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KS3 · Grammar

Y8.7 Tone and Register

Calculators not allowed · about 50 minutes

Name: _______________________________ Date: ____ / ____ / ______

Answer ALL questions. Show all your working.

Two Messages About Sports Day

Written specifically for this worksheet as two original, contrasting texts about the same event, for register comparison practice.

Text A: an email from a Head of Year to parents

Subject: Sports Day - Volunteers Required

Dear Parents and Carers,

I am writing to invite you to volunteer at this year's Sports Day, which will take place on Friday 10th July. Volunteers will be needed to help time events, hand out equipment and supervise the refreshment stall. If you are able to help, please complete the attached form and return it to the school office by Wednesday.

We are always grateful for the support of our school community, and I do hope that as many of you as possible will be able to join us.

Yours sincerely,

Mrs Osei, Head of Year 8

Text B: a chat between two students

Amara: hiya!! u coming to sports day on fri?? gonna be SO fun lol

Priya: yeah defo, my mum's helping out on the drinks stall haha

Amara: omg same, mine's doing the timing thing

Priya: cant wait, we're gonna smash the relay this year

Amara: 100%!! see u there

Look again at Text A and Text B. For each word or phrase below, identify whether it belongs to a FORMAL or an INFORMAL register.

(a)'I am writing to invite you' (Text A)(1)

(b)'hiya!!' (Text B)(1)

(c)'Yours sincerely' (Text A)(1)

(d)'gonna be SO fun' (Text B)(1)

Which single feature of Text B most clearly signals an informal register?

A) The subject line at the start
B) Abbreviated, chatty spelling such as 'gonna' and 'defo'
C) The use of full sentences throughout
D) The name of the sender at the end

Which word could replace 'gonna' if Text B were rewritten in a formal register?

A) going to
B) gonna
C) gunna
D) goin' to

Explain how the register (level of formality) of Text A shows you who Mrs Osei is writing to, and why she has chosen that register.

(2)

Identify two more words or phrases in Text A (other than those already used in Question 1) that help to create its formal, polite tone.

(a)First word or phrase(1)

(b)Second word or phrase (different from part a)(1)

Explain the effect of the exclamation marks and the abbreviated spelling (such as 'u', 'fri' and 'gonna') on the tone of Text B.

(2)

Which pair correctly matches an informal word from Text B with its most appropriate formal equivalent?

A) 'defo' - 'defiantly'
B) 'gonna' - 'going to'
C) 'smash' - 'destroy'
D) 'haha' - 'happily'

Complete the table by giving a more formal equivalent for each informal word or phrase from Text B.

(a)gonna(1)

(b)yeah(1)

(c)mum's(1)

(d)cant wait(1)

(e)smash(1)

Rewrite this line from Text B in a formal register, suitable for a letter to a head teacher: 'cant wait, we're gonna smash the relay this year'

(2)

Rewrite this sentence from Text A in an informal register, as if a student were texting a friend: 'I am writing to invite you to volunteer at this year's Sports Day.'

(2)

Explain why contractions such as 'cant' and 'we're' are appropriate in Text B but were avoided in Text A.

(2)

Which modal verb phrase is most appropriate for a formal letter asking someone for help?

A) Could you possibly...
B) Can you...
C) You gotta...
D) Gimme a...

Read this paragraph from a draft letter to a local council.

'Dear Sir or Madam,

I'm writing to you cos I reckon the skate park near our school should be fixed up. Loads of kids use it every day but half the ramps are broken lol. It would be totally awesome if you could sort it out soon. Thanks so much!!

Yours faithfully,
Jamie Chen'

Identify THREE words or phrases in this paragraph that are too informal for a formal letter to a council.

(3)

Correct three of the informal words or phrases below by replacing each with a more formal equivalent.

(a)cos(1)

(b)reckon(1)

(c)Loads of kids(1)

Rewrite the whole paragraph from Question 13 as a consistently formal letter to the council. You do not need to invent new content - correct the register throughout so that it matches the formal opening and sign-off already given.

(6)

A school wants to tell students that the canteen will be closed on Friday. Write ONE sentence giving this information in each of the two registers below.

(a)A formal register, suitable for a whole-school newsletter.(2)

(b)An informal register, suitable for a text message to a friend.(2)

Write a short, formal paragraph (60-90 words) for the school newsletter, explaining to parents why they should consider volunteering at Sports Day. Use a polite, formal register throughout, with no contractions or slang.

