Speaking
Speaking is one of the four language skills: reading, writing, listening, and speaking. Unlike listening and reading (receptive skills), speaking and writing are productive skills. It is the process of using speech to communicate meaning to others. In the classroom, speaking is not simply producing grammar and vocabulary correctly. It involves a range of subskills that together make communication meaningful and successful. In short, speaking is not about perfect sentences. It is about ensuring the listener understands your meaning.
Learning Outcomes
By the end of this lesson, you will be able to:
- Define what speaking means in the ESL classroom and how it differs from other skills.
- Identify the key subskills of speaking (accuracy, fluency, appropriacy, interaction, connected speech, body language).
- Explain the role of interactive strategies such as turn-taking, paraphrasing, and clarification.
- Distinguish between controlled practice and fluency activities, and apply both in ESL classrooms.
- Design speaking lessons with an effective structure: lead-in, practice, and post-task.
- Recognize the importance of learner needs, affective factors, and silent periods in developing oral communication.
- Evaluate speaking activities in terms of their focus (accuracy, fluency, interaction, functions, appropriacy, connected speech).
- Speaking
- Learning Outcomes
- What is Speaking?
- Essential Speaking Subskills: What Learners Need to Master
- Exploring Different Types of Speaking Texts
- Interactive Strategies in Speaking
- Controlled Practice vs Fluency Activities in Speaking Lessons
- Classroom Management for Speaking
- Lesson Stages for Speaking
- Lesson Summary: Key Takeaways on Speaking
- Noel’s Questions and Answers Corner: Speaking
- TKT Exam Practice Tasks: Speaking
- Reference Resources: Speaking
What is Speaking?
Speaking is one of the four main language skills: reading, writing, listening, and speaking. While reading and listening are often described as receptive skills (because learners receive and interpret language input), speaking and writing are known as productive skills.
Speaking is not about creating perfect, error-free sentences. In fact, even native speakers hesitate, self-correct, or use incomplete sentences in everyday conversation. What matters most is communication of meaning. If the listener understands the speaker’s message and remains engaged, then speaking has served its purpose. In an ESL classroom, this means teachers must help learners develop more than just grammar and vocabulary. They should also practise pronunciation, stress, intonation, interactive strategies, and non-verbal communication.
Essential Speaking Subskills: What Learners Need to Master
Speaking in a second language is not just about knowing words. It is a complex activity that requires several smaller skills, or subskills, working together. Teachers preparing for the TKT need to understand these subskills, because speaking activities in the classroom often focus on one or more of them. Let’s look at each in detail.
Grammar and Vocabulary
To communicate clearly, learners need a wide range of grammar structures and vocabulary.
- Grammar helps learners build correct sentences.
- Vocabulary allows them to say what they mean.
If either is missing, communication may break down or sound unnatural.
ESL Example:
A student says: “He go to school yesterday.”
- The idea is clear, but the grammar is wrong. The correct form is “He went to school yesterday.”
- The learner has not yet mastered the past tense form of the verb.
In class, teachers can design speaking tasks that recycle grammar (e.g. past tense storytelling) and expand vocabulary (e.g. describing a picture with new words).
Register
Register is the level of formality or informality in language. Choosing the wrong register may make a speaker sound rude, disrespectful, or simply strange in the situation.
ESL Example:
- With a friend: “Hey, what’s up?” → Informal, friendly.
- With a boss: “Good morning, how are you today?” → Formal, polite.
In class, teachers can set up role-plays:
- Learners practise the same situation (e.g. asking for help), but once in an informal context (asking a classmate), and once in a formal one (asking a teacher). This helps them understand how register changes with audience.
Connected Speech
Fluent speakers rarely pronounce each word separately. They use features of connected speech that make conversation sound natural:
- Linking: joining sounds (e.g. “go on” → “gwon”).
- Contractions: shortening words (e.g. “I am” → “I’m”).
- Weak forms: unstressed words become shorter (e.g. “to” → /tə/).
- Intonation: changing pitch to show feelings (doubt, certainty, excitement).
