This article explores the design of effective tasks aimed at developing speaking skills in high school foreign language learners. Although speaking is widely recognized as a critical component of communicative competence, it often receives limited attention in classroom practice due to time constraints, curriculum demands, and the dominance of accuracy-focused instruction. Task-based language teaching (TBLT) offers a pedagogical framework that emphasizes meaningful communication, interaction, and learner engagement. The article outlines key characteristics of effective speaking tasks, including relevance, cognitive challenge, interactional structure, and authenticity. It highlights the importance of needs analysis, appropriate task selection, and structured sequencing through pre-task, task, and post-task phases. Several task types are discussed with regard to their practical application in high school contexts. The article also addresses common challenges, including learner anxiety, unequal participation, and assessment issues. It concludes that well-designed, context-sensitive speaking tasks can foster both fluency and confidence, creating more dynamic and communicative classroom environments.