This article is in three parts. The first part has already looked at what a speaker needs to be able to do to use spoken English as an effective form of communication.

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?

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.

For many people, standing up in public and doing a speech is one of their greatest fears. For many language students in particular, this is the ultimate challenge.

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.

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.

In my previous article, Video Exchange Project, I outlined how an exchange project can motivate teenage students by providing a context for real and meaningful communication.

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