Teaching Productive Skills to the Students: a secondary Level Scenario

b. 
Intensive-Drills or repetitions focusing on specific phonological or grammatical 
points, such as minimal pairs or repetition of a series of imperative sentences. 

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c. 
Responsive: Short replies to teacher or learner questions or comments, such as 
a series of answers to yes/no questions. 
d. 
Transactional:Dialogues conducted for the purpose of information exchange, 
such as information-gathering interviews, role plays, or debates. 
e. 
Interpersonal:Dialogues to establish or maintain social relationships, such as 
personal interviews or casual conversation role plays. 
f. 
Extensive: Extended monologues such as short speeches, oral reports, or oral 
summaries. 
These tasks are not sequential. Each can be used independently or they can be 
integrated with one another, depending on learners' needs. For example, if learners are 
not using appropriate sentence intonations when participating in a transactional activity 
that focuses on the skill of politely interrupting to make a point, the teacher might decide 
to follow up with a brief imitative lesson targeting this feature. 
When presenting tasks, teachers should tell learners about the language function 
to be produced in the task and the real context(s) in which it usually occurs. They 
should be provided with opportunities for interactive practice and build upon previous 
instruction as necessary (Burns & Joyce, 1997). Teachers should also be careful not to 
overload a speaking lesson with other new material such as numerous vocabulary or 
grammatical structures. This can distract learners from the primary speaking goals of 
the lesson. 
2.6.8 Strategies for Using Speaking to Learn 
 
Students often think that the ability to speak a language is the product of 
language learning, but speaking is also a crucial part of the language learning process. 
Effective instructors teach students speaking strategies -- using minimal responses, 

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recognizing scripts, and using language to talk about language that they can use to help 
themselves expand 
students‟ knowledge of the language and confidence in using it. 
Instructors help students learn to speak so that the students can use speaking to learn.