For grammar to be used effectively and efficiently in fluent aural and oral processing it needs to be applied in a split second (Levelt, 1989). The answer is: unlikely. Please contact Julie Sutcliffe: sutcliffej@sandymooroa.co.uk, 28 March ONLINE: Fluency https://www.networkforlearning.org.uk/courses/2023-03-28/fluency-across-four-skills-14-mar-2022, 29 March ONLINE: Becoming an EPI teacher (PART 2): https://www.networkforlearning.org.uk/courses/2023-03-15/epi-teacher-16-march-2023, 30 March Birmingham: https://www.networkforlearning.org.uk/courses/2023-03-30/curriculum-design-30-march-2023. He delivers keynotes in major international events all year around, conducts over a hundred workshops for language teachers a year and visits as many schools, either to provide professional development or to help them improve their curriculum design and delivery. German Sentence Builders - A Lexicogrammar Approach - ANSWER BOOKLET (The Language Gym - Sentence Builder Books) Each macro-unit starts small with the target verb being learnt within very basic sentence patterns and in the first person only. 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. Twenty evidence-based tips for effective grammarteaching, Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit. The Language Gym - Sentence Builder Books, FREE Shipping on orders over $25 shipped by Amazon, ASIN NCELP + EPI) creatively adapting EPI to their learning context. If the item details above arent accurate or complete, we want to know about it. Correct or Incorrect?), Gap-fills, Either..or tasks, etc. In the planning, we started by deciding which language to use, thinking of our non negotiables for each year as well as how to avoid cognitive overload and ensuring we chose language, which was going to leave pupils feeling like they were progressing. cannot be used with high-ability classes, 10. You will automatically exclude a significant chunk of the students and induce quite a few mistakes. Thank you!! Formerly head of languages at various schools in England and abroad where he has developed and implemented his instructional approach (Extensive Processing Instruction), he is currently a renowned and popular conference speaker and CPD provider very active in the UK, South-East Asia, Middle East and Australia. We dont share your credit card details with third-party sellers, and we dont sell your information to others. The coverage is unambitious, 6. 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. 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. Not a valid way to assess. In order to enhance transferrability of learning and lexical depth, each verb is also practised with a variety of lexical sets. Here are ten of the most common misconceptions about EPI, supposedly the main reasons why language teachers, according to my detractors, should stay away from contification: 3. 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. More buying choices. He is well-known internationally for his teaching resources that have won him the TES Best contributor award and have been downloaded over 6,000,000 times by hundreds of thousand of teachers worldwide. This 'no-frills' book contains 19 units of work on . I hope the above is useful to you and look forward to your comments. I speak English, Italian, French, Spanish and German fluently, get by in Malay and Swedish and I have some basic knowledge of Modern Greek, Japanese, Russian, Portuguese and Farsi. All the greatest Applied Linguistics theorists and researchers would agree that this synergy is key to successful learning and that implicit (or procedural) knowledge is what teaching should concern itself mostly with. Amazon has encountered an error. ), I will be unlikely to use it effectively in a conversation with a French speaker about where the places I want to see are located. The obvious implication of this is that grammar teaching and assessment must be multi-modal. German - GCSE Revision - Conti Dr. Gianfranco 2021-05-07 This book is meant as a revision resource for GCSE German. Dont make the mistake as I did for many years, of explaining a grammar rule, then giving a list of examples and finally asking the students, without any substantive receptive processing, to produce sentences to show you they have understood. is very limited not only because these tests flout the authenticity principles, but also because, as Wilelm Levelts model of word production (the most widely accepted to-date) posits, in order for grammar retrieval to be useful in fluent spoken production, it must occur in a split second. 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. under timed conditions, the students may be shown a story-board and asked to describe it in the past tense or they may be interviewed on what they did last week, etc.). This is the sequel to the previous brilliant blog post in which Catrin, a TESOIL teacher, outlines how she applies EPI in her teaching. Contact Alicia Palomo-Lopez: Alicia.palomo-lopez@freemens.org, 13 March Edinburgh: Curriculum Design Fettes College Edinburgh. In the Autonomous recall stage (the A in EARS), I always recommend embedding a short grammar assessment task, e.g. In the last five years he has co-authored with Steve Smith the best-selling handbooks for MFL professionals, The Language Teacher Toolkit, Breaking the sound barrier: teaching learners how to listen and 'Memory: what every language teacher should know. 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? : whenever we retrieve knowledge, retrieval is more likely to be effective when the conditions at retrieval are similar to the conditions at learning. is an ideal supplement to this booklet. For some EPI classic chunking aloud games, follow this link. 