajifanya kuwa mchangamfu kwao na kuwaahidi kuwalea baada ya kifo cha baba yao. Hata hivyo, baadaye anawateka nyara; Dick na Mwaliko
    6. Kumsawiri Mwangeka kama mwenye mapenzi – Mwangeka anamlea Umu kwa kumwonyesha mapenzi hadi uchungu moyoni unaanza kumtoka.
    7. Kusawiri ukatili wa Naomi – Naomi anawaacha wanawe; Umulkheri, Mwaliko na Dick bila kujali kuhusu malezi yao katika umri huo mdogo.
    8. Kumsawiri Naomi kama mwenye mapuuza – Naomi anapuuza wajibu wake wa malezi anapotoka kwake na kuwaacha wanawe, Umulkheri, Dick na Mwaliko bila mlezi
    9. Kusawiri majuto ya Naomi – Naomi anajuta kuwatelekeza wanawe; Dick, Mwaliko na Umulkheri. Anaanza kuwatafuta wanawe karibu kwenye kila kituo cha polisi.
    10. Kumsawiri Hazina kama mwenye shukrani – anamshukuru Umulkheri baada ya kumpa shilingi mia mbili na kumwahidi kuwa, angemsaidia siku moja.
    11. Kubainisha huruma za Hazina – anatiririkwa na machozi wakati ambapo Umulkheri anamsimulia kisa chake.
    12. Ametumiwa kuonyesha uwajibikaji wa uongozi. Uongozi unawajengea makazi watoto ombaomba na kuwapa elimu.
    13. Kuonyesha kuwa Mwangeka ni mlezi mwema – anamlea Umulkheri kwa mapenzi na kumshauri kuhusu njia ambazo angetumia kukabiliana na mazingira mapya. Anamfundisha Umulkheri maadili mema.
    14. Kuonyesha kuwa Mwangeka ni mshauri mwema – anamshauri Umulkheri dhidi ya kusahau kilichompeleka uzunguni pindi afikapo huko.

    Zozote 8 x 1 = 8

    1. b) (i) Bainisha mbinu ya kimtindo katika dondoo. (alama 2)

    Mbinu rejeshi/ mbinu ya kioo/ kisengere nyuma

    Kupitia mbinu rejeshi tunatambua kuwa, Umu aliandamana na wazazi wake kila walipoenda jijini siku ya Jumapili.                                                                 2x 1 = 2

     

    (ii) Fafanua jinsi mbinu uliyotajwa katika b(i) ilivyotumika kuendeleza maudhui riwayani.                                                                                                                           (alama 10)

