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Fill in blank spaces numbered 1-15 in the passage below with the most appropriate alternative.
Gender discrimination 1 the African woman 2 not only very widespread 3 deeply entrenched 4 African Societies. 5 factors combine to disadvantage 6 African woman. 7 , we have an outdated 8 that the woman is naturally 9 , secondly, many negative culturally 9 , secondly, many negative cultural 10 like female genitai mutilation, bride 11 and other terms of discrimination. Thirdly, the abject 12 and ignorance in 13 African communities deny the African woman the means, the knowledge and power to 14 positive decisions in 15 life.
A | B | C | D | |
1 | by | against | from | with |
2 | is | are | isn't | aren't |
3 | also then | but also | and so | if then |
4 | on | in | from | of |
5 | Small | Several | Few | A little |
6 | a | an | the | few |
7 | Fast | Vast | First | Fastly |
8 | belief | believe | beliefs | believing |
9 | superior | inferior | strong | excellent |
10 | practice | practise | practices | practises |
11 | price | prize | present | dowry |
12 | wealth | poor | poverty | riches |
13 | few | a few | a little | many |
14 | making | made | make | makes |
15 | their | his | her | our |
For questions 16-17, choose the alternative which means the same as the underlined word
For questions 19 - 20, choose the correct question tags.
In questions 21 - 23. choose the corrects word to fill in the blank spaces.
For questions 24 - 25, choose the word that least fits in the group.
Read the passage below and then answer questions 26 - 38.
There once lived a wealthy man who was noble in his society. He was regarded in high esteem and always had a place of honour in the village council. The man employed a servant to work in his vast estate.
The servant was a dutiful person that the master found no fault in him. He too was a determined person and was ready to better himself. He detested a life of servitude and resolved to make himself a respectable person like his master. He enrolled in evening classes the moment his duties were done. The master neither encouraged nor supported the servant's endeavour to better himself. All he cared for was that the duties were carried out to the latter.
The servant acquired vast knowledge in different fields. One day, he approached his master and hinted to him on better ways of improving the farm yields. “Who are you to tell me how to run my farm?" his master exploded out at him. “But we have been farming using the same methods year in year out with some dismal yields," the servant tried to convince his master.
"Listen!" shouted his boss! “I make rules here and you have to abide by them! Those night studies are making you stubborn and thick headed.” Saying this, he dismissed his servant with anger.
The servant continued carrying on the work using the old methods. He studied with dint every night and finally sat for his examinations. He passed well with credentials and was lucky to find a good paying job with a big company.
His master sadly dismissed him wishing him luck wherever he went. The former servant worked for some years with the company and then opened his own firm. He had risen from obscirity to a manager in his own Blue Chip Company.
Meanwhile, his old master had sunk into debts. He had been asked to pay a huge amount of money and his prestigious farm and property were in danger of being auctioned. He was desperate to find remedy to the situation and save his family from hard times. He found himself knocking at the office of his former servant.
Read the passage below and then use it to answer questions 39-50.
The human body is so far the most interesting yet complicated of other animal bodies. It is considered the most perfect creation of nature. It is therefore the most studied by the largest group of related professionals from psychologists, physiologists, physiotherapists, neurosurgeons and more.
These people always find something new in their fields be it biological or physical and they remain to be interesting for knowledge and studies as well. Did you know that 15 percent of people in the world are left-handed or that infants blink only once or twice a min while adults' average blinks are around ten, and fingernails grow nearly four times faster than toe nails?
Such findings continue to spring up day in day out to normally helpful in times of epidemics or rare circumstances of infections or diseasea. The following are some random findings about important features of the body. The skin is the largest organ making up the body, covering about 12 percent of the body weight, while the small intestine is the largest internal organ and is four times taller than an average human height.
However, the most important part of the human body is the control mechanism-the brain. The brain weighs atleast two percent of the body weight and consumes 30 percent of the oxygen we breath.
COMPOSITION
Write an interesting composition from the following beginning
My parents told me to look after our home when they left that morning. After sometime, I got attracted to some noise on the road. I decided to go and find out what was happening..........
Such the map of Dula area and use it to answer questions 1 to 7
Use the diagram below to answer question 15.
Use the map of Eastern African provided below to answer questions 23 to 26.
Use the diagram below to answer question 38.
Use the diagram below to answer question 59.
