The document provides guidance on how to teach speaking in the classroom. It discusses the characteristics of successful speaking activities, common problems that inhibit student speaking, and strategies teachers can use to address these problems. Specifically: 1) Successful speaking activities have high student motivation, use an appropriate language level, involve meaningful interaction, give all students a chance to speak, and are well-designed for skill development. 2) Problems that can inhibit speaking include student inhibition, low participation, and activities that do not engage students. 3) Teachers can address these problems by using group work, ensuring activities use "easy language", giving clear instructions, choosing engaging topics, and training students in discussion skills.

1. HOW TO TEACH SPEAKING
Classroom Speaking Activities
By
Luis Carlos Lasso Montenegro

2. What are the characteristics of a successful
classroom speaking activity ?
What are some of the problems in getting learners
to talk in the classroom?
What can the teacher do to help to solve some of
the problems during speaking activities?
Reflection Moment…
Which activities can the teacher carry out to get
students to speak fluently?

3. What are the characteristics of a successful
classroom speaking activity?
Students’ motivation is
high and oral production
becomes customary rather
than mandatory.
Language is of an
acceptable level and
learners get across their
ideas accurately.
Meaningful Interaction
Teacher - Student
Student- Student
Participation is even and
everybody gets the chance
to make contributions.
Learners talk a lot and feel
eager to speak in the target
language (L2).
Well-designed activities
according to the learners’
proficiency level & foster
oral skills development.

4. INHIBITION
• Students could feel uptight and afraid of making mistakes.
• Shy learners are often inhibited about trying to say things.
• Fearful of criticism or real-time exposure.
LOW OR UNEVEN PARTICIPATION
• Only one learner can talk at a time if he/she is to be heard.
• Very little talking time in large groups.
• The tendency of some “outgoing” learners to dominate,
while others speak very little or not at all.
NOTHING TO SAY
• The speaking activity is not appropriate for the students .
•The teacher asks vague or complicated questions.
•Incomprehensible input or difficult tasks.
What are some of the problems in getting
learners to talk in the classroom?

5. Use Group work
It increases the sheer
amount of learner talk and
also lowers inhibitions.
Base the activity on
“easy language” so
that learners can
speak fluently.
Give clear instructions
about participation or
training in discussion
skills.
Make a careful
choice of topic and
task to stimulate
interest.
What can the teacher do to help to solve some
of the problems during speaking activities?
What can the teacher do to help to solve some
of the problems during speaking activities?

6. Which activities can the teacher carry out to
get students to speak fluently?

7. Thanks for your
attention!