ISE Specifications - Reading & Writing

Integrated Skills in English (ISE)

Specifications Reading & Writing

ISE Foundation to ISE III

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

Contents

3

ContentsGeneral introduction 5

Introduction to Integrated Skills in English (ISE) exams 6

Introduction to the ISE Reading & Writing exam 8

Introduction to the tasks of the ISE Reading & Writing exam 14

ISE Foundation

ISE Foundation task specifications 16

ISE Foundation sample exam paper 20

ISE Foundation Task 3 Reading into writing rating scale 32

ISE Foundation Task 4 Extended writing rating scale 34

ISE I

ISE I task specifications 35

ISE I sample exam paper 39

ISE I Task 3 Reading into writing rating scale 51

ISE I Task 4 Extended writing rating scale 53

ISE II

ISE II task specifications 54

ISE II sample exam paper 58

ISE II Task 3 Reading into writing rating scale 70

ISE II Task 4 Extended writing rating scale 72

ISE III

ISE III task specifications 73

ISE III sample exam paper 77

ISE III Task 3 Reading into writing rating scale 89

ISE III Task 4 Extended writing rating scale 91

Appendix 1 Language functions 94

Appendix 2 Regulations and policies 95

5General introduction

About Trinity College LondonTrinity College London is an international exam board providing regulated qualifications in English language, music, performing and creative arts throughout the world.

Trinity has been conducting exams since 1877 and now over half a million people take one of our exams every year.

Trinity College London is a charity registered with the Charity Commission for England and Wales.

About Trinitys English language examsTrinitys exams in English for speakers of other languages (ESOL) are organised into five suites. These share a common philosophy, but provide learners with the opportunity to choose a qualification which most suits their individual needs.

International ESOL exams available worldwide:

Integrated Skills in English (ISE) exams (this booklet*) Graded Examinations in Spoken English (GESE) Spoken English for Work (SEW) exams

UK ESOL exams available in the UK only:

ESOL Step 1 and Step 2 exams ESOL Skills for Life exams

Trinity has been setting standards and testing English for speakers of other languages for more than 75 years. Our qualifications are accepted by universities and employers worldwide.

About International ESOL qualificationsInternational ESOL qualifications are designed for candidates who are not native speakers of English and who wish to achieve a high quality, internationally recognised qualification in English that is available and recognised worldwide. They are suitable for candidates who are preparing for entry to higher education or professional employment in the UK or elsewhere. International ESOL qualifications are designed to reference the descriptions of language proficiency in the Common European Framework of Reference for Languages (CEFR) developed by the Council of Europe (Language Policy Division). The levels in the CEFR have been mapped to the levels in the National Qualifications Framework (see Pathways to Proficiency: the alignment of language proficiency scales for assessing competence in English language DFES/QCA, 2003).

Introduction

* This specifications document covers ISE Foundation to ISE III. ISE IV has a different format see www.trinitycollege.com

6Introduction to Integrated Skills in English (ISE) examsTrinitys Integrated Skills in English (ISE) exams assess all four language skills reading, writing, speaking and listening. In different parts of the exam, language skills are tested in an integrated way which reflects how skills are used in real-life settings.

The main features of the ISE exam are:

Builds real-life communication skills

Preparing for ISE develops relevant, real-life English language skills and transferable communication skills that students need for study and employability.

Tests integrated skills in English

ISE reflects how people use English in real life, by testing candidates ability to use reading and writing skills and speaking and listening skills in an integrated way.

Discussion with an expert speaker

Authentic, personalised, one-to-one discussion tasks with a Trinity examiner, based on candidates own experiences, interests and opinions.

Feedback on student performance

Trinity is unique in providing teachers with detailed post-exam feedback on candidate performance, in the form of diagnostic information and a teacher support session.

Exam titles

Each level of the exam has a title set out in accordance with Ofquals* regulatory requirements. The titles, as set out on the Ofqual register, are as follows:

Formal title on Ofqual register Brand name

TCL Entry Level Certificate in ESOL International (Entry 2) (ISE) (A2) ISE Foundation

TCL Entry Level Certificate in ESOL International (Entry 3) (ISE) (B1) ISE I

TCL Level 1 Certificate in ESOL International (ISE) (B2) ISE II

TCL Level 2 Certificate in ESOL International (ISE) (C1) ISE III

The formal Ofqual title and the brand name both appear on the certificates.

Integrated skills assessment structure of the qualificationISE is taken in two modules Speaking & Listening and Reading & Writing. Once the two modules have been passed at the same level a certificate for the full qualification is awarded.

The four skills are assessed both independently and in an integrated way:

Component Method

Long reading Reading a single text and short questions

Multi-text reading Reading three or four shorter texts and short questions

Reading into writing Reading texts and producing a short piece of writing using the texts as source material

Extended writing A short piece of writing similar to the kind of writing done in school or college

Independent listening Listening to a recording and reporting information either on paper or verbally

Independent listening into speaking

Listening to a recording and verbally reporting and discussing the content

Integrated speaking and listening

A phased speaking exam including discussion of a topic, a conversation and a collaborative task (depending on level)

Introduction

* Ofqual regulates qualifications, exams and assessments in England

7The objective of Integrated Skills in EnglishThe objective of ISE is to provide evidence of candidates proficiency across four skills in English language. The four skills are reading, writing, speaking and listening.

