Scheme of Work ISE III
8 week course, 10 hours per week
Week 1
Day Lesson focus Activities
Monday Get to know the 20 minutes:
group Start with a find someone
who... type mingle activity
(Worksheet 1). This
contains language of the
grade, which will be focused
on later in the lesson.
Overview of exam 1 hour 40 minutes:
and grammar Exam overview students
diagnostic are given a copy of ISE III
Guide for Students and a
worksheet with questions
about the exam (Worksheet
2).
Ss complete diagnostic
grammar test (Worksheet 3)
structures tested include
suggested grammar for ISE
III.
Feedback on grammar
diagnostic test (Worksheet
3).
Tuesday Language 10 minutes:
functions an Teacher clarification of the
introduction to concept language function.
what this means 50 minutes:
and the functions Link functions to grammar
relevant to ISE III matching activity
(Worksheet 4) where Ss
match sentence stems to
particular functions
Ss look at texts Worksheet 5
Resources Learning outcomes Notes
Worksheet 1: 2.3 - use a range of grammar and vocabulary
Find someone who... (including ISE II suggested grammar)
activity based on accurately
subject areas, using
3.0 - communicate effectively, responding
grammar of the grade
appropriately to interaction, initiating and
maintaining conversation
ISE III Guide for 3.1 - show understanding of other
Students speakers/follow the speech of others
3.2 - use a range of grammar and vocabulary
Worksheet 2:
(including ISE III suggested grammar)
Question sheet based
accurately and avoid making errors which
on the guide
affect the understanding of the listener
Worksheet 3: 3.3 - use clear and understandable
Diagnostic grammar pronunciation and use appropriate stress and
test intonation patterns
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
Worksheet 4: accurately
Matching sentence
3.0 - communicate effectively, responding
stems to functions
appropriately to interaction, initiating and
maintaining conversation
Worksheet 5:
Texts with genres 3.1 show understanding of other
relevant to ISE III speakers/follow the speech of others
combining different
 and identify language language functions 3.2 - use a range of grammar and vocabulary
functions and note the (including ISE III suggested grammar)
grammar used. accurately and avoid making errors which
effect the understanding of the listener
1 hour: Worksheet 6: 3.3 - use clear and understandable
Language function activities Role play cards pronunciation and use appropriate stress and
using role play cards intonation patterns
(Worksheet 6).
Ss (in pairs) pick a card and Perform all functions of the grade
prepare a short role play
e.g.
your friend is thinking
about getting a tattoo but
you dont think its a good
idea. Tell them about your
doubts in a nice way

After Ss act out their role

plays in front of class, Ss
watching note down
functions (and grammar if
they are able).

Feedback and remedial

input session afterwards.
Wednesday Reading 2 hours Trinity preparation 1.0 - read for general comprehension/skim
(Task 1 Long Use Trinity preparation activity: read/read for gist
reading) activity: Task 1 Long reading
Task 1 Long reading Coffee 1.1 - scan read texts & infographics to find
Skimming and Coffee. Follow procedure in relevant details/ ideas and opinions from
scanning. text. highly specialised sources on a familiar topic
or within his/her field of interest
If time, as a potential follow
up speaking task, students 1.2 - carefully read to understand specific
could discuss the text. The facts, information and significant points
teacher can monitor for
errors and provide feedback 1.3 - infer meaning, e.g. the writers attitude,
on their language line of argument, mood and intentions, and
afterwards. anticipate what will come next and guess the
meaning of unknown sentences, phrases and
words from their context

3.0 - communicate effectively, responding

appropriately to interaction, initiating and
maintaining conversation
 3.1 - show understanding of other
speakers/follow the speech of others

