Introducing new language
Using language drills in meaningful contexts is a recognised method of inroducing
new language.
What is Drilling?
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Drilling is repetition of 'new' language items by pupils of a model given by the teacher
Why do we Drill?
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Drill is used to improve or perfect pupils pronunciation and intonation
Drill can be used to practise new language patterns and vocabulary
It can provide an opportunity for learners to get immediate feedback on their
accuracy
It helps pupils memorise language
Drill helps to get all pupils involved and they feel comfortable and included
It gives pupils intensive practise in hearing and saying particular words or phrases
It can provide the teacher with an opportunity to identify language that’s causing
problems in terms of form or pronunciation
Drill, if used appropriately, can enable the teacher to vary the pace of the lesson,
thus aiding classroom management.
When should we Drill?
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Drill should be meaningful. It should be ensured that the language items drilled
should be relevant to the work undertaken with the class at the time.
Drill should be used when introducing new language
Drill should be used when consolidating language
Not too much time should be spent on drilling.
How should we Drill?
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Drilling in its most basic form involves teachers asking pupils to repeat individual
words or phrases. The teacher gives a model of the language and the pupils repeat it
either in unison or individually or both.
Drilling should be used for short periods of time only as it demands intense
concentration from the pupil.
It does not always have to be repetitive or uncreative. Substitution and transformation
drills, as noted in the following section, can provide pupils with a small degree of
creativity and cognitive effort.
Choral
The teacher says a word or phrase and the whole class repeats together in unison. This
should be done several times.
e.g.
Teacher: ‘Dw i’n hoffi bwyta afal.’ - Everyone.
Pupils: ‘Dw i’n hoffi bwyta afal’
Variations of the choral drill could be:
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repeating the language using various voices, slowly or quickly, loudly or quietly,
angrily or happily etc.
emphasising certain words in the sentence, e.g.
‘Dw i’n hoffi sglodion.’
‘Dw i’n hoffi sglodion.’
Using word and picture
Dividing elements of the sentence between the class and each group in turn to
repeat the appropriate word/phrase
Group 1: Beth
Group 2: wyt
Group 3: ti’n
Group 4: mwynhau
Group 5: wneud?
It is also possible to start at the end and to say the question backwards.
Individual
The teacher says a word or phrase and then nominates a pupil to repeat it,
e.g.,
Teacher: ‘Dw i’n hoffi bwyta afal.’ - Amy
Amy: ‘Dw i’n hoffi bwyta afal.’
Open pair
The teacher drills one pupil in a question and a second pupil in an answer to that question.
The two pupils then repeat their question and answer exchange with the rest of the class
listening, e.g.
Teacher: ‘Beth wyt ti’n hoffi fwyta?’ - Amy.
Amy: ‘Beth wyt ti’n hoffi fwyta?’
Teacher: ‘Dw i’n hoffi bwyta afal.’ - Luke
Luke: ‘Dw i’n hoffi bwyta afal.’
Teacher: Iawn. Eto. Cwestiwn gan Amy. Ateb gan Luke.
Substitution
Pupils repeat a word or phrase. The teacher says or holds up a new word or phrase.
Pupils repeat the first word, but replace a word or phrase from that utterance with the new
word or phrase.
e.g.1
Teacher: ‘Dw i’n hoffi bwyta afal.’
Pupils: ‘Dw i’n hoffi bwyta afal.’
Teacher: ‘sglodion.’
Pupils: ‘Dw i’n hoffi bwyta sglodion.’
It is possible to challenge the pupils further by providing them with the English food name,
they then have to repeat the sentence substituting with the Welsh word each time.
e.g.2
With older pupils the following drill is useful for checking grammar points or sentence stress.
It is suggested that one section at a time is substituted.
Transformation
The teacher says a phrase and the pupils say something similar, but, in doing so, they
change a key structure.
e.g.
Teacher: ‘Dw i’n hoffi bwyta creision.’
Pupil: ‘Dw i’n hoffi yfed cola.’
Conversation using one specific work / phrase / language
pattern
Pupils to greet each other using the word / phrase / language pattern that is being targeted.
It is imperative to use the correct intonation and appropriate expression.
Mime
Using mime alongside the drill when introducing new language
Using A Story Map To Drill Language
It is important to remember that this method of introducing a story is an effective way of
drilling language patterns. A range of stories can be introduced using this method.
By imitating and repeating a story aloud the pupils will know the story so well that it becomes
a part of their long term memory and permeates their linguistic competence. This is an
effective way of internalising a bank of vocabulary and language patterns.
The images should be discussed individually with the pupils – the pupils repeat the script
after the teacher and they decide which mime is most appropriate in order to convey the
meaning.
The repeating of the story should become a part of the daily routine within the classroom.
Using the Pie Corbett methodology to practise language (film)
Questionnaire
Using a questionnaire can be useful when extending drill and consolidating language
patterns.
Repeating and extending sentences
Teacher to provide an introductory sentence. Then, first pupil repeats the sentence and adds
another item of food. This procedure is continued until all pupils have contributed. It’s
possible to carry out this activity as a whole class or in groups.
e.g.
Teacher: ‘Dw i eisiau bwyta pitsa.’
1st pupil: ‘Dw i eisiau bwyta pitsa a salad.’
2nd pupil: ‘Dw i eisiau bwyta pitsa, salad a sglodion.’ etc.
Songs and raps
Give pupils opportunities to repeat and practise the language via quality songs and raps.
Communicative games
e.g., Guess Who?
Using the ‘Guess Who’ game provides pupils with opportunities to repeat language patterns
and the teacher opportunities to check and correct pronunciation.
‘Oes ganddo fo wallt du?’
‘Oes ganddi hi wallt du?’
Further resources
Kate Dowell & Year 5 & 6 pupils, Ysgol Gynradd Gellifor (film)
Laura Copple & Year 5 & 6, Ysgol Gynradd Cefnmeiriadog (film)
Steve Jones, Gresford, Wrexham (film)
Drill (ppt)
For further guidance visit Languages International