Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Expanded writing skills. Proficiency level. High beginners and intermediate students. Skills and features of English to learn. Use commonly occurring word, phrase, and sentence patterns. Write paragraphs with topic sentences and supporting details . Use link words to signal organisation of paragraphs. Practice techniques for pre-writing, revising, editing.
Academic writing skills. Proficiency level. High intermediate and advanced students. Skills and features of English to learn.
Use discourse patterns expected in academic writing. Develop a thesis with appropriate supporting details. Become more independent in the writing process.
General Lesson Plan for Composing Assignments. It is difficult to give a lesson plan which will cover all types of writing tasks. When your pupils are composing you should always have a pre-writing phase and you should always allow plenty of time for revising. In fact, it is so difficult to separate writing and revising that the most appropriate lesson format consists of just two main phases:

1. 
   Pre-writing
   

1. 
   Brainstorming in various forms, oral and written
   
2. 
   Analysis of models
   
3. 
   Reading
   
4. 
   Notetaking
   

2. 
   Writing and Revising
   

1. 
   Time for multiple drafts
   
2. 
   Feedback from teacher and other
   

Basic Writing Skills and Reinforcement of Speaking and Listening.
Your pupils may need writing instructions at the most basic level - learning to form the letters and other symbols of the English writing system. Pupils needing such instruction range from those who have neither reading nor writing skills in any language to those who are fully literate but who happen not to have learned a language which uses the Roman alphabet.
Here are some general points to consider when teaching writing at this very basic level :
Teaching the printed forms of letters, both capitals and lower case, has the advantage that there will be a closer match between the shapes which students write and the shapes which they must read. However, older learners may feel that printed letters are for children and insist on learning the cursive forms which they associate with adult handwriting. Choose the forms which work best for your students.

• 
  When you began to learn to write in English, you may have learned the letters in alphabetical order. A more efficient to their shapes. For example, a number of lower case letters in their hand printed form are ‘ball and stick’ figures: a, b, d, p, q.
  
• 
  At the same time that pupils are developing a legible handwriting, they can also learn spelling rules of wide applicability, as well as the use of common punctuation marks (especially the period, question mark, comma, and apostrophe).
  

Keep in mind that your students should be able to understand everything that they are asked to write. Thus it makes sense to present new content first via the listening and speaking skills, and to use reading and writing to reinforce what has been mastered in the aural/oral activities.

4. 
   Teaching writing should be based on such methodological principles as a conscious approach to forming and developing this skill, visualisation and activity of pupils. Pupils learn to write letters, words, and sentences in the target language more successfully if they understand what they write, have good patterns to follow Dan make several attempts in writing a letter (a word, a sentence) until they are satisfied that the work is well done.
   

Training in penmanship should proceed by steps.

1. 
   The teacher shows the learners a letter or both a capital and a small letter, for instance, Bb. 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 the letters are written. On the other side there is a words in which this letter occurs. E.g. Bb bed
   
2. 
   The teacher shows his pupils how to write the letter. He can use the blackboard. E.g. V and W are made with one continuous zigzag movement. Q is made without lifting the pen except for the tail. L is also made without lifting the pen.
   

Whenever the teacher writes on the blackboard he gives some explanations as to know the letter is made, and then how the word is written. His pupils follow the movements of his hand trying to initiate them; they make similar movements with their pens in the air, looking at the blackboard.

3. 
   The teacher asks pupils to write first the letter, then the word in their exercise-book.
   

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 practise in writing the letter and the word (words) at home.
The teacher’s handwriting and his skill in using the blackboard is of great importance. Children learn by imitating. They usually write in the way the teacher does, so he must be careful in the arrangement of the material on the blackboard because pupils will copy both what is written and how it is written.
Consequently, training in penmanship implies: visual perception; observations accompanied by some explanations on the part of the teacher; practice under the teacher’s supervision in class, and independently at home.
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:

1. 
   Copying. The aim of this exercise is to allow the pupils to practise 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 and nerves of the throat and tongue. The “look” and the “feel” of the word are used to help the memory (F.French).
   

