Theories, Methods & Techniques of Teaching - Repition Drill Example


So let's take an example of what those drills might involve. So here is an example of a repetition drill. I will model the language and then my class will repeat after me. So "This is a cup." "Spoon" ? "This is a spoon." "Knife" - "his is a knife." Thank you. The reason that it's called or also called the army method is that it was the method adopted by the United States military who had personnel stationed around the world at the end of Second World War and they realized that they needed those personnel to pick up the language very quickly and one of the positive things about this particular methodology is that you do very quickly learn vocabulary. Another positive thing about it is that you quickly learn the correct pronunciation of that vocabulary. However, there are some negative points to it. One of the things that the drills actually lack is some form of realistic context and the fact that these drills are out of context in any real situation in the world makes it very difficult to translate the knowledge that you pick up into a new situation. The second negative thing about it is that errors would very quickly try to be forced out of the students and it was realized that errors weren't in fact such a bad thing after all.

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

In this unit, we learn about the different resources we can utilize to aid in our teaching; we have authentic materials, created materials, and course books. Authentic materials are materials created for outside of the classroom use. Such as newspaper, novels, songs, movies, etc. They are not graded to a level, and therefore we can use each one for different activities at different levels. While created materials are those produced by the teacher to replace or supplement materials from a course book. And since they are designed by the teacher, these materials are graded to the level of the students. The use of a course book usually consists of a student's book, workbook, cassettes/CD/DVD, teacher's guide, videos, and other supplementary materials. Course books are much quicker than creating your own materials and are graded to a level for the students. It offers continual practice of past lessons and progression through levels. However, course books may not meet the needs and interest of the students, and therefore they will shy away from using it. It may also be outdated. Course books dictate the lessons being taught so teachers tend to become lazy that they do not take it upon themselves to search for materials that may be more appropriate to their students' level and interests. In using a course book, we have four options: we may omit lessons we think are not relevant to the students, replace these with more appropriate materials, supplement to reinforce the lessons, and/or adapt the lesson to our own teaching style. There are some teachers lucky enough to choose the course book that will be utilized in the classroom. In choosing, we must take into consideration a few things: price, availability, design (attractive and user friendly), ESA methodology, skills (reading, writing, listening, speaking), difficulty (appropriate level), syllabus (level progression and continual practice), topics (relevant, varied, interesting), teacher's guide, and other supplementary materials available. After this unit, I've come to see more clearly the difference of using created materials and course books. Having both been a student and a teacher, I've experienced both the advantages and disadvantages of each. As a student, I remember using a book that was not at all user friendly to us students. It was quite difficult to understand for our level and the teacher didn't take it upon himself to explain it. But having a course book also allowed us students to read further ahead if needed. It provided practice activities and tests aside from the ones given by the teacher. As a teacher, it is very tiring to come up with a syllabus and make your own materials from scratch. But it appealed to my kindergartens having characters and names they take interest in. It allowed me to re-use generic games and activities for different topics. Both as a teacher and student, not being able to choose the course book to use, is quite nerving. I remember my professor mentioning that he himself was not happy with the choice of book that we will use for class, which made me reluctant to even read it. I remember teaching a student comprehension and the workbook we were using was quite outdated so I had to explain to the student all about it.