I’ll give you a bell English subject leaders and Year 9...

SecondaryNational Strategy

I’ll give you a bellYear 9 reading task

Teacher pack

Guidance

Curriculum andStandards

English subjectleaders and teachers of EnglishStatus: Recommended

Date of issue: 01-2006

Ref: DfES 1789-2005 CDO-EN

Assessing pupils’ progress in English at Key Stage 3

I’ll give you a bell

Year 9 reading task

Framework objectivesReading 11Analyse how an author’s standpoint can affect meaning in non-literary (as wellas literary) texts.

Reading 12Analyse and discuss the use made of rhetorical devices in a text.

Assessment focusesAF2 Understand, describe, select or retrieve information, events or ideas

from texts and use quotation and reference to text.AF3 Deduce, infer or interpret information, events or ideas from texts.AF4 Identify and comment on the structure and organisation of texts,

including grammatical and presentational features at text level.AF5 Explain and comment on writers’ use of language, including grammatical

and literary features at word and sentence level.AF6 Identify and comment on writers’ purposes and viewpoints, and the

overall effect of the text on the reader.

Time neededTwo consecutive one-hour lessons. Timings will need to be adapted if lessonsare longer or shorter than 60 minutes.

These timings are estimates for guidance rather than obligatory timings. The most important consideration is that pupils should have sufficient time tocomplete the task, working independently. Unfinished tasks are unlikely toproduce evidence on all the assessment focuses.

Teachers may adjust the timings for the task to take account of their particularcircumstances, but should bear in mind that spending overmuch time on anysection may disadvantage pupils.

Pack includesTeacher notesOHT1 – headline: I’ll give you a bellOHT2a – activity gridOHT2b – statement bankOHT3 – completed gridComplete text of I’ll give you a bell Pages 2–6 of reading bookletPages of answer booklet Marking guidelinesExemplar responses

Task outlineThis task requires pupils to read an article written by John Arlidge whichappeared in a Sunday broadsheet newspaper. It focuses on the ways in whichthe writer’s attitudes towards mobile phones are conveyed in a text whichcombines both information and opinion. Paired activities are provided tosupport pupils towards independent reading.

2 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN

Teacher notes

Teaching sequence

LESSON 1 � Share the lesson objectives with the class, rephrasing as appropriate for

the group.

Starter (5 minutes)� Show OHT 1 – I’ll give you a bell. Tell pupils this is the headline of a

newspaper article they are about to study. Give them a minute to speculateon what these words suggest about the article they are about to read.Take their suggestions, encouraging pupils to provide a brief justification fortheir ideas. Make a note of the most convincing suggestions on the OHT.

This brief activity is designed to encourage engagement with the text throughspeculation and prediction based on connotations of key words and phrasesin the title.

� Tell pupils that the article is about mobile phones and that it was written tocoincide with the 20th anniversary of the first call made on a mobile phonein Britain.

Introduction (20 minutes)� Give out the reading booklet and read the first two paragraphs of the

article (page 4 of the reading booklet), down to An estimated five millionwere unwrapped this year, with the class.

� Remind pupils quickly about inference and deduction – reading betweenthe lines as opposed to reading literally. Ask pupils what we can infer aboutthe writer’s attitude towards mobile phones so far and take brief oralfeedback, drawing out his implied irritation at the bad manners that havebecome “acceptable” since the widespread use of mobile phones.

� Give out the answer booklet and briefly show pupils how to use it. Tellthem they have ten minutes to answer Question 1. Remind them that thewording in the question “How do we know?” means that some explanationis required. Also remind them to use textual evidence to support their answer.

Development (25 minutes)� Ask pupils to find pages 2 and 3 in the reading booklet. Show OHT 2a and

explain that this is a partially completed grid with dates. Then show OHT2b and explain that this table contains a number of different (jumbled)events in the 20-year history of the mobile phone which took place onthose dates. The task is to match the event to the correct date. Ask pupilsto work in pairs and give them no more than five or six minutes tocomplete the task.

3© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3


This activity is designed to encourage pupils to engage with the brief history of the mobile phone and to add more factual information to what they arealready likely to know about mobile phones.

� Ask each pair to join another pair to form a group of four in order to agreetheir answers. After two or three minutes, show OHT 3, the completedgrid, so that pupils can check their answers.

