Guide For Teachers - ISE Foundation

Integrated Skills in English (ISE)
Guide for Teachers ISE Foundation (A2)

Reading & Writing | Speaking & Listening
Trinity College London

www.trinitycollege.com
Charity number 1014792
Patron HRH The Duke of Kent KG
Copyright 2015 Trinity College London
Published by Trinity College London
First edition, March 2015
Contents
Contents
ISE Foundation Reading & Writing exam
Overview of the ISE Reading & Writing exam
Who is ISE Reading & Writing for?

Introduction to ISE Reading & Writing tasks
Glossary of reading skills for ISE Foundation
Glossary of writing aims for ISE Foundation
Candidate profile
6
7
8
8
9
Task specifications for ISE Foundation Reading & Writing
10
Task 1 Long reading

Task 2 Multi-text reading
Task 3 Reading into writing
Task 4 Extended writing
10
11
12
12
Preparation activities for ISE Foundation Reading & Writing
13
Task 1 Long reading: Sydney and its famous landmarks

Task 2 Multi-text reading: Places in the local area
Task 3 Reading into writing: The benefits of cycling
Task 4 Extended writing: The weather in my area
13
18
25
32
ISE Foundation Speaking & Listening exam

Overview of the ISE Speaking & Listening exam
40
Who is ISE Speaking & Listening for?

Introduction to ISE Speaking & Listening tasks
Glossary of speaking aims for ISE Foundation
Glossary of listening skills for ISE Foundation
Candidate profile
40
41
43
43
44
Task specifications for ISE Foundation Speaking & Listening
45
Topic task
Conversation task
Independent listening tasks
45
46
47
Preparation activities for ISE Foundation Speaking & Listening
48
Topic task: My favourite topics

Conversation task: A conversation about shopping
Independent listening task: Finding places on the map of New Zealand
48
51
53
Appendices
Appendix 1 Sample topic form
62
Appendix 2 Sample Reading & Writing exam paper
63
Appendix 3 Information on the Speaking & Listening exam
74
Appendix 4 Suggested grammar for ISE Foundation
78
Appendix 5 ISE Foundation Task 3 Reading into writing rating scale
79
Appendix 6 ISE Foundation Task 4 Extended writing rating scale
81
Appendix 7 ISE Foundation Speaking & Listening rating scale
82
Appendix 8 ISE Foundation Independent listening rating scale
83
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 in real-life situations.
This guide will:
give you a brief overview of the two modules of the ISE Foundation exam Reading & Writing and
Speaking & Listening
offer some practical advice for preparing students for each task in the exam
provide some example activities that you can use in the classroom.
For more classroom activities to help prepare your students for ISE as well as the exam specifications
documents see www.trinitycollege.com/ISE
Please note that ISE IV has a different format see www.trinitycollege.com/ISE for details.
ISE Foundation Reading

& Writing exam
Overview of the ISE Reading & Writing exam

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

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

The Reading & Writing exam consists of four tasks.
Task 1 is the Long reading task, where candidates read a single text and answer 15 questions. The
aims of this task are to understand the main idea of a paragraph or text and to understand specific
information at sentence, phrase and word levels.
Task 2 is the Multi-text reading task, where candidates read three texts (in ISE Foundation) or four texts
(in ISE I, II and III) and answer 15 questions. The aims of this task are to understand the main idea of a
paragraph or text, to understand specific information at sentence, phrase and word levels and to find
specific information in different texts in order to create a text summary.
Task 3 is the Reading into writing task, where candidates produce a piece of writing based on the three
or four texts in Task 2.
Task 4 is the Extended writing task, where candidates produce a piece of writing in response to a question.
ISE Foundation
ISE I
ISE II
ISE III
CEFR level
A2
B1
B2
C1
Time
2 hours
2 hours
2 hours
2 hours
Task 1
Long reading
300 words
15 questions
Long reading
400 words
15 questions
Long reading
500 words
15 questions
Long reading
700 words
15 questions
Task 2
Multi-text reading
3 texts
300 words
15 questions
Multi-text reading
4 texts
400 words
15 questions
Multi-text reading
4 texts
500 words
15 questions
Multi-text reading
4 texts
700 words
15 questions
Task 3
Reading into writing

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 overleaf for glossaries of reading skills and writing aims for ISE Foundation.
Glossary of reading skills for ISE Foundation

Reading for general
comprehension
Reading a range of short, simple texts on familiar subjects that use

everyday vocabulary
Skimming
Reading to get the general meaning of the paragraph, text or infographic

(illustration with text)
Reading for gist
Reading to get the main idea of the paragraph, text or infographic
Scanning
Reading to find specific key words or information in a paragraph, in a

text or in an infographic
Careful reading to
understand specific
facts, information
and significant points
Understanding specific, factual information at the word and/or phrase level

Understanding important points in a text
Careful reading to
understand specific
information and
its context
Understanding specific factual information at the sentence level

Identifying the specific information needed
Deducing meaning
Guessing the meaning of unknown words, phrases and sentences from

their context
Summarising
Collecting information from different texts or parts of texts and creating

a short, simple text summary
Glossary of writing aims for ISE Foundation
Reading for writing
Showing understanding of reading texts

Identifying common themes in reading texts
Summarising or paraphrasing ideas from reading texts
Task fulfilment
Answering the question fully

Using the correct number of words to answer the question
Showing awareness of the reader and the purpose for writing
Organisation and structure
Presenting ideas and arguments clearly

Using the best format to fulfil the task
Structuring the writing appropriately, eg using beginnings and
endings and using paragraphs
Language control
Using a range of grammar and vocabulary

Using grammar and vocabulary accurately
Using spelling and punctuation accurately
Candidate profile
Reading
A candidate who passes ISE Foundation can understand texts on familiar subjects or those of personal
interest. In task 1 and task 2 they are assessed on their ability to use several reading skills including skimming,
scanning, reading for gist, specific information and to understand specific facts, and summarising.
A candidate who successfully passes ISE Foundation Reading can:
understand the main ideas and specific information/facts in short, simple texts on familiar topics,
which use high-frequency everyday language
identify specific information in simple written texts
deduce the meaning of unknown words from their context.

A candidate who successfully passes ISE Foundation Task 3 Reading into writing can:
select relevant content from the text in task 2
identify connections between multiple texts in task 2
adapt the information in task 2 to use in the writing component of task 3.
Writing
In task 3 and task 4, candidates are assessed on their ability to write according to four categories:
Reading for writing (task 3 only)

Task fulfilment
Language control
A candidate who successfully passes ISE Foundation Task 3 Reading into writing and Task 4 Writing can:
write simple phrases and sentences linked with simple connectors like and, but and because
write about everyday aspects of his/her life, eg people, places, a job or study experience, in linked
sentences
write very short, basic descriptions of events, past activities and personal experiences.
This profile is based on the level Basic User, A2, of the Council of Europes Common European
Framework of Reference (CEFR). The candidate profile above is a simplified version for quick reference
for teachers.
Task specifications for ISE Foundation Reading & Writing

Task 1 Long reading
Task
One reading text followed by 15 questions
Text
Genre: The text is simple and factual. It is the type of text that the candidate sees
in their own educational context.
Subject areas:
Holidays
Shopping
School and work
Hobbies and sports
Food
Weekend and seasonal activities
Jobs
Places in the local area

Place of study
Home life
Weather
Free time
Times and dates
Text length
300 words (approximately), divided into five paragraphs.
Number of
questions
15 questions.
Question
types
Title matching (Questions 15)

In this section, the candidate chooses the most appropriate titles for each
paragraph of the text. The text has five paragraphs and there are six titles to choose
from.
The candidate must demonstrate that they understand the main idea of each
paragraph. Some useful reading subskills to practise for this section are:
skimming
scanning
reading for gist.
Selecting the true statements (Questions 610)
In this task, the candidate selects five true statements from a list of eight possible
answers. Five statements will be true according to the text, three will be false.
The candidate must demonstrate that they understand specific, factual information
at the sentence level. Some useful reading subskills to practise for this section are:
careful reading for specific information at the sentence level
deducing meaning of unknown sentences from context.
Completing sentences (gap fill) (Questions 1115)
In this section, the candidate completes sentences with a word or phrase taken from
the text (up to three words).
at the word and/or phrase level. Some useful reading subskills to practise for this
section are:
careful reading for specific information at the word level
deducing meaning of unknown words from context.
10
Assessment
Each question is worth one mark.
Timing
Candidates are recommended to spend 20 minutes on this part of the exam.

Task
Three reading texts followed by 15 questions.
Text
Genre: The three texts are simple and factual. They are the type of text that
the candidate sees in their own educational context. One text is a mainly visual
representation of information with some writing (for example a diagram, plan,
graph, drawing, map).
Subject areas:
Holidays
Place of study
Shopping
Home life
School and work
Weather
Hobbies and sports
Free time
Food
Times and dates
Jobs
All three texts are on the same topic and are thematically linked.
Text length
300 words (approximately) across three texts.

One text is mainly visual with some written language.
Number of
questions
15 questions.
Question
types
Multiple matching (Questions 1620)

In this section, the candidate chooses which text the sentence refers to. The candidate
must demonstrate that they understand the main idea and purpose of each text.
Some useful reading subskills to practise for this section are:
skimming
scanning
reading for gist

understanding the main idea or purpose of text.
Selecting the true statements (Questions 2125)

In this section, the candidate selects the five true statements from a list of eight
possible answers. Five statements will be true according to the text and three will
be false.
at the sentence level. Some useful reading subskills to practise for this section are:
careful reading for specific information at the sentence level
deducing meaning of unknown sentences from context.
Completing summary notes from a bank of options (gap fill) (Questions 2630)
In this section, the candidate completes sentences with a word or phrase taken
from the text (up to three words). Ten possible answers are given, out of which the
candidate selects the correct five.
The candidate must demonstrate that they understand, factual information at the
word and/or phrase level across the text. Some useful reading subskills to practise
for this section are:
careful reading for specific information at the word level
deducing meaning of unknown sentences from context
gathering information from different texts to create a text summary.
Assessment
Each question is worth one mark.
Timing
Candidates are recommended to spend 20 minutes on this part of the exam
11

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

identify factual information that is relevant to the writing task from multiple texts
paraphrase/summarise key words and phrases or short sentences
incorporate the information in a short and simple answer to suit the purpose
for writing.
Output length 70100 words.

Genre
The genre will be:

a descriptive essay or
an article (magazine or online).
Timing

Task
A writing task in which the candidate responds to a prompt.

