ncqfat.png?1663679063

NickšŸ‡¬šŸ‡§OxbridgešŸ‡ŗšŸ‡øTESOL Institute šŸŽ“Certified ELT Teacher

IELTS/Writing/Grammar/Speaking
5GEPT Sessions Completed

Introduction

Speaks
EnglishNative
ChineseNative
ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā•ā•ā•”š“–š“”š“Ÿš“£ ā”‚ š“˜š“”š“›š“£š“¢ ā”‚ š“£š“žš“”š“˜š“’ ā”‚ š“–š“®š“·š“®š“»š“Ŗš“µ š“”š“·š“°š“µš“²š“¼š“± ā•žā•ā• ā¤ļø Combined expertise in general English, and English Proficiency Exams to ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ provide practical learning experiences and strategies for students looking to ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ improve their overall language proficiency as well as specific English ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ language skills for their professional endeavors. ā¤ļø Utilized a communicative approach to language teaching to create an ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ interactive and engaging classroom environment that encourages students to ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ use English authentically and fluently. ā¤ļø Tailored teaching methods and materials to accommodate the individual ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ learning styles and preferences of students, ensuring that every student ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ receives personalized attention and support. ā¤ļø Developed and implemented creative lesson plans that incorporate ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ technology, multimedia, and authentic materials to enhance student ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ participation, critical thinking, and language acquisition. ā¤ļø Conducted regular assessments and provided constructive feedback to help ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ students identify their strengths and weaknesses and develop actionable ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ goals to improve their language skills. ā¤ļø Encouraged students to use English beyond the classroom setting by ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ providing resource materials, recommending online resources, and ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ encouraging students to participate in out-of-class language exchange ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ programs and activities. ā¤ļø Demonstrated a passion for English language teaching through continued ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ professional development, including attending ELT conferences, doing ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ research regarding ELT, and pursuing advanced teaching certifications. ā¤ļø Fostered a growth mindset in students by promoting lifelong learning, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ encouraging risk-taking, and emphasizing the importance of persistence and ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ reflection in language learning. ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā•ā•ā•”š“Ÿš“»š“øš“Æš“®š“¼š“¼š“²š“øš“·š“Ŗš“µ š““š“®š“暝“®š“µš“øš“¹š“¶š“®š“·š“½ā•žā•ā• šŸššŸ˜šŸššŸš-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« Bilingual Digital Companions for Learning Center, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Ministry of Education, Taiwan: šŸŽ“ Teacher Trainer šŸŽ“ Demonstration Teacher šŸŽ“ Curriculum Designer šŸ§‘šŸ»ā€šŸ« Trained instructors at 25 universities to teach international education ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ concentrating on content, communication, cognition, culture, context, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ action, integration, and strategies šŸ§‘šŸ»ā€šŸ« Researched and developed bilingual issue-based learning programs for pre- ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ service, in-service, and language school teachers ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ enhancing studentsā€™ understanding of how variations of English are used in ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ globalization and glocalization contexts šŸ§‘šŸ»ā€šŸ« Promoted bilingual education with native languages academics and teachers ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ to consolidate The Bilingual 2030 policy ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ focusing on World Englishes, ELF, and EMI, as well as linguicism, and ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ linguistic genocide (native languages in Taiwan) ā€‹ šŸššŸ˜šŸššŸš-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« Bilingual Education Research Center, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ the Department of Information and Technology Education ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Ministry of Education: šŸŽ“ Teacher Trainer šŸŽ“ Guest Speaker šŸ§‘šŸ»ā€šŸ« Educated 425+ practitioners at workshops and seminars to develop the ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ environment of bilingual classrooms šŸ§‘šŸ»ā€šŸ« Researched and created instructional videos for in-service teachers, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ providing guidelines for designing online lessons ā€‹ šŸššŸ˜šŸššŸ˜-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« Curriculum Committee of National Taichung University of Education (NTCU): šŸŽ“ Representative Committee Member of the NTCU šŸŽ“ Representative Committee Member of the College of Humanities šŸŽ“ Representative Committee Member the Department of English šŸ§‘šŸ»ā€šŸ« Improved the structure of courses, especially the teacher education program, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ language learning programs, and CLIL šŸ§‘šŸ»ā€šŸ«Collaborated with ELT General Manager at Caves Books to design ELT and ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ teacher training programs in university settings ā€‹ ā€‹ šŸššŸ˜šŸššŸ˜-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« Department of English, National Taichung University of Education šŸŽ“ Director of Internship Project Collaborating with External Institutions šŸŽ“ Teacher Trainer of University Students šŸ§‘šŸ»ā€šŸ« Developed and implemented teacher training programs for university ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ graduands, in partnership with professors in higher education ā€‹ šŸššŸ˜šŸ™šŸ”-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« Online Learning Platform, Ministry of Education šŸŽ“ Demonstration Teacher šŸŽ“ Senior Teacher šŸŽ“ Resources Designer šŸ§‘šŸ»ā€šŸ« Researched and developed resources for students of all ages and levels to ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ educate for global competence and to raise studentsā€™ awareness of fluid ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ cultures and contexts, incorporating EMI, Bilingual Education, CLIL, and ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ competency-based education ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ have designed 4,615+ assessments to facilitate remedial instruction ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ (34% of the number of all English assessments) ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ have developed and edited 874+ teaching and learning videos ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ (38% of the number of all English instructional videos) ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ have created 622+ materials with incorporation of other content subjects ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ (27% of the number of all English materials) ā€‹ šŸššŸ˜šŸ™šŸ”-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« Education Project (K-12), National Taichung University of Education šŸŽ“ Learning Assessment Designer šŸŽ“ Learning Resource Designer šŸŽ“ Curriculum Developer ā€‹ šŸššŸ˜šŸ™šŸ”-šŸššŸ˜šŸššŸ˜ šŸ« Education Project (K-12), National Changhua University of Education šŸŽ“ Learning Assessment Designer šŸŽ“ Learning Resource Designer šŸŽ“ Curriculum Developer ā€‹ šŸššŸ˜šŸ™šŸ”-šŸššŸ˜šŸššŸ˜ šŸ« Ministry of Labor šŸ« Office of Teacher Education and Career Services šŸŽ“ Guest Lecturer šŸ§‘šŸ»ā€šŸ« The Impact of Native-speakerism on ELT Hiring Practices in Supplementary ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Education in Taiwan ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ šŸ§‘šŸ»ā€šŸ« Teacher Education and Curriculum Innovation in the Setting of Language ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Schools ā€‹ ā€‹ šŸššŸ˜šŸ™šŸ”-šŸššŸ˜šŸššŸ˜ šŸ« National Taichung University of Education šŸŽ“ Guest Lecturer šŸ§‘šŸ»ā€šŸ« The Global TESOL Curriculum in the Asia-Pacific Context ā€‹ ā€‹ šŸššŸ˜šŸ™šŸž-šŸššŸ˜šŸ™šŸ” šŸ« Public Schools in Taiwan šŸŽ“ Guest Lecturer šŸŽ“ Curriculum Developer šŸ§‘šŸ»ā€šŸ« International Education šŸ§‘šŸ»ā€šŸ« Global Englishes šŸ§‘šŸ»ā€šŸ« Bilingual Teaching šŸ§‘šŸ»ā€šŸ« Phonics šŸ§‘šŸ»ā€šŸ« Language Skills: Listening, Speaking, Reading, Writing šŸ§‘šŸ»ā€šŸ« Language Systems: Grammar, Lexis, Phonology, Discourse ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā•ā•ā•”š“£š“®š“Ŗš“¬š“±š“²š“·š“° š“”š”š“¹š“®š“»š“²š“®š“·š“¬š“®ā•žā•ā• šŸššŸ˜šŸššŸ˜-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« AmazingTalker šŸŽ“ Senior Teacher šŸŽ“ Teacher Trainer šŸŽ“ Teacher Recruiter šŸ§‘šŸ»ā€šŸ« Supervised and coached in-service teachers, cultivating their abilities of ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ teaching in diverse educational systems šŸ§‘šŸ»ā€šŸ« Recruited candidates and approved their applications as teachers, most of ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ whom are language teachers šŸ§‘šŸ»ā€šŸ« Mentored students worldwide, taught EAP, and co-taught with content ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ instructors from 190+ countries in EMI programs šŸ§‘šŸ»ā€šŸ« Tutored cross-disciplinary in-service teachers to get admissions to their ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ further studies from the worldā€™s top 100 universities šŸ§‘šŸ»ā€šŸ« Formed and led a professional learning community for bilingual ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ interdisciplinary teachers to arrange activities of collaborative lesson ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ preparation, classroom observation, and discussion on completed lessons, for ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ professional development šŸ§‘šŸ»ā€šŸ« Have taught 3000+ lessons, have received a rating score (4.99/5), and have ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ranked 1st out of 13,709+ teachers (0.007%) ā€‹ šŸššŸ˜šŸ™šŸ”-ā„™š•£š•–š•¤š•–š•Ÿš•„ šŸ« George & Associates English School in Changhua, Taiwan šŸŽ“ Senior Teacher šŸŽ“ Teacher Trainer šŸŽ“ Teacher Recruiter šŸ§‘šŸ»ā€šŸ« Oversaw the operation and management of the school, i.e. recruitment, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ training, curriculum, and material development šŸ§‘šŸ»ā€šŸ« Performed diagnostic and placement tests before studentsā€™ registration, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ designed progress tests for students to check their competence and ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ performance, and arranged remedial instructions with regard to individual ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ needs and differences šŸ§‘šŸ»ā€šŸ« Directed the school to be a Cambridge English exam preparation center šŸ§‘šŸ»ā€šŸ« Have developed 2522+ instructional materials to facilitate students to use ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ English authentically which is of paramount significance in terms of helping ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ them foster ELF strategies and multiple forms of competence in the ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ globalized world ā€‹ šŸššŸ˜šŸ™šŸœ-šŸššŸ˜šŸ™šŸ” šŸ« Public & Private Schools šŸŽ“ General English Teacher šŸ§‘šŸ»ā€šŸ« Activated learnersā€™ intrinsic and instrumental motivation with self-made ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ materials to pass Proficiency Tests (CEFR-A1 to CEFR-C1), developing ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ studentsā€™ communicative competence with dynamic personalization and ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ contextualization ā€‹ šŸššŸ˜šŸ™šŸ-šŸššŸ˜šŸ™šŸž šŸ« Public Schools (Volunteering Work of English Teaching in Remote Areas) šŸŽ“ Director šŸŽ“ Teacher šŸ§‘šŸ»ā€šŸ« Planned and taught competency-based curricula and materials to narrow the ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ education gap between urban and rural areas ā€‹ šŸššŸ˜šŸ™šŸ-šŸššŸ˜šŸ™šŸž šŸ« International English Teaching Symposiums šŸ« Learning & Bilingual Mathematics Education Symposiums šŸŽ“ Master of Ceremonies ā€‹ šŸššŸ˜šŸ™šŸœ-šŸššŸ˜šŸ™šŸž šŸ« Department of English, National Taichung University of Education šŸŽ“ General Research Assistant šŸŽ“ Project Research Assistant šŸŽ“ Teaching Assistant šŸŽ“ Facilitator of Events of International Interschool Cooperation šŸ§‘šŸ»ā€šŸ« Conducted interviews about student teachersā€™ perception of competency- ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ based curriculum reform in Taiwan šŸ§‘šŸ»ā€šŸ« Assisted in teacher training courses and analyzed studentsā€™ feedback, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ centering on the advancements in lesson planning šŸ§‘šŸ»ā€šŸ« Examined in-service teachersā€™ bilingual lesson plans according to the ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Curriculum Guidelines of 12-year Basic Education šŸ§‘šŸ»ā€šŸ« Accomplished arrangements for the reception of scholars and organized ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ students for international exchanges with guests ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā•ā•ā•”š“£š“®š“Ŗš“¬š“±š“²š“·š“° š“’š“»š“®š“­š“®š“·š“½š“²š“Ŗš“µš“¼ā•žā•ā• šŸ« University