Many magazines and newspapers publish articles based on interviews with famous people stars of stage, screen or sport like the one you ve just read. A. Which theatre, TV, film or sports star would you like to interview and write an article about? Remember to use full sentences with correct punctuation and subject/verb agreement in your answers. 1. Why would you like to interview this star?... 2. Where would you meet your star?...... 3. What do you know already about your star?... March 2013. Kindly contributed by Jacqueline Stamp, Kent Adult Education. Search for Jacqueline on www.skillsworkshop.org Page 1 of 5
B. Using the internet, books, magazines or any other source of information, try to find out five more facts about your star. List the five facts below. 1....... 2....... 3....... 4....... 5....... C. List five questions that you would like to ask your Star OPEN QUESTIONS require a detailed answer and explanation. CLOSED QUESTIONS can be answered with a simple yes or no. Use OPEN QUESTIONS for your interview. 1.... 2.... 3.... 4.... 5.... D. Summarise your questions in a letter inviting your star to an interview. Use the template on page 3. March 2013. Kindly contributed by Jacqueline Stamp, Kent Adult Education. Search for Jacqueline on www.skillsworkshop.org Page 2 of 5
To: From: Date: Dear Paragraph 1: Introduce yourself and say that you are a freelance reporter. Paragraph 2: Ask your Star if you can meet him or her for an interview. Suggest a date, time and venue. Paragraph 3: Introduce and summarise the questions you would like to ask your star at the interview. Paragraph 4: Thank your Star for taking the time to read your letter, and sign off. March 2013. Kindly contributed by Jacqueline Stamp, Kent Adult Education. Search for Jacqueline on www.skillsworkshop.org Page 3 of 5
Writing an article Level 1-2 Task 1: Look at the examples of magazine articles provided. Discuss with a partner: How are they alike? How do they differ? How are they set out on the page? What sort of language do they use? What features do they use to attract readers? Task 2: Using the information and questions on your Star Interview worksheet, write an article about your chosen star. You will need to make up the answers to your questions or ask a friend to pretend to be the star and answer the questions for you. You will need to set your article out in the following way. Title to attract the readers' attention Standfirst / Strapline this is a short summary of the article and should make the reader curious enough to read the whole article summarise what the article is about include a by line (give your name as the writer of the article) Introduction this paragraph should tell the reader who the article is about where you met him or her why you wanted to meet him or her Several paragraphs that give information about the star put the most interesting, important or relevant facts first and the less important details at the end. Remember to use full sentences with accurate spelling correct subject verb agreement accurate punctuation Make your article long enough to fill at least one side of A4 paper Add a photo of your star if you can March 2013. Kindly contributed by Jacqueline Stamp, Kent Adult Education. Search for Jacqueline on www.skillsworkshop.org Page 4 of 5
Star Interview and Article Curriculum mapping Coverage and range statements provide an indication of the type of content candidates are expected to apply in functional contexts. Relevant content can also be drawn from equivalent (school) National Curriculum levels and the Adult Literacy standards. indicates the main coverage and range skills that are (or can be) covered in this resource. However, these will vary with the student group and how the resource is used by the teacher. Reference: Ofqual (2009), Functional Skills criteria for English: Entry 1, Entry 2, Entry 3, level 1 and level 2. http://www.ofqual.gov.uk/ Level 1 Functional Skills English Speaking, Listening and Communication skill standard: Take full part in formal and informal discussions and exchanges that include unfamiliar subjects. a) Make relevant and extended contributions to discussions, allowing for and responding to others input b) Prepare for and contribute to the formal discussion of ideas and opinions c) Make different kinds of contributions to discussions d) Present information/points of view clearly and in appropriate language (Exchange practice can be used to prepare for task 2, page 4) Writing skill standard: Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose & audience. Weighting in formal assessment: a c 55 60%, d e 40 45%. a) Write clearly and coherently, including an appropriate level of detail b) Present information in a logical sequence c) Use language, format and structure suitable for purpose and audience d) Use correct grammar, including correct and consistent use of tense e) Ensure written work includes generally accurate punctuation and spelling and that meaning is clear Reading skill standard: Read and understand a range of straightforward texts a) Identify the main points and ideas and how they are presented in a variety of texts b) Read and understand texts in detail c) Utilise information contained in texts d) Identify suitable responses to texts Level 2 Functional Skills English Speaking, Listening and Communication skill standard: Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations a) Consider complex information and give a relevant, cogent response in appropriate language b) Present information and ideas clearly and persuasively to others c) Adapt contributions to suit audience, purpose and situation d) Make significant contributions to discussions, taking a range of roles and helping to move discussion forward Writing skill standard: Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively. a) Present information on complex subjects clearly and concisely b) Present information/ideas concisely, logically, and persuasively c) Use a range of writing styles for different purposes d) Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively e) Punctuate written text using commas, apostrophes and inverted commas accurately f) Ensure written work is fit for purpose and audience, with accurate spelling and grammar that supports clear meaning Reading skill standard: Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions a) Select and use different types of texts to obtain and utilise relevant information b) Read and summarise, succinctly, information/ideas from different sources c) Identify the purposes of texts and comment on how meaning is conveyed d) Detect point of view, implicit meaning and/or bias e) Analyse texts in relation to audience needs and consider suitable responses ** This resource also covers many adult literacy curriculum http://www.excellencegateway.org.uk/sflcurriculum elements. March 2013. Kindly contributed by Jacqueline Stamp, Kent Adult Education. Search for Jacqueline on www.skillsworkshop.org Page 5 of 5