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Amazon has encountered an error. : 7th July: Epsom Becoming an EPI teacher https://networkforlearning.org.uk/courses/2022-07-07/epi-teacher-7-jul-2022 Epsom, 8 July: Leicester- Lionheart Educational Trust (not open to externals), 11th July: East Riding Yorkshire (event not open to externals), 13th July: Coventry Evidence-based strategies for effective and enjoyable grammar learning. For instance, according to this theory (which has been proven to be reliable by countless studies), no point teaching the perfect tense of French verbs requiring the auxiliary ETRE, unless the students have acquired 60% mastery of the sub-steps its deployment requires, e.g. Chain reading; Chain dictation, Tongue twisters, Fast and Furious, Puzzle race). In such testing conditions, a good chunk of the students is likely to do fairly well, thereby giving the teacher the impression that the students have now mastered the target structure. For instance: Jai besoin dargent would be translated in a typical sentence builder as I have need of money (instead of I need money) or Jai onze ans as I have eleven years (instead of I am eleven). 1. 18. In the Routinization phase (the R in EARS), form-focused tasks such as Fast & Furious or Fixy Echo will explicitly focus the students on the target grammar feature, whilst meaning-focused tasks such as The 4,3,2 technique, Market Place, Speed Dating, Five, All for one one for all etc. Part of: The Language Gym - Sentence Builder Books (11 books), Learn more how customers reviews work on Amazon. We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. Y10 Sentence starters Match up. His mission is to make current Cognitive Science and Applied Linguistics research available to the busy classroom practitioner and to translate it in implementable and impactful instructional strategies which make languages accessible for all. Nothing could be farther from the truth. Brief content visible, double tap to read full content. Thus, the grammar content is derived opportunistically from the target communicative context and not imposed top-down by the curriculum designer as a list of items to tick off. This no-frills book contains 19 units of work on very popular themes, jam-packed with graded vocabulary-building, reading, translation, retrieval practice and writing activities. In addition, the words are not selected based on a unifying theme, but pretty randomly. A must have for all teachers of German. Some formative feedback will do. principle that learners learn best from comprehensible and highly patterned input flooded with the target linguistic features, the authors have carefully designed each and every text and activity to enable the student to process and produce each item many times over. Input-flooding and input-enhancement work in synergy in an attempt to draw the learner attention to the target linguistic features. For instance, in Faulty transcript, the students need to identify and note down the differences between what they listen to and the corresponding transcript; for example, the text they see might say Me llamo Paco whereas the text the teacher reads out would say Me llamo Juan. 5 From Modelling to Structure Production. The MARS/EARS method comes under the umbrella of communicative language teaching, which at its heart posits that language education should serve to fulfil real world communication tasks, rather than focus on teaching single words outside of any meaningful context (Conti, 2018). Download German Sentence Builders Beginners full books in PDF, epub, and Kindle. *FREE* shipping on qualifying offers. Why? My Piranha grammar, Fast and Furious, Full circle). Also, going slower means being more inclusive thereby increasing the chances of a higher future GCSE and A-level uptake. The teaching of grammar arises organically from the need to enhance the generative power of each target sentence pattern this is a major innovation of this book. More buying choices. These children are less good at analysing, spotting, memorizing and abstracting from patterns (faculties which correlate highly with IQ and rote-learning ability). I teach at a secondary school in the UK, and I came across this book when looking for activities that I could do in class that would help the students retain the language in their long term memories better. This too undermines the reliability of the test, as the students can of course use the L2 sentences as reminders of the target grammar rule(s) or, should they have forgotten the rule(s), even as worked examples from which to infer how to go about translating from the L1 to the L2. 