ESL Example:
Learners practise the phrase “What are you doing?”
- If they pronounce each word separately: “What – are – you – doing?” it sounds unnatural.
- With connected speech: /wɒtʧə duːɪŋ?/ it sounds natural and fluent.
Teachers can use listening and repetition exercises, songs, or short dialogues to help learners notice and practise connected speech.
Body Language
Speaking is not just about words. Body language supports communication and makes meaning clearer. It includes:
- Gestures (using hands to show size or direction).
- Facial expressions (smiling, frowning, showing surprise).
- Eye contact (showing confidence or interest).
ESL Example:
A student tells a story about getting lost. By using gestures to show “turning left” or “walking in circles,” the meaning becomes easier for the listener to understand, even if the student forgets some English words.
Teachers can encourage role-play, miming games, or storytelling tasks where gestures are part of the performance.
Fluency, Accuracy, and Appropriacy
These three qualities are often used to judge speaking ability. They are connected but different.
- Fluency: The ability to speak smoothly, at a natural speed, without too many long pauses or hesitations.
- Example in ESL: A student describes their weekend in detail, making some small mistakes, but speaking without stopping too often.
- Accuracy: Using correct grammar, vocabulary, and pronunciation.
- Example in ESL: A student carefully says, “I went to the cinema yesterday.” with the correct verb tense and pronunciation.
- Appropriacy: Choosing the right language for the context, showing awareness of register and situation.
- Example in ESL: A student greets a teacher with “Good morning, Sir,” rather than “Hey, what’s up?”
In teaching, the aim is to balance all three. Learners need controlled practice for accuracy, free tasks for fluency, and role-play or awareness-raising activities for appropriacy.
Exploring Different Types of Speaking Texts
When we speak, the way we use language changes according to the text type. A text type is the kind of spoken interaction we are engaged in. Each type has its own purpose, structure, and language features. Speaking in English is therefore not one single skill; it takes many different forms depending on the context. For example, a casual chat with a friend sounds very different from a formal presentation in front of classmates. Speaking changes depending on the text type. Each type has its own features, purposes, and challenges. Teachers should give learners practice across a variety of speaking contexts to prepare them for authentic communication.
Everyday Conversations (Casual Chats)
Purpose: To share simple information, feelings, or opinions in an informal setting.
Features:
- Short turns, quick exchanges.
- Informal register (“Hi, how’s it going?”).
- Frequent use of fillers (“um,” “you know”) and incomplete sentences.
- Little planning or structure.
ESL Example:
Students role-play meeting in the corridor:
- A: Hi, how are you?
- B: Not bad. I’m tired, though.
- A: Yeah, same here. Too much homework!
Here, the focus is on fluency and appropriacy, not on producing perfect sentences.
Transactional Speech (Functional Language)
Purpose: To get something done—buying, ordering, asking for help, or giving directions.
Features:
- Direct, clear, and often formulaic.
- Limited grammar structures.
- Polite phrases and functional exponents (“Could I have…?”, “How much is…?”).
ESL Example:
Learners practise shopping at a store:
- Customer: Can I have two apples, please?
- Shopkeeper: Yes, here you are. That’s fifty rupees.
- Customer: Thank you.
Here, the goal is not long conversation but successful completion of a task.
Telling Stories (Narrative Text)
Purpose: To entertain, share personal experiences, or pass on events.
Features:
- Use of past tense verbs.
- Sequencing words (“first,” “then,” “after that,” “finally”).
- Expressive vocabulary to add interest.
- Often longer turns, with listeners reacting through questions or comments.
ESL Example:
A student tells classmates about their weekend:
- “On Saturday, I went to the zoo with my family. First, we saw the monkeys. Then, we took lots of photos. Finally, we had ice cream before going home.”
This develops accuracy in grammar (past tense) and fluency in sequencing ideas.
Discussions and Debates (Interactive Text)
Purpose: To share ideas, solve problems, or take decisions in a group.
Features:
- Turn-taking and interactive strategies.
