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GESE / ISEStrategies and resources for

speaking and listening

Robin WalkerTrinity Trainer, Spain

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Assessing English language since 1938

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Speaking in GESE / ISE

ISE I (B1) ISE II (B2) ISE III (C1)Topic task Topic task Topic presentation

and discussion

Collaborative task Collaborative task

Conversation task Conversation task Conversation task

Indep listening task Indep listening task Indep listening task


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GESE / ISE – teacher & learner resources

https://www.trinitycollege.com/site/?id=3195



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Speaking in GESE / ISE• The candidate is expected to ask the examiner questions which should

arise naturally and will be used to further the interaction.

• This is the phase in which the candidate’s initiating skills are of paramount importance in determining a successful outcome.

• This phase allows candidate’s to demonstrate their ability to take control of a conversation through questioning techniques, and by requesting information, seeking clarification and further detail.

• This phase gives candidates the opportunity to talk about a something of personal interest and which they feel confident talking about.

• This phase gives the candidate with the opportunity to show they can link sentences together to talk about a subject at some length.

• This phase is a meaningful and authentic exchange of information, ideas and opinions, rather than a ‘Q & A’ interview.


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Speaking in GESE / ISE• The candidate is expected to ask the examiner questions which should

arise naturally and will be used to further the interaction. (Conversation)

• This is the phase in which the candidate’s initiating skills are of paramount importance in determining a successful outcome. (Interact / Collab)

• This phase allows candidate’s to demonstrate their ability to take control of a conversation through questioning techniques, and by requesting information, seeking clarification and further detail. (Interact / Collab)

• This phase gives candidates the opportunity to talk about a something of personal interest and which they feel confident talking about. (Topic)

• This phase gives the candidate with the opportunity to show they can link sentences together to talk about a subject at some length. (Topic)

• This phase is a meaningful and authentic exchange of information, ideas and opinions, rather than a ‘Q & A’ interview. (Conversation)


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• This phase gives candidates the opportunity to talk about a something of personal interest and which they feel confident talking about. (T)

• This phase gives the candidate with the opportunity to show they can link sentences together to talk about a subject at some length. (T)

• This is the phase in which the candidate’s initiating skills are of paramount importance in determining a successful outcome. (I / C)

• This phase allows candidate’s to demonstrate their ability to take control of a conversation through questioning techniques, and by requesting information, seeking clarification and further detail. (I / C)

• This phase is a meaningful and authentic exchange of information, ideas and opinions, rather than a ‘Q & ’ interview. (C)

• The candidate is expected to ask the examiner questions which should arise naturally and will be used to further the interaction. (C)

The Topic phase / task


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The Topic phase / task§ Candidates should prepare the topic on a subject they are personally

interested in. The topic should not be chosen directly from the list of subject areas for the Conversation phase for the particular grade.

§ Candidates should be strongly encouraged to incorporate language items of the grade into their contributions.

§ Candidates should prepare enough material to sustain a discussion of the topic for up to five minutes, but not more.

§ Candidates must not prepare their topic as a written script as this inevitably results in a memorised recital.

§ In preparing their topic, candidates are advised to anticipate questions the examiner might ask and be prepared to give further examples, explanations and clarifications as requested by the examiner.

§ Candidates are encouraged to produce some brief notes, mind maps or diagrams to give to the examiner.

The Topic phase / task – choosing the topic


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The Topic phase / task – mind mapping

§ In pairs, write down 4 topics that you might choose for yourself at level GESE 7 / ISE II (B2)

§ Get into groups of 4. Combine your topics to make a single list, then choose the two most interesting topics from your list.

§ Now go back into pairs. Each pair is responsible for one of the two topics and must produce a mind map with 4 different points related to the topic.

§ Now decide what language the topic requires the test-taker to use for each of the points in the mind map.

§ Show your completed Topic map to the other pair. Ask them to evaluate it for the ideas and language it contains.


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The Topic phase / task – GESE 7 / ISE II

§ Now look at the functions for GESE 7 / ISE II

GESE 7

ISE II


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The Topic phase / task – GESE 7 / ISE II§ Now look at the language

functions for ISE II.§ Connect these functions

to the mind map that you created for your topic.

§ Show your partners your final mind map and explain how many ISE II language functions are covered.

§ Repeat this process looking at the grammar for ISE II.


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The Interactive phase / Collaborative task

Guide for teachers – ISE II – Online edition


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• This phase gives candidates the opportunity to talk about a something of personal interest and which they feel confident talking about. (T)




• This phase is a meaningful and authentic exchange of information, ideas and opinions, rather than a ‘Question & Answer interview. (C)




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My friend has just moved to a new country and she’s missing her friends and family. I’m not sure how to help her.

My friend is learning Spanish but he’s finding it quite difficult. I’m not sure what might help him.


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• I love this phase!!! Debates where they have to react appropriately to what the other people say.

• The best task, and unique in ESOL exams.

• Make it clear there is no obligation to find a solution.

• Give them phrases for showing interest, seeking more information, etc., so they start to use them with some degree of fluency.

• Teachers and students look at the functions of the grade and write their own prompts (this really helps).



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• Develop back stories and create prompts from news headlines or typical situations in their local area.

• Whole class practise at the beginning. The teacher reads the prompt and the students take it turns to further the conversation, building on what other students have asked and what the teacher has answered.

• Later on, you can introduce a competition element where the students who produce utterances that don't follow on or are irrelevant etc. are eliminated.

• Finally, the students can become the examiner.



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Speaking in GESE / ISE• This phase gives candidates the opportunity to talk about a something of

personal interest and which they feel confident talking about. (T)




• This phase is a meaningful and authentic exchange of information, ideas and opinions, rather than a ‘Question & Answer’ interview. (C)



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The Conversation phase / task


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• It really helps when they write their own Qs to ask each other around the subject areas. This way they get to work on Q formation, they have Qs prepared to ask the examiner for each subject area, they get more idea of what’s expected in the exam, they’re learning collaboratively, etc.

• Any coursebook can help provide materials, and most subject areas can be found in the coursebooks they are already using.

• Use the Trinity videos with Ss so that they get to know the format, can observe interaction and natural flow, how the subject area develops, non- scripted conversation, etc.



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• It's useful for students to prepare a mini-topic about each of the conversation phase subject areas throughout the course. This won't be their actual topic, but it will prepare them for the conversation as well as the topic presentation.

• With lower levels, esp. grade 4, I usually give the points and build up as they progress through the course e.g.

1. Hobbies and sports - talk for 1 minute about your favourite sport and answer your classmates' questions

2. Holidays - talk for 1 minute about your last holiday and 1 minute about your next holiday (plus Qs), etc.


TrinityIntegrated Skills in EnglishISE II (CEF B2)


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Independent listening task

Task format During this task, the candidate listens to a recorded monologue twice. The first time, the examiner asks for the gist of the recording. The second time, the examiner asks a question that requires listening for detail. The examiner asks the question both before and after playing the audio recording, and the candidate responds orally after listening. The candidate may take notes while they are listening for the second time. Notes are optional and are not assessed.

Total task time 8 minutes

Task focus The candidate shows that they are able to process and report information, including main points and supporting detail, placing information in a wider context, inferring information not expressed explicitly, reporting speaker’s intentions and inferring word meaning.

Examiner role The examiner plays the recordings and reads an instruction (see sample exam on page 41), a gist question and a more detailed question.

Expected task outcomes

◗ Distinguishing main points and supporting detail ◗ Use of world knowledge to interpret what is said ◗ Accurate use of inference and reference ◗ Interpretation of speaker’s standpoint

Assessment This task is assessed using a rating scale of 0-4. The number of relevant points reported correctly is taken into account as well as the promptness with which the candidate responds. Please see Independent listening rating scales for more detail.

Listening text specifications

The audio recording Speech rate: Conversational speech rate, with only natural pausing. Classroom-style delivery.Pattern: Monologue. Articulation: Natural, with extensive assimilation and reduced forms of words. Accent: Southern British English, general American, some other first language varieties which can quite easily be matched against familiar forms.

The audio contentTopic: New factual information of the kind provided in the classroom. Type and structure: Exposition; discussion. Quite complex links between points of information indicated by connectives. Examples include lectures, podcasts, radio programmes and documentaries.Syntactic complexity: Full range of tense and aspect. Subordinate clauses widely used.Information density and complexity: Maximum three ideas per utterance.Redundancy and rephrasing: Limited repetition and rephrasing characteristic of classroom language and lectures.Speech rate: Normal, conversational rate.Length of recording:2 minutes 45 seconds.

ISE II task specifications

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Independent listening task

Task format During this task, the candidate listens to a recorded monologue twice. The first time, the examiner asks for the gist of the recording. The second time, the examiner asks a question that requires listening for detail. The examiner asks the question both before and after playing the audio recording, and the candidate responds orally after listening. The candidate may take notes while they are listening for the second time. Notes are optional and are not assessed.

