In this module
Cambridge Veritas · Original TESOL self-study resources
Module overview
A speaking lesson needs a reason to exchange meaning and an environment in which learners can attempt it. Plan information, opinion or decision gaps, offer suitable preparation and make listening part of the task. During practice, gather evidence about participation and useful language needs. Feedback should respond to the ideas as well as the language, followed by another opportunity to use an improvement in a related interaction.
Use the guides below to connect the core ideas with practical teaching decisions. Each guide contains a classroom example, an application task and a sample response. Work through the whole module, or choose a topic for a lesson you are preparing.
Explore the topics
Communication versus oral language practice
Speaking can rehearse a target structure or communicate a genuinely new message. Both can be useful, but they have different purposes. A communicative task needs a reason to listen and some meaningful choice in what is said.
Read the guide & try the taskInformation-gap tasks
An information gap gives partners different information that they need to combine. If both learners can see every answer, the task loses much of its reason for communication. Make instructions and the final outcome clear.
Read the guide & try the taskRole play and realistic outcomes
A role play needs a situation, a purpose and enough information to sustain the exchange. Give learners preparation time and functional support without scripting every word. Sensitive roles should have alternatives.
Read the guide & try the taskDiscussion, surveys and presentations
Discussions work better when there is a question worth answering. Surveys add repeated interaction and a reason to summarise. Presentations need an audience task so listeners remain involved rather than wait for their turn.
Read the guide & try the taskPreparation, confidence and equal participation
Planning time, useful phrases and small-group rehearsal can lower the barrier to speaking. Assign roles or structure turn-taking when a few voices dominate. Equal participation does not require identical answers or forced personal disclosure.
Read the guide & try the taskMonitoring and fluency feedback
During a fluency task, listen for meaning, interaction and recurring language needs. Correct immediately when communication is seriously blocked; otherwise collect useful points for later. Feedback should include effective language as well as problems.
Read the guide & try the taskPutting the module into practice
- 01
State an outcome that requires learners to exchange information or negotiate a response.
- 02
Provide planning time, useful language and a brief model without scripting every turn.
- 03
Let learners interact while monitoring participation, understanding and a selected language focus.
- 04
Discuss the outcome, offer concise feedback and repeat a related exchange with changed information.
Support and extension
Offer a preparation grid, role cards and paired rehearsal, including an option to use fictional rather than personal information.
Add a constraint, require a counterargument or ask learners to adapt the explanation for another audience.
Check your understanding
Plan a teaching task
Choose one guide from this module. Use its classroom scenario or adapt the task for a group you know.
- Learners and purpose: Describe the context and what learners need to do.
- Success criterion: State one observable outcome.
- Procedure: Plan the setup, model, learner task and feedback.
- Support and extension: Include a way into the task and an extra challenge.
- Evidence and reflection: Decide what to observe and what would make you change the plan.
Module questions
Where should I begin with this module?
State an outcome that requires learners to exchange information or negotiate a response.
How can I make the work accessible?
Offer a preparation grid, role cards and paired rehearsal, including an option to use fictional rather than personal information.
How can I go beyond the first attempt?
Add a constraint, require a counterargument or ask learners to adapt the explanation for another audience.
Sources and authorship
This module maps to the supplied syllabus PDF, Focus on speaking skills (4 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.
View the supplied PDF ↗ · Publication reference: source chapter
Written by Cambridge Veritas. Updated .
Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.