- Agreeing, disagreeing, and giving opinions.
- Use of persuasive language (“I believe…,” “On the other hand…”).
- May be formal or semi-formal.
ESL Example:
In groups, students discuss: “Which is better: online classes or face-to-face classes?”
- Student A: I think face-to-face is better because you can talk to the teacher directly.
- Student B: That’s true, but online learning is more flexible.
- Student C: Maybe we can say both have advantages.
Here, learners practise interaction, fluency, and appropriacy.
Presentations and Public Speaking
Purpose: To inform, explain, or persuade an audience.
Features:
- Structured and planned in advance (introduction, body, conclusion).
- Formal register.
- Clear pronunciation and slower pace.
- Visual or body language support (gestures, slides).
ESL Example:
Learners prepare a 2-minute talk on “My favourite holiday destination.”
- “Good morning. Today I’d like to talk about my favourite holiday place, Kandy. First, I’ll tell you about the temples. Then, I’ll describe the lake area. Finally, I’ll explain why I love it so much.”
This gives practice in accuracy, fluency, and connected speech at the same time.
Telephone Calls and Online Chats
Purpose: To communicate without visual support.
Features:
- Reliance on voice only (no gestures, facial expressions).
- Phrases for checking understanding (“Could you repeat that, please?”).
- Often more formal than face-to-face chat.
ESL Example:
Learners practise a phone role-play:
- A: Hello, may I speak to Mr. Silva?
- B: Speaking. Who’s calling, please?
- A: This is Anjali from the language school.
Here, the emphasis is on clarity and polite register, since body language is absent.
Formal Interviews
Purpose: To answer questions in a professional or academic setting.
Features:
- Formal register and polite tone.
- Longer, careful answers.
- Use of examples to support answers.
ESL Example:
Students role-play a job interview:
- Interviewer: Why do you want this job?
- Student: I believe I am suitable because I enjoy working with children and I have experience as a tutor.
This helps learners practise appropriacy and accuracy under pressure.
Interactive Strategies in Speaking
When we communicate in English, it is not enough to just speak correctly. Good speakers use interactive strategies to keep conversations flowing smoothly and to make sure both sides understand each other. These strategies help speakers share ideas, involve listeners, and solve problems when communication breaks down. For ESL learners, practising interactive strategies is just as important as practising grammar or vocabulary. Without them, conversations may stop quickly or become confusing. Let’s explore some of the most common strategies with examples.
Turn-Taking
What it means:
Turn-taking is knowing when it is your time to speak and when you should listen. In real conversations, people do not speak in long speeches. They share turns, sometimes very short ones. Good turn-taking prevents interruptions, silences, or one person dominating.
How it works in English:
- Intonation: A rising tone may signal “I have more to say.”
- Pauses: A short pause shows you are giving space for others.
- Phrases: “Can I add something?” or “Go ahead, please.”
Classroom example:
In a pair discussion about weekend plans, the teacher models turn-taking. She asks, “What did you do last Saturday?” and then waits, nods, and makes eye contact to signal it is the student’s turn. Later, she shows how to invite someone else: “What about you, Ali?”
Clarification
What it means:
Clarification is checking if you have understood or asking the other speaker to explain more clearly. It shows that you are interested and helps prevent misunderstandings.
How it works in English:
- Asking for clarification: “Sorry, what do you mean?” / “Could you explain that again?”
- Giving clarification: “I mean…” / “What I’m trying to say is…”
Classroom example:
During a group task, one student says, “We should go to the market after class.” Another student doesn’t understand and asks, “Sorry, do you mean today or tomorrow?” This gives the first student a chance to clarify: “I mean tomorrow afternoon.”
Paraphrasing
What it means:
Paraphrasing is expressing the same idea in a different way, especially when the listener has not understood. It shows flexibility in language and helps keep communication moving.
How it works in English:
- Re-explaining with different words: “It’s like…” / “In other words…”
- Using simpler vocabulary: Instead of “destination,” a learner might say “the place where we are going.”
