Topic outline
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Cambridge IGCSE™ Swahili 0262 (for examination from 2022)Example Candidate Responses (Component 3 - Speaking)
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Now that you have read the speaking assessment criteria grids, you may want to practise marking a speaking test. Listen to the candidate responses below, make a note of the strengths and weaknesses of the candidate and give a mark, before you read the moderator comments embedded in the transcript and listed below.
Please note: Information about the candidate and centre has been removed from the recordings to protect the identity of the candidate.
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- Whole test - click to listen
Transcript and commentary
Part 1 Presentation
Teacher/examiner: … Jina langu ni … ni mtahiw wako leo, namba ya kituo ni …, jina la kituo ni …. Mtihani ni Cambridge IGCSE Swahili 0262 [candidate assessment card B]. Jina la mtahini ni …. Tarehe 11/4/2022. Namba ya mtahiniwa ni … jina la mtahiniwa ni … . Tutakuwa na sehemu ya kwanza, ya pili nay a tatu. Sehemu ya kwanza itahusu wewe kuwasilisha mada ambayo unaielewa, sehemu ya pili itahusu maswali na majibu kuhusu iyo mada na sehemu ya tatu mada ambazo umesoma darasani na maswali ya jumla. Hebu niambie, upo tayari/ (ndio). Niambie umeelewa nini kuhusu mada ambayo umeichagua wewe.
[Moderator comment: The teacher/examiner greets the candidate, introduces themselves and indicates that the exam has started. The teacher/examiner explains the exam structure to the candidate, which is excellent. Announcing the beginning and the end of each section and the transition to another should be done throughout the test.]
Candidate: Mimi nimechagua mada ya teknolojia, hasa akili ya bandika, kwa Kiingereza inaitwa AI. Teknolojia hii ni mfumo wa teknolojia unaowezesha mashine kuwa na uwezo wa akili na kuwa kama binadamu. Hii imeenea kwa kasi sana kwa muda mfupi na chanzo cha maendeleo haya ni kwamba kompyuta – nazo nguvu zake zimeenea kwa kasi sana kwa muda mfupi kwa hivyo teknolojia imeenea vile vile. Ila manedeleo ya teknolojia hii yanatengeneza sana uoga kwenye jamii. Hapa Tanzania kuna watu wanoogopa kwamba teknolojia hii tukiipa akili ni kama tunaipa nguvu. Kwa hivyo ikiwa na akili itaweza kutuangamiza sisi. Na huu uoga umetoka kwenye utamaduni wa filamu, yaani jinsi filamu inavyoonyesha hizi mashine na jinsi teknolojia ilivyo kwenye mashine. Mashine zitatuangamiza, zitatuua kwa hivyo inafanya watu waogope sana. Na hii sio kweli. Bado hatujafika hatua ya mashine kutuangamiza sisi. Kwa mida hii zinafanya vitu vichache … inaweza kufanya kitu kimoja kimoja. Ila mbali na hicho, teknolojia hii inatusaidia kwenye mambo mengi sana kwenye jamii yetu, kama kwenye uoteshaji wa chakula, kwenye ulinzi, kwenye matibabu. Nikuoe mfano, pale kwenye hospitali ya Amana huwa wanatumia teknolojia hii kugundua kama mtu ana saratani au kama mtu ana ugonjwa mwengine. Maana, wanatumia hii teknolojia maana ina umakini sana kuliko hata madaktari wenyewe. Kuna umzkini wa kufikia asilimia 99. Yaani kuna watu wengi kama kwenye watu kumi kuna watu tisa wenye saratani. Madaktari wasingeweza kufanya hivyo ndio maana wametumia teknolojia. Ila kuenda mbele nah ii teknolojia, itahitaji nguvu za kompyuta kuobngezeka, na zinahitaji sana kuongezeka kwa kasi ili hii izidi kuongezeka. Ila kwa sasa inaonekana kwamba hii teknolojia haitaweza kuenda kwa kasi sana kwani muda tangu ilipotokea watu, yaani wanasayansi hawajaweza kutengeneza komyuta ili ziwe na nguvu sana. Kw ahiyo hii teknolojia imebaki palepale ilipo kwa miaka mitano. Ila nguvu zikipatikana na hii