Over the third and fourth weeks at CARAS, the focus shifted toward helping students connect language with personal experiences and emotions, while also developing their confidence in reading longer texts. These weeks reminded me how powerful stories — both personal and fictional — can be in language learning.
In the English sessions, the Week 3 theme centered on emotions. Students explored how to say “I feel … when I …” and matched different emotions to everyday situations. For example, we discussed how someone might feel nervous before an exam or happy when spending time with friends. The use of pictures and cut-out faces made it easier for students to recognize emotions visually and then attach words to them. This activity led to thoughtful sharing, with students giving real-life examples of when they felt certain emotions and what helped them feel better. I noticed that because emotions are so universally relatable, the lesson encouraged lively participation — students seemed more willing to speak when the content connected directly to their own lives.
Week 4 returned to the reading sessions, where I worked closely with two students, Omar and Hassan. Omar had already shown remarkable determination in earlier weeks, and this time he selected Grandma’s Saturday Soup. While he continued practicing pronunciation, what stood out was his willingness to share a personal memory the book triggered about his family life back home. Although he quickly returned to reading, that moment of openness reminded me that learning English is not just about words, but also about making space for identity and memory.
Hassan, meanwhile, chose a more advanced text, Journey to the River Sea. He read with fluency, but often stumbled on tricky pronunciations such as “-ght” in thought or the silent “l” in would. Together, we practiced these patterns and he grew more confident with each attempt. Compared to beginners, Hassan’s needs were more technical — fine-tuning pronunciation rather than building basic vocabulary. I realized the importance of balancing support across very different levels within the same program, making sure both beginners and advanced learners feel equally challenged and encouraged.
Reflecting on these two weeks, I was struck by how effective it is to root lessons in students’ personal experiences. Emotions and stories helped bridge the gap between unfamiliar English words and the reality of their lives. At the same time, I continued to learn the importance of flexibility: one student might need repetition and visual aids, while another requires careful correction of subtle pronunciation rules. For me, the most valuable takeaway was understanding that language learning is deeply human — it is about connecting meaning, memory, and identity as much as mastering grammar or vocabulary.
For confidentiality, the names of students mentioned have been changed.