Identify the coordinators and the functions performed by each in the following sentences: (a) He worked a lot and earned enough money. (b) She did not tighten the<bos> but the water was still hot. (c) We can put the note on the TV or on the refrigerator. (d) The weather is cool but it is not favourable for sports.

1. Identify the coordinator and its function. (1 mk)
2. Identify the coordinator and its function in 'He worked a lot and earned enough money.' (1 mk)
3. Identify the coordinator and its function. (1 mk)
4. Identify the coordinator and its function in 'She did not tighten the lid but the water was still hot.' (1 mk)
5. Identify the coordinator and its function in 'We can put the note on the TV or on the refrigerator.' (1 mk)
6. Identify the coordinator and its function. (1 mk)
7. Identify the coordinator and its function. (1 mk)
8. Identify the coordinator and its function in 'The weather is cool but it is not favourable for sports.' (1 mk)

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Analyse briefly four language teaching methods.

1. Analyse a language teaching method. (2 mk)

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Punctuate the following sentences: (a) Oh something has gone into my eye (b) What a rude husband (c) To say the least students should study hard in order to pass their examinations (d) Do the buses run every day

1. Punctuate 'Oh something has gone into my eye' (1 mk)
2. Punctuate the sentence. (1 mk)
3. Punctuate the sentence. (1 mk)
4. Punctuate 'What a rude husband' (1 mk)
5. Punctuate 'To say the least students should study hard in order to pass their examinations' (1 mk)
6. Punctuate the sentence. (1 mk)
7. Punctuate the sentence. (1 mk)
8. Punctuate 'Do the buses run every day' (1 mk)

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Use four points to identify stages to be followed by an English Language teacher when teaching vocabulary in the classroom.

1. Stage 4: Consolidation/Review (1 mk)

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Explain briefly four benefits of word reference materials.

1. Benefit 4 (1 mk)

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Mention four activities suitable for developing listening sub-skills to form one students.

1. Activity 4 (1 mk)

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Explain briefly with one example for each how the following sounds are produced: (a) dental sound (b) Labial dental sound (c) An alveolar sound (d) A palatal sound

1. Explain the production of a dental sound with an example. (1 mk)
2. Explain the production of a dental sound with an example. (1 mk)
3. Explain the production of a labial-dental sound with an example. (1 mk)
4. Explain the production of a labial dental sound with an example. (1 mk)
5. Explain the production of an alveolar sound with an example. (1 mk)
6. Explain the production of an alveolar sound with an example. (1 mk)
7. Explain the production of a palatal sound with an example. (1 mk)
8. Explain the production of a palatal sound with an example. (1 mk)

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Explain briefly in four points the application of constructivism in the teaching and learning process.

1. Application 4 (1 mk)

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Differentiate reading aloud from silent reading using four points.

1. Point 4 (1 mk)

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Name and explain briefly the types of figurative language to be used in the following sentences: (a) He is a monkey at his position as a goal keeper. (b) The hens were embracing to each other. (c) Waoh! That is marvelous! (d) The food is as scarce as teeth in the hen’s mouth.

1. Name and explain the figurative language in 'He is a monkey at his position as a goal keeper.' (1 mk)
2. Identify and explain the figurative language. (1 mk)
3. Identify and explain the figurative language. (1 mk)
4. Name and explain the figurative language in 'The hens were embracing to each other.' (1 mk)
5. Identify and explain the figurative language. (1 mk)
6. Name and explain the figurative language in 'Waoh! That is marvelous!' (1 mk)
7. Identify and explain the figurative language. (1 mk)
8. Name and explain the figurative language in 'The food is as scarce as teeth in the hen’s mouth.' (1 mk)

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Analyse six strengths of oral literature.

1. Strength 6 (1 mk)

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Show in five points how friends can use the rules of conversation for communication.

1. Point 5 (1 mk)

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In six points the guidelines to be followed in narrative writing.

1. Guideline 6 (1 mk)

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Justify in four points on the argument that “Form and function should be taught side by side at secondary level of education."

1. Justification 4 (1 mk)

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