Total task time 8 minutes

Task focus The candidate shows that they are able to process and report information, including main points and supporting detail, placing information in a wider context, inferring information not expressed explicitly, reporting speaker’s intentions and inferring word meaning.

Examiner role The examiner plays the recordings and reads an instruction (see sample exam on page 41), a gist question and a more detailed question.

Expected task outcomes

◗ Distinguishing main points and supporting detail ◗ Use of world knowledge to interpret what is said ◗ Accurate use of inference and reference ◗ Interpretation of speaker’s standpoint

Assessment This task is assessed using a rating scale of 0-4. The number of relevant points reported correctly is taken into account as well as the promptness with which the candidate responds. Please see Independent listening rating scales for more detail.

Listening text specifications

The audio recording Speech rate: Conversational speech rate, with only natural pausing. Classroom-style delivery.Pattern: Monologue. Articulation: Natural, with extensive assimilation and reduced forms of words. Accent: Southern British English, general American, some other first language varieties which can quite easily be matched against familiar forms.

The audio contentTopic: New factual information of the kind provided in the classroom. Type and structure: Exposition; discussion. Quite complex links between points of information indicated by connectives. Examples include lectures, podcasts, radio programmes and documentaries.Syntactic complexity: Full range of tense and aspect. Subordinate clauses widely used.Information density and complexity: Maximum three ideas per utterance.Redundancy and rephrasing: Limited repetition and rephrasing characteristic of classroom language and lectures.Speech rate: Normal, conversational rate.Length of recording:2 minutes 45 seconds.

ISE II task specificationsIndependent listening


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Interactive listeningIndependent listening

Independent listening


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• zero / limited eye contact

• zero / limited gesture or facial expression

• zero / limited control of speed

• zero / limited repetition / clarification

• no negotiation of meaning

• zero / limited topic choice • zero / limited or ‘dormant’

prior knowledge




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1. What skills & strategies are needed for effective independent listening?

2. What activities help learners improve their independent listening?

3. What resources do I have for working on independent listening?

1. What skills & strategies are needed for independent listening?


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• Preparing topic = activating prior knowledge + language (strategy)

• Making predictions

• Listening as appropriate for gist / specific information / detail

• Spotting key words – intonation & voice emphasis (loudness, stress)

• Spotting discourse markers –pauses, connectors, pitch change

high pitch (= new topic) low pitch (= background info)


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• Recognising text structure –descriptive ≠ comparative ≠ discursive ≠ argumentative, etc.

• ‘Letting go’ of unknown vocabulary

• Taking notes




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EAP / CLIL listening – taking notes

Styles of noteswww.eapfoundation.com/listening/notetaking/styles/


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Taking notes

Using symbols and abbreviations will enable you to take notes more quickly Styles of notes

www.eapfoundation.com/listening/notetaking/symbols/




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Listening for gist• listen once then order key ideas

in a prepared list

• listen once then choose best talk title from options

• listen once then write a summary sentence for a ‘tweet’

• listen once then tell your partner the main ideas in one or two short sentences (ISE)

Independence

2. What activities help improve independent listening?


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Listening for detail • listen and choose key data from

options

• listen and decide if key statements True / False

• listen and fill in gaps• listen and tell partner detail from

selected area(s)

Independence



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Listening and making notes• read + cnvrt txt → smbls

+ abrvs

• listen and follow a skilled listener’s notes

• listen and complete skeleton notes

• ‘paused’ note-taking

• listen + simultaneous note-taking

Independence




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a) Expository texts in existing coursebooks.

• Is there a lead-in to the topic?

( = activate prior knowledge)

( = check key vocabulary)

• Do exercises differentiate

between gist, detail, etc?

• Are learners encouraged to

listen for key words?

• Is note taking encouraged?

• Are learners helped with

authentic speech?

3. What resources do I have for teaching independent listening?


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http://threeminutethesis.org/

b) Expository texts online



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c) Expository texts online (ISE specific)



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http://www.triproenglish.com

c) Expository texts online (ISE specific)



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http://www.fingertipsenglish.com/trinity/

b) Expository texts online (ISE specific)



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• monologues (or factual interviews)

• topics (CLIL / EAP / documentary, etc)

• NS recordings by colleagues

• speed and clarity

• accents

• length

• Q types (ISE I – answering Qs, spotting facts) (ISE II & III = gist then details)

d) In-house materials from authentic recordings


GESE / ISEStrategies and resources for

speaking and listening

Robin WalkerTrinity Trainer, Spain

[email protected]


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