To learn English is, of course, essential for entering into and competing/communicating in the global community, in any field of business, education, and for many vocations, these days. With the advances in technology skype english lessons have become very popular for their convenience for the busy professional - and for their safety for the school/university student.
The T2F Broadcast English School specialises in Online Esl and was founded in 2009, by Elliot Sabino, who holds a Master`s Degree in Teaching English to Speakers of Other Languages, and has 9 years experience as a university English teacher.
Sabino can teach any level of English lesson, and has written text-books. Two of these books are currently published here. You can download the Free Preview Copy of these books. If you pay for three 1 hour lessons, in advance, you can receive a discount & a free copy of your choice of Book 1, or Book 2, of Preparation for English Communication.
Prices are US$20.00 for a 30 minute lesson and US$35.00 for a 60 minute lesson:
Sabino will write a guaranteed Plagiarism-Free assignment for the university and high school English student. The paper will include citations using the Harvard in-text, author-date system of referencing, and a bibliography. See below, for an example of Sabino`s Academic Writing Style.
Sample of Sabino`s Academic Writing Style, 2009.
Some Thoughts on Education.
A brief note on the citations within this paper.
The authors philosophy as outlined below is `just that;` the authors own ideas, concepts, ideals and thoughts, based on the skills and experience acquired over long periods of teaching English as a Foreign Language in Japan. The citations are included, below, as a means of providing evidence to support the author`s philosophy as one would expect to witness in an academic and/or research publication. The citations, herein, are not meant to coerce the reader to an assumption that the author has simply gone online to locate information to put into this philosophy to fit the criteria of a job currently being applied for, but are the authors own ideas, concepts, ideals and thoughts, based on the skills and experience acquired over long periods of teaching English as a Foreign Language in Japan.
Liberal Arts Education.
Due mainly to the evolution of teaching practices and/or methods, in addition to and as a result of technology, the roles of language teachers and language learners are changing. The teacher should now be the 'guide on the side rather than a sage on the stage' (Warschauer & Whittaker 1997:para. 15). Hooper and Rieber (1995) in their five phase model recognize integration and evolution as a large part of today's learning environment taking the roles of teacher and learner to a stage where '... theclassroom is now centered on the student's learning as opposed to the teacher's instruction'.
Students, with this integration, are progressively more able to be involved in the decision making processes and self directed learning, collectively and singularly, and to hence be furnished with a much greater feeling of responsibility and achievement. The aim is for this to, in turn, lead to an outcome of self confidence, self worth, autonomy, and to be liberated in preparation for lifelong learning. This must surely be the quintessential point for the educator immersed in the teaching of a `Liberal Arts` program. Mortimer Adler (2012) offers some poignant rhetoric with the enquiry `How does the teacher aid discovery and elicit the activity of the student`s mind? By inviting and entertaining questions, by encouraging and sustaining inquiry, ... by leading discussions ... `.
Perhaps the most essential component to developing a truly democratic attitude; problem identifying and solving skills; an appreciation of cross-cultural and/or global issues, and an ability to challenge existing theories, is the ability to think critically. Outlined by Edward Glaser as early as 1941 to think critically is `... to reconstruct ones patterns of beliefs on the basis of wider experience, and to render accurate judgements about specific things and qualities in everyday life.` This author would add to Mr. Glaser`s statement, for reasons of arriving at truth! Critical thinking is surely a fundamental life skill that - once acquired - will serve a student in every endeavor they undertake in life. How does one teach the ability to the think critically? By demonstrating critical thinking in one`s teaching.
Academic Writing Skills
Six main areas of concern are paramount to the teaching and learning of academic writing skills. These are:
1) Discussion on the given topic to ensure a thorough understanding of the essay topic. 2) Brainstorming (with all students) ideas about the topic with planning, reading, and note-taking. 3) Planning the essay and the critical structure of it. 4) Initial draft writing. 5) Proof reading and Editing. 6) Writing the final draft. Students must work collectively and participate in all the first five stages of the writing project with an emphasis on checking each-others` work and exchanging ideas. The above outline is based on this author`s experience and knowledge/skills set, though it would to be supported by the (University of Melbourne 2011:para. 8).
All words, in the English language that have more than one syllable will have `one` syllable that is stressed, while other syllables are weaker and un-stressed (University of Melbourne 2011:para. 5). Likewise `Content Words` are stressed, and `Function Words` are un-stressed. This author has witnessed significant results after outlining, then categorizing, then demonstrating which words are to be stressed in a sentence and which words are not. Students not yet well grounded in this area are given tasks and activities to facilitate understanding of which words are stressed in a sentence. This does `not` have to become a boring grammar lesson, either. The contents of a sentence simply need to be outlined.
To offer an example, with regards learning a new item of vocabulary. which syllable is stressed? What word class is it? So is it stressed or un-stressed? Now, compose a sentence using this word, and then every student will share their sentence with the class. This may sound suspiciously like an English `only` lesson, but the emphasis, in fact, is on learning `in` English rather than`learning English.` Additionally, this author is an advocate of the learning of the International Phonetic Alphabet (IPA); for nothing will provide a student with a more adequate - nor accurate - way of `pronouncing a written word, or phrase,` than the IPA, when there is, not present, a native speaker of the target language.
Research and Presentation
A professional speaker from California summarizes this author`s approach to instructing students on how to plan, prepare and give an effective speech. The techniques and considerations outlined by George Torok are recognized and reiterated by the authors of Presentation Workshop (see below.) Due to considerations of space, only key points will be outlined here. Areas of most consideration are:
Preparing your presentation.
Consider the purpose of your presentation.
Your audience is the reason you`re here.
Illustrating your main points.
Design your presentation backwards.
Researching your presentation.
Giving your presentation.
Emphasizing key points.
Staying on time.
Delivering your speech with credibility.
Looking your best.
Sounding your best.
Using Equipment and technology.
How to make a strong finish (Torok 2012: Para, 3, 6, 8 10, 15 17, 23).
At time of this writing, this author has been teaching Academic Presentation at a variety of universities in Japan, for 5 years. Students are exposed to 3 presentations in each Koma, with critical thinking activities to be completed for each presentation, from the text and DVD Presentation Workshop, Oral Communication for Academic Purposes,` Tsubota, T., Ishikawa, Y., & Dantsuji, M. ` Smith, C., Kinseido Publishing, Tokyo. Students are to give three two presentations per semester on a topic selected by the author, with a strong emphasis on a research component for each presentation. Presentation topics are always chosen with the aim of developing critical thinking skills; demonstrating a cross-cultural understanding, issues of global importance, and with an emphasis on presenting `in` English rather than `presenting` English.
Adler, M. 2012 `Musings of a Christian Humanist,` Quotes on Liberal Arts Education, Authentic Learning, and What Academy Life Should Emphasize Retrieved 05 July 2013 from http://christianhumanistmusings.blogspot.jp/2012/02/quotes-about-liberal-arts-education.html
Glaser, E. 1941 `Critical Thinking Defined by Edward Glaser,` Retrieved 09 May 2013 from http://www.criticalthinking.org/pages/defining-critical-thinking/766
Hooper, S. & Rieber, L. 1995 'Teaching with Technology'. In A. C. Ornstein (Ed.), Teaching Theory into Practice (pp. 154-170). Needham Heights, MA: Allyn and Bacon. Immersive Education Initiative, 2009, 'Immersive Education', London Summit, London School of Economics. Retrieved 16 September 2009 from http://immersiveeducation.org/
Torok, G. 2012, `Presentation Skills Success, Preparing your Presentation` & `Delivering your Presentation,` Retrieved 1 July 2013 from http://www.presentationskills.ca University of Melbourne. `Services for Students, Academic Skills, The Research Essay,` Retrieved 21 June 2013 from http://services.unimelb.edu.au/academicskills/writing/essay
University of Melbourne. `Services for Students, Academic Skills, Pronunciation, Word Stress,`Retrieved 23 June 2013 from http://services.unimelb.edu.au/academicskills/writing/essay
Warschauer, M. Whittaker, P. Fawn, 1997, 'The Internet for English language teaching: Guidelines for teachers,' TESL Reporter, 30, 1, 27-33. Retrieved 27 August 2009 from: http://iteslj.org/Articles/Warschauer-Internet.html