The prompt will have two content points that the candidate should use in their response.
There is space for planning the response. The candidate should go back and check
the response when they have finished.
Task focus
This section assesses the candidates ability to produce a narrative, descriptive or

instructional text following the instructions. The target language functions that
the candidates are expected to use are: to express simple facts and to express
personal likes/dislikes in a coherent text.
Output length
70100 words.
Output genre
The candidate will write one of the following:

descriptive essay
article (magazine or online)
informal email
informal letter
review.
Topic
The writing prompt will be on one of the subject areas for ISE Foundation.
Subject areas:
Holidays
Shopping
School and work
Hobbies and sports
Food
Jobs
Timing
12

Place of study
Home life
Weather
Free time
Times and dates
Preparation activities for ISE Foundation Reading & Writing

Task 1 Long reading: Sydney and its famous landmarks
Teacher notes
Level: ISE Foundation
Focus: Task 1 Long reading
Aim: Read information for gist
Objectives: To read short paragraphs, to read possible paragraph titles, to recognise the gist
of texts, to choose correct paragraph titles and to discard unsuitable titles
Skill: Skimming and reading for gist
Topic: Landmarks in Sydney
Language functions: Describing people, objects and places
Lexis: Countries, nationalities and common activities
Materials needed: One worksheet per student, some pictures of Sydney (for example, the city and
people, the Harbour Bridge and the Opera House)
Timing: 55 minutes
Procedure
Preparation
Find some pictures of Sydney, Australia. Include a picture of the Opera House and the Sydney Harbour
Bridge. Print/copy one worksheet per student.
In class
1. Tell the class they are going to read about Sydney, which is in Australia, and some famous places
in Sydney.
Point to the pictures of the people and the city and ask the class what they can see in the pictures.
Then ask the students: Do you think this is a beautiful city? Why? Do you think that the people enjoy
living there? Why?
Point to the pictures of the bridge and the Opera House and ask the students: Do you know what
these are called?
Tell the class the names of the landmarks: the Sydney Harbour Bridge and Sydney Opera House.
Write the words on the board.
2. Tell the class they are going to read a short paragraph about Sydney and they must decide the best
title for the paragraph.
Hand out one worksheet per student.
Tell the class to look at the worksheet and read the paragraph called Sydney. Then read the titles A,
B, and C and decide the best title for the paragraph.
3. Get the students to check in pairs about their choice and then check the answer as a class. Write
up the correct answer on the board. Ask the class: Why is B the best title? (Answer: Because the
paragraph is talking about many different kinds of people who live in Sydney, not just one nationality.)
4. Now, tell the class to read Sydney Harbour Bridge on the student worksheet, and choose the best
title for paragraphs 13. Explain that there are three paragraphs and four titles. One title is not needed.
5. When the students finish reading and choosing the best titles, they should check their answers in
pairs and then check as a class. Write up the correct answers on the board. Explain that the extra
title is Fireworks on the bridge. Ask the students to explain why. (Answer: Yes, there are fireworks,
but there are also other celebrations like the Olympic rings/a big walk with people wearing yellow caps.)
6. Now tell the class that they are going to read the two paragraphs about Sydney Opera House on
their worksheet and that they must choose the best title for paragraphs 1 and 2. There are three titles
and only two paragraphs. One title is not needed.
13

7. When the students finish reading and choosing, they should check their answers in pairs and then
check as a class. Write up the correct answers on the board. Ask the students to explain which is the
extra title and why. (Answer: Shopping and eating at the Opera House because you can shop and
eat but you can also do many other things at the Opera House.)
8. Ask the students if they would like to visit the Opera House or Sydney Harbour Bridge. Ask them to
explain why or why not.
Extension activity
For students who finish the task early, tell them to look up four new words from the paragraphs in
their dictionaries.
Further support activity

For students finding the task difficult, you could cross out the extra title on their worksheets so that
they only have to find which paragraph matches each title.
Homework
Students can carry out the homework task on the worksheet.
14
Student worksheet: Sydney and its famous landmarks

1. Sydney
Sydney is one of the most cosmopolitan cities in the world. Aboriginal people first lived there, and
then settlers came from England, Ireland and Scotland. The Australian gold-rush in the 19th century
brought immigrants from China. After 1945, people went to Sydney from Europe, the Middle East, South
Africa and the Pacific Islands. Later, Asian settlers arrived. The culture and food in Sydney reflect the
backgrounds of the many different people who live in the city.
What is the best title for the paragraph?
A. Asian people go to Sydney
B. Sydneys mixed population
C. Different cultures and food in Sydney
2. Sydney Harbour Bridge

Paragraph 1
The Harbour Bridge goes across Sydney harbour. Trains, cars, bicycles and people can travel on
the bridge to get between the big business district and the north side of the city.
Paragraph 2
The bridge has one of the longest and widest spans in the world. This gives it a special shape. The
bridges nickname is The Coathanger because the shape looks like something you can hang your
clothes on.
Paragraph 3
The Harbour Bridge plays a central part in Sydneys New Years Eve celebrations, with a wonderful
display of fireworks at midnight. For the 2000 Olympics the bridge was decorated with the Olympic
rings. On the 75th anniversary of the bridge, 250,000 people wore yellow caps when they walked
across the bridge, listening to music and famous speeches.
The text above has three paragraphs. Choose the best title for each paragraph from AD below.
There is one title you do not need.
A. Celebrations on the bridge
B. What the bridge looks like
C. Fireworks on the bridge
D. Who and what can use the bridge
Paragraph 1:
Paragraph 2:
Paragraph 3:
3. Sydney Opera House

Paragraph 1
The Opera House is a great building which has influenced architecture around the world. It is built to
look like three connected shells and is revolutionary in design. It took 16 years to build.
Paragraph 2
There are over 1,500 performances every year but the Opera House is more than just a place to listen
to music and song. You can take a tour backstage, have a wonderful meal, go shopping, see a play or
attend a conference.
15

The text above has two paragraphs. Choose the best title for each paragraph. One title is not needed.
A. Shopping and eating at the Opera House
B. What you can do at the Opera House
C. Sydney Opera House: an important building design
Paragraph 1:
Paragraph 2:
Homework
Read this paragraph about Sydney Zoo and give it a title.
Title:
Its always good to start your tour of Sydney Zoo from the top entrance. That way you'll be walking
downhill facing the harbour. Youll then keep being surprised when you turn a corner and see a
different view of the horizon. Then, when you reach the bottom you can catch the Zoo Sky Safari chair
lift to take you to the top again and begin your downhill walk around the zoo along a different path.
16
Worksheet answers
1. Sydney: B
2. Sydney Harbour Bridge:
1=D
2=B
3=A
3. Sydney Opera House:
1= C
2= B
Homework
Possible titles:
How to see the zoo

The best way to walk around the zoo
How to tour the zoo
Walking around the zoo
17
Task 2 Multi-text reading: Places in the local area

Focus: Task 2 Multi-text reading
Aims: To identify and describe at least nine places in the local area and say what a visitor can do there
Objectives: Students should be able to identify several places of interest in the local area and what
might interest a visitor to the area
Skills: Skimming and scanning to identify activities for adventurous people, and for people interested
in history and artistic hobbies, and reading for specific information about prices and locations
Topic: Places in the local area
Language functions: Describing people, objects and places
Lexis: Places of interest, leisure activities, adjectives to describe places and adjectives to
describe people
Materials needed: One worksheet per student, a vocabulary list which includes 912 places in
the local area, 1215 sports, sightseeing and creative activities (see suggestions below) and 912
adjectives to describe places and people
Timing: 45 minutes
Procedure
Preparation
Go online and find pictures to help the students with the new vocabulary. Try to find pictures of the
places, activities and adjectives being introduced in the lesson. Print or copy the worksheets for the
students to use (one worksheet per student).
In class
1. Tell the class about the aims of the lesson which are to read and And understand certain places of
interest and activities visitors can do there.
2. Introduce the students to the key vocabulary they will need for the activity. For instance, places
to visit valley, river, sea, island, castle, church and museum. Write up some of the ideas on the
board. Show the students pictures of the places. Engage in choral, group, pair and individual
repetition to familiarise students with pronunciation. Ask the students which of these places
they have in their area.
3. Introduce the students to activities such as bungee jumping, shark fishing, swimming, painting,
pottery making and ironworking. Show students the pictures of each activity. Engage in choral,
group, pair and individual repetition to familiarise students with pronunciation. Ask students to
discuss, in pairs, which activities they can do in their local area. Give feedback.
4. Introduce the students to adjectives such as deep, high and narrow to describe places, and
adjectives to describe people such as poor health, active, adventurous and creative. Show the
students pictures of people with poor health, who are active, adventurous and creative.
5. Carry out an activity with the students to practise these words and phrases. For example, you could
do true or false activities or jumble the words up to revise word order.
6. Set up the reading activity. Tell the students they are going to read three short texts about places of
local interest. Give each student a worksheet and tell them how to complete the questions. Tell the
students that they have a time limit of 20 minutes and they must answer all the questions.
7. Ensure the students have written their answers.
8. Put students in pairs and ask them to mark each others answers. Write the answers on the board to
help the students.
18
Extension activities
The following three tasks could be carried out as extension activities for students (see student worksheet):
Task 1 Write a summary of the activities a tourist can do in Long Valley
Task 2 Matching beginnings to endings: show the students how to read the beginning of each
sentence and match it to the correct ending
Task 3 Grammar practice: students have to choose the correct verb form from the brackets
Further support activities

The following three activities can be carried out as further support activities for students finding the
tasks more difficult (see student worksheet):
Task 1 Matching sports activities to their location
Teach the students two new sports and places where they are played. Show students how to match
the sports to the location.
Task 2 Sequencing activity based on text A
Tell the students to read the text and show them how to put the sentences in the correct order.
Task 3 Gap-fill activities to check grammar and vocabulary
Students read the sentences and complete them using the correct word from a box with
several options.
Homework
Students can design their own flyer advertising a place to visit and an activity to do it can be based
on a real town or village or it can be imaginary. Students can use a combination of the vocabulary they
have learnt and their own ideas to widen their language skills.
In the next class, the students can practise in pairs telling their partner what they have in their town.
19
Student worksheet: Places in the local area

There are three short texts for you to read and 15 questions for you to answer.
Questions 15 (one mark per question)

Read questions 15 first and then read texts A, B and C.
As you read each text, decide which text each question refers to. Choose one letter A, B, or C and
write it in boxes 15. You can use any letter more than once.
Which text:
Text
1.
describes activities to explore old buildings?
2.
describes activities for very active people?
3.
shows workshops for artistic and creative people?
4.
gives specific times and prices for places of interest?
5.
offers people a chance to learn or improve a hobby?
Text A
What can you do in Long Valley?
There is a wide variety of active sports for the adventurous to try out in Long Valley. This seaside
town has many natural advantages a deep valley which runs into the sea, high beach cliffs and
ideal locations for deep sea fishing. Not for tourists with poor health.
In the valley, the clean river rushes over the rocks and through narrow gorges brilliant for rafting
and in certain spots, gorge swimming.
The beach cliffs are perfect for hang-gliding and bungee jumping in safe controlled conditions.
For those who love the challenge of landing a shark, experienced fishermen can take you out to the
deep waters around Sunsea Islands to go shark fishing.
Text B
Historical Sites Fort Castle
Fort Castle is well-known for its long and rich history from ancient ruins at Antica to the industrial
museums at Potterston. There are guided tours on a horse and carriage for those who want to see
everything. Entry to some places is free. Prices for entry are given below.
Activity
20
Location
Fee
Guided tour
Round trip from Fort Castle to Antica
20 per person for the whole day
Fort Castle
Fort Castle
10 per person
Antica Cathedral
Antica
Free (closed on Sundays)
Text C
Activities at Crafters Village
Create special presents for

your loved ones! Beginners
and experienced participants
welcome.
Make unique vases and

delightful china flowers!
Get into the clay!
Learn to make stunning

wrought-iron jewellery
and ornaments!
Or a gate for the garden!
(Images: Jennifer Rensel/Wikipedia CC BY, Piotrus/Wikipedia CC BY, Kirsten Skiles/Flickr CC BY)

