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Efficient ways in teaching writing in esl classesfor b1 level students

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GRADUATION PAPER “Efficient ways in teaching writing in esl classes for b1 level students ” . 1

CONTENTS INTRODUCTION……………………………………………………..3 CHAPTER I. THEORETICAL ASSUMPTION OF THE THESIS ON TEACHING WRITING IN ESL CLASSROOMS 1.1 CEFR requirements for B1 level in writing…………………….7 1.2 Scientific approach to methods of teaching writing…………..14 1.3 The main teaching techniques of writing in ESL(B1 level) classes…………………………………………………………….24 CHAPTER II. IMPLEMENTATION OF TECHNIQUES IN IMPROVING WRITING SKILLS 2.1 I nteraction patterns in writing classes………………………..40 2.2Lesson plan sand activities on the topic……………………….44 2.3Questionnaires and tables………………………………………59 CONCLUSION……………………………………………………….73 THE LIST OF USED LITERATURE……………………………...77 INTRODUCTION 2

XXI century in Uzbekistan started as a century of culture, economy, scientific and technical innovations. Innovation factor is one of the peculiarities of modern educational system. Starting from the first years of independence, legal bases of preparing youth as harmonious persons were elaborated. On May 8, 2013 Cabinet of Ministers issued Resolution “On approving state educational standard on foreign languages of continuous educational system”. 1 In compliance with the implementation of complex of activities on enhancement and development of new teaching methods in higher educational establishments, a number of researches have been carried out. The actuality of the theme of the course project paper. One of the most important spheres of teaching English is developing writing skills. In rec

be proved that we tried to find optional methods of improving writing skills from the beginning level and we applied them in practice. The aim and tasks of the theme. Having based upon the actuality of the theme, we are able to formulate the general goals of our qualification work. a) To study, analyze, and sum up the modern methods of teaching writing; b) To analyze the major results achieved in the studied field; c) To prove the idea of importance of improving B1 students’ writing skills; d) To work out a series of activities for improving B1 students’ writing skills. Problem of development. Teaching writing is a common theme among most researchers who worked in the sphere of language learning and methodology. Many scientists such as S.D. Krashen, R. Spack, G. L. Rico, Tannen, Cowan have

2. It can be used by teachers of schools, lyceums and vocational schools as a practical manual for teaching writing. 3. It can be useful for everyone who wants to enlarge his/her knowledge in English. The structure and description of the research. The present qualification work consists of four parts: introduction, the main part, conclusion and bibliography. Within the introduction part, there is given a brief description of our qualification work where we described its actuality, practical significance, and fields of amplification, and described the role of writing skills in learning English. The main part of the qualification work includes several items. There we discussed issues such as skill building and the process approach to writing, main techniques for getting started writing proce

guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. Thedescriptionalso covers theculturalcontextinwhich language is set. The Framework also de ﬁnes levels of pro ﬁciency which allow learners’ progress to be measured at each stage of learning and on a life- longbasis. CEFR is intended to overcome the barriers to communication among professionals working in the ﬁeld of modern languages arising from the different educational systems in Europe. It provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to re ﬂect on

ceptual grid which users can exploit to describe their system. Ideally a scale ofreference levels in a common framework should meet the following four criteria. Two relate to description issues, and two relate to measurement issues: DescriptionIssues Acommon framework scaleshouldbecontext- freeinorder to accommodategeneral results from different speci ﬁc contexts. That is to say that a common scale should not be produced specifically for, let us say, the school context and then applied to adults, or vice-versa. Yet at the same time the descriptors in a common Framework scaleneedtobecontext- relevant,relatable to ortranslatableintoeachand every relevant context – and appropriate for the function they are used for in that context. This means that the categories used to describe what learners

inacommon framework scaleshouldbeobjectivelydeterminedinthattheyar ebased onatheoryofmeasurement.Thisisinorder toavoid systematisingerrorthroug h adoptingunfoundedconventionsand‘rulesofthumb’fromtheauthors,partic ular groupsofpractitionersorexistingscalesthatareconsulted. Thenumberoflevelsadoptedshouldbeadequate to showprogressionindiffer ent sectors, but, in any particular context, should not exceed the number of levels betweenwhichpeoplearecapableofmakingreasonablyconsistentdistinctio ns.This maymeanadoptingdifferentsizesofscale step fordifferentdimensions,ora two-tier approach between broader (common, conventional) and narrower (local, pedagogic)levels. Level B1 re ﬂects on the Threshold Level speci ﬁcation for a visitor to a foreign country and is perhaps most categorized by two featur

