REASONS FOR SPEAKING When suddenly your T says to have a class discussion, why might you not feel like taking part in a discussion class ?   probably you have no interest in the subject   no relevant knowledge or experience   no motivation   no desire or perceived need to speak about it   worst of all, a slight panic : The T wants me to say something and I haven’t had time to think…. and there’s nothing to say !! Ss get talking, if…….:   the subject is relevant and interesting   Ss already know about   Ss are provided with information to give substance to the topic   Ss feel motivated to talk about it   Ss feel that they really want to say something.

A SELECTION of IDEAS for GETTING SPEAKING ACTIVITIES to WORK  Frame the activity well. It usually helps to find ways to lead in at the beginning and ways to close at the end. It usually helps to find ways to lead in at the beginning and ways to close at the end. A lead – in may be no more than a brief focus on a picture; it could be a text that everyone reads and which naturally flows into the topic. It could be a personal recollection from the T. A lead – in may be no more than a brief focus on a picture; it could be a text that everyone reads and which naturally flows into the topic. It could be a personal recollection from the T.  Your Ss may need some quiet time before the speaking activity, not to write out speeches ( this is to be a speaking activity, not reading aloud one ), but perhaps to look up vocabulary in their dictionaries, think through their thoughts, make a note or two, etc

 Giving Ss brief role cards sometimes helps. It can often be easier to speak in someone else’s character than in your own.  Rather than giving the SS general topic to discuss, try setting a specific, related problem. This is often more challenging, more interesting and more realistic. For example, the oil pollution : divide Ss into groups, give them a page or two of essential information about the oil company, recent accidents, graphs, local newspaper articles, maps, etc and tell them what to talk ( eg they must decide how to minimize the risk of pollution in the future ).  “Pyramid discussion” is a simple organizational technique that works particularly well with simple problem-based discussion. It gives Ss time rehearse their arguments in smaller groups before facing the whole class. Individuals – pairs – fours, then join with another four.  Different variations of seating / standing arrangements can be useful. Sometimes these may enable Ss to talk secretly with their group, to move around easily and talk to a variety of others.