This is a sample unit from Spanish Sentence Builders - TRILOGY - Part 1 - SPEAKING BOOKLET. This unit is Unit 11 - Saying what I and others do in our free time - Ir / Jugar / Hacer. We are giving this away in order for teachers to have a strong understanding of what the book looks like and is about, seeing as this book is very different from any that we have previously made. This book has been designed as a resource to use in conjunction with the E.P.I. approach and teaching strategies in a bid to scaffold oral communication by gradually moving from highly structured tasks (e.g. ‘Oral Ping Pong’, ‘No snakes no ladders’, ‘Communicative drills’) to semi-structured ones (e.g. ‘Surveys’, ‘Things in Common’, ‘Detectives and Informants’). The book contains 15 units which concern themselves with specific communicative functions, such as ‘Describing people’s appearance and personality’, ‘Saying what you like and dislike’ or ‘Saying what you and others do in your free time’. Each unit includes a sentence builder with the target constructions and vocabulary followed by a series of tried and tested Conti E.P.I. speaking games sequenced so as to pose a gradually increasing degree of challenge. The speaking games included are: o Oral Ping Pong o Find Someone Who o No Snakes No Ladders o Staircase Translation o Faster! o Fast & Furious o Communicative Drills o Fluency Cards o Trapdoor o Things in Common o Detectives & Informants o Information Gap Tasks As already noted, the above games are sequenced in ascending order of linguistic and cognitive challenge. The focus is on gradually building up students’ fluency and autonomous competence. These games fall in the ‘Structured Production’, ‘Routinization’ and ‘Spontaneity’ phases in Dr Conti’s MARS EARS pedagogical cycle, which is central to his E.P.I. approach.

A template for Dr Conti’s Delayed Copying activity. Instructions are contained within the document on first page. Feel free to download and then adapt to you own topics.

An Extensive Processing Instruction style Sentence Builder on the topic of giving opinions about school subjects.

Part of complete “Describing relationships” pack. This detailed and comprehensive sentence builder enables students to accurately speak and write, in depth, about positive relationships in the masculine form. Tested and re-tested and upated for maximum useability. Students can talk about who they get along with and give complex reasons why. As with all my Sentence Builders Language is carefully selected to be high frequency, high level and idiomatic. Students have loved using this SB as part of a unit to describe “the best person in the world” (for “worst person” check out the full pack) in a natural, idiomatic and creative way - making this one of the favourite topics learnt, two years running. KEY FEATURE: Using this Sentence Builder, any student can ONLY make detailed, idiomatic and correct answers. There are NO impossible combinations. Used as the basis for a Extensive Processing Instruction (Conti methodology) sequence of lessons. Highly checked for accuracy and useability. Language is ambitious, but presented simply, clearly and logically so as to minimise cognitive overload, therefore useable with and perfect for differentiating for learners of all abilities - either for top/lower sets, or mixed ability groups. Heavily tested in class and revised/improved over the last two years. Has previously worked particularly well with our Y9 sets but is perfectly suitable for all of KS3. Sentence Builders can be easily edited if you want to reduce the difficulty for younger groups. Feedback welcome.

This is the most up to date Sentence Builder for French Beginner Sentence Builders.

These are the complete Units 1 & 2 of Chinese Sentence Builders - including answers (usually available as a separate book) - available to purchase on Amazon and from language-gym@piefke-trading.com 本书共有十九个大单元，它们各自都有一个具体的沟通功能，比如“描述他人的外貌和性格”，“比较和对比人群”，“描述你喜欢和不喜欢什么”，“描述你和他人在空余时间做什么”。你可以在目录里看到每个沟通功能的注解。 The book contains 19 macro-units which concern themselves with a specific communicative function, such as ‘Describing people’s appearance and personality’, ‘Comparing and contrasting people’, ‘Saying what you like and dislike’ or ‘Saying what you and others do in your free time’. You can find a note of each communicative function in the Table of Contents. 每个单元包含如下内容： Each unit includes:  一个汉语组句结构法的目标句型； a sentence builder modelling the target constructions;  一系列用以巩固组句结构法的组词练习； a set of vocabulary building activities which reinforce the material in the sentence builder;  通过不同的关注于文本意思层面和文本结构层面的练习来进行文本精读； a set of narrow reading texts exploited through a range of tasks focusing on both the meaning and structural levels of the text;  一系列的翻译练习旨在通过检索信息的练习（retrieval practice）进而巩固学习成效； a set of translation tasks aimed at consolidation through retrieval practice;  一系列的写作练习用于强化微写作技巧，如：拼写，对（词句）功能和（信息）位置的处理，编辑以及意义的传达。 a set of writing tasks targeting essential writing micro-skills such as spelling, functional and positional processing, editing and communication of meaning.

Recommended reading/viewing list on articles related to topics that may come up in the June 2019 Edexcel IAS exam. If students read them all, they will greatly improve their confidence/ability going into the mock! Students may want to create Quizlets with key language as they go and share these with classmates.

After many many requests by my students I caved and used Despacito as a teaching resource - but not before rewriting the lyrics to make them 1) GCSE appropriate 2) highly respectful to women (but much less respectful to the reggaeton genre). This is a resource for an engaging listening lesson. There is a link to a Quizlet on key vocab for the song, a worksheet with the lyrics and a variety of micro-listening exercises working on fine-listening skills (detecting minor errors + single letter/whole word gap fills). Last paragraph also contains errors in the actual song! Finally, there is also a TeachVid resource linked in the document too, to use as a follow up to the listening activity. There is also a link, inside the resource to me performing the song (I did my best, be kind! - but also I don’t mind, so long as students find it engaging and progress in their Spanish)

ONE detailed and comprehensive sentence builders to enable students to accurately speak and write, in depth, about teachers they dislike - part of a series of three school sentence builders. Am sharing as a sample. Used as the basis for a Extensive Processing Instruction (Conti methodology) sequence of lessons. Highly checked for accuracy and useability. Language is ambitious, but presented simply, clearly and logically so as to minimise cognitive overload, therefore useable with and perfect for differentiating for learners of all abilities - either for top/lower sets, or mixed ability groups. Heavily tested in class and revised/improved over the last two years. Can be adapted for all of KS3 - but would work particularly well with a top set Y8-Y9. Sentence Builders can be easily edited if you want to reduce the difficulty. Feedback welcome.

This is a list of the top 20 most useful idioms in Spanish (IMO) for describing people. In addition to translations and some agreement notes for usage, I have also provided a model sentence for each so students can see them in context. Handy for advanced KS3/4 (or older) students wishing to improve their ability to describe people in a more native/idiomatic way.

A collection of Sentence Builders from The Language Gym SPANISH Grammar workout units (beginner and intermediate levels) in WORD format.

A collection of Sentence Builders from The Language Gym SPANISH Grammar workout units (beginner and intermediate levels) in WORD format.

A whole unit of work on the topic of food - breakfast/lunch/dinner and complex reasons for liking/disliking. Good for at least 8 lessons of teaching, ideal for KS3. Contains: -Sentence Builders on food -Four big listening exercises (including a teacher pack with instructions , answers, mp3s) Translation exercises ‘Delayed Copying’ Game ‘Disappearing Text’ Game ‘Algo game’