Making use of test formals at English classes

The aim : to improve pupils' knowledge and creative skills with
the help of testing.
tasks:
to consolidate lexical and grammatical materials;
to make pupils objectively evaluate their achievements;
to support their interests in English;
to improve creative skills.
Equipments: pupils' pictures “The House of my dream”;
two pictures of little houses, which are cut into pieces;
materials for tasks.
course of the lesson (game)
This lesson is conducted after the theme “House. Flat".
Class is divided into two groups, which are equal by strength
and number of pupils.
In the capacity of home task children were given to draw
the picture of the house of their dream. These pictures are hung
on a blackboard of the classroom. The pictures are used as a
design and also pupils will describe them at the end of the lesson.
Organization of the lesson
Two groups are taking part in the game. There will be different group and individual tasks. Groups will take a piece of picture “Little house”, if they rightly answer the questions and do the tasks. (numbers of pieces of pictures equal to numbers of tasks).
Competitive tasks
Phonetic competition

2	poster	1	table
	street	five	picture
four	window	7	book case
	toilet	3	chair
	bed	6	floor

“Which word is sounded?”
Each group takes a list of words. Presenter reads the words in Russian language in definite order. Pupils must find the right equivalents and put ordinal numbers next to words. Then they exchange the lists and with the presenter check each other.
“Who is more…?”
Groups say the words, which are connected with the theme “House” by turns. There must be [d] and [t] sounds in these words. Who says the last word, will take one extra point.
Lexical competition
“What is odd?”
Groups must find “odd” words in every line and underline it.
1. bedroom, flat , living room, bathroom, guest room
2. table, bed, bookshelf, wall , chair
3. a poster, a picture, an armchair , a carpet, a table
4. window, shelves, car , door, carpet
This task is also checked with the presenter. Such kind of test defines the level of vocabulary, which was taught before and assists its consolidation.
Grammatical competition
“Broken sentences”
The teacher made up the sentences, which are written on the cards, one word-one card. Then they are mixed and pupil should arrange these cards in right order.
For example:
1. vase is table there this on beautiful the
2. near chairs there piano the are four
This task examines pupils' knowledge in English grammar.
This method with the cards is very interesting for children. It helps them to consolidate their grammatical skills.
Task for the memory
Is it true or false
The teacher shows pupils a picture of inside of house. Then they must memorize where are the furniture located, what colors are they and etc. After that they must prove is the sentence true or false.
1. This is a kitchen. T/F
2. There are two little beds in the room. T/F
3. Window is opened. T/F
4. There is a TV set on the table. T/F
5. There is a red blanket on the bed. T/F
6. The bookshelf is hung above the bed. T/F
The advantage of such a test is found in its applicability and suitability. One can write more true/false statements for a test and use them to check the students' progress or achievement. Furthermore, the current sort of testing could be more motivating for the students than a multiple-choice test. It will not make the students confused offering just one possibility than a multiple-choice test, which typically proposes more than one option to choose from. Moreover, it is easy to answer for the students and check for the teachers.
creative competition
Competition of pictures
The pictures, which they drew in advance, are hung on the blackboard. The owner of the best picture will be the winner.
Summarizing
In the end the pupils finish gathering the pieces of the picture in the whole picture of the house. The group which gathers all the pieces will be the winner of the whole game.
Conclusion
So, according to this research we can say that testing is an essential method in teaching English language. It helps to evaluate pupils' knowledge, to consolidate old and new materials and motivate them to study English language.
There are many different types of tests, which should be used in the teaching process at school. It does not mean, that we must use testing all the time, but do not forget about its help in the teaching process.
The research has achieved the initially set goal and objectives. It dealt with the basic data about testing, where we had displayed the ideas of what was the essence of tests, why the students should be tested, what consequences could tests produce and whom they would mostly influence. Afterwards, the reasons for testing were discussed, where we had gradually shown why tests were significant in the process of learning and the role of testing in the teaching process. After the basic data had been discussed, we came directly to types of testing. There were presented the definitions of the types of tests offered in Longman dictionary of LTAL and then had compared them with the definitions given by various authors. Here we had broadly and explicitly discussed and analyzed the types of tests, such as multiple-choice tests, false/true items, close tests, gap-filling tests, etc. We had focused on their application and skills for which they are used.
Also, we said about motivation in language teaching and influences of testing on our desire to learn English.
There was also described the working out of the lesson in the practical part of the paper. There are different tests, which not only evaluate children's knowledge, but also assist to consolidate of this knowledge and motivate them to study English language.

Bibliography

1. Schukin A.N. Teaching Foreign Languages: Theory and Practice: A Textbook for Teachers and Students . 2nd ed., rev. and additional - M.: Philomatis, 2006.
2. Hicks, D. Littlejohn, A. 1998. Cambridge English for Schools (CES). teacher's book. level two. Cambridge University Press.
3. Heaton, J. 1990. Classroom Testing. Longman
4. Thompson, M. 2001. Putting students to the test . Issue Twenty. forum. July
5. Hughes, A. 1989. Testing for Language Teachers. Cambridge University Press
6 Alderson, Ch. C. Clapham and D. Wall. 1996. Language Test Construction and Evaluation. CUP
7. Hughes, A., 1996. Testing for Language Teachers . CUP
8. Millrood, R., 2001. Testing in Teaching English . Modular Course in ELT Methodology
9. Weir, C.1990. Communicative Language Testing . Prentice Hall
10. Brown, HD (2001). Teaching by principles: An integrative approach to language pedagogy (2nd ed.). White Plains, NY: Longman.