ðĨAnnouncementðĨ
Thank you to all the parents and students. One-to-one lessons are full of capacity now!
I have been teaching in primary school for many years and have received lots of feedback from parents and children. Children often have a lack of confidence in the SSPA Exam and during the Secondary School interview.
If you think that:
ðĨyou are not happy with the exam result from the last semesters.
ðĨyou could like the create an environment that could allow you to have meaningful two ways conversations in English.
ðĨyou could like to improve your self-introduction and answer confidently to different types of questions.
ðĨyou could like to enhance your group discussion skills during the interview.
This would be an excellent time for you to register for my group classes. Ms Yulia will teach in English thoroughly during the group class, and we will analyse the SSPA Exam and interview strategies for the Secondary School admission in detail.
ðThe reputation of the Master of teaching in The University of Melbourne is strong and globally recognised, particularly for education where MGSE has been ranked ðĶðš #1 in Australia and ð#14 in the world.
Teaching philosophy: Every child is unique. They hold different abilities and different goals in learning. I am here to support and extend the learning opportunities to enhance their holistic development.
Teaching Pedagogy and strategies:
ðAsking open-ended questions.
ðAllow children to express their ideas and opinions.
ðPromote children's agency by making their own decisions.
ðRespect parents and children, making meaningful two- ways conversations.
ðScaffolding learning experience, teaching in steps by steps with concept, modelling, and provide positive feedback to children.
ðAlways provide feedback to parents in each class and evaluate children's learning performance.
Specialise in teaching:
âķ Early Childhood Education (Age 2-5):
âĻPlay-based learning English
âĻReggio Emilia approach: student-centred, experiential learning, values the child as strong, capable, and resilient
âĻLetterland Phonics for young children
âĻPicture Books Storytelling
âĻMultiliteracy skills and development
âĻ Language and Literacies Learning Outcomes: Children are effective communicators
â·Primary Education (Age 5-12):
â Exam Strategies Language Forms and Communicative Functions:
âText Types ïžVocabulary Building ïžTense ïžPhonicsïžDictation
âCommunicative Functions ïžGrammar Items and Structures ïžGeneral English
Language Skills and Language Development Strategies:
âListening ðï―Speaking ðĢ ï― Reading Comprehension ð ï― Writing ð
âLanguage Development Strategies
ðAbout Ms Yulia ð
ðMulti- Nationalities: Hong Kong & Australia
ðBased in Melbourne, Australia.
ðMaster of Teaching in Early Childhood and Primary Education at The University of Melbourne
ðWorking at numerous primary schools in Melbourne for the past six years as a Service Coordinator and Nominated Supervisor. (Academic reading, writing, listening, and speaking)
ð More than ten years of experience in cram class and one-on-one tutoring. Teaching and working with children from New-borns to 12 years.
ð Inclusion Support Program (ISP): Working with children with special needs: Autism, ADHD, Asperger syndrome, etc.
ð Support children with English as a second language (ESL) and celebrating cultural diversity.
Materials and Resources:
Open-ended processes and natural materials ïžStudent Homework ïžTextbooksïžAsia and World Literatures ïžEnglish Games ïžSongsïžWorksheets ïžMultimediaïžDigital learning resources: video, audio, animations ïžInteractive whiteboard
Class Introduction:
1. The 25mins Trial Lesson:
ðââïļGet to know Ms Yulia; get to know you. ðââïļðââïļ
ðđUnderstanding the learning aim and goals for each child and provide an individual learning plan.
2. Early Childhood Education (Age2-5)
ðLetterland Phonics and Jolly Phonics for young children:
ðStorytelling: Read aloud picture books
ðMulti- sensory: Action trick, Sing- along, Arts and craft forms learning language and literacy, dramatic and role-play.
3. Primary Education (Age 5-12)
ðExam Strategies and preparation in Hong Kong and Australia English Language Curriculum.
ðReading Comprehension: Understand the basic conventions of written English; construct meaning from texts; locate information and ideas.
ð Listening: Identify and discriminate sounds, stress and intonation; listen for explicit and implicit meaning. ðWriting: Present information, ideas and feelings clearly and coherently.
ðĢSpeaking: Express feelings and ideas using verbal communication, participate effectively in oral
interaction.
