Presenter: Mark Richard (Sept. 3, 2006)
An analysis of the considerations of the drilling stage in children’s classes.
1. Warm-up:
Drill 1 : a set of verb phrases. The Ss have tasks to focus on. The task is separate from the language target and breaks up otherwise boring repetition. When Ss see the parrot picture, you do the parrot-like action and say, ‘Hey, Ho, Arr~Arr~ Sit down.’
Drill 2: The Ss must use the target language in order to complete a task. The task therefore acts as a motivation for Ss to repeatedly use the target language.
2.Present new language
3.Practice
4.Extension/Production
5.Bookwork
6.Finish the class
Why do we practice language?
1.Confidence 2.Accuracy 3.Fluency
Drilling Considerations:
1. Before You Drill: No parroting! Use ‘Schema theory’ to activate your Ss’ existing knowledge of the topic area, or relate new language to that they already know, e.g., the vocabulary ‘cereal,’ T can ask, “What do you do with cereal?”
2. Effectiveness:
(a) Give Ss a visual focus, such as flash cards.
French weather words: du vent (windy), nuageux (rainy), froid (snowy), chaud (sunny), de soleil (cloudy).
Il fait ______. (It is ______. )
(b) All Ss should be involved.
(c) Rapid pace.
3. Format: (a) Vocabulary; (b)Answer pattern; (c) Question pattern
4. Repetition Patterns
5. Checking Comprehension:
(a) During choral drilling: Putting the flash cards on the board gives teachers the physical freedom to check all Ss are repeating correctly.
(b) After choral drilling, check Ss’ comprehension individually so that they are more motivated to memorize the target language.
6. Motivation: (a) Give praises; (b) sense of self-achievement; (c) Less stress.
7. Distraction: 句型教學：分成兩組，T gives a visual signal, such as touch his/her head, Ss with blocks should (a) build a tower, or (b) put the block on their heads as fast as they can!
Variety:
(a) T throws the dice, the number of it represents the times of sentence Ss have to repeat. When finish saying the sentence, Ss have to sit down as quick as possible. The slowest loses.
(b) Divide the class into 2 groups. Question-ans-answer drill: (Sentence pattern practice) Q and A.
8. Active and Passive Target Language
(1) Vocabulary
Active: sunny, rainy, windy, cloudy, snowy
Passive: It’s ______. (Il fait ______.)
(2) Answer form
Active target language: It’s ______.
Passive target language: What’s the weather like? (Quel temps fait-il?)
(3) Question form
Active TL: What’s the weather like?
It' s ______.
9. Interaction Patterns: e.g., Do you ______ every evening?
10. Types of Drills:
(a) High/Low/Quiet/Loud: saying vocabulary or TL.
(b) Jump the Line: poster There is / There are. T shows one card (an apple), S has to jump to the ‘There is’ line and
says ‘There is an apple.’
(c) (Single-slot/ Multiple slot) Substitution: for example, ‘Cindy is reading in the classroom.’ Then substitute the noun phrase into ‘Giant’ to form the grammatical sentence ‘Giant is reading in the classroom.’
(d) Transformation drill: QàAnswer; Present Tenseà Past Tense; Active Aspectà Passive Aspect.
(e) Beat the Drop比速度：在老師丟甩flash card 到地面時，學生必須說出完整句子。For example, T: ‘cloud.’ Ss: ‘There is a cloud.’
(f) Backward build-up drill
(g) Chain drill
Solution 1. Make drills meaningful. Form (rules) + context (usage) + concept (meaning).
Solution 2: Use more realistic, communicative tasks to practice language.
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An analysis of the considerations of the drilling stage in children’s classes.
1. Warm-up:
Drill 1 : a set of verb phrases. The Ss have tasks to focus on. The task is separate from the language target and breaks up otherwise boring repetition. When Ss see the parrot picture, you do the parrot-like action and say, ‘Hey, Ho, Arr~Arr~ Sit down.’
Drill 2: The Ss must use the target language in order to complete a task. The task therefore acts as a motivation for Ss to repeatedly use the target language.
2.Present new language
3.Practice
4.Extension/Production
5.Bookwork
6.Finish the class
Why do we practice language?
1.Confidence 2.Accuracy 3.Fluency
Drilling Considerations:
1. Before You Drill: No parroting! Use ‘Schema theory’ to activate your Ss’ existing knowledge of the topic area, or relate new language to that they already know, e.g., the vocabulary ‘cereal,’ T can ask, “What do you do with cereal?”
2. Effectiveness:
(a) Give Ss a visual focus, such as flash cards.
French weather words: du vent (windy), nuageux (rainy), froid (snowy), chaud (sunny), de soleil (cloudy).
Il fait ______. (It is ______. )
(b) All Ss should be involved.
(c) Rapid pace.
3. Format: (a) Vocabulary; (b)Answer pattern; (c) Question pattern
4. Repetition Patterns
5. Checking Comprehension:
(a) During choral drilling: Putting the flash cards on the board gives teachers the physical freedom to check all Ss are repeating correctly.
(b) After choral drilling, check Ss’ comprehension individually so that they are more motivated to memorize the target language.
6. Motivation: (a) Give praises; (b) sense of self-achievement; (c) Less stress.
7. Distraction: 句型教學：分成兩組，T gives a visual signal, such as touch his/her head, Ss with blocks should (a) build a tower, or (b) put the block on their heads as fast as they can!
Variety:
(a) T throws the dice, the number of it represents the times of sentence Ss have to repeat. When finish saying the sentence, Ss have to sit down as quick as possible. The slowest loses.
(b) Divide the class into 2 groups. Question-ans-answer drill: (Sentence pattern practice) Q and A.
8. Active and Passive Target Language
(1) Vocabulary
Active: sunny, rainy, windy, cloudy, snowy
Passive: It’s ______. (Il fait ______.)
(2) Answer form
Active target language: It’s ______.
Passive target language: What’s the weather like? (Quel temps fait-il?)
(3) Question form
Active TL: What’s the weather like?
It' s ______.
9. Interaction Patterns: e.g., Do you ______ every evening?
10. Types of Drills:
(a) High/Low/Quiet/Loud: saying vocabulary or TL.
(b) Jump the Line: poster There is / There are. T shows one card (an apple), S has to jump to the ‘There is’ line and
says ‘There is an apple.’
(c) (Single-slot/ Multiple slot) Substitution: for example, ‘Cindy is reading in the classroom.’ Then substitute the noun phrase into ‘Giant’ to form the grammatical sentence ‘Giant is reading in the classroom.’
(d) Transformation drill: QàAnswer; Present Tenseà Past Tense; Active Aspectà Passive Aspect.
(e) Beat the Drop比速度：在老師丟甩flash card 到地面時，學生必須說出完整句子。For example, T: ‘cloud.’ Ss: ‘There is a cloud.’
(f) Backward build-up drill
(g) Chain drill
Solution 1. Make drills meaningful. Form (rules) + context (usage) + concept (meaning).
Solution 2: Use more realistic, communicative tasks to practice language.
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