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Contents
ISE III Reading & Writing exam
Overview of the ISE Reading & Writing exam
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Topic task
Collaborative task
Conversation task
Independent listening task
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Appendices
Appendix 1 Sample Reading & Writing exam paper
Appendix 2 Information on the Speaking & Listening exam
Appendix 3 Language functions for ISE III
Appendix 4 ISE III Task 3 Reading into writing rating scale
Appendix 5 ISE III Task 4 Extended writing rating scale
Appendix 6 ISE III Speaking and listening rating scale
Appendix 7 ISE III Independent listening rating scale
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Foreword
Trinitys Integrated Skills in English (ISE) exam assesses all four language skills reading, writing,
speaking and listening. In the ISE exam, all four skills are tested in an integrated way, reflecting how
skills are used together in real-life situations.
This guide:
gives you a brief overview of the two modules of the ISE III exam Reading & Writing and
Speaking & Listening
offers some practical advice for preparing students for each task in the exam
provides some example activities that you can use in the classroom and adapt for your students.
For more classroom activities to help prepare your students for ISE III, as well as the exam specifications,
see www.trinitycollege.com/ISEIII
Please note that ISE IV has a different format see www.trinitycollege.com/ISEIV for details.
ISE I
ISE II
ISE III
CEFR level
A2
B1
B2
C1
Time
2 hours
2 hours
2 hours
2 hours
Task 1
Long reading
300 words
15 questions
Long reading
400 words
15 questions
Long reading
500 words
15 questions
Long reading
700 words
15 questions
Task 2
Multi-text reading
3 texts
300 words
15 questions
Multi-text reading
4 texts
400 words
15 questions
Multi-text reading
4 texts
500 words
15 questions
Multi-text reading
4 texts
700 words
15 questions
Task 3
Reading into writing Reading into writing Reading into writing Reading into writing
70100 words
100130 words
150180 words
200230 words
Task 4
Extended writing
70100 words
Extended writing
100130 words
Extended writing
150180 words
Extended writing
200230 words
Please see page 8 for a glossary of reading skills and writing aims for ISE III.
Reading
for general
comprehension
Skimming
Scanning
Reading longer and more complex texts or infographics to find relevant details
Identifying relevant information and common themes and links across
multiple texts, including the finer points of detail, eg implied attitudes
Careful reading to
understand specific
facts, information
and significant
points
Deducing meaning
Understand a
range of texts
Summarising
Task fulfilment
Language control
Candidate profile
Reading (tasks 1 and 2)
A candidate who passes ISE III Reading can:
understand in detail lengthy, complex texts, whether or not they relate to his or her own area of
speciality, provided he or she can reread difficult sections
understand in detail a wide range of complex texts likely to be encountered in social, professional or
academic life, identifying finer points of detail including attitudes, and implied as well as stated opinions
use contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate
what will come next
summarise long, demanding texts.
In tasks 1 and 2, the candidate is assessed on his or her ability to read across several texts and demonstrate
a range of reading skills including skimming, scanning, reading for gist, reading for detail, inferring,
summarising and evaluation.
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Text
The text is complex with detailed information, ideas and opinions, and an implied
writers attitude. It is the type of text that the candidate is familiar with from his
or her own educational setting.
Subject areas for ISE III:
Independence
Roles in the family
Ambitions
Communication
Stereotypes
The school curriculum
Role models
Youth behaviour
Competitiveness
Use of the internet
Young peoples rights
Designer goods
The media
International events
Advertising
Equal opportunities
Lifestyles
Social issues
The arts
The future of the planet
The rights of the individual
Scientific developments
Economic issues
Stress management
Text length
Number of
questions
15 questions
Question
types
Timing
Assessment
Text
The four texts are complex with information, ideas and/or opinions at detail level,
and implied writers attitude. One text is an infographic (eg a diagram, drawing, map
or table). The texts are of the kind that would be familiar to a candidate from his or
her educational setting.
Subject areas:
Independence
Ambitions
Stereotypes
Role models
Competitiveness
Young peoples rights
The media
Advertising
Lifestyles
The arts
The rights of the individual
Economic issues
All four texts are on the same topic and are thematically linked.
Text length
Number of
questions
15 questions
Question
types
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Timing
Assessment
A writing task in which the four texts from task 2 are used to respond to a prompt.
The response should only take information from the texts in task 2. There is space for
planning. The candidate should check his or her response when he or she has finished.
Task focus
Descriptive essay
Discursive essay
Argument essay
Report
Proposal
Article (magazine or online).
Timing
Assessment
The task is assessed using the Reading into writing rating scale on pages 7879
A writing task in which the candidate responds to a prompt. There is space for
planning. The candidate should check his or her writing when he or she has finished.
Task focus
Descriptive essay
Discursive essay
Argument essay
Article (magazine or online)
Subject area
The writing prompt relates to one of the subject areas for ISE III:
Independence
Roles in the family
Ambitions
Communication
Stereotypes
The school curriculum
Role models
Youth behaviour
Competitiveness
Use of the internet
Young peoples rights
Designer goods
The media
International events
Advertising
Equal opportunities
Lifestyles
Social issues
The arts
The future of the planet
The rights of the individual
Scientific developments
Economic issues
Stress management.
Timing
Assessment
The task is assessed using the Extended writing rating scale on page 80
For a sample ISE Reading & Writing paper, please see appendix 1.
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Preparation
Print or copy one worksheet per student.
In class
1. Explain to the class that they will be doing a reading activity and that this will help them to prepare
for task 1 of the ISE III Reading & Writing exam.
2. Write the following three questions on the board and ask students to discuss them in pairs. When
they have finished, carry out group feedback.
Do you have any siblings?
How would people typically describe the eldest child, the middle child and the youngest child
of a family?
