It's important to model a good interactive activity beforehand.

Provide various opportunities to practice different topics in groups or in pairs before the speaking exam.

Remind students to speak clearly and pronounce words correctly.

Explain students the format and the criteria we use to assess speaking exams.

By Ana Sanchez

We need to explain what we expect from them, by providing them with information about the evaluation criteria.

Model language for interacting, expressing their opinions, agreeing and disagreeing.

Always encourage them to answer every question, even if they are not too familiarized with the topic.

Let them know the structure of the test and the time given for each part.

Provide them with samples and let them interact with different classmates.

Familiarizing them with the structure of the exam

Giving them opportunities to use functional language in class

Showing them how to respond logically, so as to connect their ideas smoothly

Giving them constructive feedback.

Practising a mock test to reduce anxiety.

Inform our students about the format, lenght and assessment criteria that will be considered in the exam.

Advise our students to listen carefully to the instructions and respond appropriately.

Provide our students with opportunities to practise and get familiarised with the exam.

Teach our students some useful phrases to compare, interact and express their opinion.

Praise our students and give positive feedback in order to build up confidence.

By Karen Montesinos

Inform our students with the format, length and assessment criteria that will be cosidered in the speaking test.

Advise our students to interact and avoid monologues.

Teach some useful phrases to help students interact, compare and express their opinions.

Help students get familiarised with several topics before the test so they can be more prepared.

Praise our students and give positive feedback to build up confidence.

By Karen Montesinos

Helping students get familiar with the assessment criteria so that they can focus on working on the corresponding areas.

Using a variety of activities or rehearsals for students to put everything into practice.

Being a role model for our students. We can show them good examples in advance.

Taking notes of our students' progress in order to give them personalized advice.

Encouraging them to speak confidently. Praising them when deserved, everything in a positive atmosphere.

Lots of practice before the exam so that student can be familiarized with the structure and assessment criteria.

Prepare personalized and constructive feedback highlighting strengths and areas for improvement.

Allow time for students to prepare their thoughts before speaking and model language for successful interaction beforehand.

Encourage students to record themselves so as to self-evaluate their performance.

Apply stress management techniques so that students learn how to keep calm, develop positive thinking and self-confidence.

In my first lesson, as a teacher I must make my students get familiarized with the speaking assessment criteria which includes Interactive communication (IC), Discourse management (DM), Language (L) and Pronunciation (P) and subskills.  

It's essential to practice a lot with the students before (structure, timing, useful expressions, strategies, etc), so they can feel more confident when the day of the exam arrives.

Focus on the structure and criteria, so they know how it goes and what they are expected to do during the exam

Be aware of the students needs, strengths and weaknesses, so we can provide a successful feedback in the areas they need to improve, as well as useful phrases they can use in each situation.

Providing students opportunities to familiarize and practice before the speaking test.

Giving proper feedback focusing on language use as well as pronunciation. Point out the positive aspects and weaknesses.

Check useful phrases (functions) to deal with different tasks in the speaking test and motivate students to use them.

Provide models for students to be aware pf what to do and not do during their tests. We may watch videos of students taking international exams.

Make sure they know the format of the test and the timing for each one.

Elicit some phrases they already know for agreeing, disagreement, asking and pre teach some more.

Practise with different students, not with the same ones all the time.

Provide feedback after the activity.

Be clear about what is expected from them in different types of activities.

Make sure to contribute to their feeling at ease by creating a nice atmosphere and addressing them in a confident matter, it was very important to remember that teachers are constantly imitated and we set the tone for how learners will perform in a task.

Don't be afraid to stop an activity and provide personal feedback, after all it is our objective to get them to speak properly and not only assessing their performance.

Familiarize with the criteria we use to evaluate their speaking.

Model examples of the criteria, so they will know what we are expecting from them.

I will take notes of their mistakes, so I can give them a better feedback.

Remind them the subskills they need to use, e.g. when they agree, interrupt, etc.

Familiarize students with the assessment criteria.

Give them enough thinking time before they give their answers.

Practice some of the typical questions / topics in class.

Provide them with some common phrases and expressions to be used in each part of the assessment.

Give them feedback highlighting what they did correctly and what they need to improve.

Show them the criteria and familiarise them with the terms. It is crucial that students know what we are expecting from them.

Watch a video according to the level to set an example for them and discuss what the students in the video did well or what they need to improve.

Give them various tasks to practise in class with different students.

Provide gentle feedback and making them feel secure to make mistakes. The more mistakes they make, the less chances of making them in the test if they learn something from them.

Once their confidence has been built, we can also work on peer feedback by having them practise in groups of three and giving the role of "teacher" to one student who will be in charge of taking notes of the positive and negative aspects.

Building their confidence by creating a good classroom atmosphere, that way they can feel comfortable to participate and ask if they have some doubts.

Give them extra time to practice with their peers.

Modelling before they do the activities with good examples and give them promts.

Inform them about how is going to be the test and explain the structure, if they know it , they will be more aware of what to do.

Explaning the assessment criteria beforehand.

Show samples of successful and unsuccessful interaction.

Provide them with useful and varied language.

Rehearsal is key.

Give them the opportunity to practise with different partners as to reflect on their performance.

Provide proper and constructive feedback.

Explain the speaking criteria so that learners are aware of what language is expected from them.

Provide models of speaking to encourage students to analyse them using the speaking criteria.

Incorporate a range of functional exponents to help them to express themselves with more variety.

Give students rehearsal time before working with other students because they will be more confident  and more accurate.

