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проблемную ситуацию, которая замотивирует младших школьников узнать новую информацию и применить её на практике в дальнейшем.
Пробные упражнения выполняются для того, чтобы диагностировать уровень достигнутых результатов после ознакомления с темой. Педагог может понять, насколько хорошо ученики усвоили материал и требуется ли повторное объяснение уже полученных знаний. Если младшие школьники с трудом справляются с данным типом заданий, то необходимо уделить больше времени для усвоения материала.
Тренировочные упражнения применяется после того, как педагог убедился, что базовые знания обучающимися усвоены хорошо и можно перейти к их закреплению в стандартных условиях. Как правило, это середина урока. Ученики работают самостоятельно, коллективно проверяя полученные результаты и занимаясь самоконтролем. Задания отличаются своей сложностью, разнообразностью и направленностью. Трудность повышается с каждым заданием. К концу выполнения упражнений данного вида педагог может судить, какие ученики хорошо поработали и усвоили тему, а каким нужно еще практиковаться.
Творческие упражнения направлены больше на воспитательный аспект в образовательном процессе. Они позволяют младшим школьникам научиться правильно и быстро решать задания на основе творческого подхода к их решению. Контрольные задания ориентированы на оценку освоенности полученных на уроке или на ряде уроков
знаний. В них сочетаются как репродуктивные, так и творческие элементы. С такими заданиями младшие школьники справляются строго самостоятельно. На основе полученных результатов педагог обращает внимание на учеников, которым необходимо дополнительное занятие по данной теме. На следующем уроке целесообразно подобрать подготовительные упражнения с учетом тех затруднений, которые наблюдались с выполнением контрольных заданий [1, с. 55-60].
Таким образом, упражнения на уроке русского языка в начальной школе являются самым эффективным средством формирования орфографической грамотности. При соблюдении ряда необходимых условий они становятся незаменимым средством в образовательном процессе. Грамотно подобранная педагогом система упражнений с учетом всех условий и особенностей приведет к наибольшей результативности процесса освоения общеобразовательных тем.
Список литературы
1. Лопатин В.В. О новом своде правил русского правописания // Русский язык в школе. -2001. - № 3 - С. 55-60.
2. Парубченко Л.Б. «Почему дети делают ошибки и как их научить писать правильно». - М., Реал, 2001. - 158 с.
3. Смирнова. В.В. Приемы повышения орфографической грамотности // Начальная школа. Плюс до и после. - 2003. - № 6. - С. 52-54.
Lymareva Natalia Orenburg President Cadet School DOI: 10.24412/2520-6990-2021-1097-53-55 PREPARATION STRATEGIES FOR THE SECTION "WRITING" OF THE RUSSIAN NATIONAL
EXAM
Abstract.
This article is devoted to topical issues ofmodern education, namely: preparing students for the English exam in section "Writing". The article discusses the preparation strategies to the section "Writing" of State final exam. The author analyses common mistakes and offers some practical advice on preparing students for the exam.
Keywords: writing skills; State final exam, communicative competence, narration with elements ofdiscussion, informal letter, logic violation, cognitive abilities.
Today, the foreign language teachers in schools experience a number of significant challenges in preparing students for the modern successful completion of the State final exam. In our article we focus primarily on the most efficient methods of foreign language productive written speech training. The situation with the mastery of writing skills has changed significantly over the past decade, as the society is constantly faced with the fact that the ability in writing is on high demand.. Nowadays when speaking a foreign language is becoming a standard, and we are dealing with the English language as a language of international communication, the aim of its studying becomes the formation of communicative competence. Problems being solved with the written language training are associated with the creation of conditions for the written language learning
proficiency. These include the formation of students' compulsory graphic automaticity, intellectual skills to formulate the idea according to the written style, their knowledge and horizons, learning culture and intellectual willingness to create the content of the written speech works, the formation of authentic understanding of the subject content, speech, style, graphics form of a written text. Writing allows students to save language and factual knowledge being a reliable tool for thinking and a stimulator of speaking, listening and reading in a foreign language. The final aim of the writing training is to develop the ability to produce written statements (text) of different types and genres, depending on their purpose and scope.[2,5] Types of written texts used in real-life situations are extremely diverse: postcards, private and business letters, advertisements, e-mails,
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reviews, articles, reports, contracts, recipes, diaries, memo, poems, stories, etc. They differ in their functional nature, content, format, form of linguistic expression. Modern requirements to the training level of Russian schools' leavers claim students' ability to create some of the above listed types of texts.
In accordance with the standards of Russian national exam in the English language the tasks assess the ability of productive written speech in written messages of the following types: an informal letter, a narration with elements of discussion.
Section "Writing" in State final exam in English requires a well-defined communicative task. Such kind of work checks a wide range of writing skills: to give a detailed message, to organize correctly and logically your statement, to use the proper style and the logical connection to provide necessary arguments. This section includes two tasks with freely constructed response: Set 39 - a personal letter and 40 - narration with elements of discussion. Tasks 39 and 40, based on the theme of communication, the basis of the curriculum. Task 39 is of basic level, and for its implementation the student may receive a maximum of 6 points; Task 40 -a high-level task and its student's realization may receive a maximum of 14 points. Thus, the "Writing" section as a whole is estimated at a maximum of 20 points. It is of 25% of the maximum test score (100 points). These changes increase the importance of the section "Writing" as a single partition including the tasks with a freely composed response.
Checking the block "Writing" in State final exam involves testing various components of students' communicative competence. First of all, the student must demonstrate that he is able to solve and formulate in the task the communicative function: to read and react at provided incentive, namely the introduction, the answer on pen pal's questions, in general, he needs to demonstrate his verbal abilities: to give a meaningful answer on the questions, to demonstrate the ability to talk about the events of their daily lives, the ability to ask questions, to support and stimulate communication. In the second task, " narration with elements of discussion" in the criteria for the "Content" it is estimated the consistent disclosure of all the plan's items (the problem in the introduction, expressing their judgments with the reasoning in the second paragraph, the formulation of the opposite opinions and arguments against them in the third paragraph, opposition to the opposite point of view, in the fourth paragraph, the availability of conclusion, an appropriate volume of the statements in the essay). The criteria "the text organization" assess the correct division of the text into paragraphs, coherence, consistency, and appropriate use of logical means of communication in the text [2, 34-36].
Analysis of work of graduates of 2019 shows that when checking assignments in written language, there are errors which are due to the following reasons: [1, 48]
- Lack of knowledge in communicative competence of the English language as a whole (subject skills);
- Lack of knowledge of the characteristics in different types of speech activity (subject skills and knowledge);
- Lack of knowledge or ability to use variety of strategies for extracting information from text (metasubject and substantive skills);
- Lack of compensatory skills (metasubject and substantive skills);
- Insufficiently high levels of cultural memories and cognitive abilities; (Metasubject, personal knowledge, skills and abilities);
- The inability to focus and overcome stress (personal skills).
As already mentioned the "Writing" section, checks the ability in writing personal letters, in creation of extensive written statements with elements of discussion on the proposed issue. In the whole, as the substantive analysis of the exam results in 2016, the section was carried out satisfactorily. The average percentage of the task 39 - 73; the average percentage of the task 40 - 55.5.
Analyzing the fulfilling of tasks with detailed answer in the written part of the examination, it may be noted that some of the common mistakes that are typical for the previous years have been eliminated, the most difficult decision for the examinees is communicative tasks. Perhaps this is due to the lack of job in the preparation stage of the analysis, and the criteria for their evaluation as well as the lack of reflection on the already completed assignments by students.
