Drilling Oral drill Modelling 2026

 For phonology:

• The best way of dealing with phonological challenges in words or phrases is by modelling and drilling.

Modelling is simply pronouncing the language clearly, sometimes with the support of visual aids such as finger-highlighting, which is especially useful for modelling syllables and word stress in long words.

On the other hand, oral drills help to consolidate the pronunciation of the item and, in the case of structures, its form. 

It is also a good moment for the teacher to check that the class or individual students are pronouncing the TL correctly. 

Note, Seligson

Language Analysis in ESOL and CLIL Lesson Planning
By Alfonso López (alopez@cesdonbosco.com)

oral Drill - drilling

A drill is a classroom technique used to practise new language. It

involves the teacher modelling a word or a sentence and the learners

repeating it. There are different kinds of drilling, such as choral

drill, which involves the whole class, and substitution drill, where

the teacher changes the cue words after each repetition.

Example

The following sequence is an example of a substitution drill

Teacher: I like cheese

Learners: I like it

Teacher: I like apples

Learners: I like them

Teacher: I like Sue etc

In the classroom

Drilling is a classroom technique which some teachers reject due to a

possible lack of communicative quality and its highly controlled,

teacher-centred nature. However, there are advantages to it also, such

as offering learners an opportunity to practise pronunciation in a

non-threatening dynamic.
Definições de drill
verbo
produce (a hole) in something by or as if by boring with a drill.
"drill holes through the tiles for the masonry pins"
subject (someone) to military training exercises.
"a sergeant was drilling new recruits"
sinônimos: train, instruct, coach, teach, discipline, exercise, put someone through their paces
(of a person or machine) sow (seed) with a drill.
"crops drilled in autumn"
Traduções de drill
verbo
furar
pierce, drill, bore, punch, puncture, hole
exercitar
exercise, practice, train, drill, rehearse, practise
brocar
drill, bore
ensinar
teach, educate, instruct, train, coach, school

Drill

A drill is a classroom technique used to practise new language. It

involves the teacher modelling a word or a sentence and the learners

repeating it. There are different kinds of drilling, such as choral

drill, which involves the whole class, and substitution drill, where

the teacher changes the cue words after each repetition.

Example

The following sequence is an example of a substitution drill

Teacher: I like cheese

Learners: I like it

Teacher: I like apples

Learners: I like them

Teacher: I like Sue etc

In the classroom

Drilling is a classroom technique which some teachers reject due to a

possible lack of communicative quality and its highly controlled,

teacher-centred nature. However, there are advantages to it also, such

as offering learners an opportunity to practise pronunciation in a

non-threatening dynamic.



http://www.bridgetefl.com/why-to-activate-your-esl-students-

background-schema/

This post was written by Laura Greenwood

Why should you activate your ESL students’ background schema when

teaching English as a foreign language?

When doing receptive skills work (listenings and readings) with your

students, it is important to take time at the very beginning of the

lesson to activate your students’ experiences with and knowledge of

the topic of the listening/reading. In TEFL this is called activating

background schema. Doing this immediately engages your Ss, gets them

using English, and sets them up for more successful listening/reading

comprehension. Read more about Schema Theory to understand why this

approach is successful.

• This component of a receptive skills lesson is called a ‘Lead In.’

• Include visuals, realia, discussion, and personalization – a broad

look at the topic/subject/content area of the listening or reading.

• Ask some general questions and have your Ss brainstorm

ideas/knowledge of the listening/reading topic or ‘What I want to

Know’ (about the topic).

• Read a background text, watch a video clip, listen to others discuss

the topic of the listening/reading, etc. to stimulate discussion.

• Make an explicit link between the topic of the text and students’

own lives and experiences in order to prepare them for successful

listening/reading.


If you don’t activate your Ss background schema when teaching English

as a foreign language, your Ss might not be interested in

listening/reading, have a purpose for listening/reading, or even be

ready to successfully listen/read.

Beyond all of the above excellent reasons for activating background

schema when teaching English as a foreign language, is the fact that

you will learn a lot of interesting and remarkable facts about your

Ss.