Teaching Productive Skills to the Students: a secondary Level Scenario

d. 
Reformulation: 
It is a way how the teacher can show the students to write something more 
correctly. The teacher shows how he would write the incorrect sentences or parts. The 
student then can compare his ve
rsion with the teacher‟s one. 
e. 
Referring Students to a Dictionary or a Grammar Book: 
When the mistake is made, the teacher can ask a student to go and look the 
problem up in a dictionary or a grammar book. The advantage of referring students to 
use dictionaries or grammar books is that it is encouraging students to look at the 
information with a purpose in mind. The students learn as they correct.
f. 
Ask Me: 
From time to time it is difficult to explain a mistake on paper. In this case the 
teacher can ask the students to talk about the problem in face-to-face interaction.
g. 
Remedial Teaching: 
The aim of remedial teaching is to deal with the most common mistakes that 
students make. In this case, the correction is effective when the teacher points to the 
most common mistakes the students make and asks the students to correct the 
mistakes. The advantage of this way of correcting is that it is anonymous so nobody in 
the class feels ridiculous. 

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2.7.14 Teaching Spelling 
In writing, to be able to spell correctly is significant. English spelling is considered 
to be quite difficult for learners at school. The best way how to teach students to spell 
correctly is to have them read as much as possible. 
Extensive reading (e.g. reading short articles) helps students to remember 
English spelling rules. But this is not the only way and teachers should be more 
proactive. He may give students word formation exercises, let them find out spelling 
rules or to use any other activities for helping students not only to learn spelling but also 
improve it, so that they become more familiar with English spelling. J. Harmer suggests 
very interesting ideas to prepare enjoyable tasks for students for teaching spelling: 
a. 
To work out a rule by looking at the spelling of pair or groups of words. 
b. 
Dictionary activities are also suitable for students e.g.: ask students to put a 
written list of words in an alphabetical order, focus on the spelling of the initial letters of 
words. 
c. 
Dictations 
– there are many alternatives how to write dictation with students. The 
traditional way is to read a paragraph to the learners. Another version is to write words 
that students hear on a cassette or they can dictate to each other. Running dictation is 
ideal for spelling practice. Harmer suggests giving points for the correct spelling for 
each and every word. 
d. 
Cards 
– students can be given cards with letters (individual letters, digraphs etc.); 
students have to make words as many as possible from these cards. (Harmer, 2004, 
48) 
Finally we can state that, writing is a difficult skill to learn. We expect the learners 
to be able to spell correctly. 

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