The next pair of words that Sam asked Jane to write on the flip chart was “rest” and “best”. After Jane had written these two words on the flip chart, she asked the students for other “rhyming” words. The students gave her a list of words, which she wrote on the flip chart.

Next, Sam handed a list of words that the students had come up with the week before to describe “love”.

Sam asked everyone to read one of the words in the list. When everyone around the table had read a word, Sam started it again. The list was read three or four times, with each person reading a different word each time. Then Sam read out each word, and asked if anyone had questions about what it meant. One of the students, whose first language was not English, asked about “a pain in the neck”. Another student asked about the word “obsessive”. Sam, the tutors, and the students all helped to demonstrate the meanings with examples. (Later, in a discussion with me, one of the students said that she was “obsessive” to improve her reading and writing.) Sam asked what the root word of “enduring” was. No one answered, so he told the students. Then he told the students that the“ past tense” of “endure” was “endured”. Meanwhile, Jane was writing these words on the flip chart.

Next, Sam introduced a sheet of lyrics for “I Will Always Love You”, as sung by Whitney Houston.

If I should stay
I would only be in your way
So, I’ll go,
But I know
I’ll think of you every step of the way

And I ... will always love you,
I will always love you

You, my darling, you
bittersweet memories, that is all I’m taking with me...
So, good-bye,
please don’t cry,
We both know, I’m not what you, you need

And I ... will always love you,
I will always love you

I hope life treats you kind
and I hope you have all you dreamed of
and I wish you joy and happiness
but above all this
I wish you love ...

And I ... will always love you,
I will always love you ...