Create different opportunities to use the language in meaningful and realistic tasks ( role plays, simulations) as it motivates students and aids language retention.

Provide questions related to the criteria at the end of speaking tasks to encourage reflection.

By Aydalith Fernandez

Make sure to provide clear guidelines so that students understand the criteria they will be assessed on, such as pronunciation, Language, Discourse Management and Interactive Communication.

Model good speaking and demonstrate how to speak effectively by providing examples and modeling proper pronunciation, intonation, and pacing during prior lessons.

Incorporate various speaking activities into your lessons, such as role-plays, debates, presentations, and discussions, to give students ample opportunities to practice speaking in different contexts.

Foster a classroom atmosphere where students feel comfortable expressing themselves and making mistakes. Encourage peer support and constructive criticism.

Recognize that each student has different individual strengths and weaknesses when it comes to speaking. Provide individualized instruction and support based on their specific needs.

Encourage students to practice speaking regularly, both inside and outside of the classroom, to build confidence and improve their speaking skills over time.

Familiarise students with criteria and format of the exam to make them aware of what is expected from them.

Provide students with successful and unsuccessful speaking models so that students can analyse them using the speaking criteria.

Provide students with a range of functional exponents to help them to express themselves with more variety.

Give students rehearsal time because they will be more confident  and more accurate.

Incorporate different opportunities to use the language in meaningful tasks since students will be motivated to speak.

Reflect after speaking tasks using some questions related to the speaking criteria.

Create a positive learning environment.

By Aydalith Fernandez

First and foremost, provide clear information about the criteria, to make students aware of what is expected from them. The more informed they are, the more confident they will feel.

During classes, facilitate plenty of opportunities to practise, focusing on one aspect of such criteria each time.

It is paramount to model not only appropriate language use, but also point out unsuccessful examples to correct.

Special emphasis on practising functional expressions will help them navigate the whole test smoothly and more naturally.

Lastly, remind students that communication happens primarily in a spoken way. Therefore, they should aim to use their time in class to practise such skill, and the teachers must always encourage communicative exchanges throughout lessons.

Denisse Miriam Castillo Reyes.

Familiarize students with the evaluation criteria and explain what we expect from them.

Show them both good and bad models of spoken interaction and have them identify the things they should and shouldn't do.

Provide students with different phrases for the different functions (agree/disagree/check understanding,etc.)

Point out the issues they do well and the ones they need to work on.

Give them time to reflect on the things they feel they did well and the things they need to improve

Provide them with different speaking scenarios and opportunites to practice.

Have students get used to paraphrasing and the use of fillers to avoid "silences" or long pauses.

Have a friendly and positive attitude.

(ALEXIA TSUBOYAMA)

Show them a model and ask questions about what they saw and heard

Show them the criteria and ask them whether the participants that they've seen met the requirements or not.

Contrast that with a better or worse example so they notice the difference.

Elicit useful expressions for interactive communication and drill them chorally and individually, clarify meanings.

Repeat this process for expressions to ask for clarification/repetition.

Highlight which expressions can be better and which can be inappropriate

Go over do's and don'ts regarding nervousness and staying silent.

Practice! Put into practice their timing for answering the questions and how well they use IC phrases, make sure they avoid giving monologues in the IC part.

Make sure students grasp the expectations by going over the assessment criteria in advance, especially for interactive communication.
Students should be reminded that grades are given for interactive communication, emphasizing the value of speaking in groups rather than in monologues.

Before the test, practice having productive conversations and show people how to reply to them.
Teach your students to ask polite questions like "Pardon?" and "Could you repeat that, please?" when they need clarification.

Give an explanation of what makes polite and helpful language and caution against using dismissive or unpleasant words.

Organise drills where students can act out the assessment setting and get practice interacting with one another.

Give constructive feedback.

Go over the evaluation criteria beforehand so that they can have a clear idea of what is expected from them to do.

Provide them with opportunities to work in small group activities in order to practice before their speaking test and remind them there are marks for Interactive Communication.

Inform them of the criteria to be considered. If teacher use them, they should know them, too.

Give them clear and straightforward instructions of exactly what they are expected to do.

Emphasise the importance of effective interaction in order to avoid individual monologues.

Ensure the necessity to stay on topic during the whole assessment period.

Provide them with useful language for initiating, agreeing, disagreeing, asking for opinions, etc.

Go over the evaluation criteria beforehand so that they can have a clear idea of what they are expected to do.

Provide them with opportunities to work in small group activities in order to practice before their speaking test as well as reminding them there are marks for Interactive Communication.

Familiarise them with the structure, criteria, and terms so students know what they are expected to do.

Clearly communicate the assessment criteria and provide examples of both effective and ineffective performances.

Provide ample class practice to familiarize students with the language and format expected in the assessment.

Teach speaking strategies such as seeking clarification, rephrasing, asking follow-up questions, and using conversational fillers.

Foster a supportive classroom environment to boost student confidence in using the language.

Offer personalized and constructive feedback, highlighting both strengths and areas for improvement.

Introduce stress management techniques to help students remain calm and build self-confidence.

Providing the necessary information about the exam beforehand.

Give an example model for them to get familiar to the things they're expected to do.

Share strategies to successfully cope with each part of the exam.

Show useful vocabulary and expressions to use.

Last but not least, build their confindence by praising them and giving positive feedback whenever possible so they know they're going on the right track.

MAGDA PEREZ

Making them aware of some subskills and how to apply them.

