Speaking & Listening

Topic Task:
Music, Travel & Descriptions
At a glance
Level: ISE Foundation

Focus: Topic task

Aims: To provide students with a model of a good topic form/topic

discussion, to familiarise students with the language requirements for the
ISE Foundation Topic task, to practise discussions, students prepare their
own topic form, students ask and answer questions using the language
communicative skills in speaking, to practise forming questions and
answers using the language of the grade

Objectives: Students are able to recognise strengths and weaknesses in

example topic forms/topic of the grade

Topic: Music, travel, descriptions and students‟ own choice

Language functions: See language functions of the grade

Grammar: Dependent on topic choice

Lexis: Vocabulary related to topics chosen

Materials needed: ISE Foundation specifications, whiteboard, paper and

pens

Timing: 80 minutes

Procedure
Preparation
1. This lesson plan assumes that students have already chosen their
topic.
2. This lesson will work better if students are already familiar with the
language requirements for ISE Foundation.
3. If possible, pre-record the example exam scripts using two different
people (yourself as the examiner; another person as the candidate).
4. Make a copy of the topic forms and worksheet for each student.
 Speaking & Listening

In class

1. Remind students that the ISE Foundation Speaking & Listening exam
starts with a 4-minute topic phase. Explain that they must complete a
topic form before the exam. Tell students that in this lesson they will
see good and bad examples of topic forms, and work on completing
their own topic forms.
2. Write these three topic titles on the board, and check students‟
understanding:
My guitar
My visit to Istanbul
My life
Give out the three topic forms and explain any unknown vocabulary.
Ask students to match the titles on the board to the forms in pairs,
then check answers in open-class.
3. Ask students which of the three topic forms they think is the best and
why. Explain that „My guitar‟ is the best, because it covers the most
language functions of the grade.
4. Give out the student worksheet and ask the students to look at the
language requirements for ISE Foundation (which appear at the top of
the worksheet). Tell the students to match each point on the topic
forms to one of the language functions. Do the first one together as an
example. After five minutes, go over the answers:
My guitar
When and where I play
Describing routines
Guitar compared to piano
Expressing simple comparisons
My next concert
Describing future plans
How I learnt to play
Giving personal information about past circumstances/activities

My visit to Istanbul
When I went
Giving personal information about past circumstances/activities
What I did
Giving personal information about past circumstances/activities
Who I went with
Giving personal information about past circumstances/activities
 Speaking & Listening

Where I stayed
Giving personal information about past circumstances/activities

My life
My family
Describing people, objects and places
My friends
Describing people, objects and places
My house
Describing people, objects and places
My town
Describing people, objects and places

5. Tell students they are going to hear an example of how the exam
might go using each topic form. For each example, students complete
the tables on the worksheet. If you have pre-recorded the scripts, play
the recordings. If not, read the examiner‟s part yourself and choose a
strong student to read out the candidate‟s part. Play part of the first
script to give an example of how to complete the worksheet.
6. After each script, allow students to compare their answers in pairs,
and then go through them as a class. Make the following comments:
My Guitar
This is a very good example of an ISE Foundation topic. The topic
form covers a range of language functions of the grade.
My visit to Istanbul
This is a weak ISE Foundation topic. The topic form only covers the
language function of “Giving personal information about past
circumstances/activities” (although it has the potential to cover
“Describing people, objects and places”). The candidate only gives
very brief answers to the examiner‟s questions that are not directly
related to the topic form, meaning they are not actually demonstrating
the language of the grade.
My life
This is a very weak ISE Foundation topic. The scope of the topic is too
wide; candidates should be encouraged to choose something more
specific. The topic form only covers the language function of
“Describing people, objects and places”. The candidate is intent on
reciting pre-prepared chunks of language; and is unable to handle the
examiner‟s interruptions.
 Speaking & Listening

7. Refer students to the blank topic form (on the topic forms handout),
and tell them they have ten minutes to complete it for their own topic.
Encourage them to cover as many language functions of the grade as
possible.
8. Put students into pairs. Tell them to swap topic forms, and to write a
list of questions related to their partner‟s topic form. Encourage them
to cover as many language functions of the grade as possible.
9. Label each pair A and B. Tell them that student A is the candidate and
B is the examiner. The examiner asks their questions and the
candidate answers for 4 minutes.
10. Change roles and repeat.
11. Whilst students are working in pairs, write up the errors you hear on
the board. Once the students have completed the task, comment on
their progress and then address the errors.

Extension activity
Students can change partners and repeat the activity as many times as
time allows.

Further support activity

The weaker students can be told to write example answers to the
questions their partner asks them. You should then check their example
answers.

