The student specifies that they need help with adjectives. The tutor checks the student's prior knowledge on adjectives by having them identify adjectives in sample sentences. The tutor then explains what adjectives are and provides examples of adjectives being used to modify nouns. The tutor uses a "show-share-see" method to help the student understand adjectives by having them identify adjectives in more sentences and providing feedback. However, the ESL student finds the activity too difficult and ends the session.

1. Tutor Vista Extensive Training
Program for English Tutors
Using Socratic Method in
Grammar Sessions

2. CONTENTS
Techniques of session handling
 when students come with a specific grammar topic.
 when students share a specific worksheet or assignment.
 when students come to improve or brush up on their
grammar skills.

3. Different Types of Students
In Grammar sessions, you may work with a/an
• student who would ask you to assist him/her with a specific grammar topic
/questions.
• student who needs help with homework or assignment.
• ESL/EFL student or adult learner who would like to brush up on his/her grammar
skills
Irrespective of the type of the students you may get, ensure that you
• Determine your students’ prior knowledge on a topic.
• Begin with an example to hold the attention of the students.
• Explain the concept (definition) and share more examples.
• Confirm students’ understanding by giving a practice test.
• Summarize what you’ve covered in the session.
Let’s see how to cater to the needs of different types of students.

4. When Student Doesn’t Share a Specific
Topic
In general, students just mention “can
you help me with english grammar?”
“need help with grade 12 grammar.”
They do not specify the topic as they
 want to brush up on their grammar
skills.
 do not exactly know what kind of
help they need.
When a student doesn’t specify the topic,
 Suggest a list of topics and ask the
student to pick one, or
 Provide a small pretest to identify
his/her area of improvements.
No Specific
Topic
List some
topics
Doesn’t
Specify
Picks one
Provide a
Pretest
Check Prior Knowledge Choose a
weak area
Begin with an example
Explain the concept
Share more examples
Confirm Understanding
Summary

5. When Student Doesn’t Share a Specific
Topic
Contd…
Tutor: Hello Jordan
Student: Hey, I would like to review 9th grade
English.
Student: can you give me some worksheet prombles
on grammar.
Tutor: here’s a test based on grammar for 9 th grade.
Tutor: let’s see how you perform.
Student: wat do i do?
Tutor: just mark the nouns in the sentences.
Student: done
Tutor: let’s see the correction.
Student: kk
Tutor: did you get it? so to brief you… Nouns are
names of persons, places, things, or ideas.
Student: ok
Tutor: now the next exercise based on pronouns.
Student: ok what is a pronoun.

6. When Student Doesn’t Share a Specific
Topic
Tutor: pronouns are used in place of nouns.
Personal pronoun: I, me, you, he, him, she, her, it, we, us, they,
them
Possessive: my, mine, your, yours, his, her, hers, its, our, ours,
their, theirs
Demonstrative: this, that, these, those
Interrogative: what, which, who, whom, whose
Indefinite: anybody, anyone, each, either, none, someone,
somebody, both, everyone, neither, many, few, several…
Tutor: now find these pronouns in the sentences given.
Student: ok
Tutor: please do the entire worksheet
Student: i’m working. please give me sometime.
Tutor: k. let’s check the answers now.
Tutor: are you not clear with pronouns? There are lot of mistakes.
Student: I’m not clear with pronouns.
Tutor: The session is about to end Jordan. We can do the
pronouns completely in the next session.
Student: ok thanks for your help
Tutor: hope to see you again
Student: bye
Tutor: Bye 

