Skillful Reading and Writing 3 Trinity ISE II

Skillful
Reading&Writing Level 3
Trinity ISE II Unit 1: Identity
Skillful Reading & Writing Level 3 (B2) has been mapped to Trinity’s Integrated Skills in English (ISE) II
Reading & Writing exam. ISE is a four skills exam that assesses a candidate’s ability to use English through
integrated exam tasks. This document shows which exercises teachers may want to use to help prepare
learners for the exam.
ISE II
Reading & Writing exam
Reading 1: Discuss it online ( pp8–9 ) Careful reading for specific information:

Assessed in Task 1 – Long reading (selecting the true
statements) questions 6-10, and Task 2 – Multi-text
reading (selecting the true statements) questions
21–25.
Understanding specific factual information at

sentence level:
Assessed in Task 1 – Long reading (title matching)
questions 1–5, and Task 2 – Multi-text reading
(selecting the true statements) questions 21–25.
Careful reading for comprehension:

Assessed in Task 1 – Long reading (completing
sentences – gap fill) questions 11–15.
Careful reading for comprehension at the word

and/or phrase level across the texts:
Assessed in Task 2 – Multi-text reading (completing
summary notes from a bank of options – gap fill)
questions 26–30.
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Skillful
Trinity ISE II Unit 1: Identity
Reading 2: Sports fans and identity ( pp10–11 ) Understanding the main ideas of each paragraph:
questions 1–5.
Careful reading for specific information:

statements) questions 6–10, and Task 2 – Multi-text
21–25.

sentence level:


questions 26–30.
Writing: Paragraph structure ( p13 ) This writing task will help candidates produce clear,
cohesive paragraphs which have unity and coherence.
This is important for Task 3 – Reading into writing,
and Task 4 – Extended writing.
Writing task ( p15 ) The process approach to writing in this section is

very useful for helping candidates brainstorm, plan,
write, and edit their work.
A descriptive essay is one of the possible genres for

Task 3 – Reading into writing, and Task 4 – Extended
writing.
Skillful
Trinity ISE II Unit 2: Design
ISE II
Reading 1: The Metropol Parasol ( pp18–19 ) Scanning:

questions 1–5, Task 2 – Multi-text reading (multiple
matching) questions 16–20, and Task 2 – Multi-text
21–25.

21–25.

sentence level:

Skillful
Trinity ISE II Unit 2: Design
Reading 2: Designing solutions ( pp20-21 ) Scanning:

questions 1–5, Task 2 – Multi-text reading (multiple
matching) questions 16–20, and Task 2 – Multi-text
21–25.

21–25.

sentence level:

Writing: Transitions: introducing opposing ideas ( p23 ) This writing task will help candidates produce
pieces of writing that are signposted clearly and have
unity and coherence through the use of transition
signals. This is useful for Task 3 – Reading into
writing, and Task 4 – Extended writing.

Grammar: Non-defining relative clauses Useful for all functions assessed in the Reading &
Writing exam, and the Speaking & Listening exam.
Skillful
Trinity ISE II Unit 3: Thought
ISE II
Reading 1: Is your memory online? ( pp28–29 ) Skimming:

(multiple matching) questions 16–20.
Reading for gist:


21–25.

sentence level:

Skillful
Reading 2: How does the brain multitask? ( pp30–31 ) Skimming:

Reading for gist:


21–25.

sentence level:

Deducing meaning of unknown words from context

is a useful skill for all ISE levels.
Writing: Summarizing ( p33 ) Paraphrase/summarize factual ideas, opinions,

arguments, and/or discussion:
Assessed in Task 3 – Reading into writing.
Synthesize such information to produce coherent

responses to suit the purpose for writing (e.g. to
offer solutions to a problem and/or evaluation of
the ideas):
Skillful

Paraphrase/summarize factual ideas, opinions,


the ideas):
Grammar: Adverb clauses of reason and purpose Useful for all functions assessed in the Reading &
Skillful
Trinity ISE II Unit 4: Fire
ISE II
Reading 1: Feeling the heat ( pp38–39 ) Summarizing:

questions 26–30.
Comparing, evaluating, and inferring:

statements) questions 6–10.