4. Cambridge English Assessment Exam Preparation:
School: âïļPre A1Starters âïļA1Movers âïļA2 Flyers âïļA2 Key âïļA2 Key for Schools âïļB1 Preliminary âïļB1Preliminary for Schools âïļB2 First âïļB2 First for Schools
General and Higher Education: âïļC1 AdvancedâïļC2 Proficiency
Business English: âïļB1 Business Preliminary âïļB2 Business Vantage âïļC1 Business Higher
âïļ IELTS
ðŊProvide materials such as exam guides, past papers, worksheets and vocabularies, etc.
ðŊSupporting materials are from the Cambridge University Press.
ðŊProvide support for students gradually improve their speaking, writing, reading and listening skills.
ðŊMotivate students of all ages and abilities to learn English and develop practical skills for the real world.
5. Adult English courses from elementary to advance level:
ðUniversity: Bachelor and postgraduate degree assignment discussion and exam preparation
ðBusiness English
ðDaily conversation
ðTravel and worldview
ðJob and University interview
ðExam: IELTS, PTE
ðImmigration: Get to know Australia ðĶðš
Guidelines for the lesson:
ðŧ Respect everyone.
ðŧ If you would like to cancel the class under the circumstances,
please cancel it at least 12 hours prior to class.
ðŧ Practice to enhance improvement.
ðŧ Complete Homework or classwork.
ðŧ Ask questions!
ðŧ HAVE FUN!!!
Book a trial lesson now:
ðĨGet to know you and design a customised learning plan just for you.
ðĨLevel determined and provide teaching materials for students each lesson.
ðĨImprove English in a fun learning environment
Through Ms Yulia's group class, it could extend students learning opportunities to stand out in their SSPA examinations and Secondary School Interviews.
ð40% off
ðSmall class learning environment: 2-4 people in a row, considerable time interacting with each student.
ðSchedule regularly every week to prevent inertia and steady progress.
ðCreate an English environment for the students and allow children to use the language to express their feelings, ideas and opinions.
ðSimulate real interview situations, increase the opportunities to impress the examiner in a short time during the interviews.
ðDevelop critical thinking and coping with the interviews and group discussions.
ðMs Yulia will provide sub-examination and interview materials and resources for students to review and practices.
ðCreate a highly interactive class structure and allow students to react and respond to different scenarios.
ðMeet other students who are working hard together and prepare for the exam and interviews. Thus, they could practice speaking and discussing with each other.
ð"HAVING FUN DURING LESSONS!"
2015 - 2021 Mill Park Primary School, Melbourne Australia
2019 - 2020 Auburn South Primary School
2019 - 2023 Individual Cram Class
2012 - 2012 Morrison Hill Child Development Centre
āļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļē
2019 - 2021 The University of Melbourne Melbourne Graduate School of Education - Master of teaching (Early Childhood and Primary)āđāļāļĢāļąāļāļĢāļāļāļāļĩāđāļāļąāļāđāļŦāļĨāļ
2015 - 2017 MEGT Institute Diploma of Early Childhood Education and CareāđāļāļĢāļąāļāļĢāļāļāļāļĩāđāļāļąāļāđāļŦāļĨāļ
2011 - 2013 University of Birmingham BA (Hons) Business EnterpriseāđāļāļĢāļąāļāļĢāļāļāļāļĩāđāļāļąāļāđāļŦāļĨāļ
2008 - 2011 School of Continuing & Professional Studies The Chinese University of Hong Kong Higher Diploma of Financial ServiceāđāļāļĢāļąāļāļĢāļāļāļāļĩāđāļāļąāļāđāļŦāļĨāļ
āđāļĄāļ·āđāļāļĄāļĩāļāļąāļāļŦāļēāđāļāļĩāđāļĒāļ§āļāļąāļāļŦāļĨāļąāļāļŠāļđāļāļĢāļāļļāļāļŠāļēāļĄāļēāļĢāļāđāļĨāļ·āļāļāļāļĩāđāļāļ°āļĢāļēāļĒāļāļēāļāļāļąāļāļŦāļēāđāļĨāļ°āļāļĢāļđāļŠāļēāļĄāļēāļĢāļāđāļĨāļ·āļāļāļāļģāļŦāļāļāđāļ§āļĨāļēāđāļŦāļĄāđāļŦāļĢāļ·āļāļāļ·āļāđāļāļīāļ AT āđāļŦāļĢāļĩāļĒāļ
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