Do you believe that birth order plays an important role in a childs development?
3. Give each student one worksheet and ask them to carry out task A. Tell them that the eight words or
phrases in the box are in a text on birth order. Tell the students to write the correct word or phrase
next to the definition. Ask them to work alone first and tell them they can use a dictionary. Then
tell them to compare their answers with their partner. Carry out feedback as a group and write the
answers on the board. Ask one or more concept-check questions to check if students have understood
the words. (Some examples concept-check questions: Can you give an example of a household
chore?, If there are subtle differences between two things, is it easy or difficult to see them?)
4. Tell the class they are going to read about the impact of birth order on a childs development. Ask the
students to complete task B. Tell them to read the text quickly and choose the best summary from
the descriptions provided. Ask students to compare their answers in pairs and then give feedback as
a group.
5. Write reading for gist and skimming on the board. Tell the students that task B asked them to read
the text for gist or general understanding without the need to concentrate on all the details. Tell the
students that this reading skill is also called skimming.
6. Ask students to read the texts again and complete task C. Ask the students to decide whether each
statement is true or false. Ask students to compare answers in pairs and then give feedback as a group.
7. Write reading for detail and scanning on the board. Elicit from the students the difference between
this reading task and task B.
8. Ask the students to carry out task D. Tell them to complete the sentences with information from the
text. Ask them to compare answers with a partner. Carry out feedback as a group.
9. Tell the students that task D tested their understanding of specific information at word and sentence
level. Elicit that this requires scanning the text, not skimming.
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Homework
Ask the students to interview someone about whether they think birth order matters. Ask the students
to report back in the next class.
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Task B
Read the text below quickly. Choose the best summary of the text from the descriptions below.
1. Middle child syndrome.
2. Birth order has a significant impact on a childs development.
3. Birth order plays only a minor part in the development of a child.
Reading text
A recent study on the impact of birth order suggests that firstborns have a higher IQ. The problem is
that studies such as this distort the bigger picture by confirming birth order stereotypes.
The study was conducted in Norway and showed that the eldest children had a slightly higher IQ on
average than their younger siblings. Nobody can explain the results of the study. It has been suggested
that the eldest children benefit from more attention before the arrival of their siblings. Another theory
is that the eldest children have more responsibility which helps them to develop their brain.
It is a good idea though to look at the study in more detail before blindly applying its results to your
own family. The subjects of the study were all male, the area was limited to Norway and IQ test results
are notoriously prone to error. Important to note is that the averages for both older and younger
children were well within the normal range so it is probably not necessary to start worrying.
It is not advisable to pay too much attention to the rather subtle impact birth order has on the
development of your child. There are simply too many contributing factors from genes to life in
the womb.
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Middle children
Popular wisdom also has it that middle children are very diplomatic and sociable. In order to stand out they
may rebel against their parents. This is often referred to as middle child syndrome. What parents could do
to prevent this is to give the middle child the responsibility that normally would be given to the eldest child.
Last children
It is commonly claimed that last-borns are spoiled and good at manipulating others to get things done for
them. The youngest may appear cute compared to their older siblings but they obviously need to be shown
limitations. Parents should give them their share of chores.
Task C
Read the text again. Are the statements true or false?
1. A Norwegian study suggests that the eldest children in a family have a higher IQ.
2. Results of IQ tests are normally highly reliable.
3. The difference in IQ between the oldest and youngest children is significant.
4. The author suggests giving the eldest child a taste of what it is to have the responsibility of an adult.
5. When middle children feel left out, they may seek attention through defiant behaviour.
6. The youngest children often know naturally what the limits of acceptable behaviour are.
Task D
Complete the sentences with one or two words from the text.
1. It is important to look at the context in which a study took place because it is easy to
2. Having more
4. Middle children are always caught in the middle which means they may have developed the skill to be
more
5. Youngest children are often labelled as
.
.
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Task B
3. Birth order plays only a minor part in the development of a child.
Task C
1. True
2. False
3. False
4. False
5. True
6. False
Task D
1. Distort
2. Responsibility
3. Unrealistic expectations
4. Diplomatic
5. Spoiled/cute
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Preparation
1. Print one student worksheet per student.
2. Prepare three pictures of different butterflies.
In class
1. Tell the class that they are going to practise reading some short texts to find specific information.
This will help them prepare for Task 2 Multi-text reading of the ISE III Reading & Writing exam.
Tell students that in the exam, they will have 20 minutes to complete three questions, and that one
of the texts will be an infographic (eg a diagram or table). In this practice activity there are four texts
and no infographic.
2. Inform the students that the topic of the lesson is butterflies. Show the class the three pictures of
the butterflies (prepared before the class). Ask them to individually think of four or five things they
know about butterflies. Give them one minute to do this. Then tell them to work in pairs and share
their information with their partner. Together they should think of six things that they know about
butterflies. Give them three minutes to share the information. Then have some open-class feedback
about what they know. You could put some key facts on the board, for example: they have wings,
they are multi-coloured, they have patterns, and they grow from an egg.
3. Tell the students they are going to read four short texts about butterflies to find the main information.
4. Hand out the worksheets. Ask the students to read the five statements in question 1. Then tell them
to read the four texts and decide which statement fits which text. Give the students five minutes.
Get the class to check their answers in pairs. In open-class, ask for the answers and ask the class
why they chose the answers. Write the correct answers on the board.
5. Now tell the class to look at question 2. Explain that only five of the sentences in AH are true
according to the texts. Tell them to read the sentences again and put T for true next to the
sentences they think are true. Give the students five minutes to do this. Then tell the students to
check their answers in pairs.
6. In open-class, ask for the true sentences and ask the class why they are true. Put the correct answers on
the board. Ask the class why the other sentences are not true or whether there is no information given.