7. When Student Doesn’t Share a Specific
Topic
1. Subject Verb Agreement
2. Pronoun Antecedent Agreement
3. Fragments and Run-ons
4. Misplaced & Dangling Modifiers
5. Faulty Parallelism
6. Unnecessary shift in tense
Example:
Scott is very good at Math his brother is
hopeless.
This sentence contains two independent
clauses. However, without an appropriate
mark of punctuation between them, the
independent clauses run together.
As a result, readers don't know where the
first thought ends and the second one
begins.
Contd…
Student: Hey, I would like to review 9th grade English.
Student: can you give me some worksheet prombles on grammar.
Tutor: Sure. Are you looking for help with any specific grammar
topic?
Student: not exactly. i just want to improve my grammar skills.
Tutor: Ok. Let me suggest you some grade 9 topics; pick the one
that you find challenging.
Student: ok. My teacher says that my writing always contains run-on
sentences. can you guide with me it?
Tutor: Sure, with pleasure.
Tutor: Let’s begin with an example.
Tutor: In this example, two complete sentences are written as if
they were a single sentence.
Student: yes, no punctuation.
Tutor: Good! Can you underline the two independent clauses in the
sentence?
Tutor: Excellent! Run-on sentences are when two or more
independent clauses are connected without any form of punctuation
between them.

8. When Student Doesn’t Share a Specific
Topic
Tutor: Is that clear so far?
Student: yes
Tutor: Let’s now see how to fix run-ons.
Tutor: Can you give it a try, Jordan?
Student: Sure.
Tutor: Good try, Jordan! However, the conjunction ‘and’ is not the best
choice as it joins two similar ideas. Actually both the clauses convey
contrasting ideas.
Student: so, use but, right?
Tutor: Excellent job! You got it. Let’s now try the next rule.
Student: ok. what is subordinating conjunction?
Tutor: because, when, though, although, while, after, since, whether…
Student: I remember now.
Tutor: Adding a subordinate conjunction at the beginning of one of the
independent clauses makes it dependent clause.
Tutor: When the dependent clause is placed before the independent
clause, it must be separated from the independent clause with a comma;
however, do not use a comma if the dependent clause follows the
independent clause.
Four ways to correct Run-ons
1. Place a period between the two independent
clauses.
Scott is very good at Math. His brother is hopeless.
2. Place a semicolon between the two independent
clauses.
Scott is very good at Math; his brother is hopeless.
3. Use a comma and a coordinating conjunction (for,
and, nor, but, or, yet, so)
Scott is very good at Math, and his brother is
hopeless.
Scott is very good at Math, but his brother is
hopeless.
4. Create a complex sentence by adding a
subordinate conjunction at the beginning of one of
the independent clauses and joining the two
independent clauses.
While Scott is very good at Math, his brother is
hopeless.
Contd…

9. When Student Doesn’t Share a Specific
Topic
Student: Jordan, did you understand how to fix run-on sentences?
Student: yes
Tutor: Let’s now work on a practice exercise.
Tutor: Try correcting the sentences using the clues provided in the
parentheses.
Student: Sure.
Tutor: Good start! Please go ahead.
Tutor: Jordan, look at the uses of different coordinating conjunctions.
Why did they listen eagerly? As the second clause is introducing the reason,
you need to use ___
Tutor: Good!
Tutor: Jordan, when use join two independent clauses using a
coordinating conjunction, use a comma before the conjunction.
Student: ok.
Tutor: In this session, we learned what run-ons are and how to fix them.
Student: Yes
Tutor: In the next session, let’s learn about specific kind of run-on
(comma splice).
Student: Sure. thanks for your help.
Tutor: It was nice working with you. Please feel free to take more sessions.
Student: I will. bye 
Correct Run-on sentences
1. Roller coasters make me dizzy I don’t enjoy them.
(use a semicolon)
Roller coasters make me dizzy; I don’t enjoy them.
2. We listened eagerly he brought news of Patrick. (use
a comma and a coordinating conjunction)
We listened eagerly, and he brought news of Patrick.
and – joins two similar ideas together
but – joins two contrasting ideas
or – joins two alternative ideas.
so – shows that the second idea is the result of the
first.
nor – joins two negative alternatives
for – to introduce the reason for the preceding clause
yet – meaning ‘but’
to We listened eagerly, for he brought news of Patrick.
3. I stayed up so late I’m sleepy this morning (use
subordinating conjunction)
Because I stayed up so late, I’m sleepy this morning.
4. The spacecraft landed on Mars a special camera took
pictures of rocks. (use a coordinating conjunction.
The spacecraft landed on Mars and a special camera
took pictures of rocks.

