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Tests and beyond:
adopting a
communicative
approach to
exam preparation
classesBrian Engquist
1Presentation Title Arial Bold 7 pt
My Spanish learning journey
Why did I decide to learn Spanish?
Why do people learn languages today?
According to Jay Walker,
the world has a new mania…
A mania for learning English.
What’s the definition of “mania”?
1 a strong desire for something or interest in something,
especially one that affects a lot of people at the same
time [= craze]
CONTEXTS:
2 medical a serious mental illness (negative connotation)
WHY DID J. WALKER SAY THAT
ABOUT ENGLISH?
“Students were so focused on studying English for the
exam that they weren't enjoying using the language to
communicate with each other.”
“Testing is indeed a form of measurement. And quite
frankly it is black and white unlike life.”
“Exams have left my students incapable of thinking”
(Burgess and Head, 2005)
“Exam results can have a significant effect on people’s lives and careers;
exams provide access to higher levels of education and open doors to
certain professions”
How can we adapt a
test-preparation course
following a
communicative approach?
Exam courses prepare students
to pass an exam but we,
teachers, hope to teach
something that students can
use for life
11
What part of the FCE
Speaking exam is this?
16
What kind of problems
may the SS have here?
18
BRAINSTORMING
Japanese Kenyan
Venezuelan Spanish
Spain
Alternative: Role-PlayJapan
Raw food
Fish and Seafood
Soy sauce
Water
Rice
Fresh fruit
Meat
Noodles
Vegetables
Kenya
Bread
Milk
Juice
Fruit
Beans
Rice
Tortilla bread
Corn
[Your country] Spain
Potatoes
Meat
Fish
Bread
Vegetables
Chocolate
Cheese
Fruit
Venezuela
Juice
Fruit
Eggs
Meat
Corn
Rice
Beans
Vegetables
Explain your diet
and find similarities / differences
with others
25
Is this activity
communicative?
How would this help our
students for the exam?
INFORMATION GATHERING ACTIVITY
Let’s get the party started
Nice party,
isn’t it?
You are at a party with lots of food. Go to a table and imagine you’re
eating something you like (or bring real food!)
Talk to the people around you:
- Introduce yourself, talk about the party
- Talk about what you are eating. Include:
Anything else?
- Excuse yourself and leave. Try other food from other tables. Talk to
somebody new (talk to at least 3 people)
A huge party
Where was I?
Yummy
Why do I need a paper bib?
A barbecue for your
birthday?
I hate seafood
Galicia?
To eat your
soup?
Discussion
• Students write a different type of
question for each person in the
class (about their diets)
• They mingle and ask questions
• After, they describe what the diet of
most people in the class is like
32
Is this activity
communicative?
How would this help our
students for the exam?
Listening activities
Open up your books, page 12, listening exercise 3. Read the instructions in silence, listen carefully and do the questions
The communicative checklist (listening)
• It has a real purpose
• It is relevant to the SS’ lives
• It contains authentic material and contextualized
• There’s a dynamic learning environment
• SS respond in some meaningful fashion
(e.g., saying something, following a command/request, asking a question, …).
•It involves interaction.
• It’s student-centered
• It is motivating / interesting for the SS
• Background knowledge is activated
• It includes the intercultural communicative competence
Adapted from Scarcella et al., 1992
What part of the FCE
Listening exam is
this?
39
What kind of problems
may the SS have here?
Pre-listening activity
Pre-listening activity (Find Someone who…)
42
Is this activity
communicative?
How would this help our
students for the exam?
The communicative checklist
(listening)
• It has a real purpose
• It is relevant to the SS’ lives
• It contains authentic material and contextualized
• There’s a dynamic learning environment
• SS respond in some meaningful fashion
(e.g., saying something, following a command/request, asking a question, …).
•It involves interaction.
• It’s student-centered
• It is motivating / interesting for the SS
• Background knowledge is activated
• It includes the intercultural communicative competence
While-listening activity
Post-listening activity
Tests and Beyond l 21/11/1545
Post-listening (Alternative 1): Plan your holidays!
You and your partner are in charge of planning a holiday for a group of friends
Destination (nearby cities / countries?) and dates
Costs involved: meals, excursions, etc.
Means of transportation: plane, train, bus, car. (booking
tickets)
Accommodation: hotel, campsite, hostel, etc.
Items to take along and weather forecast
Find out about the local currency / currency exchange rate
Food / Restaurants
Find out how to say “hello”, “goodbye” and “thank you”
in the local language
Decide on:
Follow-Up (1): Role-Play
Is this a relevant /
real-life situation?
Follow-up (2): Persuade your mates!
Present your plan to your group of friends. It has to sound convincing!
49
What type of language
is needed here?
50
Is this activity
communicative?
How would this help our
students for the exam?
The communicative checklist
(listening)
• It has a real purpose
• It is relevant to the SS’ lives
• It contains authentic material and contextualized
• There’s a dynamic learning environment
• SS respond in some meaningful fashion
(e.g., saying something, following a command/request, asking a question, …).
•It involves interaction.
• It’s student-centered
• It is motivating / interesting for the SS
• Background knowledge is activated
• It includes the intercultural communicative competence
Post-listening (Alternative 2):
The hotel room Note down vocabulary:
hotel, rooms, etc.
Hotel, reception, check in, fill a form,
suitcase, bellhop (bellboy U.K), guest,
elevator (lift U.K), forget, button, steering
wheel, remote control, corridor, drawer, drill,
switch, receptionist, tips, I.D card, driver’s
license, passport
Dubbing and… What else?
Examples:Writing a review
Hotel Reviews wanted
The online booking website for accommodation Booking / Hotels /
Trivago would like to know your opinion about the Grand Hotel, not only of the front desk attention but also the rooms and the
prices. Tell us whether you would recommend the Grand Hotel to other
people. The best review will be published in our website.
ALTERNATIVE 2: ROLE-PLAY
BRAINSTORM PROBLEMS
Noisy, no bathroom, towels, neighbours, elevator, price, etc.
BRAINSTORM SOLUTIONS
Noisy: change room
Elevator: excuse, give a reason
Price: offer discount voucher for next
stay
CUSTOMERS RECEPTIONISTS
58
Is this activity
communicative?
How would this help our
students for the exam?
The communicative checklist
(listening)
• It has a real purpose
• It is relevant to the SS’ lives
• It contains authentic material and contextualized
• There’s a dynamic learning environment
• SS respond in some meaningful fashion
(e.g., saying something, following a command/request, asking a question, …).
•It involves interaction.
• It’s student-centered
• It is motivating / interesting for the SS
• Background knowledge is activated
• It includes the intercultural communicative competence
“Students were so focused on studying English for the
exam that they weren't enjoying using the language to
communicate with each other.”
“Testing is indeed a form of measurement. And quite
frankly it is black and white unlike life.”
“Exams have left my students incapable of thinking”
