Guide for Teachers - ISE I

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 LondonFirst edition, March 2015

Reading & Writing | Speaking & Listening

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Contents

ISE I Reading & Writing exam

Overview of the ISE Reading & Writing exam 6

Who is ISE Reading & Writing for? 6Introduction to ISE Reading & Writing tasks 7Glossary of reading skills for ISE I 8Glossary of writing aims for ISE I 8Candidate profile 9

Task specifications for ISE I Reading & Writing 10

Task 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 13

Task 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 exam

Overview of the ISE Speaking & Listening exam 36

Who is ISE Speaking & Listening for? 36Introduction to ISE Speaking & Listening tasks 37Glossary of speaking aims for ISE I 39Glossary of listening skills for ISE I 39Candidate profile 40

Task specifications for ISE I Speaking & Listening 41

Topic task 41Conversation task 42Independent listening tasks 43

Preparation activities for ISE I Speaking & Listening 44

Topic task: Using music to help with topic preparation 44Conversation task: Developing conversations rules and regulations 46Independent listening task 1: New Years Eve 49Independent listening task 2: Facts about elephants 53

Appendices

Appendix 1 Sample topic form 58

Appendix 2 Sample Reading & Writing exam paper 59

Appendix 3 Information on the Speaking & Listening exam 70

Appendix 4 Suggested grammar for ISE I 73

Appendix 5 ISE I Task 3 Reading into writing rating scale 74

Appendix 6 ISE I Task 4 Extended writing rating scale 76

Appendix 7 ISE I Speaking & Listening rating scale 77

Appendix 8 ISE I Independent listening rating scale 78

Contents

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ForewordTrinitys 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, reflecting how skills are used in real-life situations.

This guide will:

give you a brief overview of the two modules of the ISE I exam Reading & Writing and Speaking & Listening

offer some practical advice for preparing students for each task in the exam

provide some example activities that you can use in the classroom.

For more classroom activities to help prepare your students for ISE as well as the exam specifications documents see www.trinitycollege.com/ISE

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

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Overview of the ISE Reading & Writing exam Trinitys ISE Reading & Writing exam tests reading and writing skills through an integrated approach, reflecting the way reading and writing interact in the real world. The ISE Reading & Writing exam is currently offered at four levels of the Common European Framework of Reference (CEFR) from A2 to C1. The purpose of the exam is to assess candidates skills in reading and writing in the English language in a context which reflects their real world activity and their reason for learning English.

The reading texts reflect the range of sources a student may encounter in an educational or academic context and the way that they need to find, select and report relevant and appropriate information.

The writing tasks reflect the kind of activities a student does in a school or college context, such as essay writing.

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 skills and improve their knowledge of a range of subject areas. The typical ISE candidate is aged between 11 and 19, but may be older.

Candidates at the lower levels of the exam (ISE Foundation and ISE I) are generally young people or adults in school or college who are taking ISE as part of their preparation for entrance into university or as evidence to progress to a higher level of English study within their mainstream or English language school. At the higher levels of the exam (ISE II and ISE III), candidates are typically young people or adults preparing for further education who are required to prove their English language proficiency levels within an educational context.


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

Task 1 is the Long reading task, where candidates read a single text and answer 15 questions. The aims of this task are to understand the main idea of a paragraph or text and to understand specific information at sentence, phrase and word levels.

Task 2 is the Multi-text reading task, where candidates read three texts (in ISE Foundation) or four texts (in ISE I, II and III) and answer 15 questions. The aims of this task are to understand the main idea of a paragraph or text, to understand specific information at sentence, phrase and word levels and to find specific information in different texts in order to create a text summary.

Task 3 is the Reading into writing task, where candidates produce a piece of writing based on the three or four texts in Task 2.

Task 4 is the Extended writing task, where candidates produce a piece of writing in response to a question.

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


Long reading


Long reading


Task 2 Multi-text reading

3 texts 300 words 15 questions

Multi-text reading


Multi-text reading


Multi-text reading


Task 3 Reading into writing

70100 words

Reading into writing

100130 words


150180 words


200230 words

Task 4 Extended writing

70100 words

Extended writing

100130 words

Extended writing

150180 words

Extended writing

200230 words

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


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Glossary of reading skills for ISE I

Reading for general comprehension

Reading texts which are related to your subjects and interests

Skimming Reading to get the general meaning of the paragraph, text or infographic (illustration with text)

Identifying the main conclusions in clear signposted texts Recognising general arguments

Reading for gist Reading to get the main idea of the paragraph, text or infographic (illustration with text)

Scanning Reading to find specific key words or information in a paragraph, in a text or in an infographic

Careful reading to understand specific facts, information and significant points

Reading to understand specific, factual information at the word, phrase or 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 information is a supporting example or detail

Careful reading to understand specific information and its context

Reading to understand specific factual information at the sentence level Identifying the specific information needed

Deducing meaning Guessing the meaning of unknown sentences, phrases and words from their context

Reading to recognise significant points in a text at the sentence level

Summarising Summarising factual information on familiar subjects Gathering information from longer different texts or different parts of a text to create a simple text summary

Collecting short pieces of information from different texts and summarising them for somebody else

Paraphrasing short written texts in a simple way

Summarising Read to understand specific factual information at word, phrase, sentence and paragraph levels

Read to get the main idea of the paragraph, text or infographic Use this information to create a simple text summary

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 fulfilment Answering the question fully Using the correct number of words to answer the question Showing awareness of the reader and the purpose for writing

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

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


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Candidate profile

ReadingA candidate who passes ISE I can understand texts on familiar subjects or those of personal interest. In task 1 and task 2 they are assessed on their ability to read across several texts and demonstrate a range of reading skills including skimming, scanning, reading for gist, specific information, main ideas or purpose, and summarising.

