TQUK TEFL | 2024

Assignment 5
Teaching Productive Skills

Name: Hanin Oransa

1st sub 2nd sub
Assessment Criteria
1. What is the difference between accuracy and fluency and what is the
importance of each?

2. Choose some coursebooks and try to find a speaking activity from the
listed categories.

3. Choose three of the previously selected activities and explore which

level each activity targets and what communication skills it develops.

4. Analyse the following stages that can be involved in learning writing

5. Explain the nature of assimilation in the following examples providing

phonological transcription
6. Explain the provided ways of correcting written work.
7. Select a coursebook or internet activity or design one for each of the
provided categories and clarify how you will use it for introducing
writing or speaking skills.
8. Explain the need for consistency in pronunciation in the presentation
stage covering the provided areas.
Yes / No Date 1st marker 2nd marker
Pass

Resubmission Needed

Pass On Resubmission

Fail On Resubmission
Overall Comment

NB: If you need to resubmit an assignment, make sure you hand in the original version and the
resubmitted version. Both versions need to be in your portfolio.

This is my own work. Signed _______________

Aim
The assignment must be written in continuous prose. Please use the following template to write
your assignment.

Part One (400 - 500 words) First submission

What is the difference between accuracy and fluency and what is the importance of each?
Although both fluency and accuracy are crucial components of language learning, there are some
significant distinctions between the two.
1. Prioritise Structures and Rules Over Natural Expression
Accuracy places a higher priority on learning English grammar, punctuation, and vocabulary norms
and structures. Fluency, on the other hand, stresses fluid communication when speaking or
writing, promoting organic expression and continuous flow.
2. Mistakes and Adjustments
Accurate language learners are aware of their mistakes and make an effort to fix them, so that
their language is error-free. On the other hand, students who are working on their fluency may
occasionally make mistakes, but these do not affect their ability to communicate in general, and
they might also be less concerned with correcting small mistakes.
3. The Evaluation Basis
The standards used in language evaluation to compare fluency and accuracy are very different.
Correct usage of language, punctuation, and adherence to grammar rules are the criteria used to
evaluate accuracy. Efficient speech is dependent on smooth transitions, appropriate tempo,
intonation, and rhythm.
4. Mental Work
While fluency grows more easily with practice and immersion, accuracy demands conscious
learning and effort. Prioritising fluency over accuracy at first helps learners ensure they grasp the
fundamental rules and structures and improve their communication abilities.
Since accuracy and fluency both contribute to overall language proficiency, the argument over
which part of language learning is more important tends to take a balanced approach.
Nonetheless, there are a few things to take into account when figuring out how important each is.
1. Learning Objectives and Skill Levels
The objectives and skill levels of the learners determine how much emphasis should be placed on
accuracy or fluency. For novices, precision is crucial in order to build a solid foundation of
vocabulary and grammatical norms. Fluency becomes more and more crucial for effective
communication and self-expression as students advance.
2. Individual and Organisational Frameworks
The situations in which people use language also influence how important accuracy and fluency
are. 3. Mode of Communication: Oral versus Written
In verbal and written communication, the importance of precision and fluency may vary. Errors in
writing can have a detrimental effect on the intended message since written language usually
demands a higher level of accuracy. Conversely, fluency is frequently more important in spoken
language since it promotes understanding and improves interactions between people.
4. Certification and Language Evaluation
For the purpose of evaluation and certification, assessing total language proficiency requires
consideration of both accuracy and fluency. The majority of standardised English language exams,
like the TOEFL and IELTS, assess both fluency and accuracy in a variety of tasks, offering a thorough
assessment of the skills and capacities of learners. In work environments, precision could be more
important.

Part One (400 - 500 words) Resubmission

What is the difference between accuracy and fluency and what is the importance of each?

Part Two First submission

Choose some coursebooks and try to find a speaking activity from each of the following
categories:

1) Discussions

 Coursebook Name: Interchange (beginners)

 Page: 40
 Activity Image:

2) Debates

 Coursebook Name: English File (elementary)

 Page: 61
 Activity Image:

3) Problem-solving

 Coursebook Name: New Cutting Edge (Intermediate)

 Page: 129
 Activity Image:

4) Information gap

 Coursebook Name: Interchange (beginners)

 Page: 29
 Activity Image:

5) Instructions

 Coursebook Name: English File (elementary)

 Page: 13
 Activity Image:
6) Role play
 Coursebook Name: New Cutting Edge (Intermediate)
 Page: 13
 Activity Image:

7) Simulation
 Coursebook Name: Interchange (beginners)
 Page: 3
 Activity Image:
 Part Two Resubmission
Choose some coursebooks and try to find a speaking activity from each of the following
categories:

1- Discussions

 Coursebook Name:
  Page:
 Activity Image:

2- Debates

 Coursebook Name:
 Page:
 Activity Image:

3- Problem-solving

 Coursebook Name:
 Page:
 Activity Image:

4- Information gap

 Coursebook Name:
 Page:
 Activity Image:

5- Instructions

 Coursebook Name:
 Page:
 Activity Image:

6- Role play

 Coursebook Name:
 Page:
 Activity Image:

7- Simulation

 Coursebook Name:
 Page:
 Activity Image:

Part Three First submission

Choose three of the previously selected activities and explore which level each activity
targets and what communication skills it develops.

Activity Number: (1) Discussions

  Level: beginners

 Communication skills: Discussion Involves interaction among group members, being

open to sharing ideas, and being respectful of one another's viewpoints in order for
there to be a discussion. It helps the students take turns and can respond, ask
questions on different points about the topic, and be more confident while speaking
with others.

Activity Number: 2) Debates

 Level: elementary

 Communication skills: Students will be given census work, and develop a

conversation with the people to get the information. It can assist you in improving
new abilities in a secure and encouraging setting. Students need to learn how to use
follow-up questions untill they can get the information they want.

Activity Number: 6) Role play

 Level: Intermediate

 Communication skills: It enhance communication skills and English language

learning by exposing students to conversational activities. They improve
communicative competence, provide a stress-free learning environment, and boost
self-confidence. Students are motivated to use the language effectively through these
activities, promoting their speaking skills and overall language development. It can
assist students in improving new abilities in a secure and encouraging setting.

Part Three (400 - 500 words) Resubmission

Choose three of the previously selected activities and explore which level each activity
targets and what communication skills it develops.

Activity Number:

 Level:

 Communication skills:

Activity Number:

 Level:

 Communication skills:

Activity Number:

 Level:
  Communication skills:

Part Four First submission

Analyse the following stages that can be involved in learning writing:

 Copying
- Stage Aim:
The basis for advanced writing abilities is laid by having pupils replicate written materials in order
to master grammar, sentence structures, punctuation, and vocabulary. This is the first step in
teaching writing in English schools.
- Probable Procedures:
1. I'll give my students a copy of something first.
2. I'll instruct them to attempt to copy what I provide.
3. I'll keep an eye out to see if anyone has difficulty coping.

 Guided Writing
- Stage Aim:
With guided writing, teachers provide students with the framework for achieving
particular writing aims while progressively lowering their dependence on them. It teaches
content genres, organizing strategies, and a variety of writing styles.
- Probable Procedures:
1. I'll give them a structure to use as a guide for their writing.
2. I'll instruct them to use the guide to write their own copy.
3.I'll keep an eye out to see if anyone needs assistance.

 Free Writing
- Stage Aim: After completing guided writing, kids can transition to free writing, allowing them to
use their writing as a creative outlet. This allows them to experiment with different strategies,
arguments, and styles, enhancing their understanding of the English language.
- Probable Procedures:
1. I'll give them a writing assignment.
2. I'll instruct them to take care of their grammar and spelling.
3. I'll keep monitoring to see if anyone needs support.

Part Four (200 - 300 words) Resubmission

Analyse the following stages that can be involved in learning writing:

 Copying

- Stage Aim
- Probable Procedures

 Guided Writing
 - Stage Aim
- Probable Procedures

 Free Writing

- Stage Aim

Part Five First submission

Explain the nature of assimilation in the following examples providing phonological transcription:

1- Can’t you see what happened?

 Phonological transcription: /kɑ:ntʃə/

 Which sound has changed: The /t/ sound at the end of "can't" changes to a /ʧ/ sound
 Why: because of the following /j/ sound in "you". So it becomes /kɑ:ntʃə/.

2- What did you see there?

 Phonological transcription: /dɪdʒə/

 Which sound has changed: The /d/ sound at the end of "did" changes to a /dʒ/ sound.
 Why: because of the following /j/ sound in "you". So it becomes /dɪdʒə/.

3- What’s your name?

 Phonological transcription: /wɒʧə/

 Which sound has changed: The /t/ sound at the end of "what's" changes to a /ʧ/ sound.
 Why: because of the following /j/ sound in "your". So it becomes /wɒʧə/.

4- I won’t raise your son for you.

 Phonological transcription: /reɪʒə/

 Which sound has changed: The /z/ sound at the end of "raise" changes to a /ʒ/ sound.
 Why: because of the following /j/ sound in "your". So it becomes /reɪʒə/.