� Refer pupils back to page 4 in their reading booklets and ask them to findparagraph three, which begins “Did Ernie Wise…” Ask them to read thenext four paragraphs, down to “pay handsomely for”. In pairs, ask them tounderline any references to the events in the grid (OHT 3). They should beable to find the following:– Reference to first call made by Ernie Wise– Reference to simple phones (mini-mobiles) aimed at younger people.

This paired activity is designed to support pupils towards an independentreading of the final part of the article. By underlining references to the eventsin the grid, they are encouraged to make links between the texts in order todraw on new and existing knowledge.

Plenary (10 minutes)� Ask pupils to think back to the earlier part of the lesson when they

considered the writer’s emerging attitude towards mobile phones.� Lead a brief discussion, inviting pupils to consider whether their earlier

views have been changed or confirmed by what they have now read. Draw out some of the following:– The balance of information and opinion in the article– The balance of admiration and irritation towards mobile phones and, in

particular, the effect they have had on human behaviour – The use of rhetorical devices such as the rhetorical question; the

inclusive use of the first person; the use of an expert voice in Richard Benson.

Pupils’ contributions to this last point may depend on how far rhetoricaldevices have been taught prior to these lessons. The plenary invites them toapply their prior learning to this text.

� Tell pupils that they will read the remainder of the article next lesson.Collect in all reading and answer booklets.

LESSON 2 � Remind pupils of the learning objectives for these two lessons.

Recap (10 minutes)� Display the following list on the board or flipchart:

– Information about the history of mobile phones– The writer’s attitude towards mobile phones– The language used in the article, including rhetorical devices.

� Ask pupils to work in pairs. They should take it in turns to tell each othersomething about the text I’ll give you a bell, which they began to study lastlesson, using the list of prompts as a support. Give them three minutes forthis, longer if they are able to sustain this game of “mental badminton.”

� Take one point from each pair to share orally with the class.

Development (50 minutes)� Give out the reading booklets and answer booklets. Remind pupils that

they have already read approximately half of the article, down to “payhandsomely for”. Advise them to re-read this first part before reading theremainder of the article on their own.

It is important that pupils read the last part of the article independently. Do notread it to them.

� Tell pupils that they are now going to answer the remaining questions ontheir own. Advise them to attempt all questions since they are notnecessarily in order of difficulty.

These are not test conditions so prompt pupils if necessary (e.g. to writemore, to explain themselves more clearly). Do not, however, provide supportthat means that the pupils are no longer responding to the text independently.If this kind of support is necessary for an individual pupil in the context of thelesson, you will need to take the degree of support into account when makingthe assessment judgement.

It is good practice to:� tell pupils if they have not written enough or are writing too much;� prompt them to explain their answer more clearly;� generally encourage them;� clarify a question or issue for the whole class if there seems to be a fairly

general misunderstanding;� remind pupils how much time they have to complete the task.

Assessment� Use the marking guidelines to judge the pupils’ overall levels on the

specified assessment focuses. Highlight, then tick, the sections of themarking guidelines according to the features you find and then considerwhether the weight of evidence is secure or low level 4, 5 or 6.

� Exemplar responses to each question at every level are also included forreference and to give guidance on how the criteria are to be applied.



OHT 1/not in reading bookletHeadline



OHT 2a/page 2 of reading bookletActivity grid

Activity grid – match each event to the year in which it took place

20 years of the mobile phone

January1985 Following the creation of the first car phone in 1982, which

weighed 9.8kg, the mobile phone proper is produced and ErnieWise makes the first call in Britain on 1 January.

GSM technology, the digital standard network allowing phones toroam throughout the world, is introduced.

‘Ring tone’, ‘smartphone’ and ‘text message’ enter the OxfordEnglish Dictionary. On New Year’s Eve, the number of textmessages sent in one day tops 100 million for the first time.

A simple mini-mobile is launched, aimed at younger people.

1987

1991

1994

2002

2003

2004

January2005


OHT 2b/Page 3 of reading bookletStatement bank

Statement bank for activity grid

the number of mobiles worldwide is more than a billion

text messaging is launched, changing the way we spell 4eva

in the Hollywood movie Wall Street, Gordon Gekko uses a

mobile the size of a house brick, thus making the object a

desirable fashion item for all high fliers

Tony Blair takes part in a 35-minute text forum, organised

by a mobile phone firm, during which he answers questions

that he’s been sent via text message


OHT 3/not in reading bookletCompleted grid

Completed activity grid

20 years of the mobile phone

January1985 Following the creation of the first car phone in 1982, which

weighed 9.8kg, the mobile phone proper is produced and ErnieWise makes the first call in Britain on 1 January.

