ICAP framework in an EFL (English as a Foreign Language) class

 Applying the ICAP framework in an EFL (English as a Foreign Language) class helps you design activities that move students from passive reception to interactive use of English. Here’s how each level can be applied:

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1. Passive (Receiving)

Students are mainly exposed to language without much active use.

• Examples in EFL:

  • Listening to the teacher’s explanation of grammar.

  • Watching an English video without discussion.

  • Reading a passage silently.

• When useful: For introducing new vocabulary, grammar, or context.

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2. Active (Doing)

Students manipulate the input but don’t generate new meaning.

• Examples in EFL:

  • Repeating words/phrases after the teacher (drills).

  • Highlighting new vocabulary in a text.

  • Filling in blanks in a worksheet.

• Goal: Improve attention and memory of form.

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3. Constructive (Producing)

Students create new output or connections beyond what’s given.

• Examples in EFL:

  • Writing a short summary of a reading in their own words.

  • Explaining grammar rules to themselves (“I think past tense means…”).

  • Making a concept map of vocabulary (e.g., "transportation" → bus, train, taxi).

  • Asking “why” or “how” questions about a text.

• Goal: Deeper understanding and language internalization.

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4. Interactive (Collaborating)

Students co-construct knowledge with peers through authentic communication.

• Examples in EFL:

  • Pair conversations or role plays (ordering food, giving directions).

  • Group discussions on a story’s meaning.

  • Peer review of each other’s writing.

  • Debates on a simple topic (“School uniforms: good or bad?”).

• Goal: Fluency, negotiation of meaning, real-life communication.

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✅ Teaching Tip:
A single lesson can progress through all four modes. For example, in a reading class:

1. Passive → Teacher reads aloud or students listen to audio.

2. Active → Students underline unknown words.

3. Constructive → Students summarize the text in their own words.

4. Interactive → Students discuss the text’s main idea in groups.

Lesson Plan: EFL Reading & Speaking (Topic: “Daily Routines”)

Level: Junior High (A2 – CEFR)
Time: 60 minutes
Objective: Students will understand vocabulary about daily routines and use it to talk about their own habits.

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1. Passive (Input – 10 min)

• Teacher reads a short text aloud: “Maria wakes up at 6 a.m. She eats breakfast at 7 a.m. …”

• Students listen and follow the text on the screen.

• Goal: Exposure to vocabulary and sentence structures.

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2. Active (Practice – 10 min)

• Students underline daily routine words (wake up, eat breakfast, go to school, etc.).

• Teacher plays audio again, students repeat key phrases (drills).

• Goal: Familiarization and recognition of form.

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3. Constructive (Meaning-making – 20 min)

• Students write a short paragraph about their own daily routine in English.

• Example: “I wake up at 6:30 a.m. I go to school at 7:30 a.m. …”

• Students also generate questions: “What time do you wake up?”

• Goal: Extend knowledge beyond the text; personalize learning.

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4. Interactive (Communication – 20 min)

• Pair work: Students interview each other using their questions (e.g., “What time do you eat dinner?”).

• Group activity: Compare routines → “Who wakes up the earliest?” / “Who goes to bed the latest?”

• Optional extension: A short class debate – “Is waking up early good or bad?”

• Goal: Co-construct knowledge through real communication.

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✅ Assessment/Wrap-up (5 min):

• Quick exit ticket: each student says one sentence about their partner’s daily routine (“My partner goes to school at 7:30 a.m.”).

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👉 This lesson follows ICAP progression:
Passive → Active → Constructive → Interactive, ensuring deeper engagement and communication.