singfor grammaticalandlexicalplanningandrepairisveryevident,especiallyinlongerstret chesof free production. The second feature is the ability to cope ﬂexibly with problems in everydaylife,forexamplecopewithlessroutinesituationsonpublictransport;dealw ith mostsituationslikelytoarisewhenmaking travel arrangementsthroughanagentorw henactuallytravelling;enterunpreparedintoconversationsonfamiliartopics;makeacompl aint; takesomeinitiativesinaninterview/consultation(e.g.tobringupanewsubject)butis very dependentoninterviewerintheinteraction;asksomeonetoclarifyorelaboratewhatthey have justsaid.The subsequent band seems to be a Strong Threshold (B1+). The same two main features continue to be present, with the addition of a number of descriptors which focus on the exchange of quantities of informati

omething, giving detailed instructions; exchange accumulated factual information on familiar routineandnon-routinematterswithinhis/her ﬁ eldwithsomecon ﬁ dence.In written production (writing)activitiesthelanguageuseraswriterproducesa written text which is received by a readership of one or morereaders. Examples of writing activitiesinclude: completingformsandquestionnaires; writing articles for magazines, newspapers, newsletters,etc.; producing posters fordisplay; writingreports,memoranda,etc.; makingnotesforfuturereference; takingdownmessagesfromdictation,etc.; creativeandimaginativewriting; writingpersonalorbusinessletters,etc. Illustrative scales are providedfor: Overall writtenproduction; Creativewriting; Reportsandessays. OVERALL WRITTENPRODUCTION C 2 Canwriteclear,smoothlyﬂowing,comp

B 1 Canwritestraightforwardconnectedtextsonarangeoffamiliarsubje ctswithinhisﬁeldofinterest,by linkingaseriesofshorterdiscreteelementsintoalinearsequence. A 2 Canwriteaseriesofsimplephrasesandsentenceslinkedwithsimplec onnectorslike‘and’,‘but’and ‘because’. A 1 Canwritesimpleisolatedphrasesandsentences.CREATIVEWRITING C 2 Canwriteclear,smoothlyﬂowing,andfullyengrossingstoriesanddescri ptionsofexperienceinastyle appropriatetothegenreadopted. C 1 Canwriteclear,detailed,well- structuredanddevelopeddescriptionsandimaginativetextsinan assured,personal,naturalstyleappropriatetothereaderinmind. B 2 Canwriteclear,detaileddescriptionsofrealorimaginaryeventsandexperi ences,markingtherelationship betweenideasinclearconnectedtext,andfollowingestablishedconventionso Canwriteclear,detaileddescriptionson

A 1 Canwritesimplephrasesandsentencesaboutthemselvesandimaginar ypeople,wheretheyliveand what theydo.REPORTS ANDESSAYS C Canproduceclear,smoothlyﬂowing,complexreports,articlesoressays whichpresentacase,orgive criticalappreciationofproposalsorliteraryworks.Canprovideanapprop riateandeffectivelogicalstructurewhichhelpsthereadertoﬁndsigniﬁca C 1Canwriteclear,well- structuredexpositionsofcomplexsubjects,underliningtherelevantsalie ntissues. Can expand and support points of view at some length with subsidiary points, reasons and relevant examples. B 2 Canwriteanessayorreportwhichdevelopsanargumentsystematicallyw ithappropriatehighlighting of signiﬁcant points and relevant supportingdetail. Canevaluatedifferentideasorsolutionstoaproblem. Canwriteanessayorreportwhichdevelopsanargument,givingreaso

1 Canwriteverybriefreportstoastandardconventionalisedformat,which passonroutinefactual informationandstatereasonsforactions.A 2 No descriptoravailable A 1 No descriptoravailable 1.2. Scientific approach to methods of teaching writing Within the communicative framework of language teaching, the skill of writing has special status - it is through writing that a person can communicate a variety of messages to a close or distant, known or unknown reader or readers. Such communication is extremely important in the modern world, whether the interaction takes the form of traditional paper-and-pencil writing or the most advanced electronic mail. Writing as a communicative activity needs to be encouraged and taught during the language learner's course of study, and this work will attempt to dea

of com munication suggests an interactive process, which takes place between the writer and the reader via the text. 1 Such an approach places value on the goal of writing as well as on the perceived reader audience. Even if we are concerned with writing at the beginning level, these two aspects of the act of writing are vital importance; in setting writing tasks the teacher should encourage students to de - fine, for themselves, the message they want to send and the audience who will receive it. 3 The writing process, in comparison to spoken interaction, imposes greater demands on the text, since written interaction lacks immediate feedback as a guide. The writer has to anticipate the reader's reactions and produce a text that will adhere to Grice's cooperative principle. Accordin

