Speakout Guidelines - Basic and Intermediate Courses (1)

GUIDELINES Basic and Intermediate courses

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

INDEX Part 1: Objectives ………………………………………………………………………………………….……………………..……..

3

Part 2: Coursebook and Philosophy ………………………………….............................................................

3

Part 3: About the course……………………………..………………………………………………………………………………. A. Structure of the course………………………………..…………………………………………………………. B. Course Breakdown……………………………………….………………………………………………………….

4 4 4

Part 4: Materials ...........…………………………..…………………..………………..……………………………………………. A. Student’s book……………………………………..……………………………………………....................... B. Workbook.…………………………………………………………………………………………..….................. C. MyEnglishLab …………………………………………………………………………………………………………. D. Student’s Resource Bank…………………………………………………………………………………………. E. ActiveBook and ActiveTeach……………………………………………………………………………………. F. Teacher’s Resource Book………………………………………………………………………………………… G. Syllabus……………………………………………………………………………………………………………………

5 4 5 5 6 6 6 6

Part 5: Evaluation ...........…………………………..…………………..………………..………………………………………….. A. Introduction…………………………………………………………..................................................... I. Continuous Assessment…………………………………………………………………………….. II. Exams…………………………………………………………………………………….…………………. B. All about Continuous Assessment ………………………………………………………………………….. I. About giving marks …………………………………………………………………………………… II. Evaluation Criteria for Continuous Assessment …………………………………………. 1. Speaking & Listening…………………………………………………..…………………….... 2. Written Work……………………………………………………………………………………... C. All about Exams ………………………………………………………………………………………………….….. I. Speaking Exam (SE)…………………………………………………………………………………………... II. Reading Exam (RE)………………………………………........................................................ III. Final Exam (FE)……………………………………………………………………………………………….… IV. Progress Test (PT)…………………………………………………………………………………………….. V. Feedback Sessions…………………………………………………………………………………………….

8 8 8 8 9 9 10 10 13 16 16 17 18 18 19

Part 6: Academic Documents ….. ……………..…………………..………………..………………………………………..….

20 25 27 27 29 31

Part 7: Frequently Asked Questions …………………………………………………………………………..………………. Appendices ………………………………………………………………………………………………………………………………… Appendix 1: Author Tips ……………………………………………...................................................... Appendix 2: About Written Work …………………………………………………………………………………. Appendix 3: About Preparing your students for the Speaking Exam ………………………………


INDEX Part 1: Objectives ………………………………………………………………………………………….……………………..……..

3

Part 2: Coursebook and Philosophy ………………………………….............................................................

3

Part 3: About the course……………………………..………………………………………………………………………………. A. Structure of the course………………………………..…………………………………………………………. B. Course Breakdown……………………………………….………………………………………………………….

4 4 4

Part 4: Materials ...........…………………………..…………………..………………..……………………………………………. A. Student’s book……………………………………..……………………………………………....................... B. Workbook.…………………………………………………………………………………………..….................. C. MyEnglishLab …………………………………………………………………………………………………………. D. Student’s Resource Bank…………………………………………………………………………………………. E. ActiveBook and ActiveTeach……………………………………………………………………………………. F. Teacher’s Resource Book………………………………………………………………………………………… G. Syllabus……………………………………………………………………………………………………………………

5 4 5 5 6 6 6 6

Part 5: Evaluation ...........…………………………..…………………..………………..………………………………………….. A. Introduction…………………………………………………………..................................................... I. Continuous Assessment…………………………………………………………………………….. II. Exams…………………………………………………………………………………….…………………. B. All about Continuous Assessment ………………………………………………………………………….. I. About giving marks …………………………………………………………………………………… II. Evaluation Criteria for Continuous Assessment …………………………………………. 1. Speaking & Listening…………………………………………………..…………………….... 2. Written Work……………………………………………………………………………………... C. All about Exams ………………………………………………………………………………………………….….. I. Speaking Exam (SE)…………………………………………………………………………………………... II. Reading Exam (RE)………………………………………........................................................ III. Final Exam (FE)……………………………………………………………………………………………….… IV. Progress Test (PT)…………………………………………………………………………………………….. V. Feedback Sessions…………………………………………………………………………………………….

8 8 8 8 9 9 10 10 13 16 16 17 18 18 19

Part 6: Academic Documents ….. ……………..…………………..………………..………………………………………..….

20 25 27 27 29 31

Part 7: Frequently Asked Questions …………………………………………………………………………..………………. Appendices ………………………………………………………………………………………………………………………………… Appendix 1: Author Tips ……………………………………………...................................................... Appendix 2: About Written Work …………………………………………………………………………………. Appendix 3: About Preparing your students for the Speaking Exam ………………………………


SPEAKOUT BASIC AND INTERMEDIATE COURSES

Part 1: OBJECTIVES 

To focus on the development of the four skills: Speaking, Listening, Reading and Writing.



To enrich students’ language awareness through the study of Grammar and Vocabulary from Elementary to

Upper Intermediate level. 

To teach language promoting the “Active Learning” approach through the use of discovery techniques and tasks that use the language in context.



To promote self-study through engaging tasks and projects that reflect language learned in class.



To expose students to real spoken English by giving them the opportunity to work with authentic material taken from the BBC.



To familiarise students with functional language they will find useful when facing real life situations.

Part 2: COURSEBOOK AND PHILOSOPHY

The textbooks used for our Adults Courses are: 

by Frances Eales and Steve Oakes SPEAKOUT Elementary by



SPEAKOUT Pre-Intermediate by Antonia Clare and JJ Wilson.



SPEAKOUT Intermediate by Antonia Clare and JJ Wilson



Oa kes. SPEAKOUT Upper Intermediate by Frances Eales and Steve Oakes.

has been designed to satisfy both students and teachers on a number of different levels. It offers engaging topics with authentic BBC material to really bring them to life. At the same time it offers a robust and comprehensive focus on grammar, vocabulary, functions and pronunciation. As the name of the course might suggest, speaking activities are prominent, but that is not at the expense of the other core skills, which are developed systematically throughout.” (SPEAKOUT Pre-Intermediate Teacher’s Book, p.18).

“SPEAKOUT

SPEAKOUT is a series that was created to bring the real world into the classroom through communicative

activities and independent and blended learning. These components result in lessons that really work.


Part 3: ABOUT THE COURSE A. STRUCTURE OF THE COURSE

This is a 24-cycle course (12 for Super intensive courses) offered in five different systems: SYSTEM Daily (D)

DESCRIPTION

LENGTH

Monday to Friday (1.5 hour classes)

18 sessions in 1 month (27 hours)

Saturday (S)

Saturdays only (3 ¼ hours classes)

8 sessions in 2 months (26 hours)

Superintensive (F)

Monday to Friday (3 hour classes)

18 sessions in 1 month (54 hours)

Every other day (A)

Monday, Wednesday, Friday (2 hour classes)

13 sessions in 5 weeks (26 hours)

Every other day (B)

Tuesday and Thursday (3 hour classes)

9 sessions in 5 weeks (27 hours)

B. COURSE BREAKDOWN

PHASE

CYCLE (F COURSES) F01

F02

F03 BASIC F04

CYCLE (D,S,A,B COURSES)

UNITS COVERED

B01

1, 2

B02

3, 4

B03

5, 6

B04

7, 8

B05

9, 10

B06

11, 12 1, 2

B07 B08

F05

B09 B10

F06

F07

F08

F09 INTERMEDIATE F10

F11

F12

COURSEBOOK

SPEAKOUT Elementary

3, 4 5, 6 7, 8

B11

9, 10

B12

11, 12

I01

1, 2

I02

3, 4

I03

5, R1

I04

6, 7

I05

8, 9

I06

10, R2

I07

1, 2

I08

3, 4

I09

5, R1

I10

6, 7

I11

8, 9

I12

10, R2

SPEAKOUT Pre-Intermediate

SPEAKOUT Intermediate

SPEAKOUT Upper Intermediate


Part 4: MATERIALS SPEAKOUT has a number of different components for teachers and students:

TEACHER’S SET 

Student’s Book



Workbook



Student’s Resource Bank



ActiveBook & DVD (1 disc) Class Audio CD (1 disc) Workbook Audio CD (1 disc)

   

STUDENT’S SET (1 book)



Student’s Book



Workbook



Student’s Resource Bank



ActiveBook & DVD (1 disc) Workbook Audio CD (1 disc)



(1 book)

Teacher’s Resource Book (1 book) ActiveTeach & DVD (1 disc)

Teachers and students receive the Student’s book, the Workbook, Student’s Resource Bank, the ActiveBook &

DVD and the Workbook Audio CD in one pack, as this is a special customised version especially designed for the BRITÁNICO. A.

