The third lesson with my beginner student was two weeks ago.
We started by revising numbers and letters. I then tried to revise the days and the months, both of which I had sent him to practise after the second lesson. He hadn’t noticed them in his email, so didn’t know them at all. This really proved to me that the listening he does in his car is what makes him learn the words, as without it he was completely lost.
He had however recieved the third file I sent him, based on the 12 consonant phonetic sounds from the English File set introduced in lesson two. We spent a few minutes practising these and he remembered all of them without a problem.
After all of that we had about 25 minutes left (the lessons are one hour long). We used an information gap from the New English File Beginner Teacher’s Book, which I can’t reproduce here due to copyright laws. We each had the same 12 pictures. Under the pictures was either the word or a line. We asked each other “How do you spell…?” to complete our sheets. If he did not know a word, he asked “What is it?” first. I then recorded the words and the spellings for him to listen to at home. I also re-sent him the months and the days for homework, along with corresponding sets on quizlet (months, days).
We’ve just had our fourth lesson together. Even with a two-week break, he remembered everything really well. This is what we did:
- Numbers: he put the flashcards in order, then closed his eyes while I removed 2-4 cards. Each time he had to say which numbers were missing. Then he said all of the numbers 1>20 and finally 20>1.
- Alphabet: I placed the letters randomly on the table and he said them. Then I said a letter and he took it. No problems at all this week 🙂
- Consonants: he remembered all of the words. I then got him to try to write them down as he only gets listening practice out of class. If he didn’t know how to spell the word he asked me. If he already knew it, he spelt it for me. This was good for practising spelling, and also to think about some common English sound-spelling relationships.
- Days of the week: a year ago I was very happy to find a card game for children based on the popular book The Very Hungry Caterpillar. In the card game, the players should put down the days of the week in the correct order (Monday, Tuesday…). When they have played all of the ‘days’, their caterpillar turns into a butterfly. The cards are really well illustrated, and I jumped at the chance to use them. I used two sets of ‘week’ cards (there are four in the pack). First he put one set in order, helped by the fact that each card also says “Day 1”, “Day 2” etc on it – especially useful for Tuesday/Thursday. I explained the story to him in a mixture of Czech and English, helped by the pictures on the cards. We then played pelmanism with both sets, with him saying the words as he turned over the cards. Despite the fact that the cards are designed for children, I think he appreciated their quality and understand the value of pelmanism for his pronunciation.
For those of you not familiar with the story, here is a youtube version:
- Months: he said the months, then wrote them down. As with the consonants above, he could ask me for difficult spellings.
- Six more consonant phonetics: I introduced /h/, /n/, /m/, /l/, /r/ and /w/, the latter being the most difficult as this sound doesn’t exist in Czech. He also wrote these words down. Listening to this recording is his homework.
What do you think I should do in the next class? Should I revise everything at the beginning as a confidence booster? I’m planning to start introducing some of the most common question / answer pairs, but probably won’t have time to do a lot in class. Which would you say are the most important for a businessman in his 30s (i.e. “What’s your name?” “Where are you from?” etc)?