FSU TEFL Certificate Course_Spring 2025

Date/Time: Friday, January 31st, 2025, 12:45-1:45 PM Location: Dodd Hall at FSU Topic/Skill: Grammar + Help on a project for a class Feedback provided to the tutee: First, Livio talked to me about a presentation he needs to give in class this week, and then we brainstormed what exactly he was going to talk about, for how long, and in what order. Once he created a rough outline for his project, we moved onto the planned grammar lesson for today. Livio expressed to me that he struggled with the difference between "Do you have ..." and "Have you ..." because the verb modifier 'do' doesn't exist in Italian, so I created a fill-in-the-blank exercise for him to complete before guiding him to the correct answers and teaching him the difference between the two (inductive teaching!). Lesson(s) about tutoring and/or the tutee you learned: Towards the end of the lesson, Livio was telling me about some of the other things he struggles with in terms of learning Engli...

 Date & Time: Thursday, January 30th, 2025, 2:00 PM - 2:50 PM Topic/Skill: Listening Skills Teacher Presentation: For today's class, Dr. Felicia prioritized individual work for the sake of the different group levels in her listening class. The students were given audio clips, and Group 1 students were asked to answer questions about the audio clips, whereas Group 2 students were asked to summarize the audio clips. The students worked independently on their devices for the entirety of the class period. Classroom Management: Dr. Felicia managed the class by (1) assigning level-appropriate work for each student that catered to each of their needs, and (2) monitoring the students' work in real-time via the shared Google documents each student was performing their work on. Materials: Devices for each student (provided by the students themselves), instructor's laptop, access to Google documents, audio files, headphones (for each student provided by the students themselves). S...

Date & Time: Friday, January 31st, 2025, 9:00 AM -  10:50 AM Topic/Skill: Surveys Teacher Presentation: Ms. Olivia started the class by introducing today's topic: conducting surveys and presenting survey results. She first handed out the survey template with the intructions the students would be using. She then presented a previous student's survey and PPT example from a past year on the projector while going over the details she wanted to emphasize. Then, she instructed the students to start thinking about their survey topics. Classroom Management: Ms. Olivia kept the students on schedule by circling around and monitoring the students' progress. For example, she would go to each individual student and make sure they were on the right track. She would periodically go to the front of the room to announce what the students should be working on. ("Now, everyone should be starting to write their survey questions.") Materials: Projector, handouts, pencils, PowerPoi...

 Date/Time: Wednesday, January 29th, 2025, 5:30-6:30 PM Location: Dodd Hall at FSU Topic/Skill: Speaking Feedback provided to the tutee: Since Livio was not in class for a week because of the snow and was traveling over the weekend for work, I decided that today's lesson shouldn't be too intensive but should still be productive. Therefore, Livio and I spent the session talking about his work trip since he wants to practice speaking for the sake of work. I asked what he talked to his clients about, what the exhibition he was attending was like, and if any parts of his weekend gave him trouble with his English. Any time he was incorrectly describing something, I would question him about it and give him a moment to think about if his sentence was correct. Luckily, this feedback was successful 100% of the time and Livio spoke very well overall! Lesson(s) about tutoring and/or the tutee you learned: I learned more about linguistic cultural differences, specifically between English a...

 Date: 01/28/25 8pm on zoom  Je-Won and I worked on picture description and comparison during our first activity: "Find the Difference" worksheets. We used new vocabulary words, like rays of sunlight, watermelon, lemon, colors, and more. During this activity I corrected Je-Won on making sure to use articles before nouns, and using "there are" not just "blue chicken on right and pink chicken on left." During our second activity, we played role-play activities, where I gave him a scenario, and then gave him four words to choose from to ask a question. For example: taxi: home, going, please, greeting. We also did doctor, airplane, and a lost person. He asked one question and I would give him four more questions based on the other words he hadn't chose.  Je-won really like the find the difference worksheets so I think similar activities would be helpful for the future. 

Date & Time: Wednesday, January 29, 2025, 2:00 PM - 2:50 PM Topic/Skill: Listening skills, dictation Teacher Presentation: Dr. Ciappetta introduced the topic (social media) of today's listening comprehension lesson on the projector and instructed the students to independently work for the rest of the class. Classroom Management: Dr. Ciappetta had given each student their own tailored Google Document to work on. These individual documents update in real-time and allow Dr. Ciappetta to monitor the students' progress. This format also allows for the difficulty of the assignment to be changed according to the level of each student. Additionally, through these documents, Dr. Ciappetta is also able to provide live comments, feedback and guidance to each student. Materials: Projector, Google Docs, WhatsApp, laptops Student Participation: Today, the students worked independently on their laptops. They each listened to audios that Dr. Ciappetta provided according to their level via...

