CEFR

B2
Exam Preparation & Practice

ISE II Listening & Speaking

Module

2015 Format
Student’s Book

Andrew Betsis
Sean Haughton GLOBAL ELT
 Trinity ISE II Listening & Speaking

Introduction to the
ISE II Listening & Speaking exam
The aim of the Trinity College London’s Integrated Skills in English (ISE) exam
(Listening & Speaking module) is to assess candidates’ competence in speaking
and listening in English, in a context which reflects their real world activity and
their purpose for learning English. It is a communicative and performance-based
exam which retains a strong integrated and real life identity.

In addition, the purpose of the Listening & Speaking module is to provide an

exam of English within a school, college or university context which is relevant
and authentic to the intended candidate’s circumstances and future aspirations.

The tasks are conducted as one-to-one, face-to-face, oral interviews between

the candidate and one examiner.
The tasks at the Speaking exam replicate real-life exchanges, in which the candi-
date and the examiner pass on information, share ideas and opinions and debate
topical issues.
The tasks at the Listening exam are administered by way of recordings played by
the examiner during the interview, followed by various tasks. The audio part of the
listening exam is pre-recorded to ensure standardisation of the listening output.

Exam Format
A SPEAKING exam with three tasks and a LISTENING exam with one task.
Timing: 20 minutes
Level: B2 of the CEFR

ISE rating scale

All tasks in each ISE level are linked to a particular CEFR level.
The rating scale below shows four distinct scores within each CEFR level:

Score Interpretation
4 Excellent achievement - at the upper end of the CEFR level
3 Appropriate achievement - at the middle of the CEFR level
2 Acceptable achievement - of the CEFR level, possibly newly qualified at that level
1 Non-achievement - not of the CEFR level
0 No topic task, no performance to rate

Published by GLOBAL ELT LTD

www.globalelt.co.uk
Copyright © GLOBAL ELT LTD, 2015
Andrew Betsis and Sean Haughton
Marianna Georgopoulou and Lawrence Mamas and have also contributed to this publication.

Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omission.
We will be happy to insert the appropriate acknowledgements in any subsequent editions.

British Library Cataloguing-in-Publication Data

A catalogue record of this book is available from the British Library.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. Any person who does
any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

G Succeed in TRINITY ISE II Listening & Speaking - Student’s Book - ISBN: 978-1-78164-256-6

2
Trinity ISE II Listening & Speaking

TABLE OF CONTENTS
ISE II Speaking and Listening Exam
page 4
Overview, Tips and Advice
Preparation for Trinity ISE II
page 8
Listening Part 1 Focus
Preparation for Trinity ISE II
page 10
Listening Part 2 Listening for gist
Preparation for Trinity ISE II
page 12
Listening Part 3 Listening for specific information
Listening Task Cards page 15

Listening Audioscripts page 18

Listening Answer Key for the Listening Section page 20

Preparation for Trinity ISE II

page 22
Speaking Part 1 Polite vs Rude
Preparation for Trinity ISE II
page 24
Speaking Part 2 Turn-taking
Preparation for Trinity ISE II
page 26
Speaking Part 3 Information Gaps
Preparation for Trinity ISE II
page 30
Speaking Part 4 Grammar
Preparation for Trinity ISE II
page 34
Speaking Part 5 Fluency
Linking Words and Phrases page 36

Project: A step-by-step method of preparation for the Topic Task page 38

Speaking Audioscripts page 40

Speaking Answer Key for the Speaking Section page 40

Unit 1 Society and living standards page 42

Unit 2 National environmental concerns page 48
Unit 3 The world of work page 54
Unit 4 Public figures past and present page 60

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 Trinity ISE II Listening & Speaking - Overview

ISE II Speaking and Listening Exam

Overview
Different isn’t bad…
This exam is different from most other exams. For that reason,
it’s very important to know the format in advance and prepare.
But remember, different doesn’t mean bad – so it shouldn’t
make you worried. The Trinity ISE II is student-centred and the
aim is to allow you to give the best account of yourself that you
can in a natural communicative environment. Put simply, it gives
ISE II Speaking and Listening Exam

you the opportunity to show that you can use English in conver-
sation, just like you would in the real world.

Different how?
Most exams have separate Speaking and Listening sections:
the Speaking is face-to-face but the Listening is paper-based.
However, the ISE II Speaking and Listening is one exam and it is
all done face-to-face. There is no paper-based Listening part.

What about the details?

Well, ISE II is a B2-level exam. It lasts approximately 20 minutes. During this time, there are four different tasks to complete.

Let’s have a look:

Task Time
1. Topic Task

You prepare a topic for discussion in advance. Then, in the exam, the examiner asks you 4 minutes
questions about your topic.
2. Collaborative Task

The examiner plays a role. They tell you something general about their imaginary situa- 4 minutes
tion or dilemma. You have to ask them questions to find out more about the situation or
dilemma and give them your opinion/recommendation/advice.
3. Conversation Task

The examiner asks you questions about a topic you haven’t prepared and you have a dis- 2 minutes
cussion about the topic with them.
4. Independent Listening Task

You listen to the examiner’s spoken instructions. Then, you listen to a recording twice.
The first time you listen, you must report back to the examiner on the general topic. 8 minutes
The second time you listen, the examiner encourages you to take notes on some
specific information, which you must then report back to them.

Total time: (This includes about 2 minutes extra examiner administration time.) 20 minutes

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Trinity ISE II Listening & Speaking - Tips and Advice

Tips and Advice

General DOs and DON’Ts
❆ Don’t be passive. In the three Speaking sections of this exam, you are expected to play an active role. That means you
should be prepared to ask the examiner questions and invite their thoughts and responses to what you say.

