Тиллар ўҚитиш методикаси ва таълим технологиялари

While-writing stage
 When all groups finish ask participants to write a story about a person on the left. Ask them to write neatly and on a separate sheet of paper. Tell them they have 10 minutes.
Post-writing stage
 When they finish writing ask them to put their works on the wall.
 Ask participants to go round, read and find:
1. The most interesting fact
2. The most unusual thing
 In five minutes ask them to take their seats. Remind that they are still learners.Get feedback from some participants. Ask the following questions:
1. What interesting facts have you found?
2. What unusual things have you found?
3. How did you feel during the activity?
 Elicit names for the most interesting person and write them on the blackboard.
Ask participants to vote. Congratulate the winner. (Give a small present if possible.)
5. Demo activity analysis
Objective: to analyse writing task
Time: 20 minutes
Materials: Handout 2
Interaction: individual, pair work, whole group
Procedure:
 Say that they are teachers now. Ask them to think about the activity as teachers and answer the following questions.
1. How many main stages were there?
2. What did you do before writing? What did you do after writing?
3. How are the stages called?
Answer keys:
1) Three main stages.
2) They asked each other questions before writing, after writing they read each other works and completed the task.
3) Pre-writing, while-writing and post-writing.
 Put on the board the words: pre-writing, while-writing and post-writing.
 Ask teachers to think about the purpose(s) of each stage.
 Distribute Handout 2. Ask them to match stages with definitions and check their answers.
Answer keys: 1e, 2a, 3b
Pre-writing tasks prepare for writing, arouse learners’ interest;
While-writing tasks draw on writing itself, help to communicate a message;
Post-writing tasks encourage learners to relate writing to their own life/experience, gives opportunities to express own ideas, views and/or do something with the information they have got.
 Check the answers. Ask how close their answers were to the definitions given.
 Ask teachers to work in pairs and answer the following questions.
- Was the writing task interesting for you?
- Do you think the task will be interesting for your pupils? If so, why?
- Was the task difficult? Why? Why not?
6. Reflection
Objective: to reflect on what they learnt in the session
Time: 10 minutes
Materials: none
Interaction: plenary
Procedure:
 Put the poster on the blackboard and ask participants to think of it again and check whether their guesses were right or not.
A good writing task should have ___________, __________ and _______ stages.
A good ___________ task should have ________ purpose, relevant and interesting to learners.
Answer key:
A good writing task should have pre-, while- and post writing stages.
A good writing task should have communicative purpose, be relevant and interesting
to learners. (If necessary explain that relevant means: directly connected with the
subject or problem being discussed or considered)
 Check the answers.
 Remind teachers about the problems with writing they stated at the beginning of the session.
 Ask them whether they had such challenges while doing the writing task.
Ask them what helped to make the task successful.