1 trainer, 1 child
no batch, no waiting for a turn to speak
Kids Personal Training
Advanced Spoken English Classes for Kids
4.728,497 RatingsAges 8–14CEFR B1 required
One-to-one live classes in debate, presentation and opinion — for kids aged 7 to 16 who already speak in full sentences.
British Council & Cambridge Certified Trainers
35,567
Already enrolled
52 Weeks
260 classes
From ₹5,990
Course fee
NILBritish Council
See what an advanced class looks like
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4.7(28,497 Ratings)
- Entry level
- CEFR B1 — already speaks in sentences
- Format
- Live 1:1, never a batch
- Duration
- 52 weeks · 260 classes
What every parent should check
Certified trainers
British Council and Cambridge certified
Free level check
confirms your child is ready before you pay
Improvement guarantee
Performance-based learning with 1:1 attention
Is Your Child Ready
Is your child ready for the advanced course?
Four quick checks. Three or more yes, and your child is ready for this course. Mostly no, and the foundation course is the better place to start.
Your child is ready if you can say yes
- Speaks in full sentences without switching to another language
- Gives an opinion, but rarely the reason behind it
- Reads aloud fluently, then freezes presenting to a class
- Gets grammar right in writing, but not while speaking
Start somewhere else if
- Your child still answers in single words, or goes quiet when asked to speak EnglishStart with the foundation course
- You want your child to learn French, Spanish or German insteadSee the other kids languages
Foundation Vs Advanced
How this differs from the foundation course
Same trainers, same one-to-one format, same 52 weeks. What changes is what your child does in the class.
Opinions
Gives an opinion with a reason
Storytelling
Tells a story that holds attention
Extempore
Speaks 2 minutes on an unseen topic
Presentation
Presents and takes questions
Starting point
- Foundation course
- Understands English, but goes quiet when asked to speak it
- Advanced course
- Already speaks in full sentences, and wants to sound convincing
In a class
- Foundation course
- Builds sentences, practises everyday words and clear sounds
- Advanced course
- Debates, presents, and defends an opinion with reasons
Who does the talking
- Foundation course
- Your child answers the trainer's questions
- Advanced course
- Your child leads; the trainer interrupts to correct
By the end
- Foundation course
- Holds a short conversation in English
- Advanced course
- Speaks for two minutes on an unseen topic, then takes questions
CEFR
- Foundation course
- Starts from the basics
- Advanced course
- B1 required to join, moving into B2
Every child moves at their own pace, so the stages above are a guide rather than a guarantee. The entry level is a requirement, not a suggestion: the free level check confirms it before you pay, and a child who is not ready is pointed to the foundation course instead.
Outcomes You Can Watch For
What your child will be able to do
Six things you can watch for. Each one is practised in class every week, and assessed at the end of the block rather than assumed.
Give an opinion, with reasons
Your child states a view and backs it with two or three reasons, instead of stopping at “because I like it”.
Take a side and defend it
Structured debates with the trainer: make the claim, give the evidence, answer the counter-argument. Your child also argues positions they do not personally hold.
Speak on an unseen topic
Two minutes, no preparation. The trainer sets the topic on the spot and marks structure, pace and filler words.
Present, then take questions
Your child presents to the trainer and then answers follow-up questions without a script — which is the part a rehearsed presentation never tests.
Tell a story that holds attention
A beginning, a middle and an end, in one tense throughout, with the pacing and emphasis that keep a listener with them.
Answer interview questions
School admission and scholarship-style questions, answered in full: what they did, why it mattered, and what they would do differently.
Curriculum
52 weeks, 260 sessions, day by day
Five one-to-one sessions a week, Monday to Friday, starting from B1. Every session has a named topic, worked examples and a practice task, and every fourth week closes with an assessment and written feedback.
Weeks 1–52 · 260 sessions
Consolidation and Control · Weeks 1–12
- Day 1: Interaction and overview of Advanced English; language evaluation; goal setting
- Day 2: Articles — the errors that persist at intermediate level
- Day 3: Elucidation of verbs I — types of verbs; to-be forms
- Day 4: Elucidation of verbs II — verb forms; gerunds and participles
- Day 5: Body Language Module — non-verbal communication; dress sense and etiquette
- Day 6: Scenario practice — use of where and how; assessment through practice
- Day 7: Modals I — can, could, must, may, might; should versus ought to
- Day 8: Modals II — will and shall; modals in the past
- Day 9: Modals III — modals with examples; scenario-based practice
- Day 10: Voice & Accent Module — pitch, pace, intonation, voice modulation
- Day 11: Articulation warm-ups; identifying and reducing mother tongue influence
- Day 12: Syllables and word stress; how stress changes meaning
- Day 13: Phrasal verbs — separable and inseparable; professional contexts
- Day 14: Prepositions and collocations — the persistent intermediate errors
- Day 15: Degrees of comparison; "used to" and "would"
- Day 16: Connotation — words that mean nearly the same thing
- Day 17: Redundancy and wordiness; saying it in fewer words
- Day 18: Sentence rhythm and emphasis
- Day 19: Reading aloud with recording and analysis
- Day 20: Month 1 assessment — spoken and written diagnostic with detailed feedback
- Day 21: Indefinite tense — formation in present, past and future
- Day 22: Continuous tense — formation in present, past and future
- Day 23: Perfect tense — formation in present, past and future
- Day 24: Perfect continuous tense — formation in present, past and future
- Day 25: Assessment — verbal and written
- Day 26: Present perfect versus simple past — the distinction that matters
- Day 27: Narrative tenses working together
- Day 28: Future forms compared — will, going to, present continuous, future perfect
- Day 29: Tense in reported speech
- Day 30: Practice — mixed-tense narration with correction
- Day 31: Conditional sentences — overview and types
- Day 32: Second and third conditional; hypothetical thinking
- Day 33: Mixed conditionals
- Day 34: Inversion in conditionals — had I known, were I to
- Day 35: Practice — hypothetical scenarios; assessment
- Day 36: Dining etiquette — table manners, meal etiquette, ordering
- Day 37: Networking language and small talk at professional events
- Day 38: Group discussion presentation — tips and structure
- Day 39: Entering, holding and yielding the floor
- Day 40: Practice — full group discussion with feedback
- Day 41: Passive voice I — present tense
- Day 42: Passive voice II — past tense
- Day 43: Passive voice III — future tense
- Day 44: Modal verbs in the passive — can, could, may, might
- Day 45: Modal passive — should, is going to; practice
- Day 46: Assessment through practice
- Day 47: Business Etiquette Module — workplace and cubicle etiquette
- Day 48: Do's and don'ts in business; social dealing; client meeting etiquette
- Day 49: Contrasting ideas — though, although, however, despite, whereas
- Day 50: Dialogue delivery — method and practice
- Day 51: Causative verbs I — rules for "get" and "have"
- Day 52: Causative verbs II — rules for "let" and "make"
- Day 53: The WH-family — question words and question tags
- Day 54: Indirect and embedded questions
- Day 55: Role plays — scenario-based practice
- Day 56: Revision — tenses, modals, conditionals
- Day 57: Revision — passive, causatives, contrast structures
- Day 58: Listening and reading assessment
- Day 59: Written assessment
- Day 60: Spoken assessment with detailed feedback
Professional Communication · Weeks 13–24
- Day 61: Essentials of effective written communication
- Day 62: Email drafting — structure, subject lines, tone
- Day 63: Different email formats analysed
- Day 64: Business report structure
- Day 65: Proofreading and self-editing
- Day 66: Business memos — how to write an effective one; tips
- Day 67: Business letters — types and parts
- Day 68: Proposals and recommendations
- Day 69: Executive summaries
- Day 70: Written assessment — email, report, memo, letter
- Day 71: Debate structure and tips
- Day 72: Constructing an argument; evidence and examples
- Day 73: Rebuttal and counter-argument
- Day 74: Two-candidate debates
- Day 75: Team debates with feedback
- Day 76: Ellipsis — overview, types, ellipsis in sentences
- Day 77: Cleft sentences — what I need is, it was X who
- Day 78: Inversion for emphasis — never have I, not only did
- Day 79: Fronting and end-weight
- Day 80: Practice — rewriting flat prose with emphasis structures
- Day 81: Picture narration — picture to story
- Day 82: Descriptive language — precision over decoration
- Day 83: Narrative pacing and structure
- Day 84: Anecdote as a professional tool
- Day 85: Practice — telling a story that makes a point
- Day 86: Telephone Etiquette Module — manners and conventions
- Day 87: Active listening; clarifying and confirming
- Day 88: Virtual meeting communication — video call dynamics
- Day 89: Handling difficult calls and complaints
- Day 90: Assessment — mock calls with evaluation
- Day 91: Complex and compound sentences — formation
- Day 92: Relative clauses — defining and non-defining
- Day 93: Participle clauses
- Day 94: Reducing clauses for concision
- Day 95: Assessment — verbal and written
- Day 96: Professional introduction — structure and tips
- Day 97: Elevator pitch; sixty seconds about yourself
- Day 98: Personal branding language
- Day 99: Written professional profiles
- Day 100: Practice — scenario-based introductions
- Day 101: Types of interviews; what each one tests
- Day 102: Resume preparation and the language of achievement
- Day 103: Commonly asked questions; structuring answers with evidence
- Day 104: Professional interview etiquette; difficult questions
- Day 105: Assessment — mock interviews with feedback
- Day 106: Hosting and anchoring — the role and the language
- Day 107: Introducing speakers; managing time and audience
- Day 108: "Minute to speak" — impromptu speaking
- Day 109: Thinking on your feet; recovering from a blank
- Day 110: Practice — hosting a mock event
- Day 111: Presentation essentials; what makes one effective
- Day 112: Structuring a presentation for an audience
- Day 113: Delivering before a client; confidence and fear strategies
- Day 114: Handling questions and challenges
- Day 115: Presentation skill evaluation with feedback
- Day 116: Grammatical error correction I — diagnostic and analysis
- Day 117: Grammatical error correction II — targeted remediation
- Day 118: Listening and reading assessment
- Day 119: Written assessment — professional document
- Day 120: Spoken assessment; half-year progress report issued
Nuance and Argument · Weeks 25–38
- Day 121: Formal, neutral and informal register
- Day 122: Matching register to audience and channel
- Day 123: Politeness strategies; hedging and softening
- Day 124: Diplomatic language — disagreeing without offending
- Day 125: Practice — the same message in four registers
- Day 126: Word formation — prefixes, suffixes, word families
- Day 127: Synonyms and shades of meaning
- Day 128: Connotation — positive, neutral, negative choices
- Day 129: Academic and formal vocabulary
- Day 130: Practice — upgrading a plain text
- Day 131: Collocations — strong and weak
- Day 132: Idioms in professional English
- Day 133: Metaphor in business language
- Day 134: Proverbs — and when they sound wrong
- Day 135: Assessment — using fifteen new expressions accurately
- Day 136: Building a thesis; stating a position clearly
- Day 137: Supporting with evidence, data and example
- Day 138: Anticipating and addressing counter-arguments
- Day 139: Logical fallacies — spotting and avoiding them
- Day 140: Practice — a structured five-minute argued case
- Day 141: Identifying argument and evidence in a text
- Day 142: Distinguishing fact, opinion and inference
- Day 143: Detecting bias and tone in journalism
- Day 144: Summarising a complex article accurately
- Day 145: Practice — critical analysis and discussion
- Day 146: Listening for attitude and stance
- Day 147: Listening for implication and what is left unsaid
- Day 148: Understanding varied accents and rapid speech
- Day 149: Note-taking in meetings and lectures
- Day 150: Practice — listen, summarise, respond
- Day 151: Chairing a meeting
- Day 152: Contributing, interrupting and yielding
- Day 153: Managing disagreement in a group
- Day 154: Minutes and follow-up communication
- Day 155: Practice — full mock meeting from agenda to minutes
- Day 156: Negotiation language and framing
- Day 157: Making, accepting and rejecting proposals
- Day 158: Conceding and trading; conditional offers
- Day 159: Closing and confirming agreement
- Day 160: Practice — two-party negotiation role play
- Day 161: Persuasive structure — problem, solution, benefit
- Day 162: Rhetorical technique — repetition, contrast, the rule of three
- Day 163: Audience analysis; adapting the pitch
- Day 164: Handling objections
- Day 165: Practice — pitching an idea to a sceptical audience
- Day 166: English-language news media; reading critically
- Day 167: Documentary and long-form listening
