Trusted teacher
This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
Since February 2017
Instructor since February 2017
8 repeat students
Trusted choice for 8 returning students
Translated by Google
French private lessons by university graduate in Letters
From 70 Fr /h
Holder of a Master's degree in Letters and endowed with a solid experience in private lessons, I provide French lessons for students wishing to:
- consolidate their bases in grammar, spelling
- improve their language skills (allophone students)
- improve their speaking skills (conversation classes)
-profect the written expression
- prepare for ECR exams
- prepare for the written examinations at the end of the studies (maturity, certificate of completion)
- help with the writing of works of maturity (or other works of end of studies), of dissertation
- work on argumentative texts
- acquire a method to analyze literary texts
- learn how to perform bibliographic research
The course material is a Google Docs document that I create in which my explanations, possible links, exercises appear. By reading it regularly, progress will be faster. It can also be used in addition to other documents (files printed by school teachers and/or books) and has many advantages: automatic updating, downloadable on tablets and smartphones, simultaneous monitoring of what is writing.
For help with writing:
The objective is above all to acquire effective tools. The student will thus be able to learn to structure his ideas, argue coherently (and convincingly) and enrich his vocabulary. It is essential for me to have written work from the student between each lesson.
For analyzes of oral literary texts:
In order to optimize the time available (and to put ourselves in conditions closest to oral exams), we choose together an extract from a work that the student will have previously prepared before the lesson. This would take around 20 minutes at most, and ideally just a little before the meeting time. If necessary, I have the habit of taking a paragraph at random which would serve as a basis for analyzing a passage.
For the corrections of end of studies work:
so that the meeting with the student is at the most profitable, I ask him to send me his writings before the meeting.
Apart from my presence with the student, any course involves a preparation time before and after the lesson, including the work that I correct. My goal is to design an individualized course, so I take the time to write detailed comments on corrected work or tips to ensure maximum success for everyone.
For example, an editorial correction can easily be the subject of a detailed commentary of 4 typewritten pages.
For adults (FLE):
In order to optimally prepare the first ones, I take the initiative to inform myself in advance of their objectives / expectations. Whether to practice speaking in everyday life, the professional world or to practice oral presentations, I prepare either PPT or technical sheets in advance that I send by mail ( after booking on the website).
The other alternative is to make a PV of the course that I send (or that I print). Giving importance to keeping a written record on the one hand to better memorize the topics covered, on the other hand to better assimilate the spelling.
Of a general nature, a concrete situation that responds to the learner's needs is the starting point. From this situation, I address the essential grammatical points.
- consolidate their bases in grammar, spelling
- improve their language skills (allophone students)
- improve their speaking skills (conversation classes)
-profect the written expression
- prepare for ECR exams
- prepare for the written examinations at the end of the studies (maturity, certificate of completion)
- help with the writing of works of maturity (or other works of end of studies), of dissertation
- work on argumentative texts
- acquire a method to analyze literary texts
- learn how to perform bibliographic research
The course material is a Google Docs document that I create in which my explanations, possible links, exercises appear. By reading it regularly, progress will be faster. It can also be used in addition to other documents (files printed by school teachers and/or books) and has many advantages: automatic updating, downloadable on tablets and smartphones, simultaneous monitoring of what is writing.
For help with writing:
The objective is above all to acquire effective tools. The student will thus be able to learn to structure his ideas, argue coherently (and convincingly) and enrich his vocabulary. It is essential for me to have written work from the student between each lesson.
For analyzes of oral literary texts:
In order to optimize the time available (and to put ourselves in conditions closest to oral exams), we choose together an extract from a work that the student will have previously prepared before the lesson. This would take around 20 minutes at most, and ideally just a little before the meeting time. If necessary, I have the habit of taking a paragraph at random which would serve as a basis for analyzing a passage.
For the corrections of end of studies work:
so that the meeting with the student is at the most profitable, I ask him to send me his writings before the meeting.
