Classifications of the main points that need to be considered when analyzing an English lesson in FGOS. Development of a system for the analysis of test papers in the English language

1. The goal and the assigned tasks are stated incomprehensibly and do not correspond to the requirements of the program itself.
2. The goal and objectives are set out in a clear form, concretized and correspond to the conditions of the program.
3. All the tasks and objectives of the analysis of the lesson according to the Federal State Educational Standard (English) are carried out in a diagnostic way based on the subjective knowledge of the students.

According to the components of the lesson requirements

1. The content of the material for the analysis of an English lesson does not suit the established goal and didactic principles.
2. The content is accurate and appropriate for the intended purpose and didactic point.
3. The goals and didactic tasks of analyzing a foreign language lesson fully meet all the necessary requirements and are smoothly supplemented by educational measures and elements of development.

A logical approach in the analysis of an English lesson

1. Parts of the work in the lesson are not bad, but do not have logically completed points.
2. The stage of work is highlighted correctly, the presentation of the material is logically correct, but some stages are delayed in time.
3. All stages are performed clearly, have a logical beginning and end. The transition from one material to another is built on the basis of clear logical chains - the best option for high-quality presentation of educational material.

Features of the adjustment of student work for the analysis of a modern English lesson

1. The methods are not suitable for the tasks of the lesson. The structure of the lesson is thought out incorrectly. There is no individual approach to students.
2. Productive methods are applied, the components of the lessons are clearly thought out and logically correct.
3. The methodology is suitable for the necessary tasks, awakening students to cognitive activity. The peculiarities of the knowledge of each student are taken into account. The entire analysis scheme for an English lesson meets all the requirements.

What forms are used in learning English

1. The frontal educational process is considered the main one. This form of UD does not correspond to the assigned tasks and does not stimulate the activities of students.
2. The form was chosen according to the requirements and corresponds to the tasks set. It can be group and individual.
3. Students independently choose the form of organization. Business and creative activity is encouraged, as well as conclusions and suggestions for an English lesson

Lesson evaluation activity

1. The teacher evaluates the educational process independently without feedback. The criteria for the assessment itself are not announced.
2. Assessment takes place with feedback, but when the analysis of the English lesson passes. lang., students do not participate in the process.
3. For assessment, students are connected, self-control and self-assessment takes place.

Lesson effectiveness of English language

1. Poorly noticeable formation of students' knowledge and the goal is not achieved.
2. Perfectly mastered material, stimulating the cognitive activity of each student, the ability to objectively evaluate what is happening.

What is the analysis of English lessons for?

The main goal of English lessons is to form students' communicative competence within the framework of a specific foreign language, that is, to master interpersonal and intercultural communication in English. As the analysis of the attended English lesson shows, students should be able to:

• tell about yourself in English verbally and in writing, write a resume, questionnaire or letter;
• introduce your family, school, country, etc. in intercultural communication;
• develop spoken language;
• be able to take part in dialogue, monologue, listening.

As part of the analysis of an English lesson according to the Federal State Educational Standard, communicative competence in the field of a foreign language will be developed. She must be:

• compensatory;
• speech;
• linguistic;
• educational and cognitive.

The main component in such competence is correct conversation. In the process of analyzing an English lesson by the head teacher for the Federal State Educational Standard, the following methods are used for this:

• reading;
• written version;
• listening;
• talking.

What should be an English lesson

Like any subject area, the English language needs to be improved and improved - for this, lesson analyzes are carried out. Since at present the emphasis is on communication, the English lesson should have certain features in terms of presenting educational material to students:

1. The teacher in the lesson forms the relationship "I am you, and you are me." Forms communication skills and teaches to use previously acquired knowledge.
2. An atmosphere favorable for communication in the target language is created. Such communication will become effective only when the teacher and the student are able to conduct a two-way dialogue.
3. In the classroom, diverse work is carried out to study the language (vocabulary, grammar, phonetics) and on the development of speech activity (listening, speaking, reading). In this case, the purpose of the lesson should be clear and specific:
   • develop reading technique;
   • to form lexical knowledge;
   • develop a monologue speech.