3.2 - use a range of grammar and vocabulary

(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener

3.3 - use clear and understandable

pronunciation and use appropriate stress and
intonation patterns

5.0 - expressing and expanding ideas and

opinions
Thursday Task 4 Extended 20 minutes: Worksheet 7: 2.1 - provide an appropriate response to
writing. Ss are given a list of the List of writing genres question rubric, adhering to word count and
writing genres for ISE III for ISE III showing awareness of the reader and the
Writing (genre, (Worksheet 7). purpose for writing
paragraphs, topic They discuss in pairs the
2.2 - present ideas clearly in a suitable
sentences) salient features of each
format and structure writing appropriately,
(how to format, level of
e.g. using beginnings and endings and using
formality etc).
paragraphs
30 minutes: Trinity writing guidance
Ss are given the Trinity with genres 2.3 - use a range of grammar and vocabulary
writing guidance with (including ISE III suggested grammar)
genres. Sample writing answers accurately and use spelling and punctuation
Ss are given sample accurately
answers to Task 4
Extended writing and decide
which genre they are. They
explain how they arrived at
their answers.
50 minutes: Worksheet 8:
Introduction to Paragraph / topic
paragraphing. sentences/
Ss discuss in pairs how to extending argument
define paragraph and topic worksheet
sentence and feedback to
whole class. They are given
Worksheet 8
with information/exercises
about paragraphs and topic
sentences and how to
extend & develop arguments
 20 minutes: Sample answer text cut
One of the earlier sample into sentences
answer texts is cut into
sentences and given to Ss
pairs. They re-order into
paragraphs.

Ss are given topic sentences

to develop into paragraphs.
Teacher monitors as Ss
write, paragraphs are put on
the wall afterwards and
identified.
Friday Speaking 20 minutes: 3.0 communicate effectively, responding
Overview of speaking and appropriately to interaction, initiating and
Choosing a topic listening module. maintaining conversation
1 hour: Trinity preparation
3.1 - show understanding of other
Follow the Trinity activity:
speakers/follow the speech of others
preparation activity: Topic task (Topic
Topic task (Topic presentation structure) 3.2 - use a range of grammar and vocabulary
presentation structure) (including ISE III suggested grammar)
accurately and avoid making errors which
Students continue working effect the understanding of the listener
on their topics over the
3.3 - use clear and understandable
weekend.
pronunciation and use appropriate stress and
40 minutes:
intonation patterns
End of week review review
the work from last week,
particularly anything the Ss
are struggling with.
Week 2
Day Lesson focus Activities Resources Learning outcomes Notes
Monday Grammar 40 minutes: Worksheet 1: 2.3 - use a range of grammar and vocabulary
workshop Review of basic structures Cut out sentences with (including ISE III suggested grammar)
(below ISE III level) and grammatical errors accurately and use spelling and punctuation
error correction group (below ISE III) accurately
activity (Worksheet 1)
1 hour: Worksheet 2:
Information about language, Lexis worksheet
and controlled and free (includes info and
practise of language controlled practise of
(Worksheet 2). lexis)

