How I Get My Students to Speak French (Without Begging or Bribing)

Sandrine
Jul 9
2 min read

Updated: Jul 17

Getting students to speak in French can feel like pulling teeth. They’re self-conscious, afraid of making mistakes, and … it’s easier to stay quiet. But speaking is where the magic happens, and over the years I’ve learned a few things that actually work.

Here’s what I do, and what you can try tomorrow.

1. I Set the Tone on Day One

From the very beginning, I make it clear: we speak French in this class. Not perfectly. Not all the time. But often, and without fear. I create a space where mistakes are just part of the process. I don’t expect silence until it’s “correct.” I expect participation, risk-taking, and a bit of chaos. And I model that myself : with energy, gestures, repetition, and LOTS of encouragement.

"Tu n’es pas là pour être parfait, tu es là pour progresser.” That’s the vibe.

2. I Keep It Real (and Relevant)

Want students to speak? Give them something they care about.We talk about their phones, their friends, their music, their lives … in French. When we discuss Emily in Paris, or Netflix shows, or what they’d do if they won the lottery, they forget they’re supposed to be nervous.

The trick? I build vocabulary first, then offer structured speaking tasks. For instance, I’ll say:

“Classe ces célébrités de la plus inspirante à la moins inspirante et explique pourquoi. ”

“Tu es coincé(e) sur une île déserte, choisis trois objets dans cette liste et justifie tes choix. ”

Even the shy kids have an opinion. They just need a reason to speak.

3. I Use Authentic Materials as Springboards

A short Kombini video. A funny Topito list. A real TikTok clip from a Francophone creator. These aren’t passive materials, they’re conversation starters.

We watch, we react, we compare.

“Quelle serait ta réponse à cette question ? ”

“Tu es d’accord avec cette idée ? Pourquoi ou pourquoi pas ? ”

“Est-ce que cette tendance existe dans ta vie ? ”

I keep the tasks short, repeatable, and teen-approved. When they feel connected to the real world behind the language, they show up.

4. I Lower the Stakes but Raise the Purpose

Not every speaking task needs to be graded. In fact, most shouldn’t be. We play “speed rounds,” do walk-and-talks, chat in pairs for two minutes before coming back together. I use whiteboards, polls, and silly improv-style prompts. And yes, sometimes we just talk — without pressure, without perfection, but always with purpose.

5. I Plan Speaking Like I Plan Everything Else

Spontaneous conversation doesn’t happen spontaneously. I plan speaking like I plan grammar: with a goal, structure, and support.