Classroom example:
A student wants to say “I was exhausted,” but the listener looks confused. The student quickly paraphrases: “I mean, I was very, very tired.” The teacher praises this strategy because the learner found another way to communicate successfully.
Encouraging Contributions
What it means:
A good speaker makes sure others in the group also have a chance to speak. Encouraging contributions keeps everyone involved and makes the conversation more interactive.
How it works in English:
- Asking for opinions: “What do you think about this?”
- Inviting someone: “Do you agree, Maria?”
- Checking interest: “Would you like to add something?”
Classroom example:
In a problem-solving task (choosing five items to survive on an island), one student notices another is quiet. He asks, “What’s your opinion, Sara?” This invitation helps Sara feel included and practise speaking.
Agreeing and Disagreeing Politely
What it means:
Conversation often involves expressing agreement or disagreement. Doing this politely is important to maintain respect and avoid conflict.
How it works in English:
- Agreeing: “Yes, that’s right.” / “I completely agree.”
- Disagreeing politely: “I see your point, but I think…” / “That’s interesting, but maybe another way is…”
Classroom example:
During a debate about the best type of holiday, one student says, “Beach holidays are the best.” Another responds, “That’s true, beaches are relaxing, but I think mountain trips are more exciting.” The teacher highlights this as a good example of polite disagreement.
Why Interactive Speaking Strategies Matter in ESL
Interactive strategies make conversations more natural and engaging. Without them:
- Some learners may dominate while others stay silent.
- Misunderstandings may remain unresolved.
- Learners may struggle to continue a conversation beyond one or two sentences.
With practice, learners become better at:
Adapting their speech when problems arise.
Building longer, richer interactions.
Listening actively, not just waiting for their turn.
Controlled Practice vs Fluency Activities in Speaking Lessons
In language teaching, both controlled practice activities and fluency activities play an important role. They complement each other: one focuses on accuracy (using grammar, vocabulary, and pronunciation correctly), while the other develops fluency (communicating smoothly and meaningfully). A successful lesson usually moves from controlled to fluency, giving learners both accuracy and confidence in real communication.
Controlled Practice in Speaking
Definition:
Controlled practice activities give learners limited choice over the language they use. The teacher sets up tasks where learners must use specific grammar, vocabulary, or sentence patterns.
Purpose:
- To practise new language items correctly.
- To build confidence by ensuring learners can produce accurate sentences.
- To reduce mistakes at the early stage of learning.
Common Features:
- High teacher control.
- Repetition and drilling.
- Short answers and predictable responses.
- Focus on accuracy, not creativity.
Examples of Controlled Practice Activities:
- Repetition drills: The teacher says, “Would you like some tea?” and the class repeats. Learners practise correct stress and intonation.
- Substitution drills: Teacher models “I’d like some water.” Learners change the word: “I’d like some juice,” “I’d like some milk.”
- Dialogue practice: Students memorise and act out a short dialogue such as ordering food in a café.
- Gap-fill speaking exercises: Students complete missing words in a sentence and then practise speaking it.
- Choral practice: Whole-class repetition of useful phrases, especially for pronunciation.
ESL Classroom Example:
To practise polite requests, learners repeat: “Would you like some tea?” and substitute other words (“Would you like some coffee?”). The teacher listens carefully, correcting errors in grammar and pronunciation immediately.
Benefits:
- Helps learners get language right.
- Builds confidence for shy learners.
- Creates a foundation before moving to freer speech.
Limitations:
- Learners are not practising real communication.
- Can feel mechanical or boring if overused.
Fluency Activities for Speaking
Definition:
Fluency activities give learners freedom to choose their own words and expressions. The main goal is communicating meaning, not producing perfect sentences.
Purpose:
- To encourage natural use of language.
- To develop speed, confidence, and interaction skills.
- To practise communication strategies like paraphrasing and clarifying.
Common Features:
- Low teacher control.
- Learners choose vocabulary and grammar freely.
- Mistakes are tolerated if meaning is clear.
- Focus on meaning, not perfect accuracy.
