ENGLISH LANGUAGE COMPONENT

THE ENCOUNTER, ENGAGE & EXPLOIT MODEL (EEE)

Why the EEE Model?

• It consists of games and game-like

activities suitable for children.

• Games provide a natural context for

communication:
 Between adult and child
 Between children and children
 Why games in English?
relevant and enjoyable real intentions, plans
repetition and strategies
natural meaningful
repetition context

may know the game in

their own language generate hopes, fears and
excitement
familiar
motivating
Involve group and pair
work so children learn
to collaborate
fun and social
enjoyable activities

Benefits for children

 Why games in English?
 concertration
 memorising
 sequencing
develops cognitive skills  eliminating
 comparing
 counting
 number recognition

observation mechanism  remedial

 reinforcement
 enrichment

develops fine and gross

Benefits for children motor skills
and teachers
 What is the EEE Model?

Children encounter Children engage Children exploit the

the new words and with the language, language for their
phrases, using sight, in controlled own pleasure, using it
hearing and situations through autonomously in freer
movement repetitive activities. context with a clear
together with There is an purpose to
knowledge of the emphasis on the communicate.
world to put the child becoming
Exploit phase is
language into more responsible child-led
context. for remembering
Encounter and Engage
and using the
phase is teacher-led
language.
 EEE model: Pupil action and teacher action
Child action Teacher action
Encounter the new words and phrases, Introduces the children to the language,
using their hearing, sight and providing comprehensible input in a
knowledge of the world to put the lively and interesting way.
language into context
Engage with the language, often in Scaffolds children and provides support
controlled situation through through:
repetitive games and tasks. There is i. Controlled engagement (focus on
an emphasis on becoming more accuracy)
responsible for ii. Guided engagement (focus on fluency)
remembering the language
Exploit the language for their own Monitors and continues to scaffold
pleasure, using it in freer context with a
clear purpose to communicate – often in
pair games and group games
 ENCOUNTER PHASE
Listening before whole group not for individual
speaking activity children
 AN EXCITING BEGINNING used for introduction of
ENCOUNTER 1
a topic

apple

It’s an apple.
1. Say the word clearly.
2. Introduce it in a sentence.
3. Place the object or picture where
all children can see.
Create suspense
to introduce topic Talk a little about the object or picture.
Place real objects to children and Show real objects
Example:
or picture cards in make or picture cards
Is it big or small?/ Is it sweet?
a bag connections to one at a time
previous topics if Make a gesture or mime to represent
possible the new word.
Extension: Get the children to mime and repeat
You can get children to repeat the words like the word.
an echo, from loud to quiet (e.g. mango!!!,
mango!!, mango!, mango.) Get children to count the objects or
pictures.
 GAME – Listen and do
ENCOUNTER 2

Extension:

Put children in small groups.

Give a target word to each group.
Place the visuals near them so that they can see.
You say the word. Children listen and then repeat.
You can also say a sentence.
Tell children you are going to play the
“Listen and do” game.
Don’t show the visuals.
Say the new word in a sentence.
Get the children to repeat.
Show the visual and praise the
children.
 GAME – STOP!
ENCOUNTER 3

Extension:

Tell children you are going to play STOP!

You can get the child who is out of the
Say the learnt word in a sentence:
game to call out STOP!
It’s a banana.
They can help you see who moved.
Get the children to mime the sentence.
As children are miming, shout STOP!
When children are confident, they can
Children must freeze into a statue.
be the leader. (Then this is no longer
Praise children who managed to freeze.
an encounter activity.)
If a child moves, ask them to sit outside.
 GAME – Listen and point!
ENCOUNTER 4

Extension:

Ask them to say the words:

“There’s the banana.”

You can ask one child to point and

Tell children you are going to play say, “There!” or “There’s the mango.”
“Listen and point”.
Place the visuals around the room. You can play the game in groups.
Say: “Where’s the banana?”
Get the children to point and say
“There!”
 GAME – Help the teacher!
ENCOUNTER 5

Tell children you are going to play

“Help the teacher”. Extension:
You hold the visuals but you can’t see
them.
The children can see them. You can ask a child to take your place.
Tell children you are going to ask The child should be able to ask questions.
them questions until you can get the The game is called, ‘Help ____’ (child’s name)
correct answer: You can guide the child.
Is it big? No (Then this is no longer an encounter activity.)
Is it red in colour? Yes
Is it sweet? Yes

Then you say, “It’s an apple.”

Train children to say, “Yes” or “No”
Let’s move on to the next module.