In the Hollywood movie Wall Street, Gordon Gekko uses a mobilethe size of a house brick, thus making the object a desirablefashion item for all high fliers.

GSM technology, the digital standard network allowing phones toroam throughout the world, is introduced.

Text messaging is launched, changing the way we spell 4eva.

The number of mobiles worldwide is more than a billion.

‘Ring tone’, ‘smartphone’ and ‘text message’ enter the OxfordEnglish Dictionary. On New Year’s Eve, the number of textmessages sent in one day tops 100 million for the first time.

Tony Blair takes part in a 35-minute text forum, organised by amobile phone firm, during which he answers questions that he’sbeen sent via text message.

A simple mini-mobile is launched, aimed at younger people.

1987

1991

1994

2002

2003

2004

January2005



The car was first. Then came TV. Now we can’t imagine lifewithout mobile phones. Twenty years after the first call, JohnArlidge examines how they have changed everything.

Sunday 26 December, 2004The Observer

Pat, the woman in the grey denim jacket, is on the bus. I know this because I’msitting next to her. Everyone else on the bus knows she’s ‘on the bus’ becauseshe’s just announced it in that high-pitched tone people reserve for talking ontheir mobile phones in public. We fellow travellers also know she’s going tohospital to get her ‘lungs checked’. I’ve never met Pat but by the end of a 10-minute journey, I and everyone else on the bus know that she is recoveringfrom pneumonia, that she’s about to leave her boyfriend and that there willbe sausages with peas and carrots waiting for her when she gets home.

That scene happened last Tuesday in London but it could have been on anystreet in almost any city. When mobile phones first arrived, we used to beembarrassed about talking in public. It was bad manners. Today, as we walkand talk, we overhear halves of conversations, often the most private detailsof strangers’ lives. Very occasionally, there’s silence – save for the click-clackingof nails on tiny plastic keyboards as we text-message our lovers, friends, wives, husbands and children to tell them we are – beep! beep! :-) or beep! beep! :-(. It is scarcely surprising that a new third generation – 3G –mobile is the most popular present this Christmas. An estimated five millionwere unwrapped this year.

Did Ernie Wise have any inkling that our lives would be so completelytransformed by a plastic box of circuit boards, silicon chips and stubbytransmitters? He’s the man who started the mobile revolution. Twenty yearsago next week, on 1 January 1985, the comedian made the first mobiletelephone call in Britain. Wise, in St Katherine’s Dock, east London, had afuzzy, crackling five-minute chat with Gerry Whent, who was standing in anoffice scarcely bigger than a lift in Newbury, Berkshire, which served as theheadquarters of the firm he’d just founded.

Today, the company has most of the office space in Newbury. It has grownfaster than any other British technology start-up to become the world’sbiggest and most profitable mobile phone firm.

Page 4 of reading bookletComplete text of I’ll give you a bell


Page 5 of reading bookletI’ll give you a bell continued

In just two decades, the mobile phone has become the fastest-selling, mostloved – and hated – consumer product. Britain is the world’s most maturemobile market, with more mobiles per head of population and higher billsthan any other country. Almost all adults now have at least one mobilephone, one in two teenagers has a ‘moby’ and one firm has just launched asimple phone for younger people. Some 23 billion texts have been sent thisyear and more than 20 billion calls made. The total value of this is £15 billion.

In two decades, the mobile phone has snaked its way into almost every aspectof modern culture. Richard Benson, who now works as a consumer culturaltrend forecaster for mobile phone firms, says: ‘Like television and the motorcar before it, the mobile has created new forms of behaviour, communicationand thinking. We get obsessed by being “in touch”; we get stressed by beingrung all the time; we flirt more and in new ways; we have created new formsof language; we feel more exposed being alone in public. The mobile camealong at a time in our history when we were beginning to move around moreand have less rigid, predictable lifestyles and it has intensified those changes,shrinking space and making our relationships more fluid. And, of course,mobiles have got us mugged and given us health scares, all of which we havebeen happy to pay handsomely for.’

