Tutee session with TZ and YY, Wednesday April 8, 3:00-5:00 pm
We meet at CIES lounge. YY has returned after a couple of weeks in China where she had to take an exam, check in at work, and had the opportunity to visit family. Before she left we had talked about her husband and young daughter coming to visit America and visiting Disney World. I had a guidebook to the theme parks with lots of tips and planning advice and I had brought that to our meeting to give her and use as a topic. I had already marked some key pages for her situation so she would not have to wade through the entire book. We took some time to read and discuss a few. One recommendation is to reserve an on-site hotel room when taking several days and traveling with small children. For a little extra cost, you gain many conveniences that are very valuable for families. Since she was actively planning this trip and it was important, I could see her motivated to use her English to question me in more detail. Since I had experience with my own children when they were small, I could speak directly and did not need to look anything up or regulate my speech much on this subject.
I was very curious about YY's job that would send her to America to learn English. I asked a lot of questions to understand eventually that she is a recruiter of college students who want to attend foreign universities. She represents specific exchange programs for her province (Hubei) in Singapore and Thailand now and has been very successful recruiting top students. Her boss now wants her to prepare to represent programs in America. This shows a lot of confidence in her marketing ability, but she will need to communicate with the colleges in the future and visit them. So the government (or company) is investing in her English training and exposure to American culture. She will counsel and encourage many more Chinese students in the future to prepare to study in America. At least, that is how I understood her with a little translation help from TZ.
This was our most active 3 way conversation in English since starting and both students were very helpful to each other and to my understanding of jobs and student life in China. I think we introduced a lot of travel vocabulary: "jet lag", "time zone", "customs", "vacation", "terminal", "layover", etc. We also reviewed and added to the directions words. YY takes notes on her phone, TZ has a laptop. We visited a few websites related to planning a trip and talked about the process of making reservations and buying bus tickets online. We talked about the kinds of thinks to bring for a young child like where to find a basic stroller (Wal-mart $15). I want YY to try to read the marked pages in the tour guide and talk about her trip planning next time.
Showing posts with label TZ. Show all posts
Showing posts with label TZ. Show all posts
Tuesday, April 29, 2014
Sunday, April 6, 2014
Carlton TP #12
Tutee session with TZ only, Friday April 4, 2:00-3:30 pm
We meet at the Duroc Science library. We begin to focus on specific pronunciation targets using the tools I showed him before. The voiced and unvoiced "th" is one. I have discovered a very good pronunciation series on a YouTube channel called EnglishMeeting. The teacher does meticulous breakdowns of specific problems and his demonstrations are very clear. I want to watch more of these myself because I think the modeling he does is great. These can also be watched with a mirror for practice.
After a short time, TZ begins talking about his level one classes and how frustrating it is for him because some students are never prepared and do not seem to care. He says the teacher is having to repeat too much and cannot finish the lesson. I try to divert his attitude to focus on his own work, regardless, and to concentrate on his every chance in class to demonstrate his own efforts. I tell him the teacher is showing him how to form good habits and modeling a process he should try to understand. I know from observations that teachers are also frustrated by some students attitudes, but that they can usually manage around them. There are cultural differences in expectations of behavior that cannot be resolved in one session, either. I try to empathize with him, and I don't think other students are being disruptive, but TG is very serious about his lessons and goals.
At the library there was a scientific computing student exposition and I picked up the booklet of project abstracts. We looked at this together (TG is very interested in Ph.D. statistics study) and I used one to practice a little academic reading and vocabulary meaning clues in the roots of large words like: visualization, stand-alone, application, execution, functionalities, hydro-dynamics, and scenarios. We also used a dictionary to find a few meanings. I encourage him to look for more low-key student events in any department he was interested in because many occur that are open to an audience.
I tell him our communication has improved a great deal (and it has) in the last few weeks. I think he should be practicing his speech and listening more around native speakers, and not only at CIES and just practicing alone at home. He is not feeling very confident about this, so I invite him to a science lecture on campus. Like the visit to TCC, he seems to negotiate listening and speaking better when he is interested and involved. We agree to meet later.
