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Bodegraven, Paesi Bassi
Hello, I'm Hannah!
I'm a CELTA-qualified EFL teacher from the UK.
Since 2016, I have taught over 6,000 hours across many ages, nationalities, and levels, whether building on ex... Per saperne di più
MY APPROACH: It's all about you!
🎯 Bespoke: I create lessons tailored to your learning style and needs.
💪 Confidence Building: Knowledge is power, but having the confidence t... Per saperne di più
University of Chester
University of York
Writing starts by understanding the components; so I use the Process Approach, we build the skills required to achieve the final outcome. Understanding the style, register and genre, and through drafting, redrafting, editing and revising, students pay attention to what is required and how to adapt their style accordingly.
Depending on level, this may vary, for students with good working knowledge, I will teach more inductively, eliciting the target grammar through speaking and meaningful tasks, whilst less autonomous students would benefit from explicit instruction followed up by speaking. Likewise, for spelling and punctuation, I will mark with a code, e.g., sp = spelling, rather than always correcting it directly, encouraging students to notice gaps and self-correct.
Through reading for different purposes, we understand how texts are comprised. First, by understanding the main idea via skimming, then finding more salient information through scanning. For less confident learners, I would begin with shorter passages before building to longer passages.
Through close reading skills and pulling apart sentences to their components to understand the overall message and meaning.
I find repetition and drills help students reinforce pronunciation accuracy. Likewise, I teach real-life English while we say "going to", you may also hear it pronounced "gonna" so learners build an understanding of how English sounds as well as it is written and might be pronounced in RP English.
Often the best way is via practice of the presentation itself. If learners have drafted their presentation, then we can do a mock presentation and I can give helpful feedback of how to improve their style, register, grammar, tone, etc.
Abaolutely. By breaking more complex systems down into relatable examples and its parts, even mixed conditionals become straightfoward.
By remaining positive with them, acknowledging their successes as much as their errors whilst always being honest. Likewise, scaffolding their areas for improvement, building accuracy before fluency, and creating plans as to how we can target the areas for improvement.
I am familiar with many international school curriculum, and any doubts I may have, I always be honest, research more and adapt accordingly.
First building knowledge of the sub-skills before doing target practice of the actual questions. For example, communicating about everyday tasks, what types of colloquial terms to use, before attempting IELTS Speaking Question 1.
By open communication about hoe they learn best so that activities are tailored for them and maintain their engagement.
Absolutely. Doing timed-exercises prepares students for the demands of an actual test and is effective way to build confidence in a controlled environment before the real exam.
Yes! I often prepare more than I need.
Yes, I have a plethora of experience teaching IELTs, and helping students exceed their expectations.
Yes. I ahve worked with students from 5-60, and I am familiar with what they need at each age and CEFR level to improve their reading comprehension, depending on the purpose of their learning.
This is my primary subject. I focus on practical skills such as leading meetings, how to handle conflict, phrases for the boardroom and such. Likewise, I discuss formal versus informal language which attends to writing needs too, how to write to your boss versus your colleagues. I adopt the Process Approach as mentioned previously which assists learners in how to compose professional writing.
Often via close reading of relevant/appropriate texts. Taking past paper examples, e.g., GCSE papers and directing learners to passages and asking them to make inferences based on a particular device.
By establishing what it is that interests them and write it in English. Also, by encouraging them to journal.
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