Read vocabulary in chosen texts using correct pronunciation, develop new vocabulary by providing words with opposite and similar meanings (antonyms and synonyms), use the developed vocabulary correctly in oral sentences and in guided writing.

1. Converse about self and other people, where they live, people they know and things they have (16 mk)
2. The note in Table 5 states that vocabulary is embedded across all four language skills. Explain how this embedding is reflected in the arrangement of the syllabus content. (2 mk)
3. Use simple words to express preferences (1 mk)
4. Listen to announcements, messages on concrete topics to show directions of place and time (prepositions). Assess the pupil's performance based on the provided benchmarking criteria. (5 mk)
5. Assess the pupil's ability to read and write words related to specific subject areas. (0 mk)
6. Write notes conveying simple personal information (to friends, service people, teachers and others who feature in every day life) (0 mk)
7. Words with suffixes and prefixes are read and written to enrich acquisition of grade appropriate vocabulary (0 mk)
8. Read and write words related to school and home contexts. Words related to school and home contexts are read and written correctly. | Benchmarking Criteria | Below average | Average | Good | Very good | |---|---|---|---|---| | Hardly use | Uses a num- ber of words with suffixes and prefixes to enrich acquisition of grade appropriate vocabulary | Uses a wide range of words with suffixes and prefixes to enrich acquisition of grade appropriate vocabulary | Uses a wide range of words with suffixes and prefixes to enrich acquisition of grade appropriate vocabulary | (58 mk)
9. Identify the main competency related to understanding information. (1 mk)
10. Explain how a pupil can achieve a 'Very good' rating in comprehending oral information. (0 mk)
11. Describe the 'Below average' performance in reading different texts and skimming general ideas. (1 mk)
12. Name any three examples of fruits mentioned in the text. (3 mk)
13. Read vocabulary in chosen texts using correct pronunciation, develop new vocabulary by providing words with opposite and similar meanings (antonyms and synonyms), use the developed vocabulary correctly in oral sentences and in guided writing. (32 mk)
14. Hardly use words with suffixes and prefixes to enrich acquisition of grade appropriate vocabulary (0 mk)
15. List two specific competencies related to understanding information. (2 mk)
16. Uses a number of words with suffixes and prefixes to enrich acquisition of grade appropriate vocabulary (0 mk)
17. Scans texts and explains relevant ideas correctly and gives opinion about the text (0 mk)
18. Write simple ideas through writing (0 mk)
19. Standard IV (0 mk)
20. Uses a wide range of words with suffixes and prefixes to enrich acquisition of grade appropriate vocabulary (0 mk)
21. Uses a wide range of words with suffixes and prefixes to enrich acquisition of grade appropriate vocabulary correctly and uses them in sentences (0 mk)
22. Write an official letter with specific purpose, notes to immediate people in order to convey simple information, texts to inquire for information related to school requirements (0 mk)

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Choose the best word to fill in the blank space. She is ______ a good singer.

Choose the best word to fill in the blank space. He is ______ happy to see his parents.

Choose the best word to fill in the blank space. This book is ______ interesting.

Choose the best word to fill in the blank space. He arrived late, ______ he missed the beginning of the show.

Choose the best word to fill in the blank space. She wanted to go to the party, ______ she was too tired.

Choose the best word to fill in the blank space. We can go to the park ______ the beach.

Choose the best word to fill in the blank space. He studied hard, ______ he passed the exam.

Choose the best word to fill in the blank space. I like apples ______ oranges.

Choose the best word to fill in the blank space. It was raining, ______ we stayed indoors.

Choose the best word to fill in the blank space. He is rich, ______ he is not happy.

Choose the best word to fill in the blank space. Do you want tea ______ coffee?

Choose the best word to fill in the blank space. She is ______ tired to go out.

Choose the best word to fill in the blank space. The weather was good, ______ we decided to go for a picnic.

Choose the best word to fill in the blank space. I speak English ______ Swahili.

Choose the best word to fill in the blank space. She is ______ beautiful.

Choose the best word to fill in the blank space. He is ______ tall to reach the shelf.