PART II: CHRISTIAN RELIGIOUS EDUCATION
SECTION B ISLAMIC RELIGIOUS EDUCATION
CRE
IRE
Deoxygenated blood | Oxygenated blood | |
A | Pulmonary vein | Aorta |
B | Vena cava | Vena cava |
C | Pulmonary vein | Pulmonary artery |
D | Pulmonary artery | Aorta |
Soma vifungu vifuatavyo. Vina nafasi 1 mpaka 15. Kwa kila nafasi umepewa majibu manne hapo. Jaza kila pengo kwa kuchagua jawabu lifaalo zaidi.
Amani ni uwepo wa hali 1 utulivu katika eneo fulani. Nchi 2 na amani 3 kichumi 4 raia wake huishi 5 . Ni jukumu la kila kutetea hali ya amani kwa vyovyote vile. 7 hatuwezi kuwaachia viongozi wa kidini na vyombo vya usalama pekee 8 wajibu huu muhimu.
A | B | C | D | |
1 | na | wa | ya | kwa |
2 | isiokuwa | kuskokuwa | lisilokuwa | isipokuwa |
3 | haiathiriki tu | huathirika tu | ikiathirika tu | itaathirika tu |
4 | mbali na | bali pia | ilhali | angaa |
5 | roho mkononi | shingo upande | mkono kinywani | moyo kifuani |
6 | mlowezi | mhaini | mdhamini | mzalendo |
7 | Papo kwa papo kamba hukata jiwe | chelewa chelewa utapata mwana si wako | Kingana kinga ndipo moto | Hiari yashinda utumwa |
8 | kuutekeleza | kuutelekeza | kuuteketeza | kuuelekeza |
Sherehe zilihudhuriwa na 9 watu. Nyimbo za kitamaduni zilitamalaki kote 10 11 ngoma kwa ustadi mkubwa. Vijana wa shule 12 mashairi yenye mishororo mitatu, yaani 13 . Sherehe zilifana sana. Hata baada ya 14 niliondoka nikijivunia utamaduni wa jamii zetu. Ilikuwa sherehe ya 15
A | B | C | D | |
9 | kigaro kikubwa cha | umayamaya mkubwa wa | genge kubwa la | msoa mkubwa wa |
10 | Masogora | Malenga | Wajumu | Wazegazegà |
11 | wakicheza | wamecheza | walicheza | wangecheza |
12 | walilonga | walitamba | walisimulia | walighani |
13 | tathnia | thuluthi | tathlitha | tarbia |
14 | kujumuika | kufumukana | kutangamana | kufungamana |
15 | ndovu kumla mwanawe | nyani kuvaa miwani | mbwa apige mswaki | lila na fila kutangamana |
Kuanzia swali la 16 puku 30, jibu kila swali kulingana na maagizo uliyopewa
Soma makala yafuatayo kisha ujibu maswali kuanzia nambari 31 mpaka 40
Pasi alipojiunga na shule yetu, wengi tulimchukulia kama kijana wa kawaida tu aliyeletwa shuleni na kiu ya masomo. Sikuliona lolote la ajabu kwake kwani kimo, umri na hata sura yake illifanana na zetu kama shilingi kwa ya pili. Uwezo wake masomoni ulikuwa wa wastani kwa hivyo sikumchukulia tishio lolote kwa nafasi yangu ambapo nilikuwa na kifuambele wakati wote. Sio kwamba nilikuwa na kinyongo naye ila uhusiano wetu ulikuwa vuguvugu tu.
Kwa baadhi ya wanafunzi, Pasi alikuwa muujiza wa kame hii. Madhali alitoka mjini, wengi waliajabia waledi wake wa lugha ya kimombo na lugha ya vijana ambayo ni mseto wa Kiswahili. KIngereza si lugha ya mama. Hata mimi binafsi nilijiona kama limbukeni mbele yake hususan kwa kuwa nilisitasita wakati wa kunena nilipojaribu kutema msamiati mwafaka wa kutumia. Wengi tulijitahidi kutumia Kingereza kwa ufasaha ilimradi tumridhishe Pasi. Nililobaki kujivunia zaidi ni ugwiji wangu wa Kiswahili ambuo niliuonea fahari siku zote.
