English Tuition
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The Best In Singapore has over 31,000+ qualified and experienced home tutors.
5,100 of our private tutors specialize in:
- Primary 1 English Tuition
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- Primary 5 English Tuition
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- PSLE English Tuition
- Secondary 1 English Tuition
- Secondary 2 English Tuition
- Secondary 3 English Tuition
- Secondary 4 English Tuition
- GCE O Level English Tuition
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Singapore's Most Professional Private Tutor Team Of Over 31,000 MOE Teachers, Tutors With PhD/Master's/Bachelor's/University Undergraduates.
Each tuition teacher has between 2 to over 30 years of successful track records in helping their students' grades improve.
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Welcome To The Best In Singapore - Home Tuition Division
Hello 🙂 I am Amelia Lee, PhD – Princeton University, Materials Science Engineering.
I am one of the co-founders of The Best In Singapore, and I lead our Education Division comprising over 31,000 of Singapore’s most qualified and experienced home tutors.
Since 2012, we have established a strong track record of helping our students achieve better grades. You have probably heard about us from your school teachers, classmates, relatives or colleagues.
Getting into a good school and maintaining good grades is important for anyone who wants to do well in their chosen career – whether you plan to eventually work in Singapore, Asia, Europe or the United States.
Exams now require students to be able to remember large chunks of information, analyze complicated scenarios and then come up with appropriate answers.
The easier part of all these important tasks is probably the memorization of content from your textbooks. It certainly is more challenging to be able to correctly develop your higher-order thinking skills. Once you can do this, you will then need to apply the analyses are required by the increasingly difficult exam questions. Your school teachers are very good, but they are sometimes too busy to answer every question that you have.
In order to consistently achieve higher grades, you need appropriate guidance from exceptional home tutors who:
- Have proven track records of guiding their students to better understand and apply the complex information
- Help you avoid careless mistakes
- Can identify what the exam questions really want you to do
- Are are able to give you valuable strategies to answer difficult exam questions
Choose tutors with proven track records today, so that your grades will improve in time for the coming major exams.
English Tuition | Tuition In English | English Tuition In Singapore | English Tutor | English Tutor Singapore
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Over 31,000 private tutors with proven track records. Choose from MOE teachers, tutors with PhD/Master's/Bachelor's/University undergraduates.
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We will show you between 4 to 10 tutor profiles within 12 hours. Each tutor is familiar with the latest exam requirements, newest changes to the syllabus, and the most effective answering techniques.
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Good reviews & feedback of our home tutors, by students of all academic levels & abilities. We retain tutors only if they can give clear explanations, are patient, and can help students score better grades.
Strict Shortlisting Process
You will receive profiles of tutors who have relevant tutoring achievements at your academic level, and who have majored in the subject that you are seeking tuition in.
English Tuition | Tuition In English | English Tuition In Singapore | English Tutor | English Tutor Singapore
Good Reviews By Parents & Students
Comments and feedback of the results of hiring professional home tutors from The Best In Singapore
We speak English at home, but written English and Singlish are not the same. My oral is weak, and I have difficulty with compo. Mr Ong is an ex-MOE teacher with many years of experience. We found him through The Best In Singapore, and my mum had hired a Chinese tuition teacher for my sister through them. Mr Ong is very good at creative writing. He was right that among all the exam sections, the easiest portion to score full marks was oral. I managed to get AL2 for my English PSLE.
Jesslyn Seah
Bukit Timah Primary School
Since Sec 3, I have been making careless mistakes in compre. My synthesis is also weak. Ms Cheong is very patient. She was a journalist before she became a full-time tutor and is very familiar with the exam requirements. The quality of my work is much better now. I scored A2 for GCE O Levels, and she is still teaching me GP now that I am in JC.
