To complement the posts on speaking, especially regarding curriculum design, I have included a list of speaking sub-skills.1. Producing segmental features of English at word level [especially vowel and consonant sounds, stressed and unstressed syllables]2. Using suprasegmental features of English [especially intonation, stress in sentences, word-linking and weak forms] accurately in spoken utterances3. Expressing grammatical [syntactic and morphological] relationships in spoken utterances at the level of the sentence4. Expressing relationships between parts of a spoken utterance through cohesive devices [especially grammatical cohesion such as noun-pronoun reference]5. Using markers in spoken discourse, in particularintroducing an ideadeveloping an ideatransition to another ideaconcluding an ideaemphasising a point to indicate important informationexplaining or clarifying a point already madeanticipating an objection or contrary view6. Sustaining communicative dialog with and without explicit markerssingle exchangedouble exchangemultiple exchanges7. Expressing conceptual meaning in spoken utterances8. Expressing attitudinal meaning in spoken text and utterances [especially by intonation]9. Marking the main points or important information in spoken text and utterances [especially through emphasis or vocal underlining and through verbal cues]10. Expressing information or knowledge in informal and semi-formal utterances11. Planning and organising information in formal expository discourseoral narrativeoral description of phenomena or ideas12. oral descriptions of process or change of state

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