Si hayo tu yaliyowapumbaza wengi kumhusu Pasi. Maarifa yake kuhusu filamu mbalimbali, vifaa vya kidijitali na vipindi vya runingani hayakuwa na mshindani. Wakati wa buraha na hata katika haadhi ya vipindi vya masomo, wanafunzi wengi walimzingira jinsi siafu wamzungukavyo mdudu mfu kwani hawakusema wasemao mtegemea nundu haachi kunona? Jitihada za kiranja wa darasa za kuwatuliza ziliambulia kidole gutu. Hapo ilibidi niingilie kati nikawakumbusha kuwa mwangata mbili moja humponyoka. Wengine wakanitupia jicho upembe lakini walipoona nimesimama kidete wakarudi kwenye madawati yao.
Haukupita muda mrefu tulipoanya mtihani wetu wa kaatikati ya muhula. Wanafunzi wengi hawakuweza kutimiza malengo yao. Kuna wale waliojiasa wakaanza kuinamia cha mvunguni. Hata hivyo, asilimia kubwa ilijitia hamnazo kucheza ngoma watakazo. Hawa walikuwa chombo cha kuzama ambacho hakina rubani.
Pasi aliwapa siri mpya ya kukabiliana na hali yao. Idadi ya wafuasi wake sasa iliongezeka maradufu. Kila mara alipokuwa nje ya darasa, aliandamwa kama imamu na maamuma wake. Hapo alijiona kama jemedari mwenye jeshi kubwa. Wafuasi hawa walishaanza kuigiza ile lugha ya kiongozi wao. Matokeo yao nayo yaliendelea kudidimia dididi japo hakuna kati yao aliyeonekana kujali togo wala jando.
Mambo yalipomfikia mwalimu wa darasa kooni, alikata shauri kupeleleza kiini cha hali hii. Uchunguzi wake ulibaini kwamba Pasi na genge lake lilikuwa likibugia dawa haramu. Alimfikishia kinara wa shule taarifa hiyo naye hakusita kuwaita wavyele wa vijana hawa. Kwa kuelewa kuwa mbiu ya mgambo ikilia kuna jambo, wazazi walirauka na kufika hata kabla ya wakati waliopangiwa. Vijana waliitwa kadamnasi wakasomewa mashtaka ambayo walikiri kwa fedheha. Ungaliwaona walivyoshusha nyuso kwa tua usingalikosa kuwaonea shufaka.
Kikao kilipomalizika ilipitishwa kwamba idara ya ushauri nasaha iwashughulikie vijana hawa. Hapo ndipo liliponijia wazo la kuanzisha kilabu cha ushauri wa marika shuleni. Amini usiamini! Pasi na wafuasi wake ndio waliokuwa wafuasi wa kwanza wa kilabu kile waliamua kutupa jongoo na mti wake. Hata ninapovuta taswira na kuona hatua zilizopigwa hadi kulikweza jina la shule yetu kileleni, fahari hunivaa hata nikajipata nikishusha pumzi kwa bashasha.
Yasome makala hawa wanaofuata kishu wiibu maswali kuanzia namba 41 mpaka 50
Zaraa ni uti wa mgongo wa mataifa mengi ikiwemo Kenya. Viwanda vingi nchini hutegemea kilimo kupata malighafi yake. Aidha, taifa haliwezi kujilisha ikiwa shughuli za kilimo zitapewa mgong. Licha ya umuhimu wa sekta hii, mkulima, ambaye ndiye nguzo muhimu, anaendelea kukabiliwa na matatizo atinati yanayokwamisha juhudi zake.
Mojawapo ya matatizo yanayomzonga mwanazaraa ni ukosefu wa ushauri unaohitajika. Wataalamu wanaotarajiwa kumshauri mkulima kuhusu nija bora za kuzalisha na kuongeza pato lake ni haba akilinganishwa na idadi ya wale wanaohitaji nasaha yake. Walioko nao wanakwamishwa na mambo tofauti. Mathalani, utawapata hawaendi nyanjani ili kukutana na wakulima kwa kuwa hawana usafiri. Iwapo usafiri upo, huenda petroli ikawa ni kizungumkuti.
Halikadhalika baadhi ya wataalamu huwa ni walaza damu na mafisadi. Kuna wale wanaofika ofisini na kushinda kutwa nzima wakisoma magazeti huku wakijaza mirabu, wakicheza bao au karata. Kuna wale ambao huangika koti au sweta kitini ili waonekane kuwa bado wapo na kisha kutokomea kuenda kushughulika masuala yao ya kibinafsi yanayohusu ndewe wala sikio kazi waliyoajiriwa kufanya.
