Scaffolding in teaching speakingOnline version
Match the sets of examples to the categories of scaffolding techniques
1
✔ Breakout Rooms for Rehearsal
(Ss practice first in small groups, then present to main class).
✔ Recording Tools
(Ss record themselves, listen back, and self-assess).
✔ AI-assisted Support
(Speech recognition tools, pronunciation checking, automated transcripts).
2
✔ Low-stakes Speaking
(Pair work, breakout rooms, private chats before speaking publicly).
✔ Encouraging “approximate language”
(Emphasise that Ss don’t need to be perfect to communicate).
✔ Predictable Routine
(Familiar task patterns lower speaking anxiety).
✔ Classroom Norms
(“No interrupting,” “support your partner,” “no laughing at mistakes.”)
✔ Choice
(Let Ss choose their role, question, or speaking format).
3
✔ Vocabulary Banks
(Provide useful words/phrases before the task (topic words, collocations)).
✔ Sentence Stems / Frames
(One reason for this is…
In my opinion…
I would like to add…)
✔ Functional Language Lists
(Language for disagreeing, giving opinions, asking for clarification, etc.)
✔ Model Answers
(Short examples of what a good spoken response might sound like.)
✔ Structured Prompts
(Guiding questions, half-filled dialogues, flowcharts.)
4
✔ Pre-task Planning Time
(Ss think for 1–3 minutes before speaking.)
✔ Graphic Organizers
(Mind maps, lists, storyboards, Venn diagrams, problem-solution charts.)
✔ Breaking Tasks Into Micro-steps
(e.g., Brainstorm - Organise - Speak in pairs - Speak to class)
✔ Think–Pair–Share (+Square)
(Think individually - discuss in pairs - share with the group.)
5
✔ Roles in Group Work
(Assign roles: facilitator, timekeeper, note-taker, turn-manager.)
✔ Chunked Turn-taking
(Ss speak in turns based on prepared prompts or cues.)
✔ Structured Pair Work
(A–B speaking tasks, information gaps, role cards.)
✔ Teacher Modelling of Interaction
(Show how to ask follow-up questions, clarify meaning, or disagree politely.)
6
✔ Peer Feedback Checklists
(Simple, positive, structured:
Did your partner ask follow-up questions?
Did they give reasons?)
✔ Self-assessment Grids
(Ss reflect on fluency, vocabulary use, strategy use.)
✔ Teacher Reformulation
(Teacher restates a student’s sentence in a more natural way.)
✔ Post-task Reflection
(What helped?
What was challenging?
What strategy did you use?)
7
✔ Gradual Increase in Task Complexity
(Start with describing pictures - move to opinion sharing - move to problem-solving.)
✔ Repetition of the Same Task
(Ss perform the same speaking task twice with improvements.)
✔ Clear Communicative Goals
(e.g., persuade, negotiate, agree, solve, plan.)
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Test your knowledge about the 5 seeing habits discussed in the text 'UPS 5 seeing habits'.