I authored the book in collaboration with three experienced and talented native-speaking teachers of Spanish: the world-famous Dylan Vinales (co-author of many of The Language Gym books); creative, active blogger and twitterata Esmeralda Salgado and former colleague and friend Roberto Jover. 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. 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. 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. Choose from Same Day Delivery, Drive Up or Order Pickup. It is perfect for KS3 and as a revision for KS4 or lower ability. Contact: HOrourke@sandbachhigh.co.uk, Birmingham, 1st December Becoming an EPI teacher: a deep dive into Dr Contis Extensive Processing Instruction, https://networkforlearning.org.uk/courses/2022-12-01/epi-teacher-1-dec-2022, ONLINE, 5th December Memory: what every language teacher should know, https://networkforlearning.org.uk/courses/2022-12-05/mfl-memory-15-feb-2022, ONLINE, 6th December Metacognition in MFL, https://networkforlearning.org.uk/courses/2022-12-06/metacognition-mfl-5-apr-2022, ONLINE, 7th December Teaching Phonics, https://networkforlearning.org.uk/courses/2022-12-07/phonics-in-mfl-27-jan-2022, ONLINE, 8th-9th December CSC consortium Wales (open only to CSC teachers). By the same token, avoid presenting and initially practising a new structure in high-element interactivity contexts as much as possible (Sweller, 2006).New grammar structures should be processed in sentences which are simple, short and where vocabulary and pronunciation will pose a negligible cognitive load. It also analyzed reviews to verify trustworthiness. The acronym stands for the following stages, each designed to build . Help others learn more about this product by uploading a video! my use of sentence builders, L.A.M. 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. 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. 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. This 'no-frills' book contains 10 units of work on very popular themes, jam-packed with graded vocabulary-building, listening, reading, translation, retrieval practice and writing activities. 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. Each macro-unit starts small with the target verb being learnt within very basic sentence patterns and in the first person only. 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. Having a narrow sets of core grammar items to focus on, doesnt mean not having other peripheral items to teach explicitly and/or implicitly and/or incidentally. 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. 'newly born' in a sentence. Research about minimum comprehensible input, cognitive load, working memory gave answers to what works/does not work in the language classroom and why so many pupils can easily loose interest if the listening process, which mirrors the one we use when we learn a language in real life, is not followed. My previous jobs include: Head of Italian, Head of French and MFL subject leader at various secondary schools in England (at primary and secondary 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. 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. 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. Very clearly presented (which is rarely the case in other German books), and students find it easy to use even without teacher support. SALT conference. Note that processability is a function of cognitive load, i.e. 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. Amazon.com: Pre-Intermediate to Intermediate - German Sentence Builders: 9783949651298: Conti, Dr Gianfranco, Viales, Mr Dylan, Fedrizzi, Ms Sonja, Wallner, Ms . How to use 'newly born' in a sentence? 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. Now, if we evaluate the NCELPs grammar revision, homework and assessment tasks in the light of TAP, we can easily conclude that they are not fit for purpose as they lack authenticity; they dont typically practise/test grammar knowledge across all four language skills and do not include task-essential communicative task which develop/assess spontaneous deployment of the target L2 structures. By right, if it is a grammar test aimed exclusively at ascertaining the extent to which students master the usage of indefinite pronouns + gustar, the students should score full marks for that sentence. highlighting silent letters) and acoustic (e.g. The texts usually include narrow listening and narrow reading texts, i.e. Thank you!! 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). 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. with known vocabulary) in order to decrease cognitive load (Conti and Smith, 2020). Cant wait for any future books to be released!! 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. 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. Over 50 vendors are waiting for your visit on 17-18. Il y a in French or Es gibt in German). Use a synergy of Explicit and Implicit learning (Ellis and Shintani, 2013). This is the answer booklet for "German Sentence Builders - A Lexicogrammar approach" by Gianfranco Conti, Dylan Viales and Thomas Weidner. Recycling is carefully engineered to allow for repeated receptive and productive processing of the target language items within the same units and across the whole book. describing a person; comparing and contrasting people; making arrangements for an evening out; describing ones daily activities, etc.). GERMAN GCSE REVISION - SELF, FAMILY & FRIENDS, LEISURE & DAILY ACTIVITIES : Conti, Dr Gianfranco, Viales, Mr Dylan, Weidner, Mr Thomas, Porter, Ms Isabelle . 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. Try again. 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. 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. This 'no-frills' book contains 15 units of work on very . 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. 