A suggestion on designing a final achievement test for general english 2 to non english majors at hanoi university of industry

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LÊ THỊ HƯƠNG THẢO A SUGGESTION ON DESIGNING A FINAL ACHIEVEMENT TEST FOR GENERAL ENGLISH TO NON-ENGLISH MAJORS AT HANOI UNIVERSITY OF INDUSTRY (MỘT ĐỀ XUẤT THIẾT KẾ ĐỀ THI HẾT HỌC PHẦN TIẾNG ANH CẤP ĐỘ CHO SINH VIÊN HỆ KHÔNG CHUYÊN TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI) M.A THESIS Training course: MA in TEFL No Code: 60 14.10 HA NOI, 2010 TABLE OF CONTENTS DECLARATIONS ……………………………………………… ……………… ACKNOWLEDGEMENTS …………………………………… ……………… ABSTRACT ……………………………………………………….……………… TABLE OF CONTENTS …………… ……………………… ……………… LIST OF FIGURES AND TABLES ………………………………………… LIST OF ABBREVIATIONS ……………………………………… ……… PART A: INTRODUCTION …………………………………… ………… RATIONALES ……………………………………………… …………… AIMS OF THE STUDY ……………………………………………………… SCOPE OF THE STUDY ………………………………… ……………… METHODOLOGY ………………………………………….……………… THE RESEARCH QUESTIONS …………………………………………… DESIGN OF THE STUDY ………………………………………………… PART B: DEVELOPMENT ………………………………………… CHAPTER I: LITERATURE REVIEW ……………………………………… I.1 BASIC CONCEPTS OF TEST AND TESTING …………………… I.2 TYPES OF TEST AND TESTING ………………………………… I.2.1 Diagnostic tests ……………………………………………… I.2.2 Placement tests ……………………………………………… I.2.3 Achievement tests ………………………………………… I.2.4 Proficiency tests …………………………………………… I.2.5 Direct versus Indirect testing ……………………………… I.2.6 Discrete point versus Integrative testing …………….…… I.2.7 Norm-referenced versus criterion referenced testing …… I.2.8 Objectives testing versus Subjective testing ……………… I.2.9 Communicative Language Testing ……………………… I.3 CHARACTERISTICS OF A USEFUL TEST ……………………… I.3.1 Reliability …………………………………………………… I.3.2 Construct validity ………………………………………… I.3.3 Authenticity ………………………………………………… I.3.4 Interactiveness ……………………………………………… I.3.5 Impact ……………………………………………………… I.3.6 Practicality …………………………… …………………… I.4 TEST ITEMS ………………………………………………………… I.4.1 Receptive test items ………………………… ……………… I.4.2 Productive test items …….………………….……………… I.5 SUMMARY ……………………… ………………………………… CHAPTER II: METHODOLOGY ………………………………………………… II.1 RESEARCH QUESTIONS ……………… ……………………… II.2 DATA COLLECTION INSTRUMENTS ………………… ……… II.2.1 Documents analysis ……………………………………… II.2.2 Questionnaires …………….……………………………… II.3 SUBJECTS OF THE STUDY ……………………………….……… II.3.1 General view of the population ……………………… …… II.3.2 The representative of the population involve in the study … II.4 DATA COLLECTION PROCUDURES ………………………… II.5 SUMMARY ……………………………………………… ……… CHAPTER III: DATA ANALYSIS AND DISCUSSION ……………………… III.1 DATA ANALYSIS ………………………………….……………… III.1.1 Current final achievement test for GE2………… …… III.1.2 Proposed final achievement test for GE2 ……………… III.2 MAJOR FINDINGS AND DISCUSSION ………………………… III.2.1 Findings …………………………………………………… III.2.2 Discussion ………………………………………………… III.3 SUMMARY ………………………………………………………… CHAPTER IV: THE PROPOSED FINAL ACHIEVEMENT TEST FOR GE TO NON-ENGLISH MAJORS AT HAUI IV.1 OBJECTIVES OF THE TEST …………………………………… IV.2 THE DETAILED CONSTRUCTION OF THE TEST ………… IV.3 THE SAMPLE TEST FOR GE2 ………………………………… IV.3.1 Administration of the sample test ………………………… IV.3.2 Marking and Test Result analysis ………………………… PART C: CONCLUSION AND RECOMMENDATIONS ………………… CONCLUSION ……………………………………………………… RECOMMENDATIONS …………………………………………… REFERENCE ……………………………………………………………………… APPENDICES LIST OF FIGURES AND TABLES FIGURES Figure 1: Usefulness ………………………………………………………………… Figure 2: Role of English result to students‟ learning ……………………………… Figure 3: Students‟ attitude towards the existing final achievement test for GE2 … Figure 4: Students‟ complete percentage of the existing test ……………………… Figure 5: Students‟ attitude towards time allowance ……………………………… Figure 6: Teachers‟ opinion about time allowance ………………………………… TABLES Table 1: Teachers‟ attitude towards the Current final achievement test for GE2 … Table 2: Students‟ difficulties in doing the test ……………………………………… Table 3: Teachers‟ favorite types of test items ……………………………………… Table 4: Teachers‟ opinion about the test maker …………………………………… Table 5: Students‟ favorite language skills ………………………………………… Table 6: Students‟ favorite types of test items ………………………………… … LIST OF ABBREVIATIONS GE : General English ESP: English for Specific Purposes MA: Master of Art TLU: Target Language Use HaUI : Hanoi University of Industry ULIS: University of Languages and International Studies 10 PART A: INTRODUCTION RATIONALES English is the language of international communication; it is spoken in many parts of the world In Vietnam, especially since the time of the application of the open-door policy, English has been widely used in many fields and it has become a compulsory subject at many schools and universities Hanoi University of Industry (HaUI) was officially established in December 2005 on the basis of Hanoi Industrial College, one of the leading vocational colleges in Vietnam where thousands of skilled workers and engineers are trained every year HaUI is a big university which is in the process of developing to reach the aim of being one of the great universities of Southeast Asia In Vietnam, English is considered an international language It is a compulsory subject in schools of all levels as well as universities and colleges Have awareness of the importance of English, the university authorities have paid due attention to the matter of improving the quality of teaching and learning English The ultimate aims are to enhance the training quality and increase the standard of graduate students with good job opportunities Once program objectives have been establishes, testing is, or should be a natural next step in the process of curriculum design and assert it important role in language teaching As Nga (1997) indicates that “tests are assumed to be powerful determiners of what happens in classrooms and it is commonly claimed that they affect teaching and learning activities both directly and indirectly" Over the years, four different categories of tests have traditionally been discussed in language testing books (for instance, Alderson, Krahnke, & Stansfield 1987): proficiency, placement, diagnosis, and achievement These four categories are probably emphasized because they fit neatly with four of the fundamental types of decisions that must be made in language programs In this study, the author focuses on the achievement category for the following reasons: 11  The achievement test helps teachers to have some idea of the amount of language that each students attain in a given period of time with very specific reference to a particular program  The result of the final achievement test has decisive role in the result of the subject in each semester; therefore, it must be designed directly linked to the program and objectives  The information gained in an achievement test can also be put to good use in reexamining the need analysis, in selecting or creating materials and teaching strategies, and in evaluating program effectiveness  The development of systematic achievement tests is crucial to the evolution of a systematic curriculum From the reasons above, an achievement test assures its important role in evaluation of an English course However, the English testing for General English to non-English major at Hanoi University of Industry (HaUI) has the following characteristics:  It has not been given adequate attention to and carefully studied  Test content is sometimes found to be unrelated to the objectives of the course and very often many test items included in some tests have not been covered in class  It has been complained that there is still a gap between what is taught and what is tested An instant for this would be the case when tests designed for pre-intermediate level are given to students of elementary In fact, such tests are not valid and reliable They are so difficult that only few students can accomplish  Using tests exclusively for grading, there is no feedback about the tests  Next, it is the problem of reusing again and again tests from years to years, from class to class, hence these tests may lack validity and reliability Students may know the right answers from those who have taken the same test before  Finally, the last testing problem at HaUI is that some of the tests may lack reliability because they are not pre-tested anywhere else for the sack of confidentiality Ironically, for the sack of “confidentiality” test designers are often informed to write test at short 12 notice, just some time before it is administered In such circumstances who can say for sure that the required standards, criteria will be met by the test writers On the ground of the problems already mentioned, it is thought that another achievement test for the GE2 at HaUI should be designed to assure the accuracy and justice for all students so that they can produce good backwash in the teachers‟ teaching and give students satisfaction and encouragement in study Therefore, the author choose the thesis “A suggestion on designing a final achievement test for General English to non-English majors at Hanoi University of Industry” with a hope to contribute a small part in improving the