A selection of reports across subjects & levels
今天與P的課程絕對令人捧腹大笑。我們非常愉快地聊著他最近做的所有事情，並開玩笑說他是否想成為一名脫口秀喜劇演員。他用自己的T恤製作各種頭飾——我們開玩笑說這可能成為舞台表演的一部分。
P有著完全出人意料的笑話，比如你可以「怪罪上天」，他今天選擇的笑話也很有趣——我最喜歡的是關於「寒冷間諜」的那個。
我們繼續今天的目標，即培養更多的情商，研究了針對不同情境提問以及對這些情境的高情商回應。P表現得非常誠實，然後朝著理解什麼是合適回應的方向發展。
我們挑戰了C2級詞彙（完全流利和學術詞彙）。P展現了從語境中推斷新詞彙含義的能力，也能回憶起他過去曾稍微接觸過的詞彙。我們涵蓋的詞彙有：aggregate、benchmark、commensurate、contingent upon、inherently、intrinsic、predicated on 等。
課程的下一部分是複習辯論原則，P被要求識別提案「年輕人應該聽從父母」中哪些詞彙或概念是對手的弱點。「聽從」是一個定義可能具有挑戰性的詞彙，我們也識別出「年輕人」、「應該」和「聽從父母」是需要定義的術語。
總而言之，這是一堂非常有趣且富有成效的課程——我們超時了卻渾然不覺。
在今天的課堂上，我們專注於三個重點領域：討論、語法和閱讀理解。
我們首先進行了關於X這一週以及他暑假剩餘時間計劃的簡短對話。開始時，X顯得有些分心，因為他一直在走動，似乎心不在焉。然而，一旦他安定下來，就變得更加投入，積極參與討論。
接著我們進入語法部分，特別是如何構成現在簡單式的疑問句。這包括複習疑問詞並將其與適當的名詞搭配。X起初覺得這很有挑戰性，但在經過幾個清楚的例子和一些引導練習後，他開始理解結構。為了讓活動更生動，我們加入了計時器，看看X能多快、多自然地完成疑問句轉換。
最後，我們開始閱讀一個新故事《龍族大師》。我很高興看到X真正投入到故事中——他緊跟故事情節，甚至調整他的語調和語音變化來配合主角的聲音，這顯示了對敘述的良好意識。X還對接下來可能發生的事情做出了強有力的預測，使用章節中的線索來支持他的想法。
Y很想向我展示他的一些英語書籍，並給我看了《52層樹屋》。我們一起閱讀了書的一部分，並將故事和插圖作為展開討論話題的跳板。他用這種方法表現出很大的熱情和參與度，今後我希望分配更多時間來一起閱讀和討論。
基於故事的主題，我問Y他會在自己的房子裡添加什麼想像的房間。這擴展為討論他發明的想像運動，以及他參與的真實運動。這本書也提供了學習一些他以前不熟悉的新詞彙和表達方式的機會。
接下來，我請Y告訴我上一週的情況。他向我展示了一些他做的數學練習並向我解釋，還談到了他的鋼琴課程和在樂器方面的進步。
然後，我們使用了上週的討論卡片，討論了以下話題：最喜歡的食物（延伸至鹹味食物討論）；長大後的職業理想及優缺點分析；嗜好（引發了關於園藝和近期颱風的對話）。
今天是B六年級的最後一堂課。雖然她最初顯得有些無精打采，並提到感覺無聊，但一旦我們開始做涉及四個基本運算的心算問題，她的精神狀態就迅速轉變了。她以驚人的輕鬆完成了練習題，展現出強大的心算敏捷性和計算自信。
我們也探索了代數表達式並深入幾何學——複習正方形、長方形、三角形和圓形的面積公式。雖然她遇到了一些困難，但B表現出極大的韌性，重新解決問題並得出準確的答案。
為了緩和氣氛，我們用一些動腦筋謎語和生動的繞口令進行了短暫休息，這振奮了她的精神，恢復了她愉快的情緒。
B今年教起來絕對是一種樂趣。她是一個聰明、活潑、堅定的孩子，知道自己的道路並充滿熱情地追求它。她對數學的天然傾向很明顯——她享受快速解決問題的興奮感。一年裡，我們涵蓋了廣泛的主題，包括小數、分數、代數、測量單位、角度測量，以及各種形狀的面積和周長。
In today's lesson we had quite a change in terms of content. We began with a recital of Invictus, a poem from the late 19th century. M identified the last two lines as most meaningful to him: "I am the master of my fate: I am the captain of my soul." We reviewed the poem and M checked the meaning of some of its more complex vocabulary.
