Teach English in Yayou Zhen - Xiangxi Tujiazu Miaozu Zizhizho

SUMMATIVE TASK ON TEACHING PRODUCTIVE SKILLS PRESENTED BY ERONDU CHIBUEZE SUBMITTED TO INTERNATIONAL TEFL AND TOSEL CERTIFICATE ADMINISTRATION IN PARTIAL FULFILMENT OF THE REQUIRED INTERNATIONAL TEFL AND TOSEL CERTIFICATE 60 HR WITH OUT TUTOR ABSTRACT AS a global Medium of communication the importance of English has Increased a lot in the present social, political and commercial contexts .With the advancement of information Technology in various spheres of society. Teaching and learning English Except for the native language is important for communication purposes to cope with the growing local, National and international demands for English skills, From the introduction ,why the productive skills are important ,problem statement, purpose of study ,significant of study, literature review, communication language ,four skills of language, importance of language skills, Receptive and productive skills ,speaking Activities in a class room ,Types of speaking Activities ,Accuracy and fluency ,correcting mistakes ,writing skills, ,Teaching spelling ,Teaching punctuation , guide line for free/creative speaking activity, before lesson ,during the activity ,after the activity, conclusion, TABLE OF CONTENT CHAPTER 1 Introduction 1.1 Background 1.2 Why productive skills are important 1.3 Problem statement 1.4 Purpose of study 1.5 Significant of study CHAPTER 2 Literature Review 2.1 Communication Language 2.2 Four skills of Language 2.3 Importance of Language skills 2.4 Receptive And Productive skills 2.5 Speaking Activities in a classroom 2.6.1. Types of speaking Activities 2.6.2 Accuracy And Fluency 2.6.3 Correcting Mistakes 2.6.4 Writing skills 2.6.5 Teaching spelling 2.6.6 Teaching punctuation CHAPTER 3 GUIDE LINE FOR FREE/CREATIVE SPEAKING ACTIVITY 3.1 BEFORE LESSON 3.2 DURING ACTIVITY 3.3 AFTER ACTIVITY 3.4 CONCLUSIONS Introduction 1.1 Background Language has been a tool for communication for centuries. It is the way to interact with people to regulate their social behaviour,Language is widely used as tools, in this case, communication is the process of sharing information. The process of learning English is slow and progressive and it could be interpreted as a series of challenges to face, This process consist of the development of certain skills ,According to the common frame work , These are divided in to productive and Receptive .Receptive skills comprises of Reading and Listening ,They are important because they allow learners to understand contents ,textbook ,work or documents ,productive skills consist of speaking and writing ,they are important because they permit learners to perform in communication Aspects such as oral presentation ,written studies and report among others. 1.2 WHY PRODUCTIVE SKILLS ARE IMPORTANT Speaking and writing skills are called productive skills .They are crucial as they give student opportunity to practice real life activities in the class room. These two skills can be used as a barometer to check how much the learners have learned . . Teaching speaking is vital unless some one is learning English purely for Accademic reasons And does not intend to communicate in English which is quite rare. Teaching writing is important because written communication is basic life skills. student may need to take notes, fill forms ,write reports letters and stories as the case may be. 1.3 PROBLEM STATEMENT The study of English in basics levels e.g ix – x should help to extents students control of the basic language skills i.e listening ,speaking, reading, and writing.it also helps to equipped the students to use this skills in real life situations out side the class room. There flaws regarding to the techniques of teaching those productive skills to the learners,since after SSC ,many students would go up to further studies which will involved extensive use of English In this case, speaking and writing skills should be given greater attention at secondary level for development and progress. 1.4 PURPOSE OF STUDY This area of study,states the challenges and possible solutions on implementing techniques of speaking and writing skills in English at SSC level ,At the secondary level, reluctance is shown for the implementation of speaking and writing skills on English course ,present study attempt to find out effective implementation of appropriate techniques for teaching speaking and writing at ssc is vital. 1.5 SIGNIFICANCE OF STUDY Teaching productive skills is important because, it helps to encourage students to speak, As many student that seems reluctant to speak in class room, it Also teach them techniques to encourage interactions such as pair work group work. CHAPTER 2 Literature Review 2.1 Communication Language Communication between people is very complex and ever changing thing.But there are generization that we can make which have particular relevance for Teaching and learning of Languages .In communication skills ,creative communication is highly needed which is fluency based activities ,it can be created by the teacher but the content of the language isn,t. 2.2 Four skills of Language Are productive skills and receptive skills which comprises of speaking and writing and Reading and listening skills ,Reading and Listening are simply matters for the eyes and eyes but Also a matter of using our mind to literally understands words and process them in prexistent knowledge to gain true understanding. speaking and writing are substantially different in many ways ,they both are used for same purpose to communicate. When speaking any misunderstanding can be cleared up on the spot,where as this not possible with writing. 2.3 Importance of Language skills It is true to say that most students prefer to focus on their speaking skills but that doesn,t mean that writing should be ignored . in many ways writing are difficult skills requiring a greater degree of accuracy , When speaking any misunderstanding can be cleared up on the spot,where as this not possible with writing.speaking required greater degree of fluency. 