Modelling an effective interaction activity.

Using some strategies. eg : reformulation, thinking time, turn -taking, etc.

Telling them what they are expected to do.

Explain to my students what the assessment criteria are

Continue modelling a successful example of a speaking test

Give them appropriate feedback

Put more focus on functional language that they may use and practise it with them

Tell them what is expected from them beforehand

After having practised the key points of the mentioned criteria, encourage students to self-assess their speech

Make them know the assessment criteria and give them the opportunities to practice their speaking to the most.

Provide them with useful language

Personalize speaking activities.

Provide samples of succesful and unsuccesful interaction to be aware what they should / should not do

Encourage them to practise the language outside classroom.

Provide constructive feedback.

Marivel Castañeda

creating a safe environment is something that we as teachers cannot miss since it is known students speak and interact better there

provide language that can be useful when students want to share their ideas. Therefore, students will feel safe as they are using an structure phrase written by the teacher.

suggest extra tips to improve speaking such as recording themselves or repeting dialogues from films and series. encourage an exchange of ideas and recommendations for speaking in class.

feedback in detail can help a lot avoid future speaking mistakes that can get fossilized

Familiarizing students with the assessment criteria, so that they know what we expect from them.

Try to get students familiar with the speaking test format.

Highlight what do we expect during the speaking test.

Demostrate in class how can you deal with a speaking test, using the exam extra practise.

Give them with a list of prompts that must be used during class and also in the S.T

Encourage them to interact in class and put the new phrases into practise, in pairs, groups, individually.

Advise them to use digital tools to record themselves when they are speaking. ( vocaroo, padlet)

Students can also find an Ai tutor to practise with ( kansei.ai, praktika.ai )

give them feedback.

Yuli canales.

Explaining my students the purpose of the ST and it will help them to improve their learning.

Before the exam, they must get familiarised with the stages and how to deal with them respectively.

Provide mocks and modeling in the collaborative stage, especially.

Provide a very constructive feedback when practicing before the test.

It's very important to teach them how to manage cohesive devices while speaking

Showing them the criteria-table for their assessment on the exam.

by Miriam Arribasplata

Explain speaking assessment criteria and make clear test parts so they know what to expect.

Model and provide effect models. Providing learners with written and oral models allows teachers to be explicit about the key features of language they are expected to use.

Give students lists of useful phrases. Learning the speaking phrases will enrich your vocabulary, give you much more flexibility when you speak

Allow time in class for practice and give feedback. This will help students feel more confident.

Include in your lessons plenty of speaking activities. This encourages learners to engage in natural communication with their peers, enhancing their ability to negotiate meaning.

It's important to make our students aware of the criteria. In this way they will have the chance of getting to know what is expected from them during the assessment.

Learners have to be told about the structure of the test and timing. They need to understand that they have to answer questions within a certain amount of time, otherwise they'll think they can spend talking as much as they want to, which isn't true.

We ought to provide them with practice before the day of the exam by showing them test-type questions. In this way they can familiriase with the content of the test and the different patterns of interaction.

It's really useful to give feedback after speaking activities in class. In this way, students can notice their mistakes and, hopefully, they won't make them during the test, which will helpe them achieve a better mark.

During the test, we have to keep a friendly attitude with a calm voice so our learners will feel safer and less nervous.

While students are taking the exam, we must speak as clearly as possible and make sure students know exactly what they have to do or provide clarification when needed.

Let my students know the criteria and the parts of the exam.

Provide my learners with clear models in order to encourage them to use these models naturally.

Create relevant opportunities for SS to interact talking about different topics and using different functional exponents according to the topic.

Elaborate a bank of phrases that students can use.

Provide effective feedback after Speaking tasks including good use of language but also, inaccurate samples of language. One relevant aspect of feedback is that this feedback must be constructive as we want our learners to boost their confidence.

By Diana Malincovich

Give them a correct model to follow - they should know what to do, and what not to do.

Make them aware of the criteria for evaluation.

Praise them only when necessary, to keep our appraisal valid and worthy of attention.

Make sure students know what is expected of them in advance.

Familiarize students with the speaking test format and analyze the requirements together to ensure success.

Practice different models of speaking tasks in class using a variety of topics.

Introduce examples of speaking tests so students can observe how others perform.

Provide feedback that emphasizes effective patterns observed during practice.

To begin with, students need to know about the criteria, by understanding what the different aspects involve, they can better focus their efforts on what will help them succeed.

It's also crucial to provide learners with opportunities to practise. Sts need to be exposed to exam like situations so that they know exactly what they are expected to do.

It's key to model both effective and poor interactions so they have a clear idea of what will help them score high and what should be avoided.

Giving them lists of phrases they can use to express opinion, make suggestions, agree, disagree and acknowledge their partner's contributions is essential, as well.

Silvya Andrade

To begin with, students need to be familiar with the assessment criteria. How can we (teachers) do that? we must organize our lessons so there is always some time to practise before the speaking test.

Even basic level students must be aware of the correct phrases to use in order to interact with their classmates.

Finally, we must tell students that keeping eye contact in a conversation is vital as it means that you are really paying attention to your partner.

Veronica Condori Torres

Practice with Mock Tests: Conduct regular mock speaking tests to help students become familiar with the test format and reduce anxiety.

Provide Speaking Prompts: Give students a variety of speaking prompts to practice with, covering different topics and question types they might encounter.

Offer Constructive Feedback: Give detailed feedback on their speaking performances, highlighting strengths and areas for improvement, and provide tips on how to enhance their speaking skills.

