ISE Specifications - Reading & Writing

Integrated Skills in English (ISE)
Specifications Reading & Writing

ISE Foundation to ISE III
Trinity College London

www.trinitycollege.com
Charity number 1014792
Patron HRH The Duke of Kent KG
Copyright 2015 Trinity College London
Published by Trinity College London
First edition, 2nd impression, June 2015
Contents
Contents
General introduction
Introduction to Integrated Skills in English (ISE) exams
Introduction to the ISE Reading & Writing exam
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
Introduction
General introduction
About Trinity College London
Trinity 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 exams

Trinitys 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 qualifications

International 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).
* This specifications document covers ISE Foundation to ISE III. ISE IV has a different format see www.trinitycollege.com
Introduction
Introduction to Integrated Skills in English (ISE) exams

Trinitys 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 qualification

ISE 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)
* Ofqual regulates qualifications, exams and assessments in England
Introduction
The objective of Integrated Skills in English

The 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.
* Content and Language Integrated Learning: Using English to teach other subjects in the school curriculum,
(eg teaching maths in English, science in English, etc)
Introduction
Introduction 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.
Framework
ISE 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
CEFR 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
Excellent achievement at upper end of the level
Appropriate achievement at middle of the level
Acceptable achievement at the level
Non-achievement not at the level
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
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.
10
Introduction
Reading assessment
Reading 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.
11
Introduction
Writing assessment
The 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
Excellent achievement at the upper end of the CEFR level
Appropriate achievement at the middle of the CEFR level
Acceptable achievement of the CEFR level, possibly newly qualified at that level
Non-achievement not of the CEFR level
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.
12
Introduction
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
13
Introduction
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.

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.
14
Task specifications,
sample exam papers
& rating scales
15
ISE Foundation
Format:
A reading and writing exam with four sections
Timing:
2 hours
Level:
A2 of the CEFR

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
The natural world
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.
16
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).
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.
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.

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:
Holidays
Shopping
School and work
Hobbies and sports
Food
Jobs
Place of study
Home life
Weather
Free time
Times and dates
The natural world
All three texts are on the same topic and should be thematically linked.
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
17
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.
Task focus
construct).
Questions 1620 are testing the ability to understand the main idea and
purpose of each text.
information at the word and/or phrase level across the texts and using this
to create a simple text-level representation
Assessment

Marking
Timing

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)
Timing
18

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.
Output length
70100 words
Output genre

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:
Timing
Holidays
Shopping
School and work
Hobbies and sports
Food
Jobs
Place of study
Home life
Weather
Free time
Times and dates
The natural world
19

ISE Foundation
Integrated Skills in English Foundation

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

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

F How cars use Albert Bridge
Questions 610
Choose the five statements from AH below that are TRUE according to the information given in
the text on page 2. Write the letters of the TRUE statements on the lines below (in any order).
6.
A Albert Bridge is lit at night.
7.
B There are many bridge tollbooths in London.
8.
C Albert Bridge was painted in pink, blue and green.
9.
D Albert Bridge was opened in 1873.
10.
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.
Questions 1115
Complete sentences 1115 with a word, phrase or number from the text (maximum three words).
Write the word, phrase or number on the lines below.
11. Albert Bridge is a bridge for
12. Albert Bridge became
for the public in 1879.
13. Albert Bridge has never been
with another bridge.
14. Albert Bridge was painted in bright colours, so that ships can see it clearly at night and
in
15. Today, ships do not
Albert Bridge.
Turn over page
page 3
21
ISE Foundation

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

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

Year
2000
2010
2012
Numbers of Mountain Gorillas

320
786
880
There are now more mountain gorillas than there were in the year 2000. Before that, people still
hunted and killed these big, beautiful mammals or destroyed the forests where they live.
Wildlife groups worked hard to help the gorillas and now nearly half of them live safely in a
National Park in Rwanda, Central Africa.
These very social animals live in groups. Scientists and tourists can watch and study them.
page 4
22
ISE Foundation
Text C
al Defence
ment
n
Ag
o
ir
e
v
n
y
nc
World Animal Fund
Learn about climate change at EDA.com
Help to stop poaching
animal hab
it a
a fe
He
lp
ee p
ok
s
ts
asks.
V is
i t N A W F. o r g
Questions 2125
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.
A Our everyday human actions can make life much harder for wild animals.
22.
B The number of mountain gorillas has increased over the past 10 years.
23.
24.
25.
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.
Turn over page
page 5
23
ISE Foundation
Questions 2630
The summary notes below contain information from texts AC. Find a word or phrase from the box
at the bottom to complete the missing information in gaps 2630. Remember to look back at the
texts when you choose your answer from the word bank.
Write your answers on the lines below. You dont need all the words and phrases.
Summary notes
Examples of large animals that are in danger today:
elephants
(26.)
polar bears
seals
Reasons why wild animals are in such danger:
oil production
difficulty finding food
(27.)
factory pollution
not enough fresh water
(28.)
Things people can do to change how they live:
drive their cars less often
visit a national park
look after wild places
(29.)
(30.)
enjoy learning about animals
Word bank
mountain gorillas
fishing at sea
big mammals
bad weather
join a wildlife group
scientists and tourists
cutting down trees
hunting and killing
heat their homes better
driving badly
page 6
24
asks.
ISE Foundation

Write an article (70100 words) for a project about the environment.
Use the information you read in Task 2 (pages 46) to:
w describe some of the problems facing wild animals
w explain what people do that is bad for wild animals and
w suggest how people can help wild animals.
You should plan your short article before you start writing. Think about what you want to say and
make some notes to help you in this box:
Planning notes
(No marks are given for these planning notes)
Now write your article of 70100 words on the lines below. Try to use your own words as far as
possible dont just copy sentences from the reading texts.
Turn over page
page 7
25
ISE Foundation
page 8
26
asks.
ISE Foundation
When you have finished your article, spend 23 minutes reading through what you have written.
Make sure you have covered all three bullet points. Remember to check how you made use of the
reading texts, as well as the language and organisation of your writing.
Turn over page
page 9
27
ISE Foundation

Write an essay (70100 words) for your teacher 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.
page 10
28
asks.
ISE Foundation
Turn over page
page 11
29
ISE Foundation
When you have finished your essay, spend 23 minutes reading through what you have written.
Make sure you have covered both bullet points and remember to check the language and
organisation of your writing.
End of exam
30
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)
31
ISE Foundation rating scales
ISE Foundation Task 3 Reading into writing rating scale

Score
Reading for writing
Task fulfilment
Understanding of source materials

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

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

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

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

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

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

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

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

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

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

Paper void
No performance to evaluate
32
Score
Organisation and structure
Language control
Text organisation, including use of paragraphing,

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

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

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

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

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

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

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

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

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

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

Paper void
33

ISE Foundation Task 4 Extended writing rating scale
Score
Task fulfilment
Organisationa and structure
Language control
Overall achievement of communicative

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

paragraphing, beginnings/endings
Presentation of ideas and arguments,
including clarity and coherence of their
development
Use of signposting

Effect of linguistic errors on
understanding
Full achievement of the communicative

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

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

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

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

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

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

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

(complete sentences have been used)
Acceptable presentation and logical
grouping of most ideas (some
sentences may seem out of place)
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
Poor achievement of the

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

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

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

Paper void
34
ISE I
Format: A reading and writing exam with four tasks
Timing: 2 hours
Level: B1 of the CEFR

Task 1 Long reading
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 lowfrequency words. Any topic-specific, low-frequency words will be glossed
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
Number of items
Item types

Task focus
construct).
paragraph.
Questions 610 are testing the ability to understanding specific, factual
35
Task focus
construct).
paragraph.
Assessment

Marking
Timing
36
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:
Travel
Money
Fashion
Health and fitness
Festivals
Means of transport
Special occasions
Entertainment
Music
All four texts are on the same topic and should be thematically linked.
low-frequency words. Any topic-specific, low-frequency words will be glossed
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.

