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Tamer
- Rate Ksh. 3,451
- Response 1h
Ksh. 3,451/hr
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- School English
- English Speaking
- English Vocabulary
- English Writing
- Business English
- TOEFL
595/5000 I am university professor of English. I offer English classes to deal with the following linguistic elements: 1- Increase your speaking skills 2- Improve your writing skills 3- Target the gra
- School English
- English Speaking
- English Vocabulary
- English Writing
- Business English
- TOEFL
Lesson location
About Tamer
I am a Canadian, multi-skilled, deadline-oriented, perpetually upgrading, innovative,seasoned, meticulous, and professional English /French lecturer & writer, translator & proofreader
(concealed information)
(concealed information)
Language Skills : English, French, Spanish, German
Master's Degree in English-French translation
Bachelor of Arts Degree in English literature and linguistics
TESOL Certificate
Language Stimulation Strategies
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About the lesson
- Lower Primary
- Upper Primary
- Lower Secondary
- +17
levels :
Lower Primary
Upper Primary
Lower Secondary
Senior School
Tertiary
Adult Education
Masters
Diploma
Doctorate
A1
A2
B1
B2
C1
C2
Beginner
Intermediate
Advanced
Professional
Children
- French
- English
All languages in which the lesson is available :
French
English
My classes are based on constructive methodology that tends to adopt communicative activities through American and British textbooks.The term curriculum is utilized to refer to the course outline and how the content for a course is metamorphosed into an academic plan for teaching and learning that enables the targeted learning outcomes to be attained. Within the framework of my teaching methodology, I lean on deciding upon the academically appropriate linguistic input that can be added to the outlines of my courses. Once this input has been selected, then it has be organized into teachable and acquisitive units as well as arranged in a logical succession. So the result is a syllabus that has an approach to the vital building blocks of language proficiency like lexicon, grammar, discourse types,etc…. The standardization for the selection of syllabus units include academic and professional efficacy, acquisitiveness and genuineness. Once input is added to the course outline, issues concerning teaching methodologies and the design of classroom activities and materials can be tackled. These methodologies, like Audiolingualism or Total Physical Response, girdle the learning activities, procedures and techniques that I handle during the process of teaching and the rules inhibiting the design of the activities and exercises in their textbooks and teaching resources. These procedures and principles adhere to the beliefs and theories related to the nature of the English/French language and of second language acquisition, and my academic role as an instructor, students’ role as learners and instructional materials’ role as an academic guidance. My classes are usually characterized by being discarded from mastery-oriented approaches concentrating upon the production of impeccable language use samples, and tending to target activity-oriented approaches grounded upon interactive and communicative classroom processes.
Afterwards, the acquisition of the input outcomes as output demonstrating to me what my students are able after a specific period of instruction, and that could be interpreted as formative assessment and summative assessment. Undeniably, these assessments might be linked to level of achievement on a proficiency scale (such as the ACTFL Proficiency Scale or CEFR).
This means that my students are assessed according to performance-based output and knowledge-based output. In fact, this leads me to distinguish between forward design, central design, and backward design when I make up the lesson plans that are commensurate with to the linguistic levels and the cultural backgrounds of the students.
Forward design incites me to design curricula through proceeding from input to process to output with most of the students of my classes.
I adopt central design when I start with process and derive input and output from classroom methodologies when the students show distinctive performance, and are in need of promoting their linguistic skills. On the other hand, I may resort to backward design as I starts from output, and then handle the issues relating to process and input.
Using new vocabularies as input to teaching is essential. I believe that a core set of some 2000 lexical items is necessary for the students to sustain English language acquisition. I principally depend on Cambridge University’s vocabulary coursebooks for my classes and tutoring, as they cover all the lexicon that any students from any cultural backgrounds need to build vocabulary bases. Throughout my professional career, I have been attempting to use different grammar books, but I have found out that Hornby’s Guide to Patterns and Usage in English is one of the most ideal grammar books that students can refer to, as its detailed explanation of rules with stricken examples can be easily assimilated.But at the same time, the communicative language teaching has always been my chief objective as I have to shift from grammar and lexis as the primary components of my course curricula to communicative units of syllabus organization. This instigated me to foster activities with task-based-models.
I cherish corpus analysis of the coursebook materials that are represented in phrases, multiword units and collocations, so I provide my students with updated and the latest knowledge about linguistic corporal forms. Furthermore, it is indispensable to incite the students to know how to employ these forms in conversations and dialogues touching our quotidian lives.
Another approach that has been used to reveal credible input to my teaching methodology is through ratifying discourse analysis, as it mentors me to the design of English for Special Purposes and English for Academic Purposes courses where the identification of the lexical, syntactic and textual structures of different genres is a prerequisite to teaching different fields of specializations.
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Rates
Rate
- Ksh. 3,451
Pack prices
- 5h: Ksh. 15
- 10h: Ksh. 30
online
- Ksh. 3,451/h
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