Тиллар ўҚитиш методикаси ва таълим технологиялари

Table 1.Writing as a means and purpose in ELT

Writing to learn	Learning to write
A means of engaging students with other language skills: 1) as a means of getting students to practice a particular language point; 2) as a method of testing it.	A purpose for forming/developing a writing skill. Practice written forms at the level of a word, sentence, structure and content organization.
Activities: note down new vocabulary, copy out grammar rules; write answers to reading and listening comprehension questions, to written tests.	Activities: writing a letter, report, narrative story, describing the picture, combining writing with other speech activities - writing a response to reading an article, writing an annotation to the text, etc.

Forming/developing writing competence at school, lyceum and college

The success of writing as a communicative skill is a long-term process which is difficult and demands a lot of efforts from the teacher and students.
Sub-skills of EL teaching to write for the beginning stage: handwriting and spelling. There are difficulties related to: l) inter-language interference: similar letters of the Uzbek/Russian/English languages so the native can get confused.
E.g.: Тт-Tt; Рр -Rr: 2) intra-language interference: the letters which are similar in the EL are difficult. E.g.: b-d, p-q, t-f-l.
It is a very difficult process forming spelling skills in the EL. The process of forming
writing sub-skills (handwriting and spelling) and skills (communicative) at the beginning stage includes a set of activities^:
• Pattern power: Write the spelling words in which [a] is spelled these ways
a______________ ; ey___________________
ea ______________ ay____________________
ai _________________ a-e____________________
• Meaning mastery: Write the spelling of words that complete these sentences.
• Dictionary skills: 1) Write the given spelling of words in alphabetical order;
b) In the dictionary entry parts of speech are shown by using the following abbreviation: n - noun; vb - verb; adj - adjective, adv - adverb. Classify the given words according to the parts of speech.
• Word building: A) If you change the underlined vowel in the word, you can make a new word: blend +o = blond; B) The same sounds are often spelled in different ways. Write the spelling of words that rhymes with these words. See sample. Made - aid.
• Handwriting activity: Practice writing of the given spelling of words that have at least one-two consonant blend in the word. Write each word three times, making sure you join the letters correctly: draft, stuck, blend, cliff,.
• Challenge words: Write the correct challenge words to complete the micro¬text.
• Proofreading practice: Find the words that John spelled incorrectly, and write the words correctly at the end of each sentence.
The girl had a dream about becoming a great athlete.
• Writing activities. A) Complete this sentence to surprise your readers by writing a short story with an unexpected ending; B) Brainstorming is a good way to get ideas for a short story. Choose a spelling word, and write what it makes you think of. Write as many ideas as you can. Remember to begin the sentence with a capital letter and end with a period.
Teaching writing proposes mastering the text format as a typical layout of the text as a congratulation and condolences, telegrams, notes, signs, labels, captions, notices, menus, advertisements, personal or business letters, invitations, application for a job. CV (Curriculum Vitae), references, recipes, diaries, log¬books, dictation, note-taking, reproductions, abstracts, summaries, reviews, reports, precis, synopsis, case-studies, projects, essay, stories, poems.
The knowledge for forming and developing writing sub-skills are presented in the Table 2.
Table 2. Knowledge for forming sub-skills in teaching writing

Knowledge

Knowledge of the genre. Students should be able to recognize a genre, in which they are writing, grammatical and lexical choices they need to make in order to match the text to the writing purpose. This includes knowledge of: 1.content: the concepts involved in the subject area; 2.context: the context in which the text will be read, including reader’s expectations.

Knowledge of the language system. Students need to have knowledge of those aspects of the EL system necessary for the completion of the task. They should also be able to organize texts appropriately.

Knowledge of the writing process. Students need to know how to prepare a writing task: how to plan, draft, review, edit, etc.

The process of teaching writing is organized according to a three-phase framework: pre-writing, while-writing and post-writing22 (see Table 13).
Table 3. Phases and their content

Phases	Content
Pre-writing	Schemata activation, motivation for writing, preparation for the language, familiarization with the format of the target text.
While-writing	Thesis development, writing from notes, ending up with a given phrase, proceeding from a given beginning phrase, following a plan, following a format and register, solving-problem.
Post-writing	Reflection on the spelling and reasoning errors, sharing the writing with the classmates, redrafting, peer editing.

There are various tasks, techniques and activities for forming and developing writing as a communicative skill at the first and second stages of schools.

For organization of the work on writing an invitation we can use the letter-sample and instruction-rules 23:
Look at this invitation.

14 Ten avenue	Heading
Prairie View, Missouri 64193
March 8, 2014
Dear Alex,	Opening
We are having a pizza party on Sunday, March	Salutation
2014, at 14 Ten Avenue from 3:30 -7.00 p.m. Please	Body
come and enjoy the pizza. Bring your discs if you like.
Your friend,	Closing
Mark.	Salutation
	Signature

This invitation has five parts: heading, opening salutation, body, closing salutation and signature. In letter writing, commas are important. Look at the commas in the heading, opening salutation, body and closing salutation of Marks ’ invitation.
An invitation may ask you to come to the party. Invitation tells the date, time, and place of the party. It may tell you what to wear, what to bring, what you might eat, or what you will do.
Write an invitation to ask a friend to come to a birthday party, a skating party, or a picnic. Follow the example above for your invitation. Remember to tell your friend the date, time, and place of the party.
For writing a friendly-letter you can use the following instruction-rules and tasks:
In a friendly letter, you tell about yourself and what you have been doing. You can also ask your friends about themselves and what they have been doing. A friendly letter is like a friendly conversation.
Write a friendly letter. Remember to write the heading, opening salutation, body, closing salutation, and signature, and to punctuate them correctly. Write an address on the envelope using the given below address as a sample:

	24 Acorn
Street
Moor City, Iowa 50573
Ms. Marilyn Peterson R. G. Profit, Inc.	April 3, 20l4
4l4 main Avenue
Detroit, Michigan 48201

The next activity for writing is a description addresses to the 9-form students.

One day Bobur was sitting in the living room when he looked out of the window and saw his friend. He ran to the door to call him but he saw that he had mistaken a stranger for his friend.
Write a paragraph telling whom Bobir saw and describe the appearance of this boy. Proofread your paragraph for correct spelling, grammar and punctuation.
The communicative exercises can be divided into four groups24, presented in the Table l4:
Table 4. Groups of exercises in teaching writing

Types of exercises	Activities
l. Reproductive using of formal supporters -	-reproduction of printed or oral text on the basis of key words or speech patterns; -eliciting of text content in the written form on the basis of a plan or headline of the text; - scrambled sentences for writing a text in the logical sequence.
2. Reproduction of the content on the basis of the text	-questions to the text; -making a plan; -compression or extending of the text; -writing a headline to the text with arguments; -transformation of a dialogue into a monologue; -characteristics of heroes from the text.
3. Production on the basis of visual supports.	-describing the picture, photo; a fragment of a movie; -letter writing on the basis of a visual format- sample; -composition writing on the basis of the content of the text, the given pictures, questions or a scheme; -writing a review on the text, book, film on the basis of a format-sample.

4. Production on the basis of the language and life experience

-letter writing; -composition and essay writing; -announcement writing; -writing a review on the text, book, film.

As we see, this system of speech exercises for developing writing skills is built on the basis of two principles: 1) from reproduction to production of the texts; 2) from verbal and visual supports to production without supports.