Methodology for using problem-based tasks in an English lesson at an intermediate level. System of preparation for completing tasks in the “writing” section of the GIA and Unified State Examination in modern educational training in the English language Speaking as a type of speech activity

EXAMPLES OF RECEPtive, REPRODUCTIVE AND PRODUCTIVE TYPES OF EXERCISES

Completed by: Nikolaeva Oksana Nikolaevna

28.03.-15.04.16

Simferopol

Receptive exercises

Task 1. Think and Complete the sentences with for or since.

I "ve lived in Washington _____ 1997.

Ben has studied English _____ three years.

They haven't visited their grandparents _____ months.

Julie"s ill. She"s been in bed _____ Tuesday.

My dad has had his car____ sixteen.

It"s been ten years____ we moved to Oxford.

Task 2. Analyze and choose the extra word on the topic “Weather"in each group?

foggy, misty, smoggy, windy, cloudy

hot, sunny, dry, bright, chilly

foggy, cold, chilly, nippy, frosty

rain, drizzle, breeze, pour, shower

blizzard, snow, drought, frost, cold

thunder, shower, lightning, freezing

Exercise 3. Analyze and say interrogative sentences in the correct order

Did, happen, when, the accident

Do, the boys, do, what, housework

Machines, what, you, can, use

Does, Molly, what, do, her, room, in

You, do, like, film, this

Reproductive exercises

Exercise 1. Analyze and name the plural form of the nouns below.

month, horse, flower, potato, book, plan, bridge, match, nose, bus, box, army, carrot, watch, onion, shop, address, day, fly, hotel, lady, key, gate, clock, office, city.

Task 2. Analyze the actions of the children in the picture and say what the children are doing.

Suggested answer:

1. Sam and Nancy are swimming, etc.

Exercise 3. Think and answer the following questions

1) Do you like painting a picture?

2) Do you like swimming?

3) What do you like doing?

4) What are you doing now?

Productive exercises

Exercise 1. SolvingProblems/ Problem solving

Students take a small piece of paper , divide it into two parts and on the left write three of their problems for today (with parents, with peers, with health, with studies, unfulfilled dreams, etc.) Then all the notes are put into one box, mixed and distributed to the students. Students must give advice and suggest ways to solve problems.

Task 2. Goodnews – Badnews/ Good news is bad news.

Students are given situational cards. For example, There aren’t many people at my party/The student reads aloud the situation on his card, others students must say whether it is good news or bad news and give their explanation. It is a good thing because……

Task 3. Make a guess about the animal and describe it without naming it (other students must guess the animal, name it and show it in the picture).

Sections: Foreign languages

When studying English at school, the main goal of student learning is the consistent and systematic development of speech activity, namely: speaking, writing, reading and listening. Speech activity is an active, purposeful process of transmitting and receiving messages, expressed through the language system and dependent on the communication situation.

The form of speech is divided into oral and written. Types of speech activity also differ in nature - productive/receptive.

Accordingly, there are 4 main types of speech activity:

• speaking
• listening
• reading
• letter

The main goal of teaching the subject "English" is the formation of communicative competence, which includes several components:

• communication skills in speaking, listening, reading and writing;
• linguistic knowledge and skills in mastering this language building material for generating and recognizing information;
• linguistic and regional knowledge to provide a socio-cultural background, without which the formation of communicative competence is impossible.

Schoolchildren master a foreign language as a means of communication and must be able to use it orally and in writing. Students must master four types of speech activities: receptive - listening and reading, productive - speaking and writing, and also, in addition, three aspects of language associated with them - vocabulary, phonetics and grammar. It is very important to master all forms of communication and all speech functions in order for a foreign language to become a means of interpersonal and international communication.

Listening

Listening is a receptive type of speech activity associated with the perception and understanding of oral messages. When selecting the material that the teacher himself will use in his oral speech during the lesson, one should take into account the goals he is pursuing:

• firstly, the development of students’ ability to listen and understand foreign speech;
• secondly, a certain expansion of students' passive vocabulary and the development of their guessing about the context in the listening process.

When using this or that form or expression, the teacher must take all measures to ensure that it is correctly understood by the students. To achieve this you need to keep the following in mind:

• Having used one or another English expression, the teacher must adhere to the same form in subsequent lessons, without replacing it with either an equivalent in Russian or another similar expression in English.
• The teacher must ensure that students understand not only the general meaning of the expression he used, but also the individual parts.
• The accuracy of students' understanding of the teacher's speech should be systematically checked.
• Each new expression must be repeated many times by the teacher, not only in the lesson in which it was used for the first time, but also in subsequent lessons.

The objectives of teaching listening can be defined as the following:

• develop certain speech skills;
• teach communication skills;
• develop the necessary abilities;
• remember speech material;
• teach students to understand the meaning of the statement;
• teach students to highlight the main thing in the flow of information;
• develop auditory memory and auditory response.

When working with audio materials, students' abilities to simultaneously work on several speech skills develop.
Let's consider the interaction of the ability to listen to foreign language speech with the ability to speak, read and write in a foreign language.

Listening and speaking.

Listening comprehension is closely related to speaking - expressing thoughts using the language being studied. Speaking can be a reaction to someone else's speech.

Listening to foreign language speech and speaking are interconnected in the educational process: listening can serve as the basis for speaking, in turn, the quality of understanding of the material listened to is usually controlled by answering questions about the content of what was listened to or by retelling it.

Thus, listening prepares speaking, and speaking helps the formation of listening comprehension.

Listening and reading.

There is an interaction between listening and reading. Listening tasks are usually given in printed form, so part of the information necessary for listening, that is, for understanding the text, can be extracted from the printed task.

Listening and writing.

Very often, answers to a listening task must be given in writing. Therefore, these types of activities are also interconnected.
Being closely related to other types of speech activity, listening plays an important role in learning a foreign language and especially in communicative-oriented learning.

It makes it possible to master the sound side of the language being studied, its phonemic composition and intonation: rhythm, stress, melody. Through listening, the lexical composition of the language and its grammatical structure are mastered.

Speaking as a type of speech activity

Speaking is a productive type of speech activity through which oral verbal communication is performed. The content of speaking is the expression of thoughts verbally. Speaking is based on pronunciation, lexical and grammatical skills.

Purpose of training speaking in a foreign language lesson is the formation of such speech skills that would allow the student to use them in non-educational speech practice at the level of generally accepted everyday communication.

The implementation of this goal is associated with the development of the following communication skills in students:

A) understand and generate foreign language utterances in accordance with the specific communication situation, speech task and communicative intention;

b) realize your speech and non-speech behavior, taking into account the rules of communication and the national and cultural characteristics of the country of the language being studied;

V) enjoy rational methods of mastering a foreign language, independently improving in it.

The most important teaching method is the communicative (speech) situation. Communication situation, as a method of teaching speaking, consists of four factors:

1) the circumstances of reality in which communication is carried out;

2) relations between communicants - official and informal communication;
3) speech prompting;

4) the implementation of the very act of communication, which creates a new situation and incentives for speech.

Under the term typical communication situation is understood as a model of real contact in which the speech behavior of interlocutors is realized in their typical social and communicative roles.

Examples of a typical communicative situation include: a conversation between a buyer and a seller, a spectator with a theater cashier, a teacher with a student, etc.

Another important component of the speaking teaching method is type of communication. There are 3 types of communication: individual, group and public.

IN individual communication two people are involved. It is characterized by spontaneity and trust. Here, communication partners have equal rights in their share of participation in the overall speech “product.”

At group communication Several people participate in a single communication process (a conversation with friends, a training session, a meeting).

Public communication occurs in a relatively large number of individuals. For this reason, the communicative roles of participants in public communication are usually predetermined: speakers and listeners (cf. meetings, rallies, debates, etc.).

Speaking appears in monologue and dialogic forms.

When teaching dialogue, you should vary different forms of dialogues and forms of working with them: dialogue-conversation, dialogue-dramatization, conversation between students and with the teacher, pair and group form.

A monologue is characterized by expansion, coherence, logic, validity, semantic completeness, the presence of common constructions, and grammatical design.

The main difficulties in learning to speak include motivational problems, such as: students are embarrassed to speak foreign languages, afraid of making mistakes, being criticized; students do not have enough language and speech resources to solve the task; Students are not involved in a collective discussion of the subject of the lesson for one reason or another. Based on the listed problems in teaching speaking, the goal arises to eliminate these problems if possible. It is impossible to learn speaking without immersion in real situations, and not just by composing standard dialogues on a certain topic. An interactive approach to teaching implies the direct involvement of students in discussions, debates, discussion of problems, and therefore in dialogue.
It is also important to develop students’ general linguistic, intellectual, cognitive abilities, mental processes that underlie mastery of foreign language communication, as well as students’ emotions, feelings, their readiness to communicate, a culture of communication in various types of collective interaction.

Reading as a type of speech activity

Reading is a receptive type of speech activity associated with the perception and understanding of written text.

Understanding a foreign language text requires mastery of a set of phonetic, lexical and grammatical informative features that make the recognition process instantaneous.

Although in the real process of reading the processes of perception and comprehension occur simultaneously and are closely interconnected, the skills and abilities that ensure this process are usually divided into two groups:

a) related to the “technical” side of reading (perception of graphic signs and correlating them with certain meanings and

b) providing semantic processing of what is perceived - establishing semantic connections between linguistic units of different levels and thereby the content of the text, the author’s intention, etc.

As lexical units accumulate, many children need visual support because It is extremely difficult to perceive speech only by ear. This is especially true for those children whose visual memory is better developed than auditory memory. That's why reading is so important.

