The Cambridge approach to teaching speaking skills is rooted in the principles of Communicative

Language Teaching (CLT). The core idea is that language is best learned through meaningful
communication. This contrasts with older methods that focused on rote memorization and
grammatical drills. Instead, the Cambridge approach emphasizes getting students to use language to
achieve a real-world purpose.
Here's a breakdown of how to teach speaking skills using the Cambridge approach:
1. Focus on Communicative Competence
The goal is not just grammatical accuracy but also the ability to communicate effectively and
appropriately in different situations. This involves several key areas:
 Grammatical competence: The ability to use correct grammar, vocabulary, and
pronunciation.
 Sociolinguistic competence: Understanding how to use language in a socially appropriate
way (e.g., formal vs. informal language, politeness).
 Discourse competence: The ability to organize ideas and connect sentences to create
coherent and cohesive spoken text.
 Strategic competence: The ability to use communication strategies to overcome language
gaps or communication breakdowns (e.g., rephrasing, asking for clarification).
2. Implement a Task-Based Learning (TBL) Framework
TBL is a central part of the Cambridge approach for speaking. Instead of simply practicing isolated
language points, students are given a task to complete. The language they need to complete the task
is then taught and practiced. A typical TBL cycle for speaking might look like this:
 Pre-task: The teacher introduces the topic and the task. This is where you might brainstorm
vocabulary, activate prior knowledge, and give students time to prepare. The goal is to lower
anxiety and provide the necessary support.
 Task Cycle: Students work in pairs or groups to complete the task. The teacher's role is to
monitor and provide support, but they should avoid correcting every error. The focus here is
on fluency and getting the message across. Examples of tasks include:
o Information gap activities: Students have different pieces of information and must
talk to each other to complete the task (e.g., describing a picture to a partner who
can't see it).
o Problem-solving activities: Groups of students work together to solve a problem or
make a decision.
o Role-plays: Students act out a real-life scenario, such as ordering food in a
restaurant or making a complaint.
 Language Focus: After the task is complete, the teacher leads a feedback session. This is
where you address common errors you noticed during the task cycle. The focus shifts to
accuracy. You can highlight useful phrases or grammatical structures that students could
have used more effectively.
3. Create Authentic and Realistic Speaking Opportunities
The Cambridge approach emphasizes the importance of using real-life tasks and situations. This
makes learning more meaningful and motivating for students.
 Use authentic materials: Expose students to different types of spoken English, such as
conversations, interviews, and public announcements.
 Simulate real-world interactions: Design activities that reflect how people actually
communicate, including turn-taking, follow-up questions, and different registers.
 Encourage spontaneous speech: Move beyond scripted dialogues and create opportunities
for students to produce unpredictable, creative language.
4. Integrate Fluency and Accuracy
While fluency is the primary focus during the task cycle, accuracy is not ignored. The Cambridge
approach suggests a balanced approach:
 Fluency-focused activities: Use games, discussions, and role-plays where the main goal is
to communicate without hesitation. The teacher should provide indirect feedback by
rephrasing or recasting student errors without interrupting the flow of conversation.
 Accuracy-focused activities: After a fluency activity, you can focus on specific grammar
points, pronunciation, or vocabulary that students struggled with. This can be done through
controlled practice exercises or by analyzing a transcript of a conversation.
5. Assess Speaking Skills Holistically
Cambridge English exams assess speaking across several criteria. Teachers should use these criteria
to inform their teaching and feedback:
 Grammar and Vocabulary: The range and accuracy of a student's language.
 Pronunciation: The clarity of their speech and intonation.
 Interactive Communication: The ability to engage in a conversation, initiate turns, and
respond appropriately.
 Global Achievement: An overall impression of how effectively the student communicates.
By integrating these elements, you can create a dynamic and effective speaking class that prepares
students not just for exams but for real-world communication. The key is to shift the focus from the
teacher to the learner, making students active participants in their own language development.
HOW TO TEACH GRAMMAR USING CAMBRIDGE APPROACH
The Cambridge approach to teaching grammar focuses on meaningful communication. It moves
away from rote memorization and isolated rules, instead integrating grammar instruction into a
communicative context so learners can see how it's used in the real world. This is primarily
achieved through a blend of inductive and deductive methods, and by embedding grammar within
a Task-Based Learning (TBL) framework.
Inductive vs. Deductive Approaches
The Cambridge method often uses both of these to teach grammar:
 Inductive Approach (Guided Discovery): This is a learner-centered method where the
teacher presents authentic language examples (e.g., a text, a dialogue, or a recording) that
contain the target grammar point. The students analyze the examples and, with the teacher's
guidance, infer the rule for themselves. This helps them gain a deeper understanding of the
grammar's function and form.
 Deductive Approach: This is a more traditional, teacher-led method where the teacher
explicitly presents the grammar rule first, and then provides examples. The students then
practice using the rule through controlled exercises. While less common on its own in the
Cambridge approach, it can be useful for simpler grammar points or for learners who prefer
a direct explanation.
Task-Based Learning (TBL)
TBL is a core component of the Cambridge approach. Instead of teaching grammar in isolation, a
lesson is structured around a real-world task. This makes the grammar relevant and necessary for
the students to complete the task.
1. Pre-task: The teacher introduces a task and the topic. The goal is to get students thinking
about the content and activate their existing knowledge. For example, if the task is "planning
a holiday," the teacher might ask about past holidays.
2. Task Cycle: Students work in pairs or groups to complete the task. The teacher's role is to
monitor and provide support, but the focus is on fluency and getting the message across, not
on accuracy. For instance, in the holiday planning task, students might discuss destinations
and activities.
 3. Language Focus: After the task, the teacher provides feedback, highlighting errors that
were common and addressing specific language points, including the target grammar. This is
where the lesson shifts to accuracy. For example, if students made mistakes with the past
tense while discussing their previous holidays, the teacher would then lead a mini-lesson on
the simple past.
4. Practice: Students do controlled practice exercises to reinforce the grammar point they've
just learned. This could involve gap-fills, sentence transformations, or drilling.
5. Application: Students use the newly learned grammar point in a new, freer, and more
communicative task to see if they can apply it correctly.
Contextualization
Grammar is always taught in context. It's not about learning a list of rules but understanding why
and when a specific grammar point is used. For example, a lesson on the present perfect would be
introduced through a context where the present perfect is the most natural choice, such as talking
about recent life experiences ("I've been to London," not "I went to London"). This helps students
connect the form to its communicative function.
Key Principles
 Meaning First: The meaning and purpose of the grammar point are more important than the
form. Learners should understand why they are using a structure before they master its rules.
 Learner-Centered: Students are encouraged to be active participants in their learning,
discovering rules and using the language themselves.
 Balancing Accuracy and Fluency: While the focus is on communication, accuracy isn't
ignored. The approach uses a two-pronged strategy: focus on fluency during the initial
communicative task, and on accuracy during the language focus and practice stages.