Richard Benson’s research reveals that mobiles have stretched time and killedwhat we once called ‘dead time’. ‘We have become less easy waiting inqueues, travelling on public transport or relaxing at home and now can’tresist checking our messages, sending one, playing a game or tidying up ouraddress book. Even when we do get a little human contact, the mobileintervenes. Few of us arrange exact times and places to meet. We“approximeet” – calling at the last minute to arrange when and where.Mobiles make time more flexible and elastic.’

Perhaps the biggest change mobiles have wrought is in the language ofcommunication we all use. Textsperanto – the amalgam of abbreviated words,acronyms and coded punctuation that teenagers developed so that they canfit more words into their space-limited messages – was designed to beimpenetrable to adults but most of us have a grasp of it now. When a pupil ata Scottish secondary school handed in an essay entirely written ‘in txt’, herteacher gave her a ‘C+ 4 e4t’.

‘Most people would say it’s ridiculous to take phone use seriously,’ saysBenson. ‘The mobile is not a matter of life or death.’ Or is it? Forget, if youcan for a moment, claims that mobiles are frying our brains. Mobiles are thereat the moment of birth. Camera phones record the first moments of anewborn’s life and are then proudly sent to relatives’ phones.


It’s heady stuff. But to Jordan and Hayley, two teenagers from Nottinghamand their parents, David and Louise, the mobile means only one thing:freedom. ‘Mum and Dad know they can speak to us wherever we are as longas we have our phones, so we get to go out more,’ says Hayley, 18, as shescrolls through the text messages on the brand-new clam-shell mobile she gotfor Christmas. David and Louise like giving their children extra freedom butworry that they will be mugged on the way home from school. Police reportthat more than 250,000 teenagers are mugged for their mobile every yearand one-third of all street crime nationwide involves the theft of a mobilephone.

Whatever we think of our mobile phones and however we use them, onething we all agree on is that they can be incredibly irritating. ‘They are themost intrusive devices ever invented,’ concedes Benson, who admits he has asmall collection of the chirping boxes.

For the refuseniks, however, the battle against the tiny power tools is aboutto get a lot tougher. Twenty years after Ernie Wise first pressed the green ‘callsend’ button on a brick-sized mobile handset, the latest tiny, third-generation– 3G – phones are about to hit the market. Today, thousands of teenagers andadults are poring over geeky phone manuals, configuring their new handsetsso that they can surf the internet, download real-time TV and video clips, takephotographs, make video calls and play MP3 music files. Mobile phone firmsplan to stream music, video clips, games and ‘mobisodes’ – episodes of made-for-mobile daily soap operas – to these new phones in the dead of night,when networks are almost empty. ‘It is a far cry from the days when we wereecstatic if our battery lasted until midnight,’ says Richard Benson.

As 3G takes off, the chances are we’ll become even more chat-obsessedneurotics. And we will happily pay more and more for the privilege. As themighty mobile marches on, only one techno-fact is certain – we’ll still tut-tutwhen the woman on the bus announces she’s ‘on the bus’.

Reproduced by kind permission of Guardian Newspapers Limited© Guardian Newspapers Limited 2004

Page 6 of reading bookletI’ll give you a bell continued


1. How does the writer feel about Pat (the woman on the bus) and how do we know?

Refer to the first two paragraphs in your answer and explain your ideas in detail(AF3).


2. The article contains some “made-up” words such as moby (paragraph 5),approximeet (paragraph 7), C+ 4 e4t (paragraph 8) and mobisodes (paragraph 12).

Explain how and why these words have been made. The first one has beencompleted for you as an example (AF5)?

What does the use of these words suggest about the way our language ischanging and the reasons for this (AF5)?

“Made-up” words How and why these words have been made

moby

approximeet

C+ 4 e4t

mobisodes

It comes from the word mobile but it’s been shortened tomake it sound smaller, more cosy and familiar


3. Re-read the opening of the article (from Pat, the woman in the grey denim jacketto any street in almost any city in paragraph 2) and the last paragraph (from As3G takes off to she’s ‘on the bus’) (AF4).