We did attend the lecture and have some conversation about it, but it was very difficult listening. He could follow the presentation slides, but admitted to finding the speaking very hard to understand. I said he should still try to take advantage of the many opportunities that FSU offers for him to listen and speak to more people. I ask him what sport he likes and he says badminton (?) and ping pong. I am not sure about the former, but I assure him there must be some ping pong tables on campus somewhere and I ask him to explore, ask questions, and find them. I think he could have a good opportunity for a pickup game and a chance to practice speaking in a safe and friendly environment. I explain this openness to play games or sports with strangers is very common in America, and I would be happy to play sometime also.
Resource: https://www.youtube.com/watch?v=Ag4qoNzEH4w&list=PL0BCFCF3C52A241C7
We meet at the Duroc Science library. We begin to focus on specific pronunciation targets using the tools I showed him before. The voiced and unvoiced "th" is one. I have discovered a very good pronunciation series on a YouTube channel called EnglishMeeting. The teacher does meticulous breakdowns of specific problems and his demonstrations are very clear. I want to watch more of these myself because I think the modeling he does is great. These can also be watched with a mirror for practice.
After a short time, TZ begins talking about his level one classes and how frustrating it is for him because some students are never prepared and do not seem to care. He says the teacher is having to repeat too much and cannot finish the lesson. I try to divert his attitude to focus on his own work, regardless, and to concentrate on his every chance in class to demonstrate his own efforts. I tell him the teacher is showing him how to form good habits and modeling a process he should try to understand. I know from observations that teachers are also frustrated by some students attitudes, but that they can usually manage around them. There are cultural differences in expectations of behavior that cannot be resolved in one session, either. I try to empathize with him, and I don't think other students are being disruptive, but TG is very serious about his lessons and goals.
At the library there was a scientific computing student exposition and I picked up the booklet of project abstracts. We looked at this together (TG is very interested in Ph.D. statistics study) and I used one to practice a little academic reading and vocabulary meaning clues in the roots of large words like: visualization, stand-alone, application, execution, functionalities, hydro-dynamics, and scenarios. We also used a dictionary to find a few meanings. I encourage him to look for more low-key student events in any department he was interested in because many occur that are open to an audience.
I tell him our communication has improved a great deal (and it has) in the last few weeks. I think he should be practicing his speech and listening more around native speakers, and not only at CIES and just practicing alone at home. He is not feeling very confident about this, so I invite him to a science lecture on campus. Like the visit to TCC, he seems to negotiate listening and speaking better when he is interested and involved. We agree to meet later.
We did attend the lecture and have some conversation about it, but it was very difficult listening. He could follow the presentation slides, but admitted to finding the speaking very hard to understand. I said he should still try to take advantage of the many opportunities that FSU offers for him to listen and speak to more people. I ask him what sport he likes and he says badminton (?) and ping pong. I am not sure about the former, but I assure him there must be some ping pong tables on campus somewhere and I ask him to explore, ask questions, and find them. I think he could have a good opportunity for a pickup game and a chance to practice speaking in a safe and friendly environment. I explain this openness to play games or sports with strangers is very common in America, and I would be happy to play sometime also.
Resource: https://www.youtube.com/watch?v=Ag4qoNzEH4w&list=PL0BCFCF3C52A241C7
Carlton TP #11
Tutee session with TZ only, Wednesday April 2, 3:30-6:00 pm
We meet at CIES lounge. YY is expected to return Saturday. By text TZ had asked that we work on TOEFL Speaking practice. Since we had just covered this in our readings and class, I was glad to comply. I searched online and found some resources I thought were good test practice exercises. When we met we decided to move to the Duroc Science Library where there were quiet rooms and we could focus on real practice. Be forewarned, that reserving a study room is not allowed for CIES credentials or even visiting USF students, so this was a headache until we were given permission to just take a room.
I had read some advice that the best preparation for this test is to simulate the environment as closely as possible for practice, because becoming familiar with the special conditions of the test is important to reduce anxiety and stress. I also realized that TZ was not close to being able to succeed with this test (he is high level 1 now), although he thinks he is much better prepared for Reading and Writing portions (where he is level 3).
My goal is to evaluate how he is approaching his preparation on his own and how the TOEFL mixed level class is working for him. He demonstrates to me his TPO test preparation program. This program has a large database of sample questions, readings, and audio, but is not an authentic simulation, and he has not made a lot of progress working with it. Obviously to me, the material is just too difficult, and all of the free resources I have found do NOT include scaffolding support or much guidance or strategy. That is what you must pay for.