Candidates may use an ISE qualification to provide evidence of their English language ability across four discrete levels (Common European Framework of Reference (CEFR) levels A2, B1, B2 and C1). ISE has been designed to sit within the educational domain and the design of the exam is suitable for any candidate (young person or adult) either in or entering into an educational context. The CEFR outlines four test domains a test would generally sit within one of these domains. The CEFR test domains are educational, occupational, public and private.

The qualification can be used for a range of purposes including:

entrance to university where a specified level in English is required for study progression to a higher level of English study preparation for higher or further education, where English-medium teaching or CLIL* methodology

may be in use

to provide proof of language level to prospective employers for immigration purposes where a specified language level is required for a visa.

Who is ISE 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 main stream 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.

These young people and adults take ISE to gain access to further education contexts like diplomas, degrees or qualifications which are relevant to their professional development. The institutions who offer these qualifications to adult learners (who are speakers of English as an additional language) require that these adult learners evidence their language proficiency within skills and tasks which are relevant to an academically inclined educational context, such as report or essay writing and listening to lectures, before accepting them on a course of study. Therefore the subjects, genres, skills and texts used for the Reading & Writing and the Speaking & Listening modules sit within general school and college contexts, with a strong study and CLIL focus. In addition, the tasks and texts involved in the exams aim to reflect the real-life texts which the candidates would expect to encounter at school or college. The tasks and the items aim to reflect the real-life language use context, ie the kind of activities the candidates might do as part of their studies at school or college, or tasks which would support and develop those activities.

The exam is set in the educational domain within the learning training context where the aim is to acquire specific knowledge and skills (CEFR Council of Europe 2001, page 15).

Which organisations recognise ISE?ISE is currently recognised by a wide range of bodies including universities, employers and the UKs Home Office. For a full list of bodies recognising the ISE qualification, please refer to the Trinity College London website www.trinitycollege.com/ISE

What prerequisites are necessary to take an ISE exam?Students do not need to have taken any prior exams in order to take any level of ISE Reading & Writing. Entry for a higher level of ISE does not require candidates to have passed lower levels and candidates may enter at the level they feel is appropriate for their needs and experience.

Students are not required to have any specific prior knowledge, skills or understanding in order to take an ISE exam but it is recommended that candidates enter at the level appropriate to their needs and experience.

Introduction

* Content and Language Integrated Learning: Using English to teach other subjects in the school curriculum, (eg teaching maths in English, science in English, etc)

8Introduction to the ISE Reading & Writing exam Trinity College Londons Integrated Skills in English (ISE) Reading & Writing exams assess reading and writing skills through an integrated approach seeking to reflect the way in which the two skills interact in the real world. The ISE Reading & Writing exams are currently offered at four levels of the Common European Framework of reference from A2 to C1. The purpose of the exam is to assess candidates competences in reading and writing in the English language in a context which reflects their real world activity and their purpose for learning English.

The reading texts are intended to reflect not only the range of sources a candidate would encounter and need to manage in an educational or academic context, but also the way that candidates source, select and report relevant and appropriate information.

The writing tasks reflect the kind of activities a candidate would be accustomed to doing in a school or college context, such as essay writing.

FrameworkISE Foundation to ISE III are targeted to align with recognised levels of the Common European Framework of Reference (CEFR) for Languages (Council of Europe 2001) as follows:

ISE level CEFR level

ISE Foundation A2

ISE I B1

ISE II B2

ISE III C1

At each of these levels, the exam focus is on key reading and writing competences as outlined in the relevant CEFR descriptors. For reading, this covers both expeditious and careful reading at both local and global levels (Khalifa & Weir 2009).

The writing involves an integrated writing task (Reading into writing) where candidates have to write a response to a prompt, drawing upon and integrating information sourced from across multiple texts (one of which includes graphical information) as well as an independent writing task (Extended writing) where candidates respond to a short prompt.

The CEFR descriptors (see page 9) give an indication of the level of skill and quality of performance that is expected of a second language user at each of the four CEFR levels.

Introduction

9CEFR descriptors*

C1 Can understand a wide range of demanding, longer texts and recognise implicit meaning. () Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. () Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. () Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (eg very basic personal and family information, shopping, local geography, employment. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Details of the ISE exam content and task structure for each level can be found in the section Task specifications, sample exam papers & rating scales.

All tasks in each ISE level are linked to and reflect a particular CEFR level and in conjunction with the ISE rating scales, candidates can see the extent to which they have achieved a particular CEFR level. The rating scales show four distinct scores within each CEFR level, for example a score of 4 shows excellent achievement for the level, a score of 3 shows appropriate achievement for the level, 2 shows acceptable achievement for the level and 1 shows non-achievement. A score of 4 does not distinguish the level above the targeted level. Similarly, a score of 1 does not distinguish levels below the targeted CEFR level.

Please note that over the course of an exam, several scores are given using different scoring methods. Please refer to the section How is ISE Reading & Writing assessed? for more complete information on how overall scores are reached.

Score Interpretation

4 Excellent achievement at the upper end of the CEFR level

3 Appropriate achievement at the middle of the CEFR level

2 Acceptable achievement of the CEFR level, possibly newly qualified at that level

1 Non-achievement not of the CEFR level

0 Test void (eg paper spoiled, not attempted, illegible, unintelligible)

* Common European Framework of Reference for Languages: Learning, teaching, assessment, Council of Europe, (Cambridge University Press, 2001).

