The first 45 minutes were spent revising what we’ve covered before, and I can definitely see that he is remembering things now. He’s making progress because we had time to do some writing today.
It took 5 minutes to go through my alphabet cards in a random order and say all of them, then pick them up when I said them – this is a real improvement!
I spelled the numbers and he wrote them, predicting the last couple of letters. The only one he still had trouble with was ‘twenty’, spelling it ‘twenteen’ by analogy with Czech where the ‘tens’ are counted in multiples of ten, so twenty is like ‘two tens’. I also taught him the idea of ‘double’ for the same letter twice, i.e. ‘double E’ = ‘ee’
For the days of the week I showed him the cards and he said them. I then asked him to write them all down in order. With a little prompting he remembered ‘How do you spell…?’ but had to be reminded to use it! He still struggled with Wednesday and Friday, but especially with Thursday which he has real trouble pronouncing and confuses with Tuesday (all of which I have to keep assuring him is completely normal!)
With the months, he put the cards in order, then closed his eyes while I took one or two of them away and he remembered them.
We revised the consonant sounds that we’d done previously and added the final six sounds. Unsurprisingly, he really struggled with the two pronunciations of /th/. He realised that he’d been pronouncing ‘this’ and ‘thank’ wrong, so was trying hard to correct himself.
We spent the last ten minutes of the lesson looking at ‘I am’, ‘You are’, ‘I am not’ and ‘You are not’ using New English File Beginner. First he looked at and spontaneously translated a dialogue, then listened to it. We then looked at the four phrases in the examples and thought about what they mean. There was a slight problem with the example sentence in the book because the dialogue used “You are late.” for ‘You are’. In Czech this would be translated as ‘You arrive late.’ without using ‘be’ at all. I showed him that this was the equivalent for ‘be’ and that this is the verb we use in this phrase in English.
He constantly surprises me with the amount of words he knows already, but they are still very isolated at the moment, with very little grammar to link them together. Highlighting to him that he knows this words is very important, especially when one of his final comments before leaving (in Czech, not English!) was “How will I communicate with people if I can’t speak?” I explained to him that he just needs time, that this was just the first time he had seen these things and that he needs 20+ times to really start to fix it in his head.