In order to find a workable plan for him, I feel I have to make it clear that he must find ways to build up to this level of practice gradually, and we can use the tools available in ways that will be less frustrating and lead to steadily improved fluency and accuracy. I use the first link below to show him how the test is constructed and how each question differs and what it tests. This page has sample answers so he can see what is expected easily. I explain about the extreme time limits compared to class. We practice constructing a response as fast as possible with quick notes for the free response (1 and 2). He needs much more time but understands the task. Then we review the first integrated task (3) and practice each step with a timer, reading, listening, speaking. The topic is recycling and the dialogue is quite tricky and packed with details, intended to test up to an advanced comprehension and organizational response. He accepts that he cannot be ready to test by June.
This exercise was not as negative as it might sound. We also discussed some resources that are more important and contribute directly to the skills he lacks. I encouraged him to begin recording his voice and listening to his own readings. The second link below allows this easily for a sample of questions. The third link brings together many pages, all with audio and/or video support, to target pronunciation practice by level. I encourage him to use this with a small mirror to compare and work on mouth shaping and mimicry. The last link is another full speaking test simulation source.
One other technical issue I think was holding him back in practice was that his computer audio was terrible. I advised that he get a small pair of speakers or headphones (cheap ear buds vary dynamics too much with movement) to use for listening. This will make a big difference, I am sure.
Resources:
http://www.englishclub.com/esl-exams/ets-toefl-practice-speaking.htm (my main lesson page)
http://www.toeflnetwork.com/toefl-speaking/1/1 (updated site, good scenarios, recording)
http://www.eslamerica.us/Pronunciation.html (excellent pronunciation examples)
https://www.youtube.com/user/ouliogroove (excellent authentic simulated test scenarios)
We meet at CIES lounge. YY is expected to return Saturday. By text TZ had asked that we work on TOEFL Speaking practice. Since we had just covered this in our readings and class, I was glad to comply. I searched online and found some resources I thought were good test practice exercises. When we met we decided to move to the Duroc Science Library where there were quiet rooms and we could focus on real practice. Be forewarned, that reserving a study room is not allowed for CIES credentials or even visiting USF students, so this was a headache until we were given permission to just take a room.
I had read some advice that the best preparation for this test is to simulate the environment as closely as possible for practice, because becoming familiar with the special conditions of the test is important to reduce anxiety and stress. I also realized that TZ was not close to being able to succeed with this test (he is high level 1 now), although he thinks he is much better prepared for Reading and Writing portions (where he is level 3).
My goal is to evaluate how he is approaching his preparation on his own and how the TOEFL mixed level class is working for him. He demonstrates to me his TPO test preparation program. This program has a large database of sample questions, readings, and audio, but is not an authentic simulation, and he has not made a lot of progress working with it. Obviously to me, the material is just too difficult, and all of the free resources I have found do NOT include scaffolding support or much guidance or strategy. That is what you must pay for.
In order to find a workable plan for him, I feel I have to make it clear that he must find ways to build up to this level of practice gradually, and we can use the tools available in ways that will be less frustrating and lead to steadily improved fluency and accuracy. I use the first link below to show him how the test is constructed and how each question differs and what it tests. This page has sample answers so he can see what is expected easily. I explain about the extreme time limits compared to class. We practice constructing a response as fast as possible with quick notes for the free response (1 and 2). He needs much more time but understands the task. Then we review the first integrated task (3) and practice each step with a timer, reading, listening, speaking. The topic is recycling and the dialogue is quite tricky and packed with details, intended to test up to an advanced comprehension and organizational response. He accepts that he cannot be ready to test by June.
This exercise was not as negative as it might sound. We also discussed some resources that are more important and contribute directly to the skills he lacks. I encouraged him to begin recording his voice and listening to his own readings. The second link below allows this easily for a sample of questions. The third link brings together many pages, all with audio and/or video support, to target pronunciation practice by level. I encourage him to use this with a small mirror to compare and work on mouth shaping and mimicry. The last link is another full speaking test simulation source.
One other technical issue I think was holding him back in practice was that his computer audio was terrible. I advised that he get a small pair of speakers or headphones (cheap ear buds vary dynamics too much with movement) to use for listening. This will make a big difference, I am sure.
