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2024 Std 5 Chichewa Exam Paper

This document is an examination paper for Standard Five students in Chichewa, consisting of various sections including essay writing, comprehension, and vocabulary exercises. It includes questions that require students to read passages, answer comprehension questions, and demonstrate their understanding of the language. The exam is structured into different parts with a total of 100 marks.

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rebekahchipala
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876 views6 pages

2024 Std 5 Chichewa Exam Paper

This document is an examination paper for Standard Five students in Chichewa, consisting of various sections including essay writing, comprehension, and vocabulary exercises. It includes questions that require students to read passages, answer comprehension questions, and demonstrate their understanding of the language. The exam is structured into different parts with a total of 100 marks.

Uploaded by

rebekahchipala
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

STUDENT NAME ________________________________________________________________________ STD 5

MPHANDE ZONE EXAMINATIONS BOARD


2024 STANDARD FIVE END OF TERM TWO EXAMINATION
CHICHEWA
(100 MARKS)
SCHOOL NAME:_____________________________________________________

GAWO A (30 MARKS)


1 Lembani chimangirizo pa mutu oti “masewero omwe ndimawakonda” Mwa zina
tsatirani izi polemba chimangirizo chanu
Ndime yoyamba
 Tchulani dzina la masewero omwe mumawakonda
 Kodi masewerowo amseweredwa nthawi yanji
Ndime yachiwiri
 Kodi masewerawa amasewera anthu angati
 Tchulani malo omwe masewerowa amaseweredwa
Ndime yachitatu
 Fotokozani kufunika kwa masewero omwe mumawakondawo
 Tchulani chomwe chimakusangalatsani pamasewerowo

GAWO B (20 MALIKISI) KUMVETSA NKHANI


2 Werengani nkhani yotsatira mosamala kenako muyankhe mafunso otsatirawo
M’mudzi wina mudali abambo awiri mayina awo adali a Tenthenai ndi a Juma. Tsiku lina
usiku nyumba zawo zidaloshoka ndi mvula yamkutho. M’mawa kutacha, abambowa adaganiza
zokagula mitengo kumudzi kwa malango. Adatero chifukwa choti m’mudzi mwawo mitengo
idali itatheratu.
Iwowa atafika m’mudzi mwa a Malango adakumanizana ndi msonkhano wokhudza za
kusamalira zachilengedwe. Abambowa adamva za kuipa kodula mitengo ndi kutentha tchire ndi
momwe angasanalire mitengo monga kulambulira njira mozungulira nkhalango komanso
kubzala ina ndi kusatentha tchire.

Page 1 of 6
STUDENT NAME ________________________________________________________________________ STD 5
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Page 2 of 6
STUDENT NAME ________________________________________________________________________ STD 5
Mafunso
a. Tchulani mayina azibambo awiri omwe adakagula mitengo kwa amalango
________________________________________________________________________
_____________________________________________________________ (4 malikisi_
b. Perekani zifukwa ziwiri zomwe azibambowa adakagulira mitengo kwa malango
________________________________________________________________________
_____________________________________________________________ (4 malikisi)
c. Fotokozani njira ziwiri zosamalira mitengo
________________________________________________________________________
____________________________________________________________ (4 malikisi)
d. Perekani mawu ofanana matanthauzo ndi awa .
i. Mvula yamkutho ________________________________________ (2 malikisi)
ii. Loshoka _______________________________________________ (2 malikisi)
e. Lembani mutu wa nkhaniyi
____________________________________________________________ (4 malikisi)

GAWO C ( MALIKISI 20)


3 werengani kankhanika ndipo muyankhe mafunso otsatirawa.

Gwaza: Ena alowe. Ndikuthandizeni bwanji bambo


Zagwa: Thupi likungophwanya komanso ndikumamva kuzizira kwambiri.
Gwaza: Gonani apo ndikupimeni

a. ndi malonje anji alikankhanika


_________________________________________________________ (2 malikisi)

b. kodi a Gwaza ndi ndani mumalonjewa?


_________________________________________________________ (2 malikisi)

c. Perekani mawu ofanana matanthauzo ndi kupima


_________________________________________________________ (2 malikisi)

Page 3 of 6
STUDENT NAME ________________________________________________________________________ STD 5
d. Tchulani malo omwe anthuwa akuyankhulirana
_________________________________________________________ (2 malikisi)

e. Kodi kuvula chipewa podutsana ndi akulu kumatanthauza chani


________________________________________________________ (2 malikisi)

4 KUPANGA ZIGANIZO
Pangani ziganizo zomveka bwino ndi mawu kusonyeza kuti mukudziwa matanthauzo ake
i. Loshoka
______________________________________________________________________
ii. Kuzambwe
______________________________________________________________________
iii. Pamgong’o
______________________________________________________________________
iv. Ziphe
______________________________________________________________________
v. Vina
______________________________________________________________________