Apart from my presence with the student, any course involves a preparation time before and after the lesson, including the work that I correct. My goal is to design an individualized course, so I take the time to write detailed comments on corrected work or tips to ensure maximum success for everyone.
For example, an editorial correction can easily be the subject of a detailed commentary of 4 typewritten pages.
For adults (FLE):
In order to optimally prepare the first ones, I take the initiative to inform myself in advance of their objectives / expectations. Whether to practice speaking in everyday life, the professional world or to practice oral presentations, I prepare either PPT or technical sheets in advance that I send by mail ( after booking on the website).
The other alternative is to make a PV of the course that I send (or that I print). Giving importance to keeping a written record on the one hand to better memorize the topics covered, on the other hand to better assimilate the spelling.
Of a general nature, a concrete situation that responds to the learner's needs is the starting point. From this situation, I address the essential grammatical points.
Extra information
Bring your dictionaries, books, old evaluations (or old editions). Ability to send me your writing in advance.
Location
At student's location :
- Around Préverenges, Switzerland
- Around Saint-Sulpice, Switzerland
- Around Lausanne, Switzerland
- Around Pully, Switzerland
- Around Morges, Switzerland
At teacher's location :
- Ouest lausannois, Suisse
Online from Switzerland
About Me
I have been giving private lessons for 29 years now, starting with German, which immediately fascinated me with its captivating literary works. Over time, this language has become an art that I not only want to know in its smallest details, but also to share through my teaching. Subsequently, I completed my offer with French lessons shortly before obtaining my Bachelor of Arts (German and medieval French).
Each lesson and each discipline is adapted to the particular needs and wishes of my students. The most important thing in my eyes is above all to do everything possible to generate motivation in everyone. To do this, I always strive to show in which practical everyday situation a grammatical tool can be used. This is why, creating my own teaching method from various manuals allows me to not only have an individualized approach, but also to give meaning to each new concept to be acquired.
In addition to my teaching, I try to be available by answering questions by message for each of them. This point is important for me, insofar as I strongly encourage independent personal work outside my presence, especially when it comes to school support. In this regard, when I engage with one of them, I take the time to clearly express my expectations and listen to theirs. Indeed, for a long-term result, providing regular individual work outside the hours of support and / or lessons to progress is essential. In the same way that learning an instrument involves working your scales outside of a lesson, making progress in a subject involves a significant investment.
At the level of tutoring, consolidating concepts, assimilating vocabulary, catching up on the backlog, preparing assessments require a lot of work. Reason why, I do everything to plan my courses in the long term. As for homework, giving it on my own initiative makes little sense to me, as it may overload. That said, I am happy to edit a variety of personal work and advise on exercises for optimal preparation for future exams upon request. Moreover, my goal is not that the student learns with me his vocabulary on the spot, nor to do homework directly with him. However, I take the necessary time to show how to solve an exercise, learn vocabulary, recite if necessary. Thus, students can acquire the necessary tools to work independently. The ideal is to take a minimum of 90 minutes to do a better job, especially if it is to prepare the exams. Concerned to provide quality and professional work, I am even available to collaborate with the teachers at your request, to help the person to the maximum. From experience, I have always found it beneficial to share a few words with teachers who tell me their expectations of support courses and inform me about the special needs of the student. This allows me to target my work more effectively and to move in the same direction as the student's teacher.
Each lesson and each discipline is adapted to the particular needs and wishes of my students. The most important thing in my eyes is above all to do everything possible to generate motivation in everyone. To do this, I always strive to show in which practical everyday situation a grammatical tool can be used. This is why, creating my own teaching method from various manuals allows me to not only have an individualized approach, but also to give meaning to each new concept to be acquired.
In addition to my teaching, I try to be available by answering questions by message for each of them. This point is important for me, insofar as I strongly encourage independent personal work outside my presence, especially when it comes to school support. In this regard, when I engage with one of them, I take the time to clearly express my expectations and listen to theirs. Indeed, for a long-term result, providing regular individual work outside the hours of support and / or lessons to progress is essential. In the same way that learning an instrument involves working your scales outside of a lesson, making progress in a subject involves a significant investment.
