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Contents
Contents
ISE II Reading & Writing exam
Overview of the ISE Reading & Writing exam
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Topic task
Collaborative task
Conversation task
Independent listening task
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Topic task: Talking about various topics from healthy eating to extreme sports
Conversation task: A conversation about living in society today
Independent listening task: Working from home
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Appendices
Appendix 1 Sample Reading & Writing exam paper
Appendix 2 Information on the Speaking & Listening exam
Appendix 3 Language functions and suggested grammar for ISE II
Appendix 4 ISE II Task 3 Reading into writing rating scale
Appendix 5 ISE II Task 4 Extended writing rating scale
Appendix 6 ISE II Speaking and listening rating scale
Appendix 7 ISE II Independent listening rating scale
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Foreword
Trinitys 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 together in real-life situations.
This guide:
gives you a brief overview of the two modules of the ISE II exam Reading & Writing and
Speaking & Listening
offers some practical advice for preparing students for each task in the exam
provides some example activities that you can use in the classroom and adapt for your students.
For more classroom activities to help prepare your students for ISE II, as well as the exam specifications,
see www.trinitycollege.com/ISEII
Please note that ISE IV has a different format see www.trinitycollege.com/ISEIV for details.
ISE II Reading
& Writing exam
ISE I
ISE II
ISE III
CEFR level
A2
B1
B2
C1
Time
2 hours
2 hours
2 hours
2 hours
Task 1
Long reading
300 words
15 questions
Long reading
400 words
15 questions
Long reading
500 words
15 questions
Long reading
700 words
15 questions
Task 2
Multi-text reading
3 texts
300 words
15 questions
Multi-text reading
4 texts
400 words
15 questions
Multi-text reading
4 texts
500 words
15 questions
Multi-text reading
4 texts
700 words
15 questions
Task 3
Reading into writing Reading into writing Reading into writing Reading into writing
70100 words
100130 words
150180 words
200230 words
Task 4
Extended writing
70100 words
Extended writing
100130 words
Extended writing
150180 words
Extended writing
200230 words
Please see pages 8 and 9 for glossaries of reading skills and writing aims for ISE II.
Skimming
Scanning
Careful reading to
understand specific
facts, information
and significant points
Deducing meaning
Understand a range
of texts
Reading specialised articles outside his or her field, with occasional use
of a dictionary as appropriate
Reading articles and reports concerned with contemporary issues in
which the writers adopt particular positions or points of view
Summarising
Task fulfilment
Language control
Candidate profile
Reading (tasks 1 and 2)
A candidate who 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
topics, deciding whether closer study is worthwhile
obtain information, ideas and opinions from specialised sources within his or her field
use a variety of strategies to achieve comprehension, including reading for main points and checking
comprehension by using contextual clues
summarise a 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 unusual expressions
understand articles and reports concerned with contemporary problems in which the writers adopt
particular stances or viewpoints
paraphrase and summarise ideas, opinions, arguments and discussion
In tasks 1 and 2, the candidate is assessed on his or her ability to read across several texts and
demonstrate a range of reading skills including skimming, scanning, reading for gist and detail,
and inferring and summarising.
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Text
The text is complex with factual ideas, opinions, argument and/or discussion. It is
the type of text that a candidate is familiar with from his or her own educational
setting (eg textbook, article, review, magazine, website).
Subject areas for ISE II:
Society and living standards
Personal values and ideals
The world of work
Natural environmental concerns
Public figures past and present
Education
National customs
Village and city life
National and local produce
and products
Early memories
Pollution and recycling
Text length
Number of
questions
15 questions
Question types
Timing
Assessment
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Text
The four texts are complex with factual ideas, opinions, argument and/or discussion
of the kind that is familiar to the candidate from his or her own educational setting.
One text is an infographic (eg a diagram, drawing, map or table).
Subject areas for ISE II:
National customs
Society and living standards
Village and city life
Personal values and ideals
National and local produce and products
The world of work
Early memories
Natural environmental concerns
Pollution and recycling
Public figures past and present
Education
All four texts are on the same topic and should be thematically linked.
Text length
Number of
questions
15 questions
Question
types
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Timing
Assessment
A writing task in which the four texts from task 2 are used to respond to a prompt.
The response should only take information from the texts in task 2. There is space
for planning.
