Type 6: (Structure-based) discourse composition Learners hold a discussion or write a passage according to a given task; they are directed to use at least some examples of the structure within the discourse.
Example: The class is given a dilemma situation (‘You have seen a good friend cheating in an important test’) and asked to recommend a solution. They are directed to include modals (might, should, must, can, could, etc.) in their speech/writing.
Type 7: Free discourse As in Type 6, but the learners are given no specific direction to use the structure; however, the task situation is such that instances of it are likely to appear.
Example: As in Type 6, but without the final direction.
Questions and answers.Simple questions, very often following reading, or as part of an interview; may require short or long answers:
What is the (family) relationship between David Copperfield and Mr. Murdstone? True/false.A statement is given which is to be marked true or false. This may also be given as a question, in which case the answer is yes or no.
Addis Ababa is the capital of Egypt. IS Addis Ababa the capital of Egypt? Multiple-choice.The question consists of a stem and a number of options (usually four), From which the testee has to select the right one.
A person who writes books is called a) a booker b) an editor c) an author d) a publisher Gap-filling and competition. The testee has to complete a sentence by filling a gap or adding something. A gap may or may not be signalled by a blank or dash;the word to be inserted may not be given or hinted at.
They (go) to Australia in 1980.
or
They ___________to Australia in 1980. (go)
or
A_____________ is someone who writes books.
or
I’ve seen that film. (never)
Matching. The testee is faced with two groups of words, phases or sentences; each item in the first group has to be lined to a different item in he second.
