Oral skills helps learners to communicate accurately and effectively, fluently and clearly in speech.

They
also help develop effective word pronunciation, effective mind and the ability to write meaningful
request. It is also the vehicle of excellence, social solidarity, social ranking and business administration. If
a learner is a good listener it enhances effective learning in the classroom. However this write up is
going to discuss five activities that the teacher uses to develop aural oral skills to the grade three
learners. The activities are debate, poems, drama, story telling and songs. The key words aural skills and
oral skills are going to be defined.

According to Wessels, (2010, aural skills providing the learners with some ideas of what they are asked
to do. It helps them to succeed in the task as well as raising motivation and interest. A visual focus can
often provide this for example if the task involves marking a picture, diagram, or map or even a written
text. The fact that learners are active during the listening rather waiting to the end keeps them busy and
helps to prevent boredom. However listening is very important to the learners because it is the ability to
accurately receive and interpret messages. This involves passive listening and active listening. Listening
to a child reading can provide the other to develop aural skills.

According to Wood (2009), we may use oral skills to describe things, to complain about people' s
behaviour, to make polite requests or to entertain people with jokes and anecdotes. Each of those
different purposes for speaking implies knowledge of the rules that account for how spoken language
reflects the context or situation in which speech occurs, the participants involved and their specific roles
and relationships and the kind of activity the speai are involved in. However oral skills is relevant to the
learners because it provides vocalization or the use of voice. The voice of learners should be louder. It is
a primary tool for human communication. The use of voice can be formal or informal context and also
the voice has e be audible.

Bygate (1987:1), states that our learners often need to be able to speak with confidence inorder to carry
out many of their most basic transactions. It is the skill by which they are most frequently judged, and
through which they make or lose friend. However during the activity of debate the learners must
develop the aural and oral skills when they learn how to respond immediately. When the one poses out
a question, some other learners needs to respond immediately without wasting time. Learners also get
to be confident imprompty speeches. It is the duty of the teacher to encourage learners. In doing the
debate all learners need to participate side by other side, and this may help to develop aural and oral
skills to the learners.

Rivers, sited in brown, (1994: 159), says, "in interaction learners can use all they possess of language, all
they have learned or casually absorbed in real life changes. Therefore on doing poetry and poems,
learners needs to rise their voices so that some people who are listening may understand what one is
saying so voice projection is very important to teach to learners inorder for them to understand what
they should be done in order to develop aural and oral skills in them. In doing poems again learners
needs to do gestures and Sience. A poetry does not do his/her poem whilst standing straightly, he/she
needs to do gestures and Sience for making other people who are listening to understand well. A poetry
also needs to be confident while he/she doing her/her poem. This will help learners to develop aural
and oral skills especially to the grade three learners.
Willis (1996), states that creating a low stress atmosphere and using the language for real purposes are
ways to get meaningful communication and through interaction learners have the chances to acquire
discourse skills. Therefore learners needs to participate well when doing drama so that this can help
them to develop aural and oral skills. During interaction when they act drama it facilitates language
mastering and gives them confidence. It also encourages free expression in real life situation. This
means that, learners when they are acting the drama this can gives them chance to express their real life
situation. Some learners are very talented in acting drama. They act as it is happening and this gives
some other people who are listening/ watching to be as they are in that situation. It also encourages
especially slow learners to gain confidence in speaking English.

Willis (1996), also highlights the essential conditions for effective language learning such as exposure,
use and motivation. With this view of language, task based learning has many advantages in the
designing of communicative activities and the development and improvement of oral skills. However
during story telling, learners enjoy listening and speaking especially when they are doing this activity.
They also explore their process of oral communication. The learners' personal experiences we're of
paramount importance in the planning and further implementation of new tasks. During story telling
learners express their feeling and this can them to talk fluent English and this helps them to develop
aural and oral skills which is very important to them.

Songs is another activity we use for learners to develop aural and oral skills. Nunan (1991) brings out this
aspect in the designing of tasks. With this activity the teacher could see that students has difficulties
related to fluency. They used petwords and repetition. This means that most songs has too many
repetitions and by these repetitions this may lead some other learners to understand well. As one
scholar says, " repetitions lead to understand", learners became more understandable when they use
songs as a way of developing aural and oral skills

To sum up, it is very important for learners to do these activities that are listed above as learners
develops aural and oral skills when doing these activities. They also develop effective word
pronunciation effective mind and the ability to write meaningful request.
REFERENCES

Brown, D. (1991). Designing tasks of the communicative classroom. New York: Cambridge University
Press.

Bygate, M. (1987). Speaking. New York: Oxyford University.

Nunan, D. C. (1991). Designing tasks of the communicative classroom. New York: Cambridge University
Press.

Willis, J. (1996). A framework for task based learning. London: Longman.

Wood, T. (2009). Communication in our lives. Cengage learning products. Canada: Nelson Education Ltd.