English Training
We provide one-to-one English teaching supported by an international English teacher and a Chinese-speaking teacher, with lessons delivered primarily online. Both teachers share responsibility for each student’s learning.
One-to-one English with two teachers
Teachers explore the situations in which the learner wants to use English, the tasks they can currently complete independently and the areas they most want to improve. These inform lesson content and practice priorities.
Everyday communication, academic study and workplace interaction place different demands on understanding and expression. For learners with an exam goal, teachers also consider the examination requirements and target result when planning practice.
Our teaching philosophy
Our teaching develops language ability alongside broader skills. Through reading, discussion and presentations, students improve their use of English while building communication, independent thinking, self-directed learning and problem-solving skills.
Students develop their understanding of information through reading, express their views and respond to different opinions in discussion, and organise their ideas for clear delivery in presentations.
Teaching also supports the development of dialectical thinking, expression through language, and planning and coordination.
How our two teachers work together
The two teachers discuss the student’s classroom performance and learning difficulties, and coordinate subsequent explanations, practice and feedback. Arrangements reflect the student’s learning goals and performance in lessons.
An experienced international and Chinese-speaking teaching team
All our teachers have at least three years of teaching experience, and half have at least ten years.
Our international English teachers have practical classroom teaching experience and a sound knowledge of language teaching methods. Most of our Chinese-speaking teachers have studied and lived overseas; they speak English fluently and have clear, standard pronunciation.
We value teachers’ understanding of students’ learning needs and their ability to adapt teaching to the individual. Teachers use students’ existing knowledge and classroom performance to explain difficulties clearly, set targeted practice and provide specific feedback. This helps students consolidate what they have learned, improve their expression and gradually strengthen their ability to use English.
English language proficiency
All our Chinese-speaking teachers have English proficiency at C1 or above; some are at C2.
Identifying specific learning difficulties
Learners who struggle to express an opinion may face different difficulties. Some need time to organise ideas, some lack relevant vocabulary and sentence patterns, and others need more practice using familiar language in new situations.
Questions, appropriate prompts and varied practice help teachers observe where a difficulty occurs and decide which knowledge and practice are needed next. This observation continues through reading, writing and other learning activities, allowing teaching to respond to actual performance.
Practice with specific feedback
When practising a particular expression or language point, teachers identify problems promptly and invite another attempt. During discussion and situational interaction, they give learners time to finish their ideas while addressing problems that affect understanding; other useful improvements can be reviewed afterwards.
Feedback explains the problem and possible ways to improve, supporting both accuracy and complete expression while building confidence.
Understanding progress through new tasks
Using learned language in a new topic, responding to follow-up questions and completing a task with fewer prompts all help teachers understand progress.
Feedback explains what the learner can already do independently, where help is still needed and what to practise next. Learners can recognise changes in their ability and organise their study more purposefully.