When learning to read at the initial stage, it is important to teach the student to read correctly, that is, to teach him to voice graphemes, extract thoughts, that is, to understand, evaluate, and use text information. These skills depend on the speed at which the child reads. By reading technique we mean not only the quick and accurate correlation of sounds and letters, but also the correlation of the sound-letter connection with the semantic meaning of what the child is reading. It is a high level of mastery of reading techniques that allows one to achieve the result of the reading process itself - quick and high-quality extraction of information.

It is possible to formulate pedagogical requirements for organizing the process of teaching reading in a foreign language.

1. Practical orientation of the learning process:

• formulating specific communicatively motivated tasks and questions aimed at solving practical tasks and problems, allowing not only to master new knowledge and skills, but also to understand the content and meaning of what is being read;
• obligatory highlighting of the loud-speech stage of reading in the system of teaching reading techniques in a foreign language, helping to consolidate the skills of articulation and intonation, phonetically correct speech and “inner hearing”.

2. Differentiated approach to training:

• taking into account the age-related psychological characteristics of students, individual styles of their cognitive activity when communicating new knowledge and developing skills and abilities;
• the use of analytical and synthetic exercises, tasks differentiated by degree of difficulty, depending on the individual abilities of students; choosing adequate methods for teaching reading aloud and silently.

3. Integrated and functional approach to training:

• building reading instruction based on oral advance, i.e. children read texts containing language material that they have already acquired in oral speech; at the alphabetic stage, mastery of new letters, letter combinations, and reading rules is carried out in accordance with the sequence of introducing new lexical units and speech patterns in oral speech.

4. Taking into account the characteristics of the native language:

• using the positive transfer of reading skills developed or already developed in the students’ native language;

5. Accessibility, feasibility and awareness of learning.

6. An integrated approach to the formation of motivation:

• More attention in the lesson is paid to completing game tasks, acting in problematic situations of a communicative nature;
  the use of various types of visual aids that stimulate comprehension of new material, the creation of associative connections, supports that promote better learning of reading rules, graphic images of words, intonation patterns of phrases.

Depending on the degree of penetration into the content of the text and depending on communicative needs, there are viewing, searching (viewing-search), introductory and studying reading.

Introductory reading involves extracting basic information from the text, obtaining a general idea of ​​the main content, and understanding the main idea of ​​the text.

Study reading is characterized by an accurate and complete understanding of the content of the text, reproduction of the information received in a retelling, abstract, etc.

Reading is one of the most important types of communicative and cognitive activity of students. This activity is aimed at extracting information from written text. Reading performs various functions: it serves for practical mastery of a foreign language, is a means of studying language and culture, a means of information and educational activities, and a means of self-education.

Writing as a means of teaching a foreign language

Writing is a productive type of speech activity that provides the expression of thoughts in graphic form. In the methodology of teaching a foreign language, writing and writing are both the means of teaching and the goal of teaching a foreign language. Writing is the technical component of written language. Written speech, together with speaking, is a productive type of speech activity, and it is expressed in recording any content through graphic signs.

Writing is very closely related to reading, because... their system has one graphical language system. When writing with the help of graphic symbols, a thought is encoded; when reading, graphic symbols are decoded.

If you correctly identify the goals of teaching writing and written speech, taking into account the role of writing in the development of other skills, use exercises that fully correspond to the goals, and perform them at a certain stage of training, then oral speech is gradually enriched and becomes more logical.

Writing helps to develop grammatical skills when written tasks are given for basic copying or tasks that require creativity, and all this creates certain conditions for memorization. Without written work, it is very difficult for students to memorize lexical and grammatical material.

Objectives of teaching writing

To develop students’ skills and abilities:

• use sentences in written expressions that correspond to the models of the target language
• build language models in accordance with lexical, spelling and grammatical norms
• use a set of speech cliches, formulas typical for one or another form of written communication
• give expansion, accuracy and certainty to the statement
• use techniques of linguistic and semantic text compression
• express a written statement logically and consistently

What’s great is that when learning English calligraphy, students focus on the spelling features of English writing. Calligraphic skill at the first stage is a skill through consistent work on mastering and consolidating written letter forms.

The next stage is when calligraphy becomes a skill that is constantly reinforced by written practice. The teacher’s task is to maintain the path from calligraphy-skill to calligraphy-skill and thoroughly consolidate this skill. Writing can become an effective means of learning only when students reach a certain level of spelling skills and abilities.

At the middle stage of learning, the most complex type of verbal communication is used, such as reasoning, which requires students to have knowledge, an extensive vocabulary of words and expressions that would help express their thoughts in writing.

The tasks solved when teaching written speech include the formation in students of the necessary graphic automatisms, speech-thinking skills and the ability to formulate thoughts according to the written style, broadening their horizons and knowledge, mastering the cultural and intellectual readiness to create the content of a written work of speech, the formation of authentic ideas about the subject content , speech style and graphic form of written text.

Written speech is considered as a creative communication skill, understood as the ability to express one’s thoughts in writing. To do this, you need to have spelling and calligraphy skills, the ability to compositionally construct and arrange a written speech work composed in inner speech, as well as the ability to select adequate lexical and grammatical units.
Recently, writing has been viewed as an assistant in increasing the effectiveness of teaching a foreign language. It is impossible not to take into account the practical significance of written speech communication in the light of modern means of communication, such as e-mail, the Internet, etc. The role of written communication in the modern world is extremely great. But one should distinguish between writing activity and written speech. Written speech activity is the purposeful and creative execution of thoughts in the written word, and written speech is a way of forming and formulating thoughts in written linguistic signs.

It is the productive side of writing that is still little taught in foreign language lessons. Students' written skills often lag significantly behind their level of training in other types of speech activities. The letter is characterized by a three-part structure: incentive-motivational, analytical-synthetic and executive.

The goal of teaching writing is to develop students' written communicative competence, which includes mastery of written signs, content and form of written speech. The tasks solved when teaching writing are related to creating conditions for mastering the content of teaching writing.

To specify the tasks of teaching writing, it is necessary to take into account the skills that are provided by the program: the ability to write a friendly letter to a foreign correspondent, compose an annotation, essay, note in a wall newspaper, write a resume, a summary of the text heard and read, an essay, etc.

However, the success of the final stage largely depends on how well writing skills were developed in the previous stages of training.

Learning to write closely interacts with learning to read. Writing and reading are based on a single graphic system, and it is this provision that determines the requirements for teaching graphics in general, and at the initial stage in particular.

You can teach students writing from the very first lessons. Working on writing techniques involves developing skills in calligraphy, graphics, and spelling. Graphic skills are associated with students’ mastery of a set of basic graphic properties of the language being studied (letters, letter combinations, diacritics). Spelling skills are based on the system of ways of writing words adopted in a particular language.

From the first lessons of learning to write, back in school, a lot of time is devoted to developing the ability to copy a word from the board, a textbook, or specially made cards, while it is important to teach students to copy a word as a whole, and not by letters and words. From working on words, one must gradually move on to working on small sentences; at the same time, it is necessary to consolidate the structure of a French phrase in the children’s minds. Gradually, a transition is made to writing words under dictation.

Then the transition is made to writing sentences under dictation. The middle stage includes both special and non-special exercises. Non-special exercises, that is, all written lexical, grammatical and lexico-grammatical exercises given in textbooks, develop and strengthen students’ spelling skills.

Special exercises at this stage of training include such as choosing a word from a list, substituting missing letters into words, forming new words, writing words from memory, etc.

Teaching a foreign language to students is aimed at developing a communicative culture and their sociocultural education, developing the ability to represent their native country and culture, people’s way of life, and familiarizing students with the technologies of self-control and self-assessment.
Difficulties in teaching written speech in a foreign language arise in connection with the formation of skills that ensure both mastery of the graphic-spelling system of the language being studied and the construction of an internal statement.

To develop methods for teaching written foreign language speech, it is necessary to take into account the complex nature of this skill, as well as the fact that the skills that ensure written expression are based on the skills of mastering the graphic-spelling system of the language.

Basic approaches to teaching foreign written speech:

• Directive (formal-linguistic) approach. The need to improve the lexical and grammatical skills of students at any level of language training makes this approach relevant not only at the initial stage of education.
• Linguistic (formal-structural) approach. The main features that characterize this approach are “rigid” control of the process of teaching written language and a large number of exercises of a receptive-reproductive nature.
• Activity (communicative, content-semantic) approach. In this approach, the activity of writing and the writer are at the center of the learning process. Writing is seen as a creative, non-linear process through which ideas are realized and formulated.

Principles on which spelling systems may be based:

• Phonetic (the letter corresponds to the sound);
• Grammatical (morphological), spelling is determined by the rules of grammar, regardless of phonetic deviations in the pronunciation of the same letter;
• Historical (traditional).

The first two principles are leading. But it is also possible to add other specific principles in different languages.

So, teaching writing is inextricably linked with teaching other types of speech activities, including speaking and reading. Written speech allows you to preserve linguistic and factual knowledge, serves as a reliable thinking tool, and stimulates speaking, listening and reading in a foreign language.

We believe that only properly organized cheating, students’ knowledge of certain rules, patterns in the spelling of words in the target language, the habit of establishing associative connections in the spelling of words, and performing visual dictations can create the necessary conditions for mastering spelling and, consequently, for updating one of the content components teaching writing as a means of recording spoken speech.

Rational use of writing in the study of a foreign language helps the student in mastering the material, accumulating knowledge about the language and acquired through the language, due to its close connection with all types of speech activity.

Thus, when speaking, students must be able to communicate or explain information, approve or condemn, convince, prove. Writing requires the ability of schoolchildren to quickly record their own and others’ thoughts; write down from what you read, processing the material; write down the outline or talking points of the speech; write a letter. In reading, it is important for students to be able to quickly read newspaper and magazine articles and works of art of average complexity. Listening requires the ability to understand speech at a normal pace during live communication, as well as the meaning of television/radio broadcasts.

