26feb class

February 26, 2014 § Leave a comment

Full class!  M, Y and G.

Quick Paragraph not used.

It is very cold again now.  The sky is grey, it is not sunny outside.  It rained early this morning, a lot of rain.  We need the rain, we are in a drought.  It was 80 degrees a couple of days ago.  Then it was very sunny.  It was not rainy.  It was not cold.


I will review Simple Present for To Be and regular verbs to prepare for the Computer Lab

Reviewed substituting pronouns and nouns for correlating verb tenses

Example paragraph for noun pronoun substituting:
Yesterday a man was singing. The man was walking a dog. Then the man saw a cat. The cat ran away. The man chased the cat.

First sub ‘he’ for the man, then ‘two children’ = they, ‘my son’ = he, ‘my daughter’ = she, …

We worked on substituting, we all weren’t quite ready for the computer exercises.  Next Class:  I will distribute the worksheets below FIRST, THEN COMPUTER LAB:





chase, play, cat, then, look vs. see, looking for, a lot
Pronunciation, spelling and defined talk vs take, talked vs took.


Unit 1 pg 4.  Writing descriptions, adjectives in the correct order – article, size, color, pattern, noun.
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24feb class

February 24, 2014 § Leave a comment

Today we will work in the Ventures Book and Workbook. I would like to do the Ventures online exercises, but sound is an issue.  There are a couple of headsets available.  Test the stuff I bought.

The goal is to finish Chapter One and start the Workbook.

What we did – We had G and Y today in class.

Verbs: Regular 
Introduced Regular Verbs and they gave me examples.

  1. To Clean
  2. To Play

Unit 1.  Book.  4 & 5 sections
Work and life skills in English verbal check lists. 

Important!! G would like to be a cashier.  Y would like to be a hotel receptionist

I added:

Asking for a price:

  • How much is this?
  • How much is that?

I presented Directions: 

  1. Define: Instructing how to get to a place
  2. Define: Cardinal – north, south, east, west
  3. Using a map
  4. Cardinal directions and maps, pulled up Austin on the iPad and used the wall paper world map.
  5. Cardinal directions and road names

I had each student give me directions.  Good – needs practice.

Workbook. Unit 1

Describing things 

Note:  the wbook presented exercises on material that was not presented:
in descriptions, adjective word order – length, color, pattern. 

  • Clothing
  • Hair

Continue the workbook next class. 

Next Class:

  1. Do some more of the workbook – just some.
  2. Computer exercises!  
  3. And Gmail – then they can use it on their phones.
  4. Grammar – 
  5. Vocab – 
  6. Story



19feb class

February 19, 2014 § Leave a comment

We have , M, and G. A full class!

We started with an Aesop’s Fable: The Goat and the Ass.
I decided to transcribe the story.  Mule, not ass!  And write it on the board.  Maybe not the best idea, it’s longer than I thought.  But writing is good…punctuation too.  They were keen to write it down themselves.

I). The first hour of the class was preparing for the story:
Writing. Vocab mainly.  To make sure they understood all of the words.

I explained periods and quotation marks.

Vocabulary: Phones and dictionaries in hand
fable, jealous, treat, badly vs bad, grind, mill, carry, heavy, pretend, seizure, ditch, hurt, lungs, moral, told, lie, should, kill, help, veterinarian

Grammar: To Tell and To Take – Simple PPF only.  Gave examples of Take.  Take a bath, take an exam, etc.  Each spontaneously gave me great similar examples of Take.

II). The Fable:


  • We each read the story aloud.
  • I went through it line by line, clarifying with their help.
  • I told the story.
  • I had them tell me the story in their own words.
  • Conclusion:  The goat was bad. She told the mule to do something bad and ended up dead because of her bad idea.

At the end of class I was applauded!!  Big satisfied smiles and good words from everyone.  So awesome.  We rocked it!

* I made sure they knew what a fable was before leaving class.  Not just a story.  Our conclusion: a moral story, ideas about conscientiousness.*

Next Class:

Finish Chap 1.  Start workbook too?

Computer Lab ideas:

  • Quiz about the story?  Some vocabulary q’s? Using their notebooks.
  • Exercises for Chap 1 that accompany the book on computer – Ventures site.  Maybe the following week – after the Workbook.

More Lab Ideas:
Again: Set up gmail accounts.  And/or get email addresses.
Spend a few/couple of minutes in lab writing to me.  Punctuation important!  One idea per sentence to start.

  •  Perhaps about class that day…likes, dislikes, more of something.
  •  How do they feel today?  Tired, happy, worried?  Present some mood words on the board first.  Review To Be.
  •  Desires. I want to…I would like to….  Present their suggestions on the board first.  Stress infinitives – I want To Do something.


17feb class

February 17, 2014 § Leave a comment

I am liking the book now. More than before. It makes more sense – I understand it better.  And the students are able to understand and execute the directions.  But the book exercises use vocab etc. that is not presented first. I need to watch that – when planning. To add time to introduce concepts. 