- Day 168: Cross-cultural communication; what travels and what doesn't
- Day 169: Humour, irony and understatement in English
- Day 170: Practice — discussion on a current media topic
- Day 171: Essay structure — introduction, body, conclusion
- Day 172: Paragraph architecture; topic sentence and development
- Day 173: Cohesion and coherence across a whole piece
- Day 174: Editing for logic and flow
- Day 175: Practice — a full argued essay, drafted and revised
- Day 176: Analytical report structure
- Day 177: Presenting data in prose
- Day 178: Writing recommendations that land
- Day 179: Formal proposals
- Day 180: Written assessment — a full report
- Day 181: Speaking to a large audience; stage presence
- Day 182: Openings that hold attention
- Day 183: Storytelling in a speech
- Day 184: Endings and calls to action
- Day 185: Practice — a seven-minute prepared speech
- Day 186: Revision — advanced structures and register
- Day 187: Revision — argumentation and professional writing
- Day 188: Listening and reading assessment
- Day 189: Written assessment — analytical piece
- Day 190: Spoken assessment — argued presentation with questions
Mastery · Weeks 39–52
- Day 191: Speed and accuracy together
- Day 192: Self-correction without losing flow
- Day 193: Filler management; pausing with purpose
- Day 194: Sustaining a long turn without preparation
- Day 195: Practice — extended impromptu speaking
- Day 196: Subjunctive and formal constructions
- Day 197: Advanced modal nuance — degrees of certainty and obligation
- Day 198: Articles at advanced level — generic, specific, zero
- Day 199: Punctuation for meaning
- Day 200: Assessment — precision editing task
- Day 201: Developing a personal written voice
- Day 202: Concision — cutting twenty per cent without losing meaning
- Day 203: Varying sentence length for effect
- Day 204: Avoiding cliché and filler phrasing
- Day 205: Practice — rewriting your own earlier work
- Day 206: Editing for structure
- Day 207: Editing for style and register
- Day 208: Editing for coherence
- Day 209: Proofreading systematically
- Day 210: Practice — editing a flawed professional document
- Day 211: Explaining technical content to a non-technical audience
- Day 212: Simplifying without patronising
- Day 213: Analogy and illustration
- Day 214: Executive communication — brevity under scrutiny
- Day 215: Practice — explain your work to three different audiences
- Day 216: Giving feedback that is heard
- Day 217: Receiving criticism professionally
- Day 218: Delegating and setting expectations
- Day 219: Difficult conversations — conflict, refusal, bad news
- Day 220: Practice — leadership scenario role plays
- Day 221: Read, analyse, discuss
- Day 222: Listen, summarise, present
- Day 223: Research, structure, write
- Day 224: Meeting to minutes to follow-up
- Day 225: Feedback and targeted revision
- Day 226: Problem to proposal to pitch
- Day 227: Data to interpretation to recommendation
- Day 228: Interview to report
- Day 229: Debate to written position paper
- Day 230: Feedback and targeted revision
- Day 231: Prepared presentation
- Day 232: Impromptu round
- Day 233: Debate performance
- Day 234: Interview simulation
- Day 235: Review of all four with individual feedback
- Day 236: Professional email set
- Day 237: Analytical report
- Day 238: Persuasive proposal
- Day 239: Formal correspondence
- Day 240: Review of all four with individual feedback
- Day 241: Diagnostic — identifying the two remaining weakest areas
- Day 242: Targeted work, area one
- Day 243: Targeted work, area one continued
- Day 244: Targeted work, area two
- Day 245: Targeted work, area two continued
- Day 246: Re-testing area one
- Day 247: Re-testing area two
- Day 248: Consolidation across both
- Day 249: Fluency practice at full speed
- Day 250: Progress check and feedback
- Day 251: Revision — grammar across all 50 weeks
- Day 252: Revision — vocabulary, idiom, register and style
- Day 253: Full listening and reading paper
- Day 254: Full written paper
- Day 255: Full spoken assessment
- Day 256: Assessment 1 — grammar and written accuracy
- Day 257: Assessment 2 — spoken fluency and range
- Day 258: Assessment 3 — professional communication task
- Day 259: Detailed feedback; individual improvement plan
- Day 260: Wind-up session — conversational activities; certification and progression advice
Assessment
Graded, not just attended
Assessment is built into the course rather than bolted on at the end. Every week closes with practice and feedback, every fourth week with a formal assessment, two whole weeks are portfolio review, and the final week decides the grade printed on the certificate.