Introduction

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How is the exam delivered?The exam is delivered on fixed dates throughout the calendar year. The exam is a pen and paper exam taken under exam conditions at Trinity registered centres.

ISE is currently administered in registered centres throughout the world including, but not limited to:

Asia India, Hong Kong, China, United Arab Emirates, Malaysia, Sri Lanka, Macau Europe Italy, Turkey, Spain, Bulgaria, Romania, Moldova, Albania, France, United Kingdom,

Republic of Ireland, Portugal, Greece, Andorra, Malta

South America Mexico, Argentina, Uruguay, Chile, Paraguay, Peru, Brazil, Colombia.

Quality control Benchmarking:

A group of senior raters meet to agree on benchmark grades for a sample of papers across all levels and tasks. These raters agree on the grades and produce rationales for their decision.

Training: The team of raters are trained and standardised in applying the rating scales.

Monitoring: Double marking Trinity double-marks 10% of all Reading & Writing papers. This process helps us to ensure that standards are being accurately applied by different raters, as well as over a period of time by the same rater.

Standardisation raters perform regular standardisation marking exercises. The results are analysed to ensure intra-rater consistency.

How is ISE Reading & Writing assessed?ISE Reading & Writing is assessed using both rating scales and dichotomous scoring.

A rating scale contains descriptions of performances which are ranked on an ascending scale. A rating scale is used by a rater to make a subjective judgement about a candidates performance. The rater judges the performance and assigns it a score based on how close to the description the performance appears to be.

Dichotomous scoring is where a question (also called an item) has either a right or wrong answer. The total score equals the total number of correct answers achieved out of a total number of possible answers.

Introduction

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Reading assessmentReading is dichotomously scored. The reading exam consists of 30 items over two tasks. The table below shows how reading is assessed:

Task 1 Long reading

Items Item type Format of response Marking method

Questions 15 Title matching Selected Objective

Questions 610 Choosing true statements

Selected Objective

Questions 1115 Completing sentences Constructed Clerical

Task 2 Multi-text reading

Items Item type Format of response Marking method

Questions 1620 Multiple matching Selected Objective

Questions 2125 Choosing true statements

Selected Objective

Questions 2630 Completing summary notes

Objective at ISE Foundation (with a bank of answers to choose from)

Constructed at ISE I, II and III

Clerical

Objective marking means that there is only one possible correct answer for each question. Clerical marking means that there are a limited range of appropriate answers for a single question (for example the gap may be appropriately filled with one, two or three words from the text and all are correct). Clerical raters check the answers against an answer key and mark it correct or incorrect depending on the appropriateness of the answer.

The overall result for reading is taken by converting the total score out of 30 into one of the following results:

Distinction Merit Pass Fail

For more details of the content of each task please see the specifications and sample exam papers at each level.

Introduction

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Writing assessmentThe Writing exam is assessed using rating scales.

The Reading into writing (task 3) scale consists of five ascending scores and four categories. The four categories are:

Reading for writing this includes elements such as showing understanding of the source texts, use of paraphrasing and summarising, identifying common themes across texts

Task fulfilment this includes elements such as the overall achievement of the communicative aim of the task, awareness of the reader and adequacy of the coverage of the topic

Organisation and structure this includes elements such as text organisation, presentation of ideas, use of format and signposting

Language control this includes elements such as range and accuracy of grammar, lexis and control of spelling and punctuation.

The Extended writing (task 4) scale consists of five ascending scores and three categories. The three categories are:

Task fulfilment this includes elements such as the overall achievement of the communicative aim of the task, awareness of the reader and adequacy of coverage of the topic

Organisation and structure this includes elements such as text organisation, presentation of ideas, use of format and signposting

Language control this includes elements such as range and accuracy of grammar, lexis and control of spelling and punctuation.

For each category there are five scores. The scores are:

Score Interpretation

4 Excellent achievement at the upper end of the CEFR level

3 Appropriate achievement at the middle of the CEFR level

2 Acceptable achievement of the CEFR level, possibly newly qualified at that level

1 Non-achievement not of the CEFR level

0 Test void (eg paper spoiled, not attempted, illegible, unintelligible)

Each category and score has a performance descriptor which enables the rater to decide which score the candidate is awarded in each category. Each ISE level has its own rating scale, the performance descriptors for ISE Foundation are very different from those for ISE III.

Both writing tasks are equally weighted. The candidate is awarded seven scores, one for each category of the rating scale across the two tasks. These are then combined to give an overall writing score.

The overall score is converted to the following grades:

Distinction Merit Pass Fail

Please see the specifications at each level for the full, detailed rating scales.

How are results reported?All successful candidates receive a module certificate and an individual diagnostic profile report which:

gives an overall result for their reading performance (Distinction, Merit, Pass or Fail) gives an overall result for their writing performance (Distinction, Merit, Pass or Fail) gives a diagnostic profile of the candidates performance in writing showing what areas of skill

development a candidate may want to focus on in the classroom

gives a diagnostic profile of the candidates performance in reading, showing what areas of skill development a candidate may want to focus on in the classroom.

Introduction

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Once both modules have been passed (Speaking & Listening and Reading & Writing), an accredited qualification certificate for ISE is awarded to candidates, which lists their results for each of the skills tested. In order to be awarded a full qualification certificate, candidates must achieve a minimum of a pass in Reading, Writing, Speaking and Listening. Accredited ISE certificates are only given to candidates who have passed both modules at the same level.

What support is available for teachers, candidates and centres? There are two handbooks available to enable candidates to prepare for ISE a Guide for Teachers

and a Guide for Students. The guides are available at each level of the exam.

The Guide for Teachers includes information about the exam including the exam format and ideas for preparing candidates.

The Guide for Students contains information about the exam and what to expect on the day of the exam. There are also professional support materials available online including sample lesson plans and

ideas for classroom activities to help teachers practise the skills with their students that they will be expected to evidence in the exam.

Also available online is the Portfolio toolkit to support teachers in developing students writing skills in the classroom.

An ISE Centre Best Practice Guidebook is available to registered Trinity College London centres and contains all relevant operational and exam administration information.

Documents can be found at www.trinitycollege.com/ISE

Introduction

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Introduction to the tasks of the ISE Reading & Writing exam

Task 1 Long reading In this task, the candidate reads a single text (the length varies according to the level) and answers

15 questions based on what they have read. The 15 questions are in three groups of five. Each group of five questions tests a different reading skill.

Questions 15 require the candidate to choose the most appropriate titles for each paragraph of the text. The text has five paragraphs and there are six titles to choose from.

Questions 610 require the candidate to select the five true statements from a list of eight possible answers. In the list, five statements will be true according to the text and three will be false.

Questions 1115 require the candidate to complete sentences with a word or phrase taken from the text (up to three words).

Please see the specifications and sample exam papers at each level for more information about how these tasks work at each ISE level.

Task 2 Multi-text reading In this task, the candidate reads several short texts (the length and number of the texts varies

according to the level) and answers 15 questions based on what they have read. There are three texts at ISE Foundation and four at ISE I, II and III. One text will always contain graphical information. The 15 questions are in three groups of five. Each group of five questions tests a different reading skill.

Questions 1620 require the candidate to choose the most appropriate sentence to describe each text. There are five sentences and each will refer to one text only. As there are five sentences and three or four texts, the same text can be the correct answer for up to two questions.

Questions 2125 require the candidate to select the five true statements from a list of eight possible answers. In the list, five statements will be true according to the texts and three will be false.

Questions 2630 require the candidate to complete a summary of the texts with a word or phrase taken from the text (up to three words). The completed task represents a summary in note form of all the texts in this task. At ISE Foundation a bank of possible answers is provided for the candidate to choose from.


Task 3 Reading into writing In this task, the candidate responds to a prompt which requires them to use only the information

in the three or four texts to write a short response. This task assesses the candidates ability to read cross-textually and to transform and adapt what they have read to suit a new purpose. At ISE Foundation and ISE I the prompt will have three bullet points giving further guidance on what information the candidate should include. At ISE II and III there are no bullet points and the candidate has more independence in choosing the relevant information to include.


Task 4 Extended writing In this task the candidate responds to a prompt which requires them to write independently about

a given topic. At ISE Foundation and ISE I, the prompt also has two bullets points to give further guidance on what information the candidate should include and assist with structuring the answer. At ISE II and III there are no bullet points and the candidate has more independence in choosing how to respond to the prompt.

The prompt will always be related to one of the topics of the level. The expected response will always be one of the specified genres of the level. The task does not require any creative writing skills and does not require the candidate to use their imagination outside of perhaps considering a hypothetical situation within concrete parameters.


Introduction

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Task specification

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ISE FoundationFormat: A reading and writing exam with four sections

Timing: 2 hours

Level: A2 of the CEFR

ISE Foundation task specifications

Task 1 Long reading

Task type and format One reading text followed by 15 questions.

Input text Genre: The text is of a simple, factual nature of the kind that would be familiar to the candidate from 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

Textual features: The language is of A2 (of the CEFR) level with very few low-frequency words. Any topic-specific low-frequency words will be glossed (their meaning explained through the text).

A simple illustration may be given to support the candidates understanding of the content (where understanding of a low frequency word is vital to understanding the text overall, for example a picture of a volcano for a text on visiting Iceland, where volcano is a known concept but a low-frequency word).

The text is of the kind that would be familiar to candidates through their educational context, for example the kind of texts used in schools and colleges.

Input text length 300 words divided into five paragraphs.

Number of items 15 items in three sections of five items each.

Item types Questions 15 Title matching. These require the candidate to choose the most appropriate titles for each paragraph of the text. The text has five paragraphs and there are six titles to choose from.

Questions 610 Selecting the true statements. These require the candidate to select the five true statements from a list of eight possible answers. In the list, five statements will be true according to the text and three will be false.

Questions 1115 Completing sentences (gap fill). These require the candidate to complete sentences with a word or phrase taken from the text (up to three words).


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Task focus Each set of five items is testing a different reading skill (also known as a construct).

Questions 15 are testing the ability to understand the main idea of each paragraph.

Questions 610 are testing the ability to understand specific, factual information at the sentence level.

Questions 1115 are testing the ability to understand specific, factual information at the word and/or phrase level.

Assessment Objectively scored according to the number of correct items out of a total of 30. Each question is worth one mark.

Marking All items are objectively/clerically marked.

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


Task type and format Three reading texts followed by 15 questions.

Input text Genre: The texts are of a simple, factual nature of the kind that would be familiar to the candidate from their own educational context. One text is a graphic representation of information with some writing (eg a diagram, drawing, map or table).

Subject areas:


All three texts are on the same topic and should be thematically linked.

Textual features: The language is of A2 (of the CEFR) level with very few low-frequency words. Any topic-specific, low-frequency words will be glossed (their meaning explained through the text).

The texts are of the kind that would be familiar to candidates through their educational context, for example the kind of texts used in schools and colleges.

Input text length A total of 300 words across three texts.

One text is mainly graphical with some written language.

Number of items 15 items in three sections of five items each


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Item types Questions 1620 Multiple matching. These require the candidate to choose the most appropriate sentence to describe each text. There are five sentences and each will refer to one text only. As there are five sentences and three texts, the same text can be the correct answer for up to two questions.


Questions 2630 Completing summary notes from a bank of options (gap fill). These require the candidate to complete 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 completed task represents a summary in note form of all the texts in this task. A bank of possible answers is provided for the candidate to choose from.


Questions 1620 are testing the ability to understand the main idea and purpose of each text.


Questions 2630 are testing the ability to understand specific, factual information at the word and/or phrase level across the texts and using this to create a simple text-level representation




Task 3 Reading into writing

Task type and format A writing task in which the three texts from task 2 are used to respond to a prompt.

The prompt will have three content points that the candidate should address in their response.

The response should only take information from the texts in task 2.

There is space for planning the response and a prompt to go back and check the response once it is finished.

Task focus This section assesses the ability to:

identify factual information that is relevant to the writing task across multiple texts

paraphrase/summarise key words and phrases or short sentences and incorporate such information to produce a short and simple response to suit the purpose for writing (eg to provide a solution to a straightforward problem).

Output length 70100 words

Output genre The output genre will be one of the following:

descriptive essay article (magazine or online)



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Task 4 Extended writing

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

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


Task focus This section assesses the ability to produce a narrative, descriptive or instructional text following the instructions. The target language function that the candidates are expected to use is to express simple facts and personal likes/dislikes in a coherent text.



Descriptive essay Article (magazine or online) Informal email Informal letter Review

Subject areas The writing prompt will be on one of the subjects for ISE Foundation. The suggested subjects for ISE Foundation are:




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ISE Foundation sample exam paper

SAMPLE ISE Foundation

page 3page 2 This exam paper has four tasks. Complete all tasks. Turn over page

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.

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.

(Image: David Iliff CC BY SA 3.0)


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Questions 15 (one mark per question)

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. Paragraph 1

2. Paragraph 2

3. Paragraph 3

4. Paragraph 4

5. Paragraph 5


Choose the five statements from AH below that are TRUE according to the information given in the text on page 2. Write the letters of the TRUE statements on the lines below (in any order).

6.

7.

8.

9.

10.


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..

A Why Albert Bridge has a nickname

B Why Albert Bridge was painted

C Scenery from Albert Bridge

D Money and Albert Bridge

E How Albert Bridge was built

F How cars use Albert Bridge

A Albert Bridge is lit at night.

B There are many bridge tollbooths in London.

C Albert Bridge was painted in pink, blue and green.

D Albert Bridge was opened in 1873.

E People are told to walk in big steps on Albert Bridge.

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.


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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

Text B

www.savetheanimals.com

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.

Save the animals HOME CONTACT ABOUT US

Mountain Gorillas - A ReportYear Numbers of Mountain Gorillas2000 3202010 7862012 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.


23



World Animal Fund

Help to stop poachingEn

vironm

ental Defence Agency

Learn about climate change at EDA.com

Text C

Hel

p t

o keep

animal habitats safe

Visit NAWF.org


Choose the five statements from AH below that are TRUE according to the information given in the texts above. Write the letters of the TRUE statements on the lines below (in any order).

21.

22.

23.

24.

25.

A 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.

C Changes in the weather are causing people to change their behaviour.

D The guards are catching more people who hunt and kill wild animals.

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.


24



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.

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

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


25




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 animalsw explain what people do that is bad for wild animalsw 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.


26




27



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.


28




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


Now write your essay of 70100 words on the lines below.


29




30


End of exam

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.

Copyright 2015 Trinity College London


31

Sample paper answer key

Task 1 Long reading

1. E

2. D

3. F

4. A

5. B

610 can appear in any order.

6. A

7. C

8. D

9. F

10. H

11. people and cars

12. free

13. replaced

14. bad weather

15. crash into (the feet of)


16. B

17. A

18. C

19. B

20. A

2125 can appear in any order

21. A

22. B

23. E

24. G

25. H

26. mountain gorillas

27. hunting and killing

28. cutting down trees (27 and 28 can be in either order)

29. heating homes better

30. join wildlife group (29 and 30 can be in either order)


32

ISE Foundation Task 3 Reading into writing rating scale

Score Reading for writing

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

Task fulfilment

Overall achievement of communicative aim Awareness of the writer-reader relationship (style and register) Adequacy of topic coverage

4 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

3 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

2 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 Most requirements (ie genre, topic, reader, purpose and number of words) of the instruction acceptably met

1 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 Most requirements (ie genre, topic, reader, purpose and number of words) of the instruction are NOT met

0 Task not attempted Paper void No performance to evaluate

ISE Foundation rating scales

33

Score Organisation and structure

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

Language control

Range and accuracy of grammar Range and accuracy of lexis Effect of linguistic errors on understanding Control of punctuation and spelling

4 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

3 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

2 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

1 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



34

ISE Foundation Task 4 Extended writing rating scale

Score Task fulfilment


Organisationa and structure


Language control


4 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

3 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

2 Acceptable achievement of the communicative aim Some awareness of the writer-reader relationship Most requirements (ie genre, topic, reader, purpose and number of words) 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

1 Poor achievement of the communicative aim (ie difficult to follow for reader) Poor awareness of the writer-reader relationship Most requirements (ie genre, topic, reader, purpose and number of words) 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



35

ISE I Format: A reading and writing exam with four tasks

Timing: 2 hours

Level: B1 of the CEFR

ISE I task specifications

Task 1 Long reading

Task type and format One reading text followed by 15 questions.

Input text Genre: The text is of a factual, descriptive nature of the kind that would be familiar to the candidate from their own educational context.

Subject areas:

Travel Money Fashion Rules and regulations Health and fitness Learning a foreign language Festivals Means of transport Special occasions Entertainment Music Recent personal experiences

Textual features: The language is of B1 (of the CEFR) level with few low-frequency words. Any topic-specific, low-frequency words will be glossed (their meaning explained through the text).

The text is of the kind that would be familiar to candidates through their educational context, for example the kind of texts used in schools and colleges (eg textbook, article, review)

Input text length 400 words divided into five paragraphs.

Number of items 15 items in three sections of five items each.

Item types Questions 15 Title matching. These require the candidate to choose the most appropriate titles for each paragraph of the text. The text has five paragraphs and there are six titles to choose from.


Questions 1115 Completing sentences (gap fill). These require the candidate to complete sentences with a word or phrase taken from the text (up to three words).



Questions 610 are testing the ability to understanding specific, factual information at the sentence level.



36









Task type and format Four reading texts followed by 15 questions.

Input text Genre: The texts are of a factual, descriptive nature of the kind that would be familiar to the candidate from their own educational context. One text is a graphic representation of information with some writing (for example a diagram, drawing, map, table).

Subject areas:


All four texts are on the same topic and should be thematically linked.

Textual features: The language is of A2 (of the CEFR) level with very few low-frequency words. Any topic-specific, low-frequency words will be glossed (their meaning explained through the text).

The texts are of the kind that would be familiar to candidates through their educational context, for example the kind of texts used in schools and colleges.

Input text length A total of 400 words across four texts.

One text is mainly graphical with some written language.

Number of items 15 items in three sections of five items each


37

Item types Questions 1620 Multiple matching. These require the candidate to choose the most appropriate sentence to describe each text. There are five sentences and each will refer to one text only. As there are five sentences and four texts, the same text can be the correct answer for up to two questions.


Questions 2630 Completing summary notes from a bank of options (gap fill). These require the candidate to complete a summary with a word or phrase taken from the text (up to three words).

The completed task represents a summary in note form of all the texts in the task.


Questions 1620 are testing the ability to understand the main idea and purpose of each text.


Questions 2630 are testing the ability to understand specific, factual information at the word and/or phrase level across the texts and using this to create a simple text-level representation.





Task type and format A writing task in which the four texts from task 2 are used to respond to a prompt.

The prompt will have three content points that the candidate should address in their response.

The response should only take information from the texts in task 2.


Task focus This section assesses the ability to:

identify straightforward information that is relevant to the writing task and the main conclusions, significant points and common themes across multiple texts

paraphrase/summarise short pieces of information incorporate such information to produce a short and simple response to

suit the purpose for writing



descriptive essay discursive essay article (magazine or online)



38


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

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


Task focus This section assesses the ability to produce a narrative, descriptive or instructional text following the instructions. The target language function that the candidates are expected to use is to express simple facts and personal opinions in some detail coherently.



descriptive essay discursive essay article (magazine or online) informal email informal letter formal letter or email review

Subject areas The writing prompt will be on one of the subjects for ISE I. The suggested subjects for ISE I are:




39

SAMPLE ISE I

page 2 This exam paper has four tasks. Complete all tasks.

Integrated Skills in English I

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 transport. Read the following text and answer the 15 questions on page 3.

The first underground train

Paragraph 1

Today there are underground train systems in over 40 countries. For example, you can take underground trains in Paris, New York and Tokyo. Modern underground systems use electric trains, and they are clean, safe and quiet. They usually arrive on time. There are no traffic jams. Most people are happy to use them. But the first underground train systems were quite different from the modern systems we see in big cities all around the world.

Paragraph 2

The first underground trains ran in London in 1863. It was a very busy city and the streets were full of traffic. There were too many people, horse carriages, houses and buildings. There just wasnt enough space above ground, and so people decided to put the trains underground. But unlike today, there were no electric trains in 1863 and all of the trains used steam engines which made power from fire and water.

Paragraph 3

In 1863, all of the trains used steam engines. Because these engines were powered by very hot water and fire, the tunnels were smoky, steamy, and noisy. People wanted some fresh air, but it was difficult to get it into the tunnels and stations. The tunnels were dark, too. The train cars and stations were made of wood, and lighted with gas. Sometimes there were accidents because of fires.

Paragraph 4

Before the London Underground opened, people were very scared about the idea of going into underground tunnels. Many were afraid of the tunnels full of the smoke, the steam and the noise from the train engines. And indeed, travelling in the tunnels of the first underground system was a very noisy, dark, and smelly experience. But on the first day, the new London Underground carried 40,000 passengers. It was very quick, and the trains ran every 10 minutes. The people of London fell in love with their new train system.

Paragraph 5

The London Underground had three classes of travel. First class was the most expensive and most comfortable. Second class was less expensive but still comfortable. Third class was the opposite of first class. When the London Underground opened, the third class tickets were the most popular. About 70% of the tickets sold were these cheap tickets for ordinary working people. Nowadays the prices have gone up, but the underground experience around the world is definitely cleaner and quieter!

ISE I sample exam paper


40

SAMPLE ISE I

page 3Turn over page


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. Paragraph 1

2. Paragraph 2

3. Paragraph 3

4. Paragraph 4

5. Paragraph 5


Choose the five statements from AH below that are TRUE according to the information given in the text on page 2. Write the letters of the TRUE statements on the lines below (in any order).

6.

7.

8.

9.

10.


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. In 1863, there werent any trains.

12. Steam engines used the power of .

13. Thousands of people used the London Underground on .

14. The old London Underground used lights.

15. When the London Underground opened, most of the tickets sold were the

.

A Why the first underground train system was built

B Tickets for the first underground system

C Peoples feelings about the first underground train system

D What the first underground system was like

E Railroads of the first underground system

F Modern underground train systems

A The stations and tunnels of the first underground system were smoky.

B The first underground trains were late because of traffic jams.

C There were three types of tickets for the first underground trains.

D The first underground trains were built in Paris.

E At first, people were worried about using the first underground trains.

F The first underground train stations were made of wood.

G Ordinary working people could not buy first class underground tickets.

H The ticket prices today are still cheap for ordinary working people.


41

SAMPLE ISE I



As part of your studies you are going to read about rivers. 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, C and D below the questions.

As you read each text, decide which text each question refers to. Choose one letter A, B, C or D and write it on the lines below. You can use any letter more than once.

Which text

16. makes negative comments about the activities of local people and businesses?

17. reports a good news story about recent improvements to a river environment?

18. shares lots of practical ideas from different people about how to improve a local river?

19. calls for more political action and public education to protect a nearby river?

20. shows some changing patterns in the state of health of a particular river?

Text A

Text B

From: EvaSent: 11 November 2014 19:37To: [email protected]: River Mle

Dear EditorThe River Mle causes health problems in the city, so we need to take action. Although the other local factories have stopped putting waste into the river, the paper factory is still breaking pollution laws, and should have to pay big fines.The mud of the riverbed needs to be taken away because its polluted with chemicals. Politicians are scared to say this, because it brings jobs to the city, but it is obvious that the paper company should pay.Also, people need to be educated: drinks bottles and plastic bags wouldnt be such a problem if people reused or recycled them.

YoursEva Strauss

Waste from factories up 6.4%

Oxygen (O2) levels in water down 3.5%

Fish numbers down 3%

Water birds down 2.4%

Rubbish up 14%

Chemicals from farms in riverbed

up 5.5%

20

The River Tollen: Yearly report on the results of pollution


42

SAMPLE ISE I


Text C

Text D


Choose the five statements from AH below that are TRUE according to the information given in the texts above. Write the letters of the TRUE statements on the lines below (in any order).

21.

22.

23.

24.

25.

A The Big Clean-up and tree-planting projects are improving the River Vico.

B Waste paper and cardboard are causing serious pollution in the River Mle.

C Some people dont go to the River Lamm because they are worried about safety.

D The water quality on the River Tollen has continued to improve.

E The Big Clean-up Project on the River Vico takes place once a year.

F On the River Tollen rubbish has increased more than farm or factory pollution.

G Money needs to be raised for improvements to the River Lamm.

H The paper factory near the River Mle is an important local employer.

The city is getting millions from the government to improve the River Lamm! How should it spend the money?

Paul: Ive always thought that the river would be great for kayaking so how about a watersports centre for people to do things like that?

Marcus: It would be great to see people using the river for transport, like in the old days.

Divna: Fear stops a lot of people going to the river! Even a little lighting along the riverbank would help people to feel safe.

Alex: Id like to see one of the old factories become a museum of the citys industrial history.

Inge: @Alex And some quality waterside cafs would attract visitors too.

Simone: @Divna I agree security cameras too, to protect people from criminals!

Alex: @Inge Hopefully theyll close that fast food place that would mean less litter on the ground!

In the yearly Big Clean-up on the River Vico, 50 students picked up rubbish from the banks of the river, and several local companies got together to clear the river of fridges, bikes and other large items! We criticise supermarkets on this site sometimes, but they let staff have time off work to plant trees along the river, so well done to them!

Science student Martina Keller took part in the Clean-up. She told us, In the five years since this started, you can see the change the rivers clear again now, not black, like it used to be! Plants are growing on the bottom of the river again, and well see a lot more fish and birds, Im sure.

GREEN CITY NEWS


43

SAMPLE ISE I



The summary notes below contain information from the texts on pages 4 and 5. Find a word or phrase (maximum three words) from texts AD to complete the missing information in gaps 2630.

Write your answers on the lines below.

Summary notes

The main causes of river pollution:

industrial pollution, eg waste from factories

agricultural pollution, eg (26.)

dumping large domestic items, eg fridges, bikes

household rubbish, eg (27.)

Ideas for improving the riverside environment:

developing sporting facilities, eg (28.)

encouraging transportation, eg pleasure boats, canal boats

creating public eating places, eg (29.)

designing visitor attractions , eg museum of industrial history

making the riverside a safer place, eg (30.)

getting local community involved, eg Big Clean-up, plant trees


44

SAMPLE ISE I



You are doing a project on the environment and you need to write a short essay for your teacher (100130 words) about the problem of river pollution in a city or town.

Use the information you read in Task 2 (pages 46) to:

w describe some problems from river pollution in a town or cityw explain some steps that can be taken to help clean up a polluted river andw suggest how you think people can be encouraged to look after their local river better.

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


Now write your essay of 100130 words on the lines below. Try to use your own words as far as possible dont just copy sentences from the reading texts.


45

SAMPLE ISE I



46

SAMPLE ISE I


When you have finished your essay, spend 23 minutes reading through what you have written. Make sure you have answered the task completely. Remember to check how you made use of the reading texts, as well as the language and organisation of your writing.


47

SAMPLE ISE I



You have been talking about studying in class. Write an article (100130 words) for a website for students about different ways to study. You should:

w give examples of ways you prefer to study andw explain why these ways work for you.

You should plan your article 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 article of 100130 words on the lines below.


48

SAMPLE ISE I



49

SAMPLE ISE I

When you have finished your article, 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 examCopyright 2015 Trinity College London


50

Sample paper answer key

Task 1 Long reading

1. F

2. A

3. D

4. C

5. B


6. A

7. C

8. E

9. F

10. G

11. electric

12. fire and water

13. the first day

14. gas

15. third class tickets / cheap tickets


16. A

17. D

18. C

19. A

20. B


21. A

22. C

23. E

24. F

25. H

26. chemicals from farms

27. drinks bottles OR plastic bags

28. kayaking OR a watersports centre

29. (quality) waterside cafes

30. lighting OR security cameras


51

ISE I Task 3 Reading into writing rating scale

Score Reading for writing

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

Task fulfilment


4 Full and accurate understanding of the straightforward ideas of all source materials demonstrated A wholly appropriate and accurate selection of relevant content from the source texts Excellent ability to identify the main conclusions, significant points and common themes within and across the multiple texts An excellent adaptation of content to suit the purpose for writing Excellent paraphrasing/summarising skills of short pieces of information demonstrated

Excellent achievement of the communicative aim Excellent awareness of the writer-reader relationship All requirements (ie genre, topic, reader, purpose and number of words) of the instruction appropriately met

3 Full and accurate understanding of the straightforward 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 the main conclusions, significant points and common themes within and across the multiple texts A good adaptation of content to suit the purpose for writing Good paraphrasing/summarising skills of short pieces of information demonstrated (with very limited lifting and a few disconnected ideas)

Good achievement of the communicative aim (ie important messages conveyed) Good awareness of the writer-reader relationship (ie appropriate use of style and register throughout the text) Most requirements (ie genre, topic, reader, purpose and number of words) of the instruction appropriately met

2 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 the main conclusions, significant points and common themes within and across the multiple texts Acceptable adaptation of content to suit the purpose for writing Acceptable paraphrasing/summarising skills of short pieces of information demonstrated (with some lifting and disconnected ideas)

Acceptable achievement of the communicative aim Some awareness of the writer-reader relationship Most requirements (ie genre, topic, reader, purpose and number of words) of the instruction acceptably met

1 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 the main conclusions, significant points and common themes within and across the multiple texts (ie misunderstanding of the common themes and links is evident) 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 short pieces of information demonstrated (with heavy lifting and many disconnected ideas)

Poor achievement of the communicative aim (ie difficult to follow and unconvincing for reader) Poor awareness of the writer-reader relationship Most requirements (ie genre, topic, reader, purpose and number of words) of the instruction are NOT met


ISE I rating scales

52

Score Organisation and structure


Language control


4 Effective organisation of text (ie clear organisation of text with ideas sequenced in a linear fashion, the use of paragraphs to separate key themes) Very clear presentation and logical development of all straightforward ideas and arguments Appropriate format throughout the text Effective signposting

Good range of range of grammatical items relating to the task with good level of accuracy Good range of lexical items relating to the task with good level of accuracy Any errors do not impede understanding Excellent spelling and punctuation

3 Good organisation of text (eg appropriately organised into paragraphs, appropriate opening and closing) Clear presentation and logical development of most straightforward ideas and arguments Appropriate format in most of the text Good signposting (eg appropriate use of cohesive devices and topic sentences to address a linear sequence)

Appropriate range of grammatical items relating to the task with good level of accuracy (errors may occur when handling more complex ideas) Appropriate range of lexical items relating to the task with good level of accuracy (may contain some circumlocutions) Errors occasionally impede understanding but the overall message is clear Spelling and punctuation good enough to be followed (punctuation of simple sentences is free from errors)

2 Acceptable organisation of text (ie showed some awareness of the need for structure with new ideas introduced in new sentences) Presentation and development of most straightforward ideas and arguments are acceptably clear and logical Appropriate format in general Acceptable signposting (eg some appropriate use of cohesive devices and topic sentences to address a linear sequence)

Acceptable level of grammatical accuracy and appropriacy relating to the task, though range may b