I have ten years’ experience teaching EFL and ESL – from levels A1 to C2.
Though I mainly taught Italian students during my time in Italy (mostly preparing them for CEFR exams including IELTS, Cambridge and TOEFL), I began by teaching ESL in London to mostly Turkish, Bangladeshi and Indian students. Since returning to the UK, I have been teaching CLIL courses to Japanese high school students and General English classes (particularly to Swiss-German groups). I am CELTA qualified, and additionally I have a PGCE in English which involved one year teaching in secondary schools around London. I believe I can thus claim a breadth of experience of different types of students.
Due to my experience of living abroad it’s quite easy for me to sympathise with foreign language learners as they may at times feel out of sorts and embarrassed. I not only know exactly how this feels myself – since I lived abroad for six years – but I often find that these are the students with whom I have the strongest rapport because we have similar interests and life goals.
In my position as a Director of Studies in Italy I had to demonstrate my organisational skills, especially as the role was in addition to my work as a senior teacher, I was responsible for co-ordinating and liaising with other teachers about timetables, materials etc., as well as providing training and feedback. I also have experience writing exams and proofreading CLIL textbooks. I think this demonstrates my breadth of knowledge both about English but also about exam-taking and what is required for that.
Phrasal verbs are, for some students, the most difficult vocabulary to tackle in English. This is because, ultimately, they just have to be memorised as they often don’t make sense at all. Why does ‘get...