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EPI is a communicative approach which aims at fluency and spontaneity.
EPI is a communicative approach which aims at fluency and spontaneity.
"Achieving fluency and spontaneity is a time-consuming business. You can’t move from unit to unit every six weeks hoping to achieve durable learning"
Deep Dive into Dr. Conti E.P.I
Deep Dive into Dr. Conti E.P.I
The rationale behind the approach
main stages and examples of activities to use in class
From MARS to EARS (from modeling to spontaneity)
From MARS to EARS (from modeling to spontaneity)
method for structuring language learning units. It's acronymized as MARSEA, which stands for:
Modelling
Awareness-raising
Receptive processing
Structured Production
Expansion and Autonomy
These components comprise the core of each unit of work in the language learning process. Additionally, there are two phases labelled RS, which stand for Routinization and Spontaneity. These phases focus on consolidating and automating the material learned and integrating it with previously learned material.
The Mars EARS approach emphasizes a structured progression through language learning units, incorporating various techniques such as modelling, awareness-raising, receptive processing, structured production, and fostering expansion and autonomy in language use.
Curriculum design and lesson planning in MFL
Curriculum design and lesson planning in MFL
Enriching sessions on the underpinning principles of curriculum design.
Implementing EPI at KS4
Implementing EPI at KS4
A comprehensive set of techniques to effectively implement EPI at Key Stage 4 using P.I.R.C.O. sequence, i.e. an adaptation of the MARSEARS sequence with classes in the CEFR A1-B1 levels range
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