Giuliana Bolivar

Give real examples of the exam so my students will be familiar with the format of the exam.

Explain the assessment criteria aos they know what is expected from them.

Give practical strategies when dealing with each part of the speaking test (Dos and Don'ts)

Have plenty of mocks before the test.

Give feedback using the bands.

Encourage peer feedback.

Give real examples to make students get familiar with the format.

Explain the assessment criteria so students know what is expected.

Give practical strategies (Dos and Don'ts)

Provide lots of practice (mocks)

Give feedback using the bands.

Encourage peer feedback.

Give students enough information about the exam format and criteria evaluation so that they know in advance what examiners expect from them.

Provide them with the language needed fo the interaction.

Give them the opportunity to practise beforehand, monitor and give feedback so that they have the necessary support for the day of the exam.

Prevent them from future problems that can happen during the interaction so that they know how to deal with them.

Explain students the stages of the speaking test and the evaluation criteria.

Provide them with useful language for the interaction during the test.

Practise enough before the day, monitor and give relevant feedback.

Tell them in advance what to do in case there is an inconvenience and teach them how to deal with it.

Familiarize Ss with the format of the speaking tests, so they won't feel nervous or frustrated.

Practise in class some models using the functional language taught in class.

Explaining the criteria that is going to be used for the test.

Provide the Ss with a positive feedback.

Let students know the speaking criteria beforehand so students would get familiar with the areas they will work on.

Explain to students the different parts of the test so the difference between them is clear enough. Some videos and examples would be of great help.

Arrange mocks tests to make students master their communicative skills.

Conduct productive feedback sessions to let them notice how to boost their perfomance.

Provide students with useful language to be used properly in every single part of the test.

Maria Medina.

Provide the students the criteria and analise with them one by one so that they can be conscious of what examiners expect from them.

Collect from students the necessary language and/or give them new for expressing themselves (Subskills: Asking for opinions, clarification, making offers, etc.)

Demonstrate through videos or situations of speaking test students' performance. They can learn from good and bad ones.

Practice as much as they can inside and outside the classroom so that they can use the language and sound natural.

Give Ss constructive feedback for effective improvement.

Create a positive atmosphere telling them that making a few mistakes is ok that perfection doesn't exist.

To model the activity before they deal with the task.

To make students aware of the criteria.

To provide extra practice

To provide functional language they can use during the task.

To give gentle feedback at the end of the task.

To model the task before students cope with it.

To provide functional language they can use during the task.

To familiarize students with the assessment criteria.

To provide extra opportunities to practice before they deal with the main activity.

To give gentle feedback after the speaking task.

Luis Torres

Familiarize students with the structure of the text.

Give students information about what they are required to do in the different parts of the test.

Showing students different exam samples to recognise accurate and inaccurate answers in the different stages of the test.

Furnish students with useful language that can be used to express their ideas in different situations.

Provide students with opportunities to practice with various topics and situations to reinforce their confidence.

Include constructive feedback on students’ performance during practice to encourage them to improve their speaking skills.

Create a relaxed atmosphere to make them feel at ease.

Remind them that feeling nervous is OK - it just shows they care.

Show them the Speaking Criteria, so they know what is expected from them.

Encourage them to express any concerns about the task at hand.

Provide the necesssary support while practising - including feedback adressing both the good and bad points of their performances.

Create an Engaging Classroom Environment: By implementing activities like pair work, group discussions, and class debates. These activities encourage students to interact with each other, share ideas, and practice active listening and speaking.

Practice with Structured Activities:

By teaching students to use mind maps and outlines to plan their speeches and writings. This helps them organize their thoughts before they start communicating.

It’s key that students undertstand the importance of having a clear beginning, middle, and end in both spoken and written discourse.

Give clear instructions to students and explain the criteria: As a teacher I need to focus on the criteria and students need to undertand what is expected from them.

Modeling a task and practising it's very important for the students as these will help them to get used to give and respond with arguments.

Create an Engaging Classroom Environment: By implementing activities like pair work, group discussions, and class debates. These activities encourage students to interact with each other, share ideas, and practice active listening and speaking.

Students need to be familiar with the Speaking Assessment Criteria. As teachers, we need to make sure they understand what each criterion involves.

Show clear models of successful and unsuccessful interviews in which students can see what they are expected to do / not to do during a test.

Give students some useful expressions they can use at different moments of a conversation and make them practise with them.

Help students feel relaxed while being assessed.

Teachers need to pay attention to students during a test and identify some common errors to give them positive feedback later.

Students need to be familiar with the Speaking Assessment Criteria. As teachers, we need to make sure they understand what each criterion involves.

Show clear models of successful and unsuccessful interviews in which students can see what they are expected to do / not to do during a test.

Give students some useful expressions they can use at different moments of a conversation and make them practise with them.

Help students feel relaxed while being assessed.

Teachers need to pay attention to students during a test and identify some common errors to give them positive feedback later.

Go over the criteria from the beginning of each class, so they get used to it.

Remind them of the importance of interacting with their peers.

Giving students constructive and fair feedback.

Giving them some time to think before they speak and organise their ideas.

Apply some techniques to improve discourse management. I found this article absolutely fascinating.

 Familiarize students with the format of the exam.

Ensure they understand the assessment criteria.

Incorporate a wide range of speaking activities in class.

Teach them some useful phrases (give opinions/agree/disagree /interrupt politely /etc)

Make them rehearse in class ( use extra practice material)

Provide them with constructive feedback after practice sessions. Focus on both strengths and areas for improvement.