Ukosefu wa sera mwafaka kuhusa ardhi nao ni suala jingine linalotatiza kilimo nchini. Serikali haijaweka sera mahsusi kuhusu matomizi ya ardhi. Waja wengi huongozwa na ta jamaa zao. Taratibu hizi kupendekeza ugawaji wa ardhi kwa minajili ya urithi kulingana na warithi waliopo. Si ajabu kuwa kote nchini ardhi inayofaa kwa kilimo imekatwakatwa vipande vidogovidogo ambavyo haviwezi kuwa na faida kwa zaraa.
Kushindwa kwa mkulima kuongeza virutubishi ardhini ni changamoto nyingi inayokabili kilimo nchini. Ulimaji wa kile kipande miaka nenda miaka rudi minghairi ya kukipa nafasi ya kupumzika huufanya udongo kupoteza virutubishi muhimu vinavyohitajika na mimea. Ili kutatua tatizo hili, wakulima wengi hukimbilia mbolea za kisasa ambazo badala ya kuwasaidia huwaongezea madhila. Mbolea hizi zinatumbulika kuchangia uchafuzi wa mchanga na ardhi.
Mabadiliko ya hali ya anga yamemfanya mkulima kushindwa kupanga wakati anaotakiwa kutayarisha shamba, kupanda, kupalilia, kunyunyizia dawa na kadhalika. Mvua imekuwa adimu. Badala yake panakuwa na vipindi virefu vya kiangazi ambavyo huathiri bidii za mkulima. Maji nayo yanaendelea kupungua na mkulima hawezi kukimu mahitaji ya unyunyiziaji wa maji shambani.
Maradhi pamoja na wadudu waharibifu kama vile viwavi, kupe, na mbung'o ni changamoto nyingine inayotatiza juhudi za mkulima nchini. Haya hupunguza uzalishaji katika kilimo au wakati mwingine kupunguza mimea au mifugo wao.
Mbali ya haya ukosefu wa chete, matatizo ya uchukuzi, gharama ya juu ya uzalishaji na mashindano tobana na bidhaa za nje ni changamoto kubwa. Mkulima wa Kenya anahitaji msaada wa dharura ili aweze kunyanyua kilimo. Lau haya hayatafanyika, uchumi wetu utaendelea kudidimia
INSHA
Umepewa dakika 40 kuandika insha yako. Malizia insha kwa maneno yafuatayo huku ukiifanya iwe ya kusisimua zaidi.
..................... Ama kweli sherehe hiyo ilifana sana; kila mmoja aliondoka akisimulia matukio ya siku hiyo.
Read the passage below. It contains blank spaces numbered 1-15. For each blank space, choose the best alternative from the choices given.
Communication is one of the 1 aspects of life of all living organisms, especially human beings. There is 2 a constant need for people to generate, organise and pass information from one party to 3 .
Be it business communication or regular social interactions, transfer of information 4 different sources ensures harmony and understanding of the expectations, 5 the appropriate course of action. Through smart phones and computers, people 6 pass messages and receive feedback. Such advanced technologies have had significant influences of communication in its 7
Over the past period, technology 8 the methods that human beings use to communicate. 9 there were telegraphs that paved the way for telephones. Currently, the internet, cell phones and emails are at the 10 of the most preferred methods of communication, 11 the widespread use of technology in communication, the society and business 12 embraced the methods of passing information, 13 have emerged in line with technology. The introduction of portable cellular phones in the 14 of communication has enabled people to remain connected with each other 15 receiving voice calls and sending messages amongst the communicating parties.
A | B | C | D | |
1 | more significant | most significance | most significant | many significant |
2 | always | never | rarely | neither |
3 | another | other | near | next |
4 | among | through | between | across |
5 | owing to | as well as | but also | not only |
6 | would | could | must | entirely |
7 | entirely | entiretty | entirrely | entire |
8 | has altered | have altered | had altered | has altering |
9 | Todate | Presently | Up-to-date | initially |
10 | lowest | summit | down-fall | bottom |
11 | Despite | Owing | Following | Inspite |
12 | have | were | was | has |
13 | whom | whose | what | which |
14 | ream | realem | realm | relaem |
15 | apart | besides | in addition | beside |
For questions 16 and 17 choose the best alternative to fill the gaps
For questions 20 and 21, choose the statement that correctly completes the given sentence.
