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試験準備のための評価とコンサルティング(IELTS、TOEFL、Duolingoなど)

年齢 11 歳-18 歳
ライブワンタイムクラス
この初期評価の目的は、学習者の英語試験に対する認識と準備状況を総合的に評価し、試験特有のさまざまなスキル領域における学習者の強みと課題を特定することです。
オンラインライブ授業
一度のみの受講
35 分

含まれるもの

1 ライブミーティング
35 分 授業時間
課題
週1時間. Learners can receive a short reading writing and speaking quiz before or during the initial interview. For best results it is recommended to review the material in preparation for the interview, however it is not required.
テスト
After the initial consultation learners will receive a brief report on their level and a recommendation towards available courses or tutoring solutions.
この文章は自動翻訳されています

このクラスで学べること

英語レベル - B1
米国の学年 3 - 8
Beginner - Advanced レベル向け
Assessment & Consultation for Exam Preparation (IELTS, TOEFL, Duolingo, etc.) Beginner /  Intermediates / Advanced Ages 11-18

Ages: 11-18
Level: Beginner / Intermediate / Advanced
Class format: 1:1 Tutoring

Pre-requisites:
New learners joining my classes should take the initial assessment class so that we can mutually determine a suitable learning pathway.

Special needs disclaimer: 
English language skills courses are primarily intended for learners of English as a second language (ESL), emphasising vocabulary building, grammar, memory, comprehension, critical thinking, conversation, formal writing, and exam preparation. Please write to inquire about how we can best serve your learners needs. 

Who this assessment is for: 
Students ages 11-18 at intermediate to advanced level (B2) preparing for English language examinations (Cambridge, IELTS, TOEFL, etc.) and seeking evaluation of their current readiness level for enrolment into one of our exams group courses or private tutoring.

The session includes:
A 30-35 minute assessment using examination-specific tasks and formats
Readiness & performance evaluation for standard exam tasks in each area: reading, listening, speaking, and writing
Feedback, goal setting and recommendations about available group courses and private tutoring

The assessment evaluates:
- Vocabulary knowledge & reading comprehension with examination-specific question formats and time constraints
- Listening & Speaking abilities for confidently handling academic interviewing
- A short writing sample, as a homework assignment completed before or after the initial assessment

Description
Our initial class is designed as a formal assessment that introduces learners to our range of test-taking skills courses, which are segmented across various skill areas and levels. After completing the language proficiency assessment, we can chart a course for the future, determining priority skill areas to practice, examination deadlines, scheduling, and preparation time needed. We offer various focused exam preparation courses and supplementary add-on components (e.g., vocabulary, grammar) to help struggling learners get up to speed quickly.

Over many years and thousands of hours of lesson experience, we have successfully helped test takers employ effective study strategies to reach their target scores within reasonable deadlines. As this is our passion, we continuously add and revise modules based on official practice material, adapting our approach to be most effective for young learners in particular.

We recognize that learners are busy, requiring both flexibility and structure. Our exam preparation courses are separated into skills and level-based courses, allowing learners to practice one particular section of a test at a time. We often recommend speaking skills as a starting point, introducing common topic areas that will appear in discussion, reading, and writing sections later. All our test courses emphasize regular writing assignments, keeping learners in the right mindset and creating a record of improvement over time.

Mock-testing occurs at regular intervals—at the beginning, mid-point and end of a course, or every three weeks. Learners can take multiple courses simultaneously, such as reading, writing, and speaking. However, each course requires significant time for preparation, assignments, and review. For best results, learners should allow enough time for independent practice. At the beginning of each lesson, we reserve time for learners to present assignments and receive constructive feedback. Through this process, learners become aware of recurring errors and learn to apply corrections.

Outcomes for the class:
The assessment provides realistic practice with authentic test formats and age-appropriate guidance. You'll receive detailed feedback on strengths and challenges, course recommendations, self-study resources, and advice on which test format best matches your abilities and when to schedule your exam.

1. Determine current performance level on specific English language examinations
2. Identify particular strengths and challenges across test-specific skill areas
3. Develop strategic preparation plan targeting highest-impact improvement areas
4. Provide guidance on course selection, scheduling and goal setting

Material provided:
Learners can receive a short reading writing and speaking quiz before or during the initial interview. For best results it is recommended to review the material in preparation for the interview, however it is not required.

Feedback:
After the initial consultation learners will receive a brief report on their level and a recommendation towards available courses or tutoring solutions.

Rates & Pricing Options:
Standard hourly rates: $25 per hour for individualised tutoring, or varying depending on terms of contract. $18 per individual per hour in groups of two or more. Inquire about discounts and special pricing options, sign-on and referral bonuses.