- Every session
- Every week
- Every fourth week
- Final graded paper
| When | What is assessed | Format |
|---|---|---|
| Every session | What is assessed:Accuracy, fluency, participation | Format:Trainer feedback |
| Every week · Day 5 | What is assessed:That week's topic | Format:Practice, worksheet review and correction |
| Week 4 · Day 20 | What is assessed:Entry diagnostic | Format:Spoken and written diagnostic with detailed feedback |
| Week 12 · Days 58–60 | What is assessed:Consolidation and control — Block A | Format:Listening, reading, written and spoken assessment |
| Week 18 · Day 90 | What is assessed:Telephone and virtual communication | Format:Mock calls with evaluation |
| Week 24 · Days 118–120 | What is assessed:Professional communication — Block B | Format:Full assessment; half-year progress report issued |
| Week 36 · Day 180 | What is assessed:Analytical report writing | Format:A full report, written under assessment |
| Week 38 · Days 188–190 | What is assessed:Nuance and argument — Block C | Format:Analytical written piece; argued presentation with questions |
| Weeks 47–48 · Days 231–240 | What is assessed:Speaking and writing portfolios | Format:Eight assessed pieces, reviewed individually |
| Week 51 · Days 253–255 | What is assessed:Everything, in full-paper form | Format:Listening, reading, written and spoken papers |
| Week 52 · Days 256–258 | What is assessed:Grammar, spoken range, professional task | Format:Three final assessmentsDetermines the grade on your certificate |
Certification
What you end up holding
Two of these three are awarded by NIL. The third is not — and the page says which is which rather than letting three matching cards imply otherwise.
NIL certification
NIL English Advanced Course Completion Certificate
On completing your plan
Carries the grade earned in the three final assessments. Issued by NIL EduTech (P) Ltd and states the CEFR band achieved.
- Graded, not attendance-based
- States the CEFR band achieved
- Issued by NIL EduTech (P) Ltd
NIL certification
Two assessed portfolios
Weeks 47 and 48 are given over entirely to portfolio review: four assessed speaking performances and four assessed written pieces, each with individual feedback.
- Presentation, impromptu, debate, interview
- Emails, report, proposal, correspondence
- Individual feedback on all eight
External certification
Externally awarded certification
Learners who want an externally awarded certificate can be guided towards Cambridge English or IELTS afterwards — NIL prepares for these separately.
About IELTS at NILHow Classes Run
One trainer, one child, five days a week
No batch and no waiting for a turn. At this level that matters more, not less: the progress comes from your child being corrected on their own words, in the moment they say them.
What one class looks like
Recap of the last class, and the speaking task reviewed
The week's skill modelled by the trainer, with an example
Guided practice, corrected as your child speaks rather than after
Free speaking — a debate, an extempore, a presentation or a story
Feedback your child can act on, and the task for tomorrow
| Format | Live one to one — one trainer per child |
|---|---|
| Entry level | Speaks in full sentences — checked before you enrol |
| Schedule | Monday to Friday |
| Pace | 5 classes a week · 20 a month |
| Programme | 52 weeks · 260 classes in full |
| Platform | NIL's live online classroom |
| Materials | Worksheets and speaking tasks for every topic |
Enrollment
Choose from below options
Crash Course
1 Month , 60 Mins , 1:1
- 20 Live Sessions
- 60 Mins Classes
- Mon-Fri, Flexible Timings
- Saturday Weekly Assessments
- Sunday Live Group Discussions
- Experienced & Certified Trainers
- 4 Personality Development Modules
Full Length Course
3 Month , 60 Mins , 1:1
- 60 Live Sessions
- 60 Mins Classes
- Mon-Fri, Flexible Timings
- Saturday Weekly Assessments
- Sunday Live Group Discussions
- Experienced & Certified Trainers
- 12 Personality Development Modules
Extended Course
6 Month , 60 Mins , 1:1
- 120 Live Sessions
- 60 Mins Classes
- Mon-Fri, Flexible Timings
- Saturday Weekly Assessments
- Sunday Live Group Discussions
- Experienced & Certified Trainers
- 12 Personality Development Modules
Complete Course
12 Month , 60 Mins , 1:1
- 240 Live Sessions
- 60 Mins Classes
- Mon-Fri, Flexible Timings
- Saturday Weekly Assessments
- Sunday Live Group Discussions
- Experienced & Certified Trainers
- 12 Personality Development Modules
Session counts follow a 20-session-per-month structure. The 12-month plan is priced at 240 sessions; the full syllabus runs to 52 weeks and 260 sessions, so a coordinator confirms how the remaining weeks are scheduled before you enrol.
