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PNG Grade 8 English study materials
PNG Grade 8 English study resources

PNG Grade 8 English practice questions

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Question 1Listening and Speaking

In a listening lesson, a speaker says: 'Please ensure your assignment is submitted by Friday.' What is the speaker's main purpose?

  1. To give an instruction about a deadline Correct answer.
  2. To describe a past event
  3. To ask a question about Friday
  4. To tell a story about school

Explanation

The word 'ensure' plus a time limit signals a directive, so the speaker wants the listener to act before a deadline. Recognising imperative and modal language helps listeners identify purpose in spoken texts.

Question 2Listening and Speaking

A Grade 8 class is preparing a two-minute oral presentation. Which speaking behaviour best shows they understand audience awareness?

  1. Speaking clearly, pausing at key points, and making eye contact Correct answer.
  2. Speaking as fast as possible to finish early
  3. Turning their back to the class to read the board
  4. Reading every word from a written script without looking up

Explanation

Audience awareness means adjusting delivery so listeners can follow, which includes clear articulation, purposeful pauses and eye contact. These techniques keep the audience engaged and help them process information.

Question 3Listening and Speaking

During a group discussion, one student keeps interrupting others. Which response best follows accepted discussion conventions?

  1. Raise your hand and wait for a pause before speaking Correct answer.
  2. Talk louder than the interrupter to be heard
  3. Repeat your point many times until it is accepted
  4. Leave the group until the discussion ends

Explanation

Turn-taking conventions in group discussion require participants to signal a wish to speak and wait for an appropriate gap. This respects other speakers and keeps the exchange orderly.

Question 4Listening and Speaking

A radio announcer says: 'Heavy rain is expected this afternoon, so carry an umbrella.' Which listening skill is the student using when they note only the main warning?

  1. Listening for gist Correct answer.
  2. Listening for specific detail
  3. Listening for pronunciation
  4. Listening for grammar

Explanation

Listening for gist means identifying the overall message rather than every detail. The main warning about rain is the central idea, so noting it is a gist-level task.

Question 5Listening and Speaking

Which question best checks whether a listener has understood a speaker's main point?

  1. How many words did the speaker use?
  2. Did the speaker speak with an accent?
  3. What time did the speaker start talking?
  4. In your own words, what was the speaker asking us to do? Correct answer.

Explanation

Asking a listener to restate the message in their own words tests comprehension of meaning rather than surface features. Paraphrasing shows whether the central point was captured.

Question 6Listening and Speaking

A speaker says: 'I was going to join the debate club, but I changed my mind.' What does the speaker mean?

  1. They want others to join the debate club
  2. They have joined the debate club permanently
  3. They decided not to join the debate club Correct answer.
  4. They forgot the debate club meeting time

Explanation

The structure 'was going to ... but I changed my mind' signals an abandoned intention. The listener must recognise this idiom to understand that the plan was dropped.

Question 7Listening and Speaking

Which feature most helps a speaker emphasise an important word in a sentence?

  1. Lowering the pitch of the whole sentence
  2. Placing extra stress on the word Correct answer.
  3. Speaking the word more softly
  4. Pausing before every word

Explanation

Stress is the main tool for emphasis in spoken English; a stressed syllable is louder, longer and often higher in pitch. Listeners use stress to identify the key information in an utterance.

Question 8Listening and Speaking

A teacher says: 'Could you open the window?' What is the most likely function of this utterance in the classroom?

  1. A factual question about windows
  2. A polite request Correct answer.
  3. A compliment about the room
  4. A warning about safety

Explanation

Although the form is a question, 'Could you ...?' in this context functions as a polite request. Listeners must interpret function from context, not just sentence type.

Question 9Listening and Speaking

Two students are planning a speech. One says: 'Let's open with the statistics, then explain the cause.' Which discussion skill is being used?

  1. Practising pronunciation of statistics
  2. Evaluating the final speech
  3. Checking the audience's seating
  4. Negotiating the structure of the talk Correct answer.

