Review

E = Encounter

Students demonstrate what they know or are able to do (teachers assess students’ knowledge and abilities)

I = Internalize

Students do controlled and less controlled practice activities(teachers gradually release responsibility for learning to students)

F = Fluency

Students demonstrate that they have mastered or acquired content by doing free/communicative practice activities (teachers monitor/check)

EIF vs. Activity route map (3 stages)

E = Encounter

Students demonstrate what they know or are able to do[Lead-in: Create interest, activate background knowledge, and/or focus on lexis]

I = Internalize

Students do controlled to less controlled practice activities[Set up and run: Main skill activities – not necessarily or always from controlled to less controlled practice]

F = Fluency

Students demonstrate that they have mastered or acquired content by doing free/communicative practice activities[Close and post: Close the last activity of the 2nd stage, get feedback on the lesson – content and/or lexis, and do a final communicative task or extend to another skill area]

Features of good materials: “Who are they talking about?”

1. Impact (variety of tasks, attractive presentation – PPTs, appealing content)2. Feel at ease (pictures, examples, personalization)3. Develop confidence (sufficiently challenged intermediate learners)4. Relevant and useful (targeted learners’ interests – i.e. describing people)5. Learner self-investment (kept learners’ attention; learners wanted to make effort)6. Readiness (learners could handle this material)7. Authentic input (*none)8. Linguistic features (learners had an opportunity to notice the gap – e.g. lexical items)9. Communicative purpose (opportunities to use language for authentic communication)10. Positive effects delayed (*not applicable)11. Learning styles (visual and tactile)12. Affective attitudes (tasks motivated learners and made them feel emotionally positive)13. Silent period (had time to think before some tasks)14. Right and left brain activities (opportunities for analytic thinking)15. Controlled practice (proper amount of controlled practice tasks)16. Outcome feedback (aim/learning outcome of tasks was clear)

Title or explanation (*choose one – not both)

“Have you ever . . . ?” or Present Perfect

Level/Age (*context/who the students are)

Intermediate/Young adults

Time (*approximate time to complete the lesson)

60 minutes

Language focus (*target language and specific language skills)

Target language: Present perfect vs. simple pastSpecific language skills: Speaking and grammar

Student learning objective [SLO] – (1) Time (2) Target individuals (3) Behavior (4) Level of performance (5) Focus (6) Situation

By the end of the lesson [time], all students [target individuals] will be able to accurately [level of performance] use [behavior] present perfect and simple past to ask questions and make statements about their past life experiences (e.g. A: Have you ever ___? B: Yes, I have.//No, I haven’t. What/When/Who did you ___? B: I ___.) [focus] via a conversation game (“Talkopoly”) and interview activity about travel [situation].

*You must follow the structure above

Assessment (*check if students have achieved the SLO – must be explicitly stated in terms of the fluency part of the last internalize step and/or all fluency steps)

Students will write the rules for the differences between the present perfect and simple past, and then use the correct form in a game of “Talkopoly” and in a travel interview.

Students background knowledge and abilities (*what students know and are able to do prior to the lesson)

Present perfect, simple past tense, and the vocabulary used in all of the activities

Challenges and solutions (*potential problem areas and scaffolds – which must be specific)

Challenges: Coming up with the rule instead of being given it, as well as when to use the two different verb tenses in different situationsSolutions: By giving students many opportunities to discover the rules through inductive-based activities/examples, by having students work in pairs so that they can cooperatively learn from each other, and by writing the rule on the board once the students correctly form/create it

Steps

1, 2, 3, etc.

Stages

E, E/I, I, F

Time

Approximately how long each step will take (e.g. 5-7 minutes)

Procedure

Clear, concise explanations of what students will do for each step

Procedure – What teachers can do

Elicit (get students to tell you) Divide students in to pairs or groups Model (clearly demonstrate/show how to do the task vs. tell) Get feedback (to check on task achievement) Use focusing questions (to focus on the task or target language) Use guiding questions (to help facilitate the task) Use CCQs (to check if students know how to do the task) Provide scaffolding (to support/make task easier for students) Remove target language support

Comprehension check questions (CCQs)

Check if students understand what they are supposed to do for a given task or step (versus “Do you understand?” “Got it?” “Clear?”)

Examples

“What are you suppose to do?” “What do you do first? Second?” “What are you not allowed/supposed to do?” “Do you do this alone or together?” “How much time do you have (to complete the task)?”

