Sample Lesson Planning Guide for Speaking
Objectives: (What will students learn and be able to do as a result of this activity?)
Assessment and Evaluation: (What do students already know and do as speakers? What do they
not know or do as speakers? What criteria and guidelines will help students know what is expected
in this lesson? What mini-lessons might be needed for students to succeed?)
Task: (What is the task? What is the purpose? What is the prompt? Is it clearly stated?)
Preparing to Speak: (What activities will help the students generate ideas for their oral
talks? What activities will help students to focus on the task and formulate a plan? What will help
them develop a beginning, a middle, and an ending? What consideration should students give to their
purpose, audience, and form? How long should the oral talk be? What audiovisual aids should be
used? How will students prepare and rehearse their short talk/presentation?)
During Speaking: (What strategies can students use to support the oral presentation of their
ideas? What specific activities or guidelines will help students to accommodate the needs of their listeners?)
After Speaking: (How will students consider feedback and assess themselves? What and how will
they improve?)
Sample Teacher Checklist to Support Speaking
1. Do I provide opportunities for students to speak for a variety of purposes?
__ support students in speaking to clarify and extend thinking
__ help students speak to share thoughts, opinions, and feelings
__ support students in speaking to build relationships and a sense of community
__ support students in speaking to inform and persuade
2. Do I use mini-lessons to instruct students about specific speaking strategies or to learn language usage and form?
__ analyze what students need to know and build on what they already know
__ provide focused lessons and model specific strategies for speaking effectively
__ provide short but focused direct instruction about a language concept, form, or issue at the time of need
__ provide mini-lessons for individuals or small groups of students, as required
3. Do I model and help students understand the role of speaking in communication and learn to apply standard English language usage as required?
__ note the importance of audience, purpose, and situation
__ explore the varieties of usage and speech dialects
__ discuss the preferred usage in formal and informal situations
4. Do I provide opportunities for students to speak in a variety of situations?
__ provide less formal speaking situations such as one-on-one conversations, think-pair-share sessions, talking circles, and small group discussions
__ include more formal speaking situations such as introductions, meetings, short talks/presentations, and oral readings
__ provide scaffolding as required, to ensure student success
5. Do I provide opportunities for students to develop their social skills in pairs or small groups?
__ support students in allowing a speaker to finish without interrupting
__ focus student attention on practicing a particular social skill in addition to accomplishing the speaking task
__ support students in acknowledging others' responses
__ support students in demonstrating respect for all persons regardless of race, gender, age, ability, etc.
6. Do I provide opportunities for students to use speaking/discussion as a means of learning?
__ encourage students to express and refine ideas by talking and sharing them with others
__ encourage students to build on others' insights
__ use speaking guides that focus on main ideas, supporting details, or other criteria
__ support students in broadening their repertoire of speaking strategies and skills
7. Do I provide opportunities for students to function effectively as group members and leaders?
__ support students in responding sensitively to the viewpoints of others
__ help students to concentrate and focus on the task at hand
__ support students in accepting different roles in group work and making positive contributions
__ establish and model procedures to help groups discuss and work efficiently
8. Do I involve students in assessing speaking practices and behaviours?
__ support students in identifying their strengths and needs before, during, and after speaking
__ support students in considering teacher, peer, and self-assessments
__ provide checklists, rubrics, anecdotal notes, and other assessment forms and techniques
__ involve students in developing appropriate criteria to assess development of speaking practices and behaviours