VII Международная студенческая научная конференция Студенческий научный форум - 2015

Global development trends clearly reflected in Kazakhstan's realities. Today, the linguistic picture of Kazakhstan represents a unique linguistic space,which is characterized by demographic and socio-linguistic complexity and represents a multilingual society, which is home for more than 100 ethnic groups.One of the priorities of language policy in Kazakhstan is the all-round development of the English languageand expansion of spheres of its functioning. An illustration of this is launched in 2007, the project of "Trinity of languages", where English is attributed to the special status - the language of integration into the world economy.

Nowadays, a number of school students, university students and adults, who learn English has significantly increased. The desire to learn English may be associated with the work, the desire to travel, personal interest in the language, but one of the most common causes is preparing for exams or tests. There are two categories of examinations, the first on the standards established within the country, the so-called state exams, and the second - international, recognized around the world.

Particularly noteworthy is the international exams, as they provide an opportunity to enroll in prestigious universities, to get a job in the big Western companies and even get a residence permit in the desired country. International exams are entitled to receive a certificate, confirming the knowledge of the language and recognized educational institutions and employers in many countries. International certification is the provision of written confirmation (certificate) by an independent body that the product or service meets the requirements. [1] Given definition refers to the general term of "International certification", used in all fields.

As well as any certification, international certification in foreign language learning has its frameworks of assessment and their influence on language tests. So, Common European Framework of Reference (CEFR) is a key framework which has a great impact on testing organizations of language and stakeholders worldwide. The origin of the CEFR goes back to the 1970s when the European Council funded work within its Project of Modern Languages in order to develop the levels of Waystage and Threshold of specified learning objectives as selections for language teaching purposes. These levels were designed for reflection of achievable levels of language competence, at a comparatively low proficiency level, and to shape part of a European credit system for foreign language learning. They determined the levels of functional competence amid users of language creating the base for syllabus, later assessment design, and curriculum.

Cambridge in 1980s was one of stakeholder organizations along with the British Council and BBC English which provided financial and professional support for reviewing Waystage and Threshold [2; 9]. Consequently, level descriptions were revised and in the middle of 1980s they underpinned specifications of test for a revised PET exam and in the early 1990s a new KET exam.

Cambridge ESOL examswere made for assessment of foreigners in English language knowledge. Their results are accepted by employers and state educational institutions of Great Britain, Australia, Canada and New Zealand. The reason of wide recognition is, above all, the subdivision UCLES (University of Cambridge Local Examinations Syndicate), which developed the tests and coordinates them all over the world.

Cambridge ESOL Exams include several types of tests.  Cambridge Young Learners Tests are for children. They appeared quite recently and are designed for children from 7 to 12 years. Each of the three levels - Starters, Movers и Flyers - includes three sections: Listening, Reading and Writing, Speaking. First section takes 20 minutes, second - 20-40 minutes according to the level, the third section lasts about 5-9 minutes. Thus, the entire test lasts 45-69 minutes. The results of each section is assessed according to five-point scale.

Key English Test (KET) is checks the language proficiency at the elementary level, basic knowledge to communicate in English. This test consists of the same three parts, just a little more complex in terms of the used vocabulary. The first part, designed for about an hour, consists of about 60 exercises in which you need to select the desired answer, insert the missing word or write a response.

The second part takes about 25 minutes, requires answers to the questions about the text in Listening. The last part is a conversation for 8-10 minutes with two teachers on various topics on personal as well as on abstract themes. As a result bidder fills three separate examination papers. There are four types of marks: "passed", "passed perfectly", "Narrow Fail"  and "Fail".

More sophisticated test called Preliminary English Test (PET). Its level is defined as a threshold, or "survival rate", when you have enough knowledge not to go to pieces in English speaking country and even to work.  There are four sections in this test, because Reading and Writing are separated. Targets are more complex,  so section "Writing" includes writing an essay of about 100 words. Rating system which is used is the same as in the case of KET.