Explanation

The speaker is proposing an order for the content, which is negotiating structure. Planning talk usually involves agreeing on sequence, roles and timing before delivery.

Question 10Listening and Speaking

A student hears a podcast sentence: 'The project, which began in March, was delayed twice.' Which detail is the main clause information?

  1. The project began in March
  2. The project was delayed twice Correct answer.
  3. March was delayed
  4. The project started twice

Explanation

The main clause is 'The project was delayed twice'; the relative clause 'which began in March' adds extra detail. Distinguishing main from subordinate information helps listeners identify the key point.

Question 11Listening and Speaking

A speaker says: 'Not everyone agreed with the plan.' Which paraphrase keeps the original meaning?

  1. Nobody knew about the plan
  2. Everyone agreed with the plan
  3. Everyone disagreed with the plan
  4. Some people did not agree with the plan Correct answer.

Explanation

'Not everyone agreed' means at least some people disagreed, but it does not say all did. Accurate paraphrasing in listening must preserve this partial negation.

Question 12Listening and Speaking

In a debate, a speaker says: 'That may be true, but it ignores the cost to families.' Which move is the speaker making?

  1. Refusing to listen to the opponent
  2. Changing the topic completely
  3. Repeating the opponent's argument
  4. Conceding a point and then countering it Correct answer.

Explanation

The phrase 'That may be true' acknowledges the opponent's point, and 'but' introduces a counterargument. This concession-plus-rebuttal structure is a standard debating move.

Question 13Listening and Speaking

A speaker says: 'The match was called off because of the storm.' Which word tells the listener the match did not happen?

  1. storm
  2. called off Correct answer.
  3. because
  4. match

Explanation

The phrasal verb 'called off' means cancelled, so it signals that the event did not take place. Understanding common phrasal verbs is essential for accurate listening comprehension.

Question 14Listening and Speaking

A listener wants to take useful notes during a talk. Which strategy is most effective?

  1. Record only the speaker's name
  2. Wait until the end and write from memory
  3. Note key ideas using headings and abbreviations Correct answer.
  4. Write every word the speaker says

Explanation

Effective note-taking captures key ideas and their relationships using headings and abbreviations, which saves time and aids recall. Copying every word distracts from listening and is rarely useful.

Question 15Listening and Speaking

A speaker says: 'If I had studied harder, I would have passed.' What does the speaker imply?

  1. They will study harder next time
  2. They passed without studying
  3. They studied hard and passed
  4. They did not study hard and did not pass Correct answer.

Explanation

The third conditional describes an unreal past situation: the opposite of the 'if' clause actually happened. So the speaker did not study hard enough and did not pass.

Question 16Listening and Speaking

Which response best demonstrates active listening during a class discussion?

  1. Planning your next sentence while the speaker talks
  2. Checking your phone quietly while others speak
  3. Interrupting to correct small pronunciation errors
  4. Nodding and summarising the previous speaker's point before replying Correct answer.

Explanation

Active listening involves showing attention and confirming understanding, for example by summarising the previous point before responding. This builds on the speaker's ideas and keeps the discussion coherent.

Question 17Listening and Speaking

A speaker says: 'The library is open on weekdays, that is, Monday to Friday.' Why does the speaker add 'that is'?

  1. To contradict the previous statement
  2. To clarify the previous statement Correct answer.
  3. To end the conversation
  4. To change the subject

Explanation

'That is' (or 'i.e.') introduces a restatement that clarifies or specifies what was just said. Listeners should recognise such discourse markers as signals of explanation.

Question 18Listening and Speaking

In a formal interview, which register is most appropriate for a Grade 8 student answering a question?

  1. 'That's, like, so not my thing.'
  2. 'Dunno, whatever.'
  3. 'Yeah, me and my mates done that.'
  4. 'I completed that task with two classmates.' Correct answer.

Explanation

A formal interview calls for standard grammar and polite, complete sentences. The sentence 'I completed that task with two classmates' uses appropriate tense and vocabulary for the setting.

Question 19Listening and Speaking

A student listens to a weather report: 'Tomorrow will be fine, although there may be a light shower in the evening.' Which statement is accurate?

