Drilling

Why drill?

 It gives students oral practice.

 It helps them ‘get their mouths round’ the words/phrases in a non-threatening way.
 It reinforces form.
 It helps students to internalize language.
 It can be a fun way to inject energy into the class and changes the pace.

Tips for successful drilling

 Students need to understand what they’re saying, so don’t drill until meaning is grasped.
 Have everyone’s attention before you begin.
 Repeat the model two or three times before inviting students to repeat.
 Use simple one-word commands and then rely on clear gestures / nomination.
 Choral drilling before individual.
 Vary the order, groups e.g. “All the Spanish! All the girls! Everyone in jeans!”
 Make sure everyone is participating.
 Listen for accuracy.
 Use peer correction.
 Keep the pace sprightly.
 If the utterance is long and students are struggling, try backchaining.
 If using cue cards/pictures, ensure they are large enough for everyone to see. Write your
marker sentences on the back where you can see them.

Types of drill

1. Repetition
T: He used to be a bank manager
St.s: He used to be a bank manager

2. Substitution
T: He used to be a bank manager
St.s : He used to be a bank manager
T: drive an expensive car
St.s: He used to drive an expensive car

3. Transformation
T: Now he’s a tramp
St.s: But he used to be a bank manager
T: Now he lives on the streets
St.s: But he used to live in a mansion

CELTA Methodology: Language practice (FH)