    1. Ushirikina – Ridhaa anakumbuka matukio kama vile: kupepesa kwa jicho lake la kulia kwa muda wa wiki mbili mtawalia, kuanguka kwake bila kuona kilichomkwaa na jeshi la kunguru lililotua katika paa la maktaba yake. Aidha, anakumbuka milio ya kereng’ende na bundi usiku. Matukio hayo yote ni ishara ya mambo mabaya ambayo yangetokea.
    2. Ubabedume – Ridhaa anakumbuka maneno ya marehemu mama yake kuwa unyonge haukutunukiwa majimbibali makoo (uk. 3).
    3. Usaliti – Ridhaa alidhamini masomo ya wapwaze Kedi ilhali Kedi anateketeza familia ya Ridhaa.
    4. Udhalimu – sheria za kikoloni zilimpa Mzungu kibali cha kumiliki mashamba katika sehemu zilizotoa mazao mengi. Hali hii iliwalazimu Waafrika kama Msubili kuwa maskwota au vibarua katika mashamba ya wakoloni.
    5. Utumwa – vijulanga vilinyakuliwa kutoka kwenye susu zao, hata vifua havijapanuka; na kupelekwa katika maeneo mbalimbali kufanya kazi.
    6. Upangaji uzazi – Mwimo Msubili alikuwa na watoto wa kiume ishirini. Hivyo, ardhi iligawanywa hadi haingewatosha tena. Aidha, Msubili anakabiliwa na changamoto ya kuwalisha wanawe wengi.
    7. Mgogoro katika familia – Wingi wa vinywa vya kulishwa katika familia ya Msubili ulizua mgogoro, uhasama na uhitaji mkubwa.
    8. Elimu – Mamake Ridhaa anatilia mkazo umuhimu wa elimu. Anadai kuwa, elimu inapaswa kuwa chombo cha kueneza amani na upendo.
    9. Uhasama wa kisiasa unasababisha kuvunjika kwa ujirani – Kedi ndiye aliyemtafutia Ridhaa shamba alilolijenga. Aidha, Ridhaa alidhamini masomo ya wapwa wake wawili. Hata hivyo, Kedi anashiriki katika mauaji ya jamaa za Ridhaa.
    10. Vitisho – vikaratasi vilisambazwa kuwatahadharisha akina Ridhaa kuwa, kuna gharika baada ya kutawazwa kwa Musumbi (kiongozi) mpya.
    11. Unyakuzi wa ardhi – baadhi ya mabwanyenye wanajenga majumba mahali ambapo pametengwa kwa ajili ya upanuzi wa barabara. Mengine yalijengwa chini ya vigingi vya nyaya za stima.
    12. Ufisadi – kuna mabwanyenye ambao wanaonekana wakitoa milungula hadharani.
    13. Utamaduni – Mwangeka anakumbuka jinsi watu walivyoomboleza kifo cha nduguye, Dede.
    14. Ndoa – Kupitia mbinu rejeshi, mwandishi anasimulia jinsi Mwangeka na Apondi walikutana na hatimaye kufunga ndoa.
    15. Ubakaji – Sauna alibakwa na babake mlezi na kumpachika mimba.
    16. Nafasi ya mwanamke – Mamake Sauna alikuwa akiridhia yote yaliyosemwa na mumewe au angeishia kupigwa makonde, kutishwa au kutusiwa.
    17. Uavyaji mimba – Mamake Sauna anamsaidia kuavya mimba bila hiari yake.
    18. Umaskini – mamake Sauna anasema kuwa, Bwana Maya alimwokoa kutoka kwa umaskini aliopakazwa na babake Sauna baada ya kujizikia unywaji wa dengelua.
    19. Madhara ya ulevi – babake Sauna anapigwa kalamu kwa kujiingiza katika unywaji wa dengelua mitaani.
    20. Ulaghai – Sauna anashiriki biashara ya kuwauzia watu maji ya mito wakiambiwa kuwa ni ‘mineral water’.
    21. Utekaji nyara wa watoto – Bi Kangara anamwingiza Sauna katika biashara ya kuwateka nyara watoto.

     

    Zozote 10 x 1 = 10

     

    TAMTHILIA

    1. Si neno mama!…Hakuna kizuri kijacho kwa urahisi. Mazuri hutoka mbali na wakati mwingine yana hadithi za kutisha. Maisha yetu ni mfano wa mbegu iliyopandwa. Mbegu hiyo haina budi kuoza kwanza ndipo ioteshe mche upendezao.
    2. a) Eleza muktadha wa dondoo hili(Alama 4)
    3. Msemaji ni Sara.
    4. Msemewa ni Neema.
    • Wako nyumbani kwao kijijini.
    1. Sara anaeleza uvumilivu unamletea mja fanaka maishani.

     

     

    1. b) Tambua vipengele viwili vya fani. (Alama 2)
    2. Nidaa – Si neno mama!
    3. Tashbihi – Maisha yetu ni mfano wa mbegu iliyopandwa.

     

    1. c) Kwa hoja nne, fafanua wasifu wa msemewa. (Alama 4)
    2. Neema ni Karimu – Anawaeleimisha wanuna wake hadi kiwango cha juu cha elimu.
    3. Ni mwenye utu – Ana waajiria wazazi wake wafanya kazi wa nyumbani.
    • Ana bidii – Anajitahidi kazini; anaondoka nyumbani alfajiri na kurejea usiku.
    1. Ni mwenye kujali – Anawasaidia wazazi wake kwa kumpeleka mamake hospitalini ana kumtumia masurufu babake.
    2. Ana mtazamo mpevu/ busara – Anamweleza dadake Asna jinsi ndoa si utumwa.
    3. Ni mvumilivu – Anavumilia tofauti baina yake na Bunju kwenye ndoa yao.
    • Ana mapenzi ya dhati – Ana mapenzi kwa mumewe Bunju, mwanawe Lemi na mamake.
    • Ni jasiri- Anaendesha gari kwenye barabara za jiji ambazo huwashinda madereva hodari kutoka mashambani.
    1. Ni mlezi mwema – Anamlea mwanawe kwa mapenzi na uelewa mkubwa.
    2. Ni mpenda usasa – Anashikilia mtazamo wa kwenda kinyume na utamaduni; anasema haifai mke kuachiwa kazi zote.

