al cine), possessives (e.g. Introduce new structures in 100% familiar linguistic contexts (e.g. More buying choices. 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. Input enhancement techniques, both visual (e.g. 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. Japanese - Primary Sentence Builders. 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. German Primary Sentence Builders is a workbook aimed at beginner students, co-authored by six modern languages educators with over 90 years of extensive. I hope the above is useful to you and look forward to your comments. SentenceBuilders - Home The focus on the listening skill, often the forgotten skill, made complete sense. I am naturally grateful to Gianfranco Conti for convincing a slight sceptic how useful sentence builders are Part One Using sentence builders I wouldn't use these every week, but I can imagine using them at KS3, maybe KS4 too, on a pretty regular basis as part of the repertoire. 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. Edited by Isabelle Porter. german sentence builders conti. Dr Gianfranco Conti. https://www.amazon.co.uk/Dr-Gianfranco-Conti/e/B088DZDPDV?ref=sr_ntt_srch_lnk_1&qid=1621876612&sr=8-1. Editing activities (e.g. 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. In other words, what would a baby learn in terms of language, if the baby would spend three hours a fortnight with its mother? What is really interesting is that the school has successfully applied the methodology to the teaching of Hebrew, a scripted language. Enroll here: https://www.networkforlearning.org.uk/courses/2023-03-24/epi-teacher-24-march-2023, 27 March Sandymoor Ormiston Academy Runcorn, Cheshire: Becoming an EPI teacher. German Sentence Builders - A Lexicogrammar approach: Beginner - Amazon Still following on point 14 (about the TAP phenomenon), grammar testing should closely match practice (Purpura, 2005): if you practise a grammar structure through tasks X, Y and Z, it is not fair to test them using task W, unless you are testing for the learners ability to transfer knowledge. 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). As you can see, just like Grammar teaching, Phonics instruction is pervasive but not overly explicit in EPI; and, because the SSC focus stems opportunistically from the vocabulary and grammatical content of each unit, extensive recycling throughout the MARS EARS sequence is guaranteed. Whilst Scripted listening and Dictation tasks build a strong SSC implicitly, explicit SSC-focused episodes can still be embedded through corrective feedback (e.g. jeudi 19 dcembre 1895, Journaux, Montreal (Qubec) :James N. Greenshields,1892-1896. listening whilst reading) activities enable the students to develop decoding (SSC) and segmenting skills, key for vocabulary acquisition through the aural medium. Move gradually from receptive processing to highly structured, then semi-structured and finally unplanned production. Dylan is, besides a teacher, a professional development provider specializing in E.P.I., metacognition, teaching languages through music (especially ukulele) and cognitive science. Fortunately, at KS3 one can afford to go slower, as the focus should be on fostering fluency development and a passion for language learning, rather than manufacturing cohorts of exam takers. Spanish Pre-intermediate to Intermediate 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. ), 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. 6 Autonomous recall this is where short achievement tests are staged. two pages on understanding and creating questions. In this post I detail the rationale for this book series; the underlying methodology; the content and how we wrote it. As mentioned in point 18, the fewer the core grammar items one teaches, the easier it is to recycle them. You can use pre-populated Sentence Builders, under Premium Resources, in Chinese, French, German, Italian, Spanish and Welsh! Right after that, hoping that I will still have some voice left, I will be touring the UK talking about EPI, how to implement it at KS3 and 4; how to design the EPI curriculum and how to teach phonics and grammar. Note that on the latter website, 58 sentence builders based on the Spanish verb pivots book are already available. 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. <br><br>Accumulated expertise in product development . This book aims at teaching how to use the most useful and frequent Spanish verbs in everyday communication in terms of how to: As it is clear from (1), (2) and (3) above, exploring how a verb works also entails learning a lot of other grammar and lexicogrammar rules which emerge organically from the communicative context at hand. Expect More. : Yet, often students are tested on a given structure through essay writing when they may have practised it mostly through quizzes and multiple choice gap-fills. Finally, the key to successful teaching is ensuring that the students all of them enjoy learning and succeed at it on a daily basis. 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). In other words, they are the pivots around which each sentence pattern develops. 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. 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. #3. If you have purchased one of our Sentence Builders - Beginner to Pre-intermediate Listening books, please click below to proceed. Reviewed in the United Kingdom on 28 November 2020. The input-flooding, input-enhancement, repeated processing and thorough-processing elicited by the tasks included in the instructional sequences throughout this phase, allow for multiple encounters with the target input, which is likely to result in implicit learning. There are so many resources available for teaching German. making it applicable to a greater range of agents). Never assess using grammaticality (correctness) judgement tasks whereby a student needs to tell you if a sentence is grammatically accurate or not, as they have 50% chances of getting the answers right by merely guessing. 8. Make it enjoyable (Graham, 2022). We have been using the EPI methodology since September 2021. a gap-fill task requiring the retrieval of an appropriate perfect tense form). 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). NCELP does this and I still dont get why. 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. 1996-2023, Amazon.com, Inc. or its affiliates. Great for new German teachers or those looking for skill- or exam-specific materials. 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. The obvious implication of this is that grammar teaching and assessment must be multi-modal. 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. During each chunking-aloud game you will of course walk around monitoring student output, correcting when necessary and making mental notes of the most common mistakes. Very important: since automatization means making what is already known more easily and rapidly retrievable, the language used in this phase should include only familiar lexis and grammar. 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. They are Listening-As-Modelling (LAM) and Reading-As-Modelling (RAM) activities which are designed to model speaking and writing as part of your effort to convert input into output. The coverage is unambitious, 6. 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. A must have for all teachers of German. For instance, in Spot the intruder, the learner is given a written text and must identify any words contained in that text, which are not read aloud by the teacher. 3. Very clearly presented (which is rarely the case in other German books), and students find it easy to use even without teacher support. Clickable interactive SentenceBuilders with multiple integrated teacher tools. [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. 13.Mind processability theory, whereby one cannot learn a structure which requires for its execution the mastery of a number of cognitive operations, unless those operations have been proceduralised (Pienemann, 1998). The latter involve group work and are totally student-managed, typically consisting of competitions between two players with a referee/coach (equipped with an answer sheet) providing instant positive or negative feedback and awarding points. Extensive Processing Instruction (E.P.I.). 20 June Cardiff, 21st June: Curriculum Design and lesson planning in MFL. The Sentence Builder. 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. In other words: what I learn through a skill (e.g. Please try again. 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. It may take years to get to procedure 6 in real life acquisition, however, the students are often asked to produce subordinate sentences relatively early in the instructed acquisition process, thereby making lots of mistakes. (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. 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. Figure 1 a summary of the points Boers (2021) makes with regards to Kasprowitz and Marsdens (2017) study with young learners of German.