Allow them to record themselves practicing and then review the recording to identify areas they want to work on.

By Magaly Karina Conde Lara

Be in my students' shoes and come up with ways to make them feel at their ease.

Be aware of problems they might encounter based on their needs and potential.

Reminding them of format and strategies beforehand.

Letting them work with different partners so they can feel more confident.

Showing them how successful communication takes place in real life and thus subskills to improve.

Get students familiar with the assessment criteria so they know what we expect from them.

Provide students with a wide range of expressions to be used when speaking.

Ask students to record an audio and let them assess their own performance taking into account the speaking criteria.

Make sure students practise a lot of speaking activities in class.

Elizabeth Huamán

Making them feel at ease.

Be clear with the structure of the exam.

Practice different topics in class.

make sure they undertand the taks

giving them more opportunites to use functional language.

allow them some time to prepare their thought before speaking.

model succeessfull examples as well as not so successful ones so they knoe the difference.

have them record themself to promote self evaluation.

giving the appropiate and cosntructive feedback

Jessy Rivera

Inform ss of the exam parts and structure (timing, interaction patterns, tasks, etc). Knowing what the exam is like will help them reduce the impact of nerves or anxiety on their performance.

Show Britanico's criteria of evaluations and have ss discuss what they think are good examples of things they can do to obtain a favourable mark in each criterion. Give them feedback validating what's helpful and redirecting or correcting what is not.

Provide ss with correct / successful examples of exam performance for them to analyse or use as models.

Give ss opportunities to practise for the speaking exam using the Speaking Exam Extra Practice provided by Británico.

Often, there is little extra time available for doing this kind of extra work in class. So, from time to time, we can adapt coursebook activities so they resemble speaking exam tasks. We could also do asynchronous activities on Navigate Británico or platforms like Padlet.

Give ss focused feedback which will help them identify specific areas of improvement. This can be done in class in the form of general feedback as per our standard procedures. Also, in exceptional cases, we could do this individually, to specific students who are in dire need of improving a particular aspect of their speaking.

Teach them some useful phrases when dealing with difficult questions.

Model some speaking tasks before letting them work on their own.

Make sure they know what they have to do in each part of their speaking tests.

Help them to learn ways to interact with other people because based on experience there are some students who don't know how to start or deal with a conversation.

Tell them what examiners expect from them. Students need to be aware of the evaluation criteria.

Hyrum Ochoa

Include functional language in speaking tasks at the beginning and at the end of every lesson, so students can use these expressions confidently.

As students lack practice in using linkers / connectors, I could choose a "connector of the day", model its proper use and motivate students to use them in their oral contributions throughout the lesson.

In order for students to organize their thoughts, I could motivate them to use the following approach when providing oral contributions:

a. Answer the question.

b. Give some detail about the answer.

c. Try to expand by saying what would happen if the topic of the question were not deal with.

d. Pass the question to a classmate.

As students tend to hesitate often by saying "uh", I could provide them with some phrases (hesitation devices), such as: you know, I mean, let's see (now) and that's a good question / point.

Remind students that speaking is a TRANSACTIONAL event, so there must be a reaction, like a ping pong game. This underlies the crucial part that listening plays in any speaking activity.

Explain the assessment criteria thoroughly, not just by stating what it means but also by providing examples t show students of what is expected from them.

Make sure they know what they are expected to do and show during their assessment (criteria, parts, etc.).

Foster a safe environment for them to feel at ease while being evaluated.

Regularly provide them with useful feedback that they can put into practice.

Assess them fairly following the criteria in order to be able to praise them for the things they did right and show them when there is room for improvement.

Teachers should give students some fixed expressions for students to use. Drills and subtitution should be used to get students used to the language.

Give them some information on what it is expected from them to do (according to their level.

Feedback plays an important role. Do the speaking activity again afterwards to notice student's improvement.

Use the material provided by the Studies Area to practice before a Speaking test.

Build student's confidence by telling them that making mistakes is part of learning a language. (by V.E.H.A)

Make sure you understand the evaluation criteria.

Provide them with samples so they can tell the difference between a good attempt and attempt with aspects in need of improvement.

Provide them with actionable feedback so they can improve.

Highlight the importance of making comments that add to the conversation and demonstrate they were paying attention to what their partner was saying.

Ricardo Arizaga

Make students familiar with the criteria for speaking assessment.

During a lesson, choose and focus on only one of the four criteria to make students be aware of what is expected from them, and the skills they can develop in order to achieve a really good performance.

Communicative achievement: Show students how they can improve communication with their partners with useful phrases and body language.

Discourse management: Encourage the use of linkers and clear organisation of ideas with appropriate extension.

Pronunciation: Provide students with opportunities to practise at word and sentence level emphasizing the importance of stress and intonation.

Language: Give prompts to students to encourage the use of complex grammatical structures.

Giving them support: Support is crucial when developing this skill, so it's important to make sure they feel we are willing to help them in the whole process.

Explain the criteria: Another important aspect is to explain the criteria. They need to know what we evaluate and what is expected from them.

Practice: It is also necessary to provide them with lots of opportunities to practise in order to familiarize them with the structure of the test, examples of what to do and what not to do, possible topics and language they could use.

Feedback: Feedback is key when developing speaking skills as it lets our students know what they are doing well and what they need to improve. It also helps us, as teachers, to identify what they need to correct, enhance and how to help them in the process.