Choose the five statements from AH below that are TRUE according to the information given in the
texts above.
Write the letter of the true statements on t he lines provided (in any order).
People with health issues are advised not to attend.
Tourists have to pay to see some old buildings.
Long Valley has a lot of interesting old buildings.
Visitors interested in creative hobbies have a choice.
No one will accompany tourists who go looking for dangerous sea animals.
The river in Long Valley is unpolluted.
Long Valley does not offer safe activities.
One old building is closed on Sundays in Fort Castle.
6.
7.
8.
9.
10.
21

The summary notes below contain information from texts AC. Choose a phrase from the box below
(the Word bank) to complete the missing information in gaps 1115.
Write your answers in the spaces provided. There are more phrases than you need.
Summary notes
Activities
Rafting
Gorge swimming
Hang-gliding
(11.)
History
Fort Castle
Guided tour
Ancient (12.)
Industrial (13.)
Horse and carriage
Antica cathedral
Creative
paintings as special presents
delightful china flowers
Beginners and experienced artists are welcome use clay
unique pottery (14.)
wrought-iron (15.)
Word bank
vases
cathedral
canoeing
shark fishing
museum
ornaments
deep sea diving
bungee
jumping ruins
horse and carriage
Extension activities
Task A
Write a summary of the activities a tourist can enjoy at Long Valley.
Task B
Match numbers 14 with the letters AD.
1.
Fort Castle is well-known
some places is free.
2.
There are guided tours
for entry are given below
3.
Entry to
for its long and rich history.
4.
Prices
on a horse and carriage for those who want to

see everything.
Task C Grammar practice

Read these sentences and choose the correct verb form from the brackets.
Example There
is
a wide variety of active sports for the adventurous to try out in Long

Valley. (are, am, is)
1. This seaside town
2. In the valley, the clean river
rush, rushes)
3. The beach cliffs
conditions. (be, was, are, is)
many natural advantages. (have, to have, has)

over the rocks and through narrow gorges. (rushing,
perfect for hang-gliding and bungee jumping in safe controlled
4. Experienced fishermen
take you out to the deep waters around Sunsea Islands to go
shark fishing. (to be able, was able, can)
22

Task A
Read texts AC and then match the places to the activity.
1.
River
Painting, pottery making and ironworking
2.
Beach cliffs
Shark fishing
3.
Island
Tour in horse and carriage
4.
Castle
Bungee jumping
5.
Crafters Village
Swimming, rafting
Task B
Put the words in these sentences in the correct order.
Example
in Long Valley wide variety for the adventurous of active sports There is a to try out
There is a wide variety of active sports for the adventurous to try out in Long Valley.
1.
seaside town many natural advantages. This has
2.
the clean river and through narrow gorges. In the valley , the rocks rushes over
3.
bungee jumping in safe controlled conditions. perfect for hang-gliding and The beach
cliffs are
4.
around Sunsea Islands out to the deep waters Experienced fishermen can take you to
go shark fishing.
Task C
Read the sentences and complete them using the correct word from the box.
1. Fort Castle is
for its long and rich history.
2. There are
tours on a horse and carriage for those who want to see

.
3. Entry to some places is

4. Prices for
.
are given below.
Word bank
guided
well-known
entry
everything
free
23
Answer key
Task 1
1. B
Task 1
2. A
1. 1E
3. C
2. 2D
4. A
3. 3B
5. C
4. 4C
Task 2
In any order
Task 2
6. A
1. This seaside town has many natural

advantages.
7. B
8. D
9. F
10. H
Task 3
2. In the valley, the clean river rushes over the

rocks and through narrow gorges.
3. The beach cliffs are perfect for hang-gliding and
bungee jumping in safe controlled conditions.
12. Ruins
4. Experienced fishermen can take you out to the

deep waters around Sunsea Islands to go
shark fishing.
13. Museum
Task 3
14. Vases
1. well-known
15. Ornaments
2. guided, everything
Extension activity
3. free
Task 2
4. entry
11. Bungee jumping
1. 1C
2. 2D
3. 3A
4. 4B
Task 3
1. have
2. rushes
3. are
4. can
24
5. 5A
Task 3 Reading into writing: The benefits of cycling

Focus: Task 3 Reading into writing
Aims: Writing a planned essay of 70100 words based on three reading texts
Objectives: Finding important information, writing a plan based on given information and writing
an essay step-by-step
Skill: Understanding and identifying specific information, writing notes and formulating an essay
using notes
Topic: Hobbies and sports, and essay writing
Language functions: Describing people, objects and places, describing future plans
Lexis: Hobbies and sports
Materials needed: One worksheet per student
Timing: 1 hour
Procedure
Preparation
Print or copy one worksheet per student.
In class
1. Explain to the class that they are going to learn some techniques for helping them with the Reading
into writing task (task 3) of the ISE Foundation writing exam. Tell students that they are going to
read three short texts about cycling and then write a 70100 word essay about what they have read.
2. Ask the students some questions about cycling, for example, Can you ride a bike? Do you like it?
Why? Why not? Why is cycling good for your health? For the environment? Is cycling popular where
they live? Why? Why not?
3. Ask the class to read text A which offers suggestions for taking up cycling. Give the students
three minutes to read the text.
4. Now, with a partner or in a small group of up to four students, ask the students to find and write
down some important words from the points made in the text.
[Possible answers: lose weight, reduce stress, fitness, popularity, growing]
5. Ask the students to remember as much as they can about each point and tell their partner.
6. Now ask the class to read text B which shows the recommended levels of physical activity for
different ages. Give the students approximately three minutes to do this.
7. With a partner or in a small group of up to four students, ask the students to find and write down
some important information from each of the four categories (5 and under, 518, 1964, 65+).
[Possible answers: 180 minutes, 60 minutes, 21 minutes, 21 minutes, more for very young,
teenagers an hour]
8. Ask the students to do the same with text C. Find and write down the important information about
the advantages of cycling.
[Possible answers: Anyone can do it, easy to fit into routine, form of transport, low-impact, easy on
the legs, get into shape]
You may want to assist students with some of the lexis/expressions
9. Ask the students to discuss with their partner or in a small group what they wrote down and try to
remember as much as they can.
10. Explain to the students that they are going to practise writing notes, then writing an essay
step-by-step, using the texts they have read.
25

11. Tell the students to read the exam question and discuss exactly what they need to do with their partner.
12. It is important for students to practise how to write a plan and think carefully about the writing
process. With this in mind, work your way through the different exam question stages (on the
worksheet) with the students.
Extension activity
Students at a more advanced level can write the essay by themselves.

Students finding the task more challenging can practise making their own sentences using the key
words from the texts. They can also be given the keywords to help them with this.
After class
Ask students to research more about cycling and to write a short essay on the information they
have found.
26
Student worksheet: The benefits of cycling

1. Read text A in three minutes. Find and write down important words from the text about why cycling
is good for you.
2. Now read it again and try to remember as much as you can about it and tell your partner.
Text A
Do you know?
The benefits of cycling:
Help you to lose weight
Regular cycling can help you lose weight, reduce stress and improve your fitness.
Increase your popularity
Cycling is the third most popular recreational activity in the UK. An estimated 3.1 million people
ride a bicycle each month, and numbers are growing all the time.
3. Read text B in three minutes. Find some information from each of the four categories (5 and under,
518, 1964, 65+) and write it down.
Text B
Recommended levels of physical activity
number of minutes
200
180
150
100
60
50
21
0
5 and under aged 518 aged 1964
21
65+
ages
4. Read text C in five minutes. Find and write down important information about the good things
about cycling.
5. Discuss what you wrote down with your partner or in a small group. Try to remember as much as
you can!
27
Text C
The advantages of cycling
As a form of exercise, cycling has broad appeal. Young children, pensioners, the able-bodied or
people with disabilities can all enjoy cycling if they have the right equipment.
Cycling is one of the easiest ways to fit exercise into your daily routine because its also a form of
transport. It saves you money, gets you fit and is good for the environment.
Its a low-impact type of exercise, so its easier on your legs than running or other high-impact
aerobic activities. But it still helps you get into shape.

Your school is doing a project on the benefits of cycling. Write an essay (70100 words) about why
cycling is good for you, how to start cycling and how popular cycling is.
Use the information you read in the previous exercises to:
w describe some of ways that cycling is good for you
w explain why people should start cycling and
w suggest how people can start cycling.
You should plan your essay before you start writing. Think about what you want to say and make
some notes to help you in the box below.
Writing a plan
It is important to organise your ideas.
You need to spend around 10 minutes writing notes in the box below.
Write notes on the first part of the question (spend only three minutes on this)
1. Describe some of the ways that cycling is good for you.
Planning notes
2. Now decide which are the important ideas.

3. How many ideas are good to use for around 40 words?
4. Write the first part of the essay.
28
5. Now write notes on the second part of the question. Spend only three minutes on this.
Explain why people should start cycling
Planning notes
6. How many ideas do you have?

7. Which ones are you going to use?
8. Now write the second part of the essay
29

9. Now write notes on the third part of the essay. Spend only three minutes on this.
Suggest how people can start cycling.
Planning notes
10. How many ideas do you have?

11. Which ones are you going to use?
12. Now write the third part of the essay
30
Answer key Model answer for task 3

Cycling
Cycling is good for you in many different ways. Firstly, if you cycle, you can lose weight. Secondly, it can
help you reduce the amount of stress in your daily life.
People should start cycling because its an easy way to keep fit and save money. As a form of transport,
if you want to go somewhere local, try not to take the car and cycle instead!
To get the benefits of cycling, all you need is a bike and the right equipment, for example; a helmet,
comfortable clothes and some bike lights for when it gets dark.
31
Task 4 Extended writing: The weather in my area

Focus: Task 4 Extended writing
Aims: To plan and write a short essay entitled The Weather in My Area
Objectives: To enable learners to discuss, plan and write a factual essay about the weather in
their country
Skill: Organising a text in sequence, writing an introduction, including specific details and writing
a conclusion
Topic: The weather
Language functions: Describing people, objects and places, expressing likes and dislikes
Lexis: Weather conditions, seasons, effect on the environment and opinions to describe
weather conditions
Materials needed: Images of local weather conditions (1215) these can be presented on
PowerPoint or via any other visual methods (pictures could show local seasons, effects on the
environment, flooding, drought, storms, heavy snow), student worksheet (one per student) and
model answer. For a further support activity, use 69 images of main weather conditions to
practise with students
Timing: 80 minutes
Procedure
Preparation
1. Prepare 1215 pictures of weather conditions in your local area, such as flooding, drought, snowfall,
windy and stormy.
2. Prepare vocabulary to describe the characteristics of the weather conditions/seasons/effects on
your local area and local peoples opinions.
3. Print one worksheet for each learner.
In class
1. Introduce the topic The Weather in My Area. Explain that the aim of the lesson is to write a
paragraph about the weather in the local area as they may be asked to write something similar in
task 3 of the writing exam.
2. Ask the students questions about the weather in their local area, for example, What is the weather
like in winter? What is the weather like in summer?
3. Using pictures and words, teach the students the pre-prepared vocabulary about weather, seasons,
effects on local areas and opinions.
4. Practise the meaning and pronunciation of the vocabulary using choral, group and individual repetition.
5. Give each student a worksheet. Tell the students that they are going to complete task A. Draw the
students attention to the example of how to complete the task. Ask students to complete task A
individually and then check their answers in class. Write up the answers if necessary.
6. Now ask the students to focus on task B. Ask the students to check their answers with a partner.
Then check their answers in open class.
7. Ask the students to now focus on task C. Explain how to construct sentences using the vocabulary,
structures and opinions.
8. Ask the students to complete task C. Students could check what they have written with their partner.
Feedback in open class. Elicit more ideas from the class to add to the table.
9. Set the writing task (task D) under timed conditions. Once the students have completed the task,
32

give the class some general feedback on how well they have completed the task and how they could
improve their writing. Write up any common errors on the board and ask students to correct them.
Extension activity
Students who finish early can write six more sentences about the weather in their area using
dictionaries to help them.

