collaborative task: school & university at a glance · speaking & listening collaborative...

Speaking & Listening

Collaborative Task: School & University

At a glance

Procedure

Preparation

Copy Prompt A for half the class and Prompt B for the other half.

In class

1. Tell students they are going to practise the Collaborative task for the ISE II Speaking & Listening exam. Tell them they will begin by discussing the school-leaving age. Elicit the school-leaving age in your country. Ask students to discuss in pairs, for two minutes,

Level: ISE II

Focus: Collaborative task

Aims: To understand the requirements of the Collaborative task, to practise asking questions and commenting on the examiner’s responses, to practise speculating about a situation and to practise highlighting advantages and disadvantages

Objectives: To make students aware of what is expected during the Collaborative task and for students to role-play the Collaborative task twice as both the examiner and the candidate

Topic: School/university

Language functions: Giving advice and highlighting advantages and disadvantages, expressing possibility and uncertainty, eliciting further information and expansion of ideas and opinions, expressing agreement and disagreement and speculating

Grammar: Second and third conditionals, simple passive, modals and phrases used to express possibility and uncertainty, discourse connectors, linking expressions and cohesive devices

Lexis: Leaving school, leaving home and school curriculum

Materials needed: Whiteboard and paper and pens, copies of Prompt A for half the class and copies of Prompt B for the other half

Timing: 90 minutes


whether they think it is the right age. Ask a few students to share their opinions with the class.

2. Remind the students that in the Collaborative task of the ISE II Speaking & Listening exam, the examiner will provide a prompt and the candidate must ask questions to find out more information and comment on the examiner’s responses.

3. Dictate the following prompt to the students:

In England, you have to stay in some form of education or training until you turn 18. I wonder if this is the right age.

4. Tell students that they should begin the Collaborative task by asking a question. Ask each student to write a question they could ask the examiner following this prompt. Once they have done this, ask each student to compare what they have written with a partner. Elicit some examples from the class and write them on the board. Some appropriate questions are:

x Do you think this is too old or too young? x Why aren’t you sure if it is the right age? x What do you think is the right age?

5. Dictate the examiner’s response for students to write down:

I think that some people are ready to leave school when they are younger. For example, my niece is 16 and she wants to leave school to start working in the family business.

6. In pairs, give students 15 minutes to list the possible advantages and disadvantages of this decision.

7. Draw two columns on the board; one for advantages and one for disadvantages.

Advantages Disadvantages

Ask each pair to give you one suggestion for each column, and write them on the board. Some example ideas are:


Advantages: She will get real work experience She will gain practical skills She will start to earn money

Disadvantages She won’t have any qualifications Her knowledge will be specific to one area If she is working in the family business, she might miss out on the social life that school/ university offers

8. Tell the students that they are going to perform the Collaborative task in pairs. One is the examiner and the other is the candidate. Remind them that the candidate should try to find out the examiner’s opinions, not just state their own. Give students four minutes to perform the task. Then, change the partners so that each examiner has a new candidate. Ask the students to swap roles and then repeat the task.

9. Give feedback on students’ performance. Comment on things they did well, as well as what they could improve. Focus on patterns of interaction rather than grammatical accuracy.

10. Split the class in half. Give out prompt A to half of the class, and prompt B to the other half (see below for prompts and example answers). Give students 15 minutes to write down the answers to the questions relating to their prompt in pairs.

11. The students with prompt A find a partner with prompt B. A is the examiner, B is the candidate. Student A reads out their prompt, but does not show student B their notes. Give them four minutes to role-play the task.

12. Repeat, with student B as the examiner using their own prompt.

13. Give feedback on students’ performance. Comment on things they did well, as well as what they could improve. Again, focus on patterns of interaction rather than grammatical accuracy. If students were struggling for ideas, go over the example answers below and ask students to perform the tasks again with a new partner.


Extension activity

Students that complete stage 5 or 10 more quickly can be encouraged to think about other questions that the candidate might ask and responses that the examiner might give related to the prompt. You can ask the students to share these with the class at the end of the lesson.

Further support activity

Students that struggle with role-playing the tasks can be asked to script them first.

After class

For homework, students can choose one of the three tasks and write a script for the “ideal” collaborative task.


Prompt A In some countries, Survival Skills are a mandatory part of the curriculum. I’m not sure if this is a good use of students’ time. What might Survival Skills include? What are the advantages? What are the disadvantages? Prompt B My cousin has just started university, and has been offered a free course on how to live independently. I think he should take it, but he isn’t interested. What might the course cover? Why should he take it? Why might he not be interested?


Example Answers

Prompt A: In some countries, Survival Skills are a mandatory part of the curriculum. I’m not sure if this is a good use of students’ time.

What might Survival Skills include?

Techniques someone might use in a dangerous situation, for example: x Finding food and water x Keeping warm x Creating shelter x Signalling for help x Treating illness and injury

What are the advantages? x Increased confidence to face everyday situations x Ability to save own or others’ lives x Opportunity for less academic students to do well

What are the disadvantages? x Skills may be quickly forgotten x A waste of time if skills are never put into practice x May encourage young people to put themselves into dangerous

situations Prompt B: My cousin has just started university, and has been offered a free course on how to live independently. I think he should take it, but he isn’t interested.

What might the course cover? x Housework such as cooking, cleaning, washing and ironing x Personal hygiene x Routine and time-management x Managing finances x How to deal with home-sickness

Why should he take it? x Many people do not know how to look after themselves when they

leave home x Students might become ill if they don’t look after themselves

properly x He will do better in his studies if he is happy and healthy

Why might he not be interested? x It might distract him from his actual studies x He might want more time for socialising x He might be embarrassed to admit he does not have basis skills


Collaborative Task:

Just Another Day at the Office At a glance

Procedure

Preparation

1. Print one student worksheet per student. 2. Cut up the prompt cards. Ensure you have at least one prompt card

for each student. You will need to duplicate cards if you teach a group larger than twelve students.

In class

1. Explain to the class that they will be doing a speaking activity which will help them to prepare for the Collaborative task in the ISE II Speaking & Listening exam.

2. Tell the students that the topic of today’s lesson is ‘work’. Write the following two statements on the board.

1. I really don’t like working nine to five.

Level: ISE II

Focus: Collaborative task

Aims: To develop speaking skills by responding to prompts related to the workplace

Objectives: To take initiative in conversation by eliciting further information, to express agreement and disagreement in response to prompts and to give advice in response to prompts

Topic: Personal values and ideals and the world of work

Language functions: Expressing agreement and disagreement, giving advice and eliciting further information

Grammar: Modal verbs

Lexis: Work, phrases to express agreement and disagreement, elicit further information and give advice

Materials needed: Whiteboard, one student worksheet per student, pens, and prompt cards

Timing: Approximately 75 minutes


2. I don’t think requiring people to work nine to five is productive.

Elicit from the students which statement is more an opinion and which one is a dilemma. Explain to the students that in the Collaborative task of the exam the examiner reads a prompt that expresses an opinion or a dilemma and the candidate needs to find out more information and keep the conversation going for four minutes.

3. Write on the board: ‘the five questions of a good journalist’ and elicit what they may be.

Answer key: Who? What? Where? Why? How?

4. Write the following prompt on the whiteboard:

I love working with my colleagues but dealing with the customers I find a lot harder.

Read the prompt out loud. Tell the students to use the five questions of a good journalist to ask you what may have happened. Encourage the students to ask as many questions as possible until the background of the story is clear.

5. Write ‘background story’ on the whiteboard and tell the students that the background story is what may have happened to the speaker before the dilemma occurred or before the speaker arrived at his/her opinion. Tell the students that in this part of the ISE Speaking & Listening exam, they need to find out what the background story is by asking the examiner questions.

6. Hand out the student worksheet. Tell the students that they are going to complete Task A. Elicit the meaning of ‘deadline’ and ‘divide’. Ask the students, in pairs, to come up with a background story for each prompt. Tell them that they can use the five questions of a good journalist for this. Monitor and assist if necessary.

7. Put the students in new pairs. Tell them to take turns reading out a prompt. The other student asks questions until the full background story is clear. Carry out feedback as a group.

8. Ask the students to carry out Task B. Elicit the meaning of ‘take criticism’. Tell students to work alone this time and ask them to write one sentence in response to each opinion in which they either agree or disagree with the opinion. Monitor and correct errors. After the students have finished, ask students to read out the responses and ask other students which prompt it is a response to. Write useful phrases used for agreeing and disagreeing on the board. For example:

In my opinion,...


In my view,... From my point-of-view,... I do not totally agree with this because... I see what you mean but I think that... I see where you are coming from, but to be honest I don’t think...

9. Elicit from the students different ways to give advice and write them on the board. For example:

If I were you,... You should,... You shouldn’t... You’d better... You ought to... Why don’t you...

10. Tell the students to carry out Task C. Ask the students to work in pairs and discuss pieces of advice they could give for each dilemma. Monitor and assist if necessary. Carry out feedback as a group.

11. Write the following words and phrases on the whiteboard and ask students to discuss their meaning in pairs:

gossip, office hours, messy, appreciate

Carry out feedback in open-class.

12. Tell the students that these words are used in the prompts. Give each student one prompt card. Tell the students that they have one minute to think of a background story.

13. Ask all of the students to stand up and stand in two lines facing each other (eight students on each side for example or ten students on each side). Ask the students in the first line to read out their prompt to their partner. Tell the other students that they need to ask questions to find out more information, give advice and agree or disagree.

14. After a few minutes, ask the students in the second line to move one spot. The last student in the row moves to the first spot (similar to a conveyor belt). Now, tell the students in the second line to read out their prompt and their new partner responds. Repeat this until everyone has worked with at least four different partners.

15. Monitor and collect errors in a notebook for group error correction later.

16. Carry out group feedback and ask two or three students to read out loud a prompt and elicit responses from the class. Tell the students


how well they have completed the task. Tell them what they are doing well and what they still need to improve on.

17. Write out on the board a number of the incorrect sentences that you heard. Ask the students to discuss the errors with their partner and then carry out feedback in open-class.

18. Tell the students they can prepare for this part of the ISE Speaking & Listening exam by practising with another student. Tell them to alternate the examiner role after four minutes. Tell them to select in advance at least three phrases they are planning to use in the conversation.

Extension activity

Ask the students to write their own work-related prompt and think of a background story. Ask them to work with a partner. One student reads out the prompt and the other student responds.


Ask weaker students to use the same prompt for Tasks A-C.

After class

Ask the students to swap their prompt and ask them to think of a background story, advice and reasons to agree or disagree with the prompt. Ask the students to report back in the next class.


Student Worksheet

Collaborative Task: Just Another Day at the Office

Task A

Work with a partner and come up with a background story for each prompt. Use the questions: Who? What? Where? Why and How? to guide you.

1. I’ve built a successful career without ever having gone to university. I believe in the university of life.

2. I prefer working to strict deadlines.

3. There is a big divide between the different departments in our office.

Task B

Read the opinions and write a reply in which you either agree or disagree.

1. Young people nowadays can’t take criticism.

2. After a certain age, it is just too difficult to learn a new skill.

Task C

Talk to your partner. What advice could you give to someone facing the following dilemmas?

1. I don’t think that working in an office really suits me. 2. I’m thinking of looking for a new job. 3. I think my new colleague is more talented than me. My manager also

seems to like him more than me.


PROMPT CARDS

I guess I’m good at generating ideas but less at executing them. Still, what I’m doing all day is making other people’s ideas work.

I’m often so jealous of the people I’m managing. They just have a lot less responsibility.

I think that young people when they leave university are not prepared for the workplace.

