Perhaps aim for recognition of the target language first and for production in activities later on when they are showing more confidence? Is there not a method where students have a ‘right to silence’ and they chip in if and when they feel ready. Or a little bit of the Silent Way might be supportive now and then.

I suppose it is a good idea to stick with fairly mundane topics, breakfast being an example.

I remember asking my French teacher for vocabulary to do with skiing because I had joined a French ski club. She pointed out that as most of my classmates had no need for this type of vocab she would skip it. I thought a lot about that afterwards and realised some of them would never have an opportunity to go skiing and felt keenly how insensitive I had been! I must remember that when I have my teacher hat on.

check out http://bluenod.com/

pretty good i think
ta
mura

I wish I could join the challenge!!! I’ve sure been tempted, but I can’t right now…

Thanks for the mention I’m happy you enjoyed the talk and I like that you chose that quote… That is actually the main reason I like being a teacher trainer: empowering teachers, giving them more confidence, whether because I’ve helped them improve a skill or because I gave them evidence to support a belief they have.

I think experimental practice should be mandatory, to take teachers out of their comfort zone, to have us question beliefs and practices, even if just to confirm our initial thoughts on it. I really enjoyed the way you presented – and proposed more teachers adopted it – in your session.

Cheers, Mike!

btw, the title was “Oral Correction: Confessions from a Recovering Recaster”. I’m still in recovery, though