Make sure the class can hear - When you elicit, it's important that everyone can hear answers given by other students. Make sure that students speak loud enough. Use techniques like Walking away (see Chapter 5 Unit 5 ). Summarise or echo if necessary., Use a natural-sounding 'slightly puzzled' intonation  - Questions sound more inviting if it sounds like you really don't know the answer (rather than sounding like a bored teacher checking answers to an exercise he or she already knows the answers to). Questions sound more inviting if it sounds like you really don't know the answer (rather than sounding like a bored teacher checking answers to an exercise he or she already knows the answers to)., Elicit, then give feedback - If learners are speculating about a picture, it doesn't matter very much if there are a number of different ideas from different people, as none of them is'correct'. However, if you elicit about something factual (for example, helping students to work out a grammar rule), then there is definitely a correct answer, and it is crucial that, at some point,you tie up the speculative discussion and give feedback. Often this will mean confirming what is correct. , Wait a bit - After you ask a question, allow thinking time. Don't hurry them too much. Don't answer your own questions! , You can't elicit things they don't know and can't guess - Many things can be elicited, but not everything. I could elicit what students think I had for breakfast this morning (because there are some obvious likely answers they could try first, and because my students know me and might be able to make an informed guess), but it might be a waste of time to elicit my brother-in-law's name (as this would just involve a lot of random guesses) or a grammatical correction to a sentence when students have had no guidance or previous knowledge. , Ask questions that move learners forward - If the learner already knows the answer to a question in full and learns or notices nothing new, the question simply leads to a display of knowledge, but not to further learning. , Remember that you have options in who you ask  - Questions can be nominated (i.e. to a named individual) or open (i.e. to anyone). If nominated, the name can come before the question (e.g.'Juan, What's the past of go?') or after it (e.g. 'What's the past of go? Juan?')., Avoid over-eliciting - Being asked questions all the time could become dull and counterproductive. Use eliciting as long as it is productive and enjoyable, but remain open to the possibility of varying your techniques as needed. Some things may be best told as information. You may also decide that students would benefit from other input methods, for example, to follow a lecture presentation and take notes.,

Effective eliciting

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