Several methodologists and teaching specialists suggest and describe the organization of activities focused on the development of speaking skills with different names and numbers of stages. Three elementary stages have been suggested: pre-activity stage, during-activity stage, and conclusion stage. For the purpose of this thesis, the researcher adopted these three stages. Primarily, the lessons plan in the current study will be based on Harmer’s (2001) theoretical inputs related to organizing pairwork and groupwork, which originally and as suggested, each stage includes certain areas of focus, for which didactic principles have been collected as a synthesis of several sources. Harmer (2001: 122-124), when considering organizing groupwork and pairwork in relation to various communicative and pre-communicative speaking activities, proposes three stages – before, during, and after. The three stages explained as follows :
Pre-Activity Stage
The first stage, pre-activity stage, includes two focus areas - ‘engage-instruct- initiate sequence’, of which the name has been borrowed from Harmer (2001: 58-59), and ‘grouping students’, it means dealing with the ways that can be initiated in order to divide learners into groups or pairs in case of including groupwork and pairwork activities.
During-Activity Stage
During-activity stage focuses on ‘the roles of the teacher’ that he or she can take on during activities, and, what can be suggested concerning the roles of the teacher. Another focus area concentrates on ‘providing feedback during activities’; and, finally, ‘the mother tongue use’, which discusses attitudes towards mother tongue use in the classroom, and actions that can be taken to promote the use of English will be included in this stage.
Conclusion Stage
Conclusion stage includes the areas which focus on the process of ‘stopping the activity’, it means the appropriate time and method selection; and, ‘providing feedback’ after the activity.
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