guide for teachers - ise i (1)

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Integrated Skills in English (ISE)Guide for Teachers — ISE I (B1)

Trinity College Londonwww.trinitycollege.com

Charity number 1014792Patron HRH The Duke of Kent KG

Copyright © 2015 Trinity College LondonPublished by Trinity College LondonThird impression, April 2016

Reading & Writing | Speaking & Listening


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Contents

ISE I Reading & Writing examOverview of the ISE Reading & Writing exam 6Who is ISE Reading & Writing for? 6Introduction to ISE Reading & Writing tasks at ISE I 7Glossary of reading skills for ISE I 8Glossary of writing aims for ISE I 8Candidate prole 9

Task specications for ISE I Reading & Writing 10Task 1 — Long reading 10Task 2 — Multi-text reading 11Task 3 — Reading into writing 12Task 4 — Extended writing 12

Preparation activities for ISE I Reading & Writing 13Task 1 — Long reading: Skimming travel information 13Task 2 — Multi-text reading: Reading about time 18Task 3 — Reading into writing: The best ways to learn a language 23Task 4 — Extended writing: Writing about a seasonal celebration 30

ISE I Speaking & Listening examOverview of the ISE Speaking & Listening exam 36Who is ISE Speaking & Listening for? 36Introduction to ISE Speaking & Listening tasks 37Glossary of speaking aims for ISE I 39

Glossary of listening skills for ISE I 39Candidate prole 40

Task specications for ISE I Speaking & Listening 41Topic task 41Conversation task 42Independent listening tasks 43

Preparation activities for ISE I Speaking & Listening 44Topic task: Using music to help with topic preparation 44Conversation task: Developing conversations — rules and regulations 46Independent listening task 1: New Year’s Eve 49Independent listening task 2: Facts about elephants 53

AppendicesAppendix 1 — Sample Reading & Writing exam paper 58Appendix 2 — Blank topic form 70Appendix 3 — Sample completed topic form 71Appendix 4 — Information on the Speaking & Listening exam 72Appendix 5 — Language functions and suggested grammar for ISE I 75Appendix 6 — ISE I Task 3 Reading into writing rating scale 76Appendix 7 — ISE I Task 4 Extended writing rating scale 78Appendix 8 — ISE I Speaking and listening rating scale 79Appendix 9 — ISE I Independent listening rating scale 80

Contents


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ForewordTrinity’s Integrated Skills in English (ISE) exam assesses all four language skills — reading, writing,speaking and listening. In the ISE exam, all four skills are tested in an integrated way, reecting howskills are used together in real-life situations.

This guide: gives you a brief overview of the two modules of the ISE I exam — Reading & Writing andSpeaking & Listening

offers some practical advice for preparing students for each task in the exam provides some example activities that you can use in the classroom and adapt for your students.

For more classroom activities to help prepare your students for ISE I, as well as the exam specications,see www.trinitycollege.com/ISEI

Please note that ISE IV has a different format — see www.trinitycollege.com/ISEIV for details.

Please check trinitycollege.com/ISE for the latest information about Trinity’s ISE exams, and to make

sure you are using the latest version of the related documents.

http://www.trinitycollege.com/isehttp://www.trinitycollege.com/ise


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Overview of the ISE Reading & Writing exam

Overview of the ISE Reading & Writing examTrinity’s ISE Reading & Writing exam tests reading and writing skills through an integrated approach.The integrated skills approach mirrors how we use reading and writing skills both together andseparately in our studies and work. The reading texts reect the range of subjects a student mayencounter in an educational or academic setting and the way that he or she needs to nd, select andreport relevant and appropriate information. The writing tasks reect the kind of activities a studentdoes in a school or college context, such as essay writing.

The purpose of the exam is to assess a candidate’s skills in reading and writing in the English languagethrough tasks which correspond to his or her real world activity and reason for learning English.

The ISE Reading & Writing exam is currently offered at four levels of the Common European Frameworkof Reference (CEFR) from A2 to C1.

Who is ISE Reading & Writing for?The intended candidate is a young person or adult, typically at secondary school or college, who is

using English as a second or foreign language as part of their studies in order to develop their skillsand improve their knowledge of a range of subject areas. The typical ISE candidate is aged between11 and 19, but may be older.

A candidate at the lower levels of the exam (ISE Foundation and ISE I), is generally a young person oradult in school or college who is taking ISE as evidence to progress to a higher level of English studywithin their mainstream or English language school. At the higher levels of the exam (ISE II and ISE III),a candidate is typically a young person or adult preparing for further or higher education who isrequired to prove their English language prociency levels within an educational context.


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Introduction to ISE Reading & Writing tasks at ISE IThe Reading & Writing exam consists of four tasks.

Task 1 is the Long reading task, where the candidate reads a single text and answers 15 questions.The aims of this task are to understand: the main idea of a paragraph or textspecic information at sentence, phrase and word levels.

Task 2 is the Multi-text reading task, where the candidate rst reads four texts and then answers15 questions. The aims of this task are to: understand the main idea of a paragraph or textunderstand specic information at sentence, phrase and word levels

nd specic information in different texts in order to create a text summary.

Task 3 is the Reading into writing task, where the candidate produces a piece of writing based onthe four texts in task 2.

Task 4 is the Extended writing task, where the candidate produces a piece of writing in response toa prompt.

Overview of ISE Reading & Writing at all levels

ISE Foundation ISE I ISE II ISE IIICEFR level A2 B1 B2 C1

Time 2 hours 2 hours 2 hours 2 hours

Task 1 Long reading 300 words

15 questions

Long reading 400 words

15 questions


15 questions


15 questionsTask 2 Multi-text reading

3 texts 300 words 15 questions

Multi-text reading 4 texts 400 words 15 questions



Task 3 Reading into writing 70–100 words

Reading into writing 100–130 words



Task 4 Extended writing 70–100 words

Extended writing 100–130 words



Please see page 8 for glossaries of reading skills and writing aims for ISE I.


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Glossary of reading skills for ISE I

Reading for generalcomprehension

Reading texts which are related to personal subjects and interests

Skimming Reading to understand the general meaning of a paragraph, text orinfographic (graphic with writing)

Reading for gist Reading to understand the main idea of a paragraph, text or infographic Identifying the main conclusions in clear signposted texts Recognising general arguments

Scanning Reading to nd specic key words or information in a paragraph, textor infographic

Careful reading tounderstand specicfacts, informationand signicant points

Reading to understand specic, factual information at the word, phraseor sentence level

Reading to understand important points in a text Identifying which information is factual and which information is opinion Identifying which information is key information and which informationis a supporting example or detail

Deducing meaning Guessing the meaning of phrases and words from their context Reading to recognise signicant points in a text at the sentence level

Summarising Reporting key facts and ideas from the reading texts Gathering information from longer different texts or different parts ofa text to create a simple text overview

Paraphrasing short written texts in a simple way

Glossary of writing aims for ISE I

Reading for writing Showing understanding of reading texts Identifying common themes in reading texts Summarising or paraphrasing ideas from reading texts

Task fullment Responding to the prompt fully Using the correct number of words to respond to the prompt Showing awareness of the reader and the purpose for writing

Organisation and structure Presenting ideas and arguments clearly Using the best text type to full the task Structuring the writing appropriately, eg using beginnings,endings and paragraphs

Language control Using a range of language functions, grammar and vocabulary Using language functions, grammar and vocabulary accurately Using spelling and punctuation accurately


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Candidate prole

Reading (tasks 1 and 2)A candidate who passes ISE I reading can:

understand main ideas and specic information/facts in a range of factual and descriptive textsand infographics on familiar subjects or those of personal interestidentify specic information in written texts

deduce the meaning of words and phrases from their context write short summaries of information in the texts.

In tasks 1 and 2, the candidate is assessed on his or her ability to read across several textsand demonstrate a range of reading skills including skimming, scanning, reading for gist andspecic information.

