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Scheme of work ISE I (CEFR B1)

Scheme of work ISE I (CEFR B1) 8 week course, 10 hours per week

Week 1

Day Lesson focus Activities Resources* Learning aims


Monday Group warmer 20 minutes: The teacher puts five questions on the board suitable Example questions: Communicate effectively, responding
(continued for the group and models this by getting students to ask the 1. What do you do in your appropriately to interaction, initiating and
on page 2) teacher these questions. free time? maintaining conversation
Students then mingle and ask and answer the questions, noting 2. Where do you live? Show understanding of other speakers/
down any unusual answers. 3. Did/do you like or dislike school? follow the speech of others
Give the class 5 minutes to make general reports back to whole 4. What is your favourite food/ Use a range of vocabulary and language
class of anything interesting or unusual. music/sport/TV programme? functions accurately (including ISE I
suggested grammar), and avoid making
Exam 20 minutes: Worksheet 1 (Questions based on information in the Worksheet 1: Overview of the exam errors which affect the understanding of
introduction Guide for Students) Guide for Students ISE I (B1) the listener
(all four skills) In pairs, students work through the questions, working together to Use clear and understandable
try and find the answers in the Guide for Students. pronunciation and use appropriate stress
In groups of four, students compare their answers and ask the and intonation patterns
teacher for help with any points they do not agree on.
Student 30 minutes: Worksheet 2 Worksheet 2: Student
self-evaluation 1. 15 minutes In pairs, students work through Worksheet 2 (Reading self-evaluation worksheet
(reading and and Writing sections only) ticking the appropriate boxes to evaluate Make this table for each week
writing) their own ability in each of the skills required (good, OK, weak). so students can review each
2. 10 minutes In groups of four, students discuss their self-evaluation week and plan their focus for
and add notes to the table about which skills they need to work on and the following week.
what they will do to achieve this.
3. The teacher notes the areas students feel they need to work on
(the teacher can make copies of students self-evaluation)

For the latest version of the Scheme of work ISE I, please visit trinitycollege.com/ISEI
*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI [Version 2] 1
Week 1 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Monday Speaking & Listening 60 minutes: Watch an ISE I sample video and complete a speaking and listening ISE I sample video
(continued exam watching self-evaluation. Worksheet 3:
from page 1) ISE I videos Worksheet 3 Set of speaking
1. 15 minutes Students watch any of the ISE I videos on the Trinity website and and listening
complete an observation sheet. video observation
2. 5 minutes Students compare their work with their partners. questions
3. 15 minutes Students watch again and check their answers. Worksheet 2:
Student
4. 10 minutes Using Worksheet 2 (self-evaluation for speaking and listening),
self-evaluation
students give self-evaluation of the skills needed.
worksheet,
5. 10 minutes In fours, students discuss their self-evaluation and add notes to the Speaking and
table about which skills they need to work on and what they will do to achieve this. Listening sections
Review 5 minutes: Round-off lesson
Tuesday Warm-up 10 minutes: Review the previous lesson. Students review their reading Worksheet 2: Read for general comprehension/skim
self-evaluation worksheet. Self-evaluation read/read for gist
(from Monday) Carefully read to identify and
Exam familiarisation 50 minutes: Students are given the Guide for Students and the reading sections Guide for Students understand specific facts, information,
(Task 1 Long of Sample exam paper 1 (with answers) pages 16. ISE I (B1) opinion and significant points
reading) Deducing meaning guess the
Task 1 Long reading Sample exam paper
meaning of unknown sentences,
In pairs, students are given one set of questions to learn about and try 1 (with answers)
phrases and words from their context
(eg pair 1: questions 15, pair 2: questions 610, pair 3 questions 1115). pages 16
Read and understand articles and
1. 15 minutes Pairs read the text together and complete their set of Answers are at the
reports concerned with contemporary
questions only. end of the exam
problems in which the writers give
2. 15 minutes In groups of six, pairs explain the task they completed to the other paper
facts and opinions, key points and
pairs in their group. subsidiary information
3. 15 minutes Groups try to match the information in the glossary of reading Synthesise and evaluate information
skills for ISE I listed in the Guide for Teachers to the tasks they all completed. and arguments from a number of
4. 5 minutes The teacher shows answers on board and gives students a copy different text types, summarise a wide
each for reference. range of factual and imaginative texts

Exam familiarisation 50 minutes: Task 2 Multi-text reading


(Task 2 Multi-text Repeat procedure above (used for Task 1 Long reading) for Task 2 Multi-text
reading) reading.
Review 10 minutes: Review at the end of the lesson for the teacher to answer
questions etc.