STUDENT’S BOOK The SPEAKOUT Elementary & Pre-Intermediate books consist of 12 units each. The SPEAKOUT Intermediate & Upper Intermediate books also consist of 12 units each, but in these books there are 2 Revision units in the middle and at the end of each book (see chart on page 4). All units have been designed to deal with the four essential skills: Speaking, Listening, Reading and Writing. You can find the objectives based on these skills on the front page of each unit. For a detailed

overview

of the Student’s Book components, please refer to pages 10-21 of the

Teacher’s

book. 

R1 and R2 (Revision) Units in the Intermediate and Upper Intermediate Student’s Books

In the Intermediate and Upper Intermediate books there are two Revision Units (after units 5 and 10). In these units: There is no new grammar points to deal with. There is Grammar Revision.  The first Revision unit (R1) in the Intermediate book contains exercises focused on PET  (Cambridge English: Preliminary).  

B.

The second Revision unit (R2) in the Intermediate book and the two Revision Units in the Upper Intermediate book contain exercises focused on FCE (Cambridge English: First). These units are skills-based with emphasis on the development of the 4 skills.

WORKBOOK The Student’s Workbook contains extra exercises and deals with all the areas studied in the Student’s book. Refer to page 16 of the Teacher’s book for a complete description. The Workbook is accompanied by an Audio CD that contains all the listening material. You can also find

“Review and check” sections and “Tests” every three units. The Workbook can be used:  In class, for extra practice and to consolidate content seen during the teaching period.  As homework, so students can practice language and skills on their own. C.

MYENGLISHLAB (MEL)

MyEnglishLab is an online tool that contains all the exercises in the Workbook and the Video Podcasts in the Student’s Book. Students are able to do the exercises online in an interactive way and teachers can monitor

their progress. To have access to this tool all teachers must attend a session with the Británico E-Learning area in which they will be provided with an access code and they will also receive instructions and general guidelines to use MyEnglishLab. Every month, teachers must:




Create their courses in the online component. Turn off the messenger for your courses. Provide their students with their Course ID.



Monitor their progress and prepare remedial work based on students’ performance.



Delete the course when it is over.

 

Find Complete Guidelines and help videos in the MEL Speakout Guidelines, which are uploaded in the Portal’s Intranet: INTRANET>ESTUDIOS>DESCARGA>TEACHERS NOTES-GUIDELINES> MEL SPEAKOUT GUIDELINES. D.

STUDENT’S RESOURCE BANK The Student’s Resource Bank contains a selection of the Photocopiable Activities in the Teacher’s Resource

Book. All these exercises are communicative activities and are aimed at extending language practice seen in the book. You can also find Mid-Course and End of Course Tests at the end. E.

ACTIVEBOOK AND ACTIVETEACH

All students will receive a CD that contains the ActiveBook, which is the digital version of the course, the listening, DVDs and podcasts. Teachers receive the ActiveTeach, which is similar to the ActiveBook, but with extra features such as answers to exercises and extra resources to make their classes more interactive. Refer to page 17 of the Teacher’s Resource Book for a complete description. What is the difference between the ActiveTeach and the ActiveBook? The ActiveTeach is the digital version of the book for teachers and contains: answers to activities, a tool box

to design lessons and games to be used if time available. The ActiveBook is the digital version of the book for students and does not contain the features mentioned before. Are there any general recommendations about the ActiveTeach?

When working with the ActiveTeach, teachers should: Explore it first. Avoid showing the answers to students at once. Use the answers as a reference. Use the zoom. Watch the “Help” videos (available in the same disc) to find out about the options you have.     

F.

TEACHER’S RESOURCE BOOK The Teacher’s Resource book contains specific instructions for teachers so that they can exploit the material

described above in the best way. It contains: 

Teacher’s Notes with specific and vital methodological guidelines



All photocopiable Activities with instructions to use them. Mid-course and End of course tests and Answer key.



G. SYLLABUS

Each cycle has a syllabus that provides teachers with guidelines on how to develop lessons using the SPEAKOUT series. You have access to syllabi through the Portal’s Intranet: www.britanico.edu.pe > Intranet > Descarga > Estudios. You need your Británico’s Teacher code (find yours on your Británico photocheck). Some important points, for your kind attention:  The syllabus indicates how many pages/units should be covered in a number of lessons.  Teachers are free to organise their lessons as long as the content is fully covered at the end of the cycle.  Homework is not indicated in the syllabus. Teachers decide which parts to leave for homework.  See the “Authors tips” (see appendices) for suggestions on organising lessons effectively. 

Refer to the Teacher’s Resource Book for methodological procedures and recommendations.

The syllabi must be seen as a guide for teachers. They have been designed to provide them with information about the material teachers have in order to prepare their lessons. Find a model on page 7. 


ACPB – GG – GE – SY – D – B01

①

SESSION 1

SESSION 2

SESSION 3

SESSION 4

SESSION 5

SESSION 6

Lead-in + Unit 1: Lessons 1 & 2  

②



SB p. 7 Unit objectives Lesson 1.1 SB p. 8-9. WB p. 5-6. # SRB p. 146



   



Lesson 1.3 SB p. 12-13. WB p. 9 # SRB p. 148 Lesson 1.4 SB p. 14-15 Lesson 1.5 SB p. 16. Video Podcast

SESSION 11

Unit 2 “lifestyle”:

SESSION 12

SESSION 13

SB p. 17 Unit objectives.



Lesson 2.1 o SB p. 18-19. o WB p. 10-11. o # SRB p. 150



Lesson 2.2 SB p. 20-21. WB p. 12-13 # SRB p. 149-151

  

BOOK:

④ CDs : 1. 2. 3. 4.

SESSION 14

SESSION 15



Lesson 2.3 SB p. 22-23.  WB p. 14  # SRB p. 152  Lesson 2.4 SB p. 24-25

 

Lesson 2.5 SB p. 26.  Video Podcast 

All “B” Marks

SESSION 17

SESSION 18

Final Exam

Marks

- SPEAKOUT Elementary (Pearson) - Teacher’s Resource Book - Active Teach & DVD - Active Book & DVD - Workbook Audio CD

SESSION 16

Unit 2: Lessons 3, 4 & 5 



③

All “A” Marks

Unit 2: Lessons 1 & 2 

SESSION 8

 

Lesson 1.2 SB p. 10-11. WB p. 7-8 # SRB p. 145-147 SESSION 10

01 LB 13/11/2012



  

SESSION 9

SESSION 7

D

  

Unit 1 “welcome”:



: : : :

Unit 1: Lesson 3, 4 & 5

Lead-in: SB p. 6 Lead-in



System Version By Date

SB WB p. SRB #

= = = = =

Student’s Book

Workbook page Student’s Resource Bank

to be done if time available

GENERAL INFORMATION: Cycle, System, hours per session, version, date in which the syllabus was designed. CONTENT: Parts of the coursebook and/or workbook to be done in a number of sessions. EVALUATION DATES: When to give marks for C ontinuous Assessment “A” and “B”. MATERIALS: Materials you will use for this cycle.


Part 5: EVALUATION A. INTRODUCTION

The Evaluation system consists of two big areas: CONTINUOUS ASSESSMENT and EXAMS. Marks are given as follows in all cycles for all systems: CONTINUOUS ASSESSMENT

EXAMS

40 marks

60 marks 100 marks

I.

CONTINUOUS ASSESSMENT:

This refers to work done during the cycle and consists of two parts: a) b)

Speaking & Listening Written Work

Marks are given as follows: BASIC PHASE SPEAKING & LISTENING 30 marks

INTERMEDIATE PHASE SPEAKING & LISTENING WRITING

WRITING 10 marks

20 marks

20 marks

40 marks II.

40 marks

EXAMS:

Exams vary depending on the cycle. There are four types of exams: a) b) c) d)

Final Exam: This exam takes place in all cycles (B01-I12/ F01-F12). Speaking Exam: This exam takes place only in cycles in which students finish a book: B06/ F03, B12/ F06, I06/F09 and I12/F12. Reading Exam: This exam takes places only in Intermediate cycles which cover a Revision Unit: I03/F08, I06/F09, I09/F11, I12/F12. Progress Test: This exam takes place in SUPERINTENSIVE courses only (F01-F12).