Tan Yan Shan
St Margaret’s Secondary School
My teacher in school complained to my mum that I always start my compo with the same sentence, no matter what the topic is. The rest of what I write is also not very interesting, and my vocab is quite bad. Mr Hong from The Best In Singapore taught me how to write using tactics that make the reader interested in what I want to say. I found that my grades have improved, and so has my confidence that I can score AL3 or AL4 for my PSLE English.
Ong Wei Jie
Kong Hwa School
I am from a Chinese-speaking family. My English was generally OK, but starting from Sec 2, I had been getting more C's than B's. I want to get a B for my O Levels, and we found Ms Jennifer through The Best In Singapore. She is bilingual and taught me what not to write in proper English. Once I sorted that out, my grades became better.
Sean Sum
Catholic High School
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Singapore's Largest Team Of English Tuition Teachers With Excellent Track Records
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Sample Tutor Profiles
Ms SO has 8 years of English tuition experience. She has a Bachelor’s from NUS, majoring in English. She taught at tuition centres for 3 years. Ms SO's private tuition students attended Chongzheng Primary School, Radin Mas Primary School, St Anthony’s Primary School, Commonwealth Secondary School, Edgefield Secondary School, and Hai Seng Secondary.
Mr SK has 4 years of English tuition experience. He has a PhD in Comparative Literature from Cornell University. Mr SK’s Bachelor’s in English was from NTU (First Class Honours). Mr SK taught at a top MOE school for 4 years. His private tuition students attended Nanyang Girls’ High School, Paya Lebar Methodist Girls’ School (Secondary), Temasek Junior College (Integrated Programme), Victoria School (Integrated Programme), St. Joseph’s Institution, and Tanjong Katong Girls’ School.
Mr KYT has 11 years of English tuition experience. He is NIE-trained and taught at MOE schools for 8 years. Mr KYT has a Bachelor’s from NTU, majoring in English. His private tuition students attended Fengshan Primary School, St Stephen’s School, CHIJ (Katong) Primary School, Henry Park Primary School, Chua Chu Kang Primary School, and Pei Tong Primary School.
Ms JY has 7 years of English tuition experience. She has a Master’s in English from the University of Edinburgh. Her Bachelor’s in English was from NTU (Honours). Ms JY was a contract teacher at MOE schools for 3 years and taught at 2 tuition centres. Ms JY’s private tuition students attended Huamin Primary School, Maris Stella High (Primary), Rosyth School, Hua Yi Secondary School, Kuo Chuan Presbyterian Secondary School, and Raffles Girls’ School (Secondary).
Ms HM has 9 years of English tuition experience. She has a Bachelor’s in English from NUS (Honours). Ms HM was an MOE contract teacher for 2 years. Her private tuition students attended Punggol View Primary School, White Sands Primary School, Tao Nan School, Guangyang Secondary School, Juying Secondary School, and Montfort Secondary School.
Mr CW has 9 years of English tuition experience. He has a Master’s and Bachelor’s (2nd Upper Class Honours) in English from NTU. Mr CW taught at a leading group of tuition centres for 5 years and was the Head of English at these tuition centres. His private tuition students attended Endeavour Primary School, Northoaks Primary School, Rosyth School, Zhonghua Primary School, Loyang Secondary School, National Junior College (Integrated Programme), and Pasir Ris Secondary School.
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Affordable Home Tuition Rates
Our private tuition rates are continually updated in real-time, and are based on rates quoted by accomplished home tutors in Singapore. These market rates are derived from 53,000+ monthly tuition assignment applications from our team of 31,000+ active home tutors.
Tuition Teachers With 2 to 30+ Years Of Tutoring Experience
Tutor Hourly Rates
University Undergraduate
Graduated
MOE Teacher/PhD/Master's
Primary School
$30 - $40
$35 - $45
$50 - $70
Secondary School
$30 - $40
$40 - $55
$60 - $90
Junior College
$40 - $50
$60 - $80
$90 - $120
Polytechnic/University
$40 - $60
$60 - $90
$100 - $120
English Tuition | Tuition In English | English Tuition In Singapore | English Tutor | English Tutor Singapore
English GCE O Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
By the end of Secondary education, pupils will be able to communicate effectively in English as a result of their development in the following areas:
1. Listen, read and view critically and with accuracy, understanding and appreciation, a wide range of literary and informational/functional texts from print and non-print sources.