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 2


Week 1 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Wednesday Task 1 Long 60 minutes: Long reading skills development. Long reading: Classroom Read for general comprehension/skim read/read for gist
reading Long reading: Classroom activity 2 Cinema. activity 2 Cinema Carefully read to identify and understand specific facts,
information, opinion and significant points
60 minutes: Reading skills development. Sample exam paper 2 Deducing meaning guess the meaning of unknown
1. 10 minutes Give students Task 1 Long reading from pages 23 sentences, phrases and words from their context
Sample exam paper 2, pages 23 (The first underground Answers are at the end of Read and understand articles and reports concerned with
train). the exam paper contemporary problems in which the writers give facts and
2. 50 minutes ask students to: opinions, key points and subsidiary information
Synthesise and evaluate information and arguments from a
Write a brief summary of each paragraph
number of different text types, summarise a wide range of
Compare with partner factual and imaginative texts
Pairs write a heading for each paragraph, then Summarise or paraphrase ideas from reading texts
compare with other pairs
Present ideas clearly in a suitable format and structure,
Pairs write a brief paraphrase of each paragraph put writing appropriately, eg using beginnings and endings and
these on the wall, circulate and read/compare. using paragraphs
Use a range of vocabulary and language functions
accurately (including ISE I suggested grammar)
Use spelling and punctuation accurately
Thursday Speaking and 60 minutes: Language focus of ISE I Guide for Students ISE I Communicate effectively, responding appropriately to
language Show language functions (in the Guide for Students) (B1) interaction, initiating and maintaining conversation
development Show understanding of other speakers/follow the speech
60 minutes: Worksheet 4 Lexical matching/awareness Worksheet 4: Language of others
activity for all speaking language functions. functions
Use a range of vocabulary and language functions
accurately (including ISE I suggested grammar), and avoid
making errors which affect the understanding of the listener
Use clear and understandable pronunciation and use
appropriate stress and intonation patterns
Friday Speaking 90 minutes: Topic task: Classroom activity 1 Topic task: Classroom Communicate effectively, responding appropriately to
and topic Generating ideas activity 1 Generating ideas interaction, initiating and maintaining conversation
development Show understanding of other speakers/follow the speech
30 minutes: Weekly review Worksheet 2: Student
self-evaluation worksheet of others
1. Look through self-evaluation tick list from Mondays
lesson (Worksheet 2). from Mondays lesson Use a range of vocabulary and language functions
Worksheet 5: Activities accurately (including ISE I suggested grammar), and avoid
2. Review and change to reflect any improvements or making errors which affect the understanding of the
new problems. students might do outside
the classroom listener
3. Write what the teacher will focus on in week two. Use clear and understandable pronunciation and use
4. Look at Worksheet 5. The teacher adds ideas for work appropriate stress and intonation patterns
outside the classroom.

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 3


Week 2 Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Monday Question and 90 minutes: Introduction to Task 4 Extended writing Sample exam Summarise or paraphrase ideas from reading texts
task analysis 1. Give students practice exam question and task analysis table. paper 1 (with Present ideas clearly in a suitable format and structure,
(Task 4 answers) page 10 writing appropriately, eg using beginnings and endings
2. Pairs work through Worksheet 6 (the table) analysing the
Extended Worksheet 6: Task and using paragraphs
rubrics (festivals).
writing) analysis table Use a range of vocabulary and language functions
3. In pairs brainstorm ideas.
Worksheet 7: accurately (including ISE I suggested grammar)
4. In pairs brainstorm possible language functions to use.
Proofreading Use spelling and punctuation accurately
5. Individuals write a plan. checklist based on
6. Compare and discuss plans. parameters at top
7. Write essay. of extended writing
rating scale criteria
8. In pairs, use proofreading checklist to evaluate partners essay.
task fulfilment,
Note: You could use the proofreading checklist in Worksheet 7. organisation and
structure, language
control

Speaking 30 minutes: Speaking Worksheet 8:


follow-up 1. In groups of four, brainstorm ideas about local/own country Brainstorming
festivals. Use Worksheet 8 to help with brainstorming activity. activity
2. Think of reasons for these festivals, opinions, own experience,
what happens, why its important etc.
3. Circulate and discuss the ideas you brainstormed in your group.

Tuesday Proofreading 90 minutes: Language input and error correction Task 4 Extended Summarise or paraphrase ideas from reading texts
and error 1. Language input based on issues raised by Task 4 Extended writing essays from Present ideas clearly in a suitable format and structure
correction writing task and proofreading task from Monday. Mondays lesson writing appropriately, eg using beginnings and endings
(writing) Worksheet 4: and using paragraphs
2. Recycle grammar/language function matching activity from
Language Thursday, week one use as reference. Functional English Use a range of vocabulary and language functions
input (from Thursdays accurately (including ISE I suggested grammar)
3. In pairs, students work together on own essays, finding
lesson)
corrections and asking for help.

Note: The teacher decides which language functions are most


problematic for the majority and teaches those grammar points
using their current grammar input coursebook or general online
grammar materials.
30 minutes: Students rewrite essays

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 4


Week 2 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Wednesday Speaking 60 minutes: Conversation subject areas Guide for Students Communicate effectively, responding appropriately to interaction,
(Conversation 1. List of conversation subject areas from Guide for ISE I (B1) initiating and maintaining conversation
task) Students. Match pictures to subject. Worksheet 9: Show understanding of other speakers/follow the speech of others
2. Worksheet 9 Each pair has two subject areas only. Brainstorming topics Use a range of vocabulary and language functions accurately
Brainstorm ideas to talk about. (including ISE I suggested grammar), and avoid making errors
3. Pairs mingle and swap ideas and add ideas to which affect the understanding of the listener
their worksheet for subject areas they havent Use clear and understandable pronunciation and use appropriate
brainstormed etc. stress and intonation patterns

30 minutes: New pairs discuss each subject area.


Swap after 5 minutes and repeat until all six areas have
been discussed.
30 minutes: Use language input from Wednesday to Worksheet 10: Mind
make mind maps of possible language/ideas map template for
conversation subjects
Language and ideas
Thursday Task 1 50 minutes: Long reading: Classroom activity 1 Fashion Long reading: Read for general comprehension/skim read/read for gist
Long reading Classroom activity 1 Carefully read to identify and understand specific facts,
Fashion information, opinion and significant points
Extension 30 minutes: Language development. Extension tasks
tasks from Long reading: Classroom activity 1 Fashion Deducing meaning guess the meaning of unknown sentences,
phrases and words from their context
Speaking 40 minutes: Students add new language and ideas to Worksheet 10:
Read and understand articles and reports concerned with
(follow up) their mind maps from Wednesdays lesson and practise Mind map template
contemporary problems in which the writers give facts and
being examiner and candidate discussion on fashion. for Conversation
opinions, key points and subsidiary information
Swap and repeat. subject areas (from
Wednesdays lesson) Synthesise and evaluate information and arguments from a
number of different text types, summarise a wide range of factual
and imaginative texts
Communicate effectively, responding appropriately to interaction,
initiating and maintaining conversation
Show understanding of other speakers/follow the speech
of others
Use a range of vocabulary and language functions accurately
(including ISE I suggested grammar), and avoid making errors
which affect the understanding of the listener
Use clear and understandable pronunciation and use appropriate
stress and intonation patterns

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 5


Week 2 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Friday Listening 15 minutes: Introduction to Independent listening task 1. Look at Guide for Students Listen intensively for factual information and explicitly
(exam task the information in the Guide for Students about this task. ISE I (B1) stated ideas and information and understand all or most of
familiarisation 15 minutes: Students watch a sample video from the Trinity ISE I sample video the information the recording provides
and practice) website and simply follow the information about the Independent Listen to get the topic and main ideas of the recording
listening task 1 in the Guide for Students. Guess the meaning of unknown utterances, phrases and
words from their context
75 minutes: Independent
listening task 1: Identify which information is factual and which
1. 45 minutes Independent listening task 1: Classroom activity 1
Classroom activity information is opinion
Money.
1 Money Identify which information is key information, and which
2. 30 minutes Extension activities. information is a supporting example or detail
Speaking 30 minute: Students add new language and ideas to their Worksheet 10: Communicate effectively, responding appropriately
practice and mind maps from Wednesday and practise being examiner Mind map template to interaction, initiating and maintaining conversation
revision and candidate discussing money. Swap and repeat. for conversation
subject areas
Language and ideas
(from Wednesdays
lesson)