Reading into writing (task 3)A candidate who passes ISE I Task 3 — Reading into writing can: select relevant content from the texts in task 2 identify connections between multiple texts in task 2 adapt the information in task 2 to use in task 3.

Writing (tasks 3 and 4)A candidate who passes ISE I writing can: convey information and ideas on concrete and abstract topics write connected texts on a range of familiar subjects of interest, by combining different shortcomponents into a linear sequence

write short, simple essays on topics of interest

summarise, report and give opinions about factual information on familiar routine and non-routinetopics with some condence paraphrase short, written passages in a simple fashion.

This prole is based on the level B1, Independent User, of the Council of Europe’s Common EuropeanFramework of Reference (CEFR).


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Task specications for ISE I Reading & Writing


Task 1 — Long reading

Task One reading text followed by 15 questionsText The text is factual and descriptive. It is the type of text that a candidate is familiar

with from his or her own educational setting.

Subject areas for ISE I :

Travel Money Fashion Rules and regulations Health and tness Learning a foreign language

Festivals Means of transport Special occasions Entertainment Music Recent personal experiences

Text length 400 words (approximately), divided into ve paragraphs

Number ofquestions

15 questions

Questiontypes

Title matching (Questions 1–5)These require the candidate to choose the most appropriate title for each paragraphof the text. The text has ve paragraphs and there are six titles to choose from.Some useful reading subskills to practise for this section are: skimming reading for gist.

Selecting the true statements (Questions 6–10)These require the candidate to select ve true statements from a list of eightstatements. Five statements are true according to the text. Three are false or are notstated in the text.Some useful reading subskills to practise for this section are: reading for general comprehension careful reading to understand specic facts, information and signicant points careful reading to understand specic information and its context deducing meaning scanning.

Completing sentences (Questions 11–15)In this section, the candidate completes sentences with a word or phrase takenfrom the text (up to three words).The candidate must demonstrate that they understand specic, factual informationat the word and/or phrase level. Some useful reading subskills to practise for thissection are: careful reading to understand specic information and its context careful reading to understand specic facts, information and signicant points deducing meaning.

Timing The candidate is advised to spend 20 minutes on this part of the exam

Assessment The task is scored against an answer key


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Task 2 — Multi-text reading

Task Four reading texts read as a group followed by 15 questions

Text The four texts are factual and descriptive. They are the type of texts that a candidate

is familiar with from his or her own educational setting. One text is an infographic(eg a diagram, drawing, map or table).

Subject areas for ISE I:

Travel Money Fashion Rules and regulations Health and tness Learning a foreign language


All four texts are on the same topic and are thematically linked.

Text length 400 words (approximately) across the four texts One text is an infographic

Number ofquestions

15 questions

Questiontypes

Multiple matching (Questions 16–20)In this section, the candidate chooses which text the sentence refers to. Some usefulreading subskills to practise for this section are: skimming scanning

Selecting the true statements (Questions 21–25)In this section, the candidate selects ve true statements from a list of eightstatements. Five statements are true according to the texts. Three are false orare not stated in the texts. The candidate must demonstrate that they understandspecic, factual information at the sentence level.Some useful reading subskills to practise for this section are: careful reading to understand specic facts, information and signicant points careful reading to understand specic information and its context deducing meaning of words and phrases from context scanning.

Completing summary notes (Questions 26–30)

In this section, the candidate completes sentences with a word or phrase takenfrom the text (up to three words). The candidate must demonstrate that he or sheunderstands factual information at the word and/or phrase level across the text.Some useful reading subskills to practise for this section are: careful reading to understand specic information and its context careful reading to understand specic facts, information and signicant points deducing meaning summarising.


Assessment The task is scored against an answer key

reading for gist understanding the main idea or purpose of text.


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Task 3 — Reading into writingTask A writing task in which the four texts from task 2 are used to respond to a prompt.

The prompt gives three content points that the candidate should include in his orher response.The response should only include information from the texts in task 2. The candidatemust use his or her own words as far as possible. There is space for planning.The candidate should check his or her response when he or she has nished.

Task focus This section assesses the candidate’s ability to:identify information that is relevant to the writing task and the main conclusions,signicant points and common themes across the four texts

paraphrase short pieces of information summarise and combine information in a short and simple response to meet thepurpose for writing.

Output length 100–130 words

Output genre Descriptive essay Discursive essay Article (magazine or online)


Assessment The task is assessed using the Reading into writing rating scale on pages 76–77

Task 4 — Extended writing

Task A writing task in which the candidate responds to a prompt. The prompt includestwo content points that the candidate should use in their response. There is spacefor planning.The candidate should check his or her response when he or she has nished.

Task focus This task assesses the candidate’s ability to produce a narrative, descriptiveor instructional response to a prompt. For the target ISE I language functions seepage 75.

Output length 100–130 words

Output genre Descriptive essay Discursive essay Article (magazine or online) Informal email or letter Formal email or letter Review

Subject area The writing prompt relates to one of the subject areas for ISE I: Travel Money Fashion Rules and regulations Health and tness Learning a foreign language



Assessment The task is assessed using the Extended writing rating scale on page 78

For a sample ISE Reading & Writing exam, please see appendix 1.


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Preparation activities for ISE I Reading & Writing

Preparation activities for ISE I Reading & WritingTask 1 — Long reading: Skimming travel information

Level : ISE IFocus : Task 1 — Long reading

Aim: Reading comprehension practice

Objectives : Familiarity with reading comprehensionSkill: Skimming

Subject area : Travel

Language functions : Giving opinions, preferences and reasons, and expressing obligation

Lexis : Travel

Materials needed : One worksheet per student

Timing : 1 hour

PreparationPrint or copy the worksheet (one per student). Be ready to write the questions below (see point 4 below)on the board.

In class1. Explain to the students that they are going to practise some techniques to help them with the

Reading & Writing exam, task 1, reading comprehension of the ISE I exam.

2. Write ‘ READING’ in large letters on the board and ask the students to tell you what words they thinkof when they see the word ‘reading’. Write some good examples on the board (eg ‘ books ’, ‘English ’,‘newspapers ’, ‘computers ’, ‘magazines ’, ‘TV’, etc).

3. Explain to the students that there are so many things around us that we read, reading is very important.

4. Write the following questions on the board:What do you read in (your language)?

How fast do you read? What do you usually do while reading? What do you read in English? How fast do you read in English? What would you like to read in English?Why is reading important?

5. Put the students into pairs or small groups and ask them to discuss these questions for about10 minutes.

6. Ask the students for answers and comments on the questions. Write some good answers on the board.

7. Now explain to the students that today they are going to work on their reading speed. Tell thestudents that this is important as in the exam they need to read quickly.

8. Explain to the students that in task 1 of the reading exam, students have to answer ve questions andlabel the paragraphs with appropriate headings. Tell the students that this uses skimming, which is aspeed-reading technique. So you read something quickly and nd out information.

9. Give each student one worksheet. Tell the students that they are going to focus today on skimming.Explain to the students what skimming is. This is when you read a text quickly to get the general

idea of it and the main points.10. Ask the students to skim paragraphs A–E on the worksheet and to give each paragraph an

appropriate heading. Give the students approximately 15 minutes. Go through the answers inopen-class. Write up the correct answers on the board.


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11. Now ask the students to skim paragraphs A–F on the worksheet and to answer the questions. Givethe students approximately 15 minutes. Go through the answers in open-class. Write up the correctanswers on the board.

Extension activity

For students who nish the task early, tell them to ask and answer questions about paragraph F(the temperature chart), for example: What is the temperature in December in C?What is the average rainfall in January in inches?

In their English books, the students can nd a text to skim and explain the main points of totheir partner.

Further support activityStudents nding the task difcult can be given extra time to complete the worksheet or they can beasked to read and complete only one or two of the exercises.

HomeworkAsk students to practise their skimming techniques in their daily lives. Ask them to nd a newspaperand practise nding the main events as quickly as they can.


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Student worksheet: Skimming travel informationBelow are six texts which you are going to skim read. Once you have read the texts, give each one anappropriate heading, then answer the questions.

Paragraph ARead the text and add an appropriate heading.

Heading :

Today, many people prefer to travel independently. Firstly, they decide where they want to go and thenthink about the details, such as how long they want to stay, where they want to stay, how they will getthere, how much it will cost, when they will go and what they need to take.

Answer the following questions

1. How do people like to travel these days?

2. What do they decide on rst?

3. How many other details are mentioned in the text?

Paragraph BRead the text and add an appropriate heading.

Heading :

The time you go depends on what you want to do. For example, if you want to do outdoor activitiessuch as walking, cycling or canoeing then you need to choose a time when the weather is dry. If youprefer a more relaxed holiday spent sunbathing and swimming then the weather should not be too hot.


1. What does the time you go depend on?

2. What are some examples of outdoor activities?

3. What do you do on a relaxing holiday?

Paragraph CRead the text and add an appropriate heading.

Heading :Most people take too much when they travel — travelling light is the key! Remember you will haveto carry it and heavy luggage soon becomes a nightmare. Take enough clothes (but not too many),a towel, soap, shampoo and your travel documents and money.


1. What do most people take when they travel?

2. What is the best solution?

3. Which six items should you take with you?


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Paragraph DRead the text and add an appropriate heading.

Heading :

Monalos is a lively, noisy place, suitable for young people and those who do not like peace and quiet. Theinformation centre is in the main street (number 50, High Street), and their phone number is 324-5698.They are open every day from 10am to 8pm except Sundays when they are open from 1pm to 4pm.


1. What is the address of the information centre?

2. What is their phone number?

3. What time are they open on Fridays?

4. What time do they close on Sundays?

Paragraph E

Read the text and add an appropriate heading.Heading : Some interesting

The area covers over 2,000 miles and has around 100,000 inhabitants. The coastline is over 500 miles longand there are 54 islands, 22 of which are inhabited. The highest mountain is 3,007ft, and the deepest lake is700ft below sea level.


1. How large is the area?

2. How many people live there?

3. How long is the coastline?

4. How many islands do people live on?

5. What is the highest point?

6. What is the lowest point?

Paragraph FLook at the following temperature chart and nd the answers.

Average temperatures and rainfall

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

MonalosCentigrade/Fahrenheit 6/43 7/45 9/48 11/52 14/57 16/61 17/63 17/63 15/59 12/5 9/48 7/45

Millimetres 146 109 83 90 72 63 55 22 36 47 120 132

Inches 5.8 4.3 3.3 3.5 2.8 2.1 1.8 0.9 1.2 1.6 4.0 5.2

1. What is the average temperature in September in Centigrade?

2. How much rain falls in February in millimetres?

3. How many inches of rain fall in May?

4. What is the average temperature in August in Fahrenheit?


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Answers: Skimming travel information

Suggested headingsParagraph A — Planning a trip

Paragraph B — When to go

Paragraph C — What to take

Paragraph D — Information on Monalos

Paragraph E — Possible answers — facts, information, details...

Paragraph A1. Independently

2. Where they want to go

3. Six other details are mentioned in the text (how long they want to stay, where they want to stay, how

they will get there, how much it will cost, when they will go, and what they need to take).

Paragraph B1. What you want to do2. Walking, cycling, canoeing3. Sunbathing and swimming

Paragraph C1. Too much2. Travel light3. Clothes, a towel, soap, shampoo, travel documents, money

Paragraph D1. Number 50, High Street2. 324–56983. From 10am to 8pm4. 4pm

Paragraph E1. 2,000 miles2. 100,000 people3. over 500 miles long

4. 225. 3,007ft6. 700ft below sea level

Paragraph F1. 152. 1093. 2.84. 63


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Task 2 — Multi-text reading: Reading about time

Level : ISE I

Focus : Task 2 — Multi-text reading

Aims : Reading for gist and specic information

Objectives : To think about ‘time’, learn new words about ‘time’, read short texts for main ideas andread short texts to nd true and false information

Skill: Skimming and scanning

Subject area : Travel — Time

Language functions : Describing past actions in the indenite and recent past

Lexis : Related to ‘time’

Materials needed : One worksheet per student, a map of the world with time zones, a picture of thedate line on a map, an actual clock or a picture of a clock, and a picture of a sundial

Timing : 45 minutes

Preparation1. Get a map of the world which shows the world divided into time zones and put it on the board.

2. Get a picture of the date line on a map.

3. Draw a picture of a clock or a sundial on the board or show a real clock and a picture of a sundial.

4. Print or copy one worksheet per student.

In class1. Tell the class that in today’s lesson they are going to read about ‘time’ and that the aim of the lesson is

to read different texts to nd out key information about the topic. Tell the class that this is an essentialskill for completing task 2 of the Reading & Writing exam. Tell the students that they are also asked totalk about the topic in detail.

2. Now ask the class:‘How can we nd out what time it is? ’ Point to the clock.‘We can use a clock and...? ’ The students could respond with: ‘ a watch, a phone, the internet, theradio, the TV ’. Write the vocabulary on the board.

3. Ask the class:‘Did people always have watches and clocks in the past?’ The students might respond: ‘ No, they usedthe sun/the stars ‘ or they might describe some other instrument like a sundial.

4. Show the class the picture of the sundial and write the word ‘ sundial ’ on the board. Ask the class:‘How can you tell the time with a sundial? ’ (Answer: Because it has hours marked on it and the sunmakes a shadow on the correct hour.)

5. Ask the class:‘What’s the time in our town/city now? ’ Show them the map with the time zones.

6. Now ask:‘Is it the same time in the UK (or USA) now? ’ (Answer: No, different countries have different timesand sometimes even different days.) Tell the class what time it is in the UK (or the USA).

7. Show the class the date line map and explain that the day changes from one side of the date line tothe other. Tell the class a country that is on a different day to the day in your country. Write up ‘ timezones ’ and ‘date line ’ on the board.

8. Hand out the worksheet (one per student). Tell the class to read questions 1–5 about ‘time’ on theworksheet. Then tell the class to read the texts and try to nd the answer for question 1 only. Givethe class time to read and check their choice of answer with their partner. Check the answer inopen-class. Tell the class that the answer to question 1 is text D. It is about ‘a line that separatestwo consecutive calendar days.’ Point to the date line picture again.


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9. Tell the class to read and nd the answers for the other questions. Give them about 10 minutes.When they have nished, ask them to check their answers with their partner.

10. Ask the class for the answers and write up the correct answers on the board. ‘ 2 = A, 3 = C, 4 = B,5 = D ’. Ask the class to show you the line(s) in the text where they found the answers.

11. Tell the students that they are now going to complete exercise 2. Look at number 1 together as aclass. Ask the students to nd out if number 1 in exercise 2 is true or false. Then tell the class thatnumber 1 is true because the time converter can tell you past times.

12. Give the students ve minutes to complete the rest of exercise 2. Tell the students to check theiranswers with their partner and then write up the answers on the board and check the lines/textswhere the students found the answers.

13. Tell the class that underlining key words and phrases in the text will help them answer the trueand false questions in the exam.

Extension activityAsk students who nish early to nd six new words in the texts and look them up in their dictionaries.

Further support activityFor students nding the tasks more difcult, write in some of the answers for exercise 2 on theworksheets so that students only need to write T or F for four sentences.

HomeworkFind three countries that are in different time zones to your country and also have different calendardays. Or nd three other instruments that can tell the time and describe them. Or nd out what peopletraditionally do on ships when they ‘cross the date line’.


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Student worksheet: Reading about timeExercise 1Read questions 1–5 below and then read the four texts (A–D). As you read each text, decide which texteach question refers to. You can use the letters more than once.

Which text:

1. describes where the world is divided into different days?

2. explains the way many countries change times in different seasons?

3. gives information about early instruments to tell the time?

4. allows you to quickly nd out the time in another city?

5. notes that different countries have asked to have the samecalendar day as neighbouring countries?

Text A

Many countries, and sometimes just areas of countries, adopt daylight saving time (also knownas ‘summer time’) during part of the year. This usually means putting the clocks forward by anhour near the start of spring and putting them back in autumn . Daylight saving was proposed byBenjamin Franklin in 1784 but it only started seriously in Europe in 1916 to help to conserve fuel andenergy. Most countries around the equator do not adopt daylight saving time because the seasonaldifference in sunlight is very little.

Text B

Text C

Pre-historic man used to tell the time by the sun and the stars. Later, the sundial, a round discmarked with hours and an upright stick that makes a shadow on the marks, was used. Thehourglass was also popular in ancient times. The hourglass was made of two round glass bulbsconnected by a narrow neck of glass. When you turn the hourglass upside down, sand particlesinside fall from the top to the bottom bulb of glass.

Text D

The International Date Line sits on the 180º line of longitude in the middle of the Pacic Ocean,and is the imaginary line that separates two consecutive calendar days. It is not a perfectly straightline and has been moved slightly over the years to accommodate needs (or requests) of variedcountries in the Pacic Ocean. It bends to include all of Kiribati, Samoa, Tonga and Tokelau in theEastern Hemisphere.

Time Difference CalculatorFind the time difference between several cities with the Time Difference Calculator. Thisprovides time zone conversions taking into account daylight saving time (DST), the localtime zone, and it accepts present, past or future dates.

Select time and place to convert from:Day _ _ Month _ _ Year _ _ _ _ Hour _ _ Minutes _ _Location

Select places to convert to:Location


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Exercise 2

Read the sentences below. Then read the texts again and decide which statements are True and whichare False. Put T for True or F for False against the statements.

1. You can nd out what time it was in another city in 1999 if you use the Time Converter.

2. You do not need to move an hourglass to tell how much time has passed.

3. Daylight saving means people can turn off their lights earlier.

4. The international date line curves around countries.

5. Daylight saving began in 1784.

6. The date line is not a real line.

7. Near the equator, daylight saving is useful.

8. You can tell the time on a sundial by looking at where the shade is on the numbers.


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Answers: Reading about time

Exercise 11. D

2. A

3. C

4. B

5. D

Exercise 21. T

2. F

3. T

4. T

5. F

6. T

7. F

8. T


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Task 3 — Reading into writing: The best ways to learn a language

Level : ISE I

Focus : Task 3 — Reading into writing

Aims : Writing a planned essay of 100–130 words based on three reading texts (please note thatthere are four texts in task 3 of the ISE I Reading & Writing exam)

Objectives : Finding important information, writing a plan based on given information and writingan essay step-by-step

Skill: Understanding and identifying specic information, writing notes and formulating an essayusing notes

Subject area : Learning a foreign language

Language functions : Describing the future — informing and expressing intention, and giving opinions,preferences and reasons

Lexis : Learning a foreign language

Materials needed : One worksheet per student

Timing : 1 hour

Preparation1. Print or copy one worksheet per student.

In class1. Explain to the class that they are going to learn some techniques to help them with Task 3 — Reading

into writing, of the ISE I writing exam. Tell students that they are going to read three short textsabout learning a foreign language and then write a 100–130 word essay about what they have read.

2. Ask the students about how they feel about learning a foreign language. What do they nd easyor difcult? What are the best ways to learn?

3. Ask the class to read text 1 which offers advice, suggestions, tips and techniques for learning aforeign language. Give the students three minutes to read the text.

4. Now, with a partner or in a small group of up to four students, ask the students to nd and writedown one important word from each of the ve points made in the text.(Possible answers: vocabulary, grammar, apps, friend, lms)

5. Now ask the students to read it again and remember as much as they can about each point and telltheir partner.

6. Now ask the class to read text 2 which shows the different stages of learning to speak a secondlanguage. Give the students approximately ve minutes to do this.

7. With a partner or in a small group of up to four students, ask the students to nd and writedown some important information from each of the following ve categories (6 months, 1 year, 1–2years, 2–4 years, 5 years).(Possible answers: 6 months — silence: very few words understood or spoken; 1 year — few wordsspoken and used; 1–2 years — sentence use; 2–4 years — good sentence use; 5 years — advanced,very good use of sentences)

8. Now ask the students to do the same with text 3. Find and write down an important piece ofinformation from each of the ve students.(Possible answers: Pablo — some English every day, Silvia — reading, Tom — Skype, Anna — vocabulary,Darius — lms)

9. Now with their partner or in a small group, ask the students to discuss what they wrote down andtry to remember as much as they can.

10. Now explain to the students that they are going to practise writing notes, then writing an essaystep-by-step, using the texts they have read.


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11. Tell the students to read the exam prompt and discuss with their partner exactly what they need to do.

12. It is important for students to practise how to write a plan and think carefully about the writingprocess. With this in mind, work your way through the different exam prompt stages (on theworksheet) with the students.

Extension activityThe more advanced students can write the essay by themselves.

Further support activityStudents nding the task difcult can practise making their own sentences using the key words fromthe texts. They can also be given the key words to help them with this.

HomeworkAsk students to research the best ways to learn a foreign language and to write a short essay on theinformation they have found.


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Student worksheet: The best ways to learn a language1. Read text 1 in three minutes. Find and write down one important word from each of the ve points.2. Now read it again and try to remember as much as you can about it and tell your partner.

Text 1

Learning English — advice, suggestions, tips and techniquesApps, lms, friends and Skype

1. Vocabulary: Try to remember around 2,000 basic words and phrases. Make it fun with 5 to 10minutes of memorisation each day. You will improve rapidly. Try it with a friend!

2. Learn the grammar, take it step-by-step and practise forming sentences.

3. Find free language learning apps on your phone so you can learn the language anywhere.4. Find a friend to practise with. You can speak together which will improve your condence and

ability. You can also do this over Skype.5. Learn from lms. Find a lm you want to watch and watch it in English. You can learn a lot

from this.

3. Read text 2 in ve minutes. Find some important information from each of the ve categories(6 months, 1 year, 1–2 years, 2–4 years, 5 years) and write it down.

Text 2Stages of learning to speak a second language

6 months 1 year 1–2 years 2–4 years 5 years

Silent stage Can speak a little Starting to speakin sentences

Can speak insentences well,intermediate level

Can speak verywell, advancedlevel

Uses very fewwords

Uses a few words Uses basicsentences

Uses a range ofsentences

Uses a wide rangeof sentences

Can understandsome words

Can understandand respond alittle

Can understandand respond,making mistakes,but this is good asit means there isimprovement

Uses the languageto communicatewell

Can communicatevery well

4. Read text 3 in ve minutes. Find and write down an important piece of information from eachstudent (Pablo, Silvia, Tom, Anna, Darius).

5. Discuss what you wrote down with your partner or in a small group. Try to remember as much as you can!

Text 3

Advice from language learnersI asked some students for their suggestions on how to improve English language learning. This is whatthey said:

@Pablo – Speak or listen to some English every day, listen to some English music and sing the words!

@Silvia – I think reading is the best way, look online for something you’re interested in.@Tom – I use Skype, sometimes I message my friends, sometimes we talk.@Anna – I think learning vocabulary is the most important. I sit with my dictionary and writedown new words and then I try to remember them. Often, I do this with my friends. It’s fun!@Darius – I love English lms. I listen carefully to them and try to remember the pronunciationof the words and sentences!


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Example exam question: The best ways to learn a language

Read the following exam questionYour school is doing a project on the best ways to learn English and you have been asked to write a shortessay for your English teacher (100–130 words) about some useful suggestions, how long learning alanguage takes and how students can improve. Use the information you read in the previous exercises to:

describe some of the techniques given to improve your English explain approximately how long it takes to learn a foreign language suggest how you think students can best improve their learning of a foreign language.