Wilga Rivers 4 makes the distinction between notation, or writing practice, and expressive writing, or composition. Notation ranges from mere copying to the construction of simple sentences describing facts or representing typical, uncomplicated speech. Expressive writing or composition involves the development of ideas of either a practical or a creative nature. Pedagogically, there is considerably more control in the development of notational skills than in more expressive types of writing. The expectation is that the EFL student will progress through several stages of writing practice to the early stages of creative composi - tion. This development from control to creativity continues a line drawn throughout this manual in the chapters on dialogues, oral exercises, and reading comprehen

exchanging ideas with other members of the group and receiving editorial help at various stages of composition. When conducted properly, process writing is a prime example of cooperative learning. The process approach, with its stress on group interaction, is a direct offshoot of communicative language learning, just as pattern practice was a product of the audio-lingual method. For many years preoccupation with structural accuracy allowed little room for the development of cognitive strategies in creative writing. Students, left to their own resources, were often at a loss as to how to formulate ideas on a topic or theme. Process writing provides for the formulation of ideas and plans through learner cooperation, Rivers eliminating much of the isolation, frustration, and uncertainty encou

The purpose is to train the learners to think in logical sequences and to draw upon what they know of the target language in producing lim ited but meaningful prose. I.Constructing Sentences from Words and Phrases. At this stage, the learner is engaged in the rudiments of writing practice as a means of reinforcing the command of basic syntactic structures. Intended for use with beginning level students, such exercises are strictly controlled. In some cases, the components of the structures are provided in ran dom sequence, which the student is to arrange correctly. In others, essential elements of the sentence are omitted, and the student is to supply them. Both types of exercises involve copying, since the student should write out all completed sentences II. Constructing paragraphs from w

____ Last week, Harry took Mary to the circus. ____ Harry said there would be many different kinds, both fierce and friendly. ____ First, they went to see the clowns. ____ Mary thought they were interesting, but she preferred the clowns. Section B. Constructing paragraphs from incomplete text. Here, as in the section above, Constructing Paragraphs from Material Provided in Full, learners are asked to draw upon their vocabulary resources. Yet, at this point, they are required to supply mainly lexical rather than grammatical forms as well as longer, more complicated structures. In the two exercises below learners fill in the blanks with words or larger constructions to form a logical and consistent paragraph. There is more than one possible solution to these exercises. Supplying Missing Word

model paragraph below according to the instructions given in each exercise. As many altered compositions as time allows are read to the class, at which time corrections or improvements will be suggested. Model It is a typical winter day, and Mr. Preston is taking a walk downtown. Even though the sun is shining brightly, it is bitterly cold, with a sharp wind. As he is walking along a side street, the wind suddenly blows his hat off his head and onto the roof of a nearby house. Mr. Preston is at first surprised and then quite angry. He fears that he has lost the hat for ever because he is simply too old to climb houses. Since he is a reasonable man, how ever, he decides to forget the entire affair. Just as he is starting off again, another gust of wind blows the hat off the roof, and it lan

IV. Constructing paragraphs from cues. At this stage, the students are expected to compose structured prose either with the direct aid of notes or with the indirect assistance of partial paragraphs that they are to complete. The first group of exercises under A below offers the students either a portion of completed prose as a guideline or a set of notes as an additional aid. The second group under В consists of completed sen tences or short paragraphs upon which the students are expected to build. Students compose paragraphs using the cues and following the instructions provided for each exercise in sections A and В below. Completed work will be submitted to the entire class for evaluation and possible improvement. A. Models and notes as cues. In this kind of exercise the first paragraph

class develops. As learners develop facility in generating ideas and engaging in group dynamics, the role of the teacher may be reduced. However, instruc tors should always be ready to offer suggestions for developing ideas in the group ses - sions and notes for editing and correcting errors. The active participation of the teacher in each assignment is crucial to success. Three levels of writing activity are presented in this stage. At the first level teacher presents parts of an essay or article as guidelines for further development. In this way, students are not only given a topic, but also some information and details contained in the piece. At the second level, the teacher gives the class a definite theme to write on. It is up to the students to develop information on this topic in th

assignment in a group, exchanging ideas with other members of the group and receiving editorial help at various stages of composition. Overall, both approaches are prime examples of cooperative learning. 1.3. The main teaching techniques of writing in ESL(B1 level) classes Regardless of the type of writing tasks the teacher might favor assigning, a good place to begin classwork is to explore the prewriting stage, the stage prior to actual production of a working text. Because there isn't one com posing process, the goal of the teacher should be to expose students to a variety of strategies for getting started with a writing task and to encourage each student to try to discover which strategies (in which circumstances) work best for him or her. Several heuristic devices 1 (or invention