21–25.

sentence level:
Task 1 – Long reading (title matching) questions 1–5,
and Task 2 – Multi-text reading (selecting the true

Skillful
Trinity ISE II Unit 4: Fire
Reading 2: Fire in the sky ( pp40-41 ) Distinguishing principal statement from supporting
examples or details:

21–25.

sentence level:

Writing: Using sensory details in a narrative ( p43 ) A descriptive essay is one of the possible genres for
writing.


writing.
Grammar: Adverbs as stance markers The use of stance markers can help with the writing
components of the exam.
Skillful
Trinity ISE II Unit 5: Movement
ISE II
Reading 1: Invasive species you should know Inferring:

( pp48–49 ) Assessed in Task 2 – Multi-text reading (selecting
the true statements) questions 21–25, and Task 2 –
Multi-text reading (completing summary notes from
a bank of options – gap fill) questions 26–30.
Understanding specific, factual information at the

word level and/or phrase level OR inferring and
understanding across paragraphs (e.g. writers’
attitude, line of argument etc.):

21–25.

sentence level:

Skillful
Trinity ISE II Unit 5: Movement
Reading 2: How do animals navigate? ( pp50–51 ) Inferring:

Assessed in Task 2 – Multi-text reading (selecting
the true statements) questions 21–25, and Task 2 –
Multi-text reading (completing summary notes from
a bank of options – gap fill) questions 26–30.
Distinguishing fact from opinion:
sentence level:
Assessed in Task 2 – Multi-text reading (selecting the
true statements) questions 21–25.
Reading for gist:
Writing: Using sentence variety ( p53 ) Having good sentence variety (i.e. a mix of simple,
compound, complex, and compound-complex
sentences) is useful for the two writing tasks and the
speaking components of the exam.
Writing task ( p55 ) Identify information that is relevant to the writing task
and common themes and links across multiple texts:
responses to suit the purpose for writing (e.g. to offer
solutions to a problem and/or evaluation of the ideas):
Skillful
Trinity ISE II Unit 6: Disease
ISE II
Reading 1: Long-distance care ( pp58–59 ) Reading for gist:

Summarizing:
questions 26–30.

Reading 2: Do we know too much? ( pp60–61 ) Distinguishing fact from opinion:


reading (selecting the true statements) questions 21–25.

sentence level:
Writing ( p63 ) Being able to write a clear thesis statement will

produce more effective introductions to essays
(descriptive, discursive, and argument). These are
the genres for Task 3 – Reading into writing, and
Task 4 – Extended writing.
Grammar: Passive modals: advice, ability, and Useful for all functions assessed in the Reading &
possibility Writing exam, and the Speaking & Listening exam.
Skillful
Trinity ISE II Unit 7: Survival
ISE II
Reading 1: Adrift: A book report ( pp68–69 ) Summarizing:

questions 26–30.
Reading for gist:

Reading 2: A semester on ice ( pp70–71 ) Understanding the main ideas of each paragraph:
questions 1–5.
Reading for purpose or main ideas:

Assessed in Task 2 – Multi-text reading (multiple
matching) questions 16–20.

21–25.

sentence level:
Skillful
Trinity ISE II Unit 7: Survival


writing.
Grammar: Unreal conditional in the past Speculating:

Assessed in all four tasks in the Reading & Writing
exam, and in the Topic, Collaborative, and
Conversation tasks in the Speaking & Listening
exam.
Skillful
Trinity ISE II Unit 8: Drive
ISE II
Reading 1: Making a difference ( pp78–79 ) Distinguishing principal statement from supporting

examples or details:

sentence level:
Reading 2: Most likely to succeed ( pp80–81 ) Understanding specific factual information at

sentence level:
questions 1-5, and Task 2 – Multi-text reading
(selecting the true statements) questions 21-25.