7. Now tell the class that they are going to read the texts and find some small details to complete the
notes on butterflies in question 3. They need to look back at the texts in order to complete the notes.
Tell the students that this is an exam-type question and that they can use one to three words to
complete the notes.
8. Ask the class to read the notes in question 3. Write the first part of note 1 on the board and ask
the class to look for the word or phrase to complete the sentences. In open-class, get the answer
(proboscis) and complete the sentence on the board. Give the class five minutes to find the rest of
the words and phrases for these notes.
9. Get the class to check their answers in pairs and then check in open-class.
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Extension activity
You could ask students who finish early to look up five new words from the texts in their dictionaries.
Homework
Students can find out five pieces of information about moths and make sentences using the language
of description/processes to make five sentences about moths.
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Text A
Elegant and beautiful, butterflies and moths never fail to impress. Their bodies are covered in tiny
sensory hairs and their wings are made up of tiny delicate scales. It is these scales that give the
wings their extraordinary variety of colours, patterns and sometimes iridescence. All butterflies and
moths go through a four-stage life cycle: egg, caterpillar, pupa and adult. A complete metamorphosis
takes place when a pupa emerges as a winged adult. Antarctica is the only continent where these
insects are not to be found. Otherwise they are widely distributed with the majority of the 175,000
species living in the warm, moist tropics.
Text B
Butterflies live on an all-liquid diet. Adult butterflies can only feed on liquids, usually nectar.
Their mouth parts are modified to enable them to drink, but they cant chew solids. A butterfly has a
proboscis which functions as a drinking straw and stays curled up under its chin until it finds a source
of nectar or other liquid nutrition. It then unfurls the long, tubular structure and sips up a meal.
Text C
www.butterflies.com
Butterfly Lovers - use these links to find out more about the order Lepidoptera
Moth or Butterfly - whats the difference?
The famous Monarch
Scientific Monarch Watch - observe the Monarchs behaviour by volunteering
The diet of the Monarch
More general facts about butterflies
Learn about the families and how you can recognise them
Anatomy of a butterfly: Learn the parts
Further useful texts to consult if youre interested in butterflies
Swallowtails and their attraction to the butterfly weed plant
The best environment: Top tips for attracting butterflies to your backyard. This includes help in
designing the garden.
Out of the sun: How to make the best use of shady parts of your garden to attract butterflies
Text D
1. Butterflies fix their eggs onto leaves with a particular kind of glue. The eggs hatch into caterpillars.
2. Most caterpillars dont eat meat, so they are called herbivores.
3. When a caterpillar has grown completely, it fixes its body to a tiny branch or leaf before it sheds some
of its skin. Underneath, it has a hard chrysalis.
4. The fully grown butterfly gradually emerges from the chrysalis. However, it needs to wait for some time
before it can fly while blood enters and pumps up its wings.
5. Depending on the type of butterfly, adults are known to survive from any period between a week
and a year!
6. Extensive and lengthy migration is what Monarch butterflies are well-known for. Each year the Monarch
flies huge distances of up to and perhaps more than 4,000km. Then the female produces new eggs and
the next generation of Monarchs completes the cycle by migrating back again.
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Question 3
Look at the following notes. Complete the notes with information from the texts. Find a suitable word
or phrase in the texts above to complete the missing information in the gaps. Write your answers in the
spaces. Use between one and three words. Dont use more than three words.
Notes
1. Butterflies sip nectar with a kind of straw called a
2. This drinking straw is located
.
.
.
on the wings.
.
Question 4
Find the language in the text that describes the features and development of butterflies and that
you could use to describe the features and development of other insects or animals. Tip: This is often
passive and there are two useful phrasal verbs.
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Answers: Butterflies
Question 1
1. B
2. D
3. A
4. A
5. C
Question 2
A. T
C. T
D. T
F. T
G. T
Question 3
1. proboscis
2. under its chin
3. metamorphosis
4. scales
5. butterfly weed plant
6. it can fly
Question 4
Are covered / are made up of / it is these scales that give / go through / take place / are (not) to be
found / are distributed / are modified / are known for
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Preparation
1. Print one student worksheet per student.
2. Print one or two pictures of Shakespeare and Shakespeares Globe Theatre.
In class
1. Tell the class that in the lesson they are going to read two short texts, talk about the texts they have
read and then write a short essay. This is to practise the writing part of the ISE III exam. In the exam,
they will have 40 minutes to write one essay.
2. Tell students that in todays lesson they are going to be talking about popular entertainment.
Introduce the topic by pointing to the picture of Shakespeare and asking if anyone knows who he is.
Elicit or tell the class that it is Shakespeare, who wrote many great plays, for example Romeo and
Juliet. Point to the picture of the Globe Theatre and elicit/tell the class that this was the theatre
where Shakespeares plays were performed in the early 1600s in England.
3. Write the words buildings, advertising, the cost of seats and men and women who perform
in the theatre or cinema on the board. Ask the class to think about how going to the Globe was
different from going to the theatre or cinema today. Ask students to brainstorm their answers and
put some ideas on the board. Then put the students in pairs and label each student either A or B.
Give out the student worksheet.
4. Tell the A students to read text A and tell the B students to read text B. Tell them they need to read
their texts to find out about public entertainment in the 1600s and if the ideas on the board are
right. Give the class two minutes to read their texts and five minutes to discuss in pairs how popular
entertainment today is different to going to the theatre in England/Britain in Shakespeares time.
5. Ask for some more open-class feedback on the differences in entertainment, for example, usually
buildings have roofs and everyone who pays generally has a seat, there is not an area for poor
people, there are fire regulations for buildings and props, advertising for entertainment is usually
in the newspaper or online, both men and women take equal part in entertainment, governments
do not usually close down theatres.
