1.

Introduction to Paper One Task Five

Paper One Task Five is always based on an authentic text. This could be a leaflet,
a magazine or newspaper article, a webpage, an extract from a piece of literature or
any other form of written text. It will be a text type which you could use with a class of
language learners and that you might expect to find reproduced in a General English
coursebook. This task focuses on your awareness of features of different written
genres, as well as knowledge and awareness of language systems (grammar, lexis,
discourse and phonology), and your ability to identify potential problems learners
may have with them.

This is one of the key tasks in the exam and there are 50 marks available for it, 5 for
the first part of the task (a) where you identify five features which are typical of the
genre, and 45 for parts (b) – (d), where you will be analysing short extracts from the
text, and commenting on the meaning, form and/or pronunciation of language items.
You may also be asked to comment on potential difficulties for the learner related to
one or more of these language items. You will find that working on this type of
question is excellent for sharpening your language analysis skills, especially for
understanding how real language works in authentic contexts. It should also help you
feel more confident about using authentic materials in class.
Task Five (50 marks)

The text for this task is reproduced on pages 7 and 8.

a The text is the inside parts of a book cover. Identify five features of the text that are
characteristic of its genre. Give one example of each feature you identify.

Do not include features of layout.

b Look at the following adjectives from the text, all of which contain suffixes.

• stunning (line 3)

• earlier (line 12)

• revolutionary (line 32)

• recognizable (line 54)

(i) Comment on the form of each adjective.

(ii) Identify three problems learners might have with the pronunciation of the adjectives.

c Comment on the use of articles in the following extracts from the text.

• The images (line 10)

• a unique photographic approach (lines 14-15)

• wildlife (line 19)

• the human senses (line 21)

• in the field (line 25)

d Look at the following extracts from the text. Comment on the form and use of the
verbs in bold.

• Steve McCurry was on assignment (line 47)

• the treasure he had until (lines 50-51)

• the image was developed (line 51)

• she had led (line 59)

2
2.1. Identifying Key Instructions
ACTIVITY 1: Identifying Key Instructions (5 mins)
Look at the exam task below from the December 2003 paper (updated to reflect the
current rubrics in Module One). Skim the leaflet on the next page very quickly and
underline the key words in the rubrics. NB: If the text is difficult to read, check CP
Resources for an alternative, clearer version.
Task Five (45 minutes)

The text for this task is reproduced on the opposite page. It is an extract from an
advertising leaflet called Get the right plan, produced by the New Zealand division of
the mobile phone company, Vodafone.

a) Identify five features of the text that are characteristic of its genre (i.e. an
advertising leaflet). Give one example of each feature you identify. You must
include features of organisation and of language.

b) Look at the following extracts from the text, all of which contain examples of
conditional structures (in bold). Comment on the form and meaning/use of
conditional structures in each extract as they are used in the text.

i) If you make most of your calls during the evening or over the
weekend, pick one of these three plans.

ii) If you mainly send text messages and make only a few calls during
the evening or over the weekend, this might be the plan for you.

iii) If you make most of your calls during working hours from Monday to
Friday, one of our Daytime plans will be best for you.

c) Look at the following extracts from the text, all of which contain examples of
compound words. Comment on the form and use of each of the words.
i) During the daytime, at night or on the weekend….
ii) If you mainly send text messages….
iii) We’ll recommend a more cost-effective one….

d) Look at the following extracts from the brochure. What are the similarities and
differences in the form and meaning/use of the words in bold?
i) When are you likely to use your mobile most often?
ii) How many calls will you make?
iii) Work out how many calls a day you’ll probably make...
iv) ...this might be the plan for you.

Identify a total of four problems learners might have with the form, meaning /
use and pronunciation of these structures.
Write your answers in the answer booklet
See Appendix 1
2.2 Features of Genre Task 5a

In part 5a you are always asked to identify five features of the text that are
characteristic of its genre (e.g. here an advertising leaflet). It is essential to give an
example from the text that illustrates each feature you identify, otherwise you get no
marks. In this particular exam paper you are additionally told to ‘include features of
both organisation and of language’. On other exams you may be asked e.g. ‘Do not
include more than one feature of layout.’ This specific additional instruction varies
from paper to paper.

You may feel that you are unfamiliar with genre analysis – in this case, you will find
the material on Discourse particularly useful and it is recommended that you read this
before continuing with this thread. However much of this task can be answered by
simply applying common sense, and it is worth remembering that as far as the exam
goes, there are only five marks available.