Number of items
15 items in three sections of five items each
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.
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.
Task focus
Each set of five items is testing a different reading skill (also known as
a construct).
to create a simple text-level representation.
Assessment

Marking
Timing

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.
Task focus

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
Output length
100130 words
Output genre

descriptive essay
discursive essay
Timing
37


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.
Output length
100130 words
Output genre

descriptive essay
discursive essay
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:
Timing
38
Travel
Money
Fashion
Health and fitness
Festivals
Means of transport
Special occasions
Entertainment
Music

ISE I
Integrated Skills in English I

Task 1 Long reading

Read the following text about transport 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!
page 2
39
ISE I
Questions 15
1.
Paragraph 1
A Why the first underground train system was built
2. Paragraph 2
B Tickets for the first underground system
3. Paragraph 3
C Peoples feelings about the first underground train system
4. Paragraph 4
D What the first underground system was like
5. Paragraph 5
E Railroads of the first underground system

F Modern underground train systems
Questions 610
6.
7.
8.
9.
10.
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.
Questions 1115
trains.
11. In 1863, there werent any
12. Steam engines used the power of
13. Thousands of people used the London Underground on

lights.
14. The old London Underground used

15. When the London Underground opened, most of the tickets sold were the
.
Turn over page
40
page 3
ISE I

In this section there are three short texts for you to read and some questions for you to answer.
Questions 1620
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
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
From: Eva
Sent: 11 November 2014 19:37
To: editor@eveningnews.co.uk
Subject: River Mle
Dear Editor
The 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.
Yours
Eva Strauss
Text B
The River Tollen: Yearly report on the results of pollution
20
Waste from
factories
up 6.4%
page 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%
41
ISE I
Text C
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!
Text D
GREEN CITY NEWS

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.
Questions 2125
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.
Turn over page
42
page 5
ISE I
Questions 2630
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
page 6
43
ISE I

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 city
w explain some steps that can be taken to help clean up a polluted river and
w suggest how you think people can be encouraged to look after their local river better.
Planning notes
Now write your essay of 100130 words on the lines below. Try to use your own words as far as
Turn over page
44
page 7
ISE I
page 8
45
ISE I
Make sure you have covered all three bullet points. Remember to check how you made use of the
Turn over page
46
page 9
ISE I

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 and
w explain why these ways work for you.
You should plan your article before you start writing. Think about what you want to say and
Planning notes
Now write your article of 100130 words on the lines below.
page 10
47
ISE I
Turn over page
48
page 11
ISE I
Make sure you have covered both bullet points and remember to check the language and
End of exam
49

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
50
ISE I rating scales
ISE I Task 3 Reading into writing rating scale

Score
Reading for writing
Task fulfilment


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
Full and accurate understanding of the straightforward

ideas of most source materials demonstrated
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)

than one text)
Acceptable ability to identify the main conclusions,
significant points and common themes within and across
the multiple texts
for writing
Acceptable paraphrasing/summarising skills of short
pieces of information demonstrated (with some lifting and
disconnected ideas)

Inaccurate and limited understanding of most

source materials
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 paraphrasing/summarising skills of short pieces of
information demonstrated (with heavy lifting and many
disconnected ideas)

and unconvincing for reader)
Task not attempted

Paper void
51
ISE I rating scales
Score
Language control

beginnings/endings
Use of signposting

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
Good organisation of text (eg appropriately organised into

paragraphs, appropriate opening and closing)
Clear presentation and logical development of most
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)
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
Acceptable signposting (eg some appropriate use of
cohesive devices and topic sentences to address a
linear sequence)

Very limited or poor text organisation which causes the

reader difficulties
Most ideas and arguments lack coherence and do not
progress logically
Poor signposting (lacks use of simple cohesive devices)

Task not attempted

Paper void
52
ISE I rating scales
ISE I Task 4 Extended writing rating scale

Score
Task fulfilment
Language control
Overall achievement of
communicative aim

development
Use of signposting

understanding
Excellent achievement of the

communicative aim
Excellent awareness of the writerreader relationship
All requirements (ie genre, topic,
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
Good 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

communicative aim (ie important
messages conveyed)
Good awareness of the writer-reader
relationship (ie appropriate use of style
and register throughout the text)
Good organisation of text (eg

appropriately organised into
paragraphs, appropriate opening
and closing)
development of most straightforward
ideas and arguments
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)
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)

communicative aim
relationship
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
are acceptably clear and logical
Acceptable signposting (eg some
appropriate use of cohesive devices
and topic sentences to address a linear
sequence)

to the task, though range may
be restricted
understanding

follow and unconvincing for reader)
relationship

which causes the reader difficulties
Most ideas and arguments lack
coherence and do not progress
logically
Poor signposting (lacks use of simple
cohesive devices)

throughout
Task not attempted

Paper void
53
ISE II
Timing: 2 hours
Level: B2 of the CEFR

Task 1 Long reading
54
Input text
Genre: The text is complex with factual ideas, opinions, argument and/or
discussion.
Subject areas:
Society and living standards
Personal values and ideals
The world of work
Natural environmental concerns
Public figures past and present
Education
National customs
Village and city life
National and local produce and products
Early memories
Pollution and recycling
colleges (eg textbook, article, review).
Input text length
Number of items
Item types

Task focus
construct).
Questions 15 are testing the ability to understand the main idea of
each paragraph.
information at the word and/or phrase level OR inferring and understanding
across paragraphs (eg writers attitude, line of argument etc).
Assessment

Marking
Timing

Input text
Genre: The texts are complex with factual ideas, opinions, argument and/or
discussion 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 or table).
Subject areas:
The world of work
Education
National customs
Early memories
educational context, for example the kind of texts used in schools and colleges
(eg textbooks, encyclopaedia, and online discussion).
Input text length

Number of items
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 (gap fill). These require the
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.
55
Task focus
a construct).
information at the word and/or phrase level across the texts and using
this to create a text-level representation.
Assessment

Marking
Timing
56
A writing task in which the four texts from task 2 are used to respond to
a prompt.
Task focus

identify information that is relevant to the writing task and common
themes and links across multiple texts
paraphrase/summarise factual ideas, opinions, argument and/or
discussion
synthesise such information to produce coherent responses to suit the
purpose for writing (eg to offer solutions to a problem and/or evaluation
of the ideas).
Output length
150180 words
Output genre

descriptive essay
discursive essay
argument essay
report
Timing


Task focus
This section assesses the ability to produce a clear and detailed text following
the instructions. The target language functions that the candidates are
expected to use are: express opinions, evaluation, making suggestions.
Output length
150180 words
Output genre

descriptive essay
discursive essay
argument essay
informal email
informal letter
review
report
Subject areas
The writing prompt will be on one of the subjects for ISE II. The suggested
subjects for ISE II are:
Timing

