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Unit 12 covered teaching the productive skills of speaking and writing. Writing is often a neglected skill; in part because teachers may have a tendency to avoid what they might consider \"down time\" or \"quiet time.\" Teachers may give writing assignments as part of student homework, which may or may not be completed by the student. When teachers create a communicative activity they need to create interest and understand their students' motivations and desires for learning the language. There are two types of activities, accuracy-based and fluency-based. Accuracy-based activities are more controlled or guided and the fluency-based activities are meant to allow for more creativity. In any kind of activity, the students need to feel comfortable with speaking. The teacher needs to foster a comfortable, trusting environment so that they can help students overcome any barriers they may have to speaking. Some techniques teachers can use are: pair-work, group-work, carefully plan the activity, give the students time to think before speaking, and make the activities purposeful. Teaching writing skills has its own set of issues to consider: differences in grammar, vocabulary, spelling,, handwriting,layout and punctuation. It's important to help the students have as good of handwriting skills as possible in order to ensure effective communication. A poorly-written communication may be misconstrued or not understood at all. Games are activities that not only children enjoy. Teenagers and adults can find value in having a little fun while they learn, too. There are many games, both competitive and cooperative, which can be tailored for each specific group, keeping in mind the general age of the group, culture, mood, and style of the students.
