"Tute Academic Year 2017-18 commences 1st September – Tute At Home lessons will be available to book from this date."

English

Year 7

Tute’s team of experienced teachers have planned our lessons to work alongside what students are studying in school; to enable catch-up, to consolidate something that was difficult to master in class or to help revise for exams. To make is easy to choose lessons for different subjects, year groups and levels, we have organised lessons into topics that are fully aligned with the National Curriculum ensuring a comprehensive coverage of the curriculum that makes sense!

All you need to do is select the topic and then the level you feel is appropriate and you will find a list of suitable lessons that you can book for just £10 ex VAT

Reading: Infer and deduce, using quotation and information from the text


Inference and deduction are reading skills that move beyond the basic comprehension of a text and ask students to ‘read between the lines,’ to recognise the implied meanings that may only be hinted at within a piece. In this topic, we will begin to consider what the writer suggests through their language choices in simple and then increasingly complex texts. Key terms such as ‘implicit’ and ‘explicit’ meanings and ‘denotation’ and ‘connotation’ will be explored and these skills will be applied to help reveal interpretations of the writer’s intentions.

Understanding what the writer suggests (i)

To consider what the writer suggests through word choice, to identify what the writer is suggesting in simple texts and to explain meanings suggested in a more complex texts.

Understanding what the writer suggests (ii)

To consider what the writer suggests through word choice, to identify what the writer is suggesting in simple text and to explain meanings suggested in a more complex texts.

Reading beyond the lines

To explain the terms explicit and implicit meanings (reading beyond the lines), to read beyond the lines in texts to identify implicit meaning and to identify the writer’s intentions by reading beyond the lines.

Denotation/Connotation

To explore the meaning of the words connotation and denotation, to explore the connotations of words and to explore the positive and negative connotations of words.

Quoting and using evidence

To give reasons for your responses to a text, to support points with examples and quotations and to explain the examples and quotations you’ve used.

Locating Evidence in Texts

To demonstrate an understanding of evidence, to identify examples of evidence to support opinions and to explain and comment on the effect of the evidence on the reader.

Reading: How writers use language


In this topic we will explore how writer uses language to create tone and specific effects. We will consider writing techniques such as descriptive language, sensory language and choosing specific vocabulary for effect. By looking at a variety of text examples, we will examine how writers use language in novels, short stories and even single sentences to alter tone or create effects and elicit emotive reactions from the readers.

Commenting on tone (i)

To consider the term tone when applied to writing, to practise writing using a variety of tones and to recognise the tone of example texts.

Commenting on tone (ii)

To consider the term tone when applied to writing, to practise writing using a variety of tones and to recognise the tone of example texts

Sensory language ft. PEE Paragraphs

To explain what sensory language is, to identify use of sensory language in texts and to practise writing sensory descriptions using correct punctuation

Commenting on writer’s use of language for effect (i)

.To consider the impressions created by specific words, to consider the effect on the reader of specific words when linked to animals, people and nature and
to evaluate the words chosen for effect in a text.

Commenting on writer’s use of language for effect (ii)

To define synonyms and find examples for some common descriptive words, to identify words that can be improved for effect and to choose words to create specific effects.

Using Language to create moods and effects

To identify phrases and words that create certain moods in a text, to give examples of how punctuation can be used to create effects in a text and to understand and give examples of how literary techniques can be used to create effects

Writing: Writing purposes


One of the fundamental principles of writing texts is understanding the purpose for which you are writing. What does the text set out to do and how can you achieve that purpose?
In this topic we examine a wide range of writing purposes and begin to uncover how language, format and style is adapted to suit those specific purposes. Areas covered include writing to inform, persuade, argue, advise, image, entertain and explain.

Writing to imagine, explore, entertain (i)

To recap writing to imagine, explore or entertain, to consider how to approach imaginative tasks and to practise responding to imaginative tasks.

Writing to inform, explain, advise (i)

To consider the features of informative writing and how it is set out, to consider the features of writing to explain and how it is set out and to consider the features of writing to advise and how it is set out.