If all the tasks and goals of the lesson are set specifically, then we can talk about the effectiveness of the lesson. The richness of the lesson will be especially significant:

• development of speech skills;
• educational element in the lesson;
• educational element;
• broadening one's horizons;
• the ability to listen and hear others;
• the formation of the ability to express their own thoughts.

For the fruitful work of the teacher, it is worth knowing that the analysis of an English lesson in elementary school is different from the analysis of an English lesson in grade 10. When attending classes by the head teacher, this moment is taken into account. With a competent analysis of a foreign language lesson and correctly drawn conclusions, it is possible to achieve high levels of students' knowledge and the quality of education.

Sample analysis of an English lesson by the head teacher in accordance with the requirements of the Federal State Educational Standard

Features of the analysis of a lesson of a foreign language teacher

Regardless of the class in which the analysis of English lessons is carried out - in grade 5 and in grade 9, the main tasks remain the same:

• achievement of the set goal and objectives in the lesson;
• an individual approach to each student from the group;
• the formation of skills to formulate and express their own thoughts;
• the ability to communicate between: teacher-student and student-teacher.

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For the effectiveness of each lesson, the teacher must make a methodological analysis of the English lesson. Only after such work can you expect positive results in terms of the quality of teaching a foreign language.

Many head teachers ask themselves the question: how to analyze an English lesson correctly and not miss anything? How to make an analysis of an English lesson in accordance with all the standards of the Federal State Educational Standard?

There is a detailed memo for this:

Such a scheme for analyzing an English lesson will allow the head teacher to more competently assess the success of the teacher, and the teacher to better understand what to rely on in his work, and how to work on mistakes in the English lesson.

Students in grade 9 "b" wrote an administrative test based on OO materials, consisting of a reading section, a grammar and vocabulary section. Purpose of work: to check the ZUN (s) received by students during the period of study in grade 9. The assignments were structured according to the themes: Country Geography, History of England. The work was performed by 10 students.

Results:

Teacher ……… /T.A Yarosh /

Analysis of the administrative test in English for the 2013-2014 academic year.

Students in grade 9 "a" wrote an administrative test based on OO materials, consisting of a reading section, a grammar section and a vocabulary section.

Purpose of work: to check the ZUN (s) received by students during the period of study in grade 9. The assignments were structured according to the themes: Country Geography, History of England. The work was performed by 3 students. Results:

Tasks from the lexical and grammatical section became problematic for the majority of students. It is worth noting that most students can confidently use the knowledge gained during the entire period of teaching English. Some students made mistakes in choosing the correct place name, which shows gaps in the area of ​​geography. Therefore, emphasis should be placed on repetition of this material. Pupils with good grades in the quarters of the current and last year consistently showed fairly good results. As for the students with satisfactory grades, only a few were able to improve their results on the administrative test. The result obtained almost completely justified my assumptions. During the 2014 academic year, questions and tasks that have caused difficulties in understanding the theoretical and practical material will be fixed and necessarily included in the test tasks of the current control.

Teacher ……… /T.A Yarosh /

Preview:

Analysis of the entrance test in the German language for the 2015-2016 academic year.

Students of MBOU Secondary School No. 17 wrote an entrance test consisting of the following tasks: vocabulary assignments, letter substitutions, logical tasks, word substitutions and translation of Russian sentences into German.

Purpose of work: to check the residual knowledge, skills and abilities after the summer holidays.

