speakout guidelines - basic and intermediate courses (1)

GUIDELINES Basic and Intermediate courses

2

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

INDEX

Part 1: Objectives ………………………………………………………………………………………….……………………..…….. 3 Part 2: Coursebook and Philosophy …………………………………............................................................. 3 Part 3: About the course……………………………..………………………………………………………………………………. 4

A. Structure of the course………………………………..…………………………………………………………. 4 B. Course Breakdown……………………………………….…………………………………………………………. 4

Part 4: Materials...........…………………………..…………………..………………..……………………………………………. 5 A. Student’s book……………………………………..……………………………………………....................... 4 B. Workbook.…………………………………………………………………………………………..….................. 5 C. MyEnglishLab …………………………………………………………………………………………………………. 5 D. Student’s Resource Bank…………………………………………………………………………………………. 6 E. ActiveBook and ActiveTeach……………………………………………………………………………………. 6 F. Teacher’s Resource Book………………………………………………………………………………………… 6 G. Syllabus…………………………………………………………………………………………………………………… 6

Part 5: Evaluation...........…………………………..…………………..………………..………………………………………….. 8 A. Introduction…………………………………………………………..................................................... 8

I. Continuous Assessment…………………………………………………………………………….. 8 II. Exams…………………………………………………………………………………….…………………. 8

B. All about Continuous Assessment ………………………………………………………………………….. 9 I. About giving marks …………………………………………………………………………………… 9 II. Evaluation Criteria for Continuous Assessment …………………………………………. 10

1. Speaking & Listening…………………………………………………..…………………….... 10 2. Written Work……………………………………………………………………………………... 13

C. All about Exams ………………………………………………………………………………………………….….. 16 I. Speaking Exam (SE)…………………………………………………………………………………………... 16 II. Reading Exam (RE)………………………………………........................................................ 17 III. Final Exam (FE)……………………………………………………………………………………………….… 18 IV. Progress Test (PT)…………………………………………………………………………………………….. 18 V. Feedback Sessions……………………………………………………………………………………………. 19

Part 6: Academic Documents …..……………..…………………..………………..………………………………………..…. 20 Part 7: Frequently Asked Questions …………………………………………………………………………..………………. 25 Appendices ………………………………………………………………………………………………………………………………… 27

Appendix 1: Author Tips ……………………………………………...................................................... 27 Appendix 2: About Written Work …………………………………………………………………………………. 29 Appendix 3: About Preparing your students for the Speaking Exam ……………………………… 31

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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.

The textbooks used for our Adults Courses are:

SPEAKOUT Elementary by Frances Eales and Steve Oakes

SPEAKOUT Pre-Intermediate by Antonia Clare and JJ Wilson.

SPEAKOUT Intermediate by Antonia Clare and JJ Wilson

SPEAKOUT Upper Intermediate by Frances Eales and Steve Oakes.

“SPEAKOUT 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 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 1: OBJECTIVES

SPEAKOUT BASIC AND INTERMEDIATE COURSES

Part 2: COURSEBOOK AND PHILOSOPHY

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A. STRUCTURE OF THE COURSE

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

SYSTEM DESCRIPTION LENGTH

Daily (D) 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)

CYCLE (D,S,A,B COURSES)

UNITS COVERED

COURSEBOOK

BASIC

F01

B01

1, 2

SPEAKOUT Elementary

B02

3, 4

F02

B03

5, 6

B04

7, 8

F03

B05

9, 10

B06

11, 12

F04

B07 1, 2

SPEAKOUT Pre-Intermediate

B08 3, 4

F05

B09 5, 6

B10 7, 8

F06

B11

9, 10

B12

11, 12

INTERMEDIATE

F07

I01

1, 2

SPEAKOUT Intermediate

I02

3, 4

F08

I03

5, R1

I04

6, 7

F09

I05

8, 9

I06

10, R2

F10

I07

1, 2

SPEAKOUT Upper Intermediate

I08

3, 4

F11

I09

5, R1

I10

6, 7

F12

I11

8, 9

I12

10, R2

Part 3: ABOUT THE COURSE

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

TEACHER’S SET STUDENT’S SET

Student’s Book Workbook Student’s Resource Bank

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

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

Student’s Book Workbook Student’s Resource Bank

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

B. 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:

Part 4: MATERIALS

(1 book) (1 book)

