Figure 2 : the MARS EARS CYCLE at KS3, adapted to contexts where one teaches 20 to 24 lessons per term. is a workbook aimed at beginner to pre-intermediate students co-authored by three modern languages educators with over 60 years of extensive classroom experience between the three, both in the UK and internationally. Listening-as-modelling (sentence builder), Speaking, Reading and Vocab building activities. This book will soon be adapted to French and German and possibly to other languages (e.g. Dont simply assess the learning of a grammar structure based on a test carried out when the retrieval strength is high (i.e. He is also currently working on a series of revision books aimed at GCSE Modern Language learners, two of which have already been published, whilst German and Italian are still in the works. 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. You will do both. Editing activities (e.g. The highly-patterned texts are flooded with the target features and contain at least 90 % comprehensible input. Thus, phonics teaching starts implicitly from the get-go, in the Modelling phase. This no-frills book contains 19 units of work on very popular themes, jam-packed with graded vocabulary-building, reading, translation, retrieval practice and writing activities. Receptive and productive activities from the previous phases (in which the target rule is task-essential) can be employed here. Also, revision quickies are interspersed throughout the sub-units and every macro-unit ends with a massive recap of everything covered thus far. 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. Our payment security system encrypts your information during transmission. Every macro-unit includes 7-8 sub-units for a total of 55 sub-units. Another way to maximize subconscious learning is to exploit input at all level of grain (Nick Ellis, 2015), by staging intensive reading and listening (i.e. No snakes no ladders), Interactive oral games (Oral ping-pong) and competitions (e.g. Despite having taught for so many years, something always puzzled me: how can you teach fluency in a language in three hours a fortnight? 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. 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). Reviewed in the United Kingdom on 26 September 2020. Always assess grammar uptake (1) through a mixture of structured assessment (e.g.
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