Introduction

There is a number of activities used in language processes. Developing both the speaking
and listening activities.

1. Conversation:

Serve many functions. People use them to establish relationships through personal
expressions to find out information, and to compare views with others. Conversation
provide a means for sharing experiences and solving problems. Conversations maybe
capitalised on their critical role in student’s lives. And are used to enhance language learning
through experiences, the student discover a steadily expanding series of topics and purposes
for conversation. Students should have opportunities to talk on a variety of topics such as
trips, projects, TV programs, videos. When we converse about personal topics we usually use
a useful vocabulary, clarity, precision are the keys to effective conversation. Students need
to know that words presen ideas.

2. Discussion :

Differ from conversation in that they generally have an identifiable purpose, such as:

Coming to a clearer understanding of a character’s role in a play, or exploring the

possibilities for publishing student’s writing. Discussion is similar to conversation with regard
to listening carefully. Considering what others say, being courteous, and speaking so that all
can hear. Many of our conversations, conversational abilities will transfer to discussion
situation.

In group discussion, people are called upon two theories, generalise, and make decisions. In
discussions speakers may encounter viewpoints different from their own. They come to see
that there are many problems that’ve got no appropriate solution. As well discussion can
serve as a means of building consensus.

Types of group discussion:

Brainstorming:

Is to generate many ideas in a short period of time.

Committees:

Is a small group work; it is rewarding as long as the numbers consider the task important. Eg:
Committee might be found to advertise a classroom grammar production, or it may choose
new books for a classroom library.

Literature circles:

It is a small group of students (readers/speakers) who read sets of books at the same pace,
discussing them regularly. They may choose to read the same book or read a variety on one
theme. Discussion about books unable students to share their responses and their
appreciation, plot, characters and levels of meaning in a book.
Talking circles:

Provide safe environments in which students are able to share their points of view with
others without fear or judgement. They are useful when the discussion topic has no
right/wrong answer when speakers are sharing the same feelings and when speakers are
considering morals of ethical issues.

Oral reports:

Preparing reports, one develops the ability to select material appropriate to the audience,
and the ability to collect and organise material requiring skills in reading critically, taking
notes, summarising, and outlining. Very often a report can be made more meaningful to the
audience through the use of visuals such as charts, maps, diagrams, overhead transparency,
data show, slides …etc.

Telephoning:

The telephone is an important tool for personal use, school use, business use, because of the
rapid communication. It permits:

Before telephoning: Answer the telephone as quick as possible, identify yourself then the
caller. Keep the call brief and the talk relevant. Be helpful & cooperative. Follow up
telephone conversation with notes or letters when appropriate.

After telephoning: When ending up a telephone call one should show gratefulness, respect,
happiness and farewell.

Announcements:

Making announcements can serve as useful oral speaking practice at any level. As with other
types of speech activities, there are criteria for making announcements: they should address
the recommended format and manner of presentation.

a- To provide all relevant and necessary information (who? What? When? Where?
How).
b- To confirm the accuracy of the information.
c- To use appropriate vocabulary for the audience.
d- To speak in a friendly and enthusiastic manner.
e- Speak slowly, audibaly, clearly.

Oral Reading:

In a complex process in which the reader becomes ‘the link’ between the author and the
listeners by comprehending ‘the selection’ and interpreting it for the enjoyment and
understanding of his or her audience. The oral reading may improve the speaker’s speech
and understanding.
There are many types of stories:

1/ a fable (Aesop: in western literature):

It’s a short moral story, not based on fact, using animals as characters. Aesop fables (The fox
and the grapes).

2/ Fairytale: Fairies, Gnomes.

3/ Folktales: In which ordinary people gaining a special insight, transforming them, and
enabling them to overcome extra-ordinary obstacles.

4/ Legends: It is a story based on the life of a real person. In which events are depicted larger
than life, for example: Robin Hood.

5/ Olathe: A story about Gods and heroes, explaining the workings of the nature and human
nature.

6/ Parable: It is a story which is purely fictitious, it is told to point to a moral. (The man and
the gazelle)

7/ Personal story: It is a life story from your own or your family’s experience.

8/ Religious story: It is a historical and philosophical story, based on a particular culture and
religious persuasion.

9/ Tall-tale: It is an exaggerated story, often humorous. (Joha’s stories)

10/ Traditional tale: It is a story handed down orally from a generation to another.

Good stories have three components:

1/ a strong beginning

2/ a strong end

3/ a point of tension

“Most people confuse stories with situations. They’ll tell about a situation = X happen, Y
happen, Z happened, but a good story takes Y the middle part of a story and creates tension
or conflict where the reader/audience is drawn into the story, what’s going to happen next”

For a story to become infectious so that it is told and retold the authors agree that you need
the “four wings of the dragonfly” have to be working in harmony. These wings are:

1/ Focus: a small concrete goal is essential.

2/ to grab attention: this means not different from traditional marketing.

3/ Engagement: this is another traditional idea, but works best how to...
4/ Take action: make it obvious and easy. These four elements working together can cause
the dragonfly effect or an infectious idea. To make this happen. Aaker and Smith suggest
another four pointers:

1. Tell a story “a good one with tension”.

2. Empathize: to make one’s self accepted by the others, some them stuff they will
relate to; make it real to their work.
3. Emphasize authenticity, believe in your idea and do not manufacture it.
4. O’latch the media with the message.

Importance of story and storytelling:

Humans have always told stories, it’s one of the things that makes us humans, and
distinguishes us from other creatures. Round the campfire in the evenings.

People told stories to one another. Stories, events, history and family connections, and also
to entertain. They were used to teach children and to hand down values and customs from
generation to another. The only cultures was oral, it was spoken culture. To tell stories is to
participate, and to help members of the audience participate in one of the most ancient
human customs “storytelling”.

Storytelling has also been part of formal education for many years therefore have obvious
significance in the teaching of literacy, but there are also important in other curriculum
areas. Stories can be an invaluable tool for developing speaking and listening skills. And as a
stimulus for a disillusion or for thin kings’ skills. They can also assist the development of
social aware and help children to build up an emotional vocabulary. History and geography,
science and even maths can all come alive through stories.

The beauty of storytelling in the classroom is that it works at different levels at the same
time. Teachers are under the pleasure to clearly deliver stories and for the most past lack
only the confidence to begin.