2. Listing: Unlike brainstorming, as described above, listing can be a quiet essentially individual activity. Again, as a first step in finding an approach to a particular subject area (such as the use and abuse of power, to cite an example), the students are encouraged to produce as lengthy a list as possible of all the subcategories that come to mind as they think about the topic at hand. This is an especially useful activity for students who might be constrained by undue concern for expressing their thoughts grammatically correct sentences, because lists do not require complete sentence 3. Free writing: Suggested by Elbow 1 for helping native speakers break through the difficulty of getting started, free writing is also known by various other terms, such as "wet ink" writing and

are additional free writing sessions starting with whatever key idea derives from material discovered through the process of the previous quick-writing step. 4. Clustering: Another technique for get ting many ideas down quickly, clustering be gins with a key word or central idea placed in the center of a page (or on the blackboard) around which the student (or teacher using student-generated suggestions) jots down in a few minutes all of the free associations trig gered by the subject matter—using simply words or short phrases. Unlike listing, the words or phrases generated are put on the page or board in a pattern which takes shape from the connections the writer sees as each new thought emerges. Completed clusters can look like spokes on a wheel or any other pattern of connected lines,

had read about but not practiced. 8 She further notes that students may also devise their own invention strategies once they have learned the value of systematic exploration of a topic. But we must keep in mind the fact, as Reid asserts, that for some students, the strategy of choice may be to produce a text in a linear fashion, possibly generated by an outline prepared prior to writing a full first draft. For some people, she points out, brain storming can be more difficult than, and not as successful as, outlining. Using Readings in the Writing Class. The use of readings in the writing class is another topic that has generated a great deal of debate among those searching for meth odologies which promote improvement in writing proficiency. Before awareness of how to address the writing pr

very least, readings pro vide models of what English texts look like, and even if not used for the purpose of imita tion where students are asked to produce an English text to match the style of the model text, readings provide input which helps students develop awareness of English prose style. Krashen makes the case even stronger by claiming, "It is reading that gives the writer the 'feel' for the look and texture of reader-based prose." 9 In class, close reading exercises can be done to draw students' attention to particu - lar stylistic choices, grammatical features, methods of development, and so on. Such exercises help to raise student awareness of the choices writers make and the conse quences of those choices for the achievement of their communicative goals. Spa

Writing Assignments. As the object of any writing class is to have students work on their writing, the topics students write about must be carefully designed, sequenced, and structured so that the teacher knows exactly what the learning goal of each paper is and so that the student gains something by working on the assign - ment. There are many factors to consider in selecting topics for student writing, but even if not consciously aware of it, the teacher will be primarily influenced by a particular phi losophy about teaching writing which he or she (or the textbook being followed) adheres to and which significantly shapes the approach to topic design. In fact, even when topics are chosen in a random and ad hoc fashion, the teacher will probably select an assignment which seems appropriat

pattern of the prose model—be it a genuine piece of professional or student writing or an artifi cially constructed one—using different con tent. These sorts of assignments will usually be presented so that the student has to either create or plug in particular content according toaspecified manner of presentation. Exam ples of the "create" assignments are those, which specify an organizational structure, such as comparison and contrast, but do not specify any content. Examples of the "plug in" assignments are those, which specify an organizational structure, such as "cause and effect," and specify the content area, such as "drugs and crime." The student's task in the former case is to identify two items which can be compared and contrasted and which len

A completely different philosophy of teaching leads to viewing writing as a vehicle of self-revelation and self-discovery, and as signments are presented to students in which they must reflect on and analyze their own personal experiences. Some examples would be asking students to write about their experi ences as second language learners or to re flect on a lesson learned in childhood. The content in either case would arise from their own personal biographies. This type of as - signment has the potential of allowing the writer to feel invested in his or her work, not usually the case with the rhetorical pattern approach. Perhaps more centrally, the value of writing is seen in its role as a tool of discov ery of both meaning and purpose. Proponents of the discovery approach claim that the

