Introduction topicality

2.2 Problems with teaching speaking in English classes
Currently, training requires students to master all types of speech activity, including reading, listening, writing, and speaking, in accordance with the standard of basic general education in a foreign language. A foreign language, like a native language, is a communication tool; therefore, in order for a student to receive, transmit, and store information, he must be fluent, equally proficient in all four types of speech activity. However, in the modern teaching of foreign language in general educational institutions, a situation has developed in which the teaching of speaking is given an insignificant place in the educational process, resulting in the student being unable to construct an oral statement.
One of the causes of this is the teacher's ignorance or underestimation of the challenges that arise when teaching oral speech and, as a result, ignorance of the solutions to those challenges.
Speaking is an oral form of communication where language is used to exchange information, establish contact and mutual understanding, and influence the interlocutor based on the speaker's communicative intention. Spontaneity, situationally, emotional coloring, and initiative are some of its distinguishing traits, which together make this type of speech one of the most challenging to learn when learning any foreign language. When teaching speaking, the teacher encounters a variety of challenges that must all be overcome in order to achieve the lesson's main objective, which is the mastery of communicative competence.
Because there are so many different types of difficulties, it stands to reason that they can be categorized in a variety of ways using a variety of criteria. Therefore, difficulties in teaching speaking can be categorized as either objective or subjective (relating to the student) (depending on external circumstances). The student in this instance serves as the criterion for such a classification due to the dependence of potential issues on the training subject.
Subjective difficulties can be seen in:

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  The student's psychological and emotional state;
  
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  The amount of linguistic, cultural, regional, and other knowledge he possesses.
  

In other words, regardless of the external learning environment, subjective difficulties can occur in any situation. Since the teacher must be fully versed in a variety of fields, including social, developmental, and pedagogical psychology, teaching strategies for a foreign language, and knowledge of the directly taught language, eliminating problems from this group is generally a particularly challenging task. Furthermore, in order to understand the students' feelings regarding the educational process, it is essential for the teacher to have frequent interactions with the class and with each student individually.
Ideally, the teacher should also consider each individual student's family situation, because the emotional climate in the family has a direct impact on the student's self-perception, level of self-esteem, motivation for learning, and achievement of the goal and objectives of education in general.
Objective difficulties, on the other hand, reflect an external state of affairs that is unrelated to the student. Inadequate classroom material and technical support; large class size; teacher incompetence; lack of study time allocated for teaching speaking; inconsistency of the educational and methodological complex with the goals and objectives of teaching speaking.
Based on the dependence of difficulties on the language's structure, there is yet another classification that could be used. We can discuss both proper and additional linguistic challenges in this situation. The first has to do with a language's structure, specifically issues with comprehending and mastering phonetic, grammatical, syntactic, and other norms. On the other hand, additional linguistic challenges are related to the speaker's unique characteristics as well as the context of the communication. The main challenges are listed below, along with a brief explanation of some of them.
The teacher must keep an eye on each student's pronunciation as they learn English in order to give them each the proper instruction. Students may be given individual tasks as needed, with sound aid verification coming later. When teaching sounds, the teacher should employ both individual and choral pronunciation. After the chorus, the teacher should work one-on-one with any students who still need assistance. During the chorus, the teacher should pay close attention to how each student pronounces the sounds. The development of foreign language speaking abilities is hampered by a variety of objective and subjective factors.
Speaking is a multifaceted and complicated phenomenon. For starters, it serves as a means of communication in a person's life. Second, one type of human activity is speaking. Third, it is critical to remember that the activity of speaking produces a product - the statement.
We'd like to elaborate on a type of work known as discussion or discussion.
Secondary school students are exposed to a wide range of topics for discussion. It could be anything from school to travel to famous people.
Of course, keep in mind that the goal of such work is to voluntarily involve as many children as possible in the discussion. The incentive is the importance of this issue to them. Politics and science will pique the interest of very few children in the middle stages of their education. The classroom should have a relaxed atmosphere. It is worthwhile to begin with your own opinion and invite children to either challenge or confirm it.
However, this method has a disadvantage. Children may switch to their native language during discussions or even disrupt the lesson if the teacher lacks the necessary organizational skills.
Despite the created atmosphere of reasoning freedom, the teacher should still guide students in the right direction, asking guiding questions from time to time in order to expand the problem of reasoning as much as possible.

It is also worthwhile to pre-present the vocabulary to the students, which they can use in condemnation; this will serve as both a good hint and an incentive to learn new words [16].

For instance, you can use this website in order to do a speaking task. There are some questions about present simple, also this can be interesting and motivational to the students.