Lexis focus
Cohesive devices to
recap/recover as I was
sayinganyway
Stock phrases well let me
think
Vague/imprecise language
A bit more a hundred
people or so
Tuesday Speaking Topic 20 minutes: 1.0 - read for general comprehension/skim
task Students discuss how they read/read for gist
have developed their topic.
1.2 - carefully read to understand specific
Teacher monitors offering
facts, information and significant points
guidance & support where
needed. 1.5 - synthesise and evaluate information and
Writing 1 hour: ISE III Sample exam arguments from a number of different text
Task 4 Extended Timed writing activity. paper 2 (page 10) types and summarise a wide range of factual
writing Students answer the and imaginative texts
example Task 4 Extended
3.0 - communicate effectively, responding
writing (extended writing).
appropriately to interaction, initiating and
10 minutes
maintaining conversation
students reflect on how the
found writing the task. 3.1 - show understanding of other
30 minutes Week 1 Thursday speakers/follow the speech of others
In pairs students plan and Worksheet 8
3.2 - use a range of grammar and vocabulary
write a paragraph about the
(including ISE III suggested grammar)
previous timed question.
accurately and avoid making errors which
This time they are able to
effect the understanding of the listener
use their dictionaries and
refer to the hand out (Week 3.3 - use clear and understandable
1 Thursday 4 Worksheet 8) pronunciation and use appropriate stress and
about paragraph
 development. Teacher
monitors and corrects
errors. Afterwards students
read each others
paragraphs and identify the
topic sentences.
Wednesday Writing (answering 20 minutes:
the question) Review of what the 2 writing
tasks involve.
1 hour:
Ss look at a grammatically
perfect but flawed in terms
of task achievement Task 4
Extended writing answer
(Worksheet 3). They decide
whether it is a good or bad
response to the question
and why (the example will
not directly address all parts
of the question, will be
inappropriate in terms of
register/format, and will not
adhere to word count).
Ss work collaboratively to
make the answer a pass.
Show Ss an example of a
grammatically perfect but
flawed in terms of task
achievement Task 3
Reading into writing
(Worksheet 1). They decide
if it is a good or bad
response.
40 minutes:
Ss are given a task from the
old portfolio tasks list and
underline the instruction
words in the task.
Ss write their answer to the
portfolio task in lesson and
review them (e.g. by
swapping answers).
intonation patterns
ISE III Guide for 1.0 - read for general comprehension/skim
Students read/read for gist
1.1 - scan read texts & infographics to find
Worksheet 3:
relevant details/ ideas and opinions from
Example task 3 and 4
highly specialised sources on a familiar topic
answers that do not
or within his/her field of interest
directly address all
parts of the question, 1.2 - carefully read to understand specific
are inappropriate in facts, information and significant points
terms of
2.1 - provide an appropriate response to
register/format, do not
question rubric, adhering to word count and
use info from all 4 texts
showing awareness of the reader and the
(task 3) and do not
purpose for writing
adhere to word count
2.2 - present ideas clearly in a suitable
format and structure writing appropriately,
e.g. using beginnings and endings and using
paragraphs
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately
Worksheet 4:
Portfolio tasks list
Also can refer to this
link as a guide to the
portfolio task
 Please note this is just for
practice, and the portfolio is
NOT assessed by an
examiner.
Thursday Speaking/Listening 10 minutes:
Review of what the listening
Gist, details, note- task involves.
taking 1 hour 50 mins
Follow Trinity preparation
activity:
Independent listening task
(Stereotypes)
During the extension
speaking activity the teacher
monitors for errors and
provides feedback on
language.
Friday Speaking 10 minutes:
Review of the speaking tasks
Asking/answering elicit from Ss
questions, 1 hour:
extended turns Follow Trinity preparation
activity:
Conversation task
(Expressing attitudes)
50 minutes:
Follow up by getting
strong/confident Ss to
present their topic to the
whole class. Make sure the
audience writes some
questions as they listen for a
follow up Q & A session.
ISE III Guide for 3.3 - use clear and understandable Homework:
Students pronunciation and use appropriate stress and Ss choose any
intonation patterns TedEd talk
Trinity preparation (http://ed.ted.com/)
4.0 - listen intensively for factual information and answer the
activity:
and explicitly stated ideas and information questions
Independent listening
and understand all or most of the information
task (Stereotypes)
the recording provides
4.1 - listen to get the topic and main ideas of
the recording
3.0 - communicate effectively, responding
appropriately to interaction, initiating and
maintaining conversation
Trinity preparation
3.1 - show understanding of other
activity:
speakers/follow the speech of others
Conversation task
(Expressing attitudes) 3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which Homework: Ss
effect the understanding of the listener choose one topic
from the lesson and
3.3 - use clear and understandable
write a paragraph
pronunciation and use appropriate stress and
about it
intonation patterns
Week 3
Day Lesson focus Activities
Monday Grammar 2 hours
workshop Complex passive structures
& example writing task -
reports Worksheet 1.
How to use these in the
exam.
Tuesday Reading (Task 2 1 hour:
Multi-text reading) Follow Trinity preparation
activity:
Skimming, Task 2 Multi-text reading