Examples of Fluency Activities:
- Information gap tasks: Each learner has different information (e.g., two versions of a bus timetable). They must talk to share information and complete a task.
- Problem-solving activities: Groups work together to solve a puzzle or make a decision, such as “Choose five items to survive on a desert island.”
- Discussions and debates: Learners express opinions on a topic (e.g., “Is online learning better than classroom learning?”).
- Storytelling: Learners tell personal stories or create stories from picture prompts.
- Project work: Groups research and present ideas (e.g., designing a “dream holiday” and presenting it to the class).
ESL Classroom Example:
Learners work in pairs with different bus timetables. They must talk to each other and agree on the best travel option. They focus on sharing meaning, not on using exact grammar.
Benefits:
- Encourages real communication.
- Builds confidence in speaking freely.
- Gives practice in interactive strategies (asking, clarifying, negotiating).
Limitations:
- Some learners may dominate while others stay quiet.
- Mistakes may increase.
Classroom Management for Speaking
Teaching speaking in ESL classrooms can be challenging because learners are often shy, anxious about mistakes, or unused to speaking in front of others. Effective classroom management helps create an atmosphere where learners feel safe, motivated, and ready to practise. Below are key considerations for managing speaking activities successfully.
Pair and Group Work to Increase Student Talking Time
Why it matters:
If the teacher always leads speaking, only one student speaks at a time while the rest listen. This limits practice. Pair work and group work allow many learners to speak simultaneously, which increases student talking time (STT).
How it works:
- Pair work: Two students work together on a short task (e.g., practising a dialogue, asking and answering questions).
- Group work: Small groups (3–5 learners) complete longer tasks (e.g., problem-solving, role-plays, or discussions).
ESL Example:
Instead of one student practising directions with the teacher at the board, the teacher divides the class into pairs. Each pair practises:
“Go straight, then turn left.”
Now the whole class is speaking at the same time, not just one learner.
“Excuse me, how do I get to the station?”
Introducing Pair Work Gradually in Large Classes
Why it matters:
In large classes, students may not be familiar with pair and group activities. They may see them as noisy or unproductive if not introduced carefully.
How to manage:
- Start small: Begin with short, simple pair tasks (e.g., greeting your partner, asking about their weekend).
- Set clear instructions: Demonstrate the activity with one pair before letting the class try.
- Monitor carefully: Walk around the classroom to ensure learners are on task.
- Reflect afterwards: Ask students how the activity helped them practise.
ESL Example:
A teacher introduces pair work in a class of 50 students. Instead of a complex debate, she starts with a short “Find someone who…” activity. Learners ask yes/no questions like “Do you like football?” and note down answers. The teacher then highlights how everyone got a chance to speak.
Error Correction in Fluency Tasks
Why it matters:
When learners are focused on fluency, constant correction interrupts their flow and can make them afraid of speaking.
Best practice:
- During controlled practice, correct errors immediately (since the goal is accuracy).
- During fluency activities, do not interrupt unless the mistake blocks meaning.
- Instead, note down errors while monitoring and review them after the task.
ESL Example:
In a group discussion about weekend activities, a learner says: “Yesterday I go cinema.” The teacher does not stop the conversation. After the activity, the teacher writes the error on the board and asks: “How can we say this in past tense?” Learners suggest: “Yesterday I went to the cinema.”
This way, fluency is not disrupted, but accuracy is still addressed.
The Silent Period for Some Learners
The Silent Period for Some Learners
Why it matters:
Especially with beginners or young children, some learners may not speak for weeks or even months. This is known as the silent period. They are not refusing to learn; instead, they are listening, observing, and building understanding before they feel confident to speak.
How to manage:
- Do not force them to speak before they are ready.
- Encourage participation through non-verbal communication (pointing, nodding, drawing, acting).
- Gradually introduce low-pressure speaking tasks like repeating a single word or answering yes/no questions.
ESL Example:
In a primary ESL class, a child remains silent during group discussions. The teacher allows the child to show understanding by pointing to flashcards or nodding. Later, the child begins to repeat words with the group. Over time, confidence grows, and the learner starts speaking in short sentences.
