Guide for Teachers - ISE III

Integrated Skills in English (ISE) Guide for Teachers ISE III (C1)

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

3ContentsISE III 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 III 8Glossary of writing aims for ISE III 8Candidate profile 9

Task specifications for ISE III 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 III Reading & Writing 13

Task 1 Long reading: Birth order 13Task 2 Multi-text reading: Interesting facts about butterflies 18Task 3 Reading into writing: Travel in the past and now 23Task 4 Extended writing: Writing about changes in popular entertainment 30

ISE III Speaking & Listening exam

Overview of the ISE Speaking & Listening exam 38

Who is ISE Speaking & Listening for? 38Introduction to ISE Speaking & Listening tasks 39Glossary of speaking aims for ISE III 41Glossary of listening skills for ISE III 41Candidate profile 42

Task specifications for ISE III Speaking & Listening 43

Topic task 43Collaborative task 43Conversation task 44Independent listening task 45

Preparation activities for ISE III Speaking & Listening 46

Topic task: ISE III topic presentation structure 46Collaborative task: The internet A waste of time? 52Conversation task: Yes, but is it art? 56Listening task: How to write a summary using note-taking skills 60

Appendices

Appendix 1 Sample Reading & Writing exam paper 68

Appendix 2 Information on the Speaking & Listening exam 79

Appendix 3 Suggested grammar for ISE III 82

Appendix 4 ISE III Task 3 Reading into writing rating scale 83

Appendix 5 ISE III Task 4 Extended writing rating scale 85

Appendix 6 ISE III Speaking & Listening rating scale 86

Appendix 7 ISE III Independent listening rating scale 87

Contents

4ForewordTrinitys 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 III 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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ISE III Reading & Writing exam

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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 wordsReading into writing



200230 words

Task 4 Extended writing

70100 wordsExtended writing



200230 words

Please see the next page for a glossary of reading skills and writing aims for ISE III.


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Glossary of reading skills for ISE III

Reading for general comprehension

Reading complex texts or infographics with information, ideas or opinions at a detail level, and with an implied writers attitude.

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

Reading for gist Reading to get the main idea of the paragraph, text or infographic Reading to quickly identify the content and relevance of news items,

articles and reports on a wide range of professional topics Deciding if closer study is worthwhile

Scanning Reading longer and more complex texts or infographics to find relevant details Identifying relevant information and common themes and links across

multiple texts, including the finer points of detail, eg attitudes implied

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 Looking for main points and clues from context Identifying which information is factual, which is opinion Comparing and evaluating information at sentence, phrase and word level Identifying finer points of detail including attitudes and implied as well as

stated opinions Guessing the meaning of unknown words and sentences in their context Understanding cohesion by focusing on wordgrammar patterns and

words which go together (collocations) Adapting style and speed of reading to different texts and purposes

Deducing meaning Using contextual, grammatical and lexical cues to infer attitude, mood and intentions, and anticipate what will come next

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

Using lexico-grammar patterns or collocation to understand cohesion Understand a range of texts

Reading to understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life

Reading a wide range of lengthy, complex texts you might encounter in social, professional or academic life

Reading texts that are also outside of your field of interest.Summarising Reading to understand specific, factual information at word, phrase,

sentence and paragraph levels. Reading to get the main idea of the paragraph, text or infographic Paraphrasing or summarising long, complex and demanding texts Combining information to produce detailed responses with accuracy and care

Glossary of writing aims for ISE III

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 profileA candidates who passes ISE III can understand a range of lengthy, complex texts. 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, reading for main ideas or purpose, reading for detail, reading for specific information, inferring, summarising and evaluation, comparing and using a range of reading skills as required.

A candidate who successfully passes ISE III can:

Reading understand in detail lengthy, complex texts, whether or not they relate to his/her own area of

speciality, provided he/she can reread difficult sections

understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions

use contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next

summarise long, demanding texts

Reading into writingIn addition to the reading skills for task 1 and task 3 (above) and the writing competences for task 3 (below), a candidate who successfully passes ISE III Task 4 Reading into Writing can:

identify connections and themes and between multiple texts in task 3 identify information from task 3 that is relevant to task 4 synthesise the information in task 3 to produce elaborated responses with clarity and precision in

task 4

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 III Task 4 Reading into writing and Task 3 Writing can:

express himself/herself with clarity and precision, relating to the addressee flexibly and effectively write clear, detailed and well-structured descriptions and imaginative texts on complex subjects,

underlining the relevant salient issues, in an assured, personal, natural style appropriate to the reader in mind

expand and support points of view at some length with subsidiary points, reasons and relevant examples and rounding off with an appropriate conclusion.

These reading and writing profiles are based on the level Proficient User, C1, 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 III Reading & Writing

Task 1 Long reading

Task One reading text followed by 15 questions.

Text Genre: The text is complex with information, ideas and/or opinions at detail level, and implied writers attitude. It is the type of text that the candidate sees in their own educational context (eg textbook, article, review, magazine, website).Subject areas:

Independence Ambitions Stereotypes Role models Competitiveness Young peoples rights The media Advertising Lifestyles The arts The rights of the individual Economic issues

Roles in the family Communication The school curriculum Youth behaviour Use of the internet Designer goods International events Equal opportunities Social issues The future of the planet Scientific developments Stress management.

Text length 700 words divided into five paragraphs.

Number of questions

15 questions

Question types

Title matching (Questions 15)These require the candidate to choose the most appropriate titles 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 scanning reading for gist reading for main ideas understand the main idea of each paragraph.

Selecting the true statements (Questions 610) These require the candidate to select the five true statements from a list of eight possible answers. In the list, five statements will be true according to the text and three will be false. Some useful reading subskills to practise for this section are:

careful reading for detail understanding specific, factual information at the sentence level distinguishing principal statement from supporting examples or details, distinguishing fact from opinion comparing, evaluating and inferring.

Completing sentences (gap fill) (Questions 1115)These require the candidate to complete sentences with a word or phrase taken from the text (up to three words).

The skills that the candidate must use are:

careful reading for comprehension careful reading for detail cohesion via lexico-grammar or collocation understand specific, factual information at the word and/or phrase level OR

inferring and understanding across paragraphs (eg writers attitude, line of argument etc).