teknolojia itaweza kupatikana. Wanasayansi wenyewe wanasema baadaye itafika muda hii teknolojia itakuwa kama sisi, Hii teknolojia itaweza kufanya vitu vingi kama sisi. Haitafanya vitu vichache kama kugudua – kugundua saratani na labda kutofautisha vitu. Itaweza kufanya vitu kama hesabu. Itaweza kuona vitu mbalimbali ikifika huo muda, wanauita muda wa singularite, yaani umoja wa mashine na binadamu. Kwa hiyo kuufikia huo muda wanasema ni vigumu sana kutabiri. Sababu ya ugumu huu ni inaendelea kwa muda ambao hauwezi kuuweka kwenye data zao. Yaani huwezi kujua, ikiwa hapa leo, kesho itakuwa wapi. Kwa hiyo hawawezi sana kutabiri, ila watu wengi wanaamini kwamba, chini ya miaka kumi tunaweaa kufika muda huo wa singularite na tukishafika huo muda mambo mengi yatabadilika katika jamii. Tutaweza kuwa na maraisi kjwa hii teknolojia, akili ya bandia,, tutaweza hata kuwa na madereva wa akili ya bandia na kufika huo mud ani karibu sana kuliko sisi tunavyojua. Na inabidi tuangalie tunavyotengeneza hii teknolojia, isije kuwa ndio mwisho wetu kwa hivyo inabidi tuwe na makini sana.[Moderator comment: This is a challenging topic, but the candidate has a lot of strong opinions which he explores fully. The candidate offers interesting facts but teams these up with his own views, while also giving appropriate examples from the target culture. All this works very well. When candidates present on topics that are not very challenging, they run the risk of not being able to provide sufficient and/or sufficiently engaging opinions. Instead, they are prone to rely on lists of facts that invite little food for exploration. By choosing a challenging topic the candidate affords themselves the chance to use a wide range of strong vocabulary, such as akili bandia, umoja wa mashine na binadamu, makini and saratani.]
Part 2 Topic conversation
Teacher/examiner: Naam, asante. Umezungumza kuhusu hii teknolojia, hebu tuambie, kwa nini watu wanasema hii teknolojia inaenda kwa kasi sana kuliko watu wanavyodhani.
[Moderator comment: The teacher/examiner focuses on something the candidate says in his presentation on the public perception of artificial intelligence and invites the candidate to expand. This is a great question and shows good examining technique; moreover, the question is open-ended and asks the candidate to substantiate.]
Candidate: Hii kasi sana ni maana siku hizi kuna mtandao. Kwa hivyo kuliko zamani, ungetaka kujua kuhusu jambo hili ingebidi usome labda gazeti au inabidi labda uende kwenye maktaba yako ndo kuna hii teknolojia. Lakini sasa kuna mitandao kama Instagram, watu wengi wanaona ipo hii teknolojia na watu wanavyojua kuhusu hii ndio wanataka kujua kuhusu hii teknolojia na labda na wao watataka kuitengeneza. Kwa hivyo wakishaanz akuijua hii, jinsi ya kuitengeneza, kutakuwa na wengi wanaojua kuhusu hii na wanachangia kwenye maendeleo yake. Pale ilipokuwa wanaojua ni wachache tu, ilikuwa hawaendi – hawaingii – ila sasa hivi kuna wengi wanachangia zaidi kwenye haya maendeleo. Hivyo hivyo, na nguvu za kompyuta, maana sasa hivi kuna uhitaji sana wa kompyuta kwenye vitu vingi sana vya maisha, vitu vingi sana vya – vya – jamii,. Kwa hivyo watu wanaotengeneza kompyuta- yaani zile kompyuta- watataka kuongeza nguvu za kompyuta ili watu wafurahi. Kwa hivyo hivi kompyuta zinavyoongezeka, na hivi nguvu zao zinavyoongezeka inaweka kitu kwenye hii teknolojia kwa hivyo hii teknolojia nayo inazidi kukua.[Moderator comment: The candidate expands very effectively. There are instances where the candidate mispronounces words, e.g., ‘wanafulahi’ (for wanafurahi). Such mistakes are relatively minor, however, and the sense is never in doubt.]
