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Speaking monologue. 
Spoken monologue, that is oral presentations, can be a feature of EOP and EA work. Mostly 
the teaching of oral presentations in EAP occurs in English- medium situations with some 
examples in EAP courses for tour guides, sales, representatives and professional people such 
as doctors and engineers. An effective oral presentation is built on language and skills and 
requires confidence. ESP courses are likely to look at: structuring, visuals, voice and advance 
signaling as well as language.
Structuring presentation has much in common with structuring written communication in as 
much as listeners want a clear map to follow; there should be a start, middle and an end. It is 
often said, “Visuals are worth a thousand words”. Yes, if they are good and used well, 
otherwise…..! Visuals can include a few written words but are hardly visual if they are 
primarily text and then get read aloud. 
Voice work 
may include pronunciation but intonation usually hinders comprehension more. 
Phrasing, pausing, speed of delivery, volume and tone variation all play an important role 
and may need as much attention as the actual words. Pausing is silence and often feels 
uncomfortable to a less confident speaker. It is though essential processing time for listeners. 
Silence is also a part of the language of visuals; the silent time when the visuals make its 
impact and the audience absorbs and processes the information.
Writing skills in ESP.
We believe that knowledge of genre is a key element in all communication and especially 
significant in writing academic and professional texts. Knowledge of genre involves an 
understanding of the expectations of the discourse community that text and of the 
conventions that have developed over time about the structure, the language and the rhetoric 
of the genre. Developing writing skills also involves other skills, notably the skills of 
planning, drafting and revising so that the end product is appropriate both to the purpose of 
the writing and the intended readership. The students may start by planning the piece of 
writing and the do the actual writing. In planning writing and revising writers will have in 
mind a reader and will think about the needs of that reader and the purpose of the document.
They will have a map to guide them their message, audience and purpose. Writers need to 
ask themselves questions such as whether to expand a point provide an example or define a 
term in order to help the reader understand the text or to persuade him of the validity of the 
argument presented. For example, if we write an introduction to a business report or an 
academic article, we need, on the one hand, to consider how the text can be made clear and 
interesting to the people that will read the introduction.