Using Drills for Language Learning
Many units in our Now We’re Talking textbook series have drill activities for grammar points. The use of drills in language learning can be a highly effective way to improve accuracy, speed, fluency, and confidence.
Using drills in the language learning classroom was once a prominent activity but fell out of favor in the 1970s. It was a key component of the Audiolingual Method, also known as the behaviorist approach, which was popular in language teaching from the 1940s to the 1960s. Students would spend a large portion of class time repeating sentences after the teacher. The results were somewhat disappointing, as students were often poorly prepared to use the language spontaneously outside the classroom.
However, the use of drills in the language classroom made a comeback around the turn of the century. Paul Nation, a prominent researcher and expert in the field of language teaching and learning, has written extensively on the role of drills in language learning. Nation suggests that drills can be a useful tool for language learners when used appropriately.
According to Nation, drills can be effective in language learning if they:
- Target high-frequency language: Drills should reinforce the most common grammar forms and vocabulary that language learners need to use most often.
- Offer immediate feedback: Drills should provide learners with immediate feedback on their performance to help them identify areas for improvement and to reinforce correct language use.
- Incorporate variation: Drills should be varied to prevent learners from simply memorizing responses. This can be done by changing the order of words, using different tenses or forms, or by introducing new vocabulary.
- Are combined with other activities: Drills should be used in combination with other activities such as reading, listening, and speaking to provide a more comprehensive and balanced approach to language learning.
Our drill activities generally follow these recommendations. Here is a sample taken from here:
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Practice 1: [Review the pictures, vocabulary and grammar for the lesson] Practice 2: Using ‘There is’ or ‘There are’ identify the objects AND the colors. Ex. There are three blue bottles. There is one brown purse. There are four keys. (etc.) Practice 3: Drill Take turns with a partner. See how quickly you can say all 12 items. Your partner should time you. Write your time in Time 1. Do the drill again. Try to beat your time with each practice. Time 1: _____ Time 2: _______ Time 3: _______ |
This activity gives students sufficient time to use the target grammar (there is/there are) in a way where rote memory is not possible. With each sentence, the student needs to recall the vocabulary and make sure the proper grammar form is used.
When used correctly, drills can give the following benefits:
- Improved Accuracy: Drills can help learners improve their accuracy in grammar, vocabulary, pronunciation, and other areas. Regular practice helps learners produce correct forms and structures automatically.
- Increased Confidence: With increased accuracy comes increased confidence. As learners master the drills, they become more confident in their ability to communicate effectively in the target language.
- Faster Learning: Drills provide learners with focused practice that allows them to quickly identify areas where they need improvement. By targeting specific areas of weakness, learners can make rapid progress.
- Better Retention: The repetition involved in drills helps learners retain what they have learned. Regular practice strengthens memory and helps learners internalize grammar, vocabulary, and pronunciation.
- Improved Fluency: By practicing drills, learners develop the ability to use the target language more fluidly and naturally. This leads to greater fluency and ease of communication.
- Enhanced Communication: Drills can help learners develop the ability to understand and produce the target language more accurately and efficiently. This can lead to improved communication with native speakers and greater proficiency in the language overall.
Unlike some other activities, specific drill exercises can be revisited throughout the semester. With the ample practice that these exercises give, we can realistically expect students to incorporate the grammar forms into their speaking by the end of the semester.
References
Paul Nation (2007) The Four Strands, Innovation in Language Learning and Teaching, 1:1, 2-13, DOI: 10.2167/illt039.0
Jack C. Richards (2014). Approaches and Methods in Language Teaching, 3rd Edition. Cambridge Language Teaching.
Tags: Speaking drills; Grammar drills; Language learning
There is/There are drills
Practice 1: Using ‘There is’ or ‘There are,’ identify the objects and the number of objects in the pictures below.
Ex. There are two wallets. There is one necklace. There are four keys.
Practice 2: Using ‘There is’ or ‘There are,’ identify all the objects AND the colors.
Ex. There are three blue water bottles. There is one brown purse. There are four gray keys.
Practice 3: Drill
Take turns with a partner. See how quickly you can say all 12 items. Your partner should time you. All the sentences should be correct!
Write your time in Time 1.
Do the drill again. Try to beat your time with each practice.
Time 1: _____ Time 2: _______ Time 3: _______
Teacher Notes
This drill is to help students gain fluency and accuracy in ‘there is’/’there are’ grammar, adjective order (numbers and colors), and vocabulary (common possessions).
Practice 1: Have the students name the objects and colors. Note the colors that might be confused (gray vs. silver, pink vs. purple, and orange vs. brown). See the Answer Key below.
Practice 2: In pairs, the students should go through all the pictures while noting the number and color of each item(s). Have the students pay careful attention to using ‘there is’ and ‘there are’ correctly.
Practice 3: Now the students are ready for the drills. Each student should time the other to see how quickly the student can say all 12 items correctly. Ideally, students will decrease their times with each drill. It may be helpful to have one student do the drill in front of the class to make sure all the students understand the procedure.
Answer Key
- Two purple hats
- One pink cellphone
- Two black wallets
- One silver necklace (or) One silver chain
- Three blue water bottles
- Three gold rings
- Four gray keys
- One red umbrella
- Three yellow gifts
- One brown purse
- One orange backpack
- One green notebook
This activity works great with the Blue Sage Learning Book:Now We’re Talking, Book 1 Unit 2.
