الفهرس 
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Abstract
This study aimed to examine the effectiveness of a task-based program in developing preparatory stage pupils’ speech acts in EFL classes. The study also aimed at identifying the speech acts strategies suitable for prep-school pupils and ascertain the extent to which these speech acts are represented in their school EFL Text books. The study made use of one-group pre-posttest design and data were collected using a questionnaire on speech acts that was administered to a group of thirty TEFL specialists. The aim was to ascertain their perspectives as to the strategies appropriate for the speech acts of requesting, apologizing and thanking. A textbook content analysis was developed and used to ascertain how far these speech acts are represented. Based on the feedback obtained, a task-based speech acts program (SATBP) was developed and conducted with a sample of twenty three second grade preparatory stage pupils drawn from Aziz Abaza public prep School for girls at Menia Al-Kamh, Al-Sharkia. Effectiveness of the program was assessed via a pre-post Written Discourse Completion Test (WDCT). Results of textbook analysis showed that the speech of requesting, apologizing and thanking are not well represented in EFL textbooks. Results of data analysis showed a positive impact of the SATBP on Developing pupils’ speech acts of requesting, apologizing and thanking. Results carried some implications and posed a set of recommendations for further research.