ISE II Speaking and Listening Exam

❆ Don’t give long rehearsed monologues. You will not score highly if you look and sound very unnatural and say things that
are simply learned by heart. Make an effort to be spontaneous (react on the spot). This may seem difficult at first, but that
is where practice comes in. Practise spoken conversation at every opportunity.
❆ Try to speak clearly and fluently. Avoid long, unnatural pauses, if possible. Don’t wait for the right word to come into
your head; say whatever you’re trying to say, in another way instead.
❆ Be polite at all times. Practise the art of turn-taking, and of interrupting and disagreeing politely. Avoid rudeness, extreme
language and sarcasm at all costs.
❆ Always try to explain/develop/exemplify the points you make. For example, it’s not enough to say: I don’t think people
could survive today without mobile phones. You have to explain yourself: I don’t think people could survive today without mobile
phones. After all, we rely on them to communicate, navigate, entertain and even to do business on the move. They are with us
constantly.
❆ Take notes in the Listening Task (Independent Listening) when given the opportunity to.
❆ Bring a mind-map card for a topic you have prepared to the exam. You will use this in Speaking Task 1, the Topic Task.
Similarly, you should properly prepare and practise for this task in advance.

Speaking Task 1: The Topic Task

This task is unique in the sense that you can prepare your topic for it in advance. Choose any topic that interests you.
Prepare well and practise discussing your topic as often as you can. Bring a mind map with your topic notes to the exam and
show it to the examiner.
❆ Do not be upset or concerned if the examiner interrupts you on several occasions during your discussion of your chosen
topic. It is very likely that you will have a lot to say and could go on talking for considerable time because you have
prepared. The examiner wants to ask you specific questions and encourage a spontaneous conversation; that is why
he/she is likely to interrupt you. It doesn’t mean you have done anything wrong.
❆ Do the Speaking section of this book to help you prepare.

Speaking Task 2: The Collaborative Task

In this task, the examiner will read you a prompt: a description of a situation/problem/dilemma. You need to find out more
information about the situation/problem/dilemma. It is very important that YOU take the lead in this section and be prepared
to ask the examiner questions to find out more details so that you can offer good opinions, comments or advice.
❆ Do lead this task and ask the examiner plenty of questions. Listen carefully to the responses so you can build a better
picture of the situation/problem/dilemma.
❆ The Information Gaps lesson in particular will be helpful in preparing for this task.

Here are a selection of sample prompts:

• [Problem] Even though I perform really well at work and get great feedback, I’ve got no confidence and I am always
afraid of making mistakes.
• [Opinion] I think work experience counts for more than qualifications, so, when I’m hiring staff, I don’t even look at
the qualifications section of their CV.
• [Opinion] None of the young people who join my company as new employees seem to be very hard workers.
It seems to me that young people in general are just lazy.
• [Problem] I don’t get on very well with my Mum and it upsets me.
• [Dilemma] My oldest child says he wants to leave school. He’s legally old enough to do that and there’s nothing I can
do to stop him.
• [Dilemma] I’ve been invited to go on holiday with my best friend’s family to Barbados. It would be an amazing
experience but I’d miss my sister’s birthday.

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 Trinity ISE II Introduction

Speaking Task 3: The Conversation Task

This is a discussion between you and the examiner of a specific topic that you have not prepared. You may be required
to discuss a problem and solution, the advantages and disadvantages of something, give and justify your opinion, etc.
The discussion topic will come from the following broad topic areas:
• Society and living standards
• Personal values and ideals
• The world of work
• National environmental concerns
• Public figures past and present
❆ All of the Speaking lessons in this book feature a variety of discussion topics that offer great practice for the exam.
For example, the opening question sets linked to the pictures, as well as the numerous topic questions posed throughout
each lesson. You will get plenty of practice for this section, therefore, just by going through each of the lessons step-by-step.
ISE II Speaking and Listening Exam

Listening Task 4: The Independent Listening

This is the only part of the test where you will not interact with the examiner in conversation. Instead, a recording will be
played twice for you to listen to. The first time you hear the recording, you will be required to listen for gist: to listen for
the general idea and report that back to the examiner. The second time you listen, you will be asked to listen for detail:
to listen for the important information and report back a summary of those key points to the examiner.
❆ Listen very carefully to the examiner because the task instructions will not be written down – he/she will only tell you.
❆ Make sure you take notes during the second listening to make it easier for you to remember what you want to say and
organise your thoughts.
❆ Do the three Listening preparation sections of this book, which take you through the task step-by-step.

Using this Book

This book has three separate sections.

The Listening section (Task 4: Independent Listening), the Speaking section (Tasks 1, 2 and 3) and 4 theme-based units for
the Conversation task, which can be covered either before, or after you start the Listening and the Speaking sections.

You should try to cover the material in the Listening section first, in the order it appears in this book, as a step-by-step
approach is used.

For the second section of the book, Lessons on Speaking, it is recommended that you do the lessons in sequence, as they
develop important speaking skills in a step-by-step manner. However, you can start the Project at any time – the sooner the
better.

Both the Listening and Speaking sections of this book are extremely exam-focused and there are lots of opportunities to do
exam-type questions throughout, giving you plenty of practice to ensure that when exam time comes around, you are well-
prepared and ready to maximise your potential and show the examiner what you know.

