technologies of teaching writing (grades 10-11, academic lyceums and colleges)

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approaches and methods for foreign language teaching technologies of teaching writing (grades 10-11, academic lyceums and colleges) tadjieva m.f. 1 lecture outline: 1. content of teaching writing to b1level learners 3. developing writing competence of b1 2. approaches to teaching writing in english language. key words: text format, genre, layout, paragraph writing, text-sample, writing activities, stages of writing, three-phase framework, proofreading activities, challenge word, text-based approach, process approach, genre approach, communicative approach, spelling, writing references jalolov j.j. “english language teaching methodology” t. 2015. pp. 198-215 akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. jalolov j.j. “chet til o’qitish metodikasi” t. 2012. harmer, j. (2004). how to teach writing. pearson educated limited nunan, david. (1999). designing task for the communicative classroom. cambridge: cambridge university press what is writing ? from the point of nunan, writing is one of productive skill which requires the writer to be able to generate ideas …

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f teaching writing to b1 level learners the students must obtain the following skills: a) to describe events or facts; b)to send and ask information in the extended form; c)to express opinions, arguments; d) to comment events and facts using argumentative statements e)to write a plan and notes for an oral message; f)to fix a factual information during reception of oral and printed text; g)to write a composition and essay. h)to write a composition and essay overall written production b1 can write straightforward connected texts on a range of familiar subjects within his field of interest, by linking a series of shorter discrete elements into a linear sequence. 8 overall interaction and correspondence (cefr description) b1 can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision. can write personal letters and notes asking for or conveying simple …

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; 4) communicative approach. 1.text-based approach/the product approach the approach to teaching writing is oriented on the creation of a text as a product. the basis of this approach is explanation of the rules of using language units and features of discourse models. technology of teaching is aimed at developing the language and rhetorical subskills. 1.text-based approach/the product approach stresses three features: grammar (rules for verbs, agreements, articles, pronouns, etc), syntax (sentence structure, sentence boundaries, stylistic choice, etc.), mechanics (handwriting, spelling, punctuation, etc.). in text-based approach/the product approach besides, the teacher presents rhetorical models as types of a speech organization: (narration, explanation, reasoning, etc.) for the purpose of teaching development of writing skills. thus, teaching writing is built on the basis of samples of written texts and analysis of their structure and content, and then their formal reproduction follows. 15 the procedure of this approach may be presented as a …

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diate and advanced levels. activities: writing narrations based on picture/pictures, description of facts/events, etc.. information, report, review, instruction. 18 2.writer-based approach/writing as process/process approach to teaching writing the focus on the writer has led to the process approach which lays stress on the activities which move students from the generalization of ideas and collection of data to the production of texts (more publication). the process approach is the dynamic, creative, unpredictable and non-liner writing. it emphasizes the writing process over the product, which is recognized as recursive process (the stages are recursive or non-liner) that encourages student to explore topics through writing. this approach is more beneficial for advanced students, because it belongs to the creative writing and demands complicated mental operations and activities as thinking, revising and editing. 19 according to harmer, there are four steps in the writing process. they are : 20 planning, drafting, editing, final version. …

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al activity in which texts are written to do things. having exploring different genres students get acquisition of structure and form for production the different types of texts. the model of genre writing has a three-phase organization 1) the target genre is modeled for students; 2) a text is jointly constructed by the teacher and students; 3) a text is independently constructed by each student. stages of genre writing the main attention on the first stage focuses on the function of the text-genre, its structure and content. within the second stage the following activities are used: research and analysis of the text, note-taking, discussion, role-play. in the third stage students construct their own text on the basis of experience acquired in the previous stages. the approach acknowledges that writing takes place in social situations and reflects a particular purpose, and that learning can happen consciously through imitation and analysis, which …

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approaches and methods for foreign language teaching technologies of teaching writing (grades 10-11, academic lyceums and colleges) tadjieva m.f. 1 lecture outline: 1. content of teaching writing to b1level learners 3. developing writing competence of b1 2. approaches to teaching writing in english language. key words: text format, genre, layout, paragraph writing, text-sample, writing activities, stages of writing, three-phase framework, proofreading activities, challenge word, text-based approach, process approach, genre approach, communicative approach, spelling, writing references jalolov j.j. “english language teaching methodology” t. 2015. pp. 198-215 akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. jalolov j.j. “chet til o’qitish metodikasi” t. 2012. harmer, j. ...

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