Is student thinking time as important as student talking time? If so, what’s the best way of maximising it in your classes?
Obviously, my answer is yes! and here’s why.
I’m proud to say that most of my students love speaking activities and they jump at every opportunity to chat about practically anything. If you give them a set of thought-provoking questions to discuss in pairs or groups, they won’t even wait for the instructions – they’ll instantly start to chatter away. This is fantastic, isn’t it? This is what we English teachers want our students to do – to spontaneously communicate in the target language.
There are a few minor issues, though. First of all, prior to the lesson, you probably have certain aims in mind and chattering away freely may not be the main one; you may want your students to practise specific vocabulary or grammar items or you just want them to approach the speaking task in a particular way – for particular reasons.
Today was the first day of school after the two-week Christmas holiday. So like last year, I gave my students a set of 30 questions to answer about the previous year. The questions were originally shared by Anna Loseva here, and they have recently inspired another great blogging challenge.
Anyway, when we did the same speaking activity last year, I looked at the questions as mere prompts, which were to help the learners express their end-of-the-year reflections as clearly and easily as possible. Despite the fact that the activity went quite well, I felt that it could have been designed more meaningfully. The truth is that I had practically handed out the questions and let the students converse.
Hence, this year, I opted for a slightly different approach; I decided to give Ss some thinking time before the actual speaking. I handed out the questions (slightly edited to suit my mostly teenage classes) and asked Ss to read them and record the answers first. Before they could roll their eyes and sigh in despair (I knew this would be too time-consuming), I told them to write each answer in just one word, namely a word that summarises or represents the whole answer. Eventually, it took them only about 10 minutes.
During this relatively short period, I observed Ss silently racking their brains, trying to come up with adequate answers. Not only that; they were looking words up in dictionaries, highlighting, taking notes and occasionally negotiating meaning with one another. In other words, lots of learning was happening prior to speaking.
This makes me believe that thinking time is important; at least as important as the production stage (if not more).
Here’s my edited version of Anna’s questions:
1. The best/ most memorable moment of 2015.
2. What/who inspired me the most in 2015?
3. What was the major news of the year?
4. What was the best song of the year?
5. What were the most important people of the year?
6. What was the most difficult task for me to do in 2015?
7. What colour was the year?
8. Which event of the year would I choose to remember forever?
9. Which word did I use most often?
10. What was my most ridiculous purchase of the year?
11. I shouldn’t have experimented with …
12. Last year was wonderful because …
13. Which problem did I solve successfully?
14. Who did I hug most?
15. Whose party did I have fun at?
16. What was my average pocket money last year?
17 Which conversation turned everything upside down in my head?
18. What new project/activity did I start in 2015?
19. If I could become a superhero for just one day, what would I do?
20. What am I dreaming about now?
21. What do I consider to be my most important achievement of 2015?
22. What would 2015 be in one sentence?
23. The latest message I’ve sent.
24. The best quote/sentence I came across in 2015.
25. Did I achieve everything I’d planned for 2015?
26. How many new friends did I make in 2015?
27. Who did I help most 2015?
28. Where did I travel?
29. Which projects/tasks am I putting off?
30. What do I want to achieve in 2016?