Guide For Teachers - IsE I

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

Reading & Writing | Speaking & Listening
Trinity College London

www.trinitycollege.com
Charity number 1014792
Patron HRH The Duke of Kent KG
Copyright 2015 Trinity College London
Published by Trinity College London
Third impression, April 2016
Contents
Contents
ISE I Reading & Writing exam
Overview of the ISE Reading & Writing exam
Who is ISE Reading & Writing for?

Introduction to ISE Reading & Writing tasks at ISE I
Glossary of reading skills for ISE I
Glossary of writing aims for ISE I
Candidate profile
6
7
8
8
9
Task specifications for ISE I Reading & Writing
10
Task 1 Long reading

Task 2 Multi-text reading
Task 3 Reading into writing
Task 4 Extended writing
10
11
12
12
Preparation activities for ISE I Reading & Writing
13
Task 1 Long reading: Skimming travel information

Task 2 Multi-text reading: Reading about time
Task 3 Reading into writing: The best ways to learn a language
Task 4 Extended writing: Writing about a seasonal celebration
13
18
23
30
ISE I Speaking & Listening exam

Overview of the ISE Speaking & Listening exam
36
Who is ISE Speaking & Listening for?

Introduction to ISE Speaking & Listening tasks
Glossary of speaking aims for ISE I
Glossary of listening skills for ISE I
Candidate profile
36
37
39
39
40
Task specifications for ISE I Speaking & Listening
41
Topic task
Conversation task
Independent listening tasks
41
42
43
Preparation activities for ISE I Speaking & Listening
44
Topic task: Using music to help with topic preparation

Conversation task: Developing conversations rules and regulations
Independent listening task 1: New Years Eve
Independent listening task 2: Facts about elephants
44
46
49
53
Appendices
Appendix 1 Sample Reading & Writing exam paper
Appendix 2 Blank topic form
Appendix 3 Sample completed topic form
Appendix 4 Information on the Speaking & Listening exam
Appendix 5 Language functions and suggested grammar for ISE I
Appendix 6 ISE I Task 3 Reading into writing rating scale
Appendix 7 ISE I Task 4 Extended writing rating scale
Appendix 8 ISE I Speaking and listening rating scale
Appendix 9 ISE I Independent listening rating scale
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70
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75
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80
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 I 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 I, as well as the exam specifications,
see www.trinitycollege.com/ISEI
Please note that ISE IV has a different format see www.trinitycollege.com/ISEIV for details.
Please check trinitycollege.com/ISE for the latest information about Trinitys ISE exams, and to make
sure you are using the latest version of the related documents.
ISE I Reading
& Writing exam

Trinitys ISE Reading & Writing exam tests reading and writing skills through an integrated approach.
The integrated skills approach mirrors how we use reading and writing skills both together and
separately in our studies and work. The reading texts reflect the range of subjects a student may
encounter in an educational or academic setting and the way that he or she needs to find, select and
report relevant and appropriate information. The writing tasks reflect the kind of activities a student
does in a school or college context, such as essay writing.
The purpose of the exam is to assess a candidates skills in reading and writing in the English language
through tasks which correspond to his or her real world activity and reason for learning English.
The ISE Reading & Writing exam is currently offered at four levels of the Common European Framework
of Reference (CEFR) from A2 to C1.
Who is ISE Reading & Writing for?

The intended candidate is a young person or adult, typically at secondary school or college, who is
using English as a second or foreign language as part of their studies in order to develop their skills
and improve their knowledge of a range of subject areas. The typical ISE candidate is aged between
11 and 19, but may be older.
A candidate at the lower levels of the exam (ISE Foundation and ISE I), is generally a young person or
adult in school or college who is taking ISE as evidence to progress to a higher level of English study
within their mainstream or English language school. At the higher levels of the exam (ISE II and ISE III),
a candidate is typically a young person or adult preparing for further or higher education who is
required to prove their English language proficiency levels within an educational context.
Introduction to ISE Reading & Writing tasks at ISE I

The Reading & Writing exam consists of four tasks.
Task 1 is the Long reading task, where the candidate reads a single text and answers 15 questions.
The aims of this task are to understand:
the main idea of a paragraph or text
specific information at sentence, phrase and word levels.
Task 2 is the Multi-text reading task, where the candidate first reads four texts and then answers
15 questions. The aims of this task are to:
understand the main idea of a paragraph or text
understand specific information at sentence, phrase and word levels
find specific information in different texts in order to create a text summary.
Task 3 is the Reading into writing task, where the candidate produces a piece of writing based on
the four texts in task 2.
Task 4 is the Extended writing task, where the candidate produces a piece of writing in response to
a prompt.
Overview of ISE Reading & Writing at all levels

ISE Foundation
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 page 8 for glossaries of reading skills and writing aims for ISE I.
Glossary of reading skills for ISE I

Reading for general
comprehension
Reading texts which are related to personal subjects and interests
Skimming
Reading to understand the general meaning of a paragraph, text or

infographic (graphic with writing)
Reading for gist
Reading to understand the main idea of a paragraph, text or infographic

Identifying the main conclusions in clear signposted texts
Recognising general arguments
Scanning
Reading to find specific key words or information in a paragraph, text

or infographic
Careful reading to
understand specific
facts, information
and significant points
Reading to understand specific, factual information at the word, phrase

or sentence level
Reading to understand important points in a text
Identifying which information is factual and which information is opinion
Identifying which information is key information and which information
is a supporting example or detail
Deducing meaning
Guessing the meaning of phrases and words from their context

Reading to recognise significant points in a text at the sentence level
Summarising
Reporting key facts and ideas from the reading texts

Gathering information from longer different texts or different parts of
a text to create a simple text overview
Paraphrasing short written texts in a simple way
Glossary of writing aims for ISE I
Reading for writing
Showing understanding of reading texts

Identifying common themes in reading texts
Summarising or paraphrasing ideas from reading texts
Task fulfilment
Responding to the prompt fully

Using the correct number of words to respond to the prompt
Showing awareness of the reader and the purpose for writing
Organisation and structure
Presenting ideas and arguments clearly

Using the best text type to fulfil the task
Structuring the writing appropriately, eg using beginnings,
endings and paragraphs
Language control
Using a range of language functions, grammar and vocabulary

Using language functions, grammar and vocabulary accurately
Using spelling and punctuation accurately
Candidate profile
Reading (tasks 1 and 2)
A candidate who passes ISE I reading can:
understand main ideas and specific information/facts in a range of factual and descriptive texts
and infographics on familiar subjects or those of personal interest
identify specific information in written texts
deduce the meaning of words and phrases from their context
write short summaries of information in the texts.
In tasks 1 and 2, the candidate is assessed on his or her ability to read across several texts
and demonstrate a range of reading skills including skimming, scanning, reading for gist and
specific information.
Reading into writing (task 3)

A candidate who passes ISE I Task 3 Reading into writing can:
select relevant content from the texts in task 2
identify connections between multiple texts in task 2
adapt the information in task 2 to use in task 3.
Writing (tasks 3 and 4)

A candidate who passes ISE I writing can:
convey information and ideas on concrete and abstract topics
write connected texts on a range of familiar subjects of interest, by combining different short
components into a linear sequence
write short, simple essays on topics of interest
summarise, report and give opinions about factual information on familiar routine and non-routine
topics with some confidence
paraphrase short, written passages in a simple fashion.
This profile is based on the level B1, Independent User, of the Council of Europes Common European
Framework of Reference (CEFR).

Task 1 Long reading
Task
One reading text followed by 15 questions
Text
The text is factual and descriptive. It is the type of text that a candidate is familiar
with from his or her own educational setting.
Subject areas for ISE I:
Travel
Money
Fashion
Rules and regulations
Health and fitness
Learning a foreign language
Festivals
Means of transport
Special occasions
Entertainment
Music
Recent personal experiences
Text length
400 words (approximately), divided into five paragraphs
Number of
questions
15 questions
Question
types
Title matching (Questions 15)

These require the candidate to choose the most appropriate title for each paragraph
of the text. The text has five paragraphs and there are six titles to choose from.
Some useful reading subskills to practise for this section are:
skimming
reading for gist.
Selecting the true statements (Questions 610)
These require the candidate to select five true statements from a list of eight
statements. Five statements are true according to the text. Three are false or are not
stated in the text.
reading for general comprehension
careful reading to understand specific facts, information and significant points
careful reading to understand specific information and its context
deducing meaning
scanning.
Completing sentences (Questions 1115)
In this section, the candidate completes sentences with a word or phrase taken
from the text (up to three words).
The candidate must demonstrate that they understand specific, factual information
at the word and/or phrase level. Some useful reading subskills to practise for this
section are:
deducing meaning.
10
Timing
The candidate is advised to spend 20 minutes on this part of the exam
Assessment
The task is scored against an answer key

Task
Four reading texts read as a group followed by 15 questions
Text
The four texts are factual and descriptive. They are the type of texts that a candidate
is familiar with from his or her own educational setting. One text is an infographic
(eg a diagram, drawing, map or table).
Subject areas for ISE I:
Travel
Money
Fashion
Health and fitness
Festivals
Means of transport
Special occasions
Entertainment
Music
All four texts are on the same topic and are thematically linked.
Text length
400 words (approximately) across the four texts

One text is an infographic
Number of
questions
15 questions
Question
types
Multiple matching (Questions 1620)

In this section, the candidate chooses which text the sentence refers to. Some useful
reading subskills to practise for this section are:
reading for gist
skimming
understanding the main idea or purpose of text.
scanning
Selecting the true statements (Questions 2125)
In this section, the candidate selects five true statements from a list of eight
statements. Five statements are true according to the texts. Three are false or
are not stated in the texts. The candidate must demonstrate that they understand
specific, factual information at the sentence level.
deducing meaning of words and phrases from context
scanning.
Completing summary notes (Questions 2630)
In this section, the candidate completes sentences with a word or phrase taken
from the text (up to three words). The candidate must demonstrate that he or she
understands factual information at the word and/or phrase level across the text.
deducing meaning
summarising.
Timing
Assessment
The task is scored against an answer key
11

Task
A writing task in which the four texts from task 2 are used to respond to a prompt.
The prompt gives three content points that the candidate should include in his or
her response.
The response should only include information from the texts in task 2. The candidate
must use his or her own words as far as possible. There is space for planning.
The candidate should check his or her response when he or she has finished.
Task focus
This section assesses the candidates ability to:

identify information that is relevant to the writing task and the main conclusions,
significant points and common themes across the four texts
paraphrase short pieces of information
summarise and combine information in a short and simple response to meet the
purpose for writing.
Output length 100130 words

Output genre
Descriptive essay
Discursive essay
Article (magazine or online)
Timing
Assessment
The task is assessed using the Reading into writing rating scale on pages 7677

