Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
1
Newspapers and magazines
Activities
Electronic activity 1
Look for definitions and effects which suggest:
 using only keywords
o mainly verbs and nouns; grammatical words (‘the’, ‘in’, ‘of’, etc.) are omitted
o makes space to increase size and impact of headline
 focus on human interest
o effect or impact on people is emphasised
o increases reader’s emotional reaction to story (e.g. compare Building Collapses with
Building Collapses on 85 Year-Old Woman)
 use of present tense
o although event is inevitably in the past, present tense is used; compare collapses and
collapsed
o gives sense of immediacy and relevance to now
 emotive language choice
o language specifically chosen to create an emotional response from the reader
o exaggerates drama of story (e.g. compare Building Falls Down with Building
Collapses)
 use of alliteration
o two or more words near each other containing the same consonant sound (Collapsing
Building Buries 85 Year-Old Betty)
o adds impact/drama to the headline.
Student Book page 6
Activity 1: Exploring newspaper headlines
Student worksheet 1.2
1
Suggested answers
Newspaper headlines are designed to catch the reader’s attention/summarise the story. A
good newspaper headline is probably no more than 5–7 words long. It might be as short
as one word. Headlines are short and snappy because the sub-editors leave out words
that are unnecessary/less important.
2
Possible comments
Snappy and dramatic: A, F
Unexciting: B, I (note the weakening effect of an apparently emphatic really)
Long-winded: C, E
Inappropriately jokey: D, H, J
Uses past tense: G
Activities
38
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
1
Newspapers and magazines
Student Book page 7
Activity 2: Unpicking newspaper headlines
Student worksheet 1.3
Suggested answers
Ingredient
Rating 1–4 Example A–J
Written in the present tense.
3
A, D, F, G, I, J*
Refer to a person involved in the story (= human
interest).
3
A, B, H, I
Uses emotive words like ‘crisis’, ‘victim’, ‘clash’, ‘fatal’,
‘fury’.
3
B (much-loved),
D (hits),
G (sparks, war)
Leaves out any unnecessary words like ‘the’ and ‘a’.
4
A, B, D, E, F, G,
H, I, J
Aims to make the story sound dramatic.
3
A, C, D, E, G, H, I
Uses alliteration (repeating letters at the start of words
– e.g. ‘football fury’).
2
B, E, G, I
Uses puns and word play (e.g. bad film review titled
‘Star Bores’).
2
C
*Note that while all the headlines are implicitly in the present tense, these are the headlines
which explicitly use a main verb.
Student Book page 8
Activity 1: Looking at a poorly written news story
Student worksheet 1.4
2
Suggested improvements
a
b
c
d
The headline is long-winded; can be shortened (e.g. School Meals Shaken Up) or rewritten using criteria from Student Book page 6.
There are problems with the structure beyond their order: paragraphs 5 and 6 repeat
paragraph 1; the key information is spread disjointedly throughout the article.
The quotations are long-winded; the final quotation from the Year 9 boy is
unnecessary.
Sentences are long-winded, particularly in the first paragraph, containing a lot of
irrelevant detail (e.g. ‘just across the railway line’ in second paragraph).
Student Book page 9
Activity 2: Advice for writing and improving articles
Student worksheet 1.5
Possible answers
2
a
b
The headline is more snappy, using alliterative wordplay (‘Chips face chop’).
The first paragraph is dramatic (‘for ever’) and clearly summarises the article.
Details of the headteacher given clearly using a ‘label’.
Repetition of ‘strict’ (line 1 and 6); could give more details of when guidelines come
into force; could include relevant quote from student.
Activities
39
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
1
Newspapers and magazines
Student Book page 9
Assess your progress
Student worksheets 1.6 and 1.7
Model text
Short snappy headline
1st paragraph sums up story
Explains why this is happening
Adds details and background
Teenage knitting club
Local school, Grandpont High, is offering students
the opportunity to attend an after school knitting
club.
The club produces blankets and items of clothing
which are sold to raise money for local charities.
The school already provides a wide range of after
school clubs, covering the usual sports, drama,
dance and music, but the new knitting option is
proving very popular. Since it started in September,
fifteen boys and girls have been regularly attending
and have already raised nearly £50.
Quotation with label
Technology teacher and knitting expert, Gail
Peason, 32, says: ‘Knitting is something most of us
have forgotten about. It’s great to see the kids so
enthusiastic about it – and doing something for
local charities.’