A candidate who successfully passes ISE I Reading can:

understand main ideas and specific information/facts in a range of factual and descriptive longer texts, and infographics on familiar subjects or those of personal interest

identify specific information in written texts

deduce the meaning of unknown sentences, phrases and words from their context

write short summaries of information in the texts.

Reading into writingA candidate who successfully passes ISE I Task 3 Reading into writing can:

select relevant content from the text in task 2

identify connections between multiple texts in task 2

adapt the information in task 2 to use in the writing component of task 3.

WritingIn task 3 and task 4, candidates are assessed on their ability to write according to four categories:

Reading for writing

Task fulfilment

Organisation and structure

Language control.

A candidate who successfully passes ISE I Task 3 Reading into writing and Task 4 Writing can:

convey information and ideas on abstract and concrete topics

write connected texts on a range of familiar subjects of interest, by putting different short components 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-routine topics with some confidence

paraphrase short, written passages in a simple fashion.

These reading and writing profiles are based on the level Independent User, B1, of the Council of Europes Common European Framework of Reference (CEFR). The candidate profile above is a simplified version for quick reference for teachers.


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Task specifications for ISE I Reading & Writing

Task 1 Long reading

Task One reading text followed by 15 questions.

Text Genre: The text is factual and descriptive. It is the type of text that the candidate sees in their own educational context.

Subject areas for ISE I:

Travel

Money

Fashion

Rules and regulations

Health and fitness

Learning a foreign language

Festivals

Means of transport

Special occasions

Entertainment

Music

Recent personal experiences

Text length 400 words (approximately), divided into five paragraphs.

Number of questions

15 questions.

Question types

Title matching (Questions 15)

These require the candidate to choose the most appropriate title for each paragraph of the text. The text has five 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 610)

These require the candidate to select the five true statements from a list of eight possible answers. Five statements will be true according to the text and three will be false. Some useful reading subskills to practise for this section are:

reading for general comprehension

careful reading to understand specific facts, information and significant points

careful reading to understand specific information and its context

deducing meaning

scanning.

Completing sentences (gap fill) (Questions 1115)

In this section, the candidate completes sentences with a word or phrase taken from the text (up to three words).

The candidate must demonstrate that they understand specific, factual information at the word and/or phrase level. Some useful reading subskills to practise for this section are:



deducing meaning.

Assessment Each question is worth one mark.

Timing Candidates are recommended to spend 20 minutes on this part of the exam.


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Task 2 Multi-text reading

Task Four reading texts followed by 15 questions.

Text Genre: The four texts are factual and descriptive. They are the type of texts that the candidate sees in their own educational context. One text is a mainly visual representation of information with some writing (for example a diagram, drawing, map, table taken from a textbook, an encyclopaedia, or an online discussion).

Subject areas for ISE I:

Travel

Money

Fashion


Health and fitness


Festivals

Means of transport

Special occasions

Entertainment

Music

Recent personal experiences

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

Text length 400 words (approximately) across the four texts.

One text is mainly visual with some written language.

Number of questions

15 questions.

Question types

Multiple matching (Questions 1620)

In this section, the candidate chooses which text the sentence refers to. Some useful reading subskills to practise for this section are:

skimming

reading for gist.

Selecting the true statements (Questions 2125)

In this section, the candidate selects the five true statements from a list of eight possible answers. Five statements will be true according to the text and three will be false.

The candidate must demonstrate that they understand specific, factual information at the sentence level.

Some useful reading subskills to practise for this section are:



deducing meaning

scanning.

Completing summary notes from a bank of options (gap fill) (Questions 2630)

In this section, the candidate completes sentences with a word or phrase taken from the text (up to three words). Ten possible answers are given, out of which the candidate selects the correct five. Some useful reading subskills to practise for this section are:



deducing meaning

summarising.

Assessment Each question is worth one mark.



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Task 3 Reading into writing

Task A writing task in which the four texts from task 2 are used to answer a question.

The question will give three points that the candidate should include in their answer.

The answer should only include information from the texts in task 2. Candidates must use their own words as far as possible.

There is space for planning.

The candidate should go back and check their answer when they have finished.

Task focus This section assesses the candidates ability to:

identify information that is relevant to the writing task and the main conclusions, significant points and common themes across the texts

paraphrase/summarise short pieces of information

incorporate such information in a short and simple answer to suit the purpose for writing.

Output length 100130 words.

Genre The writing genre will be one of the following:

descriptive essay

discursive essay

article (magazine or online).


Task 4 Extended writing

Task A writing task in which the candidate responds to a prompt.

The prompt will have two content points that the candidate should use in their response.

There is space for planning the response. The candidate should go back and check the response when they have finished.

Task focus This section assesses the ability to produce a narrative, descriptive or instructional text following the instructions. The target language function that the candidates are expected to use is to express simple facts and personal opinions in some detail, coherently.

Output length 100130 words.

Genre The writing genre will be one of the following:

descriptive essay

discursive essay

article (magazine or online)

informal email

informal letter

formal letter or email

review.


For a sample ISE Reading & Writing exam, please see Appendix 2.


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Preparation activities for ISE I Reading & Writing

Task 1 Long reading: Skimming travel information Teacher notes

Level: ISE I

Focus: Task 1 Long reading

Aim: Reading comprehension practice

Objectives: Familiarity with reading comprehensions

Skill: Skimming

Topic: Travel

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

Lexis: Travel

Materials needed: White board, one worksheet per student and pens

Timing: 1 hour

Procedure Preparation

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

In class

1. 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 think of 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 really 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 around 10 minutes.

6. Ask the students for feedback to 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 the students that this is important as in the exam they will need to read quickly.

8. Explain to the students that in task 1 of the reading exam, students will have to answer five questions. More specifically, students will have to label the paragraphs with appropriate headings. Tell the students that this uses skimming technique, which is a speed-reading technique. So, you read something very quickly and find 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.


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In class skimming

This is when you read a text fairly quickly to get the general idea of it and the main points

10. Ask the students to skim paragraphs AE on the worksheet and to give each paragraph an appropriate heading. Give the students approximately 15 minutes. Go through the answers in open-class. Write up the correct answers on the board.

11. Now ask the students to skim paragraphs AF on the worksheet and to answer the questions. Give the students approximately 15 minutes. Go through the answers in open-class. Write up the correct answers on the board.

Extension activity

For students who finish 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 find a text to skim and explain the main points of to their partner.

Further support activity

Students finding the task difficult can be given extra time to complete the worksheet or they can be asked to read and complete only one or two of the exercises.

Homework

Ask students to practise their skimming techniques in their daily lives. Ask them to find a newspaper and practise finding 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 an appropriate heading, then answer the questions.

Paragraph A

1. Read the text and add an appropriate heading.

2. Answer the questions below.

Heading:

Today, many people prefer to travel independently. Firstly, they decide where they want to go and then think about the details, such as 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.

Answer the following questions

1. How do people like to travel these days?

2. What do they decide on first?

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

Paragraph B



Heading:

The time you go depends on what you want to do. For example, if you want to do outdoor activities such as walking, cycling or canoeing then you need to choose a time when the weather is dry. If you prefer 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 C



Heading:

Most people take too much when they travel, travelling light is the key! Remember you will have to 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 D



Heading:

Monalos is a lively, noisy place, suitable for young people and those who do not like peace and quiet. The information 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



Heading: Some interesting

The area covers over 2,000 miles and has around 100,000 inhabitants. The coastline is over 500 miles long and there are 54 islands, 22 of which are inhabited. The highest mountain is 3,007ft, and the deepest lake is 700ft below sea level.


1. What 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 F Look at the following temperature chart and find the answers.

Average temperatures and rainfall

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

Monalos

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

mm 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 C?

2. How much rain falls in February in mm?

3. How many inches of rain do they receive in May?

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


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Answer key Skimming travel informationAppropriate headings

Paragraph A Planning a trip

Paragraph B When to go

Paragraph C What to take

Paragraph D Monalos information

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

Paragraph A

1. Independently

2. Where they want to go

3. 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, what they need to take. Six other details are mentioned in the text.

Paragraph B

1. What you want to do

2. Walking, cycling, canoeing

3. Sunbathing and swimming

Paragraph C

1. Too much

2. Travel light

3. Clothes, a towel, soap, shampoo, travel documents, money

Paragraph D

1. Number 50, High Street

2. 3245698

3. From 10am to 8pm

4. 4pm

Paragraph E

1. 2,000 miles

2. 100,000 people

3. 500 miles long

4. 22

5. 3,007ft

6. 700ft below sea level

Paragraph F

1. 15

2. 109

3. 2.8

4. 63


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Task 2 Multi-text reading: Reading about time

Level: ISE I

Focus: Task 2 Multi-text reading

Aims: Read for gist and specific information

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

Skill: Skimming and scanning

Topic: Time

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

Lexis: Related to time

Materials needed: Worksheet, map of the world with time zones, a picture of a sundial, a clock or a picture of a clock and a picture of the date line on a map

Timing: 45 minutes

Procedure

Preparation 1. 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 todays lesson they are going to read about time and that the aim of the lesson is

to read different texts to find out key information about the topic. Tell the class that this is an essential skill for completing task 2 of the Reading & Writing exam. Tell the students that they will also be asked to talk about the topic in detail.

2. Now ask the class:

How can we find 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, the radio, 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 used the 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 sun makes a shadow on the correct hour.]

5. Ask the class:

Whats 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 times and sometimes even different days. Tell the class what time it is in the UK (or USA).]