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 6


Week 3 Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Monday Task 2 40 minutes: Task 2 Multi-text reading (Students have seen this Sample exam Read for general comprehension/skim read/read for gist
Multi-text exam paper in week 1 but only as a task awareness activity) paper 1 (with Carefully read to identify and understand specific facts,
reading 1. In pairs, students work through the exam, the teacher answers) page 4 information, opinion and significant points
encourages discussion and co-operation. Answers at the end Deducing meaning guess the meaning of unknown
2. Give pairs the answers to check own answers. of the exam paper. sentences, phrases and words from their context
3. Review answers and help students to resolve issues they Read and understand articles and reports concerned with
havent understood. contemporary problems in which the writers give facts and
opinions, key points and subsidiary information
Task 3 60 minutes: Task 3 Reading into writing Sample exam
Synthesise and evaluate information and arguments from
Reading into 1. Give students the rubric from Task 3 Reading into writing. paper 1 (with
a number of different text types, summarise a wide range
writing answers) page 7
2. Give students a task analysis template (used in week 2). of factual and imaginative texts
Pairs analyse the question. Worksheet 6: Task Summarise or paraphrase ideas from reading texts
analysis table
3. Pairs review summary (questions 2630) and other notes Present ideas clearly in a suitable format and structure,
from Task 2 Multi-text reading. List which ideas to include Guidance on writing appropriately, eg using beginnings and endings
in the article. writing genres and using paragraphs
4. Make a plan using the Guidance on writing genres document Worksheet 7: Communicate effectively, responding appropriately to
to give outline and the reading notes to give content. Proofreading interaction, initiating and maintaining conversation
checklist
5. Write article. Show understanding of other speakers/follow the speech
6. Use proofreading template peer review partners article. of others
7. Repeat and review at least three other students work. Use a range of vocabulary and language functions
accurately (including ISE I suggested grammar), and
Speaking 20 minutes: Conversation subject areas Worksheet 10: avoid making errors which affect the understanding of
Follow-up: students add new language and ideas to their mind Mind map template the listener
maps from last week and practise being examiner and candidate for conversation Use spelling and punctuation accurately
discussing language learning. Swap and repeat. subjects Use clear and understandable pronunciation and use
language and appropriate stress and intonation patterns
ideas (from last
Wednesdays
lesson)

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 7


Week 3 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Tuesday Listening 15 minutes: Students watch a video of ISE I Independent ISE I sample video Listen intensively for factual information and explicitly stated
(Task 2 listening task 2, and simply follow the information about Guide for Students ideas and information, and understand all or most of the
Independent this task in the Guide for Students. ISE I (B1) information the recording provides
listening) Listen to get the topic and main ideas of the recording
60 minutes: Independent listening task 2: Classroom Independent listening
activity 1 Learning a foreign language task 2: Classroom Guess the meaning of unknown utterances, phrases and words
activity 1 Learning a from their context
30 minutes: Extension activities from classroom activity
foreign language Identify which information is factual and which information
is opinion
15 minutes: In groups of four, discuss own tactics for Worksheet 11: List
Identify which information is key information, and which
language learning outside the classroom. Make lists and for teacher Some
information is a supporting example or detail
put on walls for all to read. activities students
could try outside the
classroom
Wednesday Language 45 minutes: Language review, input, correction. Taken Articles from Mondays Summarise or paraphrase ideas from reading texts
development from common errors from Mondays writing task. writing tasks Present ideas clearly in a suitable format and structure,
and writing Input/correction work. writing appropriately, eg using beginnings and endings and
task review using paragraphs
45 minutes:
Use a range of vocabulary and language functions accurately
1. The teacher returns article from Monday with (including ISE I suggested grammar)
individual feedback tables.
Use spelling and punctuation accurately
2. Students review own language errors and correct.
3. Students review organisation/style problems
and correct.
30 minutes: Text cohesion input Worksheet 12: Cohesive
Worksheet 12: Cohesive devices and paragraph devices and paragraph
organisation etc. organisation

