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Drilling Robotic
Jim Scrivener on drilling:
Drills cannot become robotic or boring. We need to keep the atmosphere humorous and keep the challenge high so that students feel a sense of achievement when they do drilling.
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Why do drilling?
Gives Ss a chance to get their mouths around words and grammar
Improves fluency. Helps Ss use language without needing to think too much
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Drilling Vocabulary
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Drilling Logistics
These are three basic set-ups for running drills:
students
students
students
in groups, using question / answer drills or other prompts, such as picture cards, mimes etc.
Teacher
can elicit whole class or specific groups (men, women, As, Bs, students wearing glasses / jeans, tables)
student
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-student
as picked by other students (A: Do you like cheese? B: Yes, I like cheese. Do you like apples? C: No, I hate apples. Do you like coffee? A: Yes, I like coffee.)
* It is generally a good idea to write phonetically / mark stress etc. along with the correct spelling.
With your group, discuss which prompts you tend to use more often or tend to avoid using and why.
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Drilling Pronunciation
Isolate and backchain problematic sounds, such as:
still: illlll > tilllll > stilllll > still > still here, or graph: fffff > afff > rafff > grafffff > graph > read the graph
Mumble drilling
Write pron. features on WB, e.g. syllable stress, weak sounds, /z/ in dogs, etc., for example: /COMF or ta ble/
Use hand gestures (fists, claps, fingers for syllables) and body language for stress (rise and fall) 5 second wait: students wait 5 seconds after hearing the model, then repeat the word, giving them time to focus on shaping their mouth Explore intonation while practising the pron. by using something like this chart: YOUR TURN: With your group and using your handout, try these techniques on each other. Afterwards, discuss your thoughts on these and other techniques you use.
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Drill within a context (on the phone, at a market, at the airport) Have Ss personalise the language (Ss questions and answer using the vocab.)
Kinaesthetic songs such as, Frere Jacques (Ss point to and sing: jeans and tshirt / jeans and t-shirt / socks and shoes / socks and shoes / necklace, rings and earrings / necklace, rings and earrings / watch and tie / watch and tie)
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