The next test First Certificate of English or FCE is the most popular test of the entire series. For example, in 1997 it was passed by 260 thousand people all over the world. Successful passing this test indicates that you have reached the level of "independent user of the English language," and with this formulation can qualify for a more interesting job or continue their education abroad. In some countries, such as Greece, this test has long been a must for every high school graduate.

There are four sections in this test, such as Reading, Writing, Use of English, Listening and Speaking. The novelty compared to the previous stage is that one of the blocks of the second part involves the reading of one of the five English books of the time-tested classics of English, like Charlotte Bronte, Charles Dicken. Part of the Use of English differs FCE from TOEFL test and contains 65 questions on the understanding of the English language. Writing consists of two parts: the first - writing text in a specific format, second - preparing articles, reflections on a particular book. People who received A, B and C are entitled to a certificate. If you get a D or E, you will have to be content with only memories of how you take the exam.

The fourth stage is called CAE - Certificate in Advanced English. It consists of the same parts and evaluated in the same way, just offer more challenging assignments. For example, the composition should have a volume of about 250 words, and the four sections of the text in Reading "pull" for a total of 3,000 words.

The highest level is Certificate of Proficiency in English. It is divided into five blocks, which are called Reading Comprehension, Composition, Use of English, Listening Comprehension and Interview. This level is usually available only for students who finished language high school.

This set of the Cambridge exams are not exhaustive, but others either check the holdings of individual skills, or focus on specific tasks. For example, there are special examinations in Business English, which is called Business English Certificates. It has three levels of complexity: BEC 1 related test to PET, BEC 2 - FCE, and  BEC 3 - CAE. Finally, IELTS (International English Language Testing System) is an analogue of TOEFL. This exam is of two kinds for academic purposes and general training. The first is designed for those who are going to enter universities in the UK, Australia, New Zealand and Canada, or participate in an international educational program. The second need those who dream to master the profession in England, as well as anyone who has decided to legally immigrate to Australia. IELTS is developed and adopted by UCLES, in collaboration with the British Council and the International Program for the Development of Education in Australia (IDPEA). [3]

Another well known type of certification is TOEFL (The Test of English as a Foreign Language). TOEFL test was established in 1960s and it has a prestigious status as a standardized test, which is used widely across the world.  TOEFL can be categorized as a proficiency test. According to Brown "Proficiency test as the test that has the function to assess the general knowledge or skills commonly required or prerequisite to entry into (or exemption from) a group of similar institutions".[4;12]

There are three types of TOEFL exam. The first is The Computer-Based TOEFL (CBT) exam. When students choose this type of TOEFL test, they read seven-step tutorial teaching, connected with the computer skills, which later help them how to take the test correctly.  All four sections (Reading, Listening, Structure, and Writing) are covered in the tutorial. Thus, after finishing reading the information, learners will be prepared for passing the test.

The paper-based TOEFL (PBT) test is the second type of TOEFL, which consists of three sections (Listening, Structure, Reading). The PBT contains only multiple-choice questions. All answers are printed in special booklet, but the learners should fill in the answers on computer-scored answers sheet.

"The TOEFL iBT test, administered via the Internet, measures a test taker's ability to combine listening, reading, speaking and writing skills, making it the most comprehensive English-language proficiency test. With unmatched scoring procedures and security measures, the TOEFL® test is the industry standard in English-language assessment." [5]

According to the statistic, TOEFL and IELTS are the most popular types of tests all over the world.  Before students often raises the question which of the exams you should choose. The most obvious difference between TOEFL and IELTS is used English. So, TOEFL is based on American English and IELTS on the UK. Differences between the two versions are not significant, but the pronunciation and spelling can cause difficulties even speak the language well. Both tests consist of four parts, which evaluate your skills in reading (Reading), information perception by ear (Listening), Oral (Speaking) and writing (Writing). Neither IELTS, nor TOEFL appreciate the grammar in a separate section. Knowledge of the rules and regulations of proficiency are assessed in the sections written and spoken language. It worthy adding that TOEFL iBT is the most popular type of TOEFL test, therefore, we will pay attention to this type of TOEFL exam.