For questions 22 and 23, change the given sentences into reported speech.
For questions 24 and 25, choose the sentence that is grammatically correct.
Read the passage below and then answer questions 20 to 38.
Once upon a time, there was a beautiful girl named Cinderella. She lived with her wicked stepmom and two step-sisters. They treated Cinderella very badly. One day, they were invited for a grand party in the king's palace. But Cinderella's step mother would not let her go. Cinderella was made to sew new party gowns for her stepmother and stepsisters and curl their hair. They then went to the party/ leaving Cinderella alone at home.
Cinderella felt very sad and began to cry. Suddenly, a fairy godmother appeared to her and said, "Don't cry, Cinderella! I will send you to the party " But Cinderella was sad. She said, "I don't have a gown to wear for the party.” The fairy godmother then touched Cinderella's rags and changed them into a beautiful new gown. She also touched Cinderella's feet with the magic hand. Alas! She had beautiful glass slippers! "How will I go to the grand party?" Asked Cinderella. The fairy godmother found six mice playing near a pumpkin, in the kitchen. She touched them with her magic hand and the mice became four shiny black horses and two coachmen and the pumpkin turned into a golden coach.
Cinderella was overjoyed and set off for the party in the coach drawn by the black horses. Before leaving, the fairy godmother said, “Cinderella, the magic will only last until midnight. You must reach home by then." When Cinderella entered the palace, everybody was struck by her beauty. Nobody, not even Cinderella's stepmother or stepsisters, knew who she was in her pretty clothes and shoes. The handsome prince also saw her and fell in love with Cinderella. He went to her and asked, "Do you want to dance?" And Cinderella said, "Yes." The prince danced with her all night and nobody recognized the beautiful dancer. Cinderella was so happy dancing with the prince that she almost forgot what the fairy grandmother said.
At the last moment. Cinderella remembered her fairy godmother's word and she rushed to go home. "Oh! I must go!” She cried and ran out of the palace. One of her glass slippers came off but Cinderella did not turn back for it. She reached home just as the clock struck twelve. Her coach turned back into a pumpkin, the horses into mice and her fine gown into rags. Her stepmother and stepsisters reached home shortly after that. They were talking about the beautiful lady who had been dancing with the prince.
The prince had fallen in love with Cinderella and wanted to find out who the beautiful girl was, but he did not even know her name. He found the glass slipper that had come off Cinderella's foot as she ran home. The prince said, “I will find her. The lady whose foot fits this slipper will be the one I will marry." The next day, the prince and his servants took the glass slipper and went to all the homes in the kingdom. They wanted to find the lady whose feet would fit in the slipper. All the women in the kingdom tried the slipper but it would not fit any of them. Cinderella's stepsisters also tried to squeeze their feet and pushed hard into the slipper, but the servants were afraid the slipper would break. Cinderella's stepmother would not let her try the slipper on, but the prince saw her and said, “Let her also try the slipper!” The slipper fit her perfectly. The prince recognized her from the rest. He married Cinderella and together they lived happily ever after.
Read the passage below and then answer questions 39 to 50.
Africa has the highest incidence rates of child labour, However, there is a difference between the definition of child labour in African communities and the western environments. When children work in Africa, mostly in family farm., they are doing so as part of training for their future and aiding family income. In the western sense, this is viewed as harmful and exploitative but that is not the case because the type of work children do matches their age and their environment. Cases of exploitative or harmful work are there, but they are also everywhere including the developed world.
Child labour in Africa is generally defined based on two factors: the type of work and the minimum appropriate age of work. If a child is involved in an activity that is harmful to his or her physical and mental development, then that is child labour. That is, any work that is mentally, physically, socially morally dangerous and harmful to children, and interferes with their schooling by depriving them of the opportunity to attend school or requiring them to attempt to combine school attendance with excessively long and heavy work. The appropriate age depends on the effects of the work on the physical health and mental development of children.
Although poverty is the primary cause of child labour in Africa, a broad range of factors ranging from structural, geographic, demographic and cultural factors also simultaneously influence whether children work or not. In addition to poverty, lack of resources, credit constraints and parental attitudes towards education are also associated with child labour. The agricultural sector is the largest employer of children in Africa although there is also a vast majority of employed family workers who are also children.
