IDEAS FOR WORKING WITH TUTEEs
General Resources
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ESL Flow, http://www.eslflow.com/index.html, ESL Teaching ideas
ELLLO, http://elllo.org/ - English Listening Lesson Library Online
Boggles World ESL, http://www.bogglesworld.com - printable resources for language learning
ESL Cafe, http://eslcafe.com/ - for ESL tutors and students
Many Things, http://www.manythings.org/ - an interesting and popular resource for ESL
1 Language, http://www.1-language.com/ - free ESL resources and ideas
ESL Partyland , http://www.eslpartyland.com/teachers/Tinitial.htm - ideas for tutors, resources and
lesson plans
Using English, http://www.usingenglish.com/ - resources, reference and ideas for ESL tutors
Grammar Resources
• http://www.azargrammar.com/index.html
Betty Azar books
• Practical English Usage - Michael Swan
• Nitty Gritty Grammar by Edith H. Fine & Judith P. Josephson
Conversation Resource
• http://iteslj.org/questions/
• Dialogues - http://www.eslfast.com/robot/topics/dailylife/dailylife.htm
Idioms
• http://esl.about.com/od/engilshvocabulary/a/idiom_resource.htm
• www.idiomsite.com/
Newspapers & Magazines – student specific
• http://www.bbc.co.uk/worldservice/learningenglish/
• http://www.cnn.com/studentnews/?iref=allsearch
• http://www.voanews.com/
Newspapers & Magazines – general
• http://www.people.com/people/
• http://www.ucsdguardian.org/
• http://www.signonsandiego.com/
• http://www.sandiegoreader.com/
• http://www.nytimes.com/
University-style lectures to help with Academic Listening
• http://www.khanacademy.org/,
• http://podcast.ucsd.edu/,
• http://www.bruincast.ucla.edu/
Tips and suggestions from tutors in the program:
Karen Seat, tutor since 2010
Before meeting:
• By email, establish time and place to meet: International Center, Starbucks, Price Center, home, etc., as well
as frequency and length of sessions.
First meeting over lunch or coffee:
• Share background info., discuss tutee’s perceived needs (e.g., improve speaking/listening/writing skills; basic
conversation; pronunciation; American slang, etc.).
• Develop/agree on a plan. (Those with academic interests may welcome homework—discuss the option. If
agreeable, assign written bio. to discuss at next meeting.)
Some strategies/activities I have used, capitalizing on tutee’s interests where possible:
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Conversation/vocabulary development:
Tutee picks a discussion topic: favorite movies, books, travel, foods, etc.
Read together and discuss article from newspaper, magazine.
Read and discuss timely material about American holidays (Internet is a good source of information for preparing
materials).
Pronunciation:
Tutee models difficult sounds, in isolation and embedded, with frequent review.
Grammar:
A common problem: Use of articles the, an, a. Discuss rules and provide examples.
As a follow-up, prepare modified cloze procedure exercise to discuss together: Omit (insert a blank in place of) all
articles in printed paragraphs. Tutee supplies the missing words.
Writing:
Tutee composes a written summary of a paragraph we’ve read/discussed. Together, review the writing for
problems.
Communication skills in general:
Provide/discuss idioms, common expressions (tutee may write sentences using these).
Introduce well-known aphorisms, puns, limericks.
Tutee brings in a list of new or problem words/phrases encountered since the previous session as well as interesting
observations to discuss at beginning of each session.
Visits to restaurants, grocery, my home (including tutee’s family).
I keep a record by logging each session’s content on my computer.
The Learning Network: Teaching & Learning with The New York Times can be a useful source for content ideas:
http://learning.blogs.nytimes.com/category/language-arts/
Letty Ponomareff, tutor since 2010
1st meeting – Introductions
• Discuss backgrounds, family, education levels
• Bring some family photos and ask your tutee to bring some to the next meeting.
• If possible, have your tutee write up a short bio or first impression of San Diego for your next meeting.
• Find out what your tutee expects to get out of your meetings – ex. Pronunciation, writing skills, vocabulary, etc.
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Proof reading symbols(if it’s writing skill that your tutee wants help with)
Common American acronyms that he/she might not know(middle to advanced level)
Read aloud – newspaper articles of interest to tutee, magazines
Following meetings:
• Conversation about the past week
• Vocabulary words: http://www.eflnet.com/vocab/index.php This is just a first list but they get better as you
increase the number. They have several levels. I also use a puzzle maker to create crosswords using the
accumulated lists.
• Check student writing and assign a new topic.
• Read aloud for understanding and pronunciation.
Ideas to Use:
• Have a good English language dictionary or an iPhone or Ipad with a dictionary.
• Bring catalogues, magazines, pictures to identify every day items(beginning levels)
• Website for San Diego Transit – many tutees don’t have cars
• Maps showing places of interest in San Diego
• Tongue twisters (middle to advanced levels)
• Local restaurant menus – especially with pictures
• ESL conversation questions – internet sources
• Vocabulary tests or crossword puzzles using vocab. Words – Puzzlemaker – DiscoveryEducation.com
• Info sheets from internet about recent holidays and national events
• Find out what your tutees interests are and make up some activities related to them.
• Give your tutee written directions on how to do something (ex. A simple card game) and have him teach you
how to do it.
• Invite your tutee to a meal at your home.
• Visit a local grocery store
• Encourage your tutee to get around and experience all that San Diego has to offer.
• Info about our local resources for free English classes. Dana Johnson, tutor since 2010
#1: Refer to your tutee as an “international” student or scholar, not “foreign”.
