2. • An Overview of the Three Qualification
Streams: Edexcel (4EB1), Cambridge (0500), O
Level (1123)
• The codes 4EB1, 1123, and 0500 all relate to
English language qualifications, but they
represent different exam boards and levels of
study. 4EB1 refers to Pearson Edexcel
International GCSE English Language B, 1123
refers to Cambridge O Level English Language,
and 0500 refers to Cambridge IGCSE First
Language English.
3. • Key Differences:
• 4EB1 (Pearson Edexcel International GCSE English Language B):
This is an international GCSE qualification, meaning it's designed for
students both outside the UK as well as those in UK taking an internal
qualification. It focuses on English language skills for non-native
speakers or those needing a strong foundation in English.
• 1123 (Cambridge O Level English Language):
This is a Cambridge O Level qualification, often taken by students whose
first language is English or who have a high level of proficiency in
English. It's a stepping stone to AS/A Level English.
• 0500 (Cambridge IGCSE First Language English):
This is a Cambridge IGCSE qualification, also designed for students whose
first language is English or who have near-native proficiency. It is
equivalent to the 0990 (9-1) specification.
15. Overview of Pearson Edexcel 4EB1
• The International GCSE English Language (Specification B) includes:
• Assessment through a single examination based on unseen literary and
non-fiction texts
• It encourages critical reading, asking students to develop interpretations
of the writers’ use of language
• Comparing two texts, either fiction or non-fiction, allows students to
develop the skill of comparison
• The unseen texts are engaging and thematically linked
• It offers centres the opportunity to use relevant materials of their own
choice across a range of texts. This enables both teachers and students to
have breadth in their reading and encourages them to independently read
and respond to a wide and varied range of texts
16. Overview Continued…
• There is a focus on modern literary and non-literary texts, which allows students
to
develop their skills by reading a wide variety of texts such as novels, short stories,
good quality newspapers and magazines, speeches, letters, diaries, travel writing
biographies and autobiographies
• Section B requires students to use reading and writing abilities to produce a piece
of directed writing based on the texts they have read. This ability to select relevant
information and represent it in a different format for a different audience will allow
students to develop skills that will prepare them for the rest of their education and
their working life
• Section C allows students to develop their own writing either creatively,
imaginatively or to produce a coherent argument. This will allow them to
understand how texts work and how language and techniques can have specific
effects.
20. Cl-9 E. Lang B 4EB1/01
SECTION-A
Comprehension & Text Analysis
Course Outline
Study Method
Planning
Assessment
21. QP Pattern Analysis: Question/s Type:
Section-A: Comprehension Type Questions &
Text Analysis: Passage-ONE, Passage-TWO
Comparative Analysis: Passages ONE and TWO
• Number of Passages: 02
• Total Weight of the Section: 40 marks
• Time allocation: 60 minutes
Question Type/s:
• Comprehension: Q-1, 2, 4 and 5; only retrieval answers:
Total = 5 marks
• Text Analysis: Q-3, 6 and 7 (10+10+15) = 35
Marks
22. • Students should read a variety of high-quality, challenging
texts, in preparation for responding to unseen extracts in the
examination. They should be able to read substantial pieces
of writing, including whole and extended texts that make
significant demands in terms of content, structure and the
quality of the language. Throughout the qualification,
students should develop the skills of interpretation and
analysis.
• Text types studied should include a range of forms, such as
fiction, journalism (for example articles and reviews),
speeches, journals and reference book extracts.
23. • Text types should also include literary non-fiction texts,
such as selections from autobiography, letters, obituaries
and travel writing. These lists are not exhaustive.
• Texts that are essentially transient, such as instant news
feeds and advertisements, will not form part of the
assessment.
• Students should use what they have learned about
different text types to feed into their transactional
writing and to inspire and influence their own imaginative
writing. They should be introduced to, and be given the
opportunity to practise, a range of fiction and non-fiction
writing techniques, planning and proofreading skills.
24. Text Types: Fiction, Non-Fiction
and Literary Non-Fiction
• Fiction Texts
• Literary fiction texts have a creative element to them and tend to
use literary devices. Prose fiction from the 19th century tends to have
longer, more complex sentences, and often has more description
than modern fiction texts do.
• Within each type of fiction, there are different genres. For example,
there are different genres of prose fiction. In the 19th century the
following prose genres were popular:
• gothic fiction
• realist fiction
• romance fiction
• crime fiction
25. • Non-fiction Texts
• A non-fiction text is based on facts. It is really any text which isn’t fiction (a
made-up story or poetry). Non-fiction texts come in a huge variety of types.
You find them everywhere in life, from the back of the cereal packet at
breakfast, to a textbook at the library. They can range from a newspaper
article to a review of a new computer game. They are written for many
different purposes, and are aimed at many different people or audiences.
26. • Literary non-fiction
• Literary non-fiction is a type of writing which uses similar techniques as fiction
to create an interesting piece of writing about real events. Techniques such as
withholding information, vivid imagery and rhetorical devices can all be used.
These techniques help to create non-fiction which is enjoyable and exciting to
read. Some travel writing, autobiographies, or essays that consider a particular
viewpoint are key examples of literary non-fiction. Their main purpose is to
entertain whilst they inform about factual events or information.
• Literary non-fiction texts include:
• feature articles
• essays
• travel writing
• accounts of famous events
• sketches autobiographies (where you write about yourself) or biographies
(where someone else writes about you). These texts may be written by
sportspeople, politicians, celebrities as well as people who aren’t well-known
27. SECTION-A: Comprehension Questions
• How to attempt this Section? :
Very often it is noticed that candidates tend to read the questions
of this section first and then try looking for the answers from the
text. In some particular cases this is quite effective, no doubt, as it
saves some precious time, however, the students’ most common
mistake is to often lose the concept of the entire text.
It is suggested, after receiving the EXTRACT Booklet, candidates
should:
• Go for a quick reading of all the texts/passages, known as
skimming.
• Then read the questions in the ANSWER Booklet.
• After that the candidates are expected to resume reading the texts
again, slowly and carefully, known as intensive reading, in order to
retrieve answers from the comprehension questions.
28. Sample Text Analysis Q3, Q6, Q7
Q3. Explain how the writer presents his impressions of New
York. You should support your answer with close reference to
the passage, including brief quotations. (10 Marks) AO2
Q6. How does the writer describe his thoughts and feelings
about his trip to Dover? You should support your answer with
close reference to the passage, including brief quotations.(10
Marks) AO2
Q7. Refer to BOTH Text 1 AND Text 2 to answer the following
question. Compare how the writers of Text 1 and Text 2 convey
their ideas and experiences. Support your answer with examples
from both texts. (15 Marks) AO2
29. Sec-A: Text Analysis & Comparative Analysis
Text Analysis: This comprises of three questions in this section, and
perhaps the most important ones. These questions carry the
maximum amount of marks and, therefore, are considered the
Grade Determiners.
Here, in Q-3, you will be asked to analyse Passage-ONE; in Q-6, you
will be asked to analyse Passage-TWO, for particular purposes. You
have to justify your choice with proper reasons and evidence.
However, in Q-7 Comparative Analysis, you will also have to justify
the common and different features in both passages: which text
connects better with the audience and why the other text is less
suitable for your choice. You have to comment on both Content
and Style features of the provided texts, analyse the Narrators’
techniques and their impact on readers.
30. • Initial planning before attempting such critical
work is valuable. To repeat, there will be 03
analytical questions; Q3 and Q6 will ask
students to analyse the passages separately for
10 marks each and Q:7 (for 15 marks) will ask
students to analyse and compare both
passages
• Use the checklist: GAPLIST;
HERCRASHFACTORS L and P-E-E
31. Section-A: GAPLIST; HERCRASHFACTORS L and
PEE
• Genre P-point
• Audience E-evidence
• Purpose E-explanation
• Language Style
• Information
• Structure
• Tone
33. • Rhetorical question
• Emotive Language
• Contrast
• Repetition
• Direct address
• Pattern of three
• Hyperbole
• Onomatopoeia
• Alliteration
• Simile
• Lists
• Personification
NARRATIVE TECHNIQUES
Different authors
apply different
techniques. Students
have to identify and
comment on those
techniques.
5-6 Points
5-6 Evidence
5-6 Explanation
Students must quote
evidence from the
relevant Passages, to
justify their opinion for
the analysis
34. Commenting on Writer’s Effect
• 1. Repetition in Threes / Lists of Points
• Possible Effects:
• Adds detail to the text.
• Makes the text more persuasive by using a technique often
used in speeches and advertising.
• Makes the subject seem more complex or interesting.
• 2. Alliteration
• Possible Effects:
• Catches the reader’s interest visually and aurally.
• Makes the text more like poetry or advertising.Makes the text
more memorable
35. • 3. Emotive Vocabulary
• Possible Effects: Makes the subject more emotional.Provokes
a response in the reader (e.g. makes us agree, disagree,
happy, or unhappy).
• 4. Formal or Informal Vocabulary (e.g. "did not" vs. "didn’t”)
• Possible Effects: Formal: Makes the text feel more
authoritative, powerful, or convincing.
• Informal: Makes the text appeal to us because it feels more
personal, on our level, and conversational.
• 5. Hyperbole (Overstatement)
• Possible Effects: Makes the point more powerful.
• Helps us to visualise and remember the idea.
36. • 6. Metaphor / Simile
• Possible Effects:Makes the subject more vivid.
Helps us to visualise the idea.
• Uses a technique often found in advertising
and storytelling.
• 7. Pun (Wordplay)
• Possible Effects: Makes the text memorable,
amusing, quirky, or noticeable.
37. • 8. Addressing the Reader Directly ("you")
• Possible Effects: Makes the reader feel involved.
• Encourages the reader to empathize with the writer or
someone in the text.
• Encourages an emotional reaction.Makes the text more
memorable.
• 9. Adjectives and Adverbs
• Possible Effects: Adds detail to the text, helping us to
visualize what is being described.
• Uses the senses to make the text more vivid.
• Paints a picture in our minds, helping us to remember the
text.
38. • 10. Short / Long Sentences
• Possible Effects: Creates rhythm in the text, making it more
interesting to read.
• Short sentences provide clarity and authority.
• Long sentences may feel more formal or conversational.
• The overall effect is to hold our interest better.
• 11. Use of Statements / Commands / Questions
• Possible Effects: Adds interest through varied tone of voice.
• Keeps us reading and helps us to remember the text.
• Commands may provoke a response (e.g., "Stop talking and
listen") and create a connection between writer and reader.
• Questions (e.g., "Why should you visit Ibiza?") draw us into the
text.
39. • 12. Use of Dialogue
• Possible Effects: Brings the text to life by including human voices.
• Grabs our interest by personalising the subject.
• Adds visual interest by appearing different from ordinary
paragraphs.
• Example of How to Use These
• "The writer uses repetition of ideas in threes in the text:
[quotation here]. This makes the text more persuasive by using a
technique that is often used in speech-writing and in advertising.
The rhythm of the language when ideas are in threes builds up
and makes the ideas feel more authoritative. It creates a powerful
effect that the writer is right because the ideas have been
grouped in this way. It is also likely to make the text more
memorable for the reader."
40. Identifying Tone, Audience and
Author’s Purpose
• While analysing texts, students will have to effectively
identify the tone, audience, and author's purpose in a
piece of writing, by focusing on analysing the author's
word choice, sentence structure, and overall writing
style. Consider the intended audience and the specific
context of the writing, as these factors heavily
influence the author's tone and purpose. By examining
these elements, you can gain a deeper understanding
of the writer's message and their intended impact on
the reader.
41. Most texts assume the following tones.
•Formal Tone
•Purpose: Academic writing, official documents, professional
communication
•Features: Objective, impersonal, precise vocabulary, avoids
contractions
•Example: “The writer employs figurative language to convey a
sense of urgency and emotional intensity.”
42. Identifying Tone
•Word Choice (Diction):
•Pay close attention to the specific words the author uses. Are they
formal or informal? Positive or negative? Objective or
subjective? Words like "amazing," "disastrous," or "neutral" can
indicate the author's attitude.
•Sentence Structure:
•Analyze how the sentences are constructed. Are they long and
complex, or short and simple? Long, complex sentences can convey a
more formal and serious tone, while short, simple sentences can
convey a more informal or urgent tone.
•Writing Style:
•Consider the overall style of the writing. Is it formal or
informal? Humorous or serious? Objective or subjective? This will help
you determine the author's attitude towards the subject matter.
43. • Semi-Formal Tone
• Purpose: School essays, workplace emails,
public blog posts
• Features: Polite, slightly conversational, may
use contractions or first person
• Example:“I believe the author wanted the
reader to understand the gravity of the
situation.”
44. • Neutral Tone
• Purpose: Reporting facts, instructions,
summaries
• Features: Straightforward, objective,
emotionless
• Example:“The character leaves the house and
walks toward the station.”
45. • Friendly Tone
• Purpose: Letters to friends, warm emails,
blogs, welcoming speeches
• Features: Warm, approachable, kind
language, often second person ("you")
• Example:“I hope you're enjoying your trip!
Don’t forget to take lots of pictures!”
46. • Informal Tone
• Purpose: Personal texts, casual conversations,
journal entries
• Features: Relaxed structure, contractions,
conversational, first/second person
• Example:“You can really tell he was stressed
out — I mean, who wouldn’t be?”
47. • Colloquial / Slang Tone
• Purpose: Dialogue, social media, regional
speech
• Features: Slang, idioms, casual expressions
• Example:“He totally freaked out and dipped
— it was nuts!”
• Other types include ironic, pessimistic,
optimistic, critical, etc.
48. Identifying Audience
•Demographics:
•Consider the potential age, gender, education level, and socioeconomic
background of the intended audience.
•Prior Knowledge:
•Assess what the audience might already know about the topic. This can
influence the level of detail and explanation the author provides.
•Expectations:
•Think about what the audience might expect from the writing. For example,
a professional journal will have different expectations than a letter or a TED
talk.
•Language and Tone:
•Consider how the author adjusts their language and tone to suit the
intended audience. For instance, a formal tone is often used for academic or
professional audiences, while a more casual tone may be used for friends or
family.
61. • Sample Answer: Q3
Q3. Explain how the writer presents his impressions of New York.
• You should support your answer with close reference to the passage,
including brief quotations.
(10 marks)
• The writer presents his impressions about New York in a number of
different ways.To begin with, he shows how excited he is to see new things
and experiences by using a lot of descriptive language to convey New York's
spectacular views. He calls “the most famous buildings on the planet” and
describes New York as something that is “used in countless films”, even
describing it as “being on a film set”. This is both familiar and new: he is
watching something different but also what he has seen many times before.
He recognises features of New York, such as the “yellow traffic lights” and
the “road crossing signs which show the walk/don’t walk figure.”
62. • The writer also uses strong adjectives, such as “amazing” and
“fascinating”, to show his wonder at the city and the people in it. For
example, he is overwhelmed by the lights and the sounds, and he
describes it as “so impressive” that he is “shocked” by it. He even
summarises his thoughts at the end with a summary of his positive
impression of the city, saying how it “exceeded [his] expectations” and
that it should be on “everyone’s list of places to visit.”
• However, the writer also gives the reader a mixed impression of New York
at the beginning of the article. He describes how underwhelming and
quite negative it was. He even uses something quite shocking to describe
his disappointment: he had to wait in a long queue for a long time, but
jokes that his first experience of the city was “a cloud about New York.”
This phrase shows he was underwhelmed and a little disappointed by
what he saw.Then, cleverly, he uses that he “could be practically
anywhere in the world,” and “there’s no view” – this helps us understand
how that sentence (and his opinion) builds to a contrast. His impressions
change from being not very different to a place to an amazing city once he
sees the Manhattan skyline.
63. This sense of wonder is also underlined by the writer’s
use of proper nouns to describe the most well-known
landmarks such as “Times Square” and the “Empire
State Building.” This reinforces the importance of New
York, as we know that these buildings are iconic to the
particular city. The writer helps us to get the full value
of what he truly thinks with the final line:“It’s only
when you’re up high that you appreciate how mind-
blowing New York architecture really is.”
64. • Examiner Comment:
The candidate shows a confident
understanding of how the writer presents his
impressions of New York and how the
language and structure create effects. He
analyses the changes from his thoughts to
queue to the way he recognises landmarks and
the breathtaking skyline. References from the
text fully support the points and are well
integrated into the sentences.
• 9 marks
65. Sample Answer: Q7
• Q7. Compare how the writers of Text One and
Text Two convey their ideas and experiences.
Support your answer with examples from
both texts. (15 marks)
• The following is an effective comparative
answer. It covers both texts clearly and
includes several well-selected references.
66. • Answer:
• The writers of the two articles convey their ideas and experiences about
New York in similar and different ways.In both texts, the writers have very
personal feelings toward the city. Text 1 is from a memoir, so it is
obviously reflective and subjective. The writer of Text 2 is writing a travel
article, which is also based on personal views, but it is more informative
than Text 1.
• In Text 1, the writer uses literary language to show his excitement and
affection. He uses a simile to describe the moment of arrival: “as if we had
all just been plugged into a socket.” This gives the moment a vivid,
electrical, almost magical energy. In contrast, Text 2 is more descriptive
than emotional. The writer describes the city’s “aggressive skyline” and
how the streets are “crammed with yellow taxis.” These are striking visual
images but less poetic.
67. • Text 1 uses shorter, more dramatic sentences. It builds tension and
excitement. For example, “Then we were out of the tunnel. And instantly I
was wide awake.” This gives the impression of sudden awareness and
thrill. Text 2 uses longer, more detailed sentences to provide a fuller
description. For instance, it says: “You emerge from the tunnel, slightly
rumpled from the flight, and there it is – Manhattan, laid out in front of
you.” This gives a smoother, more observational tone.
• Both texts reflect a sense of wonder and amazement. In Text 1, it is
almost childlike and dreamlike. The writer remembers being
“mesmerised” and wanting to “live here.” In Text 2, the writer is also
impressed but from a more practical, journalistic perspective.
• Similarly, the two writers end their pieces in ways that appear to be the
same at first but reveal important differences. In Text 1, he says he was
“too young to stay” and had to leave, showing a sense of regret. In Text 2,
the writer explains he “never left” and still lives there. He uses humour
(“he never really came back”) to show his long-lasting connection to the
city.
69. How to Attempt Comparison
Question
• To effectively answer comparison questions in
4EB1 (Pearson Edexcel International GCSE
English Language B), focus on identifying and
analyzing similarities and differences between
texts, using textual evidence to support your
points, and structuring your response logically.
• Here's a breakdown of how to approach
comparison questions:
70. • 1. Understand the Question:
• Identify the specific focus:
• Pay close attention to what the question asks
you to compare (e.g., ideas, perspectives,
language, structure, tone, audience, purpose).
• Recognize keywords:
• Words like "compare," "contrast,"
"similarities," and "differences" indicate the
need to analyze both likenesses and
distinctions between texts.
71. • 2. Structure Your Response:
• Introduction:
• Briefly introduce the texts and the main points of
comparison. State your overall answer to the question.
• Body Paragraphs:
• Organize by point: Structure your response around specific
points of comparison, dedicating a paragraph to each.
• Point, Evidence, Explanation: For each point, clearly state
your comparison (similarity or difference), provide textual
evidence (quotes or paraphrases), and explain the significance
of the comparison.
• Compare throughout: Instead of discussing each text
separately, try to integrate the comparison within each
paragraph.
72. • Conclusion:
• Summarize your main points of comparison
and offer a final thought on the overall
relationship between the texts.
73. • 3. Effective Comparison:
• Focus on the question: Ensure all comparisons are relevant to
the specific question asked.
• Identify both similarities and differences: Don't just focus on
one or the other. Many questions require you to explore both.
• Analyze language and structure: Consider how the writers'
choices of language (e.g., tone, vocabulary, sentence structure)
and structure contribute to their presentation of ideas.
• Consider audience and purpose: How does the intended
audience and the writer's purpose influence the way ideas are
presented?
• Use textual evidence: Support your claims with direct quotes or
paraphrases from the texts.
80. Section B: Reading and Writing
• Students are advised to allocate 1 hour to
Section B.
• There will be one 30-mark writing task, based
on the ideas presented in the source texts
involving a given audience, form or purpose.
• Students will answer one question in this
section.
• Total of 30 marks for this section.
81. • Students will be asked to use a recognised form of
writing such as
• a speech
• talk,
• a letter, or
• magazine article
• Responses will be assessed on the relevance of the
information, the sense of audience and purpose and
the quality and accuracy of expression.
• There will be no choice of questions in Section B.
82. • Students should read a range of texts and
practise presenting the ideas in these texts for
different audiences and purposes. They
should learn how to write texts for specified
audiences and purposes and the conventions
associated with the different forms of writing,
as well as how to address a ranges of
audiences
83. • Question from Section B will test the following
assessment objectives:
AO1 read and understand a variety of texts,
selecting and interpreting information, ideas and
perspectives
AO4 communicate effectively and imaginatively,
adapting form, tone and register of writing for
specific purposes and audiences
AO5 write clearly, using a range of vocabulary and
sentence structures, with appropriate paragraphing
and accurate spelling, grammar and punctuation.
85. Other Types for Q8
• Give a talk to your peers about how successful people can
be an inspiration.
• You should include:
• the challenges they faced
• what influenced them
• advice on how to be successful.
• Write the text of your talk.
• Think carefully about the purpose of your talk and the
audience for whom it is intended.
86. Other Types for Q8
• A website is asking for contributions about the importance
of clear written communication.
Write your contribution.
You should include:
• the problems caused by unclear written communication
• the positive effects of technology on written communication
• why good grammar matters.
• Think carefully about the purpose of your contribution and
the audience for whom it is intended.
91. • While attempting Section B, students must ensure
that they …
• Read the Assignment thoroughly.
• Analyse the Direction and determine FORMAT.
• Sort out Specific Content Points. 15-18 points.
• Rephrase the Content into their own words.
• Determine TONE and TARGET AUDIENCE.
• Check for Spelling accuracy and Sentence Structure.
Content: 10 , Style & Engagement: S/E: 12 , Accuracy &
Expression: A/E: 08 for Total 30 marks.
93. Section C: Writing
• Students are advised to allocate 1 hour to Section C.
• There will be one 30-mark writing task from a choice of three
(discursive, narrative and descriptive).
• Students will answer one question in this section.
• Total of 30 marks for this section.
• Questions will test the following assessment objectives:
AO4 communicate effectively and imaginatively, adapting form,
tone and register of writing for specific purposes and audiences
AO5 write clearly, using a range of vocabulary and sentence
structures, with appropriate paragraphing and accurate spelling,
grammar and punctuation.
![• 12. Use of Dialogue
• Possible Effects: Brings the text to life by including human voices.
• Grabs our interest by personalising the subject.
• Adds visual interest by appearing different from ordinary
paragraphs.
• Example of How to Use These
• "The writer uses repetition of ideas in threes in the text:
[quotation here]. This makes the text more persuasive by using a
technique that is often used in speech-writing and in advertising.
The rhythm of the language when ideas are in threes builds up
and makes the ideas feel more authoritative. It creates a powerful
effect that the writer is right because the ideas have been
grouped in this way. It is also likely to make the text more
memorable for the reader."](https://image.slidesharecdn.com/pearsonedexcel-250805045126-4ccfd19b/85/Pearson-Edexcel-Guidelines-English-Sub-ppt-39-320.jpg)
![• The writer also uses strong adjectives, such as “amazing” and
“fascinating”, to show his wonder at the city and the people in it. For
example, he is overwhelmed by the lights and the sounds, and he
describes it as “so impressive” that he is “shocked” by it. He even
summarises his thoughts at the end with a summary of his positive
impression of the city, saying how it “exceeded [his] expectations” and
that it should be on “everyone’s list of places to visit.”
• However, the writer also gives the reader a mixed impression of New York
at the beginning of the article. He describes how underwhelming and
quite negative it was. He even uses something quite shocking to describe
his disappointment: he had to wait in a long queue for a long time, but
jokes that his first experience of the city was “a cloud about New York.”
This phrase shows he was underwhelmed and a little disappointed by
what he saw.Then, cleverly, he uses that he “could be practically
anywhere in the world,” and “there’s no view” – this helps us understand
how that sentence (and his opinion) builds to a contrast. His impressions
change from being not very different to a place to an amazing city once he
sees the Manhattan skyline.](https://image.slidesharecdn.com/pearsonedexcel-250805045126-4ccfd19b/85/Pearson-Edexcel-Guidelines-English-Sub-ppt-62-320.jpg)
