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3) Welcome letter 4) Tips for your students Exam day tips leaflet IDs Mobile phones 5) Test Day photo 6) Revision Tips Read them through and discuss them with your students 8) Summary regulations for candidates 2012 9) Notice to Candidates ESOL 2012 10) Cambridge NEWS: Certificate despatch dates 2012 Cambridge English Webinars for Teachers in 2012 11) Cambridge ESOL FOR SCHOOLS exam version 12) Cambridge ESOL FOR SCHOOLS exam dates 13) Faster Results FAQ 16) TCL ISE Text type definitions Introduction Text type definitions 23) Fees section Confirmation of Entry release date 26) Dates and venues in the provinces 27) Trinity Fees 2012

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Dear Colleagues, Hope this new issue of A Window to the World finds you all well, organized and ready for the challenges ahead. In this issue, we have included various pieces of information: useful, relevant, valuable and congratulatory. Please make sure you read it all, we are confident you will want to share it with your students, your colleagues and with us! Firstly, Dickens is coming even closer to you and your students: Dickens have added Rocha, San Carlos and San Jose to the list of venues for the Cambridge ESOL exams in the provinces. Not only is Dickens coming closer to you but also offering more options for your students: PET FOR SCHOOLS in Melo and Maldonado, FCE FOR SCHOOLS, BEC VANTAGE, BEC HIGHER and CAE in Maldonado as well. Find the dates and venues that best suit you and your students in this issue. You may also want to look for the Dickens workshops on the speaking paper being held all over the country. Secondly, we have created a section with some key points and information on the Cambridge ESOL FOR SCHOOLS exam versions which are growing in popularity amongst younger students. Here, you can find a highlight of the main aspects of this new version and the advantages it can give your students. We encourage you to read this section very carefully and do get in touch with us if you need further information. On this note, we would like to congratulate St Clares College and Woodside School in Maldonado and Melo for taking the first step into the FOR SCHOOLS version of the Cambridge ESOL exams in the provinces. St Clares College will be doing FCE FOR SCHOOLS for the second time now and their doors are open if you are willing to take the FCE FOR SCHOOLS exam in Maldonado. Woodside School is doing PET FOR SCHOOLS in Maldonado and is willing to share their venture with other pioneer students and teachers. I hope you are one of them! On the other hand, Melo will be doing PET FOR SCHOOLS as well, at Colegio Ivinara, the invitation is open to all those who would like to be pioneers (from Melo or surrounding areas) and join them. Please see the list of dates and venues for further details. Thirdly, you will also find a new section on exam tips which we hope you and, particularly your students, find useful. The idea is for this section to be read and discussed in class with your students as these tips can make a difference on the day of the exam. Last but not least, Cambridge is implementing a new system to make sure students can access their exam results FASTER. Please do read the information on this topic and share it with your students. As we said earlier, lots of challenges ahead It is our hope we have been able to help you get better organized and ready for these challenges by providing useful information and showing you all your options If you are still in need of a helping hand, do get in touch with us and remember Education is our passport to the future, for the tomorrow belongs to the people who prepare for it today Malcolm X

Top tip - candidate IDs

When registering candidates for exams, remind them to bring their photo ID on the exam day. They must show you their ID for each component of the exam. If a candidate does not have photo ID, they will be asked to complete the Candidate Identification form and bring, to Dickens, two passport-sized photographs to attach.

Tip of the month mobile phones

We sometimes get complaints from candidates because their exam was interrupted by a mobile phone ringing. This is especially disruptive if it happens during a Listening test. Please make sure you tell candidates to switch off their mobile phones before each paper and place them in the designated area. This instruction is also given in the relevant Timing and Instructions booklets for you to read out to your candidates.

Revision Tips
Everyone feels nervous about taking exams. Here are some tips to help you make the most of your revision time and keep those nerves under control. Its important to remember that an examination is a test of learning, not memory. Revision should be a process of consolidating understanding rather than cramming as much information as possible before the morning of the exam.