10. When Student Doesn’t Share a Specific Topic
1. Subject Verb Agreement
2. Pronoun Antecedent Agreement
3. Fragments and Run-ons
4. Misplaced & Dangling Modifiers
5. Faulty Parallelism
6. Unnecessary shift in tense
Choose the correct answer.
1. The two policemen at the construction site (look,
looks) bored.
2. Neither of the two best single players, Joel and
(he, him) lost a single set.
3. Tony (worked, had worked) as a lifeguard before
he began his book.
4. Many people believe EVs are (good, better, best )
than conventional automobiles.
The two policemen at the construction site look??
prep obj of prep
A verb must agree with the subject of the sentence,
not with the object of the preposition.
Ok. Got it.
Contd…
Student: Hey, I would like to review 9th grade English.
Student: can you give me some worksheet prombles on
grammar.
Tutor: Sure. Please take a look at the list of the topics on the
board.
Tutor: Which topic would you like to discuss today?
Tutor: Ok. Let me give you a small exercise to identify your
areas of improvement.
Student: ok. i’ve done it.
Tutor: Good job, Jordan! I see that you need help with
Agreement rules and Tense usage. Let’s begin with subject verb
agreement.
Student: ok
Tutor: Let’s consider the first sentence. Who is the sentence
talking about?
Student: two policemen??
Tutor: Good. Is “policemen” singular or plural?
Student: plural
Tutor: yes. Therefore it should take the plural verb.

11. When Student Doesn’t Share a Specific Topic
Jordan _____ (has/have) been studying the solar
system.
1.Singular subjects followed by words and phrases
such as in addition to, as along with, as well as,
together with, or with require singular verb.
Your theory, as well as his ideas, ____ (lack,
lacks) support
2.Compound subjects joined by and usually take a
plural verb. (An exception is a compound subject
that names one person, thing, or idea.)
Fishing tackle and a life jacket ___ (was, were)
stowed in the boat.
Macaroni and cheese ____ (is, are) an easy dish
to make.
3.Singular subject joined by or or nor take a
singular verb. If one subject is singular and the
other is plural, the verb should agree with the
nearer subject..
Salad or dessert _____ (is, are) included with the
dinner.
Neither onions nor pepper ____ (improve,
improves) the taste of this meatloaf.
Contd…
Tutor: What is the subject of the sentence? Is it singular or plural? Let’s take a
look at another example.
Student: Ok
Tutor: To find the subject of the sentence, ask ‘Who or What?’
Student: Jordan– singular.
Tutor: Good job. Can you choose the singular verb?
Tutor: Great going! Now, let’s look at some special situation.
Student: k k
Tutor: There are two basic rules of subject verb agreement: A singular subject
must have a singular verb, and a plural subject must have a plural verb.
Student: lack? theory I gues and it’s singular.
Tutor: Exactly! A phrase or clause that comes between a subject and its verb
does not affect the subject-verb agreement. ‘Theory’ is the subject of the
sentence, and it is singular. So, it should take the singular verb ‘lacks.’
Tutor: verb + s = singular. Is that clear to you?
Student: oh ok
Tutor: When the parts of the compound subject equal one thing, it requires a
singular verb. Macaroni and cheese – one dish.
Student: is??
Tutor: Yes, you got it right. Can you underline both the subjects? Excellent!
Now, look at the subject that is closest to the verb. Is it singular or plural?
Student: pepper – singular.

12. When Student Doesn’t Share a Specific
Topic
4. If a subject comes after the verb, you must still
make sure the subject and verb agree in
number.
There ______ (is, are) a model of the solar
system on the table.
The noun “solar system” follows the preposition
“of.” The words after a preposition are said to be
the 'object of the preposition'.
A model of the solar system ______ on the
table.
Good job!
is
Tutor: Let’s look at the next rule.
Tutor: Jordan, have you heard of inverted subject?
Student: yes. it comes after the verb, right?
Tutor: Excellent! The words here and there at the beginning of a sentence often
signal an inverted sentence.
Student: Ok.
Tutor: Can you underline the subject in the given sentence?
Tutor: Are you sure?
Student: yeah I remember now . model?
Tutor: yes. To make it more clear, let me rewrite the sentence.
Student: I got it now.
Tutor: Good! Shall we work on the next rule?
Student: I would like to, but something came up and I have to leave.
Tutor: It’s ok. Let’s discuss the other rules in the next session.
Tutor: It was pleasure working with you. Please feel free to take more sessions.
Student: same here. Thanks for your time. c u soon.
Tutor: Bye

