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Contents
Appendices
Appendix 1 — Sample Reading & Writing exam paper 62
Appendix 2 — Information on the Speaking & Listening exam 73
Appendix 3 — Suggested grammar for ISE II 75
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Guide for Teachers — ISE II
Foreword
Trinity’s Integrated Skills in English (ISE) exam assesses all four language skills — reading, writing,
speaking and listening. In the ISE exam, all four skills are tested in an integrated way, reflecting
how skills are used in real-life situations.
This guide will:
◗◗ give you a brief overview of the two modules of the ISE II 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 II Reading
& Writing exam
ISE II Reading & Writing exam
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ISE II Reading & Writing exam
CEFR level A2 B1 B2 C1
Task 3 Reading into writing Reading into writing Reading into writing Reading into writing
◗◗ 70–100 words ◗◗ 100–130 words ◗◗ 150–180 words ◗◗ 200–230 words
Please see pages 8 and 9 for glossaries of reading skills and writing aims for ISE II.
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ISE II Reading & Writing exam
Reading for general ◗◗ Reading the details of a wide range of lengthy, complex texts likely to be
comprehension encountered in social, professional or academic life
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
◗◗ Quickly identifying the content and relevance of news items, articles and
reports on a wide range of professional topics and decide if closer study
is worthwhile
Scanning ◗◗ Reading long and complex texts or infographics to find relevant details
◗◗ Finding information, ideas and opinions from highly specialised sources
on a familiar topic or within his/her field of interest
Careful reading to ◗◗ Reading to understand specific, factual information at the word, phrase
understand specific or sentence level
facts, information ◗◗ Reading to understand important points in a text
and significant points ◗◗ Looking for main points and clues from context
◗◗ Identifying which information is factual, which is opinion
◗◗ Identifying which information is the main point and which information is
an example, or details
◗◗ Comparing and evaluating information at sentence, phrase and word level
◗◗ Adapting style and speed of reading to different texts and purposes
Deducing meaning ◗◗ Inferring meaning, eg the writer’s attitude, line of argument, mood and
intentions, and anticipate what will come next
◗◗ Guessing the meaning of unknown sentences, phrases and words from
their context
Understand a range ◗◗ Reading specialised articles outside his/her field, with occasional use of
of texts a dictionary to confirm understanding
◗◗ Reading articles and reports concerned with contemporary problems in
which the writers adopt particular positions or points of view
Summarising ◗◗ Reading to understand specific, factual information at word, phrase,
sentence and paragraph levels
◗◗ Reading to identify the main conclusions in clearly structured and
signposted argumentative texts
◗◗ Synthesising and evaluating information and arguments from a number
of different types of texts
◗◗ Summarising a wide range of factual and imaginative texts
◗◗ Commenting on and discussing contrasting points of view and the
main themes
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ISE II Reading & Writing exam
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ISE II Reading & Writing exam
Candidate profile
Reading
A candidates who passes ISE II can understand a range of texts on familiar subjects and from a range of
specialised fields. 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 and summarising.
A candidate who successfully passes ISE II Reading can:
◗◗ read with a large degree of independence, adapting style and speed of reading to different texts and
purposes, using appropriate reference sources selectively
◗◗ scan quickly through long and complex texts, locating relevant details
◗◗ quickly identify the content and relevance of news items, articles and reports on a wide range of
professional topics, deciding whether closer study is worthwhile
◗◗ obtain information, ideas and opinions from highly specialised sources within his/her field
◗◗ use a variety of strategies to achieve comprehension, including listening for main points and
checking comprehension by using contextual clues
◗◗ summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting
points of view and the main themes
◗◗ use a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms
◗◗ understand specialised articles outside his/her field, provided he/she can use a dictionary
occasionally to confirm his/her interpretation of terminology
◗◗ understand articles and reports concerned with contemporary problems in which the writers adopt
particular stances or viewpoints
◗◗ paraphrase/summarise ideas, opinions, arguments and discussion
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ISE II Reading & Writing exam
Text Genre: The text is complex with factual ideas, opinions, argument and/or
discussion. It is the type of text that the candidate sees in their own educational
context (eg textbook, article, review, magazine, website).
Subject areas for ISE II:
◗◗ Society and living standards ◗◗ National customs
◗◗ Personal values and ideals ◗◗ Village and city life
◗◗ The world of work ◗◗ National and local produce
◗◗ Natural environmental concerns and products
◗◗ Public figures past and present ◗◗ Early memories
◗◗ Education ◗◗ Pollution and recycling
Timing Candidates are recommended to spend 20 minutes on this part of the exam.
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ISE II Reading & Writing exam
Text Genre: The texts are complex with factual ideas, opinions, argument and/or
discussion of the kind that would be familiar to the candidate from their own
educational context. One text is a mainly visual representation of information with
some text (for example a diagram, drawing, map or table, taken from a textbook, an
encyclopaedia or an online discussion).
Subject areas for ISE II:
◗◗ Society and living standards ◗◗ National customs
◗◗ Personal values and ideals ◗◗ Village and city life
◗◗ The world of work ◗◗ National and local produce and products
◗◗ Natural environmental concerns ◗◗ Early memories
◗◗ Public figures past and present ◗◗ Pollution and recycling
◗◗ Education
All four texts are on the same topic and should be thematically linked.
Number of 15 questions
questions
Question Multiple matching (Questions 16–20)
types In this section, the candidate chooses the most appropriate sentence to describe each
text. Some useful reading subskills to practise for this section are:
◗◗ skimming
◗◗ scanning
◗◗ reading for gist
◗◗ reading for purpose or main ideas.
Completing summary notes from a bank of options (gap fill) (Questions 26–30)
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:
◗◗ careful reading for comprehension at the word and/or phrase level across the
texts
◗◗ inferring
◗◗ summarising.
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ISE II Reading & Writing exam
Task focus This section assesses the ability to produce a clear and detailed text following the
instructions. The target language functions that the candidates are expected to use
are: express opinions, evaluation, making suggestions.
Topic The writing prompt will be on one of the topics for ISE II:
◗◗ Society and living standards ◗◗ National customs
◗◗ Personal values and ideals ◗◗ Village and city life
◗◗ The world of work ◗◗ National and local produce
◗◗ Natural environmental concerns and products
◗◗ Public figures past and present ◗◗ Early memories
◗◗ Education ◗◗ Pollution and recycling.
Timing Candidates are recommended to spend 40 minutes on this part of the exam.
For a sample ISE Reading & Writing exam, please see Appendix 2.
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ISE II Reading & Writing exam
Level: ISE II
Focus: Task 1 — Long reading
Aims: To develop reading strategies by reading a short article about the three Rs (Reduce, Reuse
and Recycle) and answer three sets of questions
Objectives: To scan an article for gist, to skim an article and answer ‘true/false/not given’
questions and to skim an article to complete sentences with information from the text
Skill: Skimming and scanning
Topic: Recycling and environmental concerns
Language functions: Giving advice, giving reasons, opinions and preferences
Lexis: Environmental concerns
Materials needed: Whiteboard, pens, slips of paper, one student worksheet per student
and dictionaries
Timing: 60 minutes
Procedure
Preparation
1. Print or copy one worksheet per student.
2. Prepare slips of paper and write one of the following categories on each slip of paper: a group of
teenagers, a group of elderly people, a group of very young children, a group of students, a group
of soldiers, a group of housewives/husbands. There needs to be one slip of paper per two students. You
can repeat the categories if necessary.
In class
1. Explain to the class that today in class they will be doing a reading activity that will help them to
prepare for the Long reading task of the ISE II test.