     

    1. Ni vipi kauli iliyokolezwa wino inadhihirika katika tamthilia ya Bembea ya Maisha. (Alama 10)
    2. Sara na Yona wanapata shida kwa kukosa watoto kwanza. Baadaye wanapata mabinti ambao wanawasaidia na kuwaheshimisha kijijini.
    3. Uhusiano wa Sara na Yona ulikuwa mbaya awali kwa kuwa Yona anamchapa Sara. Badaye, Yona anabadilika na kuwa mpole na mwenye mapenzi ya dhati kwa mkewe.
    • Sara anaumia kwa kazi na majukumu ya yumbani peke yake. Baadaye, Yona mumewe anakuwa msaidizi; anasaidia kupika na kuwashughulikia mifugo.
    1. Neema anapata ajali inayohatarisha maisha yake. Baada ya ajali anapata msamaria mwema ambaye ni Bunju; anamshughulikia hadi anapopona.
    2. Yona anazamia ulevi kutokana na shinikizo za maisha. Baadaye anaacha ulevi na kuwa mtu mwema na msaidizi wa mkewe.
    3. Sara anadhoofishwa na ugonjwa akiwa nyumbani. Neema anampeleka hospitali nzuri anakopokea matibabu mazuri.
    • Yona anaeleza walivyojinyima mengi ili wanawe wapate elimu. Baadaye Neema anawasaidia kwa mambo mengi.
    • Kukosa mtoto mvulana kunawafanya Sara na Yona kusemwa sana. Baadaye, mabinti waliowazaa wanatokea kuwa hodari kuliko wanaume wengi.
    1. Sara anashindwa la kufanya mumewe Yona anapomhitaji kupika akiwa mgonjwa. Badaye jirani yake Dina anafika na kumwauni katika mapishi.
    2. Bunju anamkemea Neema kwa kumshinikiza kuchangia matibabu ya Sara. Baadaye anatulia na kuahidi kutafuta pesa na kumpiga jeki Neema.
    3. Wanawake awali wanasemekana kutegemea mifuko ya waume wao kwa mujibu wa Luka, lakini sasa wanajitegemea.
    • Binti zake Yona walidharauliwa kijini lakini wanakuja kuwa mwanga kijijini.
    • Watoto wa kike wanakosa elimu awali kama vile Sara lakini sasa wanapata elimu na hata kuwapiku wanaume kama alivyo Neema.

     

     

    1. (a) “ Japo nilipungukiwa na mengi niliyotamanai, nilitaka nyinyi muote mbawa mpae juu na kuitazama dunia kutoka kule juu kwa niaba yangu. Stahamala yangu haikuniletea hasara…”

    (i) Tambua mandhari ya dondoo hili. (alama 1)

    Nyumbani kwa Sara na Yona/ Nyumbani kwao Neema kule kijijini ambapo Sara anazungumza na bintiye Neema

    (1×1=1)

    (ii)  Bainisha toni inayojitokeza kwenye dondoo. (alama  1)

    • Matumaini- nilitaka nyinyi muote mbawa
    • Kutamauka- japo nilipungukiwa na mengi niliyoyatamani…

    (1×1=1)

    (iii) Eleza umuhimu wa mandhari ya dondoo hili. (alama 8)

    • Kuonyesha maudhui ya ndoa za mapema- Sara aliozwa mapema na hangetaka bintize wakatiziwe masomo yao ili waozwe
    • Kuonyesha sifa za Sara- Ameonyeshwa kama mhusika mstahimilivu- anavumilia dhuluma katika ndoa yake. Aidha anaonyeshwa kama anayewajibika kwa kuhusika katika shughuli ya kuwaelimisha bintize,
    • Kuendeleza msuko- kupitia kwake tunafahamishwa kuhusu ndoa za mapema katika jamii yake.
    • Kuonyesha mgogoro- Sara anasema hata kama mume angetaka kusaidia, watu katika jami yake watapata sababu ya kumcheka. Anasema utamaduni wao ungali una nguvu na hawezi kushindana na mwanamume(uk.66)
    • Kuonyesha mbinu chanya za kusuluhisha migogorokatika jamii. Sara anamwambia Neema japo kuna wanawake wanaowashinda wanaume katika kazi zao, ni muhimu afanye werevu isije ikawa wanashindana. Anahimiza kuwa ushindani usionekane nyumbani.
    • Kuchimuza sifa za wahusika wengine- kupitia kwa Sara, tunafahamu Yona ni mpenda ansa. Anawafungia mifugo zizini ili kwenda kwa wazee wenziwe kushiriki ulevi.(uk.66)
    • Kuonyesha dhamira- kupitia kwa mhusika Sara, mwandishi anadhamiria kuonyesha umuhimu wa ushirikiano (mume na mke kushirikiana kutekeleza majukumu nyumbani)