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. The EPI methodology provides a structure to planning a sequence of lessons in a way that made real sense (as it mirrors how we learn languages naturally according to the latest research) and provides a method, which helps pupils recall the new language and make the language stick by constantly interleaving the language previously learnt, so that nothing was left on the shelf and forgotten. 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. Finally, I would like to thank our international team of guest editors recruited by Dylan in the very last leg of the process. To SLT or in the context of a Deep Dive, the EPI methodology provides answers, which makes sense to your interviewer, even when he/she is not a specialist of your subject. . Pitfall 5 Grammar-knowledge-only assessments. Below are the current dates. a gap-fill task requiring the retrieval of an appropriate perfect tense form). Contact: nmabile@sphcs.co.uk, 24th June: Curriculum Design & Lesson Planning in MFL Nottingham 24 June https://networkforlearning.org.uk/courses/2022-06-24/curriculum-design-mfl-24-jun-2022, 26th and 27th June Keynotes on Self-efficacy and Curriculum at the MLTAQ Biennial conferences https://assets.cdn.thewebconsole.com/S3DB14202/images/V3DRAFT-2022-MLTAQ-Conference-Timetablev3.pdf?v=2&m=2d64c245f0c6c02361779af5b9671ae6, 27th June: Curriculum Design and lesson planning in MFL. Newest . 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. 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. making it applicable to a greater range of agents). NCELP does this and I still dont get why. Is it a high-frequency . 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. : the target feature is necessary in order to complete the tasks-at-hand (e.g. This is not a book exclusively aimed at EPI teachers! Gianfranco is also a prolific book writer. There I realised, to my horror, that even some prominent MFL influencers I talked to on the day had some serious misconceptions about the approach and a superficial understanding of it. Let me remark, incidentally, that no NCELP assessment does, at least to my knowledge, test learner spontaneous use of the target grammatical structures, even though they do claim on their website and on some of their CPD resources that teaching should aim at automatising knowledge. More than 60 German teaching packages are available for one low monthly teacher subscription fee. Italian, Welsh, Irish and Japanese). The options intake also went up by more than 50%. In this post I detail the rationale for this book series; the underlying methodology; the content and how we wrote it. 17. 3.Why is the book called Spanish verb pivots? 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. Amazon has encountered an error. Reviewed in the United Kingdom on 22 May 2021. Brief content visible, double tap to read full content. Dylan co- founded the fastest growing professional development group for modern languages teachers on Facebook, Global Innovative Languages Teachers, which includes over 16,000 teachers from all corners of the globe. , Paperback Safe to say this will save hours!! Il y a in French or Es gibt in German). 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. The Language Gym language-gym.com website. Because those sentences or very similar ones do occur multiple times in the NCELPs resources on that grammar structure. Please try again. We need to be specific as to what we mean by My students have learnt the French perfect tense, as (1) grammar knowledge is context- and modality- specific, (2) is constrained by the developmental sequences of acquisition and (3) can be conscious (explicit) or subconscious (implicit). There no longer was the fright of the blank Powerpoint, it all made sense. 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. Research suggests that successful acquisition of a grammar structure correlates highly with success (i.e. 1. Vocabulary which is useful in the learning of other vocabulary or even grammar structures should be obviously prioritised. In c. LXXXI of the same saint it says that those who without any great necessity denied the faith and ate of the table of the demons, and swore Greek oaths, are to be excommunicated for three years, and after eight more years are to be allowed to commune. a series of activities which exploit the same texts at the level of phonological,lexical, grammatical, syntactic, semantic, discourse, etc. The activities include a balance of focus-on-form (phonics, grammar, syntax and function words) and focus-on-meaning activities. Here are some key differences: This is another myth. 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. As the summer unfolds, I take time to reflect on the curriculum and improve my resources. (see figure 4, below). Dictations are also commonly used in EPI, occasionally in synergy with Scripted listening. 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. You're listening to a sample of the Audible audio edition. 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. German Sentence Builders - A Lexicogrammar approach: Beginner to Pre-intermediate: Conti, Dr Gianfranco, Viales, Mr Dylan, Weidner, Mr Thomas, Porter, Ms Isabelle . Figure 5: The key stages in the acquisition of a grammar structure according to skill-theory. 