The candidate should check his or her response when he or she has finished.
Task focus
Descriptive essay
Discursive essay
Argument essay
Report
Article (magazine or online)
Timing
Assessment
This task is assessed using the Reading into writing rating scale on pages 7071
Task focus
This section assesses the ability to produce a clear and detailed response to a prompt.
For the target ISE II language functions see page 69.
Descriptive essay
Discursive essay
Argument essay
Article (magazine or online)
Subject area
The writing prompt relates to one of the subject areas for ISE II:
Society and living standards
Personal values and ideals
The world of work
Natural environmental concerns
Public figures past and present
Education
National customs
Village and city life
National and local produce and products
Early memories
Pollution and recycling
Timing
Assessment
This task is assessed using the Extended writing rating scale on page 72
For a sample ISE Reading & Writing exam, please see appendix 1.
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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 wives/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 ISE II.
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 board and ask what they mean (elicit). 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.
8. After four to five minutes, ask the students to compare their answers with their partner. Ask five
students to come to the board and tell them to each write down one answer.
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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 give feedback on their answers to their partner.
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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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.
3. Used clothes can be donated.
4. Its not possible to recycle aluminum over and over again.
5. Empty plastic bottles are relatively easy to recycle.
.
and
.
.
6. There is a limit to how many times paper can be recycled because it is made of
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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 that 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 gender. 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 womens happiness. It could be found as an
appendix to an undergraduate essay.
Text C An online forum on men and womens happiness. It could be found following an online
article about the same topic.
Text D An article about men and womens 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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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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Reading texts
Read the following texts about happiness and then perform the writing task below.
Text A
How Happy Are You?
Take this Happiness Survey to discover how happy you are.
Instructions:
Read the sentences about happiness then rate how much you agree or disagree with each one by
ticking the appropriate box. When you have finished, add up your total points and read what your
score means.
Strongly
disagree
(1 point)
Slightly
disagree
(2 points)
Neither
agree nor
disagree
(3 points)
Slightly
agree
(4 points)
Strongly
agree
(5 points)
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Your happiness levels are above average. You are satisfied with most aspects of your life.
Your happiness levels are average. There are some aspects of your life that could be
improved, but generally you are happy.
Your happiness levels are below average. This does not necessarily mean you are unhappy,
but there could be an imbalance in your life, and particular areas may need attention.
Text B
Results of the happiness survey at Burlesbrook University
Participants = 15 male and 15 female third year Sociology undergraduate students
Number of responses
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10
8
6
4
2
0
Score
Male
Female
Text C
Are men or women happier?
Rachel (female)
Definitely men. Women worry too much about the way they look,
what other people think of them, getting old. Men dont bother about
stuff like that.
Amy (female)
Carlo (male)
Kaya (female)
Jon (male)
@Kaya Id have to disagree with you. I think women are less happy
precisely because they take on too much and they dont know how
to relax!
Divia (male)
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Text D
Are men or women happier?
According to a recent study, men are happier than women. The study compared the amount of
time each gender spent relaxing with the amount of time they spent worrying. The results showed
that women spend two hours per week more than men worrying, and men spend more hours
per week relaxing.
However, a similar study carried out in the same month revealed that women are happier. Women
rated their happiness as an average of 7 out of 10 compared to just 6.5 out of 10 for men, and 1 in
5 said that they were a 10 out of 10 in terms of happiness, compared to 1 in 8 of men.
The question that arises is whether more studies are needed, or whether it is impossible for
research to prove that one gender is happier than the other.
Writing task
Use the information from the four texts you have read to write a report (150180 words) entitled:
A comparison of men and womens 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 150180 words. Try to use your own words as far as possible.
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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 150180 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 510 students for some words their partner thought of. Write some of the good examples on
the board (eg great, convenient, essential, expensive, easy, fun, apps, friends, music).
4. Give each student a number from 14 (depending on class size maximum 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 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 that they are going to work on disadvantages of
mobile phones. Ask students if they know the meaning of advantages (good or positive things), and
disadvantages (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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Homework
Ask the students to write an essay (150180 words) (four paragraphs) on the advantages and
disadvantages of going to university.
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B. An essay question
Look at the essay question below.
Write an essay (150180 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.
paragraphs
A. An i
B. A paragraph about
C. A paragraph about
D. A c
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to
in
E. Common expressions
Here are some expressions used for expressing advantages and disadvantages:
A negative effect
A good point
The downside
A drawback
An objection
A positive aspect
An argument in favour of
A negative aspect
A criticism of
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 social media.
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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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:
A common example of this is when
This is because
In other words
However
So
Therefore
Another objection to
(this) is that
Write three sentences explaining the advantages of using mobile phones with your best ideas. Use a
common expression from the box on the previous page, and a linking expression from the box above.
You have 10 minutes to do this.
Now write three sentences explaining the disadvantages of using mobile phones with your best ideas.
Use a common expression from the box on the previous page, and a linking expression from the box
above. 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...
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E. Common expressions
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
Model essay
There are a number of advantages to using mobile phones. In this essay I will discuss both the
advantages and the disadvantages and give my opinion.
An argument in favour of using mobile phones is that you can contact anyone at any time. A common
example of this is when you are going to be late and you can tell people about it so they are not kept
waiting. Another positive aspect is that we are all better informed as we can check the internet whenever
we want.
On the other hand, there are various drawbacks of using mobile phones. One is that people can no
longer have so much privacy, so, they may be busy with something important but their phone rings and
disturbs everybody. A further objection is that people use them so much they become addicted, this is
a problem.
In conclusion, there are both advantages and disadvantages to using mobile phones. In my opinion the
advantages outweigh the disadvantages and they are absolutely vital for our lives today, we simply
could not live without them.
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ISE II Speaking
& Listening exam
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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
6 minutes
7 minutes
8 minutes
8 minutes
1 minute
2 minutes
2 minutes
Support
ISE Foundation
ISE I
ISE II
ISE III
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Interactive listening
Language control
Delivery
Intensive listening
for detailed
understanding
Extensive listening
for gist, for main
ideas and for global
understanding
Deducing meaning
Inferring attitude,
intentions,
viewpoints and
implications
Identifying the
difference between
main and subsidiary
points, supporting
examples or details;
identifying the
difference between
facts and opinions
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Candidate profile
Speaking
A candidate who passes ISE II Speaking can:
initiate, maintain and end discourse appropriately in unprepared one-to-one conversations, using
effective turn-taking
engage and participate in extended conversation on most general topics
communicate spontaneously with good language control without much sign of having to restrict
what he or she wants to say
use a level of formality appropriate to the circumstances
use 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 a topical 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 or her points of view at some length with
subsidiary points and relevant examples
intervene appropriately in discussion, exploiting appropriate language to do so
ask follow-up questions to check that he or she has understood what a speaker intended to say, and
clarify ambiguous points
paraphrase to cover gaps in vocabulary and structure.
Listening
A candidate who passes ISE II Listening can:
understand standard spoken language 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 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 or she
considers important
summarise extracts from news items, interviews or documentaries containing opinions, argument
and discussion.
This profile is based on the level B2, Independent User, of the Council of Europes Common European
Framework of Reference (CEFR).
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Timing
4 minutes
Language
functions
Examiner role
The examiner asks the candidate questions and makes comments. The examiner
asks questions to elicit the language functions of ISE II. The examiner may
interrupt the candidate where appropriate to discourage recitation and
encourage spontaneous conversational flow.
Assessment
The Topic task, Collaborative task and Conversation task are given one score
using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
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Collaborative task
Task type and
format
The Collaborative task is an integrated speaking and listening task. The examiner
reads a prompt. The prompt may express a dilemma, situation or opinion. The
candidate needs to ask the examiner questions and make comments to find out
more information and keep the conversation going.
Timing
4 minutes
Language
functions
Examiner role
Assessment
The Collaborative task, Topic task and Conversation task are given one score
using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
40
Conversation task
Task type and
format
The Conversation task is an integrated speaking and listening task. The examiner
selects a conversation subject area from the ISE II list given below and asks the
candidate a question or makes a comment to start a conversation about the subject.
Timing
2 minutes
Language
functions
Examiner role
The examiner uses the list of subject areas below to ask questions, make
comments and elicit the target language functions of the level
Subject
areas for the
conversation
Assessment
The Conversation task, Collaborative task and Topic task are given one score
using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
The Independent listening task is an audio recording. The candidate listens to the
recording and responds verbally.