In writing personal letters (task 39), the most common mistakes are:
- Failure to provide a full and detailed response to the information requested;
- Inability to raise issues in accordance with the proposed topic or insufficient number of issues;
- Violation style personal letter (appeal, signature, the final sentence);
-no thanks or references to previous contact and also hopes for the next contact;
- Wrong division into paragraphs;
- covering the logic errors, the lack of coherence and means of logical linking in the transition from one paragraph to another;
- error in the design and organization of the text (no address, and the date, given the address of who sent the letter, the person's name in the address, the address is not written in the upper right corner; logical errors, handling, final phrase and signature are not on separate lines);
If there are positive trends in writing a personal letter, the situation in creation of extensive narration with elements of discussion the situation is not so positive. Statistics show that the writing of a narration with elements of discussion is one of the most challenging tasks for the exam in English, because of the examinees are required not only the ability to express their thoughts grammatically correctly, but the information knowledge on a given subject, the ability to think logically, the proper structural organization of thoughts and the use of rich vocabulary.[2 56]
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Let us try to analyze the common mistakes of the second task of this section, namely «Narration with elements of discussion» the most common mistakes are:
- Replacement genres (essay "My opinion" is replaced by writing "Pros and Cons" or a personal letter;
- Deviation from the topic e.g. the statement of the examined text, distantly related to the proposed issue;
- Incorrect choice of style ("narration with elements of discussion" requires a neutral style);
- Discrepancy between an argument thesis and the statement (opinion);
- Lack of detailed arguments;
-incorrect formation of counterarguments;
-failing to formulate the problem at the beginning
of utterance (just repeated the statement of the task), and to make a conclusion at the end;
- Incorrect division of the text into paragraphs;
- covering the logic errors, including the author's perspective divergence in the second paragraph and in the output;
- Lack or improper usage of the logical connection;
- Lexical, grammatical and spelling mistakes;
- Failure to comply required volume of words (200-250words);
Statistics shows that it is still difficult for most examinees to give the appropriate response to the criterion "The decision of the communicative task. [3, 17-18].
We offer the following general strategies in "Narration with elements of discussion":
• Formulation the statement in accordance with the proposed plan;
• Introduction should start with a general presentation of the topic and suggestions that displays its problematic nature;
• The planning of the written statements, first consider the key phrases of each paragraph;
• The text division into paragraphs, which reflects the logical structure of the text
• Each paragraph should be written accordingly (recommended in the first sentence of the paragraph to express his basic idea and develop it further, supported by examples and arguments, etc.);
• Introduction and conclusion should be approximately equal in volume;
• In the main part should be at least two paragraphs about the same size;
• The total amount of the main part should not be less than the total amount of introduction and conclusion;
In "Narration with elements of discussion" it is particularly important to comply with the following requirements:
• The main part of the essay requires expressing his own opinions, then presents a different point of view and give arguments why he does not agree with it;
• giving counterarguments, defending his point of
view,
• in the final paragraph of the essay again point out the problematic nature of the topic; show that, although you have an opinion, you are able to see other points of
view;
When writing a "Narration with elements of discussion" it is necessary:
1. to bear in mind that a reasoned assertion proves the verity of the original thesis through argument cogency;
2. to select strong arguments having sufficient grounds for proving the truth of the thesis;
3. to take into consideration the counter-arguments that should be more convincing than the arguments;
4. to give a convincing counter reason for every opponent's argument;
5. to formulate the conclusion in the form of a generalized statement.
Taking everything into account on the implementation of section "Letter" it is necessary to pay attention to Personal knowledge and skills: active exploring of cognoscible things, Metasubject skills: understand the meaning of the task, plan a written statement, realize it without logic violation, build the reasoning essay strategy, formulate the statement problem, offer personal point of view, substantiate it, draw conclusions, summarizing all the information mentioned above, self-monitor and self-assess the carried-out task.
Subject skills: build a written statement in accordance with the norms and standards of the English speaking country; demonstrate skills, generate written statements of various genres; apply rich vocabulary; use words and word combinations in a context correctly [4, 34-34].
References:
1. Mahmuryan K, Simkin V. Guidelines on certain aspects of improving the teaching of English (based on the analysis of typical graduates of difficulty in performing tasks)// Foreign languages in school, 2015, №1. Pp3-9.
2. Safonova V. Communicative competence: modern approaches to the description in the multi-level teaching purposes. - M.: EUROSCHOOLS, 2004.
3. Solovova E. Methods of teaching foreign languages. Basic course of lectures. - M.: Astrel, 2008.
4. Verbitskaya M, Mahmuryan K, Simkin V. Guidelines on certain aspects of improving the teaching of English (based on the analysis of typical graduates of difficulty in performing tasks RNE 2014, 2015). -http://new.www.new.fipi.ru/ege-i-gve-11/analitiches-kie-i-metodicheskie-materialy