Part Five Resubmission

Explain the nature of assimilation in the following examples providing phonological transcription:

5- Can’t you see what happened?

 Phonological transcription:
  Which sound has changed:
 Why:

6- What did you see there?

 Phonological transcription:
 Which sound has changed:
 Why:

7- What’s your name?

 Phonological transcription:
 Which sound has changed:
 Why:

8- I won’t raise your son for you.

 Phonological transcription:
 Which sound has changed:
 Why:

Part Six First submission

Explain the following ways of correcting written work:

Self-correction:
 What it is: When students correct themselves rather of having a teacher do it, this is known as
self-correction.
 Why you may use it: Since it encourages students to take ownership of their education, identify
areas in which they struggle, and become more aware of language, it also helps them remember
corrections when they figure out how to fix their own errors.
 How you may use it: Whenever a student makes a mistake, I will repeat the sentence back to
him, stopping at the mistake or the point where the error occurred, giving him the opportunity
to fix the problem and pronounce it correctly the next time.

Peer-correction:

 What it is: Peer correction is the process by which students work with one another to fix one
another's errors. This method functions well in pairs or groups, as participants typically compare
answers, work through a task together, or discuss ideas during a speaking exercise.
 Why you may use it: because some students find it simpler to take criticism and comments from
their peers than from their teachers. Students who are more timid or insecure will feel more
comfortable in this setting because they won't be corrected in front of the entire class.
Additionally, when students support one another, it helps them concentrate and become more
engaged in the lesson.
 How you may use it: after finishing their writing assignment, I will pin their papers on the wall and
provide them a correction task for their partner's work. I will give them the chance to talk about
 their correction as a group.

Personalised correction

 What it is: to correct each student’s mistake seperatly

 Why you may use it:
 How you may use it: I will collect the students’ writings, after that I will check each student’s
writing, I will correct the mistakes for each student according to what he had done and finally
give it back to them.

Collective correction

 What it is: collecting the students common mistakes into a report and give it back to them to
correct these mistakes then discuss together if they do not understand something to make it
clear.
 Why you may use it: because it saves time if you don’t have much time, and graps the students’
attention to avoid the others mistakes.
 How you may use it:: After reviewing and evaluating their written work, I collect the most
common errors the students committed. This implies that a mistake is only noted in the event
that two or more students make it. I don't focus on exclusive or uncommon mistakes because it
would take too much time and effort to call attention to them when providing feedback to the
entire class. In addition, even though I never identify the identities of the students who made
specific mistakes, the author can quickly identify a unique fault and feel exposed and
embarrassed as a result. Simply said, it's safer to say that more people struggle with each error.

Part Six Resubmission

Explain the following ways of correcting written work:

Self-correction:

 What it is:
 Why you may use it:
 How you may use it:

Peer-correction:

 What it is:
 Why you may use it:
 How you may use it:

Personalised correction

 What it is:
 Why you may use it:
 How you may use it:
Collective correction

 What it is:
 Why you may use it:
 How you may use it:

Part Seven First submission

Complete the following many dialogues using the accurate functional exponents.

1. Interrupt politely and effectively:

B: “We can start our business in this area.”

A: "Actually, have you considered the competition in this area? It might be
worth looking into."
B: "Of course, go ahead."

2. Negotiate meaning:

A: "I interpreted your email as suggesting we meet at 2 p.m."

B: "Oh, I apologize for the confusion. When I mentioned 2 p.m., I actually
meant 2 p.m. tomorrow. Is that okay with you?"

3. Clarify meaning:

A: "I think we need to revise the project timeline."

B: "Could you clarify what exactly needs to be revised in the project timeline?"

4. Check understanding:

B: “I don’t think it is wise to start working on the product second version without
getting more people to buy the first version.”
A: "So, if I understand correctly, you believe it's important to focus on
increasing sales for the first version before moving on to the second. Is that
right?"
B: "Exactly, that's what I mean."

5. Set parameters:

B: “What do we need to start with now?”

 A: "Well, let's start by defining the specific goals and objectives we want to
achieve. Once we have those in place, we can determine the necessary steps to
get started."
B: "Agreed, let's stick to that parameter."

6. Change subject:

B: “I am busy preparing everything for the meeting.”

A: "By the way, did you receive the email I sent earlier about the agenda?"
B: I am sorry. I did not have time to read it thoroughly.

7. Express agreement and disagreement:

A: "I agree with Jack’s proposal to expand into new markets."