Teacher/examiner: Umegusia kabisa huko mbele yetu tukawa na watu bandia tena umesema tutakuwa na madereva banida. Sasa hii… unalizungumziaje? Kwamba tutakuwa na madereva bandia.
[Moderator comment: This is a hypothetical question which shows that the teacher/examiner is testing the candidate at an appropriately high level for their strong ability. It also links in neatly with what the candidate said in his presentation about artificial drivers, exemplifying how closely engaged with the candidate’s topic the teacher/examiner remains. The teacher/examiner now moves on to a ‘how’ question, which is also excellent.]
Candidate: Kama tutakuwa na madereva bandia mimi naona itakuwa vizuri sana. Tutakuwa na Amani sana. Kama nilivyosema hii teknolojia ina makini sana kuzidi binadamu. Kama kuendesha gari, dereva yeye akliendesha gari anaweza kuendesha gari kwa umakini wa asilimia 80. Asilimia 20 ya muda labda inaweza kutokea ajal au gari linaweza kuharibika. Lakini hii teknolojia inaweza kuendesha gari kwa asilimia 99 kwa hivyo haiwezi kugonga kwa asilimia 99, hiyo ni vizuri hata kuliko binadamu kwahiyo ajali zinapungua, maisha yanakuwa vizuri, watu hawaendi hospitali.[Moderator comment: The candidate expands further and avoids repeating what was said in the presentation by discussing another set of pertinent facts. This shows initiative and the ability to develop the conversation.]
Teacher/examiner: Kwa hiyo unataka kutuambia tufanyeje sasa ili tuweze kuenda sambamba na hii teknolojia kwa sababu wengi sasa hatujui zaidi sana na hata kama tunajua, tunajua kwa kiasi kidogo lakini inavyoonekana hii iko kasi sana ili iweze kutumika na hivi karibuni matumizi lazima yawe makubwa na inaonekana. sasa tufanyeje kama jamii ili tuende sambamba na hii teknolojia.
[Moderator comment: This question is rather too long and a little confusing. Following what the teacher/examiner has said previously, they could simply continue by saying: ‘tufanyeje kama jamii ili tuende sambamba na hii teknolojia’, or words to that effect, rather than repeat what the candidate said and add their own thoughts. Teacher/examiners need keep the prescribed timings of the test in mind throughout.]
Candidate: Njia pekee na nzuri ya kufanya watu waelewe kuhusu hii teknolojia ni kufundisha shule. Kama sasa hivi, watu wengi – kwa kweli hii teknolojia haifundishwi shule; sio kama sehemu zingine wanafundisha hii teknolojia haifundishwi. Tukianza tu kufundisha shule hii teknolojia tutaona watu wana… labda itawarhusu wale watu wengine wanaotaka teknolojia iwekwe kwenye jamii zetu tuanze na sisi kutumi. Njia nyingine ambayo sisi tunaweza kuifundishia watu ni kwa mitandao. Kama serikali inaweza kulipa kampuni za mitandao – mitandao mikuu, kuweka hizi teknolojia katika sehemu zao za mitandao ili watu waweze kuziona. Maana watu wakiwa wanajua sana kuhusu tekniolojia hawatataka kubadilika na mtazamo wao wataweza kuubadilisha maana wanataka kuangalia hii teknolojia kwa njia nzuri. Ni kama kitu kitakachowasaidia na si kuwaangamiza. Kwa hiyo hiyo ndio njia pekee tunaweza kuwafundisha watu kuhusu teknolojia.[Moderator comment: The candidate shows factual knowledge of what is happening in the target culture. The candidate closely references the ‘how’ question asked and responds showing that he has understood the question. The response is thought-provoking, and the candidate uses a diverse range of vocabulary and grammar, including the subjunctive and conditionals, to frame it.]