Resources:
http://www.englishclub.com/esl-exams/ets-toefl-practice-speaking.htm (my main lesson page)
http://www.toeflnetwork.com/toefl-speaking/1/1 (updated site, good scenarios, recording)
http://www.eslamerica.us/Pronunciation.html (excellent pronunciation examples)
https://www.youtube.com/user/ouliogroove (excellent authentic simulated test scenarios)
Sunday, March 30, 2014
Carlton TP #9
Tutee session with TZ only, Wednesday March 26, 3:30-5:00pm
We meet at CIES lounge. YY has had to leave to take exams, but is expected to return next week.
This is our first individual tutoring since our first meeting. We review TG progress, direction, and perception of our lessons. I learn from his comments that tutoring small groups has some disadvantages. Expectations are for personal attention to specific problems, but the other tutee can redirect that attention or the instructor cannot always balance the time. In a classroom, the individual expectation is usually lower and instructor is not as direct a participant in an exercise. With two or three, the instructor must compromise to make sure each tutee gains from the lesson. Today we practiced pronunciation.
TG was at first skeptical of attempting to converse without learning proper grammatical forms first and spoke very slowly and deliberately. After a few weeks of encouraging him to risk speaking, and taking him away from the classroom environment to talk without the translator, he is much more confident. He negotiated the questioning about ESOL classes with strangers very well last week. I had very little to say.
Today he stated that he has changed his mind about his focus on preparing for the TOEFL, and recognizes that he must have more than one learning strategy. By keeping our topics focused on his present needs and current interests, I am reviewing and repeating our conversation topics to reinforce his use of productive new words, rather than constantly adding more.
We meet at CIES lounge. YY has had to leave to take exams, but is expected to return next week.
This is our first individual tutoring since our first meeting. We review TG progress, direction, and perception of our lessons. I learn from his comments that tutoring small groups has some disadvantages. Expectations are for personal attention to specific problems, but the other tutee can redirect that attention or the instructor cannot always balance the time. In a classroom, the individual expectation is usually lower and instructor is not as direct a participant in an exercise. With two or three, the instructor must compromise to make sure each tutee gains from the lesson. Today we practiced pronunciation.
TG was at first skeptical of attempting to converse without learning proper grammatical forms first and spoke very slowly and deliberately. After a few weeks of encouraging him to risk speaking, and taking him away from the classroom environment to talk without the translator, he is much more confident. He negotiated the questioning about ESOL classes with strangers very well last week. I had very little to say.
Today he stated that he has changed his mind about his focus on preparing for the TOEFL, and recognizes that he must have more than one learning strategy. By keeping our topics focused on his present needs and current interests, I am reviewing and repeating our conversation topics to reinforce his use of productive new words, rather than constantly adding more.
Carlton TP #7
Fifth tutee session with TZ and YY, Friday March 21, 3:30-5:00pm
We meet at CIES lounge. I meet YY first and we talk about her plans after CIES. Her hope is that her husband and young daughter will visit and they will have a Florida tour, including a Disney vacation. This was a good topic to build on last weeks subjects, family and maps and directions, even useful phone apps. I also needed to encourage her to use more vocabulary in English and form questions properly. I did this by modeling interview questions as if I was planning the vacation with her, like a tour guide. "How old is the child?", "How long will you stay?", "What is your budget?", "Where would you like to visit?", "I can recommend…". I hope this will help her plan more effectively in the next few months. We will revisit this topic again.
When TZ joins us, we continue to talking about general considerations for traveling with young children. I have kids, but I am surprised TZ is knowledgeable and has some concerns. He mentions not to buy a lot of baby gear (stroller, etc.) in China, but to get them here where it is much cheaper. He thinks her plan to quickly visit five parks in a few days is "crazy", and they will all be very tired. This presents a difference of opinion that leads to YY working hard to find words in English and she resorts to asking him for Chinese translation (I lost my list, "on-site hotel", "car seat", "package discount" etc.). I totally agree with TZ. I ask her to try to find English words, because I understand her problem. We focus on what is good for the child: rest and time out of heat and sun, quality food, easy travel, safety and comfort for family. I have a Disney planning guide that I will bring later to help her. We can use this for reading and speaking practice, I think.
