Recent Tutoring Session Reviews
"This session began with assessments to assure that the students have learned the sound of the vowels. This is imperative for reading, listening and pronunciation. We touched upon the verb 'to be' and slowly we can incorporate conjugations into our sessions. We also covered the time and prices, questions like "que hora es?" and "cuanto cuesta?" were used as based for conversation. The students were eager to learn. Strategies included downloading an app that could serve as a translator. An email will detail the extra practice that they need for the next session, however the same conversation time (between them) apply, this will serve as a way for them to share information with each other and learn more material."
"We reviewed the uses and differences between the imperfect and the preterite, ways to remember them, and all the regular and irregular conjugations. We went over the differences between ser and estar and the changes on strm-changing verbs when used in past progressive."
"Today the student and I reviewed for an upcoming test on Tuesday. I asked him what area he felt he needed the most review on and he indicated vocabulary was his toughest challenge for this test. We reviewed the vocab by making picture cards of the words/phrases with little clues hidden in them so that he could visually recall the Spanish words. We additionally reviewed the irregular conjugations of imperatives. He said he felt very confident about the preterite. The student took the vocab cards home for further practice!"
"The student and I reviewed the preterite of irregular verbs. We covered some general rules and completed conjugation charts on some of the most common verbs. He practiced his knowledge on sample problems, a mini-quiz, and a test. As he completed these activities, I had him pronounce, write, and read sentences that included the verbs. He did well."
"We reviewed some major concepts that we have discussed in the last few weeks. We also reviewed old material that he wanted to review, especially words and phrases related to time. We then practiced speaking by working on oral translations. At the end of the session, we discussed how we could organize sessions going forward, and decided to spend some time working on phrases, vocabulary, and tenses that will be useful in his workplace."
"She is fluent with a great accent! Today was our first meeting, so I asked her what her expectations are and how she learns and what she hopes to take from these lessons. She said she wants to maintain her Spanish. She would like help with grammar. She specifically would like help with subjunctive and preterit and imperfect. She feels really comfortable conversing in Spanish, but doesn't feel as comfortable writing and reading it (though she does well in both), but just wants practice. For future lessons we talked about having a conversation section, a grammar section and a reading section."
"Once we got working together, the student was unstoppable, doing very well, and charging through problems with accuracy and speed. We covered double object pronouns, specifically indirect and direct object pronouns used in the same sentence. These sentences required the student to change many of the indirect object pronouns to "se" which he did very well, scoring a 100% on the activity provided by his regular Spanish teacher. He seems to grasp this concept easily and goes through each question methodically. He is a rock star! I encouraged him to continue with this process since it is very effective."
"We continued covering how to conjugate verbs, in the conditional, present, past and infinitive. We also covered how to ask and respond to questions (the interrogative use of verbs), particularly using the words "do" and "does" at the start of the question and how to include these in the answer. I left the student with homework on her tablet to help her master the past and present conjugation of verbs."
"The student has a test tomorrow, and we reviewed for it. Mostly, we reviewed verb conjugations, especially paying attention to spelling. We also did a cloze-type exercise to give the verb choices and vocab context. This seemed to help him, and we reviewed his other homework worksheets to study. He said he had been practicing vocab with flash cards."
"Today, we went over several different verbs that students learned in the previous semester (ser = to be; ir = to go; saber = to know; conocer = to know (places/people); estar = to be (location/emotions; poder = to be able to; dar = to give). We also talked about using indirect objects with "dar" (i.e. "Te doy un pastel --> I give a cake to you). We began going over some of the vocabulary from Unit 3 (the unit that the class did before they started school). I emailed them the vocab list from Unit 3, and next session, we will work more on this vocabulary. Lastly, we went over "los dias de la semana" or "the days of the week." The girls have a very positive attitude and are truly improving! I am so happy to see their progress and look forward to seeing them on Monday!"
"Student A: Worked on Spanish project "Roberto Skit", based on short novel "El primer trabajo de Roberto". He wrote prologue, characters descriptions, and dialogues. Student B: Helped her prepare for her oral presentation over her family tree. Left her some cue cards to help her memorize the structure to be used to introduce each family member to her classmates and teacher."
"We discussed their priorities for language learning and went over introductory phrases for tourist purposes including: Greetings/Introductions Expressing dietary restrictions Key words for food preferences Words for directions"