2. Tell the class they are going to learn about what we should do with the waste and rubbish we
produce. Write ‘waste’ and ‘rubbish’ on the whiteboard and elicit the meanings. Ask students to
work in pairs and discuss what they do in their daily life to reduce waste. Carry out feedback as a
group. Write suggestions on the board.
3. Put the following words on the board: ‘deal with’, ‘packaging’, ‘refuse’, ‘borrow’, ‘durable’,
‘collection points’, ‘create’, ‘fibre’. These words are in a text about the environment they are going
to read later. Tell the students to discuss the meaning of each word in pairs. Let them look up any
unknown words in a dictionary, if possible.
4. Go over the answers in open-class. Ask concept-check questions for one or two more challenging
words. [Examples of concept-check questions: ‘do you say “yes” or “no” when you refuse to do
something?‘ ‘What is another word for “create”?’]
5. Tell the students they are going to read about the three Rs of the environment. Write ‘The three
Rs’ on the board. Give each student one worksheet and tell them they have two minutes to read
the article. Tell the students they need to answer ‘A. What are the three Rs of the environment?’
Stop the students after two minutes and let them write down the answers. Then ask the students to
compare their answers in pairs.
6. Go over the answer together as a class. [Answer: Reduce, Reuse, Recycle]
7. Tell the students they are going to read the article again but now they have more time. Ask the
students to do task B. Tell the students that there are five statements and that they need to say
whether each statement is true, false or not given. Check the students’ understanding of true,
false and not given.
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ISE II Reading & Writing exam
8. After four to five minutes, ask the students to compare their answers with their partner. Ask five
students to come to the whiteboard and tell them to each write down one answer.
9. Go over the answers together as a class.
10. Tell the class they now need to complete task C which involves them completing the sentences at
the bottom of the page by looking for the information in the text. Do one example together as a
class. Ask the students to compare answers once they have finished.
11. Write the following words on the board: ‘teenagers’, ‘the elderly’, ‘very young children’, ‘students’,
‘soldiers’, ‘housewives/husbands’. Elicit for each group of people one example of items they use
or buy on a regular basis and write it under the corresponding heading. [Examples: teenagers
— fashionable clothes, the elderly — newspapers, very young children — toys, soldiers — bullets,
housewives/husbands — a mop.]
12. Now ask the students to work in pairs. Give each pair one of the slips of paper that you prepared
before the class. Tell them they cannot show their slip of paper to the other students. Ask each pair
to brainstorm ideas on what this particular group uses on a daily basis. Then ask the students to
brainstorm ideas on how this particular group can reduce, reuse and recycle.
13. After 5 to 10 minutes ask the students to do present their ideas for the class. The other students
guess which group the presentation is for.
Extension activity
For students who finish the task early, tell them to write one or two True/False questions for the text.
They can then ask their partner the questions and feedback on their answers.
Homework
1. Ask the students to look online or in a book for more ideas on how to reduce, reuse and recycle. Ask
the students to report back in the next class.
2. Ask students to find the video of the song ‘Reduce, Reuse, Recycle’ by Jack Johnson and the lyrics
on the internet. Tell the students to listen to the song while following the lyrics. Ask the students in
the next class if they liked the song.
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ISE II Reading & Writing exam
A. Read the text quickly. What are the three Rs of the environment?
B. Read the text again. Are the statements True, False or Not Given?
1. The author suggests borrowing certain items rather than buying them.
2. According to the author, shoe boxes can be very useful to store things.
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ISE II Reading & Writing exam
Answer key
A. Reduce, Reuse, Recycle
B. 1. True 2. True 3. True 4. False 5. Not Given
C. 1. Landfills 2. Packaging 3. Heavy, durable 4. Emails 5. Collection points 6. Fibre
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ISE II Reading & Writing exam
Level: ISE II
Focus: Task 2 — Multi-text reading
Aims: To develop reading strategies by reading texts about mysterious monsters and answering
three sets of questions
Objectives: To scan and skim the four texts and decide which text each question refers to, to
show understanding at sentence level by selecting true statements from a list and to complete
summary notes
Skill: Skimming, scanning and summarising
Topic: Unexplained phenomena and events
Language functions: Speculating and expressing and expanding ideas and opinions
Lexis: Lexis related to mysteries
Materials needed: Whiteboard, pens, one worksheet per student and dictionaries
Timing: 1 hour
Procedure
Preparation
Print or copy one student worksheet per student.
In class
1. Explain to the class that today they will be doing a reading activity that will help them to prepare for
Reading Task 2 — Multi-text reading of the ISE II exam. Tell the students that in this part of the exam
they are given four short reading texts with a total length of 450–500 words to read and answer
questions on. They have 20 minutes to complete the task. They then use this information in task 3 to
complete a writing task.
2. Tell the students they are going to read about four mysterious monsters. Write monsters on the
board and elicit its meaning.
3. Give each student one worksheet. Ask the students to read the texts quickly to find out what the
four mysterious monsters are. Ask the students to compare their answers in pairs and then give
feedback as a group.
[Answers: 1. A giant worm or slug 2. A lake creature 3. An enormous fish 4. A huge lizard]
4. Write the following questions on the board and ask students to discuss them in pairs for five minutes:
◗◗ What makes a mysterious monster?
◗◗ Where is a good place for a mysterious monster to live?
◗◗ Do you have any mysterious monster stories from your country?
Carry out group feedback.
5. Give each student one worksheet and tell them to complete task A. Tell the students that they need
to decide which text each question is referring to. Tell the students that they are practising their
skimming skills and that this means that they need to read quickly without focusing on details or
words they don’t know. Tell the students that they have only three minutes to complete the task.
Stop the students after three minutes and let them write down the answers. Then ask the students
to compare their answers in pairs.
6. Go over the answers together as a class and write the answers on the board.
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ISE II Reading & Writing exam
7. Tell the students that they are going to read the texts again. Ask them to carry out task B. Tell the
students that they need to put a tick () next to the five statements that are true according to the
information in the texts. Tell the students that they are now practising their scanning skills, which
means that they look for specific details in the text. Tell the students that they now have four to five
minutes to complete the task because they need to read more carefully. After four to five minutes,
ask the students to compare their answers in pairs. Go over the answers together as a class.
8. Ask students if they found the task difficult and if they felt they had enough time to complete the task.
9. Tell the class they now need to complete task C which involves the students completing the
summary notes by looking for specific information in the text. Tell the students they have seven
minutes to complete this task. Do one example together as a class. Ask the students to compare
answers once they have finished. Go over the answers and put them up on the board.
10. Elicit from the students what the different parts of the reading task are. Tell them that each task
focuses on different reading skills. Explain to the students that they can prepare for the exam tasks
by finding short texts online and carrying out three different tasks. Tell the students that for the first
task they should read quickly and answer the question: ‘What is the text about?’ Then they should
read the text again but more carefully and find five details in the text. The third time they read they
should give themselves more time and write a short summary.
Extension activities
1. Ask the class to discuss, in pairs, different kinds of mysterious monsters. Carry out feedback as a group.
2. Ask students to find a new word in the text and use it in a sentence.
Homework
Ask the students to look online or in a book for another mysterious monster. Ask the students to report
back in the next class.
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ISE II Reading & Writing exam
Mysterious Monsters
1. Uruguay, a country in South America is not short of mysteries. This time the mystery is
about what seems to be a really scary creature. There have been sightings of a terrifying
subterranean monster. The creature looks like a giant worm or slug that crawls out of the
earth. It is believed to be about 4 metres in length. There have been similar eyewitness reports
in other South American countries. It is believed that the snake-like creatures have large
tentacles which would make it look like a very scary monster indeed. The skin is reported as
being smooth and the colour is supposed to be dark. Scientists speculate that the creatures
could be some kind of amphibian without limbs.
2. Vancouver Island is a mysterious island off the coast of North America. Why is it mysterious?
It has wild nature with mountains, woodlands and extremely deep lakes. The deepest lake at
600 metres is called Cameron Lake. Several scientists are investigating the big lake following
reports of a mysterious lake creature. A number of people are sceptical and suggest the large
creature is just a beaver or perhaps an otter. However, researchers used special scanners to
explore the depths of the lake and discovered something big that moves around deep under
water. There is a possibility that it is a subterranean river. It has also been suggested that it is
something both more exciting and terrifying: a lake creature.
3. Lake Iliamana is a huge lake in Alaska in North America. The lake is over 120 kilometres long.
Gigantic lakes are often thought of as mysterious; think for example of the famous Loch Ness
monster in Scotland. Now Lake Iliamana has its own monster. Airplanes flying over the lake claim
to have seen an enormous fish of about 9 metres long. The fish is reported to be silver-coloured
and to resemble a shark. Different theories were put forward, some more plausible than others.
One of the more credible ones is that the fish are sleeper sharks. The mystery remains though as
how could they have adapted to freshwater?
4. Australia is famous for its many unique animals. It does not come as a surprise then that
sightings of mysterious monsters have been reported in Australia. It is known that a huge
lizard of 6 metres in length called the Megalania lived in Australia. The dinosaur has been
extinct for thousands of years or so it is believed. The original people of Australia, the
Aboriginals claim the huge lizard still exists. There have indeed been several sightings that
sound very much like what the Megalania would have looked like. A number of farmers
for example have reported a huge lizard of over 4 metres in length. In the late seventies,
a scientist was returning to his vehicle after a long day working in the field when he saw
something big. He thought it might just be a log so he got into his car and started the engine.
Then the object began to move…
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ISE II Reading & Writing exam
A. Read the four texts and decide which text each question refers to — A, B, C or D.
Which text
1. describes how technology was used to look for monsters? Text:
B. Read the text again. Tick () the five statements from 1–8 below that are true according to the
information given in the four texts.
C.
Statements True?
1. Giant worms or slugs have been seen in more than one country.
6. There are several likely explanations for what people have seen
in Alaska.
◗◗ In Australia, there have been several sightings of a creature which looks like a lizard.
C. Complete the summary notes below with suitable words or phrases from the texts.
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ISE II Reading & Writing exam
Answer key
A.
1. = text B
2. = text D
3. = text A
4. = text A
5. = text B
B.
True statements: 1, 2, 3, 6, 7
C.
1. limbs
2. gigantic
3. shark
4. Aboriginals
5. extinct
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ISE II Reading & Writing exam
Level: ISE II
Focus: Task 3 — Reading into writing
Aims: Students practise writing a report based on four input texts
Objectives: Students can demonstrate their understanding of the input texts in a short written
text, students can write a coherent text in the required format and students can locate and
summarise/paraphrase ideas and attitudes provided in the texts
Skill: Incorporate information from input texts into a written report
Topic: Personal values and ideals
Language functions: Expressing agreement and disagreement, speculating, predicting and
expressing certainty and uncertainty, eliciting further information and expressing and expanding
ideas and opinions
Lexis: Vocabulary related to feelings and emotions and vocabulary related to research projects
Materials needed: Whiteboard, paper and pens and one student worksheet per student
Timing: 80 minutes
Procedure
Preparation
1. Print or copy one worksheet per student.
2. Think about how to explain the vocabulary in step 3 below.
In class
1. Tell students they are going to perform a writing task similar to task 3 of the ISE II Reading & Writing
exam. Tell them the subject of their writing task will be ‘happiness’.
2. Write ‘happiness’ on the board. Ask students individually to list five things that make them happy.
Ask the students to compare what they have written with a partner. Elicit some answers from the
class, and write on the board.
3. Tell students they are going to take a happiness survey. Give each student a worksheet. Before
they read text A, check the students understand the following words: rewarding, optimistic, sense
of purpose, satisfied, committed, involved, in control. Now ask the students to complete the survey
individually and read what their score means. Tell students they will not be asked to share their
answers, as they may find the topic sensitive.
4. Write on the board ‘Are men or women happier?’ Divide the class into groups of three or four
students. If possible, group students with members of the same sex. Ask them to discuss the
question and try to come to an agreement. After five minutes, stop the discussion and ask each
group to briefly give feedback to the class.
5. Tell students they are going to read three more texts about happiness. Put students in pairs. Give
each pair one text to read, either B, C or D. Ask them to discuss what kind of text they think it is and
where they would expect to find it. After two minutes, discuss as a class.
Example answers:
Text B — Part of a research report comparing men and women’s happiness. It could be found as an
appendix to an undergraduate essay.
Text C — An online forum on men and women’s happiness. It could be found following an online
article about the same topic.
Text D — An article about men and women’s happiness. It could be found in a magazine or newspaper.
6. Put students back in the same groups as in step 4. Ask them to discuss the evidence they can find in the
three texts to support the argument that men are happier than women, and the opposing argument that
women are happier than men. After 10 minutes, stop them and ask if anyone has changed their opinion.
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ISE II Reading & Writing exam
7. Ask the students to read the Writing task instructions on the worksheet. Ensure the students are
aware of what they have to do. Before they start writing, ask the students some questions to check
their knowledge of reports, for example:
◗◗ How is a report typically structured?
◗◗ How is it different from an essay?
◗◗ What kind of language is used?
8. Tell the students they have 10 minutes to plan the task. Monitor and make sure they plan in note
form, not full sentences.
9. Tell students they have 30 minutes to write the task. After 25 minutes, ask students to stop writing
and to check their work for errors.
10. Collect in their writing and mark for the next lesson.
Extension activity
Students who finish more quickly can be asked to invent and write more entries for the forum in text C.
Homework
Students write a questionnaire similar to that in text A about values and ideals in general. You can elicit
some example questions at the end of the lesson to help them. In the following lesson, they can carry
out the questionnaire and write a report on their findings.
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ISE II Reading & Writing exam
Reading texts
Read the following texts about happiness and then perform the writing task below.
Text A
How happy are you?
Questionnaire to discover how happy you are.
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ISE II Reading & Writing exam
Text B
Results of the happiness survey at Burlesbrook University
Participants = 15 male and 15 female third year Sociology undergraduate students
12
10
0
35–50 20–34 0–19
Male Female
Text C
Rachel (female) Definitely men. Women worry too much – about the way they look,
what other people think of them, getting old. Men don’t bother about
stuff like that.
Amy (female) @Rachel – I agree. I often think I’d be happier if I was a man!
Carlo (male) I think men are happier. My girlfriend is always upset about
something, and my mum and my sister aren’t much better.
Kaya (female) I think women are happier. We are more focused and ambitious.
We also make better use of our time.
Jon (male) @Kaya – I’d have to disagree with you. I think women are less happy
precisely because they take on too much and they don’t know how
to relax!
Divia (male) I’m not sure that’s something men normally think about…
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ISE II Reading & Writing exam
Text D
Writing task
Use the information from the four texts you have read to write a short report (150–180 words) entitled:
A comparison of men and women’s happiness levels
Plan your report before you start writing. Think about what to include and make some notes in this box:
Planning notes:
Now write your report of 150–180 words. Try to use your own words as far as possible.
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Survey results
The results of the survey showed that:
◗◗ Women don’t feel in control of their lives
◗◗ Women find their jobs more rewarding than men
◗◗ Men have a strong sense of purpose
◗◗ Men worry more about the future than women
◗◗ Neither men or women feel they have enough free time
Conclusion
The results show that neither men nor women are happier and that it is evident that they all need more
free time available to increase their levels of happiness.
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ISE II Reading & Writing exam
Level: ISE II
Focus: Task 4 — Extended writing
Aims: To write an essay on the advantages and disadvantages of using mobile phones and also
give an opinion
Objectives: Planning an essay, writing an introduction, giving advantages and disadvantages,
writing a conclusion and giving an opinion
Skill: Writing an essay in four paragraphs
Topic: Technology
Language functions: Highlighting advantages and disadvantages and giving reasons, opinions
and preferences
Lexis: Essay writing
Materials needed: Student worksheet, board, plain paper and pens
Timing: 1 hour
Procedure
Preparation
Print or copy one worksheet per student.
In class
1. Tell the class they are going to do an activity which will help them prepare for ISE II Task 4 —
Extended writing. For this part of the exam, they have to write an essay of between 150–180 words in
40 minutes.
2. Write ‘Mobile Phones’ on the board. Ask the class to think of one word which they think of when
they see those words. Ask the students to whisper to their partner what that word is.
3. Ask 5–10 students for examples of words their partner thought of. Write some of the good examples
on the board (eg ‘great’, ‘convenient’, ‘essential’, ‘expensive’, ‘easy’, ‘fun’, ‘Blackberry’, ‘iPhone’,
‘apps’, ‘friends’, ‘Facebook’, ‘music’).
4. Give each student a number from 1–4 (depending on the class size — max of six students per group).
Now ask all number 1s to work together, all the number 2s to work together, all the number 3s and
the number 4s to work together. Give them a few minutes to find their groups and ask them to sit in
different parts of the room.
5. Give each student one student worksheet and tell the groups of 1s and 3s they are going to work on
advantages of mobile phones, and the groups of 2s and 4s are going to work on disadvantages of
mobile phones. Ask students if they know the meaning of advantages (eg good or positive things), and
disadvantages (eg bad or negative things). For 10 minutes, each group talks together and writes down
their ideas under A on the worksheet. Ask them to write at least five advantages or disadvantages.
6. Now ask the groups to present their ideas to the class. Write down the ideas on the board under two
columns: Advantages and Disadvantages.
Advantages Disadvantages
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ISE II Reading & Writing exam
7. Ask the class which ideas they think are the best. Choose four good ideas for advantages and four
for disadvantages. Leave only the good ideas on the board. Now ask the students to look at B on the
worksheet which introduces an essay question. Tell the students that this is a typical exam question.
8. Ask the students the following questions about essays:
◗◗ What is an essay?
◗◗ What is the purpose of an essay?
◗◗ Who do you write an essay for?
◗◗ What types of language do you use in an essay?
First ask the students to discuss the questions with their partner and then give feedback in open-class.
9. Explain to the class that before writing any essay, it is essential that they think carefully about the
essay question for 10 minutes and write down any ideas they may have in note form. Ask them why
they think this is important. [Answer: It gives them time to think about the topic and focus on the
best ideas.]
10. Elicit from the students how many paragraphs they think is best for this type of essay. Explain
that four paragraphs are appropriate for this type of essay and this is how it should be structured:
Paragraph 1 — an Introduction, Paragraph 2 — a paragraph on the advantages, Paragraph 3 — a
paragraph on the disadvantages and Paragraph 4 — the conclusion. Ask the students to complete C
on the worksheet and feedback in open-class.
11. Now ask the students to discuss with their partner what the purpose of the introduction is and
what they should include. Elicit some ideas from the students. Then tell the students that in the
introduction they should:
◗◗ introduce the topic — for example, ‘There are a number of advantages and disadvantages to using
mobile phones’
◗◗ Then tell the audience what the purpose of the essay is — for example, ‘In this essay I will discuss
both the advantages and disadvantages of using mobile phones and finally I will give my opinion.’
Ask the students to complete D on the worksheet.
12. Draw the students’ attention to some of the common expressions used to express the advantages or
disadvantages of something. See E on the worksheet. Ask the students to place the expressions in
the correct column. Students to complete the task individually and then feedback in open-class.
13. Ask the students to discuss what they should include in paragraph 2 (the first paragraph of the main
body). In paragraph 2, they should discuss the advantages (or disadvantages) of using a mobile
phone. Elicit some ideas from the students. For example, ‘One advantage of having a mobile phone
is that you can contact anyone at any time, this has made life much easier because you can be
more flexible and you can contact people at the last minute to change plans’. Ask the students to
complete the first part of F on the worksheet.
14. Ask the students to discuss what they should include in paragraph 3 (the second paragraph of the
main body). In paragraph 3, they should discuss the disadvantages (or advantages) of using a mobile
phone. Elicit some ideas from the students. For example, ‘One disadvantage of having a mobile
phone is that you might become addicted to using it and you use it too much, you stop talking to
people and instead play games on your phone or use Facebook’. Ask the students to complete the
second part of F on the worksheet.
15. Draw the students’ attention to ‘linking expressions’ on the worksheet. Explain they are words or
phrases used to connect or join language. For example, ‘this is because...’ Ask the student to complete G
on the worksheet.
16. Finally, ask the students to discuss what they should include in paragraph 4 (the conclusion). The final
paragraph should be a short conclusion. Elicit from the students what they should include. (For example,
it should state both the advantages and disadvantages of mobile phones and their opinion. For example,
‘In conclusion, there are both advantages and disadvantages to using a mobile phone. In my opinion the
advantages outweigh (are more than), the disadvantages and are essential for our lives today, we could
not live without them’. Draw the student’s attention to key phrases such as ‘in conclusion’ and ‘in my
opinion’. The students should complete H on the worksheet. Feedback in open-class.
17. Give students feedback on their writing and review the main focus of the lesson.
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ISE II Reading & Writing exam
Extension activity
More advanced students can write down the advantages and disadvantages of something else
(eg going to university).
Homework
Ask the students to write an essay (150–180 words) (four paragraphs) on the advantages and
disadvantages of going to university.
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ISE II Reading & Writing exam
Ideas
1.
2.
3.
4.
5.
B. An essay question
Look at the essay question below:
Write an essay (150–180 words) for the school magazine about the advantages and disadvantages of
using mobile phones. Give your opinion about whether there are more advantages than disadvantages.
34
ISE II Reading & Writing exam
E. Common expressions
Here are some expressions used for expressing advantages and disadvantages
Decide which expressions can be used for advantages, and which ones are used for disadvantages. Write
them in the box.
Advantages Disadvantages
Paragraph 3
In the next paragraph you should discuss the disadvantages of using mobile phones. For example, ‘One
disadvantage of having a mobile phone is that you might become addicted to using it and you use it too
much, so you stop talking to people and instead play games on your phone or use Facebook.’
Now you write a paragraph about the disadvantages of using mobile phones. Write three disadvantages.
Begin like this ‘One disadvantage of using a mobile phone is that...’ Try to use some of the expressions
you learned in section E.
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ISE II Reading & Writing exam
G. Linking expressions
Now here are some linking expressions. What is a linking expression? What does ‘link’ mean? Decide
together or look it up in a dictionary.
Link means
Here are some common linking expressions:
Write three sentences explaining the advantages of using mobile phones with your best ideas. Use an
expression from the box and a linking expression from the box. You have 10 minutes to do this.
Now write three sentences explaining the disadvantages of using mobile phones with your best ideas.
Use an expression from the box and a linking expression from the box. You have 10 minutes to do this.
H. The conclusion
Paragraph 4
The final paragraph should be a short conclusion stating both the advantages and disadvantages of
mobile phones and giving your opinion.