Marks are given as follows: DAILY/ EVERY OTHER DAY/ SATURDAY COURSES CYCLE

CONTINUOUS ASSESSMENT SPEAKING & WRITTEN TOTAL LISTENING WORK

READING EXAM

B01 – B05 B07 – B11

30

10

40

B06 / B12

30

10

40

I01/I02/I04/I05 I07/I08/I10/I11

20

20

40

I03 / I09

20

20

40

10

I06 / I12

20

20

40

10

EXAMS SPEAKING FINAL EXAM EXAM

10

10

TOTAL

TOTAL

60

60

100

50

60

100

60

60

100

50

60

100

40

60

100


SUPERINTENSIVE COURSES CONTINUOUS ASSESSMENT SPEAKING & WRITTEN LISTENING WORK TOTAL

CYCLE

READING EXAM

F01/F02 F04/F05

30

10

40

F03/F06

30

10

40

F07/F10

20

20

40

F08/F11

20

20

40

10

F09/F12

20

20

40

10

EXAMS SPEAKING PROG EXAM TEST

10

10

FINAL EXAM

TOTAL

TOTAL

30

30

60

100

25

25

60

100

30

30

60

100

25

25

60

100

20

20

60

100

B. ALL ABOUT CONTINUOUS ASSESSMENT I.

ABOUT GIVING MARKS

Teachers give TWO Continuous Assessment marks out of 20 during the cycle. The first mark (CONTINUOUS ASSESSMENT “A”) is given in the middle of cycle. The second mark (CONTINUOUS ASSESSMENT “B”) is given at

the end of the cycle. This is the way to do it: BASIC PHASE CONTINUOUS

ASSESSMENT “A” SL

WW

TOTAL

15

5

20

INTERMEDIATE PHASE CONTINUOUS CONTINUOUS

CONTINUOUS ASSESSMENT “B” SL WW TOTAL

SL

WW

TOTAL

SL

WW

TOTAL

15

10

10

20

10

10

20

5

20

ASSESSMENT “A”

ASSESSMENT “B”

SL= Speaking & Listening WW= Written Work Teachers must have the first mark (Continuous Assessment “A”) on the following dates: Session 8 for Daily and Superintensive courses.    

Session 4 for Saturday courses. Session 6 for Every other day courses “A”. Session 4 for Every other day courses “B”.

Teachers must have the second mark (Continuous Assessment “B”) on the following dates: Session 16 for Daily courses. 

-

Session 17 for Superintensive courses. Session 7 for Saturday courses. Session 12for Every other day courses “A”. Session 8 for Every other day courses “B”.


II.

EVALUATION CRITERIA FOR CONTINUOUS ASSESSMENT: 1. SPEAKING AND LISTENING: Teachers evaluate SPEAKING & LISTENING in BASIC and INTERMEDIATE phases based on students’ participation in class following this criteria: Criteria

1.

2.

Interactive communication

Discourse and Fluency

Aspects to be evaluated      

3.

Pronunciation

  

4.

Listening

 

5.

Grammar and Vocabulary

  

Development of conversations: Ability to participate in different situations. Proactive participation: Willingness to participate in lessons. Fluency: Ability to speak the language well, easily and quickly. Coherence: Logical arrangement of utterances and relevance of contributions. Linking devices: Words and expressions used to connect speech making discourse cohesive. Hesitation: Pauses that we make when we are not sure or certain. Stress: Emphasis laid on a syllable or word. Intonation: The sound changes produced by the rise and fall of the voice when speaking. Individual sounds: Specific phonemes such as /ð/ or / θ/ Understanding of questions and instructions given by the teacher or peers. Listening exercises: Performance in specific exercises which deal with this skill (audio or DVD) Accuracy Correct use of grammatical forms taught. Range: Variety of grammar and vocabulary. Mistakes that obscure communication: Language problems which confuses the listener.

Refer to Speaking & Listening Assessment Scales for Basic and Intermediate on pages 11 and 12 to give your students the appropriate mark. It is very important that teachers monitor their students in class so that they can give the appropriate mark to their students. Students should be encouraged to participate because they can be evaluated better in this way. However, teachers must not confuse amount of participation with good speaking and listening performance.


SPEAKING & LISTENING (SL) ASSESSMENT SCALE – BASIC PHASE (B01-B12) 

15

  

Above Average

  

Performance shares features of bands 12 and 15

14 -13 12

  

Average

   

Pass

    

Below Average

 

   

Weak

  

   

Poor

  

0

Does not interact. Conversations are not developed. Serious fluency problems, irrelevant contributions with intrusive hesitation. Serious pronunciation problems. Too much prompting is needed. Very poor listening performance. Serious problems with grammar and vocabulary Too many mistakes obscure communication. Performance below band 3

2-1 Unrated

Does not interact well. Conversations are not developed properly. Not fluent, irrelevant contributions with a lot of hesitation. Many pronunciation problems. Listening performance is not good. A lot of prompting is needed. Problems with grammar and vocabulary. Mistakes obscure communication. Performance shares features of bands 3 and 6

5-4 3

Does not interact very well. Conversations are barely developed. Fluency problems and some irrelevant contributions with a lot of hesitation. Some pronunciation problems. Below average listening performance. Prompting is needed most of the time. Grammar and vocabulary is below the level. Several mistakes Performance shares features of bands 6 and 9

8-7 6

Interacts well. Conversations are proper. Generally fluent with some hesitation. Good pronunciation. Average listening performance. At times, prompting is needed. Appropriate range of grammar and vocabulary. Some mistakes. Performance shares features of bands 9 and 12

11 - 10 9

Interacts very well. Conversations are effective. Mostly fluent with some hesitation. Very good pronunciation. Good listening performance. Some prompting is needed, but not often. Range of grammar and vocabulary according to the level Few mistakes.



Achieves nothing: Language cannot be assessed b ecause of total lack of participation in class or student was absent (FDA).


SPEAKING & LISTENING (SL) ASSESSMENT SCALE – INTERMEDIATE PHASE (I01-I12) 

10

 

Above Average

 


9 8 Average

    

Pass

   

Below Average



  

Weak

 

  

Poor

 

0

Does not interact with peers. Conversations cannot be developed. Clear fluency problems with irrelevant contributions. Does not use linking devices and hesitations are intrusive. Serious intonation and stress problems. Individual sounds are mispronounced. Misunderstands questions and very poor performance in listening exercises. Use of grammar and vocabulary with so many mistakes that obscure communication. Performance below band 2

1 Unrated

Does not interact well and conversations are not developed properly Not fluent, irrelevant contributions. Linking devices are barely presents. Many hesitations are present, interfering negotiation. Many intonation and stress problems. Individual sounds are mispronounced most of the time. Many problems understanding questions and performance in listening exercises is not good. Problems with grammar and vocabulary with mistakes that usually obscure communication. Performance shares features of bands 2 and 4

3 2

At times, does not interact very well. Conversations are barely developed. Has some problems with fluency and there are times in which contributions are irrelevant. Uses simple linking devices. Hesitations are present and interferes communication. Intonation and word stress problems are present. Individual sounds are often mispronounced. Some problems understanding questions and below average performance in listening exercises. Use of grammar and vocabulary that is below the level. At times, mistakes obscure communication. Performance shares features of bands 4 and 5

5 4

Interacts well with peers and teacher. Conversations are developed properly most of the time. Generally fluent and coherent. Quite good use of linking devices to connect speech. Some hesitations might be present, but do not impede communication. Appropriate intonation, word stress is generally accurate and individual sounds are clearly pronounced most of the time. Few problems understanding questions and average performance in listening exercises. Appropriate range of grammar and vocabulary. Some mistakes are present, but do not usually obscure communication. Performance shares features of bands 6 and 8

7 6

Interacts very well with peers and teacher. Conversations are developed effectively. Mostly fluent and coherent. Good use of linking devices to connect speech without too much hesitation. Good intonation, word stress is mostly accurate and individual sounds are clearly pronounced. Very few problems understanding questions and good performance in listening exercises. Good and accurate range of grammar and vocabulary with few mistakes which do not obscure communication.



Achieves nothing: Language cannot be assessed because of total la ck of participation in class or student was absent (FDA).


2. WRITTEN WORK: Teachers evaluate WRITTEN WORK based on the following criteria: BASIC PHASE: CRITERIA CONTENT

ASPECTS TO BE EVALUATED   

LANGUAGE

 

Is all the content relevant and complete? Is the target reader (hypothetical reader in a task) fully informed? Is the use of vocabulary and grammar correct? Is the range appropriate? Are there many mistakes that might impede communication?

INTERMEDIATE PHASE: CRITERIA CONTENT

ASPECTS TO BE EVALUATED  

COMMUNICATIVE ACHIEVEMENT

  

ORGANISATION

   

LANGUAGE

 

Is all the content relevant and complete? Is the target reader (hypothetical reader in a task) fully informed? Is the format and style correct? Is the communicative purpose (e.g. giving suggestions) achieved? Does it have a positive effect on the reader as the text is not difficult to follow? Are the ideas coherent and well-connected? Is the paragraph organization effective? Is the use of linking words and punctuation correct? Is the use of vocabulary and grammar correct? Is the range appropriate? Are there many mistakes that might impede communication?

