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Drills, Dialogues, and Role Plays - University of Michigan ...

1 WEB-ONLY CHAPTERD rills, Dialogues, and Role PlaysA Lesson Never Forgotten Jambo! is hello in authors of this book participated in several shortintroductory language learning experiences during their teacher training. Mary stud-ied Swahili, which was taught with the judicious use of drills and dialogues and con-tends that it is the language in which she can still most easily respond to simplegreetings, say a few simple phrases, and ask some and dialogues are among the most traditional materials used by languageteachers. The content of drills and dialogues and how much we use them haschanged considerably over the years.

with no change. Be sure to teach the meaning of the utterance first. The example ... (Spratt, 9). Yet, short periods of drills can be useful during the early stages of a les-son, and you are advised to move on after five or ten minutes to other oral practice ... When presenting drills,provide students with a written example on a handout or on ...

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Transcription of Drills, Dialogues, and Role Plays - University of Michigan ...

1 1 WEB-ONLY CHAPTERD rills, Dialogues, and Role PlaysA Lesson Never Forgotten Jambo! is hello in authors of this book participated in several shortintroductory language learning experiences during their teacher training. Mary stud-ied Swahili, which was taught with the judicious use of drills and dialogues and con-tends that it is the language in which she can still most easily respond to simplegreetings, say a few simple phrases, and ask some and dialogues are among the most traditional materials used by languageteachers. The content of drills and dialogues and how much we use them haschanged considerably over the years.

2 This is because teachers and materials devel-opers have been paying more and more attention to ways of providing studentswith meaningful materials and content that allow them to engage in real commu-nication. Role Plays and Plays , which are often forms of extended dialogues, arepart of the repertoire of practice activities and chapter includes: the advantages and limitations of drills and dialogues in language development various types of drills and dialogues how to design and adapt drills that are meaningful rather than mechanical how to make and adapt dialogues for your class how to prepare role Plays suitable for your students and teaching objectives the advantages and uses of role Plays (including Plays , simulations andsociodramas) how to involve students in developing dialogues and role Plays (includingplays, simulations, and sociodramas)

3 Tools and Tips for Using ELT Materials Web Only2 Some Challenging QuestionsBefore you begin, answer these questions: What is your opinion of using drills in language teaching? Under what circum-stances would you use them? When would you select other teaching materi-als? Have you ever learned a language or taught using drills? What was your expe-rience in learning from or teaching using drills? Have you ever tried to make drills more communicative? How could you dothis? Have you ever developed or adapted role Plays , Plays , simulations, or sociodra-mas for teaching? Have you experienced any of these activities as a learner?What is your opinion of these activities for language teaching?

4 Drills as Language Teaching MaterialDefinition and Uses of DrillsA drill is A type of highly controlled oral practice in which the students respond toa given cue. The response varies according to the type of drill . (Matthews, Spratt,and Dangerfield 1991, 210). Drills are used usually at the controlled practice stageof language learning so that students have the opportunity to accurately try outwhat they have learned. Drills help students to develop quick, automatic responsesusing a specific formulaic expression or structure, such as a tag ending, verb form,or transformation. Drills have been much maligned for their behavioristic, stimulus-responsenature and for the mechanical, repetitive practice they provide.

5 In classrooms thatuse the audiolingual method, which became popular in the 1950s, drills are basicto language teaching. Many of us knowthat drill -based lessons are not always particularly stimulat-ing. In fact, you may remember language drills in which you could accuratelyrespond in the drill without knowing what you were saying. There s a joke amonglanguage teachers: Dictionary definition: drill a device for boring (Hubbard1990, 19). However, drills do respond to the learning style of those who learn wellthrough memorization and can be useful teaching-learning material because they provide practice ofsmall, manageable chunks of language.

6 This helps to build confidence and auto-matic use of structures and expressions that have been drilled. Also, they can bepart of a teaching or learning sequence that progresses from more towards less con-trolled Spratt (1991) notes that drills can be either mechanical or drills are controlled by the teacher who provides drill cues to which Drills, Dialogues, and Role Plays3students respond. These drills can give beginning students a chance to articulate thenew language fluently. Meaningful drills are controlled by the teacher as well as bythe students who must understand the drill cues in order to respond.

7 Meaningfuldrills are more desirable than mechanical drills because they provide a reason forspeaking and are thus more engaging and motivating. Spratt (10 11) points outthese requisites for meaningful drills: They should look like real language, containing hesitations, proper socialreactions such as exclamations, questions, or comments that require aresponse. They can even consider register and nonverbal elements. The response should not be totally predictable; a variety of responses shouldbe incorporated. They should involve genuine reactions between or among the speakers. They should be purposeful and based on topics of relevance to students They should be sufficiently controlled and allow the teacher to observe howwell learning has taken place.

8 They should allow for sustained language of DrillsA drill is a drill is a drill , right? Not so! They come in various forms repetitiondrills, substitution drills, and transformation drills are among the main types. Eachtype of drill can be meaningful or mechanical, depending upon how you developit. We will explain several types of drills on the following DrillsRepetition drills are useful for familiarizing students quickly with a specific struc-ture or formulaic expression (Doff 1990, 71). The teacher s language is repeatedwith no change . Be sure to teach the meaning of the utterance first. The examplethat follows illustrates this type of drill :Teacher:It s cold :It s cold :It s warm :It s warm outside.

9 Because repetition drills are extremely mechanical, they should not be used for pro-longed practice. Preferably they should lead quickly into another kind of drill ororal practice activity that allows students to manipulate the form being practiced inmeaningful and relevant Drills Substitution drills are slightly more interactive than repetition drills because theyusually give students practice in changing a word or structure in response to aprompt or cue from the teacher or another student. The teacher s prompt can be awhole sentence, a word, a phrase, or a picture. Here is a mechanical substitutiondrill using a single-word (in italics) prompt:Teacher:You re a student, aren t you?

10 FarmerStudents:You re a farmer, aren t you?Teacher:You re a farmer, aren t you?accountantStudents:You re an accountant, aren t you?Teacher:You re an accountant, aren t you?mechanicStudents:You re a mechanic, aren t you?Teacher:You re a mechanic, aren t you?Here is an example of a mechanical substitution drill using a phrase (in italics) asa prompt:Teacher:Where were you born? Can you tell me?was your husbandStudents:Where was your husband born? Teacher:Where was your husband born? Can you tell me?was heStudents:Where was he born? Teacher:Where was he born? Can you tell me?was your daughterStudents:Where was your daughter born? Teacher:Where was your daughter born?


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