Listening and speaking, the most used language skills in the classroom, are critical for functioning in an English language context, and are logical starting points for language instruction for low-literacy learners. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. A speaker's skills and habits affect the success of any exchange. Speakers must be able to anticipate and produce expected patterns of specific discourse situations, manage discrete elements such as turn-taking and providing feedback, choose correct vocabulary, use appropriate facial expressions and body language, produce the phonological patterns of the language, use grammar accurately, assess the audience, apply strategies to enhance comprehensibility, and attend to the success of the interaction and adjust components as needed. Speech lessons can follow the usual pattern of preparation, presentation, practice, evaluation, and extension. A sample lesson on choosing topics for small talk illustrates this sequence. In-class speaking tasks fall into six categories: imitative; intensive; responsive; transactional; interpersonal; and extensive. Speaking assessment may take varied forms. They should reflect instruction and be incorporated from the beginning of instruction. Criteria should be clearly defined and understandable. Contains 10 references. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)