Final paragraph encourages
support
Any donations of wool or offers of expertise can be
sent to the school, or left at the school’s reception
desk.
Student Book page 10–11
Activity 1: Understanding and interpreting an article
Suggested answers
1
2
a
b
c
d
e
f
g
a
Gulval
Forty minutes
Property developer, Adam Gibbard
Twelve
Lincolnshire and Warwickshire
Any one of: a cargo container hurled into the air; a baby thrown across a bedroom;
cars stranded in Doncaster; two houses in Finningley hit by lightning.
Paul Knightley from PA WeatherCentre.
i
It contains smaller, grammatical words, e.g. ‘and’, ‘a’; because it is intended to
sound like a quotation from a weather report.
Activities
40
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
Newspapers and magazines
1
b
c
d
e
Where (an unnamed ‘county’); What (‘extreme storms’).
Cornwall [where] was struck by a mudslide and a tornado within the space of an
hour, affecting hundreds of people [who], as extreme storms ravaged Britain
yesterday [when].
Short paragraphs help to hold the reader’s attention, clearly separating each piece of
information.
lashed: hit, occurred
hurled: threw, lifted
ripping: pulling, taking out
destroying: damaging, breaking
The first example is more informal: e.g. the word ‘mucky’; the second uses more
formal, technical language, e.g. ‘low pressure’.
i
ii
Student Book page 11
Assess your progress
Student worksheet 1.7 and 1.8
Student Book page 14
Activity 1: Reading the same story in different newspapers
Student worksheet 1
Suggested answers:
1
a
b
c
d
e
f
g
Guardian: Sam Jones; Mirror: Graham Brough.
They told the same joke to 4000 people in eleven different regional accents.
Received pronunciation.
Brummie, Liverpudlian and Geordie.
A posh accent.
The Mirror tells us that the survey was done for he Paramount Comedy Channel; the
Guardian tells us that Harbidge works for the University of Aberdeen.
The Brummie accent sounds the most stupid; Yorkshire the warmest (which makes it
more suitable for humour than a ‘cold’ accent); Cockney accents are more suited to
risque humour.
Student Book page 14
Activity 1: Reading the same story in different newspapers
Student worksheet 1.9
Suggested answers
a
Text A: the
Guardian
Text B: the
Mirror
How many words are there in the headline?
8
4
How many words are there in the first
paragraph?
38
17
How many words are there in the second
paragraph?
51
20
Activities
41
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
Newspapers and magazines
1
Write down any words from the whole article
that you either do not know or are not very
familiar with.
Postcode lottery
Typified
Lilting
Respectively
Deemed
Which newspaper has more of these
unfamiliar words?
b
Students may not
associate ‘twang’
with accent

however: but
reflected: showed, demonstrated, followed
perceived: thought of, seen as
deemed to be: thought to be, considered to be
c
Mirror
Guardian


The research was done for the
Paramount Comedy Channel.
Examples of people with a Liverpudlian
and Geordie accent.






f
Eleven accents were used for the
research.
Geordie and Liverpudlian were second
and third most unintelligent sounding.
Why the particular joke was chosen.
The accents that did less well in the
survey.
Cockney accents are good for risqué
humour.
More percentages are given.
The audience for the Guardian is perhaps looking for more detailed information, more
statistical evidence, and is prepared to read more, and in more detail, to get it. The
Mirror reader may have a smaller vocabulary, be less prepared to read large amounts
of text and have less time for reading.
Student Book page 15
Assess your progress
Student worksheet 1.10
Student Book page 16
Activity 1: Exploring feature articles
Student worksheet 1.11
Suggested answers
Cutting
News or feature?
Text-type
Purpose
A
Feature
Opinion piece
Inform
B
News
News article
Inform
C
Feature
Review
Inform/persuade
D
Feature
Opinion piece
Persuade
E
Feature
Food writing
Persuade/entertain
F
Feature
Celebrity gossip
Inform/entertain
Activities
42
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
Newspapers and magazines
1
G
Feature
Opinion piece
Persuade
H
Feature
Leader article
Persuade
I
News
Sports report
Inform
Student Book page 19
Assess your progress
Student worksheet 1.12
Student Book page 20–21
Activity 1: Studying information in feature articles
Suggested answers
1
a
b
c
2
d
e
a
b
c
d
e
Any three of the following.