Lesson Stages for Speaking
A well-structured speaking lesson helps learners build confidence, practise new language, and use it in meaningful communication. Most speaking lessons follow three main stages: the Lead-in, the Practice stage, and the Post-task stage. Each stage has a specific purpose and supports learners in different ways.
Lead-in Stage
Purpose:
The lead-in sets the scene for the lesson. It:
- Introduces the topic in an engaging way.
- Activates learners’ prior knowledge (what they already know about the topic).
- Provides or revises the necessary language (key words, phrases, grammar, or functions).
- Motivates learners by making the activity meaningful and connected to their lives.
Techniques for Lead-in:
- Using pictures, flashcards, or real objects.
- Showing a short video clip related to the theme.
- Asking simple warm-up questions to connect the topic to learners’ experiences.
- Brainstorming vocabulary on the board.
ESL Example:
Topic: Asking for directions
- The teacher shows a short video clip of a tourist asking for directions in a city.
- Learners identify words they already know (e.g., left, right, straight).
- Teacher writes these on the board and introduces any missing words (e.g., crossroads, traffic lights).
This step ensures learners have the tools they need before starting practice.
Practice Stage
Purpose:
The practice stage is the core of the lesson. Here, learners move from controlled speaking (accuracy-focused) to freer speaking (fluency-focused). It usually has two phases:
a) Controlled Practice
- Focus on accuracy: grammar, vocabulary, pronunciation.
- Activities have limited choice of language.
- Teacher monitors closely and corrects mistakes immediately.
ESL Example:
- Teacher provides a model dialogue:
“Excuse me, how do I get to the station?”
“Go straight, then turn left at the traffic lights.” - Learners practise the dialogue in pairs, substituting different locations (bank, supermarket, park).
b) Freer Practice
- Focus on fluency: natural communication.
- Learners have more choice in language use.
- Teacher reduces correction and observes interaction.
ESL Example:
- Learners receive a simple town map.
- In pairs, one asks for directions and the other gives them.
- Pairs then switch roles and practise with different destinations.
Here, learners use the new language more creatively, moving closer to real communication.
Post-task Stage
Purpose:
The post-task stage allows learners to reflect, extend their speaking, and receive feedback. It can focus on either language (accuracy) or ideas (content).
Techniques for Post-task:
- Class discussion on what was easy or difficult.
- Group reflection: learners share which strategies worked best.
- Teacher highlights common errors and corrects them.
- Learners repeat the task with improvements.
- Follow-up activity connecting to real-life use.
ESL Example:
- After practising directions, groups discuss: “What was the easiest part of giving directions? What was the hardest?”
- Teacher notes that many learners struggled with pronunciation of ‘straight’ and ‘traffic lights’.
- Class repeats those words together and practises them in short sentences.
- Learners then try a short free activity, like explaining how to get from the school to a nearby bus stop.
This stage consolidates learning and prepares learners for using the language outside the classroom.
A Sample Lesson Flow
Topic: Asking for Directions
Learners do a final free-speaking task: explaining how to get from the school to the nearest shop.
Lead-in:
- Show a short travel video.
- Brainstorm words learners already know about directions.
- Introduce missing vocabulary (turn left, go past, crossroads).
Controlled Practice:
- Model and drill short dialogues for accuracy.
- Pairs repeat dialogues and substitute destinations.
Freer Practice:
- Learners role-play with maps, choosing their own places.
- Each pair practises multiple exchanges.
Post-task:
- Class reflects on what was difficult.
- Teacher provides targeted correction and pronunciation practice.
Lesson Summary:
Key Takeaways on Speaking
- Speaking is a productive skill involving more than grammar and vocabulary.
- Key subskills: accuracy, fluency, appropriacy, interaction, connected speech, body language.
- Interactive strategies (turn-taking, paraphrasing, clarifying) ensure successful communication.
- Controlled practice builds accuracy; fluency tasks build confidence and real communication.
