Paper1 Task4 - SPOKEN SAMPLES

1.
Training for Paper 1 Task 4

Here we will first consider criteria for assessing speaking.
Assessment Criteria for Speaking
The following criteria can be applied to assess a learner’s speaking:
a) Task achievement
Has the writer covered all elements of the task specified in the rubric?
b) Effect on the listener
Does the speaker communicate their ideas clearly (given their level) or would
the speaking impose a strain on a reader?
Given the task, is the speaking engaging and effective?
c) Organisation
Is what the speaker says organised in a way that makes it easy to follow? If
the speaker is telling a story, is what he/she says in a logical order or does
he/she jump around and make it hard to follow? If this is a presentation, are
the ideas presented clearly and in a sensible order?
d) Cohesion
Does the text 'hang together well’? Does the speaking 'flow' or is it a series of
short, disjointed sentences? Are linking devices used accurately? In relation
to the level of the students and the genre, is there a good range of linking
devices? Here bear in mind that often when speaking, we use a narrower
range of linkers than we might do when writing – often ‘and’, ‘but’, ‘then’
sound more natural than more complex linkers such as ‘in addition’, ‘however’
and ‘following that’, which might be more appropriate to formal written texts.
e) Range and complexity of lexis
Is there a wider or narrower variety of lexical items / collocations / expressions

than you would expect, given the speaker's level? Is what the speaker says
repetitive? In relation to the genre, does it vary sufficiently? For example, for a
story that is supposed to hold the attention of the listener, is there a good
range of adjectives/adverbs?
1
f) Range and complexity of grammar
What about the grammar? Think about the variety of verb forms and other
structures, in relation to the genre and the learner's level. Is the student
'playing safe' in their use of compound and complex sentences, of structures
after verbs, of dependent prepositions, etc. Are these poor or strong for the
level?
g) Accuracy of lexis
Given the learner’s level, are there many errors in terms of collocations,
derivatives (eg: different parts of speech made from the root), dependent
prepositions?
h) Accuracy of grammar
How good is the learner’s control of grammar? Think about verb forms and
other structures, use of determiners (including articles), prepositions, concord
(subject/verb agreement), complex sentences, etc. Again, bear in mind the
level of the learner, and also the ‘real time’ factors which come into play in
unrehearsed speaking, which may make the speaker more inaccurate than
they might be in speaking, but still able to get their message across.
i) Pronunciation
Are there any problems with individual sounds which would impede
comprehension? Does the speaker use weak forms (schwa) appropriately?
Are words generally stressed on the correct syllable? Does the speaker use
features of connected speech such as elision (leaving sounds out), linking
(eg: consonant vowel linking between words, including intrusive semi-vowel
sounds between two vowel sounds etc.)? Remember here that you are
looking for key strengths and weaknesses, not just occasional slips.
* Note that, unlike written texts, a feature of spoken text is more limited
grammar and lexis, as speakers tend to deliberately limit their grammatical and
lexical range.
In general, however, as you can see they are very similar to the criteria for assessing
writing, but with the added element of features of pronunciation.
2
ACTIVITY 1: Assessing a Spoken Task (5 mins)
What would you say is critical in assessing an intermediate level learner talking
about a memorable event and ceremonies in their country?
List at least 5 criteria for assessing this type of activity.
See Appendix 1
ACTIVITY 2: Identify Key Instructions (1 min)

Read the rubric from Cambridge ESOL sample exam, and underline the key words in
each part.
Task 4
The text (220 words) for this task is reproduced on the opposite page. It was spoken
by a learner in an Intermediate (CEFR B1) level class in response to the following
task.
Answer your teacher’s questions about a memorable event and ceremonies in your
country.
a) Identify four key strengths and weaknesses of the text. Provide an example of
each strength and each weakness.
Your answer should focus on some or all of the areas listed below:
• Organisation and cohesion
• Accuracy of grammar
• Accuracy of lexis
• Accuracy of pronunciation: stress, individual sounds and sounds in connected
speech.
Check in Appendix 2
3
ACTIVITY 3: Assessing the Learner's Strengths and Weaknesses
(25mins)
• Look back at the criteria you were given for assessing WRITTEN SAMPLES and
reread the guidance and exam tips for the written task which you read earlier.
Although you are looking now at a spoken task, many of the areas you need to
examine will be the same.
• Read the transcript below of what the learner said when doing the task and write
your answer to Task 4. Start with global issues such as task achievement, this
will give you a way into the analysis.
• Check the list of areas to consider carefully. This will not always be the same, and
will vary according to the text. Make sure you do not waste time writing about an
area that is not on the list you are given in the rubric.
• Remember not to waste time on minor problems. Always seek to prioritise and
remember you only need to give one example to back up your evaluation.
• Give yourself 15 minutes (3 mins reading / thinking and 12 mins writing).
• Check your answer against the guideline answer in Appendix 3; looking especially
for whether your ideas are ‘key’ or relatively ‘minor’ (the latter won’t be awarded
any marks). The important issue is to have identified 4 key strengths AND
weaknesses with supporting examples. (MARKS ARE NOT AWARDED
WITHOUT EXAMPLES!)
4
5
6
Appendices
Appendix 1 Assessing a Spoken Task

You will probably be looking for:
• task achievement – fulfilling all the requirements of the rubric without irrelevancy
• content – sufficient ideas and lexis to express these ideas, content relevant to the
topic
• organisation - appropriate use of simple informal discourse markers to help a

reader follow the description (eg: and, but, then….)
• pronunciation – production of individual sounds with don’t impede the message;

correct stress placement on words with multi-syllables, some features of
connected speech such as linking so the speaker sounds more natural
• verb form use relevant to the topic and genre: e.g. tense (probably past
simple/continuous for the memorable event, present simple for festivals)
• lexis and lexical sets relevant to the topic, with use of adjectives and adverbs to
make the description interesting for the listener
• all this modified by our understanding of the learner’s level of English
7
Appendix 2: Key Words
You might underline more than indicated here, but these are the crucial points.
Task 4
The text (220 words) for this task is reproduced on the opposite page. It was spoken
by a learner in an Intermediate (CEFR B1) level class in response to the following
task.
Answer your teacher’s questions about a memorable event and ceremonies in your
country.
b) Identify four key strengths and weaknesses of the text. Provide an example of
each strength and each weakness.
Your answer should focus on some or all of the areas listed below:
• Organisation and cohesion
• Accuracy of grammar
• Accuracy of lexis
• Accuracy of pronunciation: stress, individual sounds and sounds in connected

speech.
8
Appendix 3 Guideline Answers
NB: Please note most recent advice from Cambridge with regard to “Organisation and Cohesion” – for
your example, state the events which have been given in the correct order – so here ‘background
(feelings sad, problems with studies), flatmates entered flat/decorated flat/she came home/was
surprised/will never forget it’. Saying ‘introduction, events in order, conclusion’ as below is no longer
sufficient to get you the marks.

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1.

Training for Paper 1 Task 4

e) Range and complexity of lexis

Is there a wider or narrower variety of lexical items / collocations / expressions

ACTIVITY 2: Identify Key Instructions (1 min)

• Organisation and cohesion

• Give yourself 15 minutes (3 mins reading / thinking and 12 mins writing).

Appendix 1 Assessing a Spoken Task

• organisation - appropriate use of simple informal discourse markers to help a

• pronunciation – production of individual sounds with don’t impede the message;

• all this modified by our understanding of the learner’s level of English

• Organisation and cohesion

• Accuracy of pronunciation: stress, individual sounds and sounds in connected

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