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 8


Week 3 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Thursday Revision 90 minutes: Reading into writing: Reading into writing: Read for general comprehension/skim read/read for gist
(Task 3 Classroom activity 3 Sugar Classroom activity 3 Carefully read to identify and understand specific facts, information, opinion
Reading into Sugar and significant points
writing) Deducing meaning guess the meaning of unknown sentences, phrases and
30 minutes: Peer review of writing task Worksheet 7:
Proofreading checklist words from their context
1. Students use proofreading checklist
Read and understand articles and reports concerned with contemporary
and own individual feedback from
problems in which the writers give facts and opinions, key points and subsidiary
teacher as guidance for how/what
information
to critique.
Synthesise and evaluate information and arguments from a number of different
2. Repeat for at least three students
text types, summarise a wide range of factual and imaginative texts
scripts to see variety of ideas/styles
and problems. Summarise or paraphrase ideas from reading texts
Present ideas clearly in a suitable format and structure, writing appropriately,
eg using beginnings and endings and using paragraphs
Use a range of vocabulary and language functions accurately (including ISE I
suggested grammar)
Use spelling and punctuation accurately

Friday Speaking 60 minutes: Topic task: Classroom Topic task: Classroom Communicate effectively, responding appropriately to interaction, initiating and
(topic activity 3 Music activity 3 Music maintaining conversation
development) Show understanding of other speakers/follow the speech of others

60 minutes: Topic subjects development The teacher should Use a range of vocabulary and language functions accurately (including ISE I
1. 10 minutes Students brainstorm long make own list of suggested grammar), and avoid making errors which affect the understanding
lists of subjects (put on flip chart paper about 40 possible of the listener
or similar). subjects Use clear and understandable pronunciation, use appropriate stress and
2. 5 minutes In groups of four, intonation patterns
students choose a subject and have
a five-minute discussion.
3. 35 minutes Repeat for as many
subjects as possible.
4. 10 minutes Students make a list of
possible subjects that interest them
and create posters to put up on the walls.

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 9


Week 4 Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Monday Complete practice 2 hours: Practice exam ISE I Sample exam paper 3 All related to reading and writing
Reading & Writing
exam
Tuesday Speaking (topic 60 minutes: Topic task: Classroom activity 2 Preparing a good Topic task: Classroom activity 2 Communicate effectively, responding
development) topic form Preparing a good topic form appropriately to interaction, initiating
and maintaining conversation
60 minutes: Pronunciation Worksheet 13: Pronunciation
Show understanding of other speakers/
45 minutes: Worksheet 13 Based on requirements in ISE I follow the speech of others
Speaking and listening rating scale: Delivery
Use a range of vocabulary and language
15 minutes: The teacher shows students this BBC learning functions accurately (including ISE I
English website for self-study bbc.co.uk/learningenglish/english/ suggested grammar), and avoid making
course/lower-intermediate/unit-1 errors which affect the understanding of
the listener
Use clear and understandable
pronunciation and use appropriate
stress and intonation patterns

