• Ways to correct midstream: pretend you didn’t hear it? Whisper the question? “Do you mean…”
• Watch for patterns of mistakes. Focus on common, repetitive errors in pronunciation in syntax. Listen to form more than content when giving feedback.
• Early feedback: correct in the moment, before bad patterns get established and repeated.
• Really look at language goals underlying each activity, and be very specific: not “work on past tense” but “past simple: form, meaning and use.” Break objectives down very specifically.
• Do as much maximizing/milking as possible, to take advantage of “teaching moments” and to reach a sense of completion with activities. Redirect: when there’s a problem, say, “Let’s look a few more examples…” Elicit responses.
• Don’t erase anything without recycling it first.
• Tell students why we’re doing each exercise so they’re not in the dark about objectives.

Ideas sparked

• “What’s going on” photo where they describe activity in the picture. Also, quietly look and then recount from memory. Question formation and negation is important and hard, and could be part of this exercise.
• Spend more time on articles. Big problem with English for most other languages.
• Modality is important: we hedge more than any other culture. “I think…” “It seems…” and intonation.
• Point out the consequences of pronunciation errors: multiple meanings.
• Tongue twister focusing on problem areas of pronunciation?
• Really focus on pronunciation