14. , Paperback Make it enjoyable (Graham, 2022). : For the past year we developed our resources throughout the year for our KS3 classes in French, Ivrit. 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. Download German Sentence Builders A Lexicogrammar Approach full books in PDF, epub, and Kindle. We work hard to protect your security and privacy. Hard to see the logic of such an approach. Will they do as well? A must have for all teachers of German. con mi/mis/su/sus/etc. gianfrancoconti1966 We work hard to protect your security and privacy. No? As happens in the previous phases, one will alternate tasks which focus on negotiation of meaning (Messengers, Dictogloss, Five, Detective and Informants, All for one and one for all, Secret sentences, View and Recall race) with others which focus on form (e.g. Part of: The Language Gym - Sentence Builder Books (11 books), Learn more how customers reviews work on Amazon. Her students still have many months or even years to go before they are able to deploy the indirect pronoun + gustar construction in fluent speech. 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. It can also be useful with lower-to-intermediate learners (years 9 to 11 in the U.K.) in order to consolidate, expand and deepen their mastery of those verbs and patterns. 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. Contact: ayafai.staff@sidneystringeracademy.org.uk, 14th July: Birmingham Curriculum Design and procedures. With non-transparent (deep orthography) languages where the sound-to-spelling correspondance is fairly low, such as French, do ensure that the students can accurately read aloud the morpheme(s) associated with the target structure. This is invaluable too. Reviewed in the United Kingdom on 26 September 2020. Always assess grammar uptake (1) through a mixture of structured assessment (e.g. Here are her reflections on her journey into EPI and how it has played out in her school. 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. The focus on the listening skill, often the forgotten skill, made complete sense. We are sorry. Thus, phonics teaching starts implicitly from the get-go, in the Modelling phase. right at the end of series of lessons on it, when it is expected and the students have had it in their focal awareness for weeks). Everyday low prices and free delivery on eligible orders. 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. Also without the errors that are in some of the other books in this series. ${cardName} not available for the seller that you chose. Pitfall 8: Are we testing grammar-rule application or the retrieval of memorised exemplars? and a BA in English and French Langs and Lit. Free shipping for many products! (Especially with students with low L1 literacy) Show (e.g., through a think-aloud protocol) how you would form and use the L1 equivalent of the target L2 structure first and draw or elicit a comparison from the students. It can be used independently by students as well as for teacher-directed classroom practice. 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). He has taught Modern Languages for nearly 30 years at primary, secondary and university levels. Newest . When expanded it provides a list of search options that will switch the search inputs to . The beauty of teaching lexicogrammar is, of course, that chunk-learning bypasses the natural order and sequences of acquisition. The verbs are: Tener, Ser, Hacer, Ir, Gustar, Estar, Jugar and Modal verbs. 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. Description. He lives in Kuala Lumpur, Malaysia. In other words, if the to-be-translated sentence reads, They dont like reading fashion magazines because its boring. Finally, he runs an influential blog on MFL pedagogy, The Language Gym (gianfrancoconti.com), which has won him several international awards. Obviously, each MARSEARS sequence must not be considered in isolation but in relation to the curriculum as a whole, always ensuring that the core items you have identified as the non-negotiables (or Universals, as I call them), the must-learn phonics, vocabulary and grammar, are constantly recycled across contexts, consistently with the Transfer Appropriate Processing principle and with what we know about memory decay and proactive/retroactive interference (Bjorks law of disuse). SALT conference. 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. Editing activities (e.g. 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. 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. In the second part of this phase, the teacher proceeds to work on connected texts, which include current and previously studied material. A brief guide on how to use a sentence builder for those who aren't familiar with this fantastic tool that has been championed by MFL pedagogy legends such as Gianfranco Conti, Steve Smith and Dylan Vinales - I do not take credit for these ideas, I am simply organising them into a concise list of my personal favourite . Due to anonymity, gender plays a smaller role in underground cybercriminal forums, where people are valued more for their skillsets and experience. Winner of the 2015 TES best resource contributor award, founder and CEO of www.language-gym.com, co-founder of www.sentencebuilders.com and creator of the E.P.I. Read reviews and buy German Sentence Builders - A Lexicogrammar approach - Second Edition - (The Language Gym - Sentence Builder Books) 2nd Edition by Gianfranco Conti at Target. Brief content visible, double tap to read full content. Grammar is also learnt explicitly, through activities which deliberately direct the learners attention to the target features (see figures 5 to 8 below). There is no going back! Both nicht and kein will have the same position in a sentence, which will vary depending on other words used in the sentence. Move gradually from receptive processing to highly structured, then semi-structured and finally unplanned production. Contact: loveridgek@denmarkroad.org, 8th June (ONLINE): Full-day Becoming an EPI teacher course: https://networkforlearning.org.uk/courses/2022-06-08/epi-teacher-17-24-may-7-jun-2022, 10th June: Curriculum Design and procedures. Reviewed in the United Kingdom on 22 May 2021. determiners, auxiliaries, discourse an time markers, pronouns) as grammar, not as vocabulary. 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. : 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. All resources. 7th July: Epsom Becoming an EPI teacher https://networkforlearning.org.uk/courses/2022-07-07/epi-teacher-7-jul-2022 Epsom, 8 July: Leicester- Lionheart Educational Trust (not open to externals), 11th July: East Riding Yorkshire (event not open to externals), 13th July: Coventry Evidence-based strategies for effective and enjoyable grammar learning. may be used to elicit the rapid retrieval of the target feature in a communicative context. As mentioned in point 18, the fewer the core grammar items one teaches, the easier it is to recycle them. Expect More. It can be used to introduce the target verbs and associated grammar and lexicogrammar patterns to absolute beginners. 