  1. The day will be mostly fine with a possible evening shower Correct answer.
  2. It will rain heavily all day tomorrow
  3. The evening will be sunny and dry
  4. There will be no rain at all tomorrow

Explanation

'Fine' describes the main condition, and 'although' introduces a minor exception, a light evening shower. Accurate listening requires weighing the main statement against the concession.

Question 20Listening and Speaking

A speaker says: 'You must hand in the form by Monday.' A listener replies: 'So I can't hand it in on Tuesday?' What does the reply show?

  1. The listener has misunderstood the deadline
  2. The listener is checking their understanding of the deadline Correct answer.
  3. The listener is changing the topic
  4. The listener is refusing to hand in the form

Explanation

The reply rephrases the deadline as a question, which is a comprehension check. Confirming understanding by restating in different words is a key listening and speaking strategy.

Question 21Listening and Speaking

A speaker says: 'The scheme was a success; in fact, it exceeded all expectations.' How does 'in fact' function here?

  1. It marks a contrast with the first clause
  2. It introduces a stronger supporting statement Correct answer.
  3. It signals a change of topic
  4. It introduces a question

Explanation

'In fact' here introduces a stronger, more specific statement that reinforces the first clause. Recognising such markers helps listeners follow the direction of a speaker's argument.

Question 22Listening and Speaking

A speaker says: 'Some say the new rules are unnecessary. However, the evidence suggests otherwise.' What is the speaker's position?

  1. They support the claim that the rules are unnecessary
  2. They disagree with the claim that the rules are unnecessary Correct answer.
  3. They want to change the subject
  4. They are unsure whether the rules exist

Explanation

'However' signals a contrast, and 'the evidence suggests otherwise' rejects the previous claim. The speaker therefore opposes the view that the rules are unnecessary.

Question 23Listening and Speaking

A student is asked to deliver a persuasive speech. Which combination best strengthens the argument for an audience?

  1. Speaking very quietly to create suspense
  2. A clear claim supported by evidence and a rebuttal of the opposing view Correct answer.
  3. Emotive adjectives only, with no evidence
  4. A long list of unrelated anecdotes

Explanation

Persuasive speaking is strongest when a clear claim is backed by relevant evidence and likely objections are addressed. This structure appeals to both reason and credibility.

Question 24Listening and Speaking

A speaker says: 'The results were not unimpressive.' What is the most accurate interpretation?

  1. The results were disappointing
  2. The results were fairly impressive Correct answer.
  3. The results were completely unknown
  4. The results were cancelled

Explanation

The double negative 'not unimpressive' is a litotes that produces a positive but cautious meaning, roughly 'fairly impressive'. Listeners must unpack the negation to recover the intended meaning.

Question 25Listening and Speaking

A speaker says: 'Had we left earlier, we wouldn't have missed the bus.' Which situation is true?

  1. They left earlier and caught the bus
  2. They missed the bus but left earlier
  3. They did not leave earlier and missed the bus Correct answer.
  4. They will leave earlier next time

Explanation

The inverted third conditional 'Had we left earlier' describes an unreal past condition, so in reality they did not leave earlier and did miss the bus. Recognising inverted conditionals is important for advanced listening.

Question 26Listening and Speaking

A speaker pauses briefly after saying 'The most important point is this' before continuing. What is the main purpose of this pause in spoken delivery?

  1. To give the audience time to leave the room
  2. To signal that the next idea carries special weight Correct answer.
  3. To show that the speaker has forgotten the words
  4. To hide the speaker's nervousness from listeners

Explanation

In oral delivery, a deliberate pause placed before a key statement acts as a signal, alerting listeners that what follows deserves attention. Skilled speakers use silence as emphasis rather than filling every gap with words.

Question 27Listening and Speaking

During a group discussion, a student nods, keeps eye contact, and occasionally says 'I see' while a classmate speaks. Which listening behaviour is this student mainly demonstrating?

