Assessment participant tasks

Understanding grammar
Knowing the subject

Name

School/institution

Date
 ASSESSMENT Participant tasks
Understanding grammar

Module Understanding grammar

Professional Knowing the subject
practice and • Developing and demonstrating proficiency in the target language
element in order to provide a good model for learners
The aim of these tasks is to assess to what extent you can:
• explain key concepts used to describe parts of speech and grammatical
structures
• differentiate form and use of key grammatical structures
• state the difference between regular and irregular verbs and categorise
irregular verbs
• recognise the difference between tense and time in English and identify
different ways of referring to the future
• relate knowledge of grammar to the teaching of grammar.
Including to what extent you can reflect on and apply this knowledge and
understanding to your teaching context and learners.
Time Recommended 30–40 minutes

Mark scheme

Task 1A One mark for each correct answer /10

Task 1B Two marks for each correct answer /10

Task 2 should include:

• a description of learners’ problem /5
• a description of grammar (form, use) and context /5
• a description of activity /5
• examples of possible problems and solutions. /5

Total score /40

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Understanding grammar

Task 1A (10 marks) KNOWLEDGE AND UNDERSTANDING

Choose the best answer.

1. Which part of speech are ‘before’, ‘of’, ‘in’?

prepositions pronouns conjunctions

2. Which of these is an imperative form?

going gone go

3. What kind of verbs are ‘will’, ‘should’, ‘might’?

auxiliary modal semi-modal

4. Which of these is a past participle?

wrote drank made

5. We can use the present continuous to talk about:

scheduled events. the future. probability.

6. We use contraction in:

informal speech. formal speech. formal texts.

7. There are two tenses in English. They are:

present and future. present and perfect.  present and past.

8. Talking about the future is problematic for learners because there are many:
verb forms in English. ways to do this. irregular verbs.

9. It is useful to group irregular verbs:

alphabetically. by spelling. by pronunciation.

10. There are two aspects in English grammar that can be applied to any time:
present and perfect. continuous and perfect. past and present.

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Understanding grammar

Task 1B (10 marks) KNOWLEDGE AND UNDERSTANDING

Look at the grammatical terms. Match each one to an example. There are two
you do not need.

gerund
noun phrase

clause

multi-part verb

compound noun

pronoun

auxiliary verb

Examples Grammatical term

1. them Choose one

2. singing Choose one

3. which I learned Choose one

4. get on Choose one

5. toothpaste Choose one

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Understanding grammar

Task 2 (20 marks) APPLICATION

This is not a grammar or writing test. You can write notes instead of full
sentences if you choose, but your answers must be clear and easy to
understand.

1. Think about your classes and learners. Choose one class and complete the table.

Level of Number of
English learners
Age Hours per
week/course

2. Think of one aspect of grammar they have difficulties with. Describe their
difficulties.

Max 50 words

3. Describe the grammar you will focus on (form and use) and the context in which it
will be used.

Form(s) Max 20 words

Use Max 20 words

Context Max 20 words

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Understanding grammar

4. Think of an activity you can use with your learners to help them with this grammar.
Remember to think about their age and level! Complete the table.

Activity Max 20 words

Aim Max 20 words

Resources Max 20 words

Briefly Max 20 words

describe
how you
will use the
activity

5. What problems could you have as the teacher? What could you do? Give one
example of a possible problem with solution.
Max 50 words

6. What problems could your learners have? What could you do? Give one example
of a possible problem with solution.
Max 50 words

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Understanding grammar

That is the end of the assessment.

Before you submit your assessment, ask yourself these questions:

• Did you answer all the questions in Tasks 1A, 1B and 2?

In Task 2 did I:

• describe one problem my learners have with grammar

• describe the grammar (form and use) and context
• describe how I will use the activity
• give examples of possible problems and what I could do to solve these?

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Understanding grammar

Feedback sheet
Name

School/Institution

Date

Task 1A – Knowledge and understanding

Total Max 10

Task 1B – Knowledge and understanding

Total Max 10

Task 2 – Application

Criteria Score Marks

Description of learners’ problem Max 5

Description of grammar (form, use) and context Max 5

Description of activity Max 5

Examples of possible problems for the teacher and Max 5

learners with possible solutions

Total Max 20

Overall score

Excellent Successful Development MAXIMUM

(30–40) (16–29) needed 40
(0–15)

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 ASSESSMENT Participant tasks
Understanding grammar

Feedback comments

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