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Unit 12 talks about teaching productive skills, which are speaking and writing. Both of them are used for communication between individuals and groups. Speaking requires the speaker to be fluent as he/she has very little time to think before saying something. In writing, he/she has plenty of time to think about the way to present your idea, but a great degree of accuracy is required as the writer should be able to get his/her ideas through to the reader. People communicate through writing or speaking for the following reasons: they have some communicative purpose, they want to say or listen to something, they are interested in what is being said. The teacher needs to keep these reasons in mind when preparing a communicative task in order for it to be effective. Students are not necessarily interested in writing an essay, for example, so the teacher should try to get them interested. There are two types of activities used to teach speaking and writing, accuracy and fluency activities. Accuracy activities are usually used in Study phase of the lesson and pay a lot of attention to using the correct language. Most of them are teacher-controlled tasks. Fluency activities are mostly used in Activate stage and let the students be creative with the language (with accuracy being of less importance
here). Both types of tasks are important – accuracy activities check if the student understood and used the language correctly, fluency activities make sure the language is used in a creative way. Speaking activities used in the classroom can be divided into three groups according to teacher’s involvement in them: ~ Controlled activities (based on accuracy) include drills and prompting with questions. ~ Guided activities (based on accuracy, but involve some creativity. They are called ‘guided’ because the result of the activity is still controlled by the teacher) examples are dialogues and guided role-play. ~ Creative communication (fully fluency based) includes free role-play, discussions, debates, and information gaps activities (where different students have different pieces of information, they need to share in order to complete the task). Sometimes students are reluctant to talk in class. Possible reasons can be their lack of confidence or peer pressure, fear of making mistakes or lack of interest in a topic of discussion, even cultural reasons. The teacher should do his/her best to create a comfortable atmosphere in class. Many students feel better working in pairs or groups rather than talking in front of the whole class, so the teacher should create more opportunities
for group and pair work. More controlled and guided activities can prepare the students to switching to fluency activities. Giving your students more time to think about what they are going to say can help avoid them making mistakes and feel more confident. As for teaching writing skills, we need to understand that written text is in many ways different from our speech. There are differences in grammar (e.g. using full forms instead of contracted forms), vocabulary (usually, language in writing is more formal), spelling, handwriting, layout and punctuation. Spelling mistakes can create a negative impression of a writer as an uneducated person. It can also cause misunderstanding, as the English language has a wide number of homophones (words that sound the same but spelled differently) and there are certain differences between British and American English. Extensive reading can be one of the ways to deal with the problem. Poor handwriting can give a negative impression to a reader, too. To improve the layout of their writing piece, the student should be exposed to many different styles of texts and should be given time to practice them. The students, of course, should be interested in what they are writing about, and creative writing can help with that. They can even work in pairs
and groups working on composing poetry or plays. One last thing mentioned in the unit is that using games is an important part of teaching productive skills. We can define a game as an entertaining activity with certain rules and a goal to achieve. All games can be divided into competitive and co-operative (for the first kind, the first who finishes an activity is the winner, for the second type, cooperation matters). Such old games as tic-tac-toe, hangman, and twister – they all can be adapted for teaching ESL students.", In my opinion this was so far the easiest unit. I really enjoyed this unit because I felt that I had a good grasp and understanding of the content. I feel that I got through everything quite quickly an easily and hopefully I did well in the test too. Overall great unit and I feel that I have learned something more., This unit takes a close look at productive skills-speaking and writing skills. Just like the previous unit
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