The article is about mobile phones but it begins and ends with Pat, the woman onthe bus.

a. How does the way the woman on the bus is referred to in the first paragraphmake an effective opening?

b. How does the way she is referred to in the last paragraph make an effectiveending?

a. This makes it an effective opening because…

b. This makes it an effective ending because…


4. Here is an example of one way in which mobile phones have changed people’sbehaviour.

Find two more examples and support each with a quotation from the text. Setyour answer out in the chart below (AF2).

One way in which mobile phones have changed people’s behaviour is that weare no longer embarrassed about talking in public. For example, “we overhearhalves of conversations, often the most private details of strangers’ lives”. Thisshows that whereas in the past this kind of behaviour was considered badmanners, it now seems quite acceptable.

A second way in which mobile phones have changed people’s behaviour isthat…

For example…

This shows that…

A third way in which mobile phones have changed people’s behaviour is that…

For example…

This shows that…


5. Which of the following statements best describes the writer’s attitude towardsmobile phones? Tick one box (AF6).

Explain, in your own words, why you have chosen this statement. Try to supportyour answer with evidence from the text.

a. The writer hates mobile phones and thinks they should never have been invented.

b. The writer is in favour of mobile phones and thinks that they’re the best thing to have been invented in the last 20 years.

c. The writer is irritated by some aspects of mobile phones but also accepts that they have real benefits too.

I think this statement best describes the writer’s attitude towards mobilephones because…


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s u

s a

lo

t of

info

rmation

abo

ut m

ob

ile

ph

on

es,

wh

ich

sho

ws th

at

he

is in

tere

ste

d

in th

em

, bu

t h

e is c

lea

rly q

uite

irr

itate

d b

y

the w

ay s

om

e p

eop

le b

eh

ave w

ith t

he

m

be

ca

use h

e g

ive

s m

an

y e

xa

mple

s o

f th

eir

b

ad m

an

ne

rs.

L5

In

Q4,

pu

pils

ide

ntify

tw

o r

ele

va

nt

poin

ts

an

d s

upp

ort

th

em

with

a r

ele

va

nt

qu

ota

tion

, e

.g.

One

wa

y…

is tha

t th

ey h

ave

m

ad

e u

s u

se a

new

type

of

lang

ua

ge

. F

or

exa

mp

le,

“wh

en

a p

upil…

ha

nd

ed

in

an

e

ssa

y w

ritten

‘in

txt’ h

er

tea

ch

er

ga

ve

he

r a

‘C

+4

e4

t’.

Th

is s

how

s t

ha

t th

e te

acher

ca

n

use t

ext m

essag

es to

o.

In Q

1,

co

mm

en

ts d

eve

lop

exp

lana

tio

n o

f in

ferr

ed

me

an

ing

s d

raw

ing

on

te

xtu

al

evid

en

ce

fro

m th

e f

irst

two

pa

ragra

ph

s,

e.g

. he

is irr

ita

ted b

y h

er

be

ca

use s

he

is

sp

ea

kin

g s

o lo

ud

ly o

n h

er

ph

on

e a

nd

e

very

one

els

e h

as t

o lis

ten

to

all

the d

eta

ils

of h

er

co

nve

rsation

. S

he

isn

’t b

oth

ere

d

ab

ou

t th

is.

In Q

3,co

mm

en

ts s

ho

w a

gen

era

l a

wa

rene

ss o

f au

tho

r’s s

tructu

ral cho

ice

s

with

so

me e

xp

lana

tion

in

bo

th p

art

s o

f th

e

an

sw

er,

e.g

. It

’s inte

resting

fin

din

g o

ut

ab

ou

t P

at’s life

and

th

e e

nd

ing

re

min

ds u

s

of h

ow

th

e a

rtic

le s

tart

ed

becau

se

it w

as

the w

om

an

on

th

e b

us w

ho

mad

e t

he

w

rite

r th

ink a

bou

t m

ob

ile p

ho

nes in

th

e first

pla

ce

.

In Q

2, answ

ers

expla

in the

deriva

tion o

f a

ll th

ree w

ord

s, e

g

• appro

xim

eet –

a c

om

bin

ation o

f ‘‘a

ppro

xim

ate

” and ‘‘m

eet”

• C

+ 4

e4t – a

bbre

via

tions/u

se o

f n

um

be

rs t

o r

ep

rese

nt

wo

rds,

use

d in

textin

g

• m

ob

isodes –

com

bin

ation o

f ‘‘m

ob

ile”

an

d ‘‘e

pis

od

es”

Answ

ers

sho

w s

om

e a

wa

reness o

f th

e w

ay

lan

gua

ge

is c

han

gin

g, e.g

. la

nguage is

ch

an

gin

g b

eca

use t

ime

s h

ave c

ha

ng

ed.

