Education of the republic of uzbekistan denau institute of entrepreneurdhip and pedagogy



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CHORIYOROVA MALIKA MAMATMO‘MINOVNA
ишлаш, ишлаш, ишлаш, ишлаш, 6666, 6666, ozbek xalqi etnogenezi haqidagi fikrlarning tadriji, 37563 (1), Bekmuratov Sardor,LAb2(MBBt), Bekmuratov Sardor,LAb2(MBBt), AYTISH UCHUN, 1-лекция, 2013 informatika 7 uzb, test 1-2-mavzu, 2 5449376624522827514



THE MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
DENAU INSTITUTE OF ENTREPRENEURDHIP
AND PEDAGOGY
SOCIAL AND HUMANITARIAN DEPARTMENT

Speciality:5111400-Foreign language and literature(English)


CHORIYOROVA MALIKA MAMATMO‘MINOVNA
On theme: Teaching writing on the topic “My favorite hobby” for the pre-intermediate level pupils

COURSE PAPER
Done by: Choriyorova Malika
Checked by: Ibrohimbek Soatov

CONTENT
INTRODUCTION………………………………………………………………….3


CHAPTER ONE. THE METHODOLOGY OF TEACHING WRITING
1.1.The ways and features of teaching writing …………………………………….6
1.2.Teaching writing at the pre-intermediate level…………………………..……11
CHAPTER TWO. TEACHING WRITING ON THE TOPIC “MY FAVORITE HOBBY” FOR THE PRE-INTERMEDIATE LEVEL PUPILS
2.1.A Lesson plan on the topic “My favorite hobby” for the pre-intermediate level pupils……………………………………………………………………………...15
2.1.Summary description…………………………………………….……………19
CONCLUSION…………………………………………………………………...35
BIBLIOGRAPHY………………………………………………………………...37
GLOSSARY………………………………………………………………………39

Teaching writing on the topic “My favorite hobby” for the pre-intermediate level pupils
Plan:
Introduction
Chapter one. The methodology of teaching writing
1.1.The ways and features of teaching writing
1.2.Teaching writing at the pre-intermediate level
Chapter two. Teaching writing on the topic “my favorite hobby” for the pre-intermediate level pupils
2.1.A Lesson plan on the topic “My favorite hobby” for the pre-intermediate level pupils
2.1.Summary description
Conclusion
References
Glossary
INTRODUCTION
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 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. 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 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.

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