My students were very engaged and although they were using more Chinese together, it was to find and learn English travel related words that they will both use regularly.
We meet at CIES lounge. I meet YY first and we talk about her plans after CIES. Her hope is that her husband and young daughter will visit and they will have a Florida tour, including a Disney vacation. This was a good topic to build on last weeks subjects, family and maps and directions, even useful phone apps. I also needed to encourage her to use more vocabulary in English and form questions properly. I did this by modeling interview questions as if I was planning the vacation with her, like a tour guide. "How old is the child?", "How long will you stay?", "What is your budget?", "Where would you like to visit?", "I can recommend…". I hope this will help her plan more effectively in the next few months. We will revisit this topic again.
When TZ joins us, we continue to talking about general considerations for traveling with young children. I have kids, but I am surprised TZ is knowledgeable and has some concerns. He mentions not to buy a lot of baby gear (stroller, etc.) in China, but to get them here where it is much cheaper. He thinks her plan to quickly visit five parks in a few days is "crazy", and they will all be very tired. This presents a difference of opinion that leads to YY working hard to find words in English and she resorts to asking him for Chinese translation (I lost my list, "on-site hotel", "car seat", "package discount" etc.). I totally agree with TZ. I ask her to try to find English words, because I understand her problem. We focus on what is good for the child: rest and time out of heat and sun, quality food, easy travel, safety and comfort for family. I have a Disney planning guide that I will bring later to help her. We can use this for reading and speaking practice, I think.
My students were very engaged and although they were using more Chinese together, it was to find and learn English travel related words that they will both use regularly.
Wednesday, March 26, 2014
Carlton TP #6
Fourth tutee session with YY and TZ, Wednesday, March 19, 3-5pm
We meet at the CIES lounge. YY is first and working on her grammar. We review vocabulary lesson on names of fruits and vegetables. A few of these are difficult pronunciations for her: "bell pepper", "potato", "avocado", etc. We do some repetitions and sentence construction and this leads to a discussion about article use in speaking. I try to explain using "the" for almost all count/noncount, single/plural nouns vs. using a(n) for the single indefinite forms. I cannot explain well when no article is used on plural forms and some proper nouns.
When TG joins us, we discuss plans for CIES spring break. Both students do not drive, and they are not planning travel at that time, but YY explains about her planned family visit later in the year. The conversation repeats some of our family and directional vocabulary from last week, and we expand upon this with words like: "Orlando", "Disney World", "parkway", "boulevard", "tour guide/bus", and some other vacation terms.
TG has done some online research on additional ESL programs in Tallahassee. He wants to go to TCC again for information on ESL open classes. We try to call but do not get an answer. I have my car because of weather, so we drive over and have to visit three offices before getting to the literacy program for international students office. It is interesting because TG shows more confidence asking questions in English to locate the office and to inquire about the requirements. Residency is important and he will need a Florida ID card. Also, he has to be tested and apply as a non-degree student, a lot of steps. I did not interfere with his questioning and the instructor was obviously skilled in helping him understand the issues.
After leaving TCC, we drop YY at home. TG still wants to go to the Library for information on free ESL classes there. It becomes clearer that he may not be able to stay at CIES or at least understands he will need much more practice to reach his goals. At the downtown library, we speak with a literacy volunteer about the program and get some materials. Apparently, some other CIES students use this program, but not many. It is quiet today. They have a nice dedicated room and an ESL library that makes this a good discovery. I also am very interested in this program, as they also need tutors to serve the growing requests. We return to CIES feeling that he will try the library literacy program.
We meet at the CIES lounge. YY is first and working on her grammar. We review vocabulary lesson on names of fruits and vegetables. A few of these are difficult pronunciations for her: "bell pepper", "potato", "avocado", etc. We do some repetitions and sentence construction and this leads to a discussion about article use in speaking. I try to explain using "the" for almost all count/noncount, single/plural nouns vs. using a(n) for the single indefinite forms. I cannot explain well when no article is used on plural forms and some proper nouns.
When TG joins us, we discuss plans for CIES spring break. Both students do not drive, and they are not planning travel at that time, but YY explains about her planned family visit later in the year. The conversation repeats some of our family and directional vocabulary from last week, and we expand upon this with words like: "Orlando", "Disney World", "parkway", "boulevard", "tour guide/bus", and some other vacation terms.