20 June Cardiff, 21st June: Curriculum Design and lesson planning in MFL. Keynote. Please try again. 13 Nov 2022. Please note that this book is best used in synergy with www.language-gym.com and www.sentencebuilders.com , both website featuring self-marking games and activities based on its content. 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. Dr Gianfranco Conti: Publsiher: Unknown: Total Pages: 0: Release: 2022-04-05: Genre: Electronic Book: ISBN: 3949651438: 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. 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. Example of recycling/interleaving of ETRE and AVOIR in figure 4 below: . 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. The latter involve group work and are totally student-managed, typically consisting of competitions between two players with a referee/coach (equipped with an answer sheet) providing instant positive or negative feedback and awarding points. 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. 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. Sadly, most textbooks in England do exactly that, thereby setting up a lot of students, even those of high ability, for failure. #3. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. 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. The Language Gym - Sentence Builder Books, FREE Shipping on orders over $25 shipped by Amazon, ASIN After viewing product detail pages, look here to find an easy way to navigate back to pages you are interested in. Spanish 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. 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. 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. I thought the level will go up to end of KS3, but it us only up to Yr. 7. by Gianfranco Conti, PhD. 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. This 'no-frills' book contains 19 units of work on very popular themes, jam-packed with graded . That clarity will inform my assessment practices. 5 Expansion this phase is about learning explicitly the morpho-syntactic patterns that have already been processed many times over. Figure 3: Transfer Appropriate Processing is at play when we attempt to transfer any knowledge acquired through a context/task to another. It was extremely helpful to students, however I quickly learnt I needed to cover it up during . 6. Hence, even though I may write fluently in the perfect tense in French, I may not be able to use it fluently in speech. Please try again. The activities include a balance of focus-on-form (phonics, grammar, syntax and function words) and focus-on-meaning activities. For instance, if, as part of the communicative function Describing people, you plan to teach words like mre, frre and pre, this may prompt you to focus on the phoneme //. The test-at-hand appeared to grade the sentences in terms of accuracy across the board, including the vocabulary and the other structures embedded in the sentences. Which brings me to the next point. The gunman then shoots the victim in the head, to the shock of the witness recording from inside a nearby building. To add the following enhancements to your purchase, choose a different seller. My Piranha grammar, Fast and Furious, Full circle). Recent Comments on dictations) or pre-task activation knowledge (e.g. (Listening-As-Modelling), Narrow Reading techniques, Retrieval practice tasks, Chunking-aloud games, Fluency-training activities, Universals, L.I.F.T, etc. inflectional endings, through acoustic or visual devices (e.g. I enjoy blogging about language teaching and learning and creating French/Spanish/Italian teaching materials which I publish on www.tes.co.uk where, in the last 3 years, I have uploaded over 2,000 free resources which have been downloaded over 5,000,000 times by over 100,000 language teachers worldwide (my profile: https://www.tes.co.uk/member/gianfrancoconti1966). 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. padres/amigos/hermanos/etc.) Learn more how customers reviews work on Amazon. , Dimensions I have to adapt it for Yr 9 pecially to bring it to the correct level of structures and grammar. and the target structure is the use of the indirect pronoun + gustar in Spanish, what happens if a student gets Les gusta right but gets everything else wrong? 6.How can one supplement this book to enhance its impact? By making such claims and advertising them to the twitterverse with the keen support of NCELP, one may end up misleading the language-teaching community into adopting assessment practices which as I have tried to demonstrate above- , are actually flawed in many ways. 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. Pupils KS3 end of year results have been very good indeed with such a huge percentage obtaining Mastery. Note that on the latter website, 58 sentence builders based on the Spanish verb pivots book are already available. 4. a phenomenon whereby repeated processing of the same syntactic pattern leads to subconscious learning of grammar. In this post I intend to show how the test, the interpretation of its results and the claims made by Teacher X about its outcomes exemplify some common pitfalls of much grammar assessment which undermine the reliability and validity of testing practices in many school settings. This is not a book exclusively aimed at EPI teachers! 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. It goes without saying that the repeated processing and the constant recycling also makes it easier for the content to become effortlessly entrenched. : the students simultaneously process aural and written input. Contact: atebb@habsgirls.org.uk, 4th July: Reading. German Sentence Builders - A Lexicogrammar approach: Beginner to Pre-intermediate: Conti, Dr Gianfranco, Viales, Mr Dylan, Weidner, Mr Thomas, Porter, Ms Isabelle . (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. For our pupils, great engagement levels and fantastic results mirrored the success of this approach! In this post I have provided an outline of the MARSEARS sequence faithful to the true letter and spirit of EPI. Dylan co- founded the fastest growing professional development group for modern languages teachers on Facebook, Global Innovative Languages Teachers, which includes over 16,000 teachers from all corners of the globe. The author of the tweet, henceforth referred to as Teacher X, attached a snapshot of the test, designed to assess the learning of a fairly complex Spanish structure, the use of the indirect pronoun with verbs like gustar. 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.