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. Editing activities (e.g. Key factors to consider when creating your SB (1) surrender value of the construction and vocabulary selected (e.g. The verbs are: Tener, Ser, Hacer, Ir, Gustar, Estar, Jugar and Modal verbs. Finally, he runs an influential blog on MFL pedagogy, The Language Gym (gianfrancoconti.com), which has won him several international awards. Hence, even though I may write fluently in the perfect tense in French, I may not be able to use it fluently in speech. It looks like WhatsApp is not installed on your phone. This occurs throughout each unit of work as well as in smaller grammar, vocabulary and question-skills micro-units located at regular intervals in the book, which aim at reinforcing the understanding and retention of the target grammar, vocabulary and question patterns. 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. Figure 2: The five effective-assessment principles on which the most eminent L2 assessment specialists worldwide universally agree. The latter learners, in my experience, are often able to master verb formation, but lack depth of knowledge, i.e. Description. 5370k+ Downloads. Complex sentence starters Random wheel. The book has been a massive time saver, as well as being a really useful resource. An amazing book, which has endless amounts of activities to engage German pupils! Input-flooding and input-enhancement work in synergy in an attempt to draw the learner attention to the target linguistic features. , Independently published (November 2, 2020), Language River Falls journal. E.P.I. Are there risks? $20.99. Because those sentences or very similar ones do occur multiple times in the NCELPs resources on that grammar structure. It can be used to introduce the target verbs and associated grammar and lexicogrammar patterns to absolute beginners. Choose from Same Day Delivery, Drive Up or Order Pickup. Contact: sfernandezgomez@holyrood.uat.ac, 17the June: Becoming an EPI teacher: A deep dive into Dr Contis Extensive Processing Instruction Cardiff 17 June https://networkforlearning.org.uk/courses/2022-06-17/epi-teacher-17-jun-2022, 20th June: Maximizing learning by working with human forgetting rates Ysgol Gymraeg Bro Hely. A typical example: in many UK classrooms, reflexive verbs are usually practised exclusively within the context of daily routine, hence students find it notoriously difficult to transfer them to other contexts. The options intake also went up by more than 50%. Having a curriculum that works, seeing pupils enjoyment and progress have been an empowering experience. They too occur at regular intervals, after every other unit. Should they be penalised? at least 60% accuracy) in the initial retrieval episodes (Boers, 2021). It contains 16 units which focus mainly on the themes: myself, family and relationships, daily activities, my role model, hobbies and . A powerful synergy. Delivery cost, delivery date and order total (including tax) shown at checkout. E.g., if teaching ils regardent, do ensure that they have routinised the correct pronunciation of ent (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? 13 Nov 2022. Be mindful of TAP (aka transfer appropriate processing): if a structure is learnt and practised in a specific linguistic context or through a given task, it wont be easily transferred to another, especially once it has been routinised. listening and reading comprehensions are banned, 8. Do not overload your curriculum grammar coverage in UK textbooks is overambitious and inevitably results in shallow and short-lived learning. . 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. Pitfall 4 Lack of authenticity and transferrability of knowledge, One of the five principles of effective assessment (see figure 2 below) advocated by the most renowned scholars in the field of L2 assessments is authenticity, i.e. Twenty evidence-based tips for effective grammarteaching, Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit. 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. Thank you @gianfrancocont9 for such an incredibly useful and thorough training today! Finally, the key to successful teaching is ensuring that the students all of them enjoy learning and succeed at it on a daily basis. Much textbook-based teaching fails in this regard and, consequently, more than often teachers at KS4 (15-16 years old) have to reteach what was taught at KS3 (years 11 to 13) all over again wasting valuable time (now THAT is time-consuming!). In the next post I will concern myself with the remainder of the misrepresentations on that list. (see figure 4, below). As the summer unfolds, I take time to reflect on the curriculum and improve my resources. Free shipping for many products! 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. He has researched the impact of metacognitive strategies training and error correction on L2 essay writing under the supervision of Oxford University Professor Ernesto Macaro both during his PhD and a large-scale project in English comprehensive schools documented in Professor Macaro's 2001 book. The core structures that your students must nail by the end of each year or cycle, the non-negotiables selected for teaching, what I call Universals are not as many as those found in course books such as Dynamo or Studio. In real-life oral interaction, the usefulness of grammar knowledge accrued through grammatical knowledge tasks (e.g. Figure 3: Transfer Appropriate Processing is at play when we attempt to transfer any knowledge acquired through a context/task to another. https://www.amazon.co.uk/Dr-Gianfranco-Conti/e/B088DZDPDV?ref=sr_ntt_srch_lnk_1&qid=1621876612&sr=8-1. 5 Expansion this phase is about learning explicitly the morpho-syntactic patterns that have already been processed many times over. Input enhancement techniques, both visual (e.g. subscribers to a . 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. German Sentence Builders - A Lexicogrammar approach: German Sentence Builders - Primary 172. The enhancements that you chose aren't available for this seller. Task-essentialness is pervasive: each unit contains a plethora of tasks which elicit the application of the target grammar structure multiple times. Hard to see the logic of such an approach. It can be used independently by students as well as for teacher-directed classroom practice. High surrender value. rafael angel uribe serna; undersized defensive ends; remington 1100 performance parts; Following on point 18: error correction only works when it addresses only a limited number of mistakes (Ellis et al, 2015). 