(8)

Write an informal text message (40-60 words) to a friend, inviting them to help you organise a class bake sale. Use an informal, friendly register throughout, including at least one abbreviation and one exclamation mark.

(6)

Look back at your answers to Questions 17 and 18. Explain TWO differences between the register you used in each piece of writing.

(3)

Write a short speech (approximately 80-110 words) that you would deliver to your class, encouraging them to take part in Sports Day. Your speech must include: one example of direct address to your audience (e.g. 'you', 'we'), one rhetorical question, and at least one formal or semi-formal vocabulary choice, alongside a tone that is enthusiastic but appropriately measured for a school audience. Underline each of the first three required features in your answer.

(10)

Mark scheme · Y8.7 Tone and Register

Question 1

(a) B1 formal
(a) Answer: formal
(b) B1 informal
(b) Answer: informal
(c) B1 formal
(c) Answer: formal
(d) B1 informal
(d) Answer: informal

Question 2

B1 B
Answer: B

Question 3

B1 A
Answer: A

Question 4

B1 identifies that the polite, formal register (e.g. 'Dear Parents and Carers', 'Yours sincerely') suits an adult audience the writer does not know personally
B1 links this to purpose, e.g. asking parents for a favour (volunteering) requires a respectful, professional tone so the request is taken seriously (oe)
Answer: The formal, polite register (e.g. 'Dear Parents and Carers', 'Yours sincerely') shows that Mrs Osei is writing to parents and carers she does not know personally; because she is asking them for a favour, a respectful, professional tone is needed so her request is taken seriously.

Question 5

(a) B1 any accurate formal phrase from Text A, e.g. 'I do hope', 'grateful for the support', 'please complete', 'the attached form' (oe, any one accepted)
(a) Answer: e.g. 'I do hope that as many of you as possible will be able to join us'
(b) B1 any different accurate formal phrase from Text A, e.g. 'grateful for the support of our school community', 'please complete the attached form', 'Volunteers will be needed' (oe)
(b) Answer: e.g. 'We are always grateful for the support of our school community'

Question 6

B1 identifies that the exclamation marks and abbreviated spelling create an excited, casual, energetic tone
B1 develops this, e.g. the features mirror real spoken speech between close friends, showing that the message is private and informal rather than official (oe)
Answer: The exclamation marks and abbreviated spelling create an excited, casual tone; they mirror the way close friends actually speak to each other, showing that the message is private and informal rather than an official communication.

Question 7

B1 B
Answer: B

Question 8

(a) B1 going to, oe
(a) Answer: going to
(b) B1 yes, oe
(b) Answer: yes
(c) B1 my mother is / my mother has, oe
(c) Answer: my mother is
(d) B1 I am looking forward to it / I cannot wait, oe
(d) Answer: I am looking forward to it
(e) B1 perform very well / do extremely well, oe
(e) Answer: perform very well

Question 9

B1 all contractions and informal words removed (e.g. cannot, we are, going to, perform well)
B1 resulting sentence is fluent, grammatically correct Standard English, cao
Answer: I am looking forward to it; we are going to compete extremely well in the relay this year.

Question 10

B1 at least two informal features used (e.g. contraction, abbreviation, chatty exclamation or greeting)
B1 resulting sentence keeps the original meaning and reads naturally as informal speech, cao
Answer: hiya, fancy helping out at sports day this year? would be so good if u could!

Question 11

B1 identifies that contractions suit the informal, spoken-like register used between friends in Text B
B1 explains that formal writing to an unfamiliar or professional audience avoids contractions to sound more precise, careful and respectful (oe)
Answer: Contractions match the quick, spoken-like register friends use when chatting, which suits Text B; Text A is addressed to parents the writer does not know personally, so full forms are used to sound more precise, careful and respectful.

Question 12

B1 A
Answer: A

Question 13

B1 any one of: 'cos', 'reckon', 'Loads of kids', 'lol', 'totally awesome', 'sort it out', 'Thanks so much!!'
B1 any different one of the same list
B1 any different third one of the same list
Answer: Any three of: 'cos', 'reckon', 'Loads of kids', 'lol', 'totally awesome', 'sort it out', 'Thanks so much!!'