Date/Time: Wednesday, January 29th 6:30pm-8:00pm Location: Tutee's home Topic/Skill: Conversation practice, talked about what she did yesterday using the past perfect (Ex: By 9am, I had already eaten breakfast), went over her grammar-in-use homework for the past perfect form that I assigned her last week, pronunciation practice, when to use gerund vs. infinitive, when to use "to" vs. "for" Feedback provided to the tutee: I repeated the corrected version of the phrases Paola had mistaken and had her repeat them back to me before continuing the conversation. I also wrote down the words she struggled to pronounce so she could see them visually, and then we went over them again. Lessons learned: Paola has a formal knowledge of English grammar, so she frequently asked me about specific verb tenses and parts of speech. Some of her questions I found really hard to answer, as there was no fast or hard rule for some of them. For example, explaining to her when to use the...

 Today I gave her a set of words to see if she understood them and if she could spell them. I used intermediate-level words and she understood most of them but struggled to spell a lot of them. She has issues confusing Spanish words and English words, but I think I am slowly helping her understand how to pronounce words in English. I am still working on building her confidence in her English. 

 Date & Time: January 28 11:00 AM - 11:55 AM Topic/ Skill: Reading Informational Text Teacher Presentation: Mr. Ryan began by covering the class agenda for the day and the week. He let them know what they'd be working on for the day and informed them of upcoming quizzes.  Classroom Management: Mr. Ryan maintained a very well structured timeline for the class. He gave them specific amounts of time for each component of the reading and relevant discussions, outlining clear expectations beforehand.  Materials: computer, projector Student Participation: The students had group discussions before and after reading the passage provided to them, but read the passages to themselves.  Feedback Provided: To encourage more critical thinking, Mr. Ryan would ask specific questions to guide students in the right direction.  Lesson Learned: One thing I liked was that there were two different passages for students with different abilities. I also liked that the vocabulary wo...

 Date & Time: January 28, 10:00 AM - 10:55 AM  Topic/ Skill: Simple Present Tense and Present Continuous Tense  Teacher Presentation: Olivia began the lesson by recapping what the students worked on the day before. They were describing a daily routine by using Simple Present Tense. Then using the online textbook, she explained present continuous tense and its key sentence structures.  Classroom Management: Olivia spent the entire class time standing up, walking around, and actively engaging with students. She assigned them specific portions of the paragraphs to edit, and encouraged them to collaborate.  Materials: computer, projector Student Participation: They day before, the students worked together to write a paragraph describing the Grinch's daily routine using simple present tense. She called on students to provide examples and corrections. Next, she played a video and had students describe the ongoing actions in the video.  Feedback Provided: Oliv...

This was a diagnostic session. Her English is not bad she can speak it and understand it pretty well. Her biggest issue is that she tries to apply Spanish rules to English. She does this for tense, grammar, and pronunciation. She also needs to improve her vocabulary and spelling. I also think she lacks the confidence she should have in her English.

Date & Time: January 28 9:00 AM - 9:55 AM Topic/ Skill: Basic Introductions and Descriptions Teacher Presentation: Dr. Felicia began the class by introducing me to the students. She pulled up a list of questions for the students to ask me and write down my answers. Classroom Management: Dr. Felicia allowed the students time to interview me and kept track of time they needed by viewing their Google docs as they were working on them. She checked in on their progress as they worked and let them take their time to work freely. Materials: computer, projector Student Participation: Since there were only two students, they each took turns interviewing me. They stopped to ask me to repeat myself or spell things for them as needed before typing their responses.  Feedback Provided: Dr. Felicia reviewed each of their Google Docs and highlights their answers to provide a reaction to each one. Because the class was a beginning level class, she mostly focused on composition and the target gr...