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


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8. Hand out the worksheet (one per student). Tell the class to read questions 15 about time on the worksheet. Then tell the class to read the texts and try to find the answer for question 1 only. Give the class time to read and check their choice of answer with their partner. Check the answer in open-class. Tell the class that the answer to question 1 is text D. It is about a line that separates two consecutive calendar days. Point to the date line picture again.

9. Tell the class to read and find the answers for the other questions. Give them about 10 minutes. When they have finished, 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 a class. Ask the students to find out if number 1 in exercise 2 is true or false. Then tell the class that number 1 is true because the time converter can tell you past times.

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

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

Extension activity Ask students who finish early to find six new words in the texts and look them up in their dictionaries.

Further support activity For students finding the tasks more difficult, write in some of the answers for exercise 2 on the worksheets 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 calendar days. Or find three other instruments that can tell the time and describe them. Or find out what people traditionally do on ships when they cross the date line.


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Student worksheet: Reading about time

Exercise 1Read questions 15 below and then read the four texts (AD). 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 find out the time in another city?

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

Text A

Many countries, and sometimes just areas of countries, adopt daylight saving time (also known as summer time) during part of the year. This usually means putting the clocks forward by an hour near the start of spring and putting them back in autumn. Daylight saving was proposed by Benjamin Franklin in 1784 but it only started seriously in Europe in 1916 to help to conserve fuel, and energy. Most countries around the equator do not adopt daylight saving time because the seasonal difference 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 disc marked with hours and an upright stick that makes a shadow on the marks, was used. The hourglass was also popular in ancient times. The hourglass was made of two round glass bulbs connected by a narrow neck of glass. When you turn the hourglass upside down, sand particles inside fall from the top to the bottom bulb of glass.

Text D

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

Time Zone Converter Time Difference CalculatorFind the time difference between several cities with the Time Difference Calculator.The Time Zone Converter provides time zone conversions taking into account daylight saving time (DST), local time zone and 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 2Read the sentences below. Then read the texts again and decide which statements are True and which are False. Put T for True or F for False against the statements.

1. You can find 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 helps people 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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Answer key Exercise 1

1 = D

2 = A

3 = C

4 = B

5 = D

Exercise 2

1 = 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 100130 words based on three reading texts

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

Skill: Understanding and identifying specific information, writing notes and formulating an essay using notes

Topic: Learning a foreign language and essay writing

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

Lexis: Learning a foreign language

Materials needed: One worksheet per student

Timing: 1 hour

Procedure

Preparation 1. 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 texts about learning a foreign language and then write a 100130 word essay about what they have read.

2. Ask the students about how they feel about learning a foreign language. What do they find easy or difficult? What are the best ways to learn?

3. Ask the class to read text 1 which offers advice, suggestions, tips and techniques for learning a foreign 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 find and write down one important word from each of the five points made in the text.

[Possible answers: vocabulary, grammar, apps, friend, films]

5. Now ask the students to remember as much as they can about each point and tell their partner.

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

7. With a partner or in a small group of up to four students, ask the students to find and write down some important information from each of the five categories (6 months, 1 year, 12 years, 24 years, 5 years)

[Possible answers: 6 months silence: very few words understood or spoken; 1 year few words spoken and used; 12-years sentence use; 24 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 of information from each of the five students.

[Possible answers: Pablo some English every day, Silvia reading, Tom Skype, Anna vocabulary, Darius films]

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


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

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

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

Extension activity The more advanced students can write the essay by themselves.

Further support activity Students finding the task difficult can practise making their own sentences using the key words from the texts. They can also be given the keywords to help them with this.

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


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Student worksheet: The best ways to learn a language

Text 1 1. Read text 1 in three minutes. Find and write down one important word from each of the five points.

2. Now read it again and try to remember as much as you can about it and tell your partner.

Learning a language advice, suggestions, tips and techniques Apps, films, friends and Skype

1. Vocabulary: try to remember around 2,000 basic words and phrases. Make it fun with 5 to 10 minutes 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, you can learn the language anywhere you are.

4. Find a friend to practise with. You can speak together which will improve your confidence and ability. You can also do this over Skype.

5. Learn from films, find a film you want to watch and watch it in English. You can learn a lot from this.

Text 2 Read text 2 in five minutes. Find some important information from each of the five categories (6 months, 1 year, 12 years, 24 years, 5 years) and write it down.

Stages of learning to speak a second language

6 months 1 year 12 years 24 years 5 years

Silent stage Can speak a little Starting to speak in sentences

Can speak in sentences well, Intermediate level

Can speak very well, Advanced level

Uses very few words

Uses a few words Uses basic sentences

Uses a range of sentences

Uses a wide range of sentences

Can understand some words

Can understand and respond a little

Can understand and respond, making mistakes, but this is good as it means there is improvement

Uses the language to communicate well

Can communicate very well

Text 31. Read text 3 in five minutes. Find and write down an important piece of information from each

student (Pablo, Silvia, Tom, Anna, Darius).

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

Advice from language learners I asked some successful students for their suggestions on how to improve language learning. This is what they 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 youre 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 write down new words and then I try to remember them. Often, I do this with my friends, its fun!@Darius I love English films, I listen carefully to them and try to remember the pronunciation of 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 short essay for your English teacher (100130 words) about some useful suggestions, how long learning a language 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 in the 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 first 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 first 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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Model answer for best ways to learn a foreign languageSome 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 watching films in English.

