Alcídio João Muando

Carolina Estrela Alfredo Mavunja 10.0099.2017

Délio Pascoal Agostinho Comé 10.0106.2017

Neli Francisco Nhampossa

ELTPP

group work

UNISAVE - Maxixe

English Course

January 2021
 Alcídio João Muando

Carolina Estrela Alfredo Mavunja 10.0099.2017

Délio Pascoal Agostinho Comé 10.0106.2017

Neli Francisco Nhampossa

ELTPP

group work

ELTPP, group work for assignment;

Lecture: Dr.

UNISAVE - Maxixe

English Course

January 2021
Introduction
1. What's the purpose of the test?

As we all know, testing is inevitable in Teaching and Learning Process. Thus, the general
purpose of testing is to obtain information, however, this may vary from type to type as
illustrated below:

• The purpose of proficiency test is to measure peoples' ability in a language regardless of any
training they may have had in the language.

• The purpose of achievement test is to establish how successful individual students, group of
students, or the courses themselves have been in achieving objectives.

• The purpose of diagnostic test is to identity students' strengths and weakness just to ascertain
what further teaching is necessary.

• The purpose of placement test is to provide information which will help to place students at the
stage (or in the part) of the teaching programme most appropriate to their abilities in order to
assign students to classes at different levels.

2. Does it represent direct or indirect testing (or a mixture of both)?

• Direct and indirect testing as not the same. Direct testing is the process that requires the
candidate to perform the skill which is wished to measure.

I.e:. If we want to know how well our students design a speaking lesson plan, we can obviously
give them a topic, class (students' level and number) and time just to get them designing the plan
whilst indirect testing measures the ability which underline the skills in which we are interested.
This means, indirect testing offers the possibility of testing a representative sample of a finite
number of abilities which underline a potentially indefinitely large number of manifestations.

I.e:. If we want to test English Phonetics and Phonology, we can certainly give students a list of
minimal pairs and get the candidate identify and classify the different phonemes in each minimal
pair and have them giving another examples of minimal pairs.
 Conclusion

In this work of Syntax we looked at six-way distinction among verbs and their associated
sentence patterns. However, not all verbs and not all uses of verbs fit this clarification. The
distinctions given nevertheless provide an introduction to the topic of sub-categorisation and, in
discussing them, we have also dealt with all the major constituent functions and with the sister of
Verb within Verb Phrase and we hope you the reader could understand these aspects while
reading it.