ACTIVITY 2: Features of Genre (15 mins)

Look again at the Vodafone leaflet and brainstorm features it has that are typical of
information leaflets. Use the following headings to guide you and try to find at least
one for each. The first one has been done as an example:
Layout

• Example: Use of headings and sub headings e.g. Get more with Vodafone;
The right pricing plan for you

•
Organisation


Content


Style


Grammatical features


Lexical features


See Appendix 2
2.2. Language Analysis Task 5b
Here you are asked to comment on the form and meaning/use of the sentences
and then state what they have in common. When asked to comment you need both
to describe and explain. For meaning/use you need to include any functional
meaning and points related to style where relevant.
We will look at the first sentence to give you an idea of the kind of depth required:

i) If you make most of your calls during the evening or over the weekend, pick one
of these three plans.
Form:

• If + present simple (make), imperative (pick)

• subordinate (condition) clause + main (result) clause.

• comma separates two clauses as here it starts with subordinate clause

• a variation of the ‘first conditional’.

Meaning/Use:

• a result depends on a condition

• the result is possible

• has the function of advice/recommendation

• imperative adding a sense of urgency/encouragement/persuasion to the

utterance.

Writing your answer: We strongly recommend you lay your answer

out in bullet points as above to help maximise your marks and
ensure clarity. This is how the answers are laid out in the exam reports. Note
the focus should be on making lots of points. Aim for subheadings, bullet points
and clear note form rather than wordy prose style. However avoid abbreviations
as these are often not standard and you need to ensure the examiner can follow your
points.

ACTIVITY 3: Language Analysis for Task 5b (20 mins)

Write the answer for sentences ii) and iii) and make notes on what the three
sentences have in common. They are reproduced here for ease of reference

ii) If you mainly send text messages and make only a few calls during the evening
or over the weekend, this might be the plan for you.

iii) If you make most of your calls during working hours from Monday to Friday, one
of our Daytime plans will be best for you.
Check the Guideline Answer in Appendix 3
2.3. Language Analysis and Learner Problems Task 5d
Before you do this activity, it is worth considering how you will organise your answer
and thus, to some extent, your thoughts.

It is a good idea to first look at the four extracts and consider what they have in
common. Then analyse each separately. Remember to comment on both form and
meaning/use. We will consider learner problems later.

ACTIVITY 4: Language Analysis Task 5c) (20mins)

Write an answer to the first part of Task 5c):

b) Look at the following extracts from the brochure. What are the similarities and
differences in the form and meaning/use of the words in bold?
i) When are you likely to use your mobile most often?
ii) How many calls will you make?
iii) Work out how many calls a day you’ll probably make...
iv) ...this might be the plan for you.

Check the guideline answer in Appendix 4

In the second part of this question you are asked to identify four problems learners
might have with the form, meaning/use and pronunciation of these structures. It is
important to suggest potential problems in all of these three areas – do not limit
yourself, for example, to problems with form only. In this way you help maximise your
marks.

you need to use the phonemic script

For pronunciation problems
wherever relevant in order to gain the mark, i.e. no phonemic
script, no mark! If you do not feel confident using phonemic script, now is the
time to start learning it so you are comfortable using it. We recommend tackling it in
short regular bursts

When considering possible learner problems, it is helpful to keep in mind all the
different types of learners and levels you have taught, and not just the ones you are
teaching in your current context. Here your discussions in the website forum come
into their own as you can use them to share experiences and gain a wider knowledge
of different learners, including those with L1s you have no direct experience of.

It is also helpful to look back at your analysis for this part of the task to remind you of
the different aspects of the structure which have the potential to cause learners
difficulties. It is important to keep your comments specific and plausible.
Suggestions which are too vague or improbable will not be awarded any
marks.
ACTIVITY 5: Learner Problems Task 5d

List your ideas for this part of the task. Aim for at least one idea in each of form,
meaning/use and pronunciation. There is an example for each to start you off. As you
do it, have the Guideline Answers in Appendix 4 handy to skim through and inspire
you. Be careful not to look ahead to Appendix 5.

Identify four problems learners might have with the form, meaning / use and
pronunciation of these structures.
Form:
• Students may be confused as to when to use the full or bare infinitive,
resulting in errors such as *likely use, *will you to make, *you’ll probably to
make.


Meaning/Use:
• All the expressions express degrees of certainty. Learners might find it difficult
to distinguish between are likely to and probably. They might find the concept
of speaker choice difficult.