quality of testing and assessment of General English at Hanoi University of Industry AIMS OF THE STUDY The study aims to report a research, which examines the current testing situations and language tests at HaUI It puts high emphasis on analyzing the HaUI teachers‟ comments and perceptions of the present English test for pre-intermediate students and their suggestion towards its improving The study also focuses on proposing an Achievement English Test Construction for the pre-intermediate level at HaUI and a Sample Test, as an illustration, will be designed basing on the proposed construction In addition, some practical suggestions for the improvement of testing situations at HaUI will be recommended The specific aims of this study are:  To investigate the HaUI teachers‟ assessment of the main shortcoming of the existing achievement tests for pre-intermediate students, concerning its contents, time allowance and its format  To investigate the HaUI teachers‟ suggestions towards improving testing situations and language tests at HaUI  To propose an Achievement English Test construction for pre-intermediate students at HaUI and a sample test as an example will be designed, basing on the proposed test construction  To offer some practical suggestions for the improvement of testing at HaUI SCOPE OF THE STUDY 13 The study focuses on analyzing the existing testing situations at Hanoi University of Industry, especially the present achievement tests for the first semester students The design of the Final Achievement Test for pre-intermediate students at HaUI is another great emphasis of the study METHODOLOGY To achieve the above aims, a study has been carried out with data collected from different sources: - A survey questionnaire carried out on 25 teachers of the English Department, HaUI to investigate their comments of the existing achievement tests for the pre-intermediate students and their opinions about the designing of a Sample Test - A survey questionnaire carried out on 125 students in eight different departments at HaUI to investigate their viewpoints on the existing achievement tests for the preintermediate students and their opinions about the designing of a Sample Test - The Sample Test will be administered in eight different classes in eight different departments with 70 pre-intermediate students of HaUI The results of the Sample Test will be analyzed statistically in details Besides, the survey and the sample test, more information or data needed for the study has been gathered by other methods such as formal and informal discussions with students and teachers as well as classroom test observation and critical reading Moreover, the study employs a combination of qualitative and quantitative methodology that includes crosstabulation data and statistical analysis of the survey questionnaire‟s results THE RESEARCH QUESTIONS In order to achieve the above aims of the study, the following questions will be addressed: 1) What are the attitudes of teachers and students towards the current final achievement test to GE2 at HaUI? 2) Is there a significant difference between the results of the current final achievement test and that of the proposed final achievement tests? 62 Section 2: Listen to the conversations and decide whether the statements are True (T) or False (F) Activity 5: 61 ………Al wheeler has a holiday home near a sea with her family 62 ………In winter, she goes ice-skating and play ice hockey 63 ………Her favourite seasons are summer and winter Activity 6: 64 ………In Portugal, January and February are often hot and sunny 65 ………Manuela usually meet friends in restaurant and bars in winter 66 ………Manuela goes swimming and sunbathes with family in summer Activity 7: 67 ………Toshi Suzuki has a lot of free time to play sports 68 ………Toshi likes taking photographs of the sea in spring 69 ………Toshi often relaxes in a bar near his office with friends 70 ………Toshi dislikes singing pop song 63 Key to Test 1A 1B 11A 2C 12B 21B 22D 26B 27A key 36 37 38 39 40 41 42 43 44 45 Peter wishes to be an architect like his father I remembered his face when I ran into him I had to stand for two hours to get a seat for the performance There is no difference between the twin girls except their height It’s very kind of you to send me some flowers when I am sick I’d like to reserve a room with a private bath for nights I did my homework two hours ago My father looks forward to hearing about it It’s the first time I’ve been to Tokyo Now she dances more beautifully than she used to 46 47 48 49 50 Because of her good behaviour, everybody loves her The box was so heavy that the