guide for teachers - ise foundation

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

Reading & Writing | Speaking & Listening

Trinity College Londonwww.trinitycollege.com

Charity number 1014792Patron HRH The Duke of Kent KG

Copyright 2015 Trinity College LondonPublished by Trinity College LondonFirst edition, March 2015

3Contents

ISE Foundation Reading & Writing exam

Overview of the ISE Reading & Writing exam 6

Who is ISE Reading & Writing for? 6Introduction to ISE Reading & Writing tasks 7Glossary of reading skills for ISE Foundation 8Glossary of writing aims for ISE Foundation 8Candidate profile 9

Task specifications for ISE Foundation Reading & Writing 10

Task 1 Long reading 10Task 2 Multi-text reading 11Task 3 Reading into writing 12Task 4 Extended writing 12

Preparation activities for ISE Foundation Reading & Writing 13

Task 1 Long reading: Sydney and its famous landmarks 13Task 2 Multi-text reading: Places in the local area 18Task 3 Reading into writing: The benefits of cycling 25Task 4 Extended writing: The weather in my area 32

ISE Foundation Speaking & Listening exam

Overview of the ISE Speaking & Listening exam 40

Who is ISE Speaking & Listening for? 40Introduction to ISE Speaking & Listening tasks 41Glossary of speaking aims for ISE Foundation 43Glossary of listening skills for ISE Foundation 43Candidate profile 44

Task specifications for ISE Foundation Speaking & Listening 45

Topic task 45Conversation task 46Independent listening tasks 47

Preparation activities for ISE Foundation Speaking & Listening 48

Topic task: My favourite topics 48Conversation task: A conversation about shopping 51Independent listening task: Finding places on the map of New Zealand 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

Contents

4ForewordTrinitys 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.

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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.


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Introduction to ISE Reading & Writing tasksThe 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 IIICEFR level A2 B1 B2 C1

Time 2 hours 2 hours 2 hours 2 hours

Task 1 Long reading

300 words 15 questions

Long reading


Long reading


Long reading


Task 2 Multi-text reading

3 texts 300 words 15 questions

Multi-text reading


Multi-text reading


Multi-text reading


Task 3 Reading into writing

70100 wordsReading into writing



200230 words

Task 4 Extended writing

70100 wordsExtended writing



200230 words

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


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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 infographicScanning 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


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Candidate profile

ReadingA 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.

Reading into writingA 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.

WritingIn 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 Organisation and structure 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.


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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).

The candidate must demonstrate that they understand specific, factual information at the word and/or phrase level. Some useful reading subskills to practise for this section are: careful reading for specific information at the word level deducing meaning of unknown words from context.

Assessment Each question is worth one mark.

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


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Task 2 Multi-text reading

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:



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

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.

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 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

reading for gist understanding the main idea or purpose of text.


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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).


Task 4 Extended writing

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

The prompt will have two content points that the candidate should use in their response.

There is space for planning the response. The candidate should go back and check the response when they have finished.

Task focus This section assesses the 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:





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Preparation activities for ISE Foundation Reading & WritingTask 1 Long reading: Sydney and its famous landmarksTeacher 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.


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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 activityFor 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.

HomeworkStudents can carry out the homework task on the worksheet.


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Student worksheet: Sydney and its famous landmarks

1. SydneySydney 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 1The 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 2The 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 2There 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.


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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:

HomeworkRead 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.


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Worksheet answers 1. Sydney: B

2. Sydney Harbour Bridge: 1 = D 2 = B 3 = A

3. Sydney Opera House: 1= C 2= B

HomeworkPossible titles:

How to see the zoo The best way to walk around the zoo How to tour the zoo Walking around the zoo


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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 class1. 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.


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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.

HomeworkStudents 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.


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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 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)


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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)

Questions 610 (one mark per question)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).

A People with health issues are advised not to attend.

B Tourists have to pay to see some old buildings.

C Long Valley has a lot of interesting old buildings.

D Visitors interested in creative hobbies have a choice.

E No one will accompany tourists who go looking for dangerous sea animals.

F The river in Long Valley is unpolluted.

G Long Valley does not offer safe activities.

H One old building is closed on Sundays in Fort Castle.

6.

7.

8.

9.

10.


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Questions 1115 (one mark per question)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 Beginners and experienced artists are welcome unique pottery (14.)

delightful china flowers use clay wrought-iron (15.)

Word bank

vases cathedral shark fishing ornaments bungee jumping ruins

canoeing museum deep sea diving horse and carriage

Extension activities

Task AWrite a summary of the activities a tourist can enjoy at Long Valley.

Task BMatch numbers 14 with the letters AD.

1. Fort Castle is well-known A some places is free.

2. There are guided tours B for entry are given below

3. Entry to C for its long and rich history.

4. Prices D 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 many natural advantages. (have, to have, has)

2. In the valley, the clean river over the rocks and through narrow gorges. (rushing, rush, rushes)

3. The beach cliffs perfect for hang-gliding and bungee jumping in safe controlled conditions. (be, was, are, is)

4. Experienced fishermen take you out to the deep waters around Sunsea Islands to go shark fishing. (to be able, was able, can)


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Further support activities

Task ARead texts AC and then match the places to the activity.

1. River A Painting, pottery making and ironworking

2. Beach cliffs B Shark fishing

3. Island C Tour in horse and carriage

4. Castle D Bungee jumping

5. Crafters Village E Swimming, rafting

Task BPut 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 CRead 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


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Task 1

1. B

2. A

3. C

4. A

5. C

Task 2

In any order

6. A

7. B

8. D

9. F

10. H

Task 3

11. Bungee jumping

12. Ruins

13. Museum

14. Vases

15. Ornaments

Extension activity

Task 2

1. 1C

2. 2D

3. 3A

4. 4B

Task 3

1. have

2. rushes

3. are

4. can

Further support activities

Task 1

1. 1E

2. 2D

3. 3B

4. 4C

5. 5A

Task 2

1. This seaside town has many natural advantages.

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.

4. Experienced fishermen can take you out to the deep waters around Sunsea Islands to go shark fishing.

Task 3

1. well-known

2. guided, everything

3. free

4. entry

Answer key

Places in the local area


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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


Print or copy one worksheet per student.

In class1. 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.


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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.

Further support activity 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 classAsk students to research more about cycling and to write a short essay on the information they have found.


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Student worksheet: The benefits of cycling1. 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 weightRegular cycling can help you lose weight, reduce stress and improve your fitness.

Increase your popularityCycling 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

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!

0

50

100

150

200

Recommended levels of physical activity

ages

nu

mb

er o

f m

inu

tes

180

60

21

aged 19645 and under

21

65+aged 518


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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:

describe some of ways that cycling is good for you explain why people should start cycling and 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 planIt 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.


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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


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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


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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.


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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 class1. 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,


33

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.

Further support activity 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.

HomeworkStudents can research the weather conditions in another country and write a paragraph of 70100 words. They should try to include some pictures.


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Student worksheet: The weather in my area

Task AComplete 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 snows a lot. This can cause problems on the

roads and I do not like it.

1. In spring, it is usually very . I like spring because the flowers .

2. In summer, it be very hot and dry. It is in the summer because we can go

out and ourselves.

3. In the wet season, it all the time. It can cause . I do not like it because it

damages the .

4. In autumn it is very windy. It can make the roads very when the leaves

. I like to football in the autumn.

Task BComplete 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.) and look pretty. In summer, it can be quite (5.) and

we can go on (6.) .

In autumn the leaves (7.) because it can be windy and quite (8.) , but I like

to play football. In winter, it sometimes (9.) which can be dangerous for drivers. I do

(10.) like winter because it is too cold.


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Task CWrite 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.

1

2

3

4

5


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Task D Timed writing task (40 minutes)

Do not look at the previous tasks to carry out this taskYour 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


37


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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 B1. 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.

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39

ISE

Fou

ndatio

n S

pea

king

& L

istenin

g ex

am


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Overview of the ISE Speaking & Listening examTrinitys ISE Speaking & Listening exam tests speaking and listening skills through an integrated approach, reflecting the way the two skills interact in the real world. The ISE Speaking & Listening exam is currently offered at four levels of the Common European Framework of Reference (CEFR) from A2 to C1. The purpose of the exam is to assess candidates English language skills in speaking and listening in a context which reflects their real world activities and their purpose for learning English.

The integrated speaking and listening tasks reflect the kind of activities a student will do in the school or college context. Additionally, the recordings used in the Independent listening task reflect the way that students find, select and report relevant and appropriate information in an educational or academic context.

Who is ISE Speaking & Listening for?The intended candidate is a young person or adult, typically at secondary school or college who is using English as a second or foreign language as part of their studies in order to develop their skills and improve their knowledge of a range of subject areas. The typical ISE candidate is aged between 11 and 19, but may be older.

The candidate, at the lower levels of the exam (ISE Foundation and ISE I), would generally be a young person or adult in school or college who would be taking ISE as part of their preparation for entrance into university or as evidence to progress to a higher level of English study within their mainstream or English language school. At the higher levels of the exam (ISE II and ISE III) the candidates are young people or adults preparing for further education where they are required to prove their English language proficiency levels within an educational context.


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Introduction to ISE Speaking & Listening tasksThe 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 taskWhat 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.


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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 taskWhat 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.


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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


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Candidate profile

SpeakingA 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.

ListeningA 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.


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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.


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Conversation task

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

Timing 2 minutes

Task focus and language functions

The candidate is expected in 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

Shopping Holidays School and work Hobbies and sports Food Weekend and seasonal activities

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

Communicative effectiveness Interactive listening Language control Delivery.


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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


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Preparation activities for ISE Foundation Speaking & Listening

Topic task: My favourite topicsTeacher 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


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 class1. 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 49

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.

Further support activity Students who are finding the activity more challenging could brainstorm two extra topics and write sentences about them.

Homework1. 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.


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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?






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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.

ExamplesPresent 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 class1. 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.


52 53

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.

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.

ExampleStudent: (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.

Further support activity Students finding the task more difficult can be told to write example answers to the question.

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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 class1. 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


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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 beautif

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