List of used literature

1. Vaisburd M.L., Blokhina S.A. Learning to understand a foreign language text when reading as a search activity//Foreign language. at school.1997№1-2. p.33-38.
2. Galskova N.D. Modern methods of teaching foreign languages: a manual for teachers. - 2nd ed., revised. and additional - M.: ARKTI, 2003. - 192 p.
3. Kolkova M.K. Traditions and innovations in methods of teaching foreign languages ​​/ Ed. M.K. Kolkova. – St. Petersburg: KARO, 2007. – 288 p.
4. Kuzmenko O. D., Rogova G. V. Educational reading, its content and forms / Kuzmenko O. D., G. V. Rogova // General methods of teaching foreign languages: Reader / [Comp. A. A. Leontyev]. - M.: Rus. language, 1991. - 360 p.
5. Klychnikova, Z.I. Psychological features of teaching reading in a foreign language: a manual for teachers / Z.I. Klychnikov. – 2nd ed., rev. – Moscow: Education, 1983. – 207 p.
6. Maslyko E.A. Handbook for a foreign language teacher / Maslyko E.A., Babinskaya P.K., Budko A.F., Petrova S.I. -3rd ed.-Minsk: Higher School, 1997. – 522 p.
7. Mirolyubov A.A. General methods of teaching foreign languages ​​in secondary school / A.A. Mirolyubov, I.V. Rakhmanov, V.S. Tsetlin. M., 1967. - 503 p.
8. Solovova E.N. Methods of teaching foreign languages. Advanced course: textbook. allowance / E. N. Solovova. - 2nd ed. - M.: AST: Astrel, 2010. - 271 p.

Introduction

Characteristics of writing as a type of speech activity

The structure of the “Writing” section in the State Examination and the Unified State Examination

2.1 Unified State Exam in English

1 Exam structure

3 GIA in English

Conclusion

Introduction

Leading representatives of the pedagogical community note that the change of centuries and millennia has led to an understanding of the inevitability of changes in social reconstruction: the technogenic type of society has been replaced by a post-technogenic one, which will create a new, modern paradigm of education. The traditional system in the form in which it has existed until now has exhausted itself and through evolutionary means, through internal transformation, must move into a new qualitative state.

Therefore, recently the concept of the Unified State Exam has entered the lives of schoolchildren. The Unified State Exam is one of the important events in a person’s life, since this particular type of final certification is a final school exam, and it also serves as an entrance exam to a higher educational institution.

The Unified State Examination in foreign languages ​​has been conducted since 2003 in experimental mode. It is conducted in languages ​​such as French, German, Spanish and English.

The foreign language exam includes the following sections: listening, reading, writing, speaking, vocabulary and grammar.

An analysis of the results of the Unified State Exam of previous years showed that one of the difficulties of this exam is that the students cannot correctly formulate their written speech. Writing is one of the leading types of speech activity, which is taught in the classroom. In addition, the increasing role of writing in the educational process in a foreign language is also associated with the current use of creative, interactive forms of working with language, such as the use of the project method.

Formation and improvement of communication skills in writing at a high level of complexity is one of the most important requirements in modern foreign language teaching.

All this determined the relevance of our research: the contradiction between the social order of the state and the insufficient number of tasks in modern educational complexes to complete part C “Writing” in the State Academy of Sciences and the Unified State Examination.

The object of the study is the process of preparation for completing tasks in the “Writing” section of the State Academic Examination and the Unified State Examination.

The subject of the study is the strategic and tactical features of completing tasks in the “Writing” section in the State Academic Examination and the Unified State Examination.

The purpose of the study is to identify existing strategies and tactics for completing tasks in the “Writing” section in the structure of the State Examination and the Unified State Examination in English. Based on the goal, the following tasks were identified:

Analyze the available literature on the research topic;

Study the theoretical foundations of teaching writing, namely writing as a component of preparation for the State Examination and the Unified State Exam;

Compare teaching materials, namely “English in Focus” / “Spotlight” by Virginia Evans, Yu.E. Vaulina, Jenny Dooley, O.E. Podolyako, N.I. Bykova, “English with pleasure”/ “Enjoy English” by M.Z. Biboletova. and Trubaneva N.N., for the availability of a system of exercises to prepare for writing the “Writing” section of the State Academic Examination and the Unified State Examination;

Study methodological English-language literature.

In the process of solving these problems, the following research methods are used:

Analytical - analysis of methodological literature on the research topic;

Descriptive - presentation of the specifics of written speech in the theoretical part of the work;

Generalization of teaching experience - analysis of scientific articles, methodological literature, websites with reviews of teachers on the topic of research;

Observation - analysis of the effectiveness of teaching methods in practice.

Working hypothesis - starting the study, we assume that the effective use of a system of exercises for teaching writing in English lessons helps to increase the level of students’ preparation for the Unified State Exam and State Exam in English.

In our research, we rely on the works of Solovova E.N., Galskova N.D., Zimnyaya I.A., Azimov E.G., Shchukin A.N. and others.

speech written foreign language

1. Characteristics of writing as a type of speech activity

The role of written communication in the modern world is extremely great, almost greater than the role of oral communication.

Writing is a productive type of speech activity that provides the expression of thoughts in graphic form.

Speech activity is an active process of transmitting and receiving messages, mediated by the language system and conditioned by the communication situation.

The interpretation of the concept of “speech activity” is different among different authors, and there was even a point of view that in reality there is only a system of speech actions included in any activity. Modern methods are characterized by a fairly clear delineation of “three aspects of linguistic phenomena” to be learned in language classes (language - speech - speech activity), and consideration of speech activity as the leading aspect in the practical orientation of training.

It is customary to distinguish between main and auxiliary types of speech activity. The former are divided into productive (aimed at generating and communicating information - this is speaking and writing) and receptive (oriented towards receiving information - this is listening and reading). Auxiliary types of speech activity are, for example, oral reproduction of an earlier perceived text, translation, note-taking of lectures, etc. Any speech activity is carried out in one of two forms - oral or written. A combined form - oral - written is also possible (for example, recording spoken speech, reading aloud, etc.).

In real communication, certain types of speech activity occur in close interaction (for example, speaking presupposes the presence of listeners). This circumstance is realized within the framework of interconnected training in types of speech activity, which is considered as the most rational way associated with teaching speech activity. The product of receptive types of speech activity (reading, listening) is the conclusion that a person comes to in the process of reception. The result of productive types of speech activity is a statement, a text. The subject of speech activity is thought as a form of reflection of the relationships of objects and phenomena of reality.

Speech activity is structurally characterized by three phases and includes motivational-incentive, analytical-synthetic and performing phases (or levels). Some researchers identify a fourth, controlling phase

The linguistic component of the content of teaching a foreign language includes all aspects of language, structural units and genres of speech. In modern methods, the linguistic foundations of language teaching are separated into an independent discipline, which is considered one of the areas of applied linguistics.

The linguistic component of the content of teaching writing includes:

a) knowledge of active lexical, grammatical and phonetic material;

b) knowledge of the graphic system of the language;

c) difficulties associated with mastering the features of sound-letter correspondences;

d) spelling rules, which can be based on various principles (historical, grammatical, sound);

e) knowledge of special writing characters (umlaut, diacritics);

f) special formulas characteristic of written speech.

The psychological component includes:

a) writing skills and abilities;

b) the ability to express thoughts in writing;

c) the nature of the interaction of written speech with other types and forms of speech;

d) taking into account the interests and motives of students.

Back in the 19th century. Some neuroscientists considered writing as an optical-motor act, and its disorders as a loss (disturbance) of optical-motor acts, i.e., as a disruption of connections between the brain's vision center, the motor center of the hand and the centers of word formation.

Modern psychology views writing as a complex conscious form of speech activity, which has both common and distinctive characteristics with other forms of external speech.

The psychological content of learning to write is the formation of graphic and spelling skills and the ability to use them when performing written tasks, that is, writing in a foreign language. Recording orally learned material is considered as an educational activity, the implementation of which helps students master a foreign language.

The difficulties of learning written speech are thus due to its psychological complexity. They may be associated with immaturity of speech, motor skills, visual perception, as well as disturbances in the development of other cognitive functions. The discrepancy between the graphic systems of the native and the target language causes interference and also causes difficulties in mastering a new graphic code. Complete immaturity of writing with deep brain lesions is called agraphia.

Including all those neuro-brain connections that are necessary for mastery of oral speech and reading, written speech requires the formation of a number of additional analyzers, with the help of which writing helps to fix graphic complexes and graphic signs in memory.

Before touching upon the methodological component of the content of teaching writing, we should refer to the definition of writing.

Written speech is the process of composing a written message from words and phrases, which involves expressing thoughts using a certain graphic code.

Writing and written speech is the goal of learning at all stages of learning a foreign language. In Russian methodology, it is customary to distinguish between the terms writing and written speech. The first term refers to the ability to form words from letters, which implies possession of graphic, spelling and calligraphic skills. Written speech is a skill that is formed on the basis of writing skills and provides the ability to express thoughts in written form, i.e. texts of various types and genres. In this case, two types of written speech can be distinguished: educational speech (guided writing) and communicative speech (free writing).

Learning to write includes work on writing techniques (graphics, spelling, punctuation) and on the written expression of thoughts in the target language (written productive speech).

Receptive written language is embodied in reading. The objects of studying written language are sentences, paragraphs, and connected text. Writing is used as an independent form of communication, but mastery of it occurs on the basis of sound speech. In learning to write, three stages can be distinguished: mastering graphics and spelling, mastering structural models of sentences; mastering writing as a means of communication.

The ultimate requirement in the field of teaching writing is the development of students’ ability to express their thoughts in writing.

At the end of the basic course, students should be able to, in the most typical communication situations:

· make extracts from the text;

· draw up and write down a plan for the text read or listened to;

· write a short congratulation, express a wish;

· Fill out the form in writing (indicate your first and last name, gender, age, etc.);

· write a personal letter.