In fact, another decision teacher must make concerns the number of drafts for any given text that they want students to produce. Given the immense value to the student writer of learning to revise text and to work through a series of drafts before considering a paper "finished," new writing topics should not be assigned before the student has had a chance to work through a cycle of drafts on a prior assignment. If the teacher's goal is to foster student improvement, then providing a multiplicity of writing assignments on differ ent topics (whether they be of the rhetorical pattern type or prompted by a more open-ended approach) will not allow students suf ficient time to devote to working on writing in progress. That is, students working on a sec ond or third draft of a given t

benefit from the extensive feed back that the teacher might need to provide on a lengthy but highly problematic text. One must bear in mind the need for a relationship between what the topic calls for and the length of paper produced. For example, to ask students to write 250 words on an encyclope dic topic is to ensure superficiality of treat ment; conversely, to ask them to produce a lengthy paper on a narrowly focused topic is to invite padding and digressions. Also, what a teacher believes a student will learn from preparing a particular assignment should not be out of proportion to the amount of time the student will need to invest in prepar ing it. Finally, if one believes that students best learn to write by writing, then the design of writing tasks is perhaps the key component of c

goals, teachers should focus on implementing a variety of response types and on training students to maximize the insights of prior feedback on writing occasions. Another approach of teaching writing effectively is “content-based” approach. It has been previously used in a variety of language learning context for the last few decades. Content-based instruction implies an integration of language learning and content learning while the language is learned within the context of a specific academic subject. In a content-based approach, language class activities are specific to the subject matter being taught and they stimulate students to learn through the use of the target language. According to Stryker and Leaver, content- based approaches enhance students’ motivation and accelerate their ac

form-dominated approach, a process approach, a content-based approach and an English for specific purposes approach. In content-based writing instruction, writing is connected to an academic subject matter and it is considered as a means of teaching the content. Using mind maps to develop writing . Mind maps can be used for a multitude of purposes. This article outlines how they can effectively be used to help support and develop students' writing skills. A mind map, or spider gram, is a strategy for making notes on a topic, prior to writing. It is a structured strategy, which shows the (hierarchical) relationship of ideas, as opposed to an unstructured strategy, such as brainstorming, in which students produce notes at random on paper. Having an organised display of information from t

The mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students' ideas and lend themselves to discussing ideas in groups. We may start by writing the topic on the board. "Why do people start smoking?" The discursive text is useful in highlighting this feature of English, and in raising awareness of the noun phrase, a particularly tricky area for intermediate students. Once the topic has been introduced, we encourage students to close their eyes and think about it for a minute or two, in silence. They then have two minutes in which to note down their ideas. If they do not know a word in English, they can write it in L1 at this stage, as dictionaries or too much teacher intervention tend to halt a

the overall structure, i.e. the order in which to relay the information, and then focus on the precise function each paragraph will have in their final text, as this helps to clarify their writing. This can be done in groups, or as a class with the teacher leading the discussion. However it is carried out, it is important to provide a context and audience. Having an audience in mind helps students to decide which ideas are most important, and also helps students to choose the appropriate style. Students should then begin to write their compositions, working in pairs if they wish. After two paragraphs, they should exchange their compositions, so they become readers of each other's work. This allows for feedback, and possible re- writing. Once they have finished, they should again exchan

individual conferences on student papers and/or the use of tape cas settes as two additional ways to structure teacher feedback. From another point of view, most writing teachers realize that they have many students in one class and they might also be teaching two or more writing classes, so the teacher has a very limited amount of time to provide feedback to any one student. Teachers whose philosophies embrace the value of collaborative learning1 therefore turn to the other students in the class to assist in the feedback process. Other students in the writing class can be taught to provide valuable feedback in the form of peer response, which serves to sharpen their criti cal skills in analyzing written work as well as to increase their ability to analyze their own drafts critically. Oral

less time to complete taped remarks about a paper than it would to put them in writing. All in all, preliminary writing activities such as brainstorming, listing, clustering can be a good facilitators when starting writing. Giving feedback is also one of the necessary post activity task which can help students to understand their mistakes. CHAPTER II. IMPLEMENTATION OF TECHNIQUES IN IMPROVING WRITING SKILLS 2.1. I nteraction patterns in writing classes All classes are mixed ability to one extent or another. Extreme cases, when you have near active level speakers with beginners, can be very challenging for the teacher. In these cases it is important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily 37

what you aim to teach them. For example, the beginners may begin to get a grasp of your classroom language whilst the stronger students may begin to be able to put a new tense into use. Adapting materials for mixed ability classes can take different forms. One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels. In an ideal world where a teacher has all the time in the world to prepare their classes this may be the perfect solution. However, the reality is that this sort of adaptation is extremely time consuming and not many teachers can actually go to this length to adapt materials for mixed level groups. Another problem that can arise with this sort of adaptation is that it can be awkward to give out different texts to different stud

of English or they may learn at very different speeds - for any number of reasons. These are several strategies that a teacher can use to deal with this situation. It is easy for students to get frustrated in a class of mixed ability. Stronger students may feel held back, weaker students may feel pressured. The teacher may feel stressed. The best solution to this is to have an open-class discussion about the classroom situation - to ensure the best for everyone it is better to acknowledge the situation and for everyone to agree how to deal with it. It is probably best to stage and structure the discussion. Needs Analysis. Use a needs analysis to prompt the students to reflect upon their learning style, learning strategies, language needs, learning enjoyment, motivation, language streng

