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tech approach the best way to help students succeed? Questions like these are food for thought for
educators around the world, in part because they inspire constant reflection on how to make a significant
difference in the lives of their students.
REFERENCES:
1.
https://www.powerschool.com/blog/pedagogy-in-education-more-than-just-a-buzzword
2.
https://www.iitms.co.in/blog/importance-of-pedagogy-in-teaching-and-learning-process.html
3.
NIU
Center
for
Innovative
Teaching
and
https://www.niu.edu/citl/resources/guides/instructional-guide/gardners-theory-of-multiple-
4.
―Pedagogical Methods in the Teaching and Learning Processes at Different Levels of Education‖,
Radhika Kapur, University of Delhi
5.
―Teachers‘ Pedagogical Knowledge and the Teaching Profession‖, Sonia Guerriero, PhD
Teaching Approaches, Methods, and Techniques- Enamul Hoque, International Conference on
Language education and Research, 2016
TEACHING WRITING ESSAY TO INTERMEDIATE LEVEL LEARNERS
Seytnazarova Sh.
MA student, NSPI named after Ajiniyaz, Nukus, Uzbekistan
An essay is a piece of writing that methodically analyses and evaluates a topic or issue.
Fundamentally, an essay is designed to get your academic opinion on a particular matter.
The word essay derives from the French infinitive essayer, "to try" or "to attempt". In English
essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel
de Montaigne (1533–1592) was the first author to describe his work as essays; he used the term to
characterize these as "attempts" to put his thoughts into writing, and his essays grew out of his
commonplacing.
Below are brief summaries of each of the ten steps to writing an essay. Select the links for more
info on any particular step, or use the blue navigation bar on the left to proceed through the writing steps.
How To Write an Essay can be viewed sequentially, as if going through ten sequential steps in an essay
writing process, or can be explored by individual topic.
1. Research: Begin the essay writing process by researching your topic, making yourself an
expert. Utilize the internet, the academic databases, and the library. Take notes and immerse yourself in
the words of great thinkers.
2. Analysis: Now that you have a good knowledge base, start analyzing the arguments of the
essays you're reading. Clearly define the claims, write out the reasons, the evidence. Look for weaknesses
of logic, and also strengths. Learning how to write an essay begins by learning how to analyze essays
written by others.
3. Brainstorming: Your essay will require insight of your own, genuine essay-writing brilliance.
Ask yourself a dozen questions and answer them. Meditate with a pen in your hand. Take walks and think
and think until you come up with original insights to write about.
4. Thesis: Pick your best idea and pin it down in a clear assertion that you can write your entire
essay around. Your thesis is your main point, summed up in a concise sentence that lets the reader know
where you're going, and why. It's practically impossible to write a good essay without a clear thesis.
5. Outline: Sketch out your essay before straightway writing it out. Use one-line sentences to
describe paragraphs, and bullet points to describe what each paragraph will contain. Play with the essay's
order. Map out the structure of your argument, and make sure each paragraph is unified.
6. Introduction: Now sit down and write the essay. The introduction should grab the reader's
attention, set up the issue, and lead in to your thesis. Your intro is merely a buildup of the issue, a stage of
bringing your reader into the essay's argument.
(Note: The title and first paragraph are probably the most important elements in your essay. This
is an essay-writing point that doesn't always sink in within the context of the classroom. In the first
paragraph you either hook the reader's interest or lose it. Of course your teacher, who's getting paid to
teach you how to write an essay, will read the essay you've written regardless, but in the real world,
readers make up their minds about whether or not to read your essay by glancing at the title alone.)
7. Paragraphs: Each individual paragraph should be focused on a single idea that supports your
thesis. Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas
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in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of
you. In other words, instead of writing the essay, try talking the essay.
8. Conclusion: Gracefully exit your essay by making a quick wrap-up sentence, and then end on
some memorable thought, perhaps a quotation, or an interesting twist of logic, or some call to action. Is
there something you want the reader to walk away and do? Let him or her know exactly what.
9. MLA Style: Format your essay according to the correct guidelines for citation. All borrowed
ideas and quotations should be correctly cited in the div of your text, followed up with a Works Cited
(references) page listing the details of your sources.
10. Language: You're not done writing your essay until you've polished your language by correcting the
grammar, making sentences flow, incoperating rhythm, emphasis, adjusting the formality, giving it a
level-headed tone, and making other intuitive edits. Proofread until it reads just how you want it to sound.
To sum up, teaching students to produce a successful essay 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
successful writers is no less a complex task. But it can be a tremendously rewarding one as well.
REFERENCES
:
1.
Clause B.F. Transitions: from Reading to Writing. –New York: McGraw-Hill Inc., 1994. –461 p.
2.
Krashen. S. D. Writing: Research, theory, and applications. New York. Pergamon. 1984
3.
Prokhorova N. Writing an Essay. // First English №11, 2009
THE SIGNIFICANCE OF TECHNOLOGY IN TEACHING L2
Shamuratov J.U.
trainee teacher, English Language and Literature Department,
KarSU named after Berdakh, Nukus, Uzbekistan
Alimbaev
M.A.
trainee teacher, English Philology Department,
KarSU named after Berdakh, Nukus, Uzbekistan
Annotation:
The importance of technology in teaching English classroom. Technologies that support
learners to develop their not only their IT skills, but also communicative language skills.
Keywords:
Kahoot, Flipgrid, Padlet, Pickerwheel, Testmoz, technology, L2.
Teaching a second language is considerable and vital process in education system with its crucial
and effective features such as methods, authentic materials, approaches, updated technologies, appropriate
syllabus with lesson plans. While learning a second language process, learners can develop not only their
grammar, vocabulary, and integrated language skills, but also comprehend the main features of the target
language, its cultural, social norms, and comparing them to their L1. Furthermore, the major and essential
aspects are increasing learners‘ quality of knowledge with authentic and real-life materials during the
lesson, and improving their technological ability through using technologies in learning a second
language lessons. In our modern world, information technology is coming to every sphere of professions
and in education system and supporting them to become more effective and productive with the help of
humanity. According to Schmidt (1995), there can be learning without intention, but there can be no
learning without attention. Teachers should create positive environment to the learners, motivate them in
order to affect their learning, and cognitive process, draw their attention to the lesson through using
multimedia, and expose learners to as much of the language as possible through utilizing student-centered
approach in class. According to Alshehri and Hetherington (2017), importance of learning atmosphere in
class and influence on second language motivation to students by the role of teachers. The main and
effective features of teaching a second language such as creating, designing, and developing curriculum,
syllabus, lesson plans with authentic materials for appropriate level of learners, practicing language
testing and assessing students‘ knowledge based on target criteria. Furthermore, illustrating the history
and policy of L2, integrating grammar into skill-based lessons, teaching English for academic and
specific purposes, and especially, designing and developing materials for L2 classrooms are considered
crucial aspects of teaching a second language. Crawford Camiciottoli (2007) mentioned about teaching
skills, practices, support critical thinking and inspire a positive attitude towards learning. This teaching
portfolio is consisted of three significant lesson plans, which support learners to increase their integrated
language skills through completing the authentic, reliable, practical activities, tasks with the help of
technologies and traditional way in and out of the classroom. According to Selim (2007), users who are
