TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

ADVANCED PHASE
TEACHER’S NOTES AND
GUIDELINES FOR TEACHERS

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

INDEX
OBJECTIVES OF THE COURSE ………………………………………………………………………. 3

COURSEBOOK ………………………………………………………………………………………… 3

ABOUT THE COURSE ………………………………………………………………………………….. 4

Structure of the course …………………………………………………………………….. 4

Course breakdown ………………………………………………………………………… 4

MATERIALS …………………………………………………………………………………………….. 5

EVALUATION ………………………………………………………………………………………….. 11

Continuous Assessment …………………………………………………………………… 12

Speaking ……………………………………………………………………………. 12

Listening …………………………………………………………………………….. 15

Writing ……………………………………………………………………………….. 19

EXAMS ………………………………………………………………………………………………….. 21

Writing Exam ………………………………………………………………………………… 21

Final Exam …………………………………………………………………………………… 22

Speaking Exam …………………………………………………………………………….. 23

ACADEMIC DOCUMENTS …………………………………………………………………………… 24

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

OBJECTIVES OF THE COURSE

 To develop students’ language awareness and skills at Advanced Level.

 To provide students with information about the Cambridge English: First (FCE).

 To provide students who are interested in taking the Cambridge English: First with
some exam training.

 To promote self-study through motivating and high-quality material.

COURSEBOOK
The textbook used for the ADVANCED PHASE is Objective First by Annette Capel and
Wendy Sharp, Official Cambridge Preparation Material.

Some of the characteristics that make this material unique are:

 It is fully updated for the revised exam from March 2015.

 Its short units offer a variety of topics that will train students to take the FCE and pass
the exam successfully.

 The customized version of Objective First provides students and teachers with extra
material that will allow them to reinforce what they see in the coursebook.

 It covers all parts of the Cambridge First exam in detail (information, advice and
practice).

 It is informed by the Cambridge Learner Corpus, which includes examples and

exercises, which tackle typical First problem areas, making it the most authoritative
First preparation course available.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

ABOUT THE COURSE

STRUCTURE OF THE COURSE

This is a six-cycle course offered in four different systems:

SYSTEM DESCRIPTION LENGTH

Daily (D) Monday to Friday (1.5 h) 1 month
Saturday (S) Saturdays only (3 ¼ h) 2 months
Every other day (A) Monday, Wednesday, Friday (2 h) 5 weeks
Every other day (B) Tuesday, Thursday 5 weeks

COURSE BREAKDOWN

Each Advanced cycle covers 4 short units:

CYCLE UNITS COVERED COURSEBOOK

ADVANCED 1 1, 2, 3, 4

ADVANCED 2 5, 6, 7, 8

OBJECTIVE FIRST
ADVANCED 3 9, 10, 11, 12 (Cambridge University
Press)

ADVANCED 4 13, 14, 15, 16

ADVANCED 5 17, 18, 19, 20

ADVANCED 6 21, 22, 23, 24

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

MATERIALS
This is the material students and teachers receive:
TEACHER’S SET STUDENT’S SET
 Objective First Student’s Pack:  Objective First Student’s Pack:
Student’s Book Student’s Book
Workbook Workbook
Extra resources: B1 Phrasal verbs, Wordlists Extra resources: B1 Phrasal verbs,
with definitions, Progress tests, Class Audio Wordlists with definitions, Progress
and Recording Scripts tests, Class Audio and Recording
 Student’s CD-ROM Scripts
 Workbook Audio CD  Student’s CD-ROM
 BRITANICO Advanced Phase Student’s  Workbook Audio CD
Booklet  BRITANICO Advanced Phase
 Objective First Teacher’s Book Student’s Booklet
 2 Class Audio CDs
 Exam Essentials Practice Tests Cambridge
English: First (FCE) 2 + DVD ROM
1. OBJECTIVE FIRST Student’s Pack: The Objective First Student’s Pack is the customized version
of the series specially designed for the BRITANICO. It is a ‘combo’ version, which means
students will receive the components in one book. As indicated above, the Objective First
Student’s Pack consists of several sections:
 Student’s Book: The Student’s Book consists of 24 short units which deals with
language, vocabulary and exam information. Teachers deal with 4 units each cycle.
Apart from this organisation, the Student’s Book offers:
 12 Writing Folders: with clear and specific guidelines on how to deal with
each kind of writing found in the Cambridge English: First.
 12 Exam Folders: which provides with helpful advice for each part of the
Cambridge English: First exam.
 Phrasal verb list: a complete list of phrasal verbs used at B2 level.
 Grammar folder: a complete summary of the grammar aspects seen in the
book.
 Workbook: It provides extra practice and additional practice related to the content
in the student’s book. The answer key is provided at the end. For this reason, teachers
might decide to do some parts in class and others for homework.
 Extra resources: The extra resources include a list of B1 Phrasal verbs, wordlists with
definitions, 12 Progress tests with answers and the class audio and recording scripts.
2. Student’s CD ROM: The CD ROM provides extra language, vocabulary and skills practice.
Students should use it in their own time. However, teachers can also use some of these
exercises to reinforce points seen in class, if necessary.
3. Workbook Audio CD: The workbook audio CD contains 13 recordings with all the listening
exercises from the Workbook.
4. BRITANICO Advanced Phase Student’s Booklet: The BRITANICO Advanced Phase Student’s
Booklet consists of two sections:
 Vocabulary: this section is divided into 24 sheets, which contains idioms with exercises
related to each unit in the Student’s Book.
 Grammar: this section contains exercises to consolidate the grammar points seen in
the Student’s Book.
The BRITANICO Advanced Phase Student’s Booklet contains exercises designed by the
BRITANICO Studies Area and Cambridge University Press. This material is unique and aims to
make students deal with language at C1 level.
Find the Answer Key in the Portal’s Intranet: Descarga> ESTUDIOS> SUPPLEMENTARY
MATERIAL> BRITANICO AD PHASE STUDENT’S BOOKLET- ANSWER KEY

