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Learning matrix for English Language course generic skill sets stipulated by Edexcel, AQA, WJEC, OCR, and CCEA boards.
Module Lesson Skill focus 1. TEXT TYPES 2. FIG LANG 1 WL Short answer Simile 2 WL Essay 3 SL NF vis lit 4 WL NF web, email Personification 5 S+L Discussion 6 WL Prose 7 S+L Interview 8 WL Poetry 9 SL Drama 10 WL NF- exposition Essay Irony Metaphor Context and purpose Sentence length and flow Evaluating how writers shape meaning 11 MIX Essay

RATIONALE OF LEARNING MATRIX FOR ENGLISH LANGUAGE COURSE

12 MIX Essay

Intro to metaphor Para- graphing Vocab Mnemonics Selecting material appropriat e to purpose

Analogy

3. LANG FEATURES 4. LANG STRUCTURE 5. SYNTHESIS

Para- graphing Vocab Mnemonics Read and understand texts

Grammar

Spelling Mnemonics How genre and register chnges in realtion to context

Mood, Theme Purpose Punctuation Phrases How writers shape meaning

Hyperbole and euphemism Persuasion Ethos Para- phrasing Shaping meanings through suggestions

Metaphor and symbolism Audience Context

Sarcasm and satire Pathos Logos

Alliteration Onomatopoeia Writers voice and point of view Advanced punctuation Developing and sustaining interpretations of writers ideas and perspectives

Pun Metaphor Characterisation

Paradox

Assonance Metaphor Mix

Mix

Spelling Questioning Mnemonics techniques Comparing texts Responding to speakers ideas and perspectives

Vocab Mnemonics Evaluating impact on choices of language others and their own

Mix

Mix

Making comparisons and cross refernces

Making compariso ns and cross refernces

= Comprehension focus

= Comprehension focus

= Application focus

WL = study of written language

SL = study of spoken language

S+L = speaking and listening

Key considerations Whilst writing cant be explicitly tested in the lessons, the study of written language section provides a theoretical basis for the practice. Users will be prompted to write short answers in certain lessons as uploads, for others to

evaluate. Tutoring will facilitate direct writing practice, as well as a soon to be launched writing module. The first 2 modules are solely comprehension based questions. This is to create opportunity for the algorithm to function effectively if it
Document written by Paul Moss for edmerger.com

needs to redirect students to comprehension based strengthening. The 3rd module is solely application based in its questions, for the same reason above.
Sept 2013