Results:

Typical mistakes:

For the majority of students, tasks on logic and substitution of letters became problematic. It should be noted that the majority of students can confidently use the knowledge gained during the entire period of learning the German language. Some students made mistakes in the task of substituting suitable words in the text (Valeria, Anton, Victoria, Arina 8 a, 5 a), which shows gaps in the area of ​​vocabulary. Therefore, emphasis should be placed on repetition of lexical material and enrichment of vocabulary. Pupils with good grades in the quarters of the current and last year consistently showed fairly good results (Victoria, Oksana, Denis, Sergei 5 B). As for students with satisfactory grades, only a few children showed worse results compared to the annual grade (Nikita, Denis 5a, Vitaly 4a Anastasia 4a, Sergey 4a Victoria 9a, Yulia 9a). The result obtained almost completely justified my assumptions. During the 2016 academic year, questions and tasks that have caused difficulties in understanding the theoretical and practical material will be fixed and necessarily included in the test tasks of the current control.

Teacher ……… /T.A Yarosh /

Compiled by:

Target: identification of the initial level of basic knowledge and subject operations.

Tasks:

Diagnosing knowledge gaps and building a corrective program of pedagogical influences, taking into account the residual knowledge of both the entire class and individual gymnasium students;

Adaptation of the teaching process and program for the timely improvement of the quality of education, taking into account the real initial level of knowledge;

Creation of predictive models for further improvement of the learning process, aimed at improving the quality of knowledge of gymnasium students (corrective learning trajectories / educational trajectories of individual learning).

The elements of the content checked by the tasks of the CMM of the incoming control are compiled in accordance with the Federal State Educational Standard of Basic General Education (approved by order of the Ministry of Education and Science of the Russian Federation No. 000 dated 01.01.2001, as amended by the Orders of the Ministry of Education and Science No. 000 dated December 29, 2014), taking into account:

1. An approximate program of basic general education in foreign languages ​​for basic school.

2. Programs for the completed subject line of textbooks in English for 9-10 grades. secondary school "Star English", authors, Dooley D.,: Enlightenment, 2013 - 14. The entrance test includes tasks that check the level of mastery of the main educational elements of this course.

Execution time - 40 minutes.

The total number of points is 100

Grammar module - 60 points

Lexical module - 40 points

Specification

2015-2016 training year

Option 1

Module 1

1. We started early in… morning.

2. Can you play ... piano?

3. My favorite subject at school is ... History.

4. Would you like to be ... doctor?

5. Who are you waiting ...?

A to B for C from

6. Do you really believe ... ghosts?

7. You will not need to worry ...... accommodation or food.

A for B about C in

8. Focus ..... the big picture and not the details.

9. We generally ... quite early during the week.

A eat B are eating C eating

10. –Where is Dickie? - He ... in the garden.

11. It ... outside; 1 do not like to walk in such weather.

A rains B is raining C is rain

12. My colleagues usually… four days a week, and this week they… five days.

13. Ferdinand (just) ... to Santa Monica.

14. He looks angry. He ... his wallet.

15. Why are you late? I… here four two hours.

A have been waiting B waited C will have been waiting

16. This time next week, I ... on the beach.

A be lying B am lying C will be lying

17. A. Christie… detective stories.

A has written B had written C wrote

18. When I saw Mary last Sunday he was tired, he ... a party the night before.

19. "What are you doing next Friday?" - "I ... to Moscow, I have my ticket."

A flies B fly C am flying

20. Flowers die if you… water them.

A wouldn’t B doesn’t C don’t

21. If I… a million dollars, I would buy a house.

A had B would have C will have

22. Daniel is… than Christie.

A older B elder C more older

23. Ann enjoys ... to classical music.

A listen B listening C to listen

24. Would you mind ... the door?

A to close B close C closing

25. I hope ... see you again very soon.

A to see B seeing C see

26. They've decided ... shopping.

A to go B going C go

A should B could C would

28. When he was 6, he… swim very well.

A might B could C can

29. This is the girl… parents I know.

A who B which C whose

30. The chair,… is in my room, is very old.

A who B which C whose

Module 2

31. Two ..... ago, Rome ruled the Mediterranean.

A years B centuries C millennia

32. Meat and vegetables are ........ into pieces using different methods.

A made B cut C formed

nday ​​shopping has become very…. ...