 Every year, people in Britain catch the flu virus.
 Global diseases … that spread around the world are called pandemics.
 The Black Death killed 75 million people.
 The chances of most of us catching bird flu are small.
 Humans must be in close contact with a sick bird to catch bird flu.
 Coughs and sneezes spread diseases, including bird flu.
 Sneeze spray can travel at 60mph and land 10m away.
 One sneeze can project 180,000 flu germs into the air.
 Flu germs enter humans through the nose, mouth and eyes.
Humans must be in close contact with a sick bird to catch bird flu.
The bird flu virus could attach itself to the human flu virus and mutate, making it a
virus which can be passed between humans.
Don’t touch your face.
Always cough or sneeze into a handkerchief.
All of the above facts are used to inform.
The final section (‘Use your hankie’) consists of sentences that persuades or advise.
Look for answers containing dramatic or sensationalist language: horror, danger, fear,
death, etc.
The way the writer has constructed the sentence seems to suggest that it is sad that
death can be avoided rather than it is sad that there are many deaths.
Subheadings are like signposts, guiding the reader on what they will find next in the
article.
Young people.
3
Example
An informal
everyday word or
phrase
Activities
We humans,
shock-horror, etc.
Why the writer
chose to use them
How they suit the
audience
To create an informal,
friendly tone, more
likely to encourage the
reader to follow the
advice.
To be understood by
and appeal to younger
readers.
43
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
1
Newspapers and magazines
A technical or
scientific word
pandemic
Suggests the writer
knows what s/he is
talking about.
Limited use of a
technical term, clearly
explained, for a
younger audience.
A statement
The majority of
sentences in the
article are
statements.
Used to give the reader
factual background and
information to support
the advice at the end of
the article.
To present a complex
and frightening subject
calmly and
informatively.
An instruction
The majority of
sentences in the
‘Use your hankie’
section are
instructions.
Used to advise the
reader on how to avoid
bird flu.
Younger readers
always benefit from
good advice!
Student Book page 21
Assess your progress
Student worksheet 1.13
Student Book page 22–23
Activity 1: Exploring specialist writing
Sample answers
Text A is from a general publication. The two main clues in the text are it uses description and
dialogue like a story and non-technical language (‘black splodges’).
Text B is from a specialist publication. The two main clues in the text are it uses a lot of
technical language (synonym, temperate) and is written very formally.
Text C is from a general publication. The two main clues in the text are it uses a mixture of
formal and informal (e.g. ‘kids’) language and it is a news story about humans and a range of
animals, not one in particular.
Text D is from a specialist publication. The two main clues in the text are it uses a lot of
technical language (micro reef systems) and detailed facts/numbers (45 1/10 gal).
Text E is from a specialist publication. The two main clues in the text are it is aimed at people
who want to keep fish and it offers advice.
Text F is from a specialist publication. The two main clues in the text are it gives lots of
statistics and lots of detailed facts.
Student Book page 24
Activity 2: Reading a specialist article
Suggested answers
1
2
a
b
c
d
a
b
c
How to use your mountain bike skills outdoors, not in a skate park.
Park riding is for BMXs. Mountain biking should be done somewhere more suitable.
An abbreviation of ‘Naturally’.
It’s great to watch and fun to do.
Technical terms are used, e.g. ‘sprint’, ‘blunt’, ‘hop’, etc.
He’s good at it!
He loves riding them, but wants to ride his mountain bike somewhere more suitable.
Activities
44
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
1
d
e
f
g
Newspapers and magazines
‘Britain’s most versatile rider’; ‘a seamless progression of moves’; ‘a pleasure to
watch’.
e.g. ‘Chris Smith loves riding skate parks’.
‘Once he’s in the zone the riding becomes a seamless progression of moves.’
What the article is about.
Describes Chris Smith’s skills in a skate park.
Chris has got a complaint.
Chris’s complaint is explained.
Student Book page 25
Activity 3: Writing for a specialist audience
Student worksheet 1.14
Student Book page 25
Assess your progress
Student worksheet 1.15
Student Book page 26
Activity 1: Examining a bad review
1
Possible answers



2
Unimaginative and uninteresting choices.
It makes it too personal; a review should try to sound more impartial.
The structure is unclear and disorganised.
