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NSSCO Oshindonga First Language 6100 study materials
NSSCO Oshindonga First Language 6100 study resources

NSSCO Oshindonga First Language 6100 practice questions

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Question 1Listening and Speaking (Oral Communication)

A learner meets a single elderly neighbour in the morning and wants to greet her respectfully in Oshindonga. Which greeting is appropriate?

  1. Nda lalapo.
  2. Lala po.
  3. Mwa lalapo? Correct answer.
  4. Wa lalapo?

Explanation

In Oshindonga the plural concord mwa- is used not only for several people but also to address one elder with respect. The singular wa- in 'Wa lalapo?' is for age-mates, 'Nda lalapo' answers a morning greeting, and 'Lala po' is a parting wish at night.

Question 2Listening and Speaking (Oral Communication)

You are the one leaving a group of friends in the evening. Which expression do you use as you go?

  1. Enda po.
  2. Kala po. Correct answer.
  3. Nda penduka po.
  4. Wa tokelwa po?

Explanation

The person who leaves says 'Kala po' - 'stay well' - to those remaining. 'Enda po' ('go well') is the reply given to the traveller, so the two are not interchangeable. 'Wa tokelwa po?' greets someone in the evening and 'Nda penduka po' answers a morning greeting.

Question 3Listening and Speaking (Oral Communication)

A friend greets you in Oshindonga: 'Ongiini?' Which reply fits the greeting?

  1. Nawa, tangi. Correct answer.
  2. Wa lalapo?
  3. Tangi unene.
  4. Kala po.

Explanation

'Ongiini?' asks how someone is, so the natural reply states one's condition and adds thanks: 'Nawa, tangi' - 'fine, thank you'. A reply has to answer the question rather than offer a farewell or another greeting.

Question 4Listening and Speaking (Oral Communication)

A learner must give a short welcome speech in Oshindonga when a regional education director visits the school assembly. Which set of choices best fits the occasion?

  1. Speak quickly and leave out the greeting, so that the long assembly can finish earlier than planned.
  2. Use respectful plural forms and the director's title, avoid slang, and follow greeting–message–thanks. Correct answer.
  3. Use singular 'wa-' greeting forms all through, to show that the school and the director are close to each other.
  4. Address the director by first name and sprinkle the speech with slang, so that the welcome sounds warm and friendly.

Explanation

A formal welcome requires the respectful plural address and the guest's title, a neutral vocabulary free of slang, and a recognisable structure of greeting, message and thanks. These choices signal respect and help the audience follow the speech.

Question 5Listening and Speaking (Oral Communication)

During a face-to-face conversation in Oshindonga, a learner wants to show active listening without taking over the talk. Which behaviour is best?

  1. Complete the speaker's sentences whenever there is a pause, to show that you have understood the point.
  2. Keep steady eye contact, nod, and give short responses such as 'Ee' or 'Nawa' at suitable points. Correct answer.
  3. Look away and write continuously in your notebook without ever looking up at the speaker's face.
  4. Repeat every word the speaker says in a loud voice so that the speaker feels supported and encouraged.

Explanation

Active listening is shown by steady eye contact, nodding and brief encouraging responses such as 'Ee' or 'Nawa' placed where the speaker pauses. These signals show attention without taking the floor away from the speaker.

Question 6Listening and Speaking (Oral Communication)

You must deliver a prepared speech in a school hall that has no microphone. Which adjustment best protects your message?

  1. Speak as fast as you can so that the speech is finished before the background noise in the hall grows any louder.
  2. Increase volume, slow the pace a little, and articulate consonants and vowel length clearly. Correct answer.
  3. Raise your pitch and shout every sentence, so that even the back row knows how strongly you feel about the topic.
  4. Turn your back on the audience and read from your paper so that nothing in the script is lost.

Explanation

In a large hall without amplification the message survives only if every listener can hear and follow it, so a speaker raises volume, slows the pace a little and articulates final consonants and vowel length clearly. Vowel length matters in Oshindonga because it can distinguish words.

Question 7Listening and Speaking (Oral Communication)

Why must a speaker of Oshindonga watch pitch carefully, especially on words that look alike in writing?

  1. Because Oshindonga is tonal: a change of pitch can change the meaning of a word. Correct answer.
  2. Because correct pitch can replace correct vowel length when a speaker is talking quickly.
  3. Because every question word in Oshindonga has to be said on a high pitch to be understood.
  4. Because pitch only shows whether the speaker is happy, angry or nervous about the topic.

Explanation

Oshindonga is a tone language: relative pitch on a syllable is part of the word itself, so words that look the same in writing can differ in meaning when the pitch differs. A speaker who ignores tone risks being misunderstood.

Question 8Listening and Speaking (Oral Communication)

At a community meeting a speaker ends a heated debate with a well-known proverb instead of naming the person at fault. What is the main communicative effect of this choice?