M also reported the challenges he was having decoding sounds in extended listening texts — a great level of self-awareness about his own learning process.
We looked at a series of open questions relevant for M in his office environment, using them as a drilling exercise for workplace communication:
Once again, after an initial warm-up it was very clear that M's ability to communicate on this kind of topic has grown considerably. In the first 10 minutes of the lesson there were three minor vowel additions — so M is clearly making consistent progress.
Today's Primary lesson was very interesting — we had a mature discussion around planes and how paper planes fly in particular. Questions explored included: Why does weight in the front help it fly better? Why do things with some speed travel forever in a vacuum? Why does paper rise when you blow over the top of it? Does shape change the flight of a paper airplane?
We looked at A's school schedule and also the Khan Academy platform A uses for Maths — in my opinion an excellent choice.
We repeated the writing task from last week; with a slightly different topic A wrote 22 words per minute, which is a very reasonable speed. We will analyse any weaknesses in the written work going forward.
We moved to A reading aloud from Harry Potter to assess word-attack skills. These were largely good, with only a couple of minor errors — interesting in terms of what they reveal about how A processes text.
We also reviewed the memorisation techniques we had looked at over a year ago. I was very impressed in the competition we had around how many numbers we could memorise in correct sequence — A achieved an excellent result.
Today's IELTS lesson was spent looking through the high-probability questions found in Part 1 of IELTS Speaking. We began with X reporting on the local weather, and corrected several errors: the pronunciation of "cold"; the use of "I'm only stay"; differences between "this" and "lis"; and similar points.
For information on hometowns, X is going to locate some sites in English selling holidays, to become more aware of the type of international English used to describe countryside and locations.
I tried, as part of our strategy, to give X as much pressure as possible in the questions, and X handled this with equanimity.
We then looked at word stress and sentence stress, and the differences between syllable-timed and stress-timed languages. X went through a task responding to eight questions about travelling, choosing different words to stress. X did very well on this. I am to send X a PowerPoint covering word and sentence stress in more detail.
Today's Primary class was all about improving F's conversation skills. We talked about topics F likes, such as video games, sports, and summer holidays. F was relaxed and confident during the class, which made for a very pleasant and productive session.
F chose to read an article called "Why People Watch Others Play Video Games." F was very interested in it and related the content to F's own experiences. F could discuss the article and answer questions about it with ease.
To keep improving, F should practise talking about different topics F enjoys — this will help build more confidence and fluency. F should also do some grammar exercises to get better at using correct tenses and structures.
F did a great job today. F's relaxed attitude and clear speech are impressive. By focusing a bit more on grammar and listening carefully, F can get even better at speaking. Keep up the good work, F!
In today's High School Chemistry lesson, we covered various topics related to heat energy and calorimetry, aiming to deepen the student's understanding of key concepts.
Lesson Objectives & Outcomes:
L was well prepared for the lesson and brought the document from school. L had already identified questions to ask before the lesson. L is honest and direct about what L doesn't know and actively engages — a very commendable approach to learning.
In today's OET lesson we began with a brief congratulations on Y's great success in the OET Reading exam — a well-deserved result. We discussed how this increased reading competence will positively impact his overall performance.
We explored the knowledge Y will need for the Writing exam and determined that the lexis around physiotherapists, dietitians, and social workers is an area to build further.
Y identified that the organisational part of writing was the area of greatest challenge. We also determined that Y can improve awareness of the assessment criteria being used, and I am to send that criteria to Y for memorisation and review in the next lesson.
The process for writing improvement: choose a sample question → review the criteria → write an answer → input into an AI system asking for a rewrite → send both versions to me for review and comparison. Y will then remark on differences between the original and improved version.
