Integrated Skills in English (ISE) Guide For Teachers - ISE Foundation (A2)
Integrated Skills in English (ISE) Guide For Teachers - ISE Foundation (A2)
Integrated Skills in English (ISE) Guide For Teachers - ISE Foundation (A2)
Contents
Appendices
Appendix 1 — Sample Reading & Writing exam paper 24
Appendix 2 — Blank topic form 36
Appendix 3 — Sample completed topic form 37
Appendix 4 — Information on the Speaking & Listening exam 38
Appendix 5 — Language functions and suggested grammar for ISE Foundation 41
Appendix 6 — ISE Foundation Task 3 Reading into writing rating scale 42
Appendix 7 — ISE Foundation Task 4 Extended writing rating scale 44
Appendix 8 — ISE Foundation Speaking and listening rating scale 45
Appendix 9 — ISE Foundation Independent listening task 2 rating scale 46
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Foreword
Trinity’s Integrated Skills in English (ISE) exam assesses all four language skills — reading, writing,
speaking and listening. In the two modules of the exam the skills are tested both individually and
together. This integrated approach reflects how skills are used together in real-life situations.
This guide gives you a detailed overview of the two modules of the ISE Foundation exam — Reading
& Writing and Speaking & Listening — and includes a sample exam paper and the rating scales for
the level. For classroom activities to help prepare your students for ISE Foundation, as well as the
qualification specifications, see trinitycollege.com/ISEfoundation
Please check trinitycollege.com/ISE for the latest information about Trinity’s ISE exams, and to make
sure you are using the latest version of the related documents. Trinity’s policies can be found at
trinitycollege.com/policies
Please note that ISE IV has a different format to ISE Foundation, I, II and III — see trinitycollege.com/
ISEIV for details.
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5
ISE Foundation Reading
& Writing exam
Overview of the ISE Reading & Writing exam
6
Overview of the ISE Reading & Writing exam
CEFR level A2 B1 B2 C1
Task 3 Reading into writing Reading into writing Reading into writing Reading into writing
70–100 words 100–130 words 150–180 words 200–230 words
Please see pages 8 and 9 for glossaries of reading skills and writing aims for ISE Foundation.
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Overview of the ISE Reading & Writing exam
Reading for general Reading a range of short, simple texts on familiar subjects that use
comprehension everyday vocabulary
Skimming Reading to understand the general meaning of a paragraph, text or
infographic (eg a diagram, plan, graph, drawing or map with some writing)
Reading for gist Reading to understand the main idea of a paragraph, text or infographic
Scanning Reading to find specific key words or information in a paragraph,
text or infographic
Careful reading to Reading to understand specific, factual information at the word and/or
understand specific phrase level
facts, information Reading to understand important points in a text
and significant points
Careful reading to Understanding specific factual information at the sentence level
understand specific Identifying the specific information needed
information and
its context
Deducing meaning Guessing the meaning of words and phrases from their context
Summarising Collecting key information from different texts or parts of texts and
completing a short, simple overview
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Overview of the ISE Reading & Writing exam
Candidate profile
Reading (tasks 1 and 2)
A candidate who passes ISE Foundation Reading can:
understand the main ideas and specific information/facts in short, simple texts on familiar topics,
which use common, high-frequency, everyday language
identify specific information in simple written texts
deduce the meaning of unknown words from their context.
In tasks 1 and 2, the candidate is assessed on his or her ability to use several reading skills including
skimming, scanning, reading for gist, for specific information and to understand specific facts,
and summarising.
This profile is based on the level A2, Basic User, of the Council of Europe’s Common European
Framework of Reference (CEFR).
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Task specifications for ISE Foundation Reading & Writing
Text The text is simple and factual. It is the type of text that a candidate is familiar with
from his or her own educational setting.
Subject areas for ISE Foundation:
Holidays Places in the local area
Shopping Place of study
School and work Home life
Hobbies and sports Weather
Food Free time
Weekend and seasonal activities Times and dates
Jobs The natural world
Text length 300 words (approximately), divided into five paragraphs
Number of
15 questions
questions
Timing The candidate is advised to spend 20 minutes on this part of the exam
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Task specifications for ISE Foundation Reading & Writing
Text The three texts are simple and factual. They are the type of text that a candidate
is familiar with from his or her own educational setting. One text is an infographic
(eg a diagram, plan, graph, drawing or map with some text).
