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Unit 12 is about productive skills I mean speaking and writing . they are considerably different from each other in many ways but both of them are used for communication. Writing is a essential skill which requires greater degree of accuracy but unfortunately it is less considered in classroom because most of students pay more attention to speaking . in speaking if something goes wrong or misunderstanding happens speaker can make it clear up on the spot but it is not the same for writing . what speaking needs is great accuracy . When people have communication with each other their goals are as follows : 1-for communicative purpose 2-to say something 3-listen for something 4-interested to what is being said So teacher for the purpose of making communication in class should consider one of above mentioned factors .teacher should create the need and desire on students or else students never ever participate in communication and the teacher for sure will not be able to reach his goal . Accuracy is producing language in correct manner which is usually happens by self controlling in study phase . Fluency is flow of language which is important and it happens in activate phase and students are allowed to examine an create language. Accuracy and fluency are both important. Accuracy focus on understanding and using language in controlled way while fluency is talking about creativity in a fluency activity . Speaking activities in classroom and controlling accuracy by teacher In drilling individual student or choral listening to teacher and repeat after him . In another word, in a group of 3 the repetition should be 3 times by each member of group. it gives them safe environment to practice pronunciation and each mistake made by individual will not be apparent to another one . Using pre planned activity ( prompting ) which the answer is most obvious . In guided activities it is based on accuracy but little more creative and productive. The output controls by teacher but it is not exact language . like 1- model dialogue 2- guided role play Creative communication: it is fluency based activity .the scenario is created by teacher but content by students Free role play – discussions – information gap –debates – simulations- communication games Encouraging students to speak : Many students are reluctant to speak in the class room . the reason will be : Lack of confidence – fear of making mistakes – peer intimidation – lack of interest in the topic – previous learning experiences cultural reasons Techniques to encourage interaction : Pair work – group work – plenty of controlled and guided practice before fluency activities Change the classroom dynamics Careful planning - give time in certain game to students to think Atypical free and creative speaking activity lesson It is straight ESA method Engage : ask student about weather in their country – discuss – questions like how it is change during the year and winter Study: elicit weather forecast vocabulary and complete various matching and gap filling Activate : students write a country and month on a card in pairs , which is collected by the teacher to be redistributed to another pair and then they have to prepare a typical weather forecast for the country on the card they now have at the time of the year Guidline for a free and creative speaking activity Before class : 1-Decide on our aim. What we want to do and why 2-estimate what the students will brings to class and what will be the problem3-are they capable of doing the activity successfully or not 4- do they have necessary language 5- consider the time according to activity 6- prepare any necessary material During the activity : 1-aroue student interest through visual like newspaper –headline 2- remind any vocabulary which we thing it might be useful 3-expalin the activity clearly and be sure that student know what to do regarding the game 4- to be sure that student have enough time to prepare either in pairs or group 5- monitor the activity 6- evaluate the activity and give feed back to students After the activity Giving feed back to students and indicating how well the performed the communication .comment how fluent each was how well they argued in the group Record the activity and play back for discussion Writing mainly has lots of differences with speaking as in writing we have to consider good grammar and use appropriate word either formal or informal in its proper place . we take into consideration spelling ,hand writing ,layout and punctuation . Hand writing : for those students whose native language which use different alphabetical system writing English letter will be challenging . but it is not necessary every students write the same , what is important is writing which is readable and avoiding poor writing which has negative effect on reader . Spelling : Spelling is one the most difficult part of writing and nearly all students have hard time in correct writing as English is not a phonetic language .as a teacher we should encourage our students to learn the different ways of pronunciations and doing practice which makes perfect and remind students by having extensive reading they can overcome this problem Layout and punctuation . Lay out and punctuation is another major problem for students who their native language writing is different from English . for example some languages write from right to let and vice versa . For helping student to write they should try by their own and understand differences between writing business email and formal letter in terms of layout .they need to exposed to it and give change to practice with different style . Creative writing : Creative writing should be encouraged , as it engages the students and the finished work usually provides them with a sense of pride .most writing in real world is done individually , but students can practice in pairs or groups where the input of ideas necessary from different sources . A typical writing activity : ESA straight method : Engage : show students a photo from news paper of magazine and ask student what is happening in the photo and estimate what happened before and will happen after . Study : show students the cartoon picture with rectangular box and bubble of dialogue and elicit differences , give them cartoon strips in pairs students without having dialogue and description removed . discuss students for idea s for the situation and fill the missing place with their own idea . Activate : give cartoon strip to pair of students which its dialogue is removed and dotted is replaced and ask every pair of students to