ENG6: COMPREHENSION II

English comprehension for Primary Six level. Reading excerpts and responding to questions about them to determine the level of understanding of said excerpt. Term Two

 

FAMILY RELATIONSHIPS.

Afraid of, brother in law, sister in law, mother in law, half, half sister, niece, nephew, aunt, uncle, marry, marriage, cousin, look after, respect, daughter, son, relatives.

Find one word to replace the underlined group of words.

  1. My brother’s daughter, Viola is coming to visit me next week.
  2. Nyakato is my father’s daughter but not my mother’s.
  3. I am going to the village to visit my uncle’s son.
  4. The father to my father loves us very much.
  5. Ibanda and Nabirye will soon be husband and wife.
  6. My aunt is a lady who lost her husband.

Family Tree

Study the family tree below and answer the questions that follow in full sentences.

Image result for the family tree

Key

= means married

  1. Who are the grandparents according to this family tree?
  2. What does Namono call Mundu?
  3. How many sons and daughters have Mundu and Seera?
  4. What is the relationship between Gidudu and Wanjusi?
  5. How many grand children does Mrs. Mundu Seera have ?
  6. What does Nandudu call Maseete?
  7. How is Nafuuna related to Nambi ?
  8. Who is a niece?
  9. What does Namono call Masaba?
  10. Why do you think Nyerere cannot marry Nambi?

OUR FAMILY. 

(a) Vocabulary

Siblings, elders, adult, age, old, chores, family tree, responsibilities, relationship, young,

youth, triplets, twins , lad, lass

Write the plural form of these compound words

Singular plural

  1. father-in-law                   ……………………………………
  2. sister-in-law ……………………………………
  3. brother-in-law ……………………………………
  4. step-child ……………………………………
  5. cousin-sister …………………………………..

Write the opposite of the following words.

  1. nephew ……………………………
  2. uncle ……………………………
  3. bachelor …………………………….
  4. widower …………………………….
  5. husband …………………………….

 

TAILORING.

(a) Vocabulary

tailor, seam, seamstress, garment, stitch, material, cloths, clothes, thread, patch, weave, bobbin, knitting, button, tape measure, texture, zip, hemming, scissor, roughness, sewing machine, thimble, article, customer.

 

(b) Write the opposite of the following words.

  1. cheap …………………………………
  2. tailor ………………………………..
  3. hard …………………………………
  4. tall ………………………………..
  5. buying …………………………………
  6. expensive ………………………………….

 

(c) Use the correct form of the words given in the brackets to complete the

 sentences.

  1. When my school uniform got……………., I took it to the tailor for repair. (tear)
  2. My father has a ………………….machine. (tailor)
  3. Her sweater has been badly ……………………………(weave)
  4. The tailor had not yet………………..my cloth when he collapsed. (sewing)
  5. My sister bought a ………………….jacket from Owino.(wool)

 

 

Read the passage and answer the questions that follow in full sentences.

HARD WORK PAYS.

Martin Mugambe, aged 30, is a young but professional tailor in Kiyembe Market, Lirongwe Masaka District.  He has a family of three boys and two girls.  All his children are studying in good schools.  It is through his creativity and hard work in fashion wear that he has been able to take care of his family very successfully.

Martin started this business as an individual by knitting sweaters and weaving table clothes, selling them to relatives and friends.  Out of it, he managed to acquire an electric sewing machine which helped him to make work easier and quicker.  He would buy materials from Kampala and make fashionable garments and sell them from door to door.  This attracted many customers.

Martin’s friends and relatives supported him greatly and some of them connected him to some schools around. He made school uniforms and sweaters and sold them at lower prices.  This made him to be popular in the area.  His business expanded and he decided to start a Professional Tailoring School.

In his school, would be taught how to develop skills in tailoring, weaving, patching torn clothes, hemming and stitching materials and sorting buttons. He created jobs for low income earners.  Most of these people have been encouraged to start their own self help projects.  They have put up retail shops which sell items like needles, buttons, thread, zips, scissors, and seams and already made garments.

Martin’s hard work and creativity has helped him to develop steadily and he is one of the richest people we have in town today.  It is very true that indeed hard work pays a lot.

 

Questions

  1. How old is Martin Mugambe?
  2. What is the work of Martin Mugambe?
  3. Which district does Martin come from?
  4. How many children does Martin have?
  5. How did he start his business?
  6. Who made Martin to be popular in the area?
  7. Write any three activities done in his school?
  8. What did Martin do when his business expanded?
  9. How many girls and boys does Martin have?
  10. What helped Martin to develop very fast?
  11. What are retail shops?
  12. Write a suitable title to the story?

CARPENTRY

(a) Vocabulary

Carpenter, carpentry, drill, glue, plane, furniture, planks, polish, saw, varnish, tools,

wooden, screw, hammer, spanner, mallet, sandpaper, clamp

(b) Give the plural form of the following words.