  The teacher plays the book's audio while the students read the book. He leaves the book on a cliffhanger, so the students are excited to read. He makes comments to make the book seem more exciting after. Then he has a student read and kind of teach the class. To teach them vocabulary he asks them to define the words and jokes around with them to get them excited to learn. It works as all students are engaged, discussing, and trying to learn what words mean. The teacher then reads the passages with the students and he explains what is happening every step of the way using vocabulary words. Then at the end of class, the teacher held a writing exercise so they could get more practice and sum up what they did for the day.  

 01/26/25 on zoom  Topics Practiced: writing sentences, speaking in complete sentences, role-play scenarios Corrections given tutee: articles needed before nouns, structure of a complete sentence 1. i take to home work and Pencil --> I take homework and a pencil.  2. The menu changes every day  3. play game --> I play games.  4. my best friends is boseok kim, play game together --> and we play games together  5. my favotite animal is dog because cute --> it is cute  Notes for tutor: give more positive feedback, word banks are very helpful for him in answering questions. During our role -play activity, I gave him 4 words that he could choose from to make a sentence or ask. question related to a certain scenario -- restaurant, classroom, and zoo. 

 Date/ Time: January 19, 2024 | 11:00 am - 12:00 pm  Location: Lucky Goat Cafe  Topic/ Skill: Introductions and Reading/ Pronunciation Feedback Provided: I met with my second tutee Nejoud for the first time. She is from Saudi Arabia and has previously had a TEFL tutor. We introduced ourselves and talked about where we were both from. She is in America so she can get her PhD in statistics because she is a lecturer in her home country. We read a few local news articles I selected. While her reading comprehension skills are strong, her pronunciation has room for improvement but it is not bad.  Lessons Learned: Even though Nejoud and my previous tutee are both testing at the same IELTS level, their strengths and weaknesses vary greatly. This was a good lesson for me that although things may look the same on paper, they may actually vary greatly in practice. She wants to work on listening skills, especially with speed and different accents so I will try to come up with so...

 Date/Time: Saturday, January 25th 1:00pm-2:30pm Location: Tutee's home Topic/Skill: Conversation practice (worked on telling stories with the past tense), talked about what she did this week, did a grammar-in-use activity for the past perfect form (tutee wanted to work on past participles in particular), pronunciation practice Feedback provided to the tutee: Paola was very good at expressing herself in English but was hesitant to attempt to use certain grammatical forms that she wasn't comfortable with using, such as the past perfect. I encouraged her to speak freely and had her attempt to form a thought before I tried to correct or assist her. She wanted to resort to Spanish ocassionally but I would not respond until she tried saying it in English. When Paola made the same error frequently I would write it down in her notebook and go over the grammar point with her. I assigned homework on the past perfect form to review with her next week. Lessons learned: My tutee Stephanie ...

Date/Time: Monday, January 20th, 2025, 11:00 AM - 12:00 PM Location: Black Dog Cafe in Tallahassee Topic/Skill: New Vocabulary in Use/Writing/Speaking Feedback provided to the tutee: For today's lesson, I brought a list of translated vocabulary words that Livio uses frequently for work but does not know the English equivalents. Together, we created sentences using each new vocabulary word in their correct contexts. I had Livio come up with the sentences and speak them aloud while I typed them into the vocabulary sheet. This way, he could practice his speaking (which is a priority for him) as well as learn how to use the new vocabulary words in speech. Lesson(s) about tutoring and/or the tutee you learned: I learned that you can take advantage of your tutee's feedback for future lesson plans. For example, if my tutee and I were working on a particular lesson plan, but a different English problem or concern arises from that activity, it can be noted and incorporated into the next...

Date/Time: Friday, January 17, 2025, 1:30 PM - 2:30 PM Location: FSU Student Union Topic/Skill: Narrative writing and vocabulary development Feedback provided to the tutee: During the lesson, I had Livio describe a conversation he might have with a business client (since he wants to learn how to communicate better for work with American clients), and we went over what he found easy and challenging while writing the narrative. I also reviewed his grammatical performance and noted the mistakes he made so I could ask him about them and incorporate them into future lessons. I also had Livio write a list of Italian words he uses for work so I could convert them into English and turn them into a lesson for our next session. Lesson(s) about tutoring and/or the tutee you learned: I learned that Livio struggles with the use of grammar prepositions since they don't necessarily exist in Italian. I also was able to grasp how important speaking practice is in general because Livio's speakin...