· writing an autobiography and resume;

· writing job applications;

· writing reviews, annotations, reports;

·essay;

· writing a greeting card.

Thus, the methodological training component includes:

a) skills of independent work to improve written speech;

b) skills in using various supports in the form of spelling rules;

c) skills in using various spelling reference books.

Conclusion for Chapter 1:

From all of the above, we can conclude that writing, in comparison with other types of speech activities (listening, speaking, reading), does not occupy the most important place in a person’s verbal communication with other people. But, nevertheless, the role of written speech is immeasurably great.

There are many different classifications of difficulties associated with mastering written language. But in order to successfully develop the skill of written speech, it is necessary to know the psychological, linguistic and methodological features of written speech; be able to cope with difficulties that arise while working with written exercises; know the ways and means of forming foreign language written speech.

2. Structure of the “Writing” section in the State Examination and Unified State Examination

1 Unified State Examination in English

The first analogue of the Unified State Exam appeared in France in the 60s. 20th century. Test surveys were introduced, the final exam was combined with the entrance exam to the university. Very soon, numerous demonstrations and protests began in France: the people did not accept the new system, believing that it would lead to the “dumbing down” of the nation. The confrontation did not last long: after three years, the government, having assessed the results of the new policy, abandoned the innovations. However, such a system has taken root quite successfully in America. It is less expensive and very convenient. Now the idea of ​​“2 exams in 1” has started to become widespread all over the world.

The first prototypes of the Unified State Exam began to appear in Russia in 1997. Some schools began conducting experiments on voluntary testing of graduates. The author of the idea of ​​the Unified State Exam in Russia was Vladimir Filippov, who headed the Ministry of Education from 1998 to 2004. It was he who began a large-scale reform of domestic education: Russia’s accession to the Bologna process with the division of higher education into bachelor’s and master’s degrees, and the creation of new educational standards. One of the necessary conditions for this process was the introduction of new ways to assess the knowledge of schoolchildren.

The new Federal State Educational Standard (FSES) approved the introduction of a mandatory Unified State Exam in English. The introduction of the new standard comes into full force from 2020.

The Unified State Examination in foreign languages ​​has been conducted since 2003 in experimental mode. Since 2009, the Unified State Exam has become the unified form of state certification of students. Now, in order to enter many university faculties, you need to take the Unified State Exam in English.

A draft order of the Russian Government has been prepared, according to which additional exams may appear at the Moscow State Law Academy named after. Kutafina O.E. majoring in jurisprudence, Moscow State Linguistic University in nine specialties, including not only purely linguistic ones, but also hotel management, management, and jurisprudence. In addition, Moscow State Pedagogical University, Higher School of Economics and Nizhny Novgorod State Linguistic University may have their own exams. Every year the list of universities that are allowed to conduct additional exams is narrowing. In 2009, there were 24 universities, in 2010 - 11, in 2011 - 8. This year, RSUH and two St. Petersburg universities dropped out of last year’s list.

Unified State Examination tasks in English are constructed according to the same principles as tasks in international exams in English. In terms of the level of the Unified State Exam in English, it is close to the Cambridge PET (Preliminary English Test) and FCE (First Certificate in English) exams.

To differentiate examinees by levels of foreign language proficiency within the limits formulated in the Federal component of the State Standard for Foreign Languages, all sections of the examination work, along with basic-level tasks, include tasks of an increased and high level of complexity.

According to the Federal Institute of Pedagogical Measurements (FIPI), according to the results of the 2012 English language exam, graduates were able to obtain the minimum number of points (20) 3.3% of exam participants.

According to Rosobrnadzor, they failed to overcome the established threshold in English - 3.13%. In turn, 11 people out of 60,651 USE participants passed the English language with 100 points.

There continues to be an increase in the skills of participants with a high level of training, demonstrated when completing tasks in the “Writing” section. This especially applies to the ability to create written statements with elements of reasoning. However, even basic skills in this type of speech activity, tested when writing a personal letter, are the main obstacle for examinees who do not reach level B according to the European classification. At the same time, the number of plagiarism and cases when examinees, ignoring the wording of the task, reproduce published texts on a similar topic are growing.

The problems of students with a low level of preparation are quite clearly manifested in the results of completing assignments in addition to the “Writing” section of the “Grammar and Vocabulary” section. Those skills and abilities being tested (recognition and use in speech of the basic morphological forms of a foreign language and various grammatical structures; knowledge of the basic methods of word formation and skills in using them; recognition and use of studied lexical units in speech (with special attention to lexical compatibility); knowledge of spelling rules and the skills to use them), which are directly related to productive types of speech activity, are better developed among graduates with a high level of training.

As the analysis conducted by L.G. shows. Kuzmina, when completing exam papers, students most often make the following mistakes:

· replace the communicative functions of informing with similar functions of argumentation and vice versa;

· do not comply with the required level of formality of the letter, which is expressed in the wrong choice of address or ending of the letter, in the wrong choice of vocabulary (sometimes too colloquial, and sometimes unreasonably stilted or definitely stylistically colored);

· do not know how to fill out questionnaires, trying to give a detailed answer to the question in each specific case;

· they do not always understand the difference between an autobiography and a resume and other documents accepted in modern business communication practice;

· do not demonstrate a variety of means of ensuring the coherence of written speech (at the level of introductory phrases, conjunctions, etc.);

· do not know how to clearly structure a written text of one type or another, do not use red lines and divide the text into paragraphs;

· do not strive to neatly format the text, allow negligence in design, a large number of blots and corrections;

· do not always know semi-printed font, which is necessary when filling out official documents

Typical mistakes when writing a letter are:

· spelling errors,

· violation of logic when expressing thoughts in writing,

· stylistic errors when writing an informal letter,

· lexical and grammatical errors (individually)

2.1 Exam structure

The English language examination paper consists of 4 sections: “Listening”, “Grammar and Vocabulary”, “Reading” and “Writing”, including 46 tasks.

The level of difficulty of tasks is determined by the levels of complexity of the language material and skills being tested, as well as the type of task. The work on a foreign language includes tasks with a choice of answers from 3 or 4 proposed (28 tasks), 16 open-type tasks with a short answer, including matching tasks, and 4 open-type tasks with a detailed answer.

The first section, “listening,” includes 15 tasks, of which the first is to establish correspondence and 14 tasks with choosing the correct answer from three proposed ones. The recommended time to complete this section is 30 minutes.

The second section, “Reading,” includes 9 tasks, of which 2 are matching tasks and 7 tasks with choosing one of the correct answers out of four proposed. The recommended time to complete this section is 30 minutes.

The third section “Grammar and Vocabulary” includes 20 tasks, of which 13 tasks with a short answer and 7 tasks with a choice of one correct answer out of four proposed. The recommended time to complete this section is 40 minutes.

The fourth section is “Writing”. Since 2005, the Unified State Exam “Writing” section consists of two types of tasks: writing a personal letter and a written statement (essay) with elements of reasoning. The recommended time to complete this section of work is 80 minutes.

The “Writing” section tests the ability to create various types of written texts. In accordance with Russian educational standards, the Unified State Examination in English may include tasks assessing productive writing skills in written communications of the following types: autobiography/resume, questionnaire, personal letter, business letter, abstract, written/oral communication plan, etc. etc.

When assessing tasks in this section (C1-C2), a parameter such as the volume of written text, expressed in the number of words, is taken into account. The required volume for a personal letter C1 is 100-140 words; for a detailed written statement C2 200-250 words. The permissible deviation from the specified volume is 10%. If the C2 task contains less than 180 words, then the task is not subject to verification and is scored 0 points. If the volume is exceeded by more than 10%, i.e. in completed task C1 there are 154 words or in task C2 more than 275 words, then only that part of the work that corresponds to the required volume is subject to verification. Thus, when checking task C1, 140 words are counted from the beginning of the work, task C2 250 words, and only this part of the work is evaluated.

When determining whether the scope of work provided meets the above requirements, all words are considered, from the first word to the last, including auxiliary verbs, prepositions, articles, and particles. In a personal letter, the address, date, signature are also subject to counting. Wherein:

· Contractive (short) forms of can t, did n t, isn't t,I m and. t. P are counted as one word;

· Numerals expressed by digits 1; 25; 2009, 126 204 i. etc. are counted as one word;

· Numerals expressed in words are counted as words;

· Compound words such as good-looking, well-bred, English-speaking, twenty-five are counted as one word;

· Abbreviations, for example, USA, e-mail, TV, CD-rom are counted as one word.

2 Strategies for completing tasks in the “Writing” section

As mentioned above, the exam offers an excerpt from a letter from a possible pen pal. The letter contains some news and several questions asking for your opinion, advice, etc.

Students are required to write a response letter, starting with their brief return address in the upper right corner, the date below the address, a salutation, and ending with a parting phrase and name. The following criteria must be taken into account:

Thank you for the letter you received;

Comment on the news contained in the letter;

Ask questions related to the subject of the letter news;

Answer all questions asked in the received letter, give advice, express your opinion, etc.

Since in this part of the Unified State Exam it is important not only the content, but also the form (layout), it is definitely very important to visually remember the location of the components of the letter on the page.

Be sure to pay attention to the following:

The address begins with Dear, to which the name is added.

The appeal is written not in the middle of the sheet, but on its left side, without indenting the red line.

After the address, use a comma (not an exclamation point).

We need to thank you for the letter you received.

Explain why this letter is being written and what it will be about.

At the end of the letter, in a new paragraph, you need to ask the addressee questions according to the assignment.

At the end of the letter, write the final phrase Best wishes or Love on a separate line.

Place a comma after Best wishes or Love.

You need to sign the letter on a separate line after the final phrase.

The address (sender's address) is written in the upper right corner:

Second line - House number, Street name

Second line - City

You can get by with a short address - street and city.