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 texts are complex with information, ideas and/or opinions at detail level, and implied writers attitude. One text is a graphic representation of information with some text (for example a diagram, drawing, map, table taken from a textbook, article, review, newspaper article, online content). The texts are of the kind that would be familiar to candidates through their educational context, for example the kind of texts used in schools and colleges (eg textbook, article, review, newspaper article, online content) and in their own language learning experience.

Subject areas:


Roles in the family Communication The school curriculum Youth behaviour Use of the internet Designer goods International events Equal opportunities Social issues The future of the planet Scientific developments Stress management

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

Text length 700 words across four texts.

One text is mainly visual with some written language.

Number of questions

15 questions in three sections.

Question types

Multiple matching (Questions 1620)These require the candidate to choose the most appropriate sentence to describe each text. Some useful reading subskills to practise for this section are:

skimming gist reading for purpose or main idea.

Selecting the true statements (Questions 2125) These require the candidate to select the five true statements from a list of eight possible answers. In the list, five statements will be true according to the text and three will be false.The skills that the candidate must use are:

careful reading for detail inferring and comparing

understanding specific, factual information at the sentence level

scanning.

Completing summary notes from a bank of options (gap fill) (Questions 2630)These require the candidate to complete sentences with a word or phrase taken from the text (up to three words). 10 possible answers are given, out of which the candidate selects the correct five.The skills that the candidate must use are:

careful reading for comprehension understanding specific, factual information at the word and/or phrase level across texts comparing and evaluating inferring summarising the texts and using this to create a response.

Assessment Each question is worth one mark.



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For a sample ISE Reading & Writing paper, please see Appendix 1.

Task 3 Reading into writing

Task A writing task in which the four texts from task 3 are used to respond to a prompt.The response should only take information from the texts in task 3.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: identify information that is relevant to the writing task and common themes

and links across multiple texts and the finer points of detail, eg attitudes implied paraphrase/summarise complex and demanding texts synthesise such information to produce elaborated responses with clarity

and precision.

Output length 200230 words

Genre The writing genre will be one of the following: descriptive essay discursive essay argument essay report proposal article (magazine or online).


Task 4 Extended writing

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

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 discursive, well-developed text following the instructions. The target language functions that the candidates are expected to use are express opinions, evaluation, make suggestions effectively.

Output length 200230 words

Output genre The writing genre will be one of the following:

descriptive essay discursive essay argument essay article (magazine or online) informal email

informal letter formal letter or email review report.

Topic The writing prompt will be on one of the topics for ISE III:


Roles in the family Communication The school curriculum Youth behaviour Use of the internet Designer goods International events Equal opportunities Social issues The future of the planet Scientific developments Stress management.



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Preparation activities for ISE III Reading & WritingTask 1 Long reading: Birth orderTeacher notes

Level: ISE III

Focus: Task 1 Long reading

Aims: To develop reading strategies by reading a short article about the impact of birth order on a childs development and answering three sets of questions

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

Skill: Skimming and scanning

Topic: Birth order and roles in the family

Language functions: Developing and justifying an argument, summarising and evaluating options

Lexis: Lexis related to roles in the family

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

Timing: 1 hour

Procedure

Preparation

Print or copy one worksheet per student.

In class

1. Explain to the class that they will be doing a reading activity today in class and that this will help them to prepare for Reading task 1 of the ISE III exam.

2. Write the following three questions on the board and ask students to discuss them in pairs.

1. Do you have any siblings?

2. How would people typically describe the eldest child, the middle child and the youngest child of a family?

3. Do you believe that birth order plays an important role in a childs development?

Carry out group feedback.

3. Give each student one student worksheet and ask them to carry out task A. Tell them that the eight words or phrases in the box are in a text on birth order. Tell the students to write the correct word or phrase next to the definition. Ask them to work alone first and tell them they can use a dictionary. Then tell them to compare their answers with their partner. Carry out feedback as a group and write the answers on the board. Ask one or more concept-check questions to check if students have understood the words. Here are some examples of the concept-check questions you could ask: Can you give an example of a household chore? If there are subtle differences between two things, is it easy or difficult to see them?

4. Tell the class they are going to read about the impact of birth order on a childs development. Ask the students to complete task B. Tell them to read the text quickly and choose the best summary from a list. Ask students to compare their answers in pairs and then feedback as a group.

5. Write reading for gist and skimming on the board. Tell the students that task B asked them to read the text for gist or general understanding without the need to concentrate on all the details. Tell the students that this reading skill is also called skimming.

6. Ask students to read the texts again and complete task C. Ask the students to decide whether each statement is True or False. Ask students to compare answers in pairs and then feedback as a group.

7. Write reading for detail and scanning on the board. Elicit from the students the difference between this reading task and task B.


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8. Ask the students to carry out task D. Tell them to complete the sentences with information from the text. Ask them to compare answers with a partner. Carry out feedback as a group.

9. Tell the students that task D tested their understanding of specific information at word and sentence level. Elicit that this requires scanning the text, not skimming.

Extension activity

1. Write the following two sentence starters on the whiteboard:

1. What surprised me most was

2. I dont really think this is true because

Ask students, in pairs, to discuss their opinion about what they have read and tell them to start the discussion with one of the sentence starters. Carry out feedback as a group.

2. Tell the stronger students to write a new question about the text. Then they ask another student this question.

Further support activity

1. Tell the students finding the task difficult that they can use a dictionary and look up unknown words while reading the text.

2. Ask the students finding the task difficult to work with a stronger student when comparing answers after each reading task.

Homework

Ask the students to interview someone about whether they think birth order matters. Ask the students to report back in the next class.


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Student worksheet: Birth order

Task A Vocabulary

Choose a word or phrase from the box and write it next to the correct definition below.

distort (verb) prone to error notorious (adjective)

subtle (adjective) rebel against (verb + preposition) chores (noun, plural)

syndrome (noun) manipulate (verb)

1. Famous but for a negative reason

2. To give a false meaning to

3. To influence someone skilfully often to get something

done for your own benefit

4. Difficult to understand because of fine differences

5. Likely to be wrong

6. The everyday work around the house

7. Resist something or someone

8. A pattern of behaviour

Task B

Read the text below quickly. Choose the best summary of the text from the descriptions below.

1. Middle child syndrome.

2. Birth order has a significant impact on a childs development.

3. Birth order plays only a minor part in the development of a child.

Reading text

JUST LET YOUR CHILDREN BE THEMSELVES

A recent study on the impact of birth order suggests that firstborns have a higher IQ. The problem is that studies such as this distort the bigger picture by confirming birth order stereotypes.

The study was conducted in Norway and showed that the eldest children had a slightly higher IQ on average than their younger siblings. Nobody can explain the results of the study. It has been suggested that the eldest children benefit from more attention before the arrival of their siblings. Another theory is that the eldest children have more responsibility which helps them to develop their brain.

It is a good idea though to look at the study in more detail before blindly applying its results to your own family. The subjects of the study were all male, the area was limited to Norway and IQ test results are notoriously prone to error. Important to note is that the averages for both older and younger children were well within the normal range so it is probably not necessary to start worrying.

It is not advisable to pay too much attention to the rather subtle impact birth order has on the development of your child. There are simply too many contributing factors from genes to life in the womb.


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Firstborns

The eldest children are often said to possess leadership skills such as organising and logical thinking and to be better at dealing with adults. They often have to take more responsibility but it is not ideal to put more pressure on them by expecting them to behave as a parent to their younger siblings. For parents it is probably better not to pay too much attention to this theory as it may lead to unrealistic expectations.

Middle children

Popular wisdom also has it that middle children are very diplomatic and sociable. In order to stand out they may rebel against their parents. This is often referred to as middle child syndrome. What parents could do to prevent this is to give the middle child the responsibility that normally would be given to the eldest child.

Last children

It is commonly claimed that last-borns are spoiled and good at manipulating others to get things done for them. The youngest may appear cute compared to their older siblings but they obviously need to be shown limitations. Parents should give them their share of chores.

Task C

Read the text again. Are the statements true or false?

1. A Norwegian study suggests that the eldest children in a family have a higher IQ.

2. Results of IQ tests are normally highly reliable.

3. The difference in IQ between the oldest and youngest children is significant.

4. The author suggests giving the eldest child a taste of what it is to have the responsibility of an adult.

5. When middle children feel left out, they may seek attention through defiant behaviour.

6. The youngest children often know naturally what the limits of acceptable behaviour are.

Task D

Complete the sentences with one or two words from the text.

1. It is important to look at the context in which a study took place in order to decide if the results are

or not.

2. Having more may help developing the mind.

3. Birth order theories may result in of the parents in their firstborn children.

4. Middle children are always caught in the middle which means they may have developed the skill to be

more

5. Youngest children are often labelled as


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Answer key

Task A

1. notorious

2. distort

3. manipulate

4. subtle

5. prone to error

6. chores

7. rebel against

8. syndrome

Task B

3. Birth order plays only a minor part in the development of a child.

Task C

1. True

2. False

3. False

4. False

5. True

6. False

Task D

1. Distorted

2. Responsibility

3. Unrealistic expectations

4. Diplomatic

5. Spoiled


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Task 2 Multi-text reading: Interesting facts about butterflies

Level: ISE III

Focus: Task 2 Multi-text reading

Aims: To read for gist and specific information and to deduce meaning from context

Objectives: To talk about butterflies, to read four different texts, to understand the main meaning of texts, to find specific information in texts, to use context to deduce meaning and to focus on the language of scientific descriptions

Skills: Skimming and scanning and contextual deduction

Topic: The natural world

Language functions: Summarising, deducing and inferring

Lexis: Insects and habitat

Materials needed: Student worksheet and pictures of butterflies

Timing: 50 minutes

Procedure

Preparation

1. Print one student worksheet per student.

2. Prepare three pictures of different butterflies.

In class

1. Tell the class that they are going to practise reading some short texts to find specific information. This will help them prepare for the Reading & Writing module of the ISE III exam. Tell students that in the test, they will have 20 minutes to complete three questions.

2. Inform the students that the topic of todays lesson is butterflies. Show the class the three pictures of the butterflies (prepared before the class). Ask them to individually think of four or five things they know about butterflies. Give them one minute to do this. Then tell them to work in pairs and share their information with their partner. Together they should think of six things that they know about butterflies. Give them three minutes to share the information. Then have some open-class feedback about what they know. You could put some key facts on the board, for example: they have wings, they are multi-coloured, they have patterns, they grow from an egg, and butterflies lose a shell or layer.

3. Tell the students they are going to read four short texts about butterflies to find the main information.

4. Hand out the worksheets. Ask the students to read the five statements in question 1. Then tell them to read the four texts and decide which statement fits which text. Give the students five minutes. Get the class to check their answers in pairs. In open-class, ask for the answers and ask the class why they chose the answers. Write the correct answers on the board.

5. Now tell the class to look at question 2. Explain that only five of the sentences in AH are true according to the texts. Tell them to read the sentences again and put T for true next to the sentences they think are true. Give the students five minutes to do this. Then tell the students to check their answers in pairs.

6. In open-class, ask for the true sentences and ask the class why they are true. Put the correct answers on the board. Ask the class why the other sentences are not true or there is no information given.

7. Now tell the class that they are going to read and find some small details to complete the notes on butterflies in question 3. They need to look back at the text in order to complete the notes. Tell the students that this is an exam-type question and that they can use one to three words to complete the notes.

8. Ask the class to read the notes in question 3. Write the first part of note a. on the board and ask the class to look for the answer. In open-class, get the answer (a. proboscis) and write the sentence on the board. Give the class five minutes to find the rest of the answers for these notes.


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9. Get the class to check their answers in pairs and then check in open-class.

10. Now ask the class to read question 4, which is a language focus question and will not be in the exam but will help them understand similar texts. Make sure they read the tip. Get the students to work in pairs to find one example of the language in the texts, for example are covered in. Give the class five minutes to find the language and then, in open-class, put the language on the board.

Extension activity

You could ask fast finishers to look up five new words from the texts in their dictionaries.


Tell students finding the task difficult that they can complete the answers for question 2 and question 3 in any order and do the ones they find easiest first.

Homework

Students can find out five pieces of information about moths and make sentences using the language of description/processes to make five sentences about moths.


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Student worksheet: Butterflies

Question 1

Read the texts below and decide which text each question refers to A, B, C or D? 1. details information on the physical process by which butterflies feed 2. records amusing facts for younger readers 3. provides a useful overview of all the species of butterfly 4. includes a description of the development of butterflies 5. suggests other reading for those who want to create an appropriate space for visiting butterflies

Text A

Elegant and beautiful, butterflies and moths never fail to impress. Their bodies are covered in tiny sensory hairs and their wings are made up of tiny delicate scales. It is these scales that give the wings their extraordinary variety of colours, patterns and sometimes iridescence. All butterflies and moths go through a four-stage life cycle: egg, caterpillar, pupa and adult. A complete metamorphosis takes place when a pupa emerges as a winged adult. Antarctica is the only continent where these insects are not to be found. Otherwise they are widely distributed with the majority of the 175,000 species living in the tropics.

Text B

Butterflies live on an all-liquid diet. Adult butterflies can only feed on liquids, usually nectar. Their mouthparts are modified to enable them to drink, but they cant chew solids. A proboscis which functions as a drinking straw, stays curled up under the butterflys chin until it finds a source of nectar or other liquid nutrition. It then unfurls the long, tubular structure and sips up a meal.

Text C

Text D

www.butterflies.com

Butterfly Lovers - use these links to find out more about the order Lepidoptera! MothorButterfly-whatsthedifference?The famous Monarch ScientificMonarchWatch-observetheMonarchsbehaviourbyvolunteering ThedietoftheMonarchMore general facts about butterflies Knowmanyfamiliesandhowcanyourecognisethem? Anatomyofabutterfly:learntheparts.Isitwisetotouchabutterfly?Further useful texts to consult if youre interested in butterflies Swallowtailsandtheirattractiontothebutterflyweedplant Thebestenvironment:toptipsforattractingbutterfliestoyourbackyard.Thisincludeshelpin

designingthegarden. Outofthesun:howtomakethebestuseofshadypartsofyouryardtoattractbutterflies

1. Butterflies fix their eggs onto leaves with a particular kind of glue. 2. Most caterpillars dont eat meat, so they are called herbivores.

3. When a caterpillar has grown completely, it fixes its body to a tiny branch or leaf before it sheds some of its skin. Underneath, it has a hard chrysalis.

4. The fully grown butterfly gradually emerges from the chrysalis. However, it needs to wait for some time before its able to fly while blood enters and pumps up its wings.

5. Depending on the type of butterfly, adults are known to survive from any period between a week and a year.

6. Extensive and lengthy migration is what Monarch butterflies are well-known for. Each year the Monarch flies huge distances of up to and perhaps more than 4000kms. Then the female produces new eggs and the next generation of Monarchs completes the cycle by migrating back again.


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Question 2

Look at the following statements (A-H). There are five true statements. Write T next to those statements which are true, according to the information given in the texts above.

A. Adult butterflies live for different lengths of time.

B. The patterns and colours on a butterflys wings are caused by tiny hairs.

C. The butterfly can fold its proboscis.

D. The majority of species of butterfly live in humid climates.

E. Butterflies are able to eat small insects.

F. Its possible for someone to assist scientists in their observations of a particular type of butterfly.

G. Butterflies and moths belong to the same group of insects.

H. A caterpillar emerges from a chrysalis.

Question 3

Look at the following notes. Complete the notes with information from the texts. Find a suitable word or phrase in the texts above to complete the missing information in the gaps. Write your answers in the spaces. Use between one and three words. Dont use more than three words.

a. Butterflies sip nectar with a kind of straw called a

b. This drinking straw is located

c. A pupas final transformation is

d. Iridescence is caused by

e. One plant that attracts butterflies is a

f. A butterflys wings need to fill with blood and dry before

Question 4

Find the language in the text that describes the features and development of butterflies and that you could use to describe the features and development of other insects or animals. A tip: This is often passive and there are two useful phrasal verbs.


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Answer key

Question 1

1. B

2. D

3. A

4. A

5. C

Question 2

A. T

C. T

D. T

F. T

G. T

Question 3

a. proboscis

b under the/its chin

c. into a butterfly

d. tiny scales

e. butterfly weed

f. it can fly

Question 4

Are covered / are made up of / it is these scales that give / go through / take place / are (not) to be found / are distributed / are modified / are known for


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Task 3 Reading into writing: Travel in the past and now

Level: ISE III

Focus: Task 3

Aims: To read for gist and specific information and to write 100 words on a topic

Objectives: To talk about holidays, to read about travel in the past, to learn some vocabulary and grammar useful for the writing task, to write two paragraphs and to proofread

Skill: Skimming and scanning, writing about repeated actions in the past and writing about general truths now

Topic: Society and living standards

Language functions: Summarising, evaluating options, past actions/course of events, different standpoints, developing and justifying an argument, staging

Lexis: Means of travel and architecture

Materials needed: A picture of The Grand hotel, the student worksheet and a map of England

Timing: 1 hour

Procedure

Preparation

1. Print or copy one student worksheet per student.

2. Print one picture of The Grand hotel (one can be found at www.grand-uk.com)

3. Get a copy of or print a map of England.

In class

1. Tell the class that they are going to practise reading some short texts and then use these texts to write an essay. Tell the students that this is preparation for task 3 of the ISE III Reading & Writing exam.

2. Write Holidays on the board. Now ask the class about their holidays. You can ask: where they go, how they travel to their destination, and what kind of buildings they can stay in and what they do when they get to their destination.

3. Write the following words on the board: package holiday, budget airline, mass tourism, sun-bathing/getting brown, sun-tan lotion. Check that the students understand the meaning of these words.

4. Tell the students they are going to read about an old hotel called The Grand. Show them a picture of The Grand. Tell the class that this is in England and that you can see France from the windows because the hotel is on the south coast and looks across the Channel. Show them Folkestone on the map of England.

5. Give out the student worksheets. Draw the students attention to task A. Tell the class to read the questions, then to read the paragraphs and find the answers to the questions. Get them to check their answers in pairs and then tell you in open-class. Write the correct answers on the board.

6. Establish that there are differences between travelling in 1900 and now in terms of types of transport, leisure activities, personal holiday habits, celebrity venues and types of accommodation. Write the headings in the table overleaf on the board.


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Types of transport Leisure activities Personal holiday habits

Celebrity venues Types of accommodation

In 1900: In 1900: In 1900: In 1900: In 1900:

Now: Now: Now: Now: Now:

7. Ask the class to discuss the headings in pairs for 510 minutes and to write down as many ideas as they can for each category. They could say, for example, we take package holidays, we use budget airlines, there are no steam trains left, people like to get brown/sunbathe so they dont put up a parasol, they watch DVDs or go to the movies, there are no silent movies anymore, royalty/ celebrities dont often take holidays in the same places we do, hotels are usually modern with a swimming pool but not a dance floor, rooms in hotels are often small, sometimes we can stay in camp-sites in tents.

8. Now ask the class how we talk about things that people did regularly in the past. Write used to + verb and would + verb. Give examples like: In 1900, they used to use steam trains and They would go to see a silent movie show, or we can use past simple. Ask the class to look at the other language on the worksheet (see task B) and see if they can add to the words listed.

9. Tell the class that they are going to write a 200230 word essay about How travelling and holidays today are different to travelling and holidays in the past. They first need to plan in pairs what makes a good essay of 200230 words. Give them five minutes to think about what makes a good essay, then, in open-class, elicit their ideas and write up a short checklist on the board. This might include, for example, how many words they will have in the introduction, what the introduction will say, how many paragraphs and that each paragraph will have a main focus, and what might go in the conclusion. Tell them that when they are writing their essay, they need to refer to the checklist.

10. Tell the students that in the exam they will have 40 minutes to plan and write the whole essay. In class, give the learners 20 minutes to write the first half of their essay. Tell them to use their own words and that they cannot copy lines from the paragraphs. (See task C on the worksheet.)

11. After 20 minutes, get each pair to exchange what they have written and try to find three grammatical or spelling errors. At the end of this time, ask some learners for examples of errors and how to correct them. Try to choose common errors. Put the errors and the corrections on the board.

Extension activity

The students who are more advanced can complete more of the essay in class.


Write example sentences on the board, using the lexical/grammatical phrases from the worksheet.

Homework

Tell the class to use 20 minutes at home to complete the essay.


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Student worksheet: Travel in the past and now

Task ARead the following questions, then find the answers in the texts below. Check your answers with your partner.

1. Give some reasons why The Grand was considered such a special building in its day.

2. How do you imagine people spent their time at The Grand and in the town of Folkestone in the early 1900s?

Text A

The Grand hotel the building, erected in 1899

World first The builder, Daniel Baker, was in the forefront of innovative design; he had already developed the use of cavity wall ties, and went one better with The Grand waterproof cavity wall insulation. He used a steel frame one of the first to give the large clear spans to the enormous main reception rooms, and said to be a world first infilled it with reinforced concrete. And he used suspended ceilings for improved soundproofing.

Text B

Dear Cousin Patience,

We thought you might like to know something about our stay in Folkestone. Weve discovered The Grand hotel, which is apparently the place to be and be seen in the town. The King is a frequent visitor here and the locals wander along the cliff top in front of the glassed fronted windows to catch a glimpse of him and his friends. And guess what because theyre all heavily bearded, its been likened to looking at monkeys in a cage and everyone here calls it The Monkey House!!! We thought it odd but amusing. More snippets from our stay soon.

Yours truly, Cousin James

Text C

Text D

Interesting bits of history The Grand hotel, Folkestone.

Thefamouscrimewriter,AgathaChristie,oftenstayedandactorsmadetheirdebutonthestagethereaswell.

Atelephonebox,saidtobeaworldfirst,wasinstalledoutsidethebuildingin1903. DuringtheFirstWorldWar,itwasusedasamilitaryhospital. Refrigeration,usedtotransportmeatbyseainthe1890s,wasanothernewinvention

introducedtoTheGrand. In1909theKingopenedthefirstsprungdancefloorinEuropeandamedalwasstruck

tocommemoratetheevent.HedancedwiththeQueenonit. GrandchefscametoTheGrandfromLondonsmostprestigioushotels

1907 Diary

June 21st. Been accommodated in the Gentlemans Residence at The Grand for a week now. Plan soon to relocate to France - the packet across the channel first, then steam train to Paris.

June 22nd. Last night watched the new silent moving picture show at the Royal Pavilion. Extraordinary!

June 23rd. Spent the day on the promenade above the sea. Full of ladies parading up and down with brightly coloured parasols - keeping out of the sun, no doubt.


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Grammar and vocabulary to help with your writing

Task B

(Add your own ideas in the gaps)

How do we express past habits?

People would always.

People used to

People plus past simple

Which words do we need when we talk about holidays?

budget airlines

ferries

package holidays

bargains

tour guides

holidaymakers

travellers

to relax

to sight-see

to take in the scenery

sun-bathe

cruise

Which words do we need when we compare then and now?

Many years ago

a century ago

nowadays

these days

on the contrary

on the other hand

whereas

while


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Task C

Reading into writing Use the information from the four texts and your own ideas to write a short essay. The topic of your essay is How travelling and holidays today are different to travelling and holidays in the past.

Plan your essay before you start writing. Think about what you want to include and make some notes to help you below.

Planning:

Now write your essay of 200230 words. Try to use your own words as far as possible dont just copy sentences from the reading texts.


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Answer key

Task A

Question 1

The building had many new features: waterproof insulation of the walls, sound-proofing, huge, wide rooms and big windows with no supporting column in the middle of the room, it included refrigeration, a sprung (able to move up and down) dance floor, there was a telephone box outside, famous people and royalty lived and stayed there.

Question 2

Walking along the top of the cliff, looking out at the sea, watching famous people or royalty, taking a trip to France on the packet, going to the silent movies, eating excellent meals.

Task C Model answer

How travelling and holidays today are different to travelling and holidays in the past

The way people travel and holidays, in general, have changed a lot over the past few centuries. This essay will start by showing how travelling and then holidays are different today compared with the past.

Today when people go away on holiday, they typically take a plane, go by car, or less frequently take a train. Flying has become a very popular mode of transport because it is considered a relatively cheap way of travelling. Budget airlines offer bargain journeys which are very often too difficult to resist. A few centuries ago, however, planes were less commonly used as they were much more expensive. As a result, people travelled by car or train. This meant that journey times were longer and people travelled less distance than today.

Holidays have changed a lot. As soon as people arrive at their destination, they share their location with their friends on social media sites. Everyone knows what they are doing, where they are and what the hotel looks like. Many years ago, however, people rarely spoke to their family or friends when they were away and people sent post cards to tell relatives what they had done and to show them what the beach looked like.

