успешная практика через тренировку (английский язык)

The topic

The plan

What drills are
Why we use drills
Drills for learners
Drills for teachers
What we should drill
When we should drill
How we can drill
Types of drills and my own experience
Conclusion
Feedback

What drilling is

a key feature of audio lingual approaches to language teaching which places emphasis on repeating structural patterns through oral practice.
any strict, methodical, repetitive, or mechanical training, instruction or exercise
 imparting (knowledge) by strict training, discipline, or repetition.
going through exercises
 a way of teaching people something by making them repeat it several times
a way of training people to use proper language so that they know what to do when there is an emergency
. a technique commonly used in language teaching for practicing sentence patterns in alanguage based on guided repetition or practice.

we use drills because they are good for both

Learners and
Teachers

DRILLS for LEARNERS

Provide with a focus on accuracy
Lead to increased fluency and complexity
Provide with intensive increased practice in hearing, reading and speaking
Help to imitate phenomena different from those of their mother tongue
Provide safe environment to experiment with producing the language
Help to notice the correct form of the structure
Develop language competence
Give an opportunity to get immediate feedback on their accuracy
Help memorization and automization of common language patterns
Build up confidence (especially who are risk-takers)
Meet their expectations in the accurate language mastering

Drills for teachers

Help in terms of classroom management to get all learners involved
Help to recognize if new language is causing problems or not
Help teachers to prepare the students to the higher level of language mastering
Helps teachers to maintain their proficiency

What we should drill

Any language phenomenon (grammar, vocabulary, stress, intonation etc.)
Any language phenomenon that does not exist in the L1 or occurs rarely
Crucial patterns (inversion, tag-questions etc.)
Everything at low levels when students need plenty of opportunity to get their tongues around them

When we should drill

After the work on the meaning of the structure
Often when we use task-based approach
As a means of second step phenomenon introduction
For a short time period

We can drill

manner

In chorus
Individually
In pairs
In groups

type

Orally
By means of reading
By means of writing

Types of drills according to the British counsel classification

.Repetition drills
.Guessing games
.Disappearing text
.Dialogue building
.Mingle activities
.Information gaps
.Songs, rhymes and chants
There are as many types of classifications as there are authors

Repetition drills

.get the learners to listen to your model and then repeat
.make sure you give clear, natural sounding and consistent models
.use hand movements to indicate and to guide
.back chaining repetition
.vary the drill in terms of who repeats –
whole class,
half the class,
boys only, girls only,
individuals
whisper drills (for quietening down a rowdy class)
shouting drills (for livening them up )
etc.

Guessing games

stick the pictures on the board back to front so they can't be seen
students try to guess which picture is which
pick out one picture and don't show it
students guess which one it is
use real objects
use the same principle by hiding the objects under a cloth or in a bag and getting them to guess which object you're holding.

Disappearing text

can be done with a list of vocabulary items or phrases, a short text or a dialogue at any level
write up the text on the board
read out the text and drill
rub off a small part of it
students have to say the whole text again
Gradually rub off more and more in bits and each time get the students to say the whole text.

Dialogue building

Use pictures to set a scene and elicit a dialogue
Drill each line as you elicit the dialogue.
Write one or two words to help them remember each line.
Example:

Have/pet?
Yes/
/name?
/Fred
Let the students choose different pets and make up similar dialogues in pairs
Aim for not more than eight lines or so in the dialogue (or it may become difficult to them)

Mingle activities

Learners are given flashcards or small pictures of target vocabulary items or phrases.
They mingle and swap their pictures
They say the word or the structure on the picture they have
Alternatively this can be done as a chain drill: students pass the flashcards or pictures around the whole class and again say the word each time they pass it on.
Another example is 'Find Someone Who' which can be adapted to any level. Students have a list of people to find.
Example: Find someone who
gets up before 7.00
watches TV in the morning
eats toast for breakfast etc.
Students go around asking the question. In this example the language practised is 'Do you…?' and the topic daily routines
Any grammar aspects can be drilled

Information gaps(some kind of grammar games)

- are often designed to provide highly controlled practice of particular structures
- the students have to solve a problem
- this problem solving provides a communicative purpose to what is essentially a drill
Example:

The students have a shopping list of fruit they need to buy (6 oranges, 1 kilo of apples etc.)
Student A has the prices of various fruits in one shop, student B has the prices in another shop.
They have to ask each other and answer about the prices and complete a grid with the information.
The task is then to decide which shop will be the cheaper one for them to buy their fruit in.

Songs, rhymes and chants

primary aged learners respond very well to songs, games and chants
they remember whole songs and chants with ease
action songs like 'Head, shoulders, knees and toes' provide fun drills of language for parts of the body
you can make up your own action songs
when accompanied by gestures and actions, songs and chants appeal to different learning styles such as aural and kinaesthetic

Conclusion

Drilling is not a new or a fashionable classroom technique, but, used appropriately in the classroom, it can be of great value to our learners.

Only drill language that will benefit from being drilled
Don't drill too much and keep drilling stages lively
Respond to your learners' needs - drill if you, or they, think it will help them pronounce or memorise grammar, words or language chunks.
Vary the way in which you do drills to help make the language more memorable.

resouces

https://www.ego4u.com/en/cram-up/grammar/relative-clauses
http://dictionary.cambridge.org/
http://www.dictionary.com/browse/drilling?s=t
http://www.macmillandictionary.com/dictionary/british/drill_1
Personal experience

To teach is to learn twice. While teaching by means of drilling you will be always fluent and resourceful. Thus, this technique is profitable and good for both your students and you.

Joseph Joubert