Plan your essay before you start writing. Think about what you want to say and make some notes inthe box below:

Writing a planIt is important to organise your ideas. You need to spend around 10 minutes writing notes in the box given.

1. Write notes on the rst part of the question. Spend only three minutes on this.

Describe some of the techniques given to improve your English.

Planning notes:

2. Now decide which are the important ideas.

3. How many ideas are good to use for around 40 words?

4. Write the rst part of the essay.


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5. Now write notes on the second part of the question. Spend only three minutes on this.Explain approximately how long it takes to learn a foreign language.

Planning notes:

6. How many ideas do you have?

7. Which ones are you going to use?8. Now write the second part of the essay.

9. Now write notes on the third part of the essay. Spend only three minutes on this.Suggest how you think students can best improve their learning of a foreign language.

Planning notes:


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10. How many ideas do you have?

11. Which ones are you going to use?

12. Now write the third part of the essay.


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Answers: The best ways to learn a foreign language

Model essaySome of the useful suggestions about how to learn a foreign language are learning vocabulary,learning grammar step-by-step, using language apps on phones, practising with a friend and watchinglms in English.

It takes around 5 years to learn to speak a second language to an advanced level. At 6 months peopleuse very few words, at 1 year they use more words, from 1–2 years they use sentences with somemistakes. From 2–4 years is intermediate level, and learners can use a range of sentences.

My own suggestions are to speak some English every day, or listen to some music you like. You cannd a friend to practise with and have fun with vocabulary memory games. I also like to watch lmsin English and copy the words and sentences.


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Task 4 — Extended writing: Writing about a seasonal celebration

Level : ISE IFocus : Task 4 — Extended writing

Aims : Writing a planned essay of 100–130 words based on three reading texts (please note thatthere are no texts to base the extended writing on in task 4 of the ISE I Reading & Writing exam)

Objectives : Finding important information, writing a plan based on given information and writingan essay step-by-stepSkill: Understanding and identifying specic information, writing notes and formulating an essayusing notes

Subject area : Festivals — Seasonal celebrationsLanguage functions : Describing past actions in the indenite and recent past, and describing thefuture — informing and expressing intention

Lexis : Seasonal celebrations

Materials needed : One worksheet per student, a picture of a maypole and dancers, a map of EuropeTiming : 1 hour

PreparationPrint or copy one worksheet per student. Search online for a map of Europe and pictures of a maypoleand dancers.

In class1. Tell the class they are going to prepare for and practise the writing part of the ISE I exam. First,

they are going to talk about celebrations in summer in Sweden, then they are going to read twoparagraphs and write their own paragraphs like they are expected to do in the exam.

2. Tell the class they are going to read about a celebration that happens in Sweden in the summer.Show students the map of Europe and ask them where Sweden is on the map. Point to Swedenon the map. Look at its position in northern Europe. Ask the class what kind of weather they thinkSweden has. Tell the class that Sweden has many hours of daylight in summer but in winter thereare many hours of darkness because it is so far north. Ask the class what they think Swedish peoplemight do in the middle of summer when there are many daylight hours. (The students could answer:‘Go outside for most of the day and night’, ‘eat something special ’, ‘do some sport or play somespecial games ’.) Put their answers on the board.

3. Give out the worksheet. Tell the class to read the text and see if what they suggested aboutmidsummer in Sweden is what happens. Get answers from the class about the paragraphs theyhave read. (The students could answer: ‘ Swedes go outside and sail boats ’, ‘they eat special food anddrink, they dance ’.) Point to the picture of the maypole and dancers and say, ‘ they have some specialbeliefs about girls who are not yet married ’.

4. Now ask the students to read the text again and do the exercises. Give them 8–10 minutes to do this.In pairs, get the students to check their answers . Then in open-class, check the answers and write upthe correct answers on the board. Teach some new vocabulary, for example ‘ bays ’, ‘cottages ’, ‘spicy ’.

5. Now ask the class which celebrations they have in their country and in which seasons. Write two orthree on the board. Then put the students into groups of four and get them to talk together aboutwhen the celebration is and what they do, eat and drink at each celebration and the reasons whythey like the celebrations or not.

6. Get some feedback and write some of their ideas on the board.

7. Tell the class to look at the rst paragraph again and nd the verbs that show what people do at thecelebration. Put the answers (‘ drive ’, ‘sail’ , ‘dance’ , ‘eat ’) on the board.

8. Then ask the class if it is true or only possible that the girl will dream of her husband. Ask thestudents what language they can use to say that something might happen in the future but we are


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not sure. Put on the board, ‘ The girl will dream of her husband if she puts the owers under herpillow. ’ Make another similar sentence about a celebration in your country, for example, ‘ I will enjoyCarnival a lot if the weather stays calm. ’

9. Then ask the class to tell you again and underline which phrases in the second paragraph help us

express our opinion. They should look at the answers to question 6 on the worksheet.10. Tell the class they have 15 minutes to write 100–130 words about a celebration in a season in their

country. They can use the paragraphs and the language on the worksheet as models. In the rstparagraph they should describe what happens at the celebration. In the second paragraph theyshould give their opinion about the celebration.

11. Give the class 15 minutes to write. Then ask pairs to exchange their work and to read their partner’swork and tell them if they have the same opinion or not.

12. Take in the work for correction.

Extension activityStudents who nish early can write about a second celebration and give their opinions.

Further support activityStudents nding the task difcult should use the prompts on the board to write about the celebrationthat you have discussed as a class. Help them by writing up more full sentences and the phrases toexpress opinion.

HomeworkStudents can ask their parents or friends in different classes about seasonal celebrations and whattheir opinion is about the celebrations. They can report back in class.


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Student worksheet: Writing about a seasonal celebrationRead the text below and answer the questions.

Celebrating Midsummer in SwedenThis festival is as close as possible to 21st June, the longest day of the year. It is a very oldcelebration and modern Swedes drive to summer cottages to stay, or sail to bays on the coast tocelebrate. People in traditional dress dance around a maypole — a tall pole decorated with owers.After the dancing, people eat marinated sh and drink a strong, spicy drink. It is thought that if agirl who isn’t married picks different owers and puts them under her pillow at Midsummer she’lldream about her future husband.

I think that the festival allows people in Sweden to relax and enjoy themselves outside duringthe long light days of Midsummer. It also means that the traditional dances, food and drink areremembered. In my opinion this festival also helps keep families in touch with one another and ithelps Swedes know how their great-grandparents lived. However, I believe that thinking a girl willdream about her future husband if she puts owers under her pillow is a silly idea.

Exercises

1. Which paragraph describes the festival?

2. Which paragraph gives the writer’s opinion?

3. What order does the following information appear in the text?

food that people eat

the date of the festival

a belief that people share

what people do nowadays at Midsummer

4. Why does the writer have the opinion that the Midsummer festival is positive?

5. Does the writer have any negative opinion of the Midsummer festival?

6. What phrases does the writer use to express his or her opinion?

7. How does the writer talk about a possible future event?


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Answers: Writing about a seasonal celebration

1. First paragraph

2. Second paragraph

3. 2, 4, 1, 3

4. Because he or she thinks that families can spend time together, know how their great-grandparentslived and remember what people used to eat and drink many years ago.

5. Yes, because he or she thinks that the belief about putting owers under your pillow to dream abouta future husband is silly.

6. I think that…, In my opinion…, I believe that…

7. The girl will dream if she puts… (Subject + will + base verb) if + (present simple)


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I S E I

S p e ak i n g

& L i s t eni n

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ex am

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Overview of the ISE Speaking & Listening exam

Overview of the ISE Speaking & Listening examTrinity’s ISE Speaking & Listening exam tests speaking and listening skills through an integratedapproach. The integrated skills approach reects how we use listening and speaking skills both togetherand separately in our studies and work, mirroring the way the two skills interact in the real world. Theintegrated speaking and listening tasks reect the kind of activities a student does in a schoolor college setting. Additionally, the Independent listening tasks reect the way that a student nds,selects and reports relevant and appropriate information in an educational or academic setting.

