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To develop speaking abilities, learners need the teachers help so that they can practice communicating in the target language. The ways the teacher supports the learners to achieve their potential is called scaffolding. Scaffolding in speaking activities is crucial to enable pupils achieve the competences that seem difficult in the current situation. One of the ways to scaffold pupils speaking skills is pre-task planning. The purpose of this study is to find out how the teacher works with pre-task planning in scaffolding pupils speaking skill. This study uses a qualitative approach as a method. Classroom observations and a semi-structured interview with the teacher were conducted at a primary school in Norway. In this context, the aim of observation was to see the implementation of pre-task planning in the English classroom, whereas for interview it was to gain the teachers perceptions on speaking skills and activities to develop pupils speaking skills.