identify some ideas, opinions and attitudes in a range of texts

IGCSE Swahili (0262) – Reading, Writing, Listening & Speaking

1. Purpose of this Module

This set of notes supports teachers and learners in covering the full Cambridge IGCSE Swahili 0262 specification. It is organised around the five Assessment Objectives (AOs) and the four components of the syllabus (Reading, Writing, Listening and the optional Speaking paper).

2. Cambridge Assessment Objectives (AOs)

3. Weighting & Mark Distribution

4. Reading – Text Types & Skills

4.1 Text Types Required by the Syllabus

4.2 How to Identify Ideas, Opinions & Attitudes (IOA)

1. Ideas (mawazo) – the main message or argument. Typical markers: “kwa sababu”, “kwa ujumla”, “lengo”, “madhumuni”.
2. Opinions (maoni) – first‑person or evaluative language. Phrases such as: “ninaamini”, “kwa maoni yangu”, “inaonekana”, “ni kweli”.
3. Attitudes (mitazamo) – tone, choice of adjectives/adverbs, emotive words. Words that reveal stance: “hatari”, “furaha”, “ghadhabu”, “shukrani”, “taasisi”.

4.3 Sample Activity – Newspaper Article

“Madhara ya uchafuzi wa hewa katika miji mikubwa”

• Idea: Uchafuzi wa hewa unaathiri afya ya wananchi.
• Opinion: “Ninadhani serikali inapaswa kuchukua hatua za haraka.”
• Attitude: Mawazo ya wasiwasi yanatokana na maneno “hatari”, “taabu”, “taasisi”.

4.4 Mapping Reading Exercises to AOs

5. Writing – Required Genres

5.1 Functional Prose (≈120‑150 words)

• Formal email (to a principal, employer, government office)
• Informal letter (to a friend or relative)
• Article for a school magazine or newspaper
• Blog post on a contemporary issue
• Report (survey results, event report, incident report)
• Review (book, film, restaurant, product)

5.2 Extended Prose (≈200 words)

• Essay‑type response to a prompt (argumentative or discursive)
• Short narrative or descriptive piece

5.3 Sample Writing Prompts

Functional prose

• Task: Write a formal email to the headteacher requesting permission to organise a charity walk‑athon at school. Include purpose, proposed date & location, benefits for the school and community, and a polite closing.

Extended prose

• Task: “Discuss the advantages and disadvantages of using social media for learning.” Write an essay of about 200 words, giving a clear introduction, balanced arguments and a concise conclusion.

5.4 Mapping Writing Tasks to AOs

6. Listening – Core Exercise Types

6.1 Mini Listening Script (Practice)

Title: “Weather forecast for Dar es Salaam – 12 May”

Mpendwa mteja, jua litachomoza asubuhi na joto litakuwa 32°C. 
Kuna uwezekano wa mvua ndogo jioni, hivyo tafadhali jiandae kwa 
mwavuli. Usiku, hali itakuwa baridi kidogo, joto litashuka hadi 
24°C. Asante, na uwe na siku njema.

• Task 1 – Short‑answer: What is the maximum temperature expected?
• Task 2 – Gap‑fill: Fill the missing word: “Kuna uwezekano wa ______ ndogo jioni.”
• Task 3 – Multiple‑choice (attitude): Which attitude does the speaker show?
  A) Formal
  B) Friendly
  C) Urgent
  D) Indifferent

7. Speaking (Optional) – Full Specification

7.1 Structure of the Speaking Paper

1. Part 1 – Presentation (2 minutes): Prepare a short talk on a given topic.
2. Part 2 – Topic Conversation (4 minutes, 2 minutes each): Two candidates discuss a set of prompts.
3. Part 3 – General Conversation (4 minutes): Examiner asks open‑ended questions covering five Areas (A–E).

7.2 Topic Matrix (Areas A–E)

7.3 AO Mapping for Speaking

• AO1 – Understand the task and organise ideas.
• AO2 – Use appropriate register, tone and style.
• AO3 – Pronounce clearly; use correct intonation, stress and connected speech.
• AO4 – Structure response logically (introduction, development, conclusion).
• AO5 – Interact fluently, respond to partner/examiner, use discourse markers.

7.4 Speaking Checklist for Teachers

• Clear pronunciation and natural intonation (AO3).
• Accurate grammar and varied vocabulary (AO3).
• Logical organisation of ideas (AO4).
• Effective interaction: turn‑taking, asking for clarification, extending the conversation (AO5).
• Appropriate register for the task (formal/informal) (AO2).

8. Integrated Classroom Activities – Practice Across Skills

1. Text‑type Stations: Four stations (public notice, newspaper article, email, short story). Small groups rotate, completing a targeted reading task at each station. Teacher records which AOs are exercised.
2. Idea‑Opinion‑Attitude (IOA) Chart: After reading a text, learners fill a three‑column table (Idea | Opinion | Attitude) for each paragraph and cite the language that signals each element.
3. Writing Sprint: 20‑minute timed task – write a formal email to the local council about a community problem. Peer‑review using a checklist aligned with AO2‑AO4.
4. Listening Relay: Play a short audio clip three times. 1st listening – note the gist; 2nd – complete a gap‑fill; 3rd – answer inference questions. Discuss how tone indicates attitude.
5. Speaking Carousel (optional): Pairs practise Part 2 prompts for 2 minutes each, then rotate partners. Teacher observes AO performance and provides feedback.

9. Assessment Rubric (Marking Scales 1‑5)

10. Suggested Reading Process Flowchart

Reading Process → Identify Idea → Identify Opinion → Identify Attitude → Note‑making → Summarise → Evaluate Writer’s Purpose → (Optional) Relate to Listening/ Speaking tasks. Teachers can display this flowchart on the board to remind learners of the sequential steps required for AO1‑AO4.