Date/Time: 1/18/2016, 2.00 – 3.00 PM
Location: Sturbucks (Tennessee street)
Topic/Skill: past simple and past continuous
Feedback provided to tutee: Since this was the first day we met, the tutee and I were speaking and asking questions each other. He is from Saudi Arabia. I realized that his English level was basic and he needs to work especially in his grammar. I found difficult to understand him at the beginning, because sometimes he speaks very low. I think he is afraid of making mistakes and feels unsure about his oral skills.
Today's lesson was based on the past tense. So, I explained her for about 3 minutes the main differences between past simple and continuous in a chart. After that, I provided him a multiple choice activity and so far, he did it well. When he made a mistake and told him why he picked the incorrect answer.
After that, I provided him some flashcards with infinitive irregular verbs and I draw a table in the notebook. So, he had to write down the past tense of the verb and then create a sentence. That way it is easier for him to learn irregular verbs.
Location: Sturbucks (Tennessee street)
Topic/Skill: past simple and past continuous
Feedback provided to tutee: Since this was the first day we met, the tutee and I were speaking and asking questions each other. He is from Saudi Arabia. I realized that his English level was basic and he needs to work especially in his grammar. I found difficult to understand him at the beginning, because sometimes he speaks very low. I think he is afraid of making mistakes and feels unsure about his oral skills.
Today's lesson was based on the past tense. So, I explained her for about 3 minutes the main differences between past simple and continuous in a chart. After that, I provided him a multiple choice activity and so far, he did it well. When he made a mistake and told him why he picked the incorrect answer.
After that, I provided him some flashcards with infinitive irregular verbs and I draw a table in the notebook. So, he had to write down the past tense of the verb and then create a sentence. That way it is easier for him to learn irregular verbs.
Sometimes, we stopped the activity and I provided
some feedback regarding the sentence he gave. For instance, he wrote ( I went to Wakulla Springs last semester). So, we spoke about
different places to visit in Florida. Thus, instead of focusing just on the
activity, I gave him the opportunity to express his ideas orally to practice
speaking as well.
Also, when he wrote sentences, I realized that the
use of prepositions were sometimes incorrect. Likewise, he did not write the
determiners, so I told him where he should write them and why. For instance *I
ate apple, instead of “an apple”.
Lesson(s) about tutoring and/or the tutee you learned: he works really hard, so I bet that at the end of the semester he will improve his grammar. At the beginning of the class, he seemed quite intimidated but at the end of the lesson I realized he was feeling more relaxed and he spoke louder, which was very helpful. I learned that some students feel sometimes embarrassed when speaking their second language, so we need to push them to practice the target language. It is important to tell them, as teachers, that they need to practice it in order to learn. The tutee told me he wants to learn how to take notes when doing a listening activity. So, for the next class, I will bring easy listening activities and teach him what and how to write keywords and the main ideas.
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