The world of work
Education
National customs
Early memories
57

ISE II
Integrated Skills in English II

Task 1 Long reading

Read the following text about maths skills and answer the 15 questions on page 3.
The importance of maths skills

Paragraph 1
A new charity called National Numeracy (NN) claims that millions of adults across the country
have such poor mathematical skills that they are unable to carry out many of the basic
numerical tasks in everyday life that many of us do naturally. These include understanding
travel timetables, pay slips, household bills and even checking our change in shops. The charity
is keen to argue against the myth that maths at school is boring and not really important to us
once we get out of school and start to live in the real world. According to NN, nothing could be
further from the truth. It is estimated that poor numeracy skills amongst adults cost the nation
billions each year.
Paragraph 2
In addition, poor numeracy skills not only contribute to personal disadvantage to individuals
who are unable to carry out the most basic tasks, but they can also be linked to a number of
other social and personal ills. People without a basic understanding of maths are more likely to
be unemployed, more likely to suffer from depression and more likely to suffer from a number
of negative social circumstances we would all like to avoid, such as poor housing, poor health
and related problems. In short, it pays to possess at least some basic numeracy skills in order
to develop ones identity and wellbeing in a difficult world.
Paragraph 3
Whilst adult literacy has been improving, thanks to a number of government policies which have
provided money for practical support and solutions, adult numeracy has at the same time got
worse. The fact of the matter is that many people simply dont like maths and dont see any
point to it. Furthermore, maths isnt cool. Its apparently OK to say Im no good at maths whilst
there is much more reluctance to admitting to being unable to read. To many people, maths
is simply another inconvenient school subject for which there is no need to make much of an
effort because you wont need it once you leave school.
Paragraph 4
Unfortunately, the problem seems to be passed down the generations. Parents who tell their
children they were no good at maths at school are likely to find the same attitude amongst
their own children and will be unable to help them with their maths homework. Even today, with
interesting and practical new approaches to maths which have replaced simply learning things
by heart, maths is still one of those subjects that many kids hate.
Paragraph 5
Perhaps its the way its taught in schools, or the way teachers are trained to teach it, or the
failure of the teaching profession to attract gifted teachers of maths. There is obviously a need
to present maths as a way of solving practical problems and working with others in a stimulating
way and of making people see its practical uses in everyday life, rather than treating it as a
waste of time and something one has to do until the end of school.
page 2
58
ISE II
asks.
ISE II
Questions 15
1.
Paragraph 1
A Why numeracy is not regarded as being as important

as literacy
B How attitudes towards maths are handed down
C How maths skills are related to other skills
D Possible causes of poor attitude to maths
E The results of poor maths skills in daily life
F Social and mental problems because of poor maths skills
2. Paragraph 2
3. Paragraph 3
4. Paragraph 4
5. Paragraph 5
Questions 610
6.
7.
8.
9.
10.
The charity is trying to make maths at school more interesting.

The writer feels the government is trying to deal with the issue.
According to NN, adult numeracy is at its lowest ever point.
People with poor maths skills often have other problems too.
Maths is regarded as a subject which one has to put up with until
the end of school.
F There are now more interesting approaches to maths than there
used to be.
G Many people feel very bad about admitting their poor maths skills.
H According to NN, poor adult numeracy is a financial burden on the country.
A
B
C
D
E
Questions 1115
11. The common belief that maths is not useful is a
12. As well as practical problems, having difficulty with basic maths can also affect ones
.
13. People are more likely to say they cant add up than to say they cant
.
14. In the writers view, poor numeracy may be due to the fact that its difficult to recruit
of maths.
15. The writer argues that people need to see the
of maths in daily life.
Turn over page
page 3
59
ISE II

In this section there are four short texts for you to read and some questions for you to answer.
Questions 1620
Which text
16. reports on an investigation into brain activity under different conditions?
17. describes how the brain computes external information in order to make memories?
18. recommends a specific technique for remembering vocabulary?
19. compares the impact of different activities on the process of remembering?
20. presents some surprising results with implications for teaching and learning?
Text A
Chris blog - Study tips

December 10, 2014
Mnemonics are really cool tools to help you remember facts. Theyre techniques or strategies
consciously used to improve your memory, and are especially useful if, like me, you often
forget things. One of these strategies, which is specifically used for language learning, is called
LinkWord Technique. It uses a visualised image to link a word in one language with a word in
another; for example, in Thai, the word khao means rice, so you would have to imagine a cow
eating a bowl of rice! The funnier the image, the more memorable it is! But the system does
have drawbacks creating a scene for every new word you learn can take up a lot of time. You
might also have problems finding similarities between the two languages. Still, give it a try!
Text B
Memory
Our senses play an important part in memory creation, starting with a biological process known
as encoding, which can involve all five. For example, when you first meet someone, your sense
of sight will capture what they look like, while your ears will register the sound of their voice. Your
sense of smell may pick up some perfume. Perhaps you shake hands, thus bringing in the sense
of touch. Going for a coffee together could even mean that taste is involved.
Each of these separate sensations is immediately sent to a part of your brain called the
hippocampus, which combines them into your experience, or memory, of that particular person.
Whether or not that experience will be moved from your short-term to your long-term memory is
also believed to depend on the hippocampus, which processes its importance and decides if its
worth remembering. Exactly how it does this is not yet understood, but its role is vital: if it did not
discard most of our daily experiences, our memories would be too full to function.
page 4
60
ISE II
asks.
ISE II
Text C
The Memory Pyramid
We remember:
25% of what we see
and hear
30% of what we
demonstrate to others
35% of what we read
50% of the things we discuss with others
70% of what we learn by physically doing things
90% of what we teach to others!
Text D
New research from a leading US university has
uncovered an unconscious form of memory which
could mean that people are capable of learning while
theyre asleep. As researcher Vally Pugland told us:
Weve found evidence that the brain continues to
process information without our knowing it, and this
ability may aid our waking memory.
Researchers played notes, then released certain
scents, to sleeping participants. Later, the same notes
were played to them without the accompanying
scents. The participants reacted by sniffing when

they heard the notes, even though they couldnt have
smelt anything this time. This happened both while
they were asleep and awake. This would suggest
that people can learn new information while they
sleep, said Pugland, and that this can unconsciously
affect their behaviour when theyre awake. We now
need to investigate whether this new sleep memory
could improve classroom performance.
Questions 2125
21.
22.
23.
24.
25.
A Our memory would stop working if we remembered everything we saw

and did.
B Sight is the most important sense for the creation of memories.
C The link between words is easier to recall if it is associated with an
amusing scene.
D The sniffing behaviour was only observed when the participants
were sleeping.
E There are both advantages and disadvantages to the LinkWord Technique.
F Experiences that are important to us tend to generate long-term memories.
G Research has shown that sleep memory can lead to better exam results.
H We generally remember more of what we do with others than what we
do on our own.
Turn over page
page 5
61
ISE II
Questions 2630
The summary notes below contain information from the texts on pages 4 and 5. Find a word or phrase from
texts AD to complete the missing information in gaps 2630.
Summary notes
The power of memory
starts with a biological process: (26.)
different senses can be involved
area of the brain that processes physical sensations:
(27.)
understanding of short-term memory versus long-term memory
discovery of conscious versus unconscious forms of memory
based on research recently undertaken at a (28.)
involving two particular senses: (29.)
and
the memory pyramid illustrates the relative effectiveness of different activities

memory improvement strategies, eg (30.)
page 6
62
ISE II
asks.
ISE II

Use the information from the four texts you read in Task 2 (pages 46) to write a short article
(150180 words) for a website giving advice for students on how to improve memory skills.
You should plan your article before you start writing. Think about what you want to say and make
Planning notes
Turn over page
page 7
63
ISE II
page 8
64
ISE II
asks.
ISE II
Make sure you have answered the task completely. Remember to check how you made use of the
Turn over page
page 9
65
ISE II