If some students are finding the activity difficult, you can ask them to label 46 pictures of different
types of weather using key structures and words.
Homework
Students can research the weather conditions in another country and write a paragraph of 70100
words. They should try to include some pictures.
33
Student worksheet: The weather in my area

Task A
Complete the sentences with the correct words from the box. The first one has been done for you.
snows enjoy pleasant garden cause fall bloom fun like
can rains floods often dangerous play
Example In winter, it usually
roads and I do not
snows
like
problems on the
. I like spring because the flowers

be very hot and dry. It is
out and
cause
it.
1. In spring, it is usually very

2. In summer, it
a lot. This can
in the summer because we can go
ourselves.
3. In the wet season, it

damages the
all the time. It can cause
. I do not like it because it
4. In autumn it is
very windy. It can make the roads very
. I like to
when the leaves
football in the autumn.
Task B
Complete this paragraph with the correct words from the box. There are more words than you need.
hot
cold
seasons
windy
fall snows
pleasant not summer months picnics bloom
I live in a small town in England. There are four (1.)
which are called spring, (2.)
autumn and winter. In spring, the weather is (3.)
but sometimes it rains. I like spring
because the flowers (4.)

we can go on (6.)
and look pretty. In summer, it can be quite (5.)
because it can be windy and quite (8.)
to play football. In winter, it sometimes (9.)
34
and
In autumn the leaves (7.)
(10.)
like winter because it is too cold.
, but I like
which can be dangerous for drivers. I do
Task C
Write five sentences about the weather in your area using the phrases in the box to help you. You
should say what the weather is like, the effect on your area and give your opinion.
Type of weather
Effect on area
Opinion
It is usually hot and dry in the

summer.
Sometimes there is not enough

water for everyone.
I do not like the heat as it makes

me ill.
It often rains in the wet

season.
It sometimes snows in winter.
It is usually hot and humid in
the summer.
It is often cold and windy in
the autumn.
It is usually very pleasant in
the spring.
It can be very warm in the
summer.
It can cause flooding and

damage to the fields.
It is good for the rice fields
and the fish lakes.
It can be dangerous for
drivers.
It can be too heavy and
cause problems.
It can make people ill.
It makes the flowers bloom.
A lot of tourists come to
the area.
We can go to the beach.
We can go on picnics.
I do not like too much rain as

it damages our garden.
I love the rain because it
makes everything cooler.
I love the snow because it is
fun and the school is closed.
I do not like the snow
because we cannot go out.
I do not like the hot and
humid weather because I
get tired.
I like to play football in the
autumn.
Spring makes me feel happy.
It is fun in the summer
because we can go out and
enjoy ourselves.
Example
In the city of Karachi, it is usually hot and dry in the summer and sometimes there is not
enough water for everyone. I do not like the heat as it makes me ill.
35
Task D Timed writing task (40 minutes)

Do not look at the previous tasks to carry out this task
Your teacher has asked you to write an essay (70100 words) with the title The weather in my area.
You should:
describe the seasons and weather you usually get
describe the effects on where you live and
explain why you like or dont like it.
Plan your short essay before you start writing. Think about what you want to say and make some
notes to help you in this box:
Planning notes:
Now write your essay of 70100 words on the lines below.
The weather in my area
36
37
Answer key The weather in my area

Task A
1. pleasant - bloom
2. can fun enjoy
3. rains floods garden
4. often dangerous fall play
Task B
1. season
2. summer
3. pleasant
4. bloom
5. hot
6. picnics
7. fall
8. cold
9. snows
10. not
Task C
There are no prescribed answers but the sentences should be logical and make sense.
Task D (model answer)

In London, we have four seasons: spring, summer, autumn and winter. In spring and summer, it
can be quite warm but it can also be cold and wet. In autumn and winter, it is often wet and windy.
Sometimes theres so much water that it causes flooding and damage to the houses that live near
water. I love the summer months because you can spend time outside and enjoy the sunshine. The
warm weather makes me feel happy.
38
ISE Foundation Speaking

& Listening exam
39
Overview of the ISE Speaking & Listening exam

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

The intended candidate is a young person or adult, typically at secondary school or college who is
using English as a second or foreign language as part of their studies in order to develop their skills
and improve their knowledge of a range of subject areas. The typical ISE candidate is aged between
11 and 19, but may be older.
The candidate, at the lower levels of the exam (ISE Foundation and ISE I), would generally be a young
person or adult in school or college who would be taking ISE as part of their preparation for entrance
into university or as evidence to progress to a higher level of English study within their mainstream
or English language school. At the higher levels of the exam (ISE II and ISE III) the candidates are
young people or adults preparing for further education where they are required to prove their English
language proficiency levels within an educational context.
40
Introduction to ISE Speaking & Listening tasks

The Speaking & Listening exam consists of several tasks and increases in length as the level increases.
The table below shows the progression across the levels.
ISE Foundation
ISE I
ISE II
ISE III
CEFR level
A2
B1
B2
C1
Time
13 minutes
14 minutes
20 minutes
25 minutes
Topic task
4 minutes
4 minutes
4 minutes
8 minutes
Collaborative task
4 minutes
4 minutes
Conversation task
2 minutes
2 minutes
2 minutes
3 minutes
Independent
listening task
6 minutes
7 minutes
8 minutes
8 minutes
Examiner
administration time
1 minute
1 minute
2 minutes
2 minutes
The Topic task

What is the Topic task?
Before the exam, the candidate prepares a topic of his or her own choice and in the exam this topic is
used as a basis for a discussion.
What language skills can the candidate demonstrate in the Topic task?
The Topic task provides the candidate with the opportunity to:
talk about a topic which is of personal interest or relevance to them and which they feel confident about
have a degree of autonomy and control over this task
show they can link sentences together to talk about a subject at some length
demonstrate the language functions of the level
show that they can engage in one-to-one, unscripted discussion with an expert speaker of English
demonstrate that they can understand and respond appropriately to examiner questions and points.
Can the candidate bring notes with them?
In the ISE Foundation and ISE I exams, candidates are required to complete a Topic form which they give
to the examiner at the beginning of the exam. The Topic form contains notes that helps to support the
candidate in their preparation for the exam and also in their discussion of the topic with the examiner.
It is important to tell the candidate that the examiner will choose the sequence in which the points on
the Topic form are discussed, not the candidate. The Topic form is also used by the examiner to ask
questions to the candidate. This encourages spontaneous conversation and discourages recitation by
the candidate.
In the ISE II exam, candidates do not need to complete a Topic form but they are encouraged to bring
notes or mind maps with them to the exam.
In the ISE III exam, the candidate must prepare a handout to accompany their formal topic presentation.
They must give the handout to the examiner.
Level
Support
ISE Foundation
Topic form with four points
ISE I
Topic form with four points
ISE II
Candidate may use notes or a mind map
ISE III
Formal handout must accompany presentation
For example topic forms see Appendix 1.
41
The Conversation task (ISE Foundation, ISE I, ISE II, ISE III)
What is the Conversation task?
The Conversation task is a meaningful and authentic exchange of information, ideas and opinions. It
is not a formal question and answer interview. In the Conversation task, the examiner selects one
subject area for discussion with the candidate.
What are the possible subjects for discussion?
The lists of possible subjects for each ISE level are written in the specifications document. The subject
areas have been carefully selected to offer a progression through the levels from the concrete
subjects at ISE Foundation to the abstract at ISE III.
What about the interaction in the Conversation task?
The examiner will ask some questions, but as the candidates progress up the ISE levels they are
expected to take more responsibility for initiating and maintaining the conversation. The candidate
is also expected to ask the examiner questions in order to develop the interaction. These questions
should arise naturally out of the conversation.
The Independent listening task

What is the Independent listening task?
Listening skills are tested in an integrated way together with speaking skills in the Topic task,
Collaborative task and Conversation task. The Independent listening task is different. In this task, the
candidate has the opportunity to demonstrate the kind of listening skills that are required in lectures
and lessons, for example. In this Independent listening task, the candidate listens to recordings and
responds to questions. The candidate then gives written responses and also answers questions in
conversation with the examiner, depending on the level.
What is the procedure for the Independent listening task?
The examiner plays one or two recordings to the candidate who then writes the answers to some
questions on a worksheet or responds to prompts from the examiner about what they have heard.
The candidate listens to the same recording(s) twice.
While the candidate is listening to the recordings, they are encouraged to take notes to support their
listening and study skills. However, the candidates notes are not assessed as part of the exam.
42
Glossary of speaking aims for ISE Foundation

Communicative
effectiveness
Responding appropriately to interaction

Initiating and maintaining conversation
Interactive listening
Showing understanding of other speakers

Following the speech of others
Language control
Using a range of grammar and vocabulary

Using grammar and vocabulary accurately
Avoiding making errors which effect the understanding of the listener
Delivery
Using clear and understandable pronunciation

Using stress and intonation
Glossary of listening skills for ISE Foundation

Intensive, bottom-up
listening
Listening to find specific key words and facts in simple recordings
Intensive listening
in detail to gather
as much information
as possible
Understanding specific, factual information at the word and/or phrase level

Identifying the specific information needed
Understanding explicitly stated ideas and information
43
Candidate profile
Speaking
A candidate who successfully passes ISE Foundation can:
participate in short, oneto-one conversations with the examiner on routine contexts
exchange ideas and information on familiar topics or topics of interest to the candidate
interact in short conversations without much difficulty, although they may need some help at times
ask and answer questions on familiar topics in predictable, everyday situations
express how he/she feels in simple terms, and express thanks
give greetings and farewells, introductions
ask and answer questions about habits and routines, pastimes and past activities, work and/or free
time activities
give simple descriptions of people, daily routines, likes/dislikes, as a short series of simple phrases
and sentences
make himself/herself understood in short contributions, even though pauses, false starts and
reformulation may be very evident.
Listening
A candidate who successfully passes ISE Foundation can:
understand enough to complete the task if the speech they hear is clear and slow
understand phrases and expressions related to personal circumstances (eg very basic personal
and family information, shopping, local geography, employment)
understand and extract the essential information from short recorded passages which discuss
predictable everyday subjects
understand enough to manage simple, routine exchanges without much effort
generally understand clear, standard speech when they are discussing everyday subjects, although
he/she might ask for repetition or reformulation from time to time
use an idea of the overall meaning of short texts on everyday topics to deduce the probable
meaning of unknown words from the context.
This profile is based on the level Basic User, A2, of the Council of Europes Common European
Framework of Reference (CEFR). The rating scales and language functions of ISE Foundation have
been linked to the CEFR level A2.
44
Task specifications for ISE Foundation Speaking & Listening

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

language functions
The candidate is expected in the Topic and Conversation tasks to show

their ability to use the language functions of the level. These functions are:
giving personal information about present circumstances/activities
describing routines
describing ability and inability
giving personal information about past circumstances/activities
describing future plans
expressing likes and dislikes
expressing simple comparisons
describing people, objects and places
asking for information (eg simple questions about everyday life)
negotiating meaning (asking for clarification, responding to requests
for clarification)
Examiner role
The examiner uses the information on the topic form to ask questions
to the candidate. The examiner will ask questions to elicit the language
functions of the level. The examiner is also expected to interrupt the
candidate where appropriate to discourage recitation and encourage
spontaneous conversation.
45
Conversation task
46
Task type and format
The Conversation task is an integrated speaking and listening task.

