Topic 4

Part 1 Presentation

Teacher/examiner: Centre name …, centre number …, Cambridge IGCSE Swahili, syllabus ..., paper 3, speaking. Date 21st April 2022. Examiner name ..., Candidate number ...., candidate name ....

[Moderator comment: The teacher/examiner includes the appropriate information at the beginning of the exam in English.]

Teacher/examiner: … karibu sana, ukitueleza ukitueleza kuhusu dhana tofauti za urembo. (ndio) karibu. Part one presentation

[Moderator comment: The teacher/examiner does a good job of introducing the centre and stating that the candidate will be speaking about ‘urembo’. Presumably, the teacher/examiner and the candidate had a few minutes prior to the recording where the exam structure was explained to the candidate and where the candidate informed the teacher/examiner of the title of their presentation. It is good practice to record this as well, however. The teacher/examiner announces that this is Part 1 of the examination.]

Candidate: Jina langu ni ... nambari yangu ni .... Leo nitawasilisha kuhusu dhana tofauti za urembo. Urembo yenyewe haina maana moja tu, urembo ni kitu ambayo inaweza kutofautiana sio tu kwa mtu mmoja hadi mwingine lakini pia kwa tamaduni mbalimbali na hata zama tofauti. Kwa kweli urembo ni kitu ambayo sote hutamani lakini wengi wetu huamini urembo ni kitu moja tu ambayo unayo ama hauna masiha yako yote. Haya si ukweli. Urembo una aina mengi na hayo yote ni katika nitakayozungumza kuhusu leo. Kwanza kabisa ni kitu cha muhimu kila mtu awe na maana yake binafsi ya urembo. Kweli hakuna thamani kwa watu wote walio karibu nawe wakikuona uko na urembo lakini wewe hujiamini. Hiyo maisha si ya furaha. Kwa maoni yangu urembo binafsi ndio muhimu sana kuliko zote nyingine. Ni kama waingereza walivyosema, urembo huishi kwenye jicho la mtazamani. Na ikiwa wewe mwenyewe hujiamini, sifa ya wageni hupoteza maana. Mbali ya binafsi, kuna aina tofauti tofa tamaduni mbalimbali katika dunia yetu kubwa. Kwa mfano, watu wa waswahili wana mila zao za kujirembesha. Mathalan hujipaka henna kwenye vidole na miguu. Huvaa mapambo mengi kama bangili na shanga, wana nywele ndefu za kusuka na zinginevyo. Lakini nikiongelea tofauti ya dhana za urembo kwa Afrika na pale Yuropa na Marekani, kwa ujumla huko Magharibi mwanamke akiwa mrefu na mwembamba mwenye macho makubwa, pua ndogo na nywele ndefu ndiye atakayekuwa mrembo. Lakini humu Afrika, dhana hayafanani, kwa kweli ni vigumu sana kueleza vile dhana inaonekana humu Afrika kwani dhana ni tofauti sana pote uendapo. Nadhani huu ulitokana… nadhani … Nadhani huu ulitokana na madhara ya ukoloni na utengano kwa muda mrefu. Humu Afrika urembo wa ndani ndio sifa ambayo hutambuliwa kwa usawa kote uendapo. Popote utaposafiri huko Afrika mtu mwenye akili, mwenye huruma na neema, huyo ndo mtu mrembo. Kwa kweli ukiwa na urembo wa nje bila moyo mweupe hauna maana kwani chikichiki ni tunda zuri ila hamna mnofu ndani yake. Kwa haya mafupi naamini umeelewa zaidi kuhusu dhana ya urembo. Asante.

[Moderator comment: The candidate selects a challenging and interesting topic. The candidate has done their topic research and presents reasonably well, although they give the impression of having memorised a script. This appears to put the candidate under some pressure. Candidates are reminded that they are allowed to bring a cue card with points and short notes for their presentation. The candidate’s grammar is not always secure, most notably in relation to noun classes, e.g. ‘urembo yenyewe, kitu moja, aina mengi,’. In addition, the candidate does not pay sufficient attention to structural agreements. The candidate does, however, use a range of tenses, including the subjunctive. Their use of the narrative ka tense works well. The candidate also includes sayings and proverbs which enliven the presentation. There is a clear conclusion.]

Teacher/examiner: Asante sana xxx. End of Part 1. Part 2 – Topic conversation. Asante sana xx kwa hizo dhana tofauti za urembo. Ukazungumza juu ya urembo binafsi. Je taja huo mfano mwingine wa urembo. Mfano mwingine wa urembo.

[Moderator comment: This is excellent as it provides an effective transition between these two parts of the speaking test. The question ‘… mention other types of beauty’ risks leading to a response in the form of a list, however. It would be better to have a ‘why’ or ‘how’ question here, e.g. ‘How is the Swahili concept of beauty different from that of the West?’ The candidate has already touched on these concepts in their presentation, which affords the teacher/examiner the opportunity to follow up on them with open-ended questions, inviting the candidate to expand.]