TG has done some online research on additional ESL programs in Tallahassee. He wants to go to TCC again for information on ESL open classes. We try to call but do not get an answer. I have my car because of weather, so we drive over and have to visit three offices before getting to the literacy program for international students office. It is interesting because TG shows more confidence asking questions in English to locate the office and to inquire about the requirements. Residency is important and he will need a Florida ID card. Also, he has to be tested and apply as a non-degree student, a lot of steps. I did not interfere with his questioning and the instructor was obviously skilled in helping him understand the issues.
After leaving TCC, we drop YY at home. TG still wants to go to the Library for information on free ESL classes there. It becomes clearer that he may not be able to stay at CIES or at least understands he will need much more practice to reach his goals. At the downtown library, we speak with a literacy volunteer about the program and get some materials. Apparently, some other CIES students use this program, but not many. It is quiet today. They have a nice dedicated room and an ESL library that makes this a good discovery. I also am very interested in this program, as they also need tutors to serve the growing requests. We return to CIES feeling that he will try the library literacy program.
Carlton TP #5
Third tutee session with YY and TZ, Friday March 14, 2-4pm
We meet at CIES lounge. TG is early because there is no TOEFL class today. First, I review YY speaking class pronunciation. Her vocalizing of "er", "ed", and hard and soft "th" are problems. I need to provide her a lot of opportunity to repeat sounds and correct. But she is not so shy this week, and is anxious to practice. Then we moved to a classroom to work as a group today.
TZ did the pollution worksheet I handed out last week, YY did not, so we did not review this topic. The new topic I had sent via message for them to think about was family pictures. Share and describe. We took turns viewing pictures of spouses and children and commenting on the settings. This is a familiar subject of a beginning CIES lesson and we refined vocabulary and some grammar in use.
The next topic I had already asked for was QQ tips. This is a native Chinese chat program that is only partially translated into an international version. TZ has the Windows version and YY has the Android version. I have the iOS and Mac international version. We compared the user interfaces and TG helped me understand how to download emoji on computer. We realized this was not supported the same on the Mac after some trial and error. This was a good opportunity for them to show and tell me how to navigate software they knew better than I and they were encouraged to try to assist me. Coincidently, some of our conversation, "left", "right", etc. was similar to our last topic.
CIES class lesson today was giving directions. The worksheet map included the area nearby. We reviewed this lesson when TG made a request to go to TCC sometime to inquire about extra ESL classes. I agreed to go today and we could work on authentic direction situation, and I would drop them off at home afterwards. We drive to TCC but it is completely closed for break. On the way back, I stop at the Korean grocery and we compare prices on tofu (half price of Publix), some vegetables, and buy rice. Then I drop YY at home, after she gives directions. Then TZ does the same.
This session was very productive, I think, because we engaged in a lot of conversation that supported the current CIES lessons. The students were much less nervous and maybe moving around a lot helped: changing location, walking and driving.
We meet at CIES lounge. TG is early because there is no TOEFL class today. First, I review YY speaking class pronunciation. Her vocalizing of "er", "ed", and hard and soft "th" are problems. I need to provide her a lot of opportunity to repeat sounds and correct. But she is not so shy this week, and is anxious to practice. Then we moved to a classroom to work as a group today.
TZ did the pollution worksheet I handed out last week, YY did not, so we did not review this topic. The new topic I had sent via message for them to think about was family pictures. Share and describe. We took turns viewing pictures of spouses and children and commenting on the settings. This is a familiar subject of a beginning CIES lesson and we refined vocabulary and some grammar in use.
The next topic I had already asked for was QQ tips. This is a native Chinese chat program that is only partially translated into an international version. TZ has the Windows version and YY has the Android version. I have the iOS and Mac international version. We compared the user interfaces and TG helped me understand how to download emoji on computer. We realized this was not supported the same on the Mac after some trial and error. This was a good opportunity for them to show and tell me how to navigate software they knew better than I and they were encouraged to try to assist me. Coincidently, some of our conversation, "left", "right", etc. was similar to our last topic.