Under the address, write the date the letter was written in the format day, month, year.

This is a part of a letter from Sheryl, your English-speaking pen-friend.

…My friend and I are planning to start a new hobby but we haven t decided yet what hobby to choose. Do you have any hobbies? Do you feel you have enough time for hobbies? What hobbies are popular with teenagers in your country? Are there any hobbies you d like to take up?for my school exams, they are almost over and I m looking forward to my summer break…back to Sheryl.your letter:

answer her questions

· ask 3 questions about her plans for the summer

·Write 100-140 words.

· Remember the rules of letter writing.. Petersburg

June 2010Sheryl,was great to hear from you! I m really glad your exams are nearly over! Sorry I haven't t been in touch for so long.asked me about hobbies that are popular with Russian teens. Well, many teens are interested in music and playing computer games. Others are into collecting or doing sports. As for me, my hobby is cooking. I collect traditional Russian recipes and cook these dishes. I feel I don t have enough time for my hobby as I ve got too much homework. If I had more free time, I d take up photography. It It's really exciting., it It's great that school is over. What are you going to do in summer? Will you stay with your grandparents? Would you like to visit other countries?, I dbetter go now. I ve got to get ready for my piano class.the best,

2.3 GIA in English

The state final certification, or GIA for short, is held annually among ninth-grade graduates. Approbation of this form of examination in Russia began in 2004. This form of certification differs from the usual exams in that the result of the State Examination is the opportunity to obtain an independent assessment of the quality of education of ninth-grade graduates.

To conduct the GIA, tasks are used in a standard form, which consist of test questions with the choice of one correct answer, as well as questions requiring a short or full answer. In general, the tasks are similar to those offered on the Unified State Exam.

GIA tasks make it possible to find out how well ninth-grade graduates have mastered the federal state standards established for basic general education.

The reason for the introduction of a new exam model, designed to identify the knowledge, skills and abilities of primary school graduates, was the need to use an objective and maximally open procedure for assessing the level of educational achievements of students. Using the GIA results, you can not only certify graduates for a course of study in a primary school, but also identify those students who have a high level of preparation and can continue their studies in specialized senior classes of secondary schools.

Tasks for the state final certification in a new form have been developed for 14 school subjects, including four foreign languages ​​- Spanish, German, French, and English. All exams, except foreign languages, are conducted in Russian.

Each graduate must pass four exams. In the new form, only Russian language and mathematics are taken. All other subjects can be taken both in the GIA form and in the traditional form.

To take part in the state final certification, ninth grade graduates must write an application in the prescribed form. Educational institutions are responsible for this procedure, and the place, form and deadline for submitting an application are determined by regional education authorities.

Each subject of the Russian Federation independently determines the procedure for conducting the final certification. However, when developing their own procedures and rules, regions should take the Unified State Exam as a basis.

The grades received during the state final certification are taken into account when entering secondary educational institutions in accordance with the Procedure for admitting ninth-grade graduates to secondary vocational education institutions. The form of testing students' knowledge in the form of the State Final Certification (GIA) appeared along with the Unified State Exam (USE) relatively recently.

The purpose of this examination work is to assess the level of language training in a foreign language of graduates of IX grades of general education institutions for the purpose of their state (final) certification. The results of the exam, along with other forms of assessment of achievements, can be used when admitting students to specialized classes of a secondary (complete) school or secondary vocational education institution.

The main goal of foreign language education in a basic school is the formation of communicative competence of students, understood as the ability and willingness of students to communicate in a foreign language within the limits determined by the standard of basic (general) education in a foreign language. This goal implies the formation and development of students’ communicative skills in speaking, reading, understanding sound/oral speech by ear and writing in a foreign language. To determine the level of development of communicative competence among graduates of basic school, the examination work includes two parts (written and oral) and different types of tasks are used to test communication skills and language skills (tasks with a choice of answers, tasks with a short answer, tasks with a detailed answer).

Completion by students of the set of presented tasks allows us to assess the compliance of the level of their foreign language training, achieved by the end of their studies in basic school, with the level determined by the standard of basic general education in a foreign language. This level guarantees the opportunity for students to continue their education in high school.

Examination work for state (final) certification of graduates of IX grades of general education institutions and testing and measuring materials of the Unified State Examination in a foreign language have common objects of control (communication skills of graduates in listening, reading, writing and speaking, lexical and grammatical skills) and some common elements content.

To test the communication skills and language skills of students, the same types of tasks are used in the examination papers of graduates of grades IX and XI (for example, tasks with a short answer, tasks with a detailed answer, tasks for choosing an answer from three proposed ones), and also unified approaches to assessing productive results are implemented. and receptive types of speech activity.

At the same time, examination papers for state (final) certification of graduates of IX grades of general education institutions and testing and measuring materials of the Unified State Exam differ in the purposes of the examination, some tested content elements, the number and difficulty levels of tasks, and the time it takes to complete the work, which is due to different content and conditions.

The examination paper consists of two parts:

· written (sections 1-4, including tasks on listening, reading, writing, as well as tasks to control the lexical and grammatical skills of graduates);

· oral (section 5, containing speaking tasks).

Foreign language work includes:

· 14 multiple choice tasks;

· 18 short answer questions;

· 3 tasks with detailed answers.

To designate the type of task, the letters of the Latin alphabet A, B, C are used, to which the corresponding number of this type of task is added, for example A1, B2, C3.

The examination paper tests the foreign language communicative competence of primary school graduates. The control and measurement tasks of the examination work are aimed at testing the speech skills of graduates in four types of speech activities (listening, reading, writing, speaking), as well as some language skills.

In particular, the examination paper checks:

· the ability to understand by ear the main content of a listened text and the ability to understand the requested information in a listened text (section 1);

· the ability to write a personal letter in response to a stimulus letter (section 3);

· the ability of oral foreign language communication in the proposed communicative situations (section 5);

· skills of using language units in a communicatively meaningful context (section 4).

Conclusion for Chapter 2:

Thus, all of the above allows us to conclude that even with a good level of knowledge and proficiency in English, it is necessary to prepare for the Unified State Exam and State Examination no later than a year in advance. “Writing” is one of the difficult sections. Therefore, when preparing for the exam, you should pay special attention to it. To do this, you need to introduce the student to letter writing strategies and teach how to write texts in different genres. And also use in English lessons systems of exercises for teaching written language, which help improve the level of students’ preparation for the Unified State Exam and State Examination in English.

3. Technology for developing writing skills in modern teaching materials in English

With the entry into force of the new generation of federal state standards, a new range of skills and abilities that students must master has emerged.

The substantive results of studying a foreign language in primary school in the field of written speech are:

· master writing technique;

At the initial stage, as a result of studying a foreign language, students should be able to:

· write a short letter to a foreign friend based on the model, provide brief information about yourself, request similar information about him;

· write a greeting card for the New Year, Christmas, birthday (based on the sample);

· format the envelope correctly.

In the new generation standards, the main content of teaching writing at secondary level is determined by the further development and improvement of written speech, namely the skills:

· write short congratulations on your birthday and other holidays, express wishes (30-40 words, including address);

· write a personal letter with and without reference to a sample (ask the addressee about life, affairs, say the same about yourself, express gratitude, give advice, ask for something). The volume of a personal letter is about 100-110 words, including the address ;

· draw up a plan, theses of an oral or written communication,

The substantive results of studying a foreign language in basic school in the field of written speech are:

· write congratulations, personal letters based on a sample using speech etiquette formulas accepted in the country/countries of the language being studied;

· briefly summarize the results of project activities.

3.1 Technology for developing writing skills in the educational complex “English with pleasure” / “Enjoy English” Biboletova M.Z., Trubaneva N.N.

The work program of the English language course defines the following minimum range of skills in the field of writing and writing that primary school students must master:

· copy the text, inserting missing words into it in accordance with the context;

· write a short congratulation based on the sample.

When mastering written language, primary schoolchildren simultaneously learn:

· write letters of the English alphabet;

· copy the text and write out words, phrases, simple sentences from it;

· restore a word, sentence, text;

· write down words and sentences under the dictation of the teacher;

· answer questions in writing about the text or picture;

· fill out a simple form (first name, last name, age, favorite season, favorite food, favorite sport, etc.);

· write Happy New Year, Merry Christmas, Birthday greetings based on the sample;

· write a short personal letter to a foreign friend (within the framework of the topic being studied), format the envelope correctly (based on the sample).

Having analyzed the textbooks for primary grades of the educational educational complex “Enjoy English” (grades 3-4) for the presence of exercises on the formation of written speech, we came to the following results:

Table 1

System of exercises for teaching written speech in the educational complex “English with pleasure” / “Enjoy English” (3-4 grades)

Types of written discourseWriting a personal letter/essayFilling out a questionnaireWriting written statements based on a sample, plan, keywordsWriting articles on various topicsNumber of exercises4890

Teaching English according to the educational complex “English with pleasure” / “Enjoy English” at the secondary level of education occurs in 2 stages:

5-7 grades

8-9 grades.

At the first stage of learning English, schoolchildren master the following writing skills:

· fill out tables according to the sample;

· compose questions to the text and answer them;

· fill out a form, questionnaire, providing basic information about yourself (name, surname, age, gender, citizenship, address);

· write greetings for the New Year, Christmas, birthday and other holidays, expressing wishes;

· write a personal letter to a foreign friend/respond to a letter from a foreign friend, describing events and impressions, observing the norms of written etiquette accepted in English-speaking countries;

· make short extracts from the text in order to use them in your own statements.

