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Speaking & Listening

lntroduction to the ISE ¡ll $peaking & tistening exam The aim of the Trinity College London's lntegrated Skills in English (lSE) exam (Speaking & Listening module) is to assess candidates' competence in speaking and listening in English, in a context which reflects their real world activity and their purpose for learning English. lt is an integrated and communicative exam, which is based on skills candidates will need for study and future employment. The Speaking & Listening module is designed to be authentic and relevant to the candidate's circumstances and future aspirations.

The exam is conducted as one-to-one, face-to-face speaking and listening tasks, with the candidate and one examiner. The task in the speaking part of the exam replicate real-life exchanges, in which the candidate and the examiner share information, ideas and opinions. ln the listening part of the Speaking & Listening module (the lndependent listening task) recordings are played by the examiner in the interview followed by various tasks, which vary in format depending on the exam level. The candidate first has to report on the general meaning of the recording and then to summarise the ideas given. The audio part of the listening exam is pre-recorded to ensure standardisation of the listening output.

Exam Format A $PEAKING exam with 3 tasks and a LISTENING exam with one task. Tiining: 25 minutes (23 minutes exam, plus 2 minutes examiner administration time). Level:

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Speaking &. Listening module Exam Format

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Speaking assessment iineludlng interaetive listening)

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Collaborative task

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lndependent listening assessment

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

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Excellent achievement - at the upper end of the CEFR level

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Appropriate achievement - at the middle of the CEFR level

?, .,¡,. ¡.."Oaable achievement - of the CEFR level, possibly newly qualified at that level ti,:,.i,:.:

Non-achievement - not of the CEFR level

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:-IS?SN¡NG SE€T¡GN The lndependent listening task Lesson l: The Format of the lndependenr Listening Lesscr¡ 2:

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Task

Recognising tFle speaker's point of view and inferring meaning

SXTRAS: Addi¡ional exam praci¡ce fbn the lndependent Lisrening

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LANGT¡AGE FUN€TI*NS & GRP,MMAR SECTT*N

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Unit I Unit 2 Unlt 3

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Relative Clauses (l) Relative Clauses {?) & Participle Clauses Causative Form and Adjectives

Unit 4 tnversion Unit 5 Past Modals Unit 6 Conditionals Unit 7 Passive Voice

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Language functions fur Ti'inity ISE lll ' lnitiating and maintaining the conversation . Developing and justifying an argument .

Evaluating options, past actions/course of events and different statements

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Hypothesising

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Staging (ie a logical signposted structure)

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Summarising

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lndicating understanding of points made by the examiner

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Establishing common ground

Please note that the language functions are cumulative through the ISE levels. There are no suggested grammar structures for ISE lll. Candidates are exPected to use a broad range of complex structures to express thoughts clearly.

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ln this lesson you will learn about the format of the Topic Task, Part l.

Exercise

I Listen to the recording. This is an example of the Topic Task, Part I . For questions $ -$ choose the correct opt¡on or write a short answer as appropriate.

1". The topic is talked about from the very start of the interview.

2. Part 1 is a discussion of the topic between the student 3.

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The examiner makes notes about the student's performance while listening.

4. How long is Part 1?

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5. The tone in Part L is quite formal. 6. The examiner tells the student what topic to talk about. 7. The student discusses both sides of the topic. 8. Why does the examiner interrupt the stuoent?

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You choose and prepare a topic of your choice in advance. Prepare well. You must prepare a formal handout for the examiner. You can also make notes for yourself. This is not compulsory but is highly recommended. You are not allowed to have a fully scripted presentation - notes should be short and function as cues for what you want to say.

r(ery'¡en1$er " Practise your presentation and try to get the timing about right, so that you can say all that you want to say in around 4 minutes. Try to finish your discussion and asl< the examiner if they have any questions. Don't worry if you see the examiner writing notes while you speak. They are not marl