Spanish Sentence Builders - TRILOGY - Part 2 - SPEAKING BOOKLET (The Language Gym - Sentence Builder)

Spanish Sentence Builders - TRILOGY - Part 2 - SPEAKING BOOKLET can be used as an accompaniment to the main Spanish Sentence Builders TRILOGY - Part 2 book, or as a standalone volume for any teacher wanting to stage speaking activities on the covered topics.

The topics included are:

TERM 1
1. Talking about the weather & free time
2. Talking about my daily routine & activities
3. Saying what I do at home
4. *OPTIONAL: Talking about the clothes & weather
5. My weekend plans – food & leisure

TERM 2
6. Saying where I live
7. Saying what I can do in my neighbourhood
8. Describing my street
9. Describing my home and furniture

TERM 3
10. Saying what I did in my neighbourhood
11. Saying what I did & am going to do at the weekend
12. Making after-school plans with a friend
13. *OPTIONAL: A future trip to Cádiz

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 activities in this book should be carried out after an intensive listening and reading phase, in which the students have been flooded with highly comprehensible input containing the target vocabulary and grammar structures, thereby processing them receptively many times over.

What’s inside
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:

• Oral Ping Pong
• Find Someone Who
• No Snakes No Ladders
• Staircase Translation
• Faster!
• Fast & Furious
• Communicative Drills
• Fluency Cards
• Trapdoor
• Things in Common
• Detectives & Informants
• 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.

Many thanks for reading this. We hope that both you and your students will find this book useful and enjoyable.
Gianfranco, Dylan & Ben