3 Developing an extended response

Assessment objectives IGCSE examination

AO1 Reading • Paper 2 Question 1
R1 Demonstrate understanding of explicit meanings
R2 Demonstrate understanding of implicit meanings and attitudes
R5 Select for specific purposes
AO2 Writing
W4 Use register appropriate to audience and context

Differentiated learning outcomes Resources

• All students must complete a draft extended response in • Student Book:
journal form written from Alfredo’s point of view (Grade D). pp. 162–5
• Most students should include both information from the • PPT: 6.3a
passage and their own ideas to show creativity in their • Worksheets:
journal entry (Grade C/B). 6.3a What’s implied?
• Some students could write a journal entry with a distinct, 6.3b Journal or diary writing plan
original voice in a way that addresses all the content and
style requirements (Grade A). Other Student Book pages
• Exploring
responses:
extended
response
tasks/Paper 1,
pp. 174–9

Exploring skills
Organise students into groups of three or four to read the passage in Q1. If four per
group, divide the text into four roughly equal chunks to read it; or, if three per group,
read it as a dramatized narrative – one person (the most skilled reader) reads the
narration, while the remaining two read the spoken words of the writer and Alfredo.
Before they start Q2, ensure that students understand the distinction between ‘explicit
meaning’ and ‘implicit meaning’. Students can then work on their own for 5 minutes
to jot down the explicit information from the passage. You may also need to support
students by explaining vocabulary such as ‘per capita income’ (how much each person
earns) or ‘just perceptible’ (difficult to see or make out).
Explicit information for this passage means what happens in terms of events.
Example responses from class feedback could include:
• Alfredo makes the writer remove his watch.
and directed writing questions
Chapter 6 Extended response

• They discuss how to buy tickets and what sort/type.

• Alfredo forces his way to the front of the queue, and comes back with tickets.
• They go into the stadium having been searched at the entrance.
• They sit on the concrete steps.
• The author observes the different sections of the ground and crowd.

Give extra challenge by asking students to think about all the other potential stories
that could have been told here. Who else could have narrated these events? How
would it have been different? (Ask students, for example, how this story would have
been told by one of the ‘Balcony’ people, or one of the players or managers.)

94 • Lesson 3 © HarperCollins Publishers 2013

 Building skills
Students can return to work in threes or fours for Q3. As a way of guiding the
discussion, they can use Worksheet 6.3a, which provides some possible inferences for
each point. The most likely inferences are:
1=C This applies to all groups, whereas it is not true that all Salvadorean society is
‘passionate about football’ – are the Balcony people? Also, not all the crowd
are ‘like animals’.
2=D The writer is clearly ‘fascinated’, as much of his description is taken up by
observing their behaviour. He is possibly also ‘frightened’ as his description
of the plateau suggests it is a ‘sight more terrifying than the Suns’.
3=A Alfredo is streetwise; he tells the author to hide his watch, acquires tickets
with ease and looks out for the author in general.
Encourage students to back up their interpretations with reference to the language
from the text, as shown above.
For Q3, groups can decide on their inferences and then suggest them through a
spokesperson who feeds back to the class as a whole via a short plenary.

Developing skills
Display the task in Q4 on PPT 6.3a and ask for suggestions from the class for the key
words and what they tell us about:
• the role/voice (‘Alfredo’)
• the form, audience and purpose (‘journal entry’ – so for himself, reflecting on the
day)
• what to include (‘about the day’, and as set out by the bullets in the task itself).
Q5 acts as preparation for the writing response in Q7, so it is important that pairs
work carefully on the set questions. It also links back to the Extra challenge earlier in
this lesson, in which students consider different narrative perspectives. Possible
responses include:
• Alfredo knows his way around – through showing how to get tickets quickly,
which tickets to buy, what Paul should look out for (i.e. touts).
• He says that ‘most of the people’ are ‘thieves’, but he might only be referring to the
touts and those outside the stadium, not Salvadoreans as a whole.
• He’s very excited as he could not ‘hope’ to see this game in Santa Ana.
• Alfredo’s voice is clear and confident, but wary, too, seeing potential problems.
He uses short, imperative sentences, ‘Take your watch off’, but there is also pathos
– and personal excitement – in his reflection ‘I could never see such a game…’.

Give extra support by reminding students that they have already made inferences
about Alfredo when completing the worksheet. These can feed into this task here.
and directed writing questions
Chapter 6 Extended response

Feed back by asking students to sum up their overall ideas about Alfredo, and how
they might show this in their answer, as exemplified in the Band 1 example on
Student Book p. 164.

Applying skills
Students should work independently to plan their response in Q6 and then draft it for
Q7 (which can be completed as homework).

Give extra support by giving out Worksheet 6.3b to assist some students as they
tackle Q7. This contains a journal/diary writing frame based on the plan on Student
Book p. 165.

© HarperCollins Publishers 2013 Lesson 3 • 95

 Towards To ensure a top mark, focus on the ‘voice’ of the character, perhaps using a greater
A/A* range of punctuation and variety of sentence lengths to demonstrate excitability.
and directed writing questions
Chapter 6 Extended response

96 • Lesson 3 © HarperCollins Publishers 2013