 01/22/25 on zoom  Skill practiced: answering questions given about photos in powerpoint, explaining daily routine  Feedback given to tutee: corrections given to him when needed, but mostly he's having difficulty with productive speech. Had more difficulty this time because he was less willing to participate  Feedback for tutor: need to find an activity that is more engaging and lets him practice productive speech 

 Jan 19, 2025 on zoom  Topic/Skill: conversation practice -- describing himself, family, friends; traditional festivals in Korea  Feedback provided to tutee: was able to clearly, without error, describe himself, his family, and personal facts. I had to give him hints or give him a word that he seemed it not know or struggle with. I tried to give a lot of positive feedback because he gets frustrated when he cant remember a word. We worked on describing traditional Korean festivals. He did not understand questions like: "have you been to that festival? "have you been?" at the beginning but understood the by the end of the lesson. We also liked at New York Times: "What gong on in this Picture?" to practice new vocabulary, such as costume, angel, wings, crown, and halo.  Lessons about tutoring/the tutee I learned: I think having timed exercised helped him stay motivated to keep speaking throughout the meeting. 

Date/Time: Saturday, January 18th 1:00pm-3:00pm Location: Tutee's home Topic/Skill: Introductions; Needs assessment; Conversation practice (worked on telling stories with the past tense, talked about hobbies and interests) Feedback provided to the tutee: When my tutee made an error, I would repeat back the corrected sentence and have her repeat it. For example, "I go to China to play Volleyball tournament last year." "Oh, so you  went to China to play in   a volleyball tournament last year, right?" This seemed to work well with her.  Lessons learned:  Stephanie is an immigrant from Colombia wishing to learn English to use in her everyday life. She is very timid when it comes to speaking English (and frequently tried to resort to Spanish) so I want to build her confidence and encourage her to try and attempt to answer in English first, even if she isn't sure if it will be correct. She also told me she has trouble understanding native speakers due to how fast ...

January 17th Listening and Transcription Mr. Flemming had been working on a series of videos which the students had watched in classes prior and written notes about. Today we re-watched the video about teaching techniques and the students wrote a thought map, highlighting the main points of the video. Additionally, we listened to 5-10 second audio clips and wrote down what the sentence said. As far as classroom management, today was very relaxed because including Mr. Fleming and myself, there were only 4 people, so the flow of the class progressed naturally. Materials involved included Mr. Flemming's computer to show videos, and paper and pen for the students to write down their translations. Seeing as there were only two students, they both participated actively and at points shared 1 on 1 with one another for a portion of the activities. Mr. Flemming would correct grammar mistakes periodically, or offer help and feedback as to how to make a sentence sound more natural. From this ...

Tutoring Session #2 with Abdulkarim 1/16/25 at Strozier Library  In yesterday's tutoring session, Karim and I continued to work on the past tense. As we discussed in his first session, he wanted to work on his past tenses, so yesterday we began with the past perfect tense. I put together a lesson plan to work on the past perfect, which began with examples of its' use in movies and TV shows to give him a practical example of how it is used in English conversation. Then I went through the grammar rules and how this tense is conjugated. Next we went through some questions where he had to choose the correct form, as well as convert a simple past tense sentence into the past perfect. To finish, we read an article from the Tallahassee Democrat because he is interested in news and politics as well as learning about his host community and American culture. I think this all went really well. Throughout the lesson I learned a little bit about pronunciation mistakes with Arabic speakers w...

  Date & Time: Friday, January 17, 2025, 10:50 AM - 12:30 PM Topic/Skill: Speaking skills Teacher Presentation: Mr. Flemming started with a clear agenda and overview of today's class. He then demonstrated how to play Guess Who and Go Fish. Lastly, he administered a quiz. Classroom Management: Mr. Flemming had a strong structure for the flow of the class which kept the students on track. He frequently walked around to listen to group conversations, and constantly provided live feedback and direction to the students.  Materials: Personal whiteboards and markers, main whiteboard and projector, a deck of cards, and 2 Guess Who game sets. Student Participation: This class was highly participatory. Students were constantly broken into groups throughout the session in order to practice speaking. For example, students practiced using descriptive words through "Guess Who," and practiced talking about their morning routines with each other, among other activities. Feedback Prov...

