Teaching the Productive Skills _ Essay Task (VaniaBaldan) _ December 2021 (pd)

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Student: Vânia da Silva Baldan | Course: Ensino de Língua Inglesa | Teacher: Stephan Hughes | Date: December 5th, 2021 
 
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TEACHING THE PRODUCTIVE SKILLS - ESSAY TASK 
 
Before answering the questions, I would like to start by mentioning what independent learning refers 
to. 
It is related to the active involvement of students in deciding what and how they learn, to stay more 
engaged and motivated. It is a self-directed process to expand knowledge and skills and can involve 
multiple students engaging with each other. 
According to Philip Candy, independent learning is “a process, a method and a philosophy of 
education whereby a learner acquires knowledge by his or her own efforts and develops the ability for 
enquiry and critical evaluation.” 
In the context of language learning, independent learners can recognize their needs, locate relevant 
information about language and develop the required language skills on their own or with other learners. 
There are many advantages of encouraging independent learning among other students: 
• Increased recognition of strengths, weaknesses and progress; 
• Higher levels of confidence; 
• More motivation; 
• Better management of learning; 
• Performance enhancement. 
Not only will these benefits help students while learning a language, but they’ll also be beneficial for 
them at school, university and even in their everyday lives. 
 
Why is independent learning so important? 
Independent learning is not only important for becoming a good student. The abilities that students 
acquire are transferable to most of their achievements. These include: 
 Motivation; 
 Independence; 
 Initiative; 
 Time management; 
 Organisation and multi-tasking etc. 
 
Describe two strategies that best help students to become independent learners. In other words, think of 
two ways for them to learn and deal with language in and outside of the classroom. 
Below there is a description of two strategies/ways that best help students to become independent 
learners, in my opinion. 
 
1. Encourage feedback from others. 
Feedback should not only come from the teacher. Students should also receive feedback from other 
students or other people (a friend/colleague/parents) to evaluate each other's progress after an activity 
or any specific situation in everyday life. Feedback is not only beneficial for the student/person receiving 
it, but there are also many benefits for the person giving the feedback. 
 
 
 
https://www.brightknowledge.org/study-support/learn-to-motivate-yourself
https://www.brightknowledge.org/study-support/time-management-tips
Student: Vânia da Silva Baldan | Course: Ensino de Língua Inglesa | Teacher: Stephan Hughes | Date: December 5th, 2021 
 
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2. Transfer learning decisions to students. 
It’s impossible for students to become independent learners if only teachers make all the decisions for 
them. Giving students the opportunity to make decisions about their learning will give them a greater 
level of autonomy. However, it is important to consider that this is a gradual process and not all students 
will be ready to take 100% control from the outset. 
Teachers would start with small decisions, first by asking students if they want to do a task alone or in 
pairs or if they would prefer to discuss questions about any specific topic etc.. 
This exchange of responsibilities built up over time will help students become more independent. 
 
 
Mention one that works for a sub-skill for speaking and another sub-skill for writing. 
Explain why you chose those strategies by stating exactly how they help students become better speakers 
and writers. Give examples if possible. 
The ability to Speak can be divided into sub-skills. These have a number of characteristics, but I can 
mention one that I think is relevant, since it is the most frequently used. 
 
Giving opinions, agreeing and disagreeing. 
This sub-skill involves students expressing their thoughts – something they are likely to have to do in 
any number of situations. Phrases such as: In my opinion… or Yes, you have a point… or I’m sorry, I don’t 
see things that way… will be present. 
 
Activiy # 1: Play black and red. 
Take a pack of cards and write a list of arguing topics on the board. One for every number type in the 
deck. Then put students in pairs (or small groups) and have them take a card each. The first student’s 
card designates the topic, on which they must express an opinion. Their partner must agree (red) or 
disagree (black) based on the colour of their card. They must also justify it. 
 
Activity # 2: Interaction strategy - Personalised surprise. 
Give a series of facts about yourself (on a slide) and ask students to choose the ones they find 
surprising. Infer how they might respond with (e.g., Really, Already?). Focus on intonation. 
Have students write down some facts about themselves that they think will be surprising. They tell 
their partner and respond with surprise and find out more. The same technique can be used to show 
interest or sympathy, find common ground, respond to an idea, or check for understanding. 
Next step: use a standard dialogue that contains interaction strategies. Play the dialogue by pausing 
and asking students to predict what the other person will say. Then play to check and ask why he or she 
says that (e.g., is not sure, is surprised, wants time to think). 
 
Working on interaction strategies will strengthen learners' speaking skills, providing them with more 
learning opportunities that should support them when they have to speak in real-world situations. 
 
 
Writing sub-skill. 
 
Getting students to write collaboratively is a good way of getting them used to the writing process, 
helping them develop their techniques and building their confidence before they try it alone. It also 
allows for better generation of ideas since many students will be able to contribute. 
 
Activity # 1: Communicating briefly in pairs - Speech off, pens on. 
First, give students something to communicate about or discuss and a large piece of paper. Then 
Student: Vânia da Silva Baldan | Course: Ensino de Língua Inglesa | Teacher: Stephan Hughes | Date: December 5th, 2021 
 
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forbid them to talk. Play some music (if you like), and have them communicate only by writing to each 
other in pairs using the paper - simulating an exchange of messages. Once the task is complete, you 
can review relevant language that has come up (e.g. informality and short forms) and/or choose 
examples to demonstrate how substitution works, etc. 
 
This is great for getting students used to communicating in short messages, such as in text messages 
or on the internet. It’s also a great opportunity to teach and practise ways of shortening messages 
through contractions, substitution, and other methods. 
 
 
Activity # 2: Working collaboratively - Story Chains. 
 
Each student starts with a piece of blank paper and a pen. The teacher writes a quick story on the 
whiteboard. Each student spends three minutes, for instance, using the writing prompt to begin their 
writing. 
When they have completed this part of the task, they will then pass their piece of paper to the 
student next to them. The students then continue the story from where the previous student left off for a 
certain number of words or paragraphs or for a certain amount of time. 
If well organized, you can ensure that students get their own initial story back at the end for the 
writing of the conclusion of the story. 
 
This fun writing activity can be used effectively to reinforce student understanding of narrative writing 
structures, but it can also be fun to try with other writing genres too. 
Working collaboratively can really motivate students to commit to the task - since no one wants to be 
the weak link. More than that, this activity encourages students to see writing as a communicative and 
creative task where there neednot be a single or correct answer. This encourages students to be more 
willing to take creative risks in their work. 
 
 
 
 
References. 
- https://www.teachingenglish.org.uk/article/assessment-learning 
- Goh, C.C.M. & A. Burns (2012) Teaching Speaking: A Holistic Approach. New York: Cambridge University 
Press. 
- Thornbury, S. (2005) How to Teach Speaking. Harlow: Pearson Education Ltd. 
- https://www.youtube.com/watch?v=A7ayf1QubPk 
- https://www.teachingenglish.org.uk 
- https://www.bbc.co.uk/learningenglish 
 
https://www.teachingenglish.org.uk/article/assessment-learning
https://www.youtube.com/watch?v=A7ayf1QubPk
https://www.teachingenglish.org.uk/
https://www.bbc.co.uk/learningenglish
	TEACHING THE PRODUCTIVE SKILLS - ESSAY TASK
	Activity # 2: Working collaboratively - Story Chains.