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. 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. French Verb Pivots. 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 clarity will inform my assessment practices. 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. Full content visible, double tap to read brief content. 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. 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). The result is a random and decontextualised list of phonics, words and grammar rules for the students to regurgitate. German - GCSE Revision - Conti Dr. Gianfranco 2021-05-07 This book is meant as a revision resource for GCSE German. US$32.27. gianfrancoconti1966 Our payment security system encrypts your information during transmission. As mentioned in point 18, the fewer the core grammar items one teaches, the easier it is to recycle them. German Pre-intermediate to Intermediate Sentence Builders. I hope to meet you at one of the events to, 6th March Curriculum Design Tavistock College, Tavistock (Devon) Contact Alison Savage: a.savage@tavistockcollege.org, 7th March EPI for Primary teachers EAS Consortium (Cardiff) Not open to externals, 8th March EPI for secondary teachers EAS Consortium (Cardiff) Not open to externals, 9th March (6 AM UK time) ONLINE: Dulwich College Shangai Pudong (Becoming an EPI teacher, PART 2) Not open to externals, 9th March (4 PM UK time) ONLINE: Becoming an EPI teacher (PART 3) Different time from the same day course with Dulwich, 10th March Ashtead (Surrey) Becoming an EPI teacher. 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). 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. Many pupils unpromptedly left the test saying It was easy Miss. the one learnt in previous units on describing classroom objects, people animals, etc.). 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. Also, going slower means being more inclusive thereby increasing the chances of a higher future GCSE and A-level uptake.