13. When Student Specifies The Topic
Specific
Topic
Check Prior
Knowledge
Explain the
concept
Share examples
Confirm
Understanding
Summary
 Very rarely, students specify the topic (subject-verb
agreement / misplaced modifiers / comma usage/
verbals) or share the worksheets /exercises, in which
they need help.
 When a student specifies the topic
 Check his/her prior knowledge on the topic.
 Begin with an example and then explain the
concept.
 Use show-share-see method to help student
understand the concept.
 Share an exercise to confirm student’s
understanding.
 Encourage student to provide a summary of the
session.

14. When Student Specifies The Topic
Tutor: Hello Adam
Tutor: I am Ms. Martha, your English tutor for the day.
Student: Hello. I need help with adjectives.
Tutor: Okay. Please take a look at the sentences on the board.
Student: What should I do?
Tutor: Underline the correct adjectives.
Student: ok
Tutor: Adjectives describe or modify nouns or pronouns.
Student: ok. the words in the brackets are adjectives?
Tutor: Yes. Choose the one that best fits the blank.
Tutor: first one is wrong.
Student: more??
Tutor: yes.
Tutor: Please complete all the sentences.
Tutor: use the comparative form to compare two persons, places, or things.
Student: I’m a ESL student and this is too difficult for me.
Student: __END__SESSION__

15. When Student Specifies The Topic
Underline the nouns (names of person, place,
animal, thing, or idea) in each sentence. There can
be more than one noun in each sentence.
1. Laura is a successful writer.
2. I went back to visit my old school.
3. Jessie owns three houses in Florida.
Now, to identify adjectives in the given sentences,
ask the following questions: What kind? Which one?
How many?
What kind of writer?
Which school?
How many houses?
What kind?
Adam is a good student.
Which word in the sentence does it modify?
student
It is placed before the noun it modifies. Did you
get it? Yes
Tutor: Hello Adam ! I am Ms. Martha, your English tutor for the day.
Student: Hi Martha
Tutor: How may I help you?
Student: I need help with adjectives.
Tutor: May I know which grade you are in?
Student: I am an ESL student.
Tutor: Ok. Do you have any idea on adjectives?
Student: describing words
Tutor: Good! Which words do they describe?
Student: nouns
Tutor: Exactly! They modify nouns and pronouns.
Tutor: To identify an adjective in a sentence, you should first identify the noun.
Please take a look at the sentences on the board.
Student: Ok.
Tutor: Good try, Adam! There is one more noun in the first sentence. Can you
identify it?
Student: writer??
Tutor: Good.
Student: I didn’t know that it is so simple. thank you
Tutor: You’re welcome. Let’s now learn more interesting facts about adjectives.
Tutor: Adjectives usually come right before the word they modify. Can you
underline the adjective in that sentence?
Contd…

16. When Student Specifies The Topic
The animals are hungry.
subject adjective
When an adjective comes after a linking verb, it is
called as predicate adjective.
Is that clear to you? yes
The cheeseburger smells delicious.
subject adjective
Underline the adjective and circle the word it
modifies.
1. Above the table hung an arresting picture.
2. Jerry’s Chicken Kiev was spectacular.
3. The child on the seesaw looked ecstatically
happy..
4. The flowers smelled good. adverb
Tutor: An adjective can also come after a linking verb (am, is, was, are, were) and
describe the subject of the sentence. Other linking verbs include appear, become,
feel, grow, look, remain, seem, sound, smell, stay, taste.
Student: what is subject
Tutor: The part of the sentence that tells what the sentence is about.
Please look at the example on the whiteboard. What/Who is the sentence talking
about?
Student: animals
Tutor: Good! The word ‘hungry modifies the subject ‘animals,’ and it comes after the
linking verb ‘are.’
Tutor: Let me give you another example.
Tutor: Well done!
Tutor: Let’s work on a small exercise before we discuss the three forms of adjectives.
Student: Ok.
Student: third one is confusing.
Tutor: Not to worry. First, identify the subject of the sentence.
Student: seesaw
Tutor: Who looked ecstatically happy? The child or the seesaw?
Student: oh my bad! it’s child.
Tutor: Good! How did the child look?
Student: happy
Tutor: Excellent! The word ‘happy’ tells more about the noun ‘child.’ So it is an
adjective.
Student: Got it 
Contd…