There is a lot of gossip in our office. The young people that joined our company recently don’t seem to be able to take any criticism.

I do my best work in the morning. After lunch I’m not productive anymore. My boss often calls me at the weekend or after office hours. A lot of extra work for which I’m not getting paid.

I have a manager who leaves me alone all the time. I actually like to be managed. I need structure in order to perform.

Once in a while I need to refocus and then just check my personal emails or call a friend to chat. I’ve been told that I can’t do that during office hours. I leave everything to the last minute. I only seem to be able to work under pressure.

I can’t stand working on a messy desk, but my colleague sitting next to me obviously is of a different opinion.

My manager doesn’t seem to appreciate it when I give her my opinion on her performance.


Conversation Task:

The Environment Concerns Us All

At a glance

Procedure

Preparation

Print one worksheet per student.

In class

1. Explain to the class that they will be doing an activity that will help them to practise for the Conversation task of the ISE II Speaking & Listening exam.

2. Write ‘Environmental concerns’ on the board and let students discuss in pairs what this may mean. Ask the groups to feedback in open-class and elicit responses.

Level: ISE II

Focus: Conversation task

Aims: To develop students’ active vocabulary when discussing the environment, to expand their knowledge of useful phrases used in conversation

Objectives: To show understanding by responding appropriately, to maintain a conversation on environmental concerns and to repair the conversation if there is a misunderstanding

Topic: Environmental concerns

Language functions: Expressing and expanding ideas and opinions, eliciting further information and negotiating meaning

Grammar: Linking expressions

Lexis: Environmental concerns, words and phrases to encourage further participation

Materials needed: Whiteboard, one worksheet per student, pens, one blank piece of paper per two students and dictionaries



3. Give each student a copy of the worksheet and ask them to complete

Task A. Tell the students to put a tick next to the environmental concerns that were mentioned in step 2. Ask students to compare their answers with their partner and discuss the meaning of the new environmental concerns. Then carry out group feedback.

4. Put students in pairs and give each pair one piece of blank paper. Ask the students to draw a circle on the blank piece of paper. Let them pick one environmental concern and ask them to write it in the circle (ensure that not all of the students choose the same concern). Ask the students to write down as many words that come to mind when thinking of the environmental concern of their choice. Let them use a dictionary, if possible. Monitor and assist if necessary.

5. Discuss as a group and write any useful vocabulary on the board.

6. Tell the class they are going to discuss one or more of the environmental concerns in groups later, but before they do they are going to look at some useful expressions they can use during the conversation phase.

7. Draw the following table on the board:

Linking words Asking for an opinion

Asking for clarification

Elicit some example phrases/expressions for each column.

8. Tell students to complete Task B. Ask them to put each expression into the correct column. Ask students to compare their answers in pairs. Then carry out group feedback. Write the answers on the board or ask the students to do this.

9. Practise the pronunciation of the words and expressions by asking the class to repeat after you. When modelling, use the appropriate intonation patterns. Drill the words chorally and individually.

10. Put students in pairs and let them discuss one environmental concern. Ask them to use as many linking words from Task B as possible. Monitor and assist if necessary. After a few minutes, ask the students to choose another environmental concern and discuss it in pairs.


11. Put the students in new pairs and let them discuss a different

environmental concern. Ask the students to use the linking words again from task B and encourage them to ask for each other’s opinion using the expressions from task B. Monitor and write down any errors on the board. After 1-2 minutes stop the students and have one of the students ask the other for clarification using one of the expressions from task B.

12. Have a whole class discussion on one or more environmental concerns and mainly focus on content. Encourage students to ask for clarifications and opinions.

13. Now draw the students’ attention to the errors that you have written up on the board. Ask the students to discuss in pairs what is wrong with the sentences or phrases and to correct them. Correct the errors as a group. Elicit the correct answer and the reason.

Extension activity

Ask the students to discuss in pairs the consequences for each environmental concern. Ask the students to discuss how they may be linked. For example, deforestation may be linked to species becoming extinct when they lose their natural habitat.


Allow students to talk about the same environmental concern when they change partners. This way they will repeat their ideas.

After class

Ask students to choose one environmental concern and let them use the Internet to find more about it. Ask the students to report back in the next class.


Student Worksheet

Conversation Task: The Environment Concerns Us All

A. Put a tick (9) next to the environmental concerns that were

mentioned in the discussion. Environmental concerns

9

global warming overfishing endangered species air pollution inefficient energy use water pollution deforestation littering

B. Put the words and expressions in the right column.

What’s your opinion?, even though, So what you mean is…, Do you agree?, although, Are you saying that…, unless, however, And what do you think?

Linking words Asking for an

opinion Asking for clarification


Answer Key

B. Linking words: unless, however, although, even though

Asking for an opinion: What’s your opinion?, And what do you think?, Do you agree?

Asking for clarification: Are you saying that…?, So what you mean is…


Conversation Task: The World of Work

At a glance

Procedure

Preparation

Print one student worksheet per student.

In class

1. Tell the class that today they are going to concentrate on the Conversation task in the ISE II Speaking & Listening exam. Ask the students what they know about this task.

2. Tell the class that in today’s class they are going to talk about jobs. Write ‘jobs’ on the board and ask the students to list a few popular and a few unusual jobs.

3. Give out one student worksheet per student and ask the students to complete Task A. Task A asks the students, in pairs, to look at adjectives used to describe jobs and to decide on 2 jobs that they think each adjective describes and explain why.

Level: ISE II

Focus: Conversation task

Objectives: To become familiar with the Conversation task of the ISE II Speaking & Listening exam

Aims: To practise speaking, to become familiar with vocabulary used for work and jobs and to gain fluency in presenting ideas

Topic: The world of work

Language functions: Expressing feelings/emotions/opinions, eliciting further information, expanding ideas and expressing agreement and disagreement.

Grammar: Forming and answering questions

Lexis: Jobs, adjectives used to describe jobs and work

Materials needed: One worksheet per student

Timing: 60 minutes


4. Whilst the students are completing Task A, walk around and monitor

to make sure the students are doing the task in English and to listen to what they are saying. Once they have finished the task, write up some of the jobs on the board. Check that everyone understands the meaning of the jobs.

5. Write on the board ‘Speed Dating’ and ask the students if they know what it is.

Description of speed dating: In Speed Dating, people wanting to find a boyfriend/girlfriend are all together in one room All the boys/men sit at tables around the edge of the room, the girls move around starting at one end and each girl has 3 minutes to talk to each boy. They all write ‘yes’ or ‘no’, ‘like’ or ‘don't like’ on their own paper. At the end, everyone gives their paper to the organiser who arranges for the ones who said they liked each other to get their email or phone number.

6. Tell the students they are going to do ‘Speed Job Interviews’. So it will be exactly the same format but the ones who don't move are the interviewers and the ones moving around are the people wanting a job.

7. Before they start the ‘Speed Job Interviews’, ask the students to look at the jobs in Task B and to complete the table. Give the students approximately ten minutes to do this and then feedback in open-class.

8. Then give the students ten minutes in their pairs to brainstorm some popular interview questions. For example:

x Why do you want this job? x What are your qualifications? x Are you prepared to work hard? x Are you available 24/7? x What had you done before your last job? x If I contact your last employer what will he/she say about you? x If you hadn't applied for this job what other type of job would you

have applied for?

Ask the students to be a bit creative. Write up some of the more interesting questions on the board.

9. Set the classroom up, divide the class into two groups: interviewers and candidates and begin the activity. The interviewers should write some notes about the candidates that they interview (See Task C). Each interview should last three minutes. Those being interviewed should choose a different job for each interview that they carry out. Once the interview has finished, the teacher should shout ‘stop’ and


ask the candidate to move to the next interviewer. You could ask the students to repeat this phase a total of six times.

10. Whilst the interviews are taking place, monitor the students and make a note of the common errors.

11. Address the common errors once the students have completed this part of the lesson by writing them on the board and asking the students to correct them.

12. Now put the students in groups of three and give them the conversation topics (see Task D). Ask each group to choose one topic and discuss it. Whilst they are discussing the topic, choose one student to interrupt from time to time to interrupt the flow of the conversation. This is to encourage the students to get used to someone interrupting and to encourage the students to keep the conversation going (this is something that could happen in the speaking test). Whilst they are completing this activity, walk around and monitor. Go through any common errors.

Extension activity

The stronger candidates can write an 80-100 word response to a number of the conversation topics.


If the weaker ones are really struggling with the conversation topics, re-group them in weaker only groups and they can brainstorm ideas of what they could say about the topics without having the conversation.

After class Ask the students to choose one of the topics for discussion and to prepare a four minute presentation which they will give to the class in the next lesson. The presentation must show both sides of the argument and come to a conclusion.


Student Worksheet

Conversation Task: The World of Work

Task A In pairs think of 2 jobs that you associate with each of the following adjectives. Talk about the jobs and say why you think the adjective describes the job.

dangerous

exciting

well paid

dirty

boring

challenging

only for men

stressful

interesting


Task B - Jobs for Speed Interviewing

Look at the jobs and complete the table.

Job Skills needed Experience needed

Actor / actress

Footballer

Toilet attendant

President of the USA

Astronaut

Doctor

Formula one driver

Stuntman/woman

Politician

Midwife


Task C - Note cards for interviewers

Candidate Job How good would they be at the job?

Would you give them the job?


Task D - Topics for discussion

x Does school really prepare people for the world of work? Do you think

it's preparing you?

x Would you do a job you didn't like for a lot of money? If you did that

what problems do you think you'd have?

x Do you think some sportsmen e.g. footballers earn too much money?

If they earn so much money should they be role models for the rest of

society?

x Some people say that everyone must get the same salary no matter

what the job is, do you agree? If not why not?

x If there were a law that said all students over 18 must do a holiday

job, would you be happy about it? What are the advantages of

working in the school holidays?

x Do you think companies have to pay for their employees to do sport to

keep them fit?

x In companies it's a good idea for them to provide baby and childcare

facilities to help their female staff?

x What sort of job do you want to do and why?

x Do you think it's accepted in society now for a man to be a house

husband? Would you be prepared to do it? (For the boys only)


Independent Listening Task:

A Nightmare Weekend! At a glance

Procedure

Preparation

1. Read through the listening text (see teacher‟s notes) to familiarise yourself with it. If another teacher is available, record them reading the text out so the students can practise hearing another voice.

2. Photocopy one set of „Task statements‟ (see teacher‟s notes) per group of 4-6 students and cut up.

3. Also photocopy one student worksheet per student.

In class

1. Explain to the class that they are going to work on their listening skills for the Independent listening task in the ISE II Speaking & Listening exam. This task involves listening to a recording twice. The first time for gist, the second time for more detail.

2. Write GIST in large capital letters on the board. Illicit from students what they understand by the term gist. Possible answers may be:

To understand the principal idea

Level: ISE II

Focus: Independent listening task

Aims: To improve students‟ listening comprehension skills

Objectives: To understand the main points and details of complex spoken English and to improve note taking skills

Topic: Hotel review and manager‟s response

Language functions: Listening for gist and for detailed information

Grammar: Following natural spoken discourse

Lexis: A Hotel review

Materials needed: Text (to read out), student worksheet (cut into strips; 1 per group of 4-6 students), student worksheet, whiteboard, pens and paper for students to make notes

Timing: 45-60 minutes


The main point What they are talking about The theme etc.

Write the correct ideas on the board. Explain to students that in the ISE II Speaking & Listening exam they will hear the recording twice. The first time they hear the recording they should listen for the gist. Tell the students that a possible question from the examiner could be “What was the speaker talking about?”. They should be prepared to answer in one or two sentences.

3. Now introduce the class to the topic of the listening – a nightmare holiday. Ask the students some questions about what can go wrong on holiday. For example:

A lost passport A puncture to the car on the way there The hotel is next to a noisy building site/ airport

Ask them to discuss in pairs or small groups some of their bad experiences, or experiences other people have had, or films they have seen, or to just use their imagination. Try to get the class highly motivated and interested in the topic.

4. Now ask the class to focus on what problems people could have with their hotels. Ask the class to discuss in pairs or small groups. Feedback in open-class.

5. Finally, ask the students what they could do if they had a problem with the hotel. Possible answers include:

Complain to the manager Send a letter or email Write to or phone the head office Write to the newspaper etc

Write key vocabulary on the board.

6. Explain to the students that they will now listen to a text about a nightmare holiday.

7. Read out the text (at normal speed) or ask a colleague to read it out, or have a recording ready to play. Ask the students to listen carefully and be ready to tell you what the gist of the story is.

8. Ask the students to discuss what they feel the gist of the text is. Possible answers include:

Complaining about a hotel to the manager and the manager’s response A very bad weekend at a 4 star Hotel A couple who are angry at the service they received at a hotel etc.


Write some of the answers on the board.

9. Now explain to the class that they are going to listen to the text again, but this time they will be listening for detailed information, and in particular, in what order things happen. For this they will need to make notes individually. After they have heard the text, they will work in groups putting the events in order, so it is important to make notes.

10. Show the students the strips of paper to explain what they will need to do (but don‟t hand them out yet). Organise the students into groups of 4-6 (depending on class size).

11. Hand out the student worksheet and make sure each student has a pen.

12. Read out the text again or play the recording from start to finish. The students should make notes on the student worksheet.

13. Quickly give out strips of paper to each group. Explain to the group that they will now have to organise the events into the order in which they happened. Allow some discussion in the groups. Monitor the groups to check their understanding and completion of task. Make sure they are referring to their notes and are working together well. Do not allow one person to take over, make sure everyone is involved. Time allowed – 10-15 minutes.

14. Illicit the answers from 1 - 22 (in the order they appear on the teacher‟s notes).

15. Now encourage the students to re-tell the story in their own words.

16. If there is some disagreement, read out the necessary part(s) of the text again.

17. Explain that what you read or what they heard was an example of the Independent listening task in the ISE II Speaking & Listening exam. Ask them what they thought about it. What did they find easy and difficult? Do they feel ready for this part of the exam?

18. Ask the students what they could do to improve their listening skills? Possible answers:

Listen to an English song and work out what they are singing about Watch a short clip of a film in English and identify the gist Watch a short clip of a recipe being made and make notes on the ingredients and order for making the dish Watch part of a sports match online and listen to the commentator and make notes on the main events etc.


Extension activity

More advanced students can try to re-enact what they heard using the strips of paper, using voices of complaining for the unhappy client, and peace making/pacifying/patient understanding for the Manager.


Weaker students can be given fewer strips of paper (5 for example), blocks of the correct sentences with only 5 missing to complete the story

After class

Listen to a short English text (online for example). Listen to it twice: once for the gist, the second time for detailed information. Practise making notes and practise explaining what happened.


Audio Script

Independent Listening Task: A Nightmare Weekend!

Voice 1: “A nightmare weekend!”

Reviewed 4th July 2014

A 60th birthday treat for my wife. Booked through the web. Their website is very misleading. You think you are going to a 4 star hotel with fine dining and it‟s more like a holiday camp. The staff were mostly excellent, especially the Reception Manager when we arrived. We had asked for a quiet room, only to be told we would be in a noisy room above a wedding reception. He found us a nice room. No complaints about the room, other than the TV remote did not work. The swimming pool was ok but looks nothing like the picture on the website, it‟s very drab now. There was also no hot water in the showers. I told the attendant. He didn't even apologise. The bar is awful unless you want to watch football - We didn‟t! Why was it that the lounge bar, which had been open in the afternoon, was not open before dinner? It was a nice room and would‟ve been perfect. The restaurant is not fine dining! It is well below par. The A la Carte menu is like a bad pub menu and the buffet was poor, especially as the staff did not keep the supplies of food topped up so people were waiting around with half full plates trying to get staff to replenish the hot trays. The drinks are expensive and some of the restaurant staff were rude and unhelpful. Breakfast was utter chaos, with not enough cutlery, plates or food. We had to go and get our own tea. Nobody came to the table except to take away plates that were not finished. I had to go to the cutlery draw myself twice! One toaster was not working, the other was burning toast. We were on the second floor in the Old School and the lift was not working. Overall, we found the weekend most unpleasant, not the relaxing break we had been dreaming of. We think other holiday makers should be aware of the standard of the hotel so that they are under no illusions, and do not feel cheated – as we do. This hotel should definitely not have 4 stars. It could be excellent but….. The buildings and grounds are very nice, but the service, facilities and food are awful. Manager‟s response (could be read out by another person – Voice 2) Guest Relations Manager at Devonshire Estate, responded to this review, 4th July 2014


Thank you for taking the time to write a review of our Hotel. I was pleased that after a small problem with your room allocation that our Reception Manager found a lovely room for you. I was however disappointed to read your comments on our leisure Club and I have passed this feedback onto our Leisure Club Manager. I have also had a meeting with our Restaurant Manager about our menu and especially your comments on our staff being rude and unhelpful, this is not acceptable and will be addressed immediately. I hope your wife had a lovely birthday despite the small problems you experienced. Kind Regards Kim Norris- Guest Relations Manager End of text


Task Statements

Cut up the following 22 statements and give them to the students in a jumbled order.

Reserved online Holiday camp Reception manager very helpful Television remote control did not work Swimming pool was OK Hot water didn‟t work in the showers Watching football in the bar Lounge bar closed Not enough food! Drinks are pricey Attitude of staff Breakfast madness!! Searching for knives and forks…….. Malfunctioning toasters We had to walk up 2 flights of stairs Lovely grounds Terrible service, facilities and food An appropriate room given Feedback passed on Feedback passed on Sorting out problems of rude staff Happy Birthday to your wife


Student Worksheet

Independent Listening Task: A Nightmare Weekend!

Student notes

Use the space below to make notes about what you hear. You can write one or two keywords to help you remember the order things happened.

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Independent Listening Task:

Big City At a glance

Procedure

Preparation

1. Print one student worksheet per student.

2. Pre-record the audio. If no equipment is available to record and/or play the audio, print out the transcript and read it to the class at a normal pace.

In class

1. Explain to the class that they will be doing a listening activity in class today and that this will help them to prepare for the Independent listening task in the ISE II Speaking & Listening exam.

2. Give each student a worksheet and ask the students to carry out Task A. Ask students to read ‘What to expect in the exam’. Then, in pairs, ask one of the students to summarise ‘What to expect in the exam’ for their partner.

Level: ISE II

Focus: Independent listening task

Aims: To develop listening strategies when listening to someone describing their experience of the differences between living in a city and a village

Objectives: To listen and report main points and supporting detail and to infer the speaker’s opinion

Topic: Village and city life and society and living standards

Language functions: Expressing and expanding ideas and opinions and highlighting advantages and disadvantages

Lexis: Village and city life and living standards

Materials needed: Whiteboard, audio script or audio recording and equipment, one student worksheet per student, pens, and dictionaries

Timing: Approximately one hour


3. Write the words village and city on the board and ask students, in

pairs, to discuss the differences between living in a village and living in a city. Carry out feedback as a class.

4. Ask the students to discuss in pairs if they prefer living in a city or village. Once the students have discussed for approximately 3-5 minutes, feedback in open-class.

5. Tell the students that in today’s lesson, they are going to listen to someone talking about the differences between living in a village and a city. Ask the students to carry out Task B on their student worksheet whilst they are listening. Tell the students to write three pros and four cons of living in a city (before carrying out this task, you may need to re-cap on the words ‘pro’ and ‘con’). Clearly announce when you are about to play the audio. If you were unable to pre-record the audio, read the audio script out loud at a normal pace and with appropriate pausing.

6. Now ask the students to compare their answers in pairs. Do group feedback and go over the answers as a class.

Answer key:

Pros: higher salary, less predictable, being judged on your achievements

Cons: loneliness, difficult to talk to strangers, expensive, no support network

7. Now, tell the students that they are going to listen to the audio again and this time they need to carry out Task C. Tell the students that they need to replace the underlined words with a different word or phrase from the audio that has the same meaning. After you have played the audio, ask students to compare answers in pairs. Carry out feedback as a group.

Answer key: 1. It (really) dawned on me 2. Live life to the fullest. 3. was very refreshing 4. achieve 5. going through

8. Tell the students they are going to listen to the audio again and ask them to carry out Task D. Ask the students if they think the speaker prefers living in the city or his hometown. Ask the students to discuss their opinion with a partner. Carry out feedback as a group and elicit what the speaker’s opinion is.


Answer key:

Although the speaker highlights a number of disadvantages of living in a city, it can be inferred that his experience of being judged on his achievements overrules the disadvantages.

9. Ask the students what they remember about Task 1 of the listening test. Elicit that they will listen to the recording twice and that they are encouraged to take notes. They can prepare for it by watching talks on websites such as ted.com. Tell them that the first time they listen they should listen for gist or general understanding and the second time they should listen for detail.

Extension activity

1. Ask the students to discuss with their partner whether they agree with the speaker or not. Carry out feedback as a group.

2. Give students the audio script and ask them to underline three words they can explain to their partner and three words they want their partner to explain to them.


1. Play the audio twice for each task.

2. Give out the audio script and ask students to listen again and follow the audio script.

After class

Ask the students to research in a book or on the internet the biggest city in their country and the smallest village. Ask students to report back on the differences in the next class.


Audio Script

Independent Listening Task: Big City

So, you want to know what it was like moving from a tiny village in the middle of nowhere to a mega city? Big question. Where shall I start? I realised that when I moved that I had never really been alone before. I was incredibly lonely those first few weeks. I know this may sound like a contradiction but it really dawned on me how lonely you can be in a city of five million people. In my hometown everybody knows everybody. Life is lived outside. On the streets, you know. People sit outside in the evening and chat with the neighbours and passers-by. In the city, if you start talking to a stranger they look at you as if you are crazy.

My salary is a lot higher but life of course is also much more expensive. Ironically, I had a higher standard of life when living in my hometown even with a salary that was three times lower than what I am making now. I have to admit that my hometown is near the beach so that may have to do with it. My rent now is more than what I was making back then. Life in the village is the same every day. The same routines. Your life is already planned out for you. You are going to get a job and do this same job for the rest of your life. You marry the girl from around the corner, have kids. I wanted something different. Live life to the fullest.

You know what bothered me most about living in a small town? That you are never judged on your own merits. My father was at one point mayor so everybody knew him. So I was always the son of a locally very well-known person. I was never judged as a person who existed in his own right. Moving to the city was very refreshing in that perspective. I quickly had a promotion and that felt so good. Finally, I had been rewarded for what I really could achieve. I had made it out of my father’s shadow.

Life in the city is more anonymous. This has its pros and cons. I must say a while ago when I was going through a difficult time there was no support network and I had to go home to be with family and friends for a few weeks to recover.


Student Worksheet

Independent Listening Task: Big City

A. Read ‘What to expect in the exam’ and summarise it for your

partner.

What to expect in the exam… x In the listening phase you will listen to a monologue of

approximately 400 words. You will listen to the recording twice.

x You will be given a worksheet to take notes. x The first time you should listen for gist or general

understanding. x The second time you should listen for detail. x The total time of the test is 8 minutes.

B. Listen to the audio and write three pros and four cons of living

in the city. Pros? Cons?


C. Listen to the audio again and replace the underlined words

with a word or phrase from the audio.

1. I realised how lonely you can be in a big city.

2. Enjoy life.

3. Moving to the city felt as something new in that perspective.

4. I had been rewarded for what I really could do.

5. I was experiencing a difficult time.

D. Talk to your partner. Do you think the speaker prefers living in the city or in his hometown? Why?


Answer Key

B. Pros: higher salary, less predictable, being judged on your achievements

Cons: loneliness, difficult to talk to strangers, expensive, no support network

C. 1. It (really) dawned on me 2. Live life to the fullest 3. was very refreshing 4. achieve 5. going through

Although the speaker highlights a number of disadvantages of living in a city, it can be inferred that his experience of being judged on his achievements overrules the disadvantages.

Reading & Writing

Task 1 – Long Reading: Emotional Intelligence

At a glance

Procedure

Preparation

Print one worksheet per student.

In class

1. Explain to the class that today in class they will be doing a reading activity that will help them to prepare for Task 1 – Long reading in the ISE II Reading & Writing exam. Ask the students what Task 1 – Long reading is and what skills are needed for this part of the exam.

Answer key: Task 1 – Long reading has three reading tasks: 1. matching headlines to paragraphs 2. answering True / False questions 3. sentence completion.

Level: ISE II

Focus: Task 1 – Long reading

Aims: To develop reading strategies by reading an article about emotional intelligence and answering three sets of questions

Objectives: To skim an article for gist, to scan an article and answer ‘True / False’ questions and to scan an article to complete sentences with information from the text

Skill: Skimming and scanning

Topic: Emotional intelligence

Language functions: Expressing and expanding ideas and opinions and giving advice

Lexis: Psychology, education and the world of work

Materials needed: Whiteboard, pens and one student worksheet per student


Reading & Writing

The readings skills required are skimming (reading for gist) and scanning (reading for detail).

2. Write down IQ and EQ and elicit the meaning from the students.

Answer key: Intelligence Quotient Emotional Quotient

Ask students to work in pairs and write down as many different skills for each as they can think of. Carry out feedback as a group and write suggestions on the whiteboard.

Suggested answers: IQ (memorisation, analysing texts, solving riddles, mathematics)

EQ (understanding emotions, socialising, making people feel at ease, feeling at ease around people, providing a listening ear when people have problems, understanding when people have problems)

3. Now, ask the students to discuss in pairs which one they think is more important to become successful in life. Carry out feedback as a group.

4. Tell the students they are going to read about emotional intelligence. Give each student one student worksheet. Tell the students they need to carry out Task A. Ask them to read the text quickly and choose the best title for each paragraph. Tell them there is one more title than they need. Stop the students after two minutes and let them write down the answers. Then ask the students to compare their answers in pairs.

5. Go over the answer together as a class.

Answer key: A3, B4, D1, E5, F2

6. Elicit from the students how they decided which heading was not possible. Ask students to carry out Task B. Tell them they should find different words for the following words and phrases in the headings:

turning, in the workplace, cognitive intelligence, emotional intelligence, choosing the right people.

Do the first one together as a class. Then ask them to first work alone and then compare answers in pairs. Carry out feedback as a group.

Answer key: 1. turning (transforming) 2. in the workplace (at work) 3. cognitive intelligence (problem-solving, memory) 4. emotional intelligence (social and emotional abilities)

Reading & Writing

5. choosing the right people (hiring competent trainers) 6. its true meaning (So, what does it really mean?)

7. Tell the students they are going to read the article again but now they have more time. Ask the students to do Task B. Tell the students that there are five statements and that they need to say whether each statement is True or False. Tell the students that it is a good idea to first look at the statements and underline key words. Then tell the students to find the answers in the text. After four to five minutes, ask the students to compare their answers in pairs. Ask five students to come to the whiteboard and tell them to each write down one answer.

Answer key: 1. False 2. True 3. True 4. True 5. False

8. Go over the answers together as a class. Ask the students which words they underlined in each statement.

9. Tell the class they now need to complete Task C which involves them completing the sentences by looking for the information in the text. Do one example together as a class. Tell students that a possible strategy to use for this type of activity is to first predict what kinds of words they need to look for. Elicit from the student the kinds of words or phrases for each sentence.

Answer key: 1. a verb 2. a noun 3. a verb 4. a discourse marker 5. a multi-word verb.

Then tell them to find the answers in the text. Ask the students to compare answers once they have finished.

Answer key: 1. resisted the temptation 2. buzz word 3. express 4. First and foremost 5. taken … on board.

Go over the answers and put them up on the board.

Reading & Writing

10. Ask students to find three new words or phrases in the text. Tell them

for each word or phrase: to use it in a sentence, to give a synonym, to give an antonym, to translate it in their mother tongue. Ask students to put example sentences on the board and correct the sentences together as a class.

Extension activity

1. Ask the stronger students to write one or two True / False questions for the text. They can then ask their partner the questions and feedback on their answers.

2. Write the following statements on the board:

”The idea behind constructive criticism makes sense but I often find that it is better to tell people in very clear terms what they are doing wrong.”

“All this talking about emotional intelligence is too vague for me. It’s not real science.”

“We’ve gone too soft. Just get on with the job.”

Ask students to discuss in pairs whether they agree or disagree. Facilitate a class discussion afterwards.


1. If students feel uncomfortable with reading activities, then don’t mention a time-limit when they are reading for gist.

2. Ask stronger students to check the answers of the weaker ones.

After class

Ask the students to look online for an EQ test and take the test. Ask the students to report back in the next class.

Reading & Writing

Student Worksheet

Task 1 – Long Reading: Emotional Intelligence

Read the text below and answer the questions.

Emotional Intelligence

1. In a famous experiment, a group of four year-olds were left alone with candy and they were told that they could not eat any until the adult returned. Years later, when the children were grown-ups, the researchers did a follow-up to the experiment. It turned out that children who resisted the temptation became more successful later in life. Traditionally, psychologists described intelligence in terms of problem-solving and memory. This test shows the importance of another kind of intelligence, so-called emotional intelligence. IQ tests are only one way to see how successful someone may become in life. Social and emotional abilities seem even more important.

2. Emotional intelligence is a buzz word that is often heard. So, what does it really mean? The term ‘emotional intelligence’ was coined in 1990. Emotional intelligence has to do with knowing when to express emotions and knowing when to control them. Empathy is a particularly important part of emotional intelligence. This is basically the ability to recognise other people’s emotions.

3. It is necessary though to make a distinction between emotional intelligence and emotional competence. Let me illustrate this with an example. We already mentioned empathy as the ability to understand what someone else is feeling. Emotional competence would then mean transforming this into a skill. Empathy can actually be used to influence other people’s behavior. Obviously we are talking about influence in a positive manner as opposed to manipulation.

4. Emotional intelligence is important for a successful performance at work but how can it be promoted? First and foremost, the competencies that are important are different from job to job, so it is essential to know what these are for your field. Self-awareness is here the core competence to develop. So employees should learn how their feelings and behavior affect themselves and others. After that, look at the individual and try to find out if they have the necessary social skills for a particular job. Then, share this information with the individual and when doing so, try to be as clear as possible. Always conduct feedback in a constructive manner because then it is more likely to be taken on board. Another advantage of constructive criticism is that it minimizes defensiveness.

5. Hiring competent trainers is key. Good trainers have empathy and are genuinely caring. They should adopt a step-by-step approach because a change in behaviour is more likely to happen if it is manageable and achievable. Trainers should provide ongoing feedback and help develop the skill of self-reflection. If there is no follow-up training, then the whole process is likely not to be taken seriously.

Reading & Writing

A. Read the text quickly. Choose the best title for each paragraph

from A-F below and write the letter in the box. There is one more title than you need.

Titles Paragraph

A. Turning emotional intelligence into a skill

B. Emotional intelligence in the workplace

C. Train the trainers

D. Cognitive and emotional intelligence

E. Choosing the right people

F. Its true meaning

B. What different words can be found for the following words and phrases in the headings?

1. turning: ……………………………………………………………………………………………….....

2. in the workplace: ……………………………………………………………………………………………….....

3. cognitive intelligence: ………………………………………………………………………………………............

4. emotional intelligence: ………………………………………………………………………………………............

5. choosing the right people: …………………………………………………………………………………................

6. its true meaning: ………………………………………………………………………………………………..

Reading & Writing

C. Read the text again. Are the statements True or False?

Statements True or False?

1. There was no correlation between eating the candy and later achievements.

2. Part of emotional intelligence is being able to put yourself in someone else’s shoes.

3. We should distinguish influence from manipulation.

4. People may get hostile when talking about their job performance.

5. It is sufficient to give the employee information about their performance since it is their own responsibility to improve.

D. Complete the sentences with information from the text.

1. I’m very proud of myself as last night ………………….…………………….… to smoke.

2. My manager likes using trendy words. Self-reflection seems to be his new ………………………………………..at the moment.

3. He is obviously not able to ………………………………………………………. his true feelings.

4. Drinking a lot of water is ………………………………………. if you want to survive.

5. He seems to have …………………my advice …….……….. as he is a lot more polite now.

Reading & Writing

Answer Key

A. A3, B4, D1, E5, F2

B. 1. transforming

2. at work

3. problem-solving, memory

4. social and emotional abilities

5. hiring competent trainers

6. So, what does it really mean?

C. 1. False

2. True

3. True

4. True

5. False

D. 1. resisted the temptation

2. buzz word

3. express

4. essential

5. taken … on board

Original source: http://www.eiconsortium.org

Reading & Writing

Task 2 – Multi-Text Reading:

Bullying At a glance

Procedure

Preparation Print one student worksheet per student.

In class

1. Explain to the class that today in class they will be doing a reading activity that will help them to prepare for Task 2 – Multi-text reading in the ISE II Reading & Writing exam. Tell the students that in this part of the exam they are given four short reading texts with a total length of 450-500 words to read and answer questions on. They have 20 minutes to complete the task. They then use this information in Task 3 – Reading into writing to complete a writing task.

2. Tell the students they are going to read about famous people who were bullied when they were younger. Write ‘bullying’ on the board and elicit its meaning.

Level: ISE II

Focus: Task 2 – Multi-text reading

Aims: To develop reading strategies by reading a short article about four famous people and answering three sets of questions

Objectives: To scan and skim the four texts and decide which text each question refers to, to show understanding at sentence level by selecting true statements from a list and to complete summary notes

Skill: Skimming, scanning and summarising

Topic: Famous people, early memories and personal values and ideals

Language functions: Highlighting advantages and disadvantages and expressing and expanding ideas and opinions

Lexis: Bullying

Materials needed: Whiteboard, pens, one student worksheet per student and dictionaries


Reading & Writing

3. Write the following five questions on the board and ask students to

discuss them in pairs for five minutes:

1. What makes someone a good singer? 2. What make someone a good actor? 3. What make someone a good swimmer? 4. What makes someone a good model? 5. What makes someone a good comedian?

Carry out group feedback.

4. Give each student one worksheet and tell them to complete Task A. Tell the students that they need to decide which text each question is referring to. Tell the students that they are practising their skimming skills and that this means that they need to read quickly without focusing on details or words they don’t know. Tell the students that they have only three minutes to complete the task. Stop the students after three minutes and let them write down the answers. Then ask the students to compare their answers in pairs.

