Imran Girach

* ***** ****, *********, *** *NU

Telephone: (011*-*******, Mobile: 0044 777*******

E-mail: ac279z@r.postjobfree.com

Date of Birth: 8th June1986

Nationality: British

Marital Status: Single

Languages: Native English

Work Experience

Nov 2016-Feb 2017 (Fixed Term)- CambridgeTeaching Knowledge Test (TKT) Trainer . Astana Bilim Ordasy Ltd, Astana, Uailkhanov Street 3, Kazakhstan (placements in Ust-Kamenogorsk (Oskemen) and Semey).

Key Duties/Responsibilities/Achievements:

Delivering quality TKT training to Kazakh English Teacher trainees by elaborating, clarifying and contextualising material from the TKT Guide.

Creating and providing trainees with additional learning material.

Correcting and improving any phonetic discrepancies.

Providing additional support and one to one speaking sessions to improve trainee proficiency levels.

Designing Module Tests in preparation for trainee’s actual end of Module Tests.

Creating portfolios and progress logs for trainees.

July 2014- present - Seasonal pre-sessional Lead Tutor English for Academic Purposes (EAP), Centre for English Language Learning (C.E.L.L)- De Montfort University, Leicester, UK

Key Duties/Responsibilities/Achievements:

Assisting students with Academic English in areas such as essay writing, receptive and productive skills, presentations, referencing, seminar participation and project work.

Readying students for IELTS (6.0 and above) exams by using material such as New Headway and Oxford EAP.

Partaking and contributing in staff meetings, discussing schemes of work and forecasting learner difficulties and miscellaneous admin duties.

Personal tutoring Accustoming students to practical English using the EFL framework.

Preparing students to the cultures and norms of living in the UK.

Administering projects, presentations, essay writing and exams.

Keeping track of student progress and report writing.

Oct 2015-present - 3T Learning Resources, 22 Kingsway Road, Leicester LE55TH, UK (contracted with WAAD Holdings, Jeddah, K.S.A [SMART Classroom setting])

Key Duties/Responsibilities/Achievements:

Design aesthetically pleasing and user friendly EFL lessons, iPad friendly, on an online platform that can be both understood easily by students and delivered by the teacher.(Levels 1-3)

Incorporate learning strategies for basic language learning and developing learner’s critical thinking skills

Focus on developing learners conversational and academic English

Provide grammatical support and explanations to further support ESL learners and teachers

Promote an enquiry-based approach with features such as “The big question” at the start of every unit

Offer a range of activities provided to suit different levels of ability

Include authentic listening and reading texts included with factual and fictional extracts.

Ensure lessons are in accordance to the Cambridge Curriculum, adhering to the overall aims/objectives and learning outcomes.

Anticipate learner difficulty on behalf of the teacher, so providing contingency approach and material.

Keeping within and maintaining the ethos of WAAD Academy by strictly staying within the bounds and limits of cultural and religious sensitives.

Provide interactive material which is both enticing and enriching for the cognitive development of students.

Supply additional and supplementary material linked to the online lesson for both students with learning difficulty and advanced learners.

Create end of unit tests covering key language focus, grammar and skills and ensuring that student progress is tracked effectively.

Jan 2014–June 2014 - English Teacher/Academic Coordinator – Ministry of Interior [Riyadh]

Key Duties/Responsibilities/Achievements:

Design and administer an EAP course for public administration students.

Work within the European Framework of PET and KET.

Create examinations and counsel students on their academic progress.

Report directly to the Head of English and liaise with the Ministry of Higher Education ensuring high standards were maintained.

Overlook fellow teachers and undertake performance reviews periodically.

Providing student support sessions ranging from issues with absence and financial aid.

Conducting extra tuition services to support poorly performing students

Liaising with parents to understand and guide best possible outcomes to achieve the very best.

Sept 2011–Dec 2013 - King Saud University, Riyadh 12371, Saudi Arabia ESL Lecturer

Key Duties/Achievements:

Recruited as an ESL tutor for Medical Students as part of the Prepatory Year Program (PYP); job requirements have involved:

Contributing in preparing and setting tests, examination papers and exercises.

Preparing appropriate and culturally sensitive teaching materials.

Helping pupils improve their listening, speaking, reading and writing skills via individual and group sessions

Assisted in formulating curriculum and exam material with the aid of highly qualified colleagues with many years’ experience

Experience in teaching students with learning disabilities.

