Мирзо улуғбек номидаги ўзбекистон миллий университети қиёсий тилшунослик кафедраси йўналиш: Хорижий тил ва адабиёт (инглиз тили) ильхомова ирода хикматжон қизи «Чет тилларни ўқитишда вазифаларни ишлаб чиқиш ва бахолашнинг ахамияти»

Sometimes people talk about unreal situations. Fill in the gap with the verb in brackets in the correct form.

1. 
   You _______________ stylish, if you _______________this blouse with frills and lace. (look/put on)
   
2. 
   If the shoes _______ not so expensive, my parents _______________ me to buy them.(be/allow)
   
3. 
   We ________ shopping, if the weather ___________________ for the better.(go/change)
   
4. 
   I ___________________,if there _________a school uniform there.(not attend/be)
   
5. 
   If I _____________ a lot of money, I _____________ this leather jacket for the school party to come.(have/buy)
   

• True / False - a type of test task that assumes an alternative choice of answer¹².


Wright T (True) if the expressions are similar and F (False) if the expressions are different in their meaning.

1. 
   ___ be up to date
   

be in fashion

2. 
   ___ be delighted
   

be pleased

3. 
   ___ be up with fashion
   

follow fashion

4. 
   ___ cost a fortune
   

not cost much

5. 
   ___ become addicted to
   

be strongly interested in

6. 
   ___pay a compliment
   

receive a compliment

3. 
   Examples of close – tests aimed at monitoring the comprehension of a foreign language, reading skills, and the active vocabulary
   

Testing as a method consists of a number of techniques, among which the so-called close test deserves special attention. This type of test is described in the methodological literature as a supplement test or a recovery test. The Close Test was developed and proposed by the American scientist W. Taylor to determine how difficult a particular text is for reading and understanding, as well as how interesting this text is for the reader. V. Taylor received a fairly high correlation coefficient (0.76) between the test results and the results of answers to questions about the content of the same text. Since then, the close test has been widely used in foreign practice of teaching native and foreign languages ​​as an effective method of control, performed mainly in writing¹³.

The peculiarity of the close test is that the situation in it is presented in the form of a coherent text (both a monologue and a dialogue). Thus, the information of such a test situation refers, on the one hand, to the organization of the language, and on the other, to the extra-linguistic reality. The combination of linguistic and extralinguistic features of the text makes it possible to overcome the abstraction of the models of the checked language material. It follows that the success of the close test is directly dependent on how quickly the subject can understand the entire text and restore connections between the events or states of the characters described in the text. This, in turn, is determined by how well he knows the vocabulary of the target language, to what extent he has developed a linguistic guess and how adequately he understands the text of each specific test situation.
The foregoing allows us to conclude that the close test can be used as a form of control in secondary school at an advanced stage of learning, when students have formed an appropriate language base on which a guess is built.
The method of drawing up a close test does not present any particular difficulties. When developing this test, the trainer should be guided by the following field-proven guidelines¹⁴.
For the basis of the close test, you must select a piece of prose of at least 100 and no more than 300-400 words in which every nth (i.e. 5th, 7th, etc.) word is skipped, regardless of whether it is structural or significant. A piece of prose should represent a complete in meaning, logically grounded statement of facts or events, in which almost no proper names are mentioned, and missing words are quite easily restored due to context. Here is an example of such a test, developed on the basis of a text from an English textbook for the 8th grade of secondary school by A.P. Starkov et al. (Moscow, 1984, p. 53):
Newspapers and magazines play a very (1) role in our life. There is (2) no family that does not receive (3) or two newspapers and magazines. Each (4) on the 5th of May the (5) people of the Soviet Union celebrate (6) traditional Press Day.
The working people (7) the heroes of our time. They (8) described In articles, stories and reports. (9) Soviet press pays much attention to (10) cultural needs and communist education. It (11) against bourgeois ideology and everything that (12) in the way of progress. The (13) of the Soviet press are proletarian (14) and friendship, they are the ideals (15) Communism. (Answers key: I — important; 2 — practically: 3 — one; 4 — year; 5 — working; 6 — their; 7 — are; 8 — are; 9 — the; 10 — their; 11 — struggles; 12 — stands; 13 — ideals; 14 — internationalism; 15 — of.)
The text prepared in this way is prepared in an amount corresponding to the number of subjects and distributed among them. Students read the text to themselves twice. During the first reading, they get acquainted with its general content, and during the second, they fill in the blanks with words that they find necessary to restore the content of the entire text. Students write words in the close test or write down their answers on special questionnaires. The correctness of filling in the gaps indicates an accurate understanding of the text in all the relationship of linguistic and extralinguistic factors presented in it, as well as the knowledge of lexical material in the process of reading.
Thus, with the help of this close test, it is quite accurate and objectively established the degree of formation of reading skills, the level of proficiency in reading vocabulary.
The close test can also be a means of checking the listening comprehension of a foreign language. In this case, it is a sounding speech (in monologue or dialogical form), presented at a normal pace in the presence of "natural disturbances", the role of which is played by the missing words. The psychological content of the subjects' activity when performing such a close test is forecasting based on the use of redundant message elements, contextual and linguistic guesses. The active internal activity of students to restore a deformed message is expressed in specific results: restored or unrecovered words, which indicates understanding or misunderstanding of the received message¹⁵.
When preparing a close test for the control of listening, one should select a text that contains lexical material familiar to the student and simple syntactic structures. Given the limited amount of RAM, we believe that the length of sentences in the text should not exceed 13-15 words. If the basis of the close test is dialogue, then the number of participants in the dialogue should not exceed two people. This close test is built according to the same principle as described above, however, here a large distance between the missing words is required, which, moreover, is not as regular as in the already considered close test, and it is allowed to enter into the base text changes to provide a more appropriate word for control and to make it easier for students to understand the text by ear. When preparing a phonogram of a text, the first recording of a speech message is recorded on the tape with the omission of certain words. In the second entry, instead of the given missing words, pauses of at least 4-5 seconds should be made so that the subjects could write down their answer during these pauses. In addition, the second entry should have a special sound signal to warn of skipping (tapping, clicking, etc.).
A close test for the control of listening can be carried out, for example, on the basis of the following text taken from a teacher's book to an English textbook for the 6th grade of secondary school by A.P. Starkov et al. (M., 1982, pp. 133-134 ):