2.2.2.3 Types of Single Slot Substitution Drills
Below are types of single slot substitution drills: 1
Adjectives substitution Teacher
: Sita is a good girl Cue
: bad Students
: Sita is a bad girl Cue
:beautiful Students
: Sita is a beautiful girl 2
Pronouns and subjects substitution Teacher
: ‗He reads a lesson‘ Cue
: she Students
: She reads a lesson Cue
: they Students
: They read a lesson Teacher
: Kishore is playing at home Cue
: Rama Students
: Rama is playing at home Teacher
: He writes a good book Cue
: Sita Students
: Sita writes a good book 3
Verbs substitution Teacher
: ‗Kishore is playing‘ Cue
: work
Students : Kishore is working
Teacher : He reads a novel
Cue : writes
Students : He writes a novel
4 Object substitution
Teacher :He writes a novel
Cue : story
Students : He writes a story
5 Adverbs substitution
Teacher :There are many people in the office
Cue : ‗in the cinema hall‘
Students : There are many people in the cinema hall
Cue : in the class,
Students : There are many people in the class
Cue : in the house,
Students : There are many people in the house
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2.2.2.4Teaching and Learning Process Using Single Slot Substitution Drills
Cokely 1991: 1 states that Single slot substitution drills requires both class C and individual student S response. As such, it is a good way for the teacher to
get feedback on individual student performance while still involving the class. The teaching learning processes using this drill are:
First, in a Single slot substitution drills, one item or slot is chosen by the teacher and the students go through a process of replacing or substituting other
items in that slot, e.g.: T
: Yesterday arrive home, tired C
: Yesterday arrive home, tired T
: angry S1
: Yesterday arrive home, angry C
: Yesterday arrive home, angry T
: hungry S2
: Yesterday arrive home, hungry C
: Yesterday arrive home, hungry Etc.
Second, this drill should also move quite quickly. If the teacher notices a student e.g. S1 has a problem either in production of the sentence or in where to
make the appropriate substitution, the teacher should sign the full sentence with the appropriate substitution so that the student can imitate. Then the teacher
should signal the class to imitate. Later in the drill, the teacher may wish to call on that student again.
Third, in writing a single slot substitution drills, the teacher should make sure that the cues the words used to substitute are clear and unambiguous. For
example, in the English sentence ‗Girls like sports‘, the cue ‗boys‘ is not clear because a student could respond either ‗Boys like sports‘ or ‗Girls like boys‘.
Both choices are correct, but the teacher may not have wanted or expected one of
them. Such ambiguity can be confusing to students. In mechanical drills there should only be one correct, logical response.
Finally, the last substitution should result in the same sentence that was used to start the drill. This helps the teacher and the students to know when the
drill with that sentence is finished. It also prevents one sentence from being over- used generally 8-10 substitutions per sentence are sufficient. The target sentence
may be chosen from a dialogue or in some other way related to other class activities.
2.2.2.5 The Use of Drill in Teaching Grammar
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