The ministry of higher and secondary specialised education of uzbekistan

Games for teaching writing and writing
• Continue the tale.
• Finish the Tale.
• Make up a dialogue.
Key words:

• 
  Reproductive exercises
  
• 
  Reproductive and productive exercise
  
• 
  Productive exercise
  
• 
  Graphic and spelling skills
  

QUESTIONS FOR CONTROL
• What is the content of the speech on the development of students in the classroom language?
• Which areas are allocated to work on the development of writing?
• What skills are formed in the course of work on the development of coherent written language learners?
• What types of creative works are used for the development of coherent writing?







2. Psychological component - the formation of graphic and spelling skills for written assignments.
Question: Can you competently express their thoughts in writing?
Work on the technique of writing involves the development of skills of calligraphy, drawing and spelling.





LECTURE 23. PRACTICE AND ASSESSMENT OF TEACHING WRITING IN FOREIGN LANGUAGE TEACHING METHODOLOGY


Lecture outline:
1. Writing is the goal and means of EL teaching and learning
2. Content of teaching writing in the EL at school, lyceum and college
3. Forming and developing writing competence at school, lyceum and college
4. Approaches to teaching writing in the EL


Key words: communicative activity, tree-phase structure, inducement-motivation, analytical-syntactical, operation, a means (a support skill) and as an end (communicative skill), pattern power, meaning mastery, dictionary skills. text-based approach, writer-based, the genre approach.


1. Writing is a goal and means of EL teaching and learning
Writing is a complex communicative activity. It helps to communicate in the written form with the help of graphical symbols. Writing is a type of speech activity as “a communicative skill to encode, store and send messages with the help of written symbols”.²¹ The product of this type of speech activity is a text for reading.
Writing is characterized by the tree-phase structure: 1) inducement-motivation, 2) analytical-syntactical and 2) operation. Under the first phase the motive appears as an intention to communicate. The author’s message has an intention to inform somebody.
In the second phase an utterance is formed and pronounced: the necessary words for producing the utterance are selected, within a set of sentences, subjective area of indicators is distributed, and the predicate or a key part of the idea organization between sentences is defined.
The third phase of writing is decoding of the idea/message with the help of graphical symbols.
In the ELT the writing is the goal and means of teaching and learning. The goal of teaching writing is to teach production of written texts which students can write in the native language. To produce the written text students should master mechanics (techniques) of writing. That’s why, in domestic methodology the two types of writing are distinguished: 1) mechanics of writing (handwriting, spelling, punctuation; 2) process of expressing ideas in a graphical form.
Writing is meant as acquiring graphical and orthographical systems of EL by students for fixation speech and language material to remember it and support acquiring oral speech. Modern approaches to teaching writing recognize its dual purpose: as a means (a support skill) and as an end (communicative skill).
Writing refers to several sub-skills: putting words on paper, making sentences and linking them in paragraphs, developing essays and many others. So, writing is also a support skill.
At the elementary and intermediate levels it helps to think and to learn. Writing new words and structures help students remember new words; written practice helps students focus their attention on what they are learning. It is important for developing all skills. Writing serves as learning and controlling means.
It needs some forms of instruction and imposes an appropriate use of the language. That’s why the operation and activities are divided into groups: 1) those designed to develop the writing skills and 2) which provided opportunity of practicing English. “A task which provides little or no practice for students to extend their knowledge of appropriate content or context or to raise their awareness about writing process is not really a writing task but general learning task using writing.”²²
To understand dual purpose of writing as a sub-skill and communicative skill in ELT we should examine the content of the Table 11 which summarizes the above- mentioned information.