学習到達目標

Determine current performance level on specific English language examinations
Develop strategic preparation plan targeting highest-impact improvement areas

その他の情報

学習ニーズ
Intended for ESL (English as a second language) learners for English proficiency tests.
受講の前提条件
New learners joining my classes should take the initial assessment class so that we can mutually determine a suitable learning pathway.
外部リソース
学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。

先生について

参加しました February, 2025
プロフィール
教師の専門知識と資格
準学士号 George Brown College School of Community Services & Early Childcareから 社会事業 へ
準学士号 CDI College School of Business Technology & Healthcareから コンピュータサイエンス へ
Background
In 2004, I graduated with a 3-year diploma from CDI College, School of Business, Technology and Healthcare as a Programmer Analyst & Internet Solutions Developer. My computer science studies provided a comprehensive foundation in programming techniques, web development, and designing solutions to complex projects from a systems analysis perspective. Throughout the program, I learned software engineering skills, programming in multiple object oriented languages including Microsoft Basic, C, Java, and SQL.

Following this, I spent a decade working in diverse professional roles including customer service, sales, technical support, factory and warehouse inventory management, spanning industries from telecommunications, automotive, and hospitality and retail, and logistics to name a few. 

These experiences provided me with opportunities to apply my technical skills problem solving skills, whilst also developing my professional communication and leadership abilities. 



Years later, adapting to the current economic challenges of the time, and becoming increasingly driven by a desire for personal and professional growth, I made the strategic decision to pivot towards the non-profit and social services sector. This led me to pursue a second diploma that would align more closely with my evolving career aspirations. In 2014, I completed one year in Liberal Arts studies and two years in Community Development and Social Services at George Brown College's School of Community Services and Early Childhood Education. 



Perhaps the single most transformative experience during this period was a month-long sponsored volunteering opportunity with the Tata Institute in Mumbai, India. This immersive experience profoundly shaped my professional trajectory, as I worked as a volunteer and research student simultaneously in healthcare and education sectors. During my time at the Tata Institute, I engaged in two primary roles: assisting patients in healthcare settings and teaching preschoolers. As part of the sponsorship agreement, I was required to complete a formal research paper documenting my experiences and observations. It was from this experience that I made the life-altering decision to pursue a career as an overseas language instructor and to explore teaching in Asia.


To this end, I obtained two Teaching English as a Second Language (TESL) certificates. The firsts of which, I completed 100 hours of in-class training with Oxford Seminars, focussing on classroom  skills such classroom management and student engagement. Following this I also obtained an additional 200 hours of online study through TEFL Express, where I deepened my understanding of complex grammar and also online course development. 



International Teaching Experience
I have a rich ten year teaching journey. Starting in Canada, I mentored teens in middle schools teaching literacy after school, as well as teaching language skills newcomer adults with a well established Toronto based Charitable Literacy Organisation. As mentioned, also taught English phonics to preschoolers in India briefly. 

The majority of my full time work was done both in China for up to eight years, working in private language training centres as well as public schools, both in the primary and middle school levels, in various parts of the country, as well nearly two years teaching at a prestigious language training centre for professionals and families in Moscow, Russia. Throughout this time, I built up my expertise teaching academic English and test preparation for teens and adults, as well as business English for individuals, small groups and even organisations. I hope that my growing catalogue of courses provided on this platform can attest to this.



Online Tutoring

Throughout the chaotic turmoil of the 2020 pandemic, I was fortunate to continue to grow in my teaching career, transitioning temporarily into online instruction. Due to the changing circumstances, I specialised in areas I felt were most appropriate to the medium, offering newly custom made courses focusing on academic reading and writing skills, and business conversations. 

Some of my greatest accomplishments include teaching livestream courses to groups of as many as several hundred students. The majority of my teaching caters to high school and university students working on an intensive schedule, to prepare for and pass their English proficiency exams to go on to international study both at the undergraduate and post-graduate levels. 

Coming out of this, I have developed dozens of courses, many of which follow the 12 week semester format, catered to different student age groups and levels, for various specific needs.



Personal Mission
I now reside in rural Quebec, Canada, with a dedicated mission to serve under-privileged areas through distance learning. My goal is to provide targeted support to students, particularly those in remote or marginalised communities, offering preparation for higher education. I continue to offer targeted preparation for English proficiency exams like IELTS, TOEFL, and various others, available on demand.

In conclusion, I feel that my because of my unique background spanning business and computers, social services, and language teaching, and an interest in lifelong learning coupled with extensive experience across various countries and educational settings, I teach with confidence, passion, and a profound commitment to creating meaningful change at both individual and community levels. In today's multi-cultural and rapidly evolving technological landscape, I recognise the critical need for comprehensive mentorship and continuous support for students. Young people are navigating an increasingly complex world, where technological advancements and social challenges require adaptive learning and continuous support, supervision and guidance. My mission is to bridge educational gaps, to inspire confidence, and to offer friendly mentorship, whenever and wherever I can.

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