Today I had a student who is high level.
We worked through the previous one point rather smoothly and then moved onto the…
Last week I had covered routine 13 with this student so I took this opportunity to go over reported speech with her to see of she remembered by asking her the last question in the routine. There were still a few small grammar points to iron out and as always with yellow students I never let them give me an incorrect answer, making sure that my ears are pricked and tuned to every single preposition, verb ending and `th` sound that they utter.
I wrote up on the white board a story that I had created around a set of phrasal cards, leaving the phrasal verbs blank. After going through the story and letting her guess the missing phrases we than went through the answers. This activity is usually successful as it allows higher students to see the phrases in a real situation so that they can picture the usage clearly. It also allows me to throw into the story other new, sophisticated vocabulary that the student can see on the board. Rather than speaking about a topic and then noting any new vocab the student may stop me on, this pre-packaged story lets me control new vocabulary that I may feel appropriate for the student.
The one point for today was not challenging for the student at all “The sooner the better“ but it meant that we could chat around the topic and even though a yellow student may have a high level of English it doesn’t mean that they have a better one point memory than a pink one. We’ll see!
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