WATAHINIWA QT MFUMO WA MTIHANI 2013

 

SECTION A: CIVICS, CURRENT AFFAIRS AND LANGUAGE

This section will comprise twelve (12) questions, and will weigh 60 marks. 

PART I: CIVICS AND CURRENT AFFAIRS
In this part, question numbers one to three will be on Civics content based on forms one and two syllabuses and question number four will be on Current Affairs.

PART II: KISWAHILI AND ENGLISH LANGUAGE
Will consist consist of eight (8) questions, four (4) from Kiswahili syllabus and four (4) from English language syllabus for forms one and two.

• Engalish Language:
  The English language component will comprise four (4) questions. One question will be on composition and another one on comprehension.The third one will be a multiple choice question consisting of five items on English patters. The fourth one will be of the fill-in-the-blanks type, dealing with tenses, and will have five items. Each question will carry 5 marks.

• Kiswahili:
  Kutakuwa na maswali manne (4) yatakayotoka katika mada za Kiswahili za kidato cha kwanza na kidato cha pili ambazo ni ufahamu, utungaji, sarufi na uundaji wa maneno. Kila swali litakuwa na alama tano (5).

SECTION B: GEOGRAPHY, HISTORY, PHYSICS, MATHEMATICS, BIOLOGY AND CHEMISTRY

Section B will comprise three (3) parts; each part will have four (4) questions and will weigh 40 marks. candidates will be required to confine themselves to only one part. 

PART I: GEOGRAPHY AND HISTORY
Will comprise four (4) questions, two (2) questions will be on Geography and two (2) questions on History. candidates will be required to answer all the questions in this part.

PART II: PHYSICS AND MATHEMATICS
Will comprise four (4) questions, two (2) questions will be on Physics and two (2) questions on Mathematics.

PART III : BIOLOGY AND CHEMISTRY
Will comprise four (4) questions, two (2) questions will be on Biology and two (2) questions on Chemistry.

Examination Content

Civics

• Promotion of life skills and family life
• Human rights and responsible citizenship
• Government of Tanzania and Democracy
• Proper behaiviour and responsible decision amaking

Kiswahili

• Ufahamu na ufupisho
• Sarufi
• Fasihi
• Utungaji

English

• Comprehension and summary
• Structure
• Tenses
• Composition

Geography

• The solor system
• weather and climate
• Map work
• Human activities

History

• Evolution of man, technology and environment
• Development of social, political system and economic activities in pre-colonial Africa and their impact.
• Social and economic development in production in pre-colonial Africa
• Africa and the external world
• transition to indusrtial capitalism

Chemistry

• Laboratory techiques and safety
• Scientific procedures
• Matter
• Air combustion, rusting and fir fighting

Biology

• Safety in our environment/li>
• Health and prevention of diseases
• Cell structure and organisation
• Classification of living things
• Nutrition
• Balance of nature
• Transport of materials in living things
• Gaseous exchange and respiration

Physics

• Laboratory
• Structure
• Work, energy, power, light and static electricity
• Current electricity and magnetism

Mathematics

• Number, fractions, decimal and percentages
• Units, approximation and geometry
• Ratio, profit and loss
• Coordinates geometry, perimetrs and areas.

hii imeandaliwa na balaza la mitihani tanzania kupitia www.necta.com....ni kwa wale wafanyao mtihani wa maarifa mwaka huu 2013.........

by shamily said

emax training centre

dodoma tanzania

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CHARACTERISTICS OF GOOD READER SHIP
 

