Exercises comprise a method employed in developing skills in the third phase of fixing, i.e. contextualization. The three
stages cannot be conceived of as succeeding one another in a chronological order excluding the opportunity of overlapping. With the exemption of all over the first few lessons, all three stages will be present in every lecture as new material will be presented and imitated, while the previously introduced material may be reproduced and contextualized. Therefore, a typical lesson will not solely consist of drills but will also contain exercises.
We shall be using the terms linguistic drill and linguistic exercise in the following senses:
Drill is a habit-forming teaching technique in which linguistic
constructions are recognized, imitated, reproduced, or modified in one of many possible ways, but always regardless of extra linguistic situations, which could be associated with these constructions.
Exercise is a skill-forming teaching technique in which automatized linguistic constructions are practised in the context of extra linguistic situations.
1.4. Testing
vocabulary.
There are four types of tests in accordance with four dissimilar purposes for which they are designed. Proficiency tests find out how much the student knows, predictive tests find out how much the pupil is bale to be taught, attainment tests find out how much the apprentice has essentially learned, and diagnostic tests find out how much and what remains to be learned. Of these four types, we shall be interested only in achievement tests. Other types of tests are not in general used at school as part of the standard schooling routine.
Accomplishment tests cover only the material, which has been previously taught. They can be constructed in a diversity of ways: they can determine the learner’s accomplishment in the four skills of listening, speaking, reading, and writing; or they can assess the learner’s capability to articulate accurately in the foreign language (evaluation of the articulatory basis), his control of grammatical structure, and his command of vocabulary.