ISE IIISE IIE h ISE i tiEach ISE examination

has the same overall t t i ti

Portfolio component

3 tasks

structure consisting of three

t Controlled 2 taskscomponents written examination componentInterview 3 tasksInterview component

3 tasks

The Portfolio ComponentThe Portfolio Component

The Portfolio provides the opportunity for candidates to present the Trinity p yexaminers the best work they can produce rather than the best they canproduce, rather than the best they can produce on a single occasion.C Candidates are able to draw on a wide range of resourcesg

The Portfolio ComponentThe Portfolio Component

From a published list of 15 tasks for each ISE level, candidates select the three ,portfolio tasks that they wish to present.

The three tasks from which candidates The three tasks from which candidates must make their selection are divided into three sections.

The candidate must present one taskThe candidate must present one task from each section.

The Portfolio ComponentThe Portfolio ComponentTh th ti f ISE IIThe three sections for ISE II are:Section 1 Correspondence, e.g. memo, p , g ,

note, postcard, letter, e-mail. (120-150 words))

Section 2 Factual writing, e.g. instructions, directions report article review (170-200directions, report, article, review. (170-200 words)

Section 3 Creati e riting e g storSection 3 Creative writing, e.g. story, diary, description. (170-200 words)

The Portfolio ComponentThe Portfolio ComponentA hi h l l f i t d i A high level of accuracy is expected in the Portfolio.

Candidates should take the opportunity to display their ability to use the functional, p y y ,grammatical and lexical items specified for the level.o t e e e

The completed portfolio must be ready for submission no later than one day beforesubmission no later than one day before the visit of the examiner.

The Controlled Written Examination

The Controlled Written examination is taken under examination conditions at a Trinity Registered Centre. The papers are available on fixed datesare available on fixed dates.

Structure The Controlled Written examination at all

ISE levels assesses a candidatesISE levels assesses a candidate s reading and writing skills.

The Controlled Written Examination

Task 1 Reading into writing task:Task 1 Reading into writing task: approximately 250 words

Task 2 Writing task: approximately 250 as t g tas app o ate y 50words

Subject Areas for the Portfolio and Written Examination

Education National customs National customs

Village and City Lifeg y National and Local produce and

Products Early memories Early memories

Pollution and Recycling y g

The InterviewThe Interview

http://www.trinitycollege.co.uk/site/?id=2071

The interview at ISE II consists of 3The interview at ISE II consists of 3 assessed phases:p

The topic phaseThe interactive phaseThe Conversation phase

The topic phaseThe topic phase

Select a topic of your own choice and plan the areas of the topic which you would like p yto inform the examiner about and discuss.

You are strongly encouraged to prepare a You are strongly encouraged to prepare a personalised topic.

Do not choose the topic directly from the ISE II subject areas for the ConversationISE II subject areas for the Conversation phase.

The topic phaseThe topic phaseY h t d t t th l You have to demonstrate the language requirements of the level. Incorporate language items of the level in your contributions.

One of the objectives is to allow the candidate and examiner to have a ca d date a d e a e to a e aspontaneous discussion of the topic.

Anticipate questions the examiner might Anticipate questions the examiner might ask.

The topic phaseThe topic phase

You are strongly encouraged to produce some brief notes, mind maps or , pdiagrams which should be brought into the examination room and a copy given tothe examination room and a copy given to the examiner.

The Interactive PhaseThe Interactive PhaseTh h i i l d bilit t The emphasis is placed upon your ability to use functional language rather than upon the accurate use of grammatical structuresaccurate use of grammatical structures.

Some of the language functions listed for the level should arise naturally from each tasklevel should arise naturally from each task prompt.

You take responsibility for the interaction by You take responsibility for the interaction by asking questions and commenting on the examiners responsesexaminer s responses.

The interaction will take the form of multiple turns.turns.

The Conversation PhaseThe Conversation Phase

The purpose of the conversation is to give candidates the opportunity to discuss their pp yportfolio and to participate in a genuine and interesting exchange of informationand interesting exchange of information, ideas and opinions, while demonstrating their ability to use the language of thetheir ability to use the language of the level.

The Conversation PhaseThe Conversation Phase1 Di i f th tf li1. Discussion of the portfolio You must be ready to discuss points of y p

detail arising out of your portfolio and to explain why you chose to do particular p y y ptasks and how you completed them.

You may bring other material wihch You may bring other material wihch contributed to the portfolio.The portfolio ill be in the possession of The portfolio will be in the possession of the examiner.

The Conversation PhaseThe Conversation Phase

You must ask the examiner at least one question about your portfolio. This must q y prelate to the content of the portfolio and must not include questions designed tomust not include questions designed to find out the examiners opinion of the workwork.

The Conversation PhaseThe Conversation Phase

2. Discussion of one subject area Discussion of one subject area asDiscussion of one subject area as

selected by the examiner from the list provided for ISE IIprovided for ISE II.

You need to be prepared to talk about all of them.

At ISE II you will be capable of initiating At ISE II, you will be capable of initiating and sustaining the conversation.

Subject areas for the jConversation Phase of the

I t iInterviewS i t d li i t d d Society and living standards Personal values and Ideals

The world of workU l i d h d t Unexplained phenomena and events National environmental concerns Public figures past and present

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS

Giving advice and highlighting advantages and disadvantagesg

Making suggestionsD ibi t h bit Describing past habits

Expressing possibility and uncertaintyp ess g poss b ty a d u ce ta ty Eliciting further information and expansion

of ideas and opinionsof ideas and opinions Expessing agreement and disagreementp g g g

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS

Expressing feelings and emotions Expressing impossibilityExpressing impossibility Reporting the conversation of others Speculating Persuading and discouraging Persuading and discouraging

GRAMMARGRAMMAR

Second and third conditionals Simple passiveSimple passive Used to Relative clauses Modals used to give advice and make Modals used to give advice and make

suggestions Modals and phrases to express possibility

and uncertaintyy

GRAMMARGRAMMAR

Discourse connectors because of, due to Present Perfect Continuous TensePresent Perfect Continuous Tense Past Perfect Tense Reported Speech Linking expressions e g even though in Linking expressions, e.g. even though, in

spite of, although

LEXISLEXISV b l ifi t th t i d bj t Vocabulary specific to the topic and subject areas

Cohesive devices, e.g. so to continue, in other words for examplewords, for example

Appropriate words and expressions to indicate interest and show awareness to the speaker

Simple fillers to give time for thought Reporting verbs e.g. say, tell, ask, report, advise,

ipromise Appropriate words to encourage further participation