Regulatory references қР 27 шілде 2007 ж. «Білім туралы»
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Дуйсенбаева Дариға Орынқызы
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Control will be carried out at the proper level only if such requirements as regularity, comprehensiveness, differentiation, objectivity and, of course, compliance with the educational impact of control are met. The methodology of teaching foreign languages has a significant theoretical background and practical experience in the organization of control. Modern trends in educational programs suggest strengthening the communicative approach to teaching foreign languages. Therefore, control is now more often considered from the point of view of directing students ' attention to a purely controlling or teaching function, to the semantic side of speech or to its "building material". Therefore, the content and organization of the control of speech skills are considered in close unity with the control of their material basis, that is, with the control of their material basis. language material. This perspective helps the teacher to organically include control in the lesson, focusing on the new norms of assessments, and this in turn will contribute to improving the effectiveness of teaching a foreign language in general. The problem of control constantly attracts the attention of teachers and methodologists, as it covers a variety of and far from exhausted opportunities for educational training. To sum up I can say that as a result of my analysis (research) I arrived at a conclusion that to use different types of control in the lesson of Foreign Language help teachers to determine learners’ knowledge fully. I n the way of my research work was created methodological models of control that formulated communicative competence of English learners. My research work is consisted in preface, first part: theoretical, second part: practical, conclusion and references. So in the preface I have mentioned the main purposes, actuality, object, feathers and problems of given theme. First is theoretical part that gives general description about control, control’s requirements, forms and their types. In the second part I have written their types separately: controls in vocabulary, grammar, reading, writing, speaking, writing and dictation. Simultaneously, I have showed theirs’ usages and techniques in English lessons. Thus I could figure out their advantages and limitations, so by these peculiarities teachers can choose proper kinds of control for his/her learners’ level of language knowledge, mental ability and development, their age too. As an experiment some controls, especially dictation, I have used as a tool for checking pupils’ knowledge in my practice time. In this way I have noticed that only one type of control cannot help teachers to determine student’s level, that’s why teacher should demonstrate several kinds of control, such as tests in reading, speaking, listening, and writing tasks at English lessons. жүктеу/скачать 131,3 Kb. Достарыңызбен бөлісу:
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