5. Go over the answers together as a class and write the answers on the board.

6. Tell the students that they are going to read the article again. Ask them to carry out Task B. Tell the students that they need to put a tick (9) next to the five statements that are true according to the information in the texts. Tell the students that they are now practising their scanning skills, which means that they look for specific details in the text. Tell the students that they now have four to five minutes to complete the task because they need to read more carefully. After four to five minutes, ask the students to compare their answers in pairs. Go over the answers together as a class.

7. Ask students if they found the task difficult and if they felt they had enough time to complete the task.

8. Tell the class they now need to complete Task C which involves the students completing the summary notes by looking for specific information in the text. Tell the students they have seven minutes to complete this task. Do one example together as a class. Ask the students to compare answers once they have finished. Go over the answers and put them up on the board.

9. Elicit from the students what the different parts of the reading task are. Tell them that each task focuses on different reading skills. Explain to the students that they can prepare for the exam tasks by finding short texts online and carry out three different tasks. Tell the students that for the first task they should read quickly and answer

Reading & Writing

the question: What is the text about? Then they should read the text again but more carefully and find five details in the text. The third time they read they should give themselves more time and write a short summary.

Extension activity

1. Ask the class to discuss in pairs different ways to prevent bullying. Carry out feedback as a group.

2. Ask students to find a new word in the text and use it in a sentence.


Ask the weaker students to underline the answers in the text.

After class

Ask the students to look online or in a book for what schools in their region do to prevent bullying. Ask the students to report back in the next class.

Reading & Writing

Student Worksheet

Task 2 – Multi-text Reading: Bullying

A. Read the four texts and decide which text each question refers

to – A, B, C or D.

Which text

1. shows how negative traits can become positive? Text: 2. mentions further steps to end the problem discussed? Text: 3. refers to a more modern variant of the problem mentioned? Text: 4. gives reasons and consequences of bullying? Text: 5. gives advice on how to deal with aggression? Text:

B. Read the text again. Tick (9) the five statements from 1-8 below that are true according to the information given in the four texts.

Statements 9?

1. Cyberbullying is a modern form of bullying.

2. A number of celebrities are hardened by their negative experience.

3. Bullying can have a negative influence on someone’s performance at school.

4. Christian Bale used to react violently to being bullied.

5. After having lost weight, Tyra Banks became successful.

6. Some comedic actors think they learned how to be funny thanks to the problems they had with bullies.

7. Selena Gomez was bullied when she was a kid.

8. Lady Gaga set up a charity with her colleague Brittany Snow to end bullying.

Reading & Writing

C. Complete the summary notes below with suitable words or

phrases from the texts.

Bullying: Summary Notes

x Celebrities are often the victim of cyberbullying which means constant

(1) ………………………… through social media

x Some deal well with this perhaps because of being bullied as a child

x Bullying can have an impact on schoolwork and (2) …………………………,

often psychological problems in later life

x T. Banks and M. Phelps were bullied because of their appearance but

ironically later thanked their (3)…………………………. to it

x Ch. Bale and Ch. Rock didn’t use (4) ………………………… in response to

their bullies

x S. Gomez and Rihanna became stronger because of the experience

x Lady Gaga wants to give hope to her fans and B. Snow started a (5)

………………………… to end bullying

Reading & Writing

Reading Text

Bullying

A. Bullying is of all times, but a more recent phenomenon is

cyberbullying in which the bully uses email, text messages, twitter and

other social media or online forums to hurt the victim. It is no

surprise that celebrities who are constantly in the public eye are

cyberbullied relentlessly. Celebrities are critized literally for every

move they make. A lot of the comments are about looks. Celebrities

need to have a thick skin to deal with this constant stream of criticism.

Some seem to do fine though. This may have to do with past

experiences as surprisingly many celebrities have been the victim of

bullying when they were young. Bullying is a serious problem to such

an extent that many children and teenagers are afraid to go to school.

The main reasons for becoming a victim of bullying are appearance

and social status. Bullies attack their victims physically and

psychologically. Bullying can have terrible effects on its victims.

Schoolwork may suffer, but also health. Research suggests that

victims may suffer from mental health problems later in life such as

depression, low self-esteem and anxiety. This doesn’t have to be the

case though. Many famous people have been bullied as a child and

despite this experience have become very successful.

B. We cited appearance as a major reason for being bullied. Ironically,

the exact reason for being bullied has made some celebrities

successful. Supermodel Tyra Banks for example was made fun of for

being so thin. This exact thin physique helped her to have a very

successful career as a model. Athlete Michael Phelps was bullied in

school for his long arms. Later he won several medals at the Olympic

Games and those long arms will certainly not have been at his

disadvantage.

Reading & Writing

C. Batman actor Christian Bale used to be beaten up a lot when he was a

kid. He feels that it has made him stronger. It was for him a lesson for

life. Christian didn’t hit back. Violence often makes things worse as

you don’t know what the bully’s response will be. Using violence could

in the end have brought him more trouble. Holding the anger cannot

be easy but perhaps humor can be thrown in to fend the bully off.

Comic actor Chris Rock for example claims he developed his quick wit

as a response to being bullied.

D. Actor and singer Selena Gomez was bullied all the way through

elementary and middle school. She said that it was her energy and

focus that made her a target. Ultimately, the experience has made her

a stronger person. A similar story we hear from colleague singer

Rihanna. She also got bullied in school but now she is even grateful as

the teasing has made her tough. Extravagant pop star Lady Gaga

went even further as she actively uses her experience of being bullied

to reach out to her fans and this way tries to give them hope. Singer

and actor Brittany Snow also used her negative experience for

something positive by setting up a non-profit organization that seeks

to put an end to bullying.

Reading & Writing

Answer Key

A. 1. B

2. D

3. A

4. A

5. B

B. True statements: 1, 2, 3, 6, 7

C. 1. criticism

2. health

3. success

4. violence

5. non-profit organisation

Original sources:

http://www.huffingtonpost.com/marlo-thomas/celebrities-who-survived-bullying_b_3367046.html

http://kidshealth.org/teen/school_jobs/bullying/bullies.html

Reading & Writing

Task 2 – Multi-Text Reading:

National Customs At a glance

Procedure

Preparation

1. Insert images of choice for each reading text on the student worksheet.

2. Print one copy of the student worksheet for each student.

3. Print copies of extension and support tasks as needed.

In class

1. Tell the students that in today’s class they are going to do a reading activity that is designed to help them get accustomed to the format of Task 2 – Multi-text reading in the ISE II Reading & Writing exam. Tell the students that the topic of the lesson is national customs and is

Level: ISE II

Focus: Task 2 – Multi-text reading

Aims: To gain familiarity with the examination format and the topic of some customs across the world

Objectives: To read and understand basic information about customs across the world. This task is aimed at developing vocabulary and knowledge related to the ISE II specifications using tasks that are similar to the ISE II Task 2 – Multi-text reading

Skill: Skimming and scanning to understand some basic facts about customs across the world, to read for specific details, answer questions in context and to summarise texts

Topic: National Customs

Language functions: Reading for gist, understanding basic customs and reading for specific detail

Lexis: Customs, birthdays, weddings, money and plants

Materials needed: One copy of student worksheet per student and one copy of extension or support activity as needed

Timing: 45-60 minutes

Reading & Writing

included in the specifications. Emphasise that this is a timed reading practice.

2. Hand out one copy of the student worksheet per student. Allow students 5-10 minutes to read through the reading tasks. Explain how the questions need to be answered and show the students by example.

3. Ask students to read each section or paragraph. The teacher should explain the meanings of any unfamiliar words.

4. Ask students to paraphrase each text. Show students how to paraphrase texts by using Text A as an example. Ask the students for synonyms and synonymous phrases, allowing the use of dictionaries and write their ideas on the board.

5. Set questions 1- 5 as a timed activity. Allow ten minutes. Tell students to exchange papers so they will not mark their own answers. Ask students for the answers and write them on the board. Write the correct answers on the board.

6. Set questions 6-15 as a timed activity. Allow 20 minutes. Ask students for the answers and write them on the board. Write the correct answers on the board. Ask students to give feedback on ways in which they can improve their skills and performance under timed conditions.

Extension activity

Ask the students to focus on the extension activities. Tell students to read the texts again to answer the questions on vocabulary (synonyms and antonyms) and grammar.


Ask the students to focus on the further support activities. Tell students to read the texts again to answer the questions on vocabulary (synonyms and antonyms) and grammar.

After class

Ask students to select some customs from any country or specific topic (e.g. money; weddings), carry out some research and produce a poster on A3 paper with pictures and explanations of the custom.

Reading & Writing

Student Worksheet

Task 2 – Multi-text Reading: National Customs

ISE II Reading practice

Part 1

Text A

Wedding Customs

(Insert image of wedding)

There are a great number of traditional wedding customs across the world

and they are all equally fascinating. Of course, not everyone follows them

nowadays but it is interesting to learn about them.

In England, brides traditionally wear a white or ivory-coloured dress. There is

a little saying that they should also wear ‘something borrowed, something

blue, something old and something new.’ In the Middle East and the Indian

sub-continent, the female relatives and friends from both the bride’s and

groom’s families decorate their hands and feet with beautiful intricate designs

using deep red henna paste. In India, the bride and groom exchange garlands

of flowers after the religious ceremony to cement their relationship. In

Germany, when a little girl is born, several trees are planted which are later

sold to pay for the wedding. One of the customs in Greece is to bring old

crockery and smash it to attract good luck. In China, auspicious dates are set

by expert astrologers to ensure the union remains secure. Brides do not see

the grooms before the actual wedding day as it is seen as bad luck.

Reading & Writing

Text B

Birthday Celebrations

(Insert image of birthday party)

Different countries around the world celebrate birthdays in a variety of ways.

Birthday cakes have increasingly become popular across the world with many

bakers producing brilliant works of art. There are many customs unique to

different cultures which are also fun. In China, long noodles signify longevity

and the person celebrating their birthday needs to slurp a super-long noodle

before biting into it.

In many countries in Europe, people often have two birthdays – one for the

name of the saint they are named after and their own. In Mexico, the piñata

is popular at birthdays. A piñata is a form made of papier-mâché filled with

sweets and chocolates, moved around to be chased and broken open by

guests using a stick. In Vietnam, everyone celebrates their birthday on the

New Year as it is considered unlucky to celebrate the actual birthday.

Reading & Writing

Text C

Customs about Money (Insert image of money)

x In the Czech Republic, some people believe the custom of placing fish

scales under the dinner plates or table cloth at the Christmas dinner table

is said to bring wealth to the home. Some people apparently carry a fish

scale in the wallet to generate money.

x Some Turkish people believe that if the first customer throws silver coins

onto the floor of a business, it will attract more people.

x Some Indian shop-owners will not let the first window-shopper of the day

leave without buying something, even if it is only a button or a pin, as it

is considered unlucky for the rest of the day.

x Other people in India and Pakistan kiss money and press it against their

eyes for good luck.

Text D

Customs about Plants (Insert image of plant)

x Finding a four-leaf clover is considered to be lucky by many people in the

UK and Republic of Ireland.

x In some Mediterranean families, a pot of the herb basil kept on the

window-sill or on the balcony is said to prevent bad luck and illness. Pine

needles are sometimes burnt with juniper and cedar to purify the

atmosphere.

x Garlic is used to keep away insects and evil spirits.

x Thyme is supposed to give courage

x A sprig of dried rosemary is used to protect the home.

Reading & Writing

Part 2 - Reading Multiple Texts

In this part there are four short texts for you to read and 15 questions for you to answer.

Questions 1-5 (1 mark per question) Read questions 1-5 first and then read Texts A, B, C, and D.

As you read each text, decide which text each question refers to. Choose one letter – A, B, C or D – and write it in boxes 1-5. You can use any letter more than once.

Which text refers to Text

A. customs in some businesses 1

B. beliefs about the health properties of vegetation 2

C. traditions about nuptial ceremonies 3

D. different attitudes to personal anniversaries 4

E. colours for a special occasion 5

Questions 6-10 (1 mark per question)

Choose the 5 statements from A-H below that are TRUE according to the information given in the texts above. Write the letters of the TRUE statements in the boxes provided (in any order).

A. In some countries, people celebrate birthdays on one day.

True Statements B. Certain types of flora are believed to be dangerous.

C. Parts of a fish are considered to be good luck by some people.

D. Some people celebrate two birthdays in the year. 6

E. In Greece, guests bring old plates and cups to smash at weddings. 7

F. Flowers are not needed at Indian weddings. 8

F. Some British brides like to wear someone else’s jewellery on their special day. 9

G. Indian shopkeepers are determined to sell to their last customer. 10

Reading & Writing

Questions 11-15 (1 mark per question)

The Summary Notes below contain information from the texts about national customs. Find a suitable word or a phrase in the texts to complete the missing information in gaps 11-15. Write your answers in the spaces provided and you can use up to 5 words.

Extension Activities:

Vocabulary development

Summary Notes:

Wedding and birthday customs:

x In England, brides usually wear a white or (11) __________ dress.

x In the Middle East and Indian Sub-continent, brides and female

guests decorate their hands and feet with (12)_____________henna

tattoos.

x In Germany, trees are planted when baby girls are born and sold to

raise money for weddings

x In China , long noodles mean (13)__________________

Plants:

x Basil is said to prevent bad luck and illness.

x Four-leaf clovers are considered to be lucky

x Purify the atmosphere by burning (14) ___________________.

x Garlic is used to keep away (15) ______________ and evil spirits.

Reading & Writing

Extension Activities Task A: Similar meanings Find synonyms from the texts for these words:

1 very fine; elaborate A intricate

2 extra important B 3 long life C

4 unfortunate D

5 create E

6 casual observer F

7 stop G 8 cleanse H

Task B: Opposite meanings Find antonyms from the texts for these words:

1 modern A traditional

2 lent B

3 trainee, novice C 4 poverty, penury D

5 disliked E

6 pollute F 7 attract G

8 harm H

Task C: Grammar

Complete these sentences using the correct from of the verb in brackets:

1. In Turkey, it is believed (believe) that if the first customer ______

(throw) silver coins on to the floor of a business, it will _________

(attract) more people.

2. In China, long noodles ____________ (signify) longevity and the person

celebrating their birthday needs _______________ (slurp) a super-long

noodle before biting into it.

3. Thyme ___________ (supposed) to give courage and a sprig of dried

rosemary _________________ (use) to protect the home.

Reading & Writing

Further Support Activities: Task A – Synonyms: Match the words with the correct meanings.

1. borrowed A. Extremely important

2. exchange B. safe

3. auspicious C. A lot of money

4. secure D. To stop

5. wealth E. Use something belonging to another person with permission

6. prevent F. To give and take something in return

Task B – Antonyms:

Find the words in the box which have the opposite meaning in the list. There are two extra words which you will not need.

1. keep away 2. harm 3. dull 4. lucky 5. expert

Task C – Grammar

Choose the correct word in brackets to complete the sentence.

1. In Vietnam, everyone _____________ (celebrated; celebrate; is celebrating) their birthday on the New Year as it is ___________ (consider; considering; considered) unlucky to celebrate their actual birthday.

2. Some Indian shop-owners will not _______ (letting; be letting; let) the first window-shopper of the day leave without buying something, even if it ___ (be; are; is) only a button or a pin, as it is considered unlucky for the rest of the day.

3. Pine needles are sometimes _______ (burning; burn; burnt) with juniper and cedar to ___________ (purifies; purify; purified) the atmosphere.

novice - attract – protect- unacceptable –brilliant – unfortunate - reckless

Reading & Writing

Answer Key (Reading multiple texts)

1. C

2. D

3. A

4. B

5. A

6. A

7. C

8. D

9. E

10. F

11. ivory coloured

12. intricate

13. longevity (long-life)

14. pine needles ,juniper and cedar

15. insects

Reading & Writing

Answer Key (Extension Activities)

Task A: Similar meanings

1 very fine; elaborate A INTRICATE

2 extra important B AUSPICIOUS 3 long life C LONGEVITY

4 unfortunate D UNLUCKY

5 create E GENERATE

6 casual observer F WINDOW-SHOPPER

7 stop G PREVENT 8 cleanse H PURIFY

Task B: Opposite meanings

Find antonyms from the texts for these words:

1 modern A TRADITIONAL

2 lent B BORROWED

3 trainee , novice C EXPERT 4 poverty , penury D WEALTH

5 disliked E POPULAR 6 pollute F PURIFY

7 attract G KEEP AWAY 8 harm H PROTECT

Task C – Grammar

1. throws ; attract 2. signify ; to slurp 3. is supposed ; is used

Reading & Writing

Answer Key (Further Support Activities)

Task A - Synonyms

Match the words with the correct meanings.

1. E 2. F 3. A 4. B 5. C 6. D

Task B – Antonyms

1. prevent 2. protect 3. brilliant 4. unfortunate 5. novice

Task C – Grammar

Choose the correct word in brackets to complete the sentence.

1. celebrates ; considered 2. let ; is 3. burnt ; purify

Reading & Writing

Task 3 – Reading into Writing:

Family Business At a glance

Procedure

Preparation

1. Photocopy one student worksheet per student

2. Photocopy one model answer per student.

In class

1. Explain to the class that they will be doing a writing activity based on four articles and that this will help them to prepare for Task 3 - Reading into writing in the ISE II Reading & Writing exam.

2. Write “Family Business” on the board and then divide the class into two or four groups (depending on class size), with one group listing the advantages of being in a family business and the other group/groups listing some of the disadvantages. Give them about four

Level: ISE II

Focus: Task 3 – Reading into writing

Aims: To familiarise students with the format of the reading questions of the ISE II Reading & Writing exam, and to develop writing skills by writing a short summary based on four short reading texts about family businesses

Objectives: To write a summary of approximately 150-180 words by selecting relevant information from four texts.

Skill: Selecting and summarising information from input texts

Topic: Family Business (World of Work)

Language functions: Highlighting advantages and disadvantages and persuading

Lexis: Lexis related to the world of work

Materials needed: Student worksheet, copies of the model answer and board pens

Timing: approximately 90 minutes

Reading & Writing

minutes for this. Then ask a representative from each group to write their lists on the board. Any unknown vocabulary can be explained accordingly by the student/group who wrote it.

3. Tell the class they are going to read four texts concerned with family business. Give out the student worksheet and ask one half of the class to read Texts A & B only and the other half of the class to read texts C & D only. Then ask the students in pairs to discuss what they have read and to ensure they have fully understood the texts - it may be better to pair weaker students with stronger ones. (Maximum 10 minutes).

4. Once the students have read the two texts and discussed them, pair each student with another student who has read the other two texts, and ask them to sit together and explain to each other what they have read. You should monitor whilst they are doing this and deal with any difficulties.

5. Now ask the students to look at the questions below the reading texts. Ask the students to do each set of 5 questions individually, and then to discuss their answers with their partner. Allow the students 15 minutes to answer the 15 questions.

6. Ask students to write their answers on the board. See how these answers compare with the actual answers. Ask students to justify their answers amongst themselves if there is any disagreement. Try to rectify any misunderstandings by showing them where the answers appear in the text.

7. Ask students to discuss their reactions to what they have read either as a class or in groups of three or four. Give the students ten minutes to discuss the following questions:

What were the most surprising things they read?

Would students like to be involved in a family business? Why?

Are any students involved in a family business already? Can they share their experiences with the group?

8. Explain to the students that in Task 3 – Reading into writing in the ISE II Reading & Writing exam the students will have to write a summary of 150-180 words based on the four texts they have read. To practise this, give students 10 minutes to plan a draft outline to the following:-

You have just heard that a family friend wants to leave the family business. Write an email to him/her trying to persuade him/her not to leave the family business. (Remember to use information from all four texts to help you write your answer).

Reading & Writing

9. After students have planned their draft outline, give students the

model answer and tell them that this includes a summary of the four texts they have read. Ask the students to read the model answer quickly and find what the writer’s main points are.

10. Ask students to see how the text is structured. What is the point of each paragraph? Ask students to write which texts are referred to in each paragraph. It is very important that students refer to all of the texts in their writing answers and not just one or two. It is of course important that they do not lift from the texts.

11. In pairs ask students to re-plan the structure and body of their own email.

12. Now ask the students to write their own email (which should be 150-180 words), using the model answer as an example. Teacher monitors.

13. If there is time, students can swap their texts and correct their partner’s text.


1. Ask the weaker students to write collaboratively in small groups.

2. Weaker students can summarise only one or two of the texts.

3. Weaker students may need more time, and can finish this for homework if necessary.

After class

Ask the students to look online for examples of some successful family businesses (national or international) and to report back in the next class.

Reading & Writing

Student Worksheet

Task 3 – Reading into Writing: Family Business

Text A

The continued growth of family businesses

Family businesses today are a very important part of the economy as they

account for 65% of all private enterprises and for 40% of all private sector

employment. But how successful are they?

It is claimed that family businesses are more effective than other businesses

because they are more concerned with the long-term future of the company as

they want to transfer the business to the next generation. They also would like

to extend the family’s reputation locally, nationally, or even internationally.

There is usually little disagreement as to the financial benefits each family

member should take from the business.

However, there are drawbacks to family enterprises too. The head of the family

business may want to give relatives a chance when there are other people

outside the family who are better qualified to do the job. It is also rare for more

than one family member to have the required skills to drive the business in an

increasingly competitive environment.

Reading & Writing

Text B

We asked members of the public if they would like to work in a family

business.

Frederic I think it would be really nice. We would all have to take

responsibility to create something we could be proud of

as a family.

Ling I wouldn’t really like it because I think it would be pretty

boring. I want to meet lots of different people in a large

and dynamic workplace.

Cathy We could never get away from work. Some people say

they couldn’t work with families, but I couldn’t work

without them.

Adam @ Ling

I used to work in a big company and it is not as

stimulating as you might think. Colleagues you thought

were friends aren’t always!

Sanjit I want to be an international lawyer so to achieve this is

not so easy with a family business. Besides, I would

rather have my own independence and be able to pursue

my own career path.

Reading & Writing

Text C

Wednesday, 26th June

I am so excited! Tomorrow Mum and I will go and see our first

customers. I can’t believe it is only 6 weeks ago since I suggested to Mum

the idea of starting up our own wedding planning business. All because

my friend Sandy wanted to organise a different sort of wedding and she

couldn’t find anyone to help her to do it. And we helped her realise her

special day. She was so happy with the venue, food, flowers, everything!

It is essential we do a really good job with these first few customers so

we can build up a good reputation. Dad told us having your own business

isn’t as easy as we might think. He said it’s far more time consuming

than we could imagine, but the sense of satisfaction can be amazing.

I should sleep now as it’s already 1am. I’ve just realised I spent 3 hours

researching stuff for tomorrow!

Text D

Longevity of Family Businesses

Reading & Writing

Questions

Read questions 1-5 first and then read Texts A, B, C and D below the questions.

As you read each text, decide which text each question refers to. Choose one letter - A, B, C or D - and write it in boxes 1-5. You can use any letter more than once.

Which text

1. talks about the prospects for a new business she is starting?

2. analyses the long-term success of family businesses?