N

ow

we

all

text

each

oth

er

we u

se

a

sp

ecia

l la

ng

ua

ge lik

e C

+ 4

e4

t

In Q

5,

the

wri

ter’s v

iew

po

int

is c

lea

rly

iden

tified

; sta

tem

en

t (c

) is

se

lecte

d w

ith

so

me lim

ite

d e

xp

lan

ation

, e

.g. b

ecau

se h

e

do

esn

’t lo

ve

mo

bile

ph

on

es o

r h

ate

th

em

b

ut g

ives b

oth

sid

es o

f th

em

in t

he

art

icle

.

L4

In

Q4,

pu

pils

ide

ntify

on

e o

r tw

o r

ele

va

nt

po

ints

an

d s

up

po

rt t

he

m w

ith

a g

enera

lly

rele

va

nt

qu

ota

tio

n,

wh

ich

ma

y b

e

un

se

lective

or

lack fo

cu

s, e

.g.

On

e w

ay…

is

th

at

we

get

ob

se

sse

d a

bou

t b

ein

g in

to

uch

and

“be

ing

ru

ng a

ll th

e tim

e”.

In Q

1,

pu

pils

ma

ke

infe

ren

ce

s b

ased

on

th

e f

irst tw

o p

ara

gra

ph

s,

altho

ug

h t

he

y

ma

y n

ot

be

se

cu

rely

ro

ote

d in

the

te

xt,

e.g

. h

e fin

ds h

er

qu

ite

an

no

yin

g b

eca

use h

e’s

sittin

g n

ext to

he

r.

In Q

3,

so

me

str

aig

htfo

rwa

rd c

om

men

ts o

n

the w

rite

r’s s

tru

ctu

ral cho

ices a

re m

ad

e,

bu

t n

ot n

ece

ssari

ly c

ove

rin

g b

oth

part

s o

f th

e a

nsw

er,

e.g

. It

’s g

ood

to

sta

rt w

ith

Pa

t b

eca

use w

e fin

d o

ut a

bou

t h

er

life a

nd

it’s

inte

restin

g t

o h

ea

r a

ll th

e d

eta

ils.

In Q

2, answ

ers

pro

vid

e e

xp

lanation

s o

f tw

o o

r th

ree w

ord

s b

ut th

ese

ma

y focus m

ore

on

mean

ing than o

n the w

ay t

he

wo

rds h

ave

been p

ut to

geth

er,

e.g

. a

ppro

xim

eet

me

an

s t

o

ap

pro

xim

ate

ly m

eet.

The s

econd p

art

of th

e a

nsw

er

ma

y b

e

mis

sin

g o

r it m

ay b

e m

ore

descriptive

than e

xp

lana

tory

, e.g

. lo

ts o

f n

ew

w

ord

s a

re b

ein

g u

sed.

In Q

5,

so

me

str

aig

htfo

rwa

rd c

om

men

ts

sh

ow

so

me

aw

are

ne

ss o

f th

e w

rite

r’s

vie

wp

oin

t, e

.g. h

e d

oesn

’t r

ea

lly lik

e th

em

b

ut h

e d

oesn

’t h

ate

th

em

. A

nsw

ers

ma

y

dra

w h

ea

vily

on

the

wo

rdin

g fro

m t

he

sta

tem

en

t o

r on

the

ir o

wn

pers

ona

l e

xp

eri

en

ce

of

mob

ile p

hon

es.

B4

IE

Ove

rall

assessm

en

t (t

ick o

ne

bo

x o

nly

) S

ecu

re 6

L

ow

6

Se

cu

re 5

L

ow

5

Se

cu

re 4

L

ow

4

Be

low

4

Secondary

Nat

iona

l Str

ateg

yfo

r sc

hool

imp

rove

men

t


Exemplar responses

1. How does the writer feel about Pat (the woman on the bus) and how do we know?

Refer to the first two paragraphs in your answer and explain your ideas in detail (AF3).

Level 4: Response and commentary

Some straightforward deductions are made, each supported by a relevant quotation.