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 10


Week 4 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Wednesday Practice exam 30 minutes: Return exam papers and review skills Practice papers completed on Listen intensively for factual information
self-evaluation 1. If suitable, give students the answers and ask them to Monday of this week and explicitly stated ideas and
mark their own work. Answers for practice exam paper information and understand all or
most of the information the recording
2. Ask students to review self-evaluation tick list from week 1. Worksheet 2: Student
provides
What has improved? What do they need to focus on for the next self-evaluation worksheet
two weeks? Listen to get the topic and main ideas of
the recording
Independent 40 minutes: Practice audio activities Guess the meaning of unknown
listening tasks 1. Cheese rolling text. Practice in pairs (one examiner/one candidate). Independent listening task utterances, phrases and words from
1 and 2, and 1 audio, examiner rubric and their context
2. Listen to the script examiner uses rubric etc to manage the
follow-up answers for Cheese rolling Identify which information is factual and
test, candidate responds.
speaking festival and Emus which information is opinion
3. Check answers.
Independent listening task 2 Identify which information is key
4. Compare notes after.
audio, examiner rubric and information, and which information is a
5. Repeat all with Emus audio (swap roles). answers for Child language supporting example or detail
6. Repeat process with Independent listening task 2 Child learning Communicate effectively, responding
language learning. Worksheet 10: Mind map template appropriately to interaction, initiating and
50 minutes: Using texts of listening tasks. (from Wednesday, week 2) maintaining conversation
Show understanding of other speakers/
1. In pairs, select any useful vocabulary for festivals (for written
follow the speech of others
exam) and language learning (for speaking exam).
Use a range of vocabulary and language
2. Make vocabulary mind map for each subject.
functions accurately (including ISE I
3. In groups of three, discuss how you first started learning English. suggested grammar), and avoid making
What did you do? How did you learn? What do you do differently errors which affect the understanding of
now? (The teacher can add questions on the board to stimulate the listener
discussion) Use clear and understandable
4. In groups of six share ideas. pronunciation and use appropriate
5. Travel discussion (the teacher puts four or five questions on the stress and intonation patterns
board to stimulate discussion). In groups of three discuss travel.
6. In groups of six share ideas.
7. Make vocabulary mind maps for travel.
Repeat starting with rules and regulations, health and fitness, and
continue until all conversation subject areas have been covered or
lesson finishes.
Use this activity as a warmer/filler throughout the course.
Homework Students revise vocabulary for a test on Monday.

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 11


Week 4 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Thursday Task 1 Long 20 minutes: Text analysis (jigsaw reading). Cut up ISE I Sample exam paper 1 Read for general comprehension/skim read/read
reading and the text in Task 1 Long reading of ISE I Sample exam (Task 1 Long reading) for gist
analysis paper 1 into paragraphs, one set for each pair. Pairs put page 2 Carefully read to identify and understand specific facts,
paragraphs in order. Swap and check with other pairs. information, opinion and significant points
20 minutes: Worksheet 14 Text/paragraph analysis Worksheet 14: Text/ Deducing meaning guess the meaning of unknown
paragraph analysis sentences, phrases and words from their context
Read and understand articles and reports concerned
with contemporary problems in which the writers give
20 minutes: Headings and summary Pairs re-read the ISE I Sample exam paper 1 facts and opinions, key points and subsidiary information
text from Task 1 Long reading and write a heading and (Task 1 Long reading)
a summary for each paragraph pages 23 Synthesise and evaluate information and arguments
from a number of different text types, summarise a wide
20 minutes: Exam task Individually answer questions. range of factual and imaginative texts
Students check with others then check with answer sheet.
40 minutes: Using a new practice paper, students ISE I Sample exam paper 2
individually repeat this process for Task 1 Long reading (Task 1 Long reading)
pages 23
Friday Reading strategies 90 minutes: Reading into writing: Classroom activity 2 Reading into writing: Read for general comprehension/skim read/read for gist
(Task 3 Reading Means of transport Classroom activity 2 Carefully read to identify and understand specific facts,
into writing) Means of transport information, opinion and significant points
Peer review 30 minutes: Students compare and use proofreading Worksheet 7: Proofreading Deducing meaning guess the meaning of unknown
(summaries and checklist to comment on others work. Repeat for at least checklist sentences, phrases and words from their context
writing) five students work Read and understand articles and reports concerned
with contemporary problems in which the writers give
facts and opinions, key points and subsidiary information
Synthesise and evaluate information and arguments
from a number of different text types, summarise a wide
range of factual and imaginative text
Summarise or paraphrase ideas from reading texts
Present ideas clearly in a suitable format and structure,
writing appropriately, eg using beginnings and endings
and using paragraphs
Use a range of vocabulary and language functions
accurately (including ISE I suggested grammar)
Use spelling and punctuation accurately