Task
A writing task in which the candidate responds to a prompt. The prompt includes
two content points that the candidate should use in their response. There is space
for planning.
The candidate should check his or her response when he or she has finished.
Task focus
This task assesses the candidates ability to produce a narrative, descriptive

or instructional response to a prompt. For the target ISE I language functions see
page 75.
Output length
100130 words
Output genre
Descriptive essay
Discursive essay
Article (magazine or online)
Informal email or letter
Formal email or letter
Review
Subject area
The writing prompt relates to one of the subject areas for ISE I:
Festivals
Travel
Means of transport
Money
Special occasions
Fashion
Entertainment
Music
Health and fitness
Timing
Assessment
The task is assessed using the Extended writing rating scale on page 78
For a sample ISE Reading & Writing exam, please see appendix 1.
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Task 1 Long reading: Skimming travel information
Level: ISE I
Focus: Task 1 Long reading
Aim: Reading comprehension practice
Objectives: Familiarity with reading comprehension
Skill: Skimming
Subject area: Travel
Language functions: Giving opinions, preferences and reasons, and expressing obligation
Lexis: Travel
Materials needed: One worksheet per student
Timing: 1 hour
Preparation
Print or copy the worksheet (one per student). Be ready to write the questions below (see point 4 below)
on the board.
In class
1. Explain to the students that they are going to practise some techniques to help them with the
Reading & Writing exam, task 1, reading comprehension of the ISE I exam.
2. Write READING in large letters on the board and ask the students to tell you what words they think
of when they see the word reading. Write some good examples on the board (eg books, English,
newspapers, computers, magazines, TV, etc).
3. Explain to the students that there are so many things around us that we read, reading is very important.
4. Write the following questions on the board:
What do you read in (your language)?
How fast do you read?
What do you usually do while reading?
What do you read in English?
How fast do you read in English?
What would you like to read in English?
Why is reading important?
5. Put the students into pairs or small groups and ask them to discuss these questions for about
10 minutes.
6. Ask the students for answers and comments on the questions. Write some good answers on the board.
7. Now explain to the students that today they are going to work on their reading speed. Tell the
students that this is important as in the exam they need to read quickly.
8. Explain to the students that in task 1 of the reading exam, students have to answer five questions and
label the paragraphs with appropriate headings. Tell the students that this uses skimming, which is a
speed-reading technique. So you read something quickly and find out information.
9. Give each student one worksheet. Tell the students that they are going to focus today on skimming.
Explain to the students what skimming is. This is when you read a text quickly to get the general
idea of it and the main points.
10. Ask the students to skim paragraphs AE on the worksheet and to give each paragraph an
appropriate heading. Give the students approximately 15 minutes. Go through the answers in
open-class. Write up the correct answers on the board.
13

11. Now ask the students to skim paragraphs AF on the worksheet and to answer the questions. Give
the students approximately 15 minutes. Go through the answers in open-class. Write up the correct
answers on the board.
Extension activity
For students who finish the task early, tell them to ask and answer questions about paragraph F
(the temperature chart), for example:
What is the temperature in December in C?
What is the average rainfall in January in inches?
In their English books, the students can find a text to skim and explain the main points of to
their partner.
Further support activity

Students finding the task difficult can be given extra time to complete the worksheet or they can be
asked to read and complete only one or two of the exercises.
Homework
Ask students to practise their skimming techniques in their daily lives. Ask them to find a newspaper
and practise finding the main events as quickly as they can.
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Student worksheet: Skimming travel information

Below are six texts which you are going to skim read. Once you have read the texts, give each one an
appropriate heading, then answer the questions.
Paragraph A
Read the text and add an appropriate heading.
Heading:
Today, many people prefer to travel independently. Firstly, they decide where they want to go and then
think about the details, such as how long they want to stay, where they want to stay, how they will get
there, how much it will cost, when they will go and what they need to take.
Answer the following questions
1. How do people like to travel these days?
2. What do they decide on first?

3. How many other details are mentioned in the text?
Paragraph B
Heading:
The time you go depends on what you want to do. For example, if you want to do outdoor activities
such as walking, cycling or canoeing then you need to choose a time when the weather is dry. If you
prefer a more relaxed holiday spent sunbathing and swimming then the weather should not be too hot.
1. What does the time you go depend on?
2. What are some examples of outdoor activities?
3. What do you do on a relaxing holiday?
Paragraph C
Heading:
Most people take too much when they travel travelling light is the key! Remember you will have
to carry it and heavy luggage soon becomes a nightmare. Take enough clothes (but not too many),
a towel, soap, shampoo and your travel documents and money.
1. What do most people take when they travel?
2. What is the best solution?
3. Which six items should you take with you?
15

Paragraph D

Heading:
Monalos is a lively, noisy place, suitable for young people and those who do not like peace and quiet. The
information centre is in the main street (number 50, High Street), and their phone number is 324-5698.
They are open every day from 10am to 8pm except Sundays when they are open from 1pm to 4pm.
1. What is the address of the information centre?
2. What is their phone number?
3. What time are they open on Fridays?
4. What time do they close on Sundays?
Paragraph E
Heading: Some interesting
The area covers over 2,000 miles and has around 100,000 inhabitants. The coastline is over 500 miles long
and there are 54 islands, 22 of which are inhabited. The highest mountain is 3,007ft, and the deepest lake is
700ft below sea level.
1. How large is the area?
2. How many people live there?
3. How long is the coastline?
4. How many islands do people live on?
5. What is the highest point?
6. What is the lowest point?
Paragraph F
Look at the following temperature chart and find the answers.
Average temperatures and rainfall
Jan
Feb
Mar
Apr
May
Centigrade/
Fahrenheit
6/43
7/45
9/48
11/52
Millimetres
146
109
83
Inches
5.8
4.3
3.3
Jun
Jul
Aug
Sep
14/57 16/61
17/63
17/63
90
72
63
55
3.5
2.8
2.1
1.8
Oct
Nov
Dec
15/59 12/5
9/48
7/45
22
36
47
120
132
0.9
1.2
1.6
4.0
5.2
Monalos
1. What is the average temperature in September in Centigrade?

2. How much rain falls in February in millimetres?
3. How many inches of rain fall in May?
4. What is the average temperature in August in Fahrenheit?
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Answers: Skimming travel information

Suggested headings
Paragraph A Planning a trip
Paragraph B When to go
Paragraph C What to take
Paragraph D Information on Monalos
Paragraph E Possible answers facts, information, details...
Paragraph A
1. Independently
2. Where they want to go
3. Six other details are mentioned in the text (how long they want to stay, where they want to stay, how
they will get there, how much it will cost, when they will go, and what they need to take).
Paragraph B
1. What you want to do
2. Walking, cycling, canoeing
3. Sunbathing and swimming
Paragraph C
1. Too much
2. Travel light
3. Clothes, a towel, soap, shampoo, travel documents, money
Paragraph D
1. Number 50, High Street
2. 3245698
3. From 10am to 8pm
4. 4pm
Paragraph E
1. 2,000 miles
2. 100,000 people
3. over 500 miles long
4. 22
5. 3,007ft
6. 700ft below sea level
Paragraph F
1. 15
2. 109
3. 2.8
4. 63
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Task 2 Multi-text reading: Reading about time

Level: ISE I
Focus: Task 2 Multi-text reading
Aims: Reading for gist and specific information
Objectives: To think about time, learn new words about time, read short texts for main ideas and
read short texts to find true and false information
Skill: Skimming and scanning
Subject area: Travel Time
Language functions: Describing past actions in the indefinite and recent past
Lexis: Related to time
Materials needed: One worksheet per student, a map of the world with time zones, a picture of the
date line on a map, an actual clock or a picture of a clock, and a picture of a sundial
Timing: 45 minutes
Preparation
1. Get a map of the world which shows the world divided into time zones and put it on the board.
2. Get a picture of the date line on a map.
3. Draw a picture of a clock or a sundial on the board or show a real clock and a picture of a sundial.
4. Print or copy one worksheet per student.
In class
1. Tell the class that in todays lesson they are going to read about time and that the aim of the lesson is
to read different texts to find out key information about the topic. Tell the class that this is an essential
skill for completing task 2 of the Reading & Writing exam. Tell the students that they are also asked to
talk about the topic in detail.
2. Now ask the class:
How can we find out what time it is? Point to the clock.
We can use a clock and...? The students could respond with: a watch, a phone, the internet, the
radio, the TV. Write the vocabulary on the board.
3. Ask the class:
Did people always have watches and clocks in the past? The students might respond: No, they used
the sun/the stars or they might describe some other instrument like a sundial.
4. Show the class the picture of the sundial and write the word sundial on the board. Ask the class:
How can you tell the time with a sundial? (Answer: Because it has hours marked on it and the sun
makes a shadow on the correct hour.)
5. Ask the class:
Whats the time in our town/city now? Show them the map with the time zones.
6. Now ask:
Is it the same time in the UK (or USA) now? (Answer: No, different countries have different times
and sometimes even different days.) Tell the class what time it is in the UK (or the USA).
7. Show the class the date line map and explain that the day changes from one side of the date line to
the other. Tell the class a country that is on a different day to the day in your country. Write up time
zones and date line on the board.
8. Hand out the worksheet (one per student). Tell the class to read questions 15 about time on the
worksheet. Then tell the class to read the texts and try to find the answer for question 1 only. Give
the class time to read and check their choice of answer with their partner. Check the answer in
open-class. Tell the class that the answer to question 1 is text D. It is about a line that separates
two consecutive calendar days. Point to the date line picture again.
18

9. Tell the class to read and find the answers for the other questions. Give them about 10 minutes.
When they have finished, ask them to check their answers with their partner.
10. Ask the class for the answers and write up the correct answers on the board. 2 = A, 3 = C, 4 = B,
5 = D. Ask the class to show you the line(s) in the text where they found the answers.
11. Tell the students that they are now going to complete exercise 2. Look at number 1 together as a
class. Ask the students to find out if number 1 in exercise 2 is true or false. Then tell the class that
number 1 is true because the time converter can tell you past times.
12. Give the students five minutes to complete the rest of exercise 2. Tell the students to check their
answers with their partner and then write up the answers on the board and check the lines/texts
where the students found the answers.
13. Tell the class that underlining key words and phrases in the text will help them answer the true
and false questions in the exam.
Extension activity
Ask students who finish early to find six new words in the texts and look them up in their dictionaries.

For students finding the tasks more difficult, write in some of the answers for exercise 2 on the
worksheets so that students only need to write T or F for four sentences.
Homework
Find three countries that are in different time zones to your country and also have different calendar
days. Or find three other instruments that can tell the time and describe them. Or find out what people
traditionally do on ships when they cross the date line.
19
Student worksheet: Reading about time

Exercise 1
Read questions 15 below and then read the four texts (AD). As you read each text, decide which text
each question refers to. You can use the letters more than once.
Which text:
1. describes where the world is divided into different days?
2. explains the way many countries change times in different seasons?

