Paper One Task 4 Sample 1

task 4

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Task Four tests candidates’ ability to: • analyse lexical, grammatical, functional, phonological and discoursal features of language in use • analyse and explain learner errors in written and spoken discourse • analyse features of spoken and written discourse (including genre) which contribute to successful communication, e.g. register, cohesion, organisation, range of grammar and lexis. For this task, candidates are provided with authentic spoken (transcribed) or written text produced by a learner. The level of the learner and the task the learner was asked to perform when producing the text are specified in the rubric.

Module 1 - task 4

task focus

task type

marks

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Paper 1-task 4

Access task here

Instructions

Here, you can access a sample past paper task. Look at the task and: * Think about your answers * Use the Google form to share ideas *

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Practice

In the next section, you will:

** Try the task yourself * Compare your answers with guideline answer * See sample candidate answers and examiners comments

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Guideline answer

Instructions

The guideline answer includes a number of features and examples to include. Before looking at the complete guideline answer, think about examples of the features provided in the worksheet below and complete the table. Then you will look at the complete guideline answer and compare.

worksheet

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Guideline answer

Now that you have thought about examples of each feature, compare your answers with the ones below.

guideline answer

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Sample answers

Instructions

Look at the three sample answers. Compare them and decide which one: - gained almost all marks available - gained half the marks available - gained under half the marks

Answers on the next page

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Sample answers

Examiner comments

- gained under half the marks available

- gained almost full marks available

- gained half the marks available

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Recommendations

Candidates are recommended to:

- read the rubric carefully and only discuss the criteria included in it - only discuss a total of four key strengths and weaknesses (Examiners will only mark the first four mentioned) - give a minimum of one strength or weakness - avoid going through each criterion in the rubric listing strengths and weaknesses for each one as only the first four points mentioned will be marked - only give one example for each strength and each weakness - be careful with their choice of example so that they are sure that it is accurate - bear in mind the learner’s level when commenting on the text’s strengths and weaknesses, e.g. C1 learners would be expected to have good control of the present simple - use a bullet point layout for the strengths and weaknesses - organise their answer by outlining a strength first and then a weakness to ensure that they comply with the rubric by including one of each in their answer. Then they can cover two more points which may both be strengths, weaknesses or one of each - clearly signpost to the Examiner if the point that they are making is a strength of a weakness, e.g. Strength – criterion from rubric – point – example, Strength – Accuracy of Grammar – good use of the passive – Example – it is known (line 6).