  1. It shows that the speaker has no firm opinion and prefers to leave the decision to the older members.
  2. It proves to everyone present that the speaker has read the minutes of the previous meetings more carefully than anyone else has.
  3. It criticises indirectly, sparing the person at fault public shame, and it borrows the authority of tradition. Correct answer.
  4. It changes the subject quickly so that the meeting can be closed before the argument becomes serious.

Explanation

A proverb lets the speaker make the point without naming anyone, so the person at fault can take the lesson without losing face in public. At the same time the proverb borrows the authority and shared memory of tradition, which makes the comment hard to dismiss.

Question 9Listening and Speaking (Oral Communication)

In an Oshiwambo oral narrative the storyteller repeats a refrain and the audience answers each time. What does this device mainly achieve?

  1. It shows the storyteller has forgotten what comes next and needs the audience to prompt the words.
  2. It is used only when the audience is too young to follow a long story and needs to be kept awake.
  3. It keeps the audience involved, marks the structure of the story and helps listeners remember it. Correct answer.
  4. It replaces the need for characters and a plot, which oral stories often leave out for the sake of speed.

Explanation

Call-and-response is a structural device of oral performance: the repeated refrain invites the audience to join in, signals where the story is going, and fixes episodes in memory. It is a shared convention rather than a sign of forgetting.

Question 10Listening and Speaking (Oral Communication)

When a family must report a death to elderly relatives, Oshiwambo speakers often avoid the direct word for dying. Why is indirect wording preferred here?

  1. Because elderly listeners are not permitted to hear the truth about a death in the family until the funeral.
  2. Because indirect wording shows respect for the bereaved and softens the shock of bad news. Correct answer.
  3. Because the direct word for dying is grammatically wrong when several people are being addressed at once.
  4. Because indirect wording shortens a long conversation and saves the family from answering questions.

Explanation

Announcing a death indirectly is a mark of respect: it protects the bereaved family from a blunt statement and gives elderly listeners time to absorb the news. The direct word is not wrong grammatically; the choice is about sensitivity and etiquette.

Question 11Listening and Speaking (Oral Communication)

A learner listens to a two-minute radio announcement in Oshindonga about a cancelled school meeting and must report only the main point to classmates. Which listening approach fits this task?

  1. Focus only on the names of the people mentioned.
  2. Listen for the central message and the reason for the cancellation. Correct answer.
  3. Rehearse a reply while the announcement is still playing.
  4. Write down every word exactly as it is spoken.

Explanation

Reporting only the main point requires listening for gist: the central message plus the key supporting reason. Transcribing every word or hunting for names treats the announcement as a dictation exercise and buries the main point under detail. Rehearsing a reply while the speaker is still talking splits attention and causes the listener to miss the conclusion.

Question 12Listening and Speaking (Oral Communication)

A learner telephones an Oshindonga-speaking teacher about a homework task. What should the learner do first, before stating the request?

  1. Describe the homework problem in full detail.
  2. Switch to English so that the call is shorter.
  3. Identify himself or herself and greet the teacher. Correct answer.
  4. Ask whether the teacher is busy, then hang up.

Explanation

Oshindonga telephone openings follow the same respect pattern as face-to-face talk: a greeting and clear self-identification come before the business of the call. Naming yourself first lets the listener place the speaker and choose the right register. Only after that opening should the request or problem be introduced.

Question 13Listening and Speaking (Oral Communication)

At a community gathering, an elderly speaker addresses the group in Oshindonga. Which behaviour shows respectful listening while the learner is in the audience?

  1. Keeping quiet, facing the speaker and responding at natural pauses. Correct answer.
  2. Correcting the speaker's grammar quietly to a neighbour.
  3. Repeating the speaker's sentences aloud to show attention.
  4. Leaving to answer a phone call in the middle of the speech.

Explanation

Respectful listening in Oshiwambo public settings means giving the floor fully to the speaker: silence, eye contact and responses at the points where the audience is expected to react. Side comments and phone calls break that arrangement and are read as disrespect, not as participation. Constant echoing of sentences would disrupt the speaker's turn rather than support it.

Question 14Listening and Speaking (Oral Communication)

A learner must introduce a visiting nurse to a village meeting attended mainly by elderly Oshindonga speakers. Which opening best fits that audience?

  1. A slangy greeting copied from classmates, to sound friendly.
  2. A respectful greeting that names the visitor and her role, then hands over the floor. Correct answer.
  3. A direct command: 'Come and listen to this nurse now.'
  4. A long joke about the visitor's home village before any greeting.

Explanation

Introducing a guest to elders calls for a respectful greeting, clear identification of the visitor and her role, and a smooth hand-over of the floor. That sequence tells the audience who is speaking and why, which is what an introduction is for. Slang, jokes before greeting, or commands would place the learner above the audience and damage the visitor's reception.

Question 15Listening and Speaking (Oral Communication)

In a three-part oral report in Oshindonga, a learner wants the audience to follow the structure easily. Which speaking strategy achieves this most directly?