M had her placement test today.  So G and I worked on everything but the book.  We had conversation, personal question/answer with correct grammar.  We also started Pronouns – subject, object and possessive.  I need to do the Pronouns from the beginning next class. Plus worksheets or computer lab. 

Tongue Twister: expanded from last class, to practice ‘S’

She sells seashells by the seashore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I’m sure she sells seashore shells.

The Paragraph. Use tongue twister.

Today we will change the subject and verb tenses – at the same time.  Including Continuous. 
Refer them to their notes for To Be, don’t write it on the board. 


  • A Sentence: introduced concept of Subject + Verb = Sentence.  (My shorthand)

A sentence must have a Subject and Verb. A thing and action.  
We went through samples, picking out subjects and verbs.

  • Pronouns: Subject, Object and Possesive – with handout.

The Book

We will start with the listening exercise on pg 4. (Section A.) Discern the time tense of the sentences.
B.) Complete story with correct verb tense. Note:  point out “time words”, now, usually, everyday, yesterday, etc.
C.) Students ask each other about their day (activities, schedule).

Verbs:  thru to Continuous.
Sell, Study, Do, Go, Come

Vocab: not much
sell, seashore, seashell, bounce, dye – as in “I dye my hair” 🙂

Class went very well!  The basics are established – how to do certain activities/exercises – with repetition, we can cruise along easily.  Leaving more time for new things. 

Next Class:

  • Pronouns – handout given today.  Remember to get or create exercises.
  • Book – finish Chap. 1 





idea Aesop’s Fables

February 15, 2014 § Leave a comment

I downloaded Aesop’s Fables.  These are simply translations. Not full stories.  Most appear to be one paragraph each, hundreds of them.  There are some occasional “thy”s in them. They can handle that, I think. 

Use of Fables:

  • Vocabulary – sometimes advanced, but I have decided to include them.  Usefulness aside. 
  • Reading –  to themselves first, then aloud for pronunciation and comprehension.
  • Comprehension – re-tell the fable in their own words, not line by line.
  • Discussion – the moral.  Have them give their own examples.
  • Flashcards?
  • Notebook entry?

How to use: ideas

  1. Distribute fables to all.  Allow a few minutes for them to read silently.  Dictionaries, if needed are okay.
  2. I will read aloud first.  
  3. Note vocabulary and unusual words on the board.
  4. They each read aloud.
  5. Discuss the fable for comprehension, including moral.
  6. Each student re-tells fable, in their own words, to the other students.  Not line by line.  Not sure whether to do the same fable if there are more than a couple of students.  
  7. Possible writing component as well.  Write fable and moral in their own words – include their own examples.

10feb class

February 15, 2014 § Leave a comment

We had a productive class.   Guadalupe and Maribel.  I don’t remember details so I will need to update this. 

Simple tongue twister:  I want to practice S.  Initial and final letter S in words.  They were able to do say it quickly after a practice or two.  Yes!  Next time a longer one.

She sells sea shells on the sea shore.


To Live, To Read, etc? Don’t recall!…faded into to grammar actually.


Explained pronouns as singular and plural – specifically You.

Introduced the Continuous.  Past, Present and Future.  
Clarified that Present Continuous is the actual present tense of action.  

Simple Present can mean now and in general:
ex: I eat cake vs. I am eating cake.  I do homework vs I am doing homework.  

Next Class – forming ‘ing’ of verbs. Worksheets.

The Book:

Chapter 1, p2. 
Giving personal information. D.O.B, address, phone, etc. 

Read a dialogue, question/answer – then fill in blanks. 
Fill out a form with their own information.

Interview each other.  Present the info to the class about the other person – by way of introduction.
“This is Toni.  She lives in Austin…”


I need to play around with the CD from the student book
G listens to the CD will driving.
M’s CD does not work – replace in next class 
Create formal vocab – list or reading related. 







6feb class

February 9, 2014 § Leave a comment

Today we said goodbye to Ania and Alma.  They and Joanna are advancing to level 3.  Ania had brought a cake she baked. Incredible as always.  We chatted for some time.  Ania and Alma worked on reading a piece about Eng and Chang, the 19th century Siamese twins – with follow up questions.  They were waiting to take the placement tests.


Officially we did The Paragraph. (TP)  super simple to start:

“Today we are in class. We study English.  We have 2 new students, Guadalupe and Yesenia.  Guadalupe is from Mexico.  Yesenia is from Honduras.”

Verbs conjugated Simple Present, Past, Future: to Be, to Study and to Have
Then TP: past and future.  No person changes.  The concept of matching the noun to noun change with the verb change was not clear for one (We are to we were, not we are to I was) – a simple matter of practice.

Next Class

Siamese Twins reading – Guadalupe is interested in the Siamese Twins story.  So we will do that.  It is advanced, but interesting.

Vocabulary – Check the Siamese Twins story

Prepare for something on the computer.  Yesenia is extremely keen to get started.  So awesome!
 – Create simple exercises matching person to verb with verb tense changes.

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