TRINITY ISE I
Exam Format
TABLE OF CONTENTS Preparation for Trinity ISE I Task 1 LONG READING
page 4
Section 1: Questions 1-5 Title Matching
page 5
Section 2: Questions 6-10 Selecting the True Statements
page 8
Section 3: Questions 11-15 Completing Sentences
page 10
Preparation for Trinity ISE I Task 2 MULTI-TEXT READING
page 12
Section 1: Questions 16-20 Multiple Matching
page 13
Section 2: Questions 21-26 Selecting the True Statements
page 17
Section 3: Questions 26-30 Completing Summary Notes
page 20
Preparation for Trinity ISE I Task 3 READING INTO WRITING
page 22
Article
page 23
Descriptive Essay
page 29
Discursive Essay
page 35
Preparation for Trinity ISE I Task 4 EXTENDED WRITING
page 46
Review
page 47
Letters and Emails (Informal)
page 54
Letters and Emails (Formal)
page 57
TRINITY ISE I Reading & Writing PRACTICE TEST 1
page 60
TRINITY ISE I Reading & Writing PRACTICE TEST 2
page 66
TRINITY ISE I Reading & Writing PRACTICE TEST 3
page 72
TRINITY ISE I Reading & Writing PRACTICE TEST 4
page 78
TRINITY ISE I Reading & Writing PRACTICE TEST 5
page 84
TRINITY ISE I Reading & Writing PRACTICE TEST 6
page 90
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ww w.g lo bal el t.c o.u k Copyright © GLOBAL ELT LTD, 2015 And re w Bet si s , Sea n Hau ght on and Law ren ce Mam as Contributors: Maria Georgopoulou and Linda Maria Windsor Every effort has been made to trace the copyright holders and we apologize in advance for any unintentional omission. We will be happy to insert the appropriate acknowledgements in any subsequent editions.
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Succeed in TRINITY ISE I (B1) - Reading & Writing Module - Student’s Book - ISBN: 9781781642160 Succeed in TRINITY ISE I (B1) - Reading & Writing Module - Teacher’s Book - ISBN: 9781781642177
TRINITY ISE I
Contents
The format of the Trinity ISE I Reading & Writing Module Reading Task 1 is called the Long reading task. You have to read one long text (about 400 words) and answer 15 questions related to it. Task 2 is called the Multi-text reading task. You have to read 4 short texts and answer 15 related questions. The four texts have a connected theme. Writing Task 3 is called the Reading into writing task. You have to write an answer to a question related to the theme in Reading task 2. You use the information in Reading task 2’s four texts to help you to prepare your answer. Task 4 is called the Extended writing task. You have to write an answer to a question using your own ideas. The question will give you key prompts that you must write about.
ISE I Reading & Writing Exam Time: 2 hours
Parts: 4 (Tasks 1-4)
CEFR Level: B1
Task 1
Long reading • 400 words • 15 questions Spend about 20 minutes on this task.
Task 2
Multi-text reading • 400 words • 15 questions Spend about 20 minutes on this task.
Task 3
Reading into writing • write 100-130 words Spend about 40 minutes on this task.
Task 4
Extended writing • write 100-130 words Spend about 40 minutes on this task.
How is this book going to help me? In this book, you will look at each of the four tasks one by one, starting with Task 1. A simple step-by-step approach is used to show you how to do each task and the skills you will need to use to manage your time and do well in the exam.
How can I practise and improve my reading and writing exam skills? First, read this guide to the exam and do the exercises in it. Follow the guide step-by-step. This will help you understand more about the format of the exam, exam skills and what you need to do in each task. Next, do the exam practice tests that are also supplied in this book. Try to complete them in exam conditions – this means only allow yourself the amount of time you have in the real exam. But you can also do more. The reading and writing skills you will learn here are not just for the exam. They are useful skills you will need to use throughout your education. You can apply and practise many of these skills in other subjects, when you have to do reading comprehension and answer related questions and when you have to produce written answers. And you can also get extra practice and make your English-language learning more interesting by reading and writing about things you enjoy in your free time. Here are some examples of what we mean by this: • Reading practice Read English-language magazines, newspapers or online articles, or online posts about things you are interested in (e.g. rock bands or celebrities). Then think about what you’ve read and try to put the information in your own words. For example, when you read an article, think of your own title for it and your own headings for the paragraphs. Write summaries of the paragraphs in your own words. Highlight the really important or interesting sentences. Use your dictionary to help you understand new words and build your vocabulary. • Writing practice After you read these English-language articles, write about them. Maybe there is interesting information you want to share with other people. Write a blog post summarising what you’ve read. You have your own opinions. If the author gives an opinion, think: do I agree with what the author said? Write a blog post sharing your thoughts on the subject. Or, if the article is from a newspaper or magazine and the topic is important to you, write a letter to the editor expressing your views. If you have a friend who you think would like to know about what you read, write them an email. Use these opportunities to make practice a normal part of your routine. Hopefully, it will feel more natural and fun then. It may even be easier because you are interested in what you are reading and writing about. And the great thing is you are still practising exam skills. • Writing practice When you watch a good (or bad) film, when you read a book, or when you go to a restaurant for a meal, blog about your experience. Write a review of the film, book or place. Describe it and think about why you liked or didn’t like it. Or share your experience with a friend. Write an email telling them why they should or shouldn’t watch the film, read the book or go to the place. • Writing practice Keep a diary. Write letters to yourself about your experiences that day, week or month. Write about what happened at school. Write about your weekend activities. Write about your holidays. Or, if keeping a diary is too old-fashioned, blog about all your experiences. But be careful not to share private information on the internet. The point is, you can practise all the skills that you will learn in this book in a way that is more natural, meaningful and interesting for you. Try it! Your English will improve and hopefully you will enjoy the learning experience more because it will feel more real and relevant. Then, as you come closer to the exam, you may want to think about reading and writing about exam-specific topics. If you do want to do that, here are some topics you should focus on: Travel; Money; Fashion; Rules and regulations; Health and fitness; Learning a foreign language; Festivals; Means of transport; Special occasions; Entertainment; Music.
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Preparation for TRINITY Integrated Skills in English I
Reading & Writing Module
Task 1
Long reading
What do I have to do?
Read 1 long text and answer 15 questions.
What kind of text?
The text will be factual or descriptive. It will be about one of the following subjects: • Travel • Money • Fashion • Rules and regulations • Health and fitness • Learning a foreign language • Festivals • Means of transport • Special occasions • Entertainment • Music • Recent personal experiences
How long and hard will the text be?
The text will be about 400 words. There will always be 5 paragraphs. There may be some words you don’t know but the text will be aimed at level B1, which means you should recognise most of the words. The 15 questions are divided into three sections. Section 1 Questions 1-5 (Title matching) You have to choose the best title for each of the 5 paragraphs. There are 6 titles to choose from, so there is an extra one you won’t need.
What about the 15 questions?
Section 2 Questions 6-10 (Selecting the true statements) You are given 8 statements and you have to pick 5 that are true. You can choose your answers in any order. As 5 statements are true, 3 are false. Section 3 Questions 11-15 (Completing sentences) You will have to write a word or phrase (up to three words) from the text in a gap to complete each sentence. You must use an exact word or phrase from the original text – you can’t use your own words.
How long should I spend on this task?
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Spend about 20 minutes on Task 1.
TRINITY ISE I
Preparation for Task 1 Long reading
SECTION 1: Questions 1-5 (Title matching) Soon we’re going to look at our first long reading text. The text is about snowboarding. The topic comes under the general exam theme of Health and Fitness. First let’s think about what we already know about the subject. Look at the pictures and answer the questions (1-5). Write notes for your answers. Then discuss them with a partner if you can.
1. How many snow or winter sports do you know? List them. Do you like snow sports? Why?/Why not? 2. Which of the snow sports are more traditional and which are more modern? 3. Where do you think the idea for snowboarding came from? 4. Do you think snow sports are dangerous? What do athletes do to protect themselves? 5. What do you think slopestyle snowboarding is? Slopestyle snowboarding is shown in one of the pictures above.
Exercise 1 1. A. Now let’s read the text. When you are reading a text, always have a reason or purpose for reading. That way, you will focus better. Here is your purpose for reading this time: Read the text about slopestyle snowboarding and choose the correct topic, A , B or C, for each paragraph. Here, you are obviously not expected to know all these snowboarding terms and a number of other words and phrases in the text. You should ignore unfamiliar vocabulary and just go for the general meaning (gist).
Slopestyle Snowboarding Paragraph 1 Many people thought it was impossible, but Billy Morgan just proved them wrong. He’s become the first slopestyle snowboarder to perform a trick called the 1800 quadruple cork. Basically, he went head over heels four times in the air before landing his snowboard on the ground again without falling over. The video of his amazing achievement has been viewed thousands of times on the internet. And now, suddenly, everyone wants to know what exactly slopestyle is. A What slopestyle snowboarding is B How to do the 1800 quadruple cork C A special achievement in slopestyle snowboarding Paragraph 2 Well, it’s a type of snowboarding that involves the boarder following a course down a hill with different features on it, like rails and jumps. The boarder has to do tricks on these features. The better the tricks, the more points the boarder scores, and the boarder with the most points at the end wins. The four main kinds of trick are spins, grabs, grinds and flips. Boarders have to perform a variety of these tricks on the course. A How to do slopestyle tricks B What slopestyle snowboarding involves C How to judge slopestyle tricks
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TRINITY ISE I
Preparation for Task 1 Long reading
Paragraph 3 The judges of slopestyle competitions look at four different areas. First of all, ‘air’ – or how high the boarder’s jumps are. The higher, the better. Secondly, degree of difficulty. Hard tricks to perform score more points than easy ones. Thirdly, execution. This means how well the boarder does the trick. And lastly, ‘style’ – basically, the boarder’s trick needs to look cool! A The four areas of performance B The four types of snowboard C The number of competition judges
Paragraph 4 Slopestyle snowboarding is a quite new winter sport. The idea for it came from skateboarding and BMX cycling. Snowboarders realised they could do similar tricks on the snow. It became popular in the early 2000s and slopestyle competitions were held as part of the International X Games. But it was only in 2014 that slopestyle was included in the Olympics for the first time, at the Winter Games in Sochi, Russia. The first Olympic champions were both Americans – Sage Kotsenburg for the men and Jamie Anderson for the women. A The Olympic Games in Sochi B A short history of slopestyle snowboarding C A sport started in Russia
Paragraph 5 As well as snowboard slopestyle, there is a skiing form of the sport too. It uses short skis – not the long ones of traditional ski racing. Ski slopestyle also featured at the Olympics for the first time in 2014. Both sports are very young, but they are becoming more and more popular thanks to the Olympic Games – and thanks also to Billy Morgan’s amazing trick seen by thousands of people online. Billy has done the impossible, so now people are wondering what’s next. For Billy, hopefully a first gold medal at the Olympics. For the sport, a very bright and successful future. A A new film about Billy Morgan B Billy Morgan wins a gold medal C A positive future for slopestyle winter sports
1. B. If you are not sure of the correct headings, try to answer these questions about paragraphs 1-5. They should help you with your choices. Answer Yes or No. Paragraph 1 1. Does the paragraph explain what slopestyle snowboarding is in detail?
No _____
2. Does the paragraph explain how to do a special trick in detail?
No _____
3. Does the paragraph describe something special a slopestyle athlete did?
Yes _____
Paragraph 2 1. Does the paragraph tell you how to do a spin, a grab, a grind or a flip?
No _____
2. Does the paragraph tell you more information about the sport of slopestyle?
Yes _____
3. Does the paragraph tell you what you need to do to be a slopestyle judge?
No _____
Paragraph 3 1. Does the paragraph mention four different areas of slopestyle performance?
Yes _____
2. Does the paragraph mention different types of snowboard equipment?
No _____
3. Does the paragraph talk about the actual slopestyle judges in detail?
No _____
Paragraph 4 1. Is the paragraph mainly about the Olympic Games in Sochi?
No _____
2. Does the paragraph discuss how slopestyle started and developed?
Yes _____
3. Does the paragraph actually say slopestyle started in Russia?
No _____
Paragraph 5 1. Does the paragraph say an actual film was made about Billy Morgan?
No _____
2. Has Billy Morgan actually won an Olympic gold medal yet?
No _____
Yes 3. Does the paragraph talk about more than one slopestyle sport and the future of these sports?_____
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TRINITY ISE I
Preparation for Task 1 Long reading
1. C. Hopefully, you have now chosen the right answers. What did you notice about the incorrect answers? They had some features in them that could make you choose the wrong answer. Of course, at the actual exam you are not likely to find such questions. The intention is rather to make sure getting the right answer requires careful reading instead of simple word-spotting. Match the wrong answers (1-3) to the main tricks used ( A -C).
1. How to do the 1800 quadruple cork
B ___
2. The Olympic Games in Sochi
C ___
3. Billy Morgan wins a gold medal
A ___
A The information seems very similar to what is said in the paragraph, but the meaning is not exactly the same. B A lot of words from the paragraph are repeated in the heading so you need to read and think carefully. C This topic is discussed in the paragraph but it is not the main point or focus of the paragraph.
Watch out! Exercise 1C has shown you how you could be confused. Billy Morgan wins a gold medal is wrong because it seems like what is said in the text but the information in the text actually has a different meaning. The text says Billy Morgan will hopefully win a first gold medal. He hasn’t won yet. The Olympic Games in Sochi are discussed in the text BUT it is not the main focus of the paragraph. The term 1800 quadruple cork is stated in the text BUT the text does not explain how to perform this move. So, here is what we have learned: • Don’t pick an answer just because it uses the same words as the actual paragraph. The meaning may be different. • Don’t pick an answer just because the information is in the paragraph. It should be the main focus of the paragraph. • Read the answer carefully. Make sure the meaning matches what is said in the paragraph. The good news is that there is only one wrong answer in the exam title-matching question. There are six headings and five are correct. However, you still have to match the five correct headings to the right paragraphs. If two paragraphs are similar, use the rule we’ve learned: • Read the heading carefully – make sure it matches the main topic of the paragraph and the meaning is definitely the same.
Exercise 2 Example exam question Now we are going to do an exam-style question related to the text. The exercises you have already done should help you. Questions 1-5 (one mark per question) The text about snowboarding has five paragraphs (1-5). Choose the best title for each paragraph from A -F below and write the letter ( A -F) on the lines below . There is one title you A Boarder performs ‘impossible’ new trick don’t need. B How the sport of slopestyle developed
1.
A Paragraph 1 …………………………
2.
F Paragraph 2 …………………………
C The X Games in Russia
3.
E Paragraph 3 …………………………
D Slopestyle’s big future
4.
B Paragraph 4 …………………………
E What makes a good slopestyle performance
5.
D Paragraph 5 …………………………
F What slopestyle snowboarding is
Reading for gist Think about the exercises you have done so far. Did you need to understand every word in the text to get the answers right? No. You just needed to understand the general idea and main points. This is what Reading for gist is: reading a text or paragraph to get a general idea of what it is about. Remember, in the exam, you only have about 20 minutes to complete all 15 questions in Task 1, so it’s important that you work quickly. Reading for gist will help you do this. To complete questions 1-5 in the exam, read the text quickly and don’t worry about the words you don’t understand. Write a short note in your own words about the topic of each paragraph after you have finished reading it. Then compare the headings in the question with your notes. If you’re still unsure of an answer, skim (quickly read) the paragraph again to check.
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Test 6 Task 1 – Long reading Read the following text about fashion and answer the 15 questions on the next page.
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Fashion Paragraph 1 When you look at fashion shows or see the latest clothes for this year in a magazine, you might think you’ve seen it all before. It sometimes seems that most of the designers are just going back to ideas that have already been around at least once before. One year, the 1970s are back in fashion, then the year after it’s the 90s, or even the 20s. If you really want to know what the future of fashion is, you need to look at an area that is always looking forward: technology. The meeting point of fashion and technology is where the really exciting new ideas are. Paragraph 2 For several years now, people have been talking about “wearable technology” as the next big development. In fact, some products that fit this description are already in the shops. You can buy watches that do everything your smart phone can do, or glasses with computers in that follow your eye movements and feed information to you as you walk around. But there’s much more to wearable technology than that. Paragraph 3 Sports clothing is one area where new ideas are developing very fast. Runners and other sports people already wear small computers on their wrists that give them continuous information about how fast they’re running, how hard their bodies are working and so on. Soon, they will be able to wear light shirts that do the same job, thanks to very thin electrical wires in the material. Experts agree that it’s often sports people (usually young men) like snowboarders who are the first to take up new fashion ideas. Others then follow. Paragraph 4 Women, it seems, are usually more interested in what clothes look like than what they can do, and technology has a part to play here too. Designers are already making clothes that can change colour with how you are feeling, or react to sound. How about a dress you can wear to a night club and it gets brighter as the music gets louder? And if you think that sounds unlikely, just think of all the things we accept as quite normal today that seemed impossible or silly only ten years ago. Paragraph 5 The main reason that things like this aren’t yet in normal shops is that they aren’t cheap. But, as with all technological products, the price will surely come down fast. In any case, technological clothing doesn't have to be expensive. Students and designers are experimenting with materials and ideas that would be affordable to most people.
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TEST 6 - Task 1
Questions 1-5 (one mark per question) The text on the previous page has five paragraphs (1-5). Choose the best title for each paragraph from A -F below and write the letter ( A -F ) on the lines below . There is one title you don’t need.
E 1. Paragraph 1 ………………………… A Here and now
A 2. Paragraph 2 …………………………
B Where to buy new fashions
C 3. Paragraph 3 …………………………
C Where changes happen first D Future fashions for females
D 4. Paragraph 4 …………………………
E Recycling the past
F 5. Paragraph 5 …………………………
T e s t 6
F Financial limits
Questions 6-10 (one mark per question) Choose the five statements from A -H below that are TRUE according to the information given in the text on the previous page. Write the letters of the TRUE statements on the lines below (in any order).
A/D/E/G/H 6. ………………………… A/D/E/G/H 7. ………………………… A/D/E/G/H 8. ………………………… A/D/E/G/H 9. ………………………… A/D/E/G/H 10. …………………………
A New fashions are often not really new at all. B Clothes from the 1970s are now fashionable again. C “Wearable technology” is still just an idea for the future. D Computer watches and glasses are only a small part of what “wearable technology” means. E Sportspeople now wear things that help them check how their bodies are working.
F Snowboarding is more popular with men than with women. G Ideas of what is normal change quite quickly. H Technology is always more expensive when it first goes on sale.
Questions 11-15 (one mark per question) Complete sentences 11-15 with a word, phrase or number from the text (maximum three words). Write the word, phrase or number in the space provided.
back in fashion . 11. It’s quite usual for clothes from previous decades to be suddenly ......……………….....……………………… (big) development that is already happening. 12. “Wearable technology” is a ......……………….....……………………… (thin) electrical wires
13. Some shirts have ......……………….....……………………… to help you check your body.
unlikely 14. Some people may think that new ideas seem ......……………….....……………………… to happen. affordable 15. Some designers are trying to make wearable technology more ......……………….....……………………… than it is now.
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Succeed in TRINITY ISE I
Reading & Writing
TEST 6 - Task 2
Task 2 – Multi-text reading In this part there are four short texts for you to read and 15 questions for you to answer.
Questions 16-20 (one mark per question)
6 t s e T
Read questions 16-20 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 – and write it on the lines below. You can use any letter more than once. Which text
16.
comments on a recent fashion event?
C ………………
17.
presents trends in opinions relating to school uniform?
D ………………
18.
refers to a new school regulation?
A ………………
19.
relates personal opinions about how students should dress?
B ………………
20.
expresses displeasure with a decision?
A ………………
Text A Dear Editor, My daughter attends Carden High, a local state school, which is well known for its academic achievements. I have always been extremely happy with the school and have agreed with all its decisions until now. However, I received a letter from the Head yesterday, stating that all pupils will have to wear shirts, trousers and ties. I was worried, as was my daughter, to read the letter. My daughter cannot believe that she will have to change her appearance so completely. We both think that the new rule is wrong. Why do boys and girls have to wear the same clothing? If the school is really interested in making things equal, there are other kinds of clothing they could choose as a uniform. Yours faithfully, Ann Lee
Text B Jake: I think school uniforms at Carden High should change. They’re too old-fashioned. I hate wearing them. Lucy: Having to wear a uniform stops children asking their parents to buy them expensive clothes. Henry: I agree. It’s less expensive to wear a uniform than buying a whole set of clothes for school. Warren: Anyway, I like wearing a uniform as it means you don’t have to think about what to wear every day, so it saves time.