It takes around 5 years to learn to speak a second language to an advanced level. At 6 months very few words are used, at 1 year, more words are used, from 12 years sentences are used with mistakes. From 24 years is intermediate level, and a range of sentences are used.

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


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Task 4 Extended writing: Writing about a seasonal celebration

Level: ISE I

Focus: Task 4 Extended writing

Aims: Writing a planned essay of 100130 words based on three reading texts

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

Skill: Understanding and identifying specific information, writing notes and formulating an essay using notes

Topic: Learning a foreign language and essay writing

Language functions: Describing the future, informing and expressing intentions, describing past actions in the indefinite and recent past

Lexis: Learning a foreign language

Materials needed: One worksheet per student

Timing: 1 hour

Procedure

Preparation Print or copy the worksheet. Search online for a map of Europe and pictures of a maypole and 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 two paragraphs 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 Sweden on the map. Look at its position in Northern Europe. Ask the class what kind of weather they think Sweden has. Tell the class that Sweden has many hours of daylight in summer but in winter there are many hours of darkness because it is so far north. Ask the class what they think Swedish people might 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 some special 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 about midsummer in Sweden is what happens. Get answers from the class about the paragraphs they have read. [The students could answer: Swedes go outside and sail boats, they eat special food and drink, they dance.] Point to the picture of the maypole and dancers and say, they have some special belief about girls who are not yet married.

4. Now ask the students to read the text again and do exercise A. Give them five minutes to do this. In pairs, get the students to check their answers for exercise A. Then in open-class, check the answers and write up the correct answers on the board. Teach some new vocabulary, for example bays, cottages, spicy.

5. Ask the students to do exercise B. Give them five minutes to do this. In pairs, get the students to check their answers for exercise B. Then in open-class, check the answers and write up the correct answers on the board.

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

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


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8. Tell the class to look at the first paragraph again and find the verbs that show what people do at the celebration. Put the answers (drive, sail, dance, eat) on the board.

9. Then ask the class if it is true or only possible that the girl will dream of her husband. Ask the students what language they can use to say that something might happen in the future but we are not sure. Put on the board, The girl will dream of her husband if she puts the flowers under her pillow. Make another similar sentence about a celebration in your country, for example, I will enjoy Carnival a lot if the weather stays calm.

10. 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.

11. Tell the class they have 15 minutes to write 150180 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 first paragraph they should describe what happens at the celebration. In the second paragraph they should give their opinion about the celebration.

12. Give the class 10 minutes to write. Then ask pairs to exchange their work and to read their partners work and tell them if they have the same opinion or not.

13. Take in the work for correction.

Extension activity Students who finish early can write about a second celebration and give their opinions.

Further support activityStudents finding the task difficult should use the prompts on the board to write about the celebration that you have discussed as a class. Help them by writing up more full sentences and the phrases to express opinion.

HomeworkStudents can ask their parents or friends in different classes about seasonal celebrations and what their opinion is about the celebration. 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 Sweden

This festival is as close as possible to 24th June, the longest day of the year. It is a very old celebration and modern Swedes drive to summer cottages to stay, or sail to bays on the coast to celebrate. People in traditional dress dance around a maypole a tall pole decorated with flowers. After the dancing, people eat marinated fish with a strong, spicy drink. It is thought that if a girl who isnt yet married picks different flowers and puts them under her pillow at Midsummer shell dream about her future husband.

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

1. Which paragraph describes the festival?

2. Which paragraph gives the writers 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/her opinion?

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


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Answers

1. First paragraph

2. Second paragraph

3. 2, 4, 1, 3

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

5. Yes, because he/she thinks that the belief about putting flowers under your pillow to dream about a future husband is silly.

6. I think that In my opinion I believe

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

ISE

I Spea

king

& L

istenin

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35


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Overview of the ISE Speaking & Listening examTrinitys ISE Speaking & Listening exam tests speaking and listening skills through an integrated approach, reflecting the way the two skills interact in the real world. The ISE Speaking & Listening exam is currently offered at four levels of the Common European Framework of Reference (CEFR) from A2 to C1. The purpose of the exam is to assess candidates English language skills in speaking and listening in a context which reflects their real world activities and their purpose for learning English.

The integrated speaking and listening tasks reflect the kind of activities a student will do in the school or college context. Additionally, the recordings used in the Independent listening task reflect the way that students find, select and report relevant and appropriate information in an educational or academic context.

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 skills and improve their knowledge of a range of subject areas. The typical ISE candidate is aged between 11 and 19, but may be older.

The candidate, at the lower levels of the exam (ISE Foundation and ISE I), would generally be a young person or adult in school or college who would be taking ISE as part of their preparation for entrance into university or as evidence to progress to a higher level of English study within their mainstream or English language school. At the higher levels of the exam (ISE II and ISE III) the candidates are young people or adults preparing for further education where they are required to prove their English language proficiency 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 14 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 7 minutes 8 minutes 8 minutes

Examiner administration time 1 minute 1 minute 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 topic is used as a basis for a discussion.

