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. Gianfranco Conti's Shop - Teaching Resources - TES These games aim at enhancing decoding skills, phonotactic and articulatory fluency. ${cardName} not available for the seller that you chose. 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 . Relevance. $20.99. [{"displayPrice":"$9.18","priceAmount":9.18,"currencySymbol":"$","integerValue":"9","decimalSeparator":".","fractionalValue":"18","symbolPosition":"left","hasSpace":false,"showFractionalPartIfEmpty":true,"offerListingId":"r07zGvjevePi6QTyb8%2FJtsEUc4flqNLWoIoliXbJv2lDPAfttukqcSfsViO5db2jh8tkfNKGjLQmKhxMislNzllP5NdYtC6jbeA0sSZW%2FOjt1tZJwgu%2BGpJmpOwpkXD5%2FSrGW%2BXH%2BkWl4BAiKv9vwQ%3D%3D","locale":"en-US","buyingOptionType":"NEW"}]. 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. These are snappy, easy-to mark, low-stake assessments aimed at ascertaining whether the students have attained at least receptive mastery of the target input (or productive if you are dealing with groups of higher attainers). This is the sequel to the previous brilliant blog post in which Catrin, a TESOIL teacher, outlines how she applies EPI in her teaching. In oral production, this process happens in a few hundred milliseconds, which means that grammatical knowledge must be accessed very fast. Figure 6: Manfred Pienemanns developmental sequences in L2 acquisition. Part of: The Language Gym - Sentence Builder Books (11 books), Learn more how customers reviews work on Amazon. German Sentence Builders - A Lexicogrammar Approach - By Simona Gravina I have a strong grounding in Latin and ancient Greek, two 'dead' languages that have helped me a great deal in life! Details in the image below. 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. CONTI Capital on LinkedIn: We are pleased to announce that Jeffrey randomsentencegen.com 31 March HLC Secondary Telford EPI & how to applying to KS4 not sure if it is open to externals, but you may want to try your luck if you are in the area? Help others learn more about this product by uploading a video! 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. 16. Learn About The Conti Method. Moreover, the linguistic content has been selected by the NCELP curriculum designers top-down and without any apparent guiding principle apart from high frequency for the target lexical items. and a BA in English and French Langs and Lit. Pitfall 8: Are we testing grammar-rule application or the retrieval of memorised exemplars? 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). inflectional endings, through acoustic or visual devices (e.g. Anderson, 1980) and espoused by the NCELP, Teacher Xs test evidences at best that her students are at the beginning of the skill-acquisition curve, I.e. Why is authenticity or at least an approximation of authenticity so important? The acronym stands for the following stages, each designed to build . 7-Routinization/Fluency training in this phase, a number of truly engaging and enjoyable pushed-output activities are staged which aim at consolidating the target material and speeding up its receptive and productive retrieval. It contains 16 units which focus mainly on the themes: myself, family and relationships, daily activities, my role model, hobbies and . Pay Less. Also, I have always found that textbooks, even when used in synergy with their associated workbooks, provide insufficient multimodal practice. 5. In a Tracking listening activity, the students may be asked to note down how many instances of AVOIR and ETRE they hear in an aural text flooded with perfect tenses read aloud at moderate pace. 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. Please note SECOND EDITION is now available and recommended for most users. 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. 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. : He delivers keynotes in major international events all year around, conducts over a hundred workshops for language teachers a year and visits as many schools, either to provide professional development or to help them improve their curriculum design and delivery. Please note that The Language Gym www.language-gym.com website is an ideal supplement to this booklet. 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. Each phase in the sequence primes the next one. Amazon.co.uk: Gianfranco Conti: Books In the Autonomous recall stage (the A in EARS), I always recommend embedding a short grammar assessment task, e.g. 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. Fig. 18. Thorough processing means that, if you have flooded the input with the target graphemes/phonemes, the chances of the students learning SSC are likely to be multiplied. In the Fluency-training phase, tasks and games aimed at speeding up accurate production of the target sounds (e.g. by Jonnylee. German Sentence Builders - A Lexicogrammar Approach - ANSWER BOOKLET (The Language Gym - Sentence Builder Books). 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 . 