For better assimilation of the spelling of words, it is recommended that various associations should be established, such as:

1. 
   associations by similarity in Spelling:
   

within the Eng. language {room, spoon, moon; thought, bought, brought; night, right, light}
between Eng. & Rus words - биография - коммунизм - энтузиазм
biography - communism - enthusiasm

2. 
   associations by contrast in spelling: two - too spelling alone distinguishes these see - sea homophones
   

one - won
Much care should be given to the words whose spelling does not follow the rules for example, daughter, busy, sure, usual, colonel, clerk, soldier, etc. Pupils master the spelling of such words by means of repetitions in writing them.
Copying may be carried out both in class and at home. In copying at home the following tasks may be suggested:

1. 
   underline a given letter or letter combination for a certain sound;
   
2. 
   underline a certain grammar item; c) underline certain words depicting , for example, the names of school things.
   

2. 
   Dictation. This kind of writing exercise is much more difficult then copying. Dictation in a valuable exercise because it trains the ear and the hand as well as the eye; it fixes in the pupil’s mind the division of each sentence patterns, because the teacher dictates division by division. E.g.: Tom and I/go to school/ together.
   

Dictations can vary in forms and in the way they are conducted:

1. 
   visual dictation as type of written work in intermediate between copying
   

and dictation. The teacher writes a word, or a word combination, or a sentence on the blackboard. the pupils are told to read it and memorise its spelling. then it is rubbed out and the pupils write is from memory.

2. 
   Dictation drill aims at consolidating linguistic material and preparing pupils for spelling tests.
   
3. 
   self-dictation. Pupils are given a text (a rhyme) to learn by heart. After they have learned the text at home the teacher asks to recite it. Then they are told to write it in their exercise-books.
   

3. 
   Writing sentences on a given pattern. The following exercises may be suggested:
   

(a) substitution. Mick has a sister. The pupils should use other words instead of a sister. (b) Completion. E.g. He came home late because..
(c) Extension. Ann brought some flowers (adjective before flowers)

4. 
   Writing answers to given questions. The question helps the pupil both with the words and which the pattern required for the answer. the object of every kind of written exercise mentioned above is to develop pupil’s spelling in the target language and to fix the linguistic material favourable conditions for developing their skills in writing compositions. By composition in this case we mean pupil’s expression of their own thoughts in a foreign language in connection with a suggested situation or a topic within the linguistic material previously assimilated in speech and reading.
   

In teaching compositions the following exercises may be suggested:

1. 
   A written reproduction of a story either heard or read.
   
2. 
   A description of a picture, an object or a situation.
   
3. 
   A descriptive paragraph about a text, or a number of texts on a certain subject. Pupils may be given concrete assignments.
   
4. 
   An annotation on the text read.
   
5. 
   A composition on a suggested topic.
   
6. 
   Letter writing. Pupils are usually given a pattern letter in English, which shows the way the English start their letters and end them.
   

Various kinds of tests may be recommended in teaching writing to measure pupils’ achievements in penmanship, spelling and composition.

5. 
   Exercises for beginning writers should build on material which is already familiar to the students. The pre-writing phase should contain a lot of oral work and the actual writing done by the students should be limited and controlled in various ways. Here are some suggestions for beginning writing activities.
   

• 
  Have pupils dictate the first part of a story. After three or four sentences have been dictated, give the students the story to complete independently in writing.
  
• 
  Give students copies of cartoons from which the characters’ dialogue has been omitted. Have them compose orally, experimenting with various things the characters might say, and then write their ideas on the cartoons.
  
• 
  Have students invent and act out brief social exchanges: asking directions, making a purchase in a store, greeting someone in the street, ordering food at a snack bar. Then have them write these dialogue form. Summary
  

Writing activities serve two purposes in the English language classroom:

1. 
   Learning the types of personal, academic, and professional writing which students need in their daily lives.
   
2. 
   Reinforcing the learning which goes on through the medium of the other language skills. In planning and conducting writing activities with your students:
   

• 
  be sure to include activities that allow your students to communicate ideas that are meaningful to them;
  
• 
  include exercises which help your students understand and master the features of written discourse: overall patterns of organisation, ways of expressing logical relationships, and so on.
  