3. expresses personal feelings about working in family firms?

4. outlines some of benefits and weaknesses of a family business?

5. compares the economic importance of family businesses with other businesses?

Text

1.

2.

3.

4.

5.

Reading & Writing

Questions 6-10

Choose the 5 statements from A-H below that are TRUE according to the information given in the texts. Write the letters of the TRUE statements in the boxes provided (in any order).

A. Family businesses employ more people than other types of businesses.

B. Family relatives are often not as qualified as outsiders to work in family businesses.

C. Adam thinks Ling should be careful of colleagues she chooses to be friends.

D. Sanjit thinks he can achieve his ambitions within a family business structure.

E. The diary writer doesn’t believe that she would have had the idea for a business if her friend Sandy hadn’t had a problem.

F. The diary writer was surprised how quickly the time had gone.

G. The majority of family businesses are passed onto a second generation.

H. There is a steady decline of the success of family businesses with each passing generation.

True Statement

6.

7.

8.

9.

10.

Reading & Writing

Questions 11-15

The Summary Notes below contain information from the texts. Find a suitable word or a phrase in the texts to complete the missing information in gaps 11-15. Write your answers in the spaces provided and you can use up to 3 words.

Notes on aspects of Family Businesses

Advantages of Family Businesses:

x Very important for the economy

x Family members have the 11) ___________ of the company at heart.

x Everyone wants to build on the family’s reputation.

x Usually little disagreement among family members.

x Great 12) _______________ to build up your own business.

Drawbacks of Family Businesses:

x May employ family members when “outsiders” might be 13) ____________.

x Often only one family member who is the real driving force behind the company

x Can have few opportunities to meet a wide variety of work colleagues

x Less independence if you want to follow your 14) ________________.

A great challenge for future generations:

x The 15) __________ of a family business is not high as 70% of family businesses do not make it past the first generation.

Reading & Writing

Reading into writing task

Task

You have just heard a family friend wants to leave the family business. Write an email of 150-180 words to him/her trying to persuade him/her not to leave the family business. (Remember to use information from all four texts to help you write your answer).

Plan the draft to the writing task here:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now complete the reading into writing task here:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reading & Writing

Answer Key 1. C 2. D 3. B 4. A 5. A 6. B 7. C 8. E 9. F 10. H 11. long term interests 12. sense of satisfaction 13. better qualified 14. career path 15. longevity Model Answer

Dear Santiago

I have just heard that you want to leave the family legal business to go and follow your own career.

As you know your family are upset with this decision as they had always thought it would be you to carry on the family firm. I know the family business takes up so much time. It must be tempting to go and do your own thing so you can feel more independent and meet more people in a larger workplace.

However, have you really considered the advantages of continuing the family firm? It’s wonderful to be able to work with those nearest to you that you can really trust. Also there is a real sense of pride and satisfaction in keeping up the family reputation.

Did you know that 65% of all businesses are family ones but only 3% of these businesses make it to a fourth generation? Just imagine how proud you would be if you could pass on the business to your children!

I hope I can persuade you to change your mind.

Your friend

Esmeralda

(words 180)

Original Source (pie chart)

https://www.google.co.uk/search?q=family+business+graph&biw=1366&bih=667&tbm=isch&tbo=u&source=univ&sa=X&ei=30NaVcXLDKTW7Aapt4HwCg&ved=0CCAQsAQ#imgrc=zQpAm8exuhHxMM%253A%3BHQehqWefBs_c_M%3Bhttp%253A%252F%252Fiq-search.net%252Fwp-content%252Fuploads%252F2013%252F09%252FFamily-Infographic1.jpg%3Bhttp%253A%252F%252Fiq-search.net%252F%253Fpage_id%253D55%3B680%3B299

Reading & Writing

Task 3 – Reading into Writing:

Endangered Animals At a glance Procedure

Preparation

1. Copy one study worksheet per student.

2. Find pictures of a leopard, a blue whale and an elephant. The following websites are useful:

http://www.defenders.org/elephant/basic-facts

http://animals.nationalgeographic.com/animals/mammals/leopard/

https://www.worldwildlife.org/species/blue-whale)

In class

1. Explain to the students that today’s lesson is preparation for Task 3 – Reading into writing for the ISE II Reading & Writing exam. Write ‘Endangered Animals’ on the board and elicit what this means and ask which animals the class thinks are endangered? Put some ideas

Level: ISE II

Focus: Task 3 – Reading into writing

Aims: To read information about endangered animals, to answer questions about the information and, to write an email expressing preference about one endangered animal

Objectives: Speaking and reading about endangered animals, expressing preferences and giving reasons for the selection of one animal

Skill: Skimming, deducing meaning from content, identifying information, paraphrasing and summarising and synthesising information in texts in order to write and express preferences and justify opinion

Topic: Endangered animals

Language functions: Expressing preferences, justifying choices and making comparisons

Lexis: Lexis related to animals

Materials needed: Board, pens, access to internet and student worksheet

Timing: 60 minutes

Reading & Writing

on the board. Show pictures of some endangered animals from the websites above and ask the class what the animals are called and if the class knows where they live?

Write up:

The names of the animals for example: blue whale, elephant and leopard

The possible habitats/locations for example: ocean, jungle, forest, Asia, Africa, and Atlantic

2. Tell the class they are going to read and write about these animals.

Give out the Student Worksheet. Tell the class to look at Task 1. Task 1 has questions about the passages they will read. Give the class time to read the questions. Then give the students eight minutes to read the passages and answer the questions. Get the class to check their answers in pairs and then get open-class feedback on the answers. Once you have been through the answers, go through any unknown vocabulary and write it up on the board for example krill, rodents and poaching.

3. Now tell the class that their school/work-place /local community has decided to support a charity for one of the animals they have read about. They need to write an e-mail to the Charity Committee saying which animal they want to support and why. They also need to say why they do not want to support the other animals. The email should be based on the information they have read but they must try to use their own words.

4. Get the class to look at Task 2 on the worksheet. Tell them that it is about the kind of language they will need to use to write their email. Do the first example with the class. Give the class 8 minutes to do Task 2. Get them to check the answers with their partners. Then get class feedback. Write up phrases that learners have problems with on the board and give additional examples, if necessary.

5. Put the students in pairs and give them 10 minutes to tell their partner which animal they will support and why and why they will not support the other animal charities. Get some feedback and write up any useful phrases.

6. Tell the class to look at Task 3. Tell the students to each write 6 sentences about why they want to support one animal and not the other animals. Get pairs of students to read out their sentences to each other and to see if they have the same animal and the same reasons or a different animal and different reasons. Then give the class 15 minutes to write their email.

Reading & Writing

7. Tell the class to check their work in pairs and to look for any language

problems.

8. Ask the class to look at the model answer to see if there are any ways they could improve their own emails.

Extension activity

More advanced students can check all the new vocabulary in the reading texts.


Less able students can write about the animal they support. They do not need to write about why they don’t support other animals.

After class

Look on the internet to find one other endangered animal. Write a paragraph of between 130-150 words about its habitat, what it eats, if/ how it communicates and two more interesting facts about it. Write about whether you think your school/work-place or local community should support a charity for this animal.

Reading & Writing

Student Worksheet

Task 3 – Reading into Writing: Endangered Animals

Task 1

Read the questions below. Then read the texts below and find the answers. If there is no information given, put NI (No Information).

1. What different ways of communicating do blue whales and elephants have?

2. People are mentioned in relation to leopards and elephants. What are the differences in these relations?

3. Which of these endangered animals like to live in groups and which do not?

4. How are the endangered animals different in what they eat?

5. What different habitats are mentioned?

Check your answers with your partner.

Reading & Writing

Reading Texts – Endangered Animals

Text 1 LEOPARD

Leopards are graceful and powerful big cats closely related to lions, tigers, and jaguars. The leopard is so strong and comfortable in trees that it often pulls what its kills up into the trees. Leopards can also hunt from trees, where their spotted coats look like leaves. They hunt at night and go after other animals like antelope, deer, and pigs, hiding and walking slowly and silently in tall grass. When human settlements are present, leopards often attack dogs and, occasionally, people.

Leopards are strong swimmers and happy in water, where they sometimes eat fish or crabs. They live in Africa, Asia, India and China.

Text 2

Blue Whale

POPULATION 10,000-25,000 individuals SCIENTIFIC NAME Balaenoptera musculus WEIGHT Close to 200 tons LENGTH 80-100 feet HABITATS Oceans The blue whale is the largest animal on the planet, weighing as much as 200 tons (approximately 33 elephants). The blue whale has a heart the size of a Volkswagen Beetle. Its stomach can hold one ton of krill and it needs to eat about four tons of krill each day. They are the loudest animals on Earth and are even louder than a jet engine. Their calls reach 188 decibels, while a jet reaches 140 decibels. Their low frequency whistle can be heard for hundreds of miles and is probably used to attract other blue whales.

PLACES Southern Chile, Gulf of California, Coral Triangle HABITATS Ocean Habitat

Reading & Writing

Text 3

GIANT PANDAS

The giant panda has a huge appetite for bamboo. Pandas will sometimes eat birds or rodents as well.

Wild pandas live only in remote, mountainous regions in central China. These high bamboo forests are cool and wet—just as pandas like it. Giant pandas like to live alone. They have a highly developed sense of smell.

There are only about 1,000 giant pandas left in the wild. Perhaps 100 pandas live in zoos, where they are always among the most popular attractions. Much of what we know about pandas comes from the study of these zoo animals, because there are so few of their wild cousins.

Text 4

ELEPHANTS

Habitat loss Areas where they live will become hotter and drier. Elephants will not be able to find enough food and this will threaten the survival of the baby calves.

Human contact Humans are taking over elephant habitats. Poaching for ivory is becoming more common.

Behaviour Form deep family bonds. They live in groups, (herds), led by the oldest and largest female. Extremely intelligent. Long memories. Show signs of joy, anger and sadness.

New discovery Elephants can communicate in messages that travel over the ground for long distances. Other elephants get the messages through their feet and trunks.

Reading & Writing

Task 2 Language for the e-mail

Look at the incomplete phrases/ sentences below. Complete them with words/ phrases from the box.

to support - not in favour of - prefer

I’d rather we - due to the fact that - need

because - support - rare

reason - believe

the largest - should - wouldn’t

1. I’d__________to save elephants.

2. The best animal__________is the leopard.

3. __________saved the blue whale.

4. The animal I__________we__________support is the giant panda.

5. This is__________it is__________animal on earth.

6. My__________is that pandas are__________.

7. This is__________elephants are very special animals.

8. I__________support a charity for leopards because they can attack humans.

9. I am__________supporting a charity for elephants because humans may__________ their habitat to live in.

Reading & Writing

Task 3

Your school/ work-place has decided to support a Charity for one of the animals you have read about. Write an email in the box below.

Write to the Charity Committee saying which animal you want to support and why. Write about why you do not want to support the other animals. Use the sentences you wrote before to help you with your email.

Write between 130-150 words

NEW MESSAGE

To : Charity Committee

From:

Subject: Charity Choice

Dear Charity Committee,

With best wishes,

____________

Reading & Writing

Answer Key Task 1

1. Elephants and blue whales can communicate over long distances. Elephants get messages through their feet and trunks. Blue whales have a very, very loud call and a whistle.

2. Leopards sometimes kill people in settlements. People are taking over elephants’ habitats and poaching ivory.

3. Giant pandas like to live alone. Elephants live in groups (herds).

4. Leopards eat antelope, deer, pigs, sometimes dogs and people, crabs and fish; blue whales eat krill; giant pandas eat bamboo, birds or rodents; elephants -no information given

5. Trees (leopard)/ ocean habitat (Blue whales)/ mountains/ bamboo forests (giant pandas) / elephant habitats will become hotter and drier.

