ðļ I'm a native English speaker (From Canada)
ðļ I specialise in IELTS (I ONLY teach IELTS preparation, not General English)
ðļ I'm organised (I use class management tools)
ðļ I deliver results (I've helped hundreds of candidates pass IELTS)
I use the official IELTS marking criteria and material developed in collaboration with ex-examiners to teach you exactly what you need to know in order to achieve your goal band score.
Some examples of lesson aims for speaking classes include:
ðļ How to keep speaking in speaking part 3
ðļ What to do if you don't understand a speaking question
ðļ How to develop your lexical resource
ðļ The quickest ways to increase your score
ðļ How to continue your speaking practice outside of class
Some examples of lesson aims for writing classes include:
ðļ How to manage your time
ðļ How to write about key features in academic task 1
ðļ How to monitor your writing and find your mistakes
ðļ How to score high in Task Response
ðļ How to come up with ideas for task 2
ðļ How to write intro/body paragraphs/conclusions...
ðļ The quickest ways to increase your score
ðļ How to continue your writing practice outside of class
& More!
I am a native English speaker and I have a background in Applied Linguistics. I've been an English teacher for 5 years and now I ONLY teach IELTS classes (both Academic and General Training). I have helped hundreds of students pass the IELTS exam and have developed my own IELTS preparation curriculum with the collaboration of ex-examiners.
Eve gave me feedbacks of the essay homework. We also talked about note writing method in speaking test part 2. The note taking part is very helpful. I have more ideas on how to write better notes within short time now.
āđāļĄāđāļĢāļ°āļāļļāļāļ·āđāļ
āļ.āļĒ. 26, 2019
We looked at the example of ilets writing part two. Eve analysis the band of that examples clearly so I can have more ideas on what the ielts test required.
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āļŦāļēāļāļāļĢāļđāđāļĄāđāļāļāļāļāļĨāļąāļāđāļāļīāļ 12 āļāļąāđāļ§āđāļĄāļāļĢāļ°āļāļāļāļ°āļāļ·āļāđāļāļīāļāđāļŦāđ AT āđāļŦāđāļāļļāļāđāļāļĒāļāļąāļāđāļāļĄāļąāļāļī
āđāļĄāļ·āđāļāļĄāļĩāļāļąāļāļŦāļēāđāļāļĩāđāļĒāļ§āļāļąāļāļŦāļĨāļąāļāļŠāļđāļāļĢāļāļļāļāļŠāļēāļĄāļēāļĢāļāđāļĨāļ·āļāļāļāļĩāđāļāļ°āļĢāļēāļĒāļāļēāļāļāļąāļāļŦāļēāđāļĨāļ°āļāļĢāļđāļŠāļēāļĄāļēāļĢāļāđāļĨāļ·āļāļāļāļģāļŦāļāļāđāļ§āļĨāļēāđāļŦāļĄāđāļŦāļĢāļ·āļāļāļ·āļāđāļāļīāļ AT āđāļŦāļĢāļĩāļĒāļ
āļŦāļēāļāļāļĢāļđāđāļĄāđāļāļāļāļāļĨāļąāļāđāļāļīāļ 12 āļāļąāđāļ§āđāļĄāļāļĢāļ°āļāļāļāļ°āļāļ·āļāđāļāļīāļāđāļŦāđ AT āđāļŦāđāļāļļāļāđāļāļĒāļāļąāļāđāļāļĄāļąāļāļī