statements) questions 6-10.
Writing: Effective hooks ( p83 ) Effective hooks will help produce interesting
introductions for the essays (descriptive, discursive,
and argument) and articles.
Grammar: Intensifier + comparative combinations Useful for all functions assessed in the Reading &
Skillful
Trinity ISE II Unit 9: Sound
ISE II
Reading 1: The Secret Garden: An excerpt ( pp88–89 ) Understanding specific, factual information at the
Deducing meaning of unknown words from

context is a useful skill for all ISE levels.
Reading 2: The loudest sound you’ve never heard Careful reading for specific information:
( pp90-91 ) Assessed in Task 1 – Long reading (selecting
the true statements) questions 6-10, and Task 2
– Multi-text reading (selecting the true statements)
questions 21-25.

sentence level:
questions 1-5, and Task 2 – Multi-text reading
(selecting the true statements) questions 21-25.

sentences – gap fill) questions 11-15.

Assessed in Task 2 – Multi-text reading
(completing summary notes from a bank of options
– gap fill) questions 26-30.
Skillful
Trinity ISE II Unit 9: Sound
Writing: Using similes and metaphors ( p93 ) A descriptive essay is one of the possible genres for
Task 3 – Reading into writing, and Task 4 –
Extended writing.

very useful for helping candidates brainstorm,
plan, write, and edit their work.

writing.
Skillful
Trinity ISE II Unit 10: Tomorrow
ISE II
Reading 1: Global graduates ( pp98–99 ) Understanding specific, factual information at the


21–25.

sentence level:


questions 26–30.
Reading 2: Career trends ( pp100–101 ) Understanding specific, factual information at the

Skillful
Trinity ISE II Unit 10: Tomorrow
Writing: Qualifying statistical data ( p103 ) A report is one of the possible genres for Task 3 –
Reading into writing, and Task 4 – Extended writing.
Writing task ( p105 ) Identify information that is relevant to the writing

task and common themes and links across multiple
texts:


the ideas):
The process approach to writing in this section is

A report is one of the possible genres for Task 3 –

Reading into writing, and Task 4 – Extended writing.

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Skillful

Reading 1: Discuss it online ( pp8–9 ) Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Careful reading for comprehension at the word

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Careful reading for comprehension at the word

Writing task ( p15 ) The process approach to writing in this section is

A descriptive essay is one of the possible genres for

Reading 1: The Metropol Parasol ( pp18–19 ) Scanning:

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Reading 2: Designing solutions ( pp20-21 ) Scanning:

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Writing task ( p25 ) The process approach to writing in this section is

Reading 1: Is your memory online? ( pp28–29 ) Skimming:

Reading for gist:

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Reading 2: How does the brain multitask? ( pp30–31 ) Skimming:

Reading for gist:

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Deducing meaning of unknown words from context

Writing: Summarizing ( p33 ) Paraphrase/summarize factual ideas, opinions,

Synthesize such information to produce coherent

Writing task ( p35 ) The process approach to writing in this section is

Paraphrase/summarize factual ideas, opinions,

Synthesize such information to produce coherent

Reading 1: Feeling the heat ( pp38–39 ) Summarizing:

Comparing, evaluating, and inferring:

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Writing task ( p45 ) The process approach to writing in this section is

A descriptive essay is one of the possible genres for

Reading 1: Invasive species you should know Inferring:

Understanding specific, factual information at the

Careful reading for specific information:

Understanding specific factual information at

Careful reading for comprehension:

Reading 2: How do animals navigate? ( pp50–51 ) Inferring:

Reading 1: Long-distance care ( pp58–59 ) Reading for gist:

Comparing, evaluating, and inferring:

Reading 2: Do we know too much? ( pp60–61 ) Distinguishing fact from opinion:

Careful reading for specific information:

Understanding specific factual information at

Writing ( p63 ) Being able to write a clear thesis statement will