Candidate: Kuna urembo binafsi, urembo wa kitamaduni, urembo wa ndani, aaahh.

[Moderator comment: The candidate does not expand but instead only lists types of beauty. This might have been avoided had the teacher/examiner asked an open-ended question, as recommended above.]

Teacher/examiner: Mh asante sana. Vile vile, nikasikia ukiongea juu ya Waswahili, ambao hujipata henna na vipodozi vingine. Eleza madhara ya vipodozi ambavyo tunaviona siku hizi kwa urembo hasa wa Ngozi.

[Moderator comment: The teacher/examiner asks the candidate to explain the effect of beauty products on the skin. The candidate touched on this aspect of beauty in her presentation which makes it a suitable and relevant topic for the candidate to explore in more detail.]

Candidate: Nadhani ukipaka sana na kwa muda mrefu – ukipaka henna sana na kwa muda mrefu inaweza kuleta, umm, samahani … ukipaka sana inaweza kuleta umm, magonjwa kama ya Ngozi n ahata ikiwa sana unawea kufa kwa hizo magonjwa.

[Moderator comment: The candidate is not able to answer the question well, and the conversation falters. It will help candidates to try and think in advance about ways in which their topic could expand beyond their presentation in the topic conversation and what concepts and vocabulary they may wish to use.]

Teacher/examiner: Ulikuwa ukimal;izia kwa kusema kwamba ukoloni ulibadilisha dhana ya urembo, hasa kwa waafrika, hebu fafanua.

[Moderator comment: This is a good question that asks the candidate to expand on an aspect they mentioned in their presentation. It would have been even better to ask a ‘why’ or ‘how’ question, however, which might have opened the conversation more.]

Candidate: Ninadhani ukoloni ulileta madhara ya hiyo niliyoongea kuhusu Mrekani na Ulaya. Ndio ilileta humu Afrika. Kwa hivyo, ukoloni ndio ulianza waafrika pia ku…kuona mtu mrefu mwenye nywele ndefu na pua ndogo, macho kubwa na hiyo iko kiwango moja tu ya urembo. Na haikuwa hivyo.

[Moderator comment: The candidate simply repeats what they said in the presentation using structures that are not grammatical.]

Teacher/examiner: Je unazungumzai urembo wa wanawake au wa wanaume.

[Moderator comment: The idea behind the question is good and engaging but again since it is phrased as an either/or question it is prone to lead weaker candidates in particular to provide very short answers. Again, it is recommended that open-ended questions are asked, e.g. ‘How is the concept of beauty different for males and females?’]

Candidate: Ninadhani sana ni urembo wa wanawake. Lakini pia kuna urembo wa wanaume lakini haizingatiwi sana kama wanawake.

[Moderator comment: The candidate does not expand, probably because the question asked was not open-ended.]

Teacher/examiner: Asante .. umm.. vile vile, mavazi yanachangia urembo au mavazi ni mavazi tu?

[Moderator comment: This question offers a binary choice, the gist being: ‘Is clothing part of beauty or not?’. The idea behind the question is good but a better way of asking it would have been: ‘To what extent does clothing form a part of beauty?’, i.e. an open question.]

Candidate: Ninadhani kwa tamaduni tofauti mavazi pia inachangia. Lakini ..kwa mfano, waswahili, vazi refu ndio nzuri kulingana na dini zao. Kwa hivyo inalingana na tamaduni unayoongea kuhusu.

[Moderator comment: This is a good response.]

Teacher/examiner: Haya, asante sana ..eehhh… Nikizingatia utamaduni urembo wa kitamaduni ambao ulizungumzia, ni – hebu taja nchi ambazo hadi sasa zimeweza kuhifadhi hiyo dhana ya urembo wa kitamaduni.

[Moderator comment: This question could be rephrased more purposefully. As it stands, the candidate could simply mention the countries that have preserved traditional clothing.]

Candidate: Ninadhani sana sana ni humu Afrika, nchi Afrika na Afrika mashariki. Kenya, Uganda, Tanzania, lakini inalingana na eneo ya hiyo sehemu yaani utakaposafiri.

[Moderator comment: The candidate does not expand on their answer but simply lists the countries as prompted by the teacher/examiner.]

Teacher/examiner: Kwa mfano, waswahili dhana yao ya urembo ni ipi?

[Moderator comment: This is a good, open question, asking what the Swahili beauty concept is. The teacher/examiner could be more specific by asking: ‘What is the Swahili concept of physical beauty?’]

Candidate: Aahh unaweza kufafanua swali.

[Moderator comment: The candidate could ask the teacher/examiner to explain (or expand on) their question when they don’t understand what is being asked.]

Teacher/examiner: Kwa waswahili, mtu mrembo, au msichana au mwanamke mrembo,, ana umbo la aina gani?

[Moderator comment:  The teacher/examiner explains that they are interested in physical beauty.  This could have been specified earlier.]

[Candidate: ahh mtu mfupi, mtu … lakini… kama nilivyosema, humu Afrika, si sana urembo wa nje unaozingatiwa, ni urembo wa ndani na kuwa na moyo mzuri na mweupe.