A student contract. Developing with the students, or perhaps writing it yourself, a contract of behaviour for activities is a useful device. 'I will help and support my activity partner.' 'I will participate in group work.' Tell them what you are going to do. If you think your students are not mature enough to carry out this kind of reflection, explain the situation to the class and tell them what strategies you will be using. If students know what to expect, you can hope that they will cooperate. All of the above work could be done in the mother tongue, although I feel it is best done primarily in the target language as it draws attention to the fact that this is a learning language issue. Encourage students to develop an awareness of their own language abilities and learn

2.2. Lesson plan sand activities on the topic Lesson One Topic: People and personality (Personal descriptions) Writing focus: Listing Language focus: Order of adjectives Lesson aims: to break the ice and help students to know each other better; to introduce the way of making a list; Materials: 1. Littlejohn, A., Writing 1, Cambridge University Press 2. Stephens, M., Practice Writing, Longman 41

Lesson duration: 80 min Students’ level: B1 Activit y Objective Procedure Dura tion Mode of interaction Materi als Person al descrip tions to let students to introduce themselves in descriptive way Students should write a few words about themselves on a piece of paper. Teacher gathers everybody’s descriptions and put them together in a pile or envelope. Then teacher chooses one and read it aloud. Students should guess who is described. 15 min Individual , whole class Ex 2, p. 9., Writin g 1 Likes and dislikes to be aware of the right way of making lists Teacher distributes handout 1 and asks students to do the task. Then she asks some students to share their list with the whole class and puts some of the examples on the board. On the way teacher explains the right way of listing things: ke

facts should guess which sentences are true and which are untrue. Then students will write some sentences about themselves using factual examples. Some of the facts should be untrue. Students give their sentences to each other to read. They should guess which are true and which are untrue. ng 1, Ex. 4, p.10) Writing course content to introduce the content of the course and to let students to reflect on their likes and dislikes about writing Teacher gives the list of topics which students will cover in this course. Students divide their notebook into two columns and write examples for each column. I like (writing letters, using complex sentences..) I don’t like (using punctuation marks, making plan…) Teacher puts students in groups of three and students share their list with each other in t

some examples about what they like and what they don’t like in writing and puts these examples on the poster. Teacher tells students that they will refer to this poster (list) at the end of the course to check whether their opinions have been changed. Activity Objective Procedure Durati on Mode of interaction Mate rials Personal description to let students to introduce themselves in descriptive way Students should write a few words about themselves on a piece of paper. Teacher gathers everybody’s descriptions and put them together in a pile or envelope. Then teacher chooses one and read it aloud. Students should guess who is described. 15 min Individual, whole class Ex 2, p. 9., Writ ing 1 Likes and dislikes to be aware of the right way of making lists Teacher distributes handout 1 and ask

list with the whole class and puts some of the examples on the board. On the way teacher explains the right way of listing things: keeping the same form as nouns or gerund, etc., using small letters in the list order, etc. from Ex 2, p 3, Writ ing 1) True and false facts to use facts to describe a person Teacher reads some sentences about the author of the book Writing 1. Students should guess which sentences are true and which are untrue. Then students will write some sentences about themselves using factual examples. Some of the facts should be untrue. Students give their sentences to each other to read. They should guess which are true. 20 min Whole class, Pair work Han dout 2 (Wri ting 1, Ex. 4, p.10) 45

Lesson plan 2 Activity Objective Procedure Duratio n Mode of interac tion Materia s Warming up To lead students to a new topic T elicits a list of festivals that are celebrated in his/her students’ country/countries and complete the exercises as a whole class. If students come from the same country, T gets them to discuss the most popular festival. 10 min Whole class p. 34., Writing 2 Writng a personal letter to let students to get to know how to write a personal letter T asks students to do exercises 1-2 in pairs. As a follow up, T briefly y elicits how Leszek uses friendly and informal Engllish which is similar to spoken English (i.e. it uses contractions, ellipsis and everyday English e.g. catch up 20 min. Indivi dual, Pair work Whole class Hando ut 1 (adapte d from Ex 1-2, p 34- 35, Wr

with things. ) Focus on apostrophe s 1 To review apostrophes T highlights the addition of an o when contracting will not : won’t (Not willn’t) and writes this text onto the board. T asks students to come up one at a time and add an apostrophe in the correct place. As they do this, T elicits the long form of the contracted words. Sundays my birthday, I dont know what my wifes going to buy me for a present. She wont tell me! It was the same last year … she wouldnt tell me then. Shes going shopping tomorrow. I cant wait to look in her bag whn she isn’t looking. 40 min Whole class, Pair work Hando ut 2 (Writin g 2, p.35) 47