Writing to persuade and argue (i)

To identify the text type, audience and purpose of a writing task, to plan a persuasive response and to practise responding to a persuasive task.

Writing to imagine, explore, entertain (ii)

To recap writing to imagine, explore or entertain, to consider how to approach imaginative tasks and to practise responding to imaginative tasks.

Writing to inform, explain, advise (ii)

To consider the features of informative writing and how it is set out, to consider the features of writing to explain and how it is set out and to consider the features of writing to advise and how it is set out.

Writing to persuade and argue (ii)

To identify the text type, audience and purpose of a writing task ,to plan a persuasive response and to practise responding to a persuasive task.

Writing: Using language for effect


This topic supports students in developing their understanding of how they can craft their language to achieve effects. We will consider a range of techniques; personification, pathetic fallacy, simile and metaphor. We will consider the impact had by the writer’s choice of narrative voice in texts and refine our use of ambitious vocabulary and sensory language. We will examine how to create effects by both looking at examples from authors and analysing their work and then learning how to apply these techniques ourselves.

Using personification / language devices

To identify common language devices and to apply personification to fiction writing.

Using pathetic fallacy / language devices

To identify common language devices and to apply pathetic fallacy to fiction writing.

Narrative voice, 1st, 2nd, 3rd person

To explain the difference between 1st, 2nd and 3rd person voice, to identify 1st, 2nd and 3rd person voice and to convert text from 1st to 3rd person voice.

Using ambitious vocabulary and sensory language

To practise using ambitious vocabulary to improve simple sentences, to choose appropriate vocabulary to improve descriptions and to practise writing sentences using ambitious vocabulary.

Choosing language for effect

To define synonyms and find examples for some common descriptive words, to identify words that can be improved for effect and to choose words to create specific effects.

Using language imaginatively

To consider why imaginative language is useful, to define and create examples of similes and to create examples of metaphor.

Writing: Improving punctuation and sentence structure


Accurate use of punctuation is essential for students’ attainment, but so too is the ability to use a wide and varied range of punctuation. In this topic, we address the re of punctuation, expanding the students’ repertoire. We consider how to vary sentence structures (simple, compound and complex) so that we cohesion accuracy in writing.

Commas

To identify how commas are used in a list, to use commas in a list and to identify how commas are used to separate clauses.

Advanced Punctuation: Colons and Semi-colons

To identify and explain the uses of semi-colons, to identify and explain the use of colons and to practise using semi-colons and colons.

Apostrophe

To practise using the apostrophe of omission (contraction), and to practise using the apostrophe of possession.

Forming complex sentences

To define complex sentences, to identify complex sentences and to practise writing complex sentences.

Using subordinating conjunctions

To explain what a subordinating conjunction is, To identify appropriate subordinating conjunctions to add to sentences and to independently write accurate sentences using subordinating conjunctions.

Sentence Structures for effect

To identify simple, compound and complex sentences., to develop the use of simple sentences for effect and to develop the use of complex sentences for effect .

Writing: Accurate spelling and grammar


In this topic we will cover essential spelling and grammar rules so as to enhance technical accuracy in our writing.
We will consider common spelling errors and commonly misused words, prepositions and subject/verb agreement.
This course serves both as helpful revision and consolidation of key skills and is useful for anyone who finds spelling and grammar to be a challenge.

Commonly misused words

To identify commonly misused words that contain a prefix, to identify commonly misused words that have two possible spellings and to identify commonly misused words.

Synonyms and antonyms

To define and give example of synonyms, to define and give examples of antonyms and to improve writing by using synonyms and antonyms.

Common spelling errors

To identify common misspellings that contain double consonants, to identify misspelled words that have common endings and to identify misspelled words that have tricky or unusual spellings.

Prepositions and subject/verb agreement.

To define and identify prepositions, to classify prepositions of time, place and movements and to practise subject/verb agreement.

Past, present and future tenses

To identify the three tenses, to find examples of the three tenses and to practise using the three tenses.

Prefixes

To recognise where a prefix is placed in a word, to explain what different prefixes do to the meaning of the original words and to apply prefixes in your own writing.

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* Promotion ends 31st March 2017