    (b) Onyesha jinsi mhusika Sara alivyotumiwa na mwandishi kuendeleza msuko wa tamthilia hii. (alama 10)

    • Kupitia kwake tunaona jinsi wazazi wanavyojizatiti kuwalea wanao. Amnamweleza mumewe, “…sote tulijizatiti tukalea pamoja na hizo taabu, ila tulikuwa tunatimiza wajibu”
    • Tunnafahamu mchango wa Neema wa kuwafaa wanuna wake kwa halli na mali. Anashiriki kuwaelimisha Asna na Salome hadi wanahitimu
    • Anasaidia kuonyesha mtazamo wa jamii yake kuhusu urithi. Anasema warithi ni watoto wa kiume na si wa kike kama Neema(uk. 2)
    • Kupitia kwake tunafahamu kuhusu mfumo wa afaya katika jamii yake. Anapougua, bintiye Neema anaenda kijijini ili kumchukua hadi mjini kuliko na hospitali nzuri, huduma na wahudumu wazuri wa afya ikilinganishwa na kwao kijijini.
    • Anaonyesha jinsii mabadiliko yalivyotokea katika jamii yao. Bintiye sasa anamiliki gari ambalo analiendesha mjini ambapo wanaume wa kutoka kwao kijijini wanashindwa. (uk.15)
    • Sara anasaidia kufichua ulaghai wa wanasiasa. Anasema wamewaahidi maendeleo vijijini tangu wakiwa watoto na hadi sasa hamna lolote lililofanyika. (uk. 17)
    • Sara anaonyesha dhiki za wanawake wanaokosa watoto katika ndooa zao. Anasema kwa siku nyingi alitamani watoto lakini haikuwezekana. Uso wake uling’aaMungu alipomfungulia milango ya heri. (uk. 18)
    • Ametumiwa kuonyesha jinsi watu wanavoweza kuathiriwa na jinsi wengine wasemavyo kuwahusu- Kupitia kwake, tunafahamu kuwa mumewe Yona aliathirika sana na ushawishi wa wanajamii wa kutaka apate mrithi wa kiume. Kwa kukimbia kutiwa vinywani na watu, akazamia ulevi. (uk.19)
    • Mwandisi amemtumia kuonyesha dhiki za kuishi mjini. Kule vyumba ni vidogo kama kile cha bintiye Asna na watu wanang’ang’ana kutafuta maisha. Siku zote wako mbioni hata hawana nafasi ya kushiriki mlo, wakala na kushiba. (uk. 32)
    • Anaonyesha majukumu muhimu yanayotekelezwa na wanawake katika jamii. Mke anapokosa kuwepo nyumbani mume huhangaika kutekeleza majukumu hayo. Kwa mfano, Sara anamhurumia sana Yona kwa shughuli nyingi nyumbani wakati yeye hakuwepo. (uk. 44)
    • Sara ametumiwa kuonyesha jinsi mtoto wa kike anavyogandamizwa na utamaduni potovu. Anasema msichana alipobaleghe, alitolewa shuleni na kuozwa mapema. (uk. 52)
    • Kupitia kwake, tunafahamu jinsi wanaume katika jamii yake wamezamia anasa ya ulevi. Sara anasema nidesturi ya kila mwanamume hapo kwao. (uk. 66)(10×1=10)

    MAANDALIZI YA MOKASA II 2023

    102/3

    MAPAMBAZUKO YA MACHWEO NA HADITHI NYINGINE

     

