__About me:__

I achieved **A*s in French, Spanish, and Mathematics**** ****at A-Level** and have just completed my first year of studying **Modern Languages at Durham** University, where the language school is **consistently in the top 3** in the UK, rubbing shoulders with Oxford and Cambridge.

__What I offer__

Having recently undergone the process myself, I know how difficult it can be to get an A* in a language, particularly when there are native speakers sitting the same paper. In my experience, **grammar is key**. If you have an excellent understanding of phonetics, syntax, morphology, and even etymology, perfecting languages becomes considerably easier. My approach to grammar is very thorough, methodical, and mathematical, which my offering tutoring for GCSE Mathematics reflects, and so my tutees would receive very **thorough and comprehensive tuition**, equipping them with the **grammatical knowledge to tackle the toughest of texts**.

I also offer sessions more heavily focused on **oral conversation and accumulation of vocabulary**, so that linguistic understanding can be put to **good and practical use**.

Ultimately, I will tutor in **whatever** specific **area** in which **you need assistance**; I'm quite flexible. Just let me know what's perplexing you and I'll help you to tackle it!

__My experience__

Before coming to MyTutorWeb, **I used to tutor in my sixth form college**, offering additional grammar classes for the Year 12 Spanish group. I also continue to help my fellow students and to refresh my oral skills by regularly conversing in French and Spanish. I've also just spent two weeks in Russia, teaching English to Russian children.

**I look forward to tutoring you!**

__About me:__

I achieved **A*s in French, Spanish, and Mathematics**** ****at A-Level** and have just completed my first year of studying **Modern Languages at Durham** University, where the language school is **consistently in the top 3** in the UK, rubbing shoulders with Oxford and Cambridge.

__What I offer__

Having recently undergone the process myself, I know how difficult it can be to get an A* in a language, particularly when there are native speakers sitting the same paper. In my experience, **grammar is key**. If you have an excellent understanding of phonetics, syntax, morphology, and even etymology, perfecting languages becomes considerably easier. My approach to grammar is very thorough, methodical, and mathematical, which my offering tutoring for GCSE Mathematics reflects, and so my tutees would receive very **thorough and comprehensive tuition**, equipping them with the **grammatical knowledge to tackle the toughest of texts**.

I also offer sessions more heavily focused on **oral conversation and accumulation of vocabulary**, so that linguistic understanding can be put to **good and practical use**.

Ultimately, I will tutor in **whatever** specific **area** in which **you need assistance**; I'm quite flexible. Just let me know what's perplexing you and I'll help you to tackle it!

__My experience__

Before coming to MyTutorWeb, **I used to tutor in my sixth form college**, offering additional grammar classes for the Year 12 Spanish group. I also continue to help my fellow students and to refresh my oral skills by regularly conversing in French and Spanish. I've also just spent two weeks in Russia, teaching English to Russian children.

**I look forward to tutoring you!**

We only take tutor applications from candidates who are studying at the UK’s leading universities. Candidates who fulfil our grade criteria then pass to the interview stage, where a member of the MyTutor team will personally assess them for subject knowledge, communication skills and general tutoring approach. About 1 in 7 becomes a tutor on our site.

No DBS Check

5from 14 customer reviews

Jenny (Parent from Liverpool)

April 11 2016

Jenny (Parent from Liverpool)

January 7 2016

Jenny (Parent from Liverpool)

January 4 2016

Jenny (Parent from Liverpool)

January 3 2016

Forming the imperfect subjunctive is easy, on the condition that you know how to form the preterite (in 3^{rd} person plural, e.g. hablaron, comieron…)

Let’s start with a regular verb: hablar.

We go to the **3 ^{rd} person plural preterite**, (hablaron) and remove the “on”.

From that we have the stem (the last vowel of which is **always stressed**) to which we can add the endings, which are in order: **a, as, a, amos, ais, an**.

This yields the following conjugations:

Yo hablar**a**

Tú hablar**as**

Él/Ella/Usted hablar**a**

Nosotros habl**áramos**

Vosotros hablar**ais**

Ellos/Ustedes hablar**an**

Similarly, for er/ir verbs like comer (comieron):

Yo comier**a**

Tú comier**as**

Él/Ella/Usted comier**a**

Nosotros comi**éramos**

Vosotros comier**ais**

Ellos comier**an**

The accent on these is extremely important; you don’t want **hablara** to be confused with **hablará** (future).

One popular way of avoiding confusion is by using the alternative conjugations (which are** just as acceptable and grammatically correct**). They are also formed from the 3^{rd} person preterite but have different endings:

Yo habla**se**/comie**se**

Tú habla**ses**/comie**ses**

Él/Ella/Usted habla**se**/comie**se**

Nosotros habl**ásemos**/comi**ésemos**

Vosotros habla**seis**/comie**seis**

Ellos habla**sen**/comie**sen**

Feel free to use whichever conjugation you want, but I find, the second (ase/iese) one is better to start out with as it helps to eliminate confusion (both between tenses and between other words- e.g. the word “fuera” means outside but could also be the imperfect subjunctive of ser or ir but “fuese” can only be the verb).

Finally, remember your irregular verbs; **if it’s irregular in the preterite then it’s irregular (in the same way) in the imperfect subjunctive**. E.g. traducir goes to tradujeron goes to tradujera,tradujésemos...

Forming the imperfect subjunctive is easy, on the condition that you know how to form the preterite (in 3^{rd} person plural, e.g. hablaron, comieron…)

Let’s start with a regular verb: hablar.

We go to the **3 ^{rd} person plural preterite**, (hablaron) and remove the “on”.

From that we have the stem (the last vowel of which is **always stressed**) to which we can add the endings, which are in order: **a, as, a, amos, ais, an**.

This yields the following conjugations:

Yo hablar**a**

Tú hablar**as**

Él/Ella/Usted hablar**a**

Nosotros habl**áramos**

Vosotros hablar**ais**

Ellos/Ustedes hablar**an**

Similarly, for er/ir verbs like comer (comieron):

Yo comier**a**

Tú comier**as**

Él/Ella/Usted comier**a**

Nosotros comi**éramos**

Vosotros comier**ais**

Ellos comier**an**

The accent on these is extremely important; you don’t want **hablara** to be confused with **hablará** (future).

One popular way of avoiding confusion is by using the alternative conjugations (which are** just as acceptable and grammatically correct**). They are also formed from the 3^{rd} person preterite but have different endings:

Yo habla**se**/comie**se**

Tú habla**ses**/comie**ses**

Él/Ella/Usted habla**se**/comie**se**

Nosotros habl**ásemos**/comi**ésemos**

Vosotros habla**seis**/comie**seis**

Ellos habla**sen**/comie**sen**

Feel free to use whichever conjugation you want, but I find, the second (ase/iese) one is better to start out with as it helps to eliminate confusion (both between tenses and between other words- e.g. the word “fuera” means outside but could also be the imperfect subjunctive of ser or ir but “fuese” can only be the verb).

Finally, remember your irregular verbs; **if it’s irregular in the preterite then it’s irregular (in the same way) in the imperfect subjunctive**. E.g. traducir goes to tradujeron goes to tradujera,tradujésemos...

Here is a genuine probability question I once tackled:

“In your sock drawer there are **6 blue socks, 2 red socks and 2 white socks**, distributed so that the probability of picking each is equal. Without looking, you draw one at put it to one side before drawing another at random. What is the probability that the two socks will be the **same** colour?”

This kind of question is quite common but quite complicated so you need to know where to start. The best approach is to look at it, result by result:

Option A: you get a pair of **red** socks.

There are 10 socks in the drawer, and 2 are red. Therefore the probability that the first one will be red is 2/10 = **1/5**. Assuming that, the probability that the second will be red is **1/9** as there will only be 1 red left among the remaining 9. So the probability that the pair will be red is the **multiplication** of the two: **1/5 X 1/9 = 1/45**.

Option B: you get a pair of **white** socks.

The great news is that this is also **1/45**. This we can tell from the question; there’s just as many reds as whites so, assuming they’re just as likely to come up as each other, we can say the probability of a pair of white is the same as the probability of a pair red.

Option C: you get a pair of **blue** socks.

Of the initial 10, 6 are blue. So, the probability that the first will be blue is 6/10 = **3/5**. Assuming the first s blue, that would leave 5 blue and the other 4 non-blue, so the probability that the second will be blue is 5/(5+4) = **5/9**. Therefore, the probability that both will be is the **multiplication** of the two: 3/5 X 5/9 = **15/45**. (This simplifies to 1/3 but I’ll leave it for now…)

Finally, we need to **add** the different options together. That means, red plus white plus blue becomes: 1/45 + 1/45 + 15/45 = **17/45. Final answer.**

Just remember when to multiply your fractions and when to add.

Here is a genuine probability question I once tackled:

“In your sock drawer there are **6 blue socks, 2 red socks and 2 white socks**, distributed so that the probability of picking each is equal. Without looking, you draw one at put it to one side before drawing another at random. What is the probability that the two socks will be the **same** colour?”

This kind of question is quite common but quite complicated so you need to know where to start. The best approach is to look at it, result by result:

Option A: you get a pair of **red** socks.

There are 10 socks in the drawer, and 2 are red. Therefore the probability that the first one will be red is 2/10 = **1/5**. Assuming that, the probability that the second will be red is **1/9** as there will only be 1 red left among the remaining 9. So the probability that the pair will be red is the **multiplication** of the two: **1/5 X 1/9 = 1/45**.

Option B: you get a pair of **white** socks.

The great news is that this is also **1/45**. This we can tell from the question; there’s just as many reds as whites so, assuming they’re just as likely to come up as each other, we can say the probability of a pair of white is the same as the probability of a pair red.

Option C: you get a pair of **blue** socks.

Of the initial 10, 6 are blue. So, the probability that the first will be blue is 6/10 = **3/5**. Assuming the first s blue, that would leave 5 blue and the other 4 non-blue, so the probability that the second will be blue is 5/(5+4) = **5/9**. Therefore, the probability that both will be is the **multiplication** of the two: 3/5 X 5/9 = **15/45**. (This simplifies to 1/3 but I’ll leave it for now…)

Finally, we need to **add** the different options together. That means, red plus white plus blue becomes: 1/45 + 1/45 + 15/45 = **17/45. Final answer.**

Just remember when to multiply your fractions and when to add.