6. Ask each pair to make a list of other kinds of public entertainment that they have in their country
now, for example, football matches, sports events, Formula 1 racing, music festivals. Get feedback in
open-class and write some different kinds of entertainment on the board. Make the point that there
was little choice of popular entertainment in the 1600s.
7. Tell the class they are going to write an essay: Popular entertainment nowadays is very different
to going to the theatre 100s of years ago. Do you agree? Write the title on the board.
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Extension activity
The students who are more advanced can complete all of their essay in class. (There is a further essay,
number 4 on the student worksheet, which students could also complete at home.)
Homework
Tell the class to write the answer to a new essay title: Communication between people is easier today
than it was 100 years ago. Do you agree? (See number 4 on the student worksheet).
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Text A
What became William Shakespeares famous Globe Theatre, the most famous theatre in England, was
built in 1599 alongside the River Thames, which runs through London. The Globe was built of recycled
wood from another theatre and as a large, round mainly open-air theatre, with just a small roof that
only covered the area where people sat. There were three storeys of seating and the theatre could
hold up to 3,000 people in the audience. By the bottom of the stage there was an area called the pit
and this is where poor people paid just a penny to stand and watch a performance of a play, sometimes
in the rain. Some of the stage extended out between these people in the pit so they were surrounded
by the actors.
The first Globe Theatre burnt down in 1613 when one of the props being used in a play set fire to the
theatres thatched roof. The whole theatre took less than two hours to burn down completely.
Text B
One very unusual fact about theatres at this time in England was that the theatre used to put different
coloured flags outside the theatre each time there was a performance. That way the public knew what
kind of play was going to be shown that day. There was a red flag for a history play, a white flag for a
comedy and black for a tragedy. Also, at the entrance to the Globe there was an inscription in Latin
which said The whole world is a playhouse. And apart from the flags advertising different kinds of
plays, another different feature of a theatre at this time in history was the fact that there were no
actresses at the Globe Theatre, or in fact at any other theatre in the country. The female roles in the
plays were all taken by young boys because theatres at that time were not considered appropriate
places for women to work.
In 1642 all the theatres in England were closed down by Parliament and no plays were allowed to be
put on. This meant that people had almost no popular entertainment, as there were few alternatives
to the theatre.
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2. Language focus
Look at the following phrases. Work with your partner and decide which phrases you want to use in
your essay.
Giving opinions
In my opinion
In my view
As far as Im concerned
From my point of view
I think that
Evaluating
Its less/more likely/probable that
It is much more effective/costly/varied/comfortable than
Today has been improved in terms of
Comparing
Whereas
On the other hand
On the contrary
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ISE II
ISE III
CEFR level
A2
B1
B2
C1
Time
13 minutes
14 minutes
20 minutes
25 minutes
Topic task
4 minutes
4 minutes
4 minutes
8 minutes
Collaborative task
4 minutes
4 minutes
Conversation task
2 minutes
2 minutes
2 minutes
3 minutes
6 minutes
7 minutes
8 minutes
8 minutes
1 minute
2 minutes
2 minutes
Support
ISE Foundation
ISE I
ISE II
ISE III
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Interactive listening
Language control
Delivery
Intensive listening
for detailed
understanding
Extensive listening
for gist, for main
ideas and for global
understanding
Deducing meaning
Guessing the meaning of utterances, phrases and words from their context
Inferring attitude,
intentions,
viewpoints and
implications
Identifying the
difference between
main and subsidiary
points, supporting
examples or details;
Identifying the
difference between
facts and opinions
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Candidate profile
Speaking
A candidate who passes ISE III Speaking can:
express himself or herself fluently and spontaneously, almost effortlessly only a conceptually
difficult subject hinders a natural, smooth flow of language
readily overcome gaps with circumlocutions there is little obvious searching for expressions or
avoidance strategies and only a conceptually difficult subject hinders a natural, smooth flow of language
use language flexibly and effectively for social purposes, including emotional, allusive and joking usage
argue a formal position convincingly, responding to questions and comments and answering complex
lines of counter argument fluently, spontaneously and appropriately
give clear, detailed descriptions on complex subjects, integrating sub-themes, developing particular
points and rounding off with an appropriate conclusion
give clear, detailed descriptions of complex subjects
give elaborate descriptions and narratives, integrating sub-themes, developing particular points and
rounding off with an appropriate conclusion
give a clear, well-structured presentation of a complex subject, expanding and supporting points of
view at some length with subsidiary points, reasons and relevant examples
select a suitable phrase from a readily available range of discourse functions to preface his or her
remarks appropriately in order to get the floor, or to gain time and keep the floor while thinking
produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational
patterns, connectors and cohesive devices
qualify opinions and statements precisely in relation to degrees of, for example, certainty/uncertainty,
belief/doubt, likelihood, etc.
Listening
A candidate who passes ISE III Listening can:
understand enough to follow extended speech on abstract and complex topics beyond his or her own
field, though he or she may need to confirm occasional details, especially if the accent is unfamiliar
recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts
follow most lectures, discussions and debates with relative ease
understand a wide range of recorded and broadcast audio material, including some non-standard
usage, and identify finer points of detail including implicit attitudes and relationships between speakers
understand in detail speech on abstract and complex topics of a specialist nature beyond his or her own
field, though he or she may need to confirm occasional details, especially if the accent is unfamiliar
use contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate
what will come next.
This profile is based on the level C1, Proficient User, of the Council of Europes Common European
Framework of Reference (CEFR).
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The Topic task is an integrated speaking and listening task. The candidate
prepares a topic and delivers a formal presentation, giving a handout to the
examiner. Other visual aids are optional.
After the presentation, the candidate and the examiner engage in a
discussion about issues and points arising from the presentation.