scanning, (Future of our planet)
summarising
30 minutes:
Students write conversation
questions about the future
of our planet. They then ask
each other their questions
while the teacher monitors
for language to focus on in
feedback.
30 minutes:
Flexi stage review
anything that Ss may have
been struggling with.
Wednesday Writing 1 hour
(summarising) Introduction to summarising
and paraphrasing what
they are and how to
approach them with
complex texts. Give Ss
Worksheet 2 with simple
exercises.
Resources Learning outcomes Notes
Worksheet 1: 2.3 - use a range of grammar and vocabulary Teacher marks
Complex passive (including ISE III suggested grammar) Fridays homework
structures & accurately and use spelling and punctuation and gives back
communicative activity accurately when finished
using these structures
3.0 - communicate effectively, responding
(linked to subject
appropriately to interaction, initiating and
areas) & example
maintaining conversation
writing task - reports
3.1 - show understanding of other
speakers/follow the speech of others
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
Trinity preparation 1.0 - read for general comprehension/skim
activity: read/read for gist
Task 2 Multi-text
1.2 - carefully read to understand specific
reading (Future of our
facts, information and significant points
planet)
Make sure students 1.3 - infer meaning, e.g. the writers attitude,
know they have to bring line of argument, mood and intentions, and
it to tomorrows class. anticipate what will come next and guess the
Worksheet 2: meaning of unknown sentences, phrases and
Writing frame showing words from their context
a variety of question
types.
Worksheet 3: 1.2 - carefully read to understand specific
Summarising and facts, information and significant points
paraphrasing handout
2.0 - summarise or paraphrase ideas from
reading texts
2.2 - present ideas clearly in a suitable format
and structure writing appropriately, e.g.
using beginnings and endings and using
 Ss then listen to a partners
topic and then summarise.
1 hour:
Ss get out their Future of
our Planet from yesterday.
They write a summary of
the four texts, including an
introduction, a body, and a
conclusion. Ss get feedback
from each other by
swapping with partners.
Thursday Speaking - 1 hour:
Collaborative task Follow Trinity preparation
activity:
Collaborative task (Debating
game) - University
Writing 1 hour
Task 4 Extended Extended writing
writing Discursive essay
Students write an answer to
the following question, using
the ideas from the debate
A university education is
not as important as it used
to be
Afterwards students read
each others tasks and
compare their ideas.
paragraphs
2.3 - use a range of grammar and vocabulary
Text from Trinity
(including ISE III suggested grammar)
preparation activity:
accurately and use spelling and punctuation
Task 2 Multi-text
accurately
reading (Future of our
planet) 4.1 - listen to get the topic and main ideas of
the recording
Trinity preparation 2.1 - provide an appropriate response to Teacher marks the
activity: question rubric, adhering to word count and writing task by
Collaborative task showing awareness of the reader and the Mondays class, as
(Debating game) - purpose for writing the feedback will be
University used in the class.
2.2 - present ideas clearly in a suitable
format and structure writing appropriately,
e.g. using beginnings and endings and using
paragraphs
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately
4.0 - listen intensively for factual information
and explicitly stated ideas and information
and understand all or most of the information
the recording provides
3.0 - communicate effectively, responding
appropriately to interaction, initiating and
maintaining conversation
3.1 - show understanding of other
speakers/follow the speech of others
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
5.1 - highlighting advantages and
disadvantages
Friday Grammar 2 hours:
workshop Mixed Conditionals
Worksheet with
communicative activity
using all conditionals.
(Worksheet 3) to focus on
form and function
Detailed feedback on
language after
communicative activity
How to use this in the exam.
Week 4
Day Lesson focus Activities
Monday Speaking 1 hour:
Collaborative task Follow Trinity preparation
activity:
Collaborative task (Debating
game) - Ambition
Writing 20 minutes:
Task 4 Extended Teacher hands back writing
writing tasks from Fridays class
with written feedback. Sts
read and ask any questions
they may have.
40 minutes:
Students write a discursive
essay about the following
question, using the ideas
from the debate
Ambition is always a good
thing
Worksheet 4: 2.3 - use a range of grammar and vocabulary
Conditionals worksheet (including ISE III suggested grammar)
& communicative accurately and use spelling and punctuation
activity (linked to accurately
subject areas)
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns.
Resources Learning outcomes Notes
Trinity preparation 2.1 - provide an appropriate response to Teacher to mark
activity: question rubric, adhering to word count and assignments on
Collaborative task showing awareness of the reader and the ambition.
(Debating game) - purpose for writing
Ambition
2.2 - present ideas clearly in a suitable
format and structure writing appropriately,
e.g. using beginnings and endings and using
paragraphs
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately 4.0 - listen intensively for factual
information and explicitly stated ideas and
information and understand all or most of the
information the recording provides
3.0 - communicate effectively, responding
appropriately to interaction, initiating and
maintaining conversation

