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This unit covered the productive skills: speaking and writing. Using productive skills are very important in language. As a teacher, one must try to meet one of the requirements that will cause students to need to use productive skills, otherwise it would be very difficult to get them to do so. In order for anyone to use a productive skill, one must have some purpose for doing so, the must be interested in the topic, and/or that would like to speak or listen. There are many ways that a teacher would try to give students a purpose to use their productive skills. Depending on the phase of the lesson, a teacher may use different ways to elicit speaking and writing. Speaking is a very important part of learning a language. Most students study a language in order to be able to speak it. Therefore, a teacher must provide the students a comfortable environment, interesting topics, and learning opportunities to the students in order to elicit the most productive use of skills. Speaking can often be encouraged by controlling and practicing before letting the students engage in group work. Students are more likely to speak in smaller groups rather than in front of the entire class. Dialogues and role plays are good ways for the teacher to have some guidance and give the students a purpose
without stifling creativity. Depending on the learning phase, or the level of the students, a teacher may choose to focus on either accuracy or fluency. Accuracy is usually a study phase focus, as it consists of teaching the students the correct vocabulary, pronunciation, and usage of words. Fluency is focused on during the activate stage, because it consists of the flow of conversation and the ease of use rather than the syntax. The other productive skill is writing. Although it is often downplayed because it takes time away from speaking, writing is just as important as speaking for the learning of a language. While the motivations and reasons for writing can be similar to speaking, writing presents new challenges, such as spelling, punctuation, and the layout of the work. While these things are not as important as the vocabulary and sentence structure, a weak grasp of these things can have a negative effect on a work of writing. If one cannot read or follow what is being written, it is useless. Most writing is done individually, but creative writing topics can be discussed in groups. Games are a good way to engage and activate students of all ages. It gives a comfort and a desire to use topics recently learned with less fear and greater reward. Many games can be adapted to be
used in a language learning setting.
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