In general, hazardous work as a result of child labour can have immediate and long-term impacts on the safety and health of children. This may include injury, ill-health, disability and even death. Children are especially vulnerable to hazards because they are still developing physically and mentally. they are less aware of risks than adults and therefore more likely to be hurt. Exposing children to dangerous work or physical stress may have physical and psychological impacts which may only begin to appear at a later stage in their lives.
To prevent child labour, there is need to bring in laws that make it illegal for children to work until they reach a certain age. This makes it easier to combat the culture of child labour. Efforts should also be made by various governments to reduce poverty in families by creating more job opportunities. This will support families hence they do not need to send their children out to work. There is also, in addition, the need educate children. Education widens children's perspectives and shows them that they have so many options in life than simply to labour at arduous, low paid jobs from childhood into old age.
COMPOSITION
You have 40 minutes to write your composition. Below is the beginning of a story. Complete it in your own words, making it us interesting as you can
The hall was well-arranged. Everybody had taken their seats as we eagerly waited for the arrival of the guest-of-honour....
Mon | Tue | Wed | Thur | Fri | |
Boys | 3 | 5 | 3 | 4 | 7 |
Girls | 2 | 4 | 7 | 0 | 5 |
Toyota | Mazda | Nissan | Isuzu | Suzuki | Mitsubishi |
160 | 80 | 150 | 90 | 96 | 144 |
Value of order in Sh | Commission |
500 | 63 |
1 000 | 94 |
2 000 | 132 |
3 000 | 169 |
4 000 | 210 |
5 000 | 270 |
Town | Arrival time | Departure time |
A | ______ | 6:30 am |
B | 8:20 am | 8:35 am |
C | 10:15 am | 10:30 am |
D | 12:10pm | 12:35pm |
E | 2:15 pm |
Study the map of Como Area above and use it to answer questions 1 - 7.
Leader | Response | |
A | Lewanika | Resisted |
B | Lenana | Collaborated |
C | Nabongo Mumia | Resisted |
D | Kabaka Mwanga | Collaborated |
Use the drawn map of Africa below to answer questions 25 - 28.
PART II: CHRISTIAN RELIGIOUS EDUCATION
Marking Scheme
CRE
At birth | Fourteen week | |
A | Polio | Hepatitis B |
B | Tuberculosis | Measles |
C | Yellow fever | Tetanus |
D | Whooping cough | Polio |
Magnetic | Non magnetic | |
A | Razor blades | Copper wire |
B | Office pin | Steel wool |
C | Hair strand | Aluminium foil |
D | Wooden rod | Rubber bands |
Soma vifungu vifuatavyo kisha ujibu maswali 1 - 15 ukitumia jibu sahihi
Mtoto 1 mvulana 2 umri wa miaka kumi na mitano 3 na simba katika 4 cha Gakoigo karibu na mji wa Nairobi mnano Jumamosi wiki 5 kulingana na kituo cha polisi cha Wema. Mkasa huo ulitokea nyumbani kwa Bwana na Bi. Stano. 6 mtoto huyu 7 mkasa huo alisema kuwa 8 ya kula pamoja 9 , aliondoka kwenda katika chumba cha kulala hatua hamsini kutoka nyumbani kwa wazaziwe.
A | B | C | D | |
1 | moja | mmoja | umonja | monja |
2 | chenye | wenye | yenye | mwenye |
3 | alishambulia | alishambuliwa | alimshambulia | alishambua |
4 | kitongoji | mji | kitongojini | kijijini |
5 | kesho | leo | jana | ijao |
6 | Mamake | Mamaze | Mamaye | Mamao |
7 | akasimulia | akisimulia | akipeana | akitowa |
8 | badala | baada | baadhi | baadaye |
9 | staftahi | kishuka | chajio | msosi |
Ama kweli, zaraa 10 uti wa mgongo wa taifa 11 Kamwe hatuwezi kuishi bila kutia chakula 12 tumboni. Chakula hiki 13 hutokana na kilimo. Yafaa vijana 14 kuhusu umuhimu wa kilimo ili 15 kwa hamu kuu.
A | B | C | D | |
10 | ndio | ndicho | ndiyo | ndilo |
11 | yetu | letu | zetu | mwetu |
12 | yeyote | chochote | lolote | yeyote |
13 | naye | nalo | nacho | nayo |
14 | washurutishe | wakatiliwe | wahukumiwe | wahamasishwe |
15 | wakikumbatie | walikumbatie | wamkumbatie | wazikumbatie |
Kutoka swali la 16 hadi 30. jibu kila swali
Soma kifungu hiki kisa wjibu maswali 31 - 40.