3. gives information about early instruments to tell the time?
4. allows you to quickly find out the time in another city?
5. notes that different countries have asked to have the same
calendar day as neighbouring countries?
Text A
Many countries, and sometimes just areas of countries, adopt daylight saving time (also known
as summer time) during part of the year. This usually means putting the clocks forward by an
hour near the start of spring and putting them back in autumn. Daylight saving was proposed by
Benjamin Franklin in 1784 but it only started seriously in Europe in 1916 to help to conserve fuel and
energy. Most countries around the equator do not adopt daylight saving time because the seasonal
difference in sunlight is very little.
Text B
Time Difference Calculator
Find the time difference between several cities with the Time Difference Calculator. This
provides time zone conversions taking into account daylight saving time (DST), the local
time zone, and it accepts present, past or future dates.
Select time and place to convert from:
Day _ _ Month _ _ Year _ _ _ _ Hour _ _
Location
Minutes _ _
Select places to convert to:

Location
Text C
Pre-historic man used to tell the time by the sun and the stars. Later, the sundial, a round disc
marked with hours and an upright stick that makes a shadow on the marks, was used. The
hourglass was also popular in ancient times. The hourglass was made of two round glass bulbs
connected by a narrow neck of glass. When you turn the hourglass upside down, sand particles
inside fall from the top to the bottom bulb of glass.
Text D
The International Date Line sits on the 180 line of longitude in the middle of the Pacific Ocean,
and is the imaginary line that separates two consecutive calendar days. It is not a perfectly straight
line and has been moved slightly over the years to accommodate needs (or requests) of varied
countries in the Pacific Ocean. It bends to include all of Kiribati, Samoa, Tonga and Tokelau in the
Eastern Hemisphere.
20
Exercise 2
Read the sentences below. Then read the texts again and decide which statements are True and which
are False. Put T for True or F for False against the statements.
1. You can find out what time it was in another city in 1999 if you use the Time Converter.
2. You do not need to move an hourglass to tell how much time has passed.
3. Daylight saving means people can turn off their lights earlier.
4. The international date line curves around countries.
5. Daylight saving began in 1784.
6. The date line is not a real line.
7. Near the equator, daylight saving is useful.
8. You can tell the time on a sundial by looking at where the shade is on the numbers.
21
Answers: Reading about time

Exercise 1
1. D
2. A
3. C
4. B
5. D
Exercise 2
1. T
2. F
3. T
4. T
5. F
6. T
7. F
8. T
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Task 3 Reading into writing: The best ways to learn a language

Level: ISE I
Focus: Task 3 Reading into writing
Aims: Writing a planned essay of 100130 words based on three reading texts (please note that
there are four texts in task 3 of the ISE I Reading & Writing exam)
Objectives: Finding important information, writing a plan based on given information and writing
an essay step-by-step
Skill: Understanding and identifying specific information, writing notes and formulating an essay
using notes
Subject area: Learning a foreign language
Language functions: Describing the future informing and expressing intention, and giving opinions,
preferences and reasons
Lexis: Learning a foreign language
Materials needed: One worksheet per student
Timing: 1 hour
Preparation
In class
1. Explain to the class that they are going to learn some techniques to help them with Task 3 Reading
into writing, of the ISE I writing exam. Tell students that they are going to read three short texts
about learning a foreign language and then write a 100130 word essay about what they have read.
2. Ask the students about how they feel about learning a foreign language. What do they find easy
or difficult? What are the best ways to learn?
3. Ask the class to read text 1 which offers advice, suggestions, tips and techniques for learning a
foreign language. Give the students three minutes to read the text.
4. Now, with a partner or in a small group of up to four students, ask the students to find and write
down one important word from each of the five points made in the text.
(Possible answers: vocabulary, grammar, apps, friend, films)
5. Now ask the students to read it again and remember as much as they can about each point and tell
their partner.
6. Now ask the class to read text 2 which shows the different stages of learning to speak a second
language. Give the students approximately five minutes to do this.
7. With a partner or in a small group of up to four students, ask the students to find and write
down some important information from each of the following five categories (6 months, 1 year, 12
years, 24 years, 5 years).
(Possible answers: 6 months silence: very few words understood or spoken; 1 year few words
spoken and used; 12 years sentence use; 24 years good sentence use; 5 years advanced,
very good use of sentences)
8. Now ask the students to do the same with text 3. Find and write down an important piece of
information from each of the five students.
(Possible answers: Pablo some English every day, Silvia reading, Tom Skype, Anna vocabulary,
Darius films)
9. Now with their partner or in a small group, ask the students to discuss what they wrote down and
try to remember as much as they can.
10. Now explain to the students that they are going to practise writing notes, then writing an essay
step-by-step, using the texts they have read.
23

11. Tell the students to read the exam prompt and discuss with their partner exactly what they need to do.
12. It is important for students to practise how to write a plan and think carefully about the writing
process. With this in mind, work your way through the different exam prompt stages (on the
worksheet) with the students.
Extension activity
The more advanced students can write the essay by themselves.

Students finding the task difficult can practise making their own sentences using the key words from
the texts. They can also be given the key words to help them with this.
Homework
Ask students to research the best ways to learn a foreign language and to write a short essay on the
information they have found.
24
Student worksheet: The best ways to learn a language

1. Read text 1 in three minutes. Find and write down one important word from each of the five points.
2. Now read it again and try to remember as much as you can about it and tell your partner.
Text 1
Learning English advice, suggestions, tips and techniques
Apps, films, friends and Skype
1. Vocabulary: Try to remember around 2,000 basic words and phrases. Make it fun with 5 to 10
minutes of memorisation each day. You will improve rapidly. Try it with a friend!
2. Learn the grammar, take it step-by-step and practise forming sentences.
3. Find free language learning apps on your phone so you can learn the language anywhere.
4. Find a friend to practise with. You can speak together which will improve your confidence and
ability. You can also do this over Skype.
5. Learn from films. Find a film you want to watch and watch it in English. You can learn a lot
from this.
3. Read text 2 in five minutes. Find some important information from each of the five categories
(6 months, 1 year, 12 years, 24 years, 5 years) and write it down.
Text 2
Stages of learning to speak a second language
6 months
1 year
12 years
24 years
5 years
Silent stage
Can speak a little
Starting to speak
in sentences
Can speak in
sentences well,
intermediate level
Can speak very

well, advanced
level
Uses very few

words
Uses a few words
Uses basic
sentences
Uses a range of
sentences
Uses a wide range

of sentences
Can understand
some words
Can understand
and respond a
little
Can understand
Uses the language Can communicate
and respond,
to communicate
very well
making mistakes, well
but this is good as
it means there is
improvement
4. Read text 3 in five minutes. Find and write down an important piece of information from each
student (Pablo, Silvia, Tom, Anna, Darius).
5. Discuss what you wrote down with your partner or in a small group. Try to remember as much as you can!
Text 3
Advice from language learners
I asked some students for their suggestions on how to improve English language learning. This is what
they said:
@Pablo Speak or listen to some English every day, listen to some English music and sing the words!
@Silvia I think reading is the best way, look online for something youre interested in.
@Tom I use Skype, sometimes I message my friends, sometimes we talk.
@Anna I think learning vocabulary is the most important. I sit with my dictionary and write
down new words and then I try to remember them. Often, I do this with my friends. Its fun!
@Darius I love English films. I listen carefully to them and try to remember the pronunciation
of the words and sentences!
25
Example exam question: The best ways to learn a language

Read the following exam question
Your school is doing a project on the best ways to learn English and you have been asked to write a short
essay for your English teacher (100130 words) about some useful suggestions, how long learning a
language takes and how students can improve. Use the information you read in the previous exercises to:
describe some of the techniques given to improve your English
explain approximately how long it takes to learn a foreign language
suggest how you think students can best improve their learning of a foreign language.
Plan your essay before you start writing. Think about what you want to say and make some notes in
the box below:
Writing a plan
It is important to organise your ideas. You need to spend around 10 minutes writing notes in the box given.
1. Write notes on the first part of the question. Spend only three minutes on this.
Describe some of the techniques given to improve your English.
Planning notes:
2. Now decide which are the important ideas.

3. How many ideas are good to use for around 40 words?
4. Write the first part of the essay.
26

5. Now write notes on the second part of the question. Spend only three minutes on this.
Explain approximately how long it takes to learn a foreign language.
Planning notes:
6. How many ideas do you have?

7. Which ones are you going to use?
8. Now write the second part of the essay.
9. Now write notes on the third part of the essay. Spend only three minutes on this.
Suggest how you think students can best improve their learning of a foreign language.
Planning notes:
27

10. How many ideas do you have?
11. Which ones are you going to use?
12. Now write the third part of the essay.
28
Answers: The best ways to learn a foreign language

Model essay
Some of the useful suggestions about how to learn a foreign language are learning vocabulary,
learning grammar step-by-step, using language apps on phones, practising with a friend and watching
films in English.
It takes around 5 years to learn to speak a second language to an advanced level. At 6 months people
use very few words, at 1 year they use more words, from 12 years they use sentences with some
mistakes. From 24 years is intermediate level, and learners can use a range of sentences.
My own suggestions are to speak some English every day, or listen to some music you like. You can
find a friend to practise with and have fun with vocabulary memory games. I also like to watch films
in English and copy the words and sentences.
29
Task 4 Extended writing: Writing about a seasonal celebration

Level: ISE I
Focus: Task 4 Extended writing
Aims: Writing a planned essay of 100130 words based on three reading texts (please note that
there are no texts to base the extended writing on in task 4 of the ISE I Reading & Writing exam)
Objectives: Finding important information, writing a plan based on given information and writing
an essay step-by-step
Skill: Understanding and identifying specific information, writing notes and formulating an essay
using notes
Subject area: Festivals Seasonal celebrations
Language functions: Describing past actions in the indefinite and recent past, and describing the
future informing and expressing intention
Lexis: Seasonal celebrations
Materials needed: One worksheet per student, a picture of a maypole and dancers, a map of Europe
Timing: 1 hour
Preparation
Print or copy one worksheet per student. Search online for a map of Europe and pictures of a maypole
and dancers.
In class
1. Tell the class they are going to prepare for and practise the writing part of the ISE I exam. First,
they are going to talk about celebrations in summer in Sweden, then they are going to read two
paragraphs and write their own paragraphs like they are expected to do in the exam.
2. Tell the class they are going to read about a celebration that happens in Sweden in the summer.
Show students the map of Europe and ask them where Sweden is on the map. Point to Sweden
on the map. Look at its position in northern Europe. Ask the class what kind of weather they think
Sweden has. Tell the class that Sweden has many hours of daylight in summer but in winter there
are many hours of darkness because it is so far north. Ask the class what they think Swedish people
might do in the middle of summer when there are many daylight hours. (The students could answer:
Go outside for most of the day and night, eat something special , do some sport or play some
special games.) Put their answers on the board.
3. Give out the worksheet. Tell the class to read the text and see if what they suggested about
midsummer in Sweden is what happens. Get answers from the class about the paragraphs they
have read. (The students could answer: Swedes go outside and sail boats, they eat special food and
drink, they dance.) Point to the picture of the maypole and dancers and say, they have some special
beliefs about girls who are not yet married.
4. Now ask the students to read the text again and do the exercises. Give them 810 minutes to do this.
In pairs, get the students to check their answers. Then in open-class, check the answers and write up
the correct answers on the board. Teach some new vocabulary, for example bays, cottages, spicy.
5. Now ask the class which celebrations they have in their country and in which seasons. Write two or
three on the board. Then put the students into groups of four and get them to talk together about
when the celebration is and what they do, eat and drink at each celebration and the reasons why
they like the celebrations or not.
6. Get some feedback and write some of their ideas on the board.
7. Tell the class to look at the first paragraph again and find the verbs that show what people do at the
celebration. Put the answers (drive, sail, dance, eat) on the board.
8. Then ask the class if it is true or only possible that the girl will dream of her husband. Ask the
students what language they can use to say that something might happen in the future but we are
30

not sure. Put on the board, The girl will dream of her husband if she puts the flowers under her
pillow. Make another similar sentence about a celebration in your country, for example, I will enjoy
Carnival a lot if the weather stays calm.
9. Then ask the class to tell you again and underline which phrases in the second paragraph help us
express our opinion. They should look at the answers to question 6 on the worksheet.
10. Tell the class they have 15 minutes to write 100130 words about a celebration in a season in their
country. They can use the paragraphs and the language on the worksheet as models. In the first
paragraph they should describe what happens at the celebration. In the second paragraph they
should give their opinion about the celebration.
11. Give the class 15 minutes to write. Then ask pairs to exchange their work and to read their partners
work and tell them if they have the same opinion or not.
12. Take in the work for correction.
Extension activity
Students who finish early can write about a second celebration and give their opinions.