Included in every plan
- All worksheets and practice material
- Every assessment and its written feedback
- Graded completion certificate
- Sunday webinars
- 6 months of group discussion support after the course ends
- Free study-abroad consultation
Included With Every Plan
What else you get
The course is the one-to-one classes. These come with it, and none of them is charged for separately.
Sunday Webinars
Free access to open Sunday webinars with group discussions, debates and presentations — public speaking practice with a live audience, which is the one thing a one-to-one course cannot give you.
Unlimited Practice
Group discussion support continues for 6 months after your course finishes. Join every Sunday.
Free Consultation
Planning to study abroad? Free consultation covering application, visa, filing, post-landing support and everything in between.
Study abroad at NILCareer Resources
Resume review · application support for colleges and universities · visa and visa-interview assistance · access to more than 4,000 international universities and colleges
Before You Book
Questions parents ask about the advanced course
Level fit, skipping foundation, screen time and refunds — answered before you book.
How do I know if my child is at the right level for this?
The free level check decides it, and it costs nothing. As a rough guide: your child already answers in full sentences, can give an opinion, and reads aloud without stumbling — but dries up when asked to explain why, or to speak for a minute without preparing. If your child still answers in single words or switches language when stuck, a coordinator will point you at the foundation course instead of taking your money for this one.
Can my child skip the foundation course and start here?
Yes, if they pass the level check — this is not a sequel that has to be watched in order. Plenty of children who have never studied with us start here because they already speak in sentences and need structure, not vocabulary. What the course will not do is reach CEFR C1: it takes a child who already speaks in sentences to a strong B2, and any course promising C1 inside a year is selling you something.
How much screen time is this each week?
Five classes a week, Monday to Friday. [PLACEHOLDER: minutes per class. The fee cards below say “20 Mins Live Classes” while the same cards price 20 sessions as 20 hours, which is 60 minutes each — one of the two is wrong, and this answer cannot be honest until it is settled.] It is worth saying what kind of screen time it is: because the class is one to one, your child spends it talking rather than watching someone else take a turn.
Does a parent need to be in the room?
[PLACEHOLDER: confirm the policy — whether a parent settles a younger child for the first few minutes and then steps away, and how and how often parents receive progress feedback.] What is settled: classes are one to one, so there is no batch for your child to keep pace with, and every block ends in an assessment with written feedback rather than a verbal “doing well”.
Can we reschedule a missed class?
Speak to your coordinator and it can usually be rescheduled inside your plan period. Timings are fixed with your trainer when you enrol, within Monday-to-Friday availability, so a clash that repeats every week — a match, a music class, an exam term — is better moved once than missed twelve times.
What if it turns out to be the wrong level for my child?
[PLACEHOLDER: the refund and cancellation policy in full — the window it covers, what is refundable, and how a parent requests it. No refund or cancellation policy exists anywhere in this app today, so this cannot be answered by inference.] The free level check before you pay is what exists to prevent this, and it is the honest answer to give until the policy above is written down.
Still have a question? Talk to a counsellor directly.
Talk to a coordinatorTalk to a coordinator
Ages 8–14 · Debate & presentations · 5 live classes a week · Entry level applies
- Your name, phone and email
- Your child's age and school year
- What your child can already do in English
- Which plan length you are considering
- Preferred class timing
Talk to a coordinator
The level check is free and there is nothing to pay for it. If your child is not ready for this course, we will say so and point you at the foundation course.
The entry level is a requirement, not a suggestion: it is confirmed at the free level check, and a child who is not ready is directed to the foundation course. The stages your child moves through are a guide rather than a guarantee — progress depends on where they start and how much they practise between classes. The certificate grade and the CEFR band printed on it are based on assessed performance, not attendance. Class counts follow a 20-class-per-month structure; the full syllabus runs to 52 weeks and 260 classes, and scheduling beyond a plan's class count is arranged with a coordinator.
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