17. When Student Specifies The Topic
Tutor: Let’s now look at three degrees, or forms of adjectives.
Student: Ok.
Tutor: Adam, are you aware of the three degrees of comparisons?
Student: positive, compartive, suprlative.
Tutor: Good! Adam, please underline the adjectives in those sentences.
Tutor: Fantastic! The positive degree describes a noun or a pronoun without
comparing it to anyone or anything else.
Student: Ok
Tutor: Comparative degree is used to compare two persons, places, or things.
Which two persons are compared in the second sentence?
Student: Jane and Rosie.
Tutor: Great job! Superlative degree is used to compare three or more persons,
places, or things. Compared to all the girls in the class, Jane is beautiful.
Student: ok, I got it.
Tutor: Adam, in the chart, did you notice the three different ways the words
change form: -er and –est, more and most, & with entirely different words.
Student: Yes.
Tutor: Let me explain how the number of syllables in a word determines its
degree form.
Student: g2g
Tutor: Ok. It was pleasure working with you. Please feel free to take more
sessions. We will continue this topic in the next session.
Student: Sure. It was fun working with you. Bye

18. When Student Shares a Worksheet or
Specific Assignment
When student shares a specific assignment /
exercise, ensure that you
• Do not provide direct answers.
• Use show-share-see method to help
student arrive at his/her own answer.
• Guide the student if he/she goes wrong.
• Confirm student’s understanding if he/she
comes up with the correct answer.
• Allow the student to participate in the
session.
• Encourage the student to take another
session if you are not able to complete the
entire exercise.
Specific Worksheet / Exercise
Worksheet/
Assignment
Share an
Example
Confirm
Understanding
Next Question
Student will learn &
apply the concept
Ask him to
choose the
answer
Explain the
concept
Wrong
Option
Use show-share-see
method
Correct Option
Correct Answer
Share an
Example

19. When Student Shares a Worksheet or
Specific Assignment
Tutor: Hello.Welcome. How can I help you today?
Student: hello.
Student: Can I please give you the directions for my assignment?
Tutor: yes.
Student: Each sentence contains one gerund phrase. Identify the gerund phrase and its use. Here are the choices
for its uses: Subject, Direct object, Subject Complement or Object of the Preposition.
Student: here’s the first one.
Tutor: Ok
Student: I have always enjoyed reading books on technical subjects. Gerund phrase: enjoyed reading books.
Tutor: good
Student: thanks and its use is.. Subject complement
Tutor: no. direct object
Student: ok great. the next one: After the fire is extinguished, salvaging property becomes the main focus of the
firefighters.
Student: gerund phrase: salvaging property
Tutor: what is your choice?
Student: object of preposition is my choice
Tutor: no.
Student: sorry I am lost on this one. I don’t understand how salvaging property is used as a S, DO, SC, or OP
Tutor: which is subject in this sentence? Contd…

20. When Student Shares a Worksheet or
Specific Assignment
Student: so it is used as the subject then?
Tutor: let us get it together. First tell me what is the subject in the sentence.
Student: fire
Tutor: no
Student: I’m not sure please explain this one.
Tutor: I think it’s the subject of the sentence.
Student: okay. next one
Student: I would not know so much about technology without reading all those articles in the library.
Student: Gerund phrase: reading all those articles
Tutor: what is your choice?
Student: object of preposition
Tutor: good job.
Student: thanks. Next one:
Tutor: The session is coming to an end. Please book another session.
Student: I have 9 more quizzes to take by Sunday 
Tutor: no issues
Tutor: Bye
Student: talk to you tomorrow