CIES class lesson today was giving directions. The worksheet map included the area nearby. We reviewed this lesson when TG made a request to go to TCC sometime to inquire about extra ESL classes. I agreed to go today and we could work on authentic direction situation, and I would drop them off at home afterwards. We drive to TCC but it is completely closed for break. On the way back, I stop at the Korean grocery and we compare prices on tofu (half price of Publix), some vegetables, and buy rice. Then I drop YY at home, after she gives directions. Then TZ does the same.
This session was very productive, I think, because we engaged in a lot of conversation that supported the current CIES lessons. The students were much less nervous and maybe moving around a lot helped: changing location, walking and driving.
Thursday, March 13, 2014
Carlton TP #2
First tutee session with YY, joined by TZ for second meeting, Friday March 7, 2-4pm
I met YY at lunch with TZ earlier and we arranged to try to stack the sessions because TZ has TOEFL class after the normal CIES class schedule. Both students are Chinese and share the same group 1 classes for the skills they are most interested in working on, listening and speaking. TZ is in group 3 for reading and composition, he said. We agreed I would meet YY after classes in a CIES room and TZ would join us when he could. This was my first opportunity to try to evaluate them both myself and see if we could work together as a small group.
I found a topical ESL lesson on International Women's Day, that was coming up on Saturday. While this is not a big American holiday, it originated here, and it often substitutes for Valentines and Mothers day in many countries. The lesson included an informative reading and many worksheets. I met with YY first and she read it while marking any unfamiliar words. There were only a few (celebrated, annual, contribution, throughout, becoming), so I thought the reading level was good. Then I asked her to read it aloud and we marked a few more that were difficult to pronounce (conditions, spread, wives, society, entertainment, politics, inequality). We reviewed all of the vocabulary and she read it again. Then I used a phrase match exercise to check retention and we used a fill in the blank transcription to check her comprehension of my brisk reading of the same passage.
When TZ joined us, YY took the role of facilitator while TG read the article silently and aloud. We discussed the cultural aspects of the holiday and I asked for original comments and corrected sentences a little. I asked TG to do a different comprehension exercise to fill in words (from a list) and we tried some scrambled sentences, but these were too confusing. Then we did some jumbled vocabulary in phrases from the text as a group activity and this was kind of fun. This is an interesting game because you reinforce words in context. By this time, they were quite familiar with the reading, so it was not as difficult as scrambled sentences.
I found that Google is certainly a teachers best friend. The computer helped me find this great lesson, get grammatical support, find pictures to illustrate a few points. I was stumped trying to explain the abbreviation "etc." that was of great interest. We spent some time on this and a few other latin examples. I would recommend the lessons from http://www.eslholidaylessons.com for the worksheets. There a some holidays you may not know like March 9, "Get Over It Day" that is now on my calendar!
I met YY at lunch with TZ earlier and we arranged to try to stack the sessions because TZ has TOEFL class after the normal CIES class schedule. Both students are Chinese and share the same group 1 classes for the skills they are most interested in working on, listening and speaking. TZ is in group 3 for reading and composition, he said. We agreed I would meet YY after classes in a CIES room and TZ would join us when he could. This was my first opportunity to try to evaluate them both myself and see if we could work together as a small group.
I found a topical ESL lesson on International Women's Day, that was coming up on Saturday. While this is not a big American holiday, it originated here, and it often substitutes for Valentines and Mothers day in many countries. The lesson included an informative reading and many worksheets. I met with YY first and she read it while marking any unfamiliar words. There were only a few (celebrated, annual, contribution, throughout, becoming), so I thought the reading level was good. Then I asked her to read it aloud and we marked a few more that were difficult to pronounce (conditions, spread, wives, society, entertainment, politics, inequality). We reviewed all of the vocabulary and she read it again. Then I used a phrase match exercise to check retention and we used a fill in the blank transcription to check her comprehension of my brisk reading of the same passage.
When TZ joined us, YY took the role of facilitator while TG read the article silently and aloud. We discussed the cultural aspects of the holiday and I asked for original comments and corrected sentences a little. I asked TG to do a different comprehension exercise to fill in words (from a list) and we tried some scrambled sentences, but these were too confusing. Then we did some jumbled vocabulary in phrases from the text as a group activity and this was kind of fun. This is an interesting game because you reinforce words in context. By this time, they were quite familiar with the reading, so it was not as difficult as scrambled sentences.