Ni jambo la kusikitisha mno tunapoona jinsi vijana wanavyojitumbukiza katika janga la kutumia au kuuza mihadarati kwani vijana ndio nguzo na matarajio ya taifa lolote.
Ni matarajio ya umma wowote kuwakuta vijana wakitumia nguvu zao katika kuimarisha na kulijenga taifa badala ya kuzama katika shughuli za dawa za kulevya.
Wimbi hili la kutumia mihadarati limeingia kwa kasi kubwa na yote ni kwa sababu ya uhaba wa kazi, ukosefu wa mwelekeo na wa maongozi kwa vijana hawa. Zaidi ya hayo, wale matajiri walafi ndio wanaowapotosha vijana kwa kuwaingiza katika janga la kuuza mihadarati. Vijana hawa wanakubali kuwa
makala wa matajiri wenye uroho. Hii ni kwa vile wanavutiwa na malipo ya juu wanayolipwa hasa wakilinganisha wepesi wa kazi hizo na pato lake.
Bila shaka muuza mafuta mazuri lazima ajipake ili kuwavutia wanunuzi. Vivyo hivyo, muuza mchuzi inambidi kuonja kukolea kwa chumvi ili kuhakikisha kuwa mapishi ni ya hali ya juu. Lazima atumie angalau kwa kiasi kidogo mwanzoni kabla ya kitendo hicho kuwa ni uraibu na ada asiyoweza kuiepuka kwa hali yoyote ilivyo.
Vijana ni rasilimali kuu kwa nchi na jamii yoyote kuwaacha kupotea katika uraibu huu mikononi mwa mabepari walafi na waroho ni kama kuwakubalia kuwa mshumaa.
Visa vya vijana waliojiangamiza wenyewe, kama afanyavyo pweza anapokaangwa, ni vingi na vya kuhuzunisha. Wamemalizika wakiwa hohehahe na mwishowe tutakuwa na taifa la mbumbumbu na maamuna lisilokuwa na mawazo wala msimamo.
Soma taarifa ifuatayo kisha ujibu maswali 41 hadi 50.
Nilizaliwa na kulelewa katika familia iliyotajika. Baba yangu Mlajasho alikuwa tajiri wa mali na moyo. Mimi na ndugu yangu mdogo hatukujua maana ya uhitaji kwani baba alitukidhia mahitaji yetu yote. Nyumbani mwetu kila siku mlishiba na kutapika watu wa kila sampuli waliokuja kulilia hali kwa baba. Baba aliwasabilia kwa mengi. Kuna waliopewa ruzuku mbalimbali za vyakula, kuna waliopewa vibarua mashambani na waliofanya kazi pale nyumbani.
Almuradi kila mwanakijiji alifaidika kutokana na mkono wazi wa baba. Ndugu yangu mdogo hakuisha kuwabughudhi waja hawa na kuwaita waegemea nundu.
Siku zilisonga na kupita kama maji ya mto, hata nikajipata katika shule ya msingi. Niliyakumbatia masomo yangu kwa hamu kubwa. Sikuwa na wakati wa kufanya ajizi, kwani baba pamoja na pato lake nono hakuwahi kudekeza hisia za ugoigoi. Nasi ilibidi tufuate nyayo zake, kwani mwana akibebwa hutazama kisogo cha nina. Nilifanya mtihani wangu wa darasa la nane na kuvuna nilichopanda. Asubuhi baada ya kutangazwa kwa matokeo ya mtihani huo niliamshwa na sauti ya “pongezi mwanangu,” kutoka kwa baba. Baba alikuwa amebeba gazeti la siku hiyo, usoni amevaa tabasamu kubwa. Sikuamini maneno yake. Nilimnyang'anya gazeti na ikawa kweli mwenye macho haambiwi tazama. Nilikuwa mwanafunzi bora nchini. Nilijiunga na shule mojawapo ya kitaifa.
Siku nilipokuwa kizingitini cha lango la shule ya kitaifa ya Tindi ndipo maisha yangu yalipoanza kuingia ufa.Nilikutana na Tamasha, mwanafunzi mchangamfu na mcheshi. Alijitambulisha kuwa alisomea shule iliyokuwa jirani na ile yangu ya msingi. Urafiki shakiki ukazaliwa kati yake nami. Tukawa daima tunaandamana. Hayo hayakunitia shaka, kwani Tamasha, alinihimiza kila mara nitie bidii masomoni. Hata hivyo, jinsi siku zilivyosongea ndivyo tabia yake halisi ilivyonibainikia.
