In pattern drills, the context must be clear. Frequent repetition is necessary, and spontaneity must be sought. Intonation must be considered as well as content and structure. Pattern drill should start with one sentence, but progress beyond the sentence level, to free use of the materials. (Text is in German.) (IFS/WGA)

Effective instructional strategies used to teach language skills to 24 elementary aged students with autism or moderate mental retardation included the use of choral responding; the use of student-to-student responding; the frequent rotation of materials while teaching 2 to 3 concepts; and the use of random, unpredictable trials for student…

The instructional techniques and materials for classroom use presented are based on a three-tiered model for the practice of grammatical structures that avoids the common problem of trying to elicit normal, spontaneous conversation. Situations are devised that by their nature tend to evoke only particular structures. The first tier of the model…

Pattern drill is criticized as being monotonous, not transferable to real-life situations, and not conducive to the development of communication-competence. Situational exercises are needed, designed to enable the learners to verbalize their wishes and needs. (IFS/WGA)

THE IDEAL LABORATORY DRILL FOR A READING LESSON SHOULD TEST COMPREHENSION OF THE MATERIAL AND ALSO BUILD UP AUDIOLINGUAL SKILLS. TO MEET THESE OBJECTIVES, DRILL QUESTIONS OF THE YES-NO, EITHER-OR, AND INFORMATIONAL TYPE MUST BE CAREFULLY DEVELOPED TO ELICIT APPROPRIATELY PATTERNED RESPONSES. THIS TYPE OF LABORATORY EXERCISE, COMBINED WITH…

Primary types of three-phase pattern drills for language instruction are illustrated and discussed in this teacher's guide. French, German, Italian, and Spanish sample drills are developed in each of five classifications: (1) replacement, (2) transformation, (3) analogy, (4) fixed-increment, and (5) paired sentences. Instructional procedures,…

Oral exercises are classified by type and form. Types include repetition, substitution, conversion, pyramid, and combinations. Dialogue, games, play acting, conversation, and repetition are cited as forms. Sample exercises are offered as illustrations. (AF)

This paper discusses the problem of providing language practice for foreign language students that is meaningful and communicative as well as structured sufficiently to give practice toward functional command of basic grammatical components. A brief review of the communicative status of drills is presented, along with a technique designed to bring…

This paper characterizes appropriate content for drill activity, gives various cognitive levels of drill exercises, and provides ways in which to measure and report students' progress on drill activities. Drill is a method of teaching that utilizes repetition to assist students in acquiring new skills and refining existing skills. The success of…

Teachers are urged to improve their teaching through the effective use of pattern drills by examining the construction and function of the drills. Forty-eight questions with answers elaborate upon generalities and technicalities of drill design and their classroom use. (RL)

Pattern practice, as a functional part of the audiolingual and grammar translation methods of language instruction, is described. Characteristics and limitations of repetition, substitution, transformation, and translation drills are outlined. (AF)

Some 115 comments on improving the teaching of foreign languages are organized in a broad variety of categories. They include: (1) class preparation, (2) student-teacher contact, (3) acoustic problems, (4) the role of English, (5) the use of the blackboard, (6) the role of the textbook, (7) grammar, (8) students and their questions, (9) teaching…

The pattern drill used in language instruction, termed the "schmattern drill" in this article, is severely criticized for depriving students of meaningful communication opportunities. Methods of alleviating student boredom through the extension of and variation in pattern drill design are illustrated by examples of contrasting "schmattern" and…

The guide consists of 15 units to teach conversational Spanish to teachers of migrant children. Using directed conversations and patterned responses, the units cover exchanging common greetings, asking and answering questions, introducing yourself and telling where you work, making statements and answering questions about certain personal…