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 12


Week 5 Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Monday Writing 2 hours: Writing skills review and revision Worksheet 7: Self-evaluation, proofreading, error correction
workshop Students bring in previous writing scripts and Proofreading
work on: checklist
1. Task fulfilment and text type ISE I Sample exam
paper 1 (Task 4
2. Paragraph structure
Extended writing)
3. Language errors page 10
Give students new Extended writing task. Students
write and peer review and repeat until lesson end.
Tuesday Speaking 60 minutes: Watching sample videos, assessment Two ISE I video Listen intensively for factual information and explicitly stated ideas
(video awareness samples and and information and understand all or most of the information the
watching and 1. Students watch the first sample exam and, using rationales recording provides
assessment) Worksheets 15 and 16, evaluate the students Worksheet 15: Listen to get the topic and main ideas of the recording
performance and give a rough assessment. Simplified speaking Guess the meaning of unknown utterances, phrases and words from
2. The teacher gives mark. rating scale their context
3. Repeat process. Worksheet 16: Identify which information is factual and which information is opinion
Simplified grade Identify which information is key information, and which information
and rationale is a supporting example or detail
60 minutes: Video sample lexis and functions Two ISE I video
observation samples and
1. Using Worksheet 17, students watch same samples rationale
again and tick if they notice language functions or Worksheet 17:
lexical items listed on worksheet. Language functions
2. Add lexis and language functions to topic form and lexis lists and
prepared last week. answer sheets
3. Revise topic form to add new items in connection Topic form prepared
to chosen topic. last week

Wednesday Language 2 hours: Teachers own


input/ 1. The teacher reviews language issues that were grammar materials
grammar noticed in the writing workshop on Monday this
workshop week.
2. Prepare worksheets for relevant language issues
for students to work on individually.

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 13


Week 5 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Thursday Independent 60 minutes: Independent listening task 2: Classroom Independent Listen intensively for factual information and explicitly stated ideas
listening activity 2 Fashion of the future listening task 2: and information and understand all or most of the information the
task 2 Classroom activity 2 recording provides
Fashion of the Listen to get the topic and main ideas of the recording
future Guess the meaning of unknown utterances, phrases and words from
20 minutes: Extension activities from the classroom their context
activity on fashion. Identify which information is factual and which information is opinion
20 minutes: Practice audio activities for Practice Identify which information is key information, and which information
Independent listening task 2 (any on website) Independent is a supporting example or detail
1. Students listen and take notes. listening task 2 Communicate effectively, responding appropriately to interaction,
initiating and maintaining conversation
2. The teacher acts as examiner, reading rubric etc.
Show understanding of other speakers/follow the speech of others
3. Students check answers then compare notes.
Use a range of vocabulary and language functions accurately
20 minutes: In groups of four, students discuss their (including ISE I suggested grammar), and avoid making errors which
opinions on the topic of the listening task played. affect the understanding of the listener
Use clear and understandable pronunciation and use appropriate
stress and intonation patterns

Friday Speaking 60 minutes: Role play Worksheet 18: Communicate effectively, responding appropriately to interaction,
(topic 1. Students bring in their topic forms and role-play Revision of language initiating and maintaining conversation
preparation) examiner/candidate roles for topic task only. functions and useful Show understanding of other speakers/follow the speech of others
exam language Use a range of vocabulary and language functions accurately
2. Repeat this so students have practised with at
least eight other students. (including ISE I suggested grammar), and avoid making errors which
affect the understanding of the listener
60 minutes: Self-evaluation and revision of Use clear and understandable pronunciation and use appropriate
topic forms stress and intonation patterns
1. Students work on topic forms and topic ideas
with help from each other and from the teacher.
2. Language functions and useful exam language
worksheet. Use this before the topic role play if
input is needed.

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 14


Week 6 Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Monday Listening 2 hours: Listening, note-taking practice and BBC Learning Listen intensively for factual information and explicitly stated ideas and
skills discussion English news information and understand all or most of the information the recording
Listening to BBC Learning English news reports provides
reports (bbc.co.uk/learningenglish/english/ Worksheet 19: Listen to get the topic and main ideas of the recording
features/news-report). Note-taking Guess the meaning of unknown utterances, phrases and words from their context
1. The teacher selects and plays single news worksheet Identify which information is factual and which information is opinion
reports. Students take notes (Worksheet 19) Identify which information is key information, and which information is a
2. Compare notes and form discussion groups. supporting example or detail
Approximately 15 minutes per news report. Communicate effectively, responding appropriately to interaction, initiating and
3. Repeat with BBCs six minute English maintaining conversation
articles (notes will be used in tomorrows Show understanding of other speakers/follow the speech of others
lesson). Use a range of vocabulary and language functions accurately (including ISE I
suggested grammar), and avoid making errors which affect the understanding
of the listener
Use clear and understandable pronunciation and use appropriate stress and
intonation patterns
Tuesday Writing 2 hours: Using notes from Monday students Worksheet 7: Summarise or paraphrase ideas from reading texts
write summaries of three news reports and Proofreading Present ideas clearly in a suitable format and structure, writing appropriately,
three articles checklist eg using beginnings and endings and using paragraphs
1. Students write two summaries one report Use a range of vocabulary and language functions accurately (including ISE I
and one article then swap and peer review suggested grammar)
using proofreading tick list etc. Use spelling and punctuation accurately
2. Repeat and swap with different partner to Giving reasons, opinions and preferences
have a variety of peer feedback.
Describing the future, informing and expressing intention
3. Choose best two summaries and write a full Describing past actions in the indefinite and recent past
account of the report of articles and include
your opinions. Expressing obligation
Asking for information and opinions
4. Swap and peer review.

