Today, the students plowed through several pages in the textbook. Katie has done so many activities outside of it that she said she thought the Chapter 2 test would be easy for them. However, she needed to make sure the students were familiar with the format. Also, many of the listening comprehension questions in the textbook are similar to those on the IELTS standardized test.
Class was quieter than usual because of the book. The better students among the Arab men were mostly the ones who participated. There were true or false questions on a recorded conversation, as well as questions about intonation and vocabulary. The students were good at figuring out the meanings of words from context, which Katie said is on the IELTS, too. There was a part that had students listen to a recording about learning styles; Katie had them practice taking notes.
We finished with a pairwork activity. One student in each pair told the other what to draw, and the other student was supposed to use his or her listening skills to draw that picture. They had handouts with pictures of squares, lines, etc. To begin, we went over vocabulary such as "upper right corner" and "lower left corner." I helped the Arab woman and Korean woman. I think the Arab woman is a very visual learner--she often got answers right when she focused on writing. But when the students were supposed to repeat words orally, she didn't do so until I prompted her. When it was her turn to draw the picture, she cheated by looking at it, not listening to her partner. Katie said the Arab woman would benefit from a one-on-one tutor--I agree.
Class was quieter than usual because of the book. The better students among the Arab men were mostly the ones who participated. There were true or false questions on a recorded conversation, as well as questions about intonation and vocabulary. The students were good at figuring out the meanings of words from context, which Katie said is on the IELTS, too. There was a part that had students listen to a recording about learning styles; Katie had them practice taking notes.
We finished with a pairwork activity. One student in each pair told the other what to draw, and the other student was supposed to use his or her listening skills to draw that picture. They had handouts with pictures of squares, lines, etc. To begin, we went over vocabulary such as "upper right corner" and "lower left corner." I helped the Arab woman and Korean woman. I think the Arab woman is a very visual learner--she often got answers right when she focused on writing. But when the students were supposed to repeat words orally, she didn't do so until I prompted her. When it was her turn to draw the picture, she cheated by looking at it, not listening to her partner. Katie said the Arab woman would benefit from a one-on-one tutor--I agree.
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