, Item Weight This button displays the currently selected search type. Pitfall 6: The natural sequences of acquisition. You will automatically exclude a significant chunk of the students and induce quite a few mistakes. in one of the top international schools in the world: Garden International School. German sentence construction. The book is very mindful of cognitive load. on dictations) or pre-task activation knowledge (e.g. As mentioned in point 18, the fewer the core grammar items one teaches, the easier it is to recycle them. In this post, the first in a series of posts on how to create and use sentence builders, I will deal - very concisely - with some key issues to consider when designing a sentence builder (henceforth SB). Mastering all the usages of 'newly born' from sentence examples published by news publications. Finally, the key to successful teaching is ensuring that the students all of them enjoy learning and succeed at it on a daily basis. 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. After seventeen years of teaching, learning about Extensive Processing Instruction and putting it into practice, has been a fascinating journey. Amazon.com: Pre-Intermediate to Intermediate - German Sentence Builders: 9783949651298: Conti, Dr Gianfranco, Viales, Mr Dylan, Fedrizzi, Ms Sonja, Wallner, Ms . There are so many resources available for teaching German. 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. German Primary Sentence Builders: A lexicogrammar approach : Gravina, Ms Simona, Conti, Dr Gianfranco, Viales, Mr Dylan, Pianigiani, Mr Stefano, Bastow, Ms Silvia . we dont teach the meaning of single words. My criticism wasnt meant to be an ad hominem attack on Teacher X. These micro-units occur after every unit in the book, so as to recycle the same question patterns in different linguistic contexts; these are retrieval practice tasks aimed at keeping the previously learnt vocabulary alive. 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. When we retrieve a word, the brain first activates its meaning, then its grammar and syntax. This can be done using highly-patterned input, input-flooding and input enhancement, i.e. Figure 4: Year 7 Unit 2 (partial) curriculum overview. . Dr Gianfranco Conti: Publsiher: Unknown: Total Pages: 0: Release: 2022-04-05: Genre: Electronic Book: ISBN: 3949651438: 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. Each phase in the sequence primes the next one. Twenty evidence-based tips for effective grammarteaching, Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit. All resources. Here is a list of evidence-based grammar-teaching tips based on my recent review of the specialised literature, which I routinely share in my Grammar workshops. A must have for all teachers of German. Pupils KS3 end of year results have been very good indeed with such a huge percentage obtaining Mastery. The Kingston Academy, Richmond Road, Kingston-upon-Thames Contact: 020 8465 6200 or email jtaylor@thekingstonacademy.org, 1st July : Haberdashers Girls School, Elstree, Herfordshire. Pitfall 3 Scoring translation tasks to asses the learning of a grammar structure holistically, If the translation of a sentence is used as a means to assess grammar, how is the translation of the portion of that sentence which doesnt contain the target structure scored? This post aims at providing language educators interested in my approach with an up-to-date description of the MARSEARS instructional sequence faithful to the letter and spirit of EPI, as opposed to the many adaptations and hybridizations floating on social media these days, which may be as or even more effective, but often substantively misrepresent the original framework. Grammar teaching starts explicitly in the initial Modelling/Awareness-raising phases (the M & A in MARS), in which the teacher sensitizes the learners to one or more of the morpho-syntactic features which underpin the target construction. 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 (!). He has taught Modern Languages for nearly 30 years at primary, secondary and university levels. 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. 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. I hope the above is useful to you and look forward to your comments. ), PGCE (Modern Languages and P.E. 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. So one isnt clear how spontaneity in the use of any of the target structure in their schemes of learning is going to be achieved. 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. I have summarised these factors in figure 1 below. Move gradually from receptive processing to highly structured, then semi-structured and finally unplanned production. During the Structured production phase (the S in MARS), pairwork retrieval practice and communicative activities elicit production of the target structure. 451 sentences with 'newly born'. Correct or Incorrect?), Gap-fills, Either..or tasks, etc. In other words: what I learn through a skill (e.g. Over 50 vendors are waiting for your visit on 17-18. This is snappy pop-up grammar and pop-up phonics awareness-raising aimed at sensitizing the learners to specific linguistic features in the input, so that when they encounter them multiple times in the next (receptive) phase they are more likely to pay attention to and eventually internalize them. A task which included a mix of L1 to L2 and L2 to L1 translation : 1/2 the sentences were to be translated from Spanish to English and the other 1/2 from English to Spanish. with Dr Gianfranco Conti 30th June. 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. : Hence, whilst one can test ones students grasp of the grammar rule, one cannot, by any stretch of imagination, at such an early stage in the L2 learning journey, claim that the students will actually acquire it any time soon. SSC (symbol-to-sound correspondence), phonotactics (e.g. 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. Figure 1: factors facilitating the acquisition of an L2 grammar item. 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. 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. pages of precious and thorough feedback, spotting typos and other glitches that needed ironing out. There are 0 reviews and 0 ratings from the United States. German Sentence Builders is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 50 years of extensive classroom experience between the three, both in the UK and internationally. Reviewed in the United Kingdom on 8 November 2020. 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. Paperback. : the students simultaneously process aural and written input. Download German Sentence Builders A Lexicogrammar Approach full books in PDF, epub, and Kindle. Input-enhancement (both acoustic and visual) draws attention to the target features. The holes in between units can be used for revision and/or fluency training. When I first heard of the EPI methodology and started reading Breaking the Sound Barrier, I particularly liked the research based approach and the sequence of lessons and activities, which stems from it. (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. The verbs are: Tener, Ser, Hacer, Ir, Gustar, Estar, Jugar and Modal verbs. Anyone vaguely familiar with sentence builders knows that every L2 word in the sentence builder is translated in the L1. Using your mobile phone camera - scan the code below and download the Kindle app. In the past I have turned a display into a giant sentence builder. A Tale of Cokefee, Sleepless Nights and Lexicogrammar. 