Students finding the task difficult should use the prompts on the board to write about the celebration
that you have discussed as a class. Help them by writing up more full sentences and the phrases to
express opinion.
Homework
Students can ask their parents or friends in different classes about seasonal celebrations and what
their opinion is about the celebrations. They can report back in class.
31
Student worksheet: Writing about a seasonal celebration

Read the text below and answer the questions.
Celebrating Midsummer in Sweden

This festival is as close as possible to 21st June, the longest day of the year. It is a very old
celebration and modern Swedes drive to summer cottages to stay, or sail to bays on the coast to
celebrate. People in traditional dress dance around a maypole a tall pole decorated with flowers.
After the dancing, people eat marinated fish and drink a strong, spicy drink. It is thought that if a
girl who isnt married picks different flowers and puts them under her pillow at Midsummer shell
dream about her future husband.
I think that the festival allows people in Sweden to relax and enjoy themselves outside during
the long light days of Midsummer. It also means that the traditional dances, food and drink are
remembered. In my opinion this festival also helps keep families in touch with one another and it
helps Swedes know how their great-grandparents lived. However, I believe that thinking a girl will
dream about her future husband if she puts flowers under her pillow is a silly idea.
Exercises
1. Which paragraph describes the festival?
2. Which paragraph gives the writers opinion?
3. What order does the following information appear in the text?
food that people eat
the date of the festival
a belief that people share
what people do nowadays at Midsummer
4. Why does the writer have the opinion that the Midsummer festival is positive?
5. Does the writer have any negative opinion of the Midsummer festival?
6. What phrases does the writer use to express his or her opinion?
7. How does the writer talk about a possible future event?
32
Answers: Writing about a seasonal celebration

1. First paragraph
2. Second paragraph
3. 2, 4, 1, 3
4. Because he or she thinks that families can spend time together, know how their great-grandparents
lived and remember what people used to eat and drink many years ago.
5. Yes, because he or she thinks that the belief about putting flowers under your pillow to dream about
a future husband is silly.
6. I think that, In my opinion, I believe that
7. The girl will dream if she puts (Subject + will + base verb) if + (present simple)
33
34
ISE I Speaking
& Listening exam
35

Trinitys ISE Speaking & Listening exam tests speaking and listening skills through an integrated
approach. The integrated skills approach reflects how we use listening and speaking skills both together
and separately in our studies and work, mirroring the way the two skills interact in the real world. The
integrated speaking and listening tasks reflect the kind of activities a student does in a school
or college setting. Additionally, the Independent listening tasks reflect the way that a student finds,
selects and reports relevant and appropriate information in an educational or academic setting.
The purpose of the exam is to assess a candidates English language skills in speaking and listening
through tasks which correspond to their real world activities and their purpose for learning English.
The ISE Speaking & Listening exam is currently offered at four levels of the Common European
Framework of Reference (CEFR) from A2 to C1.
Who is ISE Speaking & Listening for?

The intended candidate is a young person or adult, typically at secondary school or college who is
using English as a second or foreign language as part of their studies in order to develop their skills
and improve their knowledge of a range of subject areas. The typical ISE candidate is aged between
11 and 19, but may be older.
A candidate at the lower levels of the exam (ISE Foundation and ISE I), is generally a young person or
adult in school or college who is taking ISE as evidence to progress to a higher level of English study
within their mainstream or English language school. At the higher levels of the exam (ISE II and ISE III),
a candidate is typically a young person or adult preparing for further or higher education who is
required to prove their English language proficiency levels within an educational context.
36
Introduction to ISE Speaking & Listening tasks

The Speaking & Listening exam consists of several tasks and increases in length as the level increases.
The table below shows the progression across the levels.
ISE Foundation ISE I
ISE II
ISE III
CEFR level
A2
B1
B2
C1
Time
13 minutes
18 minutes
20 minutes
25 minutes
Topic task
4 minutes
4 minutes
4 minutes
8 minutes
Collaborative task
4 minutes
4 minutes
Conversation task
2 minutes
2 minutes
2 minutes
3 minutes
Independent listening task
6 minutes
10 minutes
8 minutes
8 minutes
2 minutes
2 minutes
2 minutes
Examiner administration time 1 minute
The Topic task

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. The Topic task provides the candidate with the opportunity to talk
about a topic which is of personal interest or relevance and which he or she feels confident about. This
task gives the candidate a degree of autonomy and control.
What language skills can the candidate demonstrate in the Topic task?
The candidate can demonstrate they can:
link sentences together to talk about a subject at some length
use the language functions of the level
engage in a one-to-one, unscripted discussion with an expert speaker of English
understand and respond appropriately to examiner questions and comments.
Can the candidate bring notes with them?
In the ISE I exam the candidate is required to complete a topic form with notes, which he or she gives
to the examiner at the beginning of the exam. The notes help to support the candidate in his or her
preparation for the exam and also in his or her discussion with the examiner. It is important to tell the
candidate that the examiner chooses which points to talk about. There is no fixed order. The topic form is
used by the examiner to ask the candidate questions and make comments. This encourages spontaneous
conversation and discourages recitation by the candidate.
Level
Support
ISE Foundation
Topic form with four points
ISE I
Topic form with four points
ISE II
Candidate may use notes or a mind map
ISE III
Formal handout must accompany presentation
See page 70 for a blank topic form and page 71 for a sample completed topic form.
37
The Conversation task

What is the Conversation task?
The Conversation task is a meaningful and authentic exchange of information, ideas and opinions.
It is not a formal question and answer interview. In this task, the examiner selects one subject area
for discussion with the candidate.
What are the possible subjects for discussion?
The subject areas have been carefully selected to offer a progression from the concrete subjects at
ISE Foundation to the abstract at ISE III. For the subject areas for the Conversation task at ISE I, please
see page 42.
What does the interaction in the Conversation task involve?
The examiner asks some questions to start the conversation. The candidate is expected to ask the
examiner questions in order to develop the interaction. These questions should be relevant to the
subject of the conversation.
The Independent listening task

What is the Independent listening task?
Listening skills are tested in an integrated way together with speaking skills in the Topic task and
Conversation task. In the Independent listening task, the candidate has the opportunity to demonstrate
the kind of listening skills that are required in lessons and lectures.
What is the procedure for the Independent listening task?
In ISE I there are two tasks. The candidate listens to a different recording for each task. In the first task
the candidate responds to the examiners questions. In the second task the candidate reports facts
verbally to the examiner and then the examiner asks four questions about the content of the recording.
While the candidate is listening to the recordings, they are encouraged to take notes. However, the
candidates notes are not assessed as part of the exam.
38
Glossary of speaking aims for ISE I

Communicative
effectiveness
Responding appropriately to interaction

Initiating and maintaining conversation
Interactive listening
Showing understanding of other speakers or the examiner

Following the speech of other speakers or the examiner
Language control
Using a range of language functions, grammar and vocabulary

Using language functions, grammar and vocabulary accurately
Avoiding errors which affect the understanding of the listener
Delivery
Using clear and understandable pronunciation

Using stress and intonation appropriately
Glossary of listening skills for ISE I

Intensive, bottom-up
listening
Listening to find specific key words and facts in simple recordings
Intensive listening in
detail to gather as
much information
as possible
Understanding specific, factual information at the word and/or phrase level

Listening for explicitly stated ideas and information
Intensive listening
for detailed
understanding
Listening to understand all or most of the information the recording

provides
Extensive listening
for gist, for main
ideas and for global
understanding
Listening to understand the topic and main ideas of the recording
Deducing meaning
Guessing the meaning of unknown words from their context
39
Candidate profile
Speaking
A candidate who passes ISE I Speaking can:
initiate, maintain and close simple, unprepared one-to-one conversations on topics that are familiar
or of personal interest
communicate with some confidence on familiar routine and non-routine subjects or topics of
personal interest
express personal opinions and exchange information on everyday topics that are familiar or of
personal interest (eg family, hobbies, work, travel)
maintain a conversation or discussion but with some errors
describe one of a variety of familiar subjects, presenting it as a linear sequence of points, with
reasonable fluency
give accounts of experiences, describing feelings and reactions
describe dreams, hopes and ambitions
describe events, real or imagined
give reasons and explanations for opinions, plans and actions
demonstrate a basic repertoire of language and strategies to help keep a conversation
or discussion going
repeat back part of what someone has said to confirm mutual understanding and help keep the
development of ideas on course
ask someone to clarify or elaborate what he or she has just said.
Listening
A candidate who passes ISE I Listening can:
follow clear speech in one-to-one conversations, although sometimes he or she may have to ask for
repetition of particular words and phrases
understand factual information about common everyday topics, identify general messages and
specific details
understand the main points of familiar topics, eg work, school, leisure, including short narratives
follow a clearly structured lecture or talk on a familiar topic
understand the information content of the majority of slow and clear recorded audio material,
eg radio news, on familiar topics or topics of personal interest
identify unfamiliar words from the context on familiar topics or topics of personal interest.
This profile is based on the level B1, Independent User, of the Council of Europes Common European
Framework of Reference (CEFR).
40

Topic task
Task type and format
The Topic task is an integrated speaking and listening task. The candidate
prepares a topic for discussion and completes a topic form with four points,
which he or she must bring to the exam and may refer to.
The examiner uses the same form to ask questions about the topic.
The candidate discusses his or her topic with the examiner using the topic
form. The examiner chooses the order to discuss the topic points.
Timing
4 minutes
Language functions
Describing past actions in the indefinite and recent past

Describing the future informing and expressing intention
Giving opinions, preferences and reasons
Describing consequences with certainty and uncertainty
Expressing obligation
Asking for opinions and information
Examiner role
The examiner uses the topic form to ask questions. The examiner asks
questions to elicit the language functions of ISE I. The examiner may
interrupt where appropriate to discourage recitation and encourage
spontaneous conversation.
Assessment
The Topic task and Conversation task are given one score using
four criteria:
Communicative effectiveness
Language control
Delivery
41
Conversation task
Task type and format
The Conversation task is an integrated speaking and listening task. The

examiner selects a conversation topic from the ISE I list given below and
asks the candidate questions 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 and
elicit the target language functions of the level.
Subject areas for

conversation
Travel
Money
Fashion
Health and fitness
Assessment
The Conversation task and Topic task are given one score using
four criteria:
Communicative effectiveness
Language control
Delivery
42
Independent listening tasks

Task type
The Independent listening tasks are audio recordings. The candidate listens to
the recordings and responds verbally.
Task 1
Task format
The candidate listens twice to a recording. The recording contains basic

information (descriptive or narrative). The candidate responds in one or two
words to six questions asked by the examiner.
The recording is approximately 1 minute 15 seconds long. The candidate may
take notes.
Total task time
4 minutes 30 seconds (approximately)
Task focus
Intensive, bottom-up listening