  1. Evaluating the speaker's grammar silently
  2. Active listening through nonverbal and minimal verbal cues Correct answer.
  3. Interrupting to take control of the topic
  4. Preparing a rebuttal before the speaker finishes

Explanation

Nodding, eye contact and short acknowledgements such as 'I see' are classic active-listening cues that show the speaker they are being followed. They encourage the speaker without seizing the floor.

Question 28Listening and Speaking

A student gives a short talk to the class and speaks far too quietly for the back row to hear. Which adjustment most directly fixes this delivery problem?

  1. Projecting the voice and checking that the back row can hear Correct answer.
  2. Speaking more quickly to finish sooner
  3. Reading every word directly from the notes
  4. Adding more slides to the presentation

Explanation

Audibility is a basic requirement of oral presentation, so the speaker must project the voice and confirm that the furthest listeners can hear. Volume and breath control address the problem directly.

Question 29Listening and Speaking

A speaker tells a story about a flooded village, using a slow pace, a low voice and long pauses at sad moments. How is the delivery supporting the message?

  1. The delivery contradicts the sad content of the story
  2. The delivery matches tone to content to deepen the audience's response Correct answer.
  3. The delivery is designed only to fill extra time
  4. The delivery shows the speaker has not rehearsed

Explanation

Pace, pitch and pausing are paralinguistic tools that should align with the emotional content of a message. A slow, low delivery at sad points reinforces meaning and helps the audience feel the story's mood.

Question 30Listening and Speaking

In a class debate, a speaker says: 'My opponent claims the fee is fair. Let us check what the fee actually covers.' Which debating technique is being used?

  1. Conceding the argument completely to the opponent
  2. Changing the topic to something unrelated
  3. Challenging a claim by asking the audience to examine the evidence Correct answer.
  4. Repeating the opponent's words without comment

Explanation

The speaker acknowledges the opponent's claim but redirects attention to evidence, inviting the audience to test the assertion. This is a reasoned challenge rather than flat contradiction or concession.

Question 31Listening and Speaking

A listener hears: 'The council approved the new park, although the funding is still uncertain.' Which statement best captures the speaker's overall message?

  1. The park was approved and fully paid for already
  2. The park was approved, but money for it is not yet guaranteed Correct answer.
  3. The park will be built only if the council changes its mind
  4. The park was rejected because funding was uncertain

Explanation

The main clause reports approval, while the concessive 'although' clause adds a qualification about funding. Good listening means holding both the main point and its limitation together.

Question 32Listening and Speaking

A student must give a two-minute talk explaining a process to classmates who know nothing about it. Which speaking choice would best help that audience follow the explanation?

  1. Using specialist jargon without defining it
  2. Presenting steps in order with signposting words such as 'first' and 'next' Correct answer.
  3. Rushing through all the steps in thirty seconds
  4. Leaving out the opening and starting at the final step

Explanation

For an unfamiliar audience, clear sequencing and signposting words help listeners track each stage of a process. Ordered steps reduce the mental effort needed to follow the explanation.

Question 33Listening and Speaking

A speaker says: 'The proposal is cheap, quick and, according to every expert we consulted, safe.' Which feature of spoken emphasis would most help an audience notice the word 'safe'?

  1. Placing stress on 'safe' and pausing slightly before it Correct answer.
  2. Avoiding any change in pitch across the sentence
  3. Speeding up through the final list of adjectives
  4. Lowering the voice to a whisper for the whole sentence

Explanation

Vocal stress combined with a slight pause draws attention to the word the speaker considers most important. Here the pause before 'safe' and the added stress mark it as the key claim.

Question 34Listening and Speaking

A student listens to a radio interview: 'I wouldn't say the trial failed; I'd say it taught us what not to do.' How does the speaker reframe the idea of failure?

  1. By denying that any trial took place
  2. By recasting a negative result as a source of learning Correct answer.
  3. By agreeing fully that the trial failed
  4. By blaming the listeners for the outcome

Explanation

The speaker rejects the label 'failed' and replaces it with 'taught us what not to do', turning a negative outcome into a lesson. Recognising this reframing is a higher-level listening skill.