A numerous B normal C popular

34. Peter is very ...., so if he says he will help you, he will.

A bossy B boastful C reliable

35. If I had ..... more in class, I’d have got better marks in the test.

A tried B did C concentrated

36. It's bad for your eyes to .... at a computer screen all day.

A stare B watch C browse

37. We "re all looking… .. to seeing you again soon.

A ahead B around C forward

38. The doctor told him to give ... .. smoking.

A in B away C up

39. He went to the airport to see them ......

A of B off C out

40. My new car has broken….

A up B down C on

Module 3

41. He received an excellent _____________. EDUCATE

42. Are you taking part in the school ________________? PRRFORM

43. Child actors cannot usually have a normal ______________. CHILD

44. The police found the information he gave them very _____________. USE

45. I’ve made some very important ______________ about my life. DECIDE

46. ​​You are looking really ____________ in that dress. GLAMOR.

47. You can’t hope to win the race without any ______________. TRAIN

48. He has the best _________________ of ancient Greek coins. COLLECT

49. He was feeling quite ________________ about the past. SENTIMENT

50. The oil spill caused massive ____ in the area. POLLUTE

Entrance control in English in grade 10

2015-2016 training year

Option 2

Module 1

1. I have never seen ... panda in the wild.

2. How do you usually get to… school?

3. The Moon goes round ... Earth every 27 days.

4. Injured people were taken to… hospital.

5. We must all learn to deal .... difficulties in life.

A on B with C at

6. The twins differ ..... each other in many ways.

A from B for C at

7. Who are you waiting ...?

A to B for C from

8. The meeting is ...... progress at the moment.

9. My parents generally ... quite early during the week.

A eat B are eating C eating

10. –Where is Dickie? - He (play) in the garden.

A plays B is playing C will play

11. When the phone rang, she… the meal

A was cooking B cooked C has cooked

12. My parents usually… four days a week, and this week they… five days.

A work, work B are working, are working C work, are working

13. Ann (just) ... to Florida.

A return B has returned C had returned

14. Sam looks angry. He ... his wallet.

A lost B has lost C has been loosing

15. He ... two foreign languages ​​at school.

A learned B has learned D learning

16. I… here for two hours already.

A sit B will be sitting C have been sitting

17. Look at the clouds, I think it….

A will rain B is going to rain C rains

18. When I saw Tom last Monday he was tired, he ... a party the night before.

A had been to B was to C has been to

19. "What are you doing next Sunday?" - "I ... my grandparents in the country."