What language skills can the candidate demonstrate in the Topic task? The Topic task provides the candidate with the opportunity to:

talk about a topic which is of personal interest or relevance to them and which they feel confident about

have a degree of autonomy and control over this task

show they can link sentences together to talk about a subject at some length

demonstrate the language functions of the level

show that they can engage in a one-to-one, unscripted discussion with an expert speaker of English

demonstrate that they can understand and respond appropriately to examiner questions and points.

Can the candidate bring notes with them? In the ISE Foundation and ISE I exams, candidates are required to complete a topic form which they give to the examiner at the beginning of the exam. The topic form contains notes that helps to support the candidate in their preparation for the exam and also in their discussion of the topic with the examiner, It is important to tell the candidate that the examiner will choose the sequence in which the points on the topic form are discussed, not the candidate. The topic form is also used by the examiner to ask questions of the candidate. This encourages spontaneous conversation and discourages recitation by the candidate.

In the ISE II exam, candidates do not need to complete a topic form but they are encouraged to bring notes or mind maps with them to the exam.

In the ISE III exam, the candidate must prepare a formal handout to accompany their formal topic presentation. They must give the handout to the examiner.

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

For example topic forms see Appendix 1.


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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 area for discussion with the candidate.

What are the possible subjects for discussion? The subject areas have been carefully selected to offer a progression through the levels from the concrete subjects at ISE Foundation to the abstract at ISE III. The list of subject areas is on page 42.

What about the interaction in the Conversation task? The examiner will ask some questions, but at each ISE level the candidate is expected to take more responsibility for initiating and maintaining the conversation. The candidate is also expected to ask the examiner questions in order to develop the interaction. These questions should arise naturally out 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, Collaborative task and Conversation task. The Independent listening task is different. In this task, the candidate has the opportunity to demonstrate the kind of listening skills that are required in lectures and lessons, for example. In this Independent listening task, the candidate listens to recordings and responds to questions. The candidate then gives written responses and/or answers questions in conversation with the examiner, depending on the level.

What is the procedure for the Independent listening task? The examiner plays one or two recordings to the candidate, and the candidate writes the answers to some questions on a listening exam form (ISE Foundation only), or they respond to prompts from the examiner about what they have heard. The candidate listens to the same recording(s) twice.

While the candidate is listening to the recordings, they are encouraged to take notes to support their listening and study skills. However, the candidates notes are not assessed as part of the exam.


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Glossary of speaking aims for ISE I

Communicative effectiveness

Responding appropriately to interaction Initiating and maintaining conversation

Interactive listening Showing understanding of other speakers Following the speech of others

Language control Using a range of grammar and vocabulary Using grammar and vocabulary accurately Avoiding making errors which effect the understanding of the listener

Delivery Using clear and understandable pronunciation Using stress and intonation

Glossary of listening skills for ISE I

Intensive, bottom-up listening

Listening to find specific key words and facts in simple recordings

Intensive listening in detail to gather as much information as possible

Understanding specific, factual information at the word and/or phrase level

Listening for explicitly stated ideas and information

Intensive listening for detailed understanding

Listening to understand all or most of the information the recording provides

Extensive listening for gist, for main ideas and for global understanding

Listening to get the topic and main ideas of the recording

Deducing meaning Guessing the meaning of unknown words from their context


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Candidate profileA candidate who successfully passes ISE I can:

Speaking initiate, maintain and close simple, unprepared one-to-one conversations on topics that are familiar

or of personal interest

communicate with some confidence on familiar routine and non-routine subjects or topics of personal interest

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

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, with reasonable fluency

give detailed 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 actions

demonstrate a basic repertoire of language and strategies to help keep a conversation or discussion going

repeat back part of what someone has said to confirm mutual understanding and help keep the development of ideas on course

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

Listening follow clear speech in one-to-one conversations in a generally familiar accent, although they will

sometimes have to ask for repetition of particular words and phrases

understand factual information about common everyday topics, identify general messages and specific details

understand the main points of familiar topics, eg work, school, leisure including short narratives

follow 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 interest

identify unfamiliar words from the context on familiar topics or topics of personal interest

take notes as a list of key points while listening to a simple and clear lecture on a familiar topic

These speaking and listening profiles are based on the level Independent User, B1, of the Council of Europes Common European Framework of Reference (CEFR). The candidate profile above is a simplified version for quick reference.


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Task specifications for Speaking & Listening

Topic task

Task type and format The Topic task is an integrated speaking and listening task. The candidate prepares a topic for discussion including a topic form with four points, which they may use as a prompt.

The examiner uses the same form to ask questions of the candidate about their chosen topic.

The candidate is prompted to discuss their topic by the examiner using the topic form. The examiner chooses the sequence in which the topic points are discussed.

Timing 4 minutes

Task focus and language functions

The candidate is expected in this task and throughout the speaking exam to show their ability to use the language functions of the level. These functions are:

describing past actions in the indefinite and recent past

describing the future informing and expressing intention

giving opinions and preferences

giving reasons

describing consequences with (un)certainty

expressing obligation

asking for opinions

asking for information

Examiner role The examiner uses the topic form to pose questions to the candidate. The examiner will ask questions to elicit the language functions of the level. The examiner is also expected to interrupt the candidate where appropriate to discourage recitation and encourage spontaneous conversation.


