exploited through a range of tasks focusing on both the meaning and structural levels of the text; targeting essential micro-skills such as spelling, lexical retrieval, syntax, editing and communication of meaning. The options intake also went up by more than 50%. High retrieval strength and the illusion of mastery. Finally, in the Spontaneity phase (the S in EARS), unplanned communicative tasks may be staged in a bid to elicit the deployment of the target structure amongst others (e.g. Click to build sentences from the SB table & hear SB content spoken via TTS. In this post, I have attempted to demonstrate that in EPI both grammar and phonics are practised extensively through a powerful synergy of implicit and explicit learning. These children are less good at analysing, spotting, memorizing and abstracting from patterns (faculties which correlate highly with IQ and rote-learning ability). 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. , Paperback A must have for all teachers of German. (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. ), 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. CONTI Capital in Moses Lake, WA Expand search. 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. The answer is: unlikely. Dylan Viales has taught for 15 years, in schools in Bath, Beijing and Kuala Lumpur in state, independent and international settings. You can easily plan a lesson around each page. . 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. that it is silent). A powerful synergy. When expanded it provides a list of search options that will switch the search inputs to match the current selection. Barnham (West Sussex) 21 June. 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. 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. 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!). The result is a random and decontextualised list of phonics, words and grammar rules for the students to regurgitate. More buying choices. 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. 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. Here are some key differences: This is another myth. Full content visible, double tap to read brief content. liaison), intonation patterns, grammar and syntax. Help others learn more about this product by uploading a video! Following on point 18: error correction only works when it addresses only a limited number of mistakes (Ellis et al, 2015). In addition, the words are not selected based on a unifying theme, but pretty randomly. Listening-as-modelling (sentence builder), Speaking, Reading and Vocab building activities. Also, going slower means being more inclusive thereby increasing the chances of a higher future GCSE and A-level uptake. I am a keen language learner. Gianfranco is also a prolific book writer. Others have hybridized it, as it were, combining their existing approach or other approaches with mine (e.g. This is another preposterous misrepresentation. : and even how to form a final clause (e.g. This item can be returned in its original condition for a full refund or replacement within 30 days of receipt. ${cardName} not available for the seller that you chose. We dont share your credit card details with third-party sellers, and we dont sell your information to others. 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. jeudi 19 dcembre 1895, Journaux, Montreal (Qubec) :James N. Greenshields,1892-1896. 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. 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. In this post I have provided an outline of the MARSEARS sequence faithful to the true letter and spirit of EPI. : Reviewed in Germany on November 28, 2020. 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. quiero que tu vayas al supermercado). I am very thankful to them for their hard work on the project. In the ensuing Receptive processing phase, listening and reading work in synergy to further reinforce SSC. determiners, auxiliaries, discourse an time markers, pronouns) as grammar, not as vocabulary. It's well structured and really supports students of all abilities. Take the NCELP approach instead: each lesson consists of two completely disjointed sections, one which deals with explicit phonics instruction following the PPP sequence and one which deals with grammar and vocabulary. 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. Hence combine activities with a focus on form with others which have a focus on meaning (Ellis and Shintani, 2013)when exploiting texts. my use of sentence builders, L.A.M. stressing specific sounds) are also used in this phase as awareness-raising tools. These micro-units occur after every unit in the book, so as to recycle the same question patterns in different linguistic contexts; Revision workouts: these are retrieval practice tasks aimed at keeping the previously learnt vocabulary alive. As happens with grammar, phonics too are taught through a synergy of Explicit and Implicit instruction. Input-flooding and input-enhancement work in synergy in an attempt to draw the learner attention to the target linguistic features. With this in mind, it is obvious that the test score is unlikely to provide a valid assessment of the learners mastery of the specific structure the assessment was designed to target. The beauty of teaching lexicogrammar is, of course, that chunk-learning bypasses the natural order and sequences of acquisition. 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. You will do both. 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. 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). 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. Pre-Intermediate to Intermediate - German Sentence Builders, German Sentence Builders - A Lexicogrammar Approach - ANSWER BOOKLET (The Language Gym - Sentence Builder Books). 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. For instance, the unit on Tener was broken down into the following sub-units: 1.Tener + un/una + noun (What animals I have), 2.Tengo + un/una + noun + adjective (What animal I have and its colour), 3.Tener (all persons) + noun + relative clause (What animal one has), 5.Tener + classroom objects + adjective (What school items one has), 6.Tener + clothing item + adjective (What clothes one has), 7.Tener + number + plural nouns + adjectives (How many things one has), 8.Tener + number + aos (Telling ones age). Please use a different way to share. The Spanish verb pivots book is aimed at learners in the A1-B1 proficiency range. During the Receptive phase too (the R in MARS), grammar is learnt, implicitly, through input-flooding, input-enhancement (see figure 2 below), thorough processing and repeated processing at every level of grain (phonemic, syllabic, lexical, morpho-syntactic, pragmatic and semantic) of the target structure. voy al centro comercial para comprar un ordenador nuevo). Oral picture-description tasks; Interviews; Role-plays) require the students to produce UNPLANNED output under time constraints to simulate R.O.C. For obvious reasons, though, with beginner-to-intermediate learners you will stage listening-for-learning (LAM) tasks prior to engaging in listening-for-testing ones. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout.Each unit includes:1) A sentence builder modelling the target constructions;2) A set of vocabulary building activities;3) A set of narrow reading texts exploited through a range of tasks focusing on both the meaning and structural levels of the text;4) A set of retrieval-practice translation tasks;5) A set of writing tasks targeting essential micro-skills such as spelling, lexical retrieval, syntax, editing and communication of meaning.Based on the Extensive Processing Instruction (E.P.I.) Learn About The Conti Method. Recent Comments They are limited because there is a limit to what can be truly entrenched in the ridiculously small time allocation language learning typically gets in primary and secondary schools (1 to 2 hours a week). The criterion for selection? 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. 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. In order to enhance transferrability of learning and lexical depth, each verb is also practised with a variety of lexical sets. : the target feature is necessary in order to complete the tasks-at-hand (e.g. How To Work With Sentence Builders (Presentation) Here Is The Link To The Blog. This book is a great addition to my teaching. Finally, the key to successful teaching is ensuring that the students all of them enjoy learning and succeed at it on a daily basis. The gunman then shoots the victim in the head, to the shock of the witness recording from inside a nearby building. Vocabulary which is useful in the learning of other vocabulary or even grammar structures should be obviously prioritised. Input-enhancement (both acoustic and visual) draws attention to the target features. german sentence builders conti. The teacher engages the students in the repeated processing of the model sentences through a variety of enjoyable snappy activities mostly through the aural medium. 15. (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. 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. Hows the EPI approach to grammar instruction different from the current methodology promoted by the DfE in England?. 14. Choose from Same Day Delivery, Drive Up or Order Pickup. Find all the books, read about the author, and more. Sentence Builder Books) by Gianfranco Conti (Paperback) $24.99. Hence, from the get-go the students are fully aware of what each constituent of a target construction means. The Language Gym has just launched the first tome in a series of grammar books entitled Spanish Verb pivots 1: foundation level. 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. Download German Sentence Builders Beginners full books in PDF, epub, and Kindle. 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. No snakes no ladders), Interactive oral games (Oral ping-pong) and competitions (e.g. Editing Carousel or Best writing) may also be staged where working individually or in groups, the students would try to spot and correct errors. at the awareness stage (see figure 5 below). 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. It may surprise you that a NCELP hub school would use a test so obviously invalid after all, the E in NCELP stands for excellence. <br><br>Accumulated expertise in product development . Gradually phase out scaffolds. Multimodality is one of the most innovative features of this book: the target sentence patterns and morphemes are learnt across all four language skills, including speaking and listening, which are usually the most neglected skills (please note that the audio tracks accompanying Spanish verb pivots are accessible by anyone for free at this link). 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 . inflectional endings, through acoustic or visual devices (e.g. German Sentence Builders - A Lexicogrammar Approach - ANSWER BOOKLET (The Language Gym - Sentence Builder Books) 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. 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. In the Autonomous recall stage (the A in EARS), I always recommend embedding a short grammar assessment task, e.g. In oral production, this process happens in a few hundred milliseconds, which means that grammatical knowledge must be accessed very fast. Task-essentialness is pervasive: each unit contains a plethora of tasks which elicit the application of the target grammar structure multiple times. What is really interesting is that the school has successfully applied the methodology to the teaching of Hebrew, a scripted language. 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. Figure 1: factors facilitating the acquisition of an L2 grammar item. Recycle, recycle, recycle. Figure 3 A sample German sentence builder from http://www.sentencebuilders.com. 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. Pupils level of engagement in the classroom and the fact that everyone can have a go at the activities, was really rewarding. As can be seen in figures 1 & 2 below, a typical unit of work lasts a term and consists of five sub-units: four of which deal with new material and consist of MARSEA (Modelling, Awareness-raising, Receptive processing, Structured Production, Expansion and Autonomy) and two of RS (Routinization and Spontaneity) which aim at consolidating and automatizing that material, as well as interweaving it with materials from previous units (e.g. gap-fills) and free-production tasks e.g., talk to me about last weekend (Ellis and Shintani, 2013). 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. , Publisher Gianfranco Conti's Shop. Pitfall 5 Grammar-knowledge-only assessments. Relevance . Enroll here: https://www.networkforlearning.org.uk/courses/2023-03-23/epi-teacher-23-march-2023, 24 March Bushey, Hertfordshire Becoming an EPI teacher. Some of the dictation tasks I use in this phase are detailed in this post. During the Structured production phase (the S in MARS), pairwork retrieval practice and communicative activities elicit production of the target structure. In other words: what I learn through a skill (e.g. Contact: eobrien@dhfs.uk, Sandbach, 30 November Grammar and Phonics in MFL . Love it! (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. 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. 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. 6 Autonomous recall this is where short achievement tests are staged. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Something went wrong. 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. This book is a great addition to my teaching. In such testing conditions, a good chunk of the students is likely to do fairly well, thereby giving the teacher the impression that the students have now mastered the target structure. 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. gianfrancoconti1966 The method is about learning unanalysed chunks by rote. It also analyzed reviews to verify trustworthiness. Which brings me to the next point. 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. 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. voy/va/vamos/etc. Read instantly on your browser with Kindle for Web. Scripted listening (i.e. 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.