This document discusses substitution drilling as a technique for practicing grammar and useful phrases in the English language classroom. It begins with examples of substitution drills where the teacher provides a sentence with a replaced word for students to repeat. The benefits of substitution drilling are that it builds accuracy, fluency and confidence as students practice new language. Some techniques for drilling longer phrases include backchaining individual words or phrases and practicing intonation and sentence stress. The document provides examples of how to incorporate substitution drilling and useful language boxes into classroom activities like tic-tac-toe games. It encourages discussing different drilling methods and considers student feedback.

1. 1 Part 2: Drilling Grammar and Useful Phrases

2. 2 Substitution drilling Let’s try it…

3. Hide this slide-for presenter’s reference only 1) Do demo of a substitution drill. Teacher: He’s going to eat the cake Students: He’s going to eat the cake T: apple Ss: He’s going to eat the apple T: Coffee S:He’s going to drink the coffee T: film Ss: He’s going to watch a film T: car Ss: He’s going to drive a car T: email Ss: He’s going to write an email 2) Do a demo of a substitution drill with useful phrases: Put 3 phrases in different columns on WB. Point to a different one for each prompt: Prompts: see a movie/ have dinner at Tetsuya’s/ play squash/ go clubbing

4. Substitution drilling 1. see a movie 2. have dinner 3. play squash 4. go clubbing

5. Substitution Drilling Discuss with your partner: 1. How is this drilling different from simply repeating after the teacher? 2. When could you use this type of drilling? 3. How is it useful for Ss?

6. Substitution drilling-Main benefits Builds accuracy, fluency & confidence Helps learners get their tongues around new language Remember to do language presentation before drilling so Ss understand what they’re saying Activities to reinforce Substitution Drilling: -Mallet’s Mallet - Coloured Paper game

7. 1) In pairs, create a substitution drill for your area 2) A people find B people 3) Practice your drill with your new partner

8. Considerations for drilling longer phrases Q: What extra factors do you have to consider when drilling longer phrases? 2) Intonation 3) Sentence stress Discuss: How do you drill intonation and sentence stress with your students?

9. Feedback: Longer phrases Backchaining/front chaining Intonation-Say words/phrases in gobbledegook ( Doo-di-di) Sentence stress-Beat out stress on desk, or in the air, click fingers, Ss stand on stresses etc What time did you get up yesterday? yesterday/ get up yesterday/did you get up yesterday/ what time did you get up yesterday?

10. Over to you…. Practice drilling these longer phrases with a partner. Think about backchaining, intonation, sentence stress, etc If I had enough money, I’d go on holiday. You should’ve gone to the doctor. I’m going to the shops. I can swim/I can’t swim. Would you like to come to the cinema with me tonight?

11. CE Tasks Useful Language Sections Discuss with a partner: How do you deal with the Useful Language Boxes? 2) Could you use any of these new drilling techniques for the Useful Language boxes?

12. CE Tasks Useful Language Sections Feedback: Our Ideas 1. Complete the sentences in a) so that they’re true for you. Can walk to centre of room for this. 2. Give Ss cards with controversial statements and they need to walk around showing different Ss. The Ss then respond using a cue from b) 3. Tic-tac-toe with the statements in a) 4. Backchain the phrases 5. Use goddledigook for intonation of phrases

14. Men are more successful in business than women are.

15. In 2050, Chinese will be the most important international language.In pairs, students take turns using these statements to give their opinions.

16. Any Questions? For more info on drilling, visit the NING: http://navitasenglish.ning.com/ Or, these slides plus some ATTC handouts at U:drive in Workshops Folder