Making Students Speak (3) – Proven Solutions

If your Students seem unwilling to speak during classes, you may try out one (or more) of the ideas given below. The solutions proposed can be easily adjusted to different Students’ needs and teaching contexts. I have used the techniques and tasks described for the purposes of teaching speaking to adult Students of Lodz University of Technology where I’ve been working since 2007.

Let’s talk about talking…

I feel it’s necessary to discuss specific problems connected with speaking in the classroom. What I mean is that whenever I notice a communication barrier, I talk to my Students about it and together we try to find out why they have the given problem and how to solve it.
For example, a few years ago my very analytical and intelligent computer science Students had problems with:

• making use of new words in practice
• being fluent and not worrying about mistakes
• using phrases that would help them structure what they wanted to say
• communicating without stress

So, I prepared the following presentation on overcoming the communication barrier.

Click here to download a speaking presentation

In the classroom, I showed it to my Students, discussed each notion included in it, explained the difference between accuracy and fluency / passive and active vocabulary, as well as tested my Students’ knowledge of certain useful phrases they were supposed to know (slide 4).
I also asked my Students questions such as: “What problems do you have with…?” / “Why is it difficult for you to…?” / “What would you suggest I do in order to help you…?” / “What do you think it would be advisable for you to do to overcome…?”
It really helped!
Since then, I’ve done it many times (not necessarily with a multimedia presentation) and the earlier I reacted in case of certain communication problems, the faster my Students could start speaking with less difficulty.

2. Talk about it… For one minute.

This is an example of a task that can be done in pairs/groups, is suitable for any Students at A2-C2 level (if properly adjusted) and focuses on developing fluency.
You can use it as a warm-up activity (when you want to introduce new words, for example), as a vocabulary revision task (then you’ve got to choose specific words that you want your Students to focus on) or in the middle of a class “for fun”.
The idea is very simple. You distribute pieces of paper with a word of your choice written on each piece. Students take turns to talk about the given word, or rather the concept it represents, for one minute without pausing.
You need to provide necessary instructions and make sure your Students know WHY they are doing this task (to develop fluency, revise vocabulary, learn to listen to others, make use of certain structures or speaking techniques, have fun, get rid of stress, etc.).
Examples of word sets:
I. Developing fluency and having fun with adults at B2 level

II. Vocabulary revision (cars) – technical English, B1+ level

We can ask our Students to carry out this task in a certain manner – e.g. to concentrate on describing the concept / giving its definition or their opinion on it / using specific vocabulary or grammar structures, etc., depending on the choice of words and the context.

3. Activate the senses

A good idea is to ask our Students to talk about their sensations connected with different words. By appealing to the senses of our Students we may encourage them to describe their experiences, voice opinions and share ideas. How?
For example:
1. Like in the task described above, distribute pieces of paper among Students with a word of your choice on each piece, e.g.

and then ask the Students to work in pairs and tell each other about their sensations connected with the word they’ve picked up.
For example, Student may answer the following question while referring to the word / concept:
What sensations do you associate with the word / concept? What do you see / smell / hear / feel (both as far as your taste and touch are concerned) in connection with it?
Next, the other Student who has been listening can say if he or she has similar or different sensations.
Students can also talk about their childhood memories connected with the concepts, e.g.
I used to like looking at the Moon at night, because…
I remember myself sitting in the kitchen, smelling traditional bread that my grandma would bake …
I will never forget listening to nightingales in the nearby wood…
Etc.
In this case, Students not only develop fluency by talking about their sensations / experiences, but can also practice using different structures (used to, would, Past Simple).

4. Music

If your Students like listening to music, it’s worth developing some music-based speaking tasks for them. By associating the pleasure derived from listening with communication, Students may become more willing to share their thoughts and opinions.
Examples:
I. Describing people
You will need a classroom equipped with an OHP and a computer for the purpose of this task.
Choose a few suitable songs and play a part of each in the classroom, without showing the video. In pairs, Students say how they imagine the singer looks like (describe his or her appearance, clothes, behavior) or actually describe him or her if he / she is known to them.
This allows Students to practice descriptions, using adjectives and the Present Simple, as well as some “prediction/opinion” phrases (I imagine / suppose / expect that…, In my opinion…, etc.) and exchange their views.
After the task is completed, show your Students a part of the song with video on. It will allow them to confront their expectations with reality (also in the form of a speaking task).
II. Use your imagination
Students work in pairs. You play a part of a melody of your choice (some of my favorite examples are given below), ask your Students to close their eyes and relax while listening, and then to describe to their partners what they “saw” while they listened to the melody.
In this way, Students learn to derive pleasure from speaking, practice descriptions, compare their opinions. The activity can be even more interesting if we choose movie soundtracks.
https://www.youtube.com/watch?v=n3LJZ_kt2V0 (The Witcher, Grzegorz Ciechowski)
https://www.youtube.com/watch?v=eYpMqhQt9kU (Legends of the Fall, James Horner)
https://www.youtube.com/watch?v=xButjfhZWVU (The Gladiator, Hans Zimmer)
https://www.youtube.com/watch?v=iJ5eUZCQlbg (Mond Tanz, Blackmore’s Night)

5. Adjust the book

At the Language Centre of Lodz University of Technology, all Students are required to learn business English. That’s why many of the tasks in our books are related to work. As most of our Students have had no experience working, however, sometimes it’s necessary to… physically change the contents of the book in order to make Students more willing to speak.
We simply need to make the context of each task suitable for your Students. For example, if the task is to answer the following questions (using certain adjectives):

all you need to do is to ask your Students to take a pencil and cross out the following words:

and replace them with:

Students may guess themselves which words should be removed in order to make the context proper, as well as what words should be used in their place.

Hope it’s been helpful. I’ll try to come up with some new ideas for the blog while I’m away on holiday. Wish us all nice weather!

Ewa Muszczynko