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French Tutoring in Washington DC

Customized private in-home and online tutoring

Experience French tutoring by highly credentialed tutors in Washington DC. Top tutors will help you learn French through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Washington DC French Tutors

These highly-credentialed French tutors in Washington DC are uniquely qualified to help you. They have attended institutions including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other highly ranked institutions.

A photo of Julia who is a Washington DC  French tutor

Julia

Undergraduate Degree:
Washington University In St. Louis - Environmental Studies, Religious Studies

A photo of Marie who is a Washington DC  French tutor

Marie

Undergraduate Degree:
University Of Virginia - Psychology

Graduate Degree:
University Of Virginia - Master Of Teaching

A photo of Arame who is a Washington DC  French tutor

Arame

Undergraduate Degree:
University Of Maryland Baltimore County - Modern Languages & Linguistics, Africana Studies,Minor: Education

How your tutor helps you master: French

PINPOINTING FRENCH AREAS OF NEED

Our educational director will build your personal French learning profile, including strengths and weaknesses.

IDENTIFYING STRENGTHS & WEAKNESSES

Your skills and progress will be assessed by your French tutor to help shape and define your lesson plan.

PERSONALIZED EDUCATION PLAN

Your tutor will create a personalized learning program, guiding you toward your French objectives.

Recent Tutoring Session Reviews

We reviewed her unit 1 and 2 vocabulary words, including several "er" verbs. We focused a majority of our time preparing her for the writing component of her upcoming test, where she must write 2 paragraphs (that must be 50 words each) talking about her classes. I used a graphic organizer to help her take a simple sentence and expand on it to make a longer, more complex sentence. We used connecting words (and, but, because) to further develop the number of words in the sentence.

We spent time trying to hold a conversation in French. I asked him to describe his brother. We went through some basic time references such as tonight, last night, this weekend, last weekend, next weekend, and today. We also went over using à and de. I briefly went over how to use the past tense and the future tense.

The student and I reviewed reflexive verbs with regard to the passé compose (past tense). We reviewed when to use the verbs etre and avoir with the passé compose. We reviewed and corrected a lengthy test concerning these subtopics. I quizzed him on vocabulary and reviewed how to form l'imparfait (the imperfect tense) and in which contexts to use it.

During our first session, we discussed the current vocabulary list (regarding purchasing clothing) and present tense verb conjugations that will be covered in the student's quiz tomorrow. She was quick to grasp several tricky concepts about spelling and grammar.

Session for two students. We started to learn the prepositions using objects and places in the house; we finished with a French cards game.

We went over the student's written homework, a one page document expanding upon her quick write assignment from the week before. We went over grammar concerning negative and indefinite words/expressions, followed by a quick writing assignment in which the student gave advice on how to be a good student using those words and expressions. Then we started practicing with pronunciation, going over rhythm and emphasis in spoken French.

This was the first session and it was used to determine the academic level of the student in relation to the high school French 2 material to be mastered. In addition, I performed a review of the student's textbook and activity notebook, which will be used during following tutoring sessions. I quizzed the student on his grammatical knowledge as well as his vocabulary and pronunciation to ascertain he has the necessary foundation to move successfully through the material covered in French 2. Based on the assessment, we will work on a basic review of French verbs groups, moods and tenses to provide the student with the needed confidence to move forward. We will also work on the student's homework for the current class and conduct reviews of the material covered by the teacher to ensure consistent progress.

The student and I spent our session going over the conjugations of the present subjunctive tense, especially the irregular conjugations. We began by conjugating verbs with a completely regular formation, then moved onto regular conjugations based on irregular present-tense roots. Lastly, we went over the completely irregular conjugations, including "boot verb" conjugations that differ radically in their NOUS and VOUS conjugations. She was already very proficient in the subjunctive before our session, so my only corrections were minor. She seems very well prepared for her upcoming test.

The student and I worked on phrases using the verb avoir and how and when to use the preposition "de". We also worked on the verb faire + prepositions and both masculine and feminine endings of certain tricky vocabulary. We spent the session preparing him for an upcoming test.

Got to know the student and asked him questions to assess his learning style and strengths. He seems to be a kinesthetic learner and so we will focus on using hands on activities to advance his learning goals.

French: his teacher uses electronic flash cards for vocabulary. Given the student's hands on learning style, I suggested he write out his own flash cards as a better way to learn the material. I also asked him to make flash cards for three irregular verbs which are fundamental (etre, faire, avoir), in order to help him master them better.

English: He has an upcoming book assignment that we will be discussing as he reads.

Study skills: I began some initial assessment of his current systems and needs.

The student wrote 2 paragraphs discussing the change of methods of communication from one generation to the next. The first paragraph was written in the present tense and the second in the imparfait. After writing, we repeated the exercise orally, rewriting and memorizing for the exam tomorrow.

The student and I finished last week's passage and started a new one. He seems to be getting a better grasp on finding the main idea of paragraphs and passages; we will be working on this more next time. I assigned him to read Le Petit Prince.

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