Giving clear instructions on how the Speaking Test is evaluated and assessed.

Abundant practice before the exam between different pairs of students.

Modeling successful interactions with the help of live presentations and videos.

I would also take my time to emphasize the correct attitude and charisma which is key for interacting well with others

Build a comfortable environment where they feel at ease to perform at their best.

Motivate students to speak, this encourages learner to overcome mistakes in a real situation.

Provide constructive feedback, focus on and highlight the positive aspects to sustain confidence.

Be clear on what is expected from them, this stablishes the objective of every activity.

Encourage students to practice regularly. Whether it being in the classroom or with friends, or even on their own. The more they speak, the more fluent they'll become.

Encourage learners to keep a steady flow of speech, without pauses or hesitation. In order to do this, I must provide them with opportunities to practice and the chance for them to gradually increase their speed.

Teach students to structure their ideas coherently. Practice with them using introductory phrases, main ideas and supporting details. This could be achieved using cue cards.

Giving learners the chance too receive feedback. This will let them identify areas of improvement.

Encourage learners to learn new vocabulary related to the topics to be used during the Speaking Test.

Establish a good rapport with students first, making sure they know you want to help them rather than just failing them or making them confuse in their exams.

Give students functional language they can use (how to ask for repetition, paraphrasing, reacting, etc)

Model an exam, correctly and one with some mistakes, so students are aware on what to do and what not to do with a practical example.

Make sure everyone gets used to practising with everyone in the class, so they don't get nervous and are more confident during the test.

Give constant feedback so students are aware of their progress, making sure is both postive feedback and aspects to improve.

Give clear instructions on what to do and how students can succeed in the exam.

Show students the assessment criteria and explain to them one by one.

Provide models of good and bad performance so that students realize what is expected from them.

Organize a variety of activities where students are able to practise.

Give students phrases of intended language.

Familiarise with the evaluation criteria, so students are aware of what is expected from their performance.

Provide students with a good model and useful expressions so they can interact in a natural and effective way.

Familiarise students with different topics and contexts where they are able to know about different ideas.

Give students positive feedback and encourage them to correct themselves.

Build their confidence with a good classromm atmosphere, making sure they feell comfortable enough to participate.

Model language for interactive communication, giving them the tools to agree, disagree and express their opinions.

Make oportunities to practice the required skills beforehand.

Give ample ample oportunities to learn and practice new vocabulary.

Remind students to converse, not just talk in monologues.

Students need to be familiar with the criteria and the structure of the exam

Students need to have different opportunities to practice

Provide them with different useful expressions and functional language and motivate them to constantly use it.

Practice pronunciation and intonation constantly.

Motivate students by creating interesting activities, praising them and recognising not only their mistakes but especially their progress.

Tell them what the exam is about. I think it is a good idea to elicit opinions about what they expect will happen during the exam. Then, taking into acount those ideas, clarify what to do and not to do during the exam.

The previous part is very important, so I think covering one stage per session is also a good idea to not to overwhelm my students with a lot information (subskills, bands, marks, etc.)

About the assessment criteria, this part is crucial. Taking some time in class to cover apects of what is going to be evaluated in terms of interaction, language, etc. might help your students to have an idea what the have to do during the exam.

Familiarise students with the speaking criteria and structure of the test.

Have an easy chat with them before every class.

Make them aware of their pronunciation, individual sounds and word stress. Drilling.

Encourage them to use more than simple grammatical forms accurately and a richer vocabulary, including paraphrasing. Practice with prompts.

Practice functional language, phrases for fluency and other subskills for interactive communication.

Model and provide language for interactions among them (asking, agreeing, clarifying, etc.)

Practice listening among classmates and use that information for creating something together, e.g. a short report to be presented orally. This way they are also practicing extended speech.

Praise students and provide useful feedback.

Firstly, preparing and informing students about the whole evaluation one or two months before the event is necessary.

Organize a lesson plan in which you can include specific speaking practice using the same patterns of the Speaking Test.

It's also useful to give some tips to reduce stress and stay calm in the evaluation process.

Finally, it's always important to encourage them to watch videos of ST, listen to some podcasts about pronunciation or vocabulary, and record their voices.

Go over the marking criteria with my students.

Teach production strategies like the use of pause fillers, discourse markers and subskills to my students.

Create a positive attitude to correction.

Model a successful and why not an unsuccessful example of the speaking exam.

Remind them about the importance of using different grammatical forms and the need to collaborate and help each other.

Explain the different stages of the exam to them and give my students different opportunities to practise. 'Practice makes perfect.'

Make them practice a lot.

Give them feedback so they can improve.

Remind them there are mark for IC.

Explain them the stages there will be.

Show them a successful interaction beforehand.

Put students into context (familarization) about what they are supossed to do in a friendly way: Interaction, communicative language,etc.

Allow them to use language they usually manage taking into account the difference between formal and informal expressions.

Provide them effective feddback after listening to them. Never interrupt their speech and promote choral repetition in class so that everybody feels involved in the activity.

Create rapport and take into consideration the affective filter so in spite the mistakes students feel comfortable to participate again and again.

First, students need to know the importance of developing this skill.

Then, I would show them what they are expected to do according to the criteria.

Take advantage of every lesson and topic to generate discussions and interactions to break the ice.

I would also support them with the necessary language and vocabulary in order to put them into practice and make them feel more confident.

Firstly, give them clear information about the criteria to make them aware of what is expected.

Facilitate more opportunities to practise.

