When drilling the sentence, move from the end of the sentence and build it up word by word until you get to the beginning.įor example: “Yesterday, I went to the zoo and I saw some monkeys, lions and some penguins.” You would start with penguins then some penguins then and some penguins and then lions and some penguins etc until you get to the beginning of the sentence. This technique is useful for long sentences or sentences that the students may be having trouble with. In a similar vein, younger learners often respond well to a certain ‘dance move’ being linked to each syllable, producing a fun dance routine tied intrinsically to the item of vocab, often helping with intonation and rhythm. Then he or she will isolate each syllable sound, linking it to each finger (‘re-cre-a-tion’), and build up the word, either from the first syllable onwards, or from the last syllable backwards (Always remember to consider the students’ location, and so move along your fingers from your right to left, which is their left to right – unless, of course, you are moving back from the end of the word). The teacher holds up a certain number of fingers, relating to the number of syllables in the word (e.g. This is very useful for students who are having problems pronouncing long words. The teacher will supply the model that the class must chant chorally as they jump in unison however many places to the left or right in order to face the corresponding prompt. Each strips contains different language prompts. Pogo Drillįor this drill, the students line up in single file in front of the board, which is divided into vertical ‘strips’. Alternatively, think up your own ‘moves’. The students stand up with the high voice, sit down with the low voice, run to the back of the room with the loud voice, and run to the front of the room with the soft voice. Variation: Actions can be chosen to go with the high, low, loud and soft voices. The four drills can then be used together, with the teacher orchestrating the type of drill with the position of the prompt. The prompt is held out towards the students and they repeat in a loud voice. The prompt is now held close to the teacher’s body and the target language is repeated in a quiet voice.The teacher holds the prompt low to the ground, and the class repeats in a low voice.The teacher holds a flashcard (or other prompt) high in the air to get the class to repeat in a high voice.It is also often preferable to isolate stronger students first before concentrating on those with any problems, bearing in mind sensitivities regarding ability and confidence. Try not to go around the class in a circle instead pick students in an unpredictable, random order. This is especially useful for picking out those students with pronunciation problems. The student then repeats the teacher’s model on their own. The teacher isolates individuals through gestures. The teacher carefully monitors the group (remembering not to chant with them, but listening instead!) Individual Drill The students chant the target language chorally, repeating the teacher’s model three times. These drills are ideal for the practise phase of the PPP method. They can also change the role of the teacher, or whether the activity is used to practice the vocabulary, answer form, question form, or question and answer form. Note: Most of the drills outlined below can be adapted so as to change the interaction patterns. Also, remember to always drill both the answer and question forms before combining them together. Essentially, language drills provide a clear model for the students and will thus enable them to use the language both accurately and with confidence. Therefore, think carefully when planning a lesson about what drills to employ (in relation to the demands of the target language) and in what order. Then students can move on to even freer drills – student-student, students-teacher, or students-student – that enable the students to interact with each other and rely less on the teacher. The practise stage of a lesson should be a gradual progression from controlled teacher-student drills to freer student-teacher drills that give them a chance to get to grips with the language being developed and really internalise it. Instead, by utilising a variety of drills, and using thought and imagination, it should be fun. Language drills do not have to be a dry or static stage of the lesson, employing mere parrot-fashion repetition.
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