Teaching Productive Skills to the Students: a secondary Level Scenario

 
Structured Output:  It deals with correct form. The aim is to make learners 
comfortable when producing language recently introduced sometimes with previously 
learned items. Structured output tasks are frequently used as the connection between 
the presentation stage and the practice stage. 
 
 

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Communicative Output: Itfocuses 
on the learner‟s purpose to complete a task. 
To complete it the learners use the language they have recently learned as well as 
items of language they have already known. In communicative output activities, the 
criterion of success is whether the learner gets the message across. 
Finally In a balanced activities approach, the teacher uses a variety of activities 
from these different categories of input and output. Learners at all proficiency levels, 
including beginners, benefit from this variety, it is more motivating, and it is also more 
likely to result in effective language learning. 
2.6.6 Types of Speaking Activities 
a. 
Picture Stories: 
Picture stories can be used with all students, particularly 
those with limited literacy skills. Learners can interpret a story based on a picture 
sequences. Students work collaboratively to put the story in the correct order. Once 
they have done so, they stand in a circle and tell the story. 
b. 
Information-gap Activities: 
Informational-gap activities are often used to 
practice specific language points and they are also ideal for general fluency practice. 
The teacher giving assignment to gap information in the picture, gives clue or key word. 
c. 
Groupings: Finding connections among other students is a concept of 
groupings. In creating groups, teacher and learners need to negotiate what they will 
discuss.