Spanish Sentence Builders - TRILOGY - Part II

The book contains 13 macro-units which concern themselves with a specific communicative function, such as ‘Saying what I do at home, ‘Making after-school plans with a friend’, or ‘Describing my street’. Each unit includes: a sentence builder modelling the target constructions; a set of listening activities to model and input-flood the target language a set of vocabulary building activities which reinforce the material in the sentence builder; a set of narrow reading texts exploited through a range of tasks focusing on both the meaning and structural levels of the text; a set of translation tasks aimed at consolidation through retrieval practice; a set of writing tasks targeting essential writing micro-skills such as spelling, functional and positional processing, editing and communication of meaning. a “Bringing it all together” section to recycle and interleave the target language seen in previous units At the end of each term, there is also an End of Term - Question Skills unit. These units are designed to model asking and answering the key questions which have been studied throughout the term. This is also an additional opportunity for structured production as students move towards routinising the language and producing spontaneous speech by the end of the term. Listening files These can be accessed by going to language-gym.com/listening – access is free, and you can also share this link with students if you want to set a listening homework. Each sentence builder at the beginning of a unit contains one or more constructions which have been selected with real-life communication in mind. Each unit is built around that construction but not solely on it. Based on the principle that each E.P.I instructional sequence must move from modelling to production in a seamless and organic way, each unit expands on the material in each sentence builder by embedding it in texts and graded tasks which contain both familiar and unfamiliar (but comprehensible and learnable) vocabulary and structures. The point of all the above micro-units is to implement lots of systematic recycling and interleaving, two techniques that allow for stronger retention and transfer of learning. Gianfranco, Dylan & Ryan