revision pack one paper one task five_new2015_final

The Distance Delta Revision Pack One

Paper One Task Five 1

Revision Pack One: Paper One Task Five Contents Revision Tasks procedure 2 June 2009 Exam Paper 1 Task 5 a 3 Task 5a 5 Task 5b 6 Task 5c 7 Task 5d 8 Appendix 1 Task 5a Guideline Answer 9 Appendix 2 Task 5a Sample Answer and Examiner’s Comments 10 Appendix 3 Task 5b Revision of Terminology 11 Appendix 4 Task 5b Guideline Answer 12 Appendix 5 Task 5b Sample Answer and Examiner’s Comments 13 Appendix 6 Task 5c Guideline Answer 14 Appendix 7 Task 5c Sample Answer and Examiner’s Comments 15 Appendix 8a Task 5di Guideline Answer 16 Appendix 8b Task 5dii Guideline Answer 17 Appendix 9 Task 5d Sample Answer and Examiner’s Comments 18 Appendix 10 Task 5 General Advice from the Principal Examiner 19

Extracts from the Principal Examiner’s Report June 2009 are reproduced by kind permission of Cambridge English.



Revision Tasks Aims:

To review key issues relating to Paper 1 Task 5 To give further practice in answering the tasks

Time: 1 – 2 hours In Task 5, the first part focuses on candidates’ genre analysis skills. The remaining three parts focus on their language analysis skills and could cover any area of lexis, grammar, discourse and/or pronunciation. One of the parts may focus on learner problems and there is usually a task or part of a task which requires candidates to analyse features of pronunciation, often connected speech. This therefore is largely a matter of individual revision and study, although this pack should help bring out gaps in knowledge, as well as serve as a useful reminder of the depth needed in the analysis.

Materials

Delta Paper One June 2009 Cambridge English Guideline Answers Cambridge English sample candidates’ answers

Suggested Procedure: We recommend you do some of this work under exam conditions, ie to time and handwritten. Preparation: Familiarise yourself with the relevant advice in the Exam Training sections on Paper One Task Five (Units 3 and 5) and read through your Course Tutor’s feedback reports on these tasks from Exam Practice.



Task Five (50 marks)



Focus on Task 5a: 1. You need the authentic text for the task together with the rubric for Task 5a only and the Guideline

Answer and sample answers for Task 5a. 2. Revise the possible areas that can be considered under features of genre (the acronym CLOGS is a good

start for this Content/Layout/Organisation/Grammar and Lexis/Style) 3. Read the text and answer 5a under timed conditions (we suggest not more than 5 minutes -‐ it’s

important to remember that this part of the task is only worth 5 marks maximum whereas the other parts add up cumulatively to 45 marks).

4. Compare your answers with the Guideline Answers in the Appendices on page 9. Award yourself one mark for each correct point, including a correct example.

5. Look at the ‘sample answer.’ This was awarded around half the marks available – can you see why? Read the Principal Examiner’s comments that follow.

Post-‐task checklist:

Did you identify five features only? Did you provide a clear example of each feature? Did you keep your focus on analysing the genre (a human interest story from a popular newspaper)

and use the text to provide examples of the genre, rather than analysing the text itself? For example, there are a large number of pronouns in this text, but this would be true of many if not all texts of all types – remember to restrict your answers to what is typical of this genre rather than this text.

Did you include features of language and organisation, as required by the rubric in this case?



Focus on Task 5b

1. Read the rubric for Task 5b. This task focuses on discourse (i) and phonology (ii) and it will provide you with some useful revision of these two key areas in language analysis.

2. Before you attempt the task, brainstorm cohesive devices and areas of connected speech. Spend about 8 minutes on stages 3 – 5 below:

3. Scroll down to page 11 for a summary of what you need to consider for these two areas. Go back to the task and underline key words in the rubric.

4. Make notes on part (i) under the headings of form and meaning/use. 5. Write out a phonemic transcription of the phrase in part (ii). Identify areas of connected speech

and mark the stressed words. 6. Compare your answer with the Guideline Answers on page 12. Award yourself one mark for each

correct point. 7. Read the sample answer and decide whether it got most of the marks, half the marks or just a few

of the marks available. Read the Principal Examiner’s comments that follow. Post-‐task tips

Don’t forget to cover everything which is asked for in the rubric – this is why underlining key words can help. In this task and 5c-‐d, you can be asked to discuss any of meaning, use, form or phonology, and sometimes to analyse learner problems with any of these areas.

Don’t forget to state the obvious. In these tasks, basic points get marks just as much as more obscure ones. The best approach is to put down everything you know.

Don’t spend too long on this task at the expense of the following two parts. Don't worry if you can’t come up with many points – there are only 13 points available for part (i)

in this case and there may be more marks available for subsequent parts of this task. Once you have exhausted your ideas, move on – a later section may be easier. Marks are not divided up equally between each of the Language Analysis tasks in Task 5 -‐ it varies from paper to paper. In the exam itself it’s a good idea to read through the whole task quickly first, to identify areas which you think will be more accessible – then make sure you leave enough time for those.



