ISE II Interactive Phase

Having presented your topic, for the next part the examiner will present a situation (or prompt) in which you’re expected to ask questions to know more about it and engage in an interactive conversation.  Remember the student must take the initiative and maintain the interaction. The examiner will always start by saying:

For the next part, I’ll tell you something. You have to ask me questions to find out more information and make comments. You need to keep the conversation going. After four minutes, I’ll end the conversation. Are you ready?

Subsequently, the interviewer will read the prompt. Take the following one as an example:

I received a really strange phone call yesterday. I was told something that I think might change my life!

Again, you must use some specific language functions for this part. The most logical way to do this is by following the order suggested below:

1. Reported Speech. Students usually struggle as for where to use this specific language function in the conversation, so I always recommend they use it right after the interviewer has dropped the prompt. This will not only allow you to use reported speech but also make sure you have understood the prompt. You don’t need to use the examiner’s exact words when reporting. In fact, you will be unlikely to remember the whole prompt with such accuracy. What really matters is just the introduction of reported speech. In general terms, the correct structure of reported speech is:

Subject   +   present perfect/past simple of a reporting verb   +   to me/you/him…   +   (”that”) phrase.

* Keep in mind, however, in questions you need to use an auxiliary or modal verb at the beginning.

Has she said to you (that) she’s not coming over tonight? 

They told me (that) I was being really rude to them so I just stopped. 

You asked us if/whether  we were comfortable enough in your company. 

IMPORTANT CONSIDERATIONS FOR A PROPER USAGE:

• The word “that” is optional, it can be omitted. 
• Say / tell can be used interchangeably in reported speech. However, while the verb to say needs to be followed by the preposition “to”, the verb to tell doesn’t.

Did you say to me that I was wrong?
Did you tell to me that I was wrong?

• When using the verb to ask in place of to say/tell, the “that” phrase must be replaced by an “if/whether” phrase. Unlike “that”, “if/whether” can’t be omitted in any case.

This is how reported speech should look in the interactive phase:

Examiner: I received a really strange phone call yesterday. I was told something that I think might change my life! 

Student: Have you said that you got a phone call and it could change your life? 

Examiner: Yes, I have. That’s right.

2. Ask 3 or 4 questions to find out more information. In this step the interviewer wants to check your ability to make questions in the correct order. 

What did the caller say? 

Who was that person? 

Did you recognize the voice? 

Have you told anyone else about it? 

How did you feel when you got that call? 

Would you trust anyone you don’t know personally? 

Can you do anything about it? Have you thought of anything you could do?

* Don’t make a mere questionnaire; show some real interest in the answers of the examiner. Some recurrent phrases to show interest can be:

Oh, sorry about that. 

That sounds bad! 

That is cool, isn’t it? 

Oh, really? 

That’s a real pity/shame! 

What a shame/pity! 

Bummer! 

Oh, my goodness. 

That’s interesting!

3. Give your opinions. Once you have collected enough information, then get more personal in the conversation and always finish by giving advice.

• Persuading and discouraging:

I don’t think that’s a bad idea at all.   

Why don’t you try calling back? 

I think it would be a great idea to talk to her. 

Are you really sure that’s true? 

Are you sure of it? 

I really think you would do well to do that. 

It would be a pity if you didn’t consider trying again. 

For your own sake, I think you should consider better options.

• Speculating:

It might have been a silly joke. 

They may think it’s funny. 

It’s possible you actually know that person very well. 

Perhaps he didn’t mean to do you any harm. 

Maybe it was just your imagination, don’t you think? 

I guess it has just been a misunderstanding. 

I suppose there is a good reason for all that.

• Expressing emotions and feelings:

I suspect there is something else you don’t know. 

I have mixed feelings about this situation.  

Honestly, I wouldn’t like to be in your place. 

That sounds horrible. 

I think I couldn’t cope with so much stress if I were you. 

It seems to me your situation is very difficult to deal with. 

I am optimistc/pessimistic about the result. 

It makes me scared to think about that.

• Impossibility:

I can’t be one hundred percent sure. 

There is no way to believe that. 

Even a fool can’t possibly believe that’s true. 

You may not be able to find out the truth. 

There is no chance to do it in a different way.

• ALWAYS finish the conversation with some advice:

If I were in your shoes, I would be honest with him. 

If I were you, I would definitely take the opportunity. 

I think you should stop talking to her for some time. 

I suggest taking (or I suggest you take) some time off before any decision. 

I recommend being (or I recommend you are) strong and self-confident about the matter. 

How about trying again? 

What if you look at it from a different point of view?