Date/Time: Wednesday, January 15, 2025, 5:30 PM - 7:30 PM (two sessions) Location: Strozier Library Topic/Skill: Getting to know each other / needs assessment Feedback provided to the tutee: Throughout my conversation with Livio (my tutee), I would ask him questions about the way he said things to give him a chance to correct himself, however, he was already pretty self-corrective on his own, asking me questions like "Did I say that correctly?" or "That is how you say it, right?" which was very impressive for our first meeting. Lesson(s) about tutoring and/or the tutee you learned: I learned what kind of English Livio wants more practice with (he wants to focus on English that will help him with work), the ways he learns best (speaking practice), and the particular areas he wants to focus on (all grammar tenses and lower frequency vocabulary). Overall, I learned that tutoring is a lot less intimidating than I anticipated it to be and that even our most simple intera...

Date & Time: Thursday, January 16, 2025, 2:00 PM - 2:50 PM Topic/Skill: Listening Skills Teacher Presentation: Olivia started her class by reviewing what the students had learned during the previous class before starting the lesson for the day. She then played several different videos in English that followed the themes they were learning about in their textbook's lesson plans (deepwater oil drilling). She was able to make the subject fun for the students by showing them animated and cinematic videos on the topic that were much more engaging and exciting while still allowing the students to practice their English listening skills (the videos were entirely in English).  Classroom Management: Olivia let certain videos play for a certain amount of time as well as picking videos that would fit within the allotted time for the class. Materials: Computer, projector, speakers, access to YouTube. Student Participation: Olivia would stop the videos at various points to ask the students ...

 Date & Time: Tuesday, January 14, 2025, 1:00 PM - 1:50 PM Topic/Skill: Speaking Skills Teacher Presentation: Mr. Ryan started by reviewing what the class had learned during their last session and then gave the students a variety of activities to complete before the end of class time. He first provided samples of what he wanted the students to do before asking them to complete activities on their own. He had the students listen to his daily routine and replicate it to their best ability, write their own daily routine and voice record it for review, as well as share their work with their peers to collaborate with one another. Classroom Management: Mr. Ryan timed every activity the students did and allowed for extra time/shortened time when needed by the students. Materials: Powerpoint, stopwatch, projector, laptop, recording devices for students to use (their phones). Student Participation: Each student had to transcribe what they heard the professor say and collaborate with eac...

January 16th Grammar and Speaking  Teacher Presentation : Dr. Ciappetta's class today was very small, only 5 of us so she didn't give a presentation in this class. The students' speaking and comprehension levels were very high so this class was more for practice. The practice consisted of a Mr. Bean video which I found to be super helpful. Dr. Ciappetta would pause the video every so often and ask "what is he doing here" and the students would try and form the best description of what he was doing. She would lead them in the right direction if they were wrong, and congratulated them when they found the best answer. Classroom Management : Today's class was very self-regulating. The students were engaged with the video, and would all chime in and answer whenever Dr. Ciappetta asked them questions. Materials : Smart board, computer Student Participation : All 3 students were active participants, and seemed very engaged and enthusiastic to learn. Each one chiming ...

Date/Time: Wednesday, January 15th  Location: FSU Student Union Topic/Skill: Introductions; Needs assesment; Conversation practice Feedback provided to the tutee: I verbally corrected my tutee's errors during conversation practice and demonstrated additional ways to express certain ideas that will help her to sound more natural in casual speech. Lessons learned: My tutee wishes to learn English in order to eventually study marketing at FSU and to pass her English exams back home in Italy. She speaks with confidence and expresses herself very well. During our session, her most common mistakes included added or ommitted particles incorrectly before nouns ("When I go to  the school" or "My uncle is physics professor"), in addition to using "is" instead of "it's" (" Is very beautiful").

01/15 2pm: listening  Topic/Skill: listening; different levels  Teacher Presentation: prerecorded lesson that she sent them individually  Classroom Management: good example of a class with students at different levels; individualized lessons for students at both levels   Materials: word document, english recording that students listened to   Student Participation: students had individual work where they listened to the recording and answered questions on a worksheet on Word  Feedback provided: N/A since the students did not complete the lesson before class ended  Lessons on teaching I learned: sometimes you will have to put in more effort for classes if students are at different levels -- there's a lot of lesson planing required 

Jan 15 1:00 - 1:50pm - Rios Topic/Skill: preparation for in class presentation  Teacher Presentation: notes on whiteboard: short, easy to follow, included drawings if helpful  Classroom Management: the teacher kept everyone attention with enthusiasm and a lot of individually addressing the students  Materials: PowerPoint and whiteboard  Student Participation: called on students to read directions out loud  Feedback provided: students felt very comfortable to ask him questions, which he answered very kindly and enthusiastically. He would give them different options for correct ways to say things Lessons on teaching I learned: assign class time for work like presentations and essays so you can approve their topics and help with any questions they have in person 

