Written speech

Conclusions on the first chapter
At the middle stage, work continues on the formation of spelling skills. Recording is widely used. Students write down words, combinations of words, sentences in order to remember them better, they also perform written tasks that help the assimilation of lexical and grammatical material. The range of tasks related to
with writing, although those used initially are retained. This is cheating with additional tasks, writing out words, phrases, sentences from the text that are needed for the message. In connection with the strengthening of independent work in a foreign language at the middle stage, it increases the role of recording when working on a text and in preparing an oral message. In the "compressed" text, the sentences are taken in their almost unchanged form. However, their selection requires the analytical work of the student's thought in order to identify the main thing and prepare for participation in the conversation in the lesson.
Thus, we can conclude that the role of writing in teaching a foreign language is very large. Learning to write is a complex process that has several stages that must be followed in a certain sequence.


CHAPTER 2. TECHNIQUES FOR TEACHING WRITING AT THE MIDDLE STAGE OF A COMPREHENSIVE SCHOOL
2.1 Exercises for teaching writing at the middle stage of a comprehensive school
For the most effective teaching of written speech, it is necessary to consider various methods and techniques for the development of written speech and writing, which will improve the assimilation of students' knowledge in this language aspect, i.e. mastery of writing and writing.
At different stages, the content of learning to write will be different, but you must always be consistent in learning and go from simple to complex. That is why, at the initial and middle stages of schooling, the formation of written speech is not considered as the goal of education. Writing as an independent type of speech activity is used only at the senior, final stage. But the path to writing is quite long and far from easy. The success of the final stage largely depends on how well the basic writing skills as such have been formed.
Consider the components of the content of teaching writing in stages.
At the initial stage of training, the main task is to teach writing, since during this period the formation of calligraphy skills takes place. At the middle stage, the center of gravity in the work on writing is transferred to spelling due to the accumulation of new lexical material. Written speech becomes an auxiliary tool in the independent work of students on the language.
Teaching graphics and calligraphy .
In order for a person to learn to write in a foreign language, he must first of all learn how to write letters, know their configuration. Here the teaching of writing interacts most closely with the teaching of reading. The establishment of grapheme-phoneme correspondences at this stage proceeds simultaneously. What's the point of being able to write letters if you don't know what sounds they can convey, and vice versa. Writing and reading are based on a single graphic system, and it is this provision that determines the requirements for teaching graphics in general.
What to learn at this stage:
First, one must learn to recognize the letters and the sounds they transmit, name them and distinguish them.
Secondly, one must learn to write these letters correctly, taking into account their inherent configuration.
Thirdly, it is necessary to learn how to correctly connect letters in words.
First of all, it is necessary to note the difficulties at the level of distinguishing letters, and hence their correct spelling. Here we can talk about the interference of two levels:
1. Interlingual interference (Similar spelling letters of native and foreign languages ​​can be confused, especially if they convey different sounds. For example: Russian and Latin Mm - Mm, Tt - Tt, Rp - Rr - Pp)
2. Intralinguistic interference (Letters that have similar elements within the same language also present a significant difficulty. For example: b - d - p - q; t - f - l).
In general, the following skills should be formed in the field of graphics and calligraphy:
correct spelling of uppercase and lowercase letters;
possession of letter combinations and sound-letter correspondences;
correct spelling of the most common words included in the productive vocabulary of students;
the correct use of a period, comma, exclamation and question marks at the end of a sentence;
writing letters with diacritical marks, which is especially typical for the English language.
Spelling training .
Spelling is a spelling or a system of rules for using letters when writing specific words . Spelling is one of the most problematic moments in teaching writing and it can hardly be taught 100% all at once. Spelling errors are inevitable, given certain typological groups of difficulties and the formation of self-control and correction skills among students themselves.
1) Writing based on the phonetic principle.
A group of words, where the number of letters corresponds to the number of sounds, is the least difficult, but not everything is simple here either. Grapheme-phonemic correspondences are formed in the process of long and painstaking work, especially if the letters and sounds of the native and foreign languages ​​are as dissimilar as in Russian Cyrillic and Western European Latin.
2) The letter is written but has no sound equivalent.
It's about the traditional rules of reading. Here it is necessary to form paradigmatic connections of words at the level of a graphic form, to create a certain associative array. Indirectly, this also helps the formation of lexical skills, which we have already mentioned earlier, and, of course, allows for a positive transfer when reading. So, in English, in the open type of syllable, the letter "is written, but not read - "nine", but it is the appearance of this letter that changes the sound of the root vowel.
3) Typical letter combinations and the sounds they convey.
You can make a long list of the most common letter combinations, and these can be vowels - "ee, ea, oo, ei", and consonants - "ch, sh, ght, gh, ph" and so on.
The main difficulty of this group is that here the rules of reading can change. For example: head [hed], great [greit], heart [ha: t], heat [hi: t] and so on.
The same sound in a letter can be transmitted by different letters and letter combinations, but at the same time the same letter combination can mean different sounds in English.
4) Difficult vocabulary words.
These are words that are almost impossible to explain, but must be remembered. Often these are words that have an ancient root, such as the English words "daughter, neighbor, one", or are borrowed from other languages ​​- "restaurant" and so on.