Intensive listening in detail to gather as much information as possible
Examiner role
The examiner plays the recordings and reads the instructions and questions
(see sample exam in appendix 4). The examiner may repeat instructions
if necessary.
Assessment
Each correct answer is worth one mark. The notes are not assessed.
Task 2
Task format
The candidate is given blank notepaper and a pen/pencil he or she can use to
write notes if they want to. The recording is approximately one minute long.
The candidate listens twice to a factual text. After the first listening they report
the gist of what they have heard. They listen again and can take notes while
they listen. The candidate then reports six facts from the recording verbally.
Then the examiner asks four questions about the content of the recording.
The recording is approximately 1 minute 30 seconds long.
Timing of task
5 minutes 30 seconds (approximately)
Task focus
Extensive listening for gist, for main ideas and for global understanding
Intensive listening in detail to gather as much information as possible
Intensive listening for detailed understanding
Examiner role
The examiner reads instructions and then plays the recordings. The examiner
asks a gist question after the first listening and four follow-up questions after
the second listening.
Assessment
This task is assessed using the ISE I Independent listening rating scale on page
80. The notes are not assessed.
For text of a sample ISE Speaking & Listening exam, please see appendix 4. There are also sample
videos and audio files of ISE I exams at www.trinitycollege.com/ISEI
43

Topic task: Using music to help with topic preparation
Level: ISE I
Focus: Topic task
Aims: To listen to different pieces of music, and then express and request opinions and impressions
Objectives: To formulate a wide variety of questions after listening to pieces of music and to
answer questions relating to pieces of music
Topic: Music
Language functions: Describing the future informing and expressing intentions, giving
opinions, preferences and reasons, and asking for opinions and information
Lexis: Vocabulary specific to the topic of music
Materials needed: Music playing device (eg mobile phone, MP3, computer, radio, TV, CD player),
three or more pieces of music
Timing: 1 hour
Preparation
1. Prepare three pieces of music to play to students, preferably from a range of music for example,
pop, rock, classical, heavy metal (on a mobile phone, MP3, computer, etc).
OR
2. Ask students to bring in one piece of music to play on their own devices, for example, their mobile
phones or their MP3 players.
3. If any students play a music instrument, you could ask them to play a short piece of their favourite music.
In class
1. Write on the board in large letters MUSIC. Ask for words that the students think of when they see
this word, for example, happy, sad, loud, romantic, pop, CD, money, famous, concerts, party, disco,
etc. Write some of these words on the board.
2. Explain to the students that they are going to listen to some pieces of music and to practise
asking and answering questions about them. This will help them to speak more naturally, which is
something that they need to do in the Topic task of the exam. Tell the students that they will be
using music to help them with their ideas.
3. Write PIECE 1 on the board.
4. Play piece 1. Ask students to listen and be ready to tell everyone their opinion.
5. Ask students questions about the music, for example: Have you ever heard this piece of music?,
When did you last hear it?, Did you like it? Why/why not? (Try to exploit the language requirements
of ISE I).
6. In groups of four, ask students to think of as many questions as they can about that piece of music
using these prompts: Do you ?, What kind of ?, Who is ?, Have you ever ?, When you were
younger ?, If you have a choice, what ?, What were you doing the last time you ?, What music
might you ?, What do you need to ?, Do you prefer ?
7. Ask students to write down 10 questions on a piece of paper.
9. Play piece 2. Ask students to listen and be ready to ask and answer questions as above (in number 6).
10. Students ask each other their questions, taking it in turns in their groups of four.
11. Students exchange their question papers (as in number 7) with another group.
44

13. Explain to the students they are going to work in pairs this time so that they can talk to a different
person (a good idea at this stage would be to move students around, so they are working with
different people).
14. Play piece 3.
15. Students ask and answer their questions in pairs.
16. Now bring the class back together as a group. Ask them a few general questions, for example:
Which piece of music did you prefer, and why?
When is music important?
Do people of different ages listen to different music? Why?
Did you listen to different music when you were younger?
17. Explain that music is often chosen as a topic for ISE I and four questions need to be filled in on the
topic form. Draw an example of a topic form on the board and ask which questions from this activity
could be used. They need to think of a title for their topic. For example, My favourite pop group.
18. Ask students to think of their own questions based on a piece of music or a music group they like.
Then, in pairs, practise asking and answering these questions. Explain that the topic part of the
exam lasts for up to four minutes.
19. Finally, ask the students if they enjoyed listening to music in their English class. Did it help to inspire
them to think of questions? Would they have chosen different pieces of music? Why?
Extension activity
The more advanced students can be asked to think of their favourite piece of music and describe it to
the class. While the students are describing their favourite music, the class have to ask questions and
try to guess what it is.

Students finding the task difficult can be asked to practise forming questions: Do you like ...?, What kind
of music ...?, When do you ...?, When did you ...?, How often do you ...?
Homework
Listen to a piece of music of your choice and write down some questions about it. Then, practise
answering questions with a classmate or friend. Prepare a piece of music to play to the class and write
down some questions to ask the class. Also be prepared to tell the class why you chose this piece of music.
45
Conversation task: Developing conversations rules and regulations

Level: ISE I
Focus: Conversation task
Aims: Introducing students to making conversation in preparation for the ISE I exam and raising
awareness of the language functions of the grade
Objectives: Students think of lots of ideas for (brainstorm) aspects of the topic Rules and regulations
and think about how the language functions of the grade can be included into the conversation
Subject area: Rules and regulations
Language functions: This activity is designed to use all language functions specified for ISE I
(see student worksheet)
Lexis: Vocabulary connected to the topic of rules and regulations
Materials needed: Student worksheet (one per student)
Timing: 1 hour
Preparation
1. Read through the stages in the lesson and note down your own ideas about rules and regulations for
the activities.
2. Print or copy one student worksheet per student.
In class
1. Introduce the students to the topic and aim of the lesson. They will be talking about one of the ISE I
subject areas Rules and regulations and developing conversations using the language functions
specified for the exam.
2. Give out the student worksheet and introduce the class to the language functions of ISE I. Provide
examples of the functions and check any necessary grammar.
3. Divide the class into groups of three.
4. The first few activities can be carried out using the students first language. Ask groups to think
about a number of questions about rules and regulations, eg What rules and regulations can they
think of? Where are such rules found? Are there too many rules and regulations? Why do people
need rules and regulations? Try to encourage students to be creative with their ideas. You could
write some or all of the questions on the board and ask the students to copy them down.
5. Brainstorm the topic of rules and regulations with the class on the board and develop vocabulary
ideas. For example, you could discuss school rules, the rules for a sport, or legal requirements for
driving. Aim at developing a list of different ideas.
6. Ask each group to choose an idea and write notes about it. Give feedback in open-class.
7. Ask each group to choose a different topic related to rules and regulations and discuss. Ask two
members of the group to have a conversation about the subject area while the third observes and
makes notes on key words and phrases.
8. At this stage, students can still use their first language.
9. Ask the groups to write down key English words and phrases needed in the discussion.
10. Students now continue/repeat the previous conversation using English and with roles changed.
11. After all members of each group have practised talking about the subject area in English and acting
as an observer, bring the class together and focus on the ISE I language functions (See student
handout). If necessary, review the grammar needed for some or all of the language functions.
12. Finally, ask the groups to have another conversation about rules and regulations, using language
from the different language functions.
46

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

For students who are finding the activity more challenging, provide examples related to the topic of
rules and regulations for each of the language functions.
Homework
Set a short writing task for example, ask students to list rules and regulations for a sport.
To provide regular practice for the ISE I Conversation task, repeat this activity with classes regularly
as they prepare for the exam. Each time select a different ISE I subject area.
47
Student worksheet: Developing conversations

rules and regulations
ISE I Language functions
48
Independent listening task 1: New Years Eve

Level: ISE I
Focus: Independent listening task 1
Aims: Students practise listening to a factual text and completing a worksheet representing
notes from the recording (please note that students do not complete a worksheet in the ISE I
Independent listening tasks)
Objectives: Students report facts that are partly derived from understanding whole utterances
and partly inferred from content words recognised
Topic: Special occasions
Language functions: Describing past actions in the indefinite and recent past, describing the
future informing and expressing intention, giving opinions, preferences and reasons, and
expressing obligation
Lexis: Vocabulary related to special occasions
Materials needed: Recording of audio script or audio script for teacher to read from, one copy
of worksheet per student and copies of audio script for students who may find the task difficult
Timing: 45 minutes
Preparation
1. Pre-record the audio using three different people speaking if possible, and also record the examiner
rubric if required. If necessary you can read out the audio script yourself in class at a normal pace.
In class
1. Tell the students that they are going to practise listening to a factual text and writing notes like in
task 1 of the ISE I listening exam. Tell them the audio is about New Years Eve.
2. Elicit the date of New Years Eve and ask a student how they celebrated it last year. Ask questions
to elicit more information, such as where they spent it, who with, what they ate, what they wore,
and whether they followed any traditions. Write the questions on the board if necessary.
3. In pairs, tell the students to ask each other about their last New Years Eve. Encourage them to talk
for five minutes.
4. Tell the students they are going to hear about New Years traditions in three different countries. Ask the
students the first time they listen to write down the three countries. Play the recording or read the audio
script. Repeat if necessary and then elicit the answers in open-class. Write the answers on the board.
5. Give out a worksheet to each student. Ask the students, in pairs, to try to complete as much of
the worksheet as possible from memory. If they dont know an answer, encourage them to make
a logical guess.
6. Play the recording again and students complete the worksheet. Ask the students to compare their
answers with their partners.
7. Go through the answers as a class, repeating any parts of the audio that were problematic.
8. Write the following discussion questions on the board:
Which of the three countries would you rather spend New Years Eve in? Why?
Which of the traditions do you like the most/least? Why?
Do you know any New Years traditions from any other countries?
9. Put students into small groups and encourage them to talk for 10 minutes answering the discussion
questions on the board. While students are speaking, write up errors on the board. Once the
students have completed the task, briefly elicit some answers, comment on their progress and
then address the errors.
49

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

Students who struggle during the first listening can be provided with the audio script during the
second listening.
After class
Ask the students to research other countries New Year traditions on the internet. Tell the students to
prepare three interesting facts about the country of their choice, which they can then share with the
class in the next lesson.
Examiner rubric:
Youre going to hear three people talk about how New Year is celebrated in their countries. As
you listen, complete the notes on this worksheet. Write one or two words in each space. The
recording is about one minute. Youll hear the recording twice. Now you have 15 seconds to read
the worksheet. (Wait 15 seconds) Are you ready?
Audio script
Hanna from Denmark
In Denmark we usually spend New Years Eve with friends. A typical dish at New Year is boiled fish.
One tradition is to throw plates at our friends doors. If you have a lot of broken plates outside
your door it shows you are very popular. Another tradition is to jump off chairs at midnight.
Jack from the Philippines
In the Philippines, we believe that round objects bring good luck. That is why people eat a lot of
round fruit on New Years Eve, such as grapes and oranges. Some people wear clothes covered
in circles. We also throw coins at New Year to increase wealth and prosperity.
Gustavo from Mexico
On New Years Eve in Mexico, we usually have dinner at home with the family. We eat 12 grapes as
the clock strikes midnight on the 31st. As we eat each grape, we make a wish for the New Year.
Some people believe that if you carry a suitcase around the block, you will do a lot of traveling
the following year.
50
Student worksheet: New Years Eve

