English Department

English  /  中文


Teaching methods page

We really Care about your improvement.

Many English teachers and centres are not very concerned about improving their students' English, but here at Franjus we care.  Students at our centre notice this and often complement us for caring about their goals.  Caring about students' progression is not really very special, but it is disappointing that so many centres and teachers out there only seem to be concerned about making money.  We believe that by providing high quality lessons we will not only be doing the right thing, but also will be reducing our student turnover causing fewer problems for us.


Every lesson is personally designed for each student.

Our lessons are always individually designed for each student.  Students have different skills and levels of English and they also have different goals and needs; therefore, the only correct thing to do is to design lessons based on a student's skills and needs.  Also, students and parents are encouraged to discuss any concerns and special requirements with us at any time.


Lessons are fun, exciting and challenging.

If you want someone to learn something, you need to keep them interested in what they are learning.  There are many studies showing that people learn best when they are happy or excited.  Think back to a time in your life when you had a very emotional experience; notice how you can recall that experience far better than something that was not exciting.  Our brains have been designed in this way, and by using this knowledge, we have been able to create lessons which are both fun and highly effective.  We use many methods when teaching to keep lessons interesting, exciting, and challenging.  They include carefully designed speaking and grammar games and competitions between students. 

To illustrate how we teach, let me use proofreading as an example.  Most students find proofreading very boring.  However, if you create an exercise which changes proofreading into a challenging game where students scores are recorded and compared to previous scores, interest and concentration is greatly improved. 


Small classes are best for you.

We know that having many students in a class is not good for anyone except for the teaching centre; the centre makes a lot of money and the students learn very little and usually are unhappy with their lessons.  We never have large classes at Franjus because we know they are not very effective; however, many private teachers and English centres continue to teach large classes because they know how much money they can make and they know that the lower price will attract people who are not familiar with the truth about large class lessons.

In our English department, all lessons are taught with only 1, 2, or 3 students.  All student lessons with two or three students should be arranged by the students or their parents.  We cannot guarantee that we can help you find other students to learn with.  When two or three students study together they need to have similar English goals and their English levels must be similar.  If you are not sure if you are suited to learn with other students, you may ask about it at your free interview.


Students must speak and participate during their lessons.

We make sure that all students speak during lessons.  One of the most important steps that a student needs to take in order to learn a new language is to speak it.  However, in Hong Kong, too many schools and teaching centres seem to believe that students can learn to speak by never speaking.  Simply put, this is not possible. 

During an hour lesson, students who learn by themselves will on average speak around a thousand words.  Sadly, in some Hong Kong schools this might be as much as they get to speak in an entire school year.

We have cleverly designed many speaking activities that no other teaching centre or school in Hong Kong has.  They have been designed to help students improve their confidence, skills, grammar, and vocabulary when speaking in English.  In one of these games, students will often speak over 250 words in complete sentences in just 2 minutes with their teacher speaking another 250 words in the same two minutes! 


The Free no obligation Interview

We encourage people to come for interviews and we insist that all individuals wishing to study under Mr. Saley, come for an interview before starting lessons. Please remember that our English department teachers will only teach serious students of any age, with Mr. Saley only teaching Primary 6 and older students.

If you are interested in learning English and would like to know more about how we teach or would like to meet our teachers, you may come for an interview.  All of our interviews are free of charge and at no time will you be pressured into enrolling.  We do not believe in pressure sales and we are never short of students and certainly do not to need to pressure anyone.  In fact, many of our popular time-slots require a waiting list.  To book your interview, please contact Miss Yau at: 9300 0025.

All lessons are taught with only 1, 2, or 3 students.  Two and three-student lessons should be arranged by the students or their parents.  We do not usually help you find other students to learn with although, we will try to help you whenever possible.  When two or three students study together they need to have similar English goals and their English levels must be similar. 

Sorry, only students who are interested in learning on a long-term basis will be accepted.  For more information please view the Student Requirements section on the Student Rules Page.


Here are some further notes on how we teach

'Approaches', 'Methods', and 'Techniques'

There are three terms generally used by educators to describe how teaching is accomplished, approaches, methods and techniques.  Approaches are taught by following one or more methods.  Methods are taught by using teaching techniques.

Approaches are a commitment to a particular theory about how to teach

Methods are a group of procedures or techniques used to teach the material

Techniques are the procedures used by the teacher to teach the lesson

In order to know which approaches are best for a new student, I must first get to know them as a person.  I ask them a lot of questions and I carefully observe their personality, skills, English level, weaknesses and strengths.

No matter which approaches are used, there are some techniques and methods that are consistent with my teaching style.

1. All lessons are individually designed based on the student's needs, goals, English level, interests, personality and other factors. 

2. All lessons will be taught orally and most reading will be oral.  Reading out loud is far more beneficial for English study than reading silently.  It contributes to speaking, confidence, listening and vocabulary building.

3. Students are encouraged to ask questions, give suggestions, share ideas and tell stories.  Students must be actively involved in their lessons, speaking often.

4. An atmosphere that is enjoyable and lively is encouraged.  Science has proven that people learn up to ten times better/faster when they are happy and having fun as apposed to being bored.  Simply stated:  fun = remember.

After getting to know a student, I can decide which approach or approaches are best for teaching them.  The approaches I use are listed below with a brief description of each.

1.  The Natural Approach
2.  The Eclectic Approach
3.  The Learner Based Approach
4.  The Communicative Approach
5.  The Whole Language Approach
6.  The Lexical Approach
7.  Grammar Translation Approach    

1.  The Natural Approach focuses on having students speak English naturally in conversation.  The goal is to get students to use English in a useful way as quickly as possible.  This approach is very useful for beginners and students who are shy to speak because it helps to make students comfortable and interested in English.  This is also a good approach for older students whose main goal is to be able to speak and understand English.

2.  The Eclectic Approach is actually a combination of other approaches.  The teacher needs to get to know the student by asking questions and from simple observations.  Then by knowing the goals, needs, personality, English level of the student, appropriate teaching methods can be designed.  This is a very good approach for one student to one teacher, but almost impossible to use effectively in a large classroom.

3.  The Learner Based Approach focuses on a student's needs, goals and weaknesses.  This is one of my favourite methods for teaching because it is very effective when there is only one student.

4.  The Communicative Approach teaches English as it is used in real situations.  Most of the focus is on conversation and listening.  Some of the best techniques for this approach are role playing and communicative activities.  The goal is to have students use English.  This approach is popular with students and quite effective at helping students get over any fear or shyness they have of speaking English.

5.  The Whole Language Approach focuses on teaching all aspects of the English language.  Grammar, spelling, vocabulary, reading, speaking, listening and writing are all taught.  This method is similar to the approach of most Hong Kong schools; however, most schools spend too much time teaching grammar and not enough time teaching speaking.  With some students whose main goal is to improve their school English marks I use this technique.  It can be useful to help students struggling with English in school.  When using this approach, I make sure that all teaching is done orally in order for the student to receive maximum listening and speaking benefit.

6.  The Lexical Approach focuses on teaching vocabulary.  It is very effective for beginner students in building up their vocabulary, but few students like this method because it is very unnatural.  For older students who know very few words in English this is a very important teaching approach.  I use it to teach myself Cantonese.

7.  The Grammar Translation Approach focuses on teaching the knowledge of a language instead of the actual usage of the language.  Most schools in Hong Kong focus on grammar translation because it is easy to test and teach large groups of students using this approach.  With some of my students who have grammar questions or who are preparing for exams I will use this approach.  However, this approach is not very effective for teaching speaking and listening.


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