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Trinity ISE II - Independent Listening

Listening

7
 Listening
Part 1 - Focus
What do you already know?
Let’s get thinking about what we already know the
Part 1
subject of this lesson.
Look at the pictures. Then read the questions and make
some short notes for your answers. Finally, discuss your
answers with a partner or in groups.
1. Why do so many people live in cities? What advantages fere with anyone else, go into a room full of family or friends. They
do cities have over rural areas?
2. Now think about the disadvantages of living in a big city. phones will block out their noise (so the situation is like the exam,
What are they?
3. Would you prefer to live in a large country house or in a recording. The more you practise listening in this kind of situation,
nice city flat? Give reasons for your answer.
4. Cities usually have a lot of traffic problems. What are
the transport options for people living in cities, apart
from their cars? List as many as you can think of.
5. What are the problems associated with the different
transport options you listed in the last question?
How can these forms of transport be improved?
6. Do you think people living in cities have a similar
lifestyle to people living in rural areas? Explain your
answer with examples.
8
Concentrate!
‘Pretend you are the only person in the room.’
The Independent Listening Task is very different to the ones you may
be familiar with from other exams and to how students normally
practise Listening questions. Because of this, there are some things
you have to prepare yourself for.
For a start, it’s not paper-based
and you are not in an exam hall
with other students.
It’s just YOU and the EXAMINER
in a room together at either end
of a desk as you listen to the
recording play. If you are shy or
self-conscious, this can be intimidating. More importantly, it can dis-
tract you from the task. You mustn’t let it. Don’t worry about what
the examiner is doing while you are listening and don’t be tempted
to look at them to find out. This is only likely to make you more
distracted. Try to forget about the examiner altogether and focus on
a point in the room while you listen. For example, stare at the play
button on the recording device, or look at the tip of your pen.
Then listen carefully to the recording and think about nothing else.
You can practise this at home with some of the example questions
from this book. Ask a friend or family member to sit down at a desk
with you (it only takes a few minutes of their time). Then play the
recording twice. The first time listen for gist (explained later) and
the second time listen for specific information (also explained later).
Stare at something specific to help you concentrate and avoid looking
at your friend / family member or what they are doing. To improve
your powers of concentration, ask the other person to fidget (make
a lot of small movements that could be distracting) and try to ignore
them. Don’t worry, though, the examiner won’t be trying to distract
you in the actual exam!
Practise this kind of listening as much as you can so you get com-
fortable with it. The aim is to blank out or ignore everything else
and focus entirely on the recording. Another useful way to improve
your focus is to deliberately put yourself in distracting situations
while you listen. For example, using headphones so as not to inter-
will probably be moving around quite a lot and talking. The head-
where you will also have a quiet room) but their movements will
be distracting and you may lose concentration while listening to the
the more your concentration and focus will improve.
We are going to do a few simple listening exercises now that chal-
lenge your ability to concentrate and focus on what you hear.
These exercises may seem a little silly or even funny (which is
good!) but there is a point to them, as well, so please take them
seriously. They challenge your ability to focus on listening no matter
what distractions there are around you.
Trinity ISE II - Independent Listening
Exercise 1
A. For this exercise, you need groups of three, Student 1, Student 2 and Student 3.
Each student has a different task. Student 1, read the Task Card 1 on page 15 of the book and follow the instructions
when the other two students are ready. Student 2, read the Task Card 1 on page 16 of the book and do the same.
Student 3, your Task Card 1 is on page 17 of the book.
When all three students are ready, start the exercise.
B. Now it’s time to swap roles. Student 1, read Task Card 2 on page 15. Student 2, read Task Card 2 on page 16 and
Student 3, read Task Card 2 on page 17. Get ready for your new roles, then start the exercise.
C. Now repeat for Task Card 3.
Exercise 2
So, how was Exercise 1? Easy or hard to concentrate?
We’re going to try one more exercise now. It’s about a
survey on the best places to live in the UK. This time,
watch the video, or listen to the recording. Listen carefully
to the speaker and answer the questions below.
Complete each sentence with a word, phrase or number
you hear on the recording (maximum 3 words).
1. Inverness came __________________ in the survey
of best places in the UK to live.
2. Inverness is located in the __________________ .
3. Internet and __________ are not very dependable there.
Practise at home
Here are some more Listenings you can practise at home. Pick a distracting place, put your headphones on and try to
answer the questions.
A. Listen to the recording and answer the questions.
Complete each sentence with a word, phrase or number
you hear (maximum 3 words). Play the recording as many
times as necessary for you to complete all the answers.
THE PROBLEM
There is a housing crisis in London.
Examples of the problem:
- only (1.) ___________ homes for sale in London this
week could be bought by first-time buyers
- the average age of first-time buyers will soon rise to
(2.) ________________
- 60% of first-time buyers use their (3.) __________
for a house deposit
Cause of the problem:
- first-time buyers have to compete with wealthy
(4.) ______________ from the UK and abroad
THE SOLUTION
Control (5.) _________________ :
- at the moment landlords can increase as much as
they want after the (6.) _________________
- needs to change
Build (7.) _________________ :
- only allow them to be sold to (8.) ____________
- if there’s no competition from the wealthy, prices
will be (9.) ________________
Extra!
Go on the internet and find out as much as you can about a serious
problem in a city/town/village near where you live and ways to
help solve it. Make some notes, then write out a full speech on
the subject (about 400 words).
Part 1
Part 1
4. People who live there use their _____________ a lot
due to poorer transport links.
5. The weather makes Inverness not very suitable for
_______________ .
6. Inverness’s job market is ___________________ and
there are fewer jobs there than in big cities.
7. Inverness is safe and the _____________ is low there.
8. Home-owning is a ________________ that’s possible
for most people.
9. The city’s location promotes healthy living and
Inverness has good facilities and ________________ .
10. ____________________ connections to other cities
are excellent and there is an international airport.
B. Listen to the recording and answer the questions.
Complete each sentence with a word, phrase or number
you hear (maximum 3 words). Play the recording as many
times as necessary for you to complete all the answers.
THE PROBLEM
There is a large divide between the north and the south
of England in terms of wealth and opportunities.
Examples of the problem:
- average salaries in Northern England are up to
(1.) __________ less than down south
- too few (2.) __________ are being created
- as a result, (3.) __________ is at 10% in the north
compared to just 5% in (4.) __________
- young people are forced to move to London, causing
a (5.) __________
THE SOLUTION
Spend money on improving the (6.) __________ of the
north:
- for example, build a high-speed rail system between
the north and (7.) __________
- improve local transport systems too
- improve the (8.) __________ for 4G mobile phones
Give (9.) __________ more power and control over decisions:
- allow it to make its own (10.) __________ and
increase investment
In your next class, make pairs. Read your speech to your partner.
Ask them to listen and then summarise the problem and solution
in their own words.
Then swap roles. You listen and report back on your partner’s
speech.
9
 Trinity ISE II - Independent Listening
Part 2
Listening for Gist
What do you already know?
Let’s get thinking about what we already know about
the subject of this lesson.
Look at the pictures. Then read the question and make
Part 2
some short notes for your answers. Finally, discuss your
answers with a partner or in groups.
1. What are the advantages of going to a private school?
Do you think private or state schools are better?
Which would you prefer to go to and why?
2. What do you think is more important for getting a good
job? Work experience or qualifications?
3. Do you think school uniforms are a good or bad idea?
Why?
4. Would you like to be home-schooled? Why? / Why not?
Think of as many advantages and disadvantages of
home-schooling as you can.
5. Is education free in your country or does it have to be
paid for? Do you think education should be free for
everyone? Why? / Why not?
10
Part 2
Listening for the general idea:
topic, purpose and viewpoint
Before you listen to the recording for the first time, the examiner
will ask you a simple question. It will require you to listen for gist.
Listening for gist involves listening for the general point. You don’t
have to recognise and understand every word; you don’t have to
remember every detail; you just have to get a general idea of the
subject of the recording.
When listening for gist, think about three things: (1) Topic,
(2) Purpose, (3) Viewpoint (what point the speaker is making).
Exercise 1
OK, listen to the recording about secondary education in
the UK and choose the correct answer, A, B or C. Only
choose your answers to questions 1-3 when you have
heard the full recording; not before.
1. The TOPIC is:
A. comparing private and state school education.
B. how the private school system works.
C. researching who goes to university.
2. The PURPOSE is:
A. to show that state schools are better than private
schools.
B. to see if private schools really are better than state
schools.
C. to examine the cost of private school education.
3. The VIEWPOINT is:
A. private school education is no different from state
school education.
B. private school students have an advantage but this
is very wrong.
C. parents should never send their children to private
schools.
Exercise 2
OK, listen to the recording about education and careers.
This time make short notes in your own words. Write
your answers on the answer lines.
1. Topic:
_______________________________________________
_______________________________________________
2. Purpose:
_______________________________________________
_______________________________________________
3. Viewpoint:
_______________________________________________
_______________________________________________
Before moving on to the next question, compare your
answers for Exercise 2 to the answers on page 20.
They should be quite similar.
Trinity ISE II - Independent Listening
Exercise 3
Now, listen to three different recordings about the same
topic: school uniforms. Match the recordings (1-3) to
the statements (A-C).
1. Recording 1 ____
2. Recording 2 ____
3. Recording 3 ____
A. Although school uniforms do play a role in making
students feel equal, the drawbacks of wearing them
are too great to justify their use. I am against school
uniforms for that reason.
B. There is a very strong argument for making students
wear school uniforms, but I also think a case can be
made for not having them. Therefore, I find it hard
to decide on this issue.
C. Although there are strong arguments against wearing
school uniforms, equality is the most important
issue and, as I believe school uniforms promote this,
I support them.
Before you do the next exercise, check your answers
on page 20. The purpose of Exercise 3 was to see if
you could infer/recognise the speaker’s viewpoint.
Hopefully, this exercise shows the importance of listen-
ing very carefully and being able to recognise speakers’
views even when they express them indirectly. You
heard three recordings in which each speaker said very
similar things, but, at the end, each of them also had a
very different point of view to the others.
Exam Question!
Now it’s time for an exam-style question. In the exam, you
will (1) be told what to listen for by the examiner. You
will then (2) hear the recording once. Once the recording
has finished, you will have to (3) report back to the
examiner orally. You do not make notes during the first
listening.
Remember, you won’t write your answers down;
you will say them. This is not a pen-and-paper exam.
You give your answers by talking to the examiner.
Exercise 4
You’re going to hear a talk about home-schooling as part
of the US education system. The first time, just listen.
Then I’ll ask you generally what the speaker is talking
about.
In the exam, you would speak to the examiner. Today,
you are going to work in pairs, Student 1 and Student 2.
Student 1, you are the examiner. Go to page 18 and
read the transcript of the recording. Make a note of the
general idea.
Student 2, you are taking the exam. Listen to the tran-
script. When it’s finished, turn to Student 1 and explain
what the transcript is generally about.
Student 1, listen to Student 2 and, when he/she has
finished speaking, confirm in your own words what the
transcript is about, using your notes. If Student 2 missed
anything important, make sure you mention it.
Part 2
Exercise 5
You’re going to hear a talk about the cost of education
in the UK. The first time, just listen. Then I’ll ask you
generally what the speaker is talking about. OK?
Student 1 and Student 2, work in the same pairs,
but this time:
Student 2, you are the examiner. Go to page 18 and
Part 2
read the transcript of the recording. Make a note of
the general idea.
Student 1, you are taking the exam. Listen to the
recording. When it’s finished, turn to Student 1 and
explain what the recording is generally about.
Student 2, listen to Student 1 and, when they have
finished speaking, confirm in your own words what the
recording is about, using your notes. If Student 2 missed
anything important, make sure you mention it.
Tip!
It’s important when saying what the topic is generally
about to show the examiner that you recognise the
speaker’s own point of view. Don’t forget to do this!
Practise at home
1. Here is another Listening to try. You can say your
answer to a friend or family member, or even the
pet dog or the mirror!
It doesn’t matter. Just practise however you can.
You’re going to hear a talk about foreign-language
learning. The first time, just listen. Then I’ll ask you
generally what the speaker is talking about.
2. If you want more practice, you can listen again to
the recordings in the Focus section. Listen to each
recording once and then, using your own words,
say what it is generally about.
Extra!
Go on the internet and find a vlog (video blog) on a
subject that interests you. Watch and listen to the vlog.
In the next class, be ready to:
1. Say what vlog you chose.
2. Say what it was about (topic, purpose and viewpoint).
3. Say if you found it interesting or not, and why.
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Succeed TRINITY ISE II - Prep Reading Task 1-p1-13-TB_CAE-PR-TEST-1.qxd 11/2/2015 12:39 AM Page 1
Trinity ISE II
Speaking
Step by step preparation
for the 3 tasks
of the Trinity ISE II
Speaking exam
 Speaking
Part 1 - Polite vs Rude
First, look at the images. Then, make short notes to
answer the questions. Finally, discuss your answers in
Part 1
pairs.
1. What behaviour do you find rude? Think of as many
examples as you can and list them in order, starting
with the worst behaviour.
Explain your choice of worst behaviour.
2. How do you feel/react when someone is rude to you?
Describe a time when you experienced rudeness.
3. Have you ever been very rude to someone? If so,
describe what happened?
Did you regret your rudeness later?
4. Is it important to be respectful of our elders?
Why? / Why not?
5. Are the teachers in your school respected by students,
or do students behave rudely?
22
Always be polite to the examiner
It’s very important to speak politely throughout the exam,
even when you disagree with or want to interrupt the
examiner. NEVER behave rudely.
Exercise 1
A. Listen to the recording and answer the questions.
1. Are the speakers being rude or polite? _________
2. How do you know? Is the tone of the conversation
calm or aggressive? __________
3. What about the language they use? Is it moderate
or extreme? __________
4. When a compliment is given, is it sincere (honest
and real) or sarcastic? __________
B. OK, obviously both speakers were very rude. That was
an example of how not to speak. But we can learn
from it. Remember to avoid these things:
, Don’t be sarcastic!
, Don’t be aggressive!
, Don’t use extreme or bad language!
In fact, with a little bit of work, we could turn our two
speakers into angels! Listen to them again. Compare the
transcript of the original recording below with what you
hear this time. Write the phrases that replace the words in
italics in the space below.
Male: I think the rudest behaviour is when a person starts
having a really loud conversation on their phone in publ…
Female: (1) Hold on a minute. That’s absolute and complete
nonsense. Gossiping about a person is way more rude and it
hurts their feelings. (2) I’m right, aren’t I? Admit it.
Male: (3) You’re dead wrong, actually. That’s a stupid answer.
What’s the big deal about gossiping? The person may never
find out you’re talking about them, so how can they even know
if it’s rude or not? (4) Well, what do you have to say to that, huh?
Female: (5) OK, but so what? It doesn’t matter if the person
doesn’t know; you still shouldn’t do it and it’s really bad be-
haviour. Besides, people usually find out about gossip, so they
almost always DO get hurt. (6) You see? Ha. Now who’s right?
Male: (7) Oh, well done you. You’re so smart! Talking loudly
on a train or bus affects all the people around you, though.
So, even if both actions are rude, my example’s way worse.
(8) I’m right, you see. Ha!
(1) _____________________________________________
(2) _____________________________________________
(3) _____________________________________________
(4) _____________________________________________
(5) _____________________________________________
(6) _____________________________________________
(7) _____________________________________________
(8) _____________________________________________
 Trinity ISE II - Speaking Part 1

C. OK. Check your answers at the back of the book on Exercise 4

page 40 to make sure they’re correct. Then find a partner
because for this section you will work in pairs.
Now it’s time to role-play. Listen to the rude recording
again. Then go back and read the original transcript of
the dialogue in B. One student should take each role.
Role-play the characters and try to copy what you heard
in the recording. Be just as rude, sarcastic, loud and
Now it’s time for free-speaking practice. First, working
alone, make notes on the following subject:
Sometimes it is necessary to be rude. Do you agree?
Then, work in pairs and have a discussion about the topic.
You can use your notes to help you. Remember to be
polite throughout the discussion. Interrupt your partner

Part 1
aggressive! while he/she is speaking at least once.

D. Now listen carefully to the polite recording. Notice

how the voices change. Role-play the dialogue again, but
this time using the polite phrases from B. Be calm, polite
and respectful throughout.
Exercise 2
Match the polite phrases (1-9) from the transcript to
their functions (A-E).
Tip!
When you have a topic discussion where you have to
give your opinion, it’s not very different from what you
have to think about when writing an essay. You have to
do the same things in order to support your answer.
That means:
, Develop your points to explain what you mean.
, Use examples or supporting information.
For example, imagine I wanted to discuss this topic:

1. Um, can I just say something? __________ You can never be too polite. Do you agree?
2. I’m not sure I agree. __________ If I started off by saying this:
3. Don’t you think so? __________ ‘I disagree and I feel that you can definitely be too polite.
What do you think?’
4. I’m afraid I couldn’t disagree more. __________ It’s not good enough because I haven’t explained how I
5. Wouldn’t you agree? __________ formed my opinion. I need to do that with an example
6. Um, I take your point, but ... __________ or supporting information
7. You agree with me, don’t you? __________ Supporting point:
8. Yeah, I see where you’re coming from. __________ ‘I disagree and I feel that you can definitely be too polite.
If you are polite all the time, people will take advantage
9. Surely you’d agree. __________ of you. Sometimes you have to be more assertive or rude
A. Inviting agreement even to get what you want. What do you think?’
B. Interrupting politely Example:
C. Politely disagreeing ‘I disagree and I feel that you definitely can be too polite.
D. Politely acknowledging a point but disagreeing For example, if there’s an emergency and you have to get
E. Politely acknowledging a point to hospital very quickly, you’ll waste time saying polite
goodbyes to everyone. You should just go.
What do you think?’
Exercise 3
Occasionally in conversation, there will be some confusion.
You may need to (a) Ask for clarification, or
(b) Give clarification.

Here are some useful phrases to perform both functions.

Put the words in the right order.

Ask for clarification

1. please / you / explain / could / that / to / again / me / ?
_____________________________________________
2. sorry, / don’t / understand / I / I’m / quite / .
_____________________________________________
3. more / one / time / please / , / .
_____________________________________________

Give clarification
1. meant / I / was / what / …
_____________________________________________
2. trying / say / to / what / I’m / is / …
_____________________________________________

23
 Trinity ISE II - Speaking Part 2

Exercise 1
Part 2 Listen to the dialogue and write the missing phrases that
you hear in the gaps in the transcript.
Turn-taking Female: OK, well, (1)___________________________ ,
First, look at the images. Then, make short notes to answer being a celebrity sounds fantastic. For a start, everyone
the questions. Finally, discuss your answers in pairs. knows who you are. You’re popular, too, and a role model
for young people who want to be just like you. It’s a great
life, (2) ___________________________ ?
Male: (3) _________________________ , ______ I’m not
Part 2

so sure. What about all the paparazzi who chase celebrities

around? You’ve got no privacy and you’re never left alone.
Your personal life is in the newspapers and when you make
a mistake, everyone knows about it. I think that must be
incredibly difficult, (4) ___________________________ ?
Female: (5) ________________________ . But I think …
Male: (6) ___________________________ ? What if you
have children? Their privacy will suffer, too. They have to
pay the price for your fame.
Female: Point taken. (7) _________________? _________,
I think another advantage of fame is that it gives you the
power to really make a difference in the world. You have
more money, influence and resources than ordinary people,
so you can do things they never could. Don’t you think?
Male: Yeah, that’s very true. Um …
(8) ___________________________ friends? Do you think
it’s possible to trust anyone around you when you’re rich
and famous?

1. What famous celebrities and sports stars do you Exercise 2

know? List some of them. Which one is your Check your answers to Exercise 1 at the back of the book
favourite and why? on page 40.

2. What are the advantages of being famous? Turn-taking often involves the following functions:
A. give your own opinion clearly
3. Are there any drawbacks to fame? B. invite a response
4. Would you like to be famous? Explain your answer. C. interrupt politely to make an important point
D. recover your thoughts when interrupted
5. Do you think your personality would change if
E. change the angle/direction of discussion to keep
you were famous? Why? / Why not?
a conversation going
What about your friendships?
6. What would you spend your money on if you Match the phrases from the dialogue in Exercise 1 to the
were rich and famous and could buy anything functions, A-E.
you wanted?
1. But what was I saying? Oh, yes … __________
2. Sorry, could I just add one more point? __________
3. But what about … ? __________
Take the lead! Be proactive.
4. Wouldn’t you say? __________
In the exam, you are expected to show that you can start,
5. The way I see it … __________
develop and keep a conversation going. This involves turn-
taking. You won’t score well in the Speaking tasks if you just
speak in one long monologue. You must invite the examiner
to take part in the conversation too.
The way I see it …
So don’t keep talking and talking until the examiner stops you.
The Speaking test is supposed to be like a real-life discussion.
In real life do you keep talking until the other person tells
you not to talk anymore? No. You invite them to participate.
You ask them questions or give them a sign that you want
them to start taking part or respond to what you’ve said.

24
 Trinity ISE II - Speaking Part 2

Exercise 3
OK. First check your answers to Exercise 2 at the back
of the book on page 40.
Now, you’re going to work in pairs, Student 1 and
Student 2. Your topic of discussion is:
Celebrities are good role models for children.
Do you agree?
Exercise 4
Now act out the dialogue you wrote in Exercise 3 in
your pairs. Practise it a few times together. Try to sound
polite and interested in what the other person says.
Exercise 5
Now it’s time for free-speaking practice. First, working
alone, make notes on the following subject:

Follow the instructions below to write a sample dialogue
for the discussion topic. Make sure you use the turn-taking
phrases you’ve learned in Exercise 1 and Exercise 2.
Student 1: [You start. Give your opinion and invite
Student 2 to respond.]
_______________________________________________
_______________________________________________
_______________________________________________
Part 2
Celebrities are happier than ordinary people
because they have so many things ordinary
people don’t. Do you agree?
Then, find a partner and have a discussion about the
topic. You can use your notes to help you. Remember
to be polite throughout the discussion. Make sure you
take turns to participate.

Student 2: [Acknowledge Student 1’s opinion politely

but disagree and explain why. Invite a response.]
______________________________________________
______________________________________________
______________________________________________
Student 1: [Acknowledge Student 2’s point. Then, start
writing your next point – but don’t make it. Give
the dialogue back to Student 2 because Student 2
interrupts you.]
______________________________________________
______________________________________________
______________________________________________
Tip!
When you are not speaking, you should be actively listen-
ing. To show that they are listening, people often give
certain cues or signs while the other person is talking.
For example:
, Nod your head in agreement, or to show that
you have understood a point.
, Make eye contact.
, Use phrases like ‘uh huh’ while the other person
is talking to show you are paying attention to
their points.

Student 2: [Interrupt Student 1 to make an additional

point and invite a response.]
______________________________________________
______________________________________________
______________________________________________

Student 1: [Acknowledge Student 2’s point. Then

recover your thoughts and return to the point you
were going to make before you were interrupted.
Invite a response.]
______________________________________________
______________________________________________
______________________________________________

Student 2: [Acknowledge Student 1’s point. Now

change the angle/direction of discussion. Make an
unrelated point.]
_______________________________________________
_______________________________________________
_______________________________________________

25
Succeed TRINITY ISE II - Prep Reading Task 1-p1-13-TB_CAE-PR-TEST-1.qxd 11/2/2015 12:39 AM Page 1
Trinity ISE II
4 theme-based units

ideal for the Subject areas

included in the Conversation task
of Trinity ISE II: the Speaking exam

Subject areas
● Society and living standards
● Personal values and ideals
● The world of work
● National environmental concerns
● Public figures past and present

41
 Unit 1 Society and living standards

Vocabulary & Structure Pre-speaking Activities

Tip: To describe a place you need to use a variety of adjectives to make your description more vivid and interesting.

A. Use the adjectives which describe the places below B. Collocations

to fill in the blanks. Look at the adjectives below and use the given nouns
that these adjectives describe best to fill in the blanks.
isolated, overpopulated, boring, industrial,
popular, ugly, inconvenient, relaxing building, atmosphere, area, pollution

1.  attractive 1.  built-up
CITY
 cosmopolitan  central
urban area crowded
 ..................................................... / 

densely populated  isolated

 noisy
 modern
 off-the-beaten-track .................................................
 .....................................................  remote
 popular  run-down
 ..................................................... /  poverty-stricken
unattractive  huge / vast
 littered  polluted
 historic
2.  calm / cosy
 friendly
2.  distant/remote
COUNTRYSIDE  gloomy
 .....................................................
 hostile / loving .................................................
 friendly rural area
 relaxed

 quiet  stuffy

 peaceful
3.  attractive / appealing
 pleasant environment
 crumbling
 ................................................. / dull  smoky

 .................................................  gloomy / depressing

 modern / ancient / old .................................................

 picturesque
 multi-storey

3.  quiet  renovated / imposing

 peaceful SUBURB/OUTSKIRTS  typical / traditional

 environmentally friendly
 far
 upper/middle/low class
 .....................................................
 wooded/planted with trees 4.  air
 chemical
 .....................................................
 environmental
(no regular public transport)
 noise .................................................
 toxic

Note: We say: a house/flat in the suburbs  water

a house/flat on the outskirts  land

Speak! Speak!
 Where do you live? (mention place, address)  Use the adjectives above to describe your neighbourhood
 Describe the city/countryside/suburb you (refer to the atmosphere, buildings, traffic, pollution).
live in using the adjectives above.  You want to learn about the place your Facebook friend
Give reasons why you feel this way. lives in. What questions would you ask him/her?

42
 Society and living standards Unit 1
Reading
C. Read the text and answer the questions. Write a maximum of five words for each answer. An example is done for you.

Big Cities are Dying

In the recent few decades there has been an increasing and constant shift of human populations from rural regions to urban
centres which have been expanding at a tremendous rate and reducing vast parts of wooded land. This mass migration has
caused a lot of considerable changes to both regions. It has deteriorated the life of people in urban areas and has destroyed the
balance of biodiversity in rural areas.
The findings of recent reports on the living conditions of big cities are terribly disappointing. City planners claim that this
dramatic growth of urban regions has turned cities into packed and polluted places, whose inhabitants are gradually choking by
toxic fumes. The rise of sky-high buildings, skyscrapers, bad city planning, the high population density and lack of green areas
have negatively affected the quality of city life. Big city parts are declining and are becoming filthier and uglier.
But how could these big urban centres be improved? There is a great number of structural changes and substantial improve-
ments that could be made. What cities really need first is well-designed city planning with effective road networks, squares and
reliable public transport which will immensely facilitate traffic and ease traffic congestion. Not to mention, the creation of large
green areas, such as parks, which could also contribute positively to a cleaner and healthier city environment.
What the state could also do is to fight air pollution. Strict restrictions should be imposed on those factories whose poison-
ous chemical emissions pollute the atmosphere and cause all sorts of health problems, chronic, incurable or fatal diseases to the
people of urban centres.
Therefore, those manufacturers who break the law should receive heavy fines so as to conform to existent environmental
laws. In addition, old fleets of buses should be replaced with new ones which will greatly reduce greenhouse gas emissions. As for
cars? One effective solution for them is to run in the city centre on alternate days for less congested streets and less polluted
atmosphere. Second, the purchase of hybrid cars will definitely help us reduce the levels of pollution as these cars use less petrol
and are environmentally friendly.
Last but not least, city dwellers’ ecological awareness should be raised so that they can take the initiative to look after the
area they live in. They should all try hard to keep their neighbourhood clean, encourage recycling and develop projects for planting
more trees and creating more green areas. To achieve this, they have to cooperate with the local authorities and green clubs or
any other environmental organisation so that they can contribute effectively to the process of saving our cities.
All in all, these changes will definitely improve citizens’ lives and create a better and healthier environment in big cities.

Example: What causes the expansion of big cities? D. Match the words with the building below.
the shift of human populations terraced houses, mansion, detached houses,
flat, semi-detached houses, cottage
1. What does the expansion of urban areas towards rural areas Types of houses
affect negatively?
......................................................................................................................................
2. What are the findings of recent reports like?
......................................................................................................................................
3. What did the dramatic growth of urban regions make cities
look like? 1. .............................................. 2. ..............................................

......................................................................................................................................
4. What makes city populations unable to breathe clear air?
......................................................................................................................................
5. How are big city parks declining?
......................................................................................................................................
6. How should manufacturers who break the law and don’t 3. .............................................. 4. ..............................................
respect the environment be punished?
......................................................................................................................................
7. Why should hybrid cars be promoted?
......................................................................................................................................
8. How could city-dwellers be encouraged to take initiative
in improving their city? 5. .............................................. 6. ..............................................
...................................................................................................................................... Speak!
 What’s your house/flat like?
9. What two main things should city dwellers do to clean up
 You want to rent a house/flat and you see an advertisement.
and improve their area? What questions would you ask the owner on the phone?
...................................................................................................................................... Ask about: its type, location, style, size, facilities and cost.

43
Unit 1
Tip: A description of a place can be seen in magazine articles, travel guides or letters. It can be written in a formal, semi-formal or
informal style depending on the target reader.

E. Use the points below to fill in the blanks.

B. FLAT IN THE CITY CENTRE
 hectic/stressful lifestyle  less privacy
Advantages
 picturesque  high cost of living
 overpopulated  entertainment facilities  easy to run and maintain
 good job opportunities  closer to nature  economical 2. a) more wasteful
 .............................................................................(2) b) claustrophobic
THE CITY  access to public transport c) inaccessible
Advantages  shopping facilities d) more secure

● ..................................................... Disadvantages
● good education (schools,  no privacy (noisy neighbours)
universities, libraries)  not spacious
● .....................................................
 lack of storage
(cinemas, theatres, art, galleries,  polluted atmosphere
 no parking facilities
restaurants, night clubs)
Disadvantages
Remember!
● .....................................................
Formal Style:  advanced vocabulary - frequent use of passive
● heavy/dense traffic (traffic jams)
 no contractions - avoid phrasal verbs or colloquial language
● pollution (air/noise pollution)  no description of feelings  use of participles
● .....................................................  complex language  no exclamation marks
● .....................................................
 formal linking words (e.g. furthermore)

● high crime rate Semi-Formal Style:  personal/friendly tone

 less use of short forms (contractions)  careful use of idioms
THE COUNTRY  non-colloquial language  wide use of adjectives
 direct or indirect questions
Advantages
● clean air - less traffic Informal
● .....................................................
 friendly tone  everyday expressions  use of short forms
 use of idioms/idiomatic expressions/phrasal verbs/colloquial
● people closer together (better
language (e.g. What’s up?) pronouns often omitted in letters
social relationships, stronger bonds) (e.g. Hope you can find a solution)
● .....................................................

● less stressful life. Linking words

● slow pace of life
G. Choose the correct words to complete the extract of
an article below and then answer the questions.
Disadvantages
Are you aware of the environment? Then you should have
● .....................................................
a modern home which respects the environment. Such a
(everyone knows everyone else’s
business) home should be equipped with the latest energy-saving
● limited opportunities (for education,
technology so that / so as (1) to contribute to a less pol-
good jobs, medical care, luted world.
entertainment) If our home is well designed and well insulated, it’ll be
F. Fill in the blanks in the boxes below. Choose a, b, c or less energy wasteful. But / Moreover (2) how can you
d to complete them. achieve this? By having a home with a good number of
A. HOUSE IN A SUBURB energy saving facilities such as / such an (3) efficient and
Advantages non-polluting central heating and a solar water heater to
1. a) easier access save energy and money. Insulated walls and double or triple
● it has a garden

● .............................................................................(1)
b) cheaper rent glazing windows can also prevent heat from being wasted.
● spacious and pleasant c) more greenery In this way, it can definitely have the suitable insulation and
● more privacy d) regular public an environmentally-friendly heating system.
● less noise and traffic - less polluted transport At the end, / Finally, (4) high-technology equipment, like
atmosphere computer-controlled appliances and state-of-the-art devices,
Disadvantages like energy efficient light bulbs, can make it easier to run
and more economical to maintain.
● isolated
● no shopping and transport facilities
● expensive to maintain and heat Answer the questions.
● not secure enough (easily be broken into)
● need to do a lot of commuting a) What’s the style of this description? Semi-formal or Informal?
● inconvenient b) Where can such a text be seen?.............................................................

44
 Society and living standards Unit 1
Speaking - 2

Activity 1
Answer the questions below:

Places
1. What kind of home would you like to live in if you could choose? 2. What is your city/town/village like?
3. Would you like to live in a skyscraper? Why? Why not? 4. Do you like the city/town/village where you live?

Activity 2
Role-play the situations below with another student:

A. (Role Play) B. (Role Play)

 We’re friends. I start  We’re friends.
You want to learn about my room. You start.
I: Do you like the area you live in?
 We’re new neighbours.
 We’re classmates. I start. You want to ask me about the local buses.
I: Do you spend a lot of time at home? You start.

 We’re friends.
 We’re new neighbours. I start. You want to learn about how you can get to
I: Hi! How do you feel about your new home? my home. You start.

 You’re a stranger.
 You’re my cousin. I start. You want to learn about the pros and cons of
I: Do you prefer your new home to your old one? my area where you are planning to rent the
house next to mine.

Note: Now listen to a speaking model.

Activity 3
Give your opinion on one of the topics below:

Topics
A. Life in big cities.
B. The benefits of environmentally friendly homes.
C. The advantages and disadvantages of settling down in a foreign country.

47