21. When Student Shares a Worksheet or
Specific Assignment
Tutor: Hi Sara. Welcome to TutorVista.
Student: hello. Nice to meet you Jane.
Tutor: I’m Ms. Jane, your English tutor for the day.
Tutor: Nice to meet you too. How may I help you?
Student: Can I please give you the directions for my assignment?
Tutor: yes. Please paste it on the board.
Tutor: Ok. It’s an interesting topic.
Student: yeah, but I’m having a tough time with it.
Tutor: Not to worry. Let’s work together.
Student: ok. Here’s the first one.
Tutor: Sara, before we work on the exercise, let’s see what gerund
phrase, subject, object, subject complement, and obj of prep are.
Student: ok. they are action verbs ending in “ing”
Tutor: Excellent! A gerund phrase is a gerund with modifiers or a
complement. Can you underline the gerund and gerund phrase in those
sentences?
Tutor: Good! Direct objects can be identified by asking “Whom” or
“What?”
Student: Ok.
Tutor: What must a successful firefighter enjoy? What is the sentence
talking about?
Student: hobby
Contd…

22. When Student Shares a Worksheet or
Specific Assignment
Tutor: Is that clear to you, Sara?
Student: yes.
Tutor: Now, please share your sentences on the whiteboard. Let’s work on
them one by one.
Student: Ok. Here’s the first one. Gerund phrase: reading books and its
use is
Tutor: Sara, A gerund phrase will begin with a gerund, an ing word, and
will include other modifiers and/or objects.
Student: I got it now, it is Subject complement.
Tutor: Does the phrase follow a linking verb (am, is, are, was, were)?
Student: no.
Tutor: Is that clear you?
Student: yes. the next one. gerund phrase: salvaging property
Tutor: Excellent job!
Student: object of preposition is my choice
Tutor: Let me explain.
Student: interesting…next one:
Tutor: which is subject in this sentence? You’re doing a great job, Sara.
Student: Thank you. 9 more quizzes to take by Sunday
Tutor: Not to worry. Let’s work on them in the next session. Please feel free
to book as many sessions as possible to get complete help.
Student: thank you. I will.

23. Points To Remember
In Grammar sessions, ensure that you
 Determine the student’s requirement .
 Ask open-ended questions or provide a small exercise (2 or 3 sentences) to find out what the
student already knows about the topic.
 Explain the concept and use Show-Share-See method to guide the student.
 Encourage the student’s participation rather than providing direct answers.
 Help student understand why his/her answer is right or wrong.
 Provide practice test to confirm his/her understanding.
 Encourage the student to book more sessions with you for complete guidance.
 Utilize the whiteboard for definitions, explanation, and examples; and chat box for greeting
and other conversations.
If you get the same student on a regular basis,
 Identify his/her areas of improvement and guide him in those areas.
 Focus on one topic in each session rather than covering too many topics in the same session.
 Summarize what is covered in the session and provide a gist of what you will cover in the next
session.
 Provide some worksheets and ask the student to work on his/her own and share the answers in
the next session.

24. List of Grammar Topics
1. Parts of Speech
2. Parts of Sentence
• Subject (Simple & Complete)
• Predicate (Simple & Complete)
• Complement
 Subject Complement – Predicate Nominative & Predicate Adjective
Object Complement – Direct Object, Indirect Object, & Object Complement
3. Phrase – Gerund, Infinitive, Participial, Prepositional, Appositive
4. Clauses and Types of Clauses
5. Types of Sentences – Simple, Compound, Complex, Compound-Complex
6. Modifiers – Misplaced and Dangling
7. Parallel Structure
8. Verb Tense
9. Pronoun Usage
10. Agreement – Subject-Verb and Pronoun-Antecedent
11. Capitalization
12. Punctuation
13. Varying Sentence Beginning

25. Thank You