child couldn’t carry it Unless you saw the programme you couldn’t understand their intention It’s the first time I have read this book He plays the guitar better than I key PAPER 3: LISTENING Section 1: 51B 52C Section : 61F 62T 64 Môn thi: Tiếng Anh Thời gian : Hệ-Khoá : Đại học Khoá - Cao đẳng Khoá 11 Good morning/afternoon Please take a seat My name’s………… Can I have your student identity card? Now, I would like to ask you some questions Part 1: Introduction (8 points) First, introduce yourself (name, age, class, birthplace, ) Next, I would like to ask you some questions about your study -How long have you been studying at HaUI? -What is your major? -How many subjects you study this semester? -Which subject you like the most? Why? -Are you good at English?/ Do you like English? -How long have you learnt English? -What you everyday to learn English well? -… Part 2: Topic (12 points) Now, let‟s talk about your future plans -What are you going to after graduating from HaUI? -Where are you going to live and work? In Hanoi or in your hometown? Why? -What job are you going to do? -What are you doing now to your job well in the future? -How much money you expect to earn a month? -When are you going to get married? -… Some more questions -Are you going to take an English course? What you think of the importance of English in your future job? -Are you going to look for a part-time job? What are some advantages and disadvantages of doing a part-time job? -… ENDING: Good That just about brings us to the end of the interview Is there anything else you might like to tell me about? Right, then Goodbye, and thank you for sharing your time with me 65 APPENDIX ề thi MÃ đề thi: Môn thi: Tiếng Anh (New Headway pre-intermediate) kú: Häc H×nh thøc: TN + TL Thêi gian : 60 (kh«ng kĨ nghe) Líp-Kho¸ : …………………………… _ _ section A: Grammar and vocabulary (20p) Identify the letter of the choice that best completes the statements After Mary ………… her degree, she intends to work in her father‟s company a finished b is finishing c finishes d will finish Many people in the world are fond ………… football a with b of c for d in Could you tell me how far ………… from here to the next petrol station? a it was b it is c is it d was it You must try not to ………… so many mistakes a perform b make c tell d I‟m looking ………… my neighbour‟s car while she‟s on holiday d after a out of b up c at When we arrived, she some coffee c is making a was making b were making d made I my bedroom a lot because I‟ve got lots of posters on the wall a ‟d like My sister and I are very different, we get on well together a and My parents moved back to London a since 10 I'm going to the shops because there …………… bread left a aren‟t any b aren‟t many c isn‟t any d isn‟t much 11 He lost his credit card so he …………… pay for the meal a shouldn‟t b wouldn‟t c can‟t d couldn‟t 12 A film …………… is a person who directs films a directist b direction c director d directory 13 She was nervous ……………… was following her very closely a Someone b No one c Everyone d Anyone 14 Linda is looking forward to ………… her mother tomorrow for lunch a see b seeing c saw d seen 66 15 a 16 a 17 a b 18 You have been working from the early morning Do you feel………? b interesting c tired d nervous I don‟t have enough money to get home Don‟t worry, I lend you some am going to b am lending c will lending d will lend Dogs are friendlier than cats Yes, cats aren‟t .dogs as friendlier as c so friendly as as friendly so d more friendly than good The bank is .of Lower Road and Hill Road It‟s the baker‟s a near/between c in front / next b on the corner /next to d between/far 19 It‟s really difficult ………………… smoking My husband ………… many times a to stop/ tried b to stop/ has tried 20 …………it rained so heavily, we decided to go to the concert a However SECTION B: READING COMPREHENSION (20p) Read the texts given and choose the best answer to each question below Passage 1: My real parents People tell me I take after my mother We have exactly the same blue eyes Actually, I don‟t know whether there is any similarity between my birth mother and me I have no knowledge of her because I was adopted as a baby The fact that I am adopted is of no importance to me I don‟t want to look for information about my birth parents Your real parents are the ones who love and look after you- that‟s what I believe My mother is a lawyer, she works very hard and often comes home late She sometimes worries unnecessarily that this makes her a bad mother She says her children brightens her life and she would like to spend more time with us My father is a professional artist and works at home