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

5. OBJECTIVE FIRST Teacher’s Book: The Teacher’s Book contains clear guidelines and
alternative activities for the exercises provided in the Student’s Book. Besides, it also provides
teachers with sample answers for the Writing activities.
6. Class Audio CDs: The Class Audio CDs contain all the recordings for the Listening Activities in
the Student’s Book.
7. Exam Essentials Practice Tests Cambridge English: First (FCE) 2 (National Geographic
Learning- Cengage Learning): Teachers will receive this book in order to:
 have the listening exercises (listening tests) to be done in each cycle.
 have access to different tips for the different papers.
 have access to different speaking activities and useful language to be used in each
part of the test.
 have access to a Speaking Test video (included in the DVD ROM).
Important points about how to use these books
 Teachers will receive a plastic bag with the task for the listening activities and the
recording to be used will be included in the teacher’s sheet you will receive with
the plastic bag.
 Do not photocopy the exercises in the book.
 Do refer to the tips included in the book for each Paper.
8. Syllabus: Each cycle has a syllabus which is organised every 4 sessions. It is available in the
Portal’s Intranet. Teachers are free to organise their time as long as they complete the
content suggested in the syllabus in the four sessions indicated. Homework is not included in
the syllabus as teachers decide this. See a model on the next page. There will also be
specific instructions for the Video Activities.

9. Answer Sheets: AD students can download the new Answer Sheets by entering
www.britanico.edu.pe > Cursos para jóvenes y adultos > Libros y ejercicios online > Fase
Avanzada. Teachers can ask their students to directly download the Answer Sheets.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

10. Supplementary Material:

What does the material consist of?
The material consists of
- A booklet for each cycle (AD1-AD6) with
o Four listening exercises
o Seven Reading & Use of English exercises and
- A Speaking Video from Cambridge English (original material).

EXAM PRACTICE BOOKLETS

1. Listening Exercises
Aim
To provide our students with extra listening training and practice. In each cycle, students
will be exposed to four extra listening tasks, which must be accompanied with teacher’s
assistance.
How to use the material
The listening exercises are compulsory and have been included in the syllabus.
Besides, in Advanced 1, teachers must devote some time to provide students with the
task information and tips to deal with each part of the test (also included in the syllabus).
There are PPT presentations with this material in the Portal’s Intranet (check syllabus).

2. Reading and Use of English Exercises

Aim
To provide our students with extra Reading and Use of English training and practice. In
each cycle, teachers have a Reading and Use of English paper to be used with their
students.
How to use the material
These exercises are optional and to be done if time available in class. This is why they are
not included in the syllabus-

Where do we get the booklets?

o Teachers will find sets of 25 booklets per cycle (AD1-AD6) in the materials room in
your centre.
o Teachers need to book the material in advance in order to use it with their
students. You must indicate how many students you have.
o On the day you have decided to use the material, pick up the booklets and take
them to your classroom. They are very thin, so don’t worry about the weight.
o Students are not allowed to write on the booklets, so you will have to ask them
to write their answers on a separate piece of paper.
o You will also be provided with a Teacher’s Copy, which contains the Answer Key.
o The audios for the listening exercises are installed in all laptops. Follow this route:
ADVANCED > AD SUPPLEMENTARY MATERIAL > AD LISTENING TASKS > (choose the
cycle).

SPEAKING TEST VIDEO

A Speaking Test Video has been installed in all laptops. Find it following this route:
ADVANCED > AD SUPPLEMENTARY MATERIAL > FCE Speaking Test
In Advanced One students should watch the complete video in order to know what it is about.
Then, students will watch the different parts of the video to provide them with effective training.
Besides, some PPT Presentations with useful language have been uploaded in the Portal’s
Intranet (check syllabus).
Bear in mind that, even when this material is called “EXAM PRACTICE”, not all our students want
to sit the FCE Exam. However, we should make them aware of the fact all these exercises help
them improve their skills whether they are interested in taking the exam or not.