Pronunciation:

[NB Where appropriate you must use phonemic script to show features of
pronunciation, as well as using the correct terminology, in order to gain marks]

• Learners may have difficulty with silent gh in might /maɪt/

See Guideline Answers in Appendix 5

 Exam Tips

 Use bulletpoints and note form for your answer rather than lengthy and time-
consuming continuous prose
 For Task 5a, you may find the acronym ‘CLOGS’ useful – this stands for
C – content / L – layout / O – organisation / G - grammar and lexis / S – style

 Don’t forget to include an example with each feature of genre you mention

 For Task 5b-d, check carefully that you are writing your answer about the
correct areas of meaning/form/pronunciation. All too often, candidates
waste time writing about areas which have not been asked for (eg:
including pronunciation, when asked to write about form and
meaning/use)

 Make as many points as you can under the relevant headings

(meaning/form/pronunciation) for each task.

 When asked to comment on use, make sure you include functional meaning
(if relevant), and issues of formality, idiomatic usage etc.

 cohesion and the use of linkers. Also ensure you feel confident in analysing
compounds (usually compound adjectives or compound nouns) and phrasal
verbs.

 Now is the time to learn to use the phonemic script. Remember – no

phonemic script, no marks!

Follow-up Tasks

1. Work your way through the tasks in ‘About Language’ (Thornbury CUP 1997)
to brush up on your language analysis. You need to ensure you are also
confident phonology such as stress, features of connected speech (weak
forms, catenation, elision, assimilation, intrusive sounds) as well as individual
sounds.

2. Areas which have come up in past papers include lexical relationships,

articles, reported speech, -ing forms, perfect and continuous aspect,
narrative tenses, futures, conditionals, passives, adverbs, relative clauses.
Modality often comes up, so ensure you are clear on how to analyse its form
and use. Cohesive devices are another favourite so check on referencing,
ellipsis, substitution, lexical cohesion and use of linkers. Also ensure you feel
confident in analysing compounds (usually compound adjectives or
compound nouns) and phrasal verbs

3. Focus on some language that you are working on with your students in
class, and see if students from other language groups have similar
problems to your students.

4. Look at some authentic material and ask yourself Task 5 type questions e.g.
What features here are typical of this type of text? What is the form and use
of this language item? What aspects of cohesion are there in the text? Do this
travelling to work or in a lunch break so you get used to working quickly and
under pressure on this type of task.
Appendices
Appendix 1: Identifying Key Instructions

Task Five (45 minutes)

The text for this task is reproduced on the opposite page. It is an extract from an
advertising leaflet called Get the right plan, produced by the New Zealand division of
the mobile phone company, Vodafone.

a) Identify five features of the text that are characteristic of its genre (i.e. an
advertising leaflet). Give one example of each feature you identify. You must
include features of organisation and of language. [The highlighted final part of
the instruction varies from one exam to another]

b) Look at the following extracts from the text, all of which contain examples of
conditional structures (in bold). Comment on the form and meaning/use of
conditional structures in each extract as they are used in the text.

i) If you make most of your calls during the evening or over the
weekend, pick one of these three plans.

ii) If you mainly send text messages and make only a few calls during
the evening or over the weekend, this might be the plan for you.

iii) If you make most of your calls during working hours from Monday to
Friday, one of our Daytime plans will be best for you.

c) Look at the following extracts from the text, all of which contain examples of
compound words. Comment on the form and use of each of the words.
i) During the daytime, at night or on the weekend….
ii) If you mainly send text messages….
iii) Well recommend a more cost-effective one….

d) Look at the following extracts from the brochure. What are the similarities and
differences in the form and meaning/use of the words in bold?
i) When are you likely to use your mobile most often?

ii) How many calls will you make?

iii) Work out how many calls a day you’ll probably make...
iv) ...this might be the plan for you.

Identify a total of four problems learners might have with the form, meaning/
use and pronunciation of these structures?

Write your answers in the answer booklet

Appendix 2: Features of Genre

Here are some suggestions – you may be able to add to these

Please note the subheadings in the suggested answers below are to remind of the
different areas to consider. We do not recommend you write subheadings in your
answers in the exam itself or in exam practice. This is not required by the
examiners and takes up valuable time.
Layout

 Information is presented in landscape format and in columns e.g. Step 1,

Step 2

 Presentation is eye-catching with use of shading, bold, capitals and in table

form to attract the reader and guide them through the steps eg. How many
calls will you make?; table of Vodafone Pricing etc.
Organisation

 Information is in sections, each related to a specific topic e.g. Text, voicemail

 The text is organised in a particular order to guide the reader through quite a
lot of complex information eg. frequency of use, number of calls followed by
selecting plan.
Content

 The text gives different options available with specific information to

encourage the reader to use the company eg. Get 70, Get 200 etc.