The secret to exam success is planning Revision plan

The top tip for successful revision is to make a plan; otherwise it is easy to waste your precious revision time. We recommend that you start your revision at least six weeks before your exams begin. It is helpful to look at your exam dates and work backwards to the first date you intend to start revising. Draw up a revision plan for each week Fill in any regular commitments you have first and the dates of your examinations Use Revision Checklists for each area or paper as a starting point. Look at what you need to know and try to identify any gaps in your knowledge. (A good way of doing this is to look at the results of past papers or tests you have worked through) Divide your time for each area/paper into topics based on the units in the revision checklist, and make sure you allow enough time for each one Plan your time carefully, assigning more time to areas you find difficult Revise often; try and do a little every day Plan in time off, including time for activities which can be done out in the fresh air. Take a 5 or 10 minute break every hour and do some stretching exercises, go for a short walk or make a drink You may find it helpful to change from one area/paper to another at break time, for example doing one or two sessions of use of English and then changing to Reading, or alternating a favourite area/paper with a more difficult one. It helps to build in some variety Write up your plan and display it somewhere visible Adjust your timetable if necessary and try to focus on your weakest areas Dont panic; think about what you can achieve, not what you cant. Positive thinking is important!

Last-minute revision tips

Although time may be short, you can still make a difference to your grade. Try and prioritise; do what you can. Use your revision tools (Vocabulary lists, re-writing patterns, etc) for a final check Keep calm and consolidate your existing knowledge rather than trying to learn new areas Dont stay up all night revising; being overtired will not help you to do your best

7 Dealing with exam nerves

It is natural to feel nervous before an examination. The more prepared you feel, the easier it will be to conquer your fears. Create a revision plan to help you feel in control of the process Plan your work carefully around the areas/paper you need to focus on. Being aware of gaps in your knowledge can create nerves, but having a plan of how you will fill these will make you feel better. Find out what is involved in the exam: where and when it will take place. how much time is allowed. how many questions you need to answer. Think positive. Keep the exam in context even if you do badly, there will be other options open to you. Allow yourself some fun-time each day to relax. Eat sensibly your brain cells need energy to function well. Make sure you drink plenty of water to avoid becoming dehydrated. Dehydration makes you tired and reduces concentration.

Sitting the exam

Be prepared; find out what is involved in each of the papers that you are going to sit. Organise yourself the night before and get plenty of sleep. Check you have the correct equipment with you before you leave the house (pens pencils, rubber, etc) Do take a watch or clock so that you can time your answers Leave for the exam in plenty of time Look at the marks available and read the questions carefully, following instructions given in the paper Pace yourself and allow enough time to answer all the required questions Write as neatly as possible to help the examiner to mark your work. Marking untidy writing is difficult For longer answers, take a few minutes before you begin to produce a structured plan of what you are going to include in each section Allow yourself ten minutes at the end to read through your answers and correct any mistakes Cross out anything you do not want the examiner to read Listen carefully to the invigilator in the room and pay attention to the instructions DO Remember to transfer your answers when required

After the exam

It is easy to fall in to the trap of wondering how well you performed and to discuss this with your fellow students. Dont panic you wont be the only student who is anxious about their answers Dont compare your answers with those of other students this can create negative feelings Have some fresh air and food and take time to relax before you start revising Dont rush to your textbooks to check your answers there is no point at this stage Focus on the next paper, if it is held on a different date, and how you might improve your exam technique Have a quick look at your revision plan. Do you need to adjust it? Think positive! Cambridge ESOL may use the information you provide when you register and the work you produce in the exam for quality control and research and development activities. This may include, without limitation, written work, and video and audio recordings of your Speaking test. Cambridge ESOL will ensure that your personal details are never made public. Details of the research activities can be found on www.CambridgeESOL.org.

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From 2012 Cambridge ESOL will despatch certificates 2 weeks after the results are issued rather than the current 6 weeks. This will apply to all exams, except where the result and certificate are issued at the same time (TKT and YLE). This is part of Cambridge ESOL ongoing programme to reduce the length of time it takes to issue results and certificates and Cambridge ESOL hope that it benefits you and your candidates.