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). In a series of French lessons on what one did last weekend, do we need every single verb requiring ETRE in the perfect tense, as textbooks usually do? I thought the level will go up to end of KS3, but it us only up to Yr. 7. The activities, based on Paul Nations research into fluency training, typically involve: (1) repeated processing, (2) task-repetition; (3) pre-task priming; (4) pre-task planning; (5) incrementally challenging timed constraints. The real MARSEARS: how an EPI sequence TRULYunfolds, My summer 2022 Professional Development courses around theUK, https://networkforlearning.org.uk/courses/2022-06-08/epi-teacher-17-24-may-7-jun-2022, https://www.eventbrite.co.uk/e/how-to-use-extensive-processing-instruction-in-the-mfl-classroom-tickets-336766225847?fbclid=IwAR20EEp8OVk7Ke0_gxvTnKYJLs8ubt1Y0HGXNOflmIdyalKta1rPEO-6iZA, https://networkforlearning.org.uk/courses/2022-06-17/epi-teacher-17-jun-2022, https://networkforlearning.org.uk/courses/2022-06-24/curriculum-design-mfl-24-jun-2022, https://assets.cdn.thewebconsole.com/S3DB14202/images/V3DRAFT-2022-MLTAQ-Conference-Timetablev3.pdf?v=2&m=2d64c245f0c6c02361779af5b9671ae6, https://networkforlearning.org.uk/courses/2022-06-28/epi-teacher-28-jun-2022, https://networkforlearning.org.uk/courses/2022-06-29/epi-teacher-29-jun-2022, https://networkforlearning.org.uk/courses/2022-07-04/epi-teacher-4-jul-2022, https://networkforlearning.org.uk/courses/2022-07-05/curriculum-design-mfl-5-jul-2022, https://networkforlearning.org.uk/courses/2022-07-07/epi-teacher-7-jul-2022, Ten misconceptions about EPI (Part 1): on grammar andphonics, Catrin Ahston on how she applies EPI to TESOL in her classroom (Part2), https://catrinesol.wordpress.com/2022/01/20/how-i-use-an-extensive-processing-instruction-epi-approach-with-entry-3-esol-students-part-2/, My language learning website: The Language Gym, My favourite read-aloud tasks and how I use them, My approach: Extensive Processing Instruction (E.P.I.) writing) is unlikely to be easily transferred to another (e.g. 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. From Building Sentences to Sentence Building - my journey to MARS; Language Gym: Life and Languages in the Time of Covid; Teaching languages using E.P.I. how to remove stains from silicone spatula; mississauga rebels home arena; german sentence builders conti. Contact, Raheem Zafar: Stgrz@broadway-academy.co.uk. Full content visible, double tap to read brief content. As happens with grammar, phonics too are taught through a synergy of Explicit and Implicit instruction. (see figure 4, below). The art and science of creating sentence builders - key factors to 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. When expanded it provides a list of search options that will switch the search inputs to . The rationale: the ability to perform productive retrieval emerges later than receptive. Teaching ideas for using Sentence Builders | Teaching Resources Read instantly on your browser with Kindle for Web. Spanish - Primary Sentence Builders - BOOK 1. Dont make the mistake as I did for many years, of explaining a grammar rule, then giving a list of examples and finally asking the students, without any substantive receptive processing, to produce sentences to show you they have understood. 4. When expanded it provides a list of search options that will switch the search inputs to match the current selection. My criticism wasnt meant to be an ad hominem attack on Teacher X. Read online free German Sentence Builders Beginners ebook anywhere anytime. Finally, I am the proud father of Catrina Jade Conti. 1. Make sure that you find opportunities for recycling through retrieval practice activities, texts, my staircase design (Smith and Conti, 2021) but also, and more importantly, by sequencing your achievement units smartly so that each subsequent unit lends itself naturally to the recycling of the core structures practised in the previous one(s). 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. , Publisher I researched Language Acquisition, Essay Writing, Error Correction, Learning Strategies and Learner Training impact on L2-writing proficiency under the supervision of Professor Macaro, Head of the Oxford University Department of Education and Editor of the prestigious ' International Journal of Applied Linguistics' both on my Ph.D and on a large-scale research project in Oxford comprehensive schools (documented in Macaro, 2001's book). You can easily plan a lesson around each page. <br><br>Accumulated expertise in product development . If you want to know more about my approach, do get hold of my books, co-authored with Steve Smith: Breaking the sound barrier: teaching learners how to listen and Memory: what every language teacher should know. In fact, one advantage that EPI has over approaches like the one championed by NCELP, is that, not just the target vocabulary, but also the target phonics and grammar are selected as tools which enable the learner to fulfill a communicative purpose and are seamlessly and organically integrated in the linguistic and even cultural fabric of each unit of work, which allows for abundant meaningful recycling. processing). E.g., if teaching ils regardent, do ensure that they have routinised the correct pronunciation of ent (i.e. 10th-11th November CSC Consortium (open to CSC teachers only), https://www.cscjes.org.uk/events/view/17a02783-7284-4d9d-9424-4b34b8f12dd9, Jersey, 14th November EPI with a focus on Listening as Modelling and evidenced-based MFL pedagogy. 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. The ticks refer to the recycling of the target items (the material included in the sentence builders).
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