Home task To write a personal letter T e asks Ss to write a personal letter to each other. 10 min Indivi dual Lesson Plan 3 Writing e-mail messages Students: Freshman students learning English as a foreign language Course : English Level: B 1 Topic: Summer Vacation Duration: 80 minutes Approach: Content-based Instruction/Brainstorming Materials : Teacher-created slides: a visual resource for clarifying content and developing writing skills Lesson Objectives: -learning about holiday resorts -picking up necessary language from the slides -writing to a tour agent an e-mail asking detailed information about the Maldives Pre-writing stage: Classroom Discussion: The students talk about their favorite holiday resorts. Introducing relevant vocabulary and idioms before writing Note Taking: Students

groups of 3 students (Group work). For the task, the students use their notes taken from the slide show. Post- writing stage: The students were placed in pairs and assigned to play the roles of a tourist and a tourist guide. Student A: A tourist wants to learn about it as much as possible, asks whatever he wants to learn from the tourist guide. Student B: A tourist guide answers the guest’s questions as much as he can. Peer editing and giving feedback Rewarding the best writer Homework: The students write a package tour program to a holiday resort they have chosen individually. Instruction: You are a tour operator and required to write a package tour program to a holiday resort in detail (250-300 words). Write about tour dates, the cost of the tour, transportation and accommodation, the pl

tourist guide. With the post-writing activity, writing was integrated with speaking and the subject matter was reinforced. The students were assigned homework at the end of the class. If we analyze the class, we should point out firstly the students’ motivation during the class. They were highly motivated during the lesson. They spent considerable energy on taking notes, participating in pairs and group works, and writing dialogues, giving additional signs of motivation. The students enjoyed the lesson and participated successfully by taking notes, writing the task and interacting with one another. They did not show any signs of boredom during the lesson. On the contrary, they were very much interested in the topic and undertook the task successfully. They seemed to enjoy the group-work an

ACTIVITIES IN- CLASS WRITING TASKS I. In-class writing task Task: Spend 30 minutes on writing a letter to yourself/ pen-friend describing (up to the teacher to choose who to) your life as a freshman. Write approximately 100 words. Assessment criteria:  Task response (audience, level of formality, number of words)  Organisation (layout, cohesion)  Mechanics (spelling, punctuation)  Variety of vocabulary/structure II. Writing Test – (choose 4 or 5 of the following) 1. Break the text into paragraphs 2. Combine two simple sentences using appropriate conjunctions 3. Distinguish complete sentences from fragments 4. Correct run-on sentences 5. Choose the best linking word 6. Punctuating paragraphs 7. Other Example writing test Example task 1: Each list below contains one general idea and four

b. pollution c. crowds d. disadvantages of cities e. the high cost of housing 3. a. an excellent salary b. a great new job c. health insurance d. flexible hours e. company products for lower prices 4. a. marriage b. children c. good job d. goals for the future e. college degree 5. a. fresh air b. advantages of camping c. beautiful mountains d. away from city crowds e. cheap Example task 2: Read the following paragraph and insert the correct capitalization and marks of punctuation wherever they needed. Valentines day is celebrated on February 14 as a festival of romance and affection. People send their sweethearts greetings cards that ask won’t you be my valentine? Children like to make their own valentines from paper doilies red construction paper bright foils and wa

marriage and pan the god of nature. Young men and women choose partners for the festival by drawing names by chance from a box. After exchanging gifts they often continued to enjoy each others company long after the festival and many were eventually married. In the year 496 the church changed the lupercalia festival of February 15 to saint valentines day on February 14 but the sentimental meaning of the old festival has remained to the present time. According to the book popular antiquities which were written in 1877 people observing this holiday in England as early as 1446. One account tells of young men wearing the names of their ladies on their sleeves for several days. The expression he wears his heart on his sleeve probably came from this custom. In the united states valentines of tha