Write an essay (150180 words) for your teacher on whether or not sport should be a compulsory
school subject. Give your opinion with reasons and arguments.
Planning notes
page 10
66
ISE II
asks.
ISE II
Turn over page
page 11
67
ISE II
Make sure you have answered the task completely and remember to check the language and
End of exam
68

Task 1 Long reading
1. E
2. F
3. A
4. B
5. D
6. A
7. D
8. E
9. F
10. H
11. myth
12. identity and wellbeing
13. read
14. gifted teachers
15. practical uses

16. D
17. B
18. A
19. C
20. D
21. A
22. C
23. E
24. F
25. H
26. encoding
27. (the) hippocampus
28. (leading) US university
29. sound and smell / smell and hearing (both required in either order)
30. LinkWord technique OR mnemonics
69
ISE II rating scales
ISE II Task 3 Reading into writing rating scale

Score
Reading for writing
Task fulfilment


Full and accurate understanding of the essential meaning

of all source materials demonstrated
Excellent ability to identify common themes and links within
and across the multiple texts and the writers stances
An excellent adaptation of content to suit the purpose for
writing
Excellent paraphrasing/summarising skills of factual ideas,
opinions, argument and/or discussion demonstrated
Excellent achievement of the communicative aim

Excellent awareness of the writer-reader relationship (ie
appropriate use of standard style and register throughout the text)
All requirements (ie genre, topic, reader, purpose and number of
words) of the instruction appropriately met
Full and accurate understanding of the essential meaning

of most source materials demonstrated
Good ability to identify common themes and links within
A good adaptation of content to suit the purpose
for writing (eg apply the content of the source texts
appropriately to offer solutions, offer some evaluation of
the ideas based on the purpose for writing)
Good paraphrasing/summarising skills of factual ideas,
opinions, argument and/or discussion demonstrated (with
very limited lifting and a few disconnected ideas)
Good achievement of the communicative aim (ie easy to follow

and convincing for reader)
use of standard style and register throughout the text)
Most requirements (ie, genre, topic, reader, purpose and number

than one text)
Acceptable ability to identify common themes and links
within and across the multiple texts and the writers
stances (eg ability to discern when the same idea has been
mentioned in several texts and therefore avoid repeating it)
for writing
Acceptable paraphrasing/summarising skills of factual
ideas, opinions, argument and/or discussion demonstrated

Inaccurate and limited understanding of most source materials Poor achievement of the communicative aim (ie difficult to follow
Inadequate and inaccurate selection of relevant content from and unconvincing for reader)
the source texts (ie fewer than half of the relevant ideas are Poor awareness of the writer-reader relationship
selected and most of the selected ideas are irrelevant)
Poor ability to identify common themes and links within
(ie misunderstanding of the common themes and links
is evident)
Poor paraphrasing/summarising skills of factual ideas,
opinions, argument and/or discussion (with heavy lifting
and many disconnected ideas)
Task not attempted

Paper void
70
Score
Language control

beginnings/endings
Use of signposting

Effective organisation of text

Very clear presentation and logical development of most
ideas and arguments, with appropriate highlighting of
significant points and relevant supporting detail
Wide range of grammatical items relating to the task with good

level of accuracy
Wide range of lexical items relating to the task with good level of
accuracy
Good organisation of text (eg appropriately organised

into clear and connected paragraphs, appropriate opening
and closing)
Clear presentation and logical development of most
ideas and arguments, with appropriate highlighting of
significant points and relevant supporting detail
Good signposting (eg appropriate use of cohesive devices
and topic sentences)

good level of accuracy (with mostly non-systematic errors)
level of accuracy (without frequent repetition
Errors only occasionally impede understanding
Good spelling and punctuation (may show some signs of first
language influence)

Presentation and development of most ideas and
arguments are acceptably clear and logical, with
some highlighting of significant points and relevant
supporting detail
Acceptable signposting (eg some inconsistent/faulty
use of cohesive devices and topic sentences)


progress logically
Poor signposting (eg inappropriate or poor use of
cohesive devices and topic sentences)

Task not attempted

Paper void
71
ISE II Task 4 Extended writing rating scale

Task 4 Extended
writing
Score
Task fulfilment
Language control

aim

development
Use of signposting

understanding

communicative aim
Excellent awareness of the writerreader relationship (ie appropriate
use of standard style and register
throughout the text)

development of most ideas and
arguments, with appropriate
highlighting of significant points and
relevant supporting detail.
Wide range of grammatical items

of accuracy
Wide range of lexical items relating to
the task with good level of accuracy
understanding

communicative aim (ie easy to follow
and convincing for reader)
relationship (ie appropriate use of
standard style and register throughout
the text)
Good organisation of text (eg

appropriately organised into clear and
connected paragraphs, appropriate
opening and closing)
arguments, with appropriate
Good signposting (eg appropriate
use of cohesive devices and topic
sentences)

level of accuracy (with mostly nonsystematic errors)
relating to the task with good level of
accuracy (without frequent repetition
Errors only occasionally impede
understanding
Good spelling and punctuation (may
show some signs of first language
influence)

communicative aim
relationship

Presentation and development
of most ideas and arguments are
acceptably clear and logical, with some
Acceptable signposting (eg some
inconsistent/faulty use of cohesive
devices and topic sentences)

to the task, though range may be
restricted
understanding

relationship

coherence and do not progress logically
Inappropriate format throughout
the text
Poor signposting (eg inappropriate or
poor use of cohesive devices and topic
sentences)

Errors frequently impede
understanding
throughout
Task not attempted

Paper void
72
ISE III
Timing: 2 hours
Level: ISE III is at level C1 of the CEFR

Task 1 Long reading
Input text
Genre: The text is complex with information, ideas and/or opinions at detail
level, and implied writers attitude.
Subject areas:
Independence
Ambitions
Stereotypes
Role models
Competitiveness
Young peoples rights
The media
Advertising
Lifestyles
The arts
The rights of the individual
Economic issues
Roles in the family
Communication
The school curriculum
Youth behaviour
Use of the internet
Designer goods
International events
Equal opportunities
Social issues
The future of the planet
Scientific developments
Stress management
Textual features: The language is of C1 (of the CEFR) level with few
low-frequency words. Any topic-specific, low-frequency words will be
glossed (their meaning explained through the text).
educational context, for example the kind of texts used in schools and colleges
(eg textbook, article, review, newspaper article, online content) and in their
own language learning experience.
Input text length
Number of items
73
Item types

Task focus
a construct).
Questions 15 are testing the ability to understand the main idea of
each paragraph.
information at the word and/or phrase level OR inferring and understanding
across paragraphs (eg writers attitude, line of argument etc).
Assessment

Marking
Timing

Input text
Genre: The texts are complex with information, ideas and/or opinions
at detail level, and implied writers attitude. One text is a graphic
representation of information with some writing (for example a diagram,
drawing, map, table).
Subject areas:
Roles in the family
Independence
Communication
Ambitions
Stereotypes
Youth behaviour
Role models
Use of the internet
Competitiveness
Designer goods
The media
Equal opportunities
Advertising
Social issues
Lifestyles
The arts
Stress management
Economic issues
Textual features: The language is of C1 (of the CEFR) level with few lowfrequency words. Any topic-specific, low-frequency words will be glossed
colleges (eg textbook, article, review, newspaper article, online content) and
in their own language.
74
Input text length

Number of items
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.
fill). These require the candidate to complete sentences 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. A bank of possible answers is provided for the candidate to choose from.
Task focus
a construct).
to create a text-level representation.
Assessment

Marking
Timing

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

identify information that is relevant to the writing task and common
themes and links across multiple texts and the finer points of detail,
eg attitudes implied
paraphrase/summarise complex and demanding texts
synthesise such information to produce elaborated responses with
clarity and precision.
Output length
200230 words
Output genre

descriptive essay
discursive essay
argument essay
report
Timing

75


Task focus
This section assesses the ability to produce a discursive, well-developed

text following the instructions. The target language functions that the
candidates are expected to use are: to express opinions, evaluation, and
making suggestions effectively.
Output length
200230 words
Output genre

descriptive essay
discursive essay
argument essay
informal email
informal letter
review
report
Subject areas
The writing prompt will be on one of the subjects for ISE III. The suggested
subjects for ISE III are:
Timing
76
Independence
Ambitions
Stereotypes
Role models
Competitiveness
The media
Advertising
Lifestyles
The arts
Economic issues
Roles in the family

Communication
Youth behaviour
Use of the internet
Designer goods
Equal opportunities
Social issues
Stress management
ISE III
Integrated Skills in English III

Task 1 Long reading

Read the following text about languages and answer the 15 questions on page 3.
Paragraph 1
The writer and Professor of Linguistics David Crystal relates the experience of a fellow linguist called
Bruce Connell, who was doing some research in West Africa in the 1990s when he discovered a
language that had never been studied before. The problem was that there was only one man left who
spoke it. Connell was too busy to investigate further, so resolved to return the following year. By the
time he got back, the man had died, and of course the language along with him. One day it existed, the
next day it was extinct.
Paragraph 2
In itself, this story is not all that surprising: languages have been dying out (and new ones emerging) for
as long as humans have been on the earth. More alarming is the current rate of language extinction.
Professor Crystal, who has written a book called Language Death as part of his campaign to raise
awareness of the problem, estimates that of approximately 6,000 languages in the world, around half
will disappear over the next 100 years. This means thats one language less every couple of weeks. As
for endangered languages, it has been estimated that there are nearly 500 with only one speaker left,
and over 3,000 with 10,000 speakers or fewer.
Paragraph 3
Does this matter? I confess that until I looked into it, I thought of this situation (if I thought about it
at all) as just natural evolution. Languages come and go according to whether they meet the needs
of the speakers, and of all the worlds problems, this is nowhere near the most pressing. Professor
Crystal, though, offers a number of reasons why we should care. Languages, he says, are interesting in
themselves and teach us about language and communication in general. They contain the culture and
history of those who speak them, and are a vital part of group identity. A further and more abstract
argument is that diversity is necessary for evolution, or even survival, just as much in cultural terms as
in biology. Speaking personally, I must say these arguments havent converted me into a campaigner
for endangered languages, but at least Im grateful that there are people like David Crystal doing their
best to keep the issue alive.
Paragraph 4
There are various reasons why languages die, including the obvious one of populations disappearing
as a result of natural disasters or war, but the most common one is a gradual cultural assimilation.
When one culture dominates another, there is pressure on people to adopt the dominant language.
What usually happens is that, after some time, most people begin to speak both languages. This phase,
however, tends to lead to a gradual decline in the dominated language as younger generations stop
speaking it. From then on, basic population changes take over as its surviving speakers become fewer
and fewer. Later generations may look back with regret and realise that something valuable has been
lost, but by then of course its too late.
Paragraph 5
So, if we accept that disappearing languages is an important problem, can anything be done?
Unsurprisingly, David Crystal is convinced that steps can be taken (and furthermore have been
successful in various places). He cites examples from around the world, including the revival of Welsh,
which was the result of deliberate policy decisions. Favourable conditions, however, must be in place,
not least of which is the desire and willingness of the community to save their language. In cases
where this doesnt exist, any efforts that are made will be doomed to failure. Beyond that, a threatened
language needs to have prestige, which requires that it should be given a place in the education system
and, in most cases, an agreed grammar and preferably a written form (if it doesnt already have one).
None of this is cheap. One estimate is that there would be an annual cost of 40,000 per language. But
when you compare that to the amount spent in other areas, perhaps its not so much after all.
page 2
77
SE III
ISE III
Questions 15
below and write the letter (AF) on the lines below. There is one more title than you need.
1.
Paragraph 1
A Why disappearing languages is a big issue
2. Paragraph 2
B How a language becomes dominant
3. Paragraph 3
C How languages can be rescued

D A story of a lost language
4. Paragraph 4
E Rate of language extinction
5. Paragraph 5
F Typical process of language extinction
Questions 610
6.
A The decline in world languages will slow down in the future.
7.
B The writer is now convinced that he should help to make people aware
of the issue.
8.
C People tend to give a language more respect if it is taught in schools.
9.
D Languages are always dying out and new ones are born.
10.
E Some languages are lost along with the people because of natural disasters.
F A researcher who returned to study a new language found there were
no speakers left.
G The writer used to think that language death was not a problem.
H Its thought that 3,000 languages will disappear in a century.
Questions 1115
11. The writers view was that the survival of a language depends on if they
of people.
12. According to Professor Crystal, the
necessary for evolution and survival.
of languages is
13. Typically, after a period of bilingualism, one language will suffer

.
14. Attempts to save a language are
from the people who speak it.
15. A language will be easier to save if it can be
Turn over page
asks.
78
without commitment
down.
page 3
ISE III

In this section there are four short texts for you to read and some questions for you to answer.
Questions 1620
Which text would be most useful for someone who:
16. is thinking of getting involved in beekeeping?
17. has never seen inside a beehive before?
18. wants to understand the reasons why bees are in danger?
19. wants to learn more about the organisation of social insects?
20. is interested in myths and legends about bees?
Text A
The single queen lays up to
2,000 eggs a day.
Most of the bees in a
colony are workers.
They are females
who collect
nectar and pollen
from flowers, and
maintain and defend
the hive.
The role of the drone

is to mate with the
queen. They cant
sting, and when
winter comes,
they are driven out
by workers to starve
to death.
We rely on
pollination by
honeybees and other
species of bee for around
one third of the food we grow.
The waggledance
communicates the distance and
location of nectar to other bees.
Text B
The Great Bee Mystery

Beekeeper Jack Walsh opens the first hive and I look
inside. You can see the workers have gone, but the
queen and the honey are still there other bees would
normally steal that, but wont touch it in a CCD hive.
CCD, or Colony Collapse Disorder, has wiped
out over a third of the UKs hives, and some believe
up to 70% could be threatened. The phenomenon
involves the sudden abandonment of a hive, and is yet
to be explained, although, as Dr Karen Marsh at the
University of London told me, various theories are
being examined:
page 4
The chief suspect is the varroa mite, a tiny parasite

which sucks the bees blood and carries a number of
diseases. However, to stay healthy, bees also need a
varied diet, but nowadays many farms grow just one
crop. Plus, some pesticides may interfere with the bees
navigation system. The only consensus is that a number
of factors play a role.
Jack Walsh blames modern methods: We need to get
back to basics, so no more antibiotics, or transporting
bees hundreds of miles for pollination.
79
SE III
ISE III
Text C
Bees in folklore What traditions have you heard?

Joe: My granddad told me bees can recognise their beekeeper!
Alex: Here they say that if someone in the family gets married, you have to tell the bees and leave them
some wedding cake, or theyll get annoyed.
Luis: Because honey was the main sweet food in the old days, quite a few cultures say bees originated with
the gods.
Helen: @Alex Yes, but the same goes for bad news they like to feel part of the family!
Rashid: Ive heard they dont sting at night. Is it true?
Silvio: @Joe Tell him its not just an old wives tale theres research that says they might be able to tell
faces apart.
Silvio: @Rashid No, theyll sting you any time if theyre threatened.
Benjamin: @Alex I read that theyve always been seen as a model for a good family the way they all play
their part and work hard and all that. So I suppose the belief is that if you include them in your family, thatll
be harmonious too.
Text D
The Newbie Beekeepers blog

December 10, 2014
Starting out
After studying a few books, I bought my first hive a new one (its best to avoid second-hand ones
because of risk of disease) and a small colony of workers with a queen. I found a second-hand veil and
jacket, and a cheap smoker for calming down the bees before opening the hive the smoke makes them
think they need to evacuate the hive, so they quickly eat as much honey as they can, which makes them
sleepy and slow. A local farmer was happy to have the hive on his land as long as it was away from his
horses, as for some reason bees dont like them.
I got stung a lot more than I expected at first, until an experienced beekeeper watched me open the hive,
and advised me to keep my movements much more calm and gentle. Oh, and to zip up my veil all the way
I learned that lesson the hard way!
Questions 2125
21.
22.
23.
24.
25.
A There is an old tradition that you should share news of the family with the bees.
B Research studies have shown that bees only sting people during the daytime.
C A certain proportion of the beehive colony will not survive from one year
to another.
D The spread of CCD risks causing a major problem for the UKs farm and
food production.
E The smell that the bee colony produces is determined by the specific
flowers which they visit.
F More research is needed to confirm whether the varroa mite is the main
cause of CCD.
G Anecdotal and scientific evidence suggest bees can recognise human
facial features.
H CCD means that beehives now have to be moved around the country
for pollination.
Turn over page
asks.
80
page 5
ISE III
Questions 2630
The summary notes below contain information from the texts on pages 4 and 5. Find a word or
phrase from texts AD to complete the missing information in gaps 2630.
Summary notes
How to keep bees
Essential equipment needed:
a beehive, ideally a: (26.)
one
a bee colony, including (27.)

suitable protective clothing, ie (28.)
an instrument for calming the bees, ie a smoker
Choice of location:
on a piece of land near nectar-bearing plants, eg flowers, crops
at a safe distance from other animals, eg (29.)
Other considerations:
keeping the hive healthy, ie ensuring a varied diet and avoiding (30.)
getting advice from experienced beekeepers keeping up-to-date with the latest research
page 6
81
SE III
ISE III

Use the information from the four texts you read in Task 2 (pages 46) to write an article
(200230 words) for a general interest science magazine. The topic of your article is the
relationship between honeybees and humans.
You should plan your article before you start writing. Think about what you want to say and
Planning notes
Turn over page
asks.
82
page 7
ISE III
page 8
83
SE III
ISE III
Make sure you have answered the task completely. Remember to check how you made use of the
Turn over page
asks.
84
page 9
ISE III

Write an essay (200230 words) giving your opinions on the topic:
When studying the past, its more important to know about ordinary people than famous people.
Do you agree?
Planning notes
page 10
85
SE III
ISE III
Turn over page
asks.
86
page 11
ISE III
Make sure you have answered the task completely and remember to check the language and
End of exam
87

Task 1 Long reading
1. D
2. E
3. A
4. F
5. C
6. C
7. D
8. E
9. F
10. H
11. meet the needs
12. diversity
13. (language) extinction
14. doomed to failure
15. written

16. D
17. A
18. B
19. A
20. C
21. A
22. C
23. D
24. F
25. G
26. new
27. workers (and) queen (in either order)
28. veil and jacket (both required in either order)
29. horses
30. pesticides OR antibiotics/use of antibiotics
88
ISE III rating scales
ISE III Task 3 Reading into writing rating scale

Score
Reading for writing
Task fulfilment


Full and accurate understanding of all source material in

detail demonstrated
Excellent ability to identify common themes and links within
and across the multiple texts and finer points of details
An excellent adaptation of content to suit the purpose
for writing
Excellent paraphrasing/summarising skills of long and
demanding texts demonstrated
Excellent achievement of the communicative aim with clarity

and precision
Excellent awareness of the writer-reader relationship
All requirements (ie genre, topic, reader, purpose and number
of words) of the instruction completely met
Full and accurate understanding of most source materials

in detail demonstrated
Good ability to identify common themes and links within
and across the multiple texts and finer points of details,
eg attitudes implied
A good adaptation of content to suit the purpose
for writing (eg apply the content of the source texts
appropriately to offer solutions, offer some evaluation of
the ideas based on the purpose for writing)
Good paraphrasing/summarising skills of long and
demanding texts demonstrated (with very limited lifting
and a few disconnected ideas)
Good achievement of the communicative aim with clarity

and precision
and helpful use of style and register throughout the text)
Acceptable achievement of the communicative aim with clarity

and precision
source materials in detail demonstrated
An acceptable selection of relevant content from the source Some awareness of the writer-reader relationship (ie appropriate
and helpful use of style and register in general)
texts (the content selected must come from multiple texts)
Acceptable ability to identify common themes and links
within and across the multiple texts and finer points of
details, eg attitudes implied
for writing
Acceptable paraphrasing/summarising skills of long and
demanding texts demonstrated
Inaccurate and limited understanding of most source

materials demonstrated
ideas are selected and most of the selected ideas
are irrelevant)
Poor ability to identify common themes and links within
and across the multiple texts and finer points of details,
eg attitudes implied (ie misunderstanding of the common
themes and links is evident)
Poor paraphrasing/summarising skills of long and
demanding texts demonstrated (with heavy lifting and
many disconnected ideas)
Task not attempted

Paper void

and unconvincing for reader)
89
Score
Language control

beginnings/endings
Use of signposting


Very clear presentation and logical development of all
ideas and arguments, underpinning the salient issues with
expanding and supporting details at some length
Appropriate and helpful format throughout the text
Wide range of grammatical items relating to the task with high

level of accuracy
Wide range of lexical items relating to the task with high level of
accuracy
Excellent spelling and punctuation of complex sentences
Good organisation of text (ie a clear and well-structured

text of complex subjects)
Clear presentation and logical development of most ideas
and arguments, underpinning the salient issues with
expanding and supporting details at some length
Appropriate and helpful format in most of the text
Good signposting (eg appropriate and flexible use of
cohesive devices and topic sentences)

good level of accuracy
level of accuracy (with little evidence of avoidance strategies and
good command of colloquialisms)
Errors do not impede understanding
Good spelling and punctuation of complex sentences, apart from
occasional slips
Acceptable organisation of text (showed awareness of

the need for structure, but may only be partially achieved
with limited use of introductions/conclusions and topic
sentences, however paragraphs are used throughout)
Presentation and development of most ideas and
arguments are acceptably clear and logical, underpinning
the salient issues with expanding and supporting details
at some length (but arguments may not follow in a
predictable order)
Appropriate and helpful format in general
Acceptable signposting (some signposting used but may
be inconsistent; some use of cohesive devices but may be
inconsistent)
Acceptable range of grammatical items relating to the task with

acceptable level of accuracy
Acceptable range of lexical items relating to the task with
acceptable level of accuracy
Errors sometimes impede understanding (sometimes require the
reader to reread and/or reflect)
Acceptable spelling and punctuation of complex sentences
Very limited or poor text organisation (the writing appears

to lack structure with limited use of introductions/
conclusions and topic sentences. Paragraphing may be
absent/inappropriate)
progress logically, ideas are arranged in an entirely
unpredictable order)
Poor signposting

Task not attempted

Paper void
90
ISE III Task 4 Extended writing rating scale

Score
Task fulfilment
Language control

aim

development
Use of signposting

understanding

communicative aim with clarity
and precision
Excellent awareness of the writerreader relationship
of the instruction completely met

development of all ideas and
arguments, underpinning the salient
issues with expanding and supporting
details at some length
Appropriate and helpful format
throughout the text
Wide range of grammatical items

relating to the task with high level of
accuracy
Wide range of lexical items relating to
the task with high level of accuracy
understanding
Excellent spelling and punctuation of
complex sentences

communicative aim with clarity
and precision
relationship (ie appropriate and helpful
use of style and register throughout
the text)
Good organisation of text (ie a clear

and well-structured text of complex
subjects)
arguments, underpinning the salient
issues with expanding and supporting
details at some length
Appropriate and helpful format in most
of the text
Good signposting (eg appropriate and
flexible use of cohesive devices and
topic sentences

level of accuracy
of accuracy (with little evidence
of avoidance strategies and good
command of colloquialisms)
Errors do not impede understanding
Good spelling and punctuation of
complex sentences, apart from
occasional slips

communicative aim with clarity and
precision
relationship (ie appropriate and helpful
use of style and register in general)
Acceptable organisation of text (showed

awareness of the need for structure,
but may only be partially achieved with
limited use of introductions/conclusions
and topic sentences, however
paragraphs are used throughout)
Presentation and development of most
ideas and arguments are acceptably
clear and logical, , underpinning the
salient issues with expanding and
supporting details at some length
(but arguments may not follow in a
predictable order)
Appropriate and helpful format in general
Acceptable signposting (some
signposting used but may be
inconsistent; some use of cohesive
devices but may be inconsistent)
Acceptable range of grammatical items

relating to the task with acceptable
level of accuracy
Acceptable range of lexical items
relating to the task with acceptable
level of accuracy
understanding (sometimes require the
reader to reread and/or reflect)
Acceptable spelling and punctuation of
complex sentences

relationship

(the writing appears to lack structure
with limited use of introductions/
conclusions and topic sentences.
Paragraphing may be absent/
inappropriate)
coherence and do not progress logically,
ideas are arranged in an entirely
unpredictable order)
Poor signposting

throughout
Task not attempted

Paper void
91
92
Appendices
93

Below is a complete list of all the language functions for each level of the ISE exam. Not all functions
are tested in the Speaking & Listening exam. Please see the specifications for each level for
information on which functions are tested.
ISE Foundation
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
Negotiating meaning
asking for clarification
responding to requests for clarification
ISE I
(NB the functions are cumulative through the levels)
Giving reasons, opinions and preferences

Describing the future, informing and expressing intentions
Predicting and expressing certainty and uncertainty
Describing past actions in the indefinite and recent past
Expressing obligation
Asking for information and opinions
ISE II
Expressing and expanding ideas and opinions

Highlighting advantages and disadvantages
Speculating
Giving advice
Expressing agreement and disagreement
Eliciting further information
Negotiating meaning
establishing common ground
ISE III
94
Developing and justifying an argument

Summarising
Evaluating options, past actions/course of events, different standpoints
Deducing and inferring
Staging
Hypothesising
Negotiating meaning
Indicating understanding of points made by partner
Establishing common ground/purpose or strategy

Age and entry requirements
Trinity College Londons Integrated Skills in English exams are intended for candidates who have learnt
English as a foreign, second or additional language. The lower age limit is five years old, although
Trinity recommends that candidates are aged 10 years and above at the time of the exam. There is no
upper age limit. Candidates may enter at any level without having previously taken any other Trinity
exam at a higher or lower level.
Candidates enrolling for the exam will be accepted by Trinity on the condition that they will be
examined according to the requirements of the current specifications. It is the responsibility of the
centre to ensure that they and the candidates are following the current specifications and regulations.
Candidates cannot enter for more than one level in the same exam session. Once candidates have been
submitted for an exam no changes to the entries are permitted. Should an exceptional circumstance
arise after this time, for example a natural disaster, health issue or bereavement, please contact your
National/Area Representative or Trinitys central office. Written evidence may be required.
If a candidate does not reach the level required to pass and wishes to re-sit an exam, a minimum of one
month must elapse before the candidate may enter again.
A minimum period of a month must elapse between a candidate attempting a Trinity ISE exam at one
level and the same exam at another level. Failure to observe this rule may result in both exams being
voided with no refund payable.
There is no restriction on candidates entering for different levels of assessment in other Trinity exam
suites, or on candidates entering for exams of other boards.
Candidates must enter through a Trinity Registered Exam Centre, usually the candidates own place
of study. No applications should be made directly to Trinitys central office. Details of how to register
candidates for exams are available at www.trinitycollege.com
Candidate entries received after the relevant closing date cannot be guaranteed and will be subject to a
surcharge. These dates can be obtained from National/Area Representatives and Trinitys central office.
Trinity Online gives approved individuals and centres in the Trinity network worldwide direct access to
their own candidate information held on Trinitys central database. It makes exam administration quicker
and easier, and results can be viewed, analysed and printed out for quality assurance and reporting.
Candidates with special needs
Trinity welcomes entries from candidates with particular needs and disabilities. We recognise that
many disabled people face barriers to access and achievement and are committed to eliminating
discrimination on grounds of disability and promoting equality of opportunity.
We are committed to the following principles:
encouraging disabled people to declare their special needs to us so that we can assist them
eliminating any discriminatory practices
enabling individuals to demonstrate their skills by removing unnecessary barriers
empowering individuals through listening to what adjustments they may need rather than second
guessing what will work for them
engaging with people to develop the right solutions
ensuring the standards we examine are not compromised in any way.
Please refer to our Disabled Learners Policy at www.trinitycollege.com/policies

Reasonable adjustments
In order to support access to our qualifications, we will make changes where practical to the way we
do things in order to remove any unnecessary barriers. This is called making reasonable adjustments.
We will take reasonable steps to prevent a candidate who has special needs suffering a substantial
disadvantage compared with a candidate who doesnt.
95
Appendix 2 Regulations and policies (continued)

In practice, reasonable adjustments are implemented according to:
the individuals particular need, reflecting their usual method of working
the assessment requirements
the guidelines stipulated by regulatory authorities and industry bodies, such as the Joint Council for
Qualifications.
The same standard of assessment applies to all candidates, regardless of any particular need/disability,
and allowances will only be made, if appropriate, to the conduct of the exam.
Requesting special provision
All requests for reasonable adjustments must be made using the appropriate application form,
available by emailing language-csn@trinitycollege.com. Further guidance on how to complete the
application form as well as information on the types of provision that can be made can also be obtained
by emailing the above. This form must be completed and submitted to Trinity at least one month before
the exam date. Additional time must be allowed for requests for braille materials.
Supporting evidence
In certain cases the application must be supported by appropriate documentary evidence. Further
details on the type of evidence that can be supplied and when it is necessary to supply this can be
obtained by contacting language-csn@trinitycollege.com. Details of medical and psychological reports
are not disclosed to anyone, including examiners. If the original evidence is in a language other than
English, it must be accompanied by a full English translation. Trinity College London reserves the right
to turn down requests for provision if sufficient information is not submitted in time.
Access arrangements
If you have any particular access requirements on the day of your exam please contact the centre or
venue where you will be taking the exam for details of how they can assist when using their building
and facilities.
Exam monitoring
Trinity examiners will audio record oral exams for monitoring and research purposes. All exams are
recorded unless stated otherwise. Trinity reserves the right to allow Trinity monitors into the exam
room while the exam is in progress in order to observe the conduct of the exams. Recordings of exams
are retained at Trinitys central office and not made available to centres or candidates.
These procedures are an essential feature of Trinitys commitment to the consistency of marking and
administration by its examiners and are in no way detrimental to the candidate. Every effort will be
made to give advance notice of such monitoring sessions and arrangements will be discussed with the
Registered Centre involved wherever possible. Entrance for the Trinity exams constitutes acceptance of
all the quality assurance procedures.
In normal circumstances, no other person is permitted to be present in the exam room. Special
arrangements apply, with prior authorisation, in cases where candidates with special needs/disabilities
require assistance.
Candidate privacy and data are protected under the UK Data Protection Act 1998. Please see the
Trinity College London website www.trinitycollege.com for the most up-to-date information about our
data protection procedures and policies.
Exam delivery
Trinity works with the centre to ensure that the exam session is delivered at the mutual convenience
of the centre and the examiner. During the planning process, the centre may be approached regarding
alternative dates for delivery.
Trinity reserves the right not to conduct an exam session in the following circumstances:
exam entries are not received prior to the specified closing dates. Closing dates are available from
your National/Area Representative or Trinitys central office
exam fees are not paid in full by the closing date
96
Appendix 2 Regulations and policies (continued)

the minimum fee required by Trinity in order to cover the costs of an examiner visiting an exam
venue is not met. Details of the minimum fee required can be obtained from your National/Area
Representative or Trinitys central office
centres have not used the correct fees for their exam session.
Trinity takes every effort to ensure the delivery of its exams on the dates and at the locations planned.
However, there may on occasion be exceptional circumstances that mean we are not able to meet our
commitment. This would include, for example, lack of examiner availability, national strikes, labour
disputes, industrial disruption, natural disasters, widespread disruption of international travel, terrorist
attacks, acts of war or pandemics.
Appeals procedure
Entry for Trinity exams constitutes acceptance of the professional judgement of the examiners.
Teachers, schools, parents and candidates who wish to question the outcome of Integrated Skills
in English exams should use the procedure set out at www.trinitycollege.com/appeals. In any other
dispute concerning the conduct of any exam, the decision of Trinitys Academic Director shall be final.
Malpractice policy
Trinity takes any attempt on the part of individual candidates or centres to influence the outcome of
exams by unfair means very seriously. Please see www.trinitycollege.com/policies for details of Trinitys
Malpractice policy.
Data protection
Trinity College London is registered as a Data Controller with the Information Commissioners Office
in the UK under the Data Protection Act 1998. Please see the Trinity College London website
www.trinitycollege.com for the most up-to-date information about our data protection procedures
and policies.
97

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Integrated Skills in English (ISE)

Specifications Reading & Writing

Trinity College London

Introduction to Integrated Skills in English (ISE) exams

Introduction to the ISE Reading & Writing exam

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

ISE Foundation sample exam paper

ISE Foundation Task 3 Reading into writing rating scale

ISE Foundation Task 4 Extended writing rating scale

ISE I sample exam paper

ISE I Task 3 Reading into writing rating scale

ISE I Task 4 Extended writing rating scale

ISE II sample exam paper

ISE II Task 3 Reading into writing rating scale

ISE II Task 4 Extended writing rating scale

ISE III sample exam paper

ISE III Task 3 Reading into writing rating scale

ISE III Task 4 Extended writing rating scale 

Appendix 1 Language functions

Appendix 2 Regulations and policies

About Trinitys English language exams

About International ESOL qualifications

Introduction to Integrated Skills in English (ISE) exams

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

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

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

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

Integrated skills assessment structure of the qualification

Reading a single text and short questions

Reading three or four shorter texts and short questions

Reading into writing

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

Listening to a recording and verbally reporting and discussing the content

A phased speaking exam including discussion of a topic, a conversation and

* Ofqual regulates qualifications, exams and assessments in England

The objective of Integrated Skills in English

Who is ISE for?

Which organisations recognise ISE?

What prerequisites are necessary to take an ISE exam?

Introduction to the ISE Reading & Writing exam

Excellent achievement at upper end of the level

Appropriate achievement at middle of the level

Acceptable achievement at the level

Non-achievement not at the level

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

How is the exam delivered?

How is ISE Reading & Writing assessed?

Task 2 Multi-text reading

Excellent achievement at the upper end of the CEFR level

Appropriate achievement at the middle of the CEFR level

Non-achievement not of the CEFR level

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

How are results reported?

What support is available for teachers, candidates and centres?

Introduction to the tasks of the ISE Reading & Writing exam

Task 2 Multi-text reading

Task 3 Reading into writing

Task 4 Extended writing

ISE Foundation task specifications

A reading and writing exam with four sections

ISE Foundation task specifications

One reading text followed by 15 questions.

Input text length

300 words divided into five paragraphs.

ISE Specifications - Reading & Writing

ISE Specifications - Reading & Writing

Introduction to Integrated Skills in English (ISE) exams

Introduction to the ISE Reading & Writing exam

Introduction to the tasks of the ISE Reading & Writing exam

ISE Foundation sample exam paper

ISE Foundation Task 3 Reading into writing rating scale

ISE Foundation Task 4 Extended writing rating scale

ISE I sample exam paper

ISE I Task 3 Reading into writing rating scale

ISE I Task 4 Extended writing rating scale

ISE II sample exam paper

ISE II Task 3 Reading into writing rating scale

ISE II Task 4 Extended writing rating scale

ISE III sample exam paper

ISE III Task 3 Reading into writing rating scale

ISE III Task 4 Extended writing rating scale

Appendix 1 Language functions

Appendix 2 Regulations and policies