top of page
lesson - thanks.zip - 2.PNG
Title slide for a carousel post on how a student learned different ways to say and respond to "thank you."
Teacher Tina from SpeakEnglish2day.com
Tina starts the lesson by chatting with a student about her day, using the conversation to practice pronunciation and expressions of gratitude.
Tina guides her student through the process of making inferences, helping her understand context when information is not explicitly stated.
Tina shows her student screenshots from a Google search for "interview" and uses them to ask questions that help reinforce vocabulary and practice recently studied grammar.
Tina confirms her student understands that "interview" can be both a noun and a verb, then they rewatch the video, and the student explains how Max might be interviewing his professor for a paper on famous artists.
Tina clarifies the difference between "paper" and "paperwork" for her student, using examples to help her deduce the distinct meanings and usages of these nouns.
Tina's student shares about a person in her country who significantly impacted rice cultivation, and Tina engages her in a role-play interview, where the student briefly interviews Tina, who pretends to be that person.
Slide showing a summary of a lesson where a 10-minute break was taken after 50 minutes. The text highlights the importance of taking breaks and includes a casual, humorous note about the teacher needing a break too.
The slide where Teacher Tina asked my student to recall phrases for saying thank you and replying to it, followed by a review of these phrases in a video.
Teacher Tina's student correctly repeated most of the dialogue but had issues with the clarity and pronunciation of certain words, such as "sure," "you’re welcome," and "pleasure." She also correctly guessed the difference between "anytime" and "any time."
Teacher Tina reviewed the video script with her student, focusing on correcting pronunciation issues, particularly the /d/ sound in "pleasure" and the /l/, /n/, /ŋ/ sounds that the student often confused. After reviewing the sentence "Oh... could you get me some tea?" and writing it down, the student remembered it correctly, although she hadn’t initially heard the exact words.
In this slide, Teacher Tina and her student analyzed why certain sentences, such as "Oh... could you get me some tea?" are challenging to understand, focusing on elements like sentence stress, reduction, the addition of the /Ê’/ sound between /d/ and /i/, and the stop T.
This slide highlights when my student summarized the content covered about thanking and responding, accurately capturing most of the key points.
This slide shows the process where we added a few phrases, explored how to modify these chunks, and ensured my student pronounced them correctly, focusing on linking and proper sentence stress.
This slide illustrates the discussion we had after reviewing a couple of situations to determine which phrases would work well. We also added a few helpful chunks. My student asked how to reject an invitation, so we discussed why it's sometimes a good idea to provide a reason when saying no.
This slide shows how I introduced an interesting study to my student and asked her to guess the outcome. The study, conducted by social psychologist Ellen Langer, involved asking people waiting to use a photocopier a small favor with different justifications. I challenged my student to guess the percentage of people who said yes in each scenario.
This slide presents the results of Ellen Langer's study, revealing that even giving a weak or nonsensical reason for a request can be almost as effective as giving a strong one. It highlights the idea that offering a reason, even if it's not particularly convincing, can still lead to a positive outcome, especially when trying to soften a rejection or avoid making the other person feel bad.
This slide discusses how the student reflected on the impact of giving or not giving a reason when saying no, drawing from a study discussed earlier. It also describes how the student plans to apply this insight in her native language and the role-playing exercises that followed to practice these scenarios in English, including using polite refusals and expressing gratitude in different contexts.
The slide where the student is reminded to add new chunks to the chunks board, focusing on recalling and noting key details without looking at her notes first.
The slide outlining the steps for the student to review and check her chunks, followed by writing three short dialogues that incorporate those chunks.
The slide where Teacher Tina explains the process of checking the student's writing in class, addressing any questions that arise, and reinforcing the importance of consistent practice with flashcards as part of the student's homework.
The slide where Teacher Tina plans to continue the lesson with a board game designed to help the student practice giving and rejecting advice, building on what was studied in the previous unit.
The slide where Teacher Tina explains her approach of going slowly with board games, using role plays to practice new language chunks, and mixing various activities to ensure effective learning and active retrieval during lessons.
The slide where Teacher Tina provides examples from a board game that include scenarios for students to practice giving advice, making suggestions, and responding to various situations using language chunks.
The slide where Teacher Tina summarizes the progress her student made during two 50-minute lessons, highlighting improvements in picking up new chunks, pronunciation, listening skills, and speaking practice through constructive feedback and role-play activities.

Book your first lesson now!

Needs Analysis

This is our first lesson.

​

We'll get to know each other a bit, you'll share what your English "wants" and goals are, and I'll explain to you how I can help you reach them.​

​​

As soon as I receive the payment, I'll email you to schedule our first lesson.

 

Look forward to meeting you!

 $20 per lesson 

bottom of page