Timing
Language functions
Examiner role
Assessment
The Topic task, Collaborative task and Conversation task are given one
score using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
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Collaborative task
Task type and
format
The Collaborative task is an integrated speaking and listening task. The examiner
reads a prompt. The prompt may express a dilemma, situation or opinion. The
candidate needs to ask the examiner questions and make comments to find out
more information and keep the conversation going.
Timing
4 minutes
Language
functions
Examiner role
Assessment
The Collaborative task, Topic task and Conversation task are given one score
using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
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Conversation task
Task type and format
Timing
Language functions
Examiner role
The examiner uses the list of subject areas to ask questions, make
plans and elicit the target language functions of the level
Independence
Ambitions
Stereotypes
Role models
Competitiveness
Young peoples rights
Assessment
The Conversation task, Collaborative task and Topic task are given one
score using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
The media
Advertising
Lifestyles
The arts
The rights of the individual
Economic issues
The Independent listening task is an audio recording. The candidate listens to the
recording and responds verbally.
The candidate listens twice to a recording. After the first listening he or she
reports the gist of what they have heard. After the second listening he or she
reports details. During the second listening only, he or she may take notes.
The recording is approximately 2 minutes and 45 seconds long.
8 minutes
Task focus
The candidate shows that he or she is able to place information in a wider context
Clearly distinguishing main and subordinate points, recognising the speakers
line of argument
Inferring information and links between points of information that are not
expressed explicitly
Interpreting speakers attitude
Inferring meaning of unfamiliar words
Examiner role
The examiner plays the recording and reads the instructions including a gist
question and a more detailed question
Assessment
This task is scored using the ISE III Independent listening rating scale on page 82
For text of a sample ISE Speaking & Listening exam, please see appendix 2. There are also sample videos
and audio files of ISE III exams at www.trinitycollege.com/ISEIII
39
Preparation
1. Print or copy a student worksheet for each student.
2. Consider whether the topics in step 2 below are culturally appropriate for your students, and
substitute them with others where necessary.
3. If possible, write the topics in step 2 on the board before the start of the lesson.
In class
1. Tell students that the first part of the ISE III Speaking & Listening exam is a four minute formal topic
presentation. Explain that the presentation must be discursive in nature; that is to say it must include
reasoning and argument, and not be purely factual.
2. Write the following potential topics on the board (substitute any that are not culturally appropriate
with topics of your choice):
1A. Recent developments in medical research
1B. The use of animals in medical research
2A. Christmas traditions
2B. The true meaning of Christmas
3A. My favourite TV show
3B. The effect of TV talent shows on the music business
4A. The history of rap music
4B. Misogyny in rap music
5A. My favourite film
5B. Violence in films
3. Ask students to discuss in pairs which one in each pair is more appropriate and why.
Answer: The B versions are more appropriate in each case as they have the potential to be
discursive whereas the A versions are likely to be purely factual.
4. Tell students they are going to plan a presentation on the first topic, The use of animals in medical
research in pairs. Give each student a worksheet. Give them 15 minutes to carry out task 1 in pairs.
5. Elicit answers from the class and write on the board as below. A suggested model answer is on page 45.
6. Tell students they are going to think about what linking expressions they could use to introduce each
section. This corresponds to the staging language function listed for ISE III. Direct them to task 2
on the worksheet and check they understand the instructions. Give them five minutes to carry out
task 2 in pairs. Then go over the answers as a class (see suggested model answer on page 45).
40
Extension activity
Students who finish their plans more quickly can continue with task 2 on the worksheet by adding
more cohesive devices to each section. Students could also practise their presentations in front of a
partner. After the presentation, the partner can ask questions as the examiner will in the real exam.
41
Indicate that there is another side to this argument, with some idea of the points likely to be
made for the view(s) which are opposite to your own
42
In addition
Thirdly
Furthermore
Ill begin by talking about
Secondly
On the other hand
To sum up
Ive chosen to talk about
In my opinion
In conclusion
Nonetheless
Firstly
In this presentation Im going to talk about
Personally, I believe that
Introduction
Indicate that there is another side to this argument, with some idea of the points likely to be
made for the view(s) which are opposite to your own
Introduction
Indicate that there is another side to this argument, with some idea of the points likely to be
made for the view(s) which are opposite to your own
44
45
Preparation
Print or copy one student worksheet per student.
In class
1. Go into class and say the following controversial statement: I think the internet is a total waste of
time and let students react, mentally noting what they say in response, receiving a response from
everyone if possible (depending on the size of the class). This could take up to five minutes.
2. Now tell the students that in todays lesson they will be focusing on the Collaborative task in the
Speaking & Listening exam at ISE III level.
3. Ask students, in pairs or in groups of three, to ask each other if they know what they do in the
Collaborative task, and what the language functions and requirements of ISE III are. Give the
students two to five minutes depending on their prior knowledge.
4. Ask students to report back, and then see how their answers compare with the task requirements.
Give out one worksheet per student and direct the students to look at the ISE III language functions.
Alternatively, they could be put up on the board. It might be a good idea to point out that giving
advice is NOT a requirement at this level (it is for ISE II).
5. Now write the following functions as headings on the board with space for students to write under
each heading:
a) Developing and justifying an argument
b) Expressing beliefs
c) Summarising ideas and arguments
6. Depending on the size of the class, assign one of these headings to each group of students (could
be in pairs, or groups of three or four), and ask the students to think of expressions that fulfil the
function they have been given. Give the students five minutes to do this. Monitor and answer any
questions. Please note that some expressions could fit different functions.
7. Ask one student from each group or pair to write their expressions on the board under the
appropriate heading. When they have all done this, invite students to comment on whether the
expressions fit the appropriate function or if they could apply to other functions too.
8. At this point, ask the students to look at the points for and against the internet on the student
worksheet. Ask the students to discuss in pairs. While the students are completing this task, monitor
and answer any queries students may have. Then ask students to add to the handout any additional
phrases that they think are useful that they have previously written on the board.