Choose the best word to fill in the blank space. She wants to buy a new car, ______ she is saving money.

Choose the best word to fill in the blank space. He is not only intelligent, ______ also hardworking.

Choose the best word to fill in the blank space. Neither the teacher ______ the students knew the answer.

Choose the best word to fill in the blank space. Either you ______ your brother must apologize.

Choose the best word to fill in the blank space. It was ______ cold that we stayed inside.

Choose the best word to fill in the blank space. She is ______ tired to finish the race.

Choose the best word to fill in the blank space. Not only did he win the race, ______ he also broke the record.

Choose the best word to fill in the blank space. She is ______ diligent that she always gets good marks.

Choose the best word to fill in the blank space. Neither the cat ______ the dog was allowed inside.

The table below shows the performance of pupils in reading texts.

1. Discuss numbers, quantities, cost and time (first, second, last, one, two, three, many, now, etc.) (Include financial and entrepreneurial matters) (16 mk)
2. Converse about self and other people, where they live, people they know and things they have (0 mk)
3. Communicate orally and through writing (0 mk)
4. Write stories with suggested endings: (Include e.g. moral values, drug abuse etc) (0 mk)
5. Writes a short paragraphs with correct flow of ideas using appropriate punctuation marks, connectives and sequence markers. (0 mk)
6. Role play the chosen dialogue with words that show direction (left, right, centre, straight, forward, backward, turn left, turn right) using correct pronunciation, identify and use them correctly in a variety of communicative contexts. (0 mk)
7. What does the pupil do in the 'Good' category for the main competency? (1 mk)
8. Identify and explain the main competency and the specific competencies from the provided text. (10 mk)
9. Read texts with words that express quantity, identify and use them to make sentences and apply them to complete short texts correctly in different contexts. (0 mk)
10. What do fruits contain that help our bodies to fight against diseases? (1 mk)
11. Read vocabulary in chosen texts using correct pronunciation, develops new vocabulary by providing words with opposite and similar meanings (antonyms and synonyms), use the developed vocabulary correctly in oral sentences and in guided writing. (0 mk)
12. Communicate ideas through speaking and writing (0 mk)
13. Writes paragraphs with the correct flow of ideas using appropriate punctuation marks, connectives and sequence markers. (0 mk)
14. List two specific competencies related to vocabulary development through reading and writing. (2 mk)
15. Read texts with words that express quality, identify and use them to construct sentences and to complete short texts correctly in different communicative situations. (0 mk)
16. Read texts with words that express quantity, identify and use them to make sentences and apply them to complete short texts correctly in different contexts. (0 mk)
17. Reading texts to develop vocabulary to communicate in everyday transactions. (1 mk)
18. Writes several short paragraphs with correct flow of ideas and inappropriate punctuation marks, connectives and sequence markers. (0 mk)
19. Explain how a pupil's ability to make and respond to requests improves according to the assessment criteria. (0 mk)
20. Explain the relationship between the main competency on vocabulary and the specific competencies 3.1, 3.2 and 3.3. (3 mk)
21. Writes most paragraphs with correct flow of ideas with appropriate punctuation marks, connectives and sequence markers. (0 mk)
22. How many pupils are performing at the 'Good' level in the first specific competency? (1 mk)
23. What is the difference between 'Good' and 'Very good' performance levels in terms of using correlative conjunctions in writing? (6 mk)
24. Write stories with suggested endings:(Include e.g. moral values drug abuse etc) (15 mk)
25. Describe the expected performance of a pupil who is rated 'Very good'. (0 mk)
26. Role plays the dialogue with words that show direction using correct pronunciation, identifies and uses few words correctly in sentences with mistakes in some communicative contexts (68 mk)
27. Based on the benchmarking criteria for specific competency (b), what does it mean to 'use them inappropriately in writing in different situations'? (6 mk)
28. Describe the stages a pupil goes through in indicating time using phrases. (0 mk)
29. Write short stories to describe cultural matters (festivals, dances, clothing, food, language, initiations) (15 mk)
30. What are the key elements of writing paragraphs with correct flow of ideas as outlined in the assessment criteria? (1 mk)
31. Write notes conveying simple personal information (to friends, service, people, teachers and others who feature in every day life) (5 mk)
32. Converse about self and other people, where they live, people they know and things they have (0 mk)
33. Develop and use vocabulary through listening and speaking (0 mk)
34. What type of text is this? (2 mk)
35. The table mentions 'financial and entrepreneurial matters' under the competency 'Use dialogue to express everyday needs'. Give an example of how a pupil might express an everyday financial need through dialogue. (5 mk)
36. What is the main competency that all the specific competencies (a-g) fall under? (2 mk)
37. Imagine you are a teacher assessing a pupil. How would you use the benchmarking criteria ('Below average', 'Average', 'Good', 'Very good') to evaluate their ability to make introductions? (6 mk)
38. Discuss the importance of the specific competency 'Ask how people are and respond to conversation about news' for social interaction. (5 mk)
39. Explain the progression from 'Below average' to 'Very good' in the context of responding to requests. (5 mk)
40. Synonyms and antonyms of words (0 mk)