While listening, fill in the gaps.
Speaker 1 Hanna
Country
Denmark
Food
Boiled 1)
Traditions
Throw 2)
at friends doors
3)
chairs
Speaker 2 Jack
Country
The Philippines
Food
Round fruits, such as grapes and 4)
Traditions
Wear clothes covered in 5)

Throw coins
Speaker 3 Gustavo
Country
Mexico
Food
6)
grapes
Traditions
Carry 7)
around the block
51
Answers: New Years Eve
Speaker 1 Hanna
Country
Denmark
Food
Boiled 1) fish
Traditions
Throw 2) plates at friends doors

3) Jump off chairs
Speaker 2 Jack
Country
The Philippines
Food
Round fruits, such as grapes and 4) oranges
Traditions
Wear clothes covered in 5) circles

Throw coins
Speaker 3 Gustavo
52
Country
Mexico
Food
6) 12 grapes
Traditions
Carry 7) suitcase around the block
Independent listening task 2: Facts about elephants

Level: ISE I
Focus: Independent listening task 2
Aims: To listen for key information and then answer questions about the information
Objectives: To listen for key information, to remember key information, to write down key
information, to repeat key information verbally and to ask questions about key information
Topic: Elephants
Language functions: Asking for opinions and information
Lexis: Numbers and units of measurement
Materials needed: Two or three pictures of elephants, one worksheet per student
Timing: 50 minutes
Preparation
Find two or three pictures of elephants with tusks from the internet or from a book and put them on
the board.
In class
1. Tell the class that they are going to learn to listen for important information about elephants and
then ask and answer some questions with their partners about the information. Point to the pictures
on the board and ask what the class knows about elephants. For example, you could ask: Do they
have a nose? (Answer: Yes, its called a trunk), What are the white things on their faces called?
(Answer: Tusks), How do they get their food?, What do they eat? and Where do they live?
2. Write all new words on the board. Practise the pronunciation of the new words.
3. Tell the class you are going to read them some information about elephants and you will read the
information twice. They must listen for key information.
4. Read the following text quite slowly and emphasise the bold words:
Read: There are two main kinds of elephant, the Asian elephant and the African elephant. Stop
reading and say: In this case, two main kinds of elephant is key information.
5. Continue reading: Elephants use their tusks and trunks to get food They use the tusk to dig up
food and the trunk to suck up water. An elephant drinks about 210 litres of water every day, and an
elephants trunk can grow to be about two metres long. Repeat the information.
6. Ask the class to tell you one piece of information that they heard, for example two kinds of
elephants or drinks 210 litres of water every day. Then, put the students in pairs and tell them
to write down three other pieces of information that they heard. Once the students have completed
this task, ask the class to give you the key information and write it on the board.
7. Ask the students some questions about the key information you have written on the board. For
example: What do elephants use to get food?, How do elephants get water?, How much water do
they drink?
8. Tell the class you are going to read some more information about elephants. Again, they must listen
for key information.
Read: Elephants often live in forests. They eat grasses, fruit and roots. And an adult elephant can eat
about 136 kilograms of food in one day. Elephants can live to be 70 years old. They can hear another
elephant calling through its trunk eight kilometres away. Repeat this information for a second time.
9. Tell each student to write down three pieces of new information on his/her own. Then tell the
students to share their information with their partner. Ask the class to give you the new information
and write up more key facts on the board, for example: live in forests, eat fruit, eat 136 kilograms
of food, 70 years old, 8 kilometres away.
53

10. Write up one question on the board about the information that is on the board: For example:
Where do elephants live? Then, ask one pair of students to demonstrate, using the question and
the answer on the board. For example, one student asks Where do elephants live? and the partner
responds in forests. Then all the students should practise asking and answering in pairs, using the
information on the board for the answers.
Extension activity
Ask students to read the extra information about elephants on the worksheet. Then ask them to make
questions that would help them to find out this extra information.

Make sure that the students who are finding the task more difficult write down all of the information
that you write on the board. Write up more questions to help them. They can use these extra questions
with their partner.
Homework
Ask the students to find out three more facts about elephants and then write the questions for the
facts that they could ask the class (for example: Fact Male elephants do not live in a group, they live
alone. Question for the class Do male elephants live in a group?).
54
Student worksheet: Facts about elephants

What are the questions?
Write the correct question for the information.
Example:
Elephants cant see very well, but they have a very good sense of smell.
Question: Can elephants see well?
1. Elephants have five toes on each foot.
Question:
2. An elephants brain weighs five kilograms.
Question:

3. Baby elephants are about one metre tall.
Question:
4. Female elephants live in groups all their lives.
Question:
5. Elephants large ears help them to keep cool in hot weather.
Question:
55
Student worksheet answers: Facts about elephants

1. How many toes do elephants have on each foot?
2. How heavy is an elephants brain?
3. How tall are baby elephants?
4. Do female elephants live alone?/Do female elephants live in groups?
5. What do elephants ears help to do?/What are elephants ears for?
56
Appendices
57

ISE I
Integrated Skills in English I

Time allowed: 2 hours
This exam paper has four tasks. Complete all tasks.
Task 1 Long reading

Read the following text about transport and answer the 15 questions on page 3.
The first underground train

Paragraph 1
Today there are underground train systems in over 40 countries. For example, you can take
underground trains in Paris, New York and Tokyo. Modern underground systems use electric
trains, and they are clean, safe and quiet. They usually arrive on time. There are no traffic jams.
Most people are happy to use them. But the first underground train systems were quite different
from the modern systems we see in big cities all around the world.
Paragraph 2
The first underground trains ran in London in 1863. It was a very busy city and the streets were
full of traffic. There were too many people, horse carriages, houses and buildings. There just
wasnt enough space above ground, and so people decided to put the trains underground. But
unlike today, there were no electric trains in 1863 and all of the trains used steam engines
which made power from fire and water.
Paragraph 3
In 1863, all of the trains used steam engines. Because these engines were powered by very hot water
and fire, the tunnels were smoky, steamy, and noisy. People wanted some fresh air, but it was difficult
to get it into the tunnels and stations. The tunnels were dark, too. The train cars and stations were
made of wood, and lighted with gas. Sometimes there were accidents because of fires.
Paragraph 4
Before the London Underground opened, people were very scared about the idea of going into
underground tunnels. Many were afraid of the tunnels full of the smoke, the steam and the noise
from the train engines. And indeed, travelling in the tunnels of the first underground system was
a very noisy, dark, and smelly experience. But on the first day, the new London Underground
carried 40,000 passengers. It was very quick, and the trains ran every 10 minutes. The people of
London fell in love with their new train system.
Paragraph 5
The London Underground had three classes of travel. First class was the most expensive and
most comfortable. Second class was less expensive but still comfortable. Third class was the
opposite of first class. When the London Underground opened, the third class tickets were the
most popular. About 70% of the tickets sold were these cheap tickets for ordinary working
people. Nowadays the prices have gone up, but the underground experience around the world is
definitely cleaner and quieter!
page 2
58
Appendix 1 Sample Reading & Writing exam paper (contd)
ISE I
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
A Why the first underground train system was built
2. Paragraph 2
B Tickets for the first underground system
3. Paragraph 3
C Peoples feelings about the first underground train system
4. Paragraph 4
D What the first underground system was like
5. Paragraph 5
E Railroads of the first underground system

F Modern underground train systems
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 The stations and tunnels of the first underground system were smoky.
B The first underground trains were late because of traffic jams.
C There were three types of tickets for the first underground trains.
D The first underground trains were built in Paris.
E At first, people were worried about using the first underground trains.
F The first underground train stations were made of wood.
G Ordinary working people could not buy first class underground tickets.
H The ticket prices today are still cheap for ordinary working people.
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.
trains.
11. In 1863, there werent any
12. Steam engines used the power of
13. Thousands of people used the London Underground on

lights.
14. The old London Underground used

15. When the London Underground opened, most of the tickets sold were the
.
Turn over page
page 3
59
ISE I

In this section there are three short texts for you to read and some questions for you to answer.
Questions 1620
Read questions 1620 first and then read texts A, B, C and D below the questions.
As you read each text, decide which text each question refers to. Choose one letter A, B, C or D
and write it on the lines below. You can use any letter more than once.
Which text
16. makes negative comments about the activities of local people and businesses?
17. reports a good news story about recent improvements to a river environment?
18. shares lots of practical ideas from different people about how to improve a local river?
19. calls for more political action and public education to protect a nearby river?
20.shows some changing patterns in the state of health of a particular river?
Text A
From: Eva
Sent: 11 November 2014 19:37
To: editor@eveningnews.co.uk
Subject: River Mle
Dear Editor
The River Mle causes health problems in the city, so we need to take action. Although the other local
factories have stopped putting waste into the river, the paper factory is still breaking pollution laws,
and should have to pay big fines.
The mud of the riverbed needs to be taken away because its polluted with chemicals. Politicians are
scared to say this, because it brings jobs to the city, but it is obvious that the paper company should pay.
Also, people need to be educated: drinks bottles and plastic bags wouldnt be such a problem if
people reused or recycled them.
Yours
Eva Strauss
Text B
The River Tollen: Yearly report on the results of pollution
20
Waste from
factories
up 6.4%
page 4
60
Oxygen (O2)
levels in water
down 3.5%
Fish numbers
down 3%
Water birds
down 2.4%
Rubbish
up 14%
Chemicals from
farms in riverbed
up 5.5%
ISE I
Text C
The city is getting millions from the government to improve the River Lamm! How should it
spend the money?
Paul: Ive always thought that the river would be great for kayaking so how about a
watersports centre for people to do things like that?
Marcus: It would be great to see people using the river for transport, like in the old days.
Divna: Fear stops a lot of people going to the river! Even a little lighting along the
riverbank would help people to feel safe.
Alex: Id like to see one of the old factories become a museum of the citys
industrial history.
Inge: @Alex And some quality waterside cafs would attract visitors too.
Simone: @Divna I agree security cameras too, to protect people from criminals!
Alex: @Inge Hopefully theyll close that fast food place that would mean less litter
on the ground!
Text D
GREEN CITY NEWS

In the yearly Big Clean-up on the River Vico, 50
students picked up rubbish from the banks of the
river, and several local companies got together
to clear the river of fridges, bikes and other large
items! We criticise supermarkets on this site
sometimes, but they let staff have time off work to
plant trees along the river, so well done to them!
Science student Martina Keller took part in the

Clean-up. She told us, In the five years since this
started, you can see the change the rivers clear
again now, not black, like it used to be! Plants
are growing on the bottom of the river again, and
well see a lot more fish and birds, Im sure.
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.
A The Big Clean-up and tree-planting projects are improving the