Question 14

(a) B1 because, cao
(a) Answer: because
(b) B1 believe / think, oe
(b) Answer: believe
(c) B1 Many pupils / A large number of young people, oe
(c) Answer: Many pupils

Question 15

Level 0 (0): No accurate corrections made; the informal register remains largely uncorrected throughout.
Level 1 (1-2): One or two informal words or phrases corrected; the letter remains inconsistent in register overall.
Level 2 (3-4): Most informal features corrected, with an occasional lapse in formality or fluency.
Level 3 (5-6): All informal features corrected accurately; the letter reads as fluent, consistently formal Standard English throughout.
Indicative content:
- 'cos' corrected to 'because'
- 'reckon' corrected to 'believe'
- 'Loads of kids' corrected to 'Many pupils' or similar formal phrasing
- 'lol' removed entirely, as it has no place in formal writing
- 'totally awesome' corrected to 'greatly appreciated' or 'extremely helpful'
- 'sort it out' corrected to 'resolve this matter' or 'address this issue'
- 'Thanks so much!!' corrected to 'Thank you for your time and consideration.', with the double exclamation mark removed
- Overall rewrite is fluent, grammatically accurate Standard English in a consistently formal register throughout

Question 16

(a) B1 no contractions or slang; measured, polite vocabulary
(a) B1 grammatically correct, fluent formal sentence, cao
(a) Answer: Please note that the canteen will be closed on Friday; sandwiches will be available from the reception desk instead.
(b) B1 at least one informal feature (contraction, abbreviation or chatty exclamation)
(b) B1 keeps the same information as part a, cao
(b) Answer: canteen's shut fri btw, bring a snack lol

Question 17

Content and organisation
- Level 1 (1-2): A simple, relevant reason given for volunteering; little sense of organisation or persuasive purpose.
- Level 2 (3): More than one relevant reason given, mostly clearly organised, with some sense of a persuasive, newsletter purpose.
- Level 3 (4): Clear, well-organised, genuinely persuasive paragraph with a strong sense of purpose and audience (parents).
Register and technical accuracy
- Level 1 (1): Register is inconsistent; contractions, slang or casual punctuation appear.
- Level 2 (2-3): Register is mostly formal and consistent, with occasional minor slips.
- Level 3 (4): Register is consistently formal throughout, with no contractions or slang and accurate Standard English punctuation and grammar.

Question 18

Content and voice
- Level 1 (1): Simple invitation given; little sense of a friendly, informal voice.
- Level 2 (2): Clear, engaged invitation with a mostly convincing informal, friendly voice.
- Level 3 (3): Warm, natural, convincing informal voice that clearly conveys enthusiasm to a friend.
Register features
- Level 1 (1): Required informal features (abbreviation, exclamation mark) are mostly missing.
- Level 2 (2): Both required features present, with a generally consistent informal register.
- Level 3 (3): Both required features present and used naturally, with a consistently informal register and no unintended formal slips.

Question 19

B1 identifies one accurate register difference, supported by reference to their own writing (e.g. contractions used in Q18 but not Q17)
B1 identifies a second, different accurate register difference, supported by reference to their own writing (e.g. exclamation marks/abbreviations in Q18 versus measured punctuation in Q17)
B1 explains why the different register suited each audience/purpose (parents/newsletter versus a close friend/text message), oe
Answer: Answers will vary depending on the student's own Q17 and Q18 responses; credit any two accurate, supported differences (e.g. contractions/abbreviations versus full forms, exclamation marks versus measured punctuation, informal versus formal vocabulary, direct friendly address versus polite formal address) plus a linked reason relating to audience or purpose.

Question 20

Content and voice (persuasive, audience-appropriate register)
- Level 1 (1-2): Simple encouragement to take part; little sense of a consistent, audience-appropriate speech voice.
- Level 2 (3-4): Engaged, mostly organised persuasive content; a reasonably consistent register suited to addressing the class.
- Level 3 (5-6): Clear, convincing, well-organised persuasive speech with a register that is confidently judged for a school audience throughout.
Technical accuracy (required features)
- Level 1 (1): Few of the three required features (direct address, rhetorical question, formal/semi-formal vocabulary) are present or accurately used.
- Level 2 (2-3): Most of the three required features are present and mostly accurate, with a generally controlled register.
- Level 3 (4): All three required features are present, clearly marked and used accurately and effectively, within a consistently well-judged register.

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