PLANNING
SPEAKING
“ECRIF Model” for a Speaking Lesson
- Anecdote (Topic)
Introducing the Topic - Title of the Lesson E ncounter
Target language
- Matching Act (Target Language)
Meaning
Use - Choral Repetition / Pronunciation
C larify
Form - Checking Questions
Pronunciation
- Filling the Blanks
Controlled Act R emember
- The Secret Word
Semi-controlled Act Agree or disagree? Why? I nternalize
Free Act Survey F luent Use
In ECRIF, only one Topic must be used.
In ECRIF, we give Rules in the middle.
In ECRIF, sentences are introduced in the Target Language (Matching Act), the same sentences should be
used in Clarify.
In the Encounter, avoid making students use the target language (Conditional Type 2), then introduce the
topic
In Clarify, don’t forget the Pronunciation, the Use and try reduce metalanguage
In Internalize, try to make your lesson more communicative, student- rather than teacher- centered,
peer checking you’re only a monitor
In Fluent Use, no writing, not teacher-centered
GRAMMAR
“ECRIF Model” for a Grammar Lesson
- Questions to discuss in groups
Introducing the Topic - Title of the lesson E ncounter
Target language
- Mark statements with (+) or (-)
Meaning - Common between sentences
Use - Checking Questions C larify
Form
Pronunciation - Meaning, Use, Form and Pron.
- Gap filling
Controlled Act R emember
- Writing own sentences / ideas
Semi-controlled Act - Secret word I nternalize
Free Act - Discuss favorite way of travelling F luent Use
READING
“PDP Model” for a Reading Lesson
- List problems of married couples
Before Reading - Match words and definitions P re-reading
Shallow - Guess what the story is about
Meaning
- Give a title and sub-title
to - Characteristics characters and why
During Reading - Answer three questions: D uring-reading
Deep Intention of each Character
Meaning (Role-Play)
After Reading - Write the end of the story P ost-reading
Objective: by the end of the lesson, students will be able to show understanding of the text “Mr. Preble gets
rid of his wife” by James Thurber by describing the three main characters and their desires and
relationships.
LISTENING
“PDP Model” for a Listening Lesson
- Anecdote about a personal cat
Before - List descriptions of cat
P re-listening
Shallow Listening - (Listening alone can be difficult, use a
Meaning
‘video’ or introduce ‘vocab.’)
to 1st - Listen and choose answers
During - Listen and put headings in order uring-listening
2nd D
Deep Listening
Meaning 3rd - Listen and add details to headings
After - Choose another animal and write
P ost-listening
Listening information about it
Objective: by the end of the lesson, students will be able to show understanding of a listening video “Why
are cats so weird?” by adding more details to headings.
LANGUAGE FUNCTIONS
“ECRIF Model” for a Functions Lesson
- Reading Conversation aloud
- Topic (Function) E ncounter
Target language - Comprehension Questions
Topic (Functions) - Identifying/Labelling Conversation Stages
Meaning, Form & Use - Fill a chart with expressions
C larify
From Dialogue
From Board
Controlled Act - Gap-filling activity (Different Dialogue) R emember
Semi-Controlled Act - Role-play (T’s Situation) I nternalize
Free Act - Role-play (Ss’ Situations) F luent Use
This model contextualizes the use of expressions ...
Functions revolve around expressions and people. For this reason, no Topic is needed, rather the topic is
the type of function you’re teaching. Also, the two stages, Encounter and Clarify, are merged because the
passage from one stage to another is blurry.
Objective: by the end of the lesson, students will be able to make formal requests (for a teacher/boss) using
six stages in a role-play activity.
WRITING
TEACHING FARMWORK
- Introduce the Topic
- Diagram by the Teacher
- Brainstorming (Students’ Diagram)
- Writing the First Draft/Paragraph
- Rewriting (Correction)