efficient ways in teaching writing in esl classesfor b1 level students

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efficient ways in tea.docx graduation paper “efficient ways in teaching writing in esl classesfor b1 level students” . contents introduction……………………………………………………..3 chapter i. theoretical assumption of the thesis on teaching writing in esl classrooms 1.1 cefr requirements for b1 level in writing…………………….7 1.2 scientific approach to methods of teaching writing…………..14 1.3 the main teaching techniques of writing in esl(b1 level) classes…………………………………………………………….24 chapter ii. implementation of techniques in improving writing skills 2.1 interaction patterns in writing classes………………………..40 2.2lesson plan sand activities on the topic……………………….44 2.3questionnaires and tables………………………………………59 conclusion……………………………………………………….73 the list of used literature……………………………...77 introduction xxi century in uzbekistan started as a century of culture, economy, scientific and technical innovations. innovation factor is one of the peculiarities of modern educational system. starting from the first years of independence, legal bases of preparing youth as harmonious persons were elaborated. on may 8, 2013 cabinet of ministers issued resolution “on approving state educational standard on …

ts in creative language use. as the first president of the republic of uzbekistan stated, “today we will not stop satisfied with those significant works we achieved in such a short time on our way to goals. we need to learn to precisely fore see problems that will last for a long time”. [footnoteref:2]in the process of learning english as a foreign language, writing is considered as one of the most essential skills. in addition to being a communicative skill of vital importance, it is a skill which enables learners to plan and rethink the communication process. thus there are many gaps in teaching writing and basic methodology of conducing this skill is being insufficiently investigated. therefore, teaching writing skills should be taught gradually starting from instrumental skill to content-based writing. teaching writing should be started from beginning level. the significance of our work can be proved that we tried …

wilga rivers worked on the skill based techniques of writing. the subject matter of the research work is teaching writing by a “content-based” and “process approach” techniques in esl classroom. the object matter of the research work is writing shoping lists,e-mails, personal letters and stories based on above mentioned techniques. the scientific novelty of the theme. the novelty of this research work can be defined under the following: - to find information about how to improve students’ writing skills - to analyze some approaches and methods by applying them in writing classes. -to approbate new writing materials on english language lessons during our writing lessons for b1 level students the present work might find a good way of implying in the following spheres: 1. in higher educational establishments and scientific circles of language teaching methodology it can be successfully used by teachers and philologists as modern material for writing research …

the conclusion part our qualification work we tried to draw some results from the scientific investigations made within the main part of the qualification work. in bibliography part we mentioned more than 20 sources which were used while compiling the present work. it includes linguistic books and articles dealing with the theme, a number of used encyclopedias, textbooks and some internet sources. chapter 1 theoretical assumption of the thesis on teaching writing in esl classrooms 1.1 cefr requirements for b1 level in writing it is known that the common european framework (cefr)provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across europe. it describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively.thedescriptionalsocoverstheculturalcontextinwhich language is set. …

accordinglywillaideuropeanmobility. oneoftheaimsoftheframeworkistohelppartnerstodescribethelevelsofproﬁciency required by existing standards, tests and examinations in order to facilitatecomparisons between different system sofqualiﬁcations.forthispurposethedescriptiveschemeand the common reference levels have been developed. between them they provide a con- ceptual grid which users can exploit to describe their system. ideally a scale ofreference levels in a common framework should meet the following four criteria. two relate to description issues, and two relate to measurement issues: descriptionissues acommonframeworkscaleshouldbecontext-freeinordertoaccommodategeneral results from different speciﬁc contexts. that is to say that a common scale should not be produced specifically for, let us say, the school context and then applied to adults, or vice-versa. yet at the same time the descriptors in a common frameworkscaleneedtobecontext-relevant,relatabletoortranslatableintoeachand every relevant context – and appropriate for the function they are used for in that context. this means that the categories used to describe what learners can do in different contexts of use must be relatable to the target …

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efficient ways in tea.docx graduation paper “efficient ways in teaching writing in esl classesfor b1 level students” . contents introduction……………………………………………………..3 chapter i. theoretical assumption of the thesis on teaching writing in esl classrooms 1.1 cefr requirements for b1 level in writing…………………….7 1.2 scientific approach to methods of teaching writing…………..14 1.3 the main teaching techniques of writing in esl(b1 level) classes…………………………………………………………….24 chapter ii. implementation of techniques in improving writing skills 2.1 interaction patterns in writing classes………………………..40 2.2lesson plan sand activities on the topic……………………….44 2.3questionnaires and tables………………………………………59 conclusion……………………………………………………….73 the list of used literature……………………………...77 introduction xxi century in u...

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