I used an ADDIE-informed approach to guide the development of Talk Tactics:

• Analyze: Identified gaps in opportunities for meaningful speaking practice and considered learners' linguistic needs and curriculum requirements.

• Design: Established a standardized speaking-card format combining contextualized questions, language scaffolding, visual prompts, and extended speaking challenges.

• Develop: Created lesson-specific cards aligned with ALC vocabulary, grammar, and communicative objectives, using a consistent layout and resource structure.

• Implement: Designed the cards for integration into existing classroom speaking activities, allowing instructors to select resources by book and lesson.

• Evaluate: Incorporated observable speaking tasks that could support formative feedback on vocabulary use, grammatical accuracy, and response development.

I developed a reusable card structure containing:

• Real-world scenarios and open-ended discussion questions.

• Sentence starters and targeted vocabulary support.

• Extended speaking challenges to encourage deeper responses.

• Visual prompts to establish context and support comprehension.

• Book and lesson identifiers for curriculum alignment.

The system was structured across ALC Books 7–30, with ten cards per lesson, creating a planned scope of approximately 960 speaking tasks.

The standardized format allowed me to maintain consistent instructional design while adapting the language demands and discussion topics to individual lessons.

Talk Tactics demonstrates my approach to developing scalable learning resources that connect instructional objectives with practical language application. The project provides a repeatable structure for speaking practice without limiting learners to scripted responses.