31 March HLC Secondary Telford EPI & how to applying to KS4 not sure if it is open to externals, but you may want to try your luck if you are in the area? Now, imagine testing the same students on that very same grammar structure 4-5 weeks down the line without any prior revision and without telegraphing the test. Winner of the 2015 TES best resource contributor award, founder and CEO of www.language-gym.com, co-founder of www.sentencebuilders.com and creator of the E.P.I. by Gianfranco Conti, PhD. Exactly what Teacher X was claiming in her tweet. So ensure that you go to production when you are likely to secure a highly successful retrieval rate. Leicester, 2nd November. Spanish Sentence Builders is a workbook aimed at beginner to pre-intermediate students co-authored by two modern languages educators with over 40 years of extensive classroom experience between the two, both in the UK and internationally. 'Extensive Processing Instruction' - a user guide. German Sentence Builders has been added to your Cart. German - GCSE Revision - Conti Dr. Gianfranco 2021-05-07 This book is meant as a revision resource for GCSE German. For example, if I am testing somebody on the French perfect tense, and ask them to translate into English sentence (i) below: And then ask the students to translate into French sentence (ii) below: A student who can translate the first sentence correctly into English but is not 100% sure of how to translate the second one into French can easily cheat by copying the first portion of sentence (i). The input is flooded with multiple occurrences of the target pattern and the instructor is deliberate in targeting the whole range of listening and reading sub-skills: phonological and graphological processing (both at phonemic and syllabic level); segmenting; lexical retrieval, parsing (grammar and syntax), and semantic (meaning) processing. Since, by this stage, the target structure has been processed many times over and the teacher will have already directed the students attention to the target feature several times through activation of prior knowledge, corrective feedback and informal assessment, often s/he will be able to teach it through guided-discovery techniques or even through full-fledged inductive tasks. : Customer Reviews, including Product Star Ratings, help customers to learn more about the product and decide whether it is the right product for them.Learn more how customers reviews work on Amazon. In fact, one advantage that EPI has over approaches like the one championed by NCELP, is that, not just the target vocabulary, but also the target phonics and grammar are selected as tools which enable the learner to fulfill a communicative purpose and are seamlessly and organically integrated in the linguistic and even cultural fabric of each unit of work, which allows for abundant meaningful recycling. To add the following enhancements to your purchase, choose a different seller. To be advertised online this week, ONLINE,7th November Becoming an EPI teacher: a deep dive into Dr Contis Extensive Processing Instruction, https://networkforlearning.org.uk/courses/2022-11-07/epi-teacher-30-oct-2022, High Wycombe, 8h November. To find out more about the approach, do get hold of the best-selling book authored by myself and Steve Smith, Breaking the Sound Barrier: teaching learners how to listen. GERMAN GCSE REVISION - SELF, FAMILY & FRIENDS, LEISURE & DAILY ACTIVITIES : Conti, Dr Gianfranco, Viales, Mr Dylan, Weidner, Mr Thomas, Porter, Ms Isabelle . This state of things is of course exacerbated when the students are told explicitly that the test is going to be on that particular grammar structure retrieval strenght will be even higher in this case. So, for instance, using the verb querer to express what one wants someone to do will require the use of querer + que+ subject + present subjunctive (e.g. As for the notion that EPI is about the teaching of unanalysed formulaic chunks of language, I hope I have shown that is not the case at all although, of course, some chunks have the potential to stay unanalysed (e.g. Vocabulary which is high frequent is more likely to be useful, as the first 2,000 most frequent words in a language give access to at least 80 % of any generic L2 text. E.P.I. One of the advantages of modelling language through sentence builders is that the learners hear and see the words being presented simultaneously. the one learnt in previous units on describing classroom objects, people animals, etc.). He is fluent in 6 languages, and gets by in several more. German sentence construction. through sentence builders). This book will soon be adapted to French and German and possibly to other languages (e.g. As each unit progresses the target verbs are modelled in sentence patterns which gradually increase in length and complexity. is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 60 years of extensive classroom experience between the three, both in the UK and internationally. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout.Each unit includes:1) A sentence builder modelling the target constructions;2) A set of vocabulary building activities;3) A set of narrow reading texts exploited through a range of tasks focusing on both the meaning and structural levels of the text;4) A set of retrieval-practice translation tasks;5) A set of writing tasks targeting essential micro-skills such as spelling, lexical retrieval, syntax, editing and communication of meaning.Based on the Extensive Processing Instruction (E.P.I.) Reviewed in the United Kingdom on 8 November 2020. Hence, when we process a text for meaning quickly (as we do when we skim and scan a text to find the answer to reading comprehension tasks) we dont usually process these key words which often our students dont acquire until late in the acquisition process. I thought the level will go up to end of KS3, but it us only up to Yr. 7. By making such claims and advertising them to the twitterverse with the keen support of NCELP, one may end up misleading the language-teaching community into adopting assessment practices which as I have tried to demonstrate above- , are actually flawed in many ways. This is not a book exclusively aimed at EPI teachers! He has taught Modern Languages for nearly 30 years at primary, secondary and university levels. 'newly born' in a sentence. For the past year we developed our resources throughout the year for our KS3 classes in French, Ivrit. The author of the tweet, henceforth referred to as Teacher X, attached a snapshot of the test, designed to assess the learning of a fairly complex Spanish structure, the use of the indirect pronoun with verbs like gustar. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements. Please use a different way to share. This planning was then applied to the lessons. The fact that these activities are totally student-managed means that the teacher can devote his/her attention to monitoring learner performance whilst moving around the classroom. Spanish Verb Pivots. #3. Italian, Welsh, Irish and Japanese). The sentence was commuted to a fine, upon the ground that the offence only amounted to manslaughter. It's a great time saver too. Figure 3: the six procedures determining the natural order of acquisition of grammar structures. A good strategy is to model and practise the grammar aurally first alongside their written form, as we do in EPI (e.g. 3055k+ Views. 19.99 (5 used & new offers) French Verb Grammar Pivots - Beginner to Pre-intermediate: Unlocking French Grammar - Beginner to Pre Interm. NCELP + EPI) creatively adapting EPI to their learning context. Learn About The Conti Method. Relevance to the students. Alongside the units you will find: No Snakes No Ladders tasks created to practise speaking skills with an engaging and fun board game that can be photocopied and played in groups of 3 students. Another short pop-up grammar session may take place at this stage to activate prior knowledge, clarify misconceptions and prime the students for the use of the target structure during this phase, which would ideally last two lessons. From Structured Input to Fluent Output, https://www.eventbrite.co.uk/e/structured-input-to-fluent-output-a-principled-approach-to-spontaneity-tickets-414670680167, 22nd November, Glasgow Becoming an EPI teacher, Newcastle-upon-Tyne, 24th November Becoming an EPI teacher: a deep dive into Dr Contis Extensive Processing Instruction, https://networkforlearning.org.uk/courses/2022-11-24/epi-teacher-24-nov-2022, Chester, 25th November Becoming an EPI teacher. Grammar structures require more recycling than vocabulary because they require the learning and application of abstract knowledge in a short time window. This no-frills book contains 19 units of work on very popular themes, jam-packed with graded vocabulary-building, reading, translation, retrieval practice and writing activities. german sentence builders conti. The target construction are taught as unanalysed chunks. Assessment tasks whereby the students have a 50/50 chance of getting the answer right through random guessing are evidently unreliable tests of grammar competence. We all know that the baby would not become fluent in its mother tongue, so how are we expected to do it in the classroom? Figure 6: Manfred Pienemanns developmental sequences in L2 acquisition. Full content visible, double tap to read brief content. Make it relevant to the childrens world and personal and academic goals, as relevance is key in fostering motivation to learn languages (Dornyey and Muir, 2019). Thorough processing means that, if you have flooded the input with the target graphemes/phonemes, the chances of the students learning SSC are likely to be multiplied. quiero que tu vayas al supermercado). Click to build sentences from the SB table & hear SB content spoken via TTS. Figure 1: factors facilitating the acquisition of an L2 grammar item. gap-fills) and free-production tasks e.g., talk to me about last weekend (Ellis and Shintani, 2013). For obvious reasons, though, with beginner-to-intermediate learners you will stage listening-for-learning (LAM) tasks prior to engaging in listening-for-testing ones.