B: "I see where you're coming from, but I actually disagree with Jack's
proposal." ." (disagree)
A: What about Mohammed’s suggestion?
A: "I completely agree with Mohammed's suggestion." (Agree)

8. Express contradiction:

A: "I heard you're planning to quit your job."

B: "Actually, that's not true. I have no plans to quit my job."

9. Express sarcasm and irony:

B: How was my presentation?

A: "Oh, it was just absolutely mind-blowing. I was on the edge of my seat the
whole time."
B: "Gee, I knew you would say that."

10. Persuade:

A: "Why do you think that implementing this new software will streamline our
processes?"
B: "Well, let me explain how this new software can automate repetitive tasks
and increase efficiency."

Part Seven Resubmission

Complete the following many dialogues using the accurate functional exponents.

1. Interrupt politely and effectively:

B: “We can start our business in this area.”

A: ……………………………………………………………
B: "Of course, go ahead."

2. Negotiate meaning:

A: "I interpreted your email as suggesting we meet at 2 p.m."

B: ………………………………………………………………

3. Clarify meaning:

A: "I think we need to revise the project timeline."

B: ………………………………………………………………………….

4. Check understanding:

B: “I don’t think it is wise to start working on the product second version without
getting more people to buy the first version.”
A:
B: "Exactly, that's what I mean."

5. Set parameters:

B: “What do we need to start with now?”

A: ……………………………………………………………………………..
B: "Agreed, let's stick to that parameter."

6. Change subject:

B: “I am busy preparing everything for the meeting.”

A: ………………………………………………………………………………………………..
B: I am sorry. I did not have time to read it thoroughly.

7. Express agreement and disagreement:

A: "I agree with Jack’s proposal to expand into new markets."

B: ………………………………………………………………………………………… (disagree)
A: What about Mohammed’s suggestion?
A: ………………………………………………………………………………………….. (Agree)

8. Express contradiction:
 A: "I heard you're planning to quit your job."
B: …………………………………………………………….

9. Express sarcasm and irony:

B: How was my presentation?

A: ………………………………………………………….
B: "Gee, I knew you would say that."

10. Persuade:

A: "Why do you think that implementing this new software will streamline our
processes?"
B: ………………………………………………………………

Part Eight (400 – 500 words) First submission

Explain the need for consistency in pronunciation in the presentation stage covering the following areas:

 Phonetic Rules
During the presenting stage, it's critical that we provide exact and clear examples while teaching
pronunciation. To help students hear each sound clearly and practise it on their own, teachers
should say each sound aloud and several times. As an example, in order to distinguish between
similar sounds like /f/ and /v/, we need illustrate how to pronounce voiced and unvoiced sounds.
Additionally, we need to show to the children how to pronounce words clearly and provide them
with actual examples of where the tongue should go, when to spread, and when to be high or
low. When teaching the distinction between the dark and soft L, for example.
 Regional Accent
It could be quite beneficial for advanced English language learners to comprehend regional
 accents. These students will benefit greatly from being able to recognise and identify between
the many local languages because they have a strong basis in the language. By preventing any
misunderstandings or communication barriers, this comprehension can help students in
managing social and professional settings more skillfully.
Teaching advanced students the rules of various accents can help them comprehend more
people from diverse backgrounds. For example, teaching students the rules of the American and
British accents can help them understand more words because we pronounce the /ir/ in the
American accent and don't in the British accent.
 Pronunciation of Consonants and Vowels
Even when kids first see a word, learning how to pronounce vowels and consonants correctly
makes it simpler for them to blend the sounds together when reading. Vowels express the
feeling and the melody, while consonants express the aim and meaning. Many people have
consonants or vowels that have more importance.
To really use and arrange the vowels and consonants, though, you have to work the muscles of
your tongue.
 Stress Patterns
1. One-syllable words require little effort since they have focus. For example, there is no stress
pattern on the word boy.
2. A pair of syllables Since the first component is often stressed, applying the incorrect stress
pattern can cause misunderstandings. Coffee, for example, consists of two syllables. The first part
is where the focus is, therefore stressing on the second would be incorrect.
3. Trisyllabic and polysyllabic words: the base word, or the words without any affixations, typically
receives the majority of the stress in these words.Since these patterns are not universal and
cannot be applied to every word, it is crucial to identify the stress pattern during clarification in
order to support correct pronunciation.

Part Eight Resubmission

Explain the need for consistency in pronunciation in the presentation stage covering the following areas:

 Phonetic Rules
 Regional Accent
 Pronunciation of Consonants and Vowels
 Stress Patterns

Word count: ______

Bibliography
(e.g. Thornbury, S (1999). How to teach grammar. Longman, UK)

Appendix
References:
Handbook