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. Please enroll at: https://www.tickettailor.com/events/fettes/837735# or contact Sonia Gausinet-Serrano: S.GausinetSerrano@fettes.com, 14 March ONLINE: Curriculum Design PART 2 (continued from 28th February course) https://www.networkforlearning.org.uk/courses/2023-02-28/curriculum-design-28-feb-7-march-2023, 15 March ONLINE: Becoming an EPI teacher (PART 1) https://www.networkforlearning.org.uk/courses/2023-03-15/epi-teacher-16-march-2023, 16th & 17th March ONLINE: Presenting for the Welsh government on EPI for the Welsh-in-a-year programme. as well as EPI classics such as (2) Sentence puzzles with L1 translation, Find the L2 equivalent in the text Gapped translation, Faulty translation, Tangled translation, Word-substitution, etc. Paper 1 sentence starters Missing word. Read reviews and buy French Sentence Builders - A Lexicogrammar approach - (The Language Gym - Sentence Builder Books) 2nd Edition by Gianfranco Conti (Paperback) at Target. Leicester, 2nd November. I am the co-author with Steve Smith of the best- selling books for ML teachers 'The language teacher toolkit','Breaking the sound barrier: teaching learners how to listen' and 'Memory: what every language teacher should know (available on www.amazon.co.uk) and hold a Phd in Applied Linguistics (Metacognitive Strategies as applied to second language writing); an MA in TEFL (teaching English as a foreign language) and one in English Literature; a PGCE in MFL and P.E. I thought the level will go up to end of KS3, but it us only up to Yr. 7. More than 60 German teaching packages are available for one low monthly teacher subscription fee. Please note that the article has not been edited in any way. Shipping cost, delivery date, and order total (including tax) shown at checkout. con mi/mis/su/sus/etc. So, when the test on that grammar structure is administered, the students know exactly what is expected of them. Our website recycles every single lexical and structural item found in this book many times over via self-marking vocabulary, reading & listening workouts, in addition to engaging and fun games and a powerful Verb, Listening Trainer, Vocab & Sentence Trainer. Learn German In Chunks Instead Of Word By Word. Pitfall 6: The natural sequences of acquisition. Her students still have many months or even years to go before they are able to deploy the indirect pronoun + gustar construction in fluent speech. Paperback. To see our price, add these items to your basket. emphasizing specific grammar items, e.g. Please try again. The activities, based on Paul Nations research into fluency training, typically involve: (1) repeated processing, (2) task-repetition; (3) pre-task priming; (4) pre-task planning; (5) incrementally challenging timed constraints. Grammar structures require more recycling than vocabulary because they require the learning and application of abstract knowledge in a short time window. Besides the activities typical of each phase I have just described, in EPI many other techniques and initiatives are carried out which cut through the whole MARS EARS cycle, aimed at promoting alertness to sound, physical awareness, critical listening and other dimensions of sound-related metacognition. He is also currently working on a series of revision books aimed at GCSE Modern Language learners, two of which have already been published, whilst German and Italian are still in the works. He has also published the best-selling Sentence builders series of workbooks aimed at classroom and independent learning for beginner to intermediate learners of Spanish, French, German and Italian, based on 'EPI', co-authored with his former colleague Dylan Viales, which has been currently adapted to Irish, Welsh, Dutch and other languages. These include: (1) traditional vocabulary-building activities such as Gap-fill tasks, Odd one out, Categories, Find the near synonym, Match L1 and L2 equivalents etc. Grammar is taught at many points in a typical MARS EARS sequence, both explicitly and implicitly. 13 Nov 2022. Students need to receive substantive structured receptive and productive practice to be able to attain that degree of proceduralization of the input which will ensure long-term retention. Contact Alicia Palomo-Lopez: Alicia.palomo-lopez@freemens.org, 13 March Edinburgh: Curriculum Design Fettes College Edinburgh. Relevance . It's a great time saver too. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. . before he had made the acquaintance, in the saloons, of the Duke de Vendme, the Prince de Conti, and of the gay Duke of Orleans, the latter of whom was destined afterwards to exercise so much influence over his fate. It can be used independently by students as well as for teacher-directed classroom practice. Subconscious learning through input flood and repeated processing works in synergy with explicit learning in the way of (1) awareness-raising boxes at the beginning of each sub-unit, (2) tasks focusing the students attention on the target features and (3) metacognitive activities eliciting self-reflection and self-evaluation. This is done through a number of engaging Scripted listening (listening whilst reading) activities, such as Word Bingo, Sentence Bingo, Break the flow, Spot the missing detail, Spot the intruder, Listening puzzle, Slalom listening, Jigsaw listening, etc. One reason is that quite a few of the blog posts/webinars on EPI floating on the web were written/delivered by people who provided their own understanding or adaptation of my approach and in some cases have never attended any of my trainings (!). Bring your club to Amazon Book Clubs, start a new book club and invite your friends to join, or find a club thats right for you for free. Find all the books, read about the author, and more. Heres the full list (in no particular order): A few days ago I came across a tweet in which a hard-working and very capable language educator I know, an experienced head of Dept at one of the NCELP hub schools, claimed her students showed evidence, in a recently administered test, of impressive progress in the learning of a grammar structure. 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. With higher ability students, a transfer-practice component maybe added in, whereby the structure-at-hand is practised in linguistic contexts and/or tasks different from the one(s) in which it was initially learnt. 3 Receptive processing in the first part of this phase, the focus is on sentence-level processing only, at least with beginner to pre-intermediate students. Also, I have always found that textbooks, even when used in synergy with their associated workbooks, provide insufficient multimodal practice. Each unit in the book includes: Based on the E.P.I. In EPI, the target vocabulary is selected based on three principles: Many misconceptions are being circulated in UK MFL circles by entities and people who are either misinformed or have a vested interest in portraying EPI as an anti-grammar and anti-phonics approach whereby language learners are fed unanalysed chunks of language whose meaning they learn holistically, without truly grasping the meaning of each individual lexical item they contain nor the underlying grammar that glues them together. 451 sentences with 'newly born'. Dont make the impromptu assessment summative or formal, so that it wont demoralize the students if they do badly. The meaning of and usage of individual words is modelled and practised in context at all times, faithful to the notion (central to EPI) that you will know a word by the company it keeps (Firth, 1957). gianfrancoconti1966 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. Relevance. The clip shows the victim sitting on a curb in front of the St. Louis Globe-Democrat building while the suspect stands over him, apparently struggling to load a gun. doesnt prepare for National Examinations. Figure 3: Transfer Appropriate Processing is at play when we attempt to transfer any knowledge acquired through a context/task to another. Here are some key differences: This is another myth. Building learner can-do attitude is key in the design and delivery of an EPI instructional sequence, as self-efficacy is one of the strongest, if not the strongest, predictors of language learning success. We are especially grateful to her for taking care of the language awareness sections (notoriously tedious and challenging to create) alongside Dylan; as well as the end-of-unit revision sub-units packed with practice and for adding in the metacognitive activities promoting self-reflection and retrieval practice through self-explanation. After each substantive retrieval practice or communicative task, short bouts of pop-up grammar may be staged to point out common mistakes the teacher noticed during the performance of the tasks. This planning was then applied to the lessons. (see figure 4, below). I am very thankful to them for their hard work on the project. Make it enjoyable (Graham, 2022). Also without the errors that are in some of the other books in this series. In other words: what I learn through a skill (e.g. Always assess grammar uptake (1) through a mixture of structured assessment (e.g. Pupils level of engagement in the classroom and the fact that everyone can have a go at the activities, was really rewarding. Grammar is also learnt explicitly, through activities which deliberately direct the learners attention to the target features (see figures 5 to 8 below). Dont simply assess the learning of a grammar structure based on a test carried out when the retrieval strength is high (i.e. In his current role as Visiting Fellow at the University of Reading, he has lexicogrammar acquisition, listening instruction, metacognition, error correction and learner autonomy as his main research interests. In the ensuing Receptive processing phase, listening and reading work