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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.

http://www.britanico.edu.pe/

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SESSION 1

SESSION 2

SESSION 3

SESSION 4

SESSION 5

SESSION 6

SESSION 7

SESSION 8

Lead-in + Unit 1: Lessons 1 & 2

Unit 1: Lesson 3, 4 & 5

Lead-in: SB p. 6 Lead-in

Unit 1 “welcome”:

SB p. 7 Unit objectives

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

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

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 9

SESSION 10

SESSION 11

SESSION 12

SESSION 13

SESSION 14

SESSION 15

SESSION 16

Unit 2: Lessons 1 & 2

Unit 2: Lessons 3, 4 & 5

Unit 2 “lifestyle”:

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

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

SESSION 17

SESSION 18

Final Exam

Marks

1. GENERAL INFORMATION: Cycle, System, hours per session, version, date in which the syllabus was designed. 2. CONTENT: Parts of the coursebook and/or workbook to be done in a number of sessions. 3. EVALUATION DATES: When to give marks for Continuous Assessment “A” and “B”. 4. MATERIALS: Materials you will use for this cycle.

ACPB – GG – GE – SY – D – B01

BASIC 01 – SYLLABUS SPEAKOUT Elementary – Units 1-2

DAILY COURSES (1 ½ hours per session)

System : D Version : 01 By : LB Date : 13/11/2012

BOOK: - SPEAKOUT Elementary (Pearson) - Teacher’s Resource Book

CDs : - Active Teach & DVD

- Active Book & DVD - Workbook Audio CD

SB = Student’s Book

WB = Workbook

p. = page

SRB = Student’s Resource Bank

# = to be done if time available

All “A” Marks

All “B” Marks

①

②

④

③

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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) Speaking & Listening b) Written Work

Marks are given as follows:

BASIC PHASE INTERMEDIATE PHASE

SPEAKING & LISTENING

WRITING SPEAKING & LISTENING WRITING

30 marks 10 marks 20 marks 20 marks

40 marks 40 marks

II. EXAMS: Exams vary depending on the cycle. There are four types of exams:

a) Final Exam: This exam takes place in all cycles (B01-I12/ F01-F12). b) Speaking Exam: This exam takes place only in cycles in which students finish a book: B06/ F03,

B12/ F06, I06/F09 and I12/F12. c) Reading Exam: This exam takes places only in Intermediate cycles which cover a Revision Unit:

I03/F08, I06/F09, I09/F11, I12/F12. d) 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 EXAMS TOTAL SPEAKING &

LISTENING WRITTEN

WORK TOTAL READING

EXAM SPEAKING

EXAM FINAL EXAM

TOTAL

B01 – B05 B07 – B11

30

10

40

60

60

100

B06 / B12

30

10

40

10

50

60

100

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

20

20

40

60

60

100

I03 / I09

20

20

40

10

50

60

100

I06 / I12

20

20

40

10

10

40

60

100

Part 5: EVALUATION

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SUPERINTENSIVE COURSES

CYCLE

CONTINUOUS ASSESSMENT EXAMS

TOTAL

SPEAKING & LISTENING

WRITTEN WORK

TOTAL

READING EXAM

SPEAKING EXAM

PROGTEST

FINAL EXAM

TOTAL

F01/F02 F04/F05

30

10

40

30

30

60

100

F03/F06

30

10

40

10

25

25

60

100

F07/F10

20

20

40

30

30

60

100

F08/F11

20

20

40

10

25

25

60

100

F09/F12

20

20

40

10

10

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 INTERMEDIATE PHASE

CONTINUOUS ASSESSMENT “A”

CONTINUOUS ASSESSMENT “B”

CONTINUOUS ASSESSMENT “A”

CONTINUOUS ASSESSMENT “B”

SL WW TOTAL SL WW TOTAL SL WW TOTAL SL WW TOTAL

15 5 20 15 5 20 10 10 20 10 10 20

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”.