Providing advice and consultation to Gifted & Talented students wishing to pursue studies within UK & US universities

Attending and contributing in training sessions

Marking, grading and providing appropriate feedback on oral and written work with set rubrics.

Devising, writing and producing new materials including audio and visual resources.

Basic administration such as keeping student registers and attendance records.

The post has helped me further enhance effective classroom management techniques and has given me ample experience in teaching in a modern classroom with modern equipment such as the interactive white-board and E-podium, and I have worked with and familiarised myself with literature such Headway, Touch-Stone and Q Skills for success.

June 11– Aug 11 - English Language Adventure School UK (ELAS UK) EFL Tutor/Adventure GuideBritannia Estates, Leagrave Road, Luton, LU3 1RJ - United Kingdom

Key Duties/Responsibilities/Achievements:

Although a Summer Camp, this opportunity exposed me to conduct specifically EFL teaching to learners much younger than I had taught before and an entire camp of nationals from the Gulf, including Saudi Arabia and various parts of the Emirates. The age range was from six to nine-teen years of age. The job entailed planning, preparing and delivering lessons, designing and delivering placement tests, marking and grading, report writing, progress reports and finally, designing/marking the final exam. In addition, this role developed my expertise in class room management and gaining experience in dealing with disciplining and meriting learners where necessary. Other roles included administrative duties like filing and logging; supervising large groups in excursions and taking care of any health and safety or financial issues.

Nov 09 – April 10 - EBP/ESP Kuwait Pilot- UFI/ Learn Direct, Arnham House, 31 Waterloo Way, Leicester LE1 6LR (Fixed-term contract)

Key Duties/Responsibilities/Achievements:

Shortlisted as the first person in the UK to accommodate learners overseas in the Middle East Kuwait, I was to offer support in many areas of Business Studies to thirty-two learners across the various service sector; from tele-communications to banks; thus, I was recruited with EBP in mind. For the first time, learners from Kuwait were able to access online learning, working through and completing their Computer Based Training (CBT) courses. Ufi had anticipated possible difficulties that the trainees may encounter and I was bought in to provide them that extra support. My role entailed assisting them in grammar and understanding, corresponding with them through email and the online learning platform; marking and providing appropriate feedback on oral and written work; other roles included contextualizing and breaking sentences down into components so that trainees were able to learn and enrich themselves in syntax and lexicon. A telephone help line was also setup specifically for circumstances pertaining to pronunciation and phonology correcting them wherever necessary.

Feb 09 – July 09 - English Teacher/Cover Supervisor – Madani High School, 77 Evington Valley Road, Leicester, LE5 5LL, TEL: 011*-***-****

Key Duties/Responsibilities/Achievements:

Initially I was recruited as a temporary cover for a Mentor/Teacher Assistant. I was to focus in particularly with yr11 border-line grade C/D students who were about to take on their GCSE's. My job entailed withdrawing students from lessons and focusing on their performance in core subjects, namely English and Math. Part of the withdrawal was to go over and reiterate basic exam practice, other times it was actually teaching them the likes of equations and algebra in Math, or linguistic techniques and grammar in English, particularly providing ESL support to students who had recently come into the country. I was also assigned individuals who had behavioral and psychological issues; this required me to primarily create a personal rapport with them and secondly, to take the challenge of them maintaining focus and directing them towards achieving their highest potential level. At the end of the temporary cover role, as management was impressed, I was offered a Teacher/Cover Supervisor role. After the necessary formal proceedings I was given the role. The School gave me all the support, training and resources I required before I was assigned to teach primarily English and History, and later on I was to also cover Geography and I.C.T quite regularly. I taught to year groups 7, 8, 9 and 10. In my experience of teaching in a secondary school, I enhanced in my communication and interpersonal skills as I embraced the different methods and techniques of teaching, but more immensely my managerial skills, as I got to know the theory and practicality of class room psychology; teaching also allowed me to self analyse and critique myself as a teacher.