Lyndsey: I don’t think girls should be made to wear the same style clothing, though. Stephanie: I agree, we need to have different styles for boys and girls. Belinda: Wearing the same uniform means people’s characters become more important than their appearance.
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TEST 6 - Task 2
Text C
Whitehall School fashion show Following a recent competition, held by Whitehall School, to find the best design for a new school uniform, there was a show of the best designs last weekend. Students were asked to design a practical but stylish uniform for both male and female pupils at the school. Pupils then made the top 20 designs into uniforms, with the help of some talented parents and teachers. The designs were very original, but also practical. On the whole, they tended to be fashionable, with a move away from traditional materials, such as cotton, to linen and even shiny materials, like satin.
T e s t 6
In addition, patterned rather than plain shirts were popular. None of the uniforms had ties or other more traditional things like school caps and scarves.
Text D
Results of a parent survey for 2015: what students should wear at school. 8.00% 6.00% 4.00% 2.00%
% change from last year
0.00% -2.00% -4.00% -6.00% -8.00%
s g l s e t s p s r s i n a n i e s i n g j e a e e t h e k h t i n h l c j / t a h l o a c o r g o c r t i l o / c h h i c e a f c s / x i r s s w c e e e l e i s a h o l a z s u n s u b - s p r a c r m d e o n f e g l a t p
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Succeed in TRINITY ISE I
Reading & Writing
TEST 6 - Task 2
Questions 21-25 (one mark per question) Choose the five statements from A -H below that are TRUE according to the information given in the texts alone. Write the letters of the TRUE statements on the lines below (in any order).
A Carden High is planning to introduce a more equal uniform. A/C/D/G/H 21. …………………………
6 t s e T
A/C/D/G/H 22. …………………………
B Pupils at Carden High will be able to choose whether to wear the uniform. C The students’ opinions about uniform changes at Carden High are mixed. D Winning designs at Whitehall school used different material from normal.
A/C/D/G/H 23. …………………………
E Some of the designs at the Whitehall fashion show were impractical.
A/C/D/G/H 24. …………………………
F A recent survey showed increased parental support for wearing jackets in schools.
A/C/D/G/H 25. …………………………
G On the whole, parents preferred more casual clothes in schools. H Parents have generally moved away from the idea that pupils should wear traditional uniforms.
Questions 26-30 (one mark per question) The Summary notes below contain information from the texts on the previous pages. Find a suitable word or a phrase in the texts A -D to complete the missing information in gaps 26-30. Write your answers in the spaces provided and you can use up to 3 words.
Summary notes Reasons for wearing uniform: • all students are equal less expensive • (26.) ...........….........................……… than buying other clothes saves time - no need to make decisions • (27.) ...........…....................……........
Suggestions from parents/students for improving s choolwear: cotton • less traditional materials e.g. (28.) ...........….........................……… plain • fashionable designs e.g. patterned instead of (29.) ...........….........................……… casual wear • more (30.) ...........….........................………, e.g. jeans, trainers • In general, school clothes should be less traditional
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TEST 6 - Task 3 & 4
Task 3 – Reading into writing You are doing a project on school uniforms and you need to write a short essay for your teacher (100-130 words) on how uniforms could be improved. Use the information you read in Task 2 to suggest: • reasons for keeping school uniforms • why some students don’t like school uniforms • how designs could be different 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
T e s t 6
(No marks are given for these planning notes)
Now write your essay of 100-130 words. Try to use your own words as far as possible. When you have finished your essay , spend 2-3 minutes reading through what you have written. Make sure you have covered all three bullet points. Remember to check how you made use of the reading texts, as well as checking the language and organisation of your writing.
Task 4 – Extended writing You want to set up a snack shop in your school run by students. Write a letter to the principal (100–130 words) explaining your idea. You should: • explain why it would be good for students to have their own business • say what you will do with the money you will make. Plan your letter 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 letter of 100-130 words. When you have finished your letter , spend 2-3 minutes reading through what you have written. Make sure you have covered the two bullet points and remember to check the language and organisation of your writing.
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