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Conversation task

Task type and format The Conversation task is an integrated speaking and listening task. The examiner selects one conversation topic from a list and asks the candidate questions to start a conversation about the topic.

Timing 2 minutes

Task focus and language functions

The candidate is expected in this task and throughout the speaking exam to show their ability to use the language functions of the level. These functions are:

describing past actions in the indefinite and recent past

describing the future informing and expressing intention

giving opinions and preferences

giving reasons

describing consequences with (un)certainty

expressing obligation

asking for opinions

asking for information.

Examiner role The examiner uses the list of subject areas and their own test plans to ask questions and elicit the target language functions of the level (see sample exam for example stem questions).

Subject areas for conversation

Travel

Money

Fashion


Health and fitness


Assessment This task is assessed together with the Topic task in four categories:

Communicative effectiveness

Interactive listening

Language control

Delivery


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Independent listening tasks

Task 1

Task Candidates listen twice to basic information (descriptive or narrative) and respond in one or two words to six questions asked by the examiner.

The recording is approximately 1 minute 15 seconds long.

Total task time 3 minutes 15 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 an instructional rubric and questions (see sample exam in Appendix 3). The examiner is permitted to repeat instructions.

Assessment Each correct answer is worth one mark

Task 2

Task Candidates are provided with blank notepaper they can use to write notes on if they want to.

Candidates listen twice to a factual text. They report firstly the gist of what they have heard. Then they report six facts from the recording and orally answer four examiner questions about the recording.

The recording is approximately 1 minute 30 seconds long.

Timing of task 3 minutes 45 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 plays the recordings and reads an instructional rubric. The examiner asks a gist question and also four follow-up questions in response to the facts reported by the candidate.

Assessment This task is subjectively marked using a rating scale, which means that the examiner decides the mark. The examiner takes into account how many facts are reported correctly whether the candidate answered immediately or was hesitant.

For a sample ISE Speaking & Listening exam, please see Appendix 3. You can also view a sample exam at www.trinitycollege.com/ISE


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Preparation activities for ISE I Speaking & Listening

Topic task: Using music to help with topic preparationTeacher notes

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 to answer questions relating to pieces of music

Topic: Music

Language functions: Giving reasons, opinions and preferences, describing the future, informing and expressing intentions, asking for information and opinions

Grammar: Present perfect tense including: for, since, ever, never, just connecting clauses using because, will referring to the future for informing and predicting

Lexis: Vocabulary specific to the topic of music

Materials needed: Music playing device (mobile phone, MP3, computer, radio, TV, CD player, iPod), three or more pieces of music

Timing: 1 hour

ProcedurePreparation

1. Prepare three pieces of music to play to students, preferably from a range of music for example, pop, rock, classical, heavy metal (on CD, on a mobile phone, computer etc).

OR

2. Ask students to bring in one piece of music to play on their own devices, for example, their mobile phones, their iPods 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 class

1. 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 practise asking and answering questions about them. This will help them to speak more naturally, which is something that they need to do in this in the topic task of the exam. Tell the students that they will be using 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 requirements of ISE I).

6. In groups of four, ask students to think of as many questions as they can about that piece of music using these prompts Do you? What kind of? Who is? Have you ever? When you were younger? If you have a choice, what? What were you doing the last time you? What music might 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


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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.

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 different person (a good idea at this stage would be to move students around, so they are working with different 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 they 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 filled in on the topic form. Draw an example of a topic form on the board and ask which questions from this activity could be used.

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 the exam 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 inspire them to think of questions? Would they have chosen different pieces of music? Why?

Extension activity

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


Students finding the task difficult can be asked to practise forming questions with the stems: Do you like...? What kind of music...? When do you...? When did you...? How often do you...?

Homework

Listen to a piece of music of your choice and write down some questions about it. Then, practise answering questions with a classmate or friend. Prepare a piece of music to play to the class and write down 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 task

Aims: Introducing students to making conversation in preparation for the ISE I exam and raising awareness of the language functions of the grade

Objectives: Students will brainstorm aspects of the sample topic of Rules and regulations and think about how the language functions of the grade can be incorporated

Topic: Rules and regulations

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

Grammar: Zero and first conditionals, using if and when, modals such as must, need to, might and dont have to

Lexis: Vocabulary connected to the topic of rules and regulations

Materials needed: Blackboard/whiteboard, flipchart or computer with projector to write up students ideas during brainstorming session, student worksheet (one per student) and pens


1. 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 class

1. Introduce the students to the topic and aim of the lesson. They will be talking about one of the exam topics Rules and regulations and developing conversations using the language functions specified for the exam.

2. Give out the student worksheet and introduce the class to the functional language requirements of the exam. Provide examples of the functions and check any necessary grammar.

3. Divide the class into groups of three.

4. The first few activities can be carried out using the classs first language. Ask groups to think about a number of questions about rules and regulations. Some examples might be What rules and regulations can they think of? Where are such rules found? Are there too many rules and regulations? Why do people need rules and regulations? Try to encourage students to be creative with their ideas. You could write some or all of the elicited 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 whiteboard and develop vocabulary ideas. 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 one idea and write notes about it. Feedback in open-class to see what one of the groups has written.