There are a great number of methodologies that can be used in preparation the students for exams. However, teachers must select the methodologies extremely careful, since each of them has its own advantages and disadvantages. Moreover, approaches used in preparation to exams must depend on the age of students. Thereby,in connection with our theme, we are going to consider the leading methodologies, approaches and activities, which can be used in preparation the students of 11^th grade to IELTS and TOEFL exams.

The first section of these exams, which we are going to review, is writing.Writing task in IELTS consists of 2 tasks, in each of them students should be prepared to write about any topic. The first essay includes minimum 150 words, in which learners present information based on data(bar charts, line graphs, tables); a different kind of process in various stages and event or series of events. For this task learners are given only 20 minutes. The second exercise is responding to written opinion or problem, using 250 words or more. In the second essay students explain their opinion, supplying them with arguments and ideas, they offer solution to problems, give evidence and implications. This task must be made within 40 minutes.   

As we have already mentioned, in the first task of essay, learners must be ready to understand and describe graphic information. Moreover, the explanation must be clearly and accurately interpreted. This is considered to be the main academic skill. Therefore, learners must train and develop the comprehension of various types of visual data.

Vanessa Jakeman and Clare Mcdowell[6;104] offer the following steps for preparing to this task: before describing trends, learners should ask themselves "What is the main purpose of this chart/table graph? What is the overall trend". Then learners must explain in own words what they show, and finally consider how to organize the answer, including the most essential features and figures.  The ability to summaries information plays a key role, since this ability should be shown to examiner.  Moreover, students must be aware that summarizing charts means making comparison. And they must be ready to find the group of figures which must be compared. Sometimes there are two or more charts that must be described. Simon Heines and Peter May[7;25] point out, the information between them is absolutely linked. In such cases, this information must be found as soon as possible, this searching must be begun at the first stage of studying the diagram.

As for the second task of writing section, before passing the exam learners should brainstorm and analyse different kinds of essay topics in order to have ideas during IELTS exam. Before starting to write an essay, learners should spend 5-7 minutes to read carefully and think over what they will write about.[8;67]. Teachers must teach students to define their own opinion, if they agree or disagree with one particular statement. Simon Heines and Peter May[7;28] suggest students, at the beginning of preparation to the exam, questions, which contribute to forming of learners' point of view. Students are given a sample of this essay and they must analyse it, finding the author's opining, underlying his main ideas and arguments. In order to help students find appropriate ideas, teachers offer a brainstorming approach. This practice is the most popular in writing. After brainstorming the supporting ideas are grouped into main idea. Each idea must have evidence; this evidence can be taken from the supporting ideas of main idea. One of the most important factors is the coherence in essay, which makes text more clarified and readable for examiner. 

As for the TOEFL Writing test, students must present their ideas clearly and in a organized manner.  The total time for writing section is 50 minutes. This section consists two tasks. The first is Integrated writing, here students must write a response on information, which they combined from head class lecture and read newspaper or other materials. The second task is writing an essay, expressing their opinion and basing on their own knowledge. This type of writing is known as independent writing.

As for the timing, the teacher can allow the learners to finish the task in their own time as well as to set time limits. If a task is made for checking accuracy, it is better to allow student work at his own speed. However, if a teacher tries to develop the fluency and create exam conditions, it is better to set a time limit, especially during the preparation to ESOL exam.

In order to prepare students of high school to writing exam, teachers must select appropriate approaches, with the help of which, students will prepare for the exam gradually and with the pleasure. One of these "appropriate approaches" is genre-based approach, which was employed in the field of academic writing.  This section is the most difficult section for foreign English learners. So, with the help of this approach students can be easily taught how to write an academic essay in IELTS and TOEFL.