Task 2 1. I’d prefer

2. to support

3. I’d rather we

4. believe…. should

5. because…. the largest

6. reason………rare

7. due to the fact that

8. wouldn’t

9. not in favour of…..need

Reading & Writing

Model Answer

NEW EMAIL

To: Charity Committee

From: Barbara Plum

Subject: Charity Choice

Dear Charity Committee,

I’d prefer to support a Charity for Leopards. Leopards are amazing and beautiful animals. They can run extremely fast, are wonderful hunters and manage to catch smaller animals by hiding in the trees at night. They are powerful. I’d rather support leopards because they are related to animals like lions and tigers and only sometimes hurt people. They can survive in water and eat fish, so I think it is easy to help them.

I am not in favour of supporting a charity for Giant Pandas or Elephants due to the fact that Giant Pandas and Elephants get a lot of publicity in the world. There are many charities for Elephants and Pandas and zoos look after pandas and many people go to the zoo and give money for pandas. I wouldn’t support Blue Whales because they eat tons of krill and this means that other ocean animals have less food.

With best wishes,

Barbara Plum

Original Sources:

http://animals.nationalgeographic.com/animals/mammals/leopard/

https://www.worldwildlife.org/species/blue-whale)

http://animals.nationalgeographic.com/animals/mammals/giant-panda/

http://www.defenders.org/elephant/basic-facts

Reading & Writing

Task 4 – Extended Writing:

Thank You for the Music At a glance

Procedure

Preparation

Print one worksheet per student. In class

1. Explain to the class that they will be doing a writing activity which will help them to prepare for Task 4 – Extended writing of the ISE II Reading & Writing exam.

2. Tell the students that the topic of today‟s lesson is „Music‟. Write the following three questions on the board and ask the class to discuss them in pairs.

x Is music important for you? x What kinds of music do you like? x What effect does music have on your feelings?

After five minutes, discuss these questions as a class.

Level: ISE II

Focus: Task 4 – Extended writing

Aims: To develop writing skills by planning and writing an essay on the role of music in the students‟ own culture

Objectives: To plan an essay on the role of music by giving brief answers to a set of questions, to write an essay with an appropriate main body and conclusion and to write an essay by using cohesive devises accurately

Topic: Music

Language functions: Giving reasons, opinions and preference, and expressing and expanding ideas and opinions

Grammar: Cohesive devices

Lexis: Music

Materials needed: Whiteboard, one worksheet per student, pens and blank paper, dictionaries


Reading & Writing

3. Elicit from the students the three parts of a typical essay. Write the

answers on the whiteboard

Answer Key: Introduction, body, and conclusion

Elicit from the students which two parts are shorter and which is the longer one.

4. Ask the students what they should include in an introduction. Write the answer on the whiteboard.

Answer Key: Introduction to the topic and context

5. Give each student a copy of the worksheet. Ask the students to read the introduction of Task A (mind-map) and elicit what the topic and context are. Write the answers on the whiteboard.

Answer Key: Topic: music Context: the role of music in my own culture

6. Tell the students that the mind-map under Task A will help them organise their writing. Tell the students that they should answer the questions for each part. Tell the students they don‟t need to write full sentences and that they can just write down key words. Ask the students to work alone. Monitor and assist if necessary.

7. When they are finished, tell the students to swap their mind-maps with another student and to add one short answer to each question. Tell the students to give the mind-map back and explain the new information in pairs. Do group feedback and put any new vocabulary on the board.

8. Write “linking words” on the board and elicit some examples. Ask students what the function is of these words. Write down “in addition” and “in summary” and elicit which of these linking words can be found in the conclusion. Tell the students to complete Task B. Tell students that the task has examples of linking words for expanding such as “in addition” and summarising such as “in summary”. Ask the students to write sentences using the cohesive devices.

9. Ask students to write sentences on the board that give one example for each cohesive device. Make the students aware of any errors as they arise and correct them.

10. Give each student a blank piece of paper and ask them to write an essay on the role of music in their culture that has one or two paragraphs and a conclusion. The total word count should be

Reading & Writing

approximately 250 words. Tell the students they should use the mind-map and they should focus on using cohesive devices for expanding and summarising appropriately. They can keep the introduction that is used in the mind-map. The students can also use a dictionary.

11. Monitor and correct errors. Write up any common errors on the board.

12. When the students have finished writing, ask them to swap their text with another student and tell them to complete Task C. When they have finished reading their partner‟s work they complete the checklist and write a brief comment of one or two sentences about the essay.

13. Carry out group feedback and ask students to read out loud the comment and elicit whether they agree with the comment or not. Ask the students to reflect on how they could improve in the future.

14. Ask the students to look at the common errors you have written on the board. Ask students to discuss each error with their partner and to correct the sentences. Then give open-class feedback.

Reading & Writing

Extension activity

1. Ask the students to have a discussion in groups of four. Tell them that two students are of the opinion that music is not important in their culture and the other two think that music is important.

2. Ask students to rewrite the introduction.


1. Ask weaker students to write example sentences using only a few of the linking words.

2. Allow weaker students to write only one paragraph for the main body.

3. Put weaker students in pairs and ask them to each write one of the paragraphs in the body. Ask them to read each other‟s paragraph and then use the information to write the conclusion together.

4. Ask weaker students to do the brainstorm together.

After class

1. Ask the students to look online or in a book for a culture where music plays a very important role. Ask the students to report back in the next class.

2. Ask students to rewrite the essay but now change the topic to the importance of art in general. Tell the students to bring the completed essay with them in the next class.

Reading & Writing

Student Worksheet

Task 4 – Extended Writing: The Role of Music in my Culture

Task A: Mind-map

Introduction It is fairly safe to say that music is part of every culture. However, the importance of music varies from culture to culture. This essay looks at the role music has to play in my own culture.

Body – paragraph 1 What role does music play in your culture?

x x

Is there a preference for singing, dancing, performing, …? x x

On what occasions do people in your culture listen to music? x x

What genres are popular? x x

Body – paragraph 2

How does music affect people? x x

How important is music for young people? x x

How important is music for older people? x x

Other information? x x

Conclusion

How important is music in your culture? x x

Reading & Writing

Task B: Linking Words

Write a sentence for each linking word.

Expanding

1. additionally:

2. also:

3. furthermore:

4. in addition:

5. moreover:

Summarising

1. in conclusion:

2. to conclude:

3. in summary:

4. to sum up:

Reading & Writing

Task C: Checklist

Read your partner’s text and complete the checklist. Circle either Y (Yes) or N (No).

My partner has written a main body paragraph.

Y/N

My partner has included 2/3 linking words.

Y/N

My partner has written a conclusion.

Y/N

My partner has written a total of 250 words.

Y/N

Write a comment of one or two sentences about your partner’s work:


Topic Task:

Choosing your Topic task At a glance

Procedure

Preparation

1. Make three columns on the board with the headings: Positive, Negative and Interesting.

2. Get pictures or realia of a cap, a helmet, a crown, a woman’s hat, a sunhat.

3. Draw a table on the board.

Positive Negative Interesting

Level: ISE II

Focus: Topic task

Aims: To speak about a topic from different viewpoints

Objectives: To brainstorm ideas about a topic, to talk about the positive and negative aspects of the topic and to find interesting points about a topic

Topics: Hats, phones, books and films, comics and exercise in a gym

Language functions: Talking about advantages and disadvantages and making suggestions

Grammar: Present simple active and passive

Lexis: Positive and negative adjectives

Materials needed: Blank paper, pictures/or realia of a cap, a helmet, a crown, a sun-hat, a woman’s hat, a scarf and a fur hat.

Timing: 45 minutes

Timing: (estimated task time)


In class

1. Tell the class that they are going to practise talking about different topics from different points of views. They are going to think about topics and what the good things are about the topics, what the negative things are about the topic and what is interesting about the topic*. Tell the class that this is to practise the first part of the ISE II Speaking & Listening exam, the Topic task, where they will talk about a topic they have chosen before the interview.

2. Tell the class that, to start with, they are going to talk about ‘Hats or Headwear’. Ask the students to name different kinds of hats or headwear. They could say:

Helmets, caps, a crown, sun-hat, a hat for a wedding, a scarf or a fur hat

Show students the pictures or realia that you prepared before the class and ask them to identify each kind of hat/headwear. Write up the answers on the board.

3. Tell the class that now they must think about this topic:

From a positive point of view for example the good things about hats or headwear

From a negative point of view for example the negative things about hats or headwear

What is interesting about hats or headwear

Direct the students to the table you have drawn on the board: Positive Negative Interesting

For example, ask the class:

What is positive about a helmet? They can answer: It protects people from injury/accident because it is very hard. It’s also colourful so people can see it from a distance.

What’s negative about a crown? They can answer: It’s very expensive. It’s heavy. Only a few people can wear a crown. An expensive crown could be stolen for the jewels.


What’s interesting about caps? They can answer: Old/ young people all wear caps. There are thousands/ millions of different kinds of caps in different colours, with different writing. Some caps are used by companies for publicity.

4. Now elicit and teach some positive and negative adjectives that can be used when the students talk about hats or headwear. For example:

Positive adjectives: Protective, elegant, sporty, warm, shady, pretty, universal and colourful

Negative adjectives: Expensive, unattractive, heavy, strange and concealing

Write up some of the ideas on the board in the correct category.

5. Then ask the students what kinds of comments or questions they could put in the interesting column. The interesting column is for comments or questions that are neither positive nor negative but are related to the topic. For example:

Crowns must weigh several kilos Where does the straw for some sun-hats come from? Men and women both wear scarves on their heads in different ways.

6. Now put the students in pairs and give each student a piece of blank paper. Ask the students with their partner, to add to the ideas on the board under the different columns. Give the class 8 minutes to talk in pairs and write down their lists.

7. Get information from the class and write it on the board under the three columns. After the class has looked at the board, rub out the columns.

8. Tell the students to turn over the paper they made their notes on, so they can’t see the ideas on the sheet and tell them to practise talking to their partners about hats/ headwear from the three different viewpoints. Each student takes a turn and tries to talk about the topic for one minute without stopping.

9. Now tell the class that they have to use the Positive, Negative and Interesting analysis on two other topics. Write up the following topics on the board:

x mobile or cell phones x doing regular exercise in a gym x turning a book into a film x reading comics


Tell the class they can work in pairs and choose two topics and think about the analysis. Give the class eight minutes to write down their notes about the two topics they have chosen.

10. Tell the class that in pairs, each student must choose one of the two topics and speak about it for at least for minutes to his/ her partner. Give the class some feedback on what they have said and tell them that in the examination they need to talk for four minutes on a specific topic.

Extension activity

For those students who finish their analysis of two topics early, they can do a third topic and talk about three topics.


Less able students can be supported with some ideas for the further analysis of mobile phones, for example: mobile phones mean we can easily get in touch with our friends; we can change appointments easily; we can speak to people from our cars, from the middle of the countryside; we can use them in emergencies to get help/mobile phones cost money; mean that people talk less in real life; interrupt people when they are doing other things/mobile phones seem to be a necessity of life in every country even if the country is poor; mobile phones are like extensions of people’s hands.

After class

Students choose a further topic that they are personally interested in and make a mind map of five areas related to the topic that they want to talk about. They must bring it to the next class to talk to their partner about. Tell the students that this is what they will have to do in the examination.

Original source: * From Edward de Bono (1982) PMI (Plus, Minus, Interesting)

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