Ning Liu TP#6

As Ooki had no more grammatical questions, I noticed that his reading comprehension was a bit lacking when he made multiple mistakes in his composition essays. Previously through our first email exchange, I asked him what his interests were, which he replied technology, specifically, the modern cameras, computers, and phones. From this, I printed out two articles. Both articles pertained to the newly released iPhone 5S. I asked which article he’d prefer to read, either the first look review, or the review of the camera advancements on the new iPhone 5S. It seemed that he was more inclined to read the general first look overview, so we began. During this session, I had Ooki read the sentences, and then tell me what the sentences meant. This was definitely an intensive reading. For the most part, he knew the words. However, there were a few words he did not recognize. That is, until I pointed out its other forms (i.e. adjective-form, noun-form, etc.). Also, the first look overview had multiple words are homonyms, thus causing some initial confusion. One more thing about the article is that it was not in formal writing, thus contained multiple set phrases and adjective-clauses that Ooki was not familiar with. For example, “goes in hand with” and “hands on.” Also, when we encountered instances where nouns acted as adjectives, Ooki became excited. For example, the author described his original iPhone 5 as his “Darth Vader iPhone.” At first, he didn’t understand what it meant. But then I told him to look for clues in the sentence, where right after the author used the term “Darth Vader iPhone,” he wrote “(black and slate).” This epiphany was a very exciting event for Ooki. He didn’t realize that we could do this in English.