Focus on Task 5c

1. This task focuses on different uses of ‘would’. Before you embark on the task itself and without looking at the examples, quickly brainstorm everything you know about ‘would’, thinking of both meaning/use and form. You might want to refer to a grammar reference book.

2. Go to the task and underline key words in the rubric. Make notes of possible answers. Spend about 8 – 10 minutes doing this.

3. Compare your answer with the Guideline Answers. Award yourself one mark for each correct point. 4. Read the sample answer and decide whether it got most of the marks, half the marks, or a few of

the marks available. Read the Principal Examiner’s comments that follow. Post-‐task tips Sometimes the task will look at one item of language (eg: a modal auxiliary verb used in different contexts, an auxiliary verb such as ‘had’ or ‘was’, different uses of the definite or indefinite article etc.). In these cases, it is important to take each example one at a time, and where relevant, make the same points more than once. For example, you will notice here that for each example of ‘would’, there are four marks available each time for saying it is (1) a modal auxiliary verb (2) followed by the bare infinitive (3) the past form of ‘will’ and (4) not contracted. If you have made all these points you will have scored 12 marks. Areas to revise as they tend to come up in the exam are:

• conditionals • modal auxiliaries • cohesive devices • compounds • -‐ing forms • multiword verbs/phrasal verbs • relative clauses • articles.



Focus on Task 5d This task looks firstly at the analysis of meaning/use and form, and then asks you to come up with problems learners might have with both those areas. It may not look like a very meaty task, but in fact there are 16 available points on the GLAs for part (i) and 15 for part (ii). Pre-‐task tip

Sometimes an example is chosen which is an ellipted form. In these cases you need to expand the form to see what has been ellipted (that is, omitted) to help you analyse the example in sufficient depth.

In this case, remember to look at student problems with both meaning/use and form. Organise your answer using subheadings here to ensure you cover both areas.

1. Now go to the task and underline key words in the rubric. Make notes of possible answers. Spend about 8 – 10 minutes doing this.

2. Compare your answer with the Guideline Answers. Award yourself one mark for each correct point.

3. Read the sample answer, which was awarded around half the marks available. Post-‐task tips

Ellipted forms quite often come up in this task – so here ‘attended’ is an ellipted form of ‘which will be attended’. Both elements of the relative clause structure (‘which’), the future (‘will’) and the passive (‘will be’) have been left out for the sake of cohesion and to make the text concise. It’s worth looking out for these forms in the language analysis tasks as they are easy to miss,

Note that under problems with meaning/use, you can look at not only areas such as ellipsis but also the lexical meaning of the item, whether there are false friends in some languages, whether there are difficulties with collocation and so on.

Now you have finished all four parts of Task Five, add your total marks together. Based on the overall markscheme, approximately 50%+ is a Pass, 65%+ is a Merit and 75%+ is a Distinction, so you would need to have scored 20 marks over all four tasks to pass, 26 for a Merit and 30 for a Distinction, although in the exam grades are not awarded to individual tasks.



Appendix 1 Guideline Answer for Task 5a



Appendix 2 Sample Answer and Examiner’s Comment for Task 5a Please note – in the following sample answers from candidates, tasks are numbered 4a, 4b etc. rather than 5a, 5b and so on. Pre-‐June 2015, this task was Task 4 and not Task 5 as it now is. Task rubric and marking remain the same however.

Sample Answer

Examiner’s Comment



Appendix 3 Revision of terminology Cohesive devices Lexical cohesion

Direct repetition, word families, synonyms and antonyms Words from the same semantic field, lexical chains and lists Substitution with one/ones

Grammatical cohesion

Reference: pronouns, articles Substitution of clause elements using so, not, do/does/did etc. Ellipsis of clause elements Conjuncts (also called linkers) Comparatives Tenses

Rhetorical cohesion

Question-‐answer Parallelism

(From: Beyond the Sentence, Thornbury S., Macmillan 2005) Connected speech features

Assimilation Catenation/consonant vowel linking Elision and glottalisation Weak forms/the schwa Intrusive sounds /w/ /r/ /j/ Placement of stress



Appendix 5 Guideline Answer for Task 5b



Appendix 5 Sample Answer for Task 5b and Examiner’s Comment

This sample gained a high number of the marks available. Principal Examiner’s Comment

General advice.



Appendix 6 Guideline Answer for Task 5c



Appendix 7 Sample Answer for Task 5c and Examiner’s Comments

This answer obtained just under half the marks available for the task. Can you see what’s missing?

Now read on….

General advice:



Appendix 8a Guideline Answer for Task 5di: Form and Meaning/Use



Appendix 8b Guideline Answer for Task 5dii: Student Problems



Appendix 9 Sample Answer for Task 5d and Examiner’s Comments

General advice



Appendix 10 General Advice on Task 5 from the Principal Examiner’s Report

revision pack one paper one task five_new2015_final

Documents

b task

posttask checklist

b guideline answer

b sample answer

c guideline answer

c sample answer

dii guideline answer

d sample answer