2.4 Receptive And Productive skills Productive skills involves speaking and writing while receptive skills involves reading and listening ,All are equal important ,it is true that most students prefer to focus. during Receptive skills Readers and listeners employ a number of specialist skills when reading and listening and their understanding of the context will depend on their expertise in this areas ,predictive skills,specific information-scanning, General idea –skimming, detailed information, deduction from context, During productive skills there are techniques to encourage interactions i.e pain work ,Group work,plenty of controlled and guided practice before fluency activities make speaking activities purposeful ,change the classroom dynamics,careful planning. 2.5 Speaking Activities in Class Room In this case, we have 1. Controlled Activities- Accuracy based activities ,language is controlled by the teacher. (a) Drilling( choral and individual listening to and repetition of the teachers model of pronunciation) you should always try to use 3 by 3 drill (b) prompting,pre planned questions and answers but little more creative productive. 2. guided Activities ,in this case Accuracy based little but more creative and productive, the out put is still controlled by the teacher but the exact language isn,t. (a) model dialogue (b) guided role play 3. creative communication- fluency based activities, This scenario is usually created by the teacher but the context of the language isn,t. (a) free role play (b) discussion (c) information gap (d) debates (e) simulations (F) communication game 2.6.1 TYPES OF SPEAKING ACTIVITIES Speaking activities are controlled activities which is accuracy based activities and the language is controlled by the teacher. Guided activities it is accuracy based but little more creative and productive ,but the out put is controlled by the teacher but the exact language isn,t. Creative communication- fluency based activities ,it is created by the teacher but content of the language isn,t. 2.6.2 ACCURACY AND FLUENCY. Accuracy Activities (usually part of the study phase)are concentracted on producing correct language, they are usually controlled to ensure accurate reproduction of language and fluency activities(usually part of the activate phase) are concentracted on allowing the student to experiment and be creative with the language, accuracy and fluency are equal important. 2.6.3. CORRECTING MISTAKES During mistakes corrections, writing words can be collected, The most effective way of correcting a written work is by using codes in the margin or the body of the writing. this makes correction neater lesser threatening and gives the students a chance to correct their own work, codes can be used to refer the issues such as tense, spelling ,and word order ,In correcting mistakes, we have mistakes techniques, this can be taught of a slip of tongue or the pen in teaching EFL ,it is usual to distinguish between mistakes and error, different types of correction ,self correction,student to student correction and teacher to student correction 2.6.4 WRITING SKILLS In writing skills ,written text has a quite number of differences which separate it from speaking, not only differences in grammar ,e.g usuage of contracted form in speaking are not applied in writing, vocabulary ,it usually more formal in written English ,Also in spelling ,handwriting ,layout punctuations. In English Teaching spelling is made very difficult by the fact that many words that are pronounced the same are written differently and some words are written the same but pronounced differently, Incorrect spelling can not only create misunderstanding but can often be perceived by the reader to reflect the lack of education. A single sound English word may be written in mi many different ways because English is not a phonetic language 2.6.6 TEACHING PUNCTUATION In this area ,some language have completely different punctuation and some have none at all.some languages write from right to left, In teaching punctuation it can present students with major problems if the rules of the first language are significantly different from those of English ,it helps students learn different layout of writing they need to exposed to and be given the chance to practice with many different styles. CHAPTER 3 GUIDELINES FOR FREE/ CREATIVE SPEAKING ACTIVITY 3.1 BEFORE LESSON 1. Decide on your aims: what you want to do and why. 2. Try to predict what the students will bring to the activity and any about ,are you capable of doing the activity successful .do they have the necessary language ,will the student find the activity interesting ,useful, fun, 3.work out how long the activity will take and tailor it to the time available. 4.prepare any necessary materials 5.work out your instructions. 3.2 DURING THE ACTIVITY 1. Arouse the students interest through visual a short lead in talk ,newspaper headline etc. 2.you may want to remind students of any structures or vocabulary that might be useful. 3.set up the activity so that the students know the aims of the activity and what they are to do ,giving clear instructions and checking that they have understood. 4.make sure the student have a enough time to prepare perhaps in pairs or groups before asking them to tackle the main activity. 5. monitor the activity 6. Evaluate the activity and students performance. 3.3 AFTER ACTIVITY 1 .Indicate how well the class communicated, comments on how fluent each was,how well they argued as a group. 2. some times you might want to record the activity on Audio or video cassette and play it back for discussion. 3 .Note down glaring recurrent errors in grammar , pronunciation and use of vocabulary. individual mistakes might be discussed in private with student concerned and you might recommend suitable remedial work to do at home. 3.4 CONCLUSION It is well known that productive skills comprises of speaking and writing ,it plays a major role in English .it is a vital part of communication