For example ‘In conclusion there are both advantages and disadvantages to using mobile phones. In my
opinion the advantages outweigh the disadvantages and they are essential for our lives today, we could
not live without them. What do you think outweigh means?’
Now we are going to work on a conclusion to your essay. Begin like this ‘In conclusion, there are both
advantages and disadvantages to using mobile phones. In my opinion...’
36
ISE II Reading & Writing exam
Answer key
Advantages: A good point, a positive aspect, an argument in favour of
Disadvantages: A negative effect, the downside, a drawback, an objection to, a negative aspect,
a criticism of
37
38
ISE II Speaking
& Listening exam
ISE II Speaking & Listening exam
40
ISE II Speaking & Listening exam
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 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 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
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ISE II Speaking & Listening exam
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 the Conversation task, the examiner selects one
subject area for discussion with the candidate.
What are the possible subjects for discussion?
The lists of possible subjects for each ISE level are written in the guide for teachers for the particular
level. 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.
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.
Intensive listening — ◗◗ Understanding specific, factual information at the word and/or phrase level
in detail to gather as ◗◗ Listening for explicitly stated ideas and information
much information as
possible
Intensive listening ◗◗ Listening to understand all or most of the information the recording
— for detailed provides
understanding
Extensive listening ◗◗ Listening to get the topic and main ideas of the recording
— for gist, for main
ideas and for global
understanding
Deducing meaning ◗◗ Guessing the meaning of unknown utterances, phrases and words from
their context
◗◗ Inferring meaning, eg the speaker’s attitude, line of argument, mood
and intentions
Inferring attitude, ◗◗ Identifying which information is factual and which information is opinion
intentions,
viewpoints and
implications
Identifying the ◗◗ Identifying which information is key information, and which information
difference between is a supporting example or detail
main and subsidiary ◗◗ Identifying which information is the main point and which information is
points, supporting an example, or details
examples or details;
Identifying the
difference between
facts and opinions
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ISE II Speaking & Listening exam
Candidate profile
Speaking
A candidate who successfully passes ISE II can:
◗◗ initiate, maintain and end discourse appropriately in unprepared one-to-one conversations, using
effective turn-taking
◗◗ engage in extended conversation on most general topics in a clearly participatory fashion, even in a
noisy environment
◗◗ communicate spontaneously with good grammatical control without much sign of having to restrict
what he/she wants to say
◗◗ use a level of formality appropriate to the circumstances
◗◗ use the language fluently, accurately and effectively on a wide range of general, academic,
vocational or leisure topics, demonstrating the relationships between ideas
◗◗ interact with a degree of fluency and spontaneity with a native speaker without creating
communication difficulties
◗◗ highlight the personal significance of events and experiences
◗◗ explain views clearly by providing relevant explanations and arguments
◗◗ convey degrees of emotion and highlight the personal significance of events and experiences
◗◗ outline an issue or a problem clearly, speculating about causes or consequences, and weighing
advantages and disadvantages of different approaches
◗◗ give clear, detailed descriptions on a wide range of subjects of interest, expanding and supporting
ideas with subsidiary points and relevant examples
◗◗ develop a clear argument, expanding and supporting his/her points of view at some length with
subsidiary points and relevant examples
◗◗ explain a viewpoint on a topical issue giving the advantages and disadvantages of various options
◗◗ intervene appropriately in discussion, exploiting appropriate language to do so
◗◗ ask follow-up questions to check that he/she has understood what a speaker intended to say, and
get clarification of ambiguous points
◗◗ use circumlocution and paraphrase to cover gaps in vocabulary and structure.
Listening
A candidate who successfully passes ISE II can:
◗◗ understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics from
personal, social, academic or vocational life
◗◗ understand the main ideas of complex speech in standard English on both concrete and abstract
topics, including technical discussions
◗◗ understand extended speech and complex lines of argument on familiar topics signposted by explicit
markers
◗◗ understand recordings in standard English from social, professional or academic life
◗◗ identify information content, speaker viewpoints, attitudes, mood and tone
◗◗ understand most recorded or broadcast audio material delivered in standard English and identify
the speakers
◗◗ use a variety of strategies to achieve comprehension, including listening for main points, and
checking comprehension by using contextual clues
◗◗ understand a clearly structured lecture on a familiar subject, and take notes on points he/she
considers important
◗◗ summarise extracts from news items, interviews or documentaries containing opinions, argument
and discussion.
These speaking and listening profiles are based on the level Independent User, B2, of the Council of
Europe’s Common European Framework of Reference (CEFR). The rating scales and language functions
of ISE II have been linked to the CEFR level B2.
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ISE II Speaking & Listening exam
Topic task
Task type and The Topic task is an integrated speaking and listening task.
format The candidate prepares a topic for discussion. It is recommended that the
candidate prepares some notes for the examiner, for example, some bullet points
or a mind map.
The examiner and the candidate discuss the prepared topic and any notes in an
authentic exchange of information and ideas.
Timing 4 minutes
Task focus The candidate is expected in this task and throughout the speaking exam to show
and language their ability to use the language functions of the level. These functions are:
functions ◗◗ initiating and maintaining the conversation
◗◗ highlighting advantages and disadvantages
◗◗ speculating
◗◗ giving advice
◗◗ expressing agreement
◗◗ expressing disagreement
◗◗ eliciting further information
◗◗ negotiating meaning (establishing common ground).
Examiner role The examiner poses questions to the candidate. The examiner will ask questions
to elicit the language functions of the level (see sample exam for example stem
questions). The examiner is also expected to interrupt the candidate where
appropriate to discourage recitation and encourage spontaneous conversational flow.
Collaborative task
Task type and The Collaborative task is an integrated speaking and listening task. The examiner
format 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:
◗◗ highlighting advantages and disadvantages
◗◗ speculating
◗◗ giving advice
◗◗ expressing agreement
◗◗ expressing disagreement
◗◗ eliciting further information
◗◗ negotiating meaning (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 candidate’s 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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ISE II Speaking & Listening exam
Conversation task
Task type and The Conversation task is an integrated speaking and listening task. The examiner
format selects one conversation topic from a list and asks the candidate questions to
start a conversation about the topic.
Timing 2 minutes
Task focus The candidate is expected in this task and throughout the speaking exam to show
and language their ability to use the language functions of the level. These functions are:
functions ◗◗ highlighting advantages and disadvantages
◗◗ speculating
◗◗ giving advice
◗◗ expressing agreement
◗◗ expressing disagreement
◗◗ eliciting further information
◗◗ negotiating meaning (establishing common ground)
◗◗ asking for opinions
◗◗ negotiating meaning.
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 test
for example stem questions).
Assessment This task, together with the Topic task and Collaborative task, is assessed in
four categories:
◗◗ Communicative effectiveness
◗◗ Interactive listening
◗◗ Language control
◗◗ Delivery.
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ISE II Speaking & Listening exam
Timing 8 minutes
Task focus ◗◗ Candidates show that they are able to process and report information,
and language including main points and supporting detail
functions ◗◗ Placing information in a wider context
◗◗ Inferring information not expressed explicitly
◗◗ Reporting speaker’s intentions.
◗◗ Inferring word meaning.
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.