Having analyzed the textbooks for middle school grades 5-7 of the educational educational complex “English with pleasure” / “Enjoy English” for the presence of exercises for developing writing skills, we came to the following results:

table 2

Types of written discourseWriting a personal letter/essayFilling out a questionnaireWriting written statements based on a sample, plan, keywordsWriting articles on various topicsNumber of exercises177579 At the second stage (grades 8-9), while mastering written language, students learn:

· fill out tables, briefly recording the content of the text read or listened to;

· make extracts from the text for the purpose of using them in your own statements and in project activities;

· fill out a questionnaire, form (for example, Landing Card), autobiography in CV form, indicating the required information about yourself;

· write a short summary of the text you read;

· write a congratulation, a personal letter to a foreign friend, adequately using the formulas of speech etiquette adopted in this genre in English-speaking countries, outlining various events, impressions, expressing one’s opinion;

· write a short message, comment, description of events, people using value judgments and appropriate linguistic means of communication (Linking words);

· compose short essays, argue in writing your point of view on the proposed topic/problem.

Having analyzed the educational textbooks “English with pleasure” / “Enjoy English” for grades 8-9 for the presence of exercises aimed at developing writing skills, we came to the following results:

Table 3

Types of written discourseWriting a personal letter/essayFilling out a questionnaireWriting written statements based on a sample, plan, keywordsWriting articles on various topicsNumber of exercises83352

Thus, we can conclude that the educational complex “Enjoy English” contains 29 exercises for developing the ability to write a personal letter and essay.

2 Technology for developing writing skills in the educational complex “English in Focus” / “Spotlight” by Virginia Evans, Yu.E. Vaulina, Jenny Dooley, O.E. Podolyako, Bykova N.I.

In the work program of the English language course in English, grades 2-4, Bykova N.I., Pospelova M.D., the following minimum range of skills in the field of writing and writing that primary school students must master is defined:

· master writing technique;

· write a holiday greeting and a short personal letter based on the sample.

At the same time, students master the following writing and writing skills:

· the ability to extract words, phrases and sentences from the text;

· basics of writing: write a congratulation on the holiday, a short personal letter according to the model.

Having analyzed the textbooks for primary grades of the educational complex “Spotlight” for grades 3-4, we came to the following results:

Table 4

System of exercises for teaching written speech in the educational complex “English in Focus” / “Spotlight” (3-4 grades)

Types of written discourseWriting a personal letter/essayFilling out a questionnaireWriting written statements based on a sample, plan, keywordsWriting articles on various topicsNumber of exercises40150

The work program for the educational complex “Spotlight” for grades 5-9 defines the following results of teaching writing and written speech. These are the skills:

· fill out questionnaires and forms;

· write congratulations, personal letters based on a sample using speech etiquette formulas accepted in the country/countries of the language being studied;

· draw up a plan, abstract of an oral or written communication;

· briefly summarize the results of project activities.

In the process of learning writing and writing, students must master the following skills:

· write short congratulations on your birthday and other holidays, express wishes (30-40 words, including address);

· fill out forms (indicate first name, last name, gender, citizenship, address);

· write a personal letter with and without support from a sample (ask the addressee about his life, affairs, tell the same about himself, express gratitude, give advice, ask for something). The volume of a personal letter is about 100-110 words, including the address; draw up a plan, theses of an oral or written communication, briefly outline the results of project activities.

Having analyzed the teaching and learning complex “Spotlight” for middle school (grades 5-9), we came to the following results:

Table 5

System of exercises for teaching written speech in the educational complex “English with pleasure” / “Enjoy English” (5-7 grades)

Types of written discourseWriting a personal letter/essayFilling out a questionnaireWriting written statements based on a sample, plan, keywordsWriting articles on various topicsNumber of exercises1974915

Table 6

System of exercises for teaching written speech in the educational complex “English with pleasure” / “Enjoy English” (8-9 grades)

Types of written discourseWriting a personal letter/essayFilling out a questionnaireWriting written statements based on a sample, plan, keywordsWriting articles on various topicsNumber of exercises240810

Thus, we can conclude that the “Spotlight” educational complex contains 47 exercises for developing the ability to write a personal letter and essay.

3 Comparative analysis of teaching materials “English with pleasure” / “Enjoy English” and “English in focus” / “Spotlight”

To confirm the hypothesis, we analyzed two educational complexes “English with pleasure” / “Enjoy English” and “English in focus” / “Spotlight” for the presence of a system of preparation for completing tasks in the “Writing” section of the State Academic Examination and the Unified State Examination, as a result we came to the following conclusions :

Table 7

Comparative analysis of teaching materials “English with pleasure” / “Enjoy English” and “English in focus” / “Spotlight”

Types of written discourse Number of exercisesWriting a personal letter/essayFilling out a questionnaireWriting written statements based on a sample, plan, keywordsWriting articles on various topicsEnjoy English291810111Spotlight4777225

The table shows that the teaching materials “English in Focus” / “Spotlight” contains more exercises aimed at developing the basic written discourses necessary for writing parts C1-C2 of the Unified State Exam and State Examination.

The structure and content of textbooks differ from each other. In the textbook “English with pleasure” / “Enjoy English” all exercises aimed at developing writing skills, starting from grade 4, are contained in the section “Writing at home”, “Homework”.

In the textbook “English in Focus” / “Spotlight” the entire lesson is planned in such a way that each type of speech activity is given separate attention; at the end of each lesson there is a special stage “Writing”, where work is done on writing skills. In addition, in each section one or more lessons are aimed at developing students' skills based on all other types of speech activity. In primary grades this is every even lesson of the module, in grade 5 it is every third lesson of the module, in grades 6 and 7 there is no such lesson, because The main work on writing is carried out at home and at the “Writing” stage. In grades 8 and 9 this is paragraph 1e “Writing Skills”. In addition, work on writing is also carried out in the “Spotlight on Russia” section provided in each module.

A workbook is of no small importance in every educational complex. The UMK workbook “English with pleasure” / “Enjoy English” includes a large number of written tasks of varying complexity. The tasks are graded by difficulty, volume and genre (from a postcard, a simple questionnaire, an advertisement to a short essay) and by the degree of independence (from simple substitution exercises to writing text in the form of an article). The notebook includes the main types of tasks often used in the Unified State Exam and other well-known systems for monitoring the level of proficiency in foreign languages: multiple choice, matching, close procedure. It also contains tasks for projects (Projects) and independent work (Test yourself). The workbook is also divided into chapters and paragraphs according to the textbook. The notebook is mainly intended for independent work at home.

In contrast to the educational complex “English with pleasure” / “Enjoy English”, the workbook for the educational complex “English in Focus” / “Spotlight” is made in color. The structure of the notebook varies depending on the level of study. In elementary grades, the workbook includes an introductory module (one spread) and eight main modules of four spreads each. The workbook can be used both in class and at home after completing the corresponding module material in the Textbook. The purpose of the Workbook is to consolidate the language material of the Textbook with the help of a variety of exercises in all types of speech activity. The review section in the Workbook is presented in each module under two headings: I Love English and Let s Play! (Let's play).

The I Love English section contains exercises to consolidate the language material covered in all types of speech activity: listening, speaking, reading and writing. In the Let section s Play! A board game is included, the purpose of which is to repeat the module material in a fun way. In high school (grades 5-9), the workbook, like the textbook, includes 10 main modules, each of which corresponds to the corresponding section of the textbook. The exercises in the workbook, supplementing the textbook, are aimed at consolidating lexical and grammatical material and further developing the skills of listening, reading, writing, and sometimes speaking. The assignments come in a variety of formats. They can be partially performed in the classroom, but are mainly designed for students to work independently at home. The workbook is accompanied by an audio guide for working on short texts, practicing reading aloud and listening skills. At the end of each module there is a Translator section s Corner: exercises for translating from Russian into English the main phrases of the module, sentences based on new vocabulary and newly learned grammatical structures, as well as situations or fragments of thematic dialogues.

At the end of the workbook there are tasks and visual supports (cards) for pair work, which can be used by the teacher to organize differentiated work in the lesson.

The revision section in the workbook is devoted, in accordance with the typical difficulties of Russian students, to basic grammatical phenomena and is mainly carried out in a multiple choice format.

In addition, a specific component of the “English in Focus” / “Spotlight” educational complex is the Language Portfolio (My Language Portfolio) - The Language Portfolio is presented in the form of a separate notebook and contains material that students will use during the entire course. The language portfolio is designed in such a way that it arouses students' interest and desire to learn English. Its purpose is to help students reflect on how well they are learning English and what aspects need further work. In practice, a Language Portfolio can include projects or any other written work, computer disks with works and drawings done in class or at home, videotapes with favorite stories, songs, school plays, etc., certificates, teacher reviews and simply collections objects or pictures. These are all things that students want to keep as evidence. These are all things that students want to keep as evidence of their success in learning English. The main focus is on the learning process. As a result of creating a language portfolio, students develop the ability to work independently.

Conclusion for Chapter 3:

Based on all of the above, we can conclude that the teaching materials “English in Focus” / “Spotlight” contains more exercises for developing writing skills, i.e. necessary discourses for writing parts C1-C2 of the Unified State Exam and State Examination, letter and essay. This is due to the fact that the textbook differs in its structure, where time is allocated during the lesson for each type of speech activity, including written speech. In addition, the educational complex contains additional sources for developing writing skills in the form of a language portfolio and meets all the requirements of new educational standards. But the result of teaching a foreign language in general and writing in particular depends on the teacher himself, who can choose a system of exercises in such a way as to achieve the desired result.

4. Manuals from foreign publishers for preparing for writing the Unified State Examination and State Examination in a foreign language

Currently, there is some discrepancy in what requirements are imposed on the level of a graduate’s written language proficiency in accordance with the English program and the requirements of the State Examination and Unified State Examination in English, as well as an insufficient number of hours for studying a foreign language.

Unified requirements for this type of work, close to international ones, are gradually being formed. Therefore, the teacher needs to prepare students to successfully pass the State Exam and the Unified State Exam from the very beginning of training, developing certain strategies and algorithms for completing tasks.

Therefore, recently a huge number of additional textbooks on the development of writing skills have appeared, both Russian and foreign publications. The most popular of them are: “English. Unified State Exam. Workshop. Letter" Solovova E.N. and John Parsons "Exam Skills for Russia Reading and Writing" Malcolm Mann, Steve Taylor-Knowels.

Based on the purpose of our research, we paid special attention to the analysis of exercises to develop writing skills. They clearly outline the strategy for preparing students for the Unified State Exam in English, and select a variety of exercises for the development of all types of Speech Activities.

In the manual “English language. Unified State Exam. Workshop. Letter" to Solovova E.N. training tasks are presented in the Unified State Exam format. Completing tasks taking into account the expected sequence of actions helps to quickly formulate the necessary strategies for working with these types of tasks and reduce the time for completing them in the exam.

In the “Reading and Writing” manual from the Macmillan Skills for Russia series, exercises for developing writing skills are presented in the form of a system of tasks, during the completion of which students consistently master certain components of written language as applied to texts of various genres.

The exercises gradually lead the student from composing individual complex sentences to their inclusion in a fragment of text, and then into an argumentative essay, the style of which these sentences best correspond to.

In the process of work, students get acquainted with a sample essay and analyze the linguistic means used in it. They get the opportunity to think about and discuss some ideas that may later be useful to them when writing an essay. Next, an essay plan is drawn up, which teaches students to structure their written statement in advance. The last task brings essay writers back to the need to use complex grammatical structures in this type of text. In addition, you are reminded of the need to check the essay and use an adequate style in it (a series of exercises on the use of linguistic means characteristic of formal and informal communication styles is presented in the manual in the previous lesson).

In the manual, such components of complex writing skills as selecting correct register, awareness of target reader, layout and text structure, using descriptive language, developing a narrative, awareness of purpose, are subjected to equally thorough development through a series of exercises and exposure to various types of texts. selecting appropriate style, making suggestions, using set phrases, paragraphing, presenting an argument, punctuation, spelling and abbreviations.

The collection of tests for preparing for the Unified State Exam “Practice Tests for the Russian State Exam” of the Macmillan Skills for Russia series contains a system of exercises aimed at mastering individual components of writing skills, which manifest themselves in the production of two types of written texts: essay-reasoning and personal letters. These exercises precede the Unified State Exam format tasks contained in the “Writing” section of each of the 20 tests in the collection.

The textbook “Successful Writing” by Virginia Evans (Intermediate and Upper-Intermediate levels) includes two textbooks with 15 and 19 thematic sections, respectively, and is aimed at an in-depth study of written language, developing writing skills in the context of real life situations. Observing the principle of continuity, this series of teaching materials allows students to carefully study all styles, genres and types of written statements using the other three types of speech activities as learning tools. The textbooks widely use modern brainstorming technology, which allows students to develop critical thinking. For better assimilation of the material, the manuals provide special sections for repetition, which include key points of the covered topics. In addition, in the proposed textbooks, special attention is paid to the development of self-assessment skills when writing written work, which can significantly reduce not only the final number of errors, but also increase the level of motivation for further learning of the English language, for improving one’s level and for independently learning new things.

The textbook “Reading and Writing Targets” by Virginia Evans, Jenny Dooley (Beginner, Elementary, Pre-Intermediate levels) includes 15 (Reading and Writing Targets 1 & 2) and 18 (Reading and Writing Targets 3) thematic sections in which real situations of communication using different technologies are presented, as well as theory in an accessible presentation and a series of grammatical exercises in context. Each section is provided with texts that develop specific reading skills and serve as the basis for the further development of writing skills. In addition, this tutorial provides students with templates and samples for subsequent assignments. Each section ends with a written task: writing an article, story, letter, postcard, essay, etc. Thus, at this stage, writing is taught based on reading.

The University Writing Course by John Morley, Peter Doyle, Ian Pople is divided into 12 sections. A variety of topics and tasks allows students to acquire the advanced knowledge necessary to improve their writing skills in six months. Each section of the textbook is one lesson. In addition, each lesson corresponds to a specific topic.

The lessons consist of the following sections (by type of speech activity). Their names and topics vary depending on the goals and objectives of a particular section. The main types of tasks are:

· Reading - development of reading skills with different strategies. The tasks under this section involve working with the main text of the lesson, both before and after reading. Each textbook text is divided by the number of lines, which allows students to develop search reading skills.

· Guided Summary, Gap-fill, Language for Listing, Language Focus, etc. These sections involve working with new lexical material on the topic of the lesson, where active lexical units are highlighted and exercises are offered for their training and consolidation.

· Writing exercise. The “Writing” section contains tasks on the topic of the lesson and invites students to consolidate vocabulary and grammar on the proposed micro-topics.

· Writing Tasks. The “Writing” section contains tasks on the topic of the lesson and invites students to apply written expression skills using the proposed tasks, tables and forms.

Conclusion to Chapter 4:

The analysis showed that, on the one hand, at present, modern domestic teaching materials do not contain a sufficient number of exercises for the successful completion of the “Writing” section, but on the other hand, by including tasks from manuals from foreign publishers or joint manuals into the educational process, foreign language teachers can help improve students' level of written language proficiency.

Conclusion

In conclusion of this study, we would like to summarize the system of preparation for completing tasks in the “Writing” section of the State Examination and the Unified State Examination in modern teaching and learning complexes in the English language.

Having studied and analyzed a large amount of theoretical material on the methodology of teaching written speech in English, which was one of the objectives of this work, the author concluded that in order to successfully develop writing skills, you need to know the features of teaching written speech, i.e. psychological, linguistic and methodological features of writing, know and be able to overcome difficulties that arise during work with exercises for the formation of written speech, know the ways and means of developing English-language written speech.

Another goal of this work was to study the theoretical foundations of teaching writing, namely writing as a component of preparation for the State Examination and the Unified State Exam. In the process of solving this problem, we came to the following conclusion that, despite the fact that in the process of learning and verbal interaction of people, writing, in comparison with other types of speech activities (listening, speaking, reading) occupies far from the most important place, the role of written speech in learning a foreign language is disproportionately large.

The next objective of this study was to compare the educational complex “English in Focus” / “Spotlight” by Virginia Evans, Yu.E. Vaulina, Jenny Dooley, O.E. Podolyako, Bykova N.I., “English with pleasure” / “Enjoy English” Biboletova M.Z. and Trubaneva N.N., for the availability of a system of exercises to prepare for writing the “Writing” section of the State Academic Examination and the Unified State Examination. Having analyzed the textbooks of these authors, workbooks, work programs, books for teachers, we came to the conclusion that there are different points of view on the role and place of written speech in the process of teaching a foreign language. The educational complex “English with pleasure” / “Enjoy English” was created at a time when the old standards were in force and the State Examination and Unified State Examination in a foreign language were passed in units, so it contains fewer exercises on developing writing skills, in particular writing such important written discourses as essays and a personal letter required to write part C “Letter” of the State Examination and Unified State Examination. The main work on developing this skill is carried out at home; a minimum amount of time is allocated to it in class, so most of the exercises aimed at developing written speech are contained in the workbook.

The educational complex “English in Focus” / “Spotlight” has a more effective system of exercises and contains more for the development of writing skills, i.e. necessary discourses for writing parts C1-C2 of the Unified State Exam and State Examination, letter and essay. This is due to the fact that the structure of the textbook is constructed in such a way that time is allocated during the lesson for each type of speech activity, not excluding written speech. In addition, the educational complex contains other sources of developing writing skills in the form of a language portfolio and meets all the requirements of new educational standards. But the result of teaching a foreign language in general and writing in particular depends on the teacher himself, who, by correctly arranging a system of exercises in the most effective way, can achieve the highest results

And the last task of our research was to study methodological English-language literature.

Having analyzed a large amount of foreign methodological literature, collections of tasks for preparing for the Unified State Exam and the State Examination, the author came to the conclusion that from one point of view, today modern domestic teaching materials do not contain a sufficient number of exercises for successfully completing tasks in the “Writing” section, but from another point of view From our point of view, the use of exercises from manuals from foreign publishers or manuals created jointly with Russian methodologists in the process of teaching written speech helps to increase the level of written language proficiency among students. An analysis of manuals by foreign authors showed that the most effective are the exercises from the collections “English Language. Unified State Exam. Workshop. Letter" Solovova E.N., John Parsons, "Reading and Writing" series Practice Tests for the Russian State Exam Malcolm Mann, Steve Taylor-Knowels, Reading and Writing Targets Virginia Evans, Jenny Dooley, “University Writing Course” John Morley, Peter Doyle, Ian Pople, Practice Tests for the Russian State Exam, Macmillan Skills for Russia series.

Thus, having studied a large amount of theoretical literature on the methodology of teaching writing in English, identifying difficulties in teaching writing and ways to overcome them, and also analyzing exercises for developing writing skills in the educational complex "English with pleasure" / "Enjoy English" and educational complex “English in Focus” / “Spotlight” we expanded and deepened our knowledge in the field of teaching writing, identified existing strategies and tactics for completing tasks in the “Writing” section in the structure of the State Examination and the Unified State Examination in English and found out which of the modern teaching materials more effectively prepares for the writing part with GIA and Unified State Examination in a foreign language.

List of used literature

1. Jenny Dooley, Virginia Evans “Reading and Writing Targets”. Express Publishing, 2011.

John Morley, Peter Doyle, Ian Pople “University Writing Course”. Express Publishing, 2006.

Malcolm Mann, Steve Taylor-Knowels “Practice Tests for the Russian State Exam.” Macmillan, 2006.

Malcolm Mann, Steve Taylor-Knowles Macmillan Skills for Russia.Macmillan,2006

Virginia Evans "Successful Writing". Express Publishing, 2000.

6.Azimov E.G., Shchukin A.N. New dictionary of methodological terms and concepts. Moscow, 2009.

