PRODUCTIVE SKILLS:

SPEAKING / WRITING

To improve these skills, teacher provides tasks to develop sub-skills.

The tasks to develop sub-skills of speaking and writing (productive skills) are often similar.

SPEAKING:

Teacher should provide a wide range of speaking activities in order to practice and develop the sub-skills above.

When planning an activity, the teacher should first think about what the aim is. If it’s a controlled practice (with focus on particular language), semi-controlled (with focus on particular language but more free), authentic practice ( real-life practice with no particular language focus).

· Controlled Practice.

Teacher provides ss with speaking activity, monitors, then takes note of errors for language focus later on in the class. Teacher can also correct as errors occur, depending on the aim of the class.

Activities:

· Role play or assimilation with target language provided.

· Picture prompts with target language provided.

· Drilling.

· Find someone who ...

· Semi-controlled (freer) Practice.

Activities:

· Picture prompts.

· Map and asking for and giving directions.

· Authentic Practice.

Teacher provides ss with a speaking activity, monitors, takes notes of errors and perhaps has a language focus later on in the class. This type of speaking practice is often used for diagnostic purposes. For non diagnostic speaking practice teacher monitors and correct as errors occur, focus is on successful completion of task.

Activities:

· Provide ss with a topic/photograph and encourage them to talk without a grammar or language main focus.

· We often try to make role plays/assimilation as authentic as possible by focusing on successful communication rather than target language focus.

· Exchanging everyday conversation with ss provide excellent authentic practice.