  1. stool
  2. furniture
  3. bench
  4. wood
  5. property

(c) Rewrite the following sentences in the passive form.

  1. A carpenter makes furniture.
  2. John has bought an expensive set of chairs.
  3. I am sitting on a stool.
  4. They took broken chairs to the carpenter
  5. He will make the wood smooth.

Read the dialogue and answer the questions that follow in full sentences.

A VISIT TO A CARPENTRY WORKSHOP

Carpenter:  I am pleased to see you, dear pupils of St. Agnes primary school.

Pupils:  Thank you! We have great pleasure of meeting you too.

Carpenter: Where is the teacher who has accompanied you?

Pupils: He is still in the school truck.  He is Mr. Kisakye our teacher of English in P.6.

Carpenter:  Would you like to ask any questions, please?

Pupils:  Certainly, Mr. Carpenter.  We have just learnt about carpentry. What is a plane used for?

Carpenter: To make the wood smooth.

Pupils: Thank you, Mr. Carpenter.  What do we need to make a chair?

Carpenter: You need some wood, a plane, a saw, some nails and varnish.

Pupils:  That’s wonderful! What steps do you take to make a chair?

Carpenter:  First you plane the wood, next you cut it into pieces, then you fix the pieces firmly together using nails and a hammer.

Pupils:  Mr.  Carpenter, what do you do when you want to polish a chair or any other piece of furniture?

Carpenter:  First, you make it smooth using sandpaper, next you polish it using varnish and a brush, and then you put the chair in the sun to dry.

Pupils: Dear sir, will you please tell us why you apply varnish to wooden objects?

Carpenter:  Well, we polish wooden objects with varnish to make them shiny and good looking.

Pupils:  We didn’t know all this information about carpentry.  Thank you very much, Mr. Carpenter.  Good bye.

Carpenter:  Not at all.  Thank you for coming.  Good bye.

 

Questions.

  1. Where do you think this dialogue took place?
  2. Which class visited the carpentry workshop?
  3. Who accompanied the pupils to the workshop?
  4. Why did the pupils visit the carpentry workshop?
  5. Do you think the carpenter was co-operative? Give a reason to support your answer.
  6. How does a carpenter make wood smooth?
  7. Why do carpenters polish wooden objects according to the dialogue?
  8. How did the pupils travel to the workshop?
  9. From which school were the tourists?
  10. What is a saw used for according to the dialogue?

 BAKING.

(a) Vocabulary

bake, bakery, dough, flour, icing sugar, oven knead, tray, a pinch of salt, powder,

butter, slices of bread, tiers, cake.

(b) Rewrite the sentences giving the plural form of the words in brackets.

  1. The ……………..tasted very nice. (slice)
  2. The …………..where the cakes were put may be damaged.(box)
  3. Do you think the ………..will be enough? (a pinch of salt)
  4. The …………..made a lot of profit after selling the bun. (baker)
  5. Which ………….will you use to mix the dough? (dish)
  6. The biscuits may have been eaten by the ………………….(child)
  7. Do you need to add…….when baking cakes? (yeast)
  8. I shall buy the ………from Ali’s bakery. ( a loaf of bread)
  9. Some people add……to…..for better taste. (icing sugar/bread)
  10. All the ……………..could not work even after they were repaired. (switch)

 

KEEPING ANIMALS.

(a) Vocabulary.

Domestic, wild, tame, butchery, butcher’s, butcher, pen, ticks, kennel, bullock, veal, beef, dairy, hide, herds man, paddock, pigsty, cans, heifer, ewe, shepherd, lamb, flock, herd, wool, woolen, cow dung, skin, graze

(b) Rewrite the sentences using the opposites of the underlined words.

  1. Kalnda thinks that a peacock is the most beautiful bird in the world.
  2. Sarah sold the bullock to the butcher.
  3. When the dog barked, the hen jumped to a nearby tree branch.
  4. The Billy goat has to be pulled to the grazing ground.
  5. The boar is the heaviest of all the pigs in the sty.

(c) Give the plural forms of the following words.

  1. puppy.
  2. sty
  3. pig sty
  4. ox
  5. fox
  6. ewe
  7. kitten
  8. calf
  9. donkey
  10. milkman

(d) Structures(i) Where does……? (ii)  Where do………?

  1. Where does a dog live?
  2. Where do bees live?
  3. Where does a rabbit live?
  4. Where do heifers live?
  5. Where does an elephant live?

Below is an important notice found on the wall of a big shop in Nakasongola district.

Read it carefully and answer the questions that follow in full sentences.

 

 THE OFFICE OF THE VETERINARY OFFICER,

 NAKASONGOLA DISTRICT.

 P.O. BOX 15  NAKASONGOLA.