Interaction

T-Ss (whole/all) Ss-Ss (whole/all) Ss-Ss (groups) S-S (pairs)

Step or task purpose

An explanation of why each step is needed (e.g. to raise interest and activate background knowledge in order to prepare them for the new information)

*Assistance: Slides 11-14

Features of good materials

1. Impact 2. Feel at ease 3. Develop confidence 4. Relevant and useful 5. Learner self-investment6. Readiness 7. Authentic input 8. Linguistic features 9. Communicative purpose10. Positive effects delayed 11. Learning styles 12. Affective attitudes 13. Silent period 14. Right and left brain activities 15. Controlled practice 16. Outcome feedback

E = Encounter (Activity Purpose)

Establish and build rapport/friendly atmosphere Activate background knowledge/schema Initial assessment (check form, meaning and/or use) Check if students are ready to acquire target language Raise interest and motivation Introduce the topic Review previously learned grammar point Expose students to target language Inductive process is used to discover grammar Students are provided with visual support of new words (PPT) Different learning modalities/channels are appealed to (VAKT) Opportunities for peer learning and teaching

I = Internalize (Activity Purpose)

Controlled and less controlled (freer) practice Create comfortable and safe environment New language is introduced and practiced Learner attention is drawn to features of target language Students demonstrate form, meaning and use of target language Repeat key vocabulary Scaffolding is provided to assure student success Sustain interest and motivation Modeling helps students clearly understand what to do Accommodate different learning modalities/channels (VAKT) Affective factors are accounted for Practice is made fun, encourages active participation Students are given a chance to clarify their understanding Silent period helps students get comfortable with new form

F = Fluency (Activity Purpose)

Students demonstrate student learning objective Students show that they are able to be active in own learning Students are given autonomy to use the target language Authentic purpose in using the target language is provided Students personalize the material Students communicate freely (free practice of target language) Opportunities for outcome feedback are provided

Short forms

T = Teacher S = Student Ss = Students TL = Target language PPT = PowerPoint WB = Whiteboard VAKT = Visual, auditory, kinesthetic, tactile FMU = Form, meaning, use i.e. = that is e.g. = for example

Notes

Use Arial 9-point font throughout your lesson The “Student learning objective” must be stated in terms of learning outcomes (i.e. what

the students will be able to do by the end of the lesson) Make sure that the information you include for “Students’ background knowledge and

abilities” and “Challenges and solutions” is specific (i.e. not vague) Use parentheses for any numbers in “Procedure” and “Activity purpose” Name and underline the task for each step The “Procedure” (sequence of steps) must properly fit the EIF framework (i.e. first see

what students know and are able to do, then do controlled practice tasks, and end by checking if students have achieved the learning objective)

Your “Procedure” must be coherent, have variety, and only include activities that are relevant for helping achieve your SLO

Although the “Procedure” is written in terms of what the students will do, you need to think about clear/explicit instructions from their point of view

In the “Activity purpose” column, largely focus on the sixteen features of good materials Begin each item in the “Activity purpose” column with a verb

Comparatives (pp.13-21)

1 E Famous Korean entertainers2 E Review/Brainstorm (vocabulary – describing people)3 E/I Puzzle game (logic puzzle on PPT)4 I Next chunk – Q form (Is A ___ B?)5 I Checking form (T models chart on WB)6 I Less controlled practice (Korean entertainers > Q form) 7 F Survey (Famous Koreans > 3-5 questions, mingle)

Comparatives 2 (pp.22-32)

1 E Review (Is A ___ B?) + New stem (less/more)2 E/I “Structures 1” (p.30) 3 E/I “Look and Say II” (p.29) 4 I “Works in pairs” (p.29) 5 I Compare places and famous people in Korea6 F Consent game (p.31) > compare people and things

Can/Can’t (pp.46-55)

1 E What do you like to do? > play, do, go2 E Review/Brainstorm > What is s/he doing?3 E Matching game > action verbs4 E/I Introduce target language > Can you ___? (can/can’t)5 I Checking form > correct and incorrect sentence on WB6 I Cups, flash cards, and X-O game 7 I Go fish game > 32 flash cards (match)8 F Survey > five actions

Locator prepositions (pp.56-62)

1 E Greeting and introduction2 E/I T introduces locator prepositions (e.g. Where is the

pen?)3 I Ss practice pronunciation and sound linking4 I Ss follow T commands (e.g. Put your pen on the desk.)5 I Survey > objects in the classroom6 I Information gap > picture, objects7 F Drawing activity > picture on the board, objects, draw

Scoring criteria (60 points) – Process vs. Product

I’ll deduct points for the following: You don’t clearly define your context (-3 points) You don’t clearly specify your target language (-3 points) or

specific language skills (-3 points) You don’t have an unclear SLO (-1 to -5 points) You have not explicitly defined how your students will be

assessed (-1 to -5 points) You have not explicitly stated what the students’ background

knowledge and abilities are (-1 to -5 points) You have not explicitly stated what the challenges and solutions

are (-1 to -5 points)

Scoring criteria (60 points) – Process vs. Product

I’ll deduct points for the following: You have not numbered the steps correctly (-1 point each) You have not labeled the stages correctly (-2 points each) Your procedure/sequence requires more explicit details and/or

examples (up to -5 points each) You don’t label your interaction correctly (-2 points each) You don’t have enough reasons in your activity purpose column

– which requires a minimum of 3 reasons and a maximum of 8 per step` (up to -5 points each)