Subject areas for ISE Foundation:
Holidays Places in the local area
Shopping Place of study
School and work Home life
Hobbies and sports Weather
Food Free time
Weekend and seasonal activities Times and dates
Jobs The natural world
All three texts are on the same subject area and thematically linked.
Number of
15 questions
questions
Timing The candidate is advised to spend 20 minutes on this part of the exam
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Task specifications for ISE Foundation Reading & Writing
Timing The candidate is advised to spend 40 minutes on this part of the exam
Assessment The task is assessed using the Reading into writing rating scale on pages 42–43
NUM
Task focus This task assesses the candidate’s ability to produce a narrative, descriptive
or instructional response to a prompt. For the target ISE Foundation language
functions see page 41.
Subject area The writing prompt relates to one of the subject areas for ISE Foundation:
Holidays Places in the local area
Shopping Place of study
School and work Home life
Hobbies and sports Weather
Food Free time
Weekend and seasonal activities Times and dates
Jobs The natural world
Timing The candidate is advised to spend 40 minutes on this part of the exam
Assessment The task is assessed using the Extended writing rating scale on page 44
For a sample ISE Reading & Writing exam paper, please see appendix 1.
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13
ISE Foundation Speaking
& Listening exam
Overview of the ISE Speaking & Listening exam
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Overview of the ISE Speaking & Listening exam
Level Support
ISE Foundation Topic form with four points, plus optional small item
ISE I Topic form with four points, plus optional small item
ISE II Candidate may use notes or a mind map and may bring a small item
ISE III Formal handout must accompany the presentation
See page 36 for a blank topic form and page 37 for a sample completed topic form. Centres and
candidates may use the Trinity topic form available at trinitycollege.com/ISEtopicform or they may
create their own form with four points for discussion.
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Overview of the ISE Speaking & Listening exam
16
Overview of the ISE Speaking & Listening exam
Intensive, ‘bottom-up’ Listening to find specific key words and facts in simple recordings
listening
Intensive listening in Understanding specific, factual information at the word and/or phrase level
detail to gather as Identifying the specific information needed
much information Understanding explicitly stated ideas and information
as possible
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Overview of the ISE Speaking & Listening exam
Candidate profile
Speaking
A candidate who passes ISE Foundation Speaking can:
participate in short, one–to-one conversations with the examiner in routine contexts
exchange ideas and information on familiar topics or topics of interest to the candidate
interact in short conversations without much difficulty, although he or she may need some help at times
ask and answer questions on familiar topics in predictable, everyday situations
express how he or she feels in simple terms
give greetings, farewells and introductions
ask and answer questions about habits, routines and past activities, work and/or free time activities
give simple descriptions of people, daily routines and likes/dislikes as a short series of simple phrases
and sentences
make himself or herself understood in short contributions, even though pauses, false starts and
reformulation may be very evident.
Listening
A candidate who passes ISE Foundation Listening 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 or 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 A2, Basic User, of the Council of Europe’s Common European
Framework of Reference (CEFR).
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Task specifications for ISE Foundation Speaking & Listening
Topic task
Task The Topic task is an integrated speaking and listening task.
The candidate prepares a topic for discussion and a topic form with four
points, which he or she must bring to the exam and may use to help in
the discussion. The examiner uses the same form to ask the candidate
questions about his or her chosen topic. The examiner chooses the order
to discuss the topic points.
The candidate may bring a small item such as a picture, an event ticket or
medal into the exam room to support the topic discussion.
Timing 4 minutes
Language functions The candidate is expected to show his or her ability to use the language
functions of the ISE level. These functions are:
Giving personal information about present and past circumstances/activities
Describing routines
Expressing ability and inability
Describing future plans
Expressing likes and dislikes
Describing people, objects and places
Expressing simple comparisons
Asking for information (eg simple questions about everyday life)
Asking for clarification
Responding to requests for clarification
Examiner role The examiner uses the topic form to ask the candidate questions in order
to elicit the language functions of ISE Foundation. The examiner may
also interrupt when necessary to discourage recitation and encourage
spontaneous conversation. The candidate should ask the examiner a question.
Assessment The Topic task and Conversation task are given one score using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
Please see the Speaking and listening rating scale (appendix 8) for the full
performance descriptors for each criterion and level of performance.
