Professional Documents
Culture Documents
PPU is a framework that describes how a teacher can structure a lesson. It is mostly used in planning the stages of a lesson.
ECRIF describes the learning process and what students go through as they learn during a lesson or series of lessons. It can be used during the
planning of a lesson, provides a basis for assessing learning during a lesson, and can be used to guide and focus reflection on individual student
learning.
Contents
Documents
1. Chart comparing the two
2.
3.
4.
Tasks
As you read, think about how each framework can affect you and
participants in teaching.
How would you use/adapt these materials if you were to teach a lesson
on rejoinders?
What do you think the pros and cons of using ECRIF and PPU might be
for participants on a course?
How might the ECRIF framework help participants in reflection and
feedback?
What other Pro or Cons would you add to the list?
ECRIF
Encounter:
This is when the learner becomes aware of the target information. We
can see learners encountering when they show that they are becoming
aware of something new.
Students may say/think: Whats this? What does this mean? How do you
pronounce this? When is it okay to use this? How do I make that structure?
Teachers need to think about how the students will encounter the target
language. Questions a teacher might ask include:
In what context will they encounter it?
What will they be doing while encountering it? Ex. Will they be
involved in a communicative speaking or writing task? (Note
how the F in ECRIF can loop back here much like a Test-TeachTest lesson)
Will they be peer teaching through brainstorming?
Where will the target language come from (ex. the teacher, a
text, another student?)
The teacher also asks: What will I be doing? How will I assess whether
or not the learners have encountered the target material?
Clarify:
This is a stage when the learners themselves are asking questions about
what is the correct meaning, form or use of the target language.
Students may say/think: Oh I see. Is this right? Can I say? Can you say
it again?
The teacher asks: How will students clarify the meaning, form, and use
of the target language? How I know this is happening or has happened?
(Note that it is the students that clarify not the teacher. The teacher may
Use
This is the stage in which teachers design or select a task in
which the learners are using the language in a meaningful,
independent and interactive way. The teacher is able to assess
students learning by watching learners in the task.
A teacher thinks: How will I set up activities that help the
students use the target language for communicative purposes?
Remember
This is the stage when learners are focused on memorizing the specific
target language. They are focused mostly on the language bits and their
meaning, form and/or use.
Students may say/think: What was that again?
The teacher asks: How will students begin to move key elements about
the target language into their long-term memory so they can recall it?
Internalize
This is the stage when learners are able to remember the language bits
enough that they can begin to use them more naturally in broader, more
varied contexts.
The teacher asks: How will students begin to make associations
between the target language and their own experiences? How will they
personalize it and begin using it to express their own ideas?
Fluent Use
This is the stage when learners are able to use the language bits
automatically in a real and meaningful way without thinking too much
about them.
The teacher asks: How will the students use the target language for
communicative purposes with ease?
Stage Aim
in terms of PPU
Warmer/Lead-in
Presentation:
Procedure/Steps for
TEACHER
What will you be
doing? What will you
say? Ex. Instructions?
Modeling? Checking?
Monitoring?
-Write on the board SoHow was
your weekend?
-Briefly get Ss thinking about their
weekend. Ex. People, places, things,
activities.
-Ask Ss to chat about their weekends
Weekend Conversation
Conversation gap-fill
Presentation: Meaning
Additional aims
-To make focus of lesson clear
-Model the taskto match the example
rejoinders to the correct feeling Adj.
-Pass out the strips to each groups
Practice I
Rejoinders List
Dialogue gap-fill
Intonation Boardwork
Practice II
-To do controlled practice
Intonation Pairwork
Practice III
-To give Ss controlled practice
Practice IV
Personalized Sentences
Additional aims
- To give Ss opportunity to personalize
the activity
-Erase TL from the W/B
-Say 5 of my own made-up
Practice V
Use
-To give Ss an opportunity to
use rejoinders by choosing how
to respond to what the speaker
says using an appropriate
rejoinder from their memory
with appropriate intonation
Additional aims
-To model the final activity
-Explain step 4; give time (5
minutes) to jot down notes
-Model, For Thanksgiving my wife and
I went to Chicago. Yeah. etc.
-Monitor and note down errors for
follow-up
Travel Conversation
-To give students a chance to
fluently use some of the rejoinders
as they talk about travel experiences.
Additional aims
-To give sts time to create their own
statements
-To create a more authentic
conversation encounter
Can convey the idea that the teacher needs to be presenting as opposed
to the students learning.
Does not explicitly help Ps focus and reflect on what individual students
were doing during the lesson.
Can encourage teacher to focus on students as monolithic entity rather
than individual learners.
Can encourage teacher to focus on stages and activities rather than on
students
Ps may get the impression that learning happens in a linear way and in
the same way for all students and feel frustrated when students dont
conform to their lesson plan.
Teachers may get the impression that they must do the PPU steps in a
particular order. Ex. Present everything first, then practice, then use as
opposed to considering the students and the target language when
staging the lesson and breaking the target language down into
manageable chunks.
Teachers may think learners learn in a single lesson
ECRIF
Possible Pros of ECRIF
Can be frustrating for Ps who want to know the right way to teach.
Can be initially challenging for participants to understand the difference
between the stages.
Can be alarming for Ps to realize that students may doing many things at
any given point in a lesson i.e. seem chaotic (this can also be a Pro!)