    Pupa: F.M. Kagwa

    1. a) “Pupa imenitumbukiza kwenye kisima nilichochimba, sasa naingia mwenyewe …”
    2. Bainisha mbinu za kimtindo katika dondoo hili. (alama 2)
    3. Huku ukitolea mifano mwafaka, onyesha ukweli wa kauli hii. (alama 8)

     

    1. Jadili namna ukiukaji wa haki umeendelezwa katika hadithi zifuatazo: (alama 20)
    2. Sabina
    3. Kifo cha Suluhu
    4. Nipe Nafasi

    Sabina

    1. Mimba za mapema – Nyaboke -kidato cha pili
    2. Kukataliwa baada ya kupachikwa mimba – Nyaboke
    • Kukatiza masomo/ elimu -Nyaboke
    1. Kutengwa – Sabina
    2. Elimu yam toto wa kike kupuuzwa – Sabina
    3. Kupigwa – Sabina
    • Kutumikishwa – Sabina
    • Kusimangwa – kukejeliwa – anaitwa kiokotwe – Sabina
    1. Kuhusishwa katika biashara
    2. Kukosa natibabu – Nyaboke – anapelekwa kwa mganga maarufu kijijini
    3. Kukosa mavazi mazuri – Sabina kuvaa sare iliyoshiba viraka vya kila rangi
    • Kukosa malezi ya baba na mama – wazazi wawili
    • Kufanya vibarua ili kupata mahitaji ya kila siku – Nyaboke (ajira ya Watoto)

     

     

    KIFO CHA SULUHU

    1. Mauaji – Bwana Suluhu – mamake Abigael
    2. Kunyanganywa mali – Bwana Suluhu kumnyanganya Mamake Abigael
    • Kutelekeza malezi ya Watoto – Bwana Suluhu anamwachia mkewe , Bi Suluhu malezi
    1. Kupachikwa mimba na kuachwa bila tumaini/msaada
    2. Kutumia njia za hila ili kuhitimu masomo kabla ya muda wa kuhitimu masomo kuwadia
    3. Kushiriki ukahaba – kuwanyonya wanaume
    • Kutia dawa kwenye vinywaji
    • Kumwibia mtu pesa – Abigael na Natasha wanapanga njama dhidi ya Bwana Suluhu
    1. Kufuja pesa za wananchi
    2. Uchafuzi wa mazingira – ukataji wa miti

     

     

     

     

    NIPE NAFASI

    1. Kukosa vyakula
    2. Kutelekeza majukumu – msimulizi anasema baba yao Moshi hakuwa akimtumia mama yake pesa za matumizi mwaka mzima.
    • Kupuuza malalamishi – wazazi wa Moshi wanadinda kusikiliza malalamishi ya mama Kazili
    1. Mamake Kazili kukosa kupewa pesa ambazo mumewe Moshi anatetemeka
    2. Kukosa mavza mazuri yanayositiri baridi. Msimulizi amasmea …tulikuwa tumevaa marumaru
    3. Kifo
    • Kunyimwa nafai ya kujiteteta

    7.b) “Pupa imenitumbukiza kwenye kisima nilichochimba, sasa naingia mwenyewe…”

    1. Mbinu za kimtindo
    2. Jazanda -kisima nilichochimba sasa naingia mwenyewe (mahali penye matatizo)
    3. Mdokezo …kisima nilichochimba, sasa naingia mwenyewe
    • Taswira – taswira oni, taswira ya mwendo
    1. Tashihisi- pupa kuwa na uwezo wa kutumbukiza

    b)

    1. Kusafirishwa asikojua – Mkwakuona
    2. Kuvalishw anguo zinazoomyesha mwili wake bila hiari
    • Kung’ang’aniwa na wanaume danguroni – chenga -ways
    1. Kuingizwa kwenye chumba amnacho anasubiriwa na mwanamume mkota-dume
    2. Kufungiwa mlango kutoka nje na mwanamapokezi
    3. Kuuzwa kwa mtu mwenye umri mkubwa kuliko babake mzazi siku yake ya kwanza katika jengo la Chenga- Ways
    • Kugeuzwa kifaa cha kutumiw aovyo
    • Anatokwa na machozi yasiyokauka
    1. Anakatiziwa masomo
    2. Kutawishwa katika jengo la Chenga Ways – haruhusiwi kutoka nje
    3. Kulindwa anapoenda msalani

     

     

     

     