 

NOTICE

ALL FARMERS IN NAKASONGOLA DISTRICT MUST

LEAD THEIR COWS, BULLS, CALVES, SHEEP,

GOATS, DOGS AND CATS TO THE DISTRICT VET

OFFICES FOR VACCINATION WITHOUT FAIL OR

ELSE THERE WILL BE QUARANTINE FOR TWO

MONTHS.

 

MALOBA  BAPTIST

 VETERINARY OFFICER

 

  1. Where is this notice found ?
  2. Who has written this notice?
  3. How will the animals reach the district vet. Offices?
  4. Why must the farmers take their animals to the district vet. Offices?
  5. Which animals will be vaccinated according to the notice?
  6. What will happen if the farmers don’t take their animals for vaccination?
  7. Give the meaning of ‘without fail” in the notice.
  8. How long is the quarantine likely to last?

GRAPH INTERPRETATION (MR. KAHERU’S DAIRY FARM)

(a) Vocabulary

Mean , difference, horizontal, vertical axis, unit , maximum, minimum, average, bar graph, highest, lowest.

(b) Complete the sentences using words given in the brackets.

  1. The teacher asked the pupils to tell the …………..between a mouse and a mouse trap.

(different)

  1. Mother told her daughter to cut the cake in half………….(horizontal)
  2. John shifted his position from the horizontal to the ……………(vertex)
  3. The ………….. of this graph is rather hard. (interpret)
  4. What was the ………………….number of attendance?(maximize)

TIME TABLE (A TRIP TO KASESE)

(a) Vocabulary

Time out, time lag, duration, distance, time, half past, hours, before, after, immediately, tour, trip, view, accommodation, minutes, duties

(b)  Write the full form of the following abbreviations.

  1. etc 6. eg
  2. via 7. viz
  3. p.m 8. a.m
  4. Tue. 9. Feb
  5. Jan. 10.p.a

(c) Rewrite the following sentences using these structures

Immediately …../shortly…../No sooner……./s soon as……

Examples

  1. When the pupils entered the supermarket, they started buying all sorts of items.

(a)  As soon as the pupils entered the supermarket, they started buying all sorts of items.

(b)  The pupils started buying all sorts of items as soon as they entered the supermarket.

(c)  No sooner had the pupils entered the supermarket than they started buying all sorts

of items.

(d)  Shortly after entering the supermarket, pupils started buying all sorts of items.

  1. When the teacher announced the trip to Kasese, all the pupils became excited.

(a) ………………………………………………………………………..

(b) ………………………………………………………………………..

(c) …………………………………………………………………………

(d) ………………………………………………………………………..

  1. Hardly had the pupils entered the car when they got scared.

(a) ………………………………………………………………………

(b) ………………………………………………………………………

(c) ………………………………………………………………………

(d) ……………………………………………………………………….

(d)  The table below shows some highlights of the Primary Six Trip to Kasese which took place on 1st – 5th May 2013 Study it carefully and answer questions that follow in full sentences.

 

DATEPLACEACTIVITYWHAT WAS SEEN
Mon.2nd 2013Fort Portal Kabarole District-visit Kichwamba-view the portrait of Sir.Gerald Portal-view Mt. Rwenzori ranges-tour the Rubombora caves

-climb Mt. Rwenzori ranges.

-tour the Nyakasura crater lakes.

-shopping from the supermarket

-the mass graves-the portrait of Sir Gerald Portal-the ranges of Mt. Rwenzori-the  breasts of Nyinamwiiru.

-tea estates

-the crater lakes

– a huge supermarket

 

Tue. 3rd May2013Kasese District-tour the Bugoye Power Station-climb Mt. Rwenzori ranges-tour Kilembe Mines-going through the tunnel-Hydro electric power station.- a man-made water fall-River Bugoye-copper-ore

-tunnels

-the source of R. Bugoye

-Mt. Rwenzori ranges

-Coffee plantations.

Wed. 4th May2013Kasese District-visit the Kazinga Channel-boat riding on Kazinga Channel(most enjoyable)-game park ride-visit Katwe Salt Mining

-park for a return journey.

-fish mongers-a lot of hippos, buffaros, elephants and crocodiles.-Mweya Safari Lodge-Queen Elizabeth National Park

-Lake George and Lake Edward

-Kazinga Channel

-other wild animals e.g four lions, water burgs, etc

 

Questions

  1. What class had a trip to Kasese?
  2. Which part of Uganda is Kasese found?
  3. When did the trip take place?
  4. What did the pupils see in the Rubombora caves?
  5. According to the table, which physical feature was commonly seen in both districts?
  6. What activity did the pupils enjoy most on Kazinga Channel?
  7. Name the two lakes which are joined by Kazinga Channel?
  8. How many lions did the pupils see in the national game park?
  9. Why do you think a trip of this kind is important to the pupils?
  10. Write these abbreviations in full.
  • eg (ii) etc

ASSIGNMENT : COMPREHENSION II assignment MARKS : 10  DURATION : 1 week, 3 days

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