Make the purpose visible
Students are more likely to participate when they understand the real moment the skill is for: an introduction, an interview, a presentation, a request for support, or a difficult question.
Start with a clear prompt and an example that shows the difference between a list of facts and a message another person can follow.
Offer a simple structure
A short structure can reduce the pressure of starting from nothing. Students can choose an example, name the point, add evidence, and practice a transition or question.
The structure should support their own language. The goal is not a polished script; it is a message they can adapt while listening.
Practice in smaller steps
Individual writing time, pairs, and brief rounds of feedback let students rehearse before speaking to a larger group. Specific prompts make feedback safer and more useful: what was clear, what stayed with you, and what question did you have?
End with a next opportunity to use the skill. That may be a classroom contribution, a conversation with a mentor, or a future interview.