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ACPB – GG – GE – SY – D – AD1 System : D

ADVANCED 01 – SYLLABUS Version
By
:
:
00
DC
OBJECTIVE FIRST (Units 1-4) Date : 01/08/2014
DAILY COURSES (1 ½ hours per session)

SESSION SESSION SESSION SESSION SESSION SESSION SESSION SESSION

1 2 3 4 5 6 7 8
Unit 1: Fashion matters / Unit 2: The virtual world Unit 2: The virtual world / Unit 3: Going places
 Unit 2.2
 Ice breaker SB p. 18. Review of present tenses.
Evaluation System and Dates BK p. 25: Unit 2. Revision of Present Tenses
Overview of Cambridge English First (SB p. 7-8)
 SB p. 19. Vocabulary: Word formation.
Unit 1.1 Fashion matters BK p.2 Idioms related to computers.
SB p. 10. Speaking and Listening WB p. 6-7. Unit 2. The virtual world
CD ROM: Activities in Units 1&2
 SB p. 11. Vocabulary: Phrasal Verbs. Phrasal Verbs with go.
BK p. 1 Idioms with clothes words.  Writing Folder
SB p. 20-21. Paper 2 Part 2 Informal Letters. Writing Session.
 Unit 1.2 Progress Test 1 Units 1 & 2
SB p. 12-13. Comparison.
BK p. 25: Unit 1. Comparison  Unit 3.1 Going places
WB p. 4-5. Unit 1 Fashion matters SB p. 22. Speaking & Listening.
SB p.23 Vocabulary: Topic set / Phrasal Verbs.
 Unit 2.1 The virtual world Exam Essentials DVD ROM: Speaking Video (02:41-07:33) –see
SB p. 16-17. Speaking, Reading and Vocabulary. Grammar extra. page 2
Corpus spot
SP and WW “A” Marks

SESSION SESSION SESSION SESSION SESSION SESSION SESSION SESSION

9 10 11 12 13 14 15* 16
Unit 3: Going places / Unit 4: Endangered Unit 4: Endangered
 Feedback on writing (see Guidelines). SB p. 23 Collocations. BK  Unit 4.2
p. 3. Idioms about travelling / with travel words. SB p. 30-31. AS and LIKE. Compound adjectives.

 Unit 3.2  Feedback on writing (see Guidelines). SB p. 31 Vocabulary. BK p.

SB p. 24 - 25. Modals 1: Obligation, necessity and permission. 4. Idioms to do with animals.
Corpus spot. Grammar extra. Listening Test (2)
BK p. 26. Unit 3: Modals. WB p. 10-11. Unit 4: Endangered
WB p. 8-9. Unit 3 Going places. CD ROM: Activities in Units 3 & 4

 Unit 4.1 Endangered.  SESSION 15:

SB p. 28 – 29. Reading and Vocabulary. 10 minutes: Arrange classroom for Writing Exam
Listening Test (1) 40 minutes: Writing Exam
40 minutes: Teachers start correcting exams alone in classroom.
 Writing Folder
SB p. 32-33.  SB p. 14-15. Exam Folder 1
SB p. 26-27. Exam Folder 2

SP, and WW “B” Marks / All LI Marks

SESSION SESSION
17 18

FINAL EXAM (READING & USE OF ENGLISH) MARKS & FEEDBACK

Writing sessions allocated before Writing Exam.

Specific guidelines to deal with Speaking Video Activities
Procedure to deal with Writing Exam
Last session to deal with exam strategies

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11. Presentation Plus

Presentation Plus is the digital version of the Student’s Book and the Workbook. It is installed
in all laptops at all centres. The objective of having the digital version of the book available
is to add variety to our lessons. This follows the ‘heads up’ approach, in which the teacher
gets students to look at the board to deal with a specific point instead of looking at the book
only. These are the features Presentation Plus has:

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General recommendations to use Presentation Plus:

 It is advisable to start the lesson by having an activity with the Presentation Plus. For
example, showing some pictures to generate interest.
 Do not overuse the digital version of the book.
 Use the zoom and make sure students can see what you want to show them.
 Use the answers as a reference, but do not show them all at once. Presentation Plus
can show the answers one by one. However, do not forget that this should be used
to save some time. Do not forget the importance of having students participating.
Always elicit answers from students.

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EVALUATION
The evaluation in the ADVANCED PHASE is skills-oriented. This is why the evaluation is similar to
Cambridge English: First (FCE). The weight is as follows:

AD1-AD2-AD3
Reading and Use of English 40%
Writing 20%
Listening 10%
Speaking 30%

AD4-AD5-AD6
Reading and Use of English 40%
Writing 20%
Listening 20%
Speaking 20%

Listening is the skill that needs more attention, this is why the weight in the first cycles is to set the
ball rolling, and teachers should make students aware of the fact that from AD4, students will
get more marks in listening, so they should work to improve this skill.

The skills are going to be evaluated through CONTINUOUS ASSESSMENT and EXAMS:

AD1-AD2-AD3
CONTINUOUS ASSESSMENT EXAMS
SP SP LI LI WW WW
A B A B A B WE FE
15 15 5 5 10 10
30 10 10 10 40
50 50
SP = Speaking WE = Writing Exam
LI = Listening FE = Final Exam (Reading and Use of English)
WW = Written Work

To obtain SP TOTAL add up SP “A” and SP “B”

To obtain LI TOTAL add up LI “A” and LI “B”
To obtain WW TOTAL add up WW “A” and WW “B” and divide the result by 2.

AD4-AD5
CONTINUOUS ASSESSMENT EXAMS
SP SP LI LI WW WW
A B A B A B WE FE
10 10 10 10 10 10
20 20 10 10 40
50 50
SP = Speaking WE = Writing Exam
LI = Listening FE = Final Exam (Reading and Use of English)
WW = Written Work

To obtain SP TOTAL add up SP “A” and SP “B”

To obtain LI TOTAL add up LI “A” and LI “B”
To obtain WW TOTAL add up WW “A” and WW “B” and divide the result by 2.

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AD6
CONTINUOUS ASSESSMENT EXAMS
SP SP LI LI WW WW
A B A B A B SE WE FE
10 10 10 10 10 10
10 20 10 10 10 40
40 60
SP = Speaking SE = Speaking Exam
LI = Listening WE = Writing Exam
WW = Written Work FE = Final Exam (Reading and Use of English)

To obtain SP TOTAL add up SP “A” and SP “B” and divide the result by 2.
To obtain LI TOTAL add up LI “A” and LI “B”
To obtain WW TOTAL add up WW “A” and WW “B” and divide the result by 2.

1. CONTINUOUS ASSESSMENT
The CONTINUOUS ASSESSMENT in the Advanced Phase consists of three areas:
A. Speaking
B. Listening
C. Written Work

A. Speaking
 In AD1, AD2 and AD3, teachers give two marks out of 15 for Speaking and obtain the
total by adding up these two marks (to obtain a mark out of 30).
 In AD4 and AD5, teachers give two marks out of 10 for Speaking and obtain the total
by adding up these two marks (to obtain a mark out of 20).
 In AD6, teachers give two marks out of 10 for Speaking and obtain the total by
adding up these two marks and by dividing this result by 2 (to obtain a mark out of
10).

Teachers must have the first mark (SPEAKING “A”) in session 8 for Daily courses, session 4
for Saturday courses, session 6 for Every other day courses “A” and session 4 for Every
other courses “B”.

Teachers must have the second mark (SPEAKING “B”) in session 16 for Daily courses,
session 7 for Saturday courses, session 12 for Every other day courses “A” and session 8
for Every other courses “B”.

Teachers evaluate speaking performance based on classwork, student’s participation

and contributions with the following criteria:

Interactive Communication Initiation and response to conversation. Ability to

Discourse Management
Pronunciation
Grammar & Vocabulary
maintain and develop conversations and to
negotiate towards an outcome
Coherence, cohesion, relevance of contributions
and hesitation
Intelligibility, intonation, stress, rhythm and
individual sounds
Accurate use of simple and complex
grammatical forms and lexis

Use the Speaking Assessment Scale on the next page to give students the appropriate
mark.

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SPEAKING ASSESSMENT SCALE AD1-AD3 (out of 15 marks)

BAND CRITERIA

15  Initiates and responds effectively. Develops conversations successfully with little

support and has exceptional ability to negotiate towards an outcome.
 Very coherent speech. Connects ideas effectively using a range of cohesive devices.
Always gives relevant contributions with little hesitation.
 Intelligible and very good intonation. Sentence and word stress correctly placed.
Individual sounds are often clearly articulated.
 Good degree of control of simple and complex grammar structures and vocabulary.
Occasional mistakes do not impede communication.
13-14 Performance shares most features of band 15 and some features of band 9
12 Performance shares features of band 15 and 9 equally
10-11 Performance shares most features of band 9 and some features of band 15
9  Initiates and responds in a reasonable way. Appropriately maintains and develops
conversations, but sometimes needs prompting and support.
 Generally coherent utterances. Connects ideas using simple cohesive devices.
General relevant contributions with some repetition and some hesitation.
 Usually intelligible and quite good intonation. Sentence and word stress is usually
appropriate. Some mispronunciation.
 Generally appropriate use of simple grammatical forms and lexis, but shows some
problems when attempting more complex grammar and vocabulary. Some
inconsistencies are present but they do not generally impede communication.
7-8 Performance shares most features of band 9 and some features of band 3
6 Performance shares features of band 9 and 3 equally
4-5 Performance shares most features of band 3 and some features of band 9
3  Initiates and responds quite ineffectively. Difficulties in maintaining conversations.
Consequently, needs constant prompting and support. Problems to negotiate
towards an outcome.
 Quite incoherent utterances with inappropriate extent. Cohesive devices are barely
used. Irrelevant contributions with a lot of hesitation.
 Sometimes unintelligible. Quite inappropriate intonation and problems with word and
sentence stress. Unclear and inaccurate articulation of several individual sounds.
 Uses simple grammatical forms and basic vocabulary to communicate. Shows serious
problems when attempting more complex language and lexis. Has mistakes that
impedes communication.
1-2 Performance below band 3
0 Language cannot be assessed because of total lack of participation in class or student
was absent (FDA)

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SPEAKING ASSESSMENT SCALE AD4-AD6 (out of 10 marks)

BAND CRITERIA

10  Initiates and responds effectively. Develops conversations successfully with little

support and has exceptional ability to negotiate towards an outcome.
 Very coherent speech. Connects ideas effectively using a range of cohesive devices.
Always gives relevant contributions with little hesitation.
 Intelligible and very good intonation. Sentence and word stress correctly placed.
Individual sounds are often clearly articulated.
 Good degree of control of simple and complex grammar structures and vocabulary.
Occasional mistakes do not impede communication.
9 Performance shares most features of band 10 and some features of band 6
8 Performance shares features of band 10 and 6 equally
7 Performance shares most features of band 6 and some features of band 10
6  Initiates and responds in a reasonable way. Appropriately maintains and develops
conversations, but sometimes needs prompting and support.
 Generally coherent utterances. Connects ideas using simple cohesive devices.
General relevant contributions with some repetition and some hesitation.
 Usually intelligible and quite good intonation. Sentence and word stress is usually
appropriate. Some mispronunciation.
 Generally appropriate use of simple grammatical forms and lexis, but shows some
problems when attempting more complex grammar and vocabulary. Some
inconsistencies are present but they do not generally impede communication.
5 Performance shares most features of band 6 and some features of band 2
4 Performance shares features of band 6 and 2 equally
3 Performance shares most features of band 2 and some features of band 6
2  Initiates and responds quite ineffectively. Difficulties in maintaining conversations.
Consequently, needs constant prompting and support. Problems to negotiate
towards an outcome.
 Quite incoherent utterances with inappropriate extent. Cohesive devices are barely
used. Irrelevant contributions with a lot of hesitation.
 Sometimes unintelligible. Quite inappropriate intonation and problems with word and
sentence stress. Unclear and inaccurate articulation of several individual sounds.
 Uses simple grammatical forms and basic vocabulary to communicate. Shows serious
problems when attempting more complex language and lexis. Has mistakes that
impedes communication.
1 Performance below band 2
0 Language cannot be assessed because of total lack of participation in class or student
was absent (FDA)

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

B. Listening
 In AD1, AD2 and AD3, teachers give two marks out of 5 for Listening and obtain the
total by adding up these two marks (to obtain a mark out of 10).
 In AD4, AD5 and AD6 teachers give two marks out of 10 for Listening and obtain the
total by adding up these two marks (to obtain a mark out of 20).
Listening is assessed through Class Participation and Listening Tests. Teachers complete
listening marks in the Listening Record Sheet (see page 15) and complete all marks in
CAMPUS in Session 16.
Class Participation: This evaluates students’ ability to respond appropriately to questions
and instructions. Teachers must monitor and pay attention to how students respond to
listening activities in class.
In AD1, AD2 and AD3, teachers give marks out of 5. In AD4, AD5 and AD6, teachers give
marks out of 10. Use the following Listening Evaluation Table:
Band
AD1-AD3 AD4- AD6 Description
out of 5 out of 10
5 9-10 Excellent listening performance. Usually gives the
correct answers and can support them effectively.
4 7-8 Good listening performance. Generally gives the
correct answers and can support them. When an
answer is incorrect, can generally analyse why it is
wrong.
3 5-6 Borderline. Sometimes gives correct answers, but might
have problems when supporting them. Needs support
to analyse why an answer is wrong.
2 3-4 Weak. Does not usually give the correct answers. Does
not support their answers appropriately.
1 1-2 Poor. Answers are usually incorrect. Needs a lot of
support and does not support answers when is asked to
do so.
0 0 Unrated (FDA)

Listening Tests: Teachers will receive copies from their Heads/Deputy Heads of Centre to
carry out their Listening Tests with their students. In Daily Courses, they will receive their
Listening Tests in Session 10. In Saturday Courses, in Session 4. In Every Other Day Courses
“A”, in Session 6 and in Every Other Courses “B” in Session 4.
Teachers will receive a complete listening test (A3 format) with four parts and will
allocate time for two days in which students will have two Listening Tests.

On the first day (teachers decide this- if necessary, negotiate dates with students),
students will solve Parts 1 and 2 of the Listening Test. On the second day, students will
solve Parts 3 and 4 of the Listening Test.

For example: A teacher with a Daily Course receives their Listening Tests in Session 10. So,
he/she can organise two listening tests in Sessions 12 and 16. There would be another
teacher who would like to organise the listening tests in Sessions 10 and 14.

The two marks (Listening Assessment “A” and “B”) will be completed in Session 16 in the
Class Register.

Procedure for Listening Tests

1. Allocate two sessions to have the two Listening Tests. Negotiate this with your students
if you feel it is necessary.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

2. Receive the Listening Tests from your Head of Centre. This will be given in a plastic
bag. Count them and be sure it is complete. Remember this is the same procedure
that we have for official exams.
3. On the day of the first day of the Listening Test, distribute the tests and tell students
they will do Parts 1 and 2.
4. Tell students to write the information they are asked for (name, teacher’s name,
centre, date).
5. Students sit the first listening test (Parts 1 and 2). It is not necessary to arrange the
chairs for exam conditions. However, teachers must be alert at all times.
6. About correction, teachers have two options:
a. Teachers collect listening tests and correct them inside BRITANICO premises.
Do not take the listening tests home.
b. Students can swap tests, teachers give the answers and they mark their
partners’ test. After doing this, collect the tests.
7. Collect the tests, count them and make sure they are complete.
8. Complete the Listening Record Sheet in the following way:
LISTENING ASSESSMENT “A” LISTENING ASSESSMENT “B”
CP P1 P3 AVERAGE P2 P4 AVERAGE
GOMEZ, PABLO 4 3

9. On the day of the second listening test, ask students to clear their desks. Distribute
the listening tests (remember students have already written their names on the
listening tests).
10. Students sit the second listening test (Parts 3 and 4). Follow the same procedure
described above for the first listening test.
11. Complete the Listening Record Sheet in the following way:

LISTENING ASSESSMENT “A” LISTENING ASSESSMENT “B”

CP P1 P3 AVERAGE P2 P4 AVERAGE
GOMEZ, PABLO 4 3 3 5

12. You can give feedback on the Listening Test before session 16. If you are short of
time, you can do this in the feedback session (together with the Final Exam).
13. In session 16, complete the mark for Class Participation.

LISTENING ASSESSMENT “A” LISTENING ASSESSMENT “B”

CP P1 P3 AVERAGE P2 P4 AVERAGE
GOMEZ, PABLO 4 4 3 3 5

14. The extra box in “Listening Assessment B” is for teachers to complete only if they have
an extra exercise (from any source chosen by the teacher).
15. To obtain the average, add up the marks and divide the result by 3 or 2 (depending
on how many marks you have).
16. Remember that in AD4, AD5 and AD6, all marks are out of 10.
17. If a student is absent on the day of one of the Listening Tests, this mark is not
considered for the average mark. For example, this student was absent on the day
of the second listening test (Parts 3 and 4):

LISTENING ASSESSMENT “A” LISTENING ASSESSMENT “B”

CP P1 P3 AVERAGE P2 P4 AVERAGE
GOMEZ, PABLO 4 4 - 3 -

Consequently, the average for Listening Assessment “A” is 4 and the average for
Listening Assessment “B” is 3. Find different examples in the Listening Record Sheet
below and a sample of how it looks like on the following page.
IMPORTANT: If you wish to give your students the Answer Sheets for the Listening Tests, you are free to do it.
However, students CANNOT keep these sheets as it would be like giving them the answers and students
CANNOT keep record of the answers of the Listening Tests.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

LISTENING RECORD SHEET – A MODEL

LISTENING ASSESSMENT “A” LISTENING ASSESSMENT “B”
1 2 3 Average 1 2 3 Average
CP P1 P3 P2 P4
1. ARIAS GOMEZ, DANIEL 4 3 4 4 3 3 3
2. BORJA LOPEZ, ANA 5 4 - 5 5 - 5
3. CASTRO DIAZ, OSCAR 4 - 3 4 - 2 2
4. MARIN ALVAREZ, ANGEL 3 - - 3 - - 0
5. ROSAS RIOS, JIMENA 3 3 0 2 2 3 3
1. Student has all his marks. This is why he has the three boxes complete in “Listening Assessment A”
and two boxes complete in “Listening Assessment B”.
2. Student was absent on the day of the second Listening Test. However, we do not consider “0” to
obtain the Average mark.
3. Student was absent on the day of the first Listening Test. However, we do not consider “0” to
obtain the Average mark.
4. Student was absent on the days of the two Listening Tests. In this case, Listening Assessment “A” is
the mark the student obtained for Class Participation and Listening Assessment “B” is “0”.
5. Student is given “0” in Part 3 because he/she got no correct answers in this part of the test. In this
case, consider “0” to obtain the Average Mark.

Remember that in AD4, AD5 and AD6, students get a mark out of 10 for each Listening
mark:
LISTENING ASSESSMENT “A” LISTENING ASSESSMENT “B”
1 2 3 Average 1 2 3 Average
CP P1 P3 P2 P4
1. ARIAS GOMEZ, DANIEL 8 9 10 9 7 7 7
2. BORJA LOPEZ, ANA 7 7 - 7 8 - 8

Listening Tests in AD1 and AD2

In the first two cycles, students do not see all the tasks in the Student’s Book. By the time they
finish AD6, students will have seen in detail what each part of the exam is about, including
the four parts of the Listening Paper. However, in the first two cycles, students do not see all
the tasks in the Student’s Book.

This is why it is very important that in these first two cycles, the Listening Tests are carried out
in a guided way. Make sure students understand what they have to do in each exercise and
provide them with exam tips and advice to be successful in answering the questions. Check
the corresponding Exam Folders in Objective First and the Exam Essentials (your reference
book) to deal with strategies.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

C. Writing
 In AD1, AD2, AD3, AD4, AD5 and AD6, students are given two marks out of 10 and obtain
the total by adding up the two marks and dividing the result by 2.

Teachers must have the first mark (WRITTEN WORK “A”) in session 8 for Daily courses,
session 4 for Saturday courses, session 6 for Every other day courses “A” and session 4 for
Every other courses “B”.

Teachers must have the second mark (WRITTEN WORK “B”) in session 14 for Daily courses,
session 6 for Saturday courses, session 10 for Every other day courses “A” and session 7
for Every other courses “B”.

Teachers evaluate Written Work performance based on two pieces of writing students
do during the cycle (see syllabus).