Teacher/examiner: Asante sana, kuzungumza kuhusu ni urembo wa ndani na kuwa na moyo mzuri na mweupe .. haya asante. Eehh biashara… urembo umekuza biashara, fafanua, eleza.

[Moderator comment: This question is too complex for a Speaking test and more appropriate for a written essay.]

Candidate: Biashara imetuambia, na hasa Watoto, imetuambia, urembo inaonekana.., ni kuna aina moja tu ya urembo. Na ukinunua hii kitu ndo utakuwa mrembo, lakini hayo si ukweli na, ninadhani, biashara ndio imeleta kiwango moja tu, na ime…

[Moderator comment: Again, the candidate could ask the teacher/examiner to explain the question. Nevertheless, the candidate attempts a response.]

Teacher/examiner: Cha urembo.. ehe kipimo kimoja cha urembo eh. Asante. End of part 2, part 3, general conversation

[Moderator comment: The teacher/examiner ends the Topic conversation by interrupting the candidate. Teachers/examiners are advised to allow candidates to finish what they are saying. The teacher/examiner appropriately announces the end of one part of the exam and the beginning of another.]

Part 3 General conversation

Teacher/examiner: Asante sana …. Nieleze kwa kifupi mambo ambayo unapenda kufanya wakati wewe haupo shuleni.

[Moderator comment: This is a good starting question for a General conversation that touches on fresh content.]

Candidate: Wakati eh, ninapenda kutazama runinga. Pia kuchora na Sanaa ndio inanivutia. Pia kucheza muziki na kuwa na marafiki wangu.

[Moderator comment: this is a good response.]

Teacher/examiner: Asante. Umesema Sanaa inakuvutia. Sanaa ya muziki na Sanaa ya uchoraji. Ni mambo gani ambayo yalikuvutia, kuhusu hii Sanaa ya muziki hasa?

[Moderator comment: This is a good open-ended question.]

Candidate: Ninadhani dada yangu mkbwa alipenda muziki na alinionyesha vile muziki ipo kwenye zama tofauti. Na ndio nilianza kuipenda. Ya kuchora, shuleni, masono ya uchoraji ndio nili – iliniwezesha kupata hiyo upendo ya kuchora.

[Moderator comment: This is a well-explained response.]

Teacher/examiner: Asante sana. Umetaja kuhusu dada yako. Tueleze kwa kifupi kuhusu familia yako.

[Moderator comment: This is a rather easy question for an exam at this level. On a side note, Teacher/examiners should remember to ask different questions to different candidates and not repeat the same question for all.]

Candidate: Vile nilivyosema, kuna dada mmoja mkubwa, ana umri wa miaka 17, ninaishi nay eye na pia mama yangu. Naam, tumeishi hapa pamoja Kenya kwa miaka 10. Na - hayo ndiyo familia yangu.

[Moderator comment: Candidates should consider expanding on their initial answer by exploring the question asked in more detail. This candidate could speak about jobs, home life and other family-linked themes.]

Teacher/examiner: Asante – Umeishi – umesema umeishi Kenya kwa muda wa miaka 10, hapo awali mlikuwa mnaishi wapi?

[Moderator comment: Questions that invite a one-word answers, such as this one, are best avoided.]

Candidate: Hapo awali tuliishi Afrika Kusini. Lakini mama yangu pia amesafiri - ameishi kwenye nchi tofauti dunaini kote, sijui sana nchi ngani lakini mimi nilizaliwa Afrika ya kusini halafu nikiwa na umri wa miaka watatu nilihama huko.

[Moderator comment: The candidate expands on the topic of travel. This is done well.]

Teacher/examiner: Haya, kwa hivyo, umeweza kusafiri. Unaweza kutueleza tu kwa kifupi umuhimu au uzuri ah – faida ya kuweza kusafiri nchi tofauti.

[Moderator comment: This is a good question that encourages the candidate to expand and develop the topic.]

Candidate: Nadhani ukisafiri sana unaweza kuona vile watu wengine wanaishi na tamaduni tofauti na mila na desturi tofauti ya yako – na kukuwezesha kuelewa vitu isiyo ya kawaida pengine ungeona lakini kwa sababu umesafiri unaelewa ya kwamba kuna tofauti ya vile watu wanaishi duniani kote.

[Moderator comment: The candidate expands the topic well.]

Teacher/examiner: Asante sana. Ni hali gani ya anga katika nchi zote hizo ilikufurahisha sana…wakati gani.

[Moderator comment: While this is an interesting question, the teacher/examiner should wrap up the test at this point. Teachers/examiners are reminded to keep the timings of the test in mind throughout.]

Candidate: aaah- sipendi baridi, ikiwa ni joto lakini si joto sana. Naweza kuishi pahali ya joto lakini baridi siwezi.

[Moderator comment: A good response.]

Teacher/examiner: Asante sana. End of recording.

[Moderator comment: This is a good way to end the recording.]