46
Extension activity
Students can write more expressions and phrases that map to the functions listed on the student
worksheet. This could be continued for homework.
If time, students can consider the following prompt: Some people have stated that climate change has
been totally exaggerated. I think I tend to agree with this point of view. They then think of arguments
for and against this viewpoint.
Homework
Students could look at the Trinity website on ISE pages for the ISE III Collaborative task examples. They
can make a note of useful expressions or strategies used by the candidate or examiner to share with
the class before they next practise the Collaborative task.
47
Expressing beliefs
I strongly believe
I am a firm believer in
What are your thoughts regarding
What are your beliefs on
You seem very definite on that point
Summarising/paraphrasing information
So in other words, what you are saying/I am saying is ?
Are you saying/suggesting that ?
Could you explain that in another way? Can you expand on that?
Essentially what are the main points to bear in mind ?
Basically, my main point is
In just a few words can you summarise that for me?
48
49
Preparation
1. Print or copy one worksheet per student.
2. Find images online or in a book of different pieces of art and print them out. Ensure you have one
set of pictures for every two students.
In class
1. Explain to the class that they will be doing an activity today in class that will help them to practise
for the Conversation task of the ISE III exam.
2. Tell the students that the topic of todays lesson is art. Write the following three questions on the
board and tell students to discuss the questions in pairs:
What makes something art?
Do you like art?
What are the most popular art forms in your country?
Monitor and assist if necessary. Carry out feedback as a group.
3. Write the following 10 art forms on the board: photography, computer games, painting, dance,
comic books, architecture, web design, music, literature, fashion design. Ask students to
discuss the meaning of the words in pairs. Carry out feedback as a group.
4. Give each student a copy of the worksheet and ask them to complete task A. Tell the students to
rank the art forms from 1 to 10 with 1 meaning the art form is really art and 10 meaning this is not
art at all. When students have finished, ask them to compare their top 10 in pairs and discuss the
differences. Carry out group feedback and elicit why something may/may not be a form of art.
5. Put students in pairs and tell each pair to choose one art form. Tell them to carry out task B. Ask the
students to write down the art form on a piece of paper and then three arguments as to why the
art form is art and three arguments as to why it is not art. They could put these under the headings
Arguments for and Arguments against. Monitor and correct errors.
6. Tell students to pass their paper to the pair sitting on their right and ask them to add one argument
for or against. Repeat this until each pair has added a comment on at least two different art forms.
Ask the students to return the papers back to the correct students.
7. Elicit from the students phrases to express opinions, and phrases to express agreement and
disagreement and write them on the board. Ask students to look at the sentence starters in the
table under task C and tell them to add three more from the ones they have discussed. Drill the
sentence starters chorally and individually.
50
Extension activity
Find images online or in a book of different pieces of art covering a wide range of genres. Suggestions:
Mona Lisa (L Da Vinci), The Persistence of Memory (S Dali), traditional Chinese painting, cave painting,
Fountain (M Duchamp), Guernica (P Picasso), The Night Watch (Rembrandt), Number 31 (J Pollock),
Campbells Soup Can (A Warhol), etc. Give each pair a set of pictures. Ask students to discuss, in pairs,
whether these are pieces of art or not.
Homework
Ask students to find a famous piece of art online or in a book and bring a printout or photocopy of
it to class. Ask the students to report back in the next class whether the piece of art they found is,
according to them, art or not.
51
Art forms
Rank number
photography
computer games
painting
dance
comic books
architecture
web design
music
literature
fashion design
Task B
Work with a partner. Choose one art form. On a piece of paper, write down the art form. Then
under the headings Arguments for write three reasons why the art form can be considered art
and under the heading Arguments against three reasons why it is not art.
Task C
Work with a partner. Student A plays the role of the examiner, student B is the candidate. Use the
question and the sentence starters below in your discussion.
Student A: Examiner
Lets talk about art. Do you think is/are a real form of art?
52
Student B: Candidate
I dont think
In my opinion,
Generally, I think is
considered art but in my
honest opinion
53
Preparation
1. Print or copy one worksheet per student.
2. Find a news report in English of two to three minutes or listen to the TED talk 5 ways to listen
better. Prepare to read out the audio script in class (see pages 5960 for the TED talk) or to
play the audio during the class. Alternatively, you could make a recording to play in class.
In class
1. Tell the students they are going to spend this lesson developing their summarising and note-taking
skills in preparation for the ISE III Independent listening task. This task involves students listening to
spoken English in the form of, for example, lectures, complex discussions, debates, podcasts, radio
programmes or documentaries. After the first listening they report the gist in a few words. During
the second listening they can take notes. After the second listening they have one minute to give an
answer to the examiners summary question using their notes.
2. Ask the students what is meant by the term gist. Write some of their ideas on the board. For
example, explain that gist is the main focus of the discussion, the main idea.
3. Ask the students what they understand by a summary. Write some of their ideas on the board.
Explain that a summary is selecting the main points from all the information given, and then putting
them all together in a logical order.
4. Explain to the students that for the ISE III Independent listening task, they will be given a blank piece
of paper to make notes on. However, for this task they will use a worksheet, which will help them to
make notes during the Independent listening task in the exam. Inform the students that in todays
lesson, they will also practise this part of the test. Write What is a summary? in large letters on the
board. Ask the following questions in open-class (the correct answers are in brackets):
Does a summary include background to the issue? (no)
Does a summary include small details? (no)
Does a summary include the students own views? (no)
Does a summary include data (eg 23% of homeowners) (no)
Does a summary involve detailed explanations? (no)
Does a summary involve direct quotes? (no)
5. Warm-up discussion: Write the following on the board in large letters Summarise the talk in five
sentences. Explain that they will practise the skill of summarising today. Put the students into pairs
and give out one worksheet per student, asking them to discuss all of the questions in task 1. Give
the students approximately five to eight minutes to complete this task.