For text of a sample ISE Speaking & Listening exam, please see Appendix 2. You can also view videos
of sample exams on the Trinity website at www.trinitycollege.com/ISE
47
ISE II Speaking & Listening exam
Level: ISE II
Focus: Topic task
Aims: Talking about various topics in a natural and spontaneous way
Objectives: Generating ideas and asking and answering questions about various topics
Topic: Communicate facts, ideas, opinions and explain viewpoints about a chosen topic linked
across a series of extended turns
Language functions: Highlighting advantages and disadvantages, describing past actions in the
indefinite and recent past, speculating
Grammar: Second and third conditional, used to, present perfect continuous tense and reported speech
Lexis: Various — health, technology, sports, society, news and lifestyle
Materials needed: Board, pens, blank paper, topic and question cards
Timing: 60 minutes
Procedure
Preparation
Print or copy and cut out topic cards and question cards (one set per group of four to eight students).
In class
1. Explain to the class that at ISE II, candidates are expected to communicate facts, handle
interruptions and engage the examiner in their topic. This lesson will help them with this. If
necessary, explain the meaning of each of these areas to the students and give examples.
2. Write ‘TOPIC’ on the board in large letters. Elicit some ideas from students about good ideas for
topics that they themselves can talk about. Write some ideas on the board. These should be taken
from a wide range.
3. Explain to the students that their topic must be a personalised topic, on a subject they are personally
interested in, knowledgeable about and are able to talk about. Tell them they are going to practise
talking about various different topics.
4. Write ‘interrupt’ on the board. Ask students for examples of how they can interrupt someone
(eg Could I just..., So what you’re saying is...?, Can I just interrupt you for a second...?). Ask them
to practise these expressions together.
5. Divide students into groups of four to eight, give each group a set of topic cards and question cards
each. Pre-teach any unfamiliar vocabulary — vegetarianism, veganism, extreme sports, and chess.
Tell them to place the topic and the question cards face down on the table in two sets. Ask them
to pick one topic card from the pile and to pick up one question card. Someone in the group has to
answer the question they have picked up relating it to their topic card. The group can help formulate
the question if it is incomplete. Model an example of what you want the students to do in open-
class. Once one student has answered the first question, repeat the process with a different student
picking up a different question and until all of the questions have been answered.
6. While the students are carrying out this activity, walk around each group listening to their ideas and
encouraging them to speak more, making sure everyone is involved. Also, make a note on the board
of any recurring errors.
7. Once the students have completed all of the topic cards (around 20–30 minutes), give the students
some feedback on how well they completed the task.
48
ISE II Speaking & Listening exam
8. Now ask the students to either choose their favourite topic card or to think of another topic and
prepare to talk about it and to write down some questions. Encourage them to use the language
requirements and grammar of the level. (Elicit or explain what they are from the current syllabus).
9. As an example, for ‘new technologies’ some questions could be ‘If you had a thousand Euros [change
to your currency as relevant], what item of technology would you buy?’ or ‘If you had had a thousand
Euros in your parents’ generation, what item of technology would you have bought?’ Elicit some
more questions based on the grammar of the level.
10. Now give each student a piece of paper and ask them to write the topic they have chosen in the
middle. Draw lines from the topic (like in their topic form), writing their questions down. Explain they
are going to present their topic to the group for approximately 10 minutes. Walk around checking
everyone is involved and motivated.
11. Bring this activity to a close, ask for the names of the topics and write them on the board. Ask
each student to think of a question to ask about each of the topics and write it down. Now each
group presents their topic to the class. Make sure everyone in the group takes part in this. Ask
various students to ask each group questions about their topic. Encourage dialogue and interaction
between groups.
Extension activity
More advanced students can prepare their own topic for the exam.
Homework
Ask students to choose someone to talk to outside of class (a friend or family member for example).
They should ask this person questions about a topic which they are interested in and be ready to tell
the class about it.
49
ISE II Speaking & Listening exam
Question cards
When you were younger, did you What have people just been
used to do…? saying about…?
50
ISE II Speaking & Listening exam
Topics
Extreme sports
Chess
Multicultural societies
New technologies
51
ISE II Speaking & Listening exam
Level: ISE II
Focus: Collaborative task
Aims: To interact orally with other students about their opinions on a situation
Objectives: To brainstorm ideas about a topic or situation, to learn and practise ways of asking for
opinions and information and to practise giving opinions and turn taking
Topic: School uniforms and school teachers
Language functions: Asking for information and opinions, eliciting further information
Grammar: Question formation
Lexis: Fashion, clothes and discipline
Materials needed: Two pictures — one of pupils in uniform and one of pupils not in uniform and one
worksheet per student
Timing: 45 minutes
Procedure
Preparation
1. Find two pictures of students — one picture with students wearing uniforms and one of students not
in uniform.
2. Print or copy one worksheet per student.
In class
1. Tell the students that today in class they are going to think about school uniforms, give their opinions
about school uniforms and ask other students about their opinions of having or not having school
uniforms or no uniforms. Tell the class that what they are doing in the lesson today is to help with
part of the ISE II exam where they will be talking to the examiner and asking the examiner questions.
2. Use the following phrases to get information from the class about wearing/not wearing uniforms.
Give as many turns as possible to students, making sure that they are listening to one another. For
example, you can ask:
◗◗ ‘Student 1, what’s your opinion about school uniforms? (show students the picture with the
students wearing uniforms)’
◗◗ ‘Student 2 — Do you agree with what student 1 said about uniforms?’
◗◗ ‘Student 3 — What do you think?’
◗◗ ‘How do you feel about not wearing a uniform, Student 4? (show students the picture with the
students not wearing uniforms’)
◗◗ ‘Can you tell me more about why you think this?’
3. Draw up a table on the board with the following headings:
Ask the class for ideas about wearing uniforms/no uniforms and give ideas yourself. You should end up
with some of the ideas listed on the worksheet.
4. Tell the class your opinions about uniforms. Use these phrases: ‘I think…’ ‘I believe...’, ‘As far as I’m
concerned…’ ‘From my point of view…’
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ISE II Speaking & Listening exam
5. Ask the class, ‘How do we give our opinion about something?’ The class should respond with the
same phrases you have just used. Write these phrases on the board and practise the pronunciation.
6. Ask the class ‘What are the questions we use when we want to ask what someone thinks about
something or what their opinion is?’
[The class should respond: ‘What’s your opinion about...?’ ‘What do you think about...?’ ‘How do
you feel about...?’ ‘Do you agree with me/Student 5 about…?’ ‘Can you tell me more about why you
think…?’] Write these phrases on the board and practise the pronunciation.
7. Now tell the class they are going to ask each other questions about their opinions of school
uniforms. Divide the class into groups of four.
8. Hand out one worksheet per student. Tell the class to read the worksheet about the advantages and
disadvantages of school uniforms and then to ask the members of their group for their opinions
about the topic. They should try to use the ideas, phrases and questions on the worksheet and
the board when they are speaking. If they have other ideas and opinions, they can use those, too.
Everyone in the group must take turns.
9. Give the class six minutes to practise asking for and giving opinions/getting information about what
each group member thinks. Walk around the class and make sure all the students are taking turns.
As you walk round, make a note of common mistakes.
10. Give the class some feedback on common errors. Write up some common mistakes on the board and
get the class to correct them.
11. Now tell the class you are going to give them another topic to discuss in their groups and they must
find out the opinions of other students in their groups.
12. The topic is: Students do better at schools where teachers are very strict about behaviour,
homework, punctuality, speaking in class and rules than when teachers are not strict. Write the
topic on the board.
13. Give the class 10 minutes to think and write a few notes about their ideas. Then ask the students
to find out the opinions of the rest of their group of four. Let the students ask and answer in their
groups for 10 minutes.
14. Ask the class for their opinions. Remind the class that they have learnt how to give opinions and
ask someone else for their opinion and that is what they will need to do in the speaking part of the
ISE exam.
