Xorazm ma ’ mun akademiyasi axborotnomasi – /2020 Ўзбекистон республикаси фанлар

Key words: teaching technique, activities, writing, process, language skills, phraseological units, 
environment, encouraging, and innovation method 
 
Learners need to be encouraged to see writing as a process that includes planning content, drafting, 
evaluating, revising and editing as stages that lead to the final product. It is not possible, of course, to go 
through this whole process in situations where a learner has to produce a piece of writing in a limited time, as 
in a test or examination. If, however, that learner has been used to working through the process as a matter of 
course, that process will be part of their thinking and they will be able to go through it mentally even if they 
have limited time to spend. 
One of the things we know about teaching vocabulary 
is that it’s not enough to talk about a word once.
It needs to be seen, heard, and used several times before it is mastered. Writing is the perfect place to 
incorporate some vocabulary instruction. As we know English is considered to be a highly idiomatic language, 
and native English speakers make an abundant use of phraseological units in various spheres including the 
media, literature and also colloquially. The majority of textbooks of English as a foreign language suggest 
studying expressions in groups, such as money, body, food, music and other group of expressions. Though 
there is a wide range of investigations based on the techniques of teaching phraseological units, such as 
context-based strategy, teaching expressions through dialogue writing or role-play activities [1, p186] we 
suggest that the most efficient strategy is using Integrated Vocabulary.

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XORAZM MA
’
MUN AKADEMIYASI AXBOROTNOM
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SI 
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12/2020 
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Implementing this teaching technique you can either teach the words or expression before students write 
their rough draft or teach them before students revise. Moreover you may want students to keep a record of 
these words in a notebook. This method has proved to be rather eff
ective since idioms, being “culturally bound” 
elements of the vocabulary, easily fall into rather distinct categories that at the same time makes the learning 
process easier. 
The activities in this issue aim to outline the various stages in the teaching of writing that a teacher needs 
to consider. No-one would advocate giving a learner an empty sheet of paper and a title and telling them to 
write a story or a letter or any kind report except in an examination for which they had been fully prepared. 
The fear of that empty page is very real to many learners who have no idea how to begin the process and feel 
they are devoid of ideas and expertise; they can become demoralized, lose confidence and be put off writing 
for life unless they are explicitly taught strategies to cope. In order to make progress, learners need good 
teaching that includes the modeling of writing, regular opportunities to develop their skills, and effective 
assessment practice that leads them to understand how best to improve their work. The really effective writer 
will reach a stage when the mechanical aspects of writing, such as spelling and punctuation, become second 
nature to them and they are able to give all their attention to experimenting with language and form to engage 
and inform their readers. [2, p7] 
Effective writing requires writer’s adequate knowledge on la
nguage concern and techniques of writing 
messages. Writers’ knowledge on language and techniques of writings enable them to write skillfully and 
logically. 
There are many excellent resources of teaching ideas to help teachers find other engaging ways to 
do so. [3, p8]
And in this article w
e are discussing one of the writing teaching techniques “
Integrated 
Vocabulary
” and its role in the teaching process in order t
o improving writing skills. 
Integrated Vocabulary is a great anticipatory activity to introduce students to context clues. Up to the 
instruction we must identify 4-5 expressions, idioms or words from the text that students will need to 
understand in order to comprehend the text. In order to activate prior knowledge, students will brainstorm what 
they already know about the vocabulary term. Also we can apply a think-pair-share if we perceive that they 
will have difficulty with the new set expressions. During the writing process, we may use the think aloud 
strategy to model how context clues provide context and give meaning to the phraseological 
units. Like 
common issue in student writing is informal or elementary word choice. Often, students use clichés 
and tired words 
because they don’t have a wide enough complex vocabulary or set expression to pick m
ore 
precise words. To help students understand their options, we can target our vocabulary instruction to highlight 
specific overused words and phrases. 
Looking to work on integrated vocabulary with writing, specifically? It could be more fruitful if we ask 
students to use t
heir vocabulary words when writing. Whether you’re doing a journal, task cards, essay
, or 
something creative, many of the words students are studying would be appropriate in their writing. If the words 
or expressions don’t seem like they would fi
t naturall
y in students’ work, it might be time to revise the list. If 
you teach a word a day, have students talk about how they would use each word or expression in a current 
writing assignment afte
r introducing it. We’ve always fou
nd writing sentences together as a class to be a 
powerful way to incorporate vocabulary in writing [4, p7] Students are invested because they get to select the 
topic, and once we have come up with an entertaining sentence, everyone remembers it. Following this the 
teacher's tasks are to create the conditions for practical language learning for each student, to choose such 
methods of teaching that would enable every student to show their activity, their creativity, to increase students' 
writing skills in learning foreign languages with implementing phraseological units. In order to prove what is 
said above the Context-based learning helps to activate this ways of learning and students since most of them 
have an interest for new knowledge. Such way of teaching and learning process is reflected in the choice of 
the area of investigation, which integrates the content and practice by the 
“
Integrated Vocabulary
” techniques 
as well as teaching writing through content based learning 
in practical English classes’ data
base. This 
technology allowed students to integrate the variety of activities, making learning enthralling, more interesting 
and therefore, efficient.
The main point is represented by the fact that the usage of new techniques as innovation methods of 
teaching of practical English present a good model that can be effectively used as a teaching guide for learning 
and developing writing skills as well as communicative language competence through content based language 
learning. The results of the issue are aimed at improving the quality of teaching and practicing writing skills 
with clear instruction. And the main purpose of the usage of this innovative approach is the ability to effectively 
master students' writing skills. The issue systematized key aspects of sociolinguistic and pragmatic 
competences for the purpose of teaching them at pre-intermediate and intermediate levels to EFL learners 
(junior university students). Also, the current studies is in its approach to developing writing skills through 
communicative competences and increase the usage of special expression or phraseological units in real life 
and its effect on oral proficiency in the target language.
Purpose is the key here. If students see a reason for writing that is relevant both to their learning and to 
their life, they are more likely to be motivated. It is not enough for a teacher to say, "I'd like you to do this 
because it will be good for you."
 
When we write in our daily lives we always have a reason for doing so. It's 
often worth discussing the type of writing students do in their first language and trying to mirror these types 
of things in the target language. So, if your students write lots of texts and emails, why not start with these? 

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