4. Edit the given paragraph. 5. Identify odd sentence out in the given text that breaks the unity of the paragraph. 7. Other Example task 1: Rearrange the sentences in each set to create a coherent paragraph. Write the letters of the sentences in their new order on the lines given. Then write out the paragraph. 1. a. Second, compare fees for special services, such as stopping checks. b. Always compare several banks before you open a checking account. c. Finally, make sure the bank’s hours are convenient for you. d. First, find out the monthly fee each bank charges. e. Next, see if you will be earning interest on your account. _______ _______ 2. a. Early humans imitated these “natural bridges” by chopping down tall trees and placing them across water. b. It was built of many logs tied toget

c. Another activity I enjoy is going to movies. d. My favorite activity is going on picnics with my family. 2. a. It is close to the border so I can visit Mexico often. b. San Diego is a great place to live. c. The weather is great. CONCLUSION. Teaching students to produce a successful written text is a complex task which requires simultaneous control over a number of language systems as well as an ability to factor in considerations of the ways the discourse must be shaped for a particular audience and a particular purpose. Teaching students to become 55

successful writers is no less a complex task. But it can be a tremendously rewarding one as well. In this research work we have presented some of the issues involved in applying writing activities in teaching the writing class B1 level. As the ability to write well in English language is no doubt even more difficult to achieve than the ability to read, speak, or understand the language, it is not surprising that many students take several years to achieve even a modicum of success. What must be emphasized to teachers in training is the importance of designing activities and shaping classes with a clear understanding of how the acquisition of written skills can be fostered. Our real goal is to gradually wean our students away from us, providing them with strategies and tools for their conti

learning since it helps students establish a good basis in learning other skills such as reading, speaking and listening. We worked out a series of activities for improving students’ writing skills based on “content-based” and “process- oriented” approaches. The activities which we applied teach students mostly writing through process and content based making them be more motivated in writing. We tried to vary writing tasks, make them more creative and we came to a conclusion that students love writing because of interesting tasks. We both benefit : students because learning to write is enjoyable for them , teachers benefit because they feel the need to improvise , to make writing more attractive to students and think of and look for more creative tasks. We came to a conclusion that in ord

with opportunities for practice, and given focused feedback on their performance. We can also plan lessons which integrate work on language with work on writing skills. In such cases, it is important for us to be clear about the aims/focus of different stages in the lesson.In order to be able to select and use appropriate procedures and materials, as well as assess their learners needs and progress, teachers need to be clear regarding the desirable outcomes of a writing program and the processes involved in good writing. To sum up our ideas, if teachers are eager to be more creative and innovative, they can find various activities to improve writing skills but they should take into consideration the following facts: 1) to create tasks in accordance with students level of English (B1) and i

THE LIST OF USED LITERATURE 1) Karimov I. A. O’ zbekiston XXI asr bo’sag’asida: xavfsizlikka tahdid, barqarorlik shartlari va taraqqiyot kafolatlari , Т oshkent: O’zbekiston. -10 b. 2) O’zbekiston Respublikasi qonun hujjatlari to’plami, 2013 y., 20-son, 251- modda. 3) Abbott G. D. McKeating. J. Greenwood, and P. Wingard. The teaching of English as an international language.1981. P.29-30 4) Arnold Jane. Affect in Language Learning. Cambridge: Cambridge University Press. 1999. - P.56. P. 234 59

5) Boden. M.The Creative Mind. London: Abacus, 1998 6) Burkland and Grimm, Motivating through responding. Journal of Teaching writing.5(2), 1986. P.5 7) CarterRonald. Language and Creativity: the art of common talk. London: Routledge. 2004. P.58-60 8) Cook, Guy. Language Play: Language Learning. Oxford: Oxford University Press. 2000. P.39 9) Day, Richard and Julian Bamford. Extensive reading in the Second Language Classroom. Cambridge: Cambridge University Press 1998 10) Dornyei, Zoltan. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. 2001 11) ElbowP. Writing without teachers. New York: Oxford University Press. Pp. 67-69. 12) Gardner, Howard. Frames of Mind. London: Paladin Books. 1985 13) Graham.S. Approaches to process writing. British Council Te

21) Spack.R. Invention strategies and the ESL composition. TESOL Quarterly, 19(4), 703-725 22) Tomlinson, Brian. Seeing what they mean: helping L2 learners to visualise. Materials Development in Language Teaching. Cambridge: Cambridge University Press. 1998. 265-78.. 23) Tannen Deborah.Talking Voices: Repetition, dialogue, and imagery in conversational discourse. Cambridge: Cambridge University Press.1989 24) 24) Ron White and Valerie Arndt. “Process Writing”. Cambridge Press. 2006. 25) Wilga Rivers. Teaching foreign language skills. 2nd ed. Chicago, Il. University of Chicago Press. 2008. P. 40 26) www.learnenglish.com 27) www.teachenglish.com 61

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