  1. Repeating the whole introduction at the start of each part.
  2. Announcing each part with a short linking phrase marking the move to the next point. Correct answer.
  3. Speaking faster so that all three parts fit the time limit.
  4. Dropping the conclusion so that the audience asks questions instead.

Explanation

Oral texts are easier to follow when the speaker signals the architecture out loud, so the audience knows a new section has begun. Short linking phrases do this without using up much time. Speed, repeated introductions and a missing conclusion all blur the structure rather than clarify it.

Question 16Listening and Speaking (Oral Communication)

A learner does not catch a figure in a lecturer's explanation delivered in Oshindonga. Which request is most appropriate in that setting?

  1. Pardon me, could you repeat the figure you mentioned? Correct answer.
  2. Say it again in English, please.
  3. Never mind, I will copy the figure from a classmate later.
  4. You are too fast; start the whole lecture again.

Explanation

A polite request that names exactly what was missed lets the lecturer repair the gap in seconds and keeps the lesson moving. It also treats the lecturer's turn with respect. Demanding a restart, giving up on the figure, or ordering a change of language all cost more than the small clarification needed.

Question 17Listening and Speaking (Oral Communication)

While listening to a speech in Oshindonga that must later be summarised, a learner writes key words and arrows instead of full sentences. What is the main advantage of this note-taking style?

  1. It preserves the speaker's exact wording for quotation.
  2. It removes the need to listen attentively.
  3. It produces notes ready for publication.
  4. It keeps pace with the speaker while recording the links between ideas. Correct answer.

Explanation

Keyword notes with arrows capture relationships such as cause, contrast and sequence, which is exactly what a summary needs. Because they are brief, they can be written without falling behind the speaker. They are deliberately not a transcript, so they cannot preserve exact wording or stand as publishable text, and they still depend on close listening.

Question 18Listening and Speaking (Oral Communication)

In a class debate conducted in Oshindonga, a speaker receives a challenging question from the floor. Which response best combines courtesy with a strong argument?

  1. Refuse to answer, since questions from the floor are not allowed.
  2. Reply with a remark about the questioner's accent.
  3. Repeat the previous point more loudly to drown out the questioner.
  4. Acknowledge the question, answer it briefly, then return to the main argument. Correct answer.

Explanation

Debate etiquette requires the speaker to take the question seriously, answer it in a sentence or two, and then reconnect with the case being built. This shows respect for the questioner while keeping the speaker's line of argument intact. Refusal, volume and personal remarks all abandon argument in favour of avoidance or attack.

Question 19Listening and Speaking (Oral Communication)

A fluent Oshindonga speaker addressing a rural parents' meeting keeps switching into long English academic terms, and the audience grows visibly confused. What does this show about code-switching in oral delivery?

  1. Its value depends on the audience's shared vocabulary and it can exclude listeners. Correct answer.
  2. It should be used whenever the speaker cannot recall a word quickly.
  3. It always improves clarity, because English terms are more precise.
  4. It has no measurable effect on how the audience receives the message.

Explanation

Code-switching works as a communication resource only when the listeners share the second code; otherwise it turns parts of the message into noise. The confusion in the meeting is evidence that vocabulary the audience does not hold creates exclusion, however fluent the speaker. Judges of oral delivery therefore assess code-switching against the actual audience, not against the speaker's comfort.

Question 20Listening and Speaking (Oral Communication)

Halfway through an oral presentation in Oshindonga, a speaker notices listeners frowning and whispering to one another. Which reading of the situation and response is most sound?

  1. Ignore the cues, because a prepared speech must be delivered exactly as planned.
  2. Raise the voice and speed up so that the talk finishes sooner.
  3. Conclude that the audience is hostile and stop the presentation at once.
  4. Treat the cues as possible confusion, pause, and restate the last point in simpler words. Correct answer.

Explanation

Frowning and whispering are ambiguous but commonly signal that a point has not landed, so the skilled response is to pause briefly and rephrase. Pausing also lets the speaker check the reaction before continuing. A fixed script, a faster delivery or an immediate exit all discard the feedback that oral communication depends on.

Question 21Listening and Speaking (Oral Communication)

During an Oshindonga discussion with elders, a learner wants to take a turn after an elder has finished a point. Which action best follows Oshiwambo turn-taking norms?

  1. Start speaking as soon as the elder pauses to breathe, so the point is not lost.
  2. Raise the voice above the elder's so the group notices the learner.
  3. Turn to a neighbour and continue the conversation privately.
  4. Wait for a pause and ask permission before speaking. Correct answer.

Explanation

Oshiwambo oral interaction values respect for age and seniority; younger speakers normally wait for a pause and request the floor rather than interrupt. Asking permission signals respect and keeps the discussion orderly.

Question 22Listening and Speaking (Oral Communication)

A learner addresses a village meeting in Oshindonga. Why should the speaker move eye contact around the audience?