Part 3 General conversation
Teacher/examiner: Naam, licha ya teknolojia, kuna mada ambazo umepata kuzijua na kufuatilia darasani. Hebu tueleze ni mada gani ambazo unazielewa pia za darasani ambapo titaweza pia kupata mawazo yako kupitua uwasilishaji wako.
[Moderator comment: The teacher/examiner omits to tell the candidate that they are now moving on to the General conversation. The teacher/examiner asks the candidate to choose a topic that they have learnt about at school and to speak about it, which is also not appropriate. The teacher/examiner should move the test on to a discussion of genuinely unprepared general topics which will better test their candidates’ linguistic versatility and ability to field unexpected questions.]
Candidate: Mada ninayoijua mimi ni ya Dunia ya Kimataifa au international. Kwenye dunia ya kimataifa kuna kitu kinachoitwa utalii. Utalii una umuhimu sana kwa watanzania na kwa mataifa mengi sanan duniani. Ila kwa sasa kwa Afrika, maana Afrika hatujafika muda ambao tunaweza kutumia bidhaa zetu wenyewe kwa kutumia viwanda. Kwa hivyo utalii ndio njia nzuri ya kujenga uchumi zetu – kuendeleza uchumi zetu. Utalii nao unatengeneza ajira kwa vijana. Na hii ajira inaweza kutumika kwa vijana kujenga nchi zao wenyewe- eehh wanapata hela, wakiwa na hela, yaani wakiwa na kazi hawataingia kwenye mambo ya uhalifu kwa hivyo uhalifu nao utapungua. Ila hii teknolojia inayosaidia vijana na watoto – maana vijana na watoto nao wanahitaji kuona dunia ilivyo kwa hivyo utalii ndio njia pekee ya kuweza kufanya hivyo. Subiri nikupe mfano, kama vile mtoto wa kiafrika, mtoto wa kitanzania, akienda nchi ambayo imeendelea sana kama Marekani au Uingereza, akaona jinsi wanavyoishi, muda ulivyojipanga na jinsi wanavyopenda kufanya kazi huyu ataweza kuchukua vitu hivi vuzuri akaviingiza kwake mwenyewe, yaani akajijenga mwenyewe kwa sababu ametalii< kwa hivyo amejijenga na yeye anajiendelesha. Ila utalii unasaidia watu kisaikolojia . Mtu kama anakaa sana ndani, yaani hatokagi sana nje, labda hana marafiki wengi sana, yupo nyumbani, saikolojia yake haitakuwa vizuri, atakuwa anajisikia vibaya kila muda. Ila akitoka, akaenda kutalii, akaenda kuona tusema wanyama, baharini – itatoa msongo wa mawazo, itatoa matatizo yake ya kisaikolojia na atajisikia vizuri, kwa hivyo inamsaidia Pia utalii unatusaidia kwa njia sisi wenyewe hatuzioni kwa macho. Kama inasaidia kupotez augomvi kati ya mataifa. Tuseme mataifa mawili yana ugomvi na wanawaambia watu wao kwamba watu wa taifa lile sio wazuri. Ila tuseme mwananchi wa taifa moja akatoka akaenda kule kwingine akaenda kuona jinsi taifa linguine lilivyo, jinsi watu wana Amani. Na yeye ataona haihitajiki ugomvi. Na anaweza akarudi kwao akawaambia wenzake ile nchi sio mbaya, hatuhitaji ugomvi. Na wao wataweza kuwaambia viongozi wao waache ugomvi na wale wao na wachukue njia nzuri za kutatua matatizo yao bila ya kupigana na hivi itapunguza uwezo wa vita kutokea kama wananchi hawataki vita, kiongozi hawezi kuanzisha vita…[Moderator comment: The candidate responds naturally and spontaneously to questions. The recording ends rather abruptly but this does not prevent the candidate from having shown that they can participate fully in a natural, flowing conversation. Overall, the teacher/examiner has also done a good job of examining.]
- Whole test - click to listen
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- Whole test - click to listen
Transcript and commentary
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.]
- Whole test - click to listen
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- Whole test - click to listen
Transcript and commentary
Part 1 Presentation
Teacher/examiner: Examiner's name …,, candidate number …, candidate name …, date 20th April 2022.
Teacher/examiner: Hujambo …?
[Moderator comment: This is a good introduction to the exam.]
Candidate: Sijambo.
Teacher/examiner: Habari za leo? Candidate: Nzuri.
[Moderator comment: This is a good way to help settle the candidate into the examination.]
Teacher/examiner: Leo unazungumzia mada gani?
[Moderator comment: The teacher/examiner allows the candidate to introduce their topic well.]
Candidate: Ajira za siku zijazo.
Teacher/examiner: Vizuri sana. Ningeomba utoe barakoa ndio uweze kusikika Vizuri sana, sasa tunaweza anza.
[Moderator comment: The teacher/examiner is aware that the candidate needs to be heard properly and asks them to take off their face mask. It is important for teachers/examiners to be aware that the recording must be clear.]
Candidate: Leo ningependa kuzungumzia taaluma za siku zijazo. Aina za kazi zinazowezeka katika siku zijazo ni mwandishi, madaktari, mwanasheria, hakimu, mhandisi na mengi kadhalika. Mpango wa siku zijazo…siku zijazo..m Mpango wa siku zijazo ni kuend…. Mpango wa siku zijazo ni kuandaa mwongozo kwa mtu mwenye ulemavu wa kiakili au kimwili kuishi Maisha mazuri na kujitegemea iwezekanavyo ili kupata ….ili kupata msuli unaji… unaji… Sir can I please skip this out.. ili kupata msuli unaji,.. unafaa kubeba mzigo huo inabidi msuli … ili kukua katika taaluma yako.. taaluma sir that’s it. I don’t want to do any more.
[Moderator comment: The chosen topic is interesting, but the candidate has memorised their presentation and seems to have forgotten their script. Candidates are allowed to take a small cue card into the test on which they can note down their main points for the presentation.]
Part 2 Topic conversation
Teacher/examiner: eh tumekamilisha sehemu hiyo. Sehemu ya pili ni nitakuuliza maswali kutokana na kile ambacho umezungumzia. Swali na kwanza ni je, una mawazo gani kuhusu uzuri na ubaya wa kusoma hadi chuo kikuu.
[Moderator comment: While the teacher/examiner may want a candidate to finish their presentation, it is good practice to let weaker candidates stop once they indicate or realise that they can't continue. The teacher/examiner introduces the second part well.]
Candidate: Uzuri ya kusoma hadi kituo.
Teacher/examiner: Chuo kikuu.
Candidate: (silence) Nii uzuri kwa sababu utakuw ana elimu nyingi. (silence).
Teacher/examiner: Kuna wale ambao wanasema si lazima usome ili ufanikiwe maishani, je una maoni gani?
[Moderator comment: This is a good question which asks for an opinion.]
Candidate: (silence) … ni kweli kwa sababu ili ufike mahali kwa maisha. Ili uishi maisha mazuri unafai kusoma. (silence).
[Moderator comment: The candidate should ask the teacher/examiner to clarify or rephrase if needed rather than attempt a response which risks not answering the question.]
Teacher/examiner: Kuna swali ambalo nitakuuliza – kuna wakati unasoma halafu unamaliza shule ya upili halafu unaenda chuo kikuu moja kwa moja. Kuna wale ambao wanaamua watasalia nyumbani kwa mwaka mmoja. Una maoni gani kwa wale ambao wanaamua kwamba watasalia nyumbani kwa mwaka mmoja kabla ya kuenda chuo kikuu?
[Moderator comment: The teacher/examiner attempts to explain in detail what the question is. For a candidate who is struggling with the language, it is better to ask short and simple questions.]
