Change the given sentences into the simple present tense: (a) She was running to the station. (b) I am not eating rice. (c) Are they not playing football? (d) We were reading a novel.

1. She was running to the station. (1 mk)
2. She was running to the station. (1 mk)
3. I am not eating rice. (1 mk)
4. I am not eating rice. (1 mk)
5. Are they not playing football? (1 mk)
6. Are they not playing football? (1 mk)
7. We were reading a novel. (1 mk)
8. We were reading a novel. (1 mk)

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Rewrite the given sentences according to the instructions given in brackets: (a) If you hurry up, you will catch the bus. (use unless) (b) If I knew the truth, I would have told you. (use future tense) (c) Unless she studies hard, she will not pass the examination. (change into if form) (d) If you speak loudly, people will hear you. (use unless)

1. If you hurry up, you will catch the bus. (use unless) (1 mk)
2. If you hurry up, you will catch the bus. (use unless) (1 mk)
3. If I knew the truth, I would have told you. (use future tense) (1 mk)
4. If I knew the truth, I would have told you. (use future tense) (1 mk)
5. Unless she studies hard, she will not pass the examination. (change into if form) (1 mk)
6. Unless she studies hard, she will not pass the examination. (change into if form) (1 mk)
7. If you speak loudly, people will hear you. (use unless) (1 mk)
8. If you speak loudly, people will hear you. (use unless) (1 mk)

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Outline four ways in which a teacher can develop pupils’ listening skills in an English language lesson.

1. Outline four ways in which a teacher can develop pupils’ listening skills in an English language lesson. (4 mk)

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(a) Differentiate between a phrase and a clause. (b) Differentiate between a paragraph and an essay.

1. Differentiate between a phrase and a clause. (2 mk)
2. Differentiate between a phrase and a clause. (2 mk)
3. Differentiate between a paragraph and an essay. (2 mk)
4. Differentiate between a paragraph and an essay. (2 mk)

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Explain the following literary concepts: (a) Alliteration (b) Hyperbole (c) Irony (d) Symbolism

1. Alliteration (1 mk)
2. Alliteration (1 mk)
3. Hyperbole (1 mk)
4. Hyperbole (1 mk)
5. Irony (1 mk)
6. Irony (1 mk)
7. Symbolism (1 mk)
8. Symbolism (1 mk)

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Mention four advantages of using songs and poems in teaching English at primary level.

1. Mention four advantages of using songs and poems in teaching English at primary level. (4 mk)

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Fill in the blank spaces with the correct form of the verb in brackets. (c) They (go) to Dar es Salaam last week. (d) She (see) her uncle yesterday.

1. He (write) three letters yesterday. (1 mk)
2. He (write) three letters yesterday. (1 mk)
3. They (go) to Dar es Salaam last week. (1 mk)
4. The baby (cry) for a long time last night. (1 mk)
5. The baby (cry) for a long time last night. (1 mk)
6. She (see) her uncle yesterday. (1 mk)
7. They (go) to Dar es Salaam last week. (1 mk)
8. She (see) her uncle yesterday. (1 mk)

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Join the sentences given according to the instructions in brackets: (a) The teacher was sick, he taught the lesson. (use although) (b) We reached school late, the bus left. (use despite) (c) It was raining heavily, children went to play. (use in spite of) (d) My brother was tired, he completed the assignment. (use although)

1. The teacher was sick, he taught the lesson. (use although) (1 mk)
2. The teacher was sick, he taught the lesson. (use although) (1 mk)
3. We reached school late, the bus left. (use despite) (1 mk)
4. We reached school late, the bus left. (use despite) (1 mk)
5. It was raining heavily, children went to play. (use in spite of) (1 mk)
6. It was raining heavily, children went to play. (use in spite of) (1 mk)
7. My brother was tired, he completed the assignment. (use although) (1 mk)
8. My brother was tired, he completed the assignment. (use although) (1 mk)

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Identify four classroom activities a teacher can use to improve pupils’ writing skills.

1. Identify four classroom activities a teacher can use to improve pupils’ writing skills. (4 mk)

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Correct the errors in the following sentences: (a) He do his homework every day. (b) She have gone to the shop. (c) They was playing in the field. (d) I am knowing the answer.

1. He do his homework every day. (1 mk)
2. He do his homework every day. (1 mk)
3. She have gone to the shop. (1 mk)
4. She have gone to the shop. (1 mk)
5. They was playing in the field. (1 mk)
6. They was playing in the field. (1 mk)
7. I am knowing the answer. (1 mk)
8. I am knowing the answer. (1 mk)

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Construct five sentences in the simple future tense to express intentions. (b) Construct five sentences in the present continuous tense to show ongoing actions.

1. Construct five sentences in the simple future tense to express intentions. (5 mk)
2. Construct five sentences in the simple future tense to express intentions. (5 mk)
3. Construct five sentences in the present continuous tense to show ongoing actions. (5 mk)
4. Construct five sentences in the present continuous tense to show ongoing actions. (5 mk)

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Discuss in five points the significance of oral literature in the teaching and learning of English language in Tanzanian schools.

1. Discuss in five points the significance of oral literature in the teaching and learning of English language in Tanzanian schools. (10 mk)

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Explain five techniques you can use to help pupils differentiate between direct and indirect speech, and provide one example for each.

1. Explain five techniques you can use to help pupils differentiate between direct and indirect speech, and provide one example for each. (10 mk)

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Explain six challenges that teachers face when using group discussion in English language teaching.

1. Explain six challenges that teachers face when using group discussion in English language teaching. (15 mk)

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Analyse five qualities of a good English teacher at the primary school level.

1. Analyse five qualities of a good English teacher at the primary school level. (15 mk)

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Describe six stages of teaching a reading comprehension lesson in English.

1. Describe six stages of teaching a reading comprehension lesson in English. (15 mk)

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