6. Go through the answers to task 1 in open-class. Write up the answers, if necessary.
54
Extension activity
The more advanced students can practise retelling the talk which should involve giving as much
information about the talk as possible.
Homework
Ask students to find another talk about something related to their homework that week and do the
same exercise.
55
2.
Which of the following might be included in a summary? Circle YES or NO next to each point:
Essential information YES / NO
Minor information YES / NO
Background information YES / NO
The main idea and why it is relevant
YES / NO
Long explanations YES / NO
Data YES / NO
Direct quotes YES / NO
A conclusion YES / NO
Your own views YES / NO
The views of people in the dialogue
3.
56
YES / NO
Task 2 Listening
1. Listen to the recording for the first time and answer the following question:
What is the gist of what the speaker is talking about?
2. Now listen to the recording a second time and make notes on the key points.
Task 3
Make a summary of the key points made during the talk.
57
4. The gist of what the speaker is talking about (for TED talk 5 ways to listen better)
The importance of listening skills, why they are in decline, and why they need to be improved so we can
all live in peace and harmony.
Task 3 Model answer of summary (for TED talk 5 ways to listen better)
We need to improve our listening skills as they are getting worse. We are able to distinguish sounds from
one another, for example, when our name is called in a crowded place. If we focus on listening to something
we have better results. The skill to listen is being lost in part, because of advanced recording technology so,
we can hear things again and again. In addition to this, the world is noisy so its tiring to listen.
We are also very busy therefore were becoming impatient and were becoming desensitised as all sorts of
media is thrown at us. Its vitally important that we listen to each other as listening creates understanding.
In order to improve our listening skills, the lecturer recommends: three minutes of silence per day, focusing
on hearing the different streams of sound wherever you are, focusing on everyday sounds and making
them special, for example, the sound of your tumble dryer. Finally, by practising all of these techniques, you
can improve your listening skills. He also suggests that you could ensure you appreciate who is talking to
you by making little noises like hmm, oh etc and asking your interlocutor questions.
We need to listen to each other to stay connected. We need to teach it in schools so that everyone knows
how to do it. It is possible to do this to create a world of connection, understanding and peace.
58
59
59
Source: www.ted.com/talks/julian_treasure_5_ways_to_listen_better
60
Appendices
Paragraph 1
The writer and Professor of Linguistics David Crystal relates the experience of a fellow linguist called
Bruce Connell, who was doing some research in West Africa in the 1990s when he discovered a
language that had never been studied before. The problem was that there was only one man left who
spoke it. Connell was too busy to investigate further, so resolved to return the following year. By the
time he got back, the man had died, and of course the language along with him. One day it existed, the
next day it was extinct.
Paragraph 2
In itself, this story is not all that surprising: languages have been dying out (and new ones emerging) for
as long as humans have been on the earth. More alarming is the current rate of language extinction.
Professor Crystal, who has written a book called Language Death as part of his campaign to raise
awareness of the problem, estimates that of approximately 6,000 languages in the world, around half
will disappear over the next 100 years. This means thats one language less every couple of weeks. As
for endangered languages, it has been estimated that there are nearly 500 with only one speaker left,
and over 3,000 with 10,000 speakers or fewer.
Paragraph 3
Does this matter? I confess that until I looked into it, I thought of this situation (if I thought about it
at all) as just natural evolution. Languages come and go according to whether they meet the needs
of the speakers, and of all the worlds problems, this is nowhere near the most pressing. Professor
Crystal, though, offers a number of reasons why we should care. Languages, he says, are interesting in
themselves and teach us about language and communication in general. They contain the culture and
history of those who speak them, and are a vital part of group identity. A further and more abstract
argument is that diversity is necessary for evolution, or even survival, just as much in cultural terms as
in biology. Speaking personally, I must say these arguments havent converted me into a campaigner
for endangered languages, but at least Im grateful that there are people like David Crystal doing their
best to keep the issue alive.
Paragraph 4
There are various reasons why languages die, including the obvious one of populations disappearing
as a result of natural disasters or war, but the most common one is a gradual cultural assimilation.
When one culture dominates another, there is pressure on people to adopt the dominant language.
What usually happens is that, after some time, most people begin to speak both languages. This phase,
however, tends to lead to a gradual decline in the dominated language as younger generations stop
speaking it. From then on, basic population changes take over as its surviving speakers become fewer
and fewer. Later generations may look back with regret and realise that something valuable has been
lost, but by then of course its too late.
Paragraph 5
So, if we accept that disappearing languages is an important problem, can anything be done?
Unsurprisingly, David Crystal is convinced that steps can be taken (and furthermore have been
successful in various places). He cites examples from around the world, including the revival of Welsh,
which was the result of deliberate policy decisions. Favourable conditions, however, must be in place,
not least of which is the desire and willingness of the community to save their language. In cases
where this doesnt exist, any efforts that are made will be doomed to failure. Beyond that, a threatened
language needs to have prestige, which requires that it should be given a place in the education system
and, in most cases, an agreed grammar and preferably a written form (if it doesnt already have one).
None of this is cheap. One estimate is that there would be an annual cost of 40,000 per language. But
when you compare that to the amount spent in other areas, perhaps its not so much after all.
page 2
62
SE III
asks.
ISE III
Questions 15
The text on page 2 has five paragraphs (15). Choose the best title for each paragraph from AF
below and write the letter (AF) on the lines below. There is one more title than you need.
1.
Paragraph 1
2. Paragraph 2
3. Paragraph 3
4. Paragraph 4
5. Paragraph 5
Questions 610
Choose the five statements from AH below that are TRUE according to the information given in
the text on page 2. Write the letters of the TRUE statements on the lines below (in any order).