  1. It proves that the speaker has memorised the speech.
  2. It acknowledges listeners and helps hold their attention. Correct answer.
  3. It makes the speaker's voice carry further without effort.
  4. It allows the speaker to speak faster.

Explanation

In oral communication, eye contact is a resource for audience involvement and respect; it signals that the speaker recognises different sections of the audience. It does not replace clear voice or well-organised content.

Question 23Listening and Speaking (Oral Communication)

A learner gives step-by-step instructions in Oshindonga to a group preparing for a school event. Where should the learner place short pauses?

  1. Only at the end of the whole set of instructions.
  2. At the boundaries between the main steps. Correct answer.
  3. After every single word, to sound careful.
  4. Whenever the speaker needs to breathe, regardless of meaning.

Explanation

Pauses at step boundaries help listeners segment and remember instructions. Random pauses or a single pause at the end can make the sequence harder to follow.

Question 24Listening and Speaking (Oral Communication)

Why must an Oshindonga speaker keep vowel length distinct when addressing an audience?

  1. Vowel length changes the volume of the whole sentence.
  2. Vowel length only shows whether the speaker is nervous.
  3. Vowel length can distinguish one word from another. Correct answer.
  4. Vowel length is used only in written Oshindonga, not speech.

Explanation

Oshindonga has contrastive vowel length, so holding a vowel too briefly or too long can turn a word into a different one. In public speech this can cause misunderstanding, especially when context is limited.

Question 25Listening and Speaking (Oral Communication)

An Oshindonga storyteller says a pot fell and adds an ideophone to imitate the sound. What is the main effect of this choice?

  1. It marks the story as a formal written report.
  2. It makes the scene vivid and audible for listeners. Correct answer.
  3. It shows that the storyteller has forgotten the next episode.
  4. It replaces the need for a plot or characters.

Explanation

Ideophones are sound-symbolic expressions that dramatise action and help oral audiences imagine events. They add performance colour rather than carrying the plot alone.

Question 26Listening and Speaking (Oral Communication)

A learner reports to elders what a chief said at a community meeting. Which way of referring to the chief best fits Oshindonga formal oral register?

  1. By mimicking the chief's voice.
  2. With the proper respectful title and indirect phrasing. Correct answer.
  3. By the chief's personal nickname, to sound friendly.
  4. As 'that man who was talking', to avoid repetition.

Explanation

In Oshiwambo formal reporting, respect is shown through appropriate titles and indirect reference; this protects the chief's dignity and the speaker's credibility. Nicknames, dismissive descriptions, or mimicry can be seen as disrespectful.

Question 27Listening and Speaking (Oral Communication)

A learner receives homework instructions by telephone in Oshindonga and wants to confirm understanding. What should the learner do before ending the call?

  1. Summarise the task in own words and ask for confirmation. Correct answer.
  2. Hang up quickly and ask classmates later.
  3. Say that everything is clear even if one detail is missing.
  4. Repeat the instructions in the teacher's exact words without comment.

Explanation

Paraphrasing checks comprehension and gives the teacher a chance to correct misunderstandings immediately. Exact repetition may hide confusion, while pretending to understand risks completing the wrong task.

Question 28Listening and Speaking (Oral Communication)

An Oshiwambo folktale opens with a conventional formula before the first event. What is the main function of this opening in oral performance?

  1. It marks the start of a story and invites attention. Correct answer.
  2. It lists every character who will appear.
  3. It replaces audience participation for the rest of the tale.
  4. It gives the moral of the story before the plot.

Explanation

Formulaic openings are performance cues; they mark the shift from ordinary talk to storytelling and invite the audience to attend. They do not normally summarise the moral or the full cast.

Question 29Listening and Speaking (Oral Communication)

A learner must summarise an Oshindonga oral testimony that contains repetition, digressions, and a clear main complaint. Which strategy best preserves the speaker's meaning?

  1. Replace the complaint with the learner's own opinion.
  2. Separate the main complaint from repetitions and side stories. Correct answer.
  3. Follow the digressions in the order they appear.
  4. Keep every repeated phrase so the summary sounds faithful.

Explanation

A good oral summary distinguishes the central claim from performance repetition and incidental material. This preserves substance while removing material that would distort emphasis in a shorter report.

Question 30Listening and Speaking (Oral Communication)

At an Oshindonga community meeting, a speaker asks a question and the elders remain silent for several seconds. What is the most careful interpretation?

  1. The speaker should fill the silence by answering the question alone.
  2. Silence always means rejection, so the speaker should withdraw the question.
  3. Silence may be deliberate; the speaker should wait and watch. Correct answer.
  4. The elders have not heard the question, so the speaker should shout.

Explanation

In many oral community settings, silence can show deliberation, respect, or reluctance to speak first; it is not automatically agreement or rejection. A skilled speaker allows time and reads other cues before responding.