Cambridge ESOL are launching a new series of free webinars for you and your teachers. The webinars will be available on Monday afternoons and Wednesday mornings (UK time) and will include topics such as: Introducing the revised Cambridge English: Proficiency Introducing Cambridge English: First for Schools Introducing Cambridge English: Key for Schools Using the new Writing Assessment mark scheme Each webinar will be led by a team of experts and we will also provide you with downloadable support materials, a certificate of attendance and a recording of the presentations. To sign up to any of Cambridge ESOL webinars or find out more information, please visit www.CambridgeESOL.org/webinars.

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CAMBRIDGE EXAMS: FOR SCHOOLS version USEFUL INFORMATION

It is an internationally recognised certificate within the reach of younger learners, for example, Cambridge English: Preliminary for Schools is a version of the internationally accepted exam Cambridge English: Preliminary, also known as Preliminary English Test (PET). The same goes for the FCE FOR SCHOOLS version. CAMBRIDGE FOR SCHOOLS EXAMS follow exactly the same format as the Cambridge STANDARD version. Other important aspects of the FOR SCHOOLS version: The certificate awarded reads exactly the same there is no specification of the FOR SCHOOLS version. the level of the question papers is identical to the standard version. The FOR SCHOOLS version allows you, as a teacher, to motivate children and measure their progress, while helping them build confidence and rewarding their efforts. It leads to the same internationally recognized English certificate as the standard version For example, KET FOR SCHOOLS leads to PET or PET for SCHOOLS, PET FOR SCHOOLS leads to FCE or FCE FOR SCHOOLS, FCE FOR SCHOOLS leads to CAE

So, if every single feature is identical to the standard version, whats different, then? The only difference is that the content and treatment of topics in the for Schools version have been particularly targeted at the interests and experience of school pupils. This clearly makes the tasks in hand more approachable to younger students giving these young candidates a better chance to obtain better results. It has been developed with exam content aimed at the interests and experience of schoolaged learners. (11-16 year olds) Do you think its now too late to start working on the for schools version? Not at all you can always use the standard version material used upto now and give your students exam practice on the FOR SCHOOLS version.

You can download practice tests or sample papers from the Cambridge ESOL website http://www.cambridgeesol.org/exam-preparation/index.html Click on the exam level you wish your students to practice and look for the materials available. You can also visit Cambridge ESOL Teacher Support Website for extra materials and resources https://www.teachers.cambridgeesol.org/ts/

12 Please see 2012 FOR SCHOOLS exam dates for NOVEMBER and DECEMBER below
PET for Schools
ENROLMENTS ** 10th to 14th September and 24th to 28th September U$s 112 Written 1st to 5th October Saturday 24 th November Speaking

U$s 132

16th to 26th November

KET for Schools

ENROLMENTS ** 10th to 14th September and 24th to 28th September U$S 108 1st to 5th October Written Speaking

U$s 128

Saturday 24 th November

16th to 26th November

PET for Schools

ENROLMENTS ** 24th September to 5th October U$s 112 Written 8th to 11th October Tuesday 4th December 30th November to 10th December Speaking

U$s 132

KET for Schools

ENROLMENTS ** 24th September to 5th October U$S 108 Written 8th to 11th October Tuesday 4th December 30th November to 10th December Speaking

U$s 128

ENROLMENTS ** FCE for Schools 10th to 14th September and 24th to 28th September USS 196 ENROLMENTS ** FCE for Schools 24th September to 5th October USS 196 Written 8th to 11th October USS 232 Saturday 1st December 23rd November to 2nd December Speaking Written 1st to 5th October USS 232 Tuesday 27th November 16th November to 25th November Speaking

If you would like to receive FOR SCHOOLS exam materials, or have any questions do drop us line (intexams@dickens.edu.uy) or give us a call (2710 75 55 ext 123) International Examinations Dept.

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A quick guide for preparation centres

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ISE
Text Type Definitions
ISE writing tasks require candidates to produce a variety of different text types e.g. reports, formal letters, stories etc. When preparing for the Portfolio and Controlled Written examination, it is useful to know how Trinity College London expects each text type to be presented and what we expect it to include. The ISE Text type definitions document gives guidance for each text type regarding: Text definition Organisation and presentation Language Style and register Text excluded from the word count

Integrated Skills in English examinations

Preparing for the Portfolio and the Controlled Written examination
ISE Text Definitions
Conventions associated with different text types vary between different nativespeaker communities, from decade to decade and setting to setting. Trinity cannot be prescriptive about writing conventions, however the following guidelines have been provided to assist teachers and students in the preparation of the ISE Portfolio and Controlled Written examination.

Section 1 - Correspondence
A. Postcards (ISE 0 only) Organisation and presentation
Present in a postcard format May include the recipients address and the date (not included in word count) Have a greeting (followed by an optional comma) The message should be brief and clear Have a suitable closing

Language
Use the relevant language items of ISE 0 as required e.g. Past simple tense, Going to future Accurate spelling, grammar and punctuation is expected

Style and register

Postcards are informal in nature Keep the sentences short and simple

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B. Memos (ISE 0 only) A memo is a short note normally used within the workplace. Organisation and presentation
Present in a memo format Include the names of the writer and receiver of the memo May include the date (not included in word count) There is no need for an address May include a short and clear subject title (not included in word count) Writers can use bullet points or numbered lists Have a suitable closing

Language
Use the relevant language items of ISE 0 as required e.g. Past simple tense, Going to future Accurate spelling, grammar and punctuation is expected Disclaimer: This document has been provided to assist teachers with the preparation of learners for the Trinity Integrated Skills in English examinations. Please make sure you consult the syllabus fully for all requirements of the examinations. Trinity will not accept appeals which cite the use of this document in support of the appeal.

Style and register

Memos are normally more formal in nature as they are used within the workplace The style should be factual Keep the sentences short and simple

C. Notes (ISE 0 only) A note is an informal, short piece of writing. Organisation and presentation
Present in a note format Include a greeting and closing There is no need for the date or an address The message should be brief and clear

Language
Use the relevant language items of ISE 0 as required e.g. Past simple tense, Going to future In real use there may be tolerance of spelling, grammar and punctuation deviations. In the context of examination submissions however, accurate spelling, grammar and punctuation is expected

Style and register

A note is informal in nature Keep the sentences short and simple

D. Informal letters (All levels) Organisation and presentation

May (or may not) include the sender's address (not included in word count) The recipient's address is not necessary and considered inappropriate for this type of letter Date optional (not included in word count) positioned above greeting Include an appropriate greeting e.g. Dear John and closing e.g. Best Wishes The letter should be well-organised with appropriate use of paragraphs and cohesive devices Sign off with first name only

Language
Include the relevant language items of the level as required Accurate spelling, grammar and punctuation is expected Punctuation conventions to be observed and consistent, including address, greeting and signing-off e.g. Dear Mary(,) i.e. comma optional but not Dear Mary! Capitalisation must be observed, as appropriate

Style and register

Informal in nature e.g. contractions, abbreviations, exclamation marks

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Style and register should be consistent

E. Formal letters (ISE I, II, III & IV) Organisation and presentation
Include sender and recipient's address, positioned at top of letter (not included in word count) Include date, below addresses (not included in word count) Subject of letter (optional), positioned before greeting on left or centred. Include an appropriate greeting e.g. Dear Mr Young, Dear Sir/Madam and closing e.g. Yours faithfully, Yours sincerely The letter should be well-organised into appropriate paragraphs e.g. an opening paragraph which gives the reason for writing, the body of the letter and the final concluding paragraph Sign off with signature and full name printed underneath