 It gives pricing and services information, again to encourage the reader to use
them eg. monthly fee, daytime rates and benefits included.
Style

 Informal written style: use of contractions to e.g. We’ve; you’re and ellipsis
e.g. Going overseas; Gives you enough. This makes it more persuasive as it
gives the impression a friend is advising the reader.

 Informal choice of lexis e.g. pick this plan; the one to go for

 Informal spoken style, as if a friend giving advice e.g. this might be the plan
for you, the one to go for
Grammatical features

 First conditionals to give advice e.g. choose this plan if you make...; if you
mainly send...this might

 Imperatives to persuade the reader e.g. bring the net; send and receive
messages ...
Lexical features

 Lexis related and specific to advertised product iincluding initials and blends
e.g. TXT MSG, CallerID; voiceMail
Appendix 3: Language Analysis for Task 5b)
Guideline answers
i) Form:

 If + present simple (send and make), modal verb ‘might’ + infinitive without
to/base form/bare infinitive (be)

 comma separates two clauses as starts with subordinate clause

 a variation of the ‘first conditional’.

Meaning/use:

• result depends on condition

• result is possible

• has the function of advice/recommendation

• use of ‘might’ tones down the near certainty of the more usual use of ‘will’

• the use of ‘might’ makes the advice more tentative.

ii) Form:

 If + present simple (make), modal verb ‘will’ + infinitive without to (be)

 subordinate (condition) clause + main (result) clause

 This is a typical ‘first conditional’ (with will)

Meaning/use:

• result depends on condition

• the result is possible

• has the function of advice/recommendation

What they have in common: The three examples

• follow the pattern of the ‘first/real/open conditional’

• make recommendations/give advice.

Appendix 4: Language Analysis Task 5d)
Guideline Answers

d) All the language in bold expresses modal meaning. The overall area of meaning
focussed on in these utterances is one of varying degrees of certainty.

i) Form:
• verb ‘be’ + adjective ‘likely’ + infinitive with to
Meaning/use

• modal meaning
• there is a probability that the event will occur

ii) Form:
• modal verb ‘will’ + infinitive without to/base form/bare infinitive (make)
• interrogative/question form: will + subject (you) + bare infinitive (make)
Meaning/use

• modal meaning
• certainty / – i.e. ‘how many calls are you almost certain that you will make?’
• asking for a prediction

iii) Form:

• modal verb ‘will’ + adverb ‘probably’ + infinitive without to/base form/bare

infinitive (make)

Meaning/use

• modal meaning

• probability’
• modal expresses certainty but this is qualified/reduced by adverb probably

• less probable prediction

iv) Form:
• modal verb ‘might’ + infinitive without to/base form/bare infinitive (be)

Meaning/use

• modal meaning

• ‘less than certain’ or ‘possibility’

Appendix 5: Learner Problems Task 5d)
Guideline Answers

Form
• Students may be confused as to when to use the full or bare infinitive,
resulting in errors such as *likely use, *will you to make, *you’ll probably to
make. (given as example in task)
• Students may have problems with the position of probably between the
modal auxiliary and bare infinitive and want to place it after make.
• Students may find it difficult to form questions with likely to and will
probably make. Also it would be unusual for us to ask Might this be the
plan for you? and we would probably preface the question with Do you
think this might be the plan for you?

Meaning/Use
• All the expressions express degrees of certainty. Learners might find it
difficult to distinguish between are likely to and probably. They might find
the concept of speaker choice difficult. (given as example in task)
• They may know other forms, e.g. could, may, are certain to which may
cause further confusion in terms of how they relate to each other.
• They may find it difficult to understand the predictive use of will.
• They might confuse the verb to like and likely.

Pronunciation

Learners may have difficulty with:

• Silent gh in might /maɪt/ (given as example in task)
• Elision in migh(t) be /maɪbɪ/ - possible glottalisation
• Schwa in probably /prɒbəblɪ/
• Elision in likely, making it two rather than three syllables /laɪklɪ/
• Stress in are ‘likely to with weak forms in are and to /əlaɪklɪtə/
• Stress in you’ll ‘probably make
• Contraction of will to you’ll