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. This book will soon be adapted to French and German and possibly to other languages (e.g. As happens with grammar, phonics too are taught through a synergy of Explicit and Implicit instruction. Or, as part of a Faulty transcription task, the students may be asked to correct wrong instances of the perfect tense occuring in a text similar to the one used in the partial dictation. Key factors to consider when creating your SB (1) surrender value of the construction and vocabulary selected (e.g. The book was conceived both for classroom and independent use, whatever the method, setting or course, as it offers ample opportunities for practice through a wide range of activities designed to appeal to learners with a variety of cognitive styles and learning preferences. Moreover, it is subordinate to communication and lexis. Introduce new structures in 100% familiar linguistic contexts (e.g. During the Structured production phase (the S in MARS), pairwork retrieval practice and communicative activities elicit production of the target structure. The theory, which has been proven right by a large number of studies, states that you cannot move to a more advanced procedure unless you have a fairly high degree of mastery in the preceding ones. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. On the other hand, if I practise the deployment of locative adverbs/adverbials in the context of role-plays, I might be able to transfer it to a real-life interaction in which I ask for directions, for instance. 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. Our payment security system encrypts your information during transmission. Another important point is that the claims teachers make about their students grammar learning need to be mediated by our understanding of what grammar acquisition involves and by what constitutes VALID testing. This book is fully photocopiable but may not be scanned and shared. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. More importantly, chunking-aloud games, being fun and inclusive, foster learner willingness to communicate and participate, two key pre-requisites for the attainment of oral fluency. Highly recommended! He is well-known internationally for his teaching resources that have won him the TES Best contributor award and have been downloaded over 6,000,000 times by hundreds of thousand of teachers worldwide. This is the FIRST EDITION. In the last five years he has co-authored with Steve Smith the best-selling handbooks for MFL professionals, The Language Teacher Toolkit, Breaking the sound barrier: teaching learners how to listen and 'Memory: what every language teacher should know. . GERMAN GCSE REVISION - SELF, FAMILY & FRIENDS, LEISURE & DAILY ACTIVITIES : Conti, Dr Gianfranco, Viales, Mr Dylan, Weidner, Mr Thomas, Porter, Ms Isabelle . The international framework for maritime search and rescue relies on state actors establishing regions of responsibility supported by private shipmasters acting in compliance with traditional duties to rescue persons in distress at sea. Whilst the activities above focus on form, focus-on meaning activities will be staged too, including semantic processing activities based on the principles of (1) elaboration (2) distinctiveness (3) appropriateness to retrieval and application (4) relevance to personal experience. Complex sentence starters Random wheel. Each lesson fits in within a sequence of lessons, prior knowledge is interleaved and learning cumulative so that no prior knowledge is left on the shelf. The example below is followed by a possible teaching sequence. German Sentence Builders - A Lexicogrammar approach | German Primary Sentence Builders is a workbook aimed at beginner students, co-authored by six modern languages educators with over 90 years of extensive classroom experience between them, both in the UK and internationally.This book is fully photocopiable but may not be scanned and sharedThis 'no-frills' book contains 10 units of work on . The sentence was commuted to a fine, upon the ground that the offence only amounted to manslaughter. In the next post I will concern myself with the remainder of the misrepresentations on that list. voy al centro comercial para comprar un ordenador nuevo). It can be used independently by students as well as for teacher-directed classroom practice. These two are possibly my most famous books: I am an international keynote speaker, professional development provider, writer of instructional materials, blogger as well as an author of books and articles on language pedagogy. German Pre-intermediate to Intermediate Sentence Builders. 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. His most popular book, "Breaking the sound barrier", lays out the principles of the language teaching method he has created, E.P.I. The beauty of teaching lexicogrammar is, of course, that chunk-learning bypasses the natural order and sequences of acquisition. Brought in in the latter phase of the process, Esmeralda was very valuable in filling some of the gaps Dylan and I had left in the book at that stage, including creating a number of sub-units, following the EPI blueprint. german sentence builders conti. 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. It is perfect for KS3 and as a revision for KS4 or lower ability. Anderson, 1980) and espoused by the NCELP, Teacher Xs test evidences at best that her students are at the beginning of the skill-acquisition curve, I.e. gap-fills) and free-production tasks e.g., talk to me about last weekend (Ellis and Shintani, 2013). In the second part of this phase, the learners engage in retrieval practice and in highly structured oral and written communicative activities. I hope to meet you at one of the events to, 6th March Curriculum Design Tavistock College, Tavistock (Devon) Contact Alison Savage: a.savage@tavistockcollege.org, 7th March EPI for Primary teachers EAS Consortium (Cardiff) Not open to externals, 8th March EPI for secondary teachers EAS Consortium (Cardiff) Not open to externals, 9th March (6 AM UK time) ONLINE: Dulwich College Shangai Pudong (Becoming an EPI teacher, PART 2) Not open to externals, 9th March (4 PM UK time) ONLINE: Becoming an EPI teacher (PART 3) Different time from the same day course with Dulwich, 10th March Ashtead (Surrey) Becoming an EPI teacher. Please try again. Structured production stage is the S in the Conti MARS EARS lesson sequence.It follows the Modelling / Awareness raising and Receptive Processing phase of the sequence. These children are less good at analysing, spotting, memorizing and abstracting from patterns (faculties which correlate highly with IQ and rote-learning ability). emphasizing specific grammar items, e.g. We are sorry. E.P.I. The criterion for selection? Chain reading, tongue twisters, etc.) Download German Sentence Builders Beginners full books in PDF, epub, and Kindle. 