ET: Never mind
Using this one point is a bit tricky so we reviewed it carefully to make sure that she was confident with it. She gave me a scenario where her daughter had dropped an expensive vase and she had told her to “never mind” about it.
Routine: 10
I gave this student the 10 questions from this routine to write down and then got her to ask me them in order. As she asked me the questions, I made up a story to answer them,watching her jot down notes along the way. At the end of the story, I rephrased the questions so that she would have to remember what I had just told her. She got most of them right without any problems because she had been listening intently, as well as taking very neat, concise notes.
Item: Adjectives 2
After going through the new vocabulary for describing people, we went through a few test runs to make sure that she could apply what she had learned. First, I described one of the pictures in the textbook, using as many of the new vocab words as I could. She then guessed which man I had described. Once she guessed correctly, we switched and she practiced describing the character that she had secretly chosen. Then I got her to describe her husband to me and she had a fun time trying to remember all of his facial details. To wrap up the item, I described a teacher to her, not telling her who it was that I was describing. After she had finished the drawing, she was desperately wondering who it was that she had drawn. When I told her that it was Gavin, she burst out laughing, asking me if Gavin really had thin eyebrows. And was I sure that his hair was straight? Well… my memory isn’t the greatest when it comes to facial features so I told her that we would check to see if the drawing was accurate after the lesson.
One point: I couldn’t (A) because (B)
Apparently, she doesn’t like raw fish she gave the example. “I couldn’t go into the sushi restaurant yesterday because I hate raw fish.” She’d gotten the one point down without any difficulty and was eager to pay Gavin a visit so I thanked her for her time and together we went out into the lounge. Gavin was a bit startled to see her standing there with her notebook, doing some kind of visual comparisons. When she said to me, “Gavin has curly hair, not straight hair!”, Gavin pretty much had a good idea of what we were up to. This was a lesson that we both really enjoyed!
– SJ
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