Chapter I. The importance of language teaching

The aim of the course paper. These activities may include imitating 
repeating, answering verbal cues, interactive conversation, or an oral presentation 
Here are some ideas to keep in mind as you plan your speaking activities.
As much as possible, the content should be practical and usable in real-life 
situations. Avoid too much new vocabulary or grammar, and focus on speaking with 
the language the students have You need to provide appropriate feedback and 
correction, but don't interrupt the flow of communication. Take notes while pairs or 
groups are talking and address problems to the class after the activity without 
embarrassing the student who made the error. You can write the error on the board 
and ask who can correct it
Address both interactive fluency and accuracy, striving foremost for 
communication. Get to know each learner's personality and encourage the quieter 
ones to take more risks Encourage strategies like asking for clarification, 
paraphrasing, gestures, and initiating 'hey,' 'so,' 'by the way' If a speaking activity 
loses steam, you may need to jump into a role-play, ask more discussion questions, 
clarify your instructions, or stop an activity that is too difficult or boring. 
After a content-based lesson, a discussion can be held for various reasons. The 
students may aim to arrive at a conclusion, share ideas about an event, or find 
solutions in their discussion groups. Before the discussion, it is essential that the 
purpose of the discussion activity is set by the teacher. In this way, the discussion 
points are relevant to this purpose, so that students do not spend their time chatting 
with each other about irrelevant things. For example, students can become involved 
in agree or disagree discussions.
In this type of discussions, the teacher can form groups of students, preferably 
4 or 5 in each group, and provide controversial sentences like “people learn best 
when they read vs. people learn best when they travel”. Then each group works on 
their topic for a given time period, and presents their opinions to the class. It is 
essential that the speaking should be equally divided among group members. At the 

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end, the class decides on the winning group who defended the idea in the best way. 
This activity fosters critical thinking and quick decision making, and students learn 
how to express and justify themselves in polite ways while disagreeing with the 
others. For efficient group discussions, it is always better not to form large groups, 
because quiet students may avoid contributing in large groups. The group members 
can be either assigned by the teacher or the students may determine it by themselves, 
but groups should be rearranged in every discussion activity so that students can 
work with various people and learn to be open to different ideas.