After class
Ask students to rewrite the topic form for My trip to Istanbul covering
as many language functions of the grade as possible.
 Speaking & Listening

Audio Script (for the teacher)

If possible, pre-record the example exam scripts using two different

people (yourself as the examiner; another person as the candidate).

Audio Script 1: My guitar

E: Can you play the guitar?
C: Yes, I can.
E: When did you learn to play?
C: Sorry, did you say when or where?
E: When.
C: I learnt to play the guitar 2 years ago. My brother played guitar, and I
liked listening to him. He was very good.
E: Did he teach you to play?
C: No, I went to lessons after school. The lessons were every Monday,
Wednesday and Friday at 6pm.
E: When do you play now?
C: Now, I play in a band with my class mates. They are very friendly and
funny. We practise every Wednesday evening, and sometimes we give
concerts at school.
E: When are you going to give your next concert?
C: Next weekend. All of my friends are going to watch.
E: Can you also play the piano?
C: No, I can‟t. The piano is more difficult than the guitar. It is also more
expensive. I like listening to the piano, but I‟m not going to learn to play
it. Can you play any instruments?
E: No, I can‟t.
 Speaking & Listening

Audio Script 2: My visit to Istanbul

E: When did you visit to Istanbul?
C: I visited Istanbul in July last year. I stayed there for 3 days, then went
to the coast of Turkey for one week. It was very hot and sunny.
E: What did you like about Istanbul?
C: Yes, I liked it.
E: What did you like?
C: Yes.
E: Did you like the food?
C: Erm… yes. In Istanbul we visited the main monuments of the city. On
the first day, we went to the Blue Mosque. On the second day, we went to
the market…
E: Can you describe the market?
C: What?
E: Tell me about the market.
C: It is big. On the third day, we visited a palace.
E: Which was more beautiful: the Blue Mosque or the palace?
C: The Blue Mosque and the palace are beautiful.
E: Did you stay in a hotel?
C: Yes. The hotel was called “Hilton”. It is in the centre of Istanbul. It has
a swimming pool and a restaurant.
E: Lovely! Can you swim?
C: Yes, I can.
E: What time did you get up in Istanbul?
C: What?
E: Did you get up early?
C: Erm… yes.
E: And who did you go to Istanbul with?
C: I went to Istanbul with my mum, dad and sister. Do you often go on
holiday with your family?
E: No, I usually go on holiday with my friends. Are you going to visit
Istanbul again in the future?
C: Erm… I don‟t know.
 Speaking & Listening

Audio Script 3: My life

E: How many people are there in your family?
C: In my family, there are 4 people: My mum, my dad, my brother and
me. My mum is tall with brown hair. She is intelligent and funny. My dad…
E: How old is you brother?
C: 14. My dad is fat and bald. He is quiet and serious. My brother…
E: What does your dad like doing?
C: Erm… My brother is very handsome. He…
E: And your dad? What does he like to do in his free time?
C: Erm… free time?
E: Does your dad have any hobbies?
C: My hobby is swimming. My brother is short…
E: When do you go swimming?
C: Yes.
E: Let‟s talk about your house now. Where do you live?
C: I live in flat with my mum, my dad, and my brother.
E: Which is the biggest room in your flat?
C: I don‟t know.
E: Which room do you like best?
C: Erm… my bedroom.
E: Which town do you live in?
C: I live in Trani. It is a small town near Bari. It is by the sea.
E: Is Trani bigger than Bari?
C: No.
E: What do you like about Trani?
C: I don‟t know.
E: Who is your best friend?
C: I have three best friends: Giulia, Anna, and Massimo. Giulia is 15 years
old. She is intelligent and pretty. Anna is…
E: Can Giulia play any musical instruments?
C: No, I can‟t.
E: Are you going to see Giulia this weekend?
C: Yes.
 Speaking & Listening

Topic forms

My
family

My My
town Title? friends

My
house

When
I went

Where
What
I Title? I did
stayed

Who I
went
with
 Speaking & Listening

When and
where I
play

How I Guitar
learnt to
play
Title? compared
to piano

My next
concert

Student Topic Form

Complete the form for your own topic.
 Speaking & Listening

Student Worksheet - Completing the topic form

ISE Foundation Language Requirements
 Giving personal information about present and past
circumstances/activities
 Describing routines
 Describing ability and inability
 Describing future plans
 Expressing likes and dislikes
 Expressing simple comparisons
 Describing people, objects and places
 Asking for information
 Negotiating meaning

Task 1: Complete the table for each topic

1) My guitar

Language function Covered? Example

Y/N
Giving personal information
about present and past
circumstances/activities
Describing routines