    Kila Mchezea Wembe: Pauline Kea Kyovi

    1. “Dunia hii nayo kubwa, anasa zake nyingi huwezi kuzimaliza”
    2. Eleza muktadha wa dondoo hili. (alama 4)
    3. Fafanua toni katika dondoo hili. (alama 2)
    • Jadili namna ambavyo anasa imejitokeza katika hadithi hii. (alama 4)

    Muktadha

    1. Ni kauli ya Emmi
    2. Anamwambia Tembo
    • Bwana Tembo anayakumbuka akiwa Hospitali ya Uhai ni Neema
    1. Ni baada ya Bwana Tembo kujutia matendo yake ya uraibu wa pombe ambayo yanamsababishia madhara ya kiafya.
    2. Toni

    Toni ya kushauri – Emmi alikuwa anamshauri mumewe, Bwana Tembo kuacha tabia zake za kupapia anasa za dunia

    1. Anasa
    2. Kuwa mraibu wa ulevi/pombe
    3. Kusakata rhumba- Bwana Tembo na wenzake (walevi)
    • Kucheza rhumba na wanawake wengine ambao hakuwa anawajua
    1. Kulala kwa mwanamke asiyemjua
    2. Kuendeleza ukahaba – Angelica
    3. Kufuja pesa

     

    FASIHI SIMULIZI

    Soma kifungu kifuatacho kisha ujibu maswali yanayofuata

    Tumbo:           Leo nitakuwa baba na wewe mama. Mimi sipendi mwajificho.

    Chausiku:        Sawa basi. (Anaimba huku akishika masikio yake) Maskini punda, alinyimwa                               pembe, akapewa masikio hiyo ndiyo pembe. Pembee pembe, akapewa masikio                                hiyo ndiyo pembe.

    Tumbo:           Mamake Chausiku, nahisi njaa. Napeza kula samaki.

    Chausiku:        Ala! Umejuaje kuwa ninapika samaki? Baba Chausiku, samaki kutoka Soko                                     Mjinga ni tamu kama asali. Chakula ki tayari. (Anampa kitawi chenye vipande                                   vya vijiti). Ndio hii samaki.

    Tumbo:           (Akiimba) Nimeshiba sana. Asante. Nataka kwenda katika shamba la mahindi                                   kukaza seng’enge. (Anachukua kipande cha mti) Nimechukua nyundo yangu                                     kwenda kujenga ua. (Anatumia kijiti hicho kupigia vijiti vingine ardhini huku                             akisema kuwa anajenga ua).

    Chausiku:        Nimechoka sasa. Tuimbe kidogo.

    Wote:              (Wanaimba huku wakirukaruka)

    Watoto wangu ee

    Ee

    Mimi mama yenu

    Ee

    Sina nguvu tena

    Ee…

     

    Maswali

    (a) Bainisha utanzu ambapo utungo wa aina hii unapatikana.                                  (alama 1)

    (b) Wewe ni mmoja wa wawasilishaji wa utanzu huu wa fasihi simulizi. Eleza sifa unazofaa kuwa nazo.                                                                                                                  (alama 5)

    (c) Eleza sifa zozote nne za kipera hiki.                                                                    (alama 4)

    (d) Eleza shughuli mbili za kiuchumi zinazodhihirika katika utungo huu.               (alama 2)

    (e) Unanuia kufanya utafiti kuhusu kipera hiki. Eleza changamoto zinazoweza kukukabili unapotekeleza shughuli hiyo.                                                                                                 (alama 6)

    (f) Eleza udhaifu wa maandishi kama kifaa cha kuhifadhi data.                              (alama 2)

     

     

     

     

     

    MWONGOZO

    (a) Bainisha utanzu ambapo utungo wa aina hii unapatikana.                                  (alama 1)

    Maigizo al. 1

    (b) Wewe ni mmoja wa wawasilishaji wa utanzu huu wa fasihi simulizi. Eleza sifa unazofaa kuwa nazo.                                                                                                                  (alama 5)

    1. Awe jasiri ili aweze kuigiza mbele ya watu/hadharani.
    2. Awe na ubunifu ili aweze kufanya uigizaji kuvutia na kuondoa ukinaifu.
    • Awe na ujuziwa kutumia ishara za uso, mwili na miondoko kuonyesha picha ya hali anayoigiza.
    1. Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia.
    2. Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza kama vile huzuni.
    3. Awe na uwezo wa kushirikisha hadhira kwa maswali ya balagha ili kuondoa uchovu.
    • Awe na uwezo wa ufaraguzi/ kubadilisha uigizaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira.
    • Awe anaelewa utamaduni wa hadhira yake ili asitumie maneno na ishara ambazo zinaudhi ama kukinzana na na imani zao.