ABOUT WORD LIMIT BASIC CYCLES B01 – B06: 40 – 70 words B07 – B12: 70 – 100 words

INTERMEDIATE CYCLES I01 – I06: 100 – 120 words I07 – I12: 120 – 150 words

ABOUT WRITING ACTIVITIES 

You must have at least one session of Guided Writing. This means, students write the composition in class with their teacher’s assistance. This must not be seen as a Writing exam. Students are free to use their dictionaries and ask questions. They may also refer to their books or references purposes, but any copying or ‘lifting of whole phrases from the book should be strongly

discouraged and punished accordingly if it does occur when marking.  The pre, while and post writing activities are already included

in the Student’s book. You can

leave the other piece of writing for homework or do it in class as long as it is guided. ABOUT MARKING AND EVALUATION OF WRITTEN WORK (WW) 

Read WW first focusing on content. When reading it for the second time, underline mistakes made by students. Do not circle them or write the correct version. This is to encourage self-correction when teachers conduct feedback. If you use any correction symbol (eg. “sp” for spelling), make sure

students know what the symbols mean in advance. You should also write comments on positive points and aspects that could be improved. 

Guidelines on length are provided for each task. However, do not automatically penalise WW if it contains more or fewer words. Do it if it affects the criteria described. Nevertheless, this is likely to happen as answers with too many words might contain irrelevant information and answers that are too short might not be successful in answering the question. This is why it is still necessary to make students aware of the importance of word limit.



When conducting feedback, write good use of language and general mistakes seen in WW on the board and ask students to discuss the problems they might have. Then, check with the whole class and distribute pieces of writing and allow students some minutes to check their own mistakes. Finally, answer individual questions.




When marking all written work, we are providing you with Assessment Scales for the Basic and Intermediate Phases (see pages 14 and 15), which contain descriptors that enable you to give students the appropriate mark in each criterion. Once you finish giving each criterion the appropriate mark, add up the marks and divide them by two. Then, check the Total Mark Table , which must be used to check you are giving students the appropriate mark.



There is a list of COMPULSORY PIECES OF WRITING to be done in each cycle (see appendices). WRITTEN WORK (WW) ASSESSMENT SCALE – BASIC PHASE (B01-B12)

Band

5

CONTENT

  

4

  

 



1

  

0

Covers all points in the task. All points are relevant. Target reader is fully informed.



Covers most points in the task. Most points are relevant. In general, the target reader is informed.







Very good use of grammar and vocabulary structures. Very few mistakes which do not impede communication.

Use and range of grammar and vocabulary structures are appropriate. Some mistakes might be present but do not impede communication.


3 2

LANGUAGE

 

Some points in the task have not been covered. Irrelevances are present. Target reader is not well-informed.



Several important points have not been covered. Several irrelevances. Target reader is minimally informed.







Grammar and vocabulary that is below the level. Several mistakes that impede communication. Narrow range of grammar and vocabulary structures. Mistakes impede communication.

Irrelevant content points. Target reader is not informed.

Performance below band 1

5 4 3.5 3 2 1 0

TOTAL MARK TABLE Above Average: Great effect on the reader Average: Positive effect on the reader Pass: Quite good effect on the reader Below Average: Quite negative effect on the reader Weak: Negative effect on the reader Poor: Very negative effect on the reader Unrated


WRITTEN WORK (WW) ASSESSMENT SCALE – INTERMEDIATE PHASE (I01-I12) BAND

CONTENT 

5 

All content is relevant and complete. Target reader is fully informed.

COMMUNICATIVE ACHIEVEMENT  



ORGANISATION

Effective format and style. Achieves communicative purpose.

  

The text holds reader’s

attention easily. 

4



Content is generally relevant and complete. In general, the target reader is informed.

 



Appropriate format and style. Achieves communicative purpose in a reasonable way. On the whole, the text

  

holds reader’s

LANGUAGE

Text is wellconnected. Effective paragraph organisation. Effective use of linking words and punctuation.



On the whole, text is well-connected. Adequate paragraph organisation. On the whole, good use of linking words and punctuation.







attention. 3

Very good use of grammar and vocabulary structures. Very few mistakes which do not impede communication. Use and range of grammar and vocabulary structures are appropriate. Some mistakes might be present but do not impede communication.

Performance shares features of bands 2 and 4 

2 

Irrelevances and omissions are present. Target reader is not wellinformed.

 



Inadequate format and style. Communicative purpose is barely achieved. Text is difficult to follow in some parts and does

  

Text is not very well.connected. Paragraphs are not well-organised. Linking words and punctuation have been misused.



Text is not wellconnected. Disorganised paragraphs. Linking words are barely present and misused. Lack of punctuation





Grammar and vocabulary that is below the level. Impeding errors and mistakes that impede communication.

not hold reader’s 

1 

Several irrelevances and omissions. Target reader is minimally informed.

 



attention. Ineffective format and style. Communicative purpose is hardly achieved. Text fails to hold

  

reader’s attention as it

is too difficult to understand and make sense of. 

0 

Irrelevant content. Target reader not informed.





Narrow range of grammar and vocabulary structures. Many mistakes that impede communication.

Performance below band 1

9-10 8 7 5-6 3-4 1-2 0

TOTAL MARK TABLE Above Average: Full realisation of the task set. Average: Good realisation of the task set. Pass: Reasonable realisation of the task set. Below Average: Quite inadequate realisation of the task set. Weak: Inadequate realisation of the task set. Poor: Poor realisation of the task set. Unrated


C. ALL ABOUT EXAMS I. SPEAKING EXAM: There is a Speaking Exam in the following cycles: B06/F03

B12/F06

I06/F09

I12/F12

The aim of the oral exam is to test students’ ability in spoken English. On the day of the SE, students go in

pairs (or in groups of three) to a special room where a Speaking Examiner is waiting for them. Teachers must continue with activities in the classroom while students are taking the SE. The exam takes approximately 10 minutes per pair/ group. Dates are chosen by Heads of Centre and teachers are informed in advance. They are always published on the board in the Teacher’s Room.

1.

STRUCTURE PART 1

INTRODUCTION

3 MINUTES

In BASIC and INTERMEDIATE phases, the examiner asks students some questions based on topics seen in the SPEAKOUT books. The language students are expected to produce reflects what they have done in the preceding cycles. The examiner has a list of questions to choose from and might ask each student different questions. If the examiner thinks it is appropriate, he/she can ask the same questions. The main aim of this part is to put students at ease by asking a number of familiar questions. Possible topics include family, lifestyle, hobbies, etc. PART 2

COLLABORATIVE TASK

4 MINUTES (including instructions)

In the BASIC SPEAKING EXAM, students are given some pictures with a specific situation and are provided with some thinking time to analyse it (maximum 1 minute). After that the examiner tells them they will have three minutes to develop the conversation. Students are given 3 minutes to develop the conversation. In the INTERMEDIATE SPEAKING EXAM, students are given an A3 piece of paper with some visual stimuli. The examiner sets a situation and asks two questions. Both questions are printed on the piece of paper. To deal with the first question, students discuss together about each picture. To answer the second question they try to reach a decision. It is not necessary to agree on this part as long as the discussion is natural and interactive. Students are given 3 minutes to develop the conversation. PART 3

FOLLOW-UP QUESTIONS

3 MINUTES

In this part, students are asked questions related to the topic they were discussing in part 2. The aim is to develop ideas and give them the opportunity to answer opinion-based questions. The examiner has a list of questions to choose from. Again, he/she decides if students are asked the same or different questions. 2.

EVALUATION CRITERIA To mark SE, examiners consider four criteria:    

Interactive Communication Discourse and Fluency Pronunciation Grammar and Vocabulary

Each criterion is given a mark out of 5 to add up 20 points. This mark is divided by 2, to obtain the Final Result, which is out of 10. Examiners use the Speaking Exam Assessment Scale (see corresponding Speaking File) to evaluate students. The Speaking Exam is an official exam and students need to have this mark to pass the cycle. If a student is absent or knows is going to be absent on the day of the Speaking Exam, tell him/her to go to the Reception Desk and explain his/her problem there.


Please, check t he corresponding SPEAKING EXAM FILE available in the Head of Centre’s office.

3.

