# data[].attributes.headline
When learners are getting used to the sounds of English it is easier for them not to see the language written down before they practise saying it, so get them to listen to your model and then repeat. Make sure you give clear, natural sounding and consistent models. Use hand movements to indicate intonation, use your fist to beat the stress, and join or separate fingers to show word boundaries and where linking occurs in phrases. You can vary the drill in terms of who repeats - whole class, half the class, boys only, girls only, individuals. Make sure drilling is done at a snappy pace.

# data[].attributes.subject
When learners are getting used to the sounds of English it is easier for them not to see the language written down before they practise saying it, so get them to listen to your model and then repeat. Make sure you give clear, natural sounding and consistent models. Use hand movements to indicate intonation, use your fist to beat the stress, and join or separate fingers to show word boundaries and where linking occurs in phrases. You can vary the drill in terms of who repeats - whole class, half the class, boys only, girls only, individuals. Make sure drilling is done at a snappy pace.

# data[].attributes.headline
At all levels we should drill vocabulary or chunks of language that cause pronunciation problems. At low levels students are still getting used to the sounds of English and need plenty of opportunity to get their tongues around them so it is likely that drilling will be used more. Sounds that either do not exist in their L1 or occur differently. Consonant clusters and weak forms may also cause difficulty - for example in words like vegetable, comfortable. Intonation patterns that are crucial to meaning may also be usefully practised through drilling, for example tag questions (which ask for confirmation or which are genuine questions).

# data[].attributes.subject
At all levels we should drill vocabulary or chunks of language that cause pronunciation problems. At low levels students are still getting used to the sounds of English and need plenty of opportunity to get their tongues around them so it is likely that drilling will be used more. Sounds that either do not exist in their L1 or occur differently. Consonant clusters and weak forms may also cause difficulty - for example in words like vegetable, comfortable. Intonation patterns that are crucial to meaning may also be usefully practised through drilling, for example tag questions (which ask for confirmation or which are genuine questions).

# data[].attributes.headline
For drills to be meaningful, learners need to understand what they are being asked to say. Monotonous chanting of decontextualised language is not useful to anyone. This means that work on the meaning of the language must come before drilling. Drilling may follow a language focus stage particularly if you are dealing with spoken language, for example, you may do it after freer practice as a correction strategy.

# data[].attributes.subject
For drills to be meaningful, learners need to understand what they are being asked to say. Monotonous chanting of decontextualised language is not useful to anyone. This means that work on the meaning of the language must come before drilling. Drilling may follow a language focus stage particularly if you are dealing with spoken language, for example, you may do it after freer practice as a correction strategy.