Ekmair.ukma.edu. ARC and PPP | The late starter. ARC, which stands for AUTHENTIC, RESTRICTED AND CLARIFICATION was developed by Jim Scrivener, not as a teaching method but rather as a means to examine the different stages in a lesson and evaluate them in terms of what the students get out of them. The idea is that every lesson should have an appropriate balance of activities that can be categorised as above. Authentic activities are those in which the language is not restricted. They can be either receptive or productive activities. An example of receptive would be a relatively authentic reading or listening which exposes students to natural English. Productive would be a speaking activity with a focus on fluency, where the student has free choice of language rather than practicing specific structures.
Communicative activities are authentic. Restricted activities are those which restrict the students to using specific linguistic items, such as specific lexis or grammatical structures. Stages: What’s good about it? Criticisms: Authentic Use, Restricted Use, Clarification – Practical, Straightforward ESL Teaching. What is Authentic Use, Restricted Use, and Clarification? Authentic Use, Restricted Use, and Clarification (ARC) is a method by Scrivener that can be compared in some ways to ESA. As research suggested some issues with ESA[1], ARC is a response that loosens the reigns a bit and puts the focus back on what the students get out of the lesson, rather than what the teacher plans to do.[2] So, Is it a Lesson Structure?
In practical use, ARC does not function so rigidly. Instead, it could be thought as a “checklist” of sorts. ARC is open-ended enough that you can really use it whenever. Further Clarification A (Authentic Use): Similar to the philosophy of Understanding by Design, this should be the students’ opportunity to use the target language point in the most natural setting possible within the classroom.
Example Let’s try a UbD-based lesson on formal writing with each staged marked with an A, R, or C. Begin class by being very informal. . [1]Maftoon, P., Hamidi, J., Sarem, S.