Question 31Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Omukunda waKandjimi owa li wa tegelela okukala nuumwene omvula tai ke ya. Aantu oya longekidha omaano, ihe omvula inaayi ya. Oshigunda osha kala sha teka nokwa li hwa pumbwa okulongitha omeya gokukuna.” Oshike osho shi li omadhiladhilo agehe gomukanda nguka?

  1. Omvula oya li ya ke ya nokwa li hwa kuna omaano.
  2. Aantu oya li ya longekidha omaano nokwa li hwa kala nokuli.
  3. Aantu yaKandjimi oya li ha yi komweya gokukuna.
  4. Oshigunda shaKandjimi osha li sha teka sho omvula inaayi ya. Correct answer.

Explanation

Omukanda nguka otagu popi kutya aantu yaKandjimi oya li ya tegelela omvula, ihe omvula inaayi ya, sha eta oshigunda sha teka. Omashendjo agehe gomukanda otaga gandja omukalo gumwe: oshigunda osha li sha teka. Omadhiladhilo agehe otaga kwathela omulesi a uve kutya oshizemo shomukanda osho shi li oshigunda sha teka.

Question 32Reading Comprehension and Text Study

Momukanda “Okukala nomagano”, omulongi okwa li a lombwelwa a longe aantu mboka ye na uuvu nowa hala okukala ya pumbwa okukwathwa. Oshike sha li sha lombwelwa omulongi?

  1. Okwa li a lombwelwa a ye koshilonga.
  2. Okwa li a lombwelwa a pe aantu omeya.
  3. Okulonga aantu mboka ye na uuvu. Correct answer.
  4. Okukala a hala okulonga aantu ayehe.

Explanation

Epulo otali pula shoka sha lombwelwa omulongi momukanda. Omukanda otagu ti: “Omulongi okwa li a lombwelwa a longe mboka ye na uuvu nowa hala okukala ya pumbwa okukwathwa.” Osho ngashingeyi, okulonga aantu mboka ye na uuvu osho shi li oshizemo shu uka.

Question 33Reading Comprehension and Text Study

Momukanda: “Oshigunda osha li sha teka, ihe aantu oya li ha yi komulandu gwokukonga omeya.” Oshike osho shi li okati yokutya “okutegelela” momukanda nguka?

  1. Okukala wa hala okulonga.
  2. Okukala wa hala okumona shimwe. Correct answer.
  3. Okukala wa hala okukala.
  4. Okukala wa hala okukutha.

Explanation

Okutegelela otaku ti okukala wa hala okumona shimwe, ngaashi omvula, muukwathimbinga. Momukanda, aantu oya li ya tegelela omvula, osho ngashingeyi okukala wa hala okumona shimwe. Oshitya shika otashi gandja omukalo gwokupopya pamwe nokukala nomutima gwokukala.

Question 34Reading Comprehension and Text Study

Oshikuku osha thiki, ihe Kalina ina ya. Aantu oya li ya kala ya tegelela. Pethimbo lyokugwana, omukulukadhi gwaKalina okwa li a lombwela aantu kutya Kalina okwa li a kwatwa komukithi. Oshike tatu vulu okuninga omatokolo kombinga yaKalina?

  1. Kalina okwa li a thiki koshikuku.
  2. Kalina okwa li a kala a tegelela aantu.
  3. Kalina okwa li a kwatwa komukithi. Correct answer.
  4. Kalina okwa li a hala okukala a fa.

Explanation

Omukanda otagu ti kutya omukulukadhi gwaKalina okwa li a lombwela aantu kutya Kalina okwa li a kwatwa komukithi. Osho ngashingeyi, omulesi ota vulu okuninga omatokolo kutya Kalina ina ya koshikuku molwaashoka okwa li a kwatwa komukithi. Omukanda itaagu popi kutya Kalina okwa li a hala okukala a fa nenge a thiki koshikuku.

Question 35Reading Comprehension and Text Study

Momukanda gumwe omukulukadhi okwa li a tilila ngaashi ombwa. Oshike osho shi li omukalo gwokupopya tagu longithwa momukanda nguka?

  1. Omukalo gwokupa oshinima omwenyo (personification)
  2. Omukokoto (metaphor)
  3. Oshifaneko (simile) Correct answer.
  4. Omaudhano (hyperbole)

Explanation

Oshifaneko (simile) ohashi faneka shinima shimwe naashimwe, ashike otashi longitha oshitya “ngaashi” nenge “nga”. Momukanda, omukulukadhi okwa li a tilila ngaashi ombwa, osho shi li oshifaneko. Omukokoto (metaphor) iha longithe “ngaashi”; omaudhano (hyperbole) okuyelela; personification okupa oshinima omwenyo.

Question 36Reading Comprehension and Text Study

Petameko lyomukanda, Meme Nangula okwa li a hanauna po oshimaliwa shehe a konge oshikolo. Aantu oya li ya kumwa, ihe Meme Nangula okwa li e shi shii kutya oshilonga osho otashi ka kwathela aantu ye. Omolwashike Meme Nangula a hanauna po oshimaliwa?