in synergy to further reinforce SSC. The rationale: the ability to perform productive retrieval emerges later than receptive. Four years ago I co-founded www.language-gym.com, a language learning website packed with interactive self-marking activities and games and a verb conjugation trainer. In the past I have turned a display into a giant sentence builder. Moreover, if, as part of the same topic, you are going to teach the present indicative of the verb Etre (suis, es and est) this may trigger a focus on silent consonants s and t. This means that the target phonemes and phonemes clusters will be constantly recycled multiple times across the entire unit. Gradually phase out scaffolds. NCELP does this and I still dont get why. Every macro-unit includes 7-8 sub-units for a total of 55 sub-units. Vocabulary which is useful in the learning of other vocabulary or even grammar structures should be obviously prioritised. The acronym stands for the following stages, each designed to build . A must have for all teachers of German. Dictations are also commonly used in EPI, occasionally in synergy with Scripted listening. In the awareness-raising phase, through activities such as Faulty echo, Spot the silent letters, Rhyming pairs, Write it as you hear it, Spot the foreign sound and many others described in Conti and Smith (2019), the teacher draws attention to specific sounds known to be problematic for the students (e.g. #3. 19. - an important clarification in response to many queries, PATTERNS FIRST - HOW I TEACH LEXICOGRAMMAR (PART 1), Eight motivational theories and their implications for the classroom, The real MARSEARS: how an EPI sequence TRULY unfolds, Twenty evidence-based tips for effective grammar teaching, Translation tasks and techniques that have significantly enhanced my teaching, Eight narrow reading techniques that will enhance your students vocabulary and reading skills. Finally, tests must be valid and reliable before we can make bold claims about how impressive our students progress in grammar learning is like Teacher X did in her tweet. Catalan Sentence Builders. Note that at KS4, the EPI teacher will be able to go faster, having built strong foundations at KS2 and 3, as opposed to flimsy declarative knowledge, as often happens. Haileybury, 3rd November- Developing fluency across all four language skills. Such a great resource. Please try again. Founder, owner and CEO of the leading language learning website The Language Gym, Gianfranco is an applied linguistics MA and PhD graduate with many years of classroom experience. Recycle, recycle, recycle. In the example in figure 3 below, for instance, the text is flooded with French perfect tense and imperfect forms which have been highlighted in yellow and blue. This approach has proved really successfully with my classes, especially in the current climate where catch up is important. We are sorry. (The Language Gym - Sentence Builder Books) by Dr Gianfranco Conti , Mr Dylan Viales, et al. The book has been a massive time saver, as well as being a really useful resource. Carry out impromptu assessment several weeks later too, to see how much has been truly retained (due to the law of memory decay, we usually forget around 80% of what we learn after 4 weeks in the absence of regular consolidation). In E.P.I. Compared to previous years, there are now more women involved in science, technology, engineering and mathematics (STEM . In this post I have identified and discussed a number of common issues in grammar assessment which undermine the validity and reliability of the data thereby obtained. Ideal for teacher user, front-of-class, but also as a knowledge organiser and reference tool for student self-learning. They too occur at regular intervals, after every other unit.Please note that The Language Gym language-gym.com website is an ideal supplement to this booklet. : the students simultaneously process aural and written input. In other words, the claim by Teacher X that her students had learnt the target structure should be majorly scaled down or the term learnt be clarified: what does she mean by it? Something went wrong. For instance, aller has high surrender value, as it is the necessary pre-requisite for the learning of the Immediate future in French. The sentence builders are really useful for giving the students a scaffold initially, and the book is full of narrow reading texts and other useful activities for recycling the target language, which it would otherwise have taken hours of preparation to create. He authors an influential blog on modern language pedagogy in which he supports the teaching of languages through E.P.I. Make sure that you find opportunities for recycling through retrieval practice activities, texts, my staircase design (Smith and Conti, 2021) but also, and more importantly, by sequencing your achievement units smartly so that each subsequent unit lends itself naturally to the recycling of the core structures practised in the previous one(s). 