7. Ask each group to choose a different topic related to rules and regulations and discuss. Ask two members of the group to have a conversation about the topic while the third observes and makes notes. At this stage, students can still use their first language.

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

9. Students now continue/repeat the previous conversation using English. Two other students now carry on the conversation while a new student takes the role of observer.


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10. After all members of each group have practised talking about the topic and acting as an observer, bring the class together and focus on the ISE I language functions (See student handout). If necessary review the grammar needed for some or all of the language functions for example, present perfect for describing events in the indefinite and recent past or modal verbs for expressing obligation and necessity.

11. Finally, ask the groups to revisit their conversations about rules and regulations, now using language from the different language functions.

Extension activity

For students who finish the activities early, divide the members of the group into other groups and get them to share their ideas with their new groups.


For students who are finding the activity more challenging, provide examples related to the topic of rules and regulations for each of the language functions.

Homework

Set a short writing task maybe ask students to list rules and regulations for a sport.

To provide regular practice for the ISE exam listening task, repeat this activity with classes regularly as they prepare for the exam. Each time select a different ISE exam topic.


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Student worksheet: Developing conversations rules and regulations

ISE I Language functions

Giving reasons, opinions and preferences

Describing the future, informing and expressing intentions

Predicting and expressing certainty and uncertainty

Describing past actions in the indefinite and recent past

Expressing obligation

Asking for information and opinions


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Independent listening task 1: New Years Eve

Level: ISE I

Focus: Independent listening task 1

Aims: Students practise listening to a factual text and completing a form representing notes from the recording.

Objectives: Students report facts that are partly derived from understanding whole utterances and partly inferred from content words recognised.

Topic: Special occasions

Language functions: Describing the future, informing and expressing opinions, giving reasons, opinions and preferences, describing past actions in the indefinite and recent past, expressing obligation.

Grammar: Present perfect tense, connecting clauses using because, will referring to the future for informing and predicting, adjectives and adverbials of quantity, expressions of preference, zero and first conditionals using if and when, past continuous tense and infinitive of purpose.

Lexis: Vocabulary related to special occasions

Materials needed: Whiteboard, paper and pens, recording of audio script or audio script for teacher to read from, one copy of worksheet per student and copies of audio script for students who may find the task difficult.

Timing: 45 minutes


1. Pre-record the audio using three different people speaking if possible. 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 class

1. Tell the students that they are going to practise listening to a factual text and completing a form representing notes from the audio, like in task 1 of the ISE I listening exam. Tell them the audio is about New Years Eve.

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

3. In pairs, tell the students to ask each other about their last New Years Eve. Encourage them to talk for five minutes.

4. Tell the students they are going to hear about New Years traditions in three different countries. Ask the students the first time they listen to write the three countries. Play the recording or read the audio script. Repeat if necessary and then elicit the answers in open-class. Write answers on the board.

5. Give out a worksheet to each student. Ask the students, in pairs, to try to complete as much of the worksheet as possible from memory. If they dont know an answer, encourage them to make a logical guess.

6. Play the recording again and students complete the worksheet. Ask the students to compare their answers with their partners.

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 Years Eve in? Why?

Which of the traditions do you like the most/least? Why?

Do you know any New Years traditions from any other countries?


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

Extension activity

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


Students who struggle during the first listening can be provided with the audio script during the second listening.

After class

Ask the students to research other countries New Year traditions on the internet. Tell the students to prepare three interesting facts about the country of their choice, which they can then share with the class in the next lesson.

Examiner rubric:

Youre going to hear three people talk about how the New Year is celebrated in their countries. As you listen, complete the notes on this worksheet. Write one or two words in each space. The recording is about one minute. Youll hear the recording twice. Now you have 15 seconds to read the worksheet. [Wait 15 seconds] Are you ready?

Audio script

Hanna from DenmarkIn Denmark we usually spend New Years Eve with friends. A typical dish at New Year is boiled fish. One tradition is to throw plates at our friends doors. If you have a lot of broken plates outside your 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 fruits on New Years Eve, such as grapes and oranges. Some people wear clothes covered in circles. We also throw coins at New Year to increase wealth and prosperity.

Gustavo from MexicoOn New Years Eve in Mexico, we usually have dinner at home with the family. We eat twelve grapes as the 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 traveling the following year.


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Student worksheet: New Years Eve While listening, fill 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

Speaker 1 Hanna

Country Denmark

Food Boiled 1) fish

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 2

Aims: 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 key information, to repeat key information orally and to ask questions about key information

Topic: Elephants

Language functions: Asking for information and opinions

Grammar: Can to express ability, present simple and making questions (especially wh questions).

Lexis: Numbers and units of measurement

Materials needed: Two or three pictures of elephants, one worksheet per student, paper and pens (for students to write their answers).

Timing: 50 minutes


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

In class

1. 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 pictures on the board and ask what the class knows about elephants. For example, you could ask:

Guide for Teachers - ISE I

Documents

Transcript of Guide for Teachers - ISE I