SPEAKING EXAM VIDEO To provide our students with a model of how to perform in the Speaking Exam, there is a video showing Basic and Intermediate Speaking Exams available in all laptops in all centres (SPEAKING EXAMS icon). In the video you will also find slides with information about the exam: General information about each part, Evaluation Criteria and a list of Dos and Don’ts for your students. There is a subtitle option, but we recommend using this only to analyse the language that is being used in the exam. Remember this is a tutorial and the students in the video might take less time to answer the questions in the exam. Teachers must make them aware of the fact that they have to speak in the time specified above. There is a list of tips to prepare your students for the SPEAKING EXAM (see appendices).

4.

SPEAKING EXAMS DOS AND DON’TS: BASIC & INTERMEDIATE PHASE

Don’ts

Dos 









Do inform students of the date of the SE as soon as you know it.



Do check the format of the SE in your centre. You must be familiar with it.



date of the SE from time to time.

Do make sure students know the SE structure and evaluation criteria. Do practise timed activities in class that are similar to SE tasks and questions.

Don’t forget to remind your students of the Don’t ignore the importance of feedback. Th is

is very important to make sure students have a good performance in the SE. 

Don’t ignore the importance of body language

and eye-contact. 

Don’t forget to tell students they should greet

the examiner when they enter the examination room and to try to give a good first impression.

Do check that on the day of the SE the students are punctual and do not take anything that might distract them (mobile phones, for example).

II. READING EXAM: There is a Reading Exam in the following cycles: I03/F08

I06/F09

I09/F11

I12/F12

The aim of the Reading exam is to test students’ competence in this skill so that they feel better prepared

when facing the Advanced Phase. These cycles were chosen because they contain one of the four special units designed for the BRITÁNICO, which are skills-based and have exercises that are PET like (I03) and FCE like (I06,I09,I12). The Reading Exam takes place in: DAILY

Session 15

EVERY OTHER

EVERY OTHER

DAY “A”

DAY “B”

Session 11

Session 8

SUPERINTENSIVE

SATURDAY

Session 7B

Session 16B

The RE consists of two texts with tasks similar to the ones seen in the book and it carries 10 marks. On the day of the RE, have a normal class and save the last 45 minutes for the exam: 5 minutes to arrange chairs. 30 minutes for the exam. 10 minutes for teachers to correct alone in the classroom.   


The feedback on this exam is conducted together with the Final Exam (see page 19 for more information about Feedback Sessions). This means, teachers show both exams (FE and RE) to students in the feedback session. Do not show the RE before this under any circumstances. III. FINAL EXAM: There is a Final Exam in all BASIC and INTERMEDIATE cycles. The aim of the Final Exam is to test students’ knowledge of the Grammar, Vocabulary and Functi onal Language seen during the cycle.

The Final Exam takes place in: DAILY

Session 17

EVERY OTHER

EVERY OTHER

DAY “A”

DAY “B”

Session 13A

Session 9A

SATURDAY

SUPERINTENSIVE

Session 8A

Session 18A

STRUCTURE AND WEIGHTING CYCLES B01 – B05 / B07 – B12 I01/I02/I04/I05/I07/I08/I10/I11 F01/F02/F04/F05/F07/F10 (cycles with Final Exam ONLY) B06/B12 | F03/F06 (cycles with Final Exam AND Speaking Exam) I03/I09 | F08/F11 (cycles with Final Exam AND Reading Exam) I06/I12 | F09/F12 (cycles with Reading Exam, Speaking Exam AND Final Exam)

READING

GRAMMAR, VOCAB. & FUNCTIONS

WRITING

TOTAL

10 marks

40 marks

10 marks

60 marks

10 marks

30 marks

10 marks

50 marks

40 marks

10 marks

50 marks

30 marks

10 marks

40 marks

For Superintensive courses, FE mark is divided by 2 in all cases. On the day of the FE, start with the exam ten minutes after the session starts. Students have 1 hour to complete the exam. Once they finish, they can leave the room. For Daily courses, inform students they will be able to check their exams the next day. For Every other day courses “A” a nd “B”; Saturday courses and Superintensive cou rses, inform students they

will be able to check their exams and final marks as soon as you finish them. You should not take more than an hour to finish marking exams and transferring marks. IV. PROGRESS TEST: The Progress Test takes place in all Superintensive cycles only. The aim of the Progress Test is to test students’ knowledge of the Grammar, Vocabulary and Functional Language seen during the first

half of the cycle. The Progress Test takes place in Session 10 and it has the same structure as the Final Exam. The day of the PT is divided as follows: 

First hour: continue with your class normally. Second hour: Students sit the PT.



Third hour: Teachers mark the PT.



On the next day, teachers conduct feedback on the Progress Test in the following way: Start the class by distributing the PTs.  Let students some minutes to check their tests in silence.  

Students mustn’t copy answers or take notes of a ny part of the test.



Give feedback about general mistakes.




Collect tests and count them.



The whole process shouldn’t take more than 20 minutes.



Late comers are not permitted to check their PT. Give them only their final mark at the end of the class.

V. FEEDBACK SESSIONS: The aim of the feedback sessions is to give students the opportunity to check their exams (Final Exam and Reading Exam, if applicable) and ask questions that might help improve their

performance. The Feedback Sessions take place: DAILY

Session 18

EVERY OTHER

EVERY OTHER

DAY “A”

DAY “B”

Session 13B

Session 9B

SATURDAY

SUPERINTENSIVE

Session 8B

Session 18A

The procedure is as follows:



Students can arrive at any time during the feedback session. Give feedback individually. Show each student their Final Exam (and Reading Exam, if applicable).



Students mustn’t copy answers or take notes of any part of the exam.

 

Give final marks. Students can leave the room. Teachers must stay in the classroom the whole session even if there are no students.



Don’t forget to count your exams.



The whole process for each student shouldn’t ta ke more than 6 -8 minutes, specially with large





groups.

VI. STUDENTS BEING ABSENT ON THE DAY OF THE EXAMS

For Final Exams, Speaking Exams or Reading Exams, students must be sent to the Reception area to obtain information about Overdue Exams. For Progress Tests, in Superintensive courses, write a red circle in the corresponding box. Teachers will put the same mark that students obtain in the Final Exam, as long as it is a Pass Mark (70%). For example: Cycle

PT

FE

I01

25

25

I03

0

15

Comments

Student got 25 in the FE, so this mark is also considered for the PT as it is a Pass Mark. Student got 15 in the FE. This mark does not represent 70% of the maximum mark. Therefore, the PT result is 0.


Part 6: ACADEMIC DOCUMENTS Look at the following chart with a summary of academic documents and how to deal with them:

DOCUMENT

PROVISIONAL CLASS REGISTER

WHEN TEACHERS RECEIVE IT

Session 1

WHAT TO DO WITH IT

Keep record of students’

Daily and Superintensive –

attendance and work done in class (at the back of it)

until 9 th session

See sample on page 21

Daily and Superintensive-

Keep record of students’

Session 6

attendance, Continuous Assessment Marks and work done during the teaching period.

SaturdayCLASS REGISTER

Session 3 Every other day “A”Session 5

DEADLINE TO RETURN IT TO HEAD OF CENTRE

Saturday and Every other day courses- until 4th session

After Feedback Session, with the Final Exams.

For courses with SPEAKING EXAM, keep record of SE mark.

Every other day “B”Session 4



Complete CA “A” TOTAL


Session 6, 7 or 8

marks.

Session 11

Saturday-


Saturday-

Session 3

Session 4

Every other day “A”Session 5 or 6

Every other day “A”Session 7



MARK SHEET

Daily, Superintensive, Saturday and Every other day courses: Final Exam session (with Final Exams)

Complete CA “B” TOTAL

Complete CA TOTAL Complete EXAMS columns Complete TOTAL and FINAL RESULT See sample on page 24

Daily, Superintensive, Saturday and Every other day courses: Before feedback session so that Head of Centre transfers the marks into the system before giving Final Results to students.


SAMPLE 1: HOW TO FILL IN A PROVISIONAL CLASS REGISTER ASOCIACIÓN CULTURAL PERUANO BRITÁNICA Centre: SAN ISIDRO

Date: ________ Page: ____ of ___

PROVISIONAL CLASS REGISTER

User:

DCASTILLOZ

System: DIARIO Cycle: B01 Teacher: 5000 N° 1

201312

Start

Room:

201

End

Date:

2

3

Schedule: MELENDEZ ROBLES, OSCAR XAVIER CODE

P

Period:

LAST NAME

08:45-10:15

FIRST NAME

Session Date

1

CLARA DEL PILAR



2013672919

COAQUIRA SUCA

GLADYS



2009827810

MELGAR RODRIGUEZ

GIANINA ZULEIKA



4

2010817830

MORAN MACHUCA

ALICIA CELESTE



5 6

2013828711 2013434291

OCHOA RIOS PALACIOS LATORRE

JUAN LEONARDO FAVIO ENRIQUE



2010353535

SABA GUERRA

PEDRO JUNIOR



2008177171

TABOADA HUAMANI

LUZ ESTHER

l

2010489200

GOMEZ PEREZ

ANDREA



F

7

F*

8 9

P*

10 11

② 2012001091

García Vega

_

Isabel

_

__________

____________________

________________

12

__________

____________________

________________

13

__________

____________________

________________

14

__________

____________________

________________

15 16 17 18

__________ __________ __________ __________

____________________ ____________________ ____________________ ____________________

________________ ________________ ________________ ________________

19 20

__________ __________

____________________ ____________________

________________ ________________

21 22 23

__________ __________ __________

____________________ ____________________ ____________________

________________ ________________ ________________

24

__________

____________________

________________

25

__________

____________________

________________

20/12/2013

4

5

6

7/01

CASTILLO FARIAS

3

27/11/2013

①

2013049880

2

Date:

a



This register is to be used during the first six sessions, at most, until receipt of the official Class Register. Return the “Provisional Class Register to the Head of Centre’s office on the ninth session (for daily and superintensive courses) and on the 4th session for Saturday, Every other day and Special courses (CO, AG, SA) after transferring all the information onto the official Class Register. (F) : Indicates a student who is doing the cycle for the second time because he failed the previous one. (F*) : Indicates a student who is doing the cycle for the third time because he failed the previous ones. (P) : Indicates a student who has taken the placement exam. (P*) : Indicates a student who was re-evaluated due to his/her low performance.

① Write down the date and keep record of students’ attendance. ② If a student’s name is not printed on the list, check in his/her registration slip he/she is in the correct cycle, room and centre. If this information is accurate, write down his/her code and name. ③ Read the instructions provided in all academic documents, please.

③


SAMPLE 2: HOW TO FILL IN A CLASS REGISTER ASOCIACIÓN CULTURAL PERUANO BRITÁNICA SPEAKOUT CLASS REGISTER DAILY REGULAR COURSE

Centre: SAN ISIDRO User: DCASTILLOZ Period: 201401 Cycle: System: Teacher:

B04 – Code 287177 DIARIO 5306 ROJAS GALLO, IVAN NERY

Page: _____ of _____ Date: _____________ Time: _____________

Schedule: 07:00-08:30 Room: 209

Date Start: 06/01/2014 Date End: 29/01/2014

ATTENDANCE

N

CODE

LAST NAME

1

200819111

CHANG LAU

2

201213816

GOMEZ DIAZ

CA-B

CA-B

CA-B

TOT

SL

WW

TOT

5

20

15

5

20

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

6 1

7 1

8 1

9 1

10 1

13 1

14 1

15 1

16 1

17 1

20 1

21 1

22 1

23 1

24 1

27 1

28 1

29 1

15

①





































13

4

17

14

5

19

MIKE

②







3

12

FDA

FDA

FDA

GINO



LUGO VILLA

JUAN

4F

201248188

MORA VEGA

INGRID

MORI TAPIA

CA-A

WW

DATE

FIRST NAME

201349991

201244812

CA-A

SL

SESSION

3

5

CA-A

201000199

NUÑEZ LAU

INES

7

200900191

TORO CHOY

MARY

a

a

a

a

a

a

a

a

a

a

a

9











a

l







l

l













14

4

18

15

5

20











a



















l



a

15

3

18

14

2

16

































10

1

11

10

3

13

3

14

13

3

16

FDA

FDA

FDA

FDA

FDA

a

JOHN

6

a



l

③







a a a a











l

l















11

a

a

a

a

a

a

a

a

a

a

a

a

a

a

FDA

NOTES:

Only students who appear on this register can be admitted to the class. If a student’s name is not on the register, please tell him/her to go to the Head of Centre’s office.

(F)

EVALUATION DATES

: Indicates a student who is doing the cycle for the second time because He failed the previous one. : Indicates a student who is doing the cycle for the second time because he failed the previous one : Indicates a student who has taken the Placement exam. : Indicates a student who was re-evaluated due to his/her low performance.

(F*) (P) (P*)

CA-A SL WW Session Session 8 8

ATTENDANCE

CA-B SL Session 16

WW Session 16

 -

CA: Continuous Assessment SL: Speaking & Listening WW: Written Work

Present

a – Absent l - Late

① Student has regular attendance. Therefore, he has CA “A” and CA “B” marks. ② Students has CA “A” marks, but was absent the second part of the course. Therefore, the students is Fail Due to Absences ③ Student was absent and is Fail Due to Absences (FDA).

(FDA).

22


SAMPLE 3: HOW TO FILL IN A MARK SHEET IN THE MIDDLE OF THE CYCLE ASOCIACIÓN CULTURAL PERUANO BRITÁNICA

Page: _____ of _____ Date: _____________ Time: _____________

SPEAKOUT MARK SHEET- ADULTS

Centre: SAN ISIDRO User: DCASTILLOZ Period: 201401

DAILY REGULAR COURSE

Cycle: B03 – Code 283811 System: DIARIO Teacher: 5383 AYIN LEON, DANIELA LILIANA

(See Academic Regulations for instructions) Start Date: 06/01/2014 End Date: 29/01/2014

Room: 201 Schedule:07:00-08:30

① CA

CA

CA

EXAMS

TOTAL

FR

A

B

TOTAL

FE

TOTAL

FR

20

40

60

100

FR

N°

CODE

LAST NAME

FIRST NAME

20

1

200819811

ANDIA ALVAREZ

JORGE EDUARDO

15

2

200981818

ALVAREZ CASTRO

LUIS JORGE

18

3

201302010

CONDORI MORA

JOHN MARTIN

17

4 F*

201301010

DIAZ GARCIA

DIANA CATALINA

16


SAMPLE 3: HOW TO FILL IN A MARK SHEET IN THE MIDDLE OF THE CYCLE ASOCIACIÓN CULTURAL PERUANO BRITÁNICA

Page: _____ of _____ Date: _____________ Time: _____________





(See Academic Regulations for instructions) Start Date: 06/01/2014 End Date: 29/01/2014


① CA

CA

CA

EXAMS

TOTAL

FR

A

B

TOTAL

FE

TOTAL

FR

20

40

60

100

FR

N°

CODE

LAST NAME

FIRST NAME

20

1

200819811

ANDIA ALVAREZ

JORGE EDUARDO

15

2

200981818

ALVAREZ CASTRO

LUIS JORGE

18

3

201302010

CONDORI MORA

JOHN MARTIN

17

4 F*

201301010

DIAZ GARCIA

DIANA CATALINA

16

5

201239399

PAUCAR VERA

OSCAR DANIEL

20

6

201102991

PONCE TENORIO

MIGUEL MARTIN

14

7P

201499119

PONCIANO TORO

MAGALY

14

8

201200129

TENORIO PONCE

JULIA BEATRIZ

19

OBSERVATIONS: __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ KEY

FINAL RESULT CHART

CA = Continuous Assessment FE = Final Exam FR = Final Result

OUTS (OUTSTANDING) : 90 to 100 PASS : 70 to 89 FAIL : Less than 70 ABS : Absent FDA : Fail due to absences

SUMMARY OF RESULTS PASS+OUTS

NOTES: Do not rewrite or rub out the information on the Mark Sheets Use blue or black ink to fill in the Mark Sheets. Use red ink only for writing: “FAIL” and “FDA”. Do not leave any space blank. (F) : Indicates a student who is doing the cycle for the second time because he failed the previous ones. (F*) : Indicates a student who is doing the cycle for the third time because he failed the previous ones. (P) ; Indicates a student who has taken the placement exam. (P*) : Indicates a student who was re-evaluated due to his/her low performance

FAIL

FDA

ABS

TOTAL

TO BE COMPLETED BY TEACHER AT THE END OF THE CYCLE

_____________________________ Teacher’s Signature

confirming final results

NAME AND SIGNATURE OF PERSON TRANSFERRING DATA INTO THE COMPUTER SYSTEM Name

Signature

Date

______________________________ Name and signature of member of staff confirming accuracy of information and final results

Exams CA-A CA-B + FE

① In the middle of the cycle, receive the Mark Sheet, complete CA “A” column and return it to your Head of Centre.

23


SAMPLE 4: HOW TO FILL IN A MARK SHEET AT THE END OF THE CYCLE ASOCIACIÓN CULTURAL PERUANO BRITÁNICA

Page: _____ of _____ Date: _____________ Time: _____________





(See Academic Regulations for instructions)


Start Date: 06/01/2014 End Date: 29/01/2014

CA

CA

CA

EXAMS

TOTAL

FR

A

B

TOTAL

FE

TOTAL

FR

N°

CODE

LAST NAME

FIRST NAME

20

20

40

60

100

FR

1

200819811

ANDIA ALVAREZ

JORGE EDUARDO

15

18

33

58

91

Outs

2

200981818

ALVAREZ CASTRO

LUIS JORGE

18

16

34

51

85

Pass

3

201302010

CONDORI MORA

JOHN MARTIN

14

13

27

38

65

Fail

4 F*

201301010

DIAZ GARCIA

DIANA CATALINA

FDA

FDA

FDA

FDA

FDA

FDA

5

201239399

PAUCAR VERA

OSCAR DANIEL

20

FDA

FDA

FDA

FDA

FDA

6

201102991

PONCE TENORIO

MIGUEL MARTIN

14

14

28

49

77

Pass

7P

201499119

PONCIANO TORO

MAGALY

14

15

29

50

79

Pass

8

201200129

TENORIO PONCE

JULIA BEATRIZ

15

16

31

ABS

ABS

ABS

① ② ③ ④ ⑤

⑥

OBSERVATIONS: __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ KEY

FINAL RESULT CHART

CA = Continuous Assessment FE = Final Exam FR = Final Result

OUTS (OUTSTANDING) : 90 to 100 PASS : 70 to 89 FAIL : Less than 70 ABS : Absent FDA : Fail due to absences

SUMMARY OF RESULTS⑦ PASS+OUTS

FAIL

FDA

ABS

TOTAL

4

1

2

1

8

TO BE COMPLETED BY TEACHER AT THE END OF THE CYCLE

NOTES:

Do not rewrite or rub out the information on the Mark Sheets Use blue or black ink to fill in the Mark Sheets. Use red ink only for writing: “FAIL” and “FDA”. Do not leave any space blank. (F) : Indicates a student who is doing the cycle for the second time because he failed the previous ones. (F*) : Indicates a student who is doing the cycle for the third time because he failed the previous ones. (P) ; Indicates a student who has taken the placement exam. (P*) : Indicates a student who was re-evaluated due to his/her low performance

⑧ ___________

_________

Teacher’s Signature

confirming final results

NAME AND SIGNATURE OF PERSON TRANSFERRING DATA INTO THE COMPUTER SYSTEM Name M. Talavera

Signature MTalavera

Date 19/01/2014

Exams CA-A CA-B + FE

⑨

______________________________ Name and signature of member of staff confirming accuracy of information and final results

① This student has all marks complete. His final result is OUTSTANDING (90 to 100). ② This student has all marks complete. His final result is PASS (70 to 89). ③ This student has all marks complete. His final r esult is FAIL (less than 70). ④ This student stopped attending the course and was not evaluated: FDA (Fail due to Absences). ⑤ This student attended the first part of the course but he stopped attending or had a high absence rate. ⑥ This student attended regularly but was absence on the day o f the Final Exam. ⑦ Complete “Summary of Results”. ⑧ Sign Mark Sheet to confirm accuracy of results. ⑨ Teachers receive Mark Sheets at the end of the c ycle with the signature of the m ember of staff who transferred CA”A” marks into the computer system. When the Feedback session i s over, return Mark Sheet together with t he exams. 24


Part 7: FREQUENTLY ASKED QUESTIONS I. 1.

ABOUT CONTINUOUS ASSESSMENT

What are “A” and “B” Marks? “A” and “B” Marks refer to Continuous Assessment in class.

2.

When should teachers complete “A” and “B” Marks? Teachers should complete “A” marks in the middle of the cycle and “B” marks at the end of it (see page 9

for more specific information). 3.

If a student is absent on the first days of classes, how do we evaluate his/her first SL mark?

Students who are absent on the first days of classes must be aware of the importance of being registered on time. Of course, this is a rule we have set and it is important to know that these students will be evaluated with the evidence teachers have. If a student misses a lot of lessons, he/she will not have the same opportunities to be fully evaluated as the ones that attend regularly. 4.

What do we do if we have to return the Mark Sheet with the CA “A” column completed and some students have not handed in the first piece of writing? If some students have failed to hand in the first piece of writing, their mark in CA “A” WW is 0.

5.

How do we avoid having students complaining about this?

Teachers should inform their students about the evaluation system on the first day of classes and tell them they will have to have their first SL and WW marks in the middle of the cycle. If a student does not hand in a piece of writing on the day you have established, it is his/ her responsibility and they must know their mark will be 0. If there is a special case that might need special treatment, talk to you Head of Centre. You will analyse the case together and he/ she will tell you what to do about it. 6.

In a Guided Writing activity, can students leave when they finish? No, they can’t. Students should be aware of this fact and must be told that they are given time not only to

write, but also to make sure their work is accurate and has completed the criteria. 7.

Can we tell our students when we will have a Guided Writing Activity (Writing Session)?

Yes, you can and you must. We know that when we tell students we will have a Writing Activity in class, most of them come. In this way, you can avoid having students that are absent on those days. 8.

If a student is absent on the day I decided to have a Guided Writing Activity, does he/ she get 0?

No. Give him/her the opportunity to do the piece of writing as homework and do not discount marks. If the student was absent, he/she missed the opportunity to have guidance and support to produce a good piece of writing. Set a new date for him/her to hand in the piece of writing and make sure this date is before the session you are supposed to complete CA “A” or CA “B” in the Mark Sheet. 9.

Can I inform my students about the criteria for Continuous Assessment?

Yes. What is more, you must inform them about this. Students deserve to know how they are being evaluated. 10. Can I show the Assessment Scales to my students to support how they were e valuated?

Yes. Again, students should be informed about this and if you think it is necessary, you can show them the scales to support your evaluation. 11. How do we deal with half marks in the Continuous Assessment?

You must not write half marks on the Mark Sheets, so for example, if a student gets 10 in their Speaking & Listening Continuous Assessment and 7.5 in their Written Work Continuous Assessment, the final mark will be 18. II.

ABOUT EXAMS 1.

What will students find in the Final Exam?

25


Final Exams are designed to test that the objectives of the cycle have been accomplished, so students will find exercises that evaluate their knowledge of grammar, vocabulary, functions and how to deal with skills. For specific details, please see page 18. 2.

How do I find out when the day of the Speaking Exam is?

All centres decide when Speaking Exams take place within the first days of classes. You can check the role on the board in the Teacher’s Room or you can ask your Head of Centre directly.

3.

When teaching B06, B12, I06 or I12, should I allocate time to pr actise for the Speaking Exam?

Yes. All teachers are expected to inform their students about dates, structure and Evaluation Criteria. You should also have some practice in class so that they feel more confident on the day of the exam. 4.

What can I do while my students are taking the Speaking Exam?

Remember students cannot leave after they have taken the Speaking Exam. Teachers should continue with the syllabus in class. However, it is not recommended to deal with new grammar or vocabulary points. 5.

What does the Reading Exam consist of?

It consists of two texts. The first one is longer than the second one and the tasks are similar to the ones students have seen in the corresponding cycle. 6.

Do all Final Exams have a Reading exercise?

No. Cycles with Reading Exam (I03, I06, I09, I12, F08, F09, F11, F12) do not have a reading exercise included in the Final Exam. III.

ABOUT VIDEO PODCASTS 1.

What’s the objective of the Video Podcasts? The Video Podcasts are designed to expose students to real English and were recorded in the street. Students will find people talking naturally, with different accents and pronunciation.

2.

What happens if I don’t have time to do the Video Podcasts activities in class? Students can do it as homework. They have the Video Podcasts, the Video Worksheets and the tapescripts in their ActiveBook. What is more, they can do it interactively in MyEnglishLab.

3.

How can I use the Video Worksheets provided in the ActiveTeach?

Students can print them out since they have these sheets in their ActiveBook. Another alternative is to project them on the board. IV.

ABOUT MYENGLISHLAB See MEL SPEAKOUT GUIDELINES in the Portal’s Intranet, please:

INTRANET>ESTUDIOS>DESCARGA>TEACHERS NOTES-GUIDELINES>MEL SPEAKOUT GUIDELINES

26


APPENDICES

APPENDIX 1: AUTHOR TIPS

In this section you will find practical advice on how to work with the SPEAKOUT series. The tips below were given by one of the authors of the book, Frances Eales.

A.

DVD LESSONS

All SPEAKOUT Intermediate and Upper Intermediate units contain a DVD lesson, which has been designed with authentic video material, taken from the BBC. What are the advantages of using authentic video?   

They are motivating. It has been expected by students for a long time. It is language rich.

Why is video easier than audio?   