Kim and Kim[9;72] indicate, "most students have been taught grammatical features separate from the context and failed to find a close relationship between grammatical form and function"  and  "their knowledge of grammar was not carried over to their ability to write". So, the way of teaching students to write should develop their textual awareness as well as metacognitive thinking in order to comprehend how the language structures work in generating meaning. That is very important in preparing students for different types of situations and genres the students encounter. The approach that can improve both metacognitive thinking and textual awareness was founded on the Feez and Joyce's teaching cycle [10;123]. It is the text-based methodology, which was formed for L2 learners. It is based on the classroom interaction. It stands out as an interactive cooperation with the help of the teacher, who maintains students' steps to development towards the required level. This approach has five steps. On the first step, which is called "Building the context", a context of the main text is built for students, using text related activities, reading relevant materials, which help students to engage in this theme. Second step "focuses on modeling and deconstructing the text". Here teachers introduce learners the organization features of IELTS and TOEFL essay for given genre. Learners practice to use lexico-grammatical features related to certain genre. On "Joint construction of the text" stage, students work together in constructing the essay based on genre. Further, learners are working on constructing their own essay, excluding the first two stages. They can be given to answer the questionsfrom test or to teachers' questions. Afterwards, students make links to text-types, which give them  an opportunity to use them later.                        

Now, we are going to look through Reading section. Academic Reading consists of three parts. The general capacity of these texts is 2000-2750 words. As the texts developers confirm, the texts are taken from the journals, newspapers and books and correspond to the preparation of learners. General Training Reading consists of three texts on common themes, totaling 2000-2500 words that can be taken from newspapers, magazines, advertisements, brochures, white papers. Reading section lasts 60 minutes.

In preparation for the IELTS exam in Reading section, it is indispensable to develop the ability to read with the importance of such factors as: full understanding of the content toilless texts; training of skills on the understanding of the main contents of complicated texts of various genres as popular scientific, socio-political and artistic genres. TOEFL reading test also aims at comprehension of academic text of university level and lasts from 60 to 100 minutes. This section covers a variety of subjects.

There are two basic methodologies of the developing reading skills. The first is scanning reading andskimming reading. Skimming reading is a reading on the determination of the root ideas, themes, problems or objectives of the text. The main task of scanning reading is finding specific information; for example, determine where event occurs, to find names, dates, find synonyms. Consequently, during the reading the following purposes are pursued, such as  definition of a topic that is covered in the text, the definition of the problems addressed in the text, as well as the definition of a particular information about this issue; allocation of the main idea; selection of basic facts, omitting minor; identification of the author's position.

Working with the text in introductory reading mode, suggests the scamper for 3-4 minutes to obtain basic information. O.B. Bessert [11;131] suggests the following exercise to work in this mode:

-What theme / field of science is dealt with in this text?

-Which of these titles fits the text best? (offers several titels).

-Which of these topics are dealt with in the text? (offers several themes).

-Which paragraph / text belongs to this picture? (offers one picture and several short texts).

-Which of these texts deals with the problem of environment protection? Etc. (offers several short texts).

At the preparatory stage of the work with the text, special exercise must be performed, in order to remove some of the language and semantic difficulties of the text. R.P. Milrud gives an example of such exercises:

-                     Working off the pronunciation of place names, names, and certain words.

-                     Working with individual words related to potential dictionary: international, derivatives, complex.

-                     testing of complex grammatical structures with the help of their analysis, translation.

-                     familiarization with the text questions / tasks for which students must find the answer by reading the text. [12;253].

One of the important types of work on this stage is forecasting both the text content and the forms of words. On the prediction of the content can be given the following tasks:

-definition of the main theme / idea of the text and the title subtitle (if available);

-determining the main idea of the text and the author's attitude to raises issues on the first and last paragraphs of the text;

-selection of the main text theme of a series of proposed topics after reading the header text.

Reading the text on order to understand the main content depends on the amount and complexity of the text. The control of comprehension of texts is performed by the post-reading exercises:

-selection of titles to the paragraphs of the text;

-answers to questions on the basic information in the form of short text answers, in the form of selecting the correct answer from multiple-answers;

-determining the reliability of the proposed adoption of information presented in the text;

-finding specific information.

In order tofind the required information quickly in the text contributes, for example, not reading, but namely searching for which the technique of reverse lookup is applied, when the text is viewed not as in a traditional reading from left to right and from top to the bottom, but from bottom to top and from right to the left. This avoids an inadvertent reading of words and helps isolate the necessary information.