The purpose of the exam is to assess a candidate’s English language skills in speaking and listeningthrough tasks which correspond to their real world activities and their purpose for learning English.

The ISE Speaking & Listening exam is currently offered at four levels of the Common EuropeanFramework of Reference (CEFR) from A2 to C1.

Who is ISE Speaking & Listening for?The intended candidate is a young person or adult, typically at secondary school or college who is

using English as a second or foreign language as part of their studies in order to develop their skillsand improve their knowledge of a range of subject areas. The typical ISE candidate is aged between11 and 19, but may be older.

A candidate at the lower levels of the exam (ISE Foundation and ISE I), is generally a young person oradult in school or college who is taking ISE as evidence to progress to a higher level of English studywithin their mainstream or English language school. At the higher levels of the exam (ISE II and ISE III),a candidate is typically a young person or adult preparing for further or higher education who isrequired to prove their English language prociency levels within an educational context.


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Introduction to ISE Speaking & Listening tasksThe Speaking & Listening exam consists of several tasks and increases in length as the level increases.The table below shows the progression across the levels.

ISE Foundation ISE I ISE II ISE III

CEFR level A2 B1 B2 C1

Time 13 minutes 18 minutes 20 minutes 25 minutes

Topic task 4 minutes 4 minutes 4 minutes 8 minutes

Collaborative task — — 4 minutes 4 minutes

Conversation task 2 minutes 2 minutes 2 minutes 3 minutes

Independent listening task 6 minutes 10 minutes 8 minutes 8 minutes

Examiner administration time 1 minute 2 minutes 2 minutes 2 minutes

The Topic taskWhat is the Topic task? Before the exam the candidate prepares a topic of his or her own choice, and in the exam this topicis used as a basis for a discussion. The Topic task provides the candidate with the opportunity to talkabout a topic which is of personal interest or relevance and which he or she feels condent about. Thistask gives the candidate a degree of autonomy and control.

What language skills can the candidate demonstrate in the Topic task? The candidate can demonstrate they can: link sentences together to talk about a subject at some length use the language functions of the level

engage in a one-to-one, unscripted discussion with an expert speaker of English understand and respond appropriately to examiner questions and comments.

Can the candidate bring notes with them? In the ISE I exam the candidate is required to complete a topic form with notes, which he or she givesto the examiner at the beginning of the exam. The notes help to support the candidate in his or herpreparation for the exam and also in his or her discussion with the examiner. It is important to tell thecandidate that the examiner chooses which points to talk about. There is no xed order. The topic form isused by the examiner to ask the candidate questions and make comments. This encourages spontaneousconversation and discourages recitation by the candidate.

Level Support

ISE Foundation Topic form with four points

ISE I Topic form with four points

ISE II Candidate may use notes or a mind map

ISE III Formal handout must accompany presentation

See page 70 for a blank topic form and page 71 for a sample completed topic form.


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The Conversation taskWhat is the Conversation task? The Conversation task is a meaningful and authentic exchange of information, ideas and opinions.It is not a formal ‘question and answer’ interview. In this task, the examiner selects one subject areafor discussion with the candidate.

What are the possible subjects for discussion? The subject areas have been carefully selected to offer a progression from the ‘concrete’ subjects atISE Foundation to the ‘abstract’ at ISE III. For the subject areas for the Conversation task at ISE I, pleasesee page 42.

What does the interaction in the Conversation task involve? The examiner asks some questions to start the conversation. The candidate is expected to ask theexaminer questions in order to develop the interaction. These questions should be relevant to thesubject of the conversation.

The Independent listening taskWhat is the Independent listening task? Listening skills are tested in an integrated way together with speaking skills in the Topic task andConversation task. In the Independent listening task, the candidate has the opportunity to demonstratethe kind of listening skills that are required in lessons and lectures.

What is the procedure for the Independent listening task? In ISE I there are two tasks. The candidate listens to a different recording for each task. In the rst taskthe candidate responds to the examiner’s questions. In the second task the candidate reports factsverbally to the examiner and then the examiner asks four questions about the content of the recording.

While the candidate is listening to the recordings, they are encouraged to take notes. However, thecandidate’s notes are not assessed as part of the exam.


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Glossary of speaking aims for ISE I

Communicativeeffectiveness

Responding appropriately to interaction Initiating and maintaining conversation

Interactive listening Showing understanding of other speakers or the examiner Following the speech of other speakers or the examiner

Language control Using a range of language functions, grammar and vocabulary Using language functions, grammar and vocabulary accurately Avoiding errors which affect the understanding of the listener

Delivery Using clear and understandable pronunciation Using stress and intonation appropriately

Glossary of listening skills for ISE I

Intensive, ‘bottom-up’listening

Listening to nd specic key words and facts in simple recordings

Intensive listening indetail to gather asmuch informationas possible

Understanding specic, factual information at the word and/or phrase level Listening for explicitly stated ideas and information

Intensive listeningfor detailedunderstanding

Listening to understand all or most of the information the recordingprovides

Extensive listeningfor gist, for mainideas and for globalunderstanding

Listening to understand the topic and main ideas of the recording

Deducing meaning Guessing the meaning of unknown words from their context


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Candidate prole

SpeakingA candidate who passes ISE I Speaking can:

initiate, maintain and close simple, unprepared one-to-one conversations on topics that are familiaror of personal interestcommunicate with some condence on familiar routine and non-routine subjects or topics ofpersonal interest

express personal opinions and exchange information on everyday topics that are familiar or ofpersonal interest (eg family, hobbies, work, travel)

maintain a conversation or discussion but with some errors describe one of a variety of familiar subjects, presenting it as a linear sequence of points, withreasonable uency

give accounts of experiences, describing feelings and reactions describe dreams, hopes and ambitions describe events, real or imagined give reasons and explanations for opinions, plans and actionsdemonstrate a basic repertoire of language and strategies to help keep a conversationor discussion going

repeat back part of what someone has said to conrm mutual understanding and help keep thedevelopment of ideas on course

ask someone to clarify or elaborate what he or she has just said.

ListeningA candidate who passes ISE I Listening can: follow clear speech in one-to-one conversations, although sometimes he or she may have to ask forrepetition of particular words and phrasesunderstand factual information about common everyday topics, identify general messages andspecic detailsunderstand the main points of familiar topics, eg work, school, leisure, including short narrativesfollow a clearly structured lecture or talk on a familiar topic

understand the information content of the majority of slow and clear recorded audio material,eg radio news, on familiar topics or topics of personal interestidentify unfamiliar words from the context on familiar topics or topics of personal interest.

This prole is based on the level B1, Independent User, of the Council of Europe’s Common EuropeanFramework of Reference (CEFR).


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Task specications for ISE I Speaking & Listening


Topic taskTask type and format The Topic task is an integrated speaking and listening task. The candidate

prepares a topic for discussion and completes a topic form with four points,which he or she must bring to the exam and may refer to.The examiner uses the same form to ask questions about the topic.The candidate discusses his or her topic with the examiner using the topicform. The examiner chooses the order to discuss the topic points.

Timing 4 minutes

Language functions Describing past actions in the indenite and recent past Describing the future — informing and expressing intention Giving opinions, preferences and reasons Describing consequences with certainty and uncertainty

Expressing obligation Asking for opinions and information

Examiner role The examiner uses the topic form to ask questions. The examiner asksquestions to elicit the language functions of ISE I. The examiner mayinterrupt where appropriate to discourage recitation and encouragespontaneous conversation.

Assessment The Topic task and Conversation task are given one score usingfour criteria: Communicative effectiveness Interactive listening Language control

Delivery


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Conversation taskTask type and format The Conversation task is an integrated speaking and listening task. The

examiner selects a conversation topic from the ISE I list given below andasks the candidate questions to start a conversation about the subject.