Possible opening sentences



Once just another face in the background of Take That, Robbie Williams …
[background information]
Featuring nineteen songs from the last thirteen years, Robbie Williams’ Greatest Hits
is … [details]
From one of the greatest live performers in living memory comes the Greatest Hits
album we’re been waiting for … [opinion]
Activity 2: Examining a review
Possible answers
1
2
3
4
5
To give background information on Williams’ past and details of the album.
Williams is well liked by the public [‘into the hearts of the nation’] and adored by many
[who have his poster on their ‘bedroom walls’].
After thirteen years … leaving Take That … After five studio albums … Track 1 is ‘Old
Before I Die’ … track 2 is ‘Angels’.
For example:
 ‘interesting dance routines’
 ‘… isn’t one of those artists whose singles are great but the rest of the album isn’t
much cop’
 ‘… Sing When You’re Winning probably … the weakest …’
A review should highlight strengths and weaknesses in detail; not just give an overall
opinion.
Activities
45
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
1
6
Newspapers and magazines
Although negative points are made, there is a lot of positive language, e.g. stand-out
tracks.
Student Book page 27
Activity 3: Writing a review
Student worksheet 1.16
Student Book page 28–29
Activity 1: Exploring opinions and style
Suggested answers
1
2
3
a
b
c
d
a
b
c
d
e
a
b
c
d
The engine is turbo charged, fast, thrilling.
Feels harsh to drive.
Autocar: 9; Times: 2; Auto Express: 8
Autocar: 1; Times: 3; Auto Express: 0
Auto Express
The Times
The Times (its balance is negative compared to the bias of Autocar and Auto
Express).
Ensure students explain their opinion.
The language in The Times is the most advanced.
Comfort (‘extremely comfortable’); price (‘not much more comfortable than other less
expensive models’); appearance (‘may not be to everyone’s taste’).
All are quite balanced. Emphasise to students the importance of their explanation.
Reviews can: help compare similar products; give a balance of good and bad points,
where advertising only gives the former; give information on products which you may
not have known about.
Again, ensure students clearly explain their opinion.
Student Book page 29
Activity 2: Write a review
Student worksheet 1.17 and 1.18
Student Book pages 30–31
Activity 1: Exploring sports journalism
Student worksheet 1.19 and 1.20
Suggested answers
2
1
… uses dramatic language to
grab our interest.
… made two killer putts (Text
A)
… powered relentlessly (Text
B)
Activities
2
… makes the player sound
like a hero.
… made two killer putts (Text
A)
Victory… battle (Text C)
3
… gives the writer’s own
opinion.
Tiger Woods ran away with …
(Text A)
46
Interactive Non-Fiction and Media Teacher’s Guide
Unit 1 Newspapers and magazines
1
Newspapers and magazines
4
… uses some technical
language.
putts; major; under par (Text
A)
5
… uses jokes or puns.
No examples of puns in the
three newspaper reports
provided
6
… tells us when the match or
contest took place (e.g.
‘yesterday’).
yesterday (Text A)
on Saturday (Text B)
7
… tells us what the sport was.
World MotoGP (Text C)
8
… gives us some history on
how the team or player have
done.
12th major of his career (Text
A)
… first time in eight years …
fourteen years (Text B)
9
… tells us where the event
took place.
Denmark (Text B)
Czech Republic (Text C)
Student Book page 32–33
Activity 2: Reading sports journalism
Student worksheet 1.21
Suggested answers
1
2
b/c
a
b
c
d
e
f
a
‘gets up early’; ‘exasperated by any delay’; ‘doesn’t wait for applause’, etc.
She moves swiftly and smoothly.
She treats the game like a gun fight.
wilting, shame-faced.
Gaby Sabatini.
Gaby loses; Steffi wins.
The writer clearly admires her determination (see question 1a)
Statement
Agree/Disagree
Quotation
A
Agree
‘She wants to win every set to love’
B
Agree
‘a miracle of speed, balance’
C
Agree
‘She never smiles’
D
Disagree
E
Disagree
F
Agree
‘return to her winning ways’
i
‘She looks like a skater’
ii ‘It’s hard to talk right now’
iii ‘And we’ll never know what.’
e Graf is a very determined player; she loses suddenly and surprisingly to Sabatini
To inform and entertain; also contains some description.
d
3
Student Book page 33
Activity 3: Writing sports journalism
Student worksheet 1.22 and 1.23
Student Book page 34
Assessment task
Student worksheet 1.24 and 1.2
Activities
47