At the level of tutoring, consolidating concepts, assimilating vocabulary, catching up on the backlog, preparing assessments require a lot of work. Reason why, I do everything to plan my courses in the long term. As for homework, giving it on my own initiative makes little sense to me, as it may overload. That said, I am happy to edit a variety of personal work and advise on exercises for optimal preparation for future exams upon request. Moreover, my goal is not that the student learns with me his vocabulary on the spot, nor to do homework directly with him. However, I take the necessary time to show how to solve an exercise, learn vocabulary, recite if necessary. Thus, students can acquire the necessary tools to work independently. The ideal is to take a minimum of 90 minutes to do a better job, especially if it is to prepare the exams. Concerned to provide quality and professional work, I am even available to collaborate with the teachers at your request, to help the person to the maximum. From experience, I have always found it beneficial to share a few words with teachers who tell me their expectations of support courses and inform me about the special needs of the student. This allows me to target my work more effectively and to move in the same direction as the student's teacher.
Education
- University of Lausanne, Faculty of Arts, Master of Arts with specialization (German with specialization 'Culture, civilization and resurgence in the Middle Ages', optional program)
- University of Lausanne, Faculty of Arts, Bachelor of Arts (German, medieval French, option program)
- Goethe Zertifikat C1
- Continuing Education: "School motivation", given by Pierre Viannin (HEP VS)
- University of Lausanne, Faculty of Arts, Bachelor of Arts (German, medieval French, option program)
- Goethe Zertifikat C1
- Continuing Education: "School motivation", given by Pierre Viannin (HEP VS)
Experience / Qualifications
- 29 years of experience in educational support,
- 3 years of replacements and teaching at the State of Vaud
- 3 years of expertise in VG/VP certificate exams
- Since 2018: expertise in various Vaud gymnasiums (maturity, general culture, business school)
- preparation for the exams of maturity, CFC, certificates of end of compulsory study
- help with writing
- methodology
- 3 years of replacements and teaching at the State of Vaud
- 3 years of expertise in VG/VP certificate exams
- Since 2018: expertise in various Vaud gymnasiums (maturity, general culture, business school)
- preparation for the exams of maturity, CFC, certificates of end of compulsory study
- help with writing
- methodology
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
90 minutes
120 minutes
The class is taught in
French
German
English
Italian
Skills
Reviews
Availability of a typical week
(GMT -05:00)
New York
At teacher's location and via webcam
At student's home
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
University graduate in German language and literature (Master of Letters in German with specialization in medieval languages and literature) with a solid experience, gives private German lessons for all levels.
My lessons are adapted according to the needs of the student. They aim to consolidate concepts, fill gaps, prepare for exams (maturity, compulsory school leaving certificates, entrance exams to gymnasiums and universities, Goethe Zertifikat up to B2). Opportunity to learn the language.
For school supports:
This is above all long-term work, which implies on my part taking the time to "learn how to learn" in an effective manner: every exercise is explained in detail, which can make its execution easier. slower. Quality takes priority over quantity in order to obtain optimal results over time.
Students bring their own course materials (notebooks, books, audio CDs, dictionaries, assessments, etc.).
Another important point: in order for my help to be beneficial, it is necessary that the student provides regular personal work between lessons. This essentially involves rereading your notes, repeating exercises similar to those carried out together or even moving forward in learning vocabulary.
For conversation classes:
The topics are based on interests and/or specific needs for exam preparation. I attach particular importance to pronunciation, fluency and vocabulary. I usually correct at the end of a conversation exercise with detailed feedback, in order to avoid any blockages and to work on fluency. Depending on the level of the students and/or their expectations (exam preparations/assessments/desire for improvement for example), I work on the choice of appropriate words, grammatical accuracy, the ability to formulate more or less complex sentences.
