Written speech

1.2 Written speech at the middle stage of a comprehensive school
The purpose of teaching written speech is to develop students' written communicative competence, which includes the possession of written signs, the content and form of a written work of speech.
Writing as a learning goal is provided for in the programs of schools of various types at all stages of education. As final requirements, the development of the ability to express one's thoughts in writing, that is, to use writing as a means of communication, is put forward. Skills in the field of writing at the middle stage of education (grades V-IX) presuppose a certain level of formation of all the skills included in their structure. The final requirements for teaching written speech in English include the formation of students' ability to practically use a foreign language writing as a way of communication, cognition and creativity in accordance with the achieved level of mastering a foreign language.
Thus, the student must learn:
Record in writing key words, phrases as a support
for oral communication;
Write out the necessary information from the text;
Fill out a questionnaire, prepare an interview questionnaire,
questioning;
fill in the forms, indicating gender, age, first name, last name;
write a personal letter according to a model / without relying on a sample (ask the addressee about his life, deeds, tell the same about himself, express gratitude, requests), use the material of one or more topics learned in oral speech and when reading, using the necessary formulas verbal communication.
Galskova I.D. rightly notes [4, p.250] that the middle stage (grades 5-7) should provide a more intensive development of the ability to master writing in different situations of communication. The scope and scope of written statements are expanding, and the quality of texts is improving. Skills that a student should possess (according to Galskova) [4, p.251]:
inform a foreign friend about himself, his family, school, city, his interests and hobbies;
Request information about the same from your addressee;
write a note / letter to a newspaper or magazine, observing the norms adopted in the country of the language being studied;
provide basic personal information in the questionnaire/form;
Make working notes after reading the printed text (make a plan, write out key words, etc.) with the aim of their subsequent use in a written statement.
Fedorova L.M. and Ryazantseva T.I. offer the following skills that students should have at the end of the basic course [17, p.138-139]:
make extracts from the text;
Make and write down the plan read;
write a short congratulation, express a wish;
· fill in the form in writing (indicate name, surname, sex, age, citizenship, address, etc.);
write a personal letter.
Filatov V.N. also gives similar information [12, p.317]:
graphically correct writing;
Make and write down the plan read;
· a story about yourself, your family, your interests, etc.;
After analyzing and studying the methodological literature on this issue, we can conclude that all methodologists come to almost the same opinion and give identical goals and skills that a student should have at the end of the basic course.
At the middle level of education, students develop such special learning skills as:
- carry out information processing of foreign texts, revealing the meanings of new words in a variety of ways, determine the grammatical form;
- use dictionaries and reference books, including electronic ones;
- participate in project activities, including those of an international nature, requiring the use of foreign language sources of information.