  1. Okwa li a hala okukala e na oshimaliwa.
  2. Okwa li a hala okukwathela aantu ye. Correct answer.
  3. Okwa li a hala okukala omukulukadhi.
  4. Okwa li a hala okukonga oshikolo.

Explanation

Omukanda otagu ti kutya Meme Nangula okwa li a hanauna po oshimaliwa shehe a konge oshikolo, ihe okwa li e shi shii kutya oshilonga osho otashi ka kwathela aantu ye. Omolwashike, omukalo gwe otagu ulike kutya okwa li a hala okukwathela aantu ye. Okukonga oshikolo osho oshilonga, ihe omukalo gwe omukwathelo.

Question 37Reading Comprehension and Text Study

Omulongi okwa ti: “Ohandi ka ya koshikolo mangulukwe.” Oshike osho shi li omukalo gwa dhika gwokuhanagula omapopya ngoka momukalo gwokupopya gomuntu omukwawo?

  1. Omulongi okwa ti kutya ohandi ka ya koshikolo mangulukwe.
  2. Omulongi okwa ti: ohandi ka ya koshikolo mangulukwe.
  3. Omulongi okwa ti kutya ota ka ya koshikolo mangulukwe. Correct answer.
  4. Omulongi okwa ti kutya okwa li a ya koshikolo mangulukwe.

Explanation

Okuhanagula omapopya gomuntu (direct speech) otaku longitha “kutya” nosho wo okugandja omapopya pehala lyomuntu. Momukanda, omulongi okwa ti kutya ota ka ya koshikolo mangulukwe; okwa li e shi popi kehe gumwe. Omapopya gomuntu otaga pumbwa okuhindura kangendinga tuu.

Question 38Reading Comprehension and Text Study

Omukanda “Omaano gOmukunda” otagu ti: “Aantu yaKandjimi oya li ya longekidha omaano gawo nokwa li ya tegelela omvula. Omvula inaayi ya, ihe aantu inaa kala ya teka omukumo. Oya li ya kala ya longa omaano gawo nokwa li ya kala ya tegelela omvula.” Oshike osho shi li omukalo gwomukanda nguka?

  1. Okukala wa teka omukumo.
  2. Okukala wa tegelela nokukala nomukumo. Correct answer.
  3. Okukala wa hanauna po.
  4. Okukala wa hala okukala.

Explanation

Omukalo gwomukanda otagu holola uuvu womupopi nenge omukalo gwomukanda. Momukanda, aantu oya li ya tegelela omvula, ihe inaayi ya, ihe inaa kala ya teka omukumo; oya li ya kala nomukumo. Osho ngashingeyi omukalo gomukanda ogwo okukala wa tegelela nokukala nomukumo.

Question 39Reading Comprehension and Text Study

Oshikuku shokukonga omeya osha li sha teka. Aantu oya li ya kala ya tegelela omvula, ihe omvula inaayi ya. Oya li ya kala ya longa omaano gawo nokwa li ya kala ya tegelela. Oshigunda osha li sha teka, ihe aantu inaa kala ya teka omukumo. Oshike osho shi li omukalo gwa dhika gwokuhwepo (summary) gwa dhika gomukanda nguka?

  1. Aantu oya li ya tegelela omvula, ihe inaayi ya, ihe oya li ya kala nomukumo. Correct answer.
  2. Aantu oya li ya longa omaano nokwa li ya kala ya tegelela omvula.
  3. Oshigunda osha li sha teka nokwa li hwa pumbwa omeya.
  4. Aantu oya li ya teka omukumo sho omvula inaayi ya.

Explanation

Okuhwepo otaku pumbwa okukutha omadhiladhilo agehe gomukanda nokugandja omukalo gumwe gwa dhika. Omukanda otagu ti aantu oya li ya tegelela omvula, ihe inaayi ya, ihe inaa teka omukumo. Oshizemo shika otashi gumu omadhiladhilo agehe; osho ngashingeyi osho shi li omukalo gwa dhika gwokuhwepo.

Question 40Reading Comprehension and Text Study

Omafano ge na oshitya “Oshiti shimwe itaashi ningi omukunda” otaga ti shike?

  1. Omiti otashi kala momukunda.
  2. Omuntu gumwe ita vulu okulonga ayihe peke. Correct answer.
  3. Omukunda otagu pumbwa omiti.
  4. Oshiti shimwe otashi vulu okuninga omukunda.

Explanation

Omafano ge na oshitya “Oshiti shimwe itaashi ningi omukunda” otaga ti omuntu gumwe ita vulu okulonga ayihe peke. Oshiti shimwe itaashi vulu okuninga omukunda; otashi pumbwa omiti dhindji. Osho ngashingeyi, omuntu gumwe ita vulu okulonga ayihe peke, otashi pumbwa okukwathelwa.