6 Autonomous recall this is where short achievement tests are staged. 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. About 32% of builders said they're buying down the full 30-year term, while 30% are opting for temporary buydowns, which can cost them anywhere between $6,000 and $48,000. Hence combine activities with a focus on form with others which have a focus on meaning (Ellis and Shintani, 2013)when exploiting texts. For instance, the verb Tener is practised with animals, classroom objects, clothes, physical description, emotional and physical states, age, etc. For instance, if adjectival agreement is being taught in the context of describing clothes using colours, the transfer-practice task could involve applying the agreement rules in other vocabulary domains (e.g. High-frequency vocabulary often has higher surrender value, so if one applies criterion (2), one partially satisfies this criterion too. 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. 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. Throughout the phase the teacher will EXPLICITLY and repeatedly point the students attention to the target phonological, grammatical and syntactic features thereby ensuring that IMPLICIT and EXPLICIT learning work in synergy. 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. For our pupils, great engagement levels and fantastic results mirrored the success of this approach! in the context of such a unit? Amazon has encountered an error. Note that processability is a function of cognitive load, i.e. 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. This is a major shortcoming of traditional grammar instruction at large, as research shows clearly that the learning of L2 grammar structures must be multimodal for them to be effectively learnt. Paper 1 sentence starters Missing word. As can be gleaned from the slide in figure 6, the structure Teacher X tested her beginner learners on entails procedure 5 (sentence procedure) which cannot be acquired by a typical beginner learner as it requires the mastery of procedure 1,2,3, and 4 which are never fully mastered at this level. Why is authenticity or at least an approximation of authenticity so important? Sothampton https://networkforlearning.org.uk/courses/2022-06-29/epi-teacher-29-jun-2022, 30th June: Implementing E.P.I. Very clearly presented (which is rarely the case in other German books), and students find it easy to use even without teacher support. This approach is taken in the brilliant EPI-based website www.sentencebuilders.com as evidenced by the example in Figure 17, below. This is the FIRST EDITION. French Verb Pivots. Input enhancement techniques, both visual (e.g. Haileybury, 3rd November- Developing fluency across all four language skills. Also, throughout the structured productive phase in each sub-unit I have usually already obtained a good idea of where my students are in terms of productive retrieval in non-exam conditions. 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. Pupils become familiar with the sequence of activities,, which are varied enough but not excessively so; hence, the routine is reassuring to them, removing therefore any language anxiety students might have. European Commission or Parliament documents and newspapers). There is no going back! 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. 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. Click to build sentences from the SB table & hear SB content spoken via TTS. There was an error retrieving your Wish Lists. One of these tasks can be used too for assessment purposes. For instance, teaching the verb ir will lead to learning articled prepositions (e.g. In other words, EPI would consist of merely drilling in a set of unanalysed chunks ad nauseam through a range of ludic activities without a coherent instructional plan or rationale. Be cognizant of the fact that when the brain focuses on meaning (e.g., in a reading comprehension) it doesnt pay attention to form. determiners, auxiliaries, discourse an time markers, pronouns) as grammar, not as vocabulary. *FREE* shipping on qualifying offers. The Language Gym has just launched the first tome in a series of grammar books entitled Spanish Verb pivots 1: foundation level. 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. 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. Pupils level of engagement in the classroom and the fact that everyone can have a go at the activities, was really rewarding. ONLINE, 5th November. 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. is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 50 years of extensive classroom experience between the three, both in the UK and internationally. This book is just what is needed for the way teaching in schools is like at the moment (Covid-19) You will save hours of time using this and the An amazing book. 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. 5. 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. [" Vi 2e 7 livision the electors have to consider \u2014\u2014ed point blank to do.\u2014\u2014\u2014 he Board of Trade of every city 1g ppro Tagnifivernment, the members of which sel- orted Im, if ever . In the Structured Production phase, prior to the Chunking aloud games typically staged with beginner to pre-intermediate classes, another short pop-up phonics session may occur to sensitize and prime the students, in which you would stage phonological awareness classics such as Minimal pairs, Phonemes bingo, Contrast and response, Rhyming pairs and others detailed in this post . In the Expansion or Explanation phase (the E in EARS), the target grammar feature is explained more thoroughly. 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. 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. Our website recycles every single lexical and structural item found in this book many times over via self-marking vocabulary and reading workouts, in addition to engaging and fun games and a powerful vocab, listening, sentence & verb trainer. Moreover, it is subordinate to communication and lexis. 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). Figure 3: Transfer Appropriate Processing is at play when we attempt to transfer any knowledge acquired through a context/task to another. is an ideal supplement to this booklet. Recycle, recycle, recycle. Please try again. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. Description. The gunman then shoots the victim in the head, to the shock of the witness recording from inside a nearby building. 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. Enroll here: https://www.networkforlearning.org.uk/courses/2023-03-23/epi-teacher-23-march-2023, 24 March Bushey, Hertfordshire Becoming an EPI teacher. It is very much like training a puppy to perform a trick at home only to find out that they cant perform it at the park (because the surrounding environment has changed). As a teacher, I need to be clear as to what extent and how I expect my students to know and evidence the learning of the target grammar structure(s) by the end of each lesson, sub-unit, unit, year or cycle. This means that retrieval strength for that given structure is likely to be high. 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. How many times are the students ever going to be born , die, fall, go upstairs, downstairs, etc. French Sentence Builders is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 55 years of extensive classroom experience between the three, both in the UK and internationally. 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.