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. 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). Purpura (2006) makes a distinction between grammar knowledge versus grammar ability which mirrors Larsen Freemans one between Grammar and Grammaring and Krashens famous dichotomy Learning versus Acquisition. 14. Each sentence contained an instance of the deployment of the target grammar structure. The present indicative of AVOIR and ETRE and adjectival agreement are constantly recycled throughout a term of work on describing people. Is it a high-frequency . In the second part of this phase, the teacher proceeds to work on connected texts, which include current and previously studied material. Learn more. 9. I prefer sentence builders, occasionally preceded by a round of two of flashcards to sensitize the students to any new vocabulary included in the target sentence builder. Initial individual or pair-work written activities carried out using worksheets or digital resources help transitioning from receptive to productive retrieval and pave the way for a series of engaging and enjoyable oral retrieval practice activities (some of which, not all, are described here). Another important issue further exacerbates the problems discussed in point 5 above: the target structure in Teacher Xs test paper is beyond the current developmental reach of her students (year 8 UK system). I enjoy blogging about language teaching and learning and creating French/Spanish/Italian teaching materials which I publish on www.tes.co.uk where, in the last 3 years, I have uploaded over 2,000 free resources which have been downloaded over 5,000,000 times by over 100,000 language teachers worldwide (my profile: https://www.tes.co.uk/member/gianfrancoconti1966). A language teacher for around 30 years, I am the founder of the language learning website www.language-gym.com as well as the winner of the 2015 TES (Times Educational Supplement) best-resource-contributor award. How do we know that? It is perfect for KS3 and as a revision for KS4 or lower ability. This enables him/her to gather a lot of observational data and engage in the provision of formative feedback. : I discuss many more in my workshops, of course, but I have been told that my posts are too long. The verbs are: Tener, Ser, Hacer, Ir, Gustar, Estar, Jugar and Modal verbs. Dr Gianfranco Conti: Publsiher: Unknown: Total Pages: 0: Release: 2022-04-05: Genre: Electronic Book: ISBN: 3949651438: Easy to understand why: grammar, vocabulary and phonics are considered these days by OFSTED as the three pillars of progression, the key areas, that is, which school inspectors are going to investigate when they visit schools in order to assess teaching and learning. Founder, owner and CEO of the leading language learning website The Language Gym, Gianfranco is an applied linguistics MA and PhD graduate with many years of classroom experience. exploited through a range of tasks focusing on both the meaning and structural levels of the text; targeting essential micro-skills such as spelling, lexical retrieval, syntax, editing and communication of meaning. The teacher engages the students in the repeated processing of the model sentences through a variety of enjoyable snappy activities mostly through the aural medium. As the summer unfolds, I take time to reflect on the curriculum and improve my resources. This is another preposterous misrepresentation. Another reason refers to the deliberate attempt by certain people and entities to misrepresent EPI as anti-grammar, anti-phonics, anti-culture, anti-retrieval practice, anti-creativity, and anti- everything else that teachers hold as the untouchable pilllars of language teaching and learning the aim: to put them off the approach. German Sentence Builders - A Lexicogrammar Approach - ANSWER BOOKLET (The Language Gym - Sentence Builder Books) [Conti, Dr Gianfranco, Weidner, Mr Thomas, Weidner, Mrs Magdalena, Vinales, Mr Dylan] on Amazon.com. Each macro-unit centres on a key verb and explores and drills in, through a wide range of engaging and enjoyable multimodal tasks, all the possible patterns associated with it deemed to be learnable at this level of proficiency. 8 Spontaneity In this phase communicative tasks (e.g. Figure 2 provides a list of the key function words in a language. Choose from Same Day Delivery, Drive Up or Order Pickup. Delivery cost, delivery date and order total (including tax) shown at checkout. It is perfect for KS3 and as a revision for KS4 or lower ability. The learning of grammar, however, unlike what happens traditionally, is not an end in itself; rather it is intended as a way to increase the generative power of the target chunks, i.e. The aim is to test whether the students have grasped how the target structure works declaratively and can apply it in familiar tasks.
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