(10 malikisi)
GAWO D (MALIKISI 40 )
Mafunso 5 mpaka 9 sankhani mawu oyenera 7 Kuwala ngati ___________
kutanthauza zifanifani zotsatirazi A. Dzuwa
B. Nyali
5 ___________ ngati chitedze
C. Nkhope
A. There’re
D. Pepala
B. Kuyera
C. Kuyabwa
8 _______ kutalika ngati akalulu
D. Mkango
A. Mwendo
6 Kuyipa mawu ngati __________
B. Tsitsi
A. Chule
C. Mvula
B. Fisi
D. Makutu
C. Kalulu
D. Galu
Page 4 of 6
STUDENT NAME ________________________________________________________________________ STD 5
9 Kukonda mmadzi ngati _____ 14
A. Nsomba A. Ogo ufa uja watayika.
B. Ng’ona B. Ogo! Ufa uja watayika.
C. Chule C. ogo! Ufa uja watayika
D. Bakha D. ogo ufa uja watayika?
Mafunso 10 mpaka 14 sankhani chiganizo Mafunso 15 mpaka 19 sankhani mitundu ya
chomwe chili ndi zizindikiro zoyenera mawu oomwe atsekedwa mzere kunsi
kwawo
10
A. juliyasi wadya nsima. 15 Mwana walephera mayeso
B. Juliyasi wadya msima. A. Dzina
C. juliyasi wadya nsima B. Mfotokozi
D. Juliyasi wadya nsima. C. Muonjezi
D. Lokhudzika
11
A. joni wapiti kuti. 16 Nthaka yoguga sibeleketsa
B. Joni wapiti kuti A. Mlowawamalo
C. Joni wapiti kuti? B. Mfotokozi
D. joni wapiti kuti? C. Muonjezi
D. Mneni
12
A. Ine ndimadya mtedza, nthochi, 17 Iye wabwera dzulo
mbatata ndi mango A. Dzina
B. ine ndimadya mtedza, nthochi B. Mfotokozi
mbatata ndimango C. Mlowammalo
C. ine ndimadya mtedza nthochi, D. Mneni
mbatata ndi mango.
D. ine ndimadya mtedza, nthochi, 18 Amayi apita kumunda
mbatata ndi mango A. Mlowamalo
B. Mfotokozi
13 C. Dzina
A. mmadzimu mwagwera D. Mneni
mphemvu
B. mmadzimu mwagwera 19 Chifundo ndi Chisomo apita kusukulu
Mphemu. A. Mlumikizi
C. Mmdzimu mwagwera B. Muonjezi
Mphemvu C. Mfotokozi
D. M’madzimu mwa gwera D. Mlowamalo
mphemvu.

Page 5 of 6
STUDENT NAME ________________________________________________________________________ STD 5
Mafunso 20 mpaka 24 sankhani mayankho a
zilapi zotsatirazi 22 Walira wopanda matutumbo
A. N’goma
20 Agogo anga aimvi m’mimba
B. Chiwala
A. Udzu
C. Mtengo
B. Malambe
D. Dzira
C. Lamba
D. Mphonda
23 Kamwana kakang’ono kaimitsa
amfumu
21 Diwa lansenjere kugwaigwa
A. Moto
A. Nkhwangwa
B. Tsabola
B. Nsima
C. Minga
C. Chikope
D. Chisoso
D. Mano
24 Sudzi, nkuphompho
A. Madzi
B. Mvula
C. Lilime
D. Mamina

MAFUNSO ATHERA APA

Page 6 of 6

Common questions

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Formative assessment plays a crucial role in gauging student proficiency by providing ongoing insights into their understanding and application of language. Through the examination's various sections, educators can assess comprehension, vocabulary, critical thinking, and cultural insight, enabling targeted support and intervention to enhance learning outcomes. This structure ensures that assessments are both diagnostic and instructional.

Tree cutting and bush burning are local manifestations of deforestation and habitat destruction, similar to global environmental challenges such as deforestation in the Amazon or bush fires in Australia. Both contribute to biodiversity loss, increased atmospheric CO2 levels, and disruption of ecosystems, highlighting the universal need for integrated environmental management and policy frameworks that monitor and curb such practices globally.

Including synonym identification tasks aids language acquisition by expanding students' vocabulary and understanding of nuanced word meanings, which enhances both textual comprehension and expressive abilities. This exercise encourages learners to recognize language variability and apply contextual clues, thereby strengthening overall linguistic competence.

Teaching personal name usage within an educational context impacts identity formation by allowing students to express and affirm their individual identities. It emphasizes the importance of personal history and cultural heritage in shaping one's self-concept and belonging to a community, which is integral for fostering a sense of self-worth and respect for diversity in learning environments.

By analyzing dialogues like that between 'Gwaza' and 'Zagwa', students engage in cognitive processes such as comprehension, interpretation, and inferencing. They must understand the context and intentions of speakers, critically evaluate characters' motivations and implications, and draw conclusions about underlying themes or moral lessons, enhancing reasoning and empathy skills.

Culturally specific idioms and expressions in vocabulary exercises promote cultural literacy by exposing students to local language nuances and societal values embedded within linguistic forms. This assimilation supports understanding cultural references and context in communication and everyday life, fostering a deeper grasp of their cultural identity and its impact on worldview.

The methods discussed include creating paths around forests and planting new trees to replace those cut down. These strategies help maintain ecological balance by ensuring continual tree growth for future resource availability, preventing erosion, maintaining habitats for wildlife, and contributing to carbon dioxide absorption, thereby mitigating climate change impacts. This comprehensive approach is crucial for enhancing biodiversity and ensuring sustainable use of natural resources.

The significance of the game 'masewero' lies in its cultural and educational value, as the examination prompts students to explore various aspects such as the timing of the game, the number of players involved, and its overall importance. This requires students to reflect critically on how this game impacts social interaction and learning experiences, indicating its role in reinforcing cultural practices and developmental skills among young learners.

Tenthenai and Juma bought wood from the village of Malango because the trees in their own village had been depleted. This decision underscores a critical issue of resource overuse in one area leading to dependence on resources from another, highlighting the need for sustainable management practices such as replanting and protecting existing forests to prevent deforestation and ecological degradation.

The task of writing about games students enjoy facilitates learning by encouraging reflection on personal experiences, which enhances cognitive skills such as critical thinking and creativity. It also promotes cultural awareness by connecting language skills with contextual understanding of community and social interactions, thereby enriching students' holistic educational development.

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