In this lesson the different stages in the procedure of a speaking lesson were explained as well as the importance of the

different components included in each of these stages. The main elements in a speaking lesson are the conversation models, these are effective ways to provide speaking practice and teach language functions, they are valuable at all levels because present language in the context of social interaction. An effective conversation model is practical, students need to feel that a conversation model has practical value, that it contains useful, functional language they will be able to use in other situation. Needs to be memorable, needs to be relatively short, the longer, the more forgettable it becomes. Needs to contain memorable chunks of social language. Needs to be transferable, allowing students transfer new language to his or her own life and needs. If we help students extend their conversation with their own ideas, conversation model provide students with their first steps toward free production The starting point in a speaking lesson is the introduction of the conversation model, this stage is useful to make students understand the model by activating their schema and engaging them in the topic, to build students awareness of pronunciation as they listen carefully noticing key features of English pronunciation, improving their ability to imitate these later, and to make the model language memorable as students become familiar with its context and listening to it several times before practice. This stage serves also as warm up for the students loosen their tongues and become accustomed to the sounds of the language they are going to producing. Some examples of techniques to introduce conversation models were explained in this lesson, one can be by telling a story identifying the speakers, the situation, the event, the

setting and the reason to speak about it. Another technique is using the photos or art available within the conversation model to ask questions about them and pre-teach vocabulary, or we can bring to class own photos or using simple drawings on the board to provide context, and eliciting responses from the class. Depending of our students level, we can ask about the conversation using what, when, who, where, and why questions to make sure students understand the context of the conversation. We can also ask students to personalize the model by sharing their own related experiences. In order to successfully communicate, what students speak must be understood, and this has to be with pronunciation skills, the simplest and most effective way to acquire it, is through imitation, by giving students opportunities to listen and imitate conversation models, we can focus on accuracy, practicing accent, intonation and the lesson target language. this way they will be able to reproduce the suprasegmental aspects of English pronunciation; word stress, sentence stress, intonation and linking, key to comprehensibility in English. Besides the previous mentioned advantage of imitation there are other benefits in it, one is that helps students to remember the model, another is that students gain confidence with speaking, reducing the anxiety that creating new sounds produces, through the use of choral drills and group role-play we provide a safety environment to practice, providing them with visual cues including pictures, gestures, and body movements to help them remember the model. Substitution drills can be use to develop automaticity, which is the ability to automatic or spontaneously language changes by manipulating vocabulary, grammar or pronunciation. This can be prompted by giving oral cues which force students to carefully listen, or using visual cues, pictures, physical movements, or gestures. Substitution drills must be kept short and simple, too much listen-and-repeat can be boring, but drill practice remains as an important part of language acquisition, especially in the early stages of a lesson, with limited use and when made meaningful.

Once group practice is achieved, pair practice take place, which provides a more realistic context for conversation, allowing individual to try remembering the model by his or her own and to practice correct pronunciation, while teacher observes and notes how successfully students are producing the model, to determine whether students are ready or not to go beyond memorization to manipulation and changing the model, which is the final goal. Conversation in pairs give students a context for real communication, but it should include interactive listening to get the practice they need for succeed Information gap activities encourage students to communicate with each other in order to close a "gap" in the information they possess, this technique emphasizes the importance of real communication in the learning process. One challenge of this practice is to keep away the missing information to each student, to force them to listen in order to achieve the task, this can be solved by arranger their seats in different manners, or by using physical object like a folder t prevent they easily can see the information each of them have. And finally we arrive to the last stage of the speaking lesson and the reason why the previous stages were performed, the extent and personalize the conversation model by assigning a communicative task where students need to speak using their own information. My opinion is that each of the stages including in a speaking lesson have their own importance, starting from the introduction which are meant to introduce a specific communicative function, to present new grammar structure and vocabulary in a situational and communicative context, and offer good pronunciation models, as well as the practice stage which allows students to get familiar, and confident with the conversation model and develop automaticity and ability to change the model, monitoring and reinforce them through this process. The success on each of the stages, in someway guarantee to achieve the intended goal of a speaking lesson, students being able to really communicate in the target language.

Basically the approach used in my teaching practice, follows the sequence of stages described in this lesson, I use games, songs, chants, find someone who, picture dictation, find the differences, guessing games etc, according with my students age and level, but all these activities could be included in the controlled practice stage. All the stages through my speaking lessons offer good results, these are observed when the most of my students can use the conversation models by their own, but there are some students, that keep reluctant to speak, this can be addressed to multiple factors, shyness, different culture expectations, like thinking that remain in silent is the right way to behave in a classroom, or the volume of his or her voice is kept to the minimum, so I respect their silent period and give them time, without stop encouraging them to practice. The most difficult stage of a speaking lesson is controlled practice, some students are neglected to practice in choral drills or group role-play, being unable to reproduce the conversation model when is time to have pair practice, the reason could be lack of involvement since the introduction stage, I should need take special care of these students, make them participate since the beginning and analyze my voice volume and speed speech, to choose the best introduction technique according with the context of the conversation model, maybe increase the period of time having controlled practice and monitoring closely these specific students.