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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

Aspects to be evaluated

1. Interactive communication

Development of conversations: Ability to participate in different situations.

Proactive participation: Willingness to participate in lessons.

2. Discourse and Fluency

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.

3. Pronunciation

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/

4. Listening

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)

5. Grammar and Vocabulary

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.

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

Above Average

15

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.

14 -13

Performance shares features of bands 12 and 15

Average

12

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.

Pass

11 - 10


Below Average

9

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

8 - 7


Weak

6

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.

5 - 4


Poor

3

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.

2 - 1

Performance below band 3

Unrated

0

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

12


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

Above Average

10

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.

9


Average

8

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.

Pass

7


Below Average

6

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.

5


Weak

4

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.

3


Poor

2

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.

1


Unrated

0

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

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2. WRITTEN WORK: Teachers evaluate WRITTEN WORK based on the following criteria:

BASIC PHASE:

CRITERIA ASPECTS TO BE EVALUATED

CONTENT Is all the content relevant and complete? Is the target reader (hypothetical reader in a task) fully informed?

LANGUAGE Is the use of vocabulary and grammar correct? Is the range appropriate? Are there many mistakes that might impede communication?

INTERMEDIATE PHASE:

CRITERIA ASPECTS TO BE EVALUATED

CONTENT Is all the content relevant and complete? Is the target reader (hypothetical reader in a task) fully informed?

COMMUNICATIVE ACHIEVEMENT

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?

ORGANISATION Are the ideas coherent and well-connected? Is the paragraph organization effective? Is the use of linking words and punctuation correct?

LANGUAGE 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 INTERMEDIATE CYCLES

B01 – B06: 40 – 70 words B07 – B12: 70 – 100 words

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.

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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

CONTENT

LANGUAGE

5

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

Very good use of grammar and

vocabulary structures. Very few mistakes which do not impede

communication.

4

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

informed.

Use and range of grammar and

vocabulary structures are appropriate. Some mistakes might be present but do

not impede communication.

3


2

Some points in the task have not been covered.

Irrelevances are present. Target reader is not well-informed.

Grammar and vocabulary that is below the level.

Several mistakes that impede communication.

1

Several important points have not been covered.

Several irrelevances. Target reader is minimally informed.

Narrow range of grammar and vocabulary structures.

Mistakes impede communication.

0

Irrelevant content points. Target reader is not informed.


TOTAL MARK TABLE

5 Above Average: Great effect on the reader

4 Average: Positive effect on the reader

3.5 Pass: Quite good effect on the reader

3 Below Average: Quite negative effect on the reader

2 Weak: Negative effect on the reader

1 Poor: Very negative effect on the reader

0 Unrated

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

BAND

CONTENT COMMUNICATIVE ACHIEVEMENT

ORGANISATION LANGUAGE

5

All content is relevant and complete.

Target reader is fully informed.

Effective format and style.

Achieves communicative purpose.

The text holds reader’s attention easily.

Text is well-connected.

Effective paragraph organisation.

Effective use of linking words and punctuation.

Very good use of grammar and vocabulary structures.

Very few mistakes which do not impede communication.

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 attention.

On the whole, text is well-connected.

Adequate paragraph organisation.

On the whole, good use of linking words and punctuation.

Use and range of grammar and vocabulary structures are appropriate.

Some mistakes might be present but do not impede communication.

3


2

Irrelevances and omissions are present.

Target reader is not well-informed.

Inadequate format and style.

Communicative purpose is barely achieved.

Text is difficult to follow in some parts and does not hold reader’s attention.

Text is not very well-.connected.

Paragraphs are not well-organised.

Linking words and punctuation have been misused.

Grammar and vocabulary that is below the level.

Impeding errors and mistakes that impede communication.

1

Several irrelevances and omissions.

Target reader is minimally informed.

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.

Text is not well-connected.

Disorganised paragraphs.

Linking words are barely present and misused.

Lack of punctuation

Narrow range of grammar and vocabulary structures.

Many mistakes that impede communication.

0

Irrelevant content.

Target reader not informed.


TOTAL MARK TABLE 9-10 Above Average: Full realisation of the task set.

8 Average: Good realisation of the task set.

7 Pass: Reasonable realisation of the task set.

5-6 Below Average: Quite inadequate realisation of the task set.

3-4 Weak: Inadequate realisation of the task set.

1-2 Poor: Poor realisation of the task set.

0 Unrated

16


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.

17


Please, check the 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

Dos Don’ts

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.

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.

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).

Don’t forget to remind your students of the date of the SE from time to time.

Don’t ignore the importance of feedback. This 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.

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 EVERY OTHER DAY “A”

EVERY OTHER DAY “B”

SUPERINTENSIVE SATURDAY

Session 15 Session 11 Session 8 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.

18


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 Functional Language seen during the cycle.

The Final Exam takes place in:



SATURDAY SUPERINTENSIVE

Session 17 Session 13A Session 9A Session 8A Session 18A

STRUCTURE AND WEIGHTING

CYCLES READING GRAMMAR, VOCAB. & FUNCTIONS

WRITING TOTAL

B01 – B05 / B07 – B12 I01/I02/I04/I05/I07/I08/I10/I11

F01/F02/F04/F05/F07/F10 (cycles with Final Exam ONLY)

10 marks

40 marks

10 marks

60 marks

B06/B12 | F03/F06 (cycles with Final Exam AND

Speaking Exam)

10 marks

30 marks

10 marks

50 marks

I03/I09 | F08/F11 (cycles with Final Exam AND

Reading Exam)

40 marks

10 marks

50 marks

I06/I12 | F09/F12 (cycles with Reading Exam,

Speaking Exam AND Final Exam)

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” and “B”; Saturday courses and Superintensive courses, 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 any part of the test.

Give feedback about general mistakes.

Don’t go through every single question.

19


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:



SATURDAY SUPERINTENSIVE

Session 18 Session 13B Session 9B 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 take 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 Comments

I01

25

25

Student got 25 in the FE, so this mark is also considered for the PT as it is a Pass Mark.

I03

0

15

Student got 15 in the FE. This mark does not represent 70% of the maximum mark. Therefore, the PT result is 0.

20


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

DOCUMENT

WHEN TEACHERS RECEIVE IT

WHAT TO DO WITH IT DEADLINE TO RETURN IT TO HEAD OF CENTRE

PROVISIONAL

CLASS REGISTER

Session 1

Keep record of students’ attendance and work done in class (at the back of it) See sample on page 21

Daily and Superintensive – until 9th session Saturday and Every other day courses- until 4th session

CLASS REGISTER

Daily and Superintensive- Session 6 Saturday- Session 3 Every other day “A”- Session 5 Every other day “B”- Session 4

Keep record of students’ attendance, Continuous Assessment Marks and work done during the teaching period. For courses with SPEAKING EXAM, keep record of SE mark. See sample on page 22

After Feedback Session, with the Final Exams.

MARK SHEET

Daily and Superintensive- Session 6, 7 or 8 Saturday- Session 3 Every other day “A”- Session 5 or 6 Every other day “B”- Session 4

Complete CA “A” TOTAL marks. See sample on page 23

Daily and Superintensive- Session 11 Saturday- Session 4 Every other day “A”- Session 7 Every other day “B”- Session 5

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.

Part 6: ACADEMIC DOCUMENTS

21


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 Period: 201312 Start Date: 27/11/2013 System: DIARIO Room: 201 End Date: 20/12/2013 Cycle: B01 Schedule: 08:45-10:15 Teacher: 5000 MELENDEZ ROBLES, OSCAR XAVIER

N° CODE LAST NAME FIRST NAME Session 1 2 3 4 5 6

Date 7/01

1 P 2013049880 CASTILLO FARIAS CLARA DEL PILAR

2 2013672919 COAQUIRA SUCA GLADYS

3 F 2009827810 MELGAR RODRIGUEZ GIANINA ZULEIKA

4 2010817830 MORAN MACHUCA ALICIA CELESTE

5 2013828711 OCHOA RIOS JUAN LEONARDO

6 2013434291 PALACIOS LATORRE FAVIO ENRIQUE a

7 F* 2010353535 SABA GUERRA PEDRO JUNIOR

8 2008177171 TABOADA HUAMANI LUZ ESTHER l

9 P* 2010489200 GOMEZ PEREZ ANDREA

10 2012001091 García Vega _ Isabel _

11 __________ ____________________ ________________

12 __________ ____________________ ________________

13 __________ ____________________ ________________

14 __________ ____________________ ________________

15 __________ ____________________ ________________

16 __________ ____________________ ________________

17 __________ ____________________ ________________

18 __________ ____________________ ________________

19 __________ ____________________ ________________

20 __________ ____________________ ________________

21 __________ ____________________ ________________

22 __________ ____________________ ________________

23 __________ ____________________ ________________

24 __________ ____________________ ________________

25 __________ ____________________ ________________

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.

①

②

③

22


SAMPLE 2: HOW TO FILL IN A CLASS REGISTER ASOCIACIÓN CULTURAL PERUANO BRITÁNICA

SPEAKOUT Centre: SAN ISIDRO CLASS REGISTER Page: _____ of _____ User: DCASTILLOZ DAILY Date: _____________ Period: 201401 REGULAR COURSE Time: _____________

Cycle: B04 – Code 287177 Schedule: 07:00-08:30 Date Start: 06/01/2014 System: DIARIO Room: 209 Date End: 29/01/2014 Teacher: 5306 ROJAS GALLO, IVAN NERY

ATTENDANCE CA-A

CA-A

CA-A

CA-B

CA-B

CA-B

SL

WW

TOT

SL

WW

TOT

SESSION

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

N

CODE

LAST NAME

FIRST NAME

DATE

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

5

20

15

5

20

1

200819111

CHANG LAU

MIKE

① 13 4 17 14 5 19

2

201213816

GOMEZ DIAZ

GINO

② a a a a a a a a a a a a 9 3 12 FDA FDA FDA

3

201349991

LUGO VILLA

JUAN

a l l l 14 4 18 15 5 20

4 F

201248188

MORA VEGA

INGRID

a l a 15 3 18 14 2 16

5

201244812

MORI TAPIA

JOHN

a 10 1 11 10 3 13

6

201000199

NUÑEZ LAU

INES

l l l 11 3 14 13 3 16

7

200900191

TORO CHOY

MARY

③ a a a a a a a a a a a a a a a a a a FDA FDA FDA FDA FDA 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. EVALUATION DATES

(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 second time because he failed the previous one (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 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 (FDA). ③ Student was absent and is Fail Due to Absences (FDA).

CA-A CA-B

SL WW SL WW

Session 8

Session 8

Session 16

Session 16

ATTENDANCE

- Present

a – Absent

l - Late

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

23


SAMPLE 3: HOW TO FILL IN A MARK SHEET IN THE MIDDLE OF THE CYCLE

ASOCIACIÓN CULTURAL PERUANO BRITÁNICA Page: _____ of _____ Date: _____________

SPEAKOUT Time: _____________ MARK SHEET- ADULTS

Centre: SAN ISIDRO User: DCASTILLOZ DAILY Period: 201401 REGULAR COURSE (See Academic Regulations

for instructions)

Cycle: B03 – Code 283811 Room: 201 Start Date: 06/01/2014 System: DIARIO Schedule:07:00-08:30 End Date: 29/01/2014 Teacher: 5383 AYIN LEON, DANIELA LILIANA

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

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

7 P

201499119

PONCIANO TORO

MAGALY

14

8

201200129

TENORIO PONCE

JULIA BEATRIZ

19

OBSERVATIONS: ____________________________________________________________________________________________________________________________________________________________________________________________________________________

KEY FINAL RESULT CHART SUMMARY OF RESULTS

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. Teacher’s Signature (P) ; Indicates a student who has taken the placement exam. confirming final results (P*) : Indicates a student who was re-evaluated due to his/her low performance NAME AND SIGNATURE OF PERSON TRANSFERRING DATA INTO THE COMPUTER SYSTEM ______________________________

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

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

PASS+OUTS

FAIL

FDA

ABS

TOTAL

Name Signature Date Exams

CA-A

CA-B + FE

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

①

24


SAMPLE 4: HOW TO FILL IN A MARK SHEET AT THE END OF THE CYCLE

ASOCIACIÓN CULTURAL PERUANO BRITÁNICA Page: _____ of _____ Date: _____________

SPEAKOUT Time: _____________ MARK SHEET- ADULTS

Centre: SAN ISIDRO User: DCASTILLOZ DAILY (See Academic Regulations Period: 201401 REGULAR COURSE for instructions)

Cycle: B03 – Code 283811 Room: 201 Start Date: 06/01/2014 System: DIARIO Schedule:07:00-08:30 End Date: 29/01/2014 Teacher: 5383 AYIN LEON, DANIELA LILIANA

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

① 2

200981818

ALVAREZ CASTRO

LUIS JORGE

18

16

34

51

85

Pass

② 3

201302010

CONDORI MORA

JOHN MARTIN

14

13

27

38

65

Fail

③ 4 F*

201301010

DIAZ GARCIA

DIANA CATALINA

FDA

FDA

FDA

FDA

FDA

FDA

④

5

201239399

PAUCAR VERA

OSCAR DANIEL

20

FDA

FDA

FDA

FDA

FDA

⑤ 6

201102991

PONCE TENORIO

MIGUEL MARTIN

14

14

28

49

77

Pass

7 P

201499119

PONCIANO TORO

MAGALY

14

15

29

50

79

Pass

8

201200129

TENORIO PONCE

JULIA BEATRIZ

15

16

31

ABS

ABS

ABS

⑥

OBSERVATIONS: ____________________________________________________________________________________________________________________________________________________________________________________________________________________

KEY FINAL RESULT CHART SUMMARY OF RESULTS⑦

TO BE COMPLETED BY TEACHER AT THE NOTES: END OF THE CYCLE 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. ⑧___________D.Ayin_________

(F*) : Indicates a student who is doing the cycle for the third time because he failed the previous ones. Teacher’s Signature (P) ; Indicates a student who has taken the placement exam. confirming final results (P*) : Indicates a student who was re-evaluated due to his/her low performance NAME AND SIGNATURE OF PERSON TRANSFERRING DATA INTO THE COMPUTER SYSTEM ______________________________

Name and signature of member of staff

⑨ 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 result 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 of 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 cycle with the signature of the member of staff who transferred CA”A” marks into the computer system. When the Feedback session is over, return Mark Sheet together with the exams.

PASS+OUTS

FAIL

FDA

ABS

TOTAL

4

1

2

1

8

Name Signature Date Exams

M. Talavera MTalavera 19/01/2014 CA-A

CA-B + FE

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

25


I. ABOUT CONTINUOUS ASSESSMENT

1. 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 evaluated? 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?

Part 7: FREQUENTLY ASKED QUESTIONS

26


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 practise 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

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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. Set the scene/check vocabulary.

2. (Teach a lexical set useful for the topic/tasks if necessary).

3. Students watch the DVD with an ultra easy task.

4. Students see some of the language from the DVD and use this to do a comprehension task whilst watching.

5. Students listen to an audio model of people doing a speaking task related to the DVD.

6. Students notice and practise keyphrases, focusing on pronunciation

7. Students do the speaking task.

8. Students read a text which is the model for a writing.

9. Students do the writing task.

B. 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.

APPENDICES

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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. Students 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 might 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.

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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.

B01

Unit 1

SB page 15. Write back: Exercise 6B. Write an e-mail to book a hotel room

B07

Unit 1

SB page 15. Write back: Exercise 7B Write an entry about your best friend or someone special

Unit 2

SB page 25. Write back: Exercise 5B Write an internet posting to a penpal

Unit 2

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

B02

Unit 3

SB page 35. Write back: Exercise 6B Write an invitation

B08

Unit 3

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

Unit 4

SB page 45. Write back: Exercise 5B Write a blog about your favourite place

Unit 4

SB page 45. Write back: Exercise 9B Write an email giving advice

B03

Unit 5

SB page 55. Write back: Exercise 5C Write a recipe

B09

Unit 5

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

Unit 6

SB page 65. Write back: Exercise 3B Write a profile essay

Unit 6

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

B04

Unit 7

SB page 75. Write back: Exercise 5B Write a short article

B10

Unit 7

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

Unit 8

SB page 85. Write back: Exercise 7C Write a review of an event

Unit 8

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

B05

Unit 9

SB page 95. Write back: Exercise 6B Write an e-mail about an experience at an airport/plane

B11

Unit 9

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

Unit 10

SB page 105. Write back: Exercise 6B Write a message board notice about your country

Unit 10

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

B06

Unit 11

SB page 115. Write back: Exercise 5 Write advice for a health

B12

Unit 11

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

Unit 12

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

Unit 12

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

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I01

Unit 1

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

I07

Unit 1

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

Unit 2

SB page 25. Writing: Exercise 11 C. A short news report.

Unit 2

SB page 25. Writing: Exercise 9B A letter of complaint

I02

Unit 3

SB page 41. Write back: 7B A memo explaining an idea.

I08

Unit 3

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

Unit 4

SB page 49. Writing: Exercise 11. A covering letter for a job.

Unit 4

SB page 46. Writing: Exercise 9A A story illustrating or disproving a saying

I03

Unit 5

SB page 58. Writing: Exercise 9. An advantages and disadvantages essay.

I09

Unit 5

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

Review 1

SB page 73. Write back: Exercise 7A. An email to a tutor. (PET Part 2)

Review 1

SB page 73. Writing: Exercise 9. An informal email (FCE Part 2)

I04

Unit 6

SB page 81. Writing: Exercise 12 B. A letter of advice

I10

Unit 6

SB page 81: Writing: Exercise 12. A letter to your future self to be opened five years from now

Unit 7

SB page 97. Write back: Exercise 6B A story about an achievement.

Unit 7

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

I05

Unit 8

SB page 105. Writing: Exercise 11B. A review about a website you like.

I11

Unit 8

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

Unit 9

SB page 114. Writing: Exercise 11A. A ‘What if…’ essay

Unit 9

SB page 117: Writing: Exercise 12. A ‘how to’ leaflet on one of the topics given

I06

Unit 10

SB page 129. Writing: Exercise 10 A review about a restaurant.

I12

Unit 10

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

Review 2

SB page 141: Write back: Exercise 8B A film/book review (FCE Part 2)

Review 2

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

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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 contributions.

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. Focus 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 shows 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:

32


Student A: “The first picture shows people doing exercise, which is good for our health. However, people do not usually have the time to do it”. Student B: “You are right. But it is also true that in spite of this, there are people who like going to the gym before they go to study…” Student A: “I agree, but it is very difficult… What about the second picture?”

In this case, a real conversation is taking place.

The most important thing in this part is to discuss the visual prompts fully. Students will not lose marks if they fail to reach a decision, but they will if they fail to discuss all the pictures.

Functional language is extremely useful in this part. Focus 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.

PART 3

Students should give full answers to the questions asked.

The examiner might decide to ask a student about his/her partner’s opinion, so it is necessary for students to pay attention to what their partners are saying.

The examiner might decide to ask the same question to both students, so they should be ready to react to their partners’ comments.

Remind your students that there are no right answers to the questions and that they will not be judged on their opinions.

Make your students aware of the use of cohesive devices and discourse markers. They enrich their spoken

language.

STUDIES AREA/ December 2013 [email protected]

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