The candidate listens twice to a recording. After the first listening he or she
reports the gist of what he or she has heard. After the second listening he or she
reports details. During the second listening only, he or she may take notes.
The recording is approximately 2 minutes and 45 seconds long.
Timing
8 minutes
For text of a sample ISE Speaking & Listening exam, please see appendix 2. There are also sample
videos and audio files of ISE II exams at www.trinitycollege.com/ISEII
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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 youre saying is...?, Can I just interrupt you for a second...?). Ask them
to practise these expressions with a partner.
5. Divide students into groups of four to eight, and give each group a set of topic cards and question
cards. 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, 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 2030 minutes), give the students
some feedback on how well they completed the task.
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).
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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.
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Topic cards
Veganism and vegetarianism
Extreme sports
Chess
Multicultural societies
New technologies
Question cards
What is it?
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Preparation
1. Print or copy one 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 like in the Conversation task,
which is part of the ISE II Speaking & Listening 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 box A 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 its
good to have cold drinks. My family cant live without a fridge or we could get sick. Or: A dishwasher
is useful because it makes life easier in families. Its 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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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
At home, students could prepare five ideas about the environmental problems in their country and why
they think they are problems. They could then discuss the ideas with a partner during the next lesson
for two minutes, using the phrases.
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Box A
DVD/DVD player
mobile phone
freezer
television
landline
car
an oven or microwave
electric razor
computer
lawnmower
electric toothbrush
E-book reader
bicycle
fridge
gym equipment
Essential
Helpful
Use the phrases below in your conversation to give and ask opinions.
Box B
Useful phrases for giving an opinion
In my opinion, a is essential because
Well, I think that is helpful because
Do you agree with me that ?
Why do you think that ?
Well, Im not so sure about I think that
Other phrases
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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 & Listening exam.
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 report their discussion to 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 wasnt quite what she had expected.
4. Students can check each others papers to see what they have written and correct them if
necessary. Ask students what they think your friend means by this. This should elicit there are
disadvantages as well as advantages of working from home.
5. Divide the class into two groups (or even four 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 or disadvantages on the board as a series
of points. Each group should have come up with at least three or four advantages or disadvantages.
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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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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 people 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 every day 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 they were frequently stuck in frustrating rush-hour traffic.
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Advantages
Disadvantages
Appendices
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page 2
54
ISE II
asks.
ISE II
Questions 15
The text on page 2 has five paragraphs (15). Choose the best title for each paragraph from AF
below and write the letter (AF) on the lines below. There is one title you dont need.
1.
Paragraph 1
2. Paragraph 2
3. Paragraph 3
4. Paragraph 4
5. Paragraph 5
Questions 610
Choose the five statements from AH below that are TRUE according to the information given in
the text on page 2. Write the letters of the TRUE statements on the lines below (in any order).
6.
7.
8.
9.
10.
A
B
C
D
E
Questions 1115
Complete sentences 1115 with a word, phrase or number from the text (maximum three words).
Write the word, phrase or number on the lines below.
11. The common belief that maths is not useful is a
12. As well as practical problems, having difficulty with basic maths can also affect ones
.
13. People are more likely to say they cant add up than to say they cant
.
14. In the writers view, poor numeracy may be due to the fact that its difficult to recruit
of maths.
15. The writer argues that people need to see the
of maths in daily life.
page 3
55
ISE II
Mnemonics are really cool tools to help you remember facts. Theyre techniques or strategies
consciously used to improve your memory, and are especially useful if, like me, you often
forget things. One of these strategies, which is specifically used for language learning, is called
LinkWord Technique. It uses a visualised image to link a word in one language with a word in
another; for example, in Thai, the word khao means rice, so you would have to imagine a cow
eating a bowl of rice! The funnier the image, the more memorable it is! But the system does
have drawbacks creating a scene for every new word you learn can take up a lot of time. You
might also have problems finding similarities between the two languages. Still, give it a try!
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 its
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
56
ISE II
asks.
ISE II
Text C
We remember:
25% of what we see
and hear
30% of what we
demonstrate to others
35% of what we read
50% of the things we discuss with others
70% of what we learn by physically doing things
90% of what we teach to others!
