Contents: Introduction Chapter I theoretical foundations of teaching speaking to pupils of junior form

Active Debate
Debate is process of presenting idea or opinion which two opposing sides try to defend their idea or opinion. Krieger (2005) says that Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways. Halvorsen (2005) says that debate forces students to think about the multiple sides of an issue and it also forces them to interact not just with the details of a given topic, but also with one another. From the opinions above we can conclude that debating is a clash of arguments for every issue. There are some procedures of debate: according to Halvorsen (2005), there are six steps in debate: first, Students must first be made aware of a debatable topic and of the variety of potential positions that can be taken on the topic. Second, Students should then be given an opportunity to research the topic somehow and form their own opinions on the issue. Third, Next pairs or small groups should be formed where like-minded students can share their opinions on the topic and gain information from others. During this step students should be encouraged to think about the potential arguments that will come from the other side and how they can respond to these arguments. Fourth, Now some form of debate must take place where the two (or three or four) sides share their opinions and present their arguments. This could take the form of a classic debate, with opening and closing arguments from both sides and time for rebuttals all done as a class. Alternatively, it could simply be small groups or pairs sharing their differing points of view with one another. Fifht, the instructor should follow-up with a summary of the opinions and views expressed by all sides and an assessment of their strengths and weaknesses. Finally, the class and instructor should be allowed to express their opinions on which side made the case most convincingly.
Information Gap
This technique is also effective in teaching speaking for the students because it can encourage the students to be pro active to talk in the class. Nunan (2003) says that in information gap one person has information and the other lacks. They must use the target language to share that information. For example, one student has the direction to a party and must give them to a classmate. In addition, Harmer (2007: 129) states in this techinique there are two speakers which have different kinds of information, and they can only complete the whole picture by sharing that information-because they have different information, there is a gap between them. To make this activitiy succesful, it is important that the students understand the details of the task for example they are prohibited to see his/her friend’s information. It is also a good idea for the teachers to give example or to demonstrate how the activity works by getting a student up to the front of the class and doing tthe activity with that student, so that everyone can see exaclty how it is meant to go. To make it more understanable, the teachers should follow the following procedure: first, the teacher should pre teach and practice vocabulary and structures for the particular task. Students should also have to be familiar with the question and answer formula. Second, the teachers should explain the information gap procedures by modeling a sample of gap activity. Third, the teachers ask the students to work with partner. One learner in each pair gets handout “A” and other get handout “B”. Fourth, the teacher then ask the students to ask and answer questions and record answers until both form “A” and form “B” have been completed. Finally, the students compare their papers each other.