22.Контроль у навчанні іноземних мовою. Складання тесту для контролю розуміння змісту прочитаного тексту.

There are different kinds of controls:

1. current control, which is used in course of a certain theme to reveal the level of skills and habits of the students;

2. border control, which is used after learning a theme, at the end of the term, year;

3. summary control, which is used after finishing a definite stage in learning the foreign language.

The items of testing should fully correspond to the aims and objectives.

Control may be individual and group, oral or written. It may be teacher’s control and pupils’ or mutual control.

The items for testing may be: aural comprehension, speaking, reading, writing.

We distinguish regular testing when the teacher administers frequent, short test to measure his pupils’ achievement and assigns marks for their work at a given lesson, and final testing or examination at the end of the course.

In our schools oral testing often takes the form of questioning the class or some individuals. The manner in which each pupil reacts to the teacher’s questions shows his readier for the lesson and his achievement in learning some particular material. This often results in assigning marks to several pupils.

At the present the following tests are available: teacher-made tests and ready-made tests.

There are:

Tests for reading

Tests for vocabulary and grammar, which are carried out directly or indirectly.

The structure of the test:

Instruction

Test

Answer situation

23. Важливість вивчення граматики при навчанні іноземної мови. Активний і пасивний граматичний матеріал.

In order to understand a language and to express oneself correctly one must assimilate the grammar mechanism of the language studied. Indeed, one may know all the words in sentence and yet tail to understand it if he does not see the relationship between the words in the given sentence. And vice versa, in a sentence way contain one, two and were unknown words but if one has a good knowledge of a structure of the language one can easily guess the meaning of these words.

No speaking is possible without the knowledge of grammar mechanism. If a learner has acquired such a mechanism, he can produce correct sentences in a foreign language.

A command of England as is envisaged by the school syllabry cannot be ensured without the study of grammar. Pupils need grammar to be able to speak read and write in the target language.

2. Active and passive grammar material.

In the secondary educational establishments not all grammar, but grammar minimum is taught. This grammar minimum consists of active and passive grammar.

The active grammar is used to express thoughts in a foreign language and the passive grammar consists out only of that to express own thoughts but to understand the speech of other people.

Passive(To express own thoughts)

Active (To express own thoughts)

The aim of the grammar is to have grammar habits: in speaking and writing and in listening and reading (reproductive and recognition).