Sept’ 05 – May 08 Joint BA Hons Degree in TEFL and Education Studies,

De Montfort University, Leicester, UK

Key Duties/Responsibilities/Achievements:

As part of the three year course, it entailed three years of experience. My role was to teach English to adults who had come to the University to either start a degree or to further their studies with MA’s. However they all had to study English for at least a year before they would be given admission, after successfully passing IELTS examinations. The students varied in ethnicity from Saudi Arabs, Libyans, Turks, to Chinese, Korean and Japanese students, hence I have studied various cultures with regards to languages and relating it to the right teaching approach and being able to identify individual’s anticipated problems. My responsibilities involved preparing lessons plans, learning materials, clarifying learning outcomes, evaluation forms, schemes of work, diagnostic testing, needs analysis, assessing student’s abilities, and helping students to prepare for examinations. The lessons were extracted using textbooks such as ‘Cutting Edge’, ‘Headway’ and at times I would be assigned to mix resources with other books and some of my own material created in response to student's and Lecturer’s requests. The Teaching Practice sessions also involved implementing what I was learning in my modules such as the various teaching methodologies, also building levels of rapport and classroom management. Part of the course was also to observe lecturers, fellow students doing microteaching, and going to an observation session at a local primary school which helped examine the mannerisms used by teachers in teaching EAL to younger students. Therefore I have knowledge and experience in teaching young learners and have passed a module in this. I also successfully completed a module in ESP, which included making lessons for Business English, this was effortless on my behalf, as I have a Higher Access qualification in Business Studies already and I am also currently working part time in a retail business environment at British Telecom. This has given me more than just a basic knowledge of Business Studies and the specific terminology associated with it. In my last year I was assigned as part of one of my modules to do a twenty hour work placement, the module entailed that we prepare a reflective journal at the end of term. Throughout the course we were assigned in creating our lesson plans, resources, and in one particular instance; was to study on creating syllabus for EFL/ESOL students.

Education and Qualification

Sept 14 – Present MA in English Language Teaching (ELT), De Montfort University, Leicester,

UK

Below are the units that constitute the MA in ELT (dissertation in Progress)

Trends and Issues in ELT Classroom

Teaching of Receptive and Productive Skills

Teaching Phonetics and Phonology

English for Specific Purposes and Course Design

Using New Technologies in ELT

Socio- and Psycho- Linguistics

The creation of materials for an ELT website for Teachers and Students

Dissertation in an area relevant to ELT and contemporary issues.

Sept’ 05 – May 08 Joint BA Honours Degree in TEFL and Education Studies, De Montfort University, Leicester, UK

Year 3 (Final Year):

Dissertation: A detailed investigation in a topic of education.

Education and Equality: This module was concerning topics regarding social class, race, equality, and explored the consequences of the social divide in education

TEFL in the Workplace: For this module I had to do twenty hours of work experience, including designing lesson plans, materials and presenting selected lessons, and being assessed by the module leader at the end.

Study of English for Specific Purposes (ESP): For this module I had to design and deliver ESP lessons taking in mind appropriate language for different people. E.g. I had to teach Business English.

Year 2:

Advanced TEFL: The module offered practice in teaching EFL, refining techniques and performances. It helped enhance awareness of sub-skills, investigate other approaches to language teaching.

TEFL for young learners: This module develops skills relevant to the teaching of EFL to young learners.

Use of I.T in TEFL: This module considers how to use I.T. and multi-media in teaching English as a foreign language

Temporal Perspectives on Children, Teachers and Education: The course focused on theories and psychology of learning.

Education, Culture, Economy, and Society: The module discussed topics of current debate concerning culture, economy and society and how education has changed and its effects on education with a sociological perspective.

Development of the individual: This module was concerning the psychological development of an individual, which also particularly explored the personal social and emotional development of children and how they learn.

Year 1:

Perspectives in Education: This module focused on the various theories of education.

Issues in European Education: This module looked at the history of education systems in Europe and the principles on which they are founded and stand today

Introduction to TEFL methodology: This module was a foundation to the TEFL Joint Honours, concentrating on learning and teaching different techniques.

Grammar and Linguistics: This module included a wide range of skills and topic areas, including phonetics, syntax, and morphology, to help us revise our grammar and linguistics before teaching to others.

Aug’ 02 – June 05 Regent College, Leicester, UK

A levels: C grades in English, Business and Travel and Tourism

Aug’ 98 – June 02 The Lancaster School, Leicester, UK GCSE’s including: C grades and above in English (Lang + Lit), Maths, I.C.T, Art, P.E, French and R.S

References References are Available on Request

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