2. Speak, write and represent in internationally acceptable English (Standard English) that is grammatical, fluent, mutually intelligible and appropriate for different purposes, audiences, contexts and cultures.
3. Understand and use internationally acceptable English (Standard English) grammar and vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use language to communicate meaning and achieve impact.
These aims, taken from English Language Syllabus 2010: Primary & Secondary (Express/Normal [Academic]), p.10, form the broad basis of a course of study; they may not all be translated into Assessment Objectives for formal examination.
ASSESSMENT OBJECTIVES
In this English Language examination, candidates will be assessed on their ability to:
• speak and write in internationally acceptable English
• respond, in speech or writing, to a variety of written, spoken and visual texts
• speak, read aloud and write to suit purpose, audience and context
• speak and write using appropriate register and tone
• speak and write clearly, effectively, relevantly and coherently
• plan, organise and show development of ideas
• use varied sentence structures and a wide and appropriate vocabulary with clarity and precision
• use correct grammar, punctuation and spelling
• show understanding of a variety of written, spoken and visual texts at the literal, inferential and evaluative levels
• show understanding of how use of language achieves purpose and impact
• identify main ideas and details in written, spoken and visual texts
• synthesise, summarise and organise information
• read aloud a given text with accurate pronunciation and clear articulation
• read aloud a given text fluently with appropriate variations in voice qualities, i.e. pace, volume, tone and stress.
SCHEME OF ASSESSMENT
PAPER DESCRIPTION
Candidates are required to sit all four papers.
Paper 1 Writing [70 marks]
Duration of Paper 1: 1 hour 50 minutes
This paper is divided into three sections.
Section A: Editing [10 marks]
In a given text of continuous prose of not more than 250 words, candidates identify and then edit grammatical errors by writing the corrections in the spaces provided. Errors in punctuation and spelling will not be tested in this section.
Section B: Situational Writing [30 marks]
Candidates write a text of 250–350 words based on a given situation which will involve viewing a visual text. Candidates are required to write the text (e.g. an email, a letter, a report or a speech) to suit the purpose, audience and context.
Section C: Continuous Writing [30 marks]
Candidates choose one out of four topics to write a text of 350–500 words in continuous prose. The topics set may cover different types of texts, e.g. narrative or exposition.
Paper 2 Comprehension [50 marks]
Duration of Paper 2: 1 hour 50 minutes
This paper is divided into three sections.
Section A [5 marks]
This section contains Text 1 which will include visuals. Based on the visual text, candidates are required to answer a variety of questions testing comprehension, and on the use of visuals as well as the use of language for impact.
Section B [20 marks]
This section contains Text 2, which is narrative in nature, based on which candidates are to answer questions testing comprehension, vocabulary in context and the use of language for impact.
Section C [25 marks]
This section contains Text 3, which is non-narrative in nature, based on which candidates are required to answer questions testing comprehension, vocabulary in context and the use of language for impact. Candidates are also required to write a summary of about 80 words (excluding the introductory words that will be provided).
Texts 2 and 3 together will be about 1200 words long.
Paper 3 Listening [30 marks]
Approximate duration of Paper 3: 45 minutes
This paper comprises two sections.
Section A [24 marks]
Candidates respond to a variety of listening tasks that will assess a range of listening skills. The audio texts, which will consist of a variety of types of texts, e.g. narrative, recount, exposition, and information report, may come with visuals where appropriate. A variety of question types, e.g. multiple choice, matching, fill-in-theblanks, true/false/not stated, and filling in a graphic organiser, may be set.
Section B [6 marks]
Candidates listen to an informational text and complete a simple note-taking task.