Candidate: Hiyo inachukua muda mengi kwa kusoma viti mingi kwa hiyo saa. Pia ni vizuri kwa sababu mtu aliye … mtu aliye… aliyefanya vizuri katika..katika…results zao, wanataka kuji .. kuji. (silence)
[Moderator comment: The candidate does not answer the question but makes remarks that are unrelated. It is likely that they (still) did not understand the question.]
Part 3 General conversation
Teacher/examiner: Sawa tutaondoka kwenye sehemu hiyo na tutaenda kwenye sehemu inayofuata. Nimekuchagulia mada ya sehemu ya kwanza, A – Je, wewe husaidia vipi nyumbani?
[Moderator comment: The teacher/examiner does not persist with Part 2 for too long, which is prudent. The teacher/examiner announces the start of the third part of the exam. The teacher/examiner selects Topic A for this candidate.]
Candidate: Ninasaidia ku (silence) ninasaidianga kuosha nguo za (silence) za dada zangu na kaka zangu sababu wanaendaga kazini kila siku na hawana muda wa kujioshea nguo zao. Napikanga siku za .. sikua za..sina shule na niko na muda mwingi na … napikanga. Napikanga kumsaidia mama yangu ili asikuwe na kazi mingi ya kufanya kwa nyumba.
[Moderator comment: The candidate answers and expands quite well.]
Teacher/examiner: Ni kazi gazi ambayo wewe hupendi kufanya ukiwa nyumbani na ni kwa nini?
[Moderator comment: A good open-ended question.]
Candidate: Sipendi kutayarisha meza wakati watu wako … wakati saa ya kukula kwa sbabu watu kwa nyumba yangu hupenda kunituma mahali … hupenda kunituma kila mahali kama duka kununua ndizi ya kukula chakula nayo au kununua soda kunywa na kukula nayo.
[Moderator comment: The candidate can discuss their daily life effectively and enjoys responding and expanding.]
Teacher/examiner: Niambie zaidi kuhusu familia yako, uko na ndugu wakubwa wangapi na wangapi wadogo.
[Moderator comment: This closed question leads to a response that will likely be very short (‘How many siblings do you have?’) Better cues or questions might be: ‘Tell me about any siblings you have’ or ‘What do you do with your siblings at the weekend?’.]
Candidate: Mimi ndo mdogo na niko na ndugu nane wakubwa kwangu.
[Moderator comment: The candidate gives a short response. Candidates should, however, try to expand their answers as much as possible.]
Teacher/examiner: Je ni matatizo gani yanakuja – yanatokana na kuwa mtoto mdogo nyumbani?
[Moderator comment: An excellent open-ended question.]
Candidate: Kila mtu ananidharau sababu siwezi kuwadharau. Au wananichapa kwa sababu wanaweza kunifanyia kila wanapotaka.
[Moderator comment: This is a good beginning to the response. The candidate could perhaps have spoken about what generally happens with younger siblings, or what happened with her as a younger sibling. Teachers/examiners should allow candidates time to think of what they want to say.]
Teacher/examiner: Unafikiri kuna uzuri wowote wa kuwa mtoto wa mwisho nyumbani?
[Moderator comment: The teacher/examiner asks a simplified, open-ended question that asks for an opinion. this is excellent practice, especially with weaker candidates.]
Candidate: Naam wazazi wangu huniletea ..eeh …wananiletea vitu mingi kama nguo, peremende, simu au, tablet wakiwa wanaenda … wanaenda majuu kufanya…kufanya kazi zao.
[Moderator comment: A good short response.]
Teacher/examiner: Vizuri sana tumefika mwisho wa sehemu hii, Ninakutakia kila la heri na mchana mwema. Karibu.
[Moderator comment: An excellent end to the exam. The closing remarks are positive. The teacher/examiner is able to pitch this exam at the level of the candidate, allowing them to show what linguistic skill they possess fully.]
- Whole test - click to listen
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