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Task specifications for ISE Foundation Speaking & Listening
Conversation task
Task The Conversation task is an integrated speaking and listening task. The
examiner selects one conversation subject area from the list given below
and asks the candidate a question to start the conversation.
Timing 2 minutes
Language functions Giving personal information about present and past circumstances/activities
Describing routines
Expressing ability and inability
Describing future plans
Expressing likes and dislikes
Describing people, objects and places
Expressing simple comparisons
Asking for information (eg simple questions about everyday life)
Asking for clarification
Responding to requests for clarification
Examiner role The examiner uses the list of subject areas below to ask questions and elicit
the target language functions of the level. The candidate should ask the
examiner a question.
Subject area for Holidays
conversation Shopping
School and work
Hobbies and sports
Food
Weekend and seasonal activities
Assessment The Conversation task and Topic task are given one score using four criteria:
Communicative effectiveness
Interactive listening
Language control
Delivery
Please see the Speaking and listening rating scale (appendix 8) for the full
performance descriptors for each criterion and level of performance.
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Task specifications for ISE Foundation Speaking & Listening
For text of a sample ISE Speaking & Listening exam, please see appendix 4. There are also sample
videos and audio files of ISE Foundation exams at trinitycollege.com/ISEfoundation
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Appendices
Appendix 1 — Sample Reading & Writing exam paper
ISE Foundation
Paragraph 1
The winner of the World’s Best Teacher Prize was Nancie Atwell, from the USA. There were
10 fantastic teachers in the final part of the competition. But people thought Nancie was the
best teacher and she won one million dollars. The World’s Best Teacher Prize is not only about
the money. It wants to show young people that teaching is a very important job.
Paragraph 2
Nancie did not want to be a teacher at first. She studied English at university and didn’t know
what job she wanted to do. She started to work at a school in New York. She was so surprised
— she loved teaching! She especially liked teaching 13- and 14-year-olds. That was nearly 40
years ago, and she is still a teacher.
Paragraph 3
Nancie enjoyed discussing books with her students, but she soon understood that the teenagers
didn’t like the same books as she did. So the students chose the books they wanted to read and
chose to write about things they were interested in. The other teachers weren’t very keen on
this idea, but Nancie continued teaching in this way.
Paragraph 4
What happened was very interesting. The students read some great books, started working
harder and they were more enthusiastic about their lessons. Nancie moved from New York to
Maine, and started her own school. She uses her special way of teaching there. All classrooms
have libraries and there are not many students in each class.
Paragraph 5
Students at the school read about 40 books a year. This is many more than is usual for young
people in the USA. Also, 97 per cent of the students go on to university or college. It’s not
surprising that Nancie won the prize. So what is she going to do with the prize? Is she going
on holiday? No! She’s going to spend it on a new roof for the school and more books.
page 2 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
Questions 1–5
The text on page 2 has five paragraphs (1–5). Choose the best title for each paragraph from A–F
below and write the letter (A–F) on the lines below. There is one title you don’t need.
Questions 6–10
Choose the five statements from A–H 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).
Questions 11–15
Complete sentences 11–15 with an exact number, word or phrase (maximum three words) from the text.
Write the exact number, word or phrase on the lines below.
11. Ten people got to the of the World’s Best Teacher Prize.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
Questions 16–20
Read questions 16–20 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. compares the size of parks?
Text A
www.parks.com
Text B
Leo: Yes, but there are bicycles everywhere. There aren’t so many cyclists in St
James’s Park – so it’s safer for walkers like me.
Suzi: Yes, but cycling is fun! There are football pitches and tennis courts in Hyde
Park, too. There aren’t any in St James’s Park.
Suzi: You can’t swim there! There’s a lake at Hyde Park, too. I swim at five
o’clock, after college!
page 4 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
Text C
playing basketball
or soccer
meeting friends
going to children’s
playground
sitting
walking
Questions 21–25
Choose the five statements from A–H 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. A More people go to parks to play with their children than to play team sports.
22. B A group of more than six people cannot go on a boat on the lake.
C Suzi does more activities in a park than Leo does.
23.
D The boating lake closes when it gets dark.
24.
E Leo thinks it’s more dangerous to walk in Hyde Park than St James’s Park.
25.
F The morning is the most popular time of day to go to a park.
G In May you can only go swimming in Hyde Park on a Saturday and Sunday.
H Suzi goes to Hyde Park for a rest after work.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
Questions 26–30
The notes below contain information from texts A–C. Find a word or phrase from the box at the
bottom to complete the missing information in gaps 26–30. Remember to look back at the texts
when you choose your answer from the word bank.
Write your answers on the lines below. You don’t need all the words and phrases.
Notes
• More than half of all visits to parks last for over (30.)
• People enjoy:
– walking
– sitting
– playing
Word bank
club
June to September
1 hour
race
every day
lake
at weekends
members
April to October
pool
page 6 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
Do not copy from the texts. Use your own words as far as possible.
You should plan your article before you start writing. Think about what you are going to write and
make some notes to help you in this box:
Planning notes
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
page 8 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
When you have finished your article, spend 2–3 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.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
You should plan your email before you start writing. Think about what you are going to write and
make some notes to help you in this box:
Planning notes
page 10 This exam paper has four tasks. Complete all tasks.
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
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Appendix 1 — Sample Reading & Writing exam paper (contd)
ISE Foundation
When you have finished your email, spend 2–3 minutes reading through what you have written.
Make sure you have covered both bullet points and remember to check the language and
organisation of your writing.
End of exam
Copyright © 2017 Trinity College London
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Appendix 1 — Sample Reading & Writing exam paper (contd)
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Appendix 2 — Blank topic form
Title of topic:
The information on this form must be presented to the examiner during the exam.
Please note, candidates do not have to use the Trinity topic form, they can make their own with
four points for discussion.
36
The information on this form must be presented to the examiner during the exam.
Appendix 3 — Sample completed topic form
Title of topic:
The information on this form must be presented to the examiner during the exam.
Please note, candidates do not have to use the Trinity topic form, they can make their own with
four points for discussion.
37
The information on this form must be presented to the examiner during the exam.
Appendix 4 — Information on the Speaking & Listening exam
Candidate name:
Task 1
W E
The pictures show some places on the island. Each picture has a letter. Write the correct
38 letters in the circles on the map. There is an example to show you what to do.
Appendix 4 — Information on the Speaking & Listening exam (contd)
W E
D
E S
F B A
The pictures show some places on the island. Each picture has a letter. Write the correct
letters in the circles on the map. There is an example to show you what to do.
39
Appendix 4 — Information on the Speaking & Listening exam (contd)
Answers
Facts from the recording
Examiner questions
The examiner asks three questions
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Appendix 5 — Language functions and suggested grammar for ISE Foundation
The list below gives some suggested grammar for students to practise when preparing for ISE
Foundation. This list is intended to be for guidance only and is not a list of grammar structures
the candidate must produce in the exam.
Grammar
◗◗ Present simple tense ◗◗ Prepositions of place, movement and time
◗◗ Present continuous tense ◗◗ Imperatives
◗◗ Past simple tense of regular and common ◗◗ Demonstratives
irregular verbs ◗◗ Determiners
◗◗ Going to future ◗◗ Can and can’t
◗◗ Nouns (singular and plural, regular and ◗◗ There is/are and has/have got/have you got?
irregular, countable and uncountable)
◗◗ Link words and, and then, but
◗◗ Pronouns (including possessives)
◗◗ Like + gerund/infinitive, eg I like shopping,
◗◗ Adjectives (including comparatives and I like to read books
superlatives)
◗◗ Formation of questions and the use of
◗◗ Adverbs of manner and frequency question words
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Appendix 6 — ISE Foundation Task 3 Reading into writing rating scale
4 Full understanding of source material demonstrated Full achievement of the communicative aim
An adequate and accurate selection of relevant content The text is easily read and understood by the reader
from the source texts All requirements of the task completely satisfied with no
An excellent synthesis/interpretation of content from omissions or irrelevance
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
3 Full and accurate understanding of the ideas of most Good achievement of the communicative aim (ie immediate aim
source materials demonstrated addressed, eg expressing thanks, pass notes and messages)
An appropriate and accurate selection of relevant content Good awareness of the immediate writer–reader relationship,
from the source texts (ie most relevant ideas are selected usually personal
and most ideas selected are relevant) Most requirements (ie genre, topic, reader, purpose and number
Good ability to identify specific and predictable ideas of words) of the instruction appropriately met
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 few disconnected ideas)
2 Full and accurate understanding of more than half of the Acceptable achievement of the communicative aim
source materials demonstrated Some awareness of the writer–reader relationship
An acceptable selection of relevant content from the Most requirements (ie genre, topic, reader, purpose and number
source texts (the content selected must come from more of words) of the instruction acceptably met
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)
1 Inaccurate and limited understanding of most source Poor achievement of the communicative aim (ie difficult to follow
materials for reader)
Inadequate and inaccurate selection of relevant content Poor awareness of the writer–reader relationship
from the source texts (ie fewer than half of the relevant Most requirements (ie genre, topic, reader, purpose and number
ideas are selected and most of the selected ideas are of words) of the instruction are not met
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)
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Appendix 6 — ISE Foundation Task 3 Reading into writing rating scale (contd)
4 Use of complete sentences throughout the text A range of grammatical items relating to common/everyday
Ideas/themes are grouped logically situations used with high level of accuracy and some degree
Appropriate format adopted for the task of sophistication
Some use of simple connectors to form compound A range of lexical items relating to common/everyday
sentences to avoid repetitious structures situations used with high level of accuracy and some degree
of sophistication
Correct use of capital letters for proper nouns
Any minor errors do not impede understanding
The majority of commonly occurring vocabulary is spelt correctly
3 Good organisation of text (ie complete sentences Appropriate range of simple grammatical items sufficient to the
are linked) task with good level of accuracy (may contain basic systematic
Clear presentation and logical grouping of most ideas errors, eg tenses, agreement)
(although a few sentences may seem out of place) Appropriate range of lexical items sufficient to the task with good
Appropriate format in most of the text level of accuracy
Good signposting (eg appropriate use of simple connectors) 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 Acceptable level of grammatical accuracy and appropriacy
been used) relating to the task, though range may be restricted
Acceptable presentation and logical grouping of most Acceptable level of lexical accuracy and appropriacy relating to
ideas (some sentences may seem out of place) the task, though range may be restricted
Appropriate format in general Errors sometimes impede understanding
Acceptable signposting Acceptable spelling and punctuation
1 Very limited or poor text organisation (heavy use of Inadequate evidence of grammatical range and accuracy (may
incomplete sentences) have control over the language below the level)
Poor presentation and logical grouping of most ideas Inadequate evidence of lexical range and accuracy (may have
Inappropriate format throughout the text control over the language below the level)
Poor signposting (lacks use of any cohesive devices) Errors frequently impede understanding
Poor spelling and punctuation throughout
43
Appendix 7 — ISE Foundation Task 4 Extended writing rating scale
4 Full achievement of the communicative Use of complete sentences throughout A range of grammatical items relating
aim the text to common/everyday situations used
The text is easily read and understood Ideas/themes are grouped logically with high level of accuracy and some
by the reader Appropriate format adopted for degree of sophistication
All requirements of the task completely the task A range of lexical items relating to
satisfied with no omissions or irrelevance Some use of simple connectors to common/everyday situations used with
form compound sentences to avoid high level of accuracy and some degree
repetitious structures of sophistication
Correct use of capital letters for Any minor errors do not impede
proper nouns understanding
The majority of commonly occurring
vocabulary is spelt correctly
3 Good achievement of the communicative Good organisation of text (ie complete Appropriate range of simple
aim (ie immediate aim addressed, eg sentences are linked) grammatical items sufficient to the
expressing thanks, pass notes and Clear presentation and logical task with good level of accuracy (may
messages) grouping of most ideas (although a few contain basic systematic errors, eg
Good awareness of the immediate sentences may seem out of place) tenses, agreement)
writer–reader relationship, usually Appropriate format in most of the text Appropriate range of lexical items
personal Good signposting (eg appropriate use sufficient to the task with good level
Most requirements (ie genre, topic, of simple connectors) of accuracy
reader, purpose and number of words) Errors may impede understanding but
of the instruction appropriately met the overall message is clear
Good spelling (with phonetic accuracy)
and punctuation
1 Poor achievement of the communicative Very limited or poor text organisation Inadequate evidence of grammatical
aim (ie difficult to follow for reader) (heavy use of incomplete sentences) range and accuracy (may have control
Poor awareness of the writer–reader Poor presentation and logical grouping over the language below the level)
relationship of most ideas Inadequate evidence of lexical range
Most requirements (ie genre, topic, Inappropriate format throughout and accuracy (may have control over
reader, purpose and number of words) the text the language below the level)
of the instruction are not met Poor signposting (lacks use of any Errors frequently impede understanding
cohesive devices) Poor spelling and punctuation
throughout
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Appendix 8 — ISE Foundation Speaking and listening rating scale
4 Fulfils the task very well Understands short and Uses a sufficient range Mostly intelligible
Maintains simple exchanges simple interventions with of basic grammatical despite noticeable use
Says or signals in basic little repetition structures/lexis and of non-standard phonemes
ways that he/she did Identifies factual information memorised phrases to deal Uses basic lexical stress and
not follow (eg ‘Can you Follows conversational with topics at this level intonation appropriately
repeat?’) speech, sometimes slowed Shows a sufficient level of Speaks slowly with frequent
Sometimes responds slowly grammatical accuracy and pausing and hesitation
lexical precision to deal Requires some careful
with simple exchanges listening
Makes basic mistakes, but
most errors do not impede
communication
3 Fulfils the task appropriately Understands short and Uses a range of basic Mostly intelligible
Maintains simple exchanges, simple interventions but grammatical structures/ despite noticeable use of
despite some difficulty, may need repetition lexis and memorised non-standard phonemes
some examiner support is Identifies factual information, phrases to deal with topics Uses basic lexical stress
necessary sometimes incomplete at this level and intonation enough
Attempts to say or signal Follows slow conversational Shows a basic level of to follow
in basic ways that he/she speech grammatical accuracy and Speaks slowly with
did not follow (eg ‘Repeat?’, May make slow responses lexical precision to deal frequent and extended
‘Mm?’ with a facial due to the need to make with simple exchanges pausing and hesitation
expression) sense of the input Makes basic mistakes — Requires careful listening
major errors occasionally
impede communication
2 Fulfils the task acceptably Does not always understand Uses an acceptable range Sometimes unintelligible
with support interventions, quite often of basic grammatical Use of non-standard
Examiner support is needs repetition structures/lexis and phonemes is very evident
necessary to keep the Identifies factual information memorised phrases to deal Uses some basic lexical
interaction going just enough to respond with topics at this level stress and intonation
Attempts to signal in basic Follows slow conversational Shows a basic level of Speaks slowly with frequent
ways that he/she did not speech in places grammatical accuracy and noticeable pausing and
follow Makes slow responses due and lexical precision — hesitation
to difficulty in making sense just enough to follow
Requires careful listening,
of the input Makes basic mistakes — sometimes difficult to follow
major errors sometimes
impede communication
1 Does not fulfil the task Understands few or no Uses some basic grammatical Sometimes or often
even with support examiner interventions structures/lexis, but does unintelligible
Difficult to keep the Does not identify factual not manage to deal with Does not use basic lexical
interaction going even information topics at this level stress or intonation
with examiner support Has difficulty in following Does not show an Speaks very slowly with
May attempt to signal even slow conversational adequate level of frequent and noticeable
in basic ways that he/she speech grammatical accuracy pausing and hesitation
did not follow Makes slow responses due and lexical precision for Requires careful listening,
to failure to understand simple exchanges often difficult to follow
input Makes basic mistakes, and
major errors often impede
communication
0 No performance to assess (candidate does not speak, or does not speak in English).
45
Appendix 9 — ISE Foundation Independent listening task 2 rating scale
Appendix 9 —
ISE Foundation Independent listening task 2 rating scale
4 Identifies and reports all/almost all relevant facts accurately (eg eight or more)
Responds to questions with promptness
Needs no/little repetition or rephrasing of questions
3 Identifies and reports required number of relevant facts accurately (eg five
to seven)
Responds to questions with relative promptness
May need some repetition or rephrasing of questions
2 Identifies and reports some relevant facts, despite gaps in understanding
(eg three to four)
Responds to questions after some hesitation
May need some repetition or rephrasing of questions
1 Identifies and reports limited number of relevant facts (eg zero to two)
Responds to questions only after noticeable hesitation
May need extensive repetition and/or rephrasing of questions
0 No performance to assess (eg candidate does not speak)
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Notes
Notes