- Teachers must manage speaking lessons with pair work, careful correction, and support for learners.
- A good speaking lesson includes lead-in, practice, and post-task stages.
Noel’s Questions and Answers Corner: Speaking
Why is speaking considered difficult for ESL learners?
Speaking is often the most challenging skill for language learners because it requires them to combine multiple elements at the same time. Learners must recall the correct grammar, choose the right vocabulary, pronounce words clearly, and use proper intonation and stress patterns—all while keeping their speech fluent and socially appropriate. Unlike writing, they cannot stop and edit their sentences; speech happens in real time, often under pressure. Many learners also feel anxious about making mistakes in front of others, which adds to the difficulty. For example, a student might know the correct past tense form (went) but in a fast conversation might accidentally say “go”. This pressure makes speaking especially demanding compared to receptive skills like reading or listening.
Should teachers correct speaking errors immediately?
Correction depends on the type of activity and the goal of the lesson. In controlled practice activities, where learners are focusing on accuracy (e.g., repeating model sentences, practising dialogues), it is useful for teachers to correct errors straight away. This prevents mistakes from becoming habits and ensures learners understand the correct form. However, in fluency activities, the main goal is communication. If a teacher interrupts too often, learners may lose confidence and hesitate to speak. In these cases, it is better for the teacher to make notes of common errors and provide feedback at the end of the activity. This way, learners can stay focused on sharing meaning while still receiving valuable correction later.
How can teachers motivate shy learners to speak?
Shy learners often worry about being judged or making mistakes in front of the whole class. To encourage them, teachers can create a supportive, low-pressure environment. Starting with pair work is very effective, since speaking to just one classmate feels safer than speaking in front of everyone. Giving learners planning time before speaking tasks also reduces anxiety; they can think about what they want to say before speaking. Teachers can also use engaging, non-threatening activities such as storytelling with picture prompts, describing familiar objects, or role-playing everyday situations like shopping or ordering food. Over time, as learners succeed in these smaller tasks, their confidence grows and they become more willing to take part in group discussions or presentations.
How do interactive strategies improve speaking?
Interactive strategies are techniques learners use to keep a conversation going, involve others, and solve communication problems. These include turn-taking, asking for clarification, paraphrasing, encouraging contributions, and agreeing or disagreeing politely. Without these strategies, a conversation can break down quickly or become one-sided. For example, if a learner does not understand, saying “Sorry, could you explain that again?” keeps communication alive. Or, if a student sees that a partner is quiet, asking “What’s your opinion?” helps include them.
What’s the difference between fluency and accuracy?
Fluency refers to how smoothly and naturally learners can speak. A fluent speaker can keep talking at a normal speed, with few pauses, hesitations, or repetitions. The sentences may not always be perfect, but the listener can follow the meaning easily. Accuracy, on the other hand, refers to using correct grammar, vocabulary, and pronunciation. An accurate speaker pays close attention to sentence structure and word choice, but may speak more slowly or stop often to think. For example, in a conversation task, a fluent learner might say “Yesterday I go to cinema with my friend” (clear meaning but inaccurate grammar). An accurate learner might say “Yesterday I went to the cinema with my friend” (correct grammar but spoken more slowly).
TKT Exam Practice Tasks: Speaking
TKT Unit 8:
Practice Task 1
Instructions:
For questions 1–7, match each classroom situation (1–7) with the aspect of speaking (A–G) it illustrates. Each option is used once only.
Aspect of Speaking
A. Grammar and vocabulary
B. Register
C. Connected speech
D. Body language
E. Interactive strategy
F. Accuracy
G. Text type
Classroom Situation
- Learners practise the sentence “I’d like a cup of tea” several times to improve pronunciation and sentence stress.
- A learner says “Yesterday I go to the park” instead of “Yesterday I went to the park.”
- Students practise saying “Would you mind opening the window?” and “Can you open the window, please?” to understand how politeness changes with formality.
- In a storytelling task, learners use “first,” “then,” “after that,” “finally.”