Tuesday Reading 30 minutes:
Task 1 Long To give added motivation,
reading present this task 1 reading
as a mock exam. Set a time
limit (20 mins). They must
underline the parts of the
text where the answers
were found.
20 minutes:
Ss swap papers to mark.
After marking, Ss
discuss/advise on their
incorrect answers.
30 minutes:
How to practise: remind Ss
to read as much as possible
out of class (newspapers,
magazine articles etc.).
Ss look through a collection
of magazines, find articles
that interest them and
summarise them for their
partner.
40 minutes:
Flexi stage review
anything that Ss may have
been struggling with.
3.1 - show understanding of other
speakers/follow the speech of others
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
5.1 - highlighting advantages and
disadvantages
Sample exam paper 1: 1.0 - read for general comprehension/skim
Task 1 Long reading read/read for gist
(pages 2-3)
1.1 - scan read texts & infographics to find
relevant details/ ideas and opinions from
highly specialised sources on a familiar topic
or within his/her field of interest
1.2 - carefully read to understand specific
facts, information and significant points
1.3 - infer meaning, e.g. the writers attitude,
line of argument, mood and intentions, and
anticipate what will come next and guess the
meaning of unknown sentences, phrases and
A selection of
words from their context
magazines/newspapers
etc. 1.4 - read and understand articles and reports
concerned with contemporary problems in
which the writers adopt particular positions or
points of view
3.1 - show understanding of other
speakers/follow the speech of others
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
Wednesday Writing 2 hours:
Task 4 Extended Students look at Worksheet
writing 1 an example review,
analysing first its features
Review and later focusing on
examples on past modals
Grammar focus e.g. should / must / might /
Should / must / could have + perfect
might / could have infinitive. They finish by
+ perfect infinitive writing their own reviews,
trying to incorporate some
past modals.
Thursday Vocabulary 15 minutes:
workshop Review of subject areas
45 minutes:
Ss are givien key
words/phrases (cut out on
large strips) for the subject
areas on the topic list (e.g.
look up to, emulate, admire
for Role Models) and they
decide which subject it
relates to and stick it on the
wall under the appropriate
heading. Afterwards the
students work in pairs to try
and build full sentences and
paragraphs using the
language. (Worksheet 2).
Afterwards the teacher
clarifies the meaning, form
and pronunciation.
30 minutes:
Call my bluff
In pairs students find a word
related to the subject areas
in the dictionary. They
Worksheet 1: 2.1 - provide an appropriate response to
Analysis of a review and question rubric, adhering to word count and
past modals. showing awareness of the reader and the
purpose for writing
2.2 - present ideas clearly in a suitable format
and structure writing appropriately, e.g.
using beginnings and endings and using
paragraphs
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
5.1 - highlighting advantages and
disadvantages
3.0 - communicate effectively, responding
appropriately to interaction, initiating and
Worksheet 2: maintaining conversation
Subject area key words
3.1 - show understanding of other
(cut out on large strips)
speakers/follow the speech of others
more than one
keyword for each 3.2 - use a range of grammar and vocabulary
subject. (including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
 write a fake definition for
the word. Afterwards they
read out the real and fake
definition of the word and
the other students try to
guess which one is correct.
30 minutes:
Discussion questions using
the vocabulary. Ss write
the discussion questions.
Friday Grammar 2 hours: Worksheet 3: 2.1 - provide an appropriate response to Sts write an article
workshop Students look at Worksheet Analysis of an article question rubric, adhering to word count and for homework.
I wish / hope 3 an example article, and wish/hope showing awareness of the reader and the
analysing first its features worksheet with a purpose for writing
and later focusing on communicative activity.
2.2 - present ideas clearly in a suitable format
examples of sentences
and structure writing appropriately, e.g. using
containing wish/hope.
beginnings and endings and using paragraphs
During the final
communicative task, the 2.3 - use a range of grammar and vocabulary
teacher monitors for (including ISE III suggested grammar)
language to give feedback accurately and use spelling and punctuation
on. accurately
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
Week 5
Day Lesson focus Activities Resources Learning outcomes Notes
Monday Grammar 2 hours: Worksheet 1: 2.3 - use a range of grammar and vocabulary
workshop Verbs followed by gerunds Worksheet on verbs (including ISE III suggested grammar)
and/or infinitive, e.g. forget, followed by gerunds accurately and use spelling and punctuation
stop, go on, remember with and/or infinitive e.g. accurately
controlled practice & forget, stop, go on,
3.0 - communicate effectively, responding
communicative task remember related to
appropriately to interaction, initiating and
(Worksheet 1). topic areas
maintaining conversation
After the students complete 3.1 - show understanding of other
exercise 2 the teacher will speakers/follow the speech of others
clarify the meaning, form
3.2 - use a range of grammar and vocabulary
and pronunciation of any of
(including ISE III suggested grammar)
the language the students
accurately and avoid making errors which
found difficult.
effect the understanding of the listener
After task 4, the teacher will 3.3 - use clear and understandable
provide feedback on the pronunciation and use appropriate stress and
language the students used intonation patterns
in the task.
Tuesday Reading 1 hour 30 minutes: Trinity preparation 1.0 - read for general comprehension/skim
Task 3 Reading Follow Trinity preparation activity: read/read for gist
into writing activity (Robots). Task 3 Reading into
1.1 - scan read texts & infographics to find
writing (Robots)
relevant details/ ideas and opinions from
Skimming, 30 minutes:
highly specialised sources on a familiar topic
scanning and Feedback on any issues
or within his/her field of interest
familiarity with which came up during the
exam format writing task. 1.2 - carefully read to understand specific
facts, information and significant points
1.3 - infer meaning, e.g. the writers attitude,
line of argument, mood and intentions, and
anticipate what will come next and guess the
meaning of unknown sentences, phrases and
words from their context
1.4 - read and understand articles and reports
concerned with contemporary problems in
which the writers adopt particular positions or
points of view
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener

Wednesday Speaking 2 hours:
Conversation task Tutorials carried out at the
same time as Ss go through
Vocabulary the worksheet individually
building (Worksheet 2). They also
practice the conversation
task of the speaking exam
in pairs
Stronger students can write
some sentences using the
any language they found
interesting.
Thursday Listening 1 hour:
Listening & note-taking
Familiarisation of activity. Students work
types of listening through the two Trinity
tasks Listening Practice activities
Routines & Media Panics
on the website. After each
task has been completed,
the teacher will play it again
while the students read the
tapes-script. They focus on
any difficult pronunciation,
vocabulary or grammar in
the listening.
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
Worksheet 2: 1.0 - read for general comprehension/skim
Self-study vocabulary read/read for gist
(self checking)
1.1 - scan read texts & infographics to find
Students then make
relevant details/ ideas and opinions from
questions for the
highly specialised sources on a familiar topic
Conversation task using
or within his/her field of interest
the lexis. They then ask
the questions to each 1.2 - carefully read to understand specific
other. facts, information and significant points
2.0 - summarise or paraphrase ideas from
reading texts
2.1 - provide an appropriate response to
question rubric, adhering to word count and
showing awareness of the reader and the
purpose for writing
2.2 - present ideas clearly in a suitable format
and structure writing appropriately, e.g.
using beginnings and endings and using
paragraphs
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately
Trinity Listening 3.0 - communicate effectively, responding
Activities - Routines & appropriately to interaction, initiating and
Media Panics maintaining conversation
3.1 - show understanding of other
speakers/follow the speech of others
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
4.0 - listen intensively for factual information
 1 hour: and explicitly stated ideas and information
Students create and understand all or most of the information
conversation questions the recording provides
about the two listening
4.1 - listen to get the topic and main ideas of
tasks. They then practise
the recording
asking and answering them
while the teacher monitors 4.2 - guess the meaning of unknown
for language feedback utterances, phrases and words from their
afterwards. context and infer meaning, e.g. the speakers
attitude, line of argument, mood and
intentions
4.3 - identify which information is factual and
which information is opinion
Friday Speaking 2 hour Trinity preparation 3.0 - communicate effectively, responding Homework: Ss
Conversation task Follow Trinity preparation activity: appropriately to interaction, initiating and revise vocabulary
activity Conversation task Conversation task maintaining conversation for a test on
(Advertising). (Advertising) Monday
3.1 - show understanding of other
speakers/follow the speech of others
During the speaking tasks,
teacher monitors for errors 3.2 - use a range of grammar and vocabulary
and creates a sentence (including ISE III suggested grammar)
auction (Ss correct accurately and avoid making errors which
sentences in groups). They effect the understanding of the listener
then have 100 points, which
3.3 - use clear and understandable
they divide up into bids on
pronunciation and use appropriate stress and
sentences they want to
intonation patterns
correct. They place higher
bids on ones they are more
confident about. The highest
bidder has the first chance
to correct a sentence. If
they are wrong, the second
highest bidder has the
chance. The successful bid
wins all the points bid on
the sentence. The team with
the most points at the end
wins.
Week 6
Day Lesson focus Activities
Monday Vocabulary test 1 hour:
Conversation subject area
vocabulary test using vocab
covered on the course so
far. This will be designed by
the teacher so they can
incorporate any vocabulary
they have covered.
See worksheet for a
suggested activity.
1 hour:
Follow Trinity preparation
activity:
Task 4 Extended writing
(Popular entertainment)
Tuesday Topic presentation 1 hour 30 minutes:
Worksheet 1 focus on
signposting words and
expressions in the topic
presentation
The worksheet can be cut
up to make a kinaesthetic
activity. The teacher will
need to help the students
with the meaning, form &
pronunciation. After the
final topic presentation
stage, the teacher will
provide feedback on the
language used.
Pronunciation 30 minutes:
Pronunciation session:
stress, intonation, pace,
pausing etc.
Wednesday Task 4 Extended 2 hours:
writing (report) In groups Ss are assigned a
writing genre for Task 4
Extended writing. They
design a poster with
information about layout,
lexis & grammar which can
Resources Learning outcomes Notes
Worksheet 1: 2.3 - use a range of grammar and vocabulary
Vocabulary test (including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately
3.2 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and avoid making errors which
effect the understanding of the listener
Trinity preparation
activity:
Task 4 Extended
writing (Popular
entertainment)
Worksheet 2: 2.1 - provide an appropriate response to
Focus on improving the question rubric, adhering to word count and
structure of the topic showing awareness of the reader and the
presentation, with purpose for writing
chances to practice
2.2 - present ideas clearly in a suitable format
and structure writing appropriately, e.g.
using beginnings and endings and using
paragraphs
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately
3.3 - use clear and understandable
pronunciation and use appropriate stress and
intonation patterns
2.3 - use a range of grammar and vocabulary
(including ISE III suggested grammar)
accurately and use spelling and punctuation
accurately
 be used, tips for task
achievement etc. After, they
present the poster to the
class and other students
comment on anything that
could be added.
Thursday Revision of whole Revision of whole exam.
exam Students are divided into 2
groups. Each group spends
40 minutes creating a set of
questions about the exam.
They then spend 50 minutes
quizzing each other. The
teacher confirms answers
and notes down any errors
for language feedback (last
30 mins)
Friday Reading/Writing Mock exam ISE III Sample paper 1 Note: this will give
Reading/Writing time to prepare
feedback

