Introduction to Paper 1 Task 3

Task 3 is always based on a speaking or writing skills activity for learners. You are asked
about the language features learners at the level would need to use to complete the activity
successfully. For this you need to be aware of the features of different written and spoken
genres, including discourse features.

Task 3 is directly relevant to your professional development: It can improve your ability to plan
effectively for developing learners’ speaking and writing skills. It is particularly useful if you have
exam classes or classes with a strong emphasis on writing or speaking.

There are 12 marks available for this task in the exam.

2. Training

We will focus here on speaking skills tasks.

Features of spoken discourse: conversation

When analysing conversation we can identify the following language features:

 Opening and Closing

 Turn taking

 Topic initiation and shift

 Adjacency pairs

 Back channel signals

 Repair strategies

 Conversation routines

For more reading on this, see the Spoken Discourse PDF in this same section.
 SELF-STUDY TASKS

ACTIVITY 1: Language features (discourse) of conversation (15 minutes)

Look at the terms for features of conversation above.

Write a brief definition of each term you are familiar with and give an example where
possible.

 Opening and Closing

 Turn taking

 Topic initiation and shift

 Adjacency pairs

 Back channel signals

 Repair strategies

 Conversation routines

See Appendix 1 for suggested answers

Identifying key instructions

ACTIVITY 2: Identifying key instructions (2 mins)

Read the rubric and extract below and underline the key words.

Task Three (15 minutes)

The extract for this task is a speaking activity for elementary level learners.

Identify a total of three key speaking language features learners at this level would need
in order to complete the activity successfully. Provide an example specific to this activity to
support each choice.

In groups discuss the following forms of transport:

car underground bus bicycle roller-skates

Decide which
one is:
the most
the safest expensive
the most
the cheapest convenient
the most comfortable the fastest

Remember to say why.

See Appendix 2 for a suggested answer.

 Identifying key language features of a discussion

In Task Three when identifying key language features for a speaking activity you need to
consider:

 what particular language (i.e. grammar, lexis and cohesive devices) learners
need in order to be able to do the task effectively

 what features of spoken discourse relate to the spoken genre in the activity

 the level of the learners

ACTIVITY 3: Identifying language features (10 minutes)

Look at the sample Task Three above. For this activity focus only on particular key language
that the learners need and include any relevant grammar, lexis and cohesive devices. (We will
look at spoken discourse in the next activity). Provide an example of each.

Remember to take account of the genre (discussion) and the level (elementary).

Here is an example to get you started.

Question forms e.g. Do you agree/think/mean; Why do you think

See Appendix 3 for a suggested answer

 ACTIVITY 4: Identifying other language features (discourse) (15 minutes)

Now look back at the conversation discourse features you explored above in 2.1.

A) List the ones which you think are relevant to the speaking activity in sample Task
Three in Activity 2

b) Show how they relate to the speaking activity and give an example for each

See Appendix 4 for suggested answer

Exam Tips

 Don’t forget to give an example of the feature which is both relevant to the task and at
the appropriate level stated. Think of what one of your students at that level might
conceivably say/write when carrying out the activity.

 Aim to cover a range of points across the possible categories – so for example don’t make
four points about lexis and none about organization, style or layout.

Follow-on Tasks

 Take a couple of course books you are familiar with and find a writing and a speaking task
in each. How does the course book prepare the students for the task? Which language
features and subskills does it focus on? Think of your learners at that level. What else
would they need, to be able to do the task successfully?
 Appendices
Appendix 1

Language features (discourse) of conversation

Suggested answers:

 Opening and Closing

Starting a conversation e.g. How’s it going?

Bringing a conversation to an end e.g. Well, I’ll let you go; Anyway, I must get back

 Turn taking

How and when speakers take turns in a conversation such as interrupting, holding
the floor, allowing another person to speak e.g. intonation: through use of high and low
key; (semi-)fixed phrases such as ‘If I can just...’

 Topic initiation and shift

Starting a new topic within a conversation and signalling a change to a different

one e.g. Have you heard...; By the way...; Anyway...[N.B. anyway has two different
functions – closing and shifting topic]

 Adjacency pairs

Two turn exchanges which follow a predictable pattern e.g. Can I help you? Yes,
I’m looking for...

 Back channel signals

Used by a listener to indicate they are following without wishing to take a turn e.g.
uh-huh, I know...

 Repair strategies

Correcting yourself, rephrasing, repeating, asking for clarification e.g. What I’m
saying is...; So you mean...

 Conversation routines

A predictable structure for the type of conversation – this is a feature of many

conversations e.g. a service encounter such as buying a pain killer would be: sale initiation
– sale request – sale compliance – sale - purchase – purchase closure.
Appendix 2: Identifying key instructions

Task Three (15 minutes)

The extract for this task is a speaking activity for elementary level learners.

Identify a total of three key speaking language features learners at this level would need
in order to complete the activity successfully. Provide an example specific to this activity to
support each choice.

In groups discuss the following forms of transport:

car underground bus bicycle roller-skates

Decide which
one is:
the safest the most expensive
the cheapest the most convenient
the most
comfortable the fastest

Remember to say why

Appendix 3: Identifying language features

Suggested Answer

Please note you need to keep the language features and examples simple as the activity is
for elementary [Link] of examples which your elementary learners might produce
when doing this activity.

The suggestions below are in note form – you would need to write slightly fuller
answers but use of lists and bullet points is fine. You do though need to include a
complete utterance.

• Question forms e.g. Do you agree/think/mean..?; Why do you think.?

• Comparing e.g. Cars are (much) more convenient; they are not as safe as
buses

• Zero articles with plural nouns e.g. cars, buses, bicycles

• Topic related lexis e.g. have an accident, petrol prices, somewhere to park

• Discourse markers: for giving reasons e.g. because; for agreeing and
disagreeing e.g. yes, definitely; yes, but; expressing opinions e.g. for me; well,
I think; for adding e.g. it’s..,too

Appendix 4: Identifying other language features (discourse)

The suggestions below are, again, in note form – you would need to write slightly fuller
answers but use of lists and bullet points is fine.

• Opening e.g. Let’s start

• Closing [Link], Is that it?, Do we agree, then?

• Turn taking: inviting e.g. What do you think? Do you agree? [could come under
lexis]

• Topic shift /initiating e.g. How about cars? How about the most comfortable?

• Repair e.g. What I mean is..., So you mean...

Not key [so would not be awarded marks]:

• Back channel signals– not key because discussion does not lend itself to
sufficiently long turns, especially at this level
 Conversation routine – not key because exchange is not so predictable c.f. service
encounter, for example