Homework: memorisation of OET writing criteria; practising right-handed writing with eyes closed (total 15 minutes); using AI system for writing comparison as above.
We started today's Primary class by discussing what Q has been doing over the past month. It was great to see Q was Q's usual self — very confident and expressive. Q told me about the different activities Q had been involved in, and this discussion naturally led into a broader conversation practice.
Q then went on to read the article and answer all of the post-reading questions correctly. The key reading skill for today was inference, which Q handled well — Q was able to use the information given in the article to deduce meaning and draw conclusions beyond what was explicitly stated. An impressive performance overall.
In today's IELTS lesson we had two areas of focus. The first was addressing how X might change the perception of nervousness in a speaking interaction — turning it into the drive needed to win the power dynamic and speak confidently.
At the beginning of the task X said X felt nervous, but after identifying what our joint exercise was — X maintaining confidence and reducing nervousness, me creating pressure — X began to shift their mindset effectively.
X reported doing a good amount of listening to extend topic and lexical awareness for subjects that could arise in speaking or writing. X has not yet had the opportunity to take a part-time job for high-frequency English interaction, which would greatly help fluency development.
Areas of pronunciation challenge included: purpose (stressed syllable awareness — the second syllable needs to be very weak); regular vs. regularly; and several others noted in X's correction list.
Homework: continue listening to low-level radio, reading low-level newspapers, and getting exposure to language through a part-time job if possible.
In today's Primary class we focused on several areas: proof-reading, grammar quiz, interviews, and Mystery Hotel.
We began the class by going over P's homework, which again continues to be written to a very high standard. P's written work demonstrates strong command of structure and vocabulary for this level, with only minor points to address in the proofreading phase.
The grammar quiz and interview activity allowed P to consolidate knowledge in a communicative setting, and the Mystery Hotel activity brought an enjoyable creative element to the session that clearly motivated P throughout.
In today's Corporate lesson we began with a report on the week, using that report to diagnose language errors for B to correct: Europa, competition, and several others noted in B's correction list.
We transitioned to B's report on the differences in translation between Google Translate and GPT for a piece of writing. B concluded that GPT had produced more authentic and natural translations — an interesting and practically relevant comparison.
We discussed the extended reading B had done from Perform Under Pressure — particularly in relation to "Creating the Gap." This was very interesting and useful work for B's ongoing professional development.
We also did reading for accent, which was generally very good, noting a tendency to drop the 'h' in "Hebrew" and "Horizon," and a very different pronunciation of one other word.
Homework for the coming week: diary work and comparative translations; reading and recording accent samples; open-ended questions for work; further reading on Perform Under Pressure; CAE Grammar practice; motivation and leadership materials.
First Primary lesson back after a 4-week break. G had a lot to tell me, so we focused on speaking skills, which continue to be of a high standard — strong ability to use correct grammar, description, and expressive language.
Overall, I am very satisfied with where G is in regards to English speaking. In comparison with other Year 6 Hong Kong students I have taught, G has a greater enthusiasm to speak in English, which makes a real difference to the pace of progress. G continues to set a strong example in terms of engagement and willingness to communicate.
We introduced ourselves and I asked H which topics were causing difficulty in the AP Calculus AB course. The first topic of concern was linearisation — I quickly recognised from the PowerPoint that this is the Newton linearisation method and shared relevant context from my own experience.
We began with a diagram showing the relationship between a curve and a tangent line at a particular point. I explained that at the limit, as Δx approaches zero, the tangent line approximates the curve. We used a cubic function as our working example (rather than the square root from H's classroom), to demonstrate the method more clearly. After five iterations, the Newton linearisation method produced the same answer to 10 decimal places — a striking illustration of its power.
We also walked through setting up an Excel spreadsheet with formulae to model the iterations, which was a useful practical skill alongside the mathematical understanding.
The second topic was related rates — specifically the inflation of a spherical balloon. H determined the first derivative using the chain rule. The rest is essentially algebra. For related rates problems, the main challenge is identifying variables, assigning symbols, and connecting variables with a formula before differentiating.
From the example, we worked backwards to identify a five-step strategy for solving related rates problems. H was given optional homework — a single problem from the textbook — to practise independently with intrinsic motivation.
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