It provides students with a different context and pace. Tolerance of ambiguity. Real life listening skills which appeals to learner styles.

What will students and/or teachers find challenging?   

Language used. Background information. Thinking they have to understand everything.

How can we help?  

Focusing on what students can understand. Providing plenty of support (scaffolding).

What would be a good sequence for a DVD lesson?

1. 2. 3. 4. 5. 6. 7. 8. 9. B.

Set the scene/check vocabulary. (Teach a lexical set useful for the topic/tasks if necessary). Students watch the DVD with an ultra easy task. Students see some of the language from the DVD and use this to do a comprehension task whilst watching. Students listen to an audio model of people doing a speaking task related to the DVD. Students notice and practise keyphrases, focusing on pronunciation Students do the speaking task. Students read a text which is the model for a writing. Students do the writing task.

BBC VIDEO PODCASTS

All SPEAKOUT units (except R1 and R2 in the Intermediate and Upper Intermediate books) contain a Video Podcast, which features a range of real people talking about one of the topics in the unit. It is at the end of the Lookback pages.

27


Why do students like them?    

They expose students to real pronunciation and different accents. Students can learn new and useful vocabulary. They improve confidence. They provide with extra listening practice.

What would be a good sequence for Video Podcasts?

PRE: • Students discuss the questions that people will be answering in the interviews. • Students learn key phrases. DURING: • Play video in parts. • Ultra-simple first task • You can design a range of other tasks, your own or worksheets on the ActiveBook. • Students could be asked to do some of the comprehension work at home. POST Students discuss more questions based on opinions or related to what people said in the interviews.  Students can develop their own projects by interviewing people and filming them as homework.  C. PRONUNCIATION 

Pronunciation must always be integrated with grammar, vocabulary and functions.



Focus on sentence and word stress features of connected speech.



Focus on intonation and individual sounds.



Find phonemic chart and a list of phonetics in the Active Book.

D. ORGANISING LESSONS 

All the exercises in Functional and DVD lessons (Lesson 3 & 4) should be done in one session each.



Do not do the “Vocabulary PLUS” section together with another Vocabulary section. St udents might feel

overloaded if you do so. 

An alternative suggestion is to do the “Vocabulary PLUS” together with the BBC Video Podcast in the same

session. 

Use the front pages of each unit to discuss the objectives. You can use the pictures so that students can predict the topic they will be dealing with later.



Always refer to the input when dealing with Language-focused lessons. This mi ght be a Reading or Listening as students must be able to see how the language works in context.



Work with the Reading and Listening tips and strategies in the Revision Units. This is vital to guarantee students’ success in doing these tasks.

28


APPENDIX 2: ABOUT WRITTEN WORK

This is a list of the compulsory Writing Activities to be done in each cycle. Students will find these types of writing exercises in the exams. Unit 1

SB page 15. Write back: Exercise 6B.

Unit 1

Write an e-mail to book a hotel room B01

Write an entry about your best friend or someone special

B07

Unit 2

SB page 25. Write back: Exercise 5B

Unit 2

Write an internet posting to a penpal

Unit 3


SB page 19. Writing: Exercise 9C Write a formal email to a company


Unit 3

Write an invitation

SB page 35. Write back: Exercise 7 Write an invitation

B02

B08 Unit 4


Unit 4

Write a blog about your favourite place

Unit 5

Write an email giving advice

SB page 55. Write back: Exercise 5C

Unit 5

Write a recipe B03


Unit 6

Write a profile essay

Unit 7


Unit 7

Write a short article

SB page 85. Write back: Exercise 7C

Unit 8

Write a review of an event

Unit 10


Unit 9 B11


Unit 10

Unit 11

Write advice for a health

SB page 125. Write back: Exercise 5C Write a story about frightening experience

an

Unit 12

exciting/

SB page 115. Write back: Exercise 8B Write a web comment giving your opinion on technology

B12 Unit 12

SB page 99. Writing: Exercise 8D Write a formal letter to the mayor

SB page 115. Write back: Exercise 5

B06

SB page 95. Write back: 9B Write a paragraph about a place you have visited

Write a message board notice about your country Unit 11

SB page 79. Writing: 8B Write an advertisement for a product

Write an e-mail about an experience at an airport/plane

B05

SB page 69. Writing: 9C Write a story about a decision which changed your life

B10

Unit 9

SB page 61. Writing: 6D Write a paragraph about food

B04

Unit 8

SB page 51. Writing: Exercise 9C Write a paragraph about a trip for a weekend away

B09 Unit 6


SB page 121. Writing: Exercise 9C Write the profile of a famous person you admire

29


Unit 1

SB page 10. Writing: Exercise 12. An email to introduce yourself.

Unit 1 I07

SB page 10. Writing: Exercise 12A An email to another student in the class.

I01 Unit 2

SB page 25. Writing: Exercise 11 C.

Unit 2

A short news report.

Unit 3

A letter of complaint

SB page 41. Write back: 7B

Unit 3

A memo explaining an idea. I02

SB page 25. Writing: Exercise 9B

SB page 34. Writing: Exercise 10D An opinion essay

I08 Unit 4

SB page 49. Writing: Exercise 11.

Unit 4

A covering letter for a job.

Unit 5

A story illustrating or disproving a saying


Unit 5

An advantages and disadvantages essay. I03

SB page 73. Write back: Exercise 7A.

Review 1

An email to a tutor. (PET Part 2)

Unit 6

Unit 6

A letter of advice


Unit 7

A story about an achievement.

Unit 8


SB page 81: Writing: Exercise 12.

SB page 93: Writing: Exercise 13B An essay about one of the topics given.

SB page 105. Writing: Exercise 11B.

Unit 8

A review about a website you like. I05

missing

A letter to your future self to be opened five years from now

I10

Unit 7

the

An informal email (FCE Part 2)

SB page 81. Writing: Exercise 12 B.

I04

SB page 61. Writing: Exercise 11B A report (completing paragraphs)

I09

Review 1

SB page 46. Writing: Exercise 9A

SB page 105: Writing: Exercise 12C An article about one of the ideas given

I11 Unit 9

SB page 114. Writing: Exercise 11A.

Unit 9

A ‘What if…’ essay

SB page 117: Writing: Exercise 12.

A ‘how to’ leaflet on one of the topics given

Unit 10

SB page 129. Writing: Exercise 10

Unit 10

A review about a restaurant. I06

SB page 126: Writing: Exercise 11D A film review

I12 Review 2

SB page 141: Write back: Exercise 8B

Review 2

A film/book review (FCE Part 2)

SB page 141: Write back: Exercise 7. An essay about the media (FCE Part 2)

30


APPENDIX 2: PREPARING YOUR STUDENTS FOR THE SPEAKING EXAM

PART 1 BASIC AND INTERMEDIATE 

Part 1 has been designed to put students at their ease, so they should relax and answer the questions naturally.



Students should always give reasons for their answers even if the examiner does not ask for them.



Encourage your students to respond with answers which are complete and spontaneous.



Rehearsed speeches are not recommended because they sound unnatural.

PART 2 BASIC 

Students should interact in this part. It is the main focus.



Students should not take turns to talk about the options in the task. For example: Student A: “I like reading books. My favourite author is William Shakespeare. He is great!” Student B: “I like going shopping. It is exciting and interesting” Student A: “I hate going to the gym. I prefer staying at home…”

This is not interactive communication because the students are not listening to each other and they are not reacting to their partner’s con tributions. 

Students should respond to what the other one says. For example: Student A: “I like reading books. My favourite author is William Shakespeare. He is great!” Student B: “Really? I hate reading…It’s boring. It’s better to go shopping. It is exciting and interesting” Student A: “Well, I agree with you, but reading is a very nice activity, too…”

In this case, a real conversation is taking place. 

The most important thing in this part is that students have a conversation together, reacting to their partner’s

comments. 



Functional language is extremely useful in this part. F ocus on agreeing, disagreeing, justifying opinions, etc. Students should be aware of the fact that they have to discuss for 3 minutes. Otherwise, they are missing the opportunity to show how well they can interact in English.

INTERMEDIATE 

Students should talk about each picture before moving on to negotiate a decision.



It is very important that students interact with each other in this part.



Students should not take turns to talk about the pictures. For example: Student A: “The first picture sho ws people doing exercise, which is good for our health. However, people do not usually have the time to do it”. Student B: “The second picture shows some women going shopping. This is a good activity if you want to relax…” Student A: “The third picture shows…”

This is not interactive communication because the students are not listening to each other and they are not reacting to their partner’s contributions . 

Students should respond to what the other one says. For example: 31

Speakout Guidelines - Basic and Intermediate Courses (1)

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