Recent Tutoring Session Reviews
"I have a Spanish book that I read when I took Spanish in high school. I had her read the first chapter and half of the second chapter. I had her read aloud so she can practice speaking as well as understanding the text. I challenged her because this is a book that is above the Spanish 2 curriculum. However, she only read the beginning, which was easier. She did well with the first chapter, since it introduced the main character with a background. I still see her struggle with some words that she should already know. I did leave her with a list of Spanish words and verbs and phrases that she should know by the end of Spanish 2."
"I reviewed the student's hw. He had two minor mistakes with por/ para, which is a difficult concept. We discussed his errors. We reviewed preterite and imperfect with a story about Superman, deciding which past tense to use. I introduced long form possessive adjectives and possessive pronouns. The student did a practice activity to reinforce this. Then, we started the vocabulary for Ch. 12 -- house, rooms, furniture, chores, etc. I asked him questions to incorporate the new vocabulary. We then read a mini play, "Los Quehaceres." It contains a lot of the new vocab, and it was a good way to introduce the subjunctive. I explained the use of the subjunctive and how it is used and formed. We went over the regular and irregular forms. We then practiced formal commands, and the formation is very similar to the subjunctive. He read various situations, and he had to give the proper command. I left him with more hw that reinforces what we did today."
"In their first tutoring session, Student 1 and Student 2 reviewed and practiced the use of the prepositions "por" and "para". They read the rules of the different cases where using "por" or "para". They did a set of exercises with the applications of the two Spanish prepositions. At the same time, both practiced reading, pronunciation and translation. They also read a news article and practiced the comprehension and translation as well. Student 1 and Student 2 are very enthusiastic with Spanish and were very interactive through the lesson. Both have a pretty good knowledge of the Spanish grammatical basis."
"In this session we reached the end of chapter 2 of the student's review book. He is ready for the next chapter, but for homework I will have him do a couple exercises from chapter 2 for reinforcement. The book introduces groups of words quite quickly, so we had to take the time to drill the new vocabulary and to check comprehension and memorization of these new words. The book does a good job in building on top of what was learned before, so it is important to take the time to learn as the book introduces groups of words. I hope he can review the flashcards that he made, I recommend at least once per day, so he doesn't forget them. He is doing very well, and has improved significantly since the first session. Through practice and repetition, the language that he has learned will become solid foundations to what he will study in Spanish 2."
"In this session, we continued to work together on different writing submissions. We explored the difference between Pegar (to hit) in Spanish and Pegar (to grab/get) in Portuguese and learned how to use other words. We also dissected Gustar (Spanish) and its uses and separated it from Gostar and its use in Portuguese. We plowed through several online assignments, and we will meet some time later on to review."
"In this session, we decided to use a different approach. The student has proven himself to be fully capable of reading and understanding written Spanish, so instead of speaking and struggling, we opted to write down the conversation and have him read it. His confidence improved and he felt much more comfortable. We completed about five pages of conversation, and roughly 50-60 sentences. He indicated that this was much better and will assist him in speaking and understanding when spoken to. I have asked that he review the written conversation and attempt to rehearse and memorize."