Question 35Reading and Comprehension

A Grade 8 student reads: 'The tide crept in silently, swallowing the footprints one by one.' Which reading skill is best shown by explaining that the tide is being described as if it were a living creature?

  1. Identifying a figure of speech Correct answer.
  2. Recalling a factual detail
  3. Predicting the ending
  4. Summarising the paragraph

Explanation

The phrase gives the tide a human-like action (creeping, swallowing), which is personification, a figure of speech. Recognising that comparison requires interpreting language rather than recalling facts or summarising.

Question 36Reading and Comprehension

In a comprehension passage, a writer states that a village market 'bustles from dawn until the last lamp is lit.' What does the phrase 'until the last lamp is lit' most likely tell the reader about the market?

  1. It sells lamps to villagers.
  2. It opens only at night.
  3. It stays busy late into the evening. Correct answer.
  4. It closes before sunset.

Explanation

Lamps are lit when daylight fades, so the phrase signals that trading continues into the evening. The surrounding words 'bustles from dawn' show a long day of activity, not a night-only market.

Question 37Reading and Comprehension

A passage about a flooded river includes the sentence: 'Families stacked their belongings on the highest shelf and waited.' Which inference about the families is best supported by this detail?

  1. They expected the water to rise further. Correct answer.
  2. They had decided to leave the village.
  3. They had already been rescued.
  4. They were sorting old possessions.

Explanation

Moving belongings to the highest shelf is a protective action taken when water is expected to climb. The detail supports a reasonable inference that the families feared further flooding, even though the passage does not say so directly.

Question 38Reading and Comprehension

A student is reading an informational article and wants to find the main idea quickly. Which reading approach is most useful for this purpose in a Grade 8 comprehension task?

  1. Copying all unfamiliar words into a list
  2. Reading every sentence aloud twice
  3. Checking only the title and pictures
  4. Reading the first and last sentences of each paragraph Correct answer.

Explanation

Topic sentences often appear at the start or end of a paragraph, so reading those sentences gives a fast outline of the main idea. This skimming strategy is more efficient than reading everything twice or copying vocabulary.

Question 39Reading and Comprehension

Which statement about the purpose of a comprehension passage is correct when the writer gives steps for planting seedlings?

  1. The purpose is to entertain readers with a story.
  2. The purpose is to describe a personal memory.
  3. The purpose is to instruct readers how to do something. Correct answer.
  4. The purpose is to persuade readers to buy seeds.

Explanation

A text that presents ordered steps is written to instruct or explain a procedure. Recognising the text structure helps a reader identify the writer's purpose accurately.

Question 40Reading and Comprehension

Read this line from a poem: 'The old canoe remembers every wave.' Which comment best explains the effect of this line?

  1. It compares two canoes using the word 'like'.
  2. It uses exaggeration to describe a storm.
  3. It gives the canoe a human ability to remember. Correct answer.
  4. It repeats a consonant sound for rhythm.

Explanation

The canoe is said to remember, which is a human ability, so the line uses personification. The effect is to make the canoe seem experienced and alive rather than merely old.

Question 41Reading and Comprehension

A Grade 8 reader meets the word 'reluctant' in the sentence: 'The reluctant witness spoke only after being asked three times.' Which meaning fits the context?

  1. Eager and talkative
  2. Unwilling or hesitant Correct answer.
  3. Angry and loud
  4. Confused about events

Explanation

The witness speaks only after repeated asking, which shows hesitation. Context clues such as 'only after being asked three times' point to unwillingness rather than eagerness or anger.

Question 42Reading and Comprehension

A passage states: 'Mangoes ripen in the coastal villages earlier than in the highlands.' Which question would best help a reader check whether this statement is a fact or an opinion?

  1. Does the writer use vivid adjectives?
  2. Is the sentence longer than others?
  3. Does the sentence begin with a noun?
  4. Can the claim be checked against evidence? Correct answer.