#2: Find out the specific goals the tutee wants to achieve and if there are any preferred methods of learning they would
like employed. Besides improving their English skills, they may want to become more familiar with our country and its
culture or learn how to get by on their own (daily activities such as using public transportation, banking, shopping, how
to appropriately dress for the climate and circumstance, interacting with others, personal spatial issues and
entertainment which we take for granted and might be extremely challenging or intimidating to a newcomer from
another country).
#3: If you are fluent in more than one language, consider requesting to be matched up with a tutee whose native
language is one of those.
#4: After you have been assigned a tutee, try to learn as much about their country and culture as possible. This is both a
courteous gesture and will be helpful with your tutoring.
#5: Ask tutees to teach you something, their language for example. It makes them feel more comfortable and gets them
to start talking.
#6: Be as flexible as possible with scheduling the tutor sessions. For example, it might be more beneficial for the tutee to
meet once a week for a long period of time versus meeting several times a week for shorter periods. And sometimes a
tutee's school schedule, homework and other activities will dictate when it's best to meet.
#7: Change up the meeting venue according to what will be covered at the particular sessions. For instance, feel free to
meet in an upbeat, public setting to practice conversational English and cultural norms; then consider choosing a private
space like a small conference room to conduct sessions involving more intense lesson plans such as practicing
presentation skills, recording and listening to the recordings of the tutee speaking English, practicing pronunciation,
diction and tongue exercises. Private venues will allow them to feel less self-conscious and embarrassed too.
#8: While it's helpful for a tutor to give a tutee feedback on their performance and progress, be careful about how you
convey constructive criticism. Some international students and scholars aren't too familiar with our language and culture
so they may tend to be shy or have low self-confidence after they arrive here. It's usually best to concentrate on the
positive improvements their making by praising them. Find ways to give them encouragement to keep working at it -this will help build their confidence. Try to avoid being too nitpicky about their articulation and grammar. Instead of
telling them that they're doing something wrong, perhaps give an example of how they can use similar content another
way or make a note to yourself to formulate a helpful exercise to use at your next session.
#9: One of the most difficult concepts for tutees to comprehend and learn is the use of slang in our country. Be prepared
to use different resources to aid your tutoring methods pertaining to slang.
#10: You can help a tutee with their homework assignments, but don't do it for them.
#11: If a tutee is having difficulty understanding the definition of a certain word, using a Thesaurus will usually help them
identify similar words and grasp the definition much better. You can also use translational software or the Internet.
#12: Keep in mind that a tutee's skill levels in written and verbal English might not be the same. In fact, they may be
extremely different. You should be able to ascertain fairly quickly which one is their strongest form to use. This can be
helpful in creating your lesson plans.
#13: Utilize the Internet in many ways, from looking up certain words or subjects together to showing them websites
that allow them to audibly hear how words sound spoken in English.
#14: Depending on your preference and comfort level, you may decide to extend your assistance to the tutee with other
things besides English tutoring. If your tutee is new to the US and doesn't know another sole, you might offer to serve as
a liaison and introduce them to other people at UCSD or take them out to a few places to familiarize themselves with
San Diego and our culture. You might help them find networking opportunities by providing them with a list of specific
groups and organizations (both at UCSD and off-campus) which appeal to them. Personally, I want my tutee to know
that I'm here for them as a resource for a plethora of things, and they can feel free to ask me for assistance. If I can't
help them, I will put them in touch with the appropriate person or information.
#15: Learning is best done when it's fun and creative, so work with your tutee to come up with some fun and creative
ideas for your tutor sessions. Think about reading movie scripts together instead of reading dull material. Maybe make
up fun games like switching the roles of tutor and tutee where the tutee tries to teach the tutor their native language.
Go to a supermarket together and describe all the items placed in your cart. Demonstrate how you greet fellow
shoppers and practice general etiquette in public settings. Explain what to expect when communicating with the checker
and how different US currency is handled.
Maureen Nichols, tutor since 2002
Asks students to keep a log of communication situations and then tell tutor what was difficult or easy
about it.
Stacy Ko, tutor since 2002
Ask tutees questions to start conversations, it opens up opportunities to speak on their own.
Alice Blake-Stalker, tutor since 2010
For conversation, she gets a picture book of their country and they tell her about the pictures and cultural aspects of
their country. Alice also recommends using the book, Spunk & Bite for grammar and writing style questions.
Michael Miles, tutor since 2009
Each week my student tries to work a crossword puzzle that I have given her. When we meet on Saturdays we complete
the puzzle together. I then circle some of the words that I think would be good for her to add to her vocabulary and
before meeting the next week she e-mails me a paragraph the she has made up using all of the circled words. The
stories are always very creative and many times quite humorous. She enjoys both of these exercises and, I think,
remembers many of the words she has used.
Tithi Baul, tutor since 2009:
Every quarter, my tutee and I choose a book to read (usually written by American authors) to acquaint my tutee with
American colloquial expressions, culture and politics. Before every lesson, we read two or three chapters. During our
lessons, I encourage my tutee to ask questions or make comments about the reading material to start a discussion.
Sometimes I make my tutee read aloud a paragraph to practice their pronunciation.
Gus Lestick, tutor since 1977
Gus has students read books and then discuss the books during the tutoring session
Nori, Faer, new tutor:
Nori recommends using articles from "The Ethicist" column in the New York Times with students as a good jumping off
place for discussion. Column topics are varied and great for conversation pieces with High-Intermediate-Advanced Level
students. Here is the link: http://topics.nytimes.com/top/features/magazine/columns/the_ethicist/index.html.