Question 41Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Omukunda gwokulanditha oya li ha gu ningi etwalemo lyomukunda waNehale. Aantu oya li ha yi ko okulanditha omaano gawo nokugula oshikulya. Omukunda ngoka oya li ha gu ningi owala omasiku gatatu momwedhi, ihe aantu oya li ha gu tegelela nokuli.” Oshike osho shi li oshinima shimwe shomukanda ngoka?

  1. Omukunda waNehale owa li wa teka.
  2. Aantu oya li ha landitha omaano gopevi.
  3. Omukunda gwokulanditha oya li etwalemo lyomukunda. Correct answer.
  4. Aalongwa oya li ha yi koshikolo.

Explanation

Omukanda otagu popi kombinga yomukunda gwokulanditha, ngoka gwa li hashi ningi etwalemo lyomukunda. Omatokolo agehe gamwe oga pumbwa okukala ga humbata oshinima shimwe shoka sha popiwa momukanda. Oshitya 'etwalemo' otashi ti oshinima shoka hashi itaalwa kuyo.

Question 42Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Aalongwa oya li ha popi noonkondo momukunda gwokulonga. Omulongi okwa ti: ‘Onda hala tu kale tu na ombili, notu kale tu na omutse gumwe.’ Aalongwa oya li ya uvite ko kutya omulongi okwa hala ya longe kumwe.” Momukanda, oshitya 'ombili' otashi ti shike?

  1. Okukala ku na omeya
  2. Okukala ku na oonkondo
  3. Okukala kwaa na omukundu Correct answer.
  4. Okukala ku na omaano

Explanation

Oshitya 'ombili' otashi ti okukala kwaa na omukundu nenge okukala kwaa na omukundu. Momukanda, omulongi okwa hala aalongwa ya longe kumwe nokukala ya humbata omutse gumwe. Oshitya shoka otashi longo ngeyi momukalo gwokupopya.

Question 43Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Oshikolo shoka sha li momukunda osha li sha pumbwa oonkondo. Aalongwa oya li ha yi koshikolo okupula omulongi omapulo, ihe omulongi okwa li e na omapulo mang i. Aantu oya li ya tokola okulongela kumwe opo oshikolo shi mone oonkondo.” Oshike osho shi li omukalo omwaanawa gwokufupipika omukanda ngoka?

  1. Aalongwa oya li ha yi koshikolo okupula omapulo.
  2. Oshikolo osha li sha pumbwa omulongi gumwe.
  3. Omulongi okwa li e na omapulo mang i.
  4. Aantu oya li ya tokola okulongela kumwe opo oshikolo shi mone oonkondo. Correct answer.

Explanation

Okufupipika omukanda otaku ti okuholola oshinima shimwe shoka sha simana momukanda. Momukanda, oshinima shoka sha simana osho aantu ya tokola okulongela kumwe opo oshikolo shi mone oonkondo. Omatokolo gamwe otaga holola owala oshinima shimwe shoka inaashi simana.

Question 44Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Maria okwa li ha lesha omukanda sigo uusiku. Aantu oya li ha ti kuye: ‘Oto ka kala wa vulu okulonga.’ Maria ina a hala okupopya, ihe okwa li ha yamukula owala nokumweno. Esiku limwe omulongi okwa li a pula Maria epulo, ndele Maria okwa li a yamukula nokuli omulongi ina a tegelela.” Oshike tu na okuuda ko kombinga yaMaria?

  1. Maria okwa li omukulukadhi gwa li ha popi unene.
  2. Maria okwa li a tila omulongi.
  3. Maria okwa li omulongwa e na omayeleko. Correct answer.
  4. Maria okwa li a hala okukala a fa aantu mboka ye na ombili.

Explanation

Omukanda otagu holola Maria ta lesha sigo uusiku nokwa yamukula epulo lyomulongi momukalo gwa kumitha. Shoka otashi holola kutya Maria okwa li e na omayeleko nokwa li a longekidha. Okupopya owala nokumweno otashi holola kutya ka li a hala okupopya unene.

Question 45Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Omukanda nguka otagu popi kombinga yomukalo gwokulonga nawa. Otagu ti kutya aalongwa oye na okukala ya longekidha omapulo gawo manga inaa ya mo okulonga. Otagu ti wo kutya omulongi e na okukala a longekidha omapulo ge. Otagu gandja omukalo gumwe: okulesha omukanda gumwe omasiku agehe.” Omulandu gwashike omuhandjo gwomukanda ngoka?

  1. Okuninga omukanda gwomapulo.
  2. Okupopya kombinga yomukunda waNehale.
  3. Okulombwela aalongwa omukalo gwokulonga nawa. Correct answer.
  4. Okuholola omukalo gwokulanditha omaano.

Explanation

Omukanda otagu gandja omayele kombinga yomukalo gwokulonga nawa, otagu ti aalongwa na omulongi oye na okulongekidha. Omulandu gwagu otagu holola kutya otagu hala okukwathela aantu ya longe nawa. Omatokolo gamwe otaga popi oshinima shoka inaashi popiwa momukanda.

