His most popular book, "Breaking the sound barrier", lays out the principles of the language teaching method he has created, E.P.I. Average Rating 4.72 (based on 7116 reviews) Edit shop; Add a resource; 419 Uploads. Figure 3: the six procedures determining the natural order of acquisition of grammar structures. The test-at-hand contained, in the same translation task, an alternance of L2 and L1 sentences (in which the target structure was task-essential) to translate respectively into the L2 and in the L1. 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. This is the sequel to the previous brilliant blog post in which Catrin, a TESOIL teacher, outlines how she applies EPI in her teaching. Birmingham. Since, by this stage, the target structure has been processed many times over and the teacher will have already directed the students attention to the target feature several times through activation of prior knowledge, corrective feedback and informal assessment, often s/he will be able to teach it through guided-discovery techniques or even through full-fledged inductive tasks. Pay Less. 4 Structured production in the first part of this pushed-output phase, the beginner-to-pre-intermediate learners engage in chunking-aloud games/tasks (e.g. Haileybury, 3rd November- Developing fluency across all four language skills. In fact, in order to make sure that the L1-to-L2 meaning mapping is as unambiguous as possible, I encourage the use of literal translation. 7. Free shipping for many products! , ISBN-13 Is it a high-frequency . 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. Contact Alicia Palomo-Lopez: Alicia.palomo-lopez@freemens.org, 13 March Edinburgh: Curriculum Design Fettes College Edinburgh. Figure 3: Transfer Appropriate Processing is at play when we attempt to transfer any knowledge acquired through a context/task to another. Excellent. ), 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. Very clearly presented (which is rarely the case in other German books), and students find it easy to use even without teacher support. . 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. You will automatically exclude a significant chunk of the students and induce quite a few mistakes. You can use pre-populated Sentence Builders, under Premium Resources, in Chinese, French, German, Italian, Spanish and Welsh! 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. German Primary Sentence Builders: A lexicogrammar approach : Gravina, Ms Simona, Conti, Dr Gianfranco, Viales, Mr Dylan, Pianigiani, Mr Stefano, Bastow, Ms Silvia . Finally, he runs an influential blog on MFL pedagogy, The Language Gym (gianfrancoconti.com), which has won him several international awards. Join our German Christmasland in New Taipei City! Each phase in the sequence primes the next one. Why is authenticity or at least an approximation of authenticity so important? . Delivery cost, delivery date and order total (including tax) shown at checkout. The focus on the listening skill, often the forgotten skill, made complete sense. 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. Full content visible, double tap to read brief content. Relevance. No? Thus, phonics teaching starts implicitly from the get-go, in the Modelling phase. 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. Read instantly on your browser with Kindle for Web. listening and reading comprehensions are banned, 8. So, when the test on that grammar structure is administered, the students know exactly what is expected of them. Contact: eobrien@dhfs.uk, Sandbach, 30 November Grammar and Phonics in MFL . This is invaluable too. 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. 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 (!). 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. To what extent does Bloom's taxonomy actually apply to foreign language teaching and learning? The Sentence Builder. 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. Spanish Verb Pivots. Much grammar learning results in learner boredom (Murphy, 2022). Here are her reflections on her journey into EPI and how it has played out in her school. 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. 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. . 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. 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. Hows the EPI approach to grammar instruction different from the current methodology promoted by the DfE in England?. In other words: what I learn through a skill (e.g. Paper 1 sentence starters Missing word. German Primary Sentence Builders is a workbook aimed at beginner students, co-authored by six modern languages educators with over 90 years of extensive. (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. When expanded it provides a list of search options that will switch the search inputs to . (Listening-As-Modelling), Narrow Reading techniques, Retrieval practice tasks, Chunking-aloud games, Fluency-training activities, Universals, L.I.F.T, etc. Twenty evidence-based tips for effective grammarteaching, Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit. Catalan Sentence Builders. 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. In ten days I will be leaving for Australia for a short speaking tour, a round of 6 workshops in Brisbane, Melbourne and NSW (Coffs Harbour). Japanese - Primary Sentence Builders. The activities include a balance of focus-on-form (phonics, grammar, syntax and function words) and focus-on-meaning activities. 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. This button displays the currently selected search type. Learn German In Chunks Instead Of Word By Word. 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. We are sorry. You will find this and more in our new edition of The Language Teacher Toolkit which will be published in a couple of months. talking is merely about read-aloud games a la Sentence stealer and oral translation drills such as No snakes no ladders, 5. Over 50 vendors are waiting for your visit on 17-18. 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. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. inflectional endings, through acoustic or visual devices (e.g. One of these tasks can be used too for assessment purposes. The enhancements that you chose aren't available for this seller. Dec. Market Details. Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them. 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. 'Extensive Processing Instruction' - a user guide. German Christmasland in New Taipei City Information. When we retrieve a word, the brain first activates its meaning, then its grammar and syntax. The Kingston Academy, Richmond Road, Kingston-upon-Thames Contact: 020 8465 6200 or email jtaylor@thekingstonacademy.org, 1st July : Haberdashers Girls School, Elstree, Herfordshire. Hence, each word the students are taught is concurrently encoded in both its phonemic and graphemic form. Pitfall 1: eitheror grammar assessment tasks. 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. The holes in between units can be used for revision and/or fluency training. I conceived and created this book because I felt the current trends in modern language teaching were too concerned with the teaching of isolated grammar rules as totally divorced from a communicative context. Spanish - Primary Sentence Builders - BOOK 1. Learn About The Conti Method. What is really interesting is that the school has successfully applied the methodology to the teaching of Hebrew, a scripted language. The rationale: the ability to perform productive retrieval emerges later than receptive. Very clearly presented (which is rarely the case in other German books), and students find it easy to use even without teacher support. 19. 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. It looks like WhatsApp is not installed on your phone. approach. You will do both. Important: the listening and reading activities staged in this phase are not your typical receptive activities. For the many of you who have asked: some (there are some missing or to be confirmed) of the courses on my upcoming UK speaking tour this summer (6th June 14th July): 6th June: Curriculum Design and procedures Denmark Road High School. *FREE* shipping on qualifying offers. in Term 2 in year 8, you will interweave core vocabulary and grammar from Term 1 in year 8, and if you can, from Terms 1,2 and 3 in year 7). The answer: fluency cant be achieved using the traditional PPP approach or short instructional sequences of a couple of lessons, as textbooks purport to do. Hence, the message is clear: you will fail OFSTED if you embrace EPI. 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. Sophie Fernandes is one of those brave and innovative Modern Languages Heads of Department who have had the courage, after many years of teaching, of embracing E.P.I.. Last year, she totally changed the way her and her department at Yavneh College teach. So, for instance, if in sub-unit 1 (Talking about what I did yesterday) of a unit of work on Talking about the recent past, the students have learnt the construction Time marker (e.g. 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. Sentence Builder is the spring board, which also provides the necessary scaffolding that students need for their learning and as per comprehensible input (Krashen's theory of language acquisition - language input that can be understood by listeners despite of them not understanding every single word and structures in it as long as it contains 98% CI), when teaching my students, I provide also . Items 5 to 8 refer to the new items, whereas items 1 to 4 refer to the ones taught in the previous unit. This enables him/her to gather a lot of observational data and engage in the provision of formative feedback. 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).
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