Week 7
Day Lesson focus Activities Resources Learning outcomes Notes
Monday Speaking/Listening Mock exam ISE III Guide for Number of days
Teachers depends on student
Tuesday Speaking/Listening Mock exam ISE III Guide for numbers
Teachers
Wednesday Results from mock
exam will inform
lesson content
Thursday Results from mock
exam will inform
lesson content
Friday Results from mock
exam will inform
lesson content

Week 8
Exam week!
Learning outcomes
Reading
The student can:
read for general comprehension/skim read/read for gist 1.0
scan read texts & infographics to find relevant details/ ideas and opinions from highly 1.1
specialised sources on a familiar topic or within his/her field of interest
carefully read to understand specific facts, information and significant points 1.2
infer meaning, e.g. the writers attitude, line of argument, mood and intentions, and 1.3
anticipate what will come next

guess the meaning of unknown sentences, phrases and words from their context
read and understand articles and reports concerned with contemporary problems in 1.4
which the writers adopt particular positions or points of view
synthesise and evaluate information and arguments from a number of different text 1.5
types
summarise a wide range of factual and imaginative texts

Writing
The student can:
summarise or paraphrase ideas from reading texts 2.0
provide an appropriate response to question rubric, adhering to word count and 2.1
showing awareness of the reader and the purpose for writing
present ideas clearly in a suitable format 2.2

structure writing appropriately, e.g. using beginnings and endings and using
paragraphs
use a range of grammar and vocabulary (including ISE II suggested grammar) 2.3
accurately

use spelling and punctuation accurately

Speaking
The student can:
communicate effectively, responding appropriately to interaction, initiating and 3.0
maintaining conversation
show understanding of other speakers/follow the speech of others 3.1
use a range of grammar and vocabulary (including ISE II suggested grammar) 3.2
accurately

avoid making errors which effect the understanding of the listener

use clear and understandable pronunciation 3.3

use appropriate stress and intonation patterns

Listening
The student can:
listen intensively for factual information and explicitly stated ideas and information 4.0

understand all or most of the information the recording provides

listen to get the topic and main ideas of the recording 4.1
guess the meaning of unknown utterances, phrases and words from their context 4.2

infer meaning, e.g. the speakers attitude, line of argument, mood and intentions
identify which information is factual and which information is opinion 4.3
identify which information is key information, and which information is a supporting 4.4
example or detail

identify which information is the main point and which information is an example, or
details

Functions
Students can use language to perform the following functions:
expressing and expanding ideas and opinions 5.0
highlighting advantages and disadvantages 5.1
speculating 5.2
giving advice 5.3
expressing agreement and disagreement 5.4
eliciting further information 5.5
negotiating meaning establishing common ground 5.6