ECRIF in the Classroom

ECRIF At this stage teachers can help Activities at this stage might include
students by
Encounter  Providing a clear context.  Brainstorming vocabulary.
 Giving students a chance to  Answering questions with target
talk about a topic. This burst language in it.
of fluency at the beginning  Labeling or describing a picture
of the lesson can help  Doing a gap fill activity.
establish context and help  Using key words to make
students activate sentences or complete a
experiences, vocabulary, and dialogue.
grammar that may help  Choosing the best response or
them and the lesson. question for a dialogue.
 Providing a text to read or  Marking particular words,
listen to. First focus on the phrases or sentences in a text.
overall meaning 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 students  Matching meanings or rules to
already know words or sentences.
 Providing students a chance  Sorting sentences or words into
to peer teach. (Ex. Show groups.(Ex. Adjectives vs.
each other the meaning, adverbs)
pronunciation.  Discussing the meaning,
 Eliciting ideas from students pronunciation, or rules of the
rather than just telling them language items.
 Being ready to explain the  Using dictionaries.
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.
Remember  Doing choral repetition.  Having students quiz each other.
 Paying close attention to (Ex. With pictures, meanings and
problems that students may words)
 have.  Having students do drills (Ex.
 Giving students specific Making or changing a sentence
feedback. (Ex. Is their from key words.)
answer correct?)  Playing games like 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.
Internalize  Providing chances to use the  Describing an event or fact using
vocabulary or structure to the target language or skill.
talk about themselves.  Answering questions: words
 Giving students think time to embedded into questions that
get ideas or recall students ask and answer
preferences. together.
 Allowing students to write  Doing gap fill activities (Ex.
and ask questions first and Choose correct words, place
then putting away the paper them into blanks in texts.
during the subsequent  Doing tailless sentences (Ex.
fluency activity. 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.
Fluently  Providing a good model of  Retelling story. List of target
Use the activity. language, teacher tells a story,
 Providing a clear students teach words they hear
communicative task that is as they listen. Retell the story to
motivating and relevant to their partner using the words.
students.  Doing a role play. (Ex. Convincing,
 Encouraging students to ask requesting, etc.)
more questions and give  Discussing questions
longer answers.  Jigsaw activities in which
 Giving students enough time students teach each other about
to get ideas. a topic.
 Noting errors that students  Making a decision together. Ex.
make (for future lessons) but What should we take on a desert
not correcting in the island and why? OR who should
moment as it can interfere receive the scholarship?
with students
communication.