Language II: English Comprehension, Grammar and Classroom Method
Language II (usually English) is tested for comprehension, grammar and pedagogy at a level expected of a teacher who will model the language in class.
Comprehension and vocabulary
Items cover inference, synonyms and antonyms in context, idioms and phrasal verbs, referencing and cohesive devices; questions move from literal to interpretive to evaluative.
Grammar core
Tense and aspect (simple, continuous, perfect), articles, prepositions, subject–verb agreement, active and passive voice, direct and indirect speech, degrees of comparison, conditionals, modals and determiners. Phonology adds phonemes and minimal pairs, word stress and intonation carrying meaning.
Pedagogy
Recognise the structural approach (graded structures and vocabulary taught in situations), audio-lingual drilling, the bilingual method with judicious first-language support, communicative language teaching and task-based learning. Oral testing, dictation and cloze sit alongside written grammar items in a balanced scheme.
Worked example
"She has been working here ___ 2015." Answer: since - a point of time; for marks duration. The present perfect continuous suits an action begun in the past and still continuing. The frequent learner error "She works here since 2015" comes from mapping a first-language present tense onto English aspect; correct it by contrasting timelines on a line, not by reciting rules alone.
Traps
Swapping since and for; confusing "used to" with "would" for past habits; teaching rules without context; banning the first language outright instead of using it strategically; testing only written grammar while ignoring stress, intonation and oral fluency.