Bitiruv ishi topshiriq varaqasi

Selecting tasks 
Hadfield (2008) states that the teacher should choose speaking tasks that are 
according to the level of his/her students. According to Harmer (2007), there are 
many classroom speaking activities which are currently in use fall at or near the 
communicative end of the communication continuum. For example, teachers can ask 
their students to act out scenes from plays and/or their course books,sometimes 
filming the results. Students will often act out dialogues they have written 
themselves.

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Another suggestion is using Communication Games. There are many 
communicational games, all of which aim to get students talking as quickly and 
fluently as possible. Two particular categories are worth mentioning here: 
a) Information-gap Games, in which one student has to talk to a partner in 
order to solve a puzzle, draw a picture (describe and draw), put things in the 
right order (describe and arrange) or find similarities between pictures.
b) Television and Radio Games, which, when imported into classroom, 
provide good fluency activities.
The third suggestion is to use Discussion, which range can vary from highly formal, 
whole group staged events to informal small- group interactions. 
Learners’ problems 
According to Penny Ur (1996), the problems related to speaking skill are:  
a) Inhibition:Since speaking requires some degree of real-time exposure to an 
audience, learners are often inhibited about trying to say things in a foreign language 
in the classroom: worried about making mistakes,fearful of criticism or losing face, 
or simply shy of the attention that their speech attracts.
b) Nothing to say:Even if they are not inhibited, students always complain that they 
cannot think of anything to say: they have no reason to express themselves beyond 
the guilty feeling that they should be speaking.