Tape Recording. Since it is unlikely that the USCIS interviewer will sound exactly the same as the teacher, learners should have opportunities to hear the questions asked by other native speakers of English, for example, the teacher's friends or family members. It is important to provide opportunities to hear a variety of accents and intonations. Alternatively, learners may collect their own samples from friends, neighbors, or coworkers who speak English. This gives learners the opportunity to speak to native speakers of English. A third option is to ask the learners themselves to read and record the questions. Although this takes a great deal of time, it fosters test familiarity.

Flash Cards. Learners can make a set of 100 question flashcards for themselves and write the answers on the back. Although this takes a lot of class time, it allows learners to study the questions outside of class. In family literacy programs, parents can also create a small set of flash cards (5-10 cards) for their children, created from digital photos taken of their childrens' favorite places they have visited on the field trip (see Question Division above). At home, parents can discuss what they see in the photo with their children, thus expanding their children's vocabulary.

Dictation. Since the test requires that learners listen to and write down one or two sentences, practicing dictation is vital. Many learners are more afraid of this particular part of the test than of any other part of the interview. Following are possible practice formats: a) The teacher dictates questions or answers for the learners to write. b) The teacher dictates the questions, and the learners write down the answers. c) The teacher dictates the answers, and the learners write the corresponding questions. d) In family literacy programs, parents can write down what their children say as the children describe their artwork or short stories.

Role Play. The class pretends that the teacher is the USCIS examiner. The teacher creates an environment in the classroom that is similar to the testing situation, including such props as the American flag and photographs of the President. Then the teacher and individual students perform practice interviews. Learners can also take both sides of the role play: One student is the examiner, and one student is the examinee. This is particularly effective in multilevel classes, where a more proficient learner can practice language skills while helping a learner with less language proficiency or content knowledge.

Drill Patterns. Drill and practice can be a valuable technique for memorizing answers for the exam. Following are some possible drills: a) The teacher recites a question, and the learners repeat it. b) The teacher recites a question, and the learners give the answer. c) The teacher recites the answer, and the learners recite the question. If necessary, the teacher can break down the sentences into meaningful chunks that can be used for further practice. Pronunciation drills may be added as well. A drill that provides practice with rephrasing the question is also useful, as the USCIS examiner may do so during the interview.

Cloze Exercises. The teacher develops worksheets with some text deleted. Possible high-level texts are the Star-Spangled Banner, the Pledge of Allegiance, or the Preamble to the Constitution. The teacher may also ask learners to read a passage from a history book aloud or recite one from memory. Then the teacher writes the passage on the board and erases every fifth word. The class then reads the passage, filling in the missing words. In family literacy programs, parents and children can learn to recite the Pledge of Allegiance and sing the Star-Spangled Banner, This Land is Your Land, or America, the Beautiful for President's Day or the Fourth of July.

Testing Practice. Learners may need instruction in the process of signing up for the test and taking the written test. This could include a field trip to the local USCIS office. Teachers should provide opportunities for learners to practice test-taking skills, making sure that learners know how to take multiple choice tests (Silliman 1997). Practice versions of the standardized tests are available from several publishers.