Smith’s School of English Lessons
I had a pink level student today. I prepared a basic Item and a basic Routine as well. During pre-lesson preparations, I noticed that this was her first time the student comes in for lessons and her trial lesson teacher used part one of the Morning Routine. The trial lesson teacher mentioned in the trial lesson report that this student was a little shy and confidence level is low. So I decided to review the routine bit that she did in the trial lesson, so that she could see the continuance of our coaching here, and feel comfortable with a new teacher.
Since this was the student’s first lesson she had no One Point from a previous lesson. I started my lesson with introductions since it was our first encounter and she was also coached on those points in the trial lesson. When she managed to tell me about her job, at hobbies and family, I gave her a big thumb-up and told her she had done well applying what she was taught earlier. Her eyes lit up and gave me a lovely smile.
Item – Basic/ ordinal numbers – From Smith’s School of English Item Series
I then moved to item. I wrote down some ordinal numbers on the board and from her reaction I could tell that she knew about these numbers. We went on and practiced the reading of some of the more difficult numbers. I then asked her if she could tell me how to use these numbers. She thought for a while and pointed at the calendar on the wall. So I wrote down ‘dates’ on the board, and started giving her the question cards related to dates. Whenever she found a new word in the question card, I would jot it down in the vocabulary box. We then practiced using ordinal numbers on building floors and times with the help of the activity book. The student was performing well and seemed to enjoy the dialogue form of practice. I then closed the activity book and asked her to have a dialogue with me based on the information she was given on a card. She was a little nervous about that, but set out to try after my encouragement. She only made one mistake during the role-play dialogue, and I didn’t bother correcting her as I thought she had already done a fantastic job on her first day!
Routine 1 – From Smith’s School of English Routine Series
Then comes the Routine part of the lesson. In order not to overwhelm the student, I decided to do a quick review on part one of the Morning Routine that she was familiar with from the trial lesson. I wrote down the hint bar on the board and I could see my student nodding. The revision provided a perfect lead to the second part of Routine 1.
After we quickly went through that, I erased the board and created a new hint bar for the second part of Routine 1 as well as 4 questions from the basic course:
1) kitchen 2) breakfast 3)table 4)breakfast 5)room 6)pajamas 7)clothes
Q’s: 2, 3,7 and 8.
I started eliciting answers from the student. As she was familiar with this type of lesson, she managed to give me all the answers without too much trouble. We then moved on to work on stretching, I wrote down the conjunctives that might help her on the board, gave her one example, and she was already giving me her version of stretching, three sentences combined from 7. Before she realized it, it was time for me to give her our last part of our lesson, the one-point.
One-point : A1.9 – From Smith’s School of English One Point Series
It’s on me! I told my student that she had done such a good job today that I was going to buy her dinner! And introduced this one-point. She laughed and said “thank you very much”. Before I showed her out, she commented that she didn’t realize time had gone so fast! Felt good to hear comments like that! 🙂