The examiner selects one conversation topic from a list and asks the
candidate questions to start a conversation about the topic.
Timing
2 minutes
Task focus and language

functions
The candidate is expected in the Topic and Conversation tasks to show

their ability to use the language functions of the level. These functions are:
giving personal information about present circumstances/activities
describing routines
describing ability and inability
giving personal information about past circumstances/activities
describing future plans
expressing likes and dislikes
expressing simple comparisons
describing people, objects and places
asking for information (eg simple questions about everyday life)
negotiating meaning (asking for clarification, responding to requests
for clarification).
Examiner role
The examiner uses the list of subject areas and their own test plans to
ask questions and elicit the target language functions of the level (see
sample exam for example stem questions).
Subject areas for

conversation
Assessment
This task is assessed together with the Topic task in four categories:
Communicative effectiveness
Language control
Delivery.
Shopping
Holidays
School and work
Hobbies and sports
Food
Independent listening tasks

Task 1
Task
Candidates listen twice to a basic informational text and complete five

blanks in a graphic accordingly.
The recording is approximately 45 seconds long.
Total task time
2 minutes 15 seconds (approximately)
Task focus
Listening for specific information mainly understanding single words
Examiner role
The examiner plays the recordings and reads an instructional rubric (see text
of sample exam on page 74). The examiner is permitted to repeat instructions.
Assessment
Each correct answer is worth one mark.
Task 2
Task
Candidates listen twice to a factual text (usually a narrative) such as a radio

programme, educational podcast, lecture or teacher talk. They report five
facts from the recording verbally and then answer three examiner questions
about the recording.
Candidates are provided with blank notepaper they can use to write notes on if
they want to. The recording is approximately 1 minute long.
Timing of task
3 minutes 45 seconds (approximately)
Task focus
Listening for main ideas and factual information.
Examiner role
The examiner plays the recordings and reads an instructional rubric (see
Appendix 3). The examiner asks three follow-up questions in response to
the facts reported by the candidate.
Assessment
This task is subjectively marked using a rating scale, which means that the
examiner decides the mark. The examiner considers how many facts are
reported correctly, and also considers whether the candidate answered
immediately or was hesitant.
For text of a sample ISE Speaking & Listening exam, please see Appendix 3. You can also view videos of
sample exams on the Trinity website at www.trinitycollege.com/ISE
47
Preparation activities for

ISE Foundation Speaking & Listening
Topic task: My favourite topics
Teacher notes
Focus: Topic task
Aims: To choose a topic
Objectives: To brainstorm ideas for the topic discussion and to practise talking about it
Topic: Candidates choice except Shopping, Holidays, School and work, Hobbies and sports, Food
Weekend and seasonal activities (these are the topics for the Conversation task and there
shouldnt be any overlap)
Language functions: Giving personal information about present and past circumstances/activities,
expressing ability and inability, describing future plans, expressing likes and dislikes
Grammar: Present simple, future (going to) and past simple
Lexis: Dependent on learner choice
Materials needed: Pictures from magazines
Timing: 50 minutes
Procedure
Preparation
1. Find pictures in magazines or on the internet on various topics (see ideas below) and cut or print
them out. The pictures may help students discover their interests, expand their ideas and choose
an interesting and meaningful topic.
2. Put the pictures for each topic in separate envelopes.
3. Anticipate the vocabulary that you might need to teach according to the pictures you select.
4. Some ideas for pictures of topics you could look for:
DVDs/people at the cinema (Films)
Computers/smartphones (How I use the internet)
Bands, singers and musical instruments (My favourite band/music style)
Paintings, furniture and objects (My favourite painting/artist)
Authors and books (A book I loved/hated)
In class
1. Put your students in groups of four (or up to eight students if you have a large class).
2. Tell your students that today they are going to talk about their favourite topics. Tell the class what
your favourite topics are.
Use one of the pictures that you cut out and the questions from the student worksheet to
demonstrate the activity with a student. Ask the student to ask you questions about your picture
and remind them of the language functions and grammar points they need to use. For example,
complete short answers: Yes, I can/No I cant and using auxiliary verbs to ask questions: Where do
you usually go to do this?
3. Ask them to choose one picture and to distribute the student worksheets. Students make notes
individually about their picture and they can then start asking questions about each others pictures.
4. Walk around monitoring students answers and make notes of any errors on the board to look at later.
5. Ask the students to think about their top three favourite topics and to write them down on a piece
of paper individually. Try to encourage students to think of different topics. After the students have
48

written their topics, ask them to draw a picture for each topic, make notes and write three things
about each topic on the same piece of paper (in note form so they learn to speak from notes and
not memorised sentences).
6. Ask the students to talk about their topics in pairs. Each student must ask at least two questions
about their partners topic (they can use the questions on the handout). Walk around listening and
making notes on the board of any more errors.
7. At the end, give students feedback on how well they asked and answered questions and ask them to
identify and correct the errors you have written up on the board. Select the most significant errors
for them to identify and praise them on good language use.
Extension activity
Students could brainstorm five topics instead of three and help other students with their ideas.

Students who are finding the activity more challenging could brainstorm two extra topics and write
sentences about them.
Homework
1. Ask the students to look for their own pictures to illustrate their selected topic. They can draw, cut
pictures from a magazine or take their own photos and print them if they have this facility. They can
write sentences about their new pictures and use them to talk about the topics in the following lesson.
2. Alternatively, students could record themselves talking about their topic for one minute (for example
on their mobile phones), and listen to each others recordings the following lesson.
49
Student worksheet: My favourite topics

Topic 1
What is it?
Can you describe it?
Why do you like it?
Where do you usually see/do this?
Can you see/do it alone?
When/where was the last time you saw/did this?
When/where are you going to see/do this again?
Topic 2
What is it?
Why do you like it?
Topic 3
What is it?
Why do you like it?
50
Conversation task: A conversation about shopping

Focus: Conversation task
Aims: Students practise asking and answering questions about shopping
Objectives: Students engage in a natural conversation where they exchange information
Topic: Shopping (this model can also be used for all other ISE Foundation conversation topics)
Language functions: Asking for information, giving personal information about present and past
activities and describing future plans
Grammar: Present simple tense, past simple tense of regular and common irregular verbs and
going to future
Lexis: Vocabulary specific to shopping
Materials needed: Whiteboard, paper and pens
Timing: 60 minutes
Procedure
Preparation
Prepare some example questions for each conversation topic you are going to cover using the present,
past and future. These can be given to students if they cant think of their own questions.
Examples
Present
How often do you go shopping?
When do you go?
Where do you go?
Who do you go with?
Do you like shopping for clothes?
Past
Did you go shopping last weekend?
Where did you go?
Who did you go with?
What did you buy?
How much did you spend?
Future
When are you next going to go shopping?
Where are you going to go?
Which shops are you going to look at?
Who are you going to go with?
What do you want to buy?
In class
1. Tell the students that the ISE Foundation Speaking & Listening exam includes the Conversation task
where the students are expected to hold a conversation for 2 minutes. Tell the students that one of
the possible conversation topics is Shopping.
2. Put students in pairs. Tell them to talk for 2 minutes about shopping.
3. Monitor and give feedback on students performance. Common problems may be that students
didnt ask each other questions, they couldnt think of questions to ask, or each student spoke for
1 minute about shopping, with little or no interaction.
51

4. Remind students that at ISE Foundation level, they are expected to talk about the present, past and
future. Elicit which forms they can use for each:
Present remind students of the forms of the present simple tense including the third person s.
Elicit how to form questions and how to give the negative form.
Past remind students how to form the past simple tense of regular verbs and some common
irregulars. Elicit how to form questions and how to give the negative form.
Future remind students of how to form the going to future. Elicit how to form questions and how
to give the negative form.
5. Elicit one question about shopping for each tense and write on the board.
Examples:
Do you like shopping?
When did you last go shopping?
Are you going to buy anything this weekend?
6. Put students in pairs (or with larger classes, groups of four or six) and ask them to write six more
questions (two using the present, two using the past and two using going to future). Monitor and
check the questions are grammatically correct.
7. Ask each pair/group for two questions and add them to the board.
8. Put the askansweradd model on the board.
ask
answer
add
9. Choose a student to do an example with. Tell them to ask you a question about shopping. Answer
the question, then add some more information. Finally ask the student a related question and
encourage him/her to follow the same process.
Example
Student: (Ask) Do you like shopping?
Teacher: (Answer) Yes, I love shopping! (Add) I go shopping every weekend. (Ask) How often do you
go shopping?
Student: (Answer) About once a month. (Add) I usually go shopping in the city centre. (Ask) Where
do you go shopping?
10. Tell students to have another two-minute conversation about shopping using the askansweradd
model.
11. Give feedback on students performance. Comment on things they did well, as well as what they
could improve on. Write up any common errors on the board.
12. If there is time, repeat steps 67 and 1011 with other conversation topics at ISE Foundation. Change
the pairs for each new topic.
Extension activity
Ask students to write a set of nine questions using present, past and future with going to for a different
conversation topic area.

Students finding the task more difficult can be told to write example answers to the question.
52
Independent listening task: Finding places on the map

of New Zealand
Focus: Independent listening task 1
Aims: To listen to statements about a country and locate simple geographical items on a map
Objectives: To learn simple geographical vocabulary, to learn compass points, to listen to
statements containing geographical items and compass points and to show understanding of key
vocabulary through locating items on a map
Topic: Geography of a country
Language functions: Expressing simple comparisons and describing people, objects and places
Grammar: Superlatives, there is (theres), there are and present simple
Lexis: Simple geographical terms and compass points
Materials needed: Worksheet, a map of your country, a map of the world, a map of New Zealand
and pictures of New Zealand
Timing: 55 minutes
Preparation
Prepare a map of your country, the world and New Zealand. Prepare pictures of New Zealand (search
for pictures on the internet).
In class
1. Tell the class they are going to learn about places on a map. Look at the map of your country. Ask
the learners if they can name any of the towns, cities, the sea, mountains, a volcano, etc in the
country and to point to where they are on the map. Point out where your town or city is on the map.
Show them one other important place, like a capital city or a big lake.
2. Explain, draw or show pictures of new vocabulary and write words on the board. Practise the
pronunciation by getting the class to copy the words. Include some examples of superlatives like:
the longest river, the biggest lake.
3. Draw a compass on the board indicating north, south, east and west. Then with the map of your
country, point to a city in the north and say [name of city] is in the north, then point to a city in
south and say [name of city] is in the south. Carry out the same process with a city in the east
and west.
4. Ask the class questions about the places and cities on the map of their country. For example, you
could ask the students, Where are the mountains? And the students respond, the mountains are in
the north. Another question could be, Where is the capital city? and the students could respond,
the capital city is in the west, etc.
5. Put the students in pairs. Ask one pair to ask and answer the same questions as an example. Then,
tell the class to practise in their pairs.
6. Now, show the students a map of the world then point to Australia and New Zealand. Explain they
are English speaking countries in the South Pacific.
7. Show the students a map of New Zealand. Ask the students about the number of islands. Explain the
big top island is the North Island and the big bottom island is the South Island. Point to and say the
north, the south, the west and the east.
8. Show pictures of New Zealand with lakes, hot pools, volcano etc and ask the class about the pictures.
For example you could ask, What can you do on a lake? What can you do in the mountains? Do the
pools look hot or cold? What can you see on the top of the volcano?
9. Give out one worksheet per student and explain what the students are now going to do. Give
students the following instructions. Say, Auckland is the biggest city. Its in the north of New
Zealand. It has sea on both sides. This is number 1 on the map. Ask the class to point to the number 1
53

box on the sheet. Tell the class to read numbers 24 on the student worksheet.
10. Say Now listen and put numbers 2, 3 and 4 in the boxes. Read: In the centre of the North Island
theres a big lake for fishing and sailing. [Pause] In the east theres a famous volcano with snow on
the top. [Pause] Near the west coast, not far from the big lake, there are some hot pools.
11. Repeat the information and then ask students to check their answers with their partner. Once
everyone has compared their answers with their partner, give the answers to the class.
12. Continue with the listening. Say Now listen and put numbers 5, 6 and 7 in the boxes. Read: Tourists
travel from the North Island to the South Island by ferry boat. [Pause] Stewart Island is the smallest
island in New Zealand. [Pause] There are beautiful, high mountains for skiing and other winter sports
not far from the west coast of the South Island. [Pause]. Check answers.
13. Ask the students to tell you five facts about New Zealand. For example, the students could say,
There is a ferry boat or Auckland is the biggest city.
Extension activity
Decide if the sentences on the worksheet are true, false or not known.

Complete numbers 2 and 3 on some worksheets so some learners only do numbers 47. Write the
answer phrases on the board for these learners to copy, eg There are some hot pools.
Homework
Look online or in a book, or ask someone, for five more facts about New Zealand.
54
Student worksheet: Finding places on the map of New Zealand

Fill in the numbers on the map
Look at the map of New Zealand. There are some places you need to find on the map. Listen to your
teacher give you an example. The biggest city, Auckland, is number 1 on the map.
Read and listen to your teacher say numbers 24. Write a number in the boxes on the map.
2. A lake
3. A volcano
4. Hot pools
Now complete numbers 57.
5. Ferry boat
6. The smallest island
7. Mountains
Extension activity
Look at the map and decide if these sentences are True or False or Not Known. Use your dictionary to
help you with words you dont know.
1. The South Island is bigger than the North Island.
2. There is a ferry boat between the South Island and the smallest island.
3. There is a peninsula in the east of the South Island.
4. New Zealand has a lot of coastline and beaches.
5. The north of New Zealand is very narrow.
55
Finding places on a map of New Zealand
56
Answers to Listening task
1
4
2
3
5
7
6
Answers to the Extension activity: 1. True 2. Not Known 3. True 4. True 5. True
57
Task 2 Independent listening task about food Dictogloss

Focus: Independent listening task 2
Aims: To provide practice in identifying specific information from a listening text
Objectives: Students will listen to a short passage, record the facts stated, attempt to recreate
the passage and construct questions related to the facts given
Topic: Food
Language functions: Asking for information, describing people, objects and places
Grammar: Present simple tense, adjectives (including comparatives and superlatives), adverbs of
manner and frequency, formation of questions and the use of question words
Lexis: Food and stating facts
Materials needed: Pens and paper. The audio script and Facts about Pizza handout are mainly
included here for teacher reference, but copies could be printed (one copy of the handout for each
student or group, one copy of the audio script for each student) see In class points 7 and 11.
Timing: 1 hour
Procedure
Preparation
1. If possible record the audio script. The activity will work best if you ask somebody else to read
out the text instead of using your own voice. If it isnt possible to record the script, print it and be
prepared to read it out.
2. If required, print copies of the audio script and handout.
In class
1. Introduce the students to the topic and aim of the lesson. They will be talking about a particular item
of food and listening for specific information.
2. Students work in groups of three or four. Explain that you will read a short passage to them several
times. They will need to note down as many facts as they can and then rebuild the passage.
3. Play or read the passage for the first time. Allow the students a few minutes to discuss what they
have heard. Monitor and provide support for groups.
4. Play or read the passage a second time. Point out that it contains 10 facts that they need to identify.
Encourage students to discuss the passage in English as they rebuild it.
5. Again, allow students time to continue to rebuild the passage. With some groups a third playing or
reading may be necessary.
6. Ask each group to read back their version of the passage.
7. With the class, check groups have identified the relevant facts (see Facts about Pizza handout).
You could add an element of competition by seeing which group remembered the most facts. At this
stage you could give out the Facts about Pizza handout and ask students to tick each fact as the
other groups read out their facts.
8. Give out copies of the original audio script and compare the groups versions with the original. Are
there any words or phrases which everyone found difficult?
9. Ask groups to create a question from each fact they have written down, eg Whats the most popular
food in the world?
10. Explain that in the ISE exam they will need to listen to a passage to identify specific information.
11. At this stage you could give out copies of the audio script and check vocabulary.
58
Note
This type of activity is known as a dictogloss. To provide regular practice for the ISE exam listening
task, repeat the activity with classes regularly as they prepare for the exam. Each time select a new
text of your own, covering aspects of the ISE exam topics (see the ISE specifications document for
more information).
Extension activity
Groups who finish early could be asked to think of 10 facts about another food item and prepare a
similar passage.

For groups finding the activity more difficult:
ask the group to list facts rather than rebuilding the passage
ask for five facts only (this matches the activity in the exam)
Homework
The extension activity above could be used as a homework task where students are asked to prepare
a short passage on their favourite food. This would provide practice for the writing task and useful
knowledge for the conversation task.
59
Audio script
Pizza is one of the worlds favourite foods. In fact its estimated that around the world, people buy
five billion pizzas every year. Saturday night is the most popular night of the week for eating pizza!
One reason pizza is popular is that its very easy to make the basic ingredients are bread, cheese
and tomatoes.
A classic pizza with just tomato and cheese is called a Margherita but people add many different
toppings meat, seafood, vegetables or even pineapple are all popular!
Pizza originally came from Italy, but there are different styles around the world, for example
Chicago pizza from the USA which has a thicker base.
Facts about Pizza
60
Pizza is one of the worlds favourite foods.
A classic pizza with just tomato and

cheese is called a Margherita.
Around the world, people buy 5 billion

pizzas every year.
People add many different toppings.
Saturday night is the most popular night for

eating pizza.
Meat, seafood, vegetables and pineapple

are popular toppings.
Pizza is very easy to make.
Pizza originally came from Italy.
Basic ingredients are bread, cheese and

tomatoes.
Chicago pizza from the USA has a

thicker base.
Appendices
61
Integrated Skills in English Topic form ISE Foundation
Any Name
ISE Foundation
Registration no: xxxxxx:xxxxxxxx
Centre: Any Centre
Session: 92015
Centre no: xxxxxx
Examination date: 21/09/15
Title of topic:
My school trip to Paris
What we did and saw
The activity I enjoyed

the most
Main points
to discuss
about my topic
What were going to do
Some differences between
next year
Paris and my city
The information on this form must be presented to the examiner during the exam.
62

SAMPLE
ISE Foundation
Integrated Skills in English Foundation

Time allowed: 2 hours
This exam paper has four tasks. Complete all tasks.
Task 1 Long reading

As part of your studies, you are going to read about a bridge. Read the following text and answer
the 15 questions on page 3.
Paragraph 1
Albert Bridge is a bridge over the River Thames in London. It is a bridge for people and cars.
The bridge was built by Rowland Mason Ordish and it was opened on 23 August 1873. Later,
people found that the bridge was dangerous because it wasnt strong enough. So they added
some extra parts to it between 1884 and 1887. In 1973, they tried to make the bridge even
stronger. As a result, the bridge now has three different design styles.
Paragraph 2
When the bridge was first built, people paid money when they used it. There were little houses
called tollbooths, and they paid the money there. They didnt like paying, so they changed
the rules. From 1879, the bridge became free for everybody. But the tollbooths are still on the
bridge. Today they are the only bridge tollbooths in London.
Paragraph 3
The bridge wasnt ready for the arrival of cars during the 20th century. Some people wanted to
destroy the bridge. Other people wanted to keep it only for walking. But it stayed open to cars.
There are some limits for cars because it is dangerous and now many cars dont use the bridge.
Paragraph 4
The bridge has a nickname The Trembling Lady. It shakes when a lot of people walk over it.
They know that it is dangerous. But it has never been replaced with a stronger bridge. There
was not enough money, and many people wanted to save the old Albert Bridge.
Paragraph 5
In 1992, Albert Bridge was painted in different colours, like pink, blue and green. It was also
given a lot of electric lights. Now, ships can see it clearly in bad weather and at night, so they
dont crash into the feet of the bridge. At night, the bridge is very bright. It is one of west
Londons most beautiful landmarks.
(Image: David Iliff CC BY SA 3.0)
page 2
63
ISE Foundation
SAMPLE

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 title you dont need.
1.
A Why Albert Bridge has a nickname
Paragraph 1
B Why Albert Bridge was painted
2. Paragraph 2
C Scenery from Albert Bridge
3. Paragraph 3
D Money and Albert Bridge
4. Paragraph 4
E How Albert Bridge was built
5. Paragraph 5
F How cars use Albert Bridge

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.
A Albert Bridge is lit at night.
7.
B There are many bridge tollbooths in London.
8.
C Albert Bridge was painted in pink, blue and green.
9.
D Albert Bridge was opened in 1873.

E People are told to walk in big steps on Albert Bridge.
10.
F There are limits for cars on Albert Bridge.

G Albert Bridge has always been safe.
H People had to pay money to use Albert Bridge.

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. Albert Bridge is a bridge for
12. Albert Bridge became
for the public in 1879.
13. Albert Bridge has never been
with another bridge.
14. Albert Bridge was painted in bright colours, so that ships can see it clearly at night and
in
15. Today, ships do not
Albert Bridge..
Turn over page
asks.
64
page 3
ISE Foundation
SAMPLE

As part of your studies you are going to read about animals. In this section there are three short
texts for you to read and some questions for you to answer.
Read questions 1620 first and then read texts A, B and C below the questions.
As you read each text, decide which text each question refers to. Choose one letter A, B or C
and write it on the lines below. You can use any letter more than once.
Which text:
16. has some good news about wild animals that are in danger?
17. talks about some problems that people cause for wild animals?
18. uses wild animals to advertise the work of their wildlife organisations?
19. gives the latest information about a kind of wild animal?
20. hopes to teach people about the effects of how they live?
Text A
www.savetheanimals.com
Save the animals
HOME
CONTACT
ABOUT US
What do humans do to animals?

Some ways we are hurting the Earths wildlife.
CLIMATE CHANGE
Keeping your house cool or warm, driving cars and making things in factories all
pollute the atmosphere. This affects the worlds weather and makes it difficult for
animals to find food and fresh water.
POACHING
Poachers hunt, kill and sell wild animals without permission.
HABITAT LOSS
Humans take away animals homes and their food by farming, when they cut down
trees for wood, and when they look for oil.
Text B
Mountain Gorillas - A Report

Year
2000
2010
2012
Numbers of Mountain Gorillas

320
786
880
There are now more mountain gorillas than there were in the year 2000. Before that, people still
hunted and killed these big, beautiful mammals or destroyed the forests where they live.
Wildlife groups worked hard to help the gorillas and now nearly half of them live safely in a
National Park in Rwanda, Central Africa.
These very social animals live in groups. Scientists and tourists can watch and study them.
page 4
65
ISE Foundation
SAMPLE
Text C
al Defence
ment
n
Ag
o
ir
e
v
n
y
nc
World Animal Fund
Learn about climate change at EDA.com
Help to stop poaching
a fe
He
lp
animal hab
it a
s
ts
ee p
ok
V is
i t N A W F. o r g

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.
A Our everyday human actions can make life much harder for wild animals.
B The number of mountain gorillas has increased over the past 10 years.
23.
C Changes in the weather are causing people to change their behaviour.
24.
D The guards are catching more people who hunt and kill wild animals.
25.
E People can watch and study the mountain gorillas in the National Park
in Rwanda.
F Elephants, polar bears and seals are most affected by climate change.
G Wildlife groups have been successful in protecting some wild animals.
H Farming can destroy the places where wild animals live.
Turn over page
asks.
66
page 5
ISE Foundation
SAMPLE
Questions 2630 (1 mark per question)

The summary notes below contain information from texts AC. Find a word or phrase from the box
at the bottom to complete the missing information in gaps 2630. Remember to look back at the
texts when you choose your answer from the word bank.
Write your answers on the lines below. You dont need all the words and phrases.
Summary notes
Examples of large animals that are in danger today:
elephants
(26.)
polar bears
seals
Reasons why wild animals are in such danger:
oil production
difficulty finding food
(27.)
factory pollution
not enough fresh water
(28.)
Things people can do to change how they live:
drive their cars less often
visit a national park
look after wild places
(29.)
(30.)
enjoy learning about animals
Word bank
mountain gorillas
fishing at sea
big mammals
bad weather
join a wildlife group
scientists and tourists
cutting down trees
hunting and killing
heat their homes better
driving badly
page 6
67
ISE Foundation
SAMPLE

You are doing a project on the environment and you need to write a short article (70-100 words)
for the project.
Use the information you read in Task 2 (pages 46) to:
w describe some of the problems facing wild animals
w explain what people do that is bad for wild animals
w suggest how people can help wild animals.
You should plan your short article before you start writing. Think about what you want to say and
make some notes to help you in this box:
Planning notes
(No marks are given for these planning notes)
Now write your article of 70100 words on the lines below. Try to use your own words as far as
possible dont just copy sentences from the reading texts.
Turn over page
asks.
68
page 7
SAMPLE
page 8
ISE Foundation
69
ISE Foundation
SAMPLE
When you have finished your article, spend 23 minutes reading through what you have written.
Make sure you have covered all three bullet points. Remember to check how you made use of the
reading texts, as well as the language and organisation of your writing.
Turn over page
asks.
70
page 9
ISE Foundation
SAMPLE

Your teacher has asked you to write an essay (70100 words) with the title My favourite place.
You should:
w describe your favourite place and
w explain why you like it.
You should plan your essay before you start writing. Think about what you want to say and make
some notes to help you in this box:
Planning notes
(No marks are given for these planning notes)
Now write your essay of 70100 words on the lines below.
page 10
71
ISE Foundation
SAMPLE
Turn over page
asks.
72
page 11
ISE Foundation
SAMPLE
When you have finished your essay, spend 23 minutes reading through what you have written.
Make sure you have covered both bullet points and remember to check the language and
organisation of your writing.
End of exam
Copyright 2015 Trinity College London
73

Videos of sample Speaking & Listening exams may be viewed at www.trinitycollege.com/ISE
There is a note-taking sheet on page 76 which may be photocopied and used in the classroom to help
students practise note-taking for task 2.
Task 1
Examiner rubric:
This is a map of a shopping centre. Here, it shows North, South, West and East.
Youre going to hear someone talking about the shopping centre. Youll hear the talk twice. These
pictures show some places in the shopping centre. The talk will tell you where the places are.
Each picture has a letter. Write the correct letters in the circles on the map. Theres one circle that
you do not need to write in.
Theres an example to show you what to do. Please look at the map and the pictures now. You have
15 seconds. Are you ready?
Below is an example map for the exam
NORTH
WEST
EAST
SOUTH
The pictures show some places in the shopping centre. Each picture has a letter. Write the correct
letters in the circles on the map. There is an example to show you what to do.
74
Audio script
This is a plan of a new shopping centre in Ireland. Theres an information point in the north of the
shopping centre. A car park is in the middle. Buses also leave from here every 15 minutes. Families can
enjoy the beautiful picnic area next to the lake. This is in the south west of the shopping centre. There
are lots of shops and a large supermarket. Cash machines are found in the east where traffic enters the
shopping centre. In the west of the shopping centre there are cafs and restaurants. Theyre open until
8pm. A chemist with two doctors is in the south east of the shopping centre.
Answer key
NORTH
WEST
EAST
SOUTH
The pictures show some places in the shopping centre. Each picture has a letter. Write the correct
letters in the circles on the map. There is an example to show you what to do.
75
Notes
w
Extra notes
76
Audio script
Roald Dahl was a famous writer. He was born in Wales in 1916. His parents were from Norway. When he
was 23 years old he became a pilot. Everybody called him Lofty because he was very tall. Dahl wrote
mystery stories for adults at first. Later when he had children he started writing childrens stories. Dahl
worked in a small building in his garden. He wrote for four hours every day. He always used pencil and
yellow paper. When he had an idea for a story he wrote it in an old red notebook. Dahl loved chocolate
and his most famous book was about a chocolate factory.
Answer key
Fact from text
Corresponding follow-up question
Born in Wales 1916
Where/when was he born?
Parents from Norway
Where were his parents from?
23/pilot
What did he do when he was 23?

How old was he when he became a pilot?
Called Lofty very tall
Why was he called Lofty?
First wrote mystery stories for adults
What did he write first?
Had children wrote childrens stories
When did he start writing childrens stories?
Worked in small building in his garden
Where did he work?
Wrote 4 hours every day
How often/When did he write?
Used pencil/yellow paper
What did he use?
10
Loved chocolate/wrote about chocolate

factory
What food did he love?
77

The list below gives some suggested grammar for students to practise when preparing for an
ISE exam. This list is intended to be for guidance only and is not a list of forms the candidate
must produce in the test.
Language requirements
Grammar
Present simple tense
Present continuous tense
Past simple tense of regular and common
irregular verbs
Going to future
Nouns (singular and plural, regular and
irregular, countable and uncountable)
Pronouns (including possessives)
Adjectives (including comparatives and
superlatives)
Adverbs of manner and frequency
78
Prepositions of place, movement and time

Imperatives
Demonstratives
Determiners
Can and cant
There is/are and has/have got/have you got?
Link words and, and then, but
Like + gerund/infinitive, eg I like shopping,
I like to read books
Formation of questions and the use of
question words

Score
Reading for writing
Task fulfilment
Understanding of source materials

Selection of relevant content from source texts
Ability to identify common themes and links within and
across the multiple texts
Adaptation of content to suit the purpose for writing
Use of paraphrasing/summarising
Overall achievement of communicative aim

Awareness of the writer-reader relationship (style and register)
Adequacy of topic coverage
Full understanding of source material demonstrated

An adequate and accurate selection of relevant content
from the source texts
An excellent synthesis/interpretation of content from
multiple sources
An excellent transformation of content from source texts
to own text to fulfil the communicative purpose of the task
Excellent paraphrasing/summarising skills demonstrated
Full achievement of the communicative aim

The text is easily read and understood by the reader
All requirements of the task completely satisfied with no
omissions or irrelevance
Full and accurate understanding of the ideas of most

source materials demonstrated
An appropriate and accurate selection of relevant content
from the source texts (ie most relevant ideas are selected
and most ideas selected are relevant)
Good ability to identify specific and predictable ideas
within and across the multiple texts
A good adaptation of content to suit the purpose for
writing (eg to provide a solution to a straightforward
problem)
Good paraphrasing/summarising skills of key words and
phrases or short sentences demonstrated (with very
limited lifting and a few disconnected ideas)
Good achievement of the communicative aim (ie immediate aim

addressed, eg expressing thanks, pass notes and messages)
Good awareness of the immediate writer-reader relationship,
usually personal
Most requirements (ie genre, topic, reader, purpose and number
of words) of the instruction appropriately met
Full and accurate understanding of more than half of the

source materials demonstrated
An acceptable selection of relevant content from the
source texts (the content selected must come from more
than one text)
Acceptable ability to identify specific and predictable
ideas within and across the multiple texts
Acceptable adaptation of content to suit the purpose
for writing
Acceptable paraphrasing/summarising skills of key words
and phrases or short sentences demonstrated (with some
lifting and disconnected ideas)
Acceptable achievement of the communicative aim

Some awareness of the writer-reader relationship
of words) of the instruction acceptably met
Inaccurate and limited understanding of most source

materials
Inadequate and inaccurate selection of relevant content
from the source texts (ie fewer than half of the relevant
ideas are selected and most of the selected ideas are
irrelevant)
Poor ability to identify specific and predictable ideas
within and across the multiple texts
Poor adaptation of content to suit the purpose for writing
(ie does not use the source texts content to address the
purpose for writing)
Poor paraphrasing/summarising skills of key words and
phrases or short sentences demonstrated (with heavy
lifting and many disconnected ideas)
Poor achievement of the communicative aim (ie difficult to follow

for reader)
Poor awareness of the writer-reader relationship
of words) of the instruction are NOT met
Task not attempted

Paper void
No performance to evaluate
79

Score
Language control
Text organisation, including use of paragraphing,

beginnings/endings
Presentation of ideas and arguments, including clarity and
coherence of their development
Consistent use of format to suit the task
Use of signposting
Range and accuracy of grammar

Range and accuracy of lexis
Effect of linguistic errors on understanding
Control of punctuation and spelling
Use of complete sentences throughout the text

Ideas/themes are grouped logically
Appropriate format adopted for the task
Some use of simple connectors to form compound
sentences to avoid repetitious structures
Correct use of capital letters for proper nouns
A range of grammatical items relating to common/everyday

situations used with high level of accuracy and some degree
of sophistication
A range of lexical items relating to common/everyday
situations used with high level of accuracy and some degree of
sophistication
Any minor errors do not impede understanding
The majority of commonly occurring vocabulary is spelt correctly
Good organisation of text (ie complete sentences are

linked)
Clear presentation and logical grouping of most ideas
(although a few sentences may seem out of place)
Appropriate format in most of the text
Good signposting (eg appropriate use of simple connectors)
Appropriate range of simple grammatical items sufficient to the

task with good level of accuracy (may contain basic systematic
errors, eg tenses, agreement)
Appropriate range of lexical items sufficient to the task with good
level of accuracy
Errors may impede understanding but the overall message
is clear
Good spelling (with phonetic accuracy) and punctuation
Acceptable organisation of text (complete sentences have

been used)
Acceptable presentation and logical grouping of most
ideas (some sentences may seem out of place)
Appropriate format in general
Acceptable signposting
Acceptable level of grammatical accuracy and appropriacy

relating to the task, though range may be restricted
Acceptable level of lexical accuracy and appropriacy relating to
the task, though range may be restricted
Errors sometimes impede understanding
Acceptable spelling and punctuation
Very limited or poor text organisation (heavy use of

incomplete sentences)
Poor presentation and logical grouping of most ideas
Inappropriate format throughout the text
Poor signposting (lacks use of any cohesive devices)
Inadequate evidence of grammatical range and accuracy (may

have control over the language below the level)
Inadequate evidence of lexical range and accuracy (may have
control over the language below the level)
Errors frequently impede understanding
Poor spelling and punctuation throughout
Task not attempted

Paper void
80

Score
Task fulfilment
Language control
Overall achievement of communicative

aim
Awareness of the writer-reader
relationship (style and register)
Adequacy of topic coverage
Text organisation, including use of

paragraphing, beginnings/endings
Presentation of ideas and arguments,
including clarity and coherence of their
development
Consistent use of format to suit the task
Use of signposting
Range and accuracy of grammar

Range and accuracy of lexis
Effect of linguistic errors on
understanding
Control of punctuation and spelling
Full achievement of the communicative

aim
The text is easily read and understood
by the reader
All requirements of the task completely
satisfied with no omissions or irrelevance
Use of complete sentences throughout

the text
Ideas/themes are grouped logically
Appropriate format adopted for
the task
Some use of simple connectors to
form compound sentences to avoid
repetitious structures.
Correct use of capital letters for
proper nouns
A range of grammatical items relating

to common/everyday situations used
with high level of accuracy and some
degree of sophistication.
A range of lexical items relating to
common/everyday situations used with
high level of accuracy and some degree
of sophistication.
Any minor errors do not impede
understanding
The majority of commonly occurring
vocabulary is spelt correctly
Good achievement of the

communicative aim (ie immediate aim
addressed, eg expressing thanks, pass
notes and messages)
Good awareness of the immediate
writer-reader relationship, usually
personal
Most requirements (ie genre, topic,
reader, purpose and number of words)
of the instruction appropriately met
Good organisation of text (ie complete

sentences are linked)
Clear presentation and logical
grouping of most ideas (although a few
sentences may seem out of place)
Appropriate format in most of the text
Good signposting (eg appropriate use
of simple connectors)
Appropriate range of simple

grammatical items sufficient to the
task with good level of accuracy (may
contain basic systematic errors, eg
tenses, agreement)
Appropriate range of lexical items
sufficient to the task with good level of
accuracy
Errors may impede understanding but
the overall message is clear
Good spelling (with phonetic accuracy)
and punctuation
Acceptable achievement of the

communicative aim
Some awareness of the writer-reader
relationship
of the instruction acceptably met
Acceptable organisation of text

(complete sentences have been used)
Acceptable presentation and logical
grouping of most ideas (some
sentences may seem out of place)
Appropriate format in general
Acceptable signposting
Acceptable level of grammatical

accuracy and appropriacy relating
to the task, though range may be
restricted
Acceptable level of lexical accuracy
and appropriacy relating to the task,
though range may be restricted
Errors sometimes impede
understanding
Acceptable spelling and punctuation
Poor achievement of the

communicative aim (ie difficult to
follow for reader)
Poor awareness of the writer-reader
relationship
of the instruction are NOT met
Very limited or poor text organisation

(heavy use of incomplete sentences)
Poor presentation and logical grouping
of most ideas
Inappropriate format throughout
the text
Poor signposting (lacks use of any
cohesive devices)
Inadequate evidence of grammatical

range and accuracy (may have control
over the language below the level)
Inadequate evidence of lexical range
and accuracy (may have control over
the language below the level)
Errors frequently impede understanding
Poor spelling and punctuation
throughout
Task not attempted

Paper void
81

This rating scale is used by the examiner to make a subjective judgement of the candidates performance in the
speaking exam (the Topic and the Conversation tasks).
Score
Communicative
effectiveness
Task fulfilment
Appropriacy of
contributions/
Turn-taking
Repair strategies
Language control
Delivery
Comprehension and
relevant response
Level of understanding
Speech rate of examiner
interventions
Speed and accuracy
of response
Range
Accuracy/precision
Effects of inaccuracies
Intelligibility
Lexical stress/intonation
Fluency
Effects on the listener
Fulfils the task very well

Maintains simple
exchanges
Says or signals in basic
ways that he/she did
not follow (eg Can you
repeat?)
Understands short and

simple interventions with
little repetition
Identifies factual
information
Follows conversational
speech, sometimes slowed
Sometimes responds
slowly
Uses a sufficient range

of basic grammatical
structures/lexis and
memorised phrases to deal
with topics at this level
Shows a sufficient level of
grammatical accuracy and
lexical precision to deal
with simple exchanges
Makes basic mistakes, but
most errors do not impede
communication
Mostly intelligible
despite noticeable use
of non-standard phonemes
Uses basic lexical
stress and intonation
appropriately
Speaks slowly with
frequent pausing and
hesitation
Requires some careful
listening
Fulfils the task

appropriately
Maintains simple
exchanges, despite some
difficulty. Some examiner
support is necessary
Attempts to say or signal
in basic ways that he/
she did not follow (eg
Repeat?, mm? with a
facial expression)
Understands short and

simple interventions but
may need repetition
Identifies factual
information, sometimes
incomplete
Follows slow
conversational speech
May make slow responses
due to the need to make
sense of the input
Uses a range of basic

grammatical structures/
lexis and memorised
phrases to deal with topics
at this level
Shows a basic level of
grammatical accuracy and
lexical precision to deal
with simple exchanges
Makes basic mistakes and
major errors occasionally
impede communication
Mostly intelligible
despite noticeable use of
non-standard phonemes
Uses basic lexical stress
and intonation enough to
follow
Speaks slowly with
frequent and extended
pausing and hesitation
Requires careful listening
Fulfils the task acceptably

with support
Examiner support is
necessary to keep the
interaction going
Attempts to signal in basic
ways that he/she did not
follow
Does not always

understand interventions,
quite often needs
repetition
Identifies factual
information just enough
to respond
Follows slow
conversational speech
in places
Makes slow responses
due to difficulty in making
sense of the input
Uses an acceptable range

of basic grammatical
structures/lexis and
memorised phrases to deal
with topics at this level
Shows a basic level of
grammatical accuracy
and lexical precision just
enough to follow
Makes basic mistakes,
major errors sometimes
impede communication
Sometimes unintelligible
Use of non-standard
phonemes is very evident
Uses some basic lexical
stress and intonation
Speaks slowly with
frequent and noticeable
Requires careful listening.
Sometimes difficult to
follow
Does not fulfil the task

even with support
Difficult to keep the
interaction going even with
examiner support
May attempt to signal in
basic ways that he/she did
not follow
Understands few or no
examiner interventions
Does not identify factual
information
Has difficulty in following
even slow conversational
speech
Makes slow responses due
to failure to understand
input
Uses some basic

grammatical structures/
lexis, but does not manage
to deal with topics at
this level
Does not show an
adequate level of
grammatical accuracy
and lexical precision for
simple exchanges
Makes basic mistakes, and
major errors often impede
communication
Sometimes or often
unintelligible
Does not use basic lexical
stress or intonation
Speaks very slowly with
frequent and noticeable
Requires careful listening.
Often difficult to follow
No performance to assess (candidate does not speak, or does not speak in English). Also use if no topic is prepared.
82

This rating scale is used by the examiner to make a subjective judgement of the candidates performance in task 2
of the Independent listening tasks.
CEFR benchmark: Can understand enough to be able to meet needs of a concrete type provided speech is clearly
and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (eg
very basic personal and family information, shopping, local geography, employment) provided speech is clearly
and slowly articulated.
4
Identifies and reports all/almost all relevant facts accurately (eg eight or more)
Responds to questions with promptness
Needs no/little repetition or rephrasing of questions
Identifies and reports required number of relevant facts accurately (eg five
to seven)
Responds to questions with relative promptness
May need some repetition or rephrasing of questions
Identifies and reports some relevant facts, despite gaps in understanding

(eg three to four)
Responds to questions after some hesitation
May need some repetition or rephrasing of questions
Identifies and reports limited number of relevant facts (eg zero to two)
Responds to questions only after noticeable hesitation
May need extensive repetition and/or rephrasing of questions
No performance to assess (eg candidate does not speak)
Constraints
This is primarily a test of listening the spoken response should be treated as evidence
of whether the message has been comprehended.
Examiners should be guided by each grading criterion equally (ie all three bullets) and by
the following general question:
How good is the candidates understanding of the content of the input?
Examiners should avoid judgements based on pronunciation, grammatical accuracy and
spoken fluency.
83

Guide For Teachers - ISE Foundation

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Guide For Teachers - ISE Foundation

Diunggah oleh

Hak Cipta:

Format Tersedia

Integrated Skills in English (ISE)

Guide for Teachers ISE Foundation (A2)

Trinity College London

Who is ISE Reading & Writing for?

Task specifications for ISE Foundation Reading & Writing

Task 1 Long reading

Preparation activities for ISE Foundation Reading & Writing

Task 1 Long reading: Sydney and its famous landmarks

ISE Foundation Speaking & Listening exam

Who is ISE Speaking & Listening for?

Task specifications for ISE Foundation Speaking & Listening

Preparation activities for ISE Foundation Speaking & Listening

Topic task: My favourite topics

Appendix 2 Sample Reading & Writing exam paper

Appendix 3 Information on the Speaking & Listening exam

Appendix 4 Suggested grammar for ISE Foundation

Appendix 5 ISE Foundation Task 3 Reading into writing rating scale

Appendix 6 ISE Foundation Task 4 Extended writing rating scale

Appendix 7 ISE Foundation Speaking & Listening rating scale

Appendix 8 ISE Foundation Independent listening rating scale

ISE Foundation Reading

ISE Foundation Reading & Writing exam

Overview of the ISE Reading & Writing exam

Who is ISE Reading & Writing for?

ISE Foundation Reading & Writing exam

Introduction to ISE Reading & Writing tasks

Reading into writing

Reading into writing

Reading into writing

Reading into writing

ISE Foundation Reading & Writing exam

Glossary of reading skills for ISE Foundation

Reading a range of short, simple texts on familiar subjects that use

Reading to get the general meaning of the paragraph, text or infographic

Reading for gist

Reading to get the main idea of the paragraph, text or infographic

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

Understanding specific, factual information at the word and/or phrase level

Understanding specific factual information at the sentence level

Guessing the meaning of unknown words, phrases and sentences from

Collecting information from different texts or parts of texts and creating

Glossary of writing aims for ISE Foundation

Reading for writing

Showing understanding of reading texts

Answering the question fully

Organisation and structure

Presenting ideas and arguments clearly

Using a range of grammar and vocabulary

ISE Foundation Reading & Writing exam

Reading into writing

Reading for writing (task 3 only)

ISE Foundation Reading & Writing exam

Task specifications for ISE Foundation Reading & Writing

One reading text followed by 15 questions

Places in the local area

300 words (approximately), divided into five paragraphs.

Title matching (Questions 15)

Each question is worth one mark.

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

ISE Foundation Reading & Writing exam

Task 2 Multi-text reading

Three reading texts followed by 15 questions.

300 words (approximately) across three texts.

Who is ISE Reading & Writing for?

Task specifications for ISE Foundation Reading & Writing

Task 1 Long reading

Preparation activities for ISE Foundation Reading & Writing

Task 1 Long reading: Sydney and its famous landmarks

Who is ISE Speaking & Listening for?

Task specifications for ISE Foundation Speaking & Listening

Preparation activities for ISE Foundation Speaking & Listening

Topic task: My favourite topics

Appendix 2 Sample Reading & Writing exam paper

Appendix 3 Information on the Speaking & Listening exam

Appendix 4 Suggested grammar for ISE Foundation

Appendix 5 ISE Foundation Task 3 Reading into writing rating scale

Appendix 6 ISE Foundation Task 4 Extended writing rating scale

Appendix 7 ISE Foundation Speaking & Listening rating scale

Appendix 8 ISE Foundation Independent listening rating scale