CC BY
21
УДК: 13.00.02
Israilova D.A. teacher
Tashkent Institute of Irrigation and Agricultural Mechanization Engineers Uzbekistan, Tashkent
TEACHING WRITING IN A SECONDARY SCHOOL
Annotation: This text consists in improving writing skills in a secondary school. Pupils may need writing instructions at the most basic level - learning to form the letters and other symbols of the English writing system.
Key words: writing, letter and sounds, spelling.
The targets of instruction in foreign language includes, besides speaking and reading it, additionally writing it. Every college graduate should be able to writing a letter inside the foreign language he has studied, to preserve up a correspondence in it with pals living abroad. Writing in the foreign language is also a very vital way of guidance. As a method of education, writing serves to consolidate both acquired linguistic expertise and conduct of using the language. Writing enables students to assimilate letters and sounds of the English language, its vocabulary and grammar, and to broaden conduct and capabilities in pronunciation, speak me, and studying. So, writing could be very important talent. The realistic cost of writing is notable due to the fact it is able to restoration patterns of all kinds (graphemes, words, terms and sentences) in scholars' reminiscence, as a result producing a powerful effect on their thoughts. Writing consists of penmanship, spelling, and composition. The latter is the aim of mastering to write down. Proficiency in expressing one's mind in written shape promotes skill ability within the use of the spoken language. Writing is also a distinctly powerful way of testing the pupils' understanding and mastery of the overseas language. Setting test papers allow the instructor to appraise the whole magnificence of each and every student in acquiring knowledge of how, in addiction formation, and within the development of unique competencies. In the English language study room, writing activities serve exceptional purposes. On one hand, they help your classroom scholars to research non-public, educational, or expert writing that they will use in their day-by-day lives. On the other hand, writing in English has a greater pedagogical position. It reinforces the learning that goes through the medium of listening, speaking, and learning capabilities.
Since writing is a complex talent, it should be advanced through the formation of conduct along with:
(1) the addiction of writing English alphabet letters;
(2) the habit of converting speech sounds into their symbols — letters and letter mixtures; (three) the dependency of correct spelling of phrases, phrases and
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sentences; (four) the various addiction writing physical games that lead pupils to express their mind in connection with the undertaking set.
The following elements are of great importance in formulating: 1. Auditory notion of a legal, a word, a word, or a sentence, i.e., proper heaving of a sound, a word, or a sentence.
2. Articulation of a validity and pronunciation of a phrase, a phrase, and a sentence by the way the scholar writes.
3. Visual perception of letters or letter mixtures that stand for sounds.
4. The strength of the muscle tissue of the hand in writing. The ear, the eye, the muscular tissues and nerves of the throat and tongue, the muscles of the muscle tissue of the hand participate in writing. And finally, but not at least, which is the most important aspect of the development of writing and the development of lasting writing is the students' understanding of some policies that govern writing in English. Our technique believes that teaching and learning is a way to ensure students' development in writing. Since scholars must study penmanship, spelling, and composition, it is important to recognize the problems pupils find in mastering to write English. The English letters' writing does not present a lot of problems due to the fact that there are comparable loads of letters in both languages. Only some letters, together with s, r, t, b, h, l, f, j, I, G, A, N, and so on, may be strange to Uzbek learners. Pupil find it hard to make each stroke non-stop while the letter body occupies one space, the stem one extra space above, one tail underneath. The most difficult component for Uzbek learners in mastering to jot down is English spelling.
The spelling system of a language can be based on the following standards:
1. Historical or conservative principle while speaking of the pronunciation of earlier intervals in the history of language. e.g. English: busy, delivered, daughter.
2. Morphological principle. The morphemic composition of a word in writing is taken under consideration. e.g.; in Uzbek: fish, fish; the root morpheme is fish, in English: answered, requested; the affixal morpheme is -ed. three.
Therefore, training in penmanship implies: visual notion; observations observed through a few reasons at the teacher's part; exercise below the instructor's supervision in class, and independently at home. In spelling guidance the instructor must think about the English Complexes of Spelling and teach scholars how to overcome these problems. The following sporting events may be recommended for the motive:
• Copying. The aim of this exercise is to allow the pupils to practice what has been taught in Listening and Speaking.
• Dictation. This kind of writing exercise is much more difficult then
copying. Dictation in a valuable exercise because it trains the ear and the as
well as the eye, the act of dictating words to be typed, written down, or recorded on tape.
• Writing answers to given questions. The query helps the pupil each with phrases and which sample is required for the solution. Each of the types of written exercise stated above is broad to the student's spelling within the goal
language and to restore the linguistic fabric of favorable conditions for developing their skills in writing compositions.
To conclude this article Writing skills serve two purposes within the English language lecture room:
1) Learning the types of personal, instructional, and expert writing that college students want in their day to day lives.
2) Reinforcing the mastering that goes on through the medium of other language competencies. In planning and conducting sports with your college students: Be sure to include activities that allow your students to talk about ideas that are significant to them; - Encompass physical games that help your students recognize and apply the functions of written discourse: in general, business models, methods of expressing logical relationships, and so on. Use pre-writing sports to generate ideas and provide language resources wished for writing tasks.
Sources used:
1. Abella R. (1992). Achievement tests and elementary esol exit criteria: An evaluation. Educational Evaluation and Policy Analysis. 14, (2). 169-174.
2. Shaughnessy M.P. (1988). Diving in: An introduction to basic writing. In G. Tate & E.P.J. Corbett. The Writing Teacher's Sourcebook 297-302. New York: Oxford
3. Teaching English as a second language. Washington, DC, May 1989
4. Jalolov J. Methods of teaching foreign languages Tashkent, 1996.