What GOOD READERS do:	What Struggling readers do:
Before Reading:    1.  "Activate" their background knowledge on the subject .   2.  Question and wonder.   3.  Know their purpose for reading.    4.  Look for the structure of the piece of reading.    5.  Believe they are in control of the reading process	Before Reading:    1.  Start reading without thinking about the subject.   2.  Do not know why they are reading -- except that it is an assignment.
During Reading:    1.  Give their complete attention to the reading task.   2.  Keep a constant check on their comprehension of the  reading material.   3.  Stop to use a "figure-it-out" strategy when they do not  understand what they read.   4.  Know that they can make sense of it eventually with use of strategies. 5.  Look for important ideas and see how details relate to the  whole.   6.  Visualize, "Go to the movies in their head."   7.  Make inferences and connections.  of being frustrated or confused and  deal with it.   9.  Realize that the problem may be the way the author wrote rather than the reader's inability to understand.	During Reading:   1.  Do not know whether they understand or do not understand.    2.  Do not monitor their own comprehension.   3.  Seldom use any "figure-it-out" strategies.   4.  View reading as looking at words and turning pages -- the quicker the better.   5.  Are sometimes adept at phonic analysis but do not go for meaning.  6.  (They can say the words but don't know what they mean.)   7.  Can be bored by the process of reading.
After Reading:    1.  Decide if they achieved their goal for making meaning from reading.    2.  Evaluate their comprehension.   3.  Summarize what they read.   4.  Seek additional information if curious to know more.   5.  Think through the information and decide whether it was  useful or not.	After Reading:    1.  Do not know what they have read.   2.  Do not follow reading with comprehension self-check.   3.  See no connections between what they read and anything else.
Good readers take chances - risk being wrong in order to learn more about the meaning. (They know it’s OK to make a mistake.)
1.  Good readers look for meaning instead of just looking at  individual letters or words.   2.  Good readers guess at words they are not sure of, or just  skip those words (if the words are not essential to the  meaning of the text.)   3.  Good readers know that reading must make sense.   4.  Good readers think about what they already know about a  subject, before they start reading.   5.  Good readers try not to read too slowly.  6.  Use Prior Knowledge  7.  Make and Confirm Predictions  8.  Adjust Reading Rate – slower in more difficult text  9. Self-Question  10.  Create Mental Images  11.  Use Context to Confirm Meaning infer – read between the lines  12.  Use Text Structure and Format  13.  Use Graphic Aids  14.  Use Reference Resources  15. Read Ahead  16. Reread  17.  Summarize and Paraphrase  18.  Good readers select appropriately leveled reading material and  19.  Improve as readers with practice   20.  Good readers read for longer periods of time   21.  Good readers read fluently, quickly and smooth   22.  Good readers use a variety of strategies while reading   23.  Good readers are members of a literate community of  learners  24.  Read from aesthetic (emotional, lived-through experience) or efferent (extracting factual information) stances & have an awareness of the author’s style and purpose.  25.  Read both expository and narrative texts  26.  Know that different genre require different reading  strategies  27.  Spontaneously generate questions at different points in the reading process  28.  Are problem solvers who have the ability to discover new information for themselves  29.  judge the narrator’s reliability (should we believe the  narrator & to what degree)  30.  identify plot elements – such as major & minor characters, select main ideas & significant & supporting details	1.  They cannot decode  2.  Pauses during word attack, stumbles over the words  3.  Doesn’t use pictures (illustrations) for meaning  4. Small vocabulary  5.  too few opportunities to read outside of school  6.  Poor motivation, lack of confidence or lots of avoidance behavior  7.  Unaware of reading strategies – view the purpose of reading as “knowing all the words.”  8. Can’t predict  9.  They have a poor attitude  10.  Lacks phonemic awareness  11. Often repeats  12.  Lacks sight word vocabulary  13.  Does not like to read, won’t read  14.  Chooses short books and or books with lots of pictures (or library  books that are too difficult to impress others)  15. Behavior problem  16.  Can’t understand what they have read  17.  Lacks background/language experiences  18.  Fear of reading out loud in front of peers  19.  Low frustration level  20. Easily distracted  21.  Lacks confidence – needs lots of teachers support  22.  Not a risk taker  23.  Needs more parental support with respect to learning, achievements, and school progress  24.  View reading as boring and painful