of Cambridge ā€‹ šŸŽ“ Level 7 (RQF) Diploma in Teaching English to Speakers of Other Languages šŸ§‘šŸ»ā€šŸ« Internal Assessment Result: Pass with Distinction šŸ§‘šŸ»ā€šŸ« External Assessment Result: Pass with Merit ā€‹ šŸ« The American TESOL Institute, šŸŽ“ Advanced Certification of Teaching English to Speakers of Other Languages ā€‹ šŸ« University of Oxford šŸ« Oxford Teachersā€™ Academy šŸ§‘šŸ»ā€šŸ« Certificate of Teaching English to Teenagers ā€‹ šŸ« University of Cambridge šŸŽ“ Teaching Knowledge Test (TKT) šŸ§‘šŸ»ā€šŸ« Result: Shows a Breadth and Depth of Knowledge ā€‹ šŸ« National Taiwan Normal University šŸŽ“ TESOL Certification ā€‹ ā€‹ ā€‹ ā€‹ šŸ§‘šŸ»ā€šŸ« Final Result: Pass with Distinction (98/100) ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ šŸ« Ohio University šŸŽ“ Certificate of Teaching English as a Medium of Instruction ā€‹ šŸ« National Taichung University of Education šŸŽ“ Level 6 (RQF) English Teaching šŸ§‘šŸ»ā€šŸ« Graduate Total Average Grade: 92.46/100 šŸ§‘šŸ»ā€šŸ« won consecutive Deanā€™s List Awards, recognitions for the highest level of ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ academic excellence šŸ§‘šŸ»ā€šŸ« broke the school record by obtaining the Bachelorā€™s degree from the ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Department of English, NTCU, a 4-year undergraduate program, within 3 ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ years, receiving a recommendation from scholars, to apply for early ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ graduation, approved by the Ministry of Education, Taiwan ā€‹ šŸ« China Youth Corps šŸŽ“ National Award for Exceptional College Elite šŸ§‘šŸ»ā€šŸ« Percentage of Award-Winning Students: 0.03% out of 1,377,780 college ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ students ā€‹ šŸ« The Association for Quality Assurance in Supplementary Education šŸŽ“ Outstanding School Award ā€‹ šŸ« The Association for Quality Assurance in Supplementary Education šŸŽ“ Distinguished Teacher Award ā€‹ šŸ« College Entrance Examination Center, Taiwan ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ šŸŽ“ General Scholastic Ability Test (GSAT) šŸ§‘šŸ»ā€šŸ« English Writing Grade: 20/20 (full score) šŸ§‘šŸ»ā€šŸ« Ranking: 1/147,478 examinees applying for admission to higher education ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ (0.004%) šŸ§‘šŸ»ā€šŸ« won National Award for Exceptional English Writing, authorizing my ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ composition for academic and research purposes ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā•ā•ā•”š“’š“¾š“»š“»š“®š“·š“½ š“”š“®š“¼š“®š“Ŗš“»š“¬š“±ā•žā•ā• šŸ« University of Cambridge šŸŽ“ 2,500-word Background Essay šŸŽ“ 20,000-word Lesson Plan šŸŽ“ 500-word Post-lesson Reflection and Evaluation šŸŽ“ 2,500-word Reflection and Action šŸŽ“ 2,000-word Experimental Practice ā€‹ šŸ§‘šŸ»ā€šŸ« Language Skills Assignment: ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ Helping CEFR-B2 Level Students in East Asia Enhance Fluency to ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Participate in Informal Communication ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ Helping English Independent Users (CEFR-B1 & CEFR-B2) Develop Their ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Reading Sub-skills of Skimming and Scanning Through the Top-down ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Approach in Order to Improve Reading Efficiency šŸ§‘šŸ»ā€šŸ« Language Systems Assignment: ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ Helping Upper-Intermediate Learners Develop the Ability to Use Used to ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ and Would to Refer to Past ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ āžœ Raising Learnersā€™ Awareness of Lexical Collocations (Verb + Noun, ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ Adjective + Noun) ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā€‹ ā•ā•ā•”š“•š“²š“·š“Ŗš“µ š“¦š“øš“»š“­š“¼ā•žā•ā• At the heart of my teaching philosophy lies the belief that anyone can become a proficient language learner with the right guidance. No more tedious drills and rote memorization! Instead, I am committed to equipping my students with the most effective and engaging language learning techniques. ā€‹ Therefore, why not join my class and embark on a journey of discovery into the exciting world of English language learning? Together, we'll explore innovative methods that make mastering the language a fun and fulfilling experience. Don't miss out on this opportunity to unlock your full language learning potential!
View full introduction

