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In order to produce language we use our productive skills, which are speaking and writing. Mastering them requires effort, concentration, regular practice. When dealing with speaking teachers have take some factors into consideration: motivation for speaking, accuracy, fluency, the kind of activities used in class. It is the teacher?s task to select topics and activities pertaining to the students? interests so that they have the desire to speak, to communicate. When evaluating the students? spoken production of language the teacher should be concerned with both fluency and accuracy, but at different stages of the lesson. Therefore, if the focus is on fluency, the teacher should not make any corrections, but only encourage and support students to speak. It is particularly important not to make any corrections when students feel intimidated to speak in public, or they are afraid they might make mistakes. On the other hand, if the accent lies on accuracy, then correction is needed, but it will be subtle and not critical. It is the teacher?s duty to design activities that engage students and keep them interested and active. Controlled activities (especially drilling), guided activities (model dialogues, guided role-play), creative communication (discussions, debates, inquiries to fill up a form, role play). Writing is different from speaking, as it is stricter than speaking. If, in speaking we can make some errors and have them overlooked, the written production of language usually obeys some rules that apply to spelling, organization of the text, style(formal, informal), punctuation.