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. Contact, Raheem Zafar: Stgrz@broadway-academy.co.uk. Thi . 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. Contact: j.eyers@temac.co.uk, 15th June: Becoming an EPI teacher, Farnham Heath End SchoolFarnham, 15 June https://www.eventbrite.co.uk/e/how-to-use-extensive-processing-instruction-in-the-mfl-classroom-tickets-336766225847?fbclid=IwAR20EEp8OVk7Ke0_gxvTnKYJLs8ubt1Y0HGXNOflmIdyalKta1rPEO-6iZA, 16th June: Becoming an EPI teacher, on16th June at the Holyrood Academy in Chard, Somerset. In the Autonomous recall stage (the A in EARS), I always recommend embedding a short grammar assessment task, e.g. German. 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. Contact: eobrien@dhfs.uk, Sandbach, 30 November Grammar and Phonics in MFL . Add to basket . 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). It's well structured and really supports students of all abilities. Please note: for any bookings please contact me at: thelanguagegymcpd@gmail.com. The criterion for selection? Follow authors to get new release updates, plus improved recommendations. Leicester, 2nd November. Amazon has encountered an error. Hence, the message is clear: you will fail OFSTED if you embrace EPI. Research shows. When expanded it provides a list of search options that will switch the search inputs to . As each unit progresses the target verbs are modelled in sentence patterns which gradually increase in length and complexity. Dec. Market Details. 8. 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.). Key Findings. 12. 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. 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. There no longer was the fright of the blank Powerpoint, it all made sense. 17. 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. making it applicable to a greater range of agents). Which brings me to the next point. Includes initial monthly payment and selected options. 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. To see our price, add these items to your basket. Try again. 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. by Bikebiddy. pages of precious and thorough feedback, spotting typos and other glitches that needed ironing out. Input-enhancement (both acoustic and visual) draws attention to the target features. German - GCSE Revision - Conti Dr. Gianfranco 2021-05-07 This book is meant as a revision resource for GCSE German. But actually, you shouldnt be: the very director of the NCELP, Emma Marsden, in a peer-reviewed study of hers which she often cites as evidence of the success of grammar instruction (Kasprowitz & Marsden, 2017) used exactly the same type of task. I have a strong grounding in Latin and ancient Greek, two 'dead' languages that have helped me a great deal in life! 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. Extensive Processing Instruction (E.P.I.). It is also important to not only learn the various verbs, adverbs, etc., in the German language, but in order to speak with people or read it you must know how to form sentences properly.Some of the things you have to know how to do are to transform singular sentences to plural sentences; learn how to form subordinate clauses; dass or das; learn how to form . jeudi 19 dcembre 1895, Journaux, Montreal (Qubec) :James N. Greenshields,1892-1896. Moreover, it is subordinate to communication and lexis. Sentence Builder Books) by Gianfranco Conti (Paperback) $24.99. A very prominent lady said: I dont understand how it is different from what we used to do it the 80s. 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. 21 In order to enable you to understand better, O reader, what positions were occupied by . A must have for all teachers of German. Following on point 13 and 14,make your grammar teaching multi-modal, or grammar learning will be confined to only reading and writing as it often unfortunately is the case in most classrooms. 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. 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. Introduce new structures in 100% familiar linguistic contexts (e.g. There are two basic ways to make a sentence negative in German: One is with nicht (not), and the other is with kein (not any). 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. 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. ), My upcoming workshops around the UK inMarch, https://www.tickettailor.com/events/fettes/837735#, https://www.networkforlearning.org.uk/courses/2023-02-28/curriculum-design-28-feb-7-march-2023, https://www.networkforlearning.org.uk/courses/2023-03-15/epi-teacher-16-march-2023, CPhilibert-Lockyer@willingdonschool.org.uk, https://www.networkforlearning.org.uk/courses/2023-03-23/epi-teacher-23-march-2023, https://www.networkforlearning.org.uk/courses/2023-03-24/epi-teacher-24-march-2023, https://www.networkforlearning.org.uk/courses/2023-03-28/fluency-across-four-skills-14-mar-2022, https://www.networkforlearning.org.uk/courses/2023-03-30/curriculum-design-30-march-2023, My upcoming Uk speaking tour: dates and focus on theevents, Sophie Fernandes, head of department at Yavneh College (London) on her journey into EPI, one yearon, Where grammar and lexicogrammar intersect: the new Language Gym grammar booksseries, On 8 common pitfalls of grammar assessment and the art and science of keeping itreal. For instance, teaching the verb ir will lead to learning articled prepositions (e.g. listening whilst reading) activities enable the students to develop decoding (SSC) and segmenting skills, key for vocabulary acquisition through the aural medium. A grammar assessment component, initially receptive and later productive, can be included with the right groups at the end of each sub-unit. Many teachers and schools have done so wholesale, applying it to all aspects of their MFL curriculum; others only partially, incorporating some aspects of my approach e.g. Usually a class sits a grammar assessment at the end of a series of lessons on a specific structure (e.g. are staged. Excellent. Dr Gianfranco Conti: Publsiher: Unknown: Total Pages: 0: Release: 2022-04-05: Genre: Electronic Book: ISBN: 3949651438: