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GUIDELINES

Basic and Intermediate courses

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

INDEX
Part 1: Objectives ..... Part 2: Coursebook and Philosophy ............................................................. Part 3: About the course... A. Structure of the course... B. Course Breakdown.. Part 4: Materials.................. A. Students book......................... B. Workbook..................... C. MyEnglishLab . D. Students Resource Bank. E. ActiveBook and ActiveTeach. F. Teachers Resource Book G. Syllabus 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. Part 6: Academic Documents ........... 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 3 3 4 4 4 5 4 5 5 6 6 6 6 8 8 8 8 9 9 10 10 13 16 16 17 18 18 19 20 25 27 27 29 31

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

BASIC AND INTERMEDIATE COURSES

SPEAKOUT

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: 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 Teachers 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.

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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) Saturday (S) Superintensive (F) Every other day (A) Every other day (B) DESCRIPTION Monday to Friday (1.5 hour classes) Saturdays only (3 hours classes) Monday to Friday (3 hour classes) Monday, Wednesday, Friday (2 hour classes) Tuesday and Thursday (3 hour classes) LENGTH 18 sessions in 1 month (27 hours) 8 sessions in 2 months (26 hours) 18 sessions in 1 month (54 hours) 13 sessions in 5 weeks (26 hours) 9 sessions in 5 weeks (27 hours)

B. COURSE BREAKDOWN
PHASE CYCLE (F COURSES) F01 CYCLE (D,S,A,B COURSES) B01 B02 F02 B03 B04 F03 BASIC F04 B05 B06 B07 B08 F05 B09 B10 F06 B11 B12 F07 I01 I02 F08 I03 I04 F09 INTERMEDIATE F10 I05 I06 I07 I08 F11 I09 I10 F12 I11 I12 UNITS COVERED 1, 2 3, 4 5, 6 7, 8 9, 10 11, 12 1, 2 3, 4 5, 6 7, 8 9, 10 11, 12 1, 2 3, 4 5, R1 6, 7 8, 9 10, R2 1, 2 3, 4 5, R1 6, 7 8, 9 10, R2 SPEAKOUT Upper Intermediate SPEAKOUT Intermediate SPEAKOUT Pre-Intermediate SPEAKOUT Elementary COURSEBOOK

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

Part 4: MATERIALS
SPEAKOUT has a number of different components for teachers and students: TEACHERS SET Students Book Workbook Students Resource Bank ActiveBook & DVD (1 disc) Class Audio CD (1 disc) Workbook Audio CD (1 disc) Teachers Resource Book (1 book) ActiveTeach & DVD (1 disc) (1 book) STUDENTS SET Students Book Workbook Students Resource Bank ActiveBook & DVD (1 disc) Workbook Audio CD (1 disc) (1 book)

Teachers and students receive the Students book, the Workbook, Students Resource Bank, the ActiveBook & DVD and the Workbook Audio CD in one pack, as this is a special customised version especially designed for the BRITNICO. A. STUDENTS 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 Students Book components, please refer to pages 10-21 of the Teachers book. R1 and R2 (Revision) Units in the Intermediate and Upper Intermediate Students 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 Students Workbook contains extra exercises and deals with all the areas studied in the Students book. Refer to page 16 of the Teachers 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 Students 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 Britnico 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:

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 Portals Intranet: INTRANET>ESTUDIOS>DESCARGA>TEACHERS NOTES-GUIDELINES> MEL SPEAKOUT GUIDELINES. D. STUDENTS RESOURCE BANK The Students Resource Bank contains a selection of the Photocopiable Activities in the Teachers 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 Teachers 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. TEACHERS RESOURCE BOOK The Teachers Resource book contains specific instructions for teachers so that they can exploit the material described above in the best way. It contains: Teachers 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 Portals Intranet: www.britanico.edu.pe > Intranet > Descarga > Estudios. You need your Britnicos Teacher code (find yours on your Britnico 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 Teachers 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.

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

ACPB GG GE SY D B01

BASIC 01 SYLLABUS
SPEAKOUT Elementary Units 1-2
DAILY COURSES (1 hours per session)

System Version By Date

: : : :

D 01 LB 13/11/2012

SESSION 1

SESSION 2

SESSION 3

SESSION 4

SESSION 5

SESSION 6

SESSION 7

SESSION 8

Lead-in + Unit 1: Lessons 1 & 2 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 SESSION 10 SESSION 11 SESSION 12

Unit 1: Lesson 3, 4 & 5 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

All A Marks

SESSION 16

SESSION 9

SESSION 13

SESSION 14

SESSION 15

Unit 2: Lessons 1 & 2


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

Unit 2: Lessons 3, 4 & 5


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 18 Marks SB WB p. SRB # = = = = = Students Book Workbook page Students Resource Bank to be done if time available

SESSION 17 Final Exam BOOK: - SPEAKOUT Elementary (Pearson) - Teachers Resource Book - Active Teach & DVD - Active Book & DVD - Workbook Audio CD

CDs :
1. 2. 3. 4.

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 Continuous Assessment A and B. MATERIALS: Materials you will use for this cycle.

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 40 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 EXAMS 60 marks

Marks are given as follows: BASIC PHASE SPEAKING & LISTENING WRITING 30 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: 10 marks INTERMEDIATE PHASE SPEAKING & LISTENING WRITING 20 marks 40 marks 20 marks

DAILY/ EVERY OTHER DAY/ SATURDAY COURSES


CYCLE B01 B05 B07 B11 B06 / B12 I01/I02/I04/I05 I07/I08/I10/I11 I03 / I09 I06 / I12 CONTINUOUS ASSESSMENT SPEAKING & WRITTEN TOTAL LISTENING WORK 30 30 20 10 10 20 40 40 40 10 READING EXAM EXAMS SPEAKING FINAL EXAM EXAM 60 50 60 TOTAL 60 60 60 TOTAL 100 100 100

20 20

20 20

40 40

10 10 10

50 40

60 60

100 100

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

SUPERINTENSIVE COURSES
SPEAKING & LISTENING

CYCLE F01/F02 F04/F05 F03/F06 F07/F10 F08/F11 F09/F12

CONTINUOUS ASSESSMENT WRITTEN WORK TOTAL 30 10 40

READING EXAM

EXAMS SPEAKING PROG EXAM TEST 30

FINAL EXAM 30

TOTAL 60

TOTAL 100

30 20 20 20

10 20 20 20

40 40 40 40 10 10

10

25 30 25

25 30 25 20

60 60 60 60

100 100 100 100

10

20

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 CONTINUOUS ASSESSMENT A ASSESSMENT B SL WW TOTAL SL WW TOTAL 15 5 20 15 5 20 INTERMEDIATE PHASE CONTINUOUS CONTINUOUS ASSESSMENT A ASSESSMENT B SL WW TOTAL SL WW TOTAL 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.

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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. Interactive communication Aspects to be evaluated 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 // or // 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.

2.

Discourse and Fluency

3.

Pronunciation

4.

Listening

5.

Grammar and Vocabulary

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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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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


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. Performance shares features of bands 12 and 15 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 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 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 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 Achieves nothing: Language cannot be assessed because of total lack of participation in class or student was absent (FDA).

15 Above Average

14 -13 12 Average

Pass

11 - 10 9

Below Average 8-7 6

Weak

5-4 3

Poor

2-1 Unrated 0

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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


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. Performance shares features of bands 8 and 10 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 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 3 2 1 Unrated 0 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 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 Achieves nothing: Language cannot be assessed because of total lack of participation in class or student was absent (FDA).

10 Above Average

9 8 Average

Pass

7 6

Below Average 5 4

Weak

Poor

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

2. WRITTEN WORK: Teachers evaluate WRITTEN WORK based on the following criteria: BASIC PHASE: CRITERIA CONTENT LANGUAGE ASPECTS TO BE EVALUATED 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 COMMUNICATIVE ACHIEVEMENT ASPECTS TO BE EVALUATED 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?

ORGANISATION

LANGUAGE

ABOUT WORD LIMIT BASIC CYCLES B01 B06: 40 70 words B07 B12: 70 100 words ABOUT WRITING ACTIVITIES You must have at least one session of Guided Writing. This means, students write the composition in class with their teachers 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 Students 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. INTERMEDIATE CYCLES I01 I06: 100 120 words I07 I12: 120 150 words

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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

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.

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

Performance shares features of bands 2 and 4 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. Irrelevant content points. Target reader is not informed. Grammar and vocabulary that is below the level. Several mistakes that impede communication. Narrow range of grammar and vocabulary structures. Mistakes impede communication.

1 0

Performance below band 1

TOTAL MARK TABLE


5 4 3.5 3 2 1 0 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

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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


BAND 5 CONTENT All content is relevant and complete. Target reader is fully informed. Content is generally relevant and complete. In general, the target reader is informed. COMMUNICATIVE ACHIEVEMENT Effective format and style. Achieves communicative purpose. The text holds readers attention easily. Appropriate format and style. Achieves communicative purpose in a reasonable way. On the whole, the text holds readers attention. ORGANISATION 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. LANGUAGE 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 Irrelevances and omissions are present. Target reader is not wellinformed.

Performance shares features of bands 2 and 4 Inadequate format and style. Communicative purpose is barely achieved. Text is difficult to follow in some parts and does not hold readers attention. Ineffective format and style. Communicative purpose is hardly achieved. Text fails to hold readers attention as it is too difficult to understand and make sense of. 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.

Several irrelevances and omissions. Target reader is minimally informed.

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

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

Irrelevant content. Target reader not informed. 9-10 8 7 5-6 3-4 1-2 0

Performance below band 1

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

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 Teachers 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.

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

Please, check the corresponding SPEAKING EXAM FILE available in the Head of Centres 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 Donts 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 DONTS: BASIC & INTERMEDIATE PHASE 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. 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). Donts Dont forget to remind your students of the date of the SE from time to time. Dont ignore the importance of feedback. This is very important to make sure students have a good performance in the SE. Dont ignore the importance of body language and eye-contact. Dont 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 BRITNICO, 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 DAY A Session 11 EVERY OTHER DAY B Session 8 SUPERINTENSIVE Session 7B SATURDAY 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.

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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: DAILY Session 17 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) EVERY OTHER DAY A Session 13A EVERY OTHER DAY B Session 9A SATURDAY Session 8A SUPERINTENSIVE Session 18A

READING

GRAMMAR, VOCAB. & FUNCTIONS 40 marks

WRITING

TOTAL

10 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 and 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 mustnt copy answers or take notes of any part of the test. Give feedback about general mistakes. Dont go through every single question. 18

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

Collect tests and count them. The whole process shouldnt 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 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 mustnt 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. Dont forget to count your exams. The whole process for each student shouldnt take more than 6-8 minutes, specially with large groups. EVERY OTHER DAY A Session 13B EVERY OTHER DAY B Session 9B SATURDAY Session 8B SUPERINTENSIVE Session 18A

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 I01 I03 PT 25 0 FE 25 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.

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

Part 6: ACADEMIC DOCUMENTS


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

Daily and SuperintensiveSession 6 SaturdaySession 3 Every other day ASession 5 Every other day BSession 4

CLASS REGISTER

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.

Daily and SuperintensiveSession 6, 7 or 8 SaturdaySession 3 Every other day ASession 5 or 6 MARK SHEET Every other day BSession 4

Complete CA A TOTAL marks. See sample on page 23

Daily and SuperintensiveSession 11 SaturdaySession 4 Every other day ASession 7 Every other day BSession 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.

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

SAMPLE 1: HOW TO FILL IN A PROVISIONAL CLASS REGISTER


ASOCIACIN CULTURAL PERUANO BRITNICA Centre: SAN ISIDRO PROVISIONAL CLASS REGISTER User: DCASTILLOZ Period: Room: Schedule: MELENDEZ ROBLES, OSCAR XAVIER CODE P 2013049880 2013672919 F 2009827810 2010817830 2013828711 2013434291 F* 2010353535 2008177171 P* 2010489200 2012001091 __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ LAST NAME CASTILLO FARIAS COAQUIRA SUCA MELGAR RODRIGUEZ MORAN MACHUCA OCHOA RIOS PALACIOS LATORRE SABA GUERRA TABOADA HUAMANI GOMEZ PEREZ Garca Vega _ 201312 201 08:45-10:15 Start End Date: Date: 27/11/2013 20/12/2013 Date: ________ Page: ____ of ___

System: DIARIO Cycle: B01 Teacher: 5000 N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

FIRST NAME Session Date 1 7/01 2 3 4 5 6

CLARA DEL PILAR GLADYS GIANINA ZULEIKA ALICIA CELESTE JUAN LEONARDO FAVIO ENRIQUE PEDRO JUNIOR LUZ ESTHER ANDREA Isabel _

____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

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 Centres 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.

Write down the date and keep record of students attendance. If a students 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. Read the instructions provided in all academic documents, please.

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SAMPLE 2: HOW TO FILL IN A CLASS REGISTER


ASOCIACIN CULTURAL PERUANO BRITNICA Centre: SAN ISIDRO User: DCASTILLOZ Period: 201401 Cycle: System: Teacher: B04 Code 287177 DIARIO 5306 ROJAS GALLO, IVAN NERY SPEAKOUT CLASS REGISTER DAILY REGULAR COURSE Schedule: 07:00-08:30 Room: 209 Page: _____ of _____ Date: _____________ Time: _____________ Date Start: 06/01/2014 Date End: 29/01/2014

ATTENDANCE
SESSION

CA-A

CA-A

CA-A

CA-B

CA-B

CA-B

SL 1 6 1 2 7 1 3 8 1 4 9 1 5 10 1 6 13 1 7 14 1 8 15 1 9 16 1 10 17 1 11 20 1 12 21 1 13 22 1 14 23 1 15 24 1 16 27 1 17 28 1 18 29 1 15 13 9 14 15 10 11 FDA

WW

TOT

SL

WW

TOT

CODE

LAST NAME

FIRST NAME MIKE GINO JUAN INGRID JOHN INES MARY

DATE

5 4 3 4 3 1 3 FDA

20 17 12 18 18 11 14 FDA

15 14 FDA 15 14 10 13 FDA

5 5 FDA 5 2 3 3 FDA

20 19 FDA 20 16 13 16 FDA

1 2 3 4F 5 6 7

200819111 201213816 201349991 201248188 201244812 201000199 200900191

CHANG LAU GOMEZ DIAZ LUGO VILLA MORA VEGA MORI TAPIA NUEZ LAU TORO CHOY

a a a

a l

a l

a l a a a a a

l a

l a

NOTES: Only students who appear on this register can be admitted to the class. If a students name is not on the register, please tell him/her to go to the Head of Centres office. (F) (F*) (P) (P*) : 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.

EVALUATION DATES CA-A SL WW Session Session 8 8 CA-B SL Session 16 WW Session 16 ATTENDANCE - Present CA: Continuous Assessment SL: Speaking & Listening WW: Written Work

a Absent l - Late

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

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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


ASOCIACIN CULTURAL PERUANO BRITNICA SPEAKOUT MARK SHEET- ADULTS Centre: SAN ISIDRO User: DCASTILLOZ Period: 201401 Cycle: B03 Code 283811 System: DIARIO Teacher: 5383 AYIN LEON, DANIELA LILIANA DAILY REGULAR COURSE Room: 201 Schedule:07:00-08:30 Page: _____ of _____ Date: _____________ Time: _____________

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

CA A N 1 2 3 4 F* 5 6 7P 8 CODE 200819811 200981818 201302010 201301010 201239399 201102991 201499119 201200129 LAST NAME ANDIA ALVAREZ ALVAREZ CASTRO CONDORI MORA DIAZ GARCIA PAUCAR VERA PONCE TENORIO PONCIANO TORO TENORIO PONCE FIRST NAME JORGE EDUARDO LUIS JORGE JOHN MARTIN DIANA CATALINA OSCAR DANIEL MIGUEL MARTIN MAGALY JULIA BEATRIZ 20 15 18 17 16 20 14 14 19 CA B 20 CA TOTAL 40 EXAMS FE 60 TOTAL TOTAL 100 FR FR FR

OBSERVATIONS: __________________________________________________________________________________________________________ __________________________________________________________________________________________________________


KEY CA = Continuous Assessment FE = Final Exam FR = Final Result FINAL RESULT CHART 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 FAIL FDA ABS TOTAL

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 NAME AND SIGNATURE OF PERSON TRANSFERRING DATA INTO THE COMPUTER SYSTEM Name Signature Date Exams CA-A CA-B + FE

_____________________________ Teachers Signature confirming final results

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

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

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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


ASOCIACIN CULTURAL PERUANO BRITNICA SPEAKOUT MARK SHEET- ADULTS Centre: SAN ISIDRO User: DCASTILLOZ Period: 201401 Cycle: B03 Code 283811 System: DIARIO Teacher: 5383 AYIN LEON, DANIELA LILIANA DAILY REGULAR COURSE Room: 201 Schedule:07:00-08:30 Page: _____ of _____ Date: _____________ Time: _____________

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

CA A N 1 2 3 4 F* 5 6 7P 8 CODE 200819811 200981818 201302010 201301010 201239399 201102991 201499119 201200129 LAST NAME ANDIA ALVAREZ ALVAREZ CASTRO CONDORI MORA DIAZ GARCIA PAUCAR VERA PONCE TENORIO PONCIANO TORO TENORIO PONCE FIRST NAME JORGE EDUARDO LUIS JORGE JOHN MARTIN DIANA CATALINA OSCAR DANIEL MIGUEL MARTIN MAGALY JULIA BEATRIZ 20 15 18 14 FDA 20 14 14 15

CA B 20 18 16 13 FDA FDA 14 15 16

CA TOTAL 40 33 34 27 FDA FDA 28 29 31

EXAMS FE 60 58 51 38 FDA FDA 49 50 ABS

TOTAL TOTAL 100 91 85 65 FDA FDA 77 79 ABS

FR FR FR Outs Pass Fail FDA FDA Pass Pass ABS

OBSERVATIONS: __________________________________________________________________________________________________________ __________________________________________________________________________________________________________


KEY CA = Continuous Assessment FE = Final Exam FR = Final Result FINAL RESULT CHART 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 4 FAIL 1 FDA 2 ABS 1 TOTAL 8

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 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

TO BE COMPLETED BY TEACHER AT THE END OF THE CYCLE

___________D.Ayin_________
Teachers Signature confirming final results

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

This student has all marks complete. His final result is OUTSTANDING (90 to 100). This student has all marks complete. His final result is PASS (70 to 89). This student has all marks complete. His final result is FAIL (less than 70). This student stopped attending the course and was not evaluated: FDA (Fail due to Absences). This student attended the first part of the course but he stopped attending or had a high absence rate. This student attended regularly but was absence on the day of the Final Exam. Complete Summary of Results. Sign Mark Sheet to confirm accuracy of results. Teachers receive Mark Sheets at the end of the cycle with the signature of the member of staff who transferred CAA marks into the computer system. When the Feedback session is over, return Mark Sheet together with the exams.

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Part 7: FREQUENTLY ASKED QUESTIONS


I. 1. 2. ABOUT CONTINUOUS ASSESSMENT What are A and B Marks? A and B Marks refer to Continuous Assessment in class. 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). 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. 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. 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. In a Guided Writing activity, can students leave when they finish? No, they cant. 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. 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. 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. 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.

3.

4.

5.

6.

7.

8.

9.

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. 1. ABOUT EXAMS What will students find in the Final Exam?

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 Teachers Room or you can ask your Head of Centre directly. 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. 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. 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. 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. ABOUT VIDEO PODCASTS 1. Whats 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. What happens if I dont 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. 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. ABOUT MYENGLISHLAB See MEL SPEAKOUT GUIDELINES in the Portals Intranet, please: INTRANET>ESTUDIOS>DESCARGA>TEACHERS NOTES-GUIDELINES>MEL SPEAKOUT GUIDELINES

3.

4.

5.

6.

III.

2.

3.

IV.

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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.

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 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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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 B01 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

Unit 3 B02 Unit 4

SB page 35. Write back: Exercise 6B Write an invitation B08 SB page 45. Write back: Exercise 5B Write a blog about your favourite place

Unit 3

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

Unit 4

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

Unit 5 B03 Unit 6

SB page 55. Write back: Exercise 5C Write a recipe B09 SB page 65. Write back: Exercise 3B Write a profile essay

Unit 5

SB page 51. Writing: Exercise 9C Write a paragraph about a trip for a weekend away SB page 61. Writing: 6D Write a paragraph about food

Unit 6

Unit 7 B04

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

Unit 9 B05

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

Unit 9 B11

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 SB page 115. Write back: Exercise 5 Write advice for a health B12

Unit 10

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

Unit 11 B06 Unit 12

Unit 11

SB page 115. Write back: Exercise 8B Write a web comment giving your opinion on technology SB page 121. Writing: Exercise 9C Write the profile of a famous person you admire

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

Unit 12

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

Unit 1 I01 Unit 2

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.

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

Unit 2

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

Unit 3 I02 Unit 4

SB page 41. Write back: 7B A memo explaining an idea. I08 SB page 49. Writing: Exercise 11. A covering letter for a job.

Unit 3

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

Unit 4

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

Unit 5 I03

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)

Unit 6 I04

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.

Unit 8 I05 Unit 9

SB page 105. Writing: Exercise 11B. A review about a website you like. I11 SB page 114. Writing: Exercise 11A. A What if essay

Unit 8

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

Unit 9

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

Unit 10 I06 Review 2

SB page 129. Writing: Exercise 10 A review about a restaurant. I12 SB page 141: Write back: Exercise 8B A film/book review (FCE Part 2)

Unit 10

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

Review 2

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

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SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 partners 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 readingIts boring. Its 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 partners 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 partners contributions. Students should respond to what the other one says. For example: 31

SPEAKOUT GUIDELINES- BASIC AND INTERMEDIATE COURSES

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 partners 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 estudios@britanico.edu.pe

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