Timing 2 minutes

Language functions Describing past actions in the indenite and recent past Describing the future — informing and expressing intention Giving opinions, preferences and reasons Describing consequences with certainty and uncertainty Expressing obligation Asking for opinions and information

Examiner role The examiner uses the list of subject areas below to ask questions andelicit the target language functions of the level.

Subject areas for

conversation

Travel

Money Fashion Rules and regulations Health and tness Learning a foreign language

Assessment The Conversation task and Topic task are given one score usingfour criteria: Communicative effectiveness Interactive listening Language control Delivery


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Independent listening tasks

Task type The Independent listening tasks are audio recordings. The candidate listens tothe recordings and responds verbally.

Task 1

Task format The candidate listens twice to a recording. The recording contains basicinformation (descriptive or narrative). The candidate responds in one or twowords to six questions asked by the examiner.

The recording is approximately 1 minute 15 seconds long. The candidate maytake notes.

Total task time 4 minutes 30 seconds (approximately)

Task focus Intensive, ‘bottom-up’ listening Intensive listening — in detail to gather as much information as possible

Examiner role The examiner plays the recordings and reads the instructions and questions(see sample exam in appendix 4). The examiner may repeat instructionsif necessary.

Assessment Each correct answer is worth one mark. The notes are not assessed.

Task 2Task format The candidate is given blank notepaper and a pen/pencil he or she can use to

write notes if they want to. The recording is approximately one minute long. The candidate listens twice to a factual text. After the rst listening they reportthe gist of what they have heard. They listen again and can take notes whilethey listen. The candidate then reports six facts from the recording verbally.Then the examiner asks four questions about the content of the recording.

The recording is approximately 1 minute 30 seconds long.

Timing of task 5 minutes 30 seconds (approximately)

Task focus Extensive listening — for gist, for main ideas and for global understanding Intensive listening — in detail to gather as much information as possible Intensive listening — for detailed understanding

Examiner role The examiner reads instructions and then plays the recordings. The examinerasks a gist question after the rst listening and four follow-up questions afterthe second listening.

Assessment This task is assessed using the ISE I Independent listening rating scale on page80. The notes are not assessed.

For text of a sample ISE Speaking & Listening exam, please see appendix 4. There are also sample

videos and audio les of ISE I exams at www.trinitycollege.com/ISEI


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Preparation activities for ISE I Speaking & Listening

Preparation activities for ISE I Speaking & ListeningTopic task: Using music to help with topic preparation

Level : ISE I

Focus : Topic task

Aims : To listen to different pieces of music, and then express and request opinions and impressions

Objectives : To formulate a wide variety of questions after listening to pieces of music and toanswer questions relating to pieces of music

Topic : MusicLanguage functions : Describing the future — informing and expressing intentions, givingopinions, preferences and reasons, and asking for opinions and information

Lexis : Vocabulary specic to the topic of musicMaterials needed : Music playing device (eg mobile phone, MP3, computer, radio, TV, CD player),three or more pieces of music

Timing : 1 hour

Preparation1. Prepare three pieces of music to play to students, preferably from a range of music — for example,

pop, rock, classical, heavy metal (on a mobile phone, MP3, computer, etc).

OR2. Ask students to bring in one piece of music to play on their own devices, for example, their mobile

phones or their MP3 players.

3. If any students play a music instrument, you could ask them to play a short piece of their favourite music.

In class1. Write on the board in large letters ‘ MUSIC’. Ask for words that the students think of when they see

this word, for example, happy, sad, loud, romantic, pop, CD, money, famous, concerts, party, disco,etc. Write some of these words on the board.

2. Explain to the students that they are going to listen to some pieces of music and to practiseasking and answering questions about them. This will help them to speak more naturally, which issomething that they need to do in the Topic task of the exam. Tell the students that they will beusing music to help them with their ideas.

3. Write ‘ PIECE 1’ on the board.

4. Play piece 1. Ask students to listen and be ready to tell everyone their opinion.5. Ask students questions about the music, for example: ‘ Have you ever heard this piece of music? ’,

‘When did you last hear it? ’, ‘Did you like it? Why/why not? ’ (Try to exploit the language requirementsof ISE I).

6. In groups of four, ask students to think of as many questions as they can about that piece of musicusing these prompts: ‘ Do you …?, What kind of …? , Who is …?, Have you ever …? , When you wereyounger …? , If you have a choice, what …? , What were you doing the last time you …? , What musicmight you …? , What do you need to …? , Do you prefer … ?’

7. Ask students to write down 10 questions on a piece of paper.

8. Write ‘ PIECE 2 ’ on the board.

9. Play piece 2. Ask students to listen and be ready to ask and answer questions as above (in number 6).

10. Students ask each other their questions, taking it in turns in their groups of four.

11. Students exchange their question papers (as in number 7) with another group.


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12. Write ‘PIECE 3 ’ on the board.

13. Explain to the students they are going to work in pairs this time so that they can talk to a differentperson (a good idea at this stage would be to move students around, so they are working withdifferent people).

14. Play piece 3.

15. Students ask and answer their questions in pairs.

16. Now bring the class back together as a group. Ask them a few general questions, for example:Which piece of music did you prefer, and why?When is music important?Do people of different ages listen to different music? Why?Did you listen to different music when you were younger?

17. Explain that music is often chosen as a topic for ISE I and four questions need to be lled in on thetopic form. Draw an example of a topic form on the board and ask which questions from this activitycould be used. They need to think of a title for their topic. For example, ‘My favourite pop group’.

18. Ask students to think of their own questions based on a piece of music or a music group they like.Then, in pairs, practise asking and answering these questions. Explain that the topic part of theexam lasts for up to four minutes.

19. Finally, ask the students if they enjoyed listening to music in their English class. Did it help to inspirethem to think of questions? Would they have chosen different pieces of music? Why?

Extension activityThe more advanced students can be asked to think of their favourite piece of music and describe it tothe class. While the students are describing their favourite music, the class have to ask questions andtry to guess what it is.

Further support activityStudents nding the task difcult can be asked to practise forming questions: Do you like ...? , What kindof music ...? , When do you ...? , When did you ...? , How often do you ...?

HomeworkListen to a piece of music of your choice and write down some questions about it. Then, practiseanswering questions with a classmate or friend. Prepare a piece of music to play to the class and writedown some questions to ask the class. Also be prepared to tell the class why you chose this piece of music.


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Conversation task: Developing conversations — rules and regulations

Level : ISE I

Focus : Conversation taskAims : Introducing students to making conversation in preparation for the ISE I exam and raisingawareness of the language functions of the grade

Objectives : Students think of lots of ideas for (brainstorm) aspects of the topic ‘Rules and regulations’and think about how the language functions of the grade can be included into the conversation

Subject area : Rules and regulations

Language functions : This activity is designed to use all language functions specied for ISE I(see student worksheet)

Lexis : Vocabulary connected to the topic of rules and regulations

Materials needed : Student worksheet (one per student)

Timing : 1 hour

Preparation1. Read through the stages in the lesson and note down your own ideas about rules and regulations for

the activities.

2. Print or copy one student worksheet per student.

In class1. Introduce the students to the topic and aim of the lesson. They will be talking about one of the ISE I

subject areas — Rules and regulations — and developing conversations using the language functionsspecied for the exam.

2. Give out the student worksheet and introduce the class to the language functions of ISE I. Provideexamples of the functions and check any necessary grammar.

3. Divide the class into groups of three.

4. The rst few activities can be carried out using the students’ rst language. Ask groups to thinkabout a number of questions about rules and regulations, eg What rules and regulations can theythink of? Where are such rules found? Are there too many rules and regulations? Why do peopleneed rules and regulations? Try to encourage students to be creative with their ideas. You couldwrite some or all of the questions on the board and ask the students to copy them down.

5. Brainstorm the topic of rules and regulations with the class on the board and develop vocabularyideas. For example, you could discuss school rules, the rules for a sport, or legal requirements for

driving. Aim at developing a list of different ideas.6. Ask each group to choose an idea and write notes about it. Give feedback in open-class.