Content  Relevance: refers to what extent the text is relatable to the task
requirement.
 Informed target reader: the target reader is the hypothetical
reader in a task. E.g. a friend, a teacher. This aspect answers the
question: does the target reader obtain the information he/ she
is looking for?
 Coverage of points: if the points in the task have been correctly
covered and developed.
Communicative  Format and style: for example, a letter to a friend should not
Achievement have subheadings or a report should not be informal.
 Holding the reader’s attention: if the text has a positive effect on
the reader as it is easy to follow, it has succeeded in holding the
reader’s attention. If, on the contrary, the text is difficult to follow
or make sense of and distracts the reader, does not manage to
hold the reader’s attention.
 Communicative purpose: refers to how well the writer has
accomplished the communicative requirements. For example, if
the purpose is suggesting alternatives, is the reader satisfied with
the way in which this information is given?
Organisation  Coherence: refers to the organisation of ideas and if they are
logically sequenced.
 Cohesion: this is the way in which sentences are connected,
linked together with no unnecessary repetition.
 Use of linking words and cohesive devices: words and
expressions that are used to connect ideas effectively. Cohesive
devices refer to more sophisticated linking words such as
“Moreover”, “As a consequence”, etc.
 Paragraph organisation: A paragraph is a group of sentences
that are connected logically and deal with a particular point or
idea. Do the paragraphs in the text fulfil this description?
 Punctuation: These are the symbols used in a text to indicate
language structure and organisation.
Language  Range of vocabulary/structure: variety of pertinent words and
tenses used in the text.
 Use of vocabulary and grammatical forms: accuracy when
using the target language.
 Errors that impede communication: Serious language problems
that do not let the reader determine meaning.
Use the Writing Assessment Scale on the next page to give students the appropriate
mark.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

WRITING ASSESSMENT SCALE AD1-AD6 (out of 10 marks)

(Adapted from the Cambridge English: First handbook)

COMMUNICATIVE
BAND CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

 All content is  Effective and  Text is well-organised  Effective and precise use
5
relevant. consistent format and coherent. of vocabulary, including
and register. less common lexis.
 Target reader is  A variety of linking
fully informed.  Holds the target words and/or  Effective use of simple
reader’s attention cohesive devices are and complex
 All points in the
easily. present. grammatical forms.
question have
been answered.  Communicative  Good paragraph  Occasional errors might
purpose is fully organisation. be present, but do not
achieved. impede communication.
 Effective punctuation.
4 Performance shares features of Bands 3 and 5

 In general, the  Format and register  Text is generally well-  Good use of everyday
3
content is are, on the whole organised and vocabulary.
relevant. appropriate. There coherent.
 Appropriate use of
might be some
 The target reader  Linking words and/ or grammatical forms.
inconsistencies.
is reasonably cohesive devices are
 Some less common
informed.  Succeeds, on the present. They might
language might be
whole, in holding be misused.
 Some irrelevances inappropriate.
the target reader’s
/ omissions might  Appropriate
attention.  Some errors are present,
be present. paragraph
but do not impede
organisation.
 Communicative communication.
purpose is  Quite good use of
reasonably punctuation.
achieved.
2 Performance shares features of Bands 1 and 3

 Several  Format and register  Text is not well-  Limited range of

1
irrelevances are are not very organised. vocabulary and structure.
present. consistent.
 Linking words and/ or
 Several errors are present.
 The target reader is  Fails to hold the cohesive devices are
At times, meaning can
not well-informed. target reader’s barely present. At
still be determined but
attention. times, they are
 The task has been there are some that
misused.
misinterpreted.  Communicative impede communication.
purpose is barely  Paragraphs are not
achieved. well-organised.

 Inaccurate
punctuation

0  Irrelevant
content. Performance below Band 1
 Target reader is
not informed.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

Procedure for Writing Sessions

 The Writing Sessions are based on the Writing Folders in Objective First.
 Have at least one writing session in class. All the preparation for the writing is included
in the Student’s Book.
 Tell students to check the “Exam Advice” box, in which they will find the specific
criteria to be taken into account to mark the piece of writing.
 Don’t forget to remind students the importance of planning so they don’t write too
much.
 Students must present their work in pen. The use of pencil and correction fluid is not
allowed.

Procedure for correction and evaluation of written work

 Read written work focusing on Content, Communicative Achievement and
Organisation first.
 Read written work again and underline errors and use correcting symbols to do it:
 sp = spelling
 gr = grammar
 ww = wrong word
 wo = wrong order
 st = style
 ^ = word missing
 Do not write the correct version on student’s written work.
 Assess all the criteria by giving 5 marks to each criterion (Content, Communicative
Achievement, Organisation, Language). Then, obtain the final mark by dividing the
total by 2.
 Half marks can be given to help with the accuracy of grading. Do not write half
marks on the marksheets. The total of the two marks must be rounded up for the
marksheet. E.g. 6.5 and 8 = 15.
 Write constructive comments on WW. Do not focus on the negative aspects only.

Procedure for feedback on written work

 Give general feedback on general aspects to improve. This can be done by writing
mistakes on the board and asking students to identify the mistakes.
 Distribute WW and provide students with some time to correct their own mistakes.
Remind them of the meaning of each correction symbol.
 Circulate and answer to specific questions.

2. EXAMS
The Advanced Phase has three types of exam:
A. Writing Exam
B. Final Exam (Reading and Use of English)
C. Speaking Exam (in AD6 only)

A. Writing Exam (10 marks)

 This exam takes place in session 15 for Daily Courses, session 7A for Saturday courses,
session 11 for Every Other Day Courses “A” and session 8 for Every Other Day Courses
“B” (see syllabus).
 The exam lasts 40 minutes and contains one writing task.