River Vico.
B Waste paper and cardboard are causing serious pollution in the
River Mle.
C Some people dont go to the River Lamm because they are worried
about safety.
D The water quality on the River Tollen has continued to improve.
E The Big Clean-up Project on the River Vico takes place once a year.
F On the River Tollen rubbish has increased more than farm or
factory pollution.
G Money needs to be raised for improvements to the River Lamm.
H The paper factory near the River Mle is an important local employer.
Turn over page
page 5
61
ISE I
Questions 2630
The summary notes below contain information from the texts on pages 4 and 5. Find a word or
phrase (maximum three words) from texts AD to complete the missing information in gaps 2630.
Write your answers on the lines below.
Summary notes
The main causes of river pollution:
industrial pollution, eg waste from factories
agricultural pollution, eg (26.)
dumping large domestic items, eg fridges, bikes
household rubbish, eg (27.)
Ideas for improving the riverside environment:
developing sporting facilities, eg (28.)
encouraging transportation, eg pleasure boats, canal boats
creating public eating places, eg (29.)
designing visitor attractions , eg museum of industrial history
making the riverside a safer place, eg (30.)
getting local community involved, eg Big Clean-up, plant trees
page 6
62
ISE I

Write a short essay for your teacher (100130 words) about the problem of river pollution in a city
or town.
Use the information you read in Task 2 (pages 46) to:
w describe some problems from river pollution in a town or city
w explain some steps that can be taken to help clean up a polluted river and
w suggest how you think people can be encouraged to look after their local river better.
You should plan your essay before you start writing. Think about what you want to say and make
some notes to help you in this box:
Planning notes
(No marks are given for these planning notes)
Now write your essay of 100130 words on the lines below. Try to use your own words as far as
possible dont just copy sentences from the reading texts.
Turn over page
page 7
63
ISE I
page 8
64
ISE I
When you have finished your essay, spend 23 minutes reading through what you have written.
Make sure you have covered all three bullet points. Remember to check how you made use of the
reading texts, as well as the language and organisation of your writing.
Turn over page
page 9
65
ISE I

Write an article (100130 words) for a website for students about different ways to study.
You should:
w give examples of ways you prefer to study and
w explain why these ways work for you.
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
(No marks are given for these planning notes)
Now write your article of 100130 words on the lines below.
page 10
66
ISE I
Turn over page
page 11
67
ISE I
When you have finished your article, spend 23 minutes reading through what you have written.
Make sure you have covered both bullet points and remember to check the language and
organisation of your writing.
End of exam
Copyright 2015 Trinity College London
68
ISE I Sample paper 2

Answers
Task 1 Long reading
1. F
2. A
3. D
4. C
5. B
610 can appear in any order
6. A
7. C
8. E
9. F
10. G
11. electric
12. fire and water
13. the first day
14. gas
15. third class tickets / cheap tickets

16. A
17. D
18. C
19. A
20. B
2125 can appear in any order
21. A
22. C
23. E
24. F
25. H
26. chemicals from farms
27. drinks bottles OR plastic bags
28. kayaking OR a watersports centre
29. (quality) waterside cafes
30. lighting OR security cameras
69
Integrated Skills in English Topic Form

ISE I
Title of topic:
70
The information on this form must be presented to the examiner during the exam.
Integrated Skills in English Topic Form

ISE I
Why I enjoy playing
The rules what you
volleyball
must and must not do
Title of topic:
My volleyball club
How long Ive played
Our plans for the next
volleyball
six months
71
The information on this form must be presented to the examiner during the exam.

Videos of sample ISE I Speaking & Listening exams may be viewed at www.trinitycollege.com/ISEI
There is a note-taking sheet on page 74 which may be photocopied and used in the classroom to help
students practise note-taking. In the exam the note-taking paper is blank.
Sample Independent listening task 1

Examiner rubric:
Youre going to hear a talk about an animal called a giraffe. You will hear the talk twice. As you
listen, write down some notes about what you hear, if you want to. Then, I will ask you six questions
on some facts about giraffes. Are you ready?
Audio script for Independent listening task 1

Giraffes are often five-and-a-half metres tall and not surprisingly, are the tallest animals on the planet.
Their height is useful for eating from trees, but drinking is difficult for giraffes. Fortunately, giraffes do
not need to drink every day as they get most of the water they need from the plants they eat.
They eat most of the time and often sleep about two hours a day. They can run up to 55 kilometres an
hour and are so powerful that they can kill a lion by kicking it.
Female giraffes have babies standing up and so the babies fall one-and-a-half metres to the ground.
They are not hurt by the fall and after only 30 minutes the baby giraffes can stand by themselves.
Amazingly, after 10 hours, the baby giraffes can run around with their mothers.
Giraffes live up to 25 years in the wild. You can tell the age of a giraffe from its spots.
As a giraffe gets older, its spots get darker. They really are beautiful animals.
Questions
1. Where do giraffes get water from?
2. How fast can giraffes run?
3. After how long can a baby giraffe stand up?
4. What happens to baby giraffes after 10 hours?
5. How long do giraffes live for?
6. How do you know the age of a giraffe?
Answers
1. From plants/the plants they eat
2. (Up to) 55 kilometres an hour
3. They are standing up
4. They can run around (with their mothers)
5. (Up to) 25 years
6. (By/from) its spots
72
Appendix 4 Information on the Speaking & Listening exam (contd)
Sample Independent listening task 2

Examiner rubric:
Youre going to hear a short talk about science. You will hear the talk twice. The first time, just listen.
Then Ill ask you to tell me in a few words what the speaker is talking about. Are you ready?
Now listen to the talk again. Write down some notes about what you hear, if you want to. Then Ill ask
you to tell me six pieces of information about how children learn to speak. Are you ready?
Audio script for Independent listening task 2

Babies begin to speak at about one year old. To start with they learn words very slowly. For some time
they only know about 50 words, mainly words for objects and people, then when they are about 18
months old their vocabulary suddenly begins to grow very fast. They begin to use verbs and adjectives
and they may learn as many as 10 new words every day. Some people say that this is because children
suddenly recognise what a word is, and they realise that each word refers to something in the real world.
It is strange that children do not need to hear a word many times. Sometimes they have only heard
it two or three times before they begin to use it. By the time they are six years old, children can use
about 6,000 words and they can understand about 14,000.
Answers
What the talk is about: How babies learn language/to speak (any broadly similar formulation
is acceptable)
Facts from the recording
1
Begin speaking at one
Learn words slowly
Knows 50 words at first
Knows words for objects and people
Vocab grows fast at 18 months
Learn 10 new words a day at 18

months
Suddenly recognise what a word

is/refers to real world
Dont have to hear many times
Use 6,000 words by the age of six
10
Understand 14,000 words by the

age of six
Sample examiner questions

1
When does a baby begin to speak?
How quickly does a baby learn new words?
How many words does a one year old child know?
What are a childs first words about?
What happens when a child is about 18 months old?
How many words can an 18 month old child learn a day?
Why does a childs vocabulary suddenly grown at 18 months?
Do children have to hear a word often in order to learn it?
How many words can a child use at the age of six?
10
How many words can a child understand at the age

of six?
73
Appendix 4 Information on the Speaking & Listening exam (contd)
Note-taking sheet for practising

Notes
w
Extra notes
74
Appendix 5 Language functions and suggested grammar for ISE I
Appendix 5 Language functions and suggested grammar

for ISE I
Language functions
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 ISE I.
This list is intended to be for guidance only and is not a list of grammar structures the candidate
must produce in the test.
Grammar
Present perfect tense including use with for,
since, ever, never, just
Expressions of preference, eg I prefer, Id rather
Connecting clauses using because
Present continuous tense for future use
Will referring to the future for informing

and predicting
Past continuous tense
Adjectives and adverbials of quantity,

eg a lot (of), not very much, many
Zero and first conditionals, using if and when
Modals connected to the functions listed above,

eg must, need to, might, dont have to
Infinitive of purpose
75

Score
Reading for writing
Task fulfilment
Understanding of source materials

Selection of relevant content from source texts
Ability to identify common themes and links within and
across the multiple texts
Adaptation of content to suit the purpose for writing
Use of paraphrasing/summarising
Overall achievement of communicative aim

Awareness of the writerreader relationship (style and register)
Adequacy of topic coverage
Full and accurate understanding of the straightforward

ideas of all source materials demonstrated
A wholly appropriate and accurate selection of relevant
content from the source texts
Excellent ability to identify the main conclusions,
significant points and common themes within and across
the multiple texts
An excellent adaptation of content to suit the purpose
for writing
Excellent paraphrasing/summarising skills of short pieces
of information demonstrated
Excellent achievement of the communicative aim

Excellent awareness of the writerreader relationship
All requirements (ie genre, topic, reader, purpose and number
of words) of the instruction appropriately met
Full and accurate understanding of the straightforward

ideas of most source materials demonstrated
An appropriate and accurate selection of relevant content
from the source texts (ie most relevant ideas are selected
and most ideas selected are relevant)
Good ability to identify the main conclusions, significant
points and common themes within and across the
multiple texts
A good adaptation of content to suit the purpose for writing
Good paraphrasing/summarising skills of short pieces of
information demonstrated (with very limited lifting and a
few disconnected ideas)
Good achievement of the communicative aim (ie important

messages conveyed)
Good awareness of the writerreader relationship (ie appropriate
use of style and register throughout the text)
Most requirements (ie genre, topic, reader, purpose and number
of words) of the instruction appropriately met
Full and accurate understanding of more than half of the

source materials demonstrated
An acceptable selection of relevant content from the
source texts (the content selected must come from more
than one text)
Acceptable ability to identify the main conclusions,
significant points and common themes within and across
the multiple texts
Acceptable adaptation of content to suit the purpose
for writing
Acceptable paraphrasing/summarising skills of short
pieces of information demonstrated (with some lifting and
disconnected ideas)
Acceptable achievement of the communicative aim

Some awareness of the writerreader relationship
of words) of the instruction acceptably met
Inaccurate and limited understanding of most

source materials
Inadequate and inaccurate selection of relevant content
from the source texts (ie fewer than half of the relevant
ideas are selected and most of the selected ideas
are irrelevant)
Poor ability to identify the main conclusions, significant
points and common themes within and across the multiple
texts (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 short pieces of
information demonstrated (with heavy lifting and many
disconnected ideas)
Poor achievement of the communicative aim (ie difficult to follow

and unconvincing for reader)
Poor awareness of the writerreader relationship
of words) of the instruction are NOT met
Task not attempted

Paper void
No performance to evaluate
76
Appendix 6 ISE I Task 3 Reading into writing rating scale (contd)
Score
Language control
Text organisation, including use of paragraphing,

beginnings/endings
Presentation of ideas and arguments, including clarity
and coherence of their development
Consistent use of format to suit the task
Use of signposting
Range and accuracy of grammar

Range and accuracy of lexis
Effect of linguistic errors on understanding
Control of punctuation and spelling
Effective organisation of text (ie clear organisation of

text with ideas sequenced in a linear fashion, the use
of paragraphs to separate key themes)
Very clear presentation and logical development of all
straightforward ideas and arguments
Appropriate format throughout the text
Effective signposting
Good range of grammatical items relating to the task with good

level of accuracy
Good range of lexical items relating to the task with good level
of accuracy
Any errors do not impede understanding
Excellent spelling and punctuation
Good organisation of text (eg appropriately organised into

paragraphs, appropriate opening and closing)
Clear presentation and logical development of most
Appropriate format in most of the text
Good signposting (eg appropriate use of cohesive devices
and topic sentences to address a linear sequence)
Appropriate range of grammatical items relating to the task with

good level of accuracy (errors may occur when handling more
complex ideas)
Appropriate range of lexical items relating to the task with good
level of accuracy (may contain some circumlocutions)
Errors occasionally impede understanding but the overall
message is clear
Spelling and punctuation good enough to be followed
(punctuation of simple sentences is free from errors)
Acceptable organisation of text (ie showed some

awareness of the need for structure with new ideas
introduced in new sentences)
Presentation and development of most straightforward
ideas and arguments are acceptably clear and logical
Appropriate format in general
Acceptable signposting (eg some appropriate use of
cohesive devices and topic sentences to address a
linear sequence)
Acceptable level of grammatical accuracy and appropriacy

relating to the task, though range may be restricted
Acceptable level of lexical accuracy and appropriacy relating
to the task, though range may be restricted
Errors sometimes impede understanding
Acceptable spelling and punctuation
Very limited or poor text organisation which causes the

reader difficulties
Most ideas and arguments lack coherence and do not
progress logically
Inappropriate format throughout the text
Poor signposting (lacks use of simple cohesive devices)
Inadequate evidence of grammatical range and accuracy (may

have control over the language below the level)
Inadequate evidence of lexical range and accuracy (may have
control over the language below the level)
Errors frequently impede understanding
Poor spelling and punctuation throughout
Task not attempted