It is clear that there have been many changes over the past few centuries and that in the future there will be many more.


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Task 4 Extended writing: Writing about changes in popular entertainment

Level: ISE III

Focus: Task 4 Extended writing

Aims: To read for specific information and to write approximately 200 words on a topic

Objectives: To read a short text and talk about entertainment in the past and entertainment now, to focus on expressions useful for the writing task, to write approximately 200 words and to proofread for errors

Skill: Skimming and scanning, expressing opinions and evaluating

Topic: Popular entertainment

Language functions: Expressing and expanding ideas and opinions, developing and justifying an argument

Lexis: Entertainment

Materials needed: One worksheet per student, one picture of Shakespeare and one picture of Shakespeares Globe Theatre

Timing: 60 minutes

Procedure

Preparation

1. Print one student worksheet per student.

2. Print one picture or two pictures of Shakespeare and Shakespeares Globe Theatre.

In class

1. Tell the class that in todays lesson, they are going to read two short texts, talk about texts they have read and then write a short essay. This is to practise the writing part of the ISE III exam. In the exam, they will have 40 minutes to write one essay.

2. Tell students that in todays lesson they are going to be talking about popular entertainment. Introduce the topic by pointing to the picture of Shakespeare and asking if anyone knows who he is. Elicit or tell the class that it is Shakespeare, who wrote many great plays, for example Romeo and Juliet. Point to the picture of the Globe Theatre and elicit/tell the class that this was the theatre where Shakespeares plays were performed in the early 1600s in England.

3. Write the words buildings, advertising, the cost of seats and men and women who perform in the theatre or cinema on the board. Ask the class to think about how going to the Globe was different from going to the theatre or cinema today. Ask students to brainstorm their answers and put some ideas on the board. Then put the students in pairs and label each student either A or B. Give out the student worksheet.

4. Tell the A students to read text A and tell the B students to read text B. Tell them they need to read their texts to find out about public entertainment in the 1600s and if the ideas on the board are right. Give the class two minutes to read their texts and five minutes to discuss in pairs about how popular entertainment today is different to going to the theatre in Shakespeares time.

5. Get some more open-class feedback on the differences in entertainment, for example, usually buildings have roofs and everyone who pays generally has a seat, there is not an area for poor people, there are fire regulations for buildings and props, advertising for entertainment is usually in the newspaper or online, both men and women take equal part in entertainment, governments do not usually close down theatres.

6. Ask each pair to make a list of other kinds of public entertainment that they have in their country now, for example, football matches, sports events, Formula 1 racing, music festivals. Get feedback in open-class and write some different kinds of entertainment on the board. Make the point that there was little choice of popular entertainment in the 1600s.


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7. Tell the class they are going to write an essay: Popular entertainment nowadays is very different to going to the theatre 100s of years ago. Do you agree? Write the title on the board.

8. Ask the students working in pairs to look at the Language focus box on the worksheet. Ask the learners to talk together about which phrases have similar meanings and when they could use the phrases. Make sure everyone knows the meaning of all the phrases. Give some of your own examples of how to use the phrases in the context. For example, In my view, we are lucky to have so much choice in entertainment nowadays, Entertainment today is more varied, Going to the theatre was less comfortable for some people, If a building catches fire now, the fire will be put out quickly, Years ago men dressed as women on stage, whereas now both men and women act, sing and perform on stage. Ask the class which other words from the boxes they could use in your examples.

9. Get the class to give you some examples of their own about entertainment using the phrases in the box. Write some of the examples on the board.

10. Tell the students they have five minutes to plan, in pairs, how many paragraphs they think the 200230 word essay should have and what each paragraph should include. Get feedback in open-class and put suggestions on the board.

For example:

Introduction (40 words approximately) which explains if the student agrees or not Main body paragraph 1 (50 words approximately) about entertainment in the past and how it

was different

Main body paragraph 2 (100 words approximately) about types of entertainment today and how it is different

Conclusion (40 words approximately) which summarises what the student has written and answers the essay question

11. Give the students 20 minutes to plan and write their essay. After 20 minutes, ask the students to stop writing and check their work. When they check their work they should look out for the following (write up on the board):

Subject verb agreements Used correct tense? Spelling mistakes Used the correct expressions? Used three items from the Language focus boxes?

12. Give the students five minutes to speak to their partner about their essays and to see if their partner can help them correct any language/grammatical problems.

Extension activity

The students who are more advanced can complete all of their essay in class. (There is a further essay, item 4 on the student worksheet, which these students could also complete at home.)


Make sure that all the ideas and examples using the phrases are clearly written on the board, so that the learners who are finding the task difficult can use these prompts in their essays. These learners can start their essays with the introductory paragraph, number 3 on the student worksheet. That way they only need to write three paragraphs for their essay.

Homework

Tell the class to write the answer to a new essay title: Communication between people is easier today than it was 100 years ago. Do you agree? (See number 4 on the student worksheet).


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Student worksheet: Writing about changes in popular entertainment

1. Reading Work in pairs. One student reads Text A and one student reads Text B. After you read, tell your partner how entertainment at the theatre in Shakespeares time was different to entertainment in your country now. Talk about the buildings, advertising, price/type of seats, women and men in the world of entertainment, and what different kinds of entertainment there is in your country now.

Text A

What became William Shakespeares famous Globe Theatre, the most famous theatre in England, was built in 1599 alongside the River Thames, which runs through London. The Globe was built of recycled wood from another theatre and as a large, round mainly open-air theatre, with just a small roof that only covered the area where people sat. There were three storeys of seating and the theatre could hold up to 3,000 people in the audience. By the bottom of the stage there was an area called the pit and this is where poor people paid just a penny to stand and watch a performance of a play, sometimes in the rain. Some of the stage extended out between these people in the pit so they were surrounded by the acting.

The first Globe Theatre burnt down in 1613 when one of the props being used in a play set fire to the theatres thatched roof. The whole theatre took less than two hours to burn down completely.

Text B

One very unusual fact about theatres at this time in England was that the theatre used to put different coloured flags outside the theatre each time there was a performance. That way the public knew what kind of play was going to be shown that day. There was a red flag for a history play, a white flag for a comedy and black for a tragedy. Also, at the entrance to the Globe there was an inscription in Latin which said The whole world is a playhouse. And apart from the flags advertising different kinds of plays, another different feature of a theatre at this time in history was the fact that there were no actresses at the Globe Theatre, or in fact at any other theatre in the country. The female roles in the plays were all taken by young boys because theatres at that time were not considered appropriate places for women to work.