 shamilysaidi@blogspot.com

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0656 848274

dodoma tanzania

Read more

CHARACTERISTICS OF GOOD READER SHIP
 

What GOOD READERS do:	What Struggling readers do:
Before Reading:    1.  "Activate" their background knowledge on the subject .   2.  Question and wonder.   3.  Know their purpose for reading.    4.  Look for the structure of the piece of reading.    5.  Believe they are in control of the reading process	Before Reading:    1.  Start reading without thinking about the subject.   2.  Do not know why they are reading -- except that it is an assignment.
During Reading:    1.  Give their complete attention to the reading task.   2.  Keep a constant check on their comprehension of the  reading material.   3.  Stop to use a "figure-it-out" strategy when they do not  understand what they read.   4.  Know that they can make sense of it eventually with use of strategies. 5.  Look for important ideas and see how details relate to the  whole.   6.  Visualize, "Go to the movies in their head."   7.  Make inferences and connections.  of being frustrated or confused and  deal with it.   9.  Realize that the problem may be the way the author wrote rather than the reader's inability to understand.	During Reading:   1.  Do not know whether they understand or do not understand.    2.  Do not monitor their own comprehension.   3.  Seldom use any "figure-it-out" strategies.   4.  View reading as looking at words and turning pages -- the quicker the better.   5.  Are sometimes adept at phonic analysis but do not go for meaning.  6.  (They can say the words but don't know what they mean.)   7.  Can be bored by the process of reading.
After Reading:    1.  Decide if they achieved their goal for making meaning from reading.    2.  Evaluate their comprehension.   3.  Summarize what they read.   4.  Seek additional information if curious to know more.   5.  Think through the information and decide whether it was  useful or not.	After Reading:    1.  Do not know what they have read.   2.  Do not follow reading with comprehension self-check.   3.  See no connections between what they read and anything else.
Good readers take chances - risk being wrong in order to learn more about the meaning. (They know it’s OK to make a mistake.)
1.  Good readers look for meaning instead of just looking at  individual letters or words.   2.  Good readers guess at words they are not sure of, or just  skip those words (if the words are not essential to the  meaning of the text.)   3.  Good readers know that reading must make sense.   4.  Good readers think about what they already know about a  subject, before they start reading.   5.  Good readers try not to read too slowly.  6.  Use Prior Knowledge  7.  Make and Confirm Predictions  8.  Adjust Reading Rate – slower in more difficult text  9. Self-Question  10.  Create Mental Images  11.  Use Context to Confirm Meaning infer – read between the lines  12.  Use Text Structure and Format  13.  Use Graphic Aids  14.  Use Reference Resources  15. Read Ahead  16. Reread  17.  Summarize and Paraphrase  18.  Good readers select appropriately leveled reading material and  19.  Improve as readers with practice   20.  Good readers read for longer periods of time   21.  Good readers read fluently, quickly and smooth   22.  Good readers use a variety of strategies while reading   23.  Good readers are members of a literate community of  learners  24.  Read from aesthetic (emotional, lived-through experience) or efferent (extracting factual information) stances & have an awareness of the author’s style and purpose.  25.  Read both expository and narrative texts  26.  Know that different genre require different reading  strategies  27.  Spontaneously generate questions at different points in the reading process  28.  Are problem solvers who have the ability to discover new information for themselves  29.  judge the narrator’s reliability (should we believe the  narrator & to what degree)  30.  identify plot elements – such as major & minor characters, select main ideas & significant & supporting details	1.  They cannot decode  2.  Pauses during word attack, stumbles over the words  3.  Doesn’t use pictures (illustrations) for meaning  4. Small vocabulary  5.  too few opportunities to read outside of school  6.  Poor motivation, lack of confidence or lots of avoidance behavior  7.  Unaware of reading strategies – view the purpose of reading as “knowing all the words.”  8. Can’t predict  9.  They have a poor attitude  10.  Lacks phonemic awareness  11. Often repeats  12.  Lacks sight word vocabulary  13.  Does not like to read, won’t read  14.  Chooses short books and or books with lots of pictures (or library  books that are too difficult to impress others)  15. Behavior problem  16.  Can’t understand what they have read  17.  Lacks background/language experiences  18.  Fear of reading out loud in front of peers  19.  Low frustration level  20. Easily distracted  21.  Lacks confidence – needs lots of teachers support  22.  Not a risk taker  23.  Needs more parental support with respect to learning, achievements, and school progress  24.  View reading as boring and painful

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