Teaching various forms of writing .
This stage is an intermediate, preparatory stage before teaching writing as such. It is at this stage that writing can act as both a means and a goal of learning at the same time. Very often, teachers give tasks to prepare a report, a message on a topic, etc., without thinking about whether the student is able to rationally work with sources, highlight key information, make extracts, draw up a plan or theses, shorten or expand the text, logically connect and well thought out. But these little things can become a solid, and sometimes insurmountable barrier in the performance of creative written assignments.
In the English-speaking and pan-European culture, significant attention is paid to teaching writing. This is done sequentially, from the stage of recording ideas, key sentences, all kinds of transformations of texts to writing your own speech works, different in volume and character. It seems that we should not neglect this stage of the formation of written speech skills, especially since the exercises used for this are multifunctional in nature and can successfully solve several interrelated tasks of teaching both language and speech.
The purpose of teaching written speech is to develop students' written communicative competence, which involves the possession of written signs, the content and form of a written work of speech.
The content of a written speech work (as well as an oral one) is determined by its communicative purpose and tasks: asking for help, requesting or transmitting information, performing productive formalities, preserving information, emotional interaction or emotional impact, etc.
The content determines the form of the written work. These include greeting cards, telegrams (personal and business content), notes (to family members, friends, work colleagues), signs (on homes, institutions), labels, captions for drawings, announcements - instructions, announcements - information (about search jobs, employment, sports and cultural events), menus, advertisements, invitations, personal or business letters, letters of complaint, protests, appeals, autobiographical information, testimonials, questionnaires, forms, reference charts for oral communications, diaries , notes about what he saw, heard, read, reviews, testimonials, reports, etc.
And now let's see what exercises can and should be used when teaching writing. Most methodologists offer more or less similar groups of exercises for teaching writing and writing.
N.D. Galskova, distinguishes two aspects in teaching writing:
1) work on writing technique (development of spelling, calligraphy and graphics skills) and 2) development of skills to convey semantic information using the graphic code of the language being studied, suggests using copying words, sentences, writing letter combinations of words, filling in gaps in words and sentences; spelling games (crossword puzzles, riddles); dictations while working on writing technique. [17, p.26]
"As for the development of schoolchildren's ability to express their thoughts in writing, it is carried out on the basis of exercises of both a reproductive and reproductive-productive, and productive nature (writing a text based on a sample, using supports ...)" [7, p. 141].
According to A. A. Mirolyubov, when teaching writing, when developing calligraphy and spelling skills, the so-called elementary writing should be used, that is, writing individual letters, letter combinations, or even individual elements of letters. All exercises in writing, as well as in oral speech, can be divided into 2 large groups: preparatory and speech.
Preparatory exercises are designed to master the language material in graphic design and to teach certain operations related to the written expression of thoughts. First of all, various exercises with models (transformation of models, expansion of them, and so on) should be attributed to the preparatory exercises. The second type of preparatory exercises is aimed at paraphrasing, shortening the text and provides the ability to logically and consistently convey this or that information in your own words. To speech exercises Mirolyubov A.A. relates presentation, story, description, composition, letter writing, etc. [17, p.27].
Of the exercises mentioned above, the exercise aimed at teaching writing has communicative value. This is the lightest form. There is no single form of writing. The content of the letter depends on the writer himself, and the author himself chooses its language form. The subject of the letter should match the subject of school textbooks. Correspondence is an important factor in the development of interest in the language. The teacher should explain the features of the letter:
a) the date and place of writing the letter;
b) appeal;
c) the end of the letter;
d) writing the address on the envelope.
Creative works such as an essay, essay, review, performed on a specific topic, begin with the so-called thematic introduction (Topic Introduction - TI), followed by a thematic phrase (Topical Sentence - TS), developed in thematic examples (Example Sentence - ES) and ending with a reformulation of the thematic phrase (Restatement Sentence - RS). The composition is one of the most difficult types of written work, since it involves an independent selection of facts or events related to the expression of other people's or one's own thoughts in writing. For this, it is necessary to have the ability to freely operate with a significant amount of language material. In contrast to the presentation, in which the event or description is revealed according to the plan followed by the author. The essay requires self-planning,
G.V. Rogova, F.M. Rabinovich, T.E. Sakharova in "Methods of teaching foreign languages ​​in secondary school" define the psychological content of teaching writing as follows: "The psychological content of teaching writing consists in the formation of graphic and spelling skills and abilities to perform written tasks. The latter may be in the nature of recording orally learned material or material, with which students get to know.Written assignments can be associated with written speech - a statement of one's communicative intention to communicate something, to convey.
At the initial stage, this is writing letters of the alphabet, translating speech sounds into graphic symbols - letters and letter combinations, spelling and correct spelling of words, phrases and sentences that contribute to better assimilation of educational material.
Writing assignments in the middle stage usually involve:
- with writing off, transformation (transformation), addition, interpretation;
- with writing out any facts, events, phenomena from the read text;
- with writing out certain lexical, grammatical phenomena.
Copying, writing out give the student the opportunity to focus on linguistic phenomena and, therefore, better learn their form, meaning and use. It is important that the material of the exercises itself be meaningful in terms of communication. "[19, p.167-169]