In 1642 all the theatres in England were closed down by Parliament and no plays were allowed to be put on at the Globe. This meant that people had almost no popular entertainment, as there were few alternatives to the theatre.


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2. Language focus

Look at the following phrases. Work with your partner and decide which phrases you want to use in your essay.

Giving opinions

In my opinion In my view As far as Im concerned From my point of view I think that

Evaluating

Its less/more likely/probable that

It is much more effective/costly/varied/comfortable than

Todayhas been improved in terms of

If sentences expressing probability, for example: If someone wants to go to a play nowadays they will probably look online or in the newspaper to see what plays are on.

Used to and be used to + ing, for example: Poor people used to stand in the rain. Were used to sitting in comfortable seats nowadays.

Comparing

Whereas On the other hand On the contrary

3. Possible introductory paragraph: Hundreds of years ago there was not much entertainment for people. Now we have many things that we can do in the evenings and at weekends. I agree it is very different. I will explain my reasons.


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4. Extra essay title:

Communication between people is much easier today than it was 100 years ago. Do you agree?

Write an essay of 200230 words about the topic.

Plan the paragraphs here:

Planning:

Now write your essay on the lines below:


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363636

Answer key model answer for essay

Popular entertainment nowadays is very different to going to the theatre 100s of years ago. Do you agree?

Hundreds of years ago there was not much entertainment for people. Now we have many things that we can do in the evenings and at weekends. I agree it is very different. I will explain my reasons.

Entertainment in the past was very different. Firstly, the theatre was the most popular form of entertainment. Theatres could only hold up to 3,000 people and spectators often sat outside in the rain. The range of plays the theatres put on where limited to comedies, historic incidents or tragedies. The vast majority of the actors in the plays were men.

In todays society, we have a wide range of entertainment at home and away. For example, people can go to the cinema, the theatre or to a concert. The capacity of these events ranges from 20 to 15,000 people and whereas cinemas and theatres are indoors, concerts can be outside and people can pay more or less money according to where they are sitting/standing. If we dont want to go out, we can spend our time watching television, or playing computer games. The types of programmes and films are endless. Some of the most popular in todays society are documentaries, reality television shows and series.

This essay has shown how entertainment has changed over the past 100 years. In my opinion, although many changes have occurred, entertainment will continue to change in the future.

373737

ISE

III Spea

king

& L

istenin

g ex

am


38 39

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 task (ISE Foundation, ISE I, ISE II, ISE III)What is the Topic task? Before the exam, the candidate prepares a topic of his or her own choice and in the exam, and 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 Collaborative task (ISE II and ISE III only)What happens in the Collaborative task? The examiner reads the candidate a prompt. The candidate responds to the prompt by starting, leading and maintaining the interaction. For example, the candidate can ask questions to find out further information, respond to information and comments from the examiner, demonstrate skills in turn-taking in a conversation, etc. It is essential for the candidate to interact and collaborate with the examiner. The candidate should not wait for the examiner to lead the conversation and monologues from the candidate will receive a low mark.

What is the examiners prompt? The prompt presents a dilemma, some circumstances, or an opinion. The candidate then needs to take the initiative to find out more about the background of the examiners circumstances or position and engage the examiner in a sustained discussion about the his/her circumstances or views. All of the examiners prompts are prepared in advance by Trinity. Examiners are all trained to add their own standardised backstory to the prompt in order to personalise it and support the interaction. By asking the examiner for further information in the Collaborative task, the candidate finds out more about the examiners backstory and the prompt.

What language skills can the candidate demonstrate in the Collaborative task? The task provides the opportunity for the candidate to demonstrate his or her ability to take control through the use of questioning techniques and language functions like requesting information, getting clarification and asking for further detail. The Collaborative task gives the candidate the opportunity to show that they can initiate turns in the conversation and control the direction of the interaction. This task requires an authentic exchange of information and opinions, with the language functions listed at each grade arising naturally out of the task.

There is no Collaborative task at ISE Foundation or ISE I.

The Conversation task (ISE Foundation, ISE I, ISE II, ISE III)What 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 44.

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 also 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 worksheet, 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 III

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 III

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 Listening for ideas and information which are not explicitly stated

Intensive listening for detailed understanding

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

Identifying finer points of detail including attitudes and implied as well as stated opinions

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 utterances, phrases and words from their context.

Inferring meaning, eg the speakers attitude, line of argument, mood and intentions

Inferring attitude, intentions, viewpoints and implications

Identifying which information is factual and which information is opinion

Identifying the difference between main and subsidiary points, supporting examples or details; Identifying the difference between facts and opinions

Identifying which information is key information, and which information is a supporting example or detail

Identifying which information is the main point and which information is an example, or details


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Candidate profileA candidate who successfully passes ISE III can:

Speaking express him/herself fluently and spontaneously, almost effortlessly has a good command of a broad lexical repertoire allowing gaps to be readily overcome with

circumlocutions there is little obvious searching for expressions or avoidance strategies and only a conceptually difficult subject hinders a natural, smooth flow of language

use language flexibly and effectively for social purposes, including emotional, allusive and joking usage argue a formal position convincingly, responding to questions and comments and answering

complex lines of counter argument fluently, spontaneously and appropriately

give clear, detailed descriptions and presentations on complex subjects, integrating sub themes, developing particular points and rounding off with an appropriate conclusion

give clear, detailed descriptions of complex subjects give elaborate descriptions and narratives, integrating sub themes, developing particular points and

rounding off with an appropriate conclusion.

give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples

select a suitable phrase from a readily available range of discourse functions to preface his/her remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking

produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices

qualify opinions and statements precisely in relation to degrees of, for example, certainty/ uncertainty, belief/doubt, likelihood etc

express him/herself fluently and spontaneously, almost effortlessly only a conceptually difficult subject hinders a natural, smooth flow of language

Listening understand enough to follow extended speech on abstract and complex topics beyond his/her own

field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar

recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts follow extended speech even when it is not clearly structured and when relationships are only

implied and not signalled explicitly

follow most lectures, discussions and debates with relative ease understand a wide range of recorded and broadcast audio material, including some non-standard

usage, and identify finer points of detail including implicit attitudes and relationships between speakers

understand in detail speech on abstract and complex topics of a specialist nature beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar

use contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next

These speaking and listening profiles are based on the level Proficient User, C1, of the Council of Europes Common European Framework of Reference (CEFR). The rating scales and language functions of ISE III have been linked to the CEFR level C1.