Show them effective modelling so that they know when and how to interact.

Give them a range of phrases to organize their answers.

Give constructive feedback.

Students need to know about the importance of developing their speaking skills and why, so that can be my first goal.

Next, familiarise them with the criteria so that they know what is expected them to do.

After that, take advantage of the different activities in class to promote further discussion and interaction between them by giving them clear instructions.

Make them feel confident to participate even though they make mistakes but giving them instant feedback, too.

Also, give them the language and vocabulary needed to be practiced at hand.

Rosa Quispe

Start with Informal Chat: Begin the assessment with a relaxed, informal conversation to help ease their nerves and make them feel more comfortable.

Remind Them of the Criteria: Clearly explain the assessment criteria beforehand, especially emphasising the importance of interactive communication.

Model Successful Interactions: Demonstrate examples of successful interactions to give students a clear understanding of what is expected and how to engage effectively in a conversation.

Give Time for Questions: Allow time before the assessment for students to ask any questions they might have, ensuring they fully understand the process and what is expected of them.

Use a Calm Voice: Maintain a calm and reassuring tone throughout the assessment to create a supportive environment, helping students feel more confident and less anxious.

Ma. Claudia Casas

Start with showing students the structure and stages. Let them know what is expected of them in each stage, what the criteria is and how they will be evaluated.

Provide a clear model by showing them examples, past evaluations and allowing some time in class to practise said examples. I think it's also a clever idea to let them know beforehand who their partners will be so they can get to know each other and get comfortable with each other.

If there's not much time in class to include extra practice, then there's the option to adapt a speaking exercise from the book or from the lesson in order to practise a specific stage of the exam.

Provide and practise useful functional language they might need during the assessment, such as interrupting, taking turns and so on.

After each practise provide them with feedback so they can notice what they can improve or what they did right. This will give them the confidence they need during their test.

Providing students with plenty of opportunities to do from controlled to free practice -according to their level- in order to build their confidence and improve their speaking skills.

asking students to support their ideas explaining them or giving examples.

Familiarizing students with the exam structure, criteria, timing and types of activities to be used.

Providing constructive feedback on students' speaking production.

Make students aware of the evaluation criteria.

Create the right atmosphere for speaking and help them develop their confidence for a better performance.

Provide a positive feedback and highlight the good patterns used in the speaking practice in class and during exams.

Help students manage their time effectively to achieve the different parts of the exam.

Model the activities first by giving good examples for a more effective and better performance.

Providing students with plenty of opportunities to practice in order to build their confidence and improve their speaking skills.

Asking students to support their ideas explaining them or giving examples.

Familiarizing students with exam structure, timing, criteria and types of activities to be used in the exam.

Providing students with useful language to be used in different situations and encouraging them to use it.

Praising students and providing them with meaningful feedback.

Make them aware of the criteria for the evaluation.

Create the right atmosphere for speaking and help them develops their confidence for a better performance.

Provide students with a positive feedback and highlight the good patterns used in the sepaking practice in class and in their exams.

Help studentsmanage their time effectively to achieve the different parts of the exam successfully.

Model the activities first by giving examples for a more effective performance.

Familiarize students with the speaking test structure.

Show students the assessment criteria and evaluation

Give them some tips and useful phrases.

Provide practice opportunities.

Give feedback in general.

Gisella A. Pérez L.

Foster the use of funtional language.

Make them aware of the different stages of speaking international exams.

Give them as many opportinuties as possible to speak in an assessment-like activity.

Share links to train their memory in order to increase vocabulary.

Play games to improve grammar understading.

Give them pronunciation exercises to be used during their free time in order to polish their diction.

Teachers must make sure students know the assessment criteria before they go into the evaluation room so they know what is expected from them beforehand.

Examiners should make students feel at ease by starting the test talking about familiar topics.

Providing plenty of opportunities for students to answer successfully by paraphrasing or reformulating questions if students did not understand them.

Teaching students how to manage their time effectively in order to fulfil the task is essential as some students get off topic easily and by the time they realize and want to answer the question their time is over.

Provide them opportunities to practice in class.

Teach them functional language according to their level and encourage them to use those expressions in class and different activities

Make students familiar with the structure of the speaking exam (through videos, doing similar activities in class) so they feel more confident at teh moment of the exam

Be sure students know what we are expecting from them by showing them the criteria and helping them to understand the different aspects which will help them to communicate effectively

Praise students progress, as little as it is since that will motivate them to continue trying.

Practise the speaking assessment criteria. As teachers we need to be sure they understand what is expected and assessed in the test.

When practicing we need to consider the timing. It is essential that they are aware of how long it takes to express themselves, sometimes they are not aware of the time.

Model what to do/not to do in the test, giving examples of that is expected, include some real exam marks.

Practice in class, students should practise in different groups and allow them to talk about different topics.

Provide as much feedback as possible when practicing and during class.

Modelling an effective interaction activity.

Watching videos containing sample answers.

Go through the different topics to be included.

Grouping the functional language needed.

Recording my students. they are grouped in threes , one is the examiner and the other the candidates and record their participation for a later feedback.

Making them practise tongue twisters

Ask them to imagine they are having an interview with their favourite singer who does not speaking Spanish but English, so they have to do their best to be understood.

Showing them videos of people during an interview and it is natural to feel nervous but they can manage those emotions.

teaching them what TO DO and NOT TO DO during the interview.

Making clear what it is expected from them in the speaking assessment.

Playing songs and doing activities with them so as to add a sense of having fun too.