6.
7.
B The writer is now convinced that he should help to make people aware
of the issue.
8.
9.
D Languages are always dying out and new ones are born.
10.
E Some languages are lost along with the people because of natural disasters.
F A researcher who returned to study a new language found there were
no speakers left.
G The writer used to think that language death was not a problem.
H Its thought that 3,000 languages will disappear in a century.
Questions 1115
Complete sentences 1115 with a word, phrase or number from the text (maximum three words).
Write the word, phrase or number on the lines below.
11. The writers view was that the survival of a language depends on if they
of people.
12. According to Professor Crystal, the
necessary for evolution and survival.
of languages is
without commitment
down.
page 3
63
ISE III
We rely on
pollination by
honeybees and other
species of bee for around
one third of the food we grow.
The waggledance
communicates the distance and
location of nectar to other bees.
Text B
64
SE III
asks.
ISE III
Text C
Starting out
After studying a few books, I bought my first hive a new one (its best to avoid second-hand ones
because of risk of disease) and a small colony of workers with a queen. I found a second-hand veil and
jacket, and a cheap smoker for calming down the bees before opening the hive the smoke makes them
think they need to evacuate the hive, so they quickly eat as much honey as they can, which makes them
sleepy and slow. A local farmer was happy to have the hive on his land as long as it was away from his
horses, as for some reason bees dont like them.
I got stung a lot more than I expected at first, until an experienced beekeeper watched me open the hive,
and advised me to keep my movements much more calm and gentle. Oh, and to zip up my veil all the way
I learned that lesson the hard way!
Questions 2125
Choose the five statements from AH below that are TRUE according to the information given
in the texts above. Write the letters of the TRUE statements on the lines below (in any order).
21.
22.
23.
24.
25.
A There is an old tradition that you should share news of the family with the bees.
B Research studies have shown that bees only sting people during the daytime.
C A certain proportion of the beehive colony will not survive from one year
to another.
D The spread of CCD risks causing a major problem for the UKs farm and
food production.
E The smell that the bee colony produces is determined by the specific
flowers which they visit.
F More research is needed to confirm whether the varroa mite is the main
cause of CCD.
G Anecdotal and scientific evidence suggest bees can recognise human
facial features.
H CCD means that beehives now have to be moved around the country
for pollination.
page 5
65
ISE III
Questions 2630
The summary notes below contain information from the texts on pages 4 and 5. Find a word or
phrase from texts AD to complete the missing information in gaps 2630.
Write your answers on the lines below.
Summary notes
How to keep bees
Essential equipment needed:
a beehive, ideally a: (26.)
one
getting advice from experienced beekeepers keeping up-to-date with the latest research
page 6
66
SE III
asks.
ISE III
Now write your article of 200230 words on the lines below. Try to use your own words as far as
possible dont just copy sentences from the reading texts.
page 7
67
ISE III
page 8
68
SE III
asks.
ISE III
When you have finished your article, spend 23 minutes reading through what you have written.
Make sure you have answered the task completely. Remember to check how you made use of the
reading texts, as well as the language and organisation of your writing.
page 9
69
ISE III
page 10
70
SE III
asks.
ISE III
page 11
71
ISE III
When you have finished your essay, spend 23 minutes reading through what you have written.
Make sure you have answered the task completely and remember to check the language and
organisation of your writing.
End of exam
Copyright 2015 Trinity College London
72
73
74
75
Extra notes
76
Please note that the language functions are cumulative through the ISE levels.
There are no suggested grammar structures for ISE III. Candidates are expected to use a broad range
of complex structures to express thoughts clearly.
77
Task fulfilment
78
Appendix 4 ISE III Task 3 Reading into writing rating scale (contd)
Score
Language control
79
Task fulfilment
Language control
Range and accuracy of grammar
Range and accuracy of lexis
Effect of linguistic errors on
understanding
Control of punctuation and spelling
80
Communicative
effectiveness
Interactive listening
Language control
Delivery
Range
Accuracy/precision
Effects of inaccuracies
Intelligibility
Lexical stress/intonation
Fluency
Effects on the listener
Understands interventions
including those that are
complex in grammar
or ideas
Interprets examiner aims
and attitude accurately,
following the line of
argument
Responses are immediate
and always to the point
Clearly intelligible
Uses focal stress and
intonation very effectively
Effortlessly speaks very
promptly and fluently
Requires no careful listening
Clearly intelligible
Uses focal stress and
intonation effectively
Speaks promptly and
fluently
Requires no careful listening
Understands most
interventions on a first
hearing
Interprets examiner aims
and attitude by making links
with earlier information
Prompt responses to the
examiner showing relatively
quick understanding
Clearly intelligible
Uses focal stress and
intonation appropriately
Generally speaks promptly
and fluently
Requires no careful listening
Appears to understand
interventions but does
not always respond
appropriately
Occasionally digresses
from the examiners aims
Occasional hesitation in
order to make sense of
examiner input
Uses a 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 at this level
Some or many errors
may occur
No performance to assess (candidate does not speak, or does not speak in English). Also use if no topic is prepared.
Comprehension and
relevant response
Task fulfilment
Appropriacy of contributions Level of understanding
/turn-taking
Speech rate of examiner
interventions
Repair strategies
Speed and accuracy
of response
81
82
Identifies and reports all important points and supporting details rapidly and accurately
with confidence
Shows complete understanding of main points, including relevance to message as a whole
Identifies speakers attitude and line of argument
Evaluates speakers arguments in a sophisticated way
Identifies and reports most main points and supporting details rapidly and accurately
Shows good understanding of main points, including relevance to message as a whole
Recognises speakers attitude and line of argument
Evaluates speakers arguments