- Learners are encouraged to use gestures and facial expressions while describing a picture.
- During a discussion, one learner says, “That’s true, but maybe another idea is…”
- The teacher asks students to repeat short sentences like “Turn on the light” and “Put out the fire” to practise linking sounds.
TKT Unit 8:
Practice Task 2
Instructions:
For questions 1–7, Match each teacher action (1–7) with the most appropriate classroom management technique (A–G). Each option is used once only.
Classroom Management Techniques
A. Encouraging equal participation
B. Giving delayed feedback
C. Handling large classes
D. Pair and group work to increase speaking time
E. Respecting the silent period
F. Avoiding interruption during fluency work
G. Immediate correction during accuracy practice
Teacher Actions
- The teacher walks around listening quietly during a group discussion without interrupting.
- A teacher with 45 students starts using short pair activities before trying larger group tasks.
- A teacher corrects students immediately when they practise model sentences.
- A young learner doesn’t speak for several weeks but follows instructions and participates non-verbally.
- The teacher sets a rule that all learners must ask at least one question during the task.
- The teacher writes common mistakes heard during a role-play and reviews them afterwards.
- Learners are divided into groups so more people can speak at the same time.
TKT Unit 8:
Practice Task 3
Instructions:
For questions 1–7, Match each lesson description (1–7) with the correct stage of a speaking lesson (A–G). Each option is used once only.
Stages of a Speaking Lesson
A. Lead-in
B. Controlled practice
C. Freer practice
D. Post-task feedback
E. Pre-task language focus
F. Reflection stage
G. Warm-up stage
Lesson Descriptions
- The teacher plays a short clip of a tourist asking for directions and elicits related vocabulary.
- Learners use maps to ask for and give directions freely with different partners.
- The teacher models the sentence “Go straight and turn left at the bank.” and students repeat it.
- Learners discuss what they found easy or difficult after completing the role-play.
- The teacher checks pronunciation of “traffic lights” and “crossroads” after the activity.
- Learners practise a short dialogue following a script before trying it with new places.
- The teacher introduces the day’s topic by asking students, “How do you find your way in a new city?”
Reference Resources: Speaking
Textbooks
- “Teaching by Principles: An Interactive Approach to Language Pedagogy”
by H. Douglas Brown
A comprehensive methods book. Its chapters on speaking, interaction, and classroom techniques are rich in theory + application. - “Focus on Speaking” by Kenneth Anderson and Joan Maclean
- Concentrates specifically on the speaking skill. It offers task types, classroom ideas, and evaluation strategies.
- “How to Teach Speaking” by Scott Thornbury
- A practical guide entirely devoted to speaking. Covers subskills, task design, error feedback, fluency, and more.
- “Tasks for Language Teachers: A Resource Book for Practitioners”
by Martin Bygate, Peter Skehan & Merrill Swain- Although the book treats all four skills, many of the tasks are geared toward speaking and interactive communication.
- “Teaching and Researching Speaking” (2nd edition) by John McDonough and Peter Skehan
More research-informed, with discussion of speaking subskills, strategies, and how to assess speaking performance.
Online Resources
- ESL Speaking
– Offers ready-to-teach ESL lessons focused on conversational functions (e.g. apologising, inviting, clarifying) with dialogues, audio, worksheets. - ESL Gold – Practice Speaking
– A large repository of lesson plans, classroom ideas, and professional development content. You’ll find materials that engage with register, discourse, and functional tasks. - Cambridge English – Teaching English Online (Resources for teachers)
– This site categorizes worksheets, quizzes, and materials by function (e.g. making suggestions, complaining). It’s quite practical for learners who want extra practice. - ESL Brains
– A curated list of good ESL lesson-plan websites, many of which include communicative functional tasks. Useful for sourcing extra material. - American English (U.S. State Department) – Speaking Resources
– Provides teacher materials, lesson plans, and specific resources for the four skills including speaking.
Previous Lesson: Listening
Next Lesson: Motivation
Home: Module 1 Lesson Navigator