Apalkov V. G. English language. Work programs for grades 5-9. For teachers of general education organizations. Education.

Baranov A.N. Introduction to Applied Linguistics. M., 2001.

Biboletova M.Z., Trubaneva N.N. English language course program “English with pleasure.” “Enjoy English” for grades 2-11 in educational institutions. Title, 2008.

Biboletova M.Z., Trubaneva N.N., Denisenko., Babushis E.E. UMK “English with pleasure.” Title, 2010.

Bordovskikh O.S., Shitikova O.A. Work program for the course “The Art of Writing”, Moscow 2010.

Bykova N.I., Pospelova M.D..Work program in English for grades 2-4.

Verbitskaya M.V Unified State Examination 2013 English language. Model exam options. - Moscow 2012.

Verbitskaya M.V. The most complete edition of standard versions of real tasks of the Unified State Exam 2010-AST Astrel 2010 (Federal Institute of Pedagogical Measurements)

Virginia Evans, Yu.E.Vaulina, Jenny Dooley, O.E. Podolyako, N.I. Bykova Educational complex "English in Focus" Education.2010

Galskova N.D. Modern methods of teaching foreign languages: A manual for teachers. - 2nd ed., - M.: ARKTI, 2003

Grigorieva V.P., Zimnyaya I.A., Merzlyakova V.A. etc. Interconnected training in types of speech activity. - M.. 1985

Zimnyaya I, A. Psychological aspects of learning to speak a foreign language - M., 1985.

Klekovkina E.E. System of preparing students for the Unified State Exam in English - Pedagogical University September 1, 2008

Konysheva A.V. Monitoring the results of teaching a foreign language. Materials of a specialist for an educational institution. - Minsk 2004

Leontyev A.A. Some problems of teaching Russian as a foreign language (psycholinguistic essays). - M., 1970

Markova E.S., Solovova E.N., Toni Hull and others. English language. GIA 2014. Typical test tasks - Moscow 2014

Manual for teachers of general education institutions Enlightenment 2011

Solovova E.N. John Parson English language. Unified State Exam. Workshop. Letter. Moscow 2011

Solovova E.N. Methods of teaching a foreign language. Basic course - Moscow 2008

Specification of control measuring materials for carrying out

Specification of control measuring materials for carrying out in 2014 the state (final) certification (in a new form) in a foreign language of students who have mastered the basic general education programs of basic general education.

Second generation standards “Exemplary programs of basic general education. Foreign language". Moscow "Enlightenment", 2009.

Second generation standards “Exemplary programs for academic subjects. Elementary School". Moscow "Enlightenment", 2011.

Shcherba L.V. Language system and speech activity. L., 1974.

• Frontal survey- one of the traditional, hackneyed methods. The downside is the loss of precious time, the negative emotions of students. Plus - it keeps the class on its toes.
• Plush survey— the teacher needs to bring a soft toy with him. A type of frontal survey, but it is perceived more emotionally by children. The teacher, pronouncing a word on the topic, throws the toy to one of the students, who must return it, saying the translation. You can use a ball instead of a toy.
• Dictation— it won’t take much time if everything is thought out. It will allow you to quickly identify gaps in spelling and problems with memorizing new vocabulary. The essence of the exercise: the teacher reads words in a foreign language to the students, the students must write them down correctly. You can also give words in Russian, and students will have to write down their translation.
• Tests- a more serious type of control. Tests may be alternative, multiple choice or matching. Read.
• Computer tests and online services- are well suited for creating tests and monitoring the understanding of acquired vocabulary. For example, a test may contain tasks for multiple choice, matching, sequencing, filling in the blanks, and a crossword puzzle. Students need a computer to complete these assignments. The teacher can immediately monitor the completion of assignments, evaluate the work, and identify those points that turned out to be the most problematic for students.

• Vocabulary relay race- one participant from two teams runs out to the board, writes a word on it in a foreign language on a certain topic, and passes the chalk to the next one. The game lasts for several minutes, it can also be used in class instead of regular exercises. The team that writes the most words wins. You can hide team entries from each other, for example, so that they write them on different sides of the board. The vocabulary relay will also test the spelling of words.
• The last word- a competition between two teams, where team representatives take turns naming words on a topic. It is similar to the previous method, but here the teams call out the words at a calm pace, rather than running out to the board.
• Chamomile- the teacher prepares a chamomile on the topic in advance: in the center he writes down the topic of the lesson, and on the petals, at the bottom, words in Russian or a foreign language. Students take turns tearing off a petal, turning it over, reading it, and saying the translation of the word. You can make disposable daisies, or you can attach the petals with tape, then the daisy can be used in several classes.
• Tic Tac Toe- you can draw a field for the game on the board each time, or you can make a reusable one on whatman paper, stock up on cards with crosses and toes on them. The cards are attached to whatman paper using tape. The class is divided into two teams. The teams take turns saying words on the topic; representatives from the teams attach their team’s badge (a cross or a zero) in the field.
• Domino- each domino piece consists of two parts - on one there is a word in a foreign language, on the other there is a translation of the next word (or a picture). For example: a cat / dog, a dog / cow, a cow / horse, etc.
• Lotto- There are many design options. Here's one of them. Students are given cards with numbered fields filled with words in Russian (or pictures). The presenter takes the kegs out of the bag and names the numbers. The one whose number is spoken names his word in Russian and its translation in a foreign language.
• Mosaic- Made on two sheets. On one there is a picture printed, on the back there is a table, in the cells of which there are words in Russian. On another sheet a table is printed with translations of words into a foreign language. Both tables and the picture must be exactly the same size. The sheet with the picture and the table is cut into parts along the boundaries of the table fields. Children are given parts of the picture, they must read the word on the back and put it on top of the cell with the correct translation. If all translations are given correctly, then the children will see a correctly assembled picture.

• Rebuses- the task of coming up with your own puzzles can be given as homework. And at the next lesson, ask the guys to exchange works and solve the puzzles they received. To avoid misunderstandings, it is better for the teacher to check and correct the tasks created by the students.
• Crosswords- you can give a task to come up with. The simplest option is that the task contains just a word in Russian or a picture meaning the hidden word. A more complex option (suitable for high school students with a high level of language proficiency) - you come up with the wording of the tasks yourself. During the lesson - sharing crossword puzzles, solving them.
• Disappeared letters- a written task to test the memorization of a graphic image of the words studied. The student must fill in the missing letters. For example: h__lth (health), sw_m_ing p__l (swimming pool). The same task can be given to students as oral warm-up work in the form of a presentation.
• A comment— the teacher prepares cards with images on the topic. Students write words on cards (or in notebooks according to card numbers). A simple level - students write translations and associations, a complex level - they give a comment from one or several sentences.
• Find a match- task on cards. The words are divided into two columns. It is necessary to connect the word and its translation with lines. The same activity can be done with the class together, demonstrating either an interactive presentation, a textbook supplement, or an educational CD.
• Treasure chest- it can be a decorated box, or a box made in the form of a pirate chest (will interest children). The treasures are pieces of paper rolled into a tube with words written on them in Russian. The student takes out the “treasure” and names the corresponding word in a foreign language.
• Confusion- make up a word from mixed up letters, a task to test the memorization of a graphic image of vocabulary. For example: tsdtien (dentist), geurson (surgeon).
• Make up a word- the teacher gives a long word or sets of syllables, from which the children will have to create a maximum of other words in a certain time. This task can be given at home.
• Guess what!— the presenter thinks of a word on the topic. Players guess it by the first letter. And also an option like "Field of Dreams". It can also be carried out as an interactive game.
• Control cheating from the board/textbook is aimed at the primary test of memorizing a graphic image of new vocabulary. You can make the task more difficult by limiting the time it takes to complete.
• Disappeared words— given sentences in a foreign language with gaps and a list of words mixed together. Students must read the sentences and fill in the words from the list in the blanks. For example: If you have a toothache you should visit the ______ (dentist).
• Corrector— find and correct spelling errors in the source text or list of words. For example: He leaves in a small village. You should cross out the “ea” in the word leaves and change it to “i”.
• Third wheel- find the odd one in a number of words and cross it out. For example: river, mountain, sea (mountain is extra).
• Word search- a field, usually in the form of a square, filled with letters. “Hidden” words on a topic can be searched horizontally, vertically, diagonally, they can also be connected by a broken line. An example of a row from such a field pigrbwkcow (the words pig, cow are hidden). Read.
• Cards with words on the topic are distributed to the participants. The presenter’s task is to find out which word each player got: “Have you got a...?” Leaders may change. Participants are allowed to give hints (in a foreign language).
• Wrong picture- when showing a picture, the teacher (or presenter) deliberately gives the wrong name to the depicted object. The participants' task is to recognize the error and give the correct answer.
• Circle- students, standing in a circle, receive cards with pictures that mean words on the topic. Teacher says a few words. For example: “a house - a flat”. Whose words were spoken change places.
• Chairs— . There is one chair at the board for “correct answers” ​​and another for “wrong” ones. The teacher shows a picture and says a word. If it matches the picture presented, representatives from both teams must sit on the chair for the correct answers (who is first). If the named word does not match the picture, opponents rush to the chair for incorrect answers.
• Computer games, interactive presentations- the simplest interactive game can be made using the Microsoft Power Point program, using and. See also .

Types of control and types of tasks for testing vocabulary

When and how the described types of tasks can be used to control the acquisition of vocabulary in foreign language lessons, is presented in the table.

Types of control	Preliminary (diagnostic)	Current	Intermediate (thematic)	Final
by function according to form
Individual	Tests, Dictation.	Computer game, Puzzles, Crosswords, Tests, dictation, Disappearing letters, Comment, Find a match Confusion, Control write-off Disappeared words Corrector, Third wheel, Word search.	Computer game, Puzzles, Crosswords, Tests, Dictation, Disappearing letters