Republic of the Philippines
City of Taguig
Taguig City University
Gen. Santos Avenue, Central Bicutan, Taguig City
COLLEGE OF EDUCATION
Name: Edwin S. Pecayo Jr.
Course/Major: BSE-English A41
Subject Code: Eng Major 12
Professor: Jocelyn M. Edillo
LANGUAGE AND LITERACY ASSESSMENT
Lesson III
III: TESTING THE PRODUCTIVE SKILLS
PRODUCTIVE SKILLS
Speaking and writing skills are called productive skills.
They are crucial as they give students the opportunity to practice real-life
activities in the classroom.
These two skills can be used as a 'barometer' to check how much the learners
have learned.
WHY IS IT IMPORTANT TO TEACH THESE PRODUCTIVE SKILLS?
Teaching speaking is vital for it develop a real sense of progress among learners
and boosts their confidence.
Teaching writing is important because written communication is a basic life skill.
Writing is an effective way of reinforcing what they have already been studying,
and they benefit greatly from seeing new or unfamiliar language in written form.
WHAT IS SPEAKING?
It is the action of conveying information or expressing one's thoughts and
feelings in spoken language.
to express thoughts, opinions, or feelings orally (Merriam Webster)
TEACHING SPEAKING SKILLS
The following are suggestions from different authors in teaching speaking:
a. Form-focused Speaking
It is an approach to language education in which learners are made
aware of the grammatical form of language feature that they are already
able to use communicatively. (Wikipedia)
It is suitable for beginners.
a. Meaning-focused Speaking
It is that stage of speaking where the focus is on the message being
communicated.
WHY ARE ACTIVITIES PROVIDED IN TEACHING SPEAKING?
There are three basic reasons why teachers should provide students with activities:
1. Rehearsal – to organize.
Example: A role-play for students in a shop or an airport offers them an
opportunity to rehearse a real-life event and the students get the feeling of what
is the communication in a foreign language like.
2. Feedback
Having students to present what they know, that means, to use all the language
they have learnt provides feedback for the teacher as well as for the students.
The teachers can see what the students are doing well and what is needed to
be improved.
1. Engagement
All speaking activities are highly motivating, and the students find those
interesting to work on and to participate fully.
TYPES OF SPEAKING ACTIVITIES
1. Role Play
Students can pretend they are in various social contexts and have a
variety of social roles. In role-play activities, the teacher gives information
to the learners such as who they are and what they think or feel.
1. Brainstorming
On a given topic, students can produce ideas in a limited time. Depending
on the context, either individual or group brainstorming is effective, and
learners generate ideas quickly and freely.
The good characteristics of brainstorming is that the students are not
criticize for their ideas so
students will be open to sharing new ideas.
1. Storytelling
Students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates.
Story telling fosters creative thinking. It also helps students’ express ideas
in the format of beginning, development, and ending, including the
characters, and setting a story must have. Students also can tell riddles or
jokes.
1. Interviews
Students can conduct interviews on selected topics with various people. It
is a good idea that the teacher provides a rubric to students so that they
know what type of questions they can ask or what path to follow, but
students should prepare their own interview questions.
1. Reporting
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the
most interesting news.
Students can also talk about whether they have experienced anything
worth telling their friends in their daily lives before class.
WHAT IS WRITING?
It is a medium of human communication that represents language and emotion
with signs and symbols. (Wikipedia)
Pertains to the activity or skill of marking coherent words on paper and
composing text.
ASPECTS OF EFFECTIVE WRITING
Before looking at how to teach writing skills, aspects of effective writing should be
considered. Correctness and accuracy are needed in the following areas.
1. Grammar
Grammar is important for writing. In writing every grammar error stands out,
which is why it is important to know the rules.
1. Vocabulary
Being able to choose the most accurate words to express your thoughts in
writing is the key to being understood.
1. Spelling
There are few spelling rules in English, and the connection between how a
word is spell and how it is pronounced is less clear-cut than in many other
languages. Our students need to learn the spelling of each word.
1. Punctuation
This helps us understand written text the way intonation helps us understand
another person’s speech.
1. Layout
Students must be made aware of the conventions of certain forms of writing,
for example, informal letters, formal letters, poems, scientific reports, diaries,
faxes, notes, and postcards.
1. Linking
Learners must consider linking ideas and information across sentences and
paragraphs to develop a topic or argument.
1. Style
Appropriate styles should be taught to the students. For example, our written
English on a postcard to a friend is completely different from a letter to a
government office asking for information.
TYPES OF WRITING ACTIVITIES
1. Letters
Students can write to make complaints, thank, ask for and give
information or advice or prepare job applications.
1. Creative
Writing You can use pictures or begin a story and ask students to finish it.
Or you can use a personal situation where the student was happy, sad,
surprised, shocked, etc.
1. Diary
Ask your students to keep a diary.
1. Discursive essays
Students need to present an argument, state points for and against in a
logical way, and write a conclusive paragraph.
1. Dictation
A dictation can have a calming effect on young learners. It is also useful
for teachers who have limited resources and need to dictate a text for a
reading skills lesson.
APPROACHES TO TEACHING WRITING
a. PRODUCT-ORIENTED APPROACH
The concern of this approach is on the correctness of final products of
writing.
The product-oriented approach to the teaching of writing focuses more on the
linguistic knowledge, such as the appropriate use of vocabulary, grammar,
and language devices.
FOUR STAGES OF LEARNING WRITING UNDER PRODUCT-
ORIENTED APPROACH
1. Familiarization
2. Controlled writing
3. Guided writing
4. Free writing
a. PROCESS-ORIENTED APPROACH
This approach concerns more on the process of how the students develop
ideas and formulate them into effective writing works.
Students are the language creators in which they are given chances to
experience the process of writing, try to organize and express their ideas
clearly.
ROLES OF TEACHER IN WRITING
Teachers are required to have various strategies and great interest when they
are teaching writing to the students.
The success of students in learning writing is also determine by the teacher’s
performance in helping them learn writing.
In the process of teaching writing, the teacher must help the students to
understand and learn how to write effectively, give clear explanations and
instructions, and guide the students in each step of the writing process.
Tasks that the teachers must perform before, during, and after the process
of writing (Harmer, 2004)
a. Demonstrating
b. Motivating and Provoking
c. Supporting
d. Responding
e. Evaluating
REFERENCE
Mohammed Iqram Hossain, “Teaching Productive Skills to the Students: A Secondary
Level Scenario”, http://dspace.bracu.ac.bd:8080/xmlui/bitstream/handle/10361/7671/
11263001_ENH.pdf?sequence=1 Hayriye Kayi, “Teaching Speaking: Activities to
Promote Sp eaking in a Second Language”, http://iteslj.org/Technique s/Kayi-
TeachingSpeaking.html
https://www.slideshare.net/KeithAnimasDolorian/testing-the-productive-skills-speaking-
and-writing-101259649