Describing ability and

inability
Describing future plans

Expressing likes and dislikes

Expressing simple
comparisons
Describing people, objects
and places
Asking for information

Negotiating meaning
 Speaking & Listening

2) My visit to Istanbul
Language function Covered? Example
Y/N
Giving personal information
about present and past
circumstances/activities
Describing routines

Describing ability and

inability
Describing future plans

Expressing likes and dislikes

Expressing simple
comparisons
Describing people, objects
and places
Asking for information

Negotiating meaning

3) My life
Language function Covered? Example
Y/N
Giving personal information
about present and past
circumstances/activities
Describing routines

Describing ability and

inability
Describing future plans

Expressing likes and dislikes

Expressing simple
comparisons
Describing people, objects
and places
Asking for information

Negotiating meaning
 Speaking & Listening

Answer Key – Topic Forms

My life

My
family

My My
town Title? friends

My
house

My visit to Istanbul

When
I went

Where
What I
I Title? did
stayed

Who I
went
with
 Speaking & Listening

My guitar

When and
where I
play

How I Guitar
learnt to
play
Title? compared
to piano

My next
concert
 Speaking & Listening

Answer Key – Student Worksheet

Complete the table for each topic

1) My guitar

Language Covered? Example

function Y/N
Giving personal Y I learnt to play the guitar 2 years ago
information about I went to lessons after school
present and past Now, I play in a band with my class
circumstances/activi mates
ties
Describing routines Y The lessons were every Monday,
Wednesday and Friday at 6pm
We practise every Wednesday evening
Describing ability Y Yes, I can
and inability No, I can‟t
Describing future Y All of my friends are going to watch
plans I‟m not going to learn to play it
Expressing likes and Y I liked listening to him
dislikes I like listening to the piano
Expressing simple Y The piano is more difficult than the
comparisons guitar. It is also more expensive.
Describing people, Y They are very friendly and funny
objects and places
Asking for Y Can you play any instruments?
information
Negotiating Y Sorry, did you say when or where?
meaning
 Speaking & Listening

2) My visit to Istanbul

Language Covered? Example

function Y/N
Giving personal Y I visited Istanbul in July last year. I
information about stayed there for 3 days, then went to
present and past the coast of Turkey for one week. It
circumstances/activi was very hot and sunny.
ties In Istanbul we visited the main
monuments of the city. On the first
day, we went to the Blue Mosque. On
the second day, we went to the
market.
On the third day, we visited a palace.
The hotel was called “Hilton”.
I went to Istanbul with my mum, dad
and sister.
Describing routines N The candidate failed to answer the
question about what time he/ she got
up.
Describing ability Y Yes, I can.
and inability
Describing future N The candidate only gave a brief
plans answer to the question about the
future.
Expressing likes and N Yes, I liked it. The candidate does not
dislikes actually answer the question asked,
i.e. “What did you like?”.

Expressing simple N The Blue Mosque and the palace are

comparisons beautiful Students may offer this as an
answer, but it is not really a
comparison.
Describing people, Y It is big. Here the candidate could
objects and places have provided a more detailed
description.
It is in the centre of Istanbul. It has a
swimming pool and a restaurant. Here
the candidate could have used some
adjectives to describe the hotel.
Asking for Y Do you often go on holiday with your
information family?

Negotiating Y What? Point out that this is not a polite

meaning way to ask someone to repeat them
self.
 Speaking & Listening

3) My life
Language Covered? Example
function Y/N
Giving personal Y In my family, there are 4 people: My
information about mum, my dad, my brother and me.
present and past My hobby is swimming. The candidate
circumstances/activi does not actually answer the question
ties asked, i.e. “Does your dad have any
hobbies?”.
I live in flat with my mum, my dad,
and my brother.
I live in Trani.
I have three best friends: Giulia, Anna,
and Massimo.
Describing routines N The candidate does not answer the
question about when he goes
swimming.
Describing ability N No, I can’t. The candidate does not
and inability actually answer the question asked,
i.e. “Can Giulia play any musical
instruments?”.
Describing future N The candidate only gave a brief
plans answer to the question about the
weekend.
Expressing likes and N The candidate only gave a brief
dislikes answer to the question about which
room he/she likes best.
Expressing simple N The candidate only gave a brief
comparisons answer to the question about Trani/
Bari.
Describing people, Y My mum is tall with brown hair. She is
objects and places intelligent and funny.
My dad is fat and bald. He is quiet and
serious.
My brother is very handsome.
It is a small town near Bari. It is by
the sea.
Giulia is 15 years old. She is intelligent
and pretty.
Asking for N The candidate does not ask a question.
information
Negotiating N I don’t know. The candidate probably
meaning means “I don‟t understand”.