Over the Wall of Silence

Getting Students to Talk 21

Chapter 1

efforts. We’re not really concerned here with paper “exam-type” tests that check students’ comprehension. Of course, on-the-spot speaking tests do give an indication of a student’s performance and progress, but they do more than just that. They push all students to participate in the class and practice what they are supposed to be practicing, all towards a clear goal. Obviously, as busy, tired teachers, we are also invested in the lo gistics of testing: can it be done quickly and easily? Can it be done during class time? Won’t it be physically and mentally exhausting for the teacher? After years of trial and error, we have found that certain styles of test stand out as the most effective. Here are a few ways you can test during your weekly class, each with a different approach and format but all very achievable. T YPE 1: I NSTANT TESTING IN FRONT OF THE CLASS On page 18 we described a very standard form of teacher-student interaction: the teacher asks a question, the student replies. The stu dent is given a grade based on their response. But the object of the test can really be anything- pronunciation, having them ask ques tions to you or another student, or any other linguistic point you choose. The point is that you announce to the entire class that a test will take place in the very near future (in the next five minutes!) at the same time as you give them detailed instructions on how to do this practice. The word “test” works its magic, and soon they’ll be on task. In this way, the test is actually guiding their learning. In this format, there are various ways to give students who “fail” a second chance, and in practice, students who are put on the spot usually get their stamp or point. So, in that sense, it’s probably more