We were saddened to learn recently that Kathy Gude, one our most prolific authors of English language teaching materials and a great friend of OUP, passed away in early August, following a brave battle with a long illness. Continue reading
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Preparing for those “Umm….” moments in a Speaking test
Kathy Gude, author of New Fast Class, tackles the challenge of making Speaking exams that little bit easier for students.
For many students, the Speaking Paper can be a stressful ordeal. Our role as teachers is to prepare and encourage them as best we can. In my experience as an exams teacher and exams course book author, I’ve developed some strategies for making students more comfortable with the whole process. I’ve listed a few of them here. I hope you find them useful.
Because of their perceived unpredictability, tests of speaking and listening put tremendous pressure on the taker, so the more preparation students have, the more they will know what to expect and the more confident they will become. Giving students full-length practice tests under exam conditions before the exam is excellent preparation and will prevent them wasting time during the test checking what they have to do or asking the examiner for clarification. In addition, students will be more aware of how long they need to speak for in each part of the test and what types of tasks they will need to be able to cope with.
Teach them to listen
Students are often unaware that to be a good speaker, you need to be a good listener. Listening carefully to what they have to do, to questions they are required to answer, or to their partner in a paired test, will help students give a coherent and appropriate response to the task in question.
Students often find speaking tests unnerving because they worry about not having anything to say. One useful way of dealing with this problem is to give students a range of fillers to use while they formulate their response. This enables them to begin speaking immediately while, at the same time, giving themselves an opportunity to come up with a suitable response. Depending on the students’ level of English, phrases like ‘Well, that’s a very interesting question…’, Let me see…’, ‘I’ve often wondered…’, ‘It’s difficult to say exactly but…’, etc. will prove extremely useful if they can’t immediately think of a reply.