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he role of speaking in language learning 
role of interactive speaking in my lessons? What do I want my students to be able 
do in interactive speaking activities? You may well come up with a list which includes the following goals 
• confidence 
 Pa
Mo
Ho
dri
be
re ways of loosening up your 
students. To do so you need to make your classes fun, but also to underline the benefits of your approach. 
Make sure that your students understand you are covering the school curriculum and you are serious about 
ird, you 
y
should also be acknowledged that your students have certain rights. They may opt out of certain 
discussions, and should not be forced to speak; they should be heard and respected; and they should 
extend the same courtesy to their classmates. 
F
not to say that you should deny expressions of negative feelings. Many of your students may be living in 
difficult conditions. Their problems are real and should not be avoided. But wh
c
a
examinations, making teaching difficult an your students nervous. The following exercise need take only 10 
minutes of your lesson; nevertheless, it can enhance your students' self-confidence. 
1. Divide the class into groups of three (students A, B, and C). 
language learner. For example: "He was very funny in the role play last week. He played the part of the 
old man very well." or "I know that she spends 30 minutes a night on her English homework. And she 
was the only one to get good grades on 
one to try." 
3. After students B and C have finished talking, Student B turns her back and students A and C talk about 
her. 
N
give students at beginners' levels of English the option of using their native language. 
 T
Ask yourself, what is the 
to
for your students: 
• participation 
• interaction 
• fluency 
• communication strategies 
rticipation 
st of your students will participate in your English lessons if you select activities which involve them. 
wever, a word of warning: some students may resist your efforts to involve them. They may be used to 
lls, which do not require much thought beyond a mechanical manipulation of the language, and they may 
suspicious of your efforts to change their level of involvement. But there a

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you
an
tart out 
with activities like the following one called "The Route to School," which is suitable for beginning level 
cla
e city, town, or village in which you are teaching. Pin the map to the 
wall. 
2. Ask a student what time she started her trip to school and what time she arrived. Ask her to trace her 
n 
h
which to record starting point and time, route, 
l tim
given to you by your 
t.