Hello,

Do you aim to be a natural reader and/or a skilled writer?

You can be both! I can help you! 

I am a teacher of English who has trained at both university and a secondary academy. I am passionate about English language and literature.

I teach learners at Key Stages 3, 4 & 5 in diverse curriculum-based modular lessons adressing such skills as:

• vocabulary, grammar, linguistic style and form
• reciprocal reading 
• dialogic comprehension 
• creative and analytical writing 
• revision strategy 
• subject knowledge enhancement

Services

English language lessons, helping learners: 

• consolidate and build on their knowledge of grammar and vocabulary 
• extending and applying the grammatical knowledge set out in national curriclum programmes of study to analyse challenging texts
• 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 achieveparticular effects
• knowing and understanding the differences between spoken and writtenlanguage, 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 useof linguistic and literary terminology.5

English literature lessons, helping learners:

• develop an appreciation and love of reading, and read increasingly challenging material independently 
• reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods,forms and authors. The range will include high-quality works from:
• English literature, both pre-1914 and contemporary, including prose, poetryand drama
• Shakespeare 
• seminal world literature
• choosing and reading books independently for challenge, interest and enjoyment.
• re-reading books encountered earlier to increase familiarity with them and providea basis for making comparisons.
• 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 and drawing on this knowledge to support comprehension
• checking their understanding to make sure that what they have read makes sense
• knowing how language, including figurative language, vocabulary choice,grammar, text structure and organisational features, presents meaning
• recognising a range of poetic conventions and understanding how these havebeen 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