They are the best parents in the world It was the lucky day of my life when they adopted me 21 The writer resembles ………… in that they both have blue eyes a his birth parents c his adoptive mother b his father d his birth mother 22 He has been living with his adoptive parents since………… a he was a baby c he was a few years old b he was born d he was a little child 23 The writer doesn’t want to know about his birth parents because………… a his adoptive parents love him c he doesn‟t love them they had him b adopted d they don‟t love him 24 His mother wants to spend more time with them because………… a this makes her a bad mother c she loves her children b she often comes home late d she is a lawyer 25 It can be inferred from the text that the writer is…………… a lucky to find his birth parents c happy with his adoptive parents looking for his b birth parents d unhappy as an adopted child Passage 67 Australia is a very large nation covering nearly 8,000,000 square kilometers and a wide range of climates may be found in different parts of the country The southern half of Australia has four seasons each year and snow falls on the highest mountain peaks However, the northern half of Australia lies in the tropics and like many south-East Asian countries there are only two seasons each year; the wet and the dry season The main difference is that Australia is in the southern hemisphere, the seasons are the opposite of those in Asia In the summer the fierce sun heats the dry inland air which rises, causing moist cool air from the sea to follow inland In the summer months of December, January and February, when temperatures are at a maximum, these moist winds carry rain to the inland desert of Australia In the winter months of June, July and August, the cool air over the inland desert blows out towards the sea, and because this wind carries very little moisture, no rain falls 26 What is the best title of the reading? c Seasons in Australia a How to travel in Australia b Life in Australia d Weather in Australia 27 How many seasons are there in southern Australia? a four b three c six d two 28 Where does snow fall in Australia? a the northern half b the desert c the southern half d the sea 29 According to the reading, when are the winter months in Australia? a from Sep to Nov b from Jun to Aug c from Dec to Feb d from Mar to May 30 What does those in ‘the seasons are opposite of those in Asia’ refer to? a the seasons b climates c temperatures d the months Section C: Writing (20p) Part I: Use the set of words and phrases given to make meaningful sentences (10p) 31 You/ usually/ have/ English lessons/ Monday/ afternoon? a Have you usually English lessons on Monday afternoon? b Do you usually have English lessons in Monday afternoon? c Have you usually English lessons in Monday afternoon? d Do you usually have English lessons on Monday morning? 32 What time/ your sister/ arrive/ work/ home/ every day? a What time did your sister arrive home from work every day? b What time does your sister arrive home from work every day? c What time does your sister arrive to work from home every day? d What time does your sister arrive work from home every day? 33 She/ usually/ drink/ milk/ after/ breakfast/ today/ tea a She usually drinks milk after breakfast but today tea b She usually drinks milk after breakfast but today she drinks tea c She usually drinks milk after breakfast but today she is drinking tea d She usually drinks milk after breakfast but today she will be drinking tea 34 He/ yesterday/ celebrate/ twentieth birthday/ but/ none/ friends/come a He yesterday celebrated his twentieth birthday but none his friends came b He yesterday celebrate his twentieth birthday but none his friends came c He yesterday celebrated his twentieth birthday but none of his friends came d He yesterday celebrate his twentieth birthday but none of his friends came 35 This/ video/ much interesting/ I/ it / twice a This video was so much interesting that I saw it twice b This video is so much interesting that I saw it twice c This video was so much interesting I saw it twice d This video was much interesting that I saw it twice 68 Part II: Write about your last holiday in about 100 – 150 words Write your answer on the answer sheet (10p) section D: listening (20p) Part I: Listen and choose the best answer to each question Conversation 1: 36 What does the woman want to join? a a cooking class b a computer class 37 What is the woman‟s name? a Sara Clifton 38 What is the woman‟s phone number? a 833-3129 Conversation 2: 39 What does the customer buy? a newspaper, gum and film b gum, film and tissues 40 How much are they all together? a $6.60 41 How much change does the customer get? a $0.20 Conversation 3: 42 Where does the man want to go to? a New York 43 When does the train leave? a 8.30 pm 44 How many people does the man book seats for? a 45 What kind of seats does the man reserve? a business Part II: Listen and decide if each statement is true (T) or False (F) Talk 1: 46 Simon left school in 1994 47 After leaving school, he went to the army 48 He didn‟t have a good time at the university 49 In 1997, he found a job in Paris 50 Talk 2: He met his girl friend in 1998 51 The speaker suddenly woke up because he heard someone call his name 52 He got up and ran downstairs quickly 53 He could hear two men speaking quietly in the living room 54 He felt very frightened when he phoned the police 55 The police came and arrested the burglars for the speaker 69 Final test 1A TA2 Answer Section MULTIPLE CHOICE ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: C B B B D A D C C C D C A B C D C B B B C A A C C C A C B A D B C C A D A ANS: ANS: ANS: ANS: ANS: ANS: ANS: C C A A C B B TRUE/FALSE ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: ANS: T F F F T F F T T F 70 APPENDIX Results of the sample test N CLASS ĐT Nguyễn Văn ĐT Lương Ngọc ĐT Lê Ngọc ĐT Nguyễn Văn ĐT Nguyễn Tiến ĐT Nguyễn Văn ĐT Nguyễn Tất ĐT Nguyễn Văn ĐT Nguyễn Thị 10 ĐT Trần Việt 11 Đ2 Nguyễn Công 12 Đ2 Nguyễn Tiến 13 Đ2 Nguyễn Thế 14 Đ2 Nguyễn Hoàng 15 Đ2 Nguyễn Khắc 16 Đ2 Nguyễn Văn 17 Đ2 Nguyễn Văn 18 Đ2 Nguyễn Mậu 19 Đ2 Vy Đức 20 Đ2 Nguyễn Thị 21 KHMT Nguyễn Tài 22 KHMT Giáp Thị 23 KHMT Nguyễn Công 24 KHMT Vũ Bá 25 KHMT Vũ Văn 26 KHMT Lê Hồng 27 KHMT Nguyễn Văn 28 KHMT Lương Mạnh 29 KHMT Nguyễn Văn 30 KHMT Nguyễn Duy 31 CK Phạm Văn 32 CK Nguyễn Hữu 33 CK Nguyễn Tiến 34 CK Nguyễn Văn 35 CK Đặng Văn 36 CK Nguyễn Trường 37 CK Phạm Văn 38 CK Bùi Đức 71 39 CK Mai Thế 40 CK Trần Xuân 41 OTO Trần Quý 42 OTO Nguyễn Đức 43 OTO Vũ Văn 44 OTO Lại Thế 45 OTO Nguyễn Thanh 46 OTO Phùng Kim 47 OTO Nguyễn Khả 48 OTO Trần Trọng 49 OTO Đoàn Đức 50 OTO Nguyễn Đức 51 KT Trần Thị 52 KT Mai Yến 53 KT Vũ Ngọc 54 KT Ngô Thị 55 KT Nguyễn Thị 56 KT Nguyễn Thu 57 KT Trần Thị 58 KT Hoàng Thị 59 KT Nguyễn Thị 60 KT Nguyễn Thị 61 HHC Nguyễn Thị 62 HHC Đỗ Thị 63 HHC Nguyễn Thị 64 HHC Phan Thị 65 HHC Tạ Thị 66 HHC Trương Thu 67 HHC Dương Thị 68 HHC Ngô Thị 69 HHC Trần Thu 70 HHC Lý Thị Thu 72 CONTENTS LANGUAGE INPUT DEVELOPMENT LANGUAGE UNIT Getting to know you p6 The way we live p14 FOCUS Tenses Present, past, future p6 Questions Where were you born? What you do? p6 Question words Who…?, Why…?, How much…? p7 Present tenses Present Simple She lives in a room with 14 other women p14 Present Continuous What are you doing at the moment? p15 have / have got She has a hotel I haven’t got any money p14 What happen ed next? p22 Past tenses Past Simple He looked around What did you last night? p22 Past Continuous He was living with his mother p24 The market place Quantity Much and many How much p30 milk? How many eggs? p30 some and any some apples There aren’t any bananas 73 What you want to do? p38 Places and things p46 Fame! p54 p31 a few, a little, a lot/lots of a few carrots, a little juice, lots of crisps p31 something, someone, somewhere p32 Articles a football, an old Learjet, the word You can buy stamps p32 Verb patterns want/hope to enjoy/like doing looking forward to doing ‘d like to p38 Future intentions going to, will, and Present Continuous for future She’s going to travel round North America I’ll give you a lift What are you doing tonight? p40 What… like? What’s soul music like? p46 Comparative and superlative adjectives big, bigger, biggest interesting, more interesting, most interesting good, better, best p47 as…as p48 Detroit isn’t as big as Tokyo p48 Present Perfect and Past Simple Julian has been in the music business for 20 years John Lemon 74 started a band when he was 15 p54 for and since for 56 years since 1984 p56 Tense revision Where you live? How long have you lived there? Why did you move? p56 ... for General English to non -English majors at Hanoi University of Industry The current final achievement test was analyzed for General English to non -English majors at Hanoi University of Industry. .. Therefore, the author choose the thesis ? ?A suggestion on designing a final achievement test for General English to non -English majors at Hanoi University of Industry? ?? with a hope to contribute a. .. use situation” Bachman and Palmer 22 (1996) argue that “authenticity as the degree of correspondence of the characteristics of a given language test task to the feature of a target language use