Extension activity
Students who finish the task early choose a further discussion topic and ask other able learners about
their opinions, for example, ‘Single sex schools versus mixed boys and girls’ schools.’
Homework
Ask the students to ask their friends in other classes who are learning English, or a relative, what they
think about school uniforms and why.
53
ISE II Speaking & Listening exam
◗◗ It’s cheaper for parents to buy one uniform ◗◗ Students can’t develop their own style of dress
and not a lot of different clothes ◗◗ Students can’t choose clothes that suit them
◗◗ Everyone in the town or city can recognise ◗◗ Students can’t wear accessories, for example,
the students from one school jewellery or different shoes
◗◗ Students can be proud of their school image ◗◗ Students can’t choose their own colours
and identity ◗◗ Students can’t develop independence.
◗◗ Students don’t spend a lot of time thinking
about clothes every day
◗◗ It makes everyone equal
‘Students do better at schools where teachers are very strict about homework, behaviour,
punctuality, speaking in class and rules than when teachers are not strict’
What’s your opinion about this? What do others in your group think?
54
ISE II Speaking & Listening exam
Level: ISE II
Focus: Conversation task
Aims: To converse with a partner about objects that society uses today
Objectives: To think about a topic, to learn appropriate conversational phrases and to use the
phrases in a short conversation about the topic
Topics: Modern society
Language functions: Eliciting further information, expressing and expanding ideas and opinions,
expressing agreement/disagreement and negotiating meaning
Grammar: Modals in polite phrases
Lexis: Household/family objects
Materials needed: Worksheet per student
Timing: 55 minutes
Procedure
Preparation
1. Print one copy of the worksheet per student.
2. Check you are familiar with all the objects in the box on the worksheet. You can add new/different
objects if you think they are more appropriate to your context.
In class
1. Tell the students that they are going to practise having a conversation, which is part of the ISE II
speaking exam. They are going to have a conversation about objects, for example, a fridge, a computer,
or a car, that they think are essential (things that we absolutely need) or just helpful (things that make
our life easier) for life today in a family. They are then going to tell their partner about their opinions
of these things. They are also going to learn some phrases to help them with the conversation and
phrases that they can use in the exam.
2. Give out the worksheet and tell the students to read the box where there are some objects listed.
Check that the students know the meanings of all the objects and how to pronounce them. Then
get the students to work in pairs for 10 minutes and to decide whether the objects in the box are
essential or helpful. They need to choose at least eight items. Before they start, ask in open-class
why, for example, a fridge is essential or necessary.
[The students might say, ‘A fridge is essential because in the summer the food can spoil and it’s
good to have cold drinks. My family can’t live without/do without a fridge or we could get sick.’ Or ‘a
dishwasher is useful because it makes life easier in families. It’s a time-saver.’]
Write any essential vocabulary on the board.
3. When the students finish the activity, get more feedback from the students and write more ideas
and vocabulary on the board, even if students have different opinions.
4. Make sure that you have a good list on the board of objects that the students consider necessary
or helpful to modern society and the reasons why the students think they are necessary or helpful.
Then tell the students that they are going to have a conversation with their partners about this and
that they need to give their opinions and ask their partners whether they agree or not and why.
5. Ask the students what language they will need to use in a conversation like this. You could ask the
students, ‘What expressions can you use to give your opinion?’ ‘How can you ask someone if they
agree with you or not?‘
[They could say, ‘In my opinion, a … is essential because…‘ ‘Well, I think that… is helpful because…’ ‘Do
you agree with me that…?’]
Tell the students to look at their worksheets and read Box A aloud to their partners.
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ISE II Speaking & Listening exam
6. Then ask the students to look at box B on the worksheet and read the phrases they can use if
they don’t understand what their partner says in the conversation. Get the class to practise the
pronunciation of these phrases. You can ask the class to add in any other expressions they know
that they can use when they don’t understand.
7. Put the class into groups of three. Tell two students in the group they are going to have a
conversation about their opinions of modern objects in family life. Write three questions on the
board for them to start their discussion: What do you think about..? What’s your opinion of..? Do
you think a…is essential or useful? Tell the third student in the group to listen for the phrases which
express opinion and ask for clarification that are on the worksheet. The student must give points for
each time a phrase is used. The two students talk for two minutes. The third student will tell them
when to stop. At the end of the time the third student will say which student used the phrases on the
worksheet more.
8. Change roles in the group of three so that a different student is counting the phrases for the next
conversation.
Extension activity
Students who finish early can think about and then talk together about another topic, for example, the
qualities that friends should have, using the phrases suggested.
Homework
Students could prepare five ideas about the environmental problems in their country and why they think
they are problems. They could then discuss with a partner in class for two minutes, using the phrases.
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ISE II Speaking & Listening exam
Box A
Essential Helpful
Use the phrases below in your conversation to give and ask opinions.
Box B
Other phrases
57
ISE II Speaking & Listening exam
Level: ISE II
Focus: Listening task
Aims: To provide practice in identifying gist and specific information from a listening text
Objectives: To familiarise students with the type of listening tasks that they will face at ISE II
Topic: Working from home
Language functions: Highlighting advantages and disadvantages, predicting and expressing
certainty and uncertainty, expressing agreement and disagreement and speculating
Lexis: The world of work
Materials needed: A recording of the audio script (if possible), enough photocopies of the audio
script for each student and board pens
Timing: 1 hour
Procedure
Preparation
Make sure a recording of the audio script has been made on an MP3 player or equivalent device. If this
is not possible the teacher may read out the audio script in open-class.
In class
1. Tell students they are going to practise a listening task for the ISE II speaking test. In this task they
will have to listen to a recording of approximately 400 words, first listening for gist and then making
notes of more specific details.
2. Tell them they will begin by discussing the world of work. Ask students to discuss in pairs or groups
of three, for two minutes, whether they know anyone who works from home, and whether they like it
or not. Ask a few students to share their discussion with the class.
3. Now dictate the following to the students: ‘My friend has told me that she has given up going to the
office and started working from home. She said it wasn’t quite what she had expected.’
4. Students can check each other’s papers to see what they have written and correct them if
necessary. Ask students what they think ‘his/her friend’ means by this. This should elicit there are
disadvantages as well as advantages of working from home.
5. Divide the class into two (or even four groups depending on class size), and ask each group to
consider the advantages OR disadvantages of working from home. Ten minutes should be enough
time for the students to discuss this.
6. Draw two columns on the board
Advantages Disadvantages
Ask a student from each group to write their advantages/disadvantages on the board as a series of
bullet points. They should have come up with at least three or four advantages and disadvantages.
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ISE II Speaking & Listening exam
7. Tell the students that they are now going to listen to the audio which talks about the world of work.
First they will listen for general understanding of the script gist. Ask them if they think the speaker
is in favour or working from home or not. The students can make notes on a piece of paper as they
would in the listening exam.
8. Play the audio script.
9. Ask the students to discuss their answers in pairs and threes. [Answer: Yes he/she was generally in
favour of working from home, and maybe the students can tell you why (see Answer key)]
10. Tell the students that you are going to play the recording again. This time, ask the students to make
bullet points of the advantages and disadvantages of working from home (there are four advantages
and three disadvantages). Play the recording a second time.
11. Ask the students to compare their notes in pairs or threes. While the students are doing this,
monitor and ask one student to write on the board the answers for the advantages, and another to
write up the disadvantages.
12. Confirm the answers (see Answer key on page 59). How similar were they to the suggestions they
made in stage 6?
13. Give students the audio script, ask the students to read it and underline any expressions the
students are not familiar with.
14. Ask students to reflect on the listening activity. Why were some parts difficult? Is it unknown
vocabulary, or is it the linking of and elision of words (particularly phrasal verbs such as ‘check up on
you’, ‘stick to it’, ‘stuck in’.