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Fruits are very important to our bodies. They contain vitamins which help our bodies to fight against diseases. Fruits also contain minerals and water. Minerals help our bodies to grow strong and healthy. Water helps our bodies to remove waste products. Examples of fruits are mangoes, oranges, bananas, apples and pawpaws. Fruits are sweet and delicious. They are eaten raw or cooked. Some fruits can be used to make juice, jam or drinks. (d) How can some fruits be prepared according to the text?

1. Read texts to develop sufficient vocabulary to communicate in everyday simple transactions (such as family, hobbies and current events, finance and entrepreneurship (include moral values). (0 mk)
2. "Vocabulary in the teaching and learning process is embedded across all four language skills." Explain what this statement means. (2 mk)
3. Write simple short texts which explain different events in different situations (using instructed word formations). (0 mk)
4. Refer to Table 8. Which activity involves listening to messages from recorded materials, radio, TV broadcast, explanations, orally presented instructions which require demonstration to interpret important messages? (1 mk)
5. Listen to a speech on a given topic to identify main ideas (include road safety issues). Assess the pupil's performance based on the provided benchmarking criteria. (5 mk)
6. Assess the pupil's ability to ask and answer simple questions orally in various situations, ensuring relevance and clarity. (26 mk)
7. Use dialogue in selected contexts to express personal views and ideas (10 mk)
8. Write guided texts with proper use of punctuations; full stop, comma, question mark, exclamation mark (include women participation in decision making) (0 mk)
9. Mention one topic from which the pupil is expected to listen to announcements and give personal views. (1 mk)
10. Words are grouped into different classes/ categories appropriately (0 mk)
11. What is the level of the pupil's performance in reading and writing words related to school and home contexts? (2 mk)
12. Compare the ability to write a guided summary in the 'Average' and 'Good' categories. (1 mk)
13. How can some fruits be prepared according to the text? (2 mk)
14. Talks about familiar topics, asks and responds to questions in conversation with less support (0 mk)
15. Groups words into different classes/ categories with much support (0 mk)
16. What kind of support does the pupil need to read and write words correctly? (2 mk)
17. Suggest one activity that can help this pupil improve their reading and writing skills in these contexts. (2 mk)
18. Groups words into different classes/ categories with less support (0 mk)
19. Groups words into different classes/ categories appropriately (0 mk)
20. Attempts to make sentences using the different classes/ categories of words (0 mk)
21. Use different written forms to complete personal details (0 mk)

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Fruits are very important to our bodies. They contain vitamins which help our bodies to fight against diseases. Fruits also contain minerals and water. Minerals help our bodies to grow strong and healthy. Water helps our bodies to remove waste products. Examples of fruits are mangoes, oranges, bananas, apples and pawpaws. Fruits are sweet and delicious. They are eaten raw or cooked. Some fruits can be used to make juice, jam or drinks. (e) What is the general statement made about fruits at the beginning of the text?

