ABSTRACT
This chapter reviews a classroom activity that was designed to develop the speaking skills of second-year junior high school English as a foreign language students. Meaning-order approach to pedagogical grammar was introduced in a stepwise manner, rather than being presented as a whole, so that the students could learn how to add more information to the short, simple sentences that they were already able to build. This activity aimed to develop the students' speaking skills, especially the skill of building sentences that have a reasonable amount of information. The simple principle that underlies this activity is that there is a limit to a person's working memory; that is, students cannot focus their attention on everything involved in producing English sentences simultaneously. The activity itself is of an ordinary kind that uses a visual aid as a catalyst to elicit students' utterances.
