ECRIF in the Classroom

ECRIF At this stage teachers can help Activities at this stage might include
students by
Encounte  Providing a clear context.  Brainstorming vocabulary.
r  Giving students a chance  Answering questions with
to talk about a topic. This target language in it.
burst of fluency at the  Labeling or describing a picture
beginning of the lesson  Doing a gap fill activity.
can help establish context  Using key words to
and help students activate make sentences or
experiences, vocabulary, complete a dialogue.
and grammar that may  Choosing the best response
help them and the lesson. or question for a dialogue.
 Providing a text to read  Marking particular words,
or listen to. First focus phrases or sentences in a
on the overall meaning text.
of the text to establish
context.
 Eliciting vocabulary and
sentences from the
students. (Ex. What
words do you know to
describe personality? OR
How might you combine
these
sentences?)
Clarify  Finding out what  Matching meanings or rules
students already know to words or sentences.
 Providing students a  Sorting sentences or words
chance to peer teach. into groups.(Ex. Adjectives
(Ex. Show each other the vs. adverbs)
meaning, pronunciation.  Discussing the meaning,
 Eliciting ideas from pronunciation, or rules of
students rather than just the language items.
telling them  Using dictionaries.
 Being ready to explain
the language item in a
variety of ways.(Ex.
Simple verbal
explanations, visually,
with examples,
kinesthetically, etc.)
 Highlighting the
language item on the
board with different
colors.
 Slowing down or
repeating the language
item several times.
 Asking concept
check questions.
Rememb  Doing choral repetition.  Having students quiz each
er  Paying close attention to other.
problems that students (Ex. With pictures, meanings
may and words)
 have.  Having students do drills (Ex.
 Giving students Making or changing a
specific feedback. sentence from key words.)
(Ex. Is their answer  Playing games like
correct?) Bingo concentration.
 Doing a lot of
recognition activities.
 Saying a word or sentence
and pointing to a picture
 Pointing to a picture and
saying what it is.
 Matching questions/answers,
meanings and words,
sentences and situations, etc.
Internaliz  Providing chances to use  Describing an event or fact
e the vocabulary or using the target language or
structure to talk about skill.
themselves.  Answering questions:
 Giving students think time words embedded into
to get ideas or recall questions that students ask
preferences. and answer together.
 Allowing students to  Doing gap fill activities
write and ask questions (Ex. Choose correct
first and then putting words, place them into
away the paper during the blanks in texts.
subsequent fluency  Doing tailless sentences
activity. (Ex. Given beginning of
sentences, students write
sentences)
 Doing information gap
activities. Information gap.-
Students A/B have different
information, they must
communicate to get the
information the other has.
 Correcting sentences:
sentences with mistakes
(grammar, factual) students
correct.
 Making a story: Given the
beginning of a story
student continue using
the target language.
 Creating a survey: use words
to make a survey to ask each
other.
 Making sentences about you.
(Ex. Make true sentences
about people)
 Putting words in order:
students get a list of words
and put them in an order that
makes sense to them.
 Ranking: Put words in order
based on preferences,
usefulness, etc. Students
choose their three best or
worst.
Fluen  Providing a good model
tly of the activity.
Use  Providing a clear
communicative task
that is motivating and
relevant to students.
 Encouraging students to
ask more questions and
give longer answers.
 Giving students enough
time to get ideas.
 Noting errors that
students make (for future
lessons) but not correcting
in the moment as it can
interfere with students
communication.
 Retelling story. List of target
language, teacher tells a
story, students teach words
they hear as they listen.
Retell the story to their
partner using the words.
 Doing a role play. (Ex.
Convincing, requesting, etc.)
 Discussing questions
 Jigsaw activities in which
students teach each other
about a topic.
 Making a decision together.
Ex. What should we take on a
desert island and why? OR
who should receive the
scholarship?