A will visit B visit C am visiting

20. If I had a million pounds, I ... buy a house.

A Will B can C would

21. I would tell you his name, if I… it.

A would known B know C knew

22. Max is… than Christie.

A older B elder C more older

23. He offered… .. dinner for us.

A making B to make C make

24. They've decided ... shopping.

A to go B going C go

25. We are looking forward to ... this film.

A seeing B see C sees

26. Mathew is really good at….

A cooking B cook C to cook

27. You… have been here an hour ago. But you didn’t show up.

A should B could C would

28. You… return the bike, if you use it.

A can B must C should

29. This the actor ... won Academy award.

A who B which C whom

30. This is the girl… parents I know.

A who B which C whose

Module 3

31. The operator told Ben to .... the line while she connected his call.

A take B hold C connect

32. There was no ..... that he had committed the crime.

A evidence B point C problem

33. It's bad for your eyes to .... at a computer screen all day.

A stare B watch C browse

34. As people get more health-conscious, .... food is gaining in popularity.

A exclusive B cold C organic

35. I can't carry the bag. The strap is….

A injured B broken C cracked

36. This book is a… of time.

A loss B pass C waste

37. My hosts ... me very well.

A behaved B treated C moved

38. Do you get ... well with Alex?

A on B over C at

39. My aunt brought… .. four children.

A in B up C about

40. I couldn "t remember a fairy story to tell the children so I made it… .. as I went along!

A up B over C over

Module 3

41. A lot of people buy a newspaper to read about their ____ sport. FAVOR

42. Young people like to listen to ___ news nowadays. POLITICS

43. Some people are interested in reading about ____ lives of stars. PERSON

44. He drove fast cars and liked ___ driving. DANGER

45. This advice is very ___. USE

46. ​​I'm not sure she has a ___ character. STRENGTH

47. Nowadays young people like films with plenty of ___. ACT

48. They've made an amazing archaeological ___ in the Lebanon. DISCOVER

49. The children went to bed early but they were too ___ to sleep. EXCITE

50. We saw a wonderful ___ of the ballet Swan Lake. PERFORM

Grade 10

Option 1

1C 2C3 C4 A 5 B 6 C 7 B 8 B 9 A 10 B 11 B 12 C 13 B 14 B 15 A 16 C 17 C 18 A 19 C 20 C 21 A 22 A 23 B 24 C 25 A 26 A 27 A 28 B 29 C 30 B 31 C 32 B 33 C 34 C 35 C 36 A 37 C 38 C 39 B 40 B 41 education 42 performance 43 childhood 44 useful 45 decision 46 glamorous 47 training 48 collector 49 sentimental 50 pollution

Option 2

1A 2C3 B4 C 5 B 6 A 7 B 8 C 9 A 10 B 11 A 12 C 13 B 14 B 15 A 16 C 17 B 18 A 19 C 20 C 21 C 22 A 23 B 24 A 25 A 26 A 27 A 28 B 29 A 30 C 31 B 32 A 33 A 34 C 35 B 36 C 37 B 38 A 39 B 40 A 41 favorite 42 political 43 personal 44 dangerous 45 useful 46 strong 47 action 48 discovery 49 excited 50 performance

Analysis of test work in English in grade 7 "a"

Date: 04.10. 2016

Teacher: Arylakhova S.N.

class: 7 a

Total students: 14

Completed work: 12

Control work was carried out in 7 "a" grade. The level of knowledge in this class can be called average. The level of educational motivation is medium. The test consisted of 6 tasks:

Test results

Analysis of test work in English in 7 "in" grade

Date: 04.10. 2016

Teacher: Arylakhova S.N.

class: 7 in

Total students: 13

Completed work: 11

The test was carried out in the 7th grade. The level of knowledge in this class can be called above average. The level of educational motivation is above average. The test consisted of 6 tasks:

1 task - Degrees of comparison of adjectives

2 task - Education in the superlative degree of adjectives

3 task - Using the modal verb should and shouldh "t

4 task - Vocabulary of words: Translation from English into Russian

Test results

Typical mistakes: ignorance of grammar on the topic "Degrees of comparison of adjectives" and vocabulary - ignorance of translations of some English words.

Reasons: a consequence of irregular homework by some students; failure to comply with the teacher's requirements (get a dictionary, learn words by heart, learn English grammar, etc.).

Corrective work plan: take into account the nature of the mistakes made; organize work to eliminate gaps in knowledge by assigning additional classes for low-performing students; repeated control of vocabulary for the entire class; training in the formation of degrees of comparison of adjectives; strengthen control over homework.

Analysis of the test in English in the 7th grade

Date: 04.10. 2016

Teacher: Arylakhova S.N.

grade: 7g

Total students: 16

Completed work: 15

The control work was carried out in the 7th grade. The level of knowledge in this class is average. The level of educational motivation is medium. The test consisted of 6 tasks:

1 task - Degrees of comparison of adjectives

2 task - Education in the superlative degree of adjectives

3 task - Using the modal verb should and shouldh "t

4 task - Vocabulary of words: Translation from English into Russian

Test results

Typical mistakes: ignorance of grammar on the topic "Degrees of comparison of adjectives" and vocabulary - ignorance of translations of some English words.

Reasons: a consequence of irregular homework by some students; failure to comply with the teacher's requirements (get a dictionary, learn words by heart, learn English grammar, etc.).

Corrective work plan: take into account the nature of the mistakes made; organize work to eliminate gaps in knowledge by assigning additional classes for low-performing students; repeated control of vocabulary for the entire class; training in the formation of degrees of comparison of adjectives; strengthen control over homework.