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 15


Week 6 (continued) Scheme of work ISE I (CEFR B1)

Day Lesson focus Activities Resources* Learning aims


Wednesday Reading 2 hours: Reading, note-taking and discussion. The teacher Authentic reading texts Read for general comprehension/skim read/read for gist
brings in suitable authentic reading texts (about six texts) Carefully read to identify and understand specific facts,
or use selection from BBC Learning English (bbc.co.uk/ information, opinion and significant points
learningenglish) Deducing meaning guess the meaning of unknown
1. Students read and take notes, summarise and paraphrase. sentences, phrases and words from their context
2. Swap and try to expand the summarised text into Read and understand articles and reports concerned with
fuller versions, checking them against the original contemporary problems in which the writers give facts and
texts afterwards. opinions, key points and subsidiary information
3. If useful the teacher could use the questions and Synthesise and evaluate information and arguments from a
activities given by the BBC. number of different text types, summarise a wide range of
4. Using their notes, in groups of four, students discuss factual and imaginative text
the issues from each reading text.
Thursday Task 3 60 minutes: Example questions to Summarise or paraphrase ideas from reading texts
Reading into Using notes and summaries from BBC reading texts from adapt to match the Present ideas clearly in a suitable format and structure,
writing Wednesday reading texts used. writing appropriately, eg using beginnings and endings and
1. Students write a plan for a response to each text using 1. Whats your opinion using paragraphs,
own notes (questions in next column). of...? Use a range of vocabulary and language functions
2. Students swap and discuss their plans. Decide on which 2. What do you think will accurately (including ISE I suggested grammar)
to write in full. happen in the future Use spelling and punctuation accurately
for...? Giving reasons, opinions and preferences
3. Students write two full responses to the task questions.
3. Describe what has Describing the future, informing and expressing intention
4. Swap and peer review, proofread etc.
happened in...? Describing past actions in the indefinite and recent past
Worksheet 7: Expressing obligation
Proofreading checklist
Asking for information and opinions
Friday Speaking 2 hours: Mingling activity, 20 minutes for each subject Worksheet 20: Just for Communicate effectively, responding appropriately to
(conversation 1. Students mingle and talk about the given subject. The teachers. Teacher support interaction, initiating and maintaining conversation
subject areas) teacher encourages students to move on after a few worksheet of stems, Show understanding of other speakers/follow the speech
minutes so each student has talked to most people in statements and subjects of others
the class for each subject. Use a range of vocabulary and language functions
2. Repeat for all six subjects. accurately (including ISE I suggested grammar), and avoid
3. Students review subject vocabulary mind maps and add making errors which affect the understanding of the listener
any new lexis. Use clear and understandable pronunciation and use
appropriate stress and intonation patterns

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 16


Week 7 Scheme of work ISE I (CEFR B1)
Week 7 is exam practice using the sample activities from trinitycollege.com/ISEI

Day Lesson focus Resources


Monday Listening practice exams Practice audio activities (on website)
Tuesday Speaking practice:
Topic
Full speaking and listening exam run through
Wednesday Reading and writing practice Sample exam papers (on website)
Thursday Reading and writing exam review, listening practice Sample exam papers (on website)
Friday Speaking practice: Conversation, full Speaking & Listening exam run through Listening task audio (on website)

Week 8
Exam week!

*For worksheets go to trinitycollege.com/ISEIworksheets. For other resources go to trinitycollege.com/ISEI 17