I had my first tutoring session last night with my tutee, Thica. It lasted a little over an hour. Thica recently moved here from Vietnam and is interested in studying business at FSU. We first discussed her English learning goals. She explained her primary goal is to pass the IELTS exam academic practice so she will be ready to begin classes. She also mentioned that she wants to practice more transition words for academic writing and showed me some of her writing samples. After chatting for a bit about her experiences learning English, and what methods of learning work best for her, we reviewed a reading passage from her class. As she read aloud, I corrected her pronunciation, provided definitions, and paused throughout to ensure reading comprehension. For next time, I will find or create some worksheets and activities to practice transition words and increase her vocabulary to help with her writing.

 My tutee Abdulkarim and I met last night at Strozier for our first session. He is an international affairs student from Saudi Arabia whose English is relatively advanced. This session was mainly for introductions and getting a sense of what he struggles with and wants to improve on. He told me that he primarily wants to work on the past tenses, more specifically the output (speaking, writing). I told him to write me a paragraph or two about what he did this week so that I can have a starting point to assess his knowledge of the past tense and build from there. In our 50 minute session he honestly had fewer speaking errors than I expected, but we will work on the usage of his past tenses. He also wanted to learn about American culture and has a passion for journalism and media, so I will incorporate news articles and movie clips into our tutoring sessions.

Jan 14, 2025 on zoom  Topic/Skill: conversation skill practice, speaking practice   Feedback provided to tutee: answered simple conversation questions, more confidently than first session. Practiced speaking skills by typing out sentences for him to read out loud to me. When he does speak, I do not need to correct his grammar or pronunciation. Lessons about tutoring/the tutee I learned: activities go by faster than I would expect --> plan longer activities 

  The teacher starts the class by assigning each class a section to listen to. There is such a discrepancy in levels that the teacher recorded lectures to help them at a personal level. Two different lectures that students will listen to both sides of an argument  and compare and contrast and answer questions for both arguments. In the past the teacher would try to teach class to students at different levels but it would cause students to be left behind.

  The teacher opened up the class by giving all students a relatively easy book (middle school level) to read for fun, then in class they read the book together while a voice read the book with them. The teacher was very kind in telling them that they would not know every word and it is okay. He took the books and left them on a cliffhanger which is smart as it encourages them to want and read more, and it worked. The teacher is very good at encouraging everyone to participate. He has the students try to solve simple problems through simple sentences, and everyone is engaged and excited to be correct. The class ended with solo time to see what they have learned and gave them practice. The teacher also played a calm American song to help surround them with more English and set a peaceful environment.

     This morning (1/14/25) I observed Dr. Rios' group 3 grammar class. The class had only 7 students - and coupled with Dr. Rios' personality - the first thing I noticed was how relaxed the class was as a learning environment. Dr. Rios is very personable with each student and this attitude extends from classmate to classmate. In my experience in any classroom setting, one where you aren't stressed or nervous often leads to the most information retained. As far as content and instruction, the class was very organized and included a lot of group work, class discussions where everyone was able to chime in, and 1 on 1 partner activities. The only materials used were the grammar textbook that each student has. Dr. Rios would explain certain grammar rules throughout the class, and at certain points would give mini-lectures, but the class never became bogged down with the teacher speaking and everyone else listening. It stayed open and engaging. They were learning about the pre...

Je-Won: 16 years old, over zoom  Je-Won's English speaking was at a lower level than I had expected so it was very difficult to communicate without google translate. He was able to clearly (pronunciation) answer the questions, but only in few word sentences:  Hi, how are you? How old are you? Where are you from? What is your favorite color? Do you have a sister? How old is she?  He did not understand the questions:  Do you speak any other languages? Do you like studying English? Have you travelled to any other countries? Along with more complex questions I asked. When I typed the Korean translation into the chat, he was able to answer some, but not all questions.  His pronunciation was good when he spoke, but he was not too confident in his answers.  I expect that as we have more sessions, his affective filter will fall down, and he will be able to show the English he is capable of speaking.  Conversations consisted of me asking most of the questions, ...