By Alicia Medrano H.

Making sure your students are exposed to videos, podcasts in English.

Working on connected speech in class by giving examples. In BBC learning English there is Tim`s pronunciation workshop.

Record ing their speaking participation in class by using AI.

Helping them develop their confidence due to the fact that the emotional part plays an important role in the process of learning.

Teaching them tongue twisters,

Suggesting a course of pronunciation

Letting them know that making mistakes iin terms of language is part of their learning process.

By Alicia Medrano H.

As a teacher you must tell students what is expected from them in the speaking task.

Tell them they are evaluated for Interactive communication IC, Discourse management DM, Language L and Pronunciation P.

Watching videos is also welcome to practise , You can ask students to watch a video and tell each other what the video is about.

It is also a good idea to provide students with phrases they can use to interact.

Take notes of the vocabulary, 'false friends' students may produce.

Drilling on pronunciation is also another good idea.

Martha Lynch

Let students know the structure of the speaking assessment criteria in advance. So they recognize how they are going to be evaluated.

Students practise speaking in class with small groups and in pairs using functional language provided and models as role plays.

Show students some Cambridge exams videos about the speaking part to analize good examples of expressions but also make them aware of what they need to avoid. Check with them the Speaking Assessment Criteria individually and in pairs to see how they can evaluate the candidates in the video.

Students receive constructive feedback after the speaking, highlighting their strengths, and pointing out how they can improve their weaknesses.

Familiarize students with the exam format.

Provide students with   useful phrases so that they feel more confident and comfortable when taking the speaking test.

Give students constructive feedback on areas that they need to improve.

Pronunciation and intonation practice is of utmost importance.

Provide students with engaging interactive exercises to that they can practise collocations and idioms as well as grammar.

Make SS aware of the entire structure and timing of the test so they build up confidence by knowing exactly what they'll be facing.

Drill on functional language in context so that SS acquire such lexical elements.

Practice mock tests constantly.

Model answers that will lead to SS's production of desired outcomes.

Provide constructive feedback and retrain in aspects such as grammar and vocabulary.

First of all, our students need to be aware of the format of the Speaking Test and get familiarized with its structure.

Students need to be explained about the Speaking Criteria with examples.

As teachers we need to provide them with enough prompts to build their self-confidence.

Students need to be exposed to videos and consistent practice as well as reflection about others' and their own performance.

As a teacher I should set relevant examples and models trying to sound as natural as possible.

Familiarise students with the structure of the Speaking Test. Let them know what is being tested and what is expected from them in the test.

Practice with mock tests to make them feel at ease.

Provide activities in class that include different communicative objectives, on a variety of topics.

Give students useful language to facilitate interaction in their conversations.

Give constructive feedback.

Create a supportive environment.

Go over the criteria beforehand.

Use these criteria during classroom speaking practice tasks.

Model both successful and unsuccessful interactions beforehand.

Engage my students in diverse speaking activities: role-plays, debates, presentations and discussions.

Ensure my students understand how the Speaking Test works: format, timing and expectations.

Help students understand the specific questions they will face.

Encourage them to respond clearly and directly.

Advise students on what to do and not to do if they do not understand a question in the Speaking Assessment.

Provide students with simple and complex phrases appropriate to their Test.

Offer constructive feedback after practice sessions. Highlight areas for improvement and praise progress.

Motivate self-assessment by having students reflect on their performance.

Get students familiarised with the speaking assessment criteria.

Give them samples of each criterion, both correct and incorrect.

Provide them with opportunities to demonstrate their understanding and application of the criteria.

Give them posititve and constructive feedback so that the affective filter is lowered.

Make them aware of the importance of interaction by agreeing, disagreeing, asking questions and giving suggestions.

Tell them that the aim is not to speak perfectly since nobody does, but to start noticing and incorporating the different aspects of effective spoken communication.

Show them an example of a successful interaction because they can face an speaking test much better.

Remind them there are marks for IC since they need to be prepare for each one.

Show them an example of an unsuccessful interaction as they need to know what not to do.

Given them feedback on their sepaking to help them be aware of their mistakes.

Let them know about the criteria.

Familiarise students with the Test and assessment criteria.

Give them a list of phrases they can use so they can feel more confident during the Test.

Give them lot of speaking practice with different topics.

Provide proper feedback.

Students need to familiarise with the structure of the Speaking Test as well as with the Assessment criteria.

They need to know what they are expected to do, so clear instructions are important.

Modelling successful and unsuccessful interactions can be of great help.

Constant practice and feedback, but focusing on building up their confidence.

Focus on class activities that promote discussion and interaction.

Elizabeth Muro

Familiarization with format.

Give opportunities to practice by speaking as much as possible.

Motivate rapport and a supportive class environment.

Providing feedback as a constructive way for students to improve.

By Madyson Marcos

Setting concrete activities which students can understand and feel eager to take part in.

Modelling tasks so students have a clear start point.

Giving them patterns of interaction, useful language and expressive resources to help their production.

Letting students know what is expected from their performance, introducing clear assessment criteria, which encourage their awareness.

Giving them feedback which could enrich their experience through real examples of their development.

Familiarize them with the exam.

Practice different models of speaking tasks using various topics in class.

Encourage students to record themselves so as to self evaluate their performance.

Give students a wide range of useful phrases.

Let them know in advance the aspects that will be evaluated in the test.

Prepare them to meet this criteria, practice as much as possible.

Effective feedback should be provided .

Work on pronunciation during class