Paper 4 Oral Communication [30 marks]
Approximate duration of Paper 4: 20 minutes per candidate (including 10 minutes of preparation time)
This paper comprises two parts which are thematically linked.
Part 1: Reading Aloud [10 marks]
Candidates read aloud a short text presented on a computer screen bearing in mind the purpose, audience and context. A short instruction will guide candidates on the context in which the given text is to be read aloud. The text may be a short narrative, news report, speech, or an announcement, or a mixture of types and forms.
Candidates are assessed on their ability to accurately pronounce and clearly articulate the words in the text, and read fluently and expressively, showing an awareness of purpose, audience and context.
Part 2: Spoken Interaction [20 marks]
Candidates view a visual stimulus in the form of a video clip, which is thematically linked to the text in Part 1, in order to engage in a discussion with the Examiners. Candidates will not be asked any questions about what people say in the video clip.”
English PSLE curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
Specific Aims of EL Syllabus
The overarching aim is to develop effective and affective language use in students in the following areas:
1. Listen to, read and view critically and with accuracy, understanding and appreciation a wide array of literary and informational texts in standard English from print, nonprint and digital networked sources.
2. Speak, write and represent in standard English that is grammatical, fluent, intelligible and appropriate for different purposes, audiences, contexts and cultures.
3. Use standard English grammar and vocabulary accurately and appropriately, and understand how speakers/writers put words together and use language to communicate meaning and achieve impact.
4. Use English with impact, effect and affect.
PEDAGOGY: TEACHING AND LEARNING ENGLISH
Approach to EL Teaching and Learning
Provision of a Strong Foundation
To nurture 21st century competencies and the joy of learning, the foundation of language learning is laid from lower primary through:
• a greater focus on accuracy and fluency in oral communication (i.e., listening and speaking skills) using appropriate teaching actions for different year levels;
• a focus on the enjoyment of language, even as students formally learn the metalanguage and grammatical items associated with texts. There will be systematic and explicit instruction of grammar, with a focus on word, phrase and sentence level grammar before a gradual incorporation of text level grammar from upper primary to secondary levels;
• attention to phonemic awareness, phonics and early literacy skills at the start of Primary 1 to lay the foundation for acquiring reading fluency, comprehension and viewing skills and strategies at all levels;
• attention to vocabulary development at all levels;
• an emphasis on learning-focused interaction at class and group levels;
• the development of writing and representing skills and learner strategies for idea generation, selection, organisation, development, expression and revision of ideas, so as to create texts with cohesion and coherence; and
• attention to greater integration between receptive and productive skills with encouragement of positive dispositions towards learning and the development of metacognitive skills from the early years.
ASSESSMENT
Responsive Teaching, Responsive Assessment
Implementing a responsive assessment policy is an integral part of the teaching and learning cycle. Assessment that is responsive helps teachers and students know where the students are, where they are going and how to get there. It uses information from different assessment
tasks to provide evidence of student learning and progress, and hence shapes reflection, instructional planning and adaptations to instruction. It also helps to address learning gaps, improve teaching practices, provide clarity of purpose for instruction and consequently helps students to progressively become self-directed learners.
Aims of Assessment in School
EL teachers will practise responsive assessment to:
• promote and improve students’ learning25 through regular progress monitoring;
• establish what students can do as learners of EL based on the aims and learning outcomes in the syllabus;
• support self-directed learning; and
• use assessment information to differentiate instruction and cater to students’ different levels of learning readiness, interests and learning profiles.
Types of Assessment Tasks
Teachers will assess students both formally and informally at a frequency decided by the school using different modes of assessment so that a wide range of SSAB can be developed and I&S can be learnt. The assessment tasks need to take into account different students’ learning readiness, interests and learning profiles.
While assessment at upper primary may converge on a narrower range of specific learning outcomes, assessment at lower and mid-primary, which can be formal as well as informal, could cover a more varied range of learning outcomes.”
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