For exam preparations:
The courses offer to acquire solid tools to learn to write, to comment on literary texts and a methodology to work on oral comprehension. The student must bring their own exam preparation brochure, available in all bookstores. For Goethe Institute model exams, the exam books from Cornlesen are particularly suitable. The other alternative would be to download and print before the start of the course a copy of the Goethe Institute exam available on the institute's website.
For the oral comprehension:
Work from audio-visual viewings downloaded from the Deutsche Welle site, which offer various recordings adapted to all levels, with a very concrete approach. In the long term, the student acquires ease not only in oral comprehension, but also enriches his basic vocabulary through exercises. I also work on the Goethe Institut oral tests to familiarize myself with speaking.
For the work of the written expression:
I begin by explaining in the first lesson some methodological tools to acquire writing skills. The student has the opportunity to start writing during the course or do a writing exercise on duty and give it to me to correct (send by email or at the beginning of the next lesson). The corrections are explained in detail. In addition, at the time of booking, the student can send me a draft copy before the lesson so that I can meet his needs even more quickly.
Apart from my presence with the student, every lesson involves preparation time before and after the lesson, particularly for the work that I correct. My goal being to design an individualized course, I take the time necessary to write detailed comments on corrected work or advice to ensure maximum success for everyone.
In addition, each student can contact me at any time outside of class by email if necessary.
Feel free to contact me for more information. :)
My lessons are adapted according to the needs of the student. They aim to consolidate concepts, fill gaps, prepare for exams (maturity, compulsory school leaving certificates, entrance exams to gymnasiums and universities, Goethe Zertifikat up to B2). Opportunity to learn the language.
For school supports:
This is above all long-term work, which implies on my part taking the time to "learn how to learn" in an effective manner: every exercise is explained in detail, which can make its execution easier. slower. Quality takes priority over quantity in order to obtain optimal results over time.
Students bring their own course materials (notebooks, books, audio CDs, dictionaries, assessments, etc.).
Another important point: in order for my help to be beneficial, it is necessary that the student provides regular personal work between lessons. This essentially involves rereading your notes, repeating exercises similar to those carried out together or even moving forward in learning vocabulary.
For conversation classes:
The topics are based on interests and/or specific needs for exam preparation. I attach particular importance to pronunciation, fluency and vocabulary. I usually correct at the end of a conversation exercise with detailed feedback, in order to avoid any blockages and to work on fluency. Depending on the level of the students and/or their expectations (exam preparations/assessments/desire for improvement for example), I work on the choice of appropriate words, grammatical accuracy, the ability to formulate more or less complex sentences.
For exam preparations:
The courses offer to acquire solid tools to learn to write, to comment on literary texts and a methodology to work on oral comprehension. The student must bring their own exam preparation brochure, available in all bookstores. For Goethe Institute model exams, the exam books from Cornlesen are particularly suitable. The other alternative would be to download and print before the start of the course a copy of the Goethe Institute exam available on the institute's website.
For the oral comprehension:
Work from audio-visual viewings downloaded from the Deutsche Welle site, which offer various recordings adapted to all levels, with a very concrete approach. In the long term, the student acquires ease not only in oral comprehension, but also enriches his basic vocabulary through exercises. I also work on the Goethe Institut oral tests to familiarize myself with speaking.
For the work of the written expression:
I begin by explaining in the first lesson some methodological tools to acquire writing skills. The student has the opportunity to start writing during the course or do a writing exercise on duty and give it to me to correct (send by email or at the beginning of the next lesson). The corrections are explained in detail. In addition, at the time of booking, the student can send me a draft copy before the lesson so that I can meet his needs even more quickly.
Apart from my presence with the student, every lesson involves preparation time before and after the lesson, particularly for the work that I correct. My goal being to design an individualized course, I take the time necessary to write detailed comments on corrected work or advice to ensure maximum success for everyone.
In addition, each student can contact me at any time outside of class by email if necessary.
Feel free to contact me for more information. :)
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