Tags: Speaking, Grammar, There is and There are, Adjective order
Lesson Plan – B1 Unit 1 Ajectives
Fluency Practice: Be verb and Personality Adjectives
by Scott Miles
Drill 1
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Positive |
Neutral |
Negative |
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Bright Friendly Funny Gentle Helpful |
Busy Careful Cold Fearless Logical |
Boring Childish Controlling Forgetful Judgmental |
- Choose eight personality adjectives from the list that can complete each sentence about you. Write the two words for each sentence in the blanks.
- I am somewhat ____________. _______ _______
- I am very ________________. _______ _______
- I am not very _____________. _______ _______
- I am not _____________ at all. _______ _______
- Write down each word on eight cards (or slips of paper). Give them to your partner.
Your partner will shuffle the cards and read the words. For each word, say the complete sentence where the word fits.
- Drill: How fast can you do all 8 sentences? Time yourself, and write the answer in Time #1 below.
Next, try two more times. Try to increase your speed with each attempt.
Time #1 ____ Time #2 _____ Time #3 ______
Drill 2
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Positive |
Neutral |
Negative |
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Honest Kind Loving Lucky Warm |
Interesting Quiet Realistic Serious Shy |
Lazy Loud Mean Selfish Silly |
- Complete the following sentences with personality adjectives from the box above. Each sentence should have a different word.
- My best friend is very _________, but I am not.
- I am somewhat _________, but my best friend is not.
- My best friend is not ________ at all, but I am.
- I am not _______ at all, but my best friend is.
- My best friend is very _________, and I am too.
- I am not _______ at all, and my best friend isn’t either.
- Write the six vocabulary words on cards. Give them to your partner.
Your partner will shuffle the cards and read the words. Put each word in the correct sentence.
- Drill: How fast can you do all 6 sentences? Time yourself, and write the answer in Time #1.
Now try two more times. Try to increase your speed with each attempt.
Time #1 ____ Time #2 _____ Time #3 ______
Drill 3
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Personality (ex. forgetful, gentle, mean, etc.) |
I |
My best friend |
You |
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- Choose six personality words that you would like to practice. Write them in the first column (Personality).
- Complete the second column with your own information about how the personality word fits you. Choose one of the following for each word: quite, somewhat, or not very.
- Next, do the same about your best friend in the third column.
- Finish the final column with information about your partner. Ask your partner about each word.
E.g. Are you gentle? Are you outgoing? Etc.
- For each row, say sentences for each person. Follow the example.
Example: I am somewhat forgetful. My best friend is quite forgetful. You are not really forgetful.
- Drill: How fast can you say all the sentences in the chart? Time yourself, and write the answer in Time #1.
- Now try two more times. Try to increase your speed with each attempt.
Time #1 ____ Time #2 _____ Time #3 ______
For the Teacher
The above exercises are drills. These are activities which give learners ample practice with specific grammar and vocabulary to increase both fluency and accuracy.
Draw students’ attention to the grammar that they are practicing. In this case, it is using the correct Be verb (am, is, are) with different subjects.
When doing the final drill assignment, the target grammar should be perfect. If a student makes an error, she should repeat that sentence.
If possible, complete a chart with a volunteer student and model the activity. Make it clear to the students that the purpose is NOT to be faster than their partner. The purpose is to increase their own speed and accuracy.
This lesson coordinates well with Book 1 Unit 1 of Now We’re Talking.
Tags: Pronunciation, Speaking, Grammar
Tell me about your friends
by Scott Miles
A. Sam and Sam’s mother are talking about two of Sam’s friends: Rachel and Tom. Read the dialogue.
Sam’s Mother: So, tell me about your friends at school.
Sam: My friends? Well, my best friend is Tom. He’s an education major at my university. He’s a big guy. He’s tall and has brown hair. He’s really kind and generous. He’s a little shy, but he is a really honest person.
Sam’s Mother: He sounds interesting. Who else is your friend?
Sam: Rachel is another friend. She’s also a student, and she works part-time in a bookstore. She’s somewhat short. She’s pretty. She has long brown hair and green eyes! She’s a little quiet and serious, but she is hardworking and smart.
Sam’s Mother: It sounds like you have some interesting friends.
Sam: Yeah, I think so too.
- Following the example dialogue above, complete the following dialogues with information about your friends. Practice with a partner.
A: So, tell me about your friends at school.
B: My friends? Well, my best friend is ____________[name]. He’s a ______________ [occupation/major]. He/She _______________ and ________________ [physical description]. He’s/She’s _________ and __________ [personality]. He’s/She’s also a little _____________. [personality]
A: He/she sounds interesting. Who else is your friend?
B: Another friend is ___________ [name]. She’s/He’s a ___________ [occupation/major]. She/He ________________ and ____________ [physical description]. He’s/She’s ____________ and _____________ [personality]. He’s/She’s also a little _______________. [personality]
A: It sounds like you have some interesting friends.
B: Yeah, I think so too.
Teacher notes
This activity models an introduction dialogue and gives students a chance to do a similar dialogue with a partner.
This is a good supplement for Now We’re Talking, Book 1 Unit 1.
Procedure
A.
- Read the dialogue as a class.
- Underline the key information (the same information students will later substitute with their own information when they do the activity)
B.
- Model the activity by selecting a student and getting the information needed to complete the dialogue.
- After the information is completed, read the new dialogue with the student.
- Have students complete the dialogue and practice with a partner. If possible, have students change partners and repeat the activity.