The second reason that students will be reluctant to speak is if they have no reason to (Ur, 1981: 5-6). Nervous or reserved students will not communicate simply for the sake of it, while some students are naturally more thoughtful or less garrulous. Making activities meaningful means offering task-based activities as opposed to uniquely topic-based ones (see Ur, 1991: 123-24; for tasks and their uses, see Module 4, especially section 4.3). Choosing a topic and saying, 'discuss', may work with highly proficient groups, but otherwise try an approach along the following lines: 'talk about x in role-situation y in order to achieve z' (Ur: 1981: 11). Or engage students' interest from the off, by letting them choose the topic, but then devise exercises where they have a reason for talking. With oral presentations, make sure there is something for the listeners to do too.