Group Lessons

Around 40% off compared to 1-on-1 lessonsšŸ”„ Limited discount seats!
1. Personalized Instruction: In a group lesson setting, instructors can focus on the learning characteristics of each class and provide targeted guidance and suggestions, enabling students to improve their English proficiency more rapidly. 2. Learning Motivation and Interaction: Learning English together with other classmates can stimulate motivation and interest in learning. Group lessons provide opportunities for peer interaction and collaboration, allowing students to learn together, encourage each other, and engage in communication, thereby enhancing learning effectiveness. 3. Review and Revision through Video Learning: The provided class videos allow students to review and revise the learning content at any time, ensuring a solid grasp of knowledge. Students can independently choose the time and frequency to watch the videos, facilitating the management of their individual learning progress. These advantages make group lessons in online English courses an ideal choice, helping students enhance their English proficiency more effectively and achieve their learning goals.
View full course information

Videos

Self-Intro Video
In-Class Video
Additional Video
Learn more about this lesson
More available time slots
The more lessons you choose, the greater the discount is, check it down below or in the shopping cart!

Available times

View full schedule
Top 0% Popular Tutor
Recommended by lots of students on AmazingTalker!

1 GEPT course reviews

  • Anonymous
    Jan 24, 2024
    It's a really good experience with Nick. He is such a good English teacher. As his student, he provides many different suggestions for my essays and teaches grammar in a fun and easy way.
  • J Wong
    Jan 13, 2021
    Thanks so much, Nick. Excellent lesson as usual. It is amazing that our 3-year old kid starts to use phonics to guess the spelling of some simple words.
See all 1 reviews

English learning milestones

與Nickēš„儇妙冒éšŖ
3 Likes
1 Comments
50分鐘äøå¤ čŠ

Performance History

Resume

Experiences

  • 2014 till now 怐Various Educational Settingsć€‘ę•™č‚²éƒØåø«č³‡åŸ¹č‚²éƒØé–€ć€å¤§å°ˆé™¢ę ”ć€čŖžč؀å­øēæ’ę©Ÿę§‹ć€ē·šäøŠę•™å­øå¹³č‡ŗ态č‡ŗē£å‡ŗē‰ˆē¤¾ļ¼ˆč©³ęƒ…č«‹č¦‹é é¢äø­ēš„č‡Ŗęˆ‘ä»‹ē“¹ļ¼‰

Educations

  • 2014 - 2017 怐Educational Expertiseć€‘åœ‹ē«‹č‡ŗäø­ę•™č‚²å¤§å­ø ā”‚ 英čŖžå­øē³»ļ¼ˆå› ęˆēø¾å„Ŗē•°é€šéŽę•™č‚²éƒØęå‰ē•¢ę„­č¾¦ę³•ļ¼š3幓內ē•¢ę„­ļ¼‰ ā”‚ GPA:4.3/4.3

  • 2020 - 2021 University of Cambridge åŠę©‹å¤§å­øā”‚英čŖžę•™å­øē¢©å£«ę–‡ę†‘ā”‚Pass with Merit

Certifications

  • 怐University of Oxfordć€‘č‹±åœ‹ē‰›ę“„大å­ø ā”‚åœ‹éš›č‹±čŖžę•™å­ø證ļ¼šé’少幓ļ¼ˆCertificate for Teaching English to Teenagersļ¼‰

  • 怐The American TESOL Institute怑ē¾Žåœ‹TESOLꕙåø«å”ęœƒ ā”‚åœ‹éš›č‹±čŖžę•™å­ø證ļ¼šé€²éšŽå­øē؋ļ¼ˆAdvanced TESOL programļ¼‰

  • Teaching Knowledge Test

  • TESOL Certification

  • å­øē§‘čƒ½åŠ›ęø¬é©—č‹±ę–‡ä½œę–‡20分ę»æ分佳作ļ¼ˆå…Ø國0.004%)

  • 怐Department of State, Bureau of Educational and Cultural Affairs怑ā”‚Ohio Universityā”‚English as a Medium of Instruction (EMI) č·Ø領域å…Øč‹±ę–‡ęŽˆčŖ²ę•™å­ø證

