You try doing it with a class of forty!

Abstract

The difficulties experienced by some British teachers in introducing communicative techniques in the secondary classroom in Morocco led to an examination of the problem of innovation in English language teaching at school level. The teachers' perceived difficulties are discussed, and it is argued that teachers need to take account of learners' expectations and introduce change gradually. The introduction of change should also include an element of learner training, and this article offers suggestions for how this might be achieved.