Teaching Productive Skills to the Students: a secondary Level Scenario

i. 
Assessment and Testing System: 
Testing language skills includes testing learners‟ ability to speak, to write, and 
listening and reading comprehension. Testing communicative competence means 
testing the ability to use language for communication. This also includes the testing of 
four basic language skills; listening, speaking, reading and writing. However, this test 
should not be something that promotes learners to memorize certain topics and 
reproduce them in the examination hall. Oral test/practical marking in speaking skills 
can 
be included in board exam. In Bangladesh‟s perspectives on exam „writing 

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arguments logically and clearly‟ and „writing a dialogue on a given situation‟ had been 
practiced through writings in exam but these events could be practiced through 
speaking. 
A number of ways can be used to test students‟ ability on speaking. For testing 
oral ability interview, role-play, group discussion, interpreting, communication games 
etc. testing techniques can be arranged. These kinds of interesting and timely testing 
techniques encourage students to practice more on speaking skills and enhance their 
awareness about it. Above all, at exams, marks can be allotted for speaking skills.
j. 
Role of the Authority: 
All the institutes should pay special attention to plan for the continuous 
development of speaking skills of the students throughout the academic program. 
Language club can be created and the teachers can arrange different sessions where 
all the students‟ attendance and participation can be made mandatory. Classroom 
debate sessions in English/competitions can be arranged. 
5.3 
Recommendations for Improving Writing Skill 
In order to develop our present condition of writing in classroom, teachers should 
be given the knowledge and training of the philosophy of education, teaching methods 
and approaches properly. The teachers should adapt different teaching techniques and 
strategies to let learners write independently. The teachers also should try to design 
some innovative writing activities for the class so that they get more involved in learning 
process. However, the authority should take care of the situation and ensure the 
learner‟s better learning of the target language. 
The innovativeness in teaching writing skills are hardly seen in Bangladesh. 
However, in the light of the present condition of teaching and learning of writing in 

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Bangladesh, some recommendations are presented here with a view to improving 
s
tudents‟ overall writing skills: