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 First edition, March 2015

Contents

Contents ISE I Reading & Writing exam Overview of the ISE Reading & Writing exam 

6

Who is ISE Reading & Writing for? Introduction to ISE Reading & Writing tasks 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 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 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 Year’s Eve Independent listening task 2: Facts about elephants

44 46 49 53

Appendices Appendix 1 — Sample topic form

58

Appendix 2 — Sample Reading & Writing exam paper

59

Appendix 3 — Information on the Speaking & Listening exam

70

Appendix 4 — Suggested grammar for ISE I

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Appendix 5 — ISE I Task 3 Reading into writing rating scale

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Appendix 6 — ISE I Task 4 Extended writing rating scale 

76

Appendix 7 — ISE I Speaking & Listening rating scale

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Appendix 8 — ISE I Independent listening rating scale

78

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Foreword Trinity’s Integrated Skills in English (ISE) exam assesses all four language skills — reading, writing, speaking and listening. In the ISE exam, all four skills are tested in an integrated way, reflecting how skills are used in real-life situations. This guide will: ◗◗ give you a brief overview of the two modules of the ISE I exam — Reading & Writing and Speaking & Listening ◗◗ offer some practical advice for preparing students for each task in the exam ◗◗ provide some example activities that you can use in the classroom. For more classroom activities to help prepare your students for ISE as well as the exam specifications documents see www.trinitycollege.com/ISE Please note that ISE IV has a different format — see www.trinitycollege.com/ISE for details.

4

ISE I Reading & Writing exam

5

ISE I Reading & Writing exam

Overview of the ISE Reading & Writing exam Trinity’s ISE Reading & Writing exam tests reading and writing skills through an integrated approach, reflecting the way reading and writing interact in the real world. The ISE Reading & Writing exam is currently offered at four levels of the Common European Framework of Reference (CEFR) from A2 to C1. The purpose of the exam is to assess candidates’ skills in reading and writing in the English language in a context which reflects their real world activity and their reason for learning English. The reading texts reflect the range of sources a student may encounter in an educational or academic context and the way that they need to find, select and report relevant and appropriate information. The writing tasks reflect the kind of activities a student does in a school or college context, such as essay writing.

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

6

ISE I Reading & Writing exam

Introduction to ISE Reading & Writing tasks The Reading & Writing exam consists of four tasks. Task 1 is the Long reading task, where candidates read a single text and answer 15 questions. The aims of this task are to understand the main idea of a paragraph or text and to understand specific information at sentence, phrase and word levels. Task 2 is the Multi-text reading task, where candidates read three texts (in ISE Foundation) or four texts (in ISE I, II and III) and answer 15 questions. The aims of this task are to understand the main idea of a paragraph or text, to understand specific information at sentence, phrase and word levels and to find specific information in different texts in order to create a text summary. Task 3 is the Reading into writing task, where candidates produce a piece of writing based on the three or four texts in Task 2. Task 4 is the Extended writing task, where candidates produce a piece of writing in response to a question. ISE Foundation

ISE I

ISE II

ISE 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 ◗◗ 70–100 words ◗◗ 100–130 words ◗◗ 150–180 words ◗◗ 200–230 words

Task 4

Extended writing ◗◗ 70–100 words

Extended writing ◗◗ 100–130 words

Extended writing ◗◗ 150–180 words

Extended writing ◗◗ 200–230 words

Please see overleaf for glossaries of reading skills and writing aims for ISE I.

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ISE I Reading & Writing exam

Glossary of reading skills for ISE I Reading for general comprehension

◗◗ Reading texts which are related to your subjects and interests

Skimming

◗◗ Reading to get the general meaning of the paragraph, text or infographic (illustration with text) ◗◗ Identifying the main conclusions in clear signposted texts ◗◗ Recognising general arguments

Reading for gist

◗◗ Reading to get the main idea of the paragraph, text or infographic (illustration with text)

Scanning

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

Careful reading to understand specific information and its context

◗◗ Reading to understand specific factual information at the sentence level ◗◗ Identifying the specific information needed

Deducing meaning

◗◗ Guessing the meaning of unknown sentences, phrases and words from their context ◗◗ Reading to recognise significant points in a text at the sentence level

Summarising

◗◗ Summarising factual information on familiar subjects ◗◗ Gathering information from longer different texts or different parts of a text to create a simple text summary ◗◗ Collecting short pieces of information from different texts and summarising them for somebody else ◗◗ Paraphrasing short written texts in a simple way

Summarising

◗◗ Read to understand specific factual information at word, phrase, sentence and paragraph levels ◗◗ Read to get the main idea of the paragraph, text or infographic ◗◗ Use this information to create a simple text summary

Glossary of writing aims for ISE I

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Reading for writing

◗◗ Showing understanding of reading texts ◗◗ Identifying common themes in reading texts ◗◗ Summarising or paraphrasing ideas from reading texts

Task fulfilment

◗◗ Answering the question fully ◗◗ Using the correct number of words to answer the question ◗◗ Showing awareness of the reader and the purpose for writing

Organisation and structure

◗◗ Presenting ideas and arguments clearly ◗◗ Using the best format to fulfil the task ◗◗ Structuring the writing appropriately, eg using beginnings and endings and using paragraphs

Language control

◗◗ Using a range of grammar and vocabulary ◗◗ Using grammar and vocabulary accurately ◗◗ Using spelling and punctuation accurately

ISE I Reading & Writing exam

Candidate profile Reading A candidate who passes ISE I can understand texts on familiar subjects or those of personal interest. In task 1 and task 2 they are assessed on their ability to read across several texts and demonstrate a range of reading skills including skimming, scanning, reading for gist, specific information, main ideas or purpose, and summarising. A candidate who successfully passes ISE I Reading can: ◗◗ understand main ideas and specific information/facts in a range of factual and descriptive longer texts, and infographics on familiar subjects or those of personal interest ◗◗ identify specific information in written texts ◗◗ deduce the meaning of unknown sentences, phrases and words from their context ◗◗ write short summaries of information in the texts.

Reading into writing A candidate who successfully passes ISE I Task 3 — Reading into writing can: ◗◗ select relevant content from the text in task 2 ◗◗ identify connections between multiple texts in task 2 ◗◗ adapt the information in task 2 to use in the writing component of task 3.

Writing In task 3 and task 4, candidates are assessed on their ability to write according to four categories: ◗◗ ◗◗ ◗◗ ◗◗

Reading for writing Task fulfilment Organisation and structure Language control.

A candidate who successfully passes ISE I Task 3 — Reading into writing and Task 4 — Writing can: ◗◗ convey information and ideas on abstract and concrete topics ◗◗ write connected texts on a range of familiar subjects of interest, by putting 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. These reading and writing profiles are based on the level Independent User, B1, of the Council of Europe’s Common European Framework of Reference (CEFR). The candidate profile above is a simplified version for quick reference for teachers.

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ISE I Reading & Writing exam

Task specifications for ISE I Reading & Writing Task 1 — Long reading Task

One reading text followed by 15 questions.

Text

Genre: The text is factual and descriptive. It is the type of text that the candidate sees in their own educational context. 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 1–5) 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 6–10) These require the candidate to select the five true statements from a list of eight possible answers. Five statements will be true according to the text and three will be false. Some useful reading subskills to practise for this section are: ◗◗ 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 (gap fill) (Questions 11–15) 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: ◗◗ careful reading to understand specific information and its context ◗◗ careful reading to understand specific facts, information and significant points ◗◗ deducing meaning.

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Assessment

Each question is worth one mark.

Timing

Candidates are recommended to spend 20 minutes on this part of the exam.

ISE I Reading & Writing exam

Task 2 — Multi-text reading Task

Four reading texts followed by 15 questions.

Text

Genre: The four texts are factual and descriptive. They are the type of texts that the candidate sees in their own educational context. One text is a mainly visual representation of information with some writing (for example a diagram, drawing, map, table taken from a textbook, an encyclopaedia, or an online discussion). 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

All four texts are on the same topic and are thematically linked. Text length

400 words (approximately) across the four texts. One text is mainly visual with some written language.

Number of questions

15 questions.

Question types

Multiple matching (Questions 16–20) In this section, the candidate chooses which text the sentence refers to. Some useful reading subskills to practise for this section are: ◗◗ skimming ◗◗ reading for gist. Selecting the true statements (Questions 21–25) In this section, the candidate selects the five true statements from a list of eight possible answers. Five statements will be true according to the text and three will be false. The candidate must demonstrate that they understand specific, factual information at the sentence level. Some useful reading subskills to practise for this section are: ◗◗ careful reading to understand specific facts, information and significant points ◗◗ careful reading to understand specific information and its context ◗◗ deducing meaning ◗◗ scanning. Completing summary notes from a bank of options (gap fill) (Questions 26–30) In this section, the candidate completes sentences with a word or phrase taken from the text (up to three words). Ten possible answers are given, out of which the candidate selects the correct five. Some useful reading subskills to practise for this section are: ◗◗ careful reading to understand specific information and its context ◗◗ careful reading to understand specific facts, information and significant points ◗◗ deducing meaning ◗◗ summarising.

Assessment

Each question is worth one mark.

Timing

Candidates are recommended to spend 20 minutes on this part of the exam.

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ISE I Reading & Writing exam

Task 3 — Reading into writing Task

A writing task in which the four texts from task 2 are used to answer a question. The question will give three points that the candidate should include in their answer. The answer should only include information from the texts in task 2. Candidates must use their own words as far as possible. There is space for planning. The candidate should go back and check their answer when they have finished.

Task focus

This section assesses the candidate’s ability to: ◗◗ identify information that is relevant to the writing task and the main conclusions, significant points and common themes across the texts ◗◗ paraphrase/summarise short pieces of information ◗◗ incorporate such information in a short and simple answer to suit the purpose for writing.

Output length 100–130 words. Genre

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

Timing

Candidates are recommended to spend 40 minutes on this part of the exam.

Task 4 — Extended writing Task

A writing task in which the candidate responds to a prompt. The prompt will have two content points that the candidate should use in their response. There is space for planning the response. The candidate should go back and check the response when they have finished.

Task focus

This section assesses the ability to produce a narrative, descriptive or instructional text following the instructions. The target language function that the candidates are expected to use is to express simple facts and personal opinions in some detail, coherently.

Output length

100–130 words.

Genre

The writing genre will be one of the following: ◗◗ descriptive essay ◗◗ discursive essay ◗◗ article (magazine or online) ◗◗ informal email ◗◗ informal letter ◗◗ formal letter or email ◗◗ review.

Timing

Candidates are recommended to spend 40 minutes on this part of the exam.

For a sample ISE Reading & Writing exam, please see Appendix 2.

12

ISE I Reading & Writing exam

Preparation activities for ISE I Reading & Writing Task 1 — Long reading: Skimming travel information Teacher notes Level: ISE I Focus: Task 1 — Long reading Aim: Reading comprehension practice Objectives: Familiarity with reading comprehensions Skill: Skimming Topic: Travel Language functions: Giving reasons, opinions and preferences, expressing obligation Lexis: Travel Materials needed: White board, one worksheet per student and pens Timing: 1 hour

Procedure 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 really 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 around 10 minutes. 6. Ask the students for feedback to 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 will need to read quickly. 8. Explain to the students that in task 1 of the reading exam, students will have to answer five questions. More specifically, students will have to label the paragraphs with appropriate headings. Tell the students that this uses skimming technique, which is a speed-reading technique. So, you read something very 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. 13

ISE I Reading & Writing exam In class — skimming This is when you read a text fairly quickly to get the general idea of it and the main points 10. Ask the students to skim paragraphs A–E on the worksheet and to give each paragraph an appropriate heading. Give the students approximately 15 minutes. Go through the answers in openclass. Write up the correct answers on the board. 11. Now ask the students to skim paragraphs A–F 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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ISE I Reading & Writing exam

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 1. Read the text and add an appropriate heading. 2. Answer the questions below. 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 1. Read the text and add an appropriate heading. 2. Answer the questions below. 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. Answer the following questions 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 1. Read the text and add an appropriate heading. 2. Answer the questions below. 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. Answer the following questions 1. What do most people take when they travel? 2. What is the best solution?





3. Which six items should you take with you?



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ISE I Reading & Writing exam Paragraph D 1. Read the text and add an appropriate heading. 2. Answer the questions below.

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. Answer the following questions 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 1. Read the text and add an appropriate heading. 2. Answer the questions below. 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. Answer the following questions 1. What 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

C/F

6/43

7/45

9/48

11/52

mm

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 C? 2. How much rain falls in February in mm?

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3. How many inches of rain do they receive in May?



4. What is the average temperature in August in F?



ISE I Reading & Writing exam

Answer key — Skimming travel information Appropriate headings Paragraph A — Planning a trip Paragraph B — When to go Paragraph C — What to take Paragraph D — Monalos information Paragraph E — Possible answers — facts, information, details... Paragraph A 1. Independently 2. Where they want to go 3. 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, what they need to take. Six other details are mentioned in the text. 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. 324–5698 3. From 10am to 8pm 4. 4pm Paragraph E 1. 2,000 miles 2. 100,000 people 3. 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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ISE I Reading & Writing exam

Task 2 — Multi-text reading: Reading about time Level: ISE I Focus: Task 2 — Multi-text reading Aims: Read 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 Topic: Time Language functions: Describing past actions in the indefinite and recent past Lexis: Related to ‘time’ Materials needed: Worksheet, map of the world with time zones, a picture of a sundial, a clock or a picture of a clock and a picture of the date line on a map Timing: 45 minutes

Procedure 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 today’s 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 will also be 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: ◗◗ ‘What’s 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 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 which country is on a different day to the day in your country. Write up ‘time zones’ and ‘date line’ on the board.

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ISE I Reading & Writing exam 8. Hand out the worksheet (one per student). Tell the class to read questions 1–5 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. 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.

Further support activity 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’.

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ISE I Reading & Writing exam

Student worksheet: Reading about time Exercise 1 Read questions 1–5 below and then read the four texts (A–D). 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 Zone Converter — Time Difference Calculator Find the time difference between several cities with the Time Difference Calculator. The Time Zone Converter provides time zone conversions taking into account daylight saving time (DST), local time zone and 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 180º 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

ISE I Reading & Writing exam

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 helps people 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.

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ISE I Reading & Writing exam

Answer key 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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ISE I Reading & Writing exam

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 100–130 words based on three reading texts 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 Topic: Learning a foreign language and essay writing Language functions: Describing the future, informing and expressing intentions, giving reasons opinions and preferences Lexis: Learning a foreign language Materials needed: One worksheet per student Timing: 1 hour

Procedure Preparation 1. Print or copy one worksheet per student.

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 100–130 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 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 five categories (6 months, 1 year, 1–2 years, 2–4 years, 5 years) [Possible answers: 6 months — silence: very few words understood or spoken; 1 year — few words spoken and used; 1–2-years — sentence use; 2–4 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.

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ISE I Reading & Writing exam 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. 11. Tell the students to read the exam question and discuss exactly what they need to do with their partner. 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 question stages (on the worksheet) with the students.

Extension activity The more advanced students can write the essay by themselves.

Further support activity Students finding the task difficult can practise making their own sentences using the key words from the texts. They can also be given the keywords 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.

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ISE I Reading & Writing exam

Student worksheet: The best ways to learn a language Text 1 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.

Learning a language — 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, you can learn the language anywhere you are. 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.

Text 2 Read text 2 in five minutes. Find some important information from each of the five categories (6 months, 1 year, 1–2 years, 2–4 years, 5 years) and write it down.

Stages of learning to speak a second language 6 months

1 year

1–2 years

2–4 years

Silent stage

Can speak a little

Starting to speak in sentences

Can speak in Can speak very sentences well, well, Advanced Intermediate level level

Uses very few words

Uses a few words

Uses basic sentences

Uses a range of sentences

Can understand and respond, making mistakes, but this is good as it means there is improvement

Uses the Can communicate language to very well communicate well

Can understand Can understand some words and respond a little

5 years

Uses a wide range of sentences

Text 3 1. Read text 3 in five minutes. Find and write down an important piece of information from each student (Pablo, Silvia, Tom, Anna, Darius). 2. Discuss what you wrote down with your partner or in a small group. Try to remember as much as you can!

Advice from language learners I asked some successful students for their suggestions on how to improve 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 you’re 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, it’s fun! @Darius — I love English films, I listen carefully to them and try to remember the pronunciation of the words and sentences!

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ISE I Reading & Writing exam

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 (100–130 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

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ISE I Reading & Writing exam 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:

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ISE I Reading & Writing exam 10. How many ideas do you have? 11. Which ones are you going to use? 12. Now write the third part of the essay

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ISE I Reading & Writing exam

Model answer for best ways to learn a foreign language 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 very few words are used, at 1 year, more words are used, from 1–2 years sentences are used with mistakes. From 2–4 years is intermediate level, and a range of sentences are used. 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.

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ISE I Reading & Writing exam

Task 4 — Extended writing: Writing about a seasonal celebration Level: ISE I Focus: Task 4 — Extended writing Aims: Writing a planned essay of 100–130 words based on three reading texts 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 Topic: Learning a foreign language and essay writing Language functions: Describing the future, informing and expressing intentions, describing past actions in the indefinite and recent past Lexis: Learning a foreign language Materials needed: One worksheet per student Timing: 1 hour

Procedure Preparation Print or copy the worksheet. 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 belief about girls who are not yet married’. 4. Now ask the students to read the text again and do exercise A. Give them five minutes to do this. In pairs, get the students to check their answers for exercise A. 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. Ask the students to do exercise B. Give them five minutes to do this. In pairs, get the students to check their answers for exercise B. Then in open-class, check the answers and write up the correct answers on the board. 6. 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. 7. Get some feedback and write some of their ideas on the board.

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ISE I Reading & Writing exam 8. 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. 9. 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 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’. 10. 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. 11. Tell the class they have 15 minutes to write 150–180 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. 12. Give the class 10 minutes to write. Then ask pairs to exchange their work and to read their partner’s work and tell them if they have the same opinion or not. 13. Take in the work for correction.

Extension activity Students who finish early can write about a second celebration and give their opinions.

Further support activity 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 celebration. They can report back in class.

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ISE I Reading & Writing exam

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 24th 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 with a strong, spicy drink. It is thought that if a girl who isn’t yet married picks different flowers and puts them under her pillow at Midsummer she’ll 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 rather silly idea.

1. Which paragraph describes the festival? 2. Which paragraph gives the writer’s 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/her opinion? 7. How does the writer talk about a possible future event?

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ISE I Reading & Writing exam

Answers 1. First paragraph 2. Second paragraph 3. 2, 4, 1, 3 4. Because he/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/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… 7. The girl will dream if she puts… (Subject + will + base verb) if + (present simple)

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ISE I Speaking & Listening exam

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ISE I Speaking & Listening exam

Overview of the ISE Speaking & Listening exam Trinity’s ISE Speaking & Listening exam tests speaking and listening skills through an integrated approach, reflecting the way the two skills interact in the real world. The ISE Speaking & Listening exam is currently offered at four levels of the Common European Framework of Reference (CEFR) from A2 to C1. The purpose of the exam is to assess candidates’ English language skills in speaking and listening in a context which reflects their real world activities and their purpose for learning English. The integrated speaking and listening tasks reflect the kind of activities a student will do in the school or college context. Additionally, the recordings used in the Independent listening task reflect the way that students find, select and report relevant and appropriate information in an educational or academic context.

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

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ISE I Speaking & Listening exam

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

14 minutes

20 minutes

25 minutes

Topic task

4 minutes

4 minutes

4 minutes

8 minutes

Collaborative task

—

—

4 minutes

4 minutes

Conversation task

2 minutes

2 minutes

2 minutes

3 minutes

Independent listening task

6 minutes

7 minutes

8 minutes

8 minutes

1 minute

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. What language skills can the candidate demonstrate in the Topic task? The Topic task provides the candidate with the opportunity to: ◗◗ ◗◗ ◗◗ ◗◗ ◗◗ ◗◗

talk about a topic which is of personal interest or relevance to them and which they feel confident about have a degree of autonomy and control over this task show they can link sentences together to talk about a subject at some length demonstrate the language functions of the level show that they can engage in a one-to-one, unscripted discussion with an expert speaker of English demonstrate that they can understand and respond appropriately to examiner questions and points.

Can the candidate bring notes with them? In the ISE Foundation and ISE I exams, candidates are required to complete a topic form which they give to the examiner at the beginning of the exam. The topic form contains notes that helps to support the candidate in their preparation for the exam and also in their discussion of the topic with the examiner, It is important to tell the candidate that the examiner will choose the sequence in which the points on the topic form are discussed, not the candidate. The topic form is also used by the examiner to ask questions of the candidate. This encourages spontaneous conversation and discourages recitation by the candidate. In the ISE II exam, candidates do not need to complete a topic form but they are encouraged to bring notes or mind maps with them to the exam. In the ISE III exam, the candidate must prepare a formal handout to accompany their formal topic presentation. They must give the handout to the examiner.

Level

Support

ISE Foundation

Topic form with four points

ISE I

Topic form with four points

ISE II

Candidate may use notes or a mind map

ISE III

Formal handout must accompany presentation

For example topic forms see Appendix 1.

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ISE I Speaking & Listening exam

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 through the levels from the ‘concrete’ subjects at ISE Foundation to the ‘abstract’ at ISE III. The list of subject areas is on page 42. What about the interaction in the Conversation task? The examiner will ask some questions, but at each ISE level the candidate is expected to take more responsibility for initiating and maintaining the conversation. The candidate is also expected to ask the examiner questions in order to develop the interaction. These questions should arise naturally out of the conversation.

The Independent listening task What is the Independent listening task? Listening skills are tested in an integrated way together with speaking skills in the Topic task, Collaborative task and Conversation task. The Independent listening task is different. In this task, the candidate has the opportunity to demonstrate the kind of listening skills that are required in lectures and lessons, for example. In this Independent listening task, the candidate listens to recordings and responds to questions. The candidate then gives written responses and/or answers questions in conversation with the examiner, depending on the level. What is the procedure for the Independent listening task? The examiner plays one or two recordings to the candidate, and the candidate writes the answers to some questions on a listening exam form (ISE Foundation only), or they respond to prompts from the examiner about what they have heard. The candidate listens to the same recording(s) twice. While the candidate is listening to the recordings, they are encouraged to take notes to support their listening and study skills. However, the candidate’s notes are not assessed as part of the exam.

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ISE I Speaking & Listening exam

Glossary of speaking aims for ISE I Communicative effectiveness

◗◗ Responding appropriately to interaction ◗◗ Initiating and maintaining conversation

Interactive listening

◗◗ Showing understanding of other speakers ◗◗ Following the speech of others

Language control

◗◗ Using a range of grammar and vocabulary ◗◗ Using grammar and vocabulary accurately ◗◗ Avoiding making errors which effect the understanding of the listener

Delivery

◗◗ Using clear and understandable pronunciation ◗◗ Using stress and intonation

Glossary of listening skills for ISE 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 get the topic and main ideas of the recording

Deducing meaning

◗◗ Guessing the meaning of unknown words from their context

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ISE I Speaking & Listening exam

Candidate profile A candidate who successfully passes ISE I can:

Speaking ◗◗ 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 and current events) ◗◗ 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 detailed 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 ◗◗ follow clear speech in one-to-one conversations in a generally familiar accent, although they will sometimes 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 ◗◗ take notes as a list of key points while listening to a simple and clear lecture on a familiar topic These speaking and listening profiles are based on the level Independent User, B1, of the Council of Europe’s Common European Framework of Reference (CEFR). The candidate profile above is a simplified version for quick reference.

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ISE I Speaking & Listening exam

Task specifications for Speaking & Listening Topic task Task type and format

The Topic task is an integrated speaking and listening task. The candidate prepares a topic for discussion including a topic form with four points, which they may use as a prompt. The examiner uses the same form to ask questions of the candidate about their chosen topic. The candidate is prompted to discuss their topic by the examiner using the topic form. The examiner chooses the sequence in which the topic points are discussed.

Timing

4 minutes

Task focus and language functions

The candidate is expected in this task and throughout the speaking exam to show their ability to use the language functions of the level. These functions are: ◗◗ describing past actions in the indefinite and recent past ◗◗ describing the future — informing and expressing intention ◗◗ giving opinions and preferences ◗◗ giving reasons ◗◗ describing consequences with (un)certainty ◗◗ expressing obligation ◗◗ asking for opinions ◗◗ asking for information

Examiner role

The examiner uses the topic form to pose questions to the candidate. The examiner will ask questions to elicit the language functions of the level. The examiner is also expected to interrupt the candidate where appropriate to discourage recitation and encourage spontaneous conversation.

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ISE I Speaking & Listening exam

Conversation task Task type and format

The Conversation task is an integrated speaking and listening task. The examiner selects one conversation topic from a list and asks the candidate questions to start a conversation about the topic.

Timing

2 minutes

Task focus and language functions

The candidate is expected in this task and throughout the speaking exam to show their ability to use the language functions of the level. These functions are: ◗◗ describing past actions in the indefinite and recent past ◗◗ describing the future — informing and expressing intention ◗◗ giving opinions and preferences ◗◗ giving reasons ◗◗ describing consequences with (un)certainty ◗◗ expressing obligation ◗◗ asking for opinions ◗◗ asking for information.

Examiner role

The examiner uses the list of subject areas and their own test plans to ask questions and elicit the target language functions of the level (see sample exam for example stem questions).

Subject areas for conversation

◗◗ ◗◗ ◗◗ ◗◗ ◗◗ ◗◗

Assessment

This task is assessed together with the Topic task in four categories: ◗◗ ◗◗ ◗◗ ◗◗

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Travel Money Fashion Rules and regulations Health and fitness Learning a foreign language Communicative effectiveness Interactive listening Language control Delivery

ISE I Speaking & Listening exam

Independent listening tasks Task 1 Task

◗◗ Candidates listen twice to basic information (descriptive or narrative) and respond in one or two words to six questions asked by the examiner. ◗◗ The recording is approximately 1 minute 15 seconds long.

Total task time

◗◗ 3 minutes 15 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 an instructional rubric and questions (see sample exam in Appendix 3). The examiner is permitted to repeat instructions.

Assessment

◗◗ Each correct answer is worth one mark

Task 2 Task

◗◗ Candidates are provided with blank notepaper they can use to write notes on if they want to. ◗◗ Candidates listen twice to a factual text. They report firstly the gist of what they have heard. Then they report six facts from the recording and orally answer four examiner questions about the recording. ◗◗ The recording is approximately 1 minute 30 seconds long.

Timing of task

◗◗ 3 minutes 45 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 plays the recordings and reads an instructional rubric. The examiner asks a gist question and also four follow-up questions in response to the facts reported by the candidate.

Assessment

◗◗ This task is subjectively marked using a rating scale, which means that the examiner decides the mark. The examiner takes into account how many facts are reported correctly whether the candidate answered immediately or was hesitant.

For a sample ISE Speaking & Listening exam, please see Appendix 3. You can also view a sample exam at www.trinitycollege.com/ISE

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ISE I Speaking & Listening exam

Preparation activities for ISE I Speaking & Listening Topic task: Using music to help with topic preparation Teacher notes 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: Giving reasons, opinions and preferences, describing the future, informing and expressing intentions, asking for information and opinions Grammar: Present perfect tense including: for, since, ever, never, just connecting clauses using because, will referring to the future for informing and predicting Lexis: Vocabulary specific to the topic of music Materials needed: Music playing device (mobile phone, MP3, computer, radio, TV, CD player, iPod), three or more pieces of music Timing: 1 hour

Procedure 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 CD, on a mobile phone, computer etc). OR 2. Ask students to bring in one piece of music to play on their own devices, for example, their mobile phones, their iPods 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 this 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. 8. Write ‘PIECE 2’ on the board 44

ISE I Speaking & Listening exam 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. 12. Write ‘PIECE 3’ on the board. 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 they 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. 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.

Further support activity Students finding the task difficult can be asked to practise forming questions with the stems: 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.

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ISE I Speaking & Listening exam

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 will brainstorm aspects of the sample topic of Rules and regulations and think about how the language functions of the grade can be incorporated Topic: Rules and regulations Language functions: This activity is designed to use all language functions specified for ISE I (see student worksheet) Grammar: Zero and first conditionals, using if and when, modals such as must, need to, might and don’t have to Lexis: Vocabulary connected to the topic of rules and regulations Materials needed: Blackboard/whiteboard, flipchart or computer with projector to write up students’ ideas during brainstorming session, student worksheet (one per student) and pens

Procedure 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 exam topics — 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 functional language requirements of the exam. 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 class’s first language. Ask groups to think about a number of questions about rules and regulations. Some examples might be — 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 elicited 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 whiteboard 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 one idea and write notes about it. Feedback in open-class to see what one of the groups has written. 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 topic while the third observes and makes notes. At this stage, students can still use their first language. 8. Ask the groups to write down key English words and phrases needed in the discussion. 9. Students now continue/repeat the previous conversation using English. Two other students now carry on the conversation while a new student takes the role of observer. 46

ISE I Speaking & Listening exam 10. After all members of each group have practised talking about the topic 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 — for example, present perfect for describing events in the indefinite and recent past or modal verbs for expressing obligation and necessity. 11. Finally, ask the groups to revisit their conversations about rules and regulations, now using language from the different language functions.

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

Further support activity 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 — maybe ask students to list rules and regulations for a sport. To provide regular practice for the ISE exam listening task, repeat this activity with classes regularly as they prepare for the exam. Each time select a different ISE exam topic.

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ISE I Speaking & Listening exam

Student worksheet: Developing conversations — rules and regulations ISE I — Language functions ◗◗ ◗◗ ◗◗ ◗◗ ◗◗ ◗◗

48

Giving reasons, opinions and preferences Describing the future, informing and expressing intentions Predicting and expressing certainty and uncertainty Describing past actions in the indefinite and recent past Expressing obligation Asking for information and opinions

ISE I Speaking & Listening exam

Independent listening task 1: New Year’s Eve Level: ISE I Focus: Independent listening task 1 Aims: Students practise listening to a factual text and completing a form representing notes from the recording. 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 the future, informing and expressing opinions, giving reasons, opinions and preferences, describing past actions in the indefinite and recent past, expressing obligation. Grammar: Present perfect tense, connecting clauses using because, will referring to the future for informing and predicting, adjectives and adverbials of quantity, expressions of preference, zero and first conditionals using if and when, past continuous tense and infinitive of purpose. Lexis: Vocabulary related to special occasions Materials needed: Whiteboard, paper and pens, 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

Procedure Preparation 1. Pre-record the audio using three different people speaking if possible. If necessary you can read out the audio script yourself in class at a normal pace. 2. Print or copy one worksheet per student.

In class 1. Tell the students that they are going to practise listening to a factual text and completing a form representing notes from the audio, like in task 1 of the ISE I listening exam. Tell them the audio is about New Year’s Eve. 2. Elicit the date of New Year’s 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 respected any traditions. Write the questions on the board if necessary. 3. In pairs, tell the students to ask each other about their last New Year’s Eve. Encourage them to talk for five minutes. 4. Tell the students they are going to hear about New Year’s traditions in three different countries. Ask the students the first time they listen to write the three countries. Play the recording or read the audio script. Repeat if necessary and then elicit the answers in open-class. Write 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 don’t 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 partner’s. 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 Year’s Eve in? Why? ◗◗ Which of the traditions do you like the most/least? Why? ◗◗ Do you know any New Year’s traditions from any other countries? 49

ISE I Speaking & Listening exam 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.

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.

Further support activity 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: You’re going to hear three people talk about how the 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. You’ll 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 Year’s 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 fruits on New Year’s 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 Year’s Eve in Mexico, we usually have dinner at home with the family. We eat twelve 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.

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ISE I Speaking & Listening exam

Student worksheet: New Year’s 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)

Traditions

Carry 7)

grapes around the block

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ISE I Speaking & Listening exam

Answers

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

ISE I Speaking & Listening exam

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 orally and to ask questions about key information Topic: Elephants Language functions: Asking for information and opinions Grammar: ‘Can’ to express ability, present simple and making questions (especially ‘wh’ questions). Lexis: Numbers and units of measurement Materials needed: Two or three pictures of elephants, one worksheet per student, paper and pens (for students to write their answers). Timing: 50 minutes

Procedure 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: ‘What kind of ears do they have?’, ‘Do they have a nose?’ [Answer: Yes, it’s 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 two times. 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 elephant’s 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, fruits 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). 53

ISE I Speaking & Listening exam 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’. 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.

Further support activity 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. Write the questions for the facts that you can ask your 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 or not?

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ISE I Speaking & Listening exam

Student worksheet: Facts about elephants What are the questions? Write the correct question for the information. Example: Elephants can’t see very well, but they have a very good sense of smell. Question: ‘Can elephants see well?’ 1. Each elephant foot has five toes. Question: 2. Elephant brains weigh 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:

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ISE I Reading & Writing exam

Answer key 1. How many toes does each elephant foot have? 2. How heavy is an elephant’s brain? 3. How tall are baby elephants? 4. Where do female elephants live? 5. What do elephants’ ears help to do?/What are elephants’ ears for?

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Appendices

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ISE Speaking & Listening exam

Appendix 1 — Sample topic form

Integrated Skills in English Topic form — ISE I Any Name ISE I

Registration no: xxxxxx:xxxxxxxx

Centre: Any Centre

Session: 52015

Centre no: xxxxxx

Examination date: 21/05/15

Title of topic:

My volleyball club

Why I enjoy playing

The rules – what you

volleyball

must and must not do

Main points to discuss about my topic

How long I’ve played

Our plans for the next

volleyball

six months

The information on this form must be presented to the examiner during the examination.

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Appendix 2 — Sample Reading & Writing exam paper

Appendix 2 — Sample Reading & Writing exam paper SAMPLE

ISE I

Integrated Skills in English I Time allowed: 2 hours This exam paper has four tasks. Complete all tasks.

Task 1 — Long reading As part of your studies you are going to read about transport. Read the following text 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 wasn’t 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

This exam paper has four tasks. Complete all tasks.

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Appendix 2 — Sample Reading & Writing exam paper

ISE I

SAMPLE

Questions 1–5 (one mark per question) The text on page 2 has five paragraphs (1–5). Choose the best title for each paragraph from A–F below and write the letter (A–F) on the lines below. There is one title you don’t 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 People’s feelings about the first underground train system D What the first underground system was like

4. Paragraph 4

E Railroads of the first underground system

5. Paragraph 5

F Modern underground train systems

Questions 6–10 (one mark per question) Choose the five statements from A–H 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.

A The stations and tunnels of the first underground system were smoky.

7.

B The first underground trains were late because of traffic jams.

8.

C There were three types of tickets for the first underground trains.

9.

D The first underground trains were built in Paris.

10.

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 11–15 (one mark per question) Complete sentences 11–15 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 weren’t 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 .

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page 3

Appendix 2 — Sample Reading & Writing exam paper

SAMPLE

ISE I

Task 2 — Multi-text reading As part of your studies you are going to read about rivers. In this section there are three short texts for you to read and some questions for you to answer. Questions 16–20 (one mark per question) Read questions 16–20 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: [email protected] Subject: River Mêle Dear Editor The River Mêle 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 it’s 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 wouldn’t 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

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%

This exam paper has four tasks. Complete all tasks.

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Appendix 2 — Sample Reading & Writing exam paper

ISE I

SAMPLE

Text C

The city is getting millions from the government to improve the River Lamm! How should it spend the money? Paul: I’ve 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: I’d like to see one of the old factories become a museum of the city’s industrial history. Inge: @Alex And some quality waterside cafés would attract visitors too. Simone: @Divna I agree – security cameras too, to protect people from criminals! Alex: @Inge Hopefully they’ll 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 river’s clear again now, not black, like it used to be! Plants are growing on the bottom of the river again, and we’ll see a lot more fish and birds, I’m sure.’

Questions 21–25 (one mark per question) Choose the five statements from A–H 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 Mêle. C Some people don’t 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 Mêle is an important local employer.

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page 5

Appendix 2 — Sample Reading & Writing exam paper

SAMPLE

ISE I

Questions 26–30 (one mark per question) The summary notes below contain information from the texts on pages 4 and 5. Find a word or phrase (maximum three words) from texts A–D to complete the missing information in gaps 26–30. 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

This exam paper has four tasks. Complete all tasks.

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Appendix 2 — Sample Reading & Writing exam paper

ISE I

SAMPLE

Task 3 — Reading into writing You are doing a project on the environment and you need to write a short essay for your teacher (100–130 words) about the problem of river pollution in a city or town. Use the information you read in Task 2 (pages 4–6) 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 100–130 words on the lines below. Try to use your own words as far as possible — don’t just copy sentences from the reading texts.

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page 7

Appendix 2 — Sample Reading & Writing exam paper

SAMPLE

page 8

ISE I

This exam paper has four tasks. Complete all tasks.

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Appendix 2 — Sample Reading & Writing exam paper

ISE I

SAMPLE

When you have finished your essay, spend 2–3 minutes reading through what you have written. Make sure you have answered the task completely. Remember to check how you made use of the reading texts, as well as the language and organisation of your writing.

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page 9

Appendix 2 — Sample Reading & Writing exam paper

SAMPLE

ISE I

Task 4 — Extended writing You have been talking about studying in class. Write an article (100–130 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 100–130 words on the lines below.

page 10

This exam paper has four tasks. Complete all tasks.

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Appendix 2 — Sample Reading & Writing exam paper

ISE I

SAMPLE

Turn over page

68

page 11

Appendix 2 — Sample Reading & Writing exam paper

SAMPLE

ISE I

When you have finished your article, spend 2–3 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

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Appendix 3 — Information on the Speaking & Listening exam

Appendix 3 — Information on the Speaking & Listening exam Videos of sample Speaking & Listening exams may be viewed at www.trinitycollege.com/ISE There is a note-taking sheet on page 71 which may be photocopied and used in the classroom to help students practise note-taking.

Task 1 Examiner rubric: You’re going to hear a short 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. After, I will ask you six questions on some facts about the giraffe. Are you ready?

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?

Audio script 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 everyday 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 fifty-five 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. [fade out...]

Answer key 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

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Appendix 3 — Information on the Speaking & Listening exam

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Appendix 3 — Information on the Speaking & Listening exam

Task 2 Examiner rubric: You’re going to hear a short talk about science. You will hear the talk twice. The first time, just listen. Then I’ll ask you to tell me in a few words what the speaker is talking about. Are you ready? Turn over your paper. Now listen to the talk again. Write down some notes about what you hear, if you want to. Then I’ll ask you to tell me six pieces of information about how children learn to speak. Are you ready?

Audio script 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, 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.

Answer key What the talk is about: How babies learn language/to speak (any broadly similar formulation is acceptable)

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1

Begin speaking at one

When does a baby begin to speak?

2

Learn words slowly

How quickly does a baby learn new words?

3

Knows 50 words at first

How many words does a one year old child know?

4

Knows words for objects and people What are a child’s first words about?

5

Vocab grows fast at 18 months

What happens when a child is about 18 months old?

6

Learn 10 new words a day at 18 months

How many words can an 18 month old child learn a day?

7

Suddenly recognise what a word is/refers to real world

Why does a child’s vocabulary suddenly grown at 18 months?

8

Don’t have to hear many times

Do children have to hear a word often in order to learn it?

9

Use 6,000 words by the age of six

How many words can a child use at the age of six?

10

Understand 14,000 words by the age of six

How many words can a child understand at the age of six?

Appendix 4 — Suggested grammar for ISE I

Appendix 4 — Suggested grammar for ISE I The list below gives some suggested grammar for students to practise when preparing for an ISE exam. This list is intended to be for guidance only and is not a list of forms the candidate must produce in the test.

Language requirements Grammar ◗◗ Present perfect tense including use with for, since, ever, never, just

◗◗ Expressions of preference, e.g. I prefer, I’d 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, don’t have to ◗◗ Infinitive of purpose

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Appendix 5 — ISE I Task 3 Reading into writing rating scale

Appendix 5 — ISE I Task 3 Reading into writing rating scale 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 writer-reader relationship (style and register) ◗◗Adequacy of topic coverage

4

◗◗ 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 writer-reader relationship ◗◗ All requirements (ie genre, topic, reader, purpose and number of words) of the instruction appropriately met

3

◗◗ 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 writer-reader 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

2

◗◗ 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 writer-reader relationship ◗◗ Most requirements (ie genre, topic, reader, purpose and number of words) of the instruction acceptably met

1

◗◗ 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 writer-reader relationship ◗◗ Most requirements (ie genre, topic, reader, purpose and number of words) of the instruction are NOT met

0

◗◗ Task not attempted ◗◗ Paper void ◗◗ No performance to evaluate

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Appendix 5 — ISE I Task 3 Reading into writing rating scale

Score

Organisation and structure

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

4

◗◗ 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 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

3

◗◗ 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)

2

◗◗ 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

1

◗◗ 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

0

◗◗ Task not attempted ◗◗ Paper void ◗◗ No performance to evaluate

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Appendix 6 — ISE I Task 4 Extended writing rating scale

Appendix 6 — ISE I Task 4 Extended writing rating scale Score

Task fulfilment

Organisation and structure

Language control

◗◗Overall achievement of communicative aim ◗◗Awareness of the writer-reader 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

4

◗◗ 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

3

◗◗ Good achievement of the communicative aim (ie important messages conveyed) ◗◗ Good awareness of the writer-reader 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

◗◗ 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)

2

◗◗ Acceptable achievement of the communicative aim ◗◗ Some awareness of the writer-reader relationship ◗◗ Most requirements (ie genre, topic, reader, purpose and number of words) 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 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

1

◗◗ Poor achievement of the communicative aim (ie difficult to follow and unconvincing for reader) ◗◗ Poor awareness of the writer-reader relationship ◗◗ Most requirements (ie genre, topic, reader, purpose and number of words) 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

0

◗◗ Task not attempted ◗◗ Paper void ◗◗ No performance to evaluate

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Appendix 7 — ISE I Speaking & Listening rating scale

Appendix 7 — ISE I Speaking & Listening rating scale This rating scale is used by the examiner to make a subjective judgement of the candidate’s performance in the speaking exam (the Topic and the Conversation tasks). Score

Communicative effectiveness ◗◗Task fulfilment ◗◗Appropriacy of contributions/turn-taking ◗◗Repair strategies

Interactive listening

Language control

Delivery

◗◗Comprehension and relevant response ◗◗Level of understanding ◗◗Speech rate of examiner interventions ◗◗Speed and accuracy of response

◗◗Range ◗◗Accuracy/precision ◗◗Effects of inaccuracies

◗◗Intelligibility ◗◗Lexical stress/intonation ◗◗Fluency ◗◗Effects on the listener

4

◗◗ 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. 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

3

◗◗ 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 of grammatical accuracy and lexical precision to deal with most familiar topics ◗◗ Errors are frequent (eg tenses, agreement-markers) but they do not usually impede communication

◗◗ Intelligible despite some noticeable use of non-standard phonemes ◗◗ Generally uses lexical stress and intonation appropriately ◗◗ Generally speaks slowly with some pausing and hesitation ◗◗ Requires some careful listening

2

◗◗ 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 of grammatical accuracy and lexical precision to deal with most familiar topics ◗◗ Errors are frequent but they do not usually impede communication

◗◗ Mostly intelligible despite some noticeable use of non-standard phonemes ◗◗ Uses lexical stress and intonation acceptably ◗◗ Generally speaks slowly with frequent pausing and hesitation ◗◗ Requires careful listening

1

◗◗ 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 ◗◗ Uses lexical stress and intonation enough to follow ◗◗ Speaks slowly with frequent and noticeable pausing and hesitation ◗◗ Requires careful listening — may be difficult to follow

0

No performance to assess (candidate does not speak, or does not speak in English). Also use if no topic is prepared.

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Appendix 8 — ISE I Independent listening rating scale

Appendix 8 — ISE I Independent listening rating scale This rating scale is used by the examiner to make a subjective judgement of the candidate’s performance in task 2 of the Independent listening task. CEFR benchmark: Can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc, including short narratives.

4

◗◗ 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

3

◗◗ Identifies and reports the number of key information points required accurately (main points and supporting detail) (eg 6 to 8) ◗◗ Shows understanding of links between key information ◗◗ Responds to questions with relative promptness ◗◗ May need some repetition or rephrasing of questions

2

◗◗ Identifies and reports some key information points accurately (main points and supporting detail) (eg 4 to 5) ◗◗ Shows limited understanding of links between key information ◗◗ Responds to questions after some hesitation ◗◗ May need some repetition or rephrasing of questions

1

◗◗ ◗◗ ◗◗ ◗◗

0

◗◗ No performance to assess (eg candidate does not speak)

Identifies and reports limited number of key information points (eg 0 to 3) 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

Constraints This is primarily a test of listening; the spoken response should be treated as evidence of whether the message has been comprehended. Examiners should be guided by each grading criteria equally (ie all four bullets) and by the following general question: How good is the candidate’s understanding of the content of the input? Examiners should avoid judgements based on pronunciation, grammatical accuracy and spoken fluency.

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