                                                                                  zozote 5 x 1 = 5

     

    (c) Eleza sifa zozote nne za kipera hiki.                                                                    (alama 4)

    1. Waigizaji ni watoto.
    2. Huhusu shughuli za kiuchumi na kitamaduni kama vile arusi, siasa, ukulima.
    • Huandamana na nyimbo za watoto.
    1. Huwa na miondoko mingi kama vile kujificha, kuruka.
    2. Huwa na matumizi mengi ya takriri.
    3. Huchezwa popote.
    • Huwa na kanuni fulani.
    • Hukoma watoto wakichoka au wakikiuka kanuni

    Zozote 4 x 1 = 4

    (d) Eleza shughuli mbili za kiuchumi zinazodhihirika katika utungo huu.               (alama 2)

    1. Uvuvi – samaki kutoka Soko Mjinga
    2. Biashara – samaki kutoka Soko Mjinga
    • Ukulima – nataka kwenda katika shamba la mahindi

    (e) Unanuia kufanya utafiti kuhusu kipera hiki. Eleza changamoto zinazoweza kukukabili unapotekeleza shughuli hiyo.                                                                                                 (alama 6)

    1. Gharama ya utafiti kuwa kubwa kiasi cha mtafiti kutoimudu kama vile gharama ya kusafiria na kununulia vifaa.
    2. Kutojaziwa hojaji kutokana na mtazamo hasi wa jamii dhidi ya ujazaji wake.
    • Wanajamii kukataa kutoa habari wakishuku mtafiti anawapeleleza au kwa kuona haya.
    1. Wanajamii wengine kudai walipwe kabla ya kutoa habari na hivyo kukwamiza utafiti.
    2. Mbinu nyingine kama vile hojaji huhitaji watu wanaojua kusoma na kuandika na ikiwa mhojiwa hajui utafiti utakwamizwa.
    3. Uchache wa wazee na wataalamu wa fasihi simulizi kusababisha kukosekana au kupatikana kwa data isiyo ya kutegemewa.
    • Utawala kukataa kutoa idhini ya kufanya utafiti.
    • Kukosa ufadhili na utafiti kutofanywa kwa kutomudu gharama.
    1. Muda wa utafiti kutotosha na hivyo kutopata habari za kutosha kuhusiana na mada yake.
    2. Kikwazo cha mawasiliano ikiwa mtafiti na mhojiwa hawatumii lugha moja na mhojiwa hajui lugha nyingine na kumbidi mtafiti kukodi mkalimani na gharama kuongezeka.
    3. Ukosefu wa vyombo vya usafiri kunakochelewesha utafiti na kutomalizika katika muda uliopangwa.
    • Ukosefu wa usalama kama vile kuvamiwa kwa kushukiwa anapeleleza na kuibiwa vifaa.
    • Tatizo la kutafsiri data kutoka lugha za kijamii hadi lugha inayotumika katika utafiti.
    • Matatizo ya kibinafsi. Kwa mfano, mtafiti anaweza kushindwa kuidhibiti hadhira yake.

    Zozote 6 x 1 = 6

     

    (f) Eleza udhaifu wa maandishi kama kifaa cha kuhifadhi data.                              (alama 2)

    1. Kuna baadhi ya mambo kama vile kiimbo, toni na ishara ambayo hayawezi kuandikwa kama yalivyowasilishwa na fanani, kwa hivyo hupotea.
    2. Uhai asilia wa fasihi simulizi hufifishwa na kupotezwa na maandishi.
    • Baadhi ya waandishi huenda wakaandika yale wanahitaji kwa wakati mahususi na kupuuza mengine.
    1. Kuandika fasihi simulizi huifanya kukosa ile taathira asilia kwani kunaipokonya hadhira yake ile fursa ya kushirikiana ana kwa ana na fanani.
    2. Kuiandika fasihi simulizi huidhibiti na kupunguza hadhira yake na kuathiri vibaya usambazaji wake.

                                                                                                                Zozote 2 x 1 = 2

     

     

     

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