15. Find many great new & used options and get the best deals for PRACTICE MAKES PERFECT GERMAN SENTENCE BUILDER (PRACTICE By Ed Swick *BRAND NEW* at the best online prices at eBay! A must have for all teachers of German. Dec. Market Details. During this phase, my students carry out a lot of highly structured and controlled output tasks which recycle every chunk from the sentence builder as well as older chunks learnt and acquired from previous lessons or units. Amazon.com: Pre-Intermediate to Intermediate - German Sentence Builders: 9783949651298: Conti, Dr Gianfranco, Viales, Mr Dylan, Fedrizzi, Ms Sonja, Wallner, Ms . This 'no-frills' book contains 15 units of work on very . 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. There are 0 reviews and 0 ratings from the United States, Your recently viewed items and featured recommendations, Free returns are available for the shipping address you chose. Add to this the fact that the guiding principle for vocabulary selection high frequency flouts the all-important relevance-to-the-learner principle in that the corpora used for the selection of the target lexical items include mainly texts intended for adults not adolescents (e.g. we dont teach the meaning of single words. The former will tell you if they can do it when there are prompts or a clear pattern as to what they are required to retrieve and usually pose a lower cognitive load; the latter is a test of spontaneous deployment of the target structure (hence it will tell you if the target structures have really been acquired). Usually a class sits a grammar assessment at the end of a series of lessons on a specific structure (e.g. 8 Spontaneity In this phase communicative tasks (e.g. Figure 1, below, illustrate this point. A good strategy is to model and practise the grammar aurally first alongside their written form, as we do in EPI (e.g. 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. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. Check out: http://www.networkforlearning.org.uk, 28th June: Becoming an EPI teacher. Figure 6: Manfred Pienemanns developmental sequences in L2 acquisition. This has allowed him to test, on a daily basis, the sequences and activities included in this book with excellent results (his students have won language competitions both locally and internationally). German Primary Sentence Builders: A lexicogrammar approach : Gravina, Ms Simona, Conti, Dr Gianfranco, Viales, Mr Dylan, Pianigiani, Mr Stefano, Bastow, Ms Silvia . 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). and a BA in English and French Langs and Lit. (Real Operating Conditions). and even how to form a final clause (e.g. One of the advantages of modelling language through sentence builders is that the learners hear and see the words being presented simultaneously. $20.99. Another dimension of transferrability refers to the modality-specificity of L2 competence. or attend my upcoming workshops. Figure 2 : the MARS EARS CYCLE at KS3, adapted to contexts where one teaches 20 to 24 lessons per term. Move gradually from receptive processing to highly structured, then semi-structured and finally unplanned production. German Christmasland in New Taipei City Information. This item can be returned in its original condition for a full refund or replacement within 30 days of receipt. an Editing task involving identifying and fixing errors pertaining to the target structures or a translation or othe retrieval-practice task in which the target structure is task-essential. 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. The Sentence Builder. Every macro-unit includes 7-8 sub-units for a total of 55 sub-units. https://www.amazon.co.uk/Dr-Gianfranco-Conti/e/B088DZDPDV?ref=sr_ntt_srch_lnk_1&qid=1621876612&sr=8-1. , ISBN-13 Expect More. [volume] (River Falls, Pierce County, Wis.) 1872-2019, January 17, 1895, Image 2, brought to you by Wisconsin Historical Society, and the National Digital Newspaper Program. 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. 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. Generate random sentences for interaction with the SB table. As mentioned in point 18, the fewer the core grammar items one teaches, the easier it is to recycle them. Enroll here: https://www.networkforlearning.org.uk/courses/2023-03-23/epi-teacher-23-march-2023, 24 March Bushey, Hertfordshire Becoming an EPI teacher. Remember that even when we read silently, we still subvocalize what we read. In the last five years he has co-authored with Steve Smith the best-selling handbooks for MFL professionals, The Language Teacher Toolkit, Breaking the sound barrier: teaching learners how to listen and 'Memory: what every language teacher should know. Always assess grammar uptake (1) through a mixture of structured assessment (e.g. voy/va/vamos/etc. German Skills for life and work. 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. The first four sub-units include the MARSEA sequence, whilst the last sub-unit include the RS phases which culminate in the spontaneity assessment task. It's a great time saver too. In the Expansion or Explanation phase (the E in EARS), the target grammar feature is explained more thoroughly.