Comments develop some explanation of inferences that may be made about the writer’sattitude to Pat, with close reference to textual evidence.



Comment explores most of the evidence from the first two paragraphs relevant to thewriter’s attitude towards Pat, to make inferences that go well beyond the merelysuperficial.


2. The article contains some “made-up” words such as moby (paragraph 5), approximeet(paragraph 7), C+ 4 e4t (paragraph 8) and mobisodes (paragraph 12).

Explain how and why these words have been made. The first one has been completedfor you as an example (AF5)?


A straightforward explanation focuses mainly on the meaning of the chosen terms. Alsothere is some recognition of “derivation” and language change in the comment that“shorter or text writing” is different from “using proper language”.



Meaning and derivation are clearly explained for all three phrases and there is anawareness that language is changing in the description of the phrases as “new wordswhich we have made up” and “not really real words”.



A detailed explanation is given of meaning and origin of the three phrases. Furthercomment makes clear that the pupil has a broader understanding of the way in whichthese examples illustrate the contribution that increased use of mobile phones has madeto language change and development.


3. Re-read the opening of the article (from Pat, the woman in the grey denim jacket toany street in almost any city in paragraph 2) and the last paragraph (from As 3G takesoff to she’s ‘on the bus’) (AF4).

The article is about mobile phones but it begins and ends with Pat, the woman on the bus.

a. How does the way the woman on the bus is referred to in the first paragraph makean effective opening?

b. How does the way she is referred to in the last paragraph make an effective ending?


Comment shows an implicit awareness of the purpose of structural choices in that theopening reference to Pat creates an immediately recognisable scenario for the reader –“other people would experience it” – and the ending refers back to the point of listening to/finding out “personal things about strangers”.



This response shows general awareness of the purpose of the writer’s structural choices.The opening provides an immediately recognisable scenario which you can “relate to”and “Draws you in” and the ending refers back to continuing to “get annoyed whenpeople talk in public like the woman on the bus”, a reference that “ties the storytogether”.



There is an awareness that the opening creates an indirect introduction to the main topic– “never actually stresses the article is about mobiles” – in a way that, by “personalisingit”, engages the reader, “so you will relate to it”. Although comment on the impact of the ending is less precise, it recognises that the reader is re-engaged by “making itpersonal” through the reference to the typicality of the woman on the bus – “everyonemust know one” – and so overall this response just fulfils the criteria, moving implicitlytowards generalisation.


4. Here is an example of one way in which mobile phones have changed people’sbehaviour.

Find two more examples and support each with a quotation from the text. Set youranswer out in the chart below (AF2).


There is recognition of one straightforward way in which mobiles have changed people’sbehaviour – “we communicate more” – and this is supported by a generally relevantquotation, although further comment largely repeats the basic point that “our minds andlives are completely different with mobiles”.

One way in which mobile phones have changed people’s behaviour is that weare no longer embarrassed about talking in public. For example, “we overhearhalves of conversations, often the most private details of strangers’ lives”. Thisshows that whereas in the past this kind of behaviour was considered badmanners, it now seems quite acceptable.



Two relevant points are identified and each is supported by a well-chosen quotation anda brief but appropriate summative comment.



Two relevant points are identified, with each supported by an apt and precisely chosenquotation and clarified and elaborated in some detail.


5. Which of the following statements best describes the writer’s attitude towards mobilephones? Tick one box (AF6).


Statement (c) is correctly identified and comment indicates straightforward recognition ofthe ambivalence of the writer’s viewpoint – “how irritating other people’s voices can be”,but “mobiles are good”. Further development of points relies largely on a generalisedrecycling of bits of information from the article.



Statement (c) is correctly identified and comment indicates a clear understanding, rootedin the text, that the writer’s viewpoint not only encompasses “examples that are againstthat growth & commoness of the mobile phone” but also “states a lot of theadvantages”.



Statement (c) is correctly identified and supported by a developed explanation thatincludes relevant references to the text to demonstrate how the writer’s viewpoint bringstogether various aspects of and perspectives on the use of mobile phones.

These materials have been developed by QCA in partnership with the Secondary National Strategy.

The help provided by the teachers and pupils who have trialled the materials as part of the Monitoring Pupils’ Progress in English project has been invaluable.

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I’ll give you a bell English subject leaders and Year 9...

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