1. Use words heard from recorded materials to construct simple sentences. (0 mk)
2. Write short and simple postcard for different occasions (0 mk)
3. Use picture cards or visual support to write words/texts related to them (1 mk)
4. Refer to Table 8. Describe the performance of a pupil who 'Struggles to interpret important messages from recorded materials, radio, TV broadcast, explanations, orally presented instructions which require demonstration'. (1 mk)
5. Debate on the common matters around the school, home, work places in order to identify main ideas (including Sex and Reproduction Health Education) (10 mk)
6. Write summaries of main ideas from various leveled texts are written relevantly (0 mk)
7. What is the benchmarking criterion for a pupil to be assessed as 'Good' in activity 1.1 (a)? (1 mk)
8. What is the level of the pupil's performance in reading and writing words related to school and home contexts? (2 mk)
9. What level of proficiency is demonstrated in the 'Good' category for reading simple and complex readers? (1 mk)
10. What is the general statement made about fruits at the beginning of the text? (1 mk)
11. What does the phrase "attempts to make sentences" suggest about the pupil's writing skills? (2 mk)
12. What is one area of improvement for this pupil? (2 mk)
13. Audio-Lingual Method (0 mk)
14. Write short and simple postcard for different occasions (0 mk)

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Scan texts and explain relevant ideas (include corruption text, lexical, syntactical, semantic, dictionary use)

1. Texts are scanned and relevant ideas explained (0 mk)

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Read the following statements and indicate the level of performance according to the rubric provided.

1. Write simple short texts which explain different events in different situations (using instructed word formations). (0 mk)
2. Assess pupil's ability to scan texts for main ideas, considering lexical, syntactical, semantic, and dictionary use. (0 mk)
3. Assess pupil's ability to read for comprehension and identify specific information accurately. (0 mk)
4. What did Juma decide to do one sunny afternoon? (1 mk)
5. A variety of words are read and used through word formation correctly (0 mk)
6. Multiple meaning words are used correctly (0 mk)
7. Read different texts, skim for general ideas and write a guided summary using expressions for seeking confirmation. (0 mk)
8. What did Juma pack in his bag? (3 mk)
9. Read simple and complex selected class library and class readers with considerable proficiency to comprehend and developing independent reading skills. (0 mk)
10. What did Juma see and hear as he walked deeper into the woods? (2 mk)
11. What made Juma stop suddenly? (1 mk)
12. Writes longer texts that explain different events in different situations using more precise words. (0 mk)
13. What did Juma find trapped in a snare? (1 mk)
14. How did Juma help the rabbit? (2 mk)
15. How did Juma feel after helping the rabbit? (1 mk)
16. What did Juma realize about the forest? (2 mk)
17. Give a suitable title for the story. (2 mk)

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Write free compositions correctly with logical flow of ideas on various topics (short stories, news, views, emails, phone messages,).

1. What is the difference between the 'Average' and 'Good' categories in terms of complexity of stories read? (1 mk)
2. Competency related to reading aloud different texts. (1 mk)
3. Indicate time by phrases like next week, last Friday, in November, three o’clock, etc (16 mk)
4. Listen to recorded conversation in order to learn sentence constructions and use in different contexts. Assess the pupil's performance based on the provided benchmarking criteria. (5 mk)
5. Assess the pupil's ability to read and write various words using strategies like prefixes, suffixes, and plurals. (0 mk)
6. Read and write words related to selected subject areas through reading and written correctly (10 mk)
7. Write short stories describing cultural matters (festivals, dances, clothing, food, language, initiations) (0 mk)
8. Writes simple short stories to express personal feelings are composed correctly (0 mk)
9. What are the two main competencies related to communication? (2 mk)
10. What is the assessment criterion for the specific competence 1.1 b) Listen to oral stories to identify multi-word coordinators and use them correctly in oral sentences in various contexts when a pupil is performing 'Very good'? (1 mk)
11. Role play simple ideas through speaking prepositions of movement, identify the prepositions from the dialogue and use all of them correctly in different communicative contexts. (1 mk)
12. Role play a chosen dialogue with prepositions of movement, identify the prepositions of movement from the dialogue and use all of them correctly in different communicative contexts. (0 mk)
13. According to the text, what do minerals help our bodies to do? (1 mk)
14. Write free compositions correctly with logical flow of ideas on various topics (short stories, news, views, emails, phone messages,). (0 mk)
15. Writes simple short stories to express personal feelings with much support independently (0 mk)
16. Describe the expected performance of a pupil who is rated 'Average'. (0 mk)
17. Writes simple short stories to express personal feelings with less support (0 mk)
18. Which specific competency enables a pupil to communicate simple ideas through writing? (1 mk)
19. Describe the expected performance of a pupil who is rated 'Good'. (0 mk)
20. Describe the expected performance of a pupil who is rated 'Very good'. (0 mk)
21. 2019, First edition (0 mk)
22. Writes simple short stories to express personal feelings correctly (0 mk)
23. Reads various texts on familiar topics comprehends the text about the texts very well (0 mk)
24. Attempts to write short stories with demonstration of higher word power (0 mk)
25. Uses relevant correlative conjunctions to express results are used with difficulty in sentences in sentences and in guided composition correctly (32 mk)