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Task specifications for ISE III Speaking & Listening

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

prepares a topic and delivers first a formal presentation of that topic using visual aids and a handout for the examiner.

After the presentation, the candidate and the examiner engage in a discussion about issues and points arising from the presentation.

Timing 4 minutes for presentation

4 minutes for discussion

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:

initiating and maintaining the conversation developing and justifying an argument evaluating opinions, past actions/course of events and different

statements speculating hypothesising staging summarising negotiating meaning indicating understanding of points made by the examine establishing common ground

Examiner role The examiner makes notes during the presentation of ideas, points or issues to discuss after the presentation is finished.

During the discussion, the examiner uses questions to elicit the language functions of the level.

Collaborative taskTask type and format

The Collaborative task is an integrated speaking and listening task. The examiner reads a prompt which creates an information gap. The prompt may express a dilemma or opinion. The candidate needs to ask the examiner questions to find out more information and keep the conversation going.

Timing 4 minutes

Task focus 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:

developing and justifying an argument evaluating opinions, past actions/course of events and different statements speculating hypothesising staging summarising negotiating meaning indicating understanding of points made by the examiner establishing common ground

Examiner role The examiner reads a prompt containing an opinion or dilemma. The examiner also has two alternative back stories which contain the background information that the candidate is expected to find out through the course of the conversation. The examiner is expected to respond naturally to the candidates questioning and to encourage them to keep the conversation going. The examiner is not expected to give away too much information in one turn, or to unnaturally restrict information.


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Conversation taskTask 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 3 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:

developing and justifying an argument evaluating opinions, past actions/course of events and different

statements speculating hypothesising staging summarising negotiating meaning indicating understanding of points made by the examiner establishing common ground)

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

Subject areas for conversation


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

Communicative effectiveness Interactive listening Language control Delivery


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Independent listening taskTask Candidates listen twice to a recording. They listen once and report the gist of

what they have heard. They listen a second time and report the detail. They are encouraged to take notes during the second listen only.

The recording is approximately 2 minutes and 45 seconds long.

Total task time 8 minutes

Task focus Candidates show that they are able to place information in a wider context. Clearly distinguish main and subordinate points and recognise the speakers line of argument. Inferring information and links between points of information that are not expressed explicitly. Interpreting speakers attitude. Inferring meaning of unfamiliar words.

Examiner role The examiner plays the recordings and reads an instructional rubric including a gist question and a more detailed question.

Assessment This task is subjectively scored using a rating scale, which means that the examiner decides the score. The examiner considers how many facts are reported correctly and whether the candidate answered immediately or was hesitant.

Assessment This task is subjectively scored using a rating scale, which means that the examiner decides the score. The examiner considers how many facts are reported correctly, and also considers whether the candidate answered immediately or was hesitant.

For text of a sample ISE Speaking & Listening exam, please see Appendix 2. You can also view sample exams on the Trinity website at www.trinitycollege.com/ISE


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Preparation activities for ISE III Speaking & ListeningTopic task ISE III topic presentation structureTeacher notes

Level: ISE III

Focus: Topic presentation and discussion

Aims: To ensure students choose a discursive topic for the ISE III speaking exam and to familiarise students with the structure of a formal presentation

Objectives: Students consider the topic they would like to develop in the topic presentation and give an outline of the structure and content

Topic: Students own choice

Language functions: Developing and justifying an argument, expressing and expanding ideas and opinions, summarising, evaluating options, past actions/course of events, different standpoints

Grammar: Mixed conditionals, should/must/might/could + perfect infinitive, correct verb patterns after wish and hope

Lexis: Vocabulary related to topics chosen and signposting expressions

Materials needed: Whiteboard, paper and pens and student worksheet

Timing: 90 minutes

Procedure

Preparation

1. Print or copy a student worksheet for each student.

2. Consider whether the topics in step 2 are culturally appropriate, and substitute them with others where necessary.

3. Write the topics in step 2 below on the board before the start of the lesson, if possible.

In class

1. Tell students that the first part of the ISE III speaking exam is a four minute formal topic presentation. Explain that the presentation must be discursive in nature; that is to say it must include reasoning and argument, and not be purely factual.

2. Write the following potential topics on the board (substitute any that are not culturally appropriate with topics of your choice):

1a. Recent developments in medical research 1b. The use of animals in medical research 2a. Christmas traditions 2b. The true meaning of Christmas 3a. My favourite TV show: X Factor 3b. The effect of TV talent shows on the music business 4a. The history of rap music 4b. Misogyny in rap music 5a. My favourite film: A Clockwork Orange 5b. Violence in films

3. Ask students to discuss in pairs which one in each pair is more appropriate and why. Answer: The bs are more appropriate in each case as they have the potential to be discursive whereas the as are likely to be purely factual.

4. Tell students they are going to plan a presentation on the first topic, The use of animals in medical research in pairs. Give each student a student worksheet. Give them 15 minutes to carry out task 1 in pairs.

5. Elicit answers from the class and write on the board.


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Model answer Task 1

IntroductionTopic: The use of animals in medical research

Provide a clear indication of your position.Against experiments on animals.

Present your first argumentCause pain and suffering to animals.

Present your second argumentAnimals and humans may respond to tests differently.

Present your third argumentTests can be done using modern technology instead of animals.

Indicate that there is another side to this argument, with some idea of the points likely to be made for the view(s) which are opposite to your own.

Drugs have been successfully tested on animals in the past.

It is worth causing some pain to animals to save human lives.

Reiterate your position and conclude.Animal testing necessary in past, but now other methods need to be developed.

6. Tell students they are going to think about what linking expressions they could use to introduce each section. Direct them to task 2 on the worksheet and check they understand the instructions. Give them five minutes to carry out task 2 in pairs. Then go over the answers as a class.

Model answer Task 2

IntroductionIn this presentation Im going to talk about

Ive chosen to talk about

Provide a clear ind

Guide for Teachers - ISE III

Documents

Transcript of Guide for Teachers - ISE III