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Productive skills include writing & speaking. Though being different, they have the same purpose: to communicate. Writing is the most neglected skill in the TEFL, often given as a homework task, which is usually not done, and thus, not developed...It shouldn't be ignored. Writing requires more degree of accuracy, whereas speaking is more about fluency. A teacher must create in students need and desire to communicate. If students don't see the point in doing something, they're far less likely to want to participate.. Accuracy is the part of a study phase, focused on producing correct& controlled language; while fluency is included into an activate phase, which allows to experiment (it's more about effectiveness & flow of communication, rather than accuracy concentrated...) Both aspects are equally important. They are just different stages of a lesson. A teacher should check whether a student can understand and use the language in a controlled was BEFORE being expected to try to use it creatively in a fluency activity. Regarding speaking activities, they can be controlled, guided, and fluency based. To encourage students' communication, there are some useful techniques, like pair / group work, purposefule activities, changing classroom dynamic, more controlled and guided practicing before fluency tasks, giving time for thinking. In Unit 12 a typical free/ creative speaking activity lesson was given as a sample, with the engage, study, and activate phases. Also guidelines for creative /free speaking activities were discussed (before, during, and after the activity) At a feedbakc stage a teacher is to focus on what students were able to do rather than on what they couldn't. As per mistakes, only recurrent errors in Grammar, pronunciation, and vocabulary are to be discussed; some individuals should be given advise in private. Common classroom mistakes can be mentioned. Writing differs from speaking in many ways (e.g.: there are less contacted forms, the vocabulary is more formal, spealling, handwriting, and punctuation are very important). Handwriting can be a major challenge, if alphabetical systems are absolutely different. A teacher shoudl always encourage students to improve it. Incorrect spelling leads not only to misunderstanding, but can also reflect a lack of education... A teacher should draw students' attention to BrE / AmE, a new 'slang' spelling which has emerged through teh internet and e-mail; explain layouts and punctuation. Improvement can be achieved through extensive reading. Students need to be exposed to and be given a chance to practice with many different styles. If a student has no desire, encourage; if no need- engage, provide him/her with a sense of pride. There is nothing to stop a teacher putting students into pairs ot groups for creative writing where the input of ideas from different sources may be necessary and quite helpful. A typical creative writing activity lesson was given as an example. I liked the idea of bubbles in cartoons, with the final goal to produce their own stories. What I found new for myself, were the classromm games. There are 2 types of them: competitives & co-operative. In my country we never play such kinds of games. I found all mentioned in the unit. And I am thankful for the links.
