Effective speaking and listening work is not only dependent on the careful selection of materials and preparation of activities, but also requires a consideration of what physical conditions will best suit the intended activities. Chapter 6 argues that how what is said is actually perceived can have as much to do with lighting and setting as with the choice of words and how they are delivered. As Bullock (DES 1975: 526) pointed out, creating a stimulating classroom environment will not, of itself, develop the child’s ability to use language. On the contrary, if the focus of the lesson is to be on what is being said and how, then the teacher will need to ensure that, as far as possible, the room and its inhabitants are organised in such a way as to minimise distractions.