It is extremely crucial to encourage students to build up speed reading using exercises such as:

-                     reading text / piece of text for a certain period of time.

-                     for this type of exercise is necessary to select the type of text or excerpts of the same length and difficulty, and gradually reduce the time of reading;

-                     reading text and finding an answer to the teacher's question as quickly as possible.

The second methodology used in developing reading skills is intensive reading. It should be noted that in the IELTS exam this kind of reading is not used, but working on this kind of reading is required on the step of preparation, since this type of reading is the basis of replenishment active and passive vocabulary readers as well as the assimilation of grammatical structures and ways of information transmission in the text.

Before reading the text a variety of tasks must be put to the students, to introduce them gradually to the specifics of the intensive reading and develop their knowledge and skills necessary for passing the IELTS exam: highlight important ideas; generalization of read; finding answers to these questions.

Preparation for IELTS exam in Reading section must be considered as a basis for a complex training to the modules such as Speaking, Writing, and, above all, as a source of replenishment vocabulary and, in particular, Academic Vocabulary. As the practice demonstrates, many of the words, included in the list of words Academic Word List, are found in a variety of texts for exam preparation and in the exam texts themselves. Therefore, the teacher must not only provide students with a list of Academic Word List, but work out these words in every form of the text. For these purposes, the following activities can be recommended:

- students find the words of Academic Word List in the text themselves, give their definitions, synonyms and build derivational series and example with these words.

- the teacher prepares exercises to practice these and other words chosen by him to replenish the active vocabulary of students.

The teacher gives the following tasks for the development of speech skills:

- to convey the main idea of each paragraph of the text using the words of active vocabulary.

- prepare a brief / detailed retelling of the text using the new words / phrases.

As for the Listening section in IELTS, the key to successful passing this section is not only the ability to be able to listen to English texts and understand it, the most important thing  is to able to analyze the information and choose the correct answer. Basic training is precisely the skills listening comprehension. Of course the main decision in this case is to listen as much as possible. It can be radio, programs, TV shows and series. Listening is not knowledge, but skills, which are formed gradually. Before many exams students can quickly "fill down" some information. But listening is not the history and biology, it is more "informative intensive". We understand spoken English, French, German and so on. It is because our brains get used to understand them. So, learner should prepare to this section in advance.

It worthy adding, students should not listen to English podcasts all the time, especially at the beginning of developing listening skills. It is productive and useful to spend 15 or 20 minutes per day. It does not burden you, and, moreover, it gives you more pleasure than the feeling of learning. However, if learners already have an ability to understand English speech, they may spend more than 20 minutes.

Listening section in IELTS consists of four parts. The first two parts are easy enough and connected with the students' orientation in new area. The third and fourth sections are long and quiet complicated, such as dialogue or monologue, which are connected with the future learning process. Generally there are 38 or 42 tasks, in average 40 tasks in Listening part. In order to get 6 score, students must perform 25 tasks, while to get 7 score more than 30 tasks must be done.

In Listening section of TOEFL test, students must be able to listen to lectures and conversations. Section consists of 4-6 lectures, each of them lasts from 3-5 minutes. Each lecture has 6 questions to which learners should answer within 60-90 minutes. As for the conversations, students listen to 2-3 conversation with the length of 3 minutes each. Then, they answer to 5 questions per conversation within 60-90minutes. 

It is well known that Listening bases on several psychological mechanisms, such as:

-short-term and long-term memory;

-comprehension;

-probability of prediction; [8;17]

During listening short-term memory helps to confirm the form of heard sentences. When the sentence is already said, the sentence transfers from verbal code into the internal code of people in the forms of schemes, symbols. While the short-term memory works with the form, long-term sentence works with comprehension. That is a reason why listening to lecture and writing it down simultaneously is quiet complicated for students. Perhaps it is a reason why IELTS exams consist of pictures, schemes.

The process of comprehension is a completely sophisticated process, which involves several mental operations. They are analysis, synthesis, comparison, the difference between main and secondary meaning, distinction between facts and ideas. The analyses of  IELTS exercises confirm that they are made for verification of formation of these operations.

