Course paper on the theme: difficulties in teaching writing to a1 learners

Haftalar Qismlar	1	2	3	4	5	6	7	8	9	10	11	12	13	14
15
Kurs ishi rejasi
Kirish
Asosiy qism
Xulosa
Adabiyotlar
Ilovalar
rasmiylashtirish
Tekshirish
Himoya
Topshirish

Rahbar _________________________ (imzo)
TERMIZ DAVLAT UNIVERSITETI
___________________________________ FAKULTETI

________________________________________________ ta`lim yo`nalishi ______ kurs “_____” guruh talabasi____________________________________________________ning

______________________________________________________________________fanidan ___________________________________________________________________________________________________________________________________________________mavzusidagi kurs ishi himoyasi komissiyasining
BAHOLASH MEZONI
(har bir bandiga maksimal 5 baho )

1. 
   Hajmiga____;
   
2. 
   So`zlarni xatosiz yozganiga ;
   
3. 
   Mavzu dolzarbligini asoslashga ;
   
4. 
   Adabiyotlar tahliliga ;
   
5. 
   Xulosa mavjudligiga ;
   
6. 
   Mundarijada adabiyotlar to`g`ri havola etilsa .
   
7. 
   Reja mavzuga mos bo`lsa_____;
   
8. 
   Savol mazmuni to`liq ochilsa ;
   
9. 
   Manbalardan foydalanish mahoratiga ;
   
10. 
    Iqtibos (snoska) keltirish holatiga ;
    
11. 
    Ijodiy fikri mavjud bo`lsa ;
    
12. 
    Xorijiy manbadan foydalansa ;
    
13. 
    Plagiat (ko`chirmachilik) mavjud bo`lmasa______.
    

Izoh:jami umumiy yig`indi belgilangan 13 ta mezon bo`yicha ko`rsatkich natijalarining o`rtacha bahosi hisoblanib, himoyaga tavsiya etiladi.
Masalan, 14 ta mezon bo`yicha ko`rsatkich natijalarining umumiy yig`indisi “55”. 55:13=4.24,2 yaxshilanadi, «4» bahoga baholanib, himoyaga tavsiya etiladi.


III. Himoya
(Har bir bandiga 5 baho)

1. 
   Nutq madaniyatiga ;
   
2. 
   Taqdimotiga _________;
   
3. 
   Savollarga to`g`ri javob bersa .
   

Izoh: jami himoya natijasi 3 ta mezon bo`yicha ko`rsatkich natijalarining o`rtacha bahosi hisoblanib, kurs ishi baholanadi.
Masalan, 3 ta mezon bo`yicha natijalarning umumiy yig`indisi “13”.
13:3=4.34.3 yaxlitlanib,kurs ishi «4» bahoga baholanadi.


Kurs ishining bahosi ;


Rahbar: ____________________________ ________________
(imzo)
A`zolar:____________________________ ________________
(imzo)
_____________________________ ________________
(imzo)
“_____” _______ 20_____ yil

CONTENT

	DIFFICULTIES IN TEACHING WRITING TO A1 LEARNERS		Pages
I.INTRODUCTION		3
II.MAIN PART:		6
	1.Writing skills in English language teaching methodology		6
	2.Teaching writing at the primary level		11
	3.An analysis of the writing syllabus for the primary levels reveals		14
	4. Difficulties in teaching writing to A1 learners		22
III.CONCLUSION		25
IV.REFERENCES		28

INTRODUCTION

“The time has come to create in Uzbekistan a new system of teaching foreign languages, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on, graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the head of each education institution”, Shavkat Mirziyoyev said.¹
The methodological principles as a precise approach should be the fundamental to form and develop teaching writing skills, visualization and activity of pupils. If learners understand what they write, they learn to write letters, words and sentences in the target language more efficiently. Training in penmanship should proceed by steps. Special cards may be used for the purpose.² On one side of the card the letters are written. On the other side there is a word in which this letter occurs. The teacher shows his pupils how to write the letter. He can use the blackboard. Whenever the teacher writes the letter on the blackboard he gives some explanations as to how the letter is made and then how the word is written. His pupils follow the movements of his hand trying to imitate them, they make similar movements with their pens in the air looking at the blackboard. The teacher asks pupils to write the first letter, then the word in their exercise- books. When pupils are writing he walks round looking at the work they are doing and giving help to the pupils who need it. Since habits are formed and developed through performing actions, pupils are told to practice in writing the letter and the word at home.The teacher should bear in mind that pupils are told to write only those letters of the English alphabet which really present some difficulties to other pupils and he need to show them how to write a or c or e nor ask pupils to write two or three lines of such letters at home, as some teachers sometimes do. They probably forget that the difficulty is not in writing but memorizing the name of the letter and the sound it stands for. In spelling instruction the teacher should take into consideration the difficulties of English spelling and instruct pupils how to overcome these difficulties. The following exercises may be suggested for the purpose. Copying. The aim of this exercise is to allow the pupils to practice what has been taught in listening and speaking. Writing does this because the movements of the muscles of the hand are now called in to help the ear, the eye, and the muscles are nerves of the throat and tongue. The “look” and the “feel” of the word are used to help the memory. Copying applies equally well to the phrase pattern and the sentence pattern with the same purpose to help the memory, for pupils should not be asked to write, at least in the first two years, anything that they do not already know thoroughly though speech and reading. Every new word, phrase or sentence pattern, after it has been thoroughly learnt, should be practiced by copying. Copying may be carried out both in class and at home. In copying at home the pupils must be given some additional task preventing them from performing the work mechanically.
The purpose of this research is to study the methods of developing writing skills with the help of EER at the elementary level of learning English and apply the methods in practice to enhance learners’ abilities.
Tasks of this research.
-analysis of theoretical literature on the research issue to study the previous experience;
-synthesis of theoretical and empirical material to give the overview of the theme under study;
-analysis of pedagogical documentation and teaching experience;
-analysis of existing online electronic educational resources used in developing writing skills in English.
At the first stage of the research, we summarized the previous experience of methodologists on the problem of developing learners’ writing skills in English. As one of the main factors, they emphasize the material represented in EER and the authenticity of it. In theoretical and methodological literature, we can observe an exchange of views about whether it is worthwhile for a teacher to choose authentic texts for classroom listening. Thus, for example, if the teacher lets Elementary-level students listen to a record with a political speech at a meeting, they will not understand a word. However, if the teacher plays a realistic (albeit not authentic) record of a telephone conversation, students will be able to learn more about the language they are learning and, as a result, gain confidence in their abilities.
The object of the research: teaching writing.
The subject of the research: working on writing in foreign languages teaching and learning.