Explanation

A fact is a statement that can be verified with evidence, such as dates and weather records. Asking whether the claim can be checked is the reliable test for distinguishing fact from opinion.

Question 43Reading and Comprehension

A story says: 'Elena had rehearsed the speech all week, but when her name was called she stared at the floor.' What does this detail most strongly suggest about Elena?

  1. She no longer wants to give the speech.
  2. She is angry with the audience.
  3. She is nervous despite her preparation. Correct answer.
  4. She has forgotten her name.

Explanation

Preparation followed by staring at the floor points to anxiety in the moment. The contrast between rehearsal and her reaction is a clue to the character's nervousness.

Question 44Reading and Comprehension

Which sentence from a passage most clearly signals a cause-and-effect relationship?

  1. The bus was blue and the route was long.
  2. After lunch, the passengers waited quietly.
  3. Because the bridge was washed away, the bus took the long route. Correct answer.
  4. The rain fell steadily on the tin roof.

Explanation

The conjunction 'because' introduces a cause, and the main clause gives the effect, making the relationship explicit. Other sentences show time or description without linking a cause to a result.

Question 45Reading and Comprehension

A writer describes a market scene using sensory details: 'Sacks of kaukau thudded onto the ground, and the air smelled of smoke and ripe bananas.' What is the main effect of these details?

  1. They prove that the market is profitable.
  2. They help the reader imagine the scene vividly. Correct answer.
  3. They explain how bananas are grown.
  4. They show that the writer dislikes markets.

Explanation

Details of sound and smell appeal to the senses, which helps readers picture the scene. Sensory description creates vividness rather than proving a point or explaining farming.

Question 46Reading and Comprehension

A student reads two paragraphs: the first describes the causes of soil erosion, and the second describes ways farmers prevent it. Which statement best describes how the paragraphs are organised?

  1. Chronological order
  2. Problem then solution Correct answer.
  3. Comparison of two farmers
  4. Argument then counter-argument

Explanation

The first paragraph presents a problem (erosion) and the second offers remedies, so the structure is problem-solution. Recognising this pattern helps the reader see how ideas connect across paragraphs.

Question 47Reading and Comprehension

In a passage, a speaker says: 'Of course everyone agrees that the new road is a disaster.' Why should a careful reader question this statement?

  1. It describes a road in too much detail.
  2. It contains a spelling error.
  3. It assumes agreement instead of proving it. Correct answer.
  4. It uses too many technical terms.

Explanation

The phrase 'of course everyone agrees' presents an opinion as though it were widely accepted, without evidence. A careful reader notices such loaded wording and asks whether the claim is actually supported.

Question 48Reading and Comprehension

A passage says: 'The villagers had planted trees along the riverbank. Three years later, the banks held firm during the heavy rains.' Which conclusion is best supported by these two sentences?

  1. The rains were the heaviest ever recorded.
  2. The trees were planted for firewood.
  3. The trees helped protect the riverbank. Correct answer.
  4. The villagers moved away after planting.

Explanation

The passage links tree planting to banks holding firm during heavy rain, which supports the conclusion that the trees protected the bank. The other options add ideas the text does not state.

Question 49Reading and Comprehension

A story opens: 'The letter lay unopened on the table for three days.' Which detail would a reader most reasonably predict will follow?

  1. A list of the table's measurements
  2. An explanation of why it was left unopened Correct answer.
  3. A report on postal services in the country
  4. A description of how the letter was written

Explanation

An unopened letter left for three days raises the question of why, so a reader can reasonably predict that the story will explain the delay. Prediction should follow clues in the text rather than unrelated facts.

Question 50Reading and Comprehension

Read the sentence: 'The teacher's voice cut through the noise like a knife through cloth.' What does the simile mainly emphasise?

  1. The teacher spoke very quietly.
  2. The noise stopped completely at once.
  3. The teacher's voice was sharp and clear. Correct answer.
  4. The cloth was torn by accident.

Explanation

Comparing the voice to a knife cutting cloth stresses how sharp and penetrating it was. A simile uses 'like' or 'as' to transfer qualities from one thing to another.