Experiences
  • 2014 till now 怐Various Educational Settingsć€‘ę•™č‚²éƒØåø«č³‡åŸ¹č‚²éƒØé–€ć€å¤§å°ˆé™¢ę ”ć€čŖžč؀å­øēæ’ę©Ÿę§‹ć€ē·šäøŠę•™å­øå¹³č‡ŗ态č‡ŗē£å‡ŗē‰ˆē¤¾ļ¼ˆč©³ęƒ…č«‹č¦‹é é¢äø­ēš„č‡Ŗęˆ‘ä»‹ē“¹ļ¼‰
Educations
  • 2014 - 2017

    怐Educational Expertiseć€‘åœ‹ē«‹č‡ŗäø­ę•™č‚²å¤§å­ø

    ā”‚ 英čŖžå­øē³»ļ¼ˆå› ęˆēø¾å„Ŗē•°é€šéŽę•™č‚²éƒØęå‰ē•¢ę„­č¾¦ę³•ļ¼š3幓內ē•¢ę„­ļ¼‰ ā”‚ GPA:4.3/4.3

  • 2020 - 2021

    University of Cambridge

    åŠę©‹å¤§å­øā”‚英čŖžę•™å­øē¢©å£«ę–‡ę†‘ā”‚Pass with Merit

Certifications
  • 怐University of Oxfordć€‘č‹±åœ‹ē‰›ę“„大å­ø ā”‚åœ‹éš›č‹±čŖžę•™å­ø證ļ¼šé’少幓ļ¼ˆCertificate for Teaching English to Teenagersļ¼‰

  • 怐The American TESOL Institute怑ē¾Žåœ‹TESOLꕙåø«å”ęœƒ ā”‚åœ‹éš›č‹±čŖžę•™å­ø證ļ¼šé€²éšŽå­øē؋ļ¼ˆAdvanced TESOL programļ¼‰

  • Teaching Knowledge Test

  • TESOL Certification

  • å­øē§‘čƒ½åŠ›ęø¬é©—č‹±ę–‡ä½œę–‡20分ę»æ分佳作ļ¼ˆå…Ø國0.004%)

  • 怐Department of State, Bureau of Educational and Cultural Affairs怑ā”‚Ohio Universityā”‚English as a Medium of Instruction (EMI) č·Ø領域å…Øč‹±ę–‡ęŽˆčŖ²ę•™å­ø證

FAQ

How to book

  • After buying courses, you can book them according to the teacherā€™s schedule.
  • If ā€œInstant Tutoringā€ shows on the teacherā€™s profile, you can book the lesson 30 minutes after the current time.
  • If the teacher is not online, the next available class cannot be booked until 24 hours afterward.

Lesson duration

  • The duration of a trial session is 25 minutes.
  • The duration of a private session is 50 minutes.
  • If you purchase more than 5 sessions, you will receive a discount (according to the price the teacher set).

Instructions

  • Enter the website 10 minutes before the class starts. Click ā€œMy Lessonsā€ to find your class, click ā€œGo to classā€, and then you will be in the classroom on ZOOM!
  • You can use ZOOM for classes both on your phone and computer. Please download ZOOM in advance if you choose to use your phone for the class.

Refund policy

  • Please click ā€œReport Issueā€ if you encountered any problems, and the teacher will determine either reschedule or refund afterward.
  • If the teacher doesnā€™t respond the issue, we will provide a full refund as AT credits for you.
How to book
  • After buying courses, you can book them according to the teacherā€™s schedule.
  • If ā€œInstant Tutoringā€ shows on the teacherā€™s profile, you can book the lesson 30 minutes after the current time.
  • If the teacher is not online, the next available class cannot be booked until 24 hours afterward.
Lesson duration
  • The duration of a trial session is 25 minutes.
  • The duration of a private session is 50 minutes.
  • If you purchase more than 5 sessions, you will receive a discount (according to the price the teacher set).
Instructions
  • Enter the website 10 minutes before the class starts. Click ā€œMy Lessonsā€ to find your class, click ā€œGo to classā€, and then you will be in the classroom on ZOOM!
  • You can use ZOOM for classes both on your phone and computer. Please download ZOOM in advance if you choose to use your phone for the class.
Refund policy
  • Please click ā€œReport Issueā€ if you encountered any problems, and the teacher will determine either reschedule or refund afterward.
  • If the teacher doesnā€™t respond the issue, we will provide a full refund as AT credits for you.

Similar Tutors

AI Tutor Matching

Tell us your needs and we will match you with 3 ideal tutors in 30 seconds!
Contact tutor