Session Date
Lesson Topic
Elevated Vocabulary, Irregular Present Tense Verbs and Adjective Agreement
Lesson Outline
Today, Lilly and I completed the elevated vocabulary worksheet that she did not complete to reinforce her understanding of these sophisticated terms. Thereafter, we expanded her vocabulary further with more elevated vocabulary, idiomatic expressions and locutions, which was followed by a matching exercise pairing the French definitions with the terms. We then moved on to our continued study of irregular present tense verbs to expand her verb knowledge and conjugation abilities. We reviewed all previous verbs and added the verb "pouvoir." Next, we reviewed possessive and demonstrative adjectives through 2 exercises and completed the adjective agreement table for descriptive adjectives.
Assignment
Lilly must make index cards for our 2 new irregular present tense verbs (vouloir and pouvoir), study her adjective vocabulary using Quizlet and complete a reading comprehension passage to prepare for the IB exam.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
On a positive note, Lilly arrived today with a stack of index cards she had prepared to study her irregular present tense verbs. Last time we met, it became apparent that she did not know vocabulary for body parts or rooms in the house, so I suggested she explore those. Thankfully, she took the initiative to create vocabulary index cards for that terminology as well.
Unfortunately, she did not complete the work she had been assigned (the vocabulary worksheet or the adjective Quizlet). For the vocabulary worksheet, she said it was too hard, that she did not know any of the words in the sentences to be able to select the terms from the word bank that would best complete the sentences. I asked her why she did not look up the words in the sentences she did not know and she said that would have taken her too much time. So, she decided not to do any of it, including the easy portion where she had to simply translate the terms. She said the first part was too hard and she gave up. So, we worked on it together and with a bit of effort, I think she was capable of doing it. This unfortunately cut into our time for the rest of the lesson.
She is doing better with her verb knowledge; the index cards helped with that. I tried to encourage her by showing her how well she did thanks to the effort she had devoted here.
I was a bit dismayed, however, by her reaction to the work I asked her to do for next week. All she has to do is create 2 index cards for pouvoir and vouloir, study the adjective vocabulary on Quizlet and do a short reading comprehension passage with 5 multiple choice questions, which she must do on the IB exam. When I asked her if she was all set, she told me that she was most likely NOT going to do any of the work I asked her to complete. She said she is too busy and has other more pressing work. I told her in response that this would be relayed to you, Judie.
I am pleased with the efforts she made with her verbs and the index cards, but disappointed with how the lesson ended. Everything I am giving her to do is in preparation for her success on the IB exam and allows us to be more productive with our limited time together. Without consistent studying, it is impossible for her to compile the vocabulary bank she needs, especially when her vocabulary is so limited.
Unfortunately, she did not complete the work she had been assigned (the vocabulary worksheet or the adjective Quizlet). For the vocabulary worksheet, she said it was too hard, that she did not know any of the words in the sentences to be able to select the terms from the word bank that would best complete the sentences. I asked her why she did not look up the words in the sentences she did not know and she said that would have taken her too much time. So, she decided not to do any of it, including the easy portion where she had to simply translate the terms. She said the first part was too hard and she gave up. So, we worked on it together and with a bit of effort, I think she was capable of doing it. This unfortunately cut into our time for the rest of the lesson.
She is doing better with her verb knowledge; the index cards helped with that. I tried to encourage her by showing her how well she did thanks to the effort she had devoted here.
I was a bit dismayed, however, by her reaction to the work I asked her to do for next week. All she has to do is create 2 index cards for pouvoir and vouloir, study the adjective vocabulary on Quizlet and do a short reading comprehension passage with 5 multiple choice questions, which she must do on the IB exam. When I asked her if she was all set, she told me that she was most likely NOT going to do any of the work I asked her to complete. She said she is too busy and has other more pressing work. I told her in response that this would be relayed to you, Judie.
I am pleased with the efforts she made with her verbs and the index cards, but disappointed with how the lesson ended. Everything I am giving her to do is in preparation for her success on the IB exam and allows us to be more productive with our limited time together. Without consistent studying, it is impossible for her to compile the vocabulary bank she needs, especially when her vocabulary is so limited.
Session Hours
1.00
Hours Attended
1.00
Entry Status
Review Status
Student Name(s)
Subject
School