Methodology Action
Eliciting is particularly good for keeping students involved in their own learning process and for showing the teacher what
the class already knows.
Board work
It is generally helpful for students to have a written record of new grammar or vocabulary that is being taught. However,
this is often best done after students have been drilled with correct pronunciation as English spelling can be an unhelpful
distractor.
It is important that the teacher doesn’t spend too long writing on the board with their back to the class during the lesson,
otherwise the students will lose interest. If possible, have any longer pieces of information for students on a prepared
handout, on an OHT, or written, in advance, on the blackboard and covered.
When writing new vocabulary on the board, try to make it clear what part of speech the word is. If you only write single
words, students may not remember whether it’s a verb or a noun, for example.
So, instead of writing ‘play’, write ‘to play (with something/someone)’. Then the student can tell that is a verb and also that
it can be transiti ve and uses the preposition ‘with’. In the same way you can add articles to nouns that are written on the
board. Write ‘a house’ instead of just ‘house’, for instance. Although only a very small thing to remember it does provide far
more useful records for the student.
Drilling
‘Drilling’ is a basic technique whereby we can give students the opportunity to practise saying a new word, phrase or
structure in a highly controlled environment. Students should always understand the meaning of the target language before
they are drilled and at this stage the aim is that they should achieve the best possible pronunciation.
Choral drilling
Having taught the meaning of the new language, it can often be appropriate to drill the students chorally.
1. The teacher ‘models’ the target language or plays the relevant part of the cassette. The students in the class listen
carefully to the correct pronunciation. The teacher should say or play this language at least three or four times.
2. The teacher then asks the students to repeat the target language together. By doing it all together, the students are able
to try out the new language without fear of embarrassment at being singled out in front of their peers. Three or four times
is probably enough to help build up the students' confidence. (You should not worry about trying to hear the pronunciation
of individual students at this stage; that will come during the individual drilling that follows.)
Example classroom exchange for a choral drill:
(The teacher shows the students a picture of someone playing tennis).
She's playing tennis. (PAUSE)
She's playing tennis. (PAUSE)
She's playing tennis. (Gesture for class to repeat)
She's playing tennis.
Eliciting is particularly good for keeping students involved in their own learning process and for showing the teacher what
the class already knows.
Board work
It is generally helpful for students to have a written record of new grammar or vocabulary that is being taught. However,
this is often best done after students have been drilled with correct pronunciation as English spelling can be an unhelpful
distractor.
It is important that the teacher doesn’t spend too long writing on the board with their back to the class during the lesson,
otherwise the students will lose interest. If possible, have any longer pieces of information for students on a prepared
handout, on an OHT, or written, in advance, on the blackboard and covered.
When writing new vocabulary on the board, try to make it clear what part of speech the word is. If you only write single
words, students may not remember whether it’s a verb or a noun, for example.
So, instead of writing ‘play’, write ‘to play (with something/someone)’. Then the student can tell that is a verb and also that
it can be transiti ve and uses the preposition ‘with’. In the same way you can add articles to nouns that are written on the
board. Write ‘a house’ instead of just ‘house’, for instance. Although only a very small thing to remember it does provide far
more useful records for the student.
Drilling
‘Drilling’ is a basic technique whereby we can give students the opportunity to practise saying a new word, phrase or
structure in a highly controlled environment. Students should always understand the meaning of the target language before
they are drilled and at this stage the aim is that they should achieve the best possible pronunciation.
Choral drilling
Having taught the meaning of the new language, it can often be appropriate to drill the students chorally.
1. The teacher ‘models’ the target language or plays the relevant part of the cassette. The students in the class listen
carefully to the correct pronunciation. The teacher should say or play this language at least three or four times.
2. The teacher then asks the students to repeat the target language together. By doing it all together, the students are able
to try out the new language without fear of embarrassment at being singled out in front of their peers. Three or four times
is probably enough to help build up the students' confidence. (You should not worry about trying to hear the pronunciation
of individual students at this stage; that will come during the individual drilling that follows.)
Example classroom exchange for a choral drill:
(The teacher shows the students a picture of someone playing tennis).
She's playing tennis. (PAUSE)
She's playing tennis. (PAUSE)
She's playing tennis. (Gesture for class to repeat)
She's playing tennis.
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