7. Ask each group to choose a different topic related to rules and regulations and discuss. Ask twomembers of the group to have a conversation about the subject area while the third observes andmakes notes on key words and phrases.

8. At this stage, students can still use their rst language.

9. Ask the groups to write down key English words and phrases needed in the discussion.

10. Students now continue/repeat the previous conversation using English and with roles changed.

11. After all members of each group have practised talking about the subject area in English and acting

as an observer, bring the class together and focus on the ISE I language functions (See studenthandout). If necessary, review the grammar needed for some or all of the language functions.

12. Finally, ask the groups to have another conversation about rules and regulations, using languagefrom the different language functions.


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Extension activityFor students who nish the activities early, divide the members of the group into other groups and askthem to share their ideas with their new groups.

Further support activityFor students who are nding the activity more challenging, provide examples related to the topic ofrules and regulations for each of the language functions.

HomeworkSet a short writing task — for example, ask students to list rules and regulations for a sport.

To provide regular practice for the ISE I Conversation task, repeat this activity with classes regularlyas they prepare for the exam. Each time select a different ISE I subject area.


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Student worksheet: Developing conversations —rules and regulations

ISE I — Language functions

Describing past actions in the indenite and recent past Describing the future — informing and expressing intention Giving opinions, preferences and reasons Describing consequences with certainty and uncertainty Expressing obligation Asking for opinions and information


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Independent listening task 1: New Year’s Eve

Level : ISE I

Focus : Independent listening task 1Aims : Students practise listening to a factual text and completing a worksheet representingnotes from the recording (please note that students do not complete a worksheet in the ISE IIndependent listening tasks)

Objectives : Students report facts that are partly derived from understanding whole utterancesand partly inferred from content words recognisedTopic : Special occasions

Language functions : Describing past actions in the indenite and recent past, describing thefuture — informing and expressing intention, giving opinions, preferences and reasons, andexpressing obligation

Lexis : Vocabulary related to special occasions

Materials needed : Recording of audio script or audio script for teacher to read from, one copyof worksheet per student and copies of audio script for students who may nd the task difcult

Timing : 45 minutes

Preparation1. Pre-record the audio using three different people speaking if possible, and also record the ‘examiner

rubric’ if required. If necessary you can read out the audio script yourself in class at a normal pace.

2. Print or copy one worksheet per student.

In class1. Tell the students that they are going to practise listening to a factual text and writing notes like in

task 1 of the ISE I listening exam. Tell them the audio is about New Year’s Eve.

2. Elicit the date of New Year’s Eve and ask a student how they celebrated it last year. Ask questionsto elicit more information, such as where they spent it, who with, what they ate, what they wore,and whether they followed any traditions. Write the questions on the board if necessary.

3. In pairs, tell the students to ask each other about their last New Year’s Eve. Encourage them to talkfor ve minutes.

4. Tell the students they are going to hear about New Year’s traditions in three different countries. Ask thestudents the rst time they listen to write down the three countries. Play the recording or read the audioscript. Repeat if necessary and then elicit the answers in open-class. Write the answers on the board.

5. Give out a worksheet to each student. Ask the students, in pairs, to try to complete as much ofthe worksheet as possible from memory. If they don’t know an answer, encourage them to makea logical guess.

6. Play the recording again and students complete the worksheet. Ask the students to compare theiranswers with their partner’s.

7. Go through the answers as a class, repeating any parts of the audio that were problematic.

8. Write the following discussion questions on the board: Which of the three countries would you rather spend New Year’s Eve in? Why? Which of the traditions do you like the most/least? Why? Do you know any New Year’s traditions from any other countries?

9. Put students into small groups and encourage them to talk for 10 minutes answering the discussionquestions on the board. While students are speaking, write up errors on the board. Once thestudents have completed the task, briey elicit some answers, comment on their progress andthen address the errors.


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Extension activityStudents who are able to complete the worksheet after listening just once can be asked to write downas many extra details as possible during the second listening.

Further support activityStudents who struggle during the rst listening can be provided with the audio script during thesecond listening.

After classAsk the students to research other countries’ New Year traditions on the internet. Tell the students toprepare three interesting facts about the country of their choice, which they can then share with theclass in the next lesson.

Examiner rubric:You’re going to hear three people talk about how New Year is celebrated in their countries. As

you listen, complete the notes on this worksheet. Write one or two words in each space. Therecording is about one minute. You’ll hear the recording twice. Now you have 15 seconds to readthe worksheet. (Wait 15 seconds) Are you ready?

Audio script

Hanna from DenmarkIn Denmark we usually spend New Year’s Eve with friends. A typical dish at New Year is boiled sh.One tradition is to throw plates at our friends’ doors. If you have a lot of broken plates outsideyour door it shows you are very popular. Another tradition is to jump off chairs at midnight.

Jack from the PhilippinesIn the Philippines, we believe that round objects bring good luck. That is why people eat a lot of

round fruit on New Year’s Eve, such as grapes and oranges. Some people wear clothes coveredin circles. We also throw coins at New Year to increase wealth and prosperity.

Gustavo from MexicoOn New Year’s Eve in Mexico, we usually have dinner at home with the family. We eat 12 grapes asthe clock strikes midnight on the 31st. As we eat each grape, we make a wish for the New Year.Some people believe that if you carry a suitcase around the block, you will do a lot of travelingthe following year.


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Student worksheet: New Year’s EveWhile listening, ll in the gaps.

Speaker 1 — Hanna

Country Denmark

Food Boiled 1)

Traditions Throw 2) at friends’ doors

3) chairs

Speaker 2 — Jack

Country The Philippines

Food Round fruits, such as grapes and 4)

Traditions Wear clothes covered in 5)

Throw coins

Speaker 3 — Gustavo

Country Mexico

Food 6) grapes

Traditions Carry 7) around the block


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Answers: New Year’s Eve

Speaker 1 — Hanna

Country Denmark

Food Boiled 1)sh

Traditions Throw 2) plates at friends’ doors

3) Jump off chairs

Speaker 2 — Jack

Country The Philippines

Food Round fruits, such as grapes and 4) oranges

Traditions Wear clothes covered in 5) circles

Throw coins

Speaker 3 — Gustavo

Country Mexico

Food 6) 12 grapes

Traditions Carry 7) suitcase around the block


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Independent listening task 2: Facts about elephants

Level : ISE I

Focus : Independent listening task 2Aims : To listen for key information and then answer questions about the information

Objectives : To listen for key information, to remember key information, to write down keyinformation, to repeat key information verbally and to ask questions about key information

Topic : Elephants

Language functions : Asking for opinions and information

Lexis : Numbers and units of measurement

Materials needed : Two or three pictures of elephants, one worksheet per student

Timing : 50 minutes

PreparationFind two or three pictures of elephants with tusks from the internet or from a book and put them onthe board.

In class1. Tell the class that they are going to learn to listen for important information about elephants and

then ask and answer some questions with their partners about the information. Point to the pictureson the board and ask what the class knows about elephants. For example, you could ask: ‘ Do theyhave a nose? ’ (Answer: Yes, it’s called a trunk), ‘ What are the white things on their faces called? ’(Answer: Tusks), ‘ How do they get their food? ’, ‘What do they eat? ‘ and ‘Where do they live? ’

2. Write all new words on the board. Practise the pronunciation of the new words.

3. Tell the class you are going to read them some information about elephants and you will read theinformation twice. They must listen for key information.

4. Read the following text quite slowly and emphasise the bold words:Read: ‘ There are two main kinds of elephant, the Asian elephant and the African elephant .‘ Stopreading and say: ‘ In this case, two main kinds of elephant is key information.’

5. Continue reading: ‘ Elephants use their tusks and trunks to get food… They use the tusk to dig upfood and the trunk to suck up water. An elephant drinks about 210 litres of water every day, and anelephant’s trunk can grow to be about two metres long .’ Repea

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