English Language Proficiency and Communication
What is tested
Accuracy and classroom usability of English: grammar, vocabulary, pronunciation awareness, comprehension, and the ability to give clear instructions and correct errors constructively.
Grammar points that recur
- Subject–verb agreement with collective and quantified subjects.
- Articles with countable, uncountable and generic reference.
- Tense and aspect: simple present for habits, present perfect for unfinished time.
- Reported speech backshift, passive voice, conditionals.
- Prepositions of time and place; connectors of contrast and cause.
Worked example
Choose the verb: 'The number of students in the class ___ increasing.' Parse the subject: the head noun is number (singular) and 'of students' is a prepositional modifier, so the answer is is. Contrast: 'A number of students are absent', where 'a number of' works as a quantifier meaning several. Reasoning from the head noun beats memorising whole sentences.
Error patterns of Nepali-speaking learners
- Dropping articles: 'He is teacher'.
- Present continuous for habitual action: 'I am going to school daily'.
- Confusing /ʃ/ with /s/, and /v/ with /b/, in speech.
- Double past marking: 'did went'.
Correction strategy
Correct errors that block meaning, recast them naturally in your reply, and postpone heavy correction during fluency activities.
Traps that cost marks
- Choosing what sounds right when the subject and verb are separated.
- Mixing since (point of time) with for (duration).
- Confusing affect/effect and advice/advise.