Before the exam

 Teachers receive a plastic bag with the exams. The format of the Writing Exam is the
same for all cycles. . In Daily Courses, teachers will receive their Writing Exams on the
same of the exam.
 Count the exams and make sure they are complete.
 The Listening Test bag contains the answer key for the Listening Test and the task for
the Writing Exam.
 The task is not printed on the Writing Exams students receive.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

On the day of the exam

 Allow 10 minutes to arrange the classroom for the Writing Exam: arrange chairs and
ask students to clear their desks.
 Copy the task on the board. Teachers can also prepare a PPT presentation and
project the task on the board.
 Ask students to copy the task in the space provided in the Writing Exam:

 It is advisable that students copy the task as we always encourage them to underline
key points of the task and to make notes to answer the question successfully.
However, it is not compulsory.
 Students must use pen only. The use of correction fluid is not allowed.
 Allow 40 minutes for students to do the exam.
 After the exam finishes, teachers start correction alone in the classroom or in the
Teacher’s Room. Refer to the Writing Assessment Scale. The procedure to mark the
Writing Exam is the same as the described above for Written Work. However, the use
of correction symbols is not necessary.
 Do not show Writing Exam until the day of the feedback session.

After the exam

 Show students the Writing Exam on the day of the feedback session.
 Tell students to keep the exam.
 Teachers do not give the exams back to the Head or Deputy Head of Centre.
 If you have students who do not come on the day of the Writing Session, do not give
the exams back to the Head of Centre. Put them in the recycling bins available at
all centres.

B. Final Exam (40 marks)

 This exam takes place in session 17 for Daily Courses, session 7B for Saturday courses,
session 13 for Every Other Day Courses “A” and session 9 for Every Other Day Courses
“B” (see syllabus).
 The exam lasts 1 hours and contains 4 Use of English exercises and 1 Reading
exercises.
 Teachers receive a plastic bag with the exams on the same day of the exam.

Feedback session
 In session 18 (for Daily courses), session 13B (Every other day courses “A”), session 9B
(Every other day courses “B”), teachers show the Writing Exam and the Final Exam to
students and answer questions related to them (if teachers didn’t have time to show
Listening Test 2 to students, they can do it on this day).
 The aim of this session is to provide students with the opportunity to check their
exams/tests and ask questions that might help improve their performance.

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

 When the feedback session is over, your Head/Deputy Head of Centre will collect
the Final Exams and the Listening Tests. Remember that staff at centres will not collect
the Writing Exams.

C. Speaking Exam (10 marks in AD6)

 In AD6, students will have a Speaking Exam.
 The date of the Speaking Exam is programmed at centres. Check the SPEAKING
EXAM PROGRAMME on the Teacher’s Board.

Structure
 Part 1 (2 minutes for pairs/ 2 ½ minutes for groups of three): Conversation between
the interlocutor and each candidate.
 Part 2 (4 minutes / 5 minutes for groups of three): Individual long turn by each
candidate (candidates talk about photographs for one minute) with a response from
the second candidate, which takes 30 seconds.
 Part 3 (4 minutes / 5 minutes for groups of three): Two/three-way conversation
between candidates. They are given spoken instructions with written stimuli.
Candidates discuss the question given using the ideas provided. They are given 15
seconds to look at the task first and the discussion takes 2 minutes. When candidates
finish, the examiner asks them a question for them to discuss and reach a decision.
They have 1 minute to reach the decision.
 Part 4 (2 minutes / 2 ½ minutes for groups of three): A discussion on topics related to
the task in Part 3.

The number of sessions in which the Speaking Exam takes place and/or the number of
examiners that will be assigned will vary according to the number of students registered
in each class. This is because in a Daily Course, 1 hour and 30 minutes is not enough time
to evaluate all students if the class has more than 15 students registered.

If there are 15 or fewer students in a class, the Speaking Exam can take place in one
session with one examiner. If there are 16 or more students in a class, the Speaking Exam
must take place in two sessions. If it takes place in one session, there must be two
examiners assigned

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 TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST

ACADEMIC DOCUMENTS
Look at the following chart with a summary of Academic Documents for the Advanced Phase
and how to deal with them:

DOCUMENT WHEN TEACHERS WHAT TO DO WITH IT DEADLINE TO RETURN IT TO

RECEIVE IT HEAD OF CENTRE

BACK-UP FIRST COPY This document is to be When the cycle finishes

CLASS Session 1 used only if teachers do
REGISTER not have access to
CAMPUS.
SECOND COPY
Keep record of students’
Daily: Session 6 attendance, marks and
work done in class (at
Saturday: Session 3 the back of it)

Every other day “A”:

Session 5

Every other day “B”:

Session 4

Daily: Session 6 Keep record of students’ Teachers keep the

Listening work as Listening Record from AD1
LISTENING Saturday: Session 3 specified in “Listening” to AD6. Give the six
RECORD SHEET section. Listening Record Sheets to
Every other day “A”: your Head of Centre after
Session 5 the last session in AD6.

Every other day “B”:

Session 4

Once teachers Check the marks are OK, Daily, Saturday and Every
complete marks in sign the document and other day courses:
MARK SHEET CAMPUS, Heads/ use it to give feedback When the cycle finishes,
Deputy Heads to your students. together with the exams.
validate the marks in
the system and print
the marksheet.

Teachers receive it
before the Feedback
session.

Studies Area/ DC/ May 2016

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