Question 46Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Omulume okwa li a yi komukunda gwokulanditha a ka lande oshikulya. Ihe omukunda gwa li gwa thika, aantu oya li ya kala ya tegelela. Omulume okwa li a kala a tegelela sigo okwa fa e na ondjala.” Oshike osho shi li omukalo gwokupopya gwomukanda?

  1. Gwa tegelela Correct answer.
  2. Gwu udha ombili
  3. Gwa nyanyukwa
  4. Gwa tila

Explanation

Omukanda otagu holola omulume a tegelela momukunda gwokulanditha sigo a fa e na ondjala. Oshitya 'tegelela' otashi holola omukalo gwokupopya gwa tegelela. Omukalo gwokupopya otagu hololwa komashitya ngoka taga longithwa momukanda.

Question 47Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Omukanda otagu patuluka ngeyi: petameko otagu lombwele omukundu, omanga otagu lombwele omukalo gwokugwana omukundu, omanga otagu lombwele oshinima shoka sha ningwa.” Oshike osho shi li omukalo gwokupangula omukanda?

  1. Okupangula komasiku
  2. Okupangula komapulo
  3. Okupangula komadhina
  4. Okupangula komukundu, okugwana, noshinima sha ningwa Correct answer.

Explanation

Omukanda otagu patuluka momukalo gwokupopya omukundu, omukalo gwokugwana omukundu, noshinima shoka sha ningwa. Shoka osho shi li omukalo gwokupangula omukanda. Omatokolo gamwe otaga popi omikalo dhokupangula ndhoka inaadhi popiwa.

Question 48Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Josef okwa li ha kala a hala okulonga koshikolo, ihe ye okwa li a hala a longe momapya. Josef okwa li ha pula ye: ‘Omolwashike ino hala ndi ye koshikolo?’ Ye okwa li ha yamukula: ‘Oshikolo oshi na okukala oshinima shimwe.’ Josef okwa li a tokola okulonga momapya, ihe okwa li ha lesha omukanda omasiku agehe.” Omolwashike Josef a tokola okulonga momapya?

  1. Omolwa okwa li a tila omapya.
  2. Omolwa okwa li a kala a pumbwa oshikulya.
  3. Omolwa okwa li a hala okukala omulongi.
  4. Omolwa ye okwa li a hala a longe momapya. Correct answer.

Explanation

Omukanda otagu ti kutya ye okwa li a hala Josef a longe momapya, nokutya Josef okwa li a tokola okulonga momapya. Shoka otashi holola kutya Josef okwa li a tokola shoka ye a hala. Omukanda inagu popi kutya Josef okwa li a hala okukala omulongi nenge a tila omapya.

Question 49Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Omulume okwa li a ti: ‘Oshikolo shetu osho omuti.’ Aantu oya li ya kumwa, ihe omulume okwa li a hala okutya oshikolo shetu osho oshinima shoka hashi gandja omayeleko.” Oshitya ‘Oshikolo shetu osho omuti’ otashi ti shike?

  1. Oshikolo osha li omuti washili
  2. Oshikolo osha li oshikulya
  3. Oshikolo osha li oshinima hashi landitha omaano
  4. Oshikolo osho oshinima hashi gandja omayeleko Correct answer.

Explanation

Omukanda otagu ti omulume okwa li a hala okutya oshikolo shetu osho oshinima shoka hashi gandja omayeleko, hasho omuti washili. Shoka osho shi li omukalo gwokufaneka, moka omuntu ta longitha oshitya shimwe opo a holole oshinima shimwe. Omukalo nguka otagu longithwa okuholola omayeleko.

Question 50Reading Comprehension and Text Study

Lesha omukanda tagu landula, ngame u yamukule epulo: “Omukanda gumwe otagu popi kombinga yomulume ngoka a li a hala okulonga koshikolo, ihe ye okwa li a hala a longe momapya. Omukanda gumwe otagu popi kombinga yomukulukadhi ngoka a li a hala okulonga momapya, ihe ye okwa li a hala a longe koshikolo. Aantu yawo ayehe oya li ya tokola okulonga kumwe.” Oshike osho shi li oshinima shimwe shomukanda?

  1. Aantu inaa hala okulonga.
  2. Oshikolo oshi na okukala oshinima shimwe.
  3. Okulongela kumwe otaku vulu okugwana omukundu. Correct answer.
  4. Okulonga momapya ohaku kwata olwala.

Explanation

Omukanda otagu holola aantu yaali mboka ya li ye na omahalo ga yooloka, ihe oya li ya tokola okulongela kumwe. Shoka otashi holola oshinima shimwe: okulongela kumwe otaku vulu okugwana omukundu. Omatokolo gamwe otaga popi oshinima shoka inaashi popiwa nenge shoka inaashi hololwa.