ds is the same, thanks, but neurofen really helps. He's just watching star wars for the zillionth time. I've been painting ds2 room and a Union Jack Flag in matching colours (steel and pea green).
Ds1 English teacher just called. She's set up a meeting with me and the Senior Manager to discuss ds1 English. I obviously want to be as constructive as possible - they seem open to listening to me, and perhaps acting on it. Next year ds2 will go there (I assume) and hopefully in 3 years ds3, so I'm hoping to propose a policy for native speakers (the gymnasium is also a language specialist centre and I think from the 7th class many lessons are bilingual english-german) so English is an important part of the school, so I think they should have to resources etc and def. seem to be cooperative. So all good. MY Q is, what do I say!!!!!
My gut feeling is that ds 1 should on the whole follow the main curriculum that all the other pupils do (so here no more work for the teacher). He also is learning grammar points and rules, rather than just 'knowing' the answer iyswim. But when it comes to applying the knowledge, I don't think he should be putting the right verb into the gap, that's a waste of time, or copying out reams of vocab, again, a waste. My thoughts are he should apply the knowledge in a different way, eg use the vocab/grammar rule learnt in the form of a longer piece of writing, a letter, a paragraph on what he did at the weekend, that sort of thing. Is this enough, or does anyone have any different or better ideas?
I'll do a thread in secondary ed to see if any language teachers there have any ideas too. Are there any books or resources I should recommend? I think if it doesn't impact on the class, the curriculum or the teacher too much, they are more likely to give it a whirl. What do others think?