The ministry of higher and secondary specialised education of uzbekistan

Control requirements
To control to be effective, it must meet the following requirements:
1. The subject of control is the development of skills.
2. Control of knowledge of vocabulary and grammar is held in the monitoring of speech activity.
3. Monitoring should consolidate their knowledge, help repetition of material.
4. There shall be a pre-planned master plan that contains a form of control.
5. Methods and techniques of control should be varied in order to keep the attention of the class.
6. While monitoring the teacher is always working with the whole class.
Forms of control
From the point of view of control method (the survey) can be:
1. face to face
2. individual
3. combined
In a face to face teacher conducts the survey randomly. This allows you to draw a greater number of active students.
At individual teacher survey brings to the board a student and asks him a question, or a student doing a report or essay.
Combined survey - it's a combination of individual and face to face control.
The objects of control is the development of speech skills.
Methods of teaching.
Fortunately / Unfortunately game
Pupils tell the story of the chain. Each of them continues the story with the words Fortunately / Unfortunately.
Assessment as an integrative part of the teaching process
“Assessment” is a very broad term that can cover formal exams and tests, both external and internal, which are structured and built into the fabric of the academic year, as well as more informal types of assessment that teachers undertake as a part of their day-to-day practice. The term “control” is often replaced by “assessment”.
In general, assessment is collecting data for revealing the level of language proficiency achieved within a certain time period. In language assessment, we gather information in a systematic way with the help of language testing tools.
Assessment is a part of the lesson during which the teacher evaluates how students have mastered the material and use it in reception and production of texts in the oral and written forms. For example, we may use an oral interview to gather information about students speaking abilities, then give comments based on that information, and make a decision what material and activities we should use if the students need more work on oral fluency. Thus, within the EL classroom we reveal sources and zones of learning difficulties, see the effectiveness of materials and activities, encourage students’ involvement in the learning process, track learners’ upgrading their English, and provide students with feedback about their EL learning progress for further classroom-based applications of language tests.
The objects of the assessment are: a) knowledge and sub-skills – language competence; b) using knowledge and language sub-skills in the process of production and reception of speech and interaction (communicative competence); c) country-study and linguo-cultural knowledge of verbal and non-verbal behavior – socio cultural competence.
The assessment in the ELT process fulfills different functions and objectives, which are shown in Table 16.