Kelly TP-13

I met with Carolina at the library. She again brought her adorable son with her, who is an excellent learning tool as he tends to be the subject of many language examples (Leonardo is in front of the chalkboard, Leonardo is frowning because the computer is slow..)
Carolina was eager to share some of the vocabulary words she has come across in her reading. We went over them, and I was amazed that she seemed to understand and make examples out of these words from my explanations. Sometimes google translations were necessary, but not often. Some of the words she knew from context- hooray!
I then went over a little of last week's vocabulary. One of the terms had been combing- in the case of combing the scene for evidence. I showed her a short clip from Spaceballs where they literally comb the desert with a giant comb looking for the princess. She got a kick out of that. (I cut the video before the cursing)

She had questions about You're going to......, aren't you? So we worked out some examples. Somehow we went over the transition from are you not, to aren't, to ain't, and back again. (I ain't skeered, I am not scared, You're not scared, are you? You're scared, aren't you?) She wondered (one of her vocab words) if "After a long".... and "a long time ago" were the same thing. I explained that they were not and how there is a bit of a time difference associated with them. (After a long= something took a long time to do, whether in hours/days/months, vs. a long time ago= something that has already happened in the distant past).
She also wondered if "what a shame" and "what a pity" were the same thing. Que lastima! they essentially are!
We also went over "Would you mind...?" There was a little bit of confusion as to what your brain had to do with polite manners. =P I taught Carolina the sort of brusque sarcastic tone of this phrase in terms of someone being annoying at the doctor's office (or some such) and glaring over to say "DO YOU mIIIInd?"

Carolina wanted help with in/on, so I explain the location difference of this, made an illustration of a man on top of and in a cave, and then we looked at pictures from a National Geographic magazine and I asked her to tell me where the objects were. (The penguin and the ice? - The penguin is on the ice) She also asked about behind/in front. More for pronunciation. This made me put on Grover's Near/Far/Around/Over/Under/Through explanation from Sesame Street which even got Leonardo involved.

We briefly talked about the pronunciation difference between V and B. Something I will work more with her on next week!