I found that Google is certainly a teachers best friend. The computer helped me find this great lesson, get grammatical support, find pictures to illustrate a few points. I was stumped trying to explain the abbreviation "etc." that was of great interest. We spent some time on this and a few other latin examples. I would recommend the lessons from http://www.eslholidaylessons.com for the worksheets. There a some holidays you may not know like March 9, "Get Over It Day" that is now on my calendar!
Monday, March 3, 2014
Carlton TP #1
First meeting. Tong Zheng, Sunday March 2, 9-12
I met my CIES Tutee, TZ, on Sunday morning at Atomic Cafe near the Hecht house. I arrived early by bicycle to make sure it was open. I had contacted him by exchanging email. He does not have a US phone to use, but luckily we both use QQ for online chats and so we made arrangements through this program which works over smartphones and computers. QQ is a familiar platform to Chinese students and I find it is also very good multimedia chat software in general.
The coffee shop was not the best meeting place because the music was rather distracting. We tried sitting outside, but the traffic was almost as noisy. We need a quieter place to meet in the future. He suggested the Duroc Science library and that will be our next session location. When we parted later I checked the hours for future reference.
After introductions, we found that we had a few interests in common. His desired Ph.D. program is tax accounting, not something you hear everyday, yet this is a field I have worked in for years. Actually, I was trying to escape the tax field when I got my Masters in education, but it is not unusual for me to keep returning. I can use my knowledge of US taxes to help other expats file the foreign tax forms when I am teaching overseas. At least, I hope so.
Another area of common experience is fishing. We both have fond memories of relaxing times fishing simply from the banks of a river. But getting to your goals means fishing a lot less, and studying a lot more. So we can lament this together, or maybe we can do a session later on the water somewhere.
I was surprised to learn TZ had attended Tianjin University, located in the city I hope to teach in upon completion of this course and finding a job. I hope he will share some advice with me on living in a large city in China.
I had some difficulty understanding his speech sometimes, but I did not make any effort to correct him at this meeting. I was trying to make us both comfortable. We were soon laughing and talking about our families and sharing some pictures. I think we will work well together.
We spent far longer than one hour getting to know each other. TZ wants to focus on fluency in conversation and prepare for advanced business English. I will look at some TOEFL preparation aids and try to help him fill gaps. I am looking forward to meeting him soon in a better setting.
I think that covers my first session, so its back to the homework...
I met my CIES Tutee, TZ, on Sunday morning at Atomic Cafe near the Hecht house. I arrived early by bicycle to make sure it was open. I had contacted him by exchanging email. He does not have a US phone to use, but luckily we both use QQ for online chats and so we made arrangements through this program which works over smartphones and computers. QQ is a familiar platform to Chinese students and I find it is also very good multimedia chat software in general.
The coffee shop was not the best meeting place because the music was rather distracting. We tried sitting outside, but the traffic was almost as noisy. We need a quieter place to meet in the future. He suggested the Duroc Science library and that will be our next session location. When we parted later I checked the hours for future reference.
After introductions, we found that we had a few interests in common. His desired Ph.D. program is tax accounting, not something you hear everyday, yet this is a field I have worked in for years. Actually, I was trying to escape the tax field when I got my Masters in education, but it is not unusual for me to keep returning. I can use my knowledge of US taxes to help other expats file the foreign tax forms when I am teaching overseas. At least, I hope so.
Another area of common experience is fishing. We both have fond memories of relaxing times fishing simply from the banks of a river. But getting to your goals means fishing a lot less, and studying a lot more. So we can lament this together, or maybe we can do a session later on the water somewhere.
I was surprised to learn TZ had attended Tianjin University, located in the city I hope to teach in upon completion of this course and finding a job. I hope he will share some advice with me on living in a large city in China.
I had some difficulty understanding his speech sometimes, but I did not make any effort to correct him at this meeting. I was trying to make us both comfortable. We were soon laughing and talking about our families and sharing some pictures. I think we will work well together.
We spent far longer than one hour getting to know each other. TZ wants to focus on fluency in conversation and prepare for advanced business English. I will look at some TOEFL preparation aids and try to help him fill gaps. I am looking forward to meeting him soon in a better setting.
I think that covers my first session, so its back to the homework...
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