English Stress to Success with TutorTurn Starts £6.99/Class

English Tutoring Programme Starts from £6.99/Class & Designed to help students:

  • vocabulary
  • Improves child's reading, speaking and listening skills
  • Build up child's creative writing skills
  • Improving confidence, leading and participating in discussions/debates

Experienced Online English Tutors in London

English, the first and official language in the United Kingdom, is also the language of the world. Apart from Spanish and Chinese, English is the most spoken lingua in several countries, which is we at TutorTurn take special care while taking English classes to students of all ages. Our English tutor in London is way more experienced and knows how to approach students to develop a love for this subject.
We take inspiration from many great authors from the country, like Shakespeare. This is why we curate all our educational programs to give our students the best education possible. Our English tutor in London will help kids develop writing and speaking skills in English. Apart from this, we also focus on developing the kids' creative minds to think outside the box and find the true meaning of stories, sonnets, poems, dramas, and even novels.

Why choose TutorTurn for English classes in London?

Experienced English Tutors Online

Our English tutor in London is highly experienced. They know what needs to be done to ensure that students can get a high-quality education quickly. Therefore, we assure you the kids can quickly become more proficient in English.

One-to-one class programs

At TutorTurn, we offer one-to-one class programs. It means we often interact with kids facing various problems with a subject and then provide direct face-to-face online English classes in London. As a result, we can cater to the kids' needs and nurture their creative minds during their early years.

Live tutoring

We also offer live tutoring for English to the students. The classes are usually arranged through different portals like Zoom video calls, and many more. Here, we provide a classroom ambience to children, so they can feel at ease and start participating in our educational programs. This is one way to gain faster and more positive responses from the kids.

Notes from tutors

Students won't have to worry about not getting enough study materials as at TutorTurn, our tutors will offer all the notes on various subjects and topics. Kids can use these materials any time and learn more about the concerned subjects. We continuously assess their performance to ensure our curated learning programs have the expected impact on young minds.

Private chatting with tutors

We have ensured students can quickly clarify their doubts with our English tutor after the English classes in London. They can know more about the subject or the topic being discussed in the course without hesitation or restriction.

Easier registration process

TutorTurn offers a more accessible and manageable registration process. Therefore, one can get enough options to register at the earliest.
If you are looking for the best English tutor, connect with TutorTurn soon. We assure you our teachers meet the expectations of students of all ages. Therefore, we won't give any room for complaints and disappointments.

KS2 KS3 KS4

Year 3

  • Reading - word reading
  • Reading - comprehension
  • Writing -transcription
  • Writing - composition
  • Writing - vocabulary, grammar and punctuation
  • Spelling- revision of work from Year 1 & 2
  • Spelling - adding suffixes

Year 4

  • Reading - word reading
  • Reading - comprehension
  • Writing -transcription
  • Writing - composition
  • Writing - vocabulary, grammar and punctuation
  • Spelling- revision of work from Year 3
  • Spelling - adding suffixes

Year 5

  • Reading - word reading
  • Reading - comprehension
  • Writing -transcription
  • Writing - composition
  • Writing - vocabulary, grammar and punctuation
  • Spelling- revision of work from Year 4
  • Spelling - suffixes, vowels, Hyphens, silent letters, homophones

Year 6

  • Reading - word reading
  • Reading - comprehension
  • Writing -transcription
  • Writing - composition
  • Writing - vocabulary, grammar and punctuation
  • Spelling- revision of work from Year 5
  • Spelling - suffixes, vowels, Hyphens, silent letters, homophones

Year 7

Reading

  • reading a wide range of fiction and non-fiction >learning new vocabulary, relating it explicitly to known vocabulary and
  • understanding it with the help of context and dictionaries
  • making inferences and referring to evidence in the text
  • knowing the purpose, audience for and context of the writing
  • recognising a range of poetic conventions and understanding how these have been used

studying setting, plot, and characterisation, and the effects of these

  • understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
  • making critical comparisons across texts

studying a range of authors, including at least 2 authors in depth each year

Writing

  • writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
  • summarising and organising material, and supporting ideas and arguments with any necessary factual detail
  • applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • considering how their writing reflects the audiences and purposes for which it was intended
  • amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules

Grammar and vocabulary

  • extending and applying the grammatical knowledge
  • studying the effectiveness and impact of the grammatical features of the texts they read
  • drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • using Standard English confidently in their own writing and speech
  • discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology

Spoken English

  • speak confidently and effectively, including through:
  • using Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • giving short speeches and presentations, expressing their own ideas and keeping to the point
  • participating in formal debates and structured discussions, summarising and/or building on what has been said
  • improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

Year 8

Reading

  • reading a wide range of fiction and non-fiction >learning new vocabulary, relating it explicitly to known vocabulary and
  • understanding it with the help of context and dictionaries
  • making inferences and referring to evidence in the text
  • knowing the purpose, audience for and context of the writing
  • recognising a range of poetic conventions and understanding how these have been used

studying setting, plot, and characterisation, and the effects of these

  • understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
  • making critical comparisons across texts

studying a range of authors, including at least 2 authors in depth each year

Writing

  • writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
  • summarising and organising material, and supporting ideas and arguments with any necessary factual detail
  • applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • considering how their writing reflects the audiences and purposes for which it was intended
  • amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules

Grammar and vocabulary

  • extending and applying the grammatical knowledge
  • studying the effectiveness and impact of the grammatical features of the texts they read
  • drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • using Standard English confidently in their own writing and speech
  • discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology

Spoken English

  • speak confidently and effectively, including through:
  • using Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • giving short speeches and presentations, expressing their own ideas and keeping to the point
  • participating in formal debates and structured discussions, summarising and/or building on what has been said
  • improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

Year 9

Reading

  • reading a wide range of fiction and non-fiction
  • learning new vocabulary, relating it explicitly to known vocabulary and
  • understanding it with the help of context and dictionaries
  • making inferences and referring to evidence in the text
  • knowing the purpose, audience for and context of the writing
  • recognising a range of poetic conventions and understanding how these have been used

studying setting, plot, and characterisation, and the effects of these

  • understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
  • making critical comparisons across texts

studying a range of authors, including at least 2 authors in depth each year

Writing

  • writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
  • summarising and organising material, and supporting ideas and arguments with any necessary factual detail
  • applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • considering how their writing reflects the audiences and purposes for which it was intended
  • amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules

Grammar and vocabulary

  • extending and applying the grammatical knowledge
  • studying the effectiveness and impact of the grammatical features of the texts they read
  • drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • using Standard English confidently in their own writing and speech
  • discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology

Spoken English

  • speak confidently and effectively, including through:
  • using Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • giving short speeches and presentations, expressing their own ideas and keeping to the point
  • participating in formal debates and structured discussions, summarising and/or building on what has been said
  • improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

Year 10

Reading

  • reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews and journalism. This writing should include whole texts. The range will include:
  • at least one play by Shakespeare
  • works from the 19th, 20th and 21st centuries
  • poetry since 1789, including representative Romantic poetry
  • re-reading literature and other writing as a basis for making comparisons
  • choosing and reading books independently for challenge, interest and enjoyment
  • reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluating their usefulness for particular purposes
  • drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation
  • identifying and interpreting themes, ideas and information
  • exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects
  • seeking evidence in the text to support a point of view, including justifying inferences with evidence
  • distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse of evidence
  • analysing a writer's choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact
  • making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and drawing on knowledge and skills from wider reading

Writing

  • write accurately, fluently, effectively and at length for pleasure and information through:
  • adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue
  • selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis
  • selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate
  • make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided; drawing on and using information from a presentation
  • reflecting on whether their draft achieves the intended impact
  • restructuring their writing, and amending its grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness
  • paying attention to the accuracy and effectiveness of grammar, punctuation and spelling

Grammar and vocabulary

  • consolidate and build on their knowledge of grammar and vocabulary through:
  • studying their effectiveness and impact in the texts they read
  • drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English

using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language

Spoken English

  • speak confidently, audibly and effectively, including through:
  • using Standard English when the context and audience require it
  • working effectively in groups of different sizes and taking on required roles, including leading and managing discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines
  • listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously when necessary
  • planning for different purposes and audiences, including selecting and organising information and ideas effectively and persuasively for formal spoken presentations and debates
  • listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints, evidence and aspects of presentation
  • improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

Year 11

Reading

  • reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews and journalism. This writing should include whole texts. The range will include:
  • at least one play by Shakespeare
  • works from the 19th, 20th and 21st centuries
  • poetry since 1789, including representative Romantic poetry
  • re-reading literature and other writing as a basis for making comparisons
  • choosing and reading books independently for challenge, interest and enjoyment
  • reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluating their usefulness for particular purposes
  • drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation
  • identifying and interpreting themes, ideas and information
  • exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects
  • seeking evidence in the text to support a point of view, including justifying inferences with evidence
  • distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse of evidence
  • analysing a writer's choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact
  • making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and drawing on knowledge and skills from wider reading

Writing

  • write accurately, fluently, effectively and at length for pleasure and information through:
  • adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue
  • selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis
  • selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate
  • make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided; drawing on and using information from a presentation
  • reflecting on whether their draft achieves the intended impact
  • restructuring their writing, and amending its grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness
  • paying attention to the accuracy and effectiveness of grammar, punctuation and spelling

Grammar and vocabulary

  • consolidate and build on their knowledge of grammar and vocabulary through:
  • studying their effectiveness and impact in the texts they read
  • drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English

using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language

Spoken English

  • speak confidently, audibly and effectively, including through:
  • using Standard English when the context and audience require it
  • working effectively in groups of different sizes and taking on required roles, including leading and managing discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines
  • listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously when necessary
  • planning for different purposes and audiences, including selecting and organising information and ideas effectively and persuasively for formal spoken presentations and debates
  • listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints, evidence and aspects of presentation
  • improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact