'I can understand my teacher's English, but when I speak to 'real people' I can't understand them'. This is a comment I'm sure many teachers have heard.

I have noticed in many of the classes I have taught that there can be a tendency for the learners to want to interact with me but less enthusiasm when it comes to interacting with each other.

People spend a huge chunk of their everyday conversation time talking about themselves and the people they know, so the most natural thing in the world is for us to invite our students to do the same.

Group discussions occur in many different formats – from very informal ones between friends to highly structured and challenging discussions included as part of a selection process.

Getting teenagers to speak English can prove a challenge to many teachers. One way is to provide a context for real and meaningful communication.

In this article I will outline several reasons for using role play in the classroom and I will offer some tips for getting the most out of role play.

This article looks at what a speaker needs to be able to do in order to use spoken English as an effective form of communication.

How would your Christmas feel without a Christmas tree or your birthday without a cake? How romantic would your romantic dinner be without candles?

In this article I would like to give you a few tips and some advice on what I've learned from helping students prepare and deliver presentations.

This article is written for teachers with large classes of students who have encountered some of the following or similar problems during speaking activities in their classroom.