Use pre-writing activities to generate ideas and provide the language resources needed for the writing tasks.
Writing as a skill is very important in teaching and learning a foreign language; it helps pupils to assimilate letters and sounds of the English language, its vocabulary and grammar, and to develop habits and skills in pronunciation, speaking, and reading.
The practical value of writing is great because it can fix patterns of all kinds (graphemes, words, phrases and sentences) in pupils’ memory, thus producing a powerful effect on their mind. That is why the school syllabus reads: “Writing is a means of teaching a foreign language.” Writing includes penmanship, spelling, and composition. The latter is the aim of learning to write.
Since writing is a complicated skill it should be developed through the formation of habits such as:
(1) the habit of writing letters of the English alphabet;
(2) the habit of converting speech sounds into their symbols — letters and letter combinations;
(3) the habit of correct spelling of words, phrases, and sentences;
(4) the habit of writing various exercises which lead pupils to expressing their thoughts in connection with the task set .
In forming writing habits the following factors are of great importance:

1. 
   Auditory perception of a sound, a word, a phrase, or a sentence, i.e., proper hearing of a sound, a word, a phrase, or a sentence.
   
2. 
   Articulation of a sound and pronunciation of a word, a phrase, and a sentence by the pupil who writes.
   
3. 
   Visual perception of letters or letter combinations which stand for sounds.
   
4. 
   The movements of the muscles of the hand in writing.
   

The ear, the eye, the muscles and nerves of the throat and tongue, the movements of the muscles of the hand participate in writing. And the last, but not the least, factor which determines progress in formation and development of lasting writing habits is pupils’ comprehension of some rules which govern writing in the English language.
Since pupils should be taught penmanship, spelling, and composition it is necessary to know the difficulties Russian pupils find in learning to write English.
The writing of the English letters does not present much trouble because there are a lot of similar letters in both languages. They are a, o, e, n, m, p, c, k, g, x, M, T, H. Only a few letters, such as s, r, i, h, 1, f, b, t, j, I, G, Q, N, etc., may be strange to Russian pupils. Training in penmanship is made easier because our school has adopted the script writing suggested by Marion Richardson in which the capital letters in script have the same form as the printed capital letters. The small letters such as h, b, d, i, k, f, are made without a loop.
Pupils find it difficult to make each stroke continuous when the body of the letter occupies one space, the stem one more space above, the tail one more space below.
The most difficult thing for Russian pupils in learning to write is English spelling.
The spelling system of a language may be based upon the following principles:

1. 
   Historical or conservative principle when spelling reflects the pronunciation of earlier periods in the history of the language. For example, Russian: кого, жил; English: busy, brought, daughter.
   
2. 
   Morphological principle. In writing a word the morphemic composition of the word is taken into account. For example, in Russian: рыба, рыбка; the root morpheme is рыб; in English: answered, asked; the affixal morpheme is ed.
   
3. 
   Phonetic principle. Spelling reflects the pronunciation. For example, in Russian: бесконечный - безграничный; in English: leg, pot.
   

One or another of these principles may prevail in any given language. In Russian and German the morphological principle prevails. In French and English the historical or conservative principle dominates (as far as the first 1000 words are concerned). The modern English spelling originated as early as the 15th century and has not been changed since then. The pronunciation has changed greatly during that time. Significant difference in pronunciation and spelling is the result. The same letters in different words are read differently. For example, fat, fate, far, fare.
Different letters or letter combinations in different words are read in the same way: I - eye; rode - road; write - right; tale - tail.
Many letters are pronounced in some words and are mute in other words: build [bild] - suit [sju:t]; laugh [la:f] - brought [bro:t]; help [help] - hour [auə].
The discrepancy that exists in the English language between pronunciation and spelling may be explained by the fact that there are more sounds in the language than there are letters to stand for these sounds. Thus, there are 23 vowel sounds in English and 6 letters to convey them.
In teaching English spelling special attention should be given to the words which present much trouble in this respect. The spelling of the words, for example, busy, daughter, language, beautiful, foreign, and others, must be assimilated through manifold repetition in their writing and spelling. In conclusion it should be said that it is impossible to master accurate spelling without understanding some laws governing it. Pupils should know:
(1) how to add:

1.