The most crucial in Listening is a probability of prediction. This mechanism allows learners to predict the context according to the title, predict the end of the sentence, the end of the novel, according to the beginning of it. It is worth mentioning students the first part of Listening depends on how they work on pauses. Some tasks can be predicted by students, and they just need to check if the answer is right or not.

Listening is influenced by several factors, which should be considered during the learning process. First group of factors are connected with the circumstances and conditions of listening. The second group of factors is connected with the content of perceived speech. [8; 19]

In the first part of Listening section learners must right down the telephone numbers, names, streets. Despite of the fact that this part is quiet easy, in comparison with the other parts, learners should practice more, since these facts are given once and at fast pace. It is extremely useful to practice this skill on the base of background sounds, connected with life situations, such as to understand the number of the train on railway station or the number of flight in airport.

Deidre Derrick points out some objectives according to which special exercises for preparation to Listening Section can be used. [13;4] Here are these subjects:

1.                Learners must be ready to define the main idea of the conversation after the listening.

2.                After one listening they will be able to identify the points of the talk.

3.                Students should be able to find the connection between main idea and points.

4.                Learners will be ready to identify the meaning of British, North American, or Australian English speaker's short talk.

5.                Learners should define the main idea of written summery.

6.                Learners should define the main points of written summery.

7.                They should be able to compare academic talk and academic written summery.

 According to these objectives, he offers activities, such as identifying the topic. Teachers provide short stories, and listeners identify the topic of the text. This activity is devoted for comprehension the idea of the text, rather than its details. Moreover, teachers may give the learners the paragraphs of other texts, and they will be able to choose appropriate one. This activity gives students the opportunity to read and listen simultaneously, which is extremely important in IELTS and TOEFL exams.                                                                                                                

The next activity is called "Matching illustrations". Students are provided by photos or drawings of different procedures. After the listening of short talk, students identify which procedure is totally described in the listening text.

Matching subtopics is a kind of activities to practice the comprehension of detail information. Learners are given the list of related subtopics, which are circled in these topics are discussed in conversation. More effective way to practice such skills is to give this list of subtopics after the listening the text. This helps students to improve their memory and imagination.

Providing missing details. In this activity students are given a text without key details. They should listen to the text and fill in missing information. This activity is one of the most popular activities in listening, since it develops students' ability to distinguish similar sounding words. 

Speaking is the last section exams. Conversational part of the exam lasts 11 to 14 minutes. During this time students are alone with the examiner, and their dialogue is recorded on tape. Speaking in IELTS consists of three part. First part is familiarity with the examiner and the conversation on general topics. In the second part the examiner gives you a card with a specific subject about which you must speak at least 1 minute. In the third last part the examiner asks questions on the topic of the previous card, but more of global significance.

As for the speaking part in TOEFL, speaking section lasts 20 minutes. This section of the exam consists of 6 questions. The first two tasks are connected with familiar experienced and the last four tasks based on reading and/or listening passage. Responding to the questions, students speak into the microphone. In comparison with the first and third parts of IELTS, in TOEFL students are allowed to use notes.

In the speaking, students should not repeat the words, especially in the first part, since the task is easy enough to fail it using the same vocabulary. Therefore Vanessa Jakeman and Clare McDowell[6;156] offer students to make a link, e.g. last weekend-on Saturday. Another thing that is essential in this part is fluent speaking without hesitation. Here learners also can use linking ideas, using linking words, with the help of which the speech becomes richer and more beautiful. In order to avoid repetitions, Simon Haines and Peter May offer exercises where students are given text, which must be rewritten, using other collocations and words instead of repeated words. As for avoiding hesitation and being aware if learners answer the question appropriate, they may be suggested to record their speech on dictaphone. According to these recordings, learners can train and improve their speaking, pronunciation skills and avoid unnecessary sounds.      