Paper void
77

Score
Task fulfilment
Language control
Overall achievement of
communicative aim
Awareness of the writerreader
relationship (style and register)
Adequacy of topic coverage
Text organisation, including use of

paragraphing, beginnings/endings
Presentation of ideas and arguments,
including clarity and coherence of their
development
Consistent use of format to suit the task
Use of signposting
Range and accuracy of grammar

Range and accuracy of lexis
Effect of linguistic errors on
understanding
Control of punctuation and spelling
Excellent achievement of the

communicative aim
Excellent awareness of the writer
reader relationship
All requirements (ie genre, topic,
reader, purpose and number of words)
of the instruction appropriately met
Effective organisation of text (ie

clear organisation of text with ideas
sequenced in a linear fashion, the use
of paragraphs to separate key themes)
Very clear presentation and logical
development of all straightforward
ideas and arguments
Appropriate format throughout the text
Effective signposting
Good range of grammatical items

relating to the task with good level
of accuracy
Good range of lexical items relating to
the task with good level of accuracy
Any errors do not impede understanding
Excellent spelling and punctuation
Good achievement of the

communicative aim (ie important
messages conveyed)
Good awareness of the writerreader
relationship (ie appropriate use of style
and register throughout the text)
Most requirements (ie genre, topic,
of the instruction appropriately met
Good organisation of text (eg

appropriately organised into
paragraphs, appropriate opening
and closing)
Clear presentation and logical
development of most straightforward
ideas and arguments
Appropriate format in most of the text
Good signposting (eg appropriate use
of cohesive devices and topic sentences
to address a linear sequence)
Appropriate range of grammatical

items relating to the task with good
level of accuracy (errors may occur
when handling more complex ideas)
Appropriate range of lexical items
relating to the task with good level
of accuracy (may contain some
circumlocutions)
Errors occasionally impede
understanding but the overall
message is clear
Spelling and punctuation good enough
to be followed (punctuation of simple
sentences is free from errors)
Acceptable achievement of the

communicative aim
Some awareness of the writerreader
relationship
of the instruction acceptably met
Acceptable organisation of text (ie

showed some awareness of the need
for structure with new ideas introduced
in new sentences)
Presentation and development of most
are acceptably clear and logical
Appropriate format in general
Acceptable signposting (eg some
appropriate use of cohesive devices
and topic sentences to address a
linear sequence)
Acceptable level of grammatical

accuracy and appropriacy relating
to the task, though range may
be restricted
Acceptable level of lexical accuracy
and appropriacy relating to the task,
though range may be restricted
Errors sometimes impede understanding
Acceptable spelling and punctuation
Poor achievement of the

communicative aim (ie difficult to
follow and unconvincing for reader)
Poor awareness of the writerreader
relationship
of the instruction are NOT met
Very limited or poor text organisation

which causes the reader difficulties
Most ideas and arguments lack
coherence and do not progress logically
Inappropriate format throughout the text
Poor signposting (lacks use of simple
cohesive devices)
Inadequate evidence of grammatical

range and accuracy (may have control
over the language below the level)
Inadequate evidence of lexical range
and accuracy (may have control over
the language below the level)
Errors frequently impede understanding
Poor spelling and punctuation
throughout
Task not attempted

Paper void
78

Score
Communicative
effectiveness
Language control
Delivery
Range
Accuracy/precision
Effects of inaccuracies
Intelligibility
Lexical stress/intonation
Fluency
Effects on the listener
Fulfils the task very well

Initiates and responds
appropriately, both actively
and receptively
Maintains and contributes
to the interaction by
elaborating their utterances
spontaneously
Says or signals in basic ways
that he/she did not follow
and these signals are always
effective
Understands interventions
with little repetition or
rephrasing
Identifies factual
information accurately
Has little difficulty in
following speech at a
normal conversational rate
Sometimes responds slowly
to consider examiner input
Uses a good range of

grammatical structures/
lexis to deal with topics at
this level
Shows a relatively high level
of grammatical accuracy
and lexical precision to deal
with most familiar topics
Errors occur, but they do
not impede communication
Intelligible despite
some noticeable use of
non-standard phonemes
Uses lexical stress and
intonation appropriately
Speaks relatively slowly
with some pausing and
hesitation
Requires some careful
listening
Fulfils the task appropriately

Initiates and responds
appropriately when
prompted
Manages to maintain
the interaction, but topic
development is somewhat
dependent on the examiner
Says or signals in basic ways
that he/she did not follow
although sometimes
awkward, these signals are
effective
Understands interventions
but may need some
repetition or rephrasing
Identifies factual
information though it
may be short on detail
Sometimes needs examiner
speech slowed down
Responds slowly due to
some uncertainty about
examiner input
Uses an appropriate range

of grammatical structures/
lexis to deal with topics at
this level
Shows a reasonable level
and lexical precision to
deal with most familiar
topics
Errors are frequent
(eg tenses, agreementmarkers) but they do
not usually impede
communication
Intelligible despite
Generally uses lexical
stress and intonation
appropriately
Generally speaks slowly
with some pausing and
hesitation
Requires some careful
listening
Fulfils the task acceptably

with support
Acceptably initiates and
responds when prompted
Manages to maintain
the interaction, but
topic development is
overly dependent on the
examiner
Says or signals in basic
ways that he/she did
not follow. Sometimes
awkward, and these signals
are not always effective
Understands short
interventions but may need
repetition or rephrasing
Identifies some factual
information, possibly
incomplete
Has difficulty following
speech at a normal
conversational rate
Responds quite slowly due
to uncertainty about input
Uses an acceptable range

of grammatical structures/
lexis to manage topics at
this level, but grammatical/
lexical gaps cause some
noticeable hesitation and
circumlocution
Shows an acceptable level
and lexical precision to deal
with most familiar topics
Errors are frequent but
they do not usually impede
communication
Mostly intelligible despite

intonation acceptably
Generally speaks slowly
with frequent pausing
and hesitation
Requires careful listening
Does not fulfil the task

even with support
Does not initiate or
respond adequately
Does not maintain the
interaction sufficiently
Contributions are
inappropriate and/or
overly dependent on the
examiner
Has difficulty in resolving
communication problems
Has difficulty understanding

interventions
Identifies some random
factual information but
without an overall context
Does not follow any speech
at a normal conversational
rate
Consistently responds
slowly due to difficulty in
understanding input
Uses a limited range of

grammatical structures/
lexis that is not always
adequate to deal with
topics at this level
Does not show an
adequate level of
grammatical accuracy
and lexical precision
Some or many errors
impede communication
Generally intelligible or
sometimes unintelligible
use of non-standard
phonemes is evident
intonation enough to
follow
Speaks slowly with
frequent and noticeable
pausing and hesitation
Requires careful listening
may be difficult to follow
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
79
80
Identifies and reports all/almost all key information accurately (main points and
supporting detail) (eg nine or more)
Shows good understanding of links between key information
Responds to questions with promptness
Needs no/little repetition or rephrasing of questions
Identifies and reports the number of key information points required accurately
(main points and supporting detail) (eg six to eight)
Shows understanding of links between key information
Responds to questions with relative promptness
May need some repetition or rephrasing of questions
Identifies and reports some key information points accurately (main points and
supporting detail) (eg four to five)
Shows limited understanding of links between key information
Responds to questions after some hesitation
May need some repetition or rephrasing of questions
No performance to assess (eg candidate does not speak)
Identifies and reports limited number of key information points (eg zero to three)
Shows little/no understanding of links between key information
Responds to questions only after noticeable hesitation
May need extensive repetition and/or rephrasing of questions

Guide For Teachers - IsE I

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Integrated Skills in English (ISE)

Guide for Teachers ISE I (B1)

Trinity College London

Who is ISE Reading & Writing for?

Task specifications for ISE I Reading & Writing

Task 1 Long reading

Preparation activities for ISE I Reading & Writing

Task 1 Long reading: Skimming travel information 

ISE I Speaking & Listening exam

Who is ISE Speaking & Listening for?

Task specifications for ISE I Speaking & Listening

Preparation activities for ISE I Speaking & Listening

Topic task: Using music to help with topic preparation

Overview of the ISE Reading & Writing exam

Overview of the ISE Reading & Writing exam

Who is ISE Reading & Writing for?

Overview of the ISE Reading & Writing exam

Introduction to ISE Reading & Writing tasks at ISE I

Overview of ISE Reading & Writing at all levels

Overview of the ISE Reading & Writing exam

Glossary of reading skills for ISE I

Reading texts which are related to personal subjects and interests

Reading to understand the general meaning of a paragraph, text or

Reading for gist

Reading to understand the main idea of a paragraph, text or infographic

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

Reading to understand specific, factual information at the word, phrase

Guessing the meaning of phrases and words from their context

Reporting key facts and ideas from the reading texts

Glossary of writing aims for ISE I

Reading for writing

Showing understanding of reading texts

Responding to the prompt fully

Organisation and structure

Presenting ideas and arguments clearly

Using a range of language functions, grammar and vocabulary

Overview of the ISE Reading & Writing exam

Reading into writing (task 3)

Writing (tasks 3 and 4)

Task specifications for ISE I Reading & Writing

Task specifications for ISE I Reading & Writing

One reading text followed by 15 questions

400 words (approximately), divided into five paragraphs

Title matching (Questions 15)

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

The task is scored against an answer key

Task specifications for ISE I Reading & Writing

Task 2 Multi-text reading

Four reading texts read as a group followed by 15 questions

400 words (approximately) across the four texts

Multiple matching (Questions 1620)

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

The task is scored against an answer key

Task specifications for ISE I Reading & Writing

Task 3 Reading into writing

This section assesses the candidates ability to:

Output length 100130 words

The candidate is advised to spend 40 minutes on this part of the exam

Task 4 Extended writing

This task assesses the candidates ability to produce a narrative, descriptive

The candidate is advised to spend 40 minutes on this part of the exam

Preparation activities for ISE I Reading & Writing

Who is ISE Reading & Writing for?

Task specifications for ISE I Reading & Writing

Task 1 Long reading

Preparation activities for ISE I Reading & Writing

Task 1 Long reading: Skimming travel information

Who is ISE Speaking & Listening for?

Task specifications for ISE I Speaking & Listening

Preparation activities for ISE I Speaking & Listening

Topic task: Using music to help with topic preparation