Text D
New research from a leading US university has
uncovered an unconscious form of memory which
could mean that people are capable of learning while
theyre asleep. As researcher Vally Pugland told us:
Weve found evidence that the brain continues to
process information without our knowing it, and this
ability may aid our waking memory.
Researchers played notes, then released certain
scents, to sleeping participants. Later, the same notes
were played to them without the accompanying
Questions 2125
Choose the five statements from AH below that are TRUE according to the information given
in the texts above. Write the letters of the TRUE statements on the lines below (in any order).
21.
22.
23.
24.
25.
page 5
57
ISE II
Questions 2630
The summary notes below contain information from the texts on pages 4 and 5. Find a word or phrase from
texts AD to complete the missing information in gaps 2630.
Write your answers on the lines below.
Summary notes
The power of memory
starts with a biological process: (26.)
different senses can be involved
area of the brain that processes physical sensations:
(27.)
understanding of short-term memory versus long-term memory
discovery of conscious versus unconscious forms of memory
based on research recently undertaken at a (28.)
involving two particular senses: (29.)
and
page 6
58
ISE II
asks.
ISE II
Now write your article of 150180 words on the lines below. Try to use your own words as far as
possible dont just copy sentences from the reading texts.
page 7
59
ISE II
page 8
60
ISE II
asks.
ISE II
When you have finished your article, spend 23 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.
page 9
61
ISE II
page 10
62
ISE II
asks.
ISE II
page 11
63
ISE II
When you have finished your essay, spend 23 minutes reading through what you have written.
Make sure you have answered the task completely and remember to check the language and
organisation of your writing.
End of exam
Copyright 2015 Trinity College London
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66
For
Against
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Extra notes
68
Please note that the language functions are cumulative through the ISE levels.
The list below gives some suggested grammar for students to practise when preparing for an
ISE exam. This list is intended to be for guidance only and is not a list of forms the candidate
must produce in the test.
Grammar
Second and third conditionals
Simple passive
Used to
Relative clauses
Reported speech
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Task fulfilment
Inaccurate and limited understanding of most source materials Poor achievement of the communicative aim (ie difficult to follow
Inadequate and inaccurate selection of relevant content from and unconvincing for reader)
the source texts (ie fewer than half of the relevant ideas are Poor awareness of the writer-reader relationship
selected and most of the selected ideas are irrelevant)
Most requirements (ie genre, topic, reader, purpose and number
of words) of the instruction are NOT met
Poor ability to identify common themes and links within
and across the multiple texts and the writers stances
(ie misunderstanding of the common themes and links
is evident)
Poor adaptation of content to suit the purpose for writing
(ie does not use the source texts content to address the
purpose for writing)
Poor paraphrasing/summarising skills of factual ideas,
opinions, argument and/or discussion (with heavy lifting
and many disconnected ideas)
70
Score
Language control
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4 Task
Extended
fulfilment writing
Language control
Overall achievement of
communicative aim
Awareness of the writer-reader
relationship (style and register)
Adequacy of topic coverage
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Communicative
effectiveness
Interactive listening
Usually understands
interventions; occasionally
needs clarification
Shows occasional
uncertainty about
examiners aims or
viewpoints
Makes relatively prompt
responses
Uses an acceptable
range of grammatical
structures/lexis to manage
topics at this level, but
grammatical/lexical gaps
still cause hesitation and
circumlocution
Shows an acceptable level
of grammatical accuracy
and lexical precision
Most errors do not impede
communication
No performance to assess (candidate does not speak, or does not speak in English). Also use if no topic is prepared.
Comprehension and
relevant response
Task fulfilment
Appropriacy of contributions Level of understanding
/turn-taking
Speech rate of examiner
interventions
Repair strategies
Speed and accuracy
of response
Language control
Delivery
Range
Accuracy/precision
Effects of inaccuracies
Intelligibility
Lexical stress/intonation
Fluency
Effects on the listener
Clearly intelligible
Uses focal stress and
intonation effectively
Speaks promptly and
fluently
Requires no careful
listening
Generally intelligible or
sometimes unintelligible
use of non-standard
phonemes is sometimes
or frequently evident
Sometimes or often misuses
focal stress and intonation
Speaks slowly, sometimes
or often halted by hesitancy
Requires (some) careful
listening
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