Preparation classes for IELTS and TOEFL exams aim at the improving scores of students tests, and scores demonstrates the language proficiency of students.  According to Littlewood[14;39] "A communicative approach opens up a wider perspective on language. In particular, it makes us consider language not only in terms of its structures (grammar and vocabulary), but also in terms of the communicative functions that it performs". Thus, communicative language teaching must enable students to express and interpret real life situations, rather than develop linguistic structures. Speaking part is considered to be not a way of demonstrating some knowledge of language where learners should memorize them, but depict what they know from real life. Therefore, in order to reach this goal, teachers must teach students to speak in communicative way as much as possible.

This approach can be used in different types of activities. Larsen-Freeman [15;56]thinks "Students use the language a great deal through communicative activities such as games, role-plays, and problem-solving tasks". Thereby, these activities can be used in test preparatory classes, since through the participation in negotiations in the class, students express their own ideas and listen to the ideas and proposals for solving a problem of other students. As a result of this, students prepare gradually to these exams, where they can use the opinion of other people, giving appropriate arguments. However, themes of activities should be meaningful and purposeful, and touch upon the themes, which are used in IELTS and TOEFL tests. It is worthy adding, in most cases students do not speak in English lessons because of the fear to make a mistake or not using the appropriate vocabulary, games provide the convenient and comfortable atmosphere in classroom, reducing stress. Hence, learners take a part in activities relevant to the test content subconsciously. 

Thus, nowadays, society has become increasingly aware that the knowledge of a foreign language gives indisputable advantages: the best chance to integrate into the fast-paced society of open-market economies, prospective employment, and understanding of the world and the world's problems. The document that can assess and prove students' level of foreign language knowledge is an international certificate, whose variety is sufficiently huge. These types of certificates can be proposed according to fields, in which learners are interested in. 

As it can be seen from our research, there are a great number of methodologies and approaches for preparation students to IELTS and TOEFL exams.Regardless of the fact, that these two tests differ from each other, both IELTS and TOEFL examine the proficiency of language knowledge in four sections (Listening, Reading, Writing and Speaking).

As we have already mentioned, teachers must take into account the peculiarities of students during the selection of methodologies, approaches and activities for their preparation to international certification. In our research we defined the most popular methodologies in preparation for international exams, got acquainted with them and defined the activities for preparation to international exams, which correspond to the age of 11^th grade students.  

References:

1.                http://www.iso.org/iso/ru/home/standards/certification.htm

2.                Van Ek, J A and Trim, J L M (1998a) Threshold 1990, Cambridge: Cambridge University Press.-(1998b) Waystage 1990, Cambridge: Cambridge University Press.

3.                www.cambridgeenglish.org

4.                Brown, James D. 2005. Testing in Language Programs: A Comprehensive guide to Testing language Assessment. New York: McGraw-Hill.

5.                http://www.ets.org

6.                Vanessa Jakeman and Clare Mcdowekk "New Insight into IELTS".

7.                Simon Heines and Peter May "IELTS Masterclass". Oxford Unoversity Press.

8.                Protasenya E.  How to pass IELTS.-Москва 2003.

9.                Kim, Y. & Kim, J. (2005). Teaching Korean university writing class: Balancing the process and the genre approach. Asian EFL Journal, 7(2), 68-89

10.           Feez, S. and Joice,H. (1998). Text-based syllabus design. Sydney: National Center for English Language Teaching and Research.

11.           Бессерт О.Б. Обучение индивидуальному чтению студентов четвертого курса педагогического вуза (английский язык как вторая специальность). - СПб., 2005. - 131 с.

12.           Мильруд Р.П. Методика преподавания английского языка. - EnglishTeachingMethodology Р.П. Мильруд. - 2-е изд., стереотип. - М.: Дрофа, 2007. - 253 с.

13.           Deidre Derrick, Article "Teaching beyond the Test: A Method for Designing Test-Preparation Classes". English Teaching Forum, number 4, 2013

14.           Littlewood, W. (2000). Communicative language teaching (20th ed). Cambridge, UK: CambridgeUniversityPress

15.           Larsen-Freeman, D. (2000). Teaching and principles in language teaching (2nd ed). NewYork, NY: OxfordUniversityPress

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