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d) Listen to dialogue on common issues and identify main ideas (include environmental issues)

1. Listens to dialogue on common issues and identifies main ideas easily and attempts to listen and work on more dialogue (0 mk)

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f) Listen to recorded conversation in order to learn sentence constructions and use in different contexts

1. Listens to recorded conversation and attempts to transfer applications of sentences in many other contexts (0 mk)

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The table below shows the assessment criteria for listening skills. Study it and answer the questions that follow. Listening Skills | Main competencies | Specific competencies | Assessment criteria | Benchmarking below average | Average | Good | Very good | |---|---|---|---|---|---|---| | g) Listen to announcements, messages are shown on concrete topics to show directions of place and time (prepositions) | Comprehends directions of place and time | Comprehends and shows direction of place and time with many errors | Comprehends and shows direction of place and time with few errors | Comprehends and shows direction of place and time accurately | Attempts to comprehend some orally presented abstract topics with different directions | | h) Listen to a speech on a given topic to identify main ideas (include road safety issues) | Main ideas from the speech are identified correctly | Struggles to identify main ideas from speech | Listens to a speech and identifies main ideas with minimal success | Listens to a speech and identifies main ideas with few errors | Attempts to paraphrase correctly the whole speech | **Describe the difference between the 'Average' and 'Good' benchmarking criteria for competency (g).**

1. Describe the difference between the 'Average' and 'Good' benchmarking criteria for competency (g). (2 mk)

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The table below shows the assessment criteria for reading skills. Study it and answer the questions that follow. Reading Skills | Main competencies | Specific competencies | Assessment criteria | Benchmarking below average | Average | Good | Very good | |---|---|---|---|---|---|---| | 1.2 Read and comprehend written information to practice language use | a) Read sentences that tell about present, past and future events are read correctly | Sentences that tell about present, past and future events are read correctly with much support | Reads sentences that tell about present, past and future events with much less support | Reads sentences that tell about present, past and future events correctly | Attempts to read more difficult texts that tell about present, past and future events fluently | | | b) Read to get information from announcements, messages, posters, brochures and texts which show directions (to home, market, bus stop) are read correctly to get information | Announcements, messages, posters, brochures and texts which show directions are read correctly to get information with many errors | Reads and get information from announcements, messages, posters, brochures and texts which show directions with few errors | Reads to get information from announcements, messages, posters, brochures and texts which show directions correctly | Attempts to read and comprehend more complex work which show directions | | | c) Read texts on familiar issues are read and then answers questions orally (including corruption text) | Texts on familiar issues are read and answers questions orally are answered correctly, orally competently | Reads texts and answers questions orally with multiple errors | Reads texts and answers questions orally with few errors | Reads texts and answers questions orally correctly | Attempts to explain the contents of the text on familiar issues | **What is the difference between the 'Good' and 'Very good' benchmarking criteria for competency 1.2 (c)?**

1. What is the difference between the 'Good' and 'Very good' benchmarking criteria for competency 1.2 (c)? (2 mk)

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