Jioni moja Tamasha alikuja chumbani mwangu akiwa amebeba unga aliouita dawa ya homa, Aliniambia ibu kutibu homa ambayo ilikuwa imenikaba kwa siku ayami. Nami kwa kutotaka kumvunja rafiki yangu, nikachukia unga huo na kuutia kinywani; ingawa kwa kweli mwalimu wetu alikuwa ametuonya dhidi ya kutumia dawa zozote bila maelekezo ya daktari. Unga huo haukuitibu homa yangu, ila ulinipa utulivu mkubwa wa akili, utulivu ambao sikuwa nimewahi kuushuhudia maishani.
Tamasha alifika chumbani mwangu usiku kunijulia hali. Alinipata nimejituliza juu ya kitanda changu, Alinisalimu na kukenua kama aliyetarajia jawabu fulani kutoka kwangu. Nilimweleza hali yangu naye akaniambia kuwa hivyo ndivyo dawa hiyo ifanyavyo kazi; kwamba amekuwa akiitumia kwa muda, hata nyakati za mtihani, naye hupata nguvu za kukabiliana na majabali yote. Alinielekeza kwa Mzee Kamaliza ambaye ndiye alimuuzia unga huo. Kuanzia siku hiyo, nikawa mteja mwaminifu wa Mzee Kamaliza. Nilitumia unga huo bila fikira nikidhani kuwa ilikuwa dawa ya homa tu! Sukujua ilikuwa dawa ya kulevya na alikuwa mraibu sugu wa dawa hiyo na nyingine nyingi!
"Uzuri wake huu ni wa mkakasi tu?” Nilijiuliza. “Laiti ningalijua.” Hata hivyo, maswali yote haya hatakuwa na faida tena. Nilikuwa tayari nimazama katika tatizo sugu la matumizi ya dawa za kulevya,
Nilijisuta moyoni kwa matumizi ya dawa za kulevya ambayo yalinielekeza kuytagongesha mwamba maisha yangu shuleni. Hata hivyo, haikuwa rahisi kuacha kwani nilichelea kuitwa kimbukeni na wenzangu. Matokeo ya haya yote yakawa kuzorota kwa masomo yangu. Walimu hawakuchelewa kuona mabadiliko yaliyonikumba. Walijaribu kunishauri na kutaka kujua kilichokuwa kikinisumbua. Walipoona kwamba hali yangu haibadiliki na kwamba nimeshindwa kuwaambia tatizo langu, walimjulisha mwalimu mkuu ambaye hakukawia kumwita baba. Mazungumzo kati ya baba na mwalimu mkuu yalinitia fadhaa kubwa kwani sikutaka kuwaambia nilitumia dawa za kulevya, ingawa kwa kweli mwalimu mkuu alishuku. Walijaribu kunishika sikio kuhusiana na tabia hii yangu lakini tangu lini sikio la kufa likasikia dawa? Niliendelea na uraibu wangu hadi siku nilipofunzwa na ulimwengu baada ya kufumaniwa na naibu wa mwalimu mkuu wa shule mjini nikipiga maji. Nilipewa adhabu niliyotarajia. Nilijipata nyumbani kwa muda wa mwezi mzima, nikiuguza vidonda vya moyo na akili. Kijiji kizima kilijua nimefukuzwa shule kwa sababu ya matumizi ya dawa za kulevya. Sikuwa na pa kuutia uso wangu. Hata hivyo, hili lilikuwa funzo kubwa kwangu.
Mama yangu aliweza kunipa nasaha na kunishauri niache kutumia dawa hizo. Mara hii, maneno aliyoniambia yalikuwa na maana. Niliyasikiliza kwa makini hata baba alipopata barua kumwarifu anirejeshe shule. Nilikuwa nimeamua kujiunga na chama cha vijana wanaopigana na matumizi mabaya ya dawa shuleni.
INSHA
Andika insha ya kusisimua itakayomalizika kwa maneno haya
...nilipowaona marafiki wangu, ni8lifurahi si haba. Tuliungana na kurudi nyumambani kwa furaha.