Особенности разработки тестовых заданий на контроль иноязычных речевых навыков и умений

 

1. Translate into Russian.

Forever

To last

To make friends

A personality

Quickly

To suggest

To swap

2. Translate into English.

Чувство

Друг по переписке

Общаться

Религия

Образ жизни

Сосед

Чувство юмора

3. Fill in the gaps with the words that fit.

In my class there are children who belong …  different religions. I make friends … all of them. Usually we get … well. Sometimes we fall … over little things bur we make … quickly. We often get … and have a good laugh because we all have a good sense of humour. My friends are always there … me when I’m upset. They are loyal and I can always rely … them. And I am ready to help them, too, if they turn … me … help or advice. We care … one another and I’m sure that they will never betray me whatever happens.

4. Fill in the gaps with who, that, which. Give two variants where it is possible.

I’d like to make friends with Peter … has a wonderful sense of humor.

I feel sorry for Ellen … is friendless and hasn’t got any pets, either.

Friendship is a thing …is easy to start but difficult to keep.

I want to start up friendship with my ex-friend Jimmy … has been my friend for three years.

It is easy to mix with people … are really friendly and sociable.

5. Read the story and mark the statements true, false or unstated.

Henry Longfellow lived on Brattle Street in Cambridge and worked at Harvard University. Every day when he walked to work he went by a large chestnut tree. Longfellow admired the tree so much that one day he decided to write a poem “The Village Blacksmith”  which became one of the most famous poems.

Longfellow was a very popular person who a lot of people visited every day. Among these people were Charles Dickens and Pedro 2, the emperor of Brazil who Longfellow wrote to in Portuguese. But there were also not-so-famous neighbours, especially the children.

The city of Cambridge grew and townspeople decided to cut down the chestnut tree, which Longfellow made famous. Longfellow’s  neighbours and friends decided to make an armchair for Longfellow from the tree’s wood.

Seven hundred children donated money to pay for the chair. They gave the armchair to Longfellow on his seventy-second birthday on February 27, 1879. They also gave him a book that had the names of all the children who had contributed.

Longfellow was happy with his birthday present. He put the chair in his study and showed it to the visitors. Longfellow wanted to thank the children and wrote a poem “From my armchair”. When one of the children who had contributed to the chair came to visit him, Longfellow let the child sit in the armchair and gave him or her a copy of the poem “From My Armchair”.

• Henry Longfellow worked at Cambridge University.
• Every day he walked to see a large chestnut tree.
• He wrote a poem under the chestnut tree.
• Longfellow was a person who visited a lot of popular and not-so popular neighbours.
• Children raised money for making an armchair from the chestnut tree’s wood.
• The book, which Longfellow’s friends gave him as a present, had his name.
• Longfellow wrote a poem From My Armchair because he wanted to say thank you to the children.
• When the children who had donated money visited him, Longfellow wrote them new poems.
6. Write about your best friend(s) to the Teen Magazine (100 words). Say why you are best friends.
7. Cultural awareness. Which of the statements do you agree with?

• International schools have the same aims in different countries.
• Cross-cultural projects are important for making foreign friends.
• A twinned school is one and the same thing in any country.
• Friendship is a universal thing: a true friend is a true friend anywhere.
• There are not very many cultural differences in the way people start and keep friendship.
• Friends in different countries/cultures usually have the same problems.
• People in different cultures think the same about friends and friendship.

 

 

5.  Вывод: так как современное обучение иностранным языкам в большей части направлено на формирование речевой компетенции, то большинство тестов измеряют сформированность именно речевых умений.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Литература

1. Аванесов В. С. Композиция тестовых заданий. — М., Центр тестирования, 2002.
2. Майоров А. Н. Теория и практика создания тестов для системы образования: Как выбирать, создавать и использовать тесты для целей образования. М: Интеллект-Центр, 2002.
3. Кабанова Т. А., Новиков В. А. Тестирование в современном образовании. Уч. Пособие. — М.: Высшая школа, 2010.
4. Кабанова Т. А., Новиков В. А. Тестирование в современном образовании. Уч. Пособие. — М.: Высшая школа, 2010.
5. Казиев В. М. Введение в практическое тестирование. — М.: Интуит.ру, Бином. Лаборатория Знаний, 2008.
6. Коккота В. А. Лингводидактическое тестирование. — М.: Высшая школа, 1989.
7. Мельникова, М.Б. Теория и практика конструирования педагогических тестов [Текст]. – М., 2002.
8. Банкевич Л. В. Тестирование лексики иностранного языка // Учебное пособие. М.: Высш. школа, 1981.
9. Щукин А.М. Обучение иностранным языкам. – Москва Филоматис, 2006