15. Give students two to three minutes to speculate whether they would like to work from home in groups
of three. After they have done that you could have a class vote on it to see which is more popular.
Extension activity
Students who finish the activity early can write sentences meaningful to them, using the new
vocabulary items that they have seen in the audio script.
Homework
Ask students to research other lexical items connected with the world of work which they will have to
explain to other members of the class in the next lesson.
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ISE II Speaking & Listening exam
Audio script
Have you ever sat in bumper-to-bumper traffic in the rush hour and wondered how much better it
would be to work from home instead of doing the daily commute to the office? It seems that more and
more people have been working from home in recent years, but is it really as great as it seems?
Many people have started to work from home but then realised there were a lot of drawbacks that they
had not considered. Some workers reported that working from home had proved to be very isolating at
times. They had missed the day-to-day contact with their colleagues. For example, it is nice to chat to
colleagues in the breaks about things that are happening at work, or even talking about simple things
like TV programmes from the night before. Some workers also said that they missed not having an IT
department, as they did not have someone to help them if they had a problem with their computer.
Many found that there were even more distractions working from home than there were at the office.
It can be extremely tempting to play around on the internet or constantly check social networking sites
which can be a terrible distraction now that the boss is not around to check up on you. Some even
reported that they had started watching daytime TV!
However, despite these disadvantages, there are of course a lot of great things about working from
home. It is possible to fill in the gaps when family members are ill or when children need to be picked
up from school. There is much greater flexibility in that one can work at the times you decide. Perhaps
you are an early riser and prefer to work from 5am in the morning or perhaps you work better in the
afternoons or evenings. Whatever it is, you can fix your own schedule, but it is better to be disciplined,
set a timetable and stick to it.
It is also possible to save money working at home. There would be no temptation to go out for lunch
with your colleagues, which if done everyday can really make a dent in your salary. Cooking lunch at
home will keep that money in your pocket. Finally, the best thing about working from home that most
people reported, was that they did not have to take that commute into work either on the train, or on
the bus, or worst of all in the car, when one was frequently stuck in frustrating rush-hour traffic.
Answer key
Gist question: Overall the speaker is positive about working from home, especially as he/she does not
have to commute to work.
Advantages Disadvantages
◗◗ Don’t have to commute to work ◗◗ Can feel isolated from colleagues
◗◗ Can be flexible to attend to family needs ◗◗ No one to help you with IT problems
such as when someone is ill or children need ◗◗ Distractions of the internet, social networking
picking up sites, daytime TV
◗◗ Flexibility to set own timetable of work
◗◗ Can save money on food
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Appendices
Appendix 1 — Sample Reading & Writing exam paper
page 2 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper
12. As well as practical problems, having difficulty with basic maths can also affect one’s
.
13. People are more likely to say they can’t add up than to say they can’t
14. In the writer’s view, poor numeracy may be due to the fact that it’s difficult to recruit
of maths.
63
Appendix 1 — Sample Reading & Writing exam paper
As part of your studies you are going to read about memory. In this section there are four short
texts for you to read and some questions for you to answer.
Which text
16. reports on an investigation into brain activity under different conditions?
17. describes how the brain computes external information in order to make memories?
18. recommends a specific technique for remembering vocabulary?
19. compares the impact of different activities on the process of remembering?
20. presents some surprising results with implications for teaching and learning?
Text A
Text B
Memory
Our senses play an important part in memory creation, starting with a biological process known
as encoding, which can involve all five. For example, when you first meet someone, your sense
of sight will capture what they look like, while your ears will register the sound of their voice. Your
sense of smell may pick up some perfume. Perhaps you shake hands, thus bringing in the sense
of touch. Going for a coffee together could even mean that taste is involved.
Each of these separate sensations is immediately sent to a part of your brain called the
hippocampus, which combines them into your experience, or memory, of that particular person.
Whether or not that experience will be moved from your short-term to your long-term memory is
also believed to depend on the hippocampus, which processes its importance and decides if it’s
worth remembering. Exactly how it does this is not yet understood, but its role is vital: if it did not
discard most of our daily experiences, our memories would be too full to function.
page 4 This exam paper has four tasks. Complete all tasks.
64
Appendix 1 — Sample Reading & Writing exam paper
Text C
The Memory Pyramid
We remember:
25% of what we see
and hear
30% of what we
demonstrate to others
Text D
New research from a leading US university has were played to them without the accompanying
uncovered an unconscious form of memory which scents. The participants reacted by sniffing when
could mean that people are capable of learning while they heard the notes, even though they couldn’t have
they’re asleep. As researcher Vally Pugland told us: smelt anything this time. This happened both while
‘We’ve found evidence that the brain continues to they were asleep and awake. ‘This would suggest
process information without our knowing it, and this that people can learn new information while they
ability may aid our waking memory.’ sleep’, said Pugland, ‘and that this can unconsciously
Researchers played notes, then released certain affect their behaviour when they’re awake. We now
scents, to sleeping participants. Later, the same notes need to investigate whether this new “sleep memory”
could improve classroom performance.’
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Appendix 1 — Sample Reading & Writing exam paper
Summary notes
(27.)
page 6 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper
You should plan your article before you start writing. Think about what you want to say and make
some notes to help you in this box:
Planning notes
Now write your article of 150–180 words on the lines below. Try to use your own words as far as
possible — don’t just copy sentences from the reading texts.
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Appendix 1 — Sample Reading & Writing exam paper
page 8 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper
When you have finished your article, spend 2–3 minutes reading through what you have written.
Make sure you have answered the task completely. Remember to check how you made use of the
reading texts, as well as the language and organisation of your writing.
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Appendix 1 — Sample Reading & Writing exam paper
Planning notes
page 10 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper
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Appendix 1 — Sample Reading & Writing exam paper
SAMPLE ISE II
When you have finished your essay, spend 2–3 minutes reading through what you have written. Make
sure you have answered the task completely. Remember to check how you made use of the reading
texts, as well as the language and organisation of your writing.
End of exam
Copyright © 2015 Trinity College London
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Appendix 2 — information on the Speaking & Listening exam
Candidate name:
Task 2 — Write some notes about the information in the talk if you want to:
w w
w w
w w
w w
w w
Extra notes
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Appendix 2 — Information on the Speaking & Listening exam
Answer key
Gist: Wind energy may be a good way to reduce damage to the environment, but there are drawbacks.
Overall, there is a strong case for using them (any broadly similar formulation is acceptable).
For Against
◗◗ Clean energy — no harmful chemicals or ◗◗ Turbines dangerous to wildlife, especially birds
pollutants involved/produced ◗◗ Noisy
◗◗ Will never run out ◗◗ Require large area of open land — may lead to
◗◗ Doesn’t destroy habitats as other power cutting down of trees
generation means do ◗◗ Supply of wind not consistent — turbines
◗◗ Essentially free/any associated costs falling operating at 30% capacity
◗◗ Bad weather can damage turbines
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Appendix 3 — Suggested grammar for ISE II
◗◗
Language requirements
Grammar
◗◗ Second and third conditionals ◗◗ Discourse connectors because of, due to
◗◗ Simple passive ◗◗ Present perfect continuous tense
◗◗ Used to ◗◗ Past perfect tense
◗◗ Relative clauses ◗◗ Reported speech
◗◗ Modals and phrases used to give advice and ◗◗ Linking expressions, eg even though,
make suggestions, eg should/ought to, could, in spite of, although
you’d better
◗◗ Modals and phrases used to express possibility
and uncertainty may, might, I’m not sure
75