Language
Include the relevant language items of the level as required Accurate spelling, grammar and punctuation is expected Punctuation conventions to be observed and consistent, including address, greeting and signing-off e.g. Dear Mary, (comma optional) but not Dear Mary! Capitalisation must be observed, as appropriate

Style and register

Formal and more impersonal in nature e.g. relative clauses, passives, signposting words Style and register should be consistent

F. Emails (All levels) Organisation and presentation

Present in an email format. Ideally, the email should be produced on an email package (with a hardcopy printed for marking by the examiner) Customised prompts, such as the recipients email address and subject line may be included and completed (not included in word count) Include a suitable greeting and closing The message should be brief and clear Layout is flexible, but the text should be well-organised with appropriate use of paragraphs and cohesive devices

Language
Include the relevant language items of the level as required In real use there is great tolerance of spelling, grammar and punctuation deviations. In the context of examination submissions however, accurate spelling, grammar and punctuation is expected Emoticons e.g. 'smilies' and conventional abbreviations e.g. ASAP are acceptable (not included in word count) Text-messaging conventions are not acceptable, e.g. 'R', 'U

Style and register

Choose a style and register appropriate for the audience Style and register should be consistent

G. Blogs (ISE IV only) A Blog (a portmanteau of web log) is a website where entries are written in
chronological order by various participants. Blogs provide commentary on a particular subject such as education, politics or international events.

Organisation and presentation

Present in a blog format. Candidates should write a series of short entries in which various contributors express different viewpoints in a variety of language styles. The text should have an appropriate and effective logical structure which helps the reader to find significant points.

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Language
Use a very wide range of language to formulate thoughts precisely differentiating finer shades of meaning In real use there is great tolerance of spelling, grammar and punctuation deviations. In the context of examination submissions however, accurate spelling, grammar and punctuation is expected Emoticons e.g. 'smilies' and conventional abbreviations e.g. ASAP are acceptable (not included in word count) Text-messaging conventions are not acceptable, e.g. 'R', 'U Highly accurate spelling, grammar and punctuation is expected

Style and register

Use a variety of appropriate and effective language styles to reflect the various participants

Section 2 - Factual Writing

A. Instructions (ISE 0 only) Instructions give advice and information about how to do or use something. Organisation and presentation
Provide a title to help the reader determine what the instructions will help them do e.g. Instructions on how to ... (titles are not included in the word count) Think about the best order for the instructions Bulleted and numbered lists can be used. A numbered list should be used when the order is important, a bulleted list when the order is not important The writer may include simple diagrams to support their instructions (however, only written work is assessed)

Language
Use the relevant language items of ISE 0 as required e.g. Present simple tense, Going to future Accurate spelling, grammar and punctuation is expected Start each instruction with an imperative verb form that instructs the reader to do something e.g. Open the door, Add the butter

Style and register

Choose a style appropriate for the audience Keep the sentences short and simple Use a level of detail that is appropriate to the audience

B. Directions (ISE 0 only) Directions tell the reader how to get from one place to another or how to find a
particular place.

Organisation and presentation

Provide a title or a brief introduction to help the reader determine which place he/she will find e.g. Directions from the train station to my house (titles are not included in the word count) Think about the best order for the directions A numbered list can be used The writer may include simple maps to support their directions (however, only written work is assessed)

Language
Use the relevant language items of ISE 0 as required e.g. Present simple tense, Going to future Accurate spelling, grammar and punctuation is expected Start each direction with an imperative verb form e.g. Turn left at the supermarket, Continue on this road for five kilometres

Style and register

Choose a style appropriate for the audience Keep the sentences short and simple Use a level of detail that is appropriate to the audience

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C. Reports (ISE I, II, III & IV) A report is a factual description of an event or situation. It may be written for
a superior (e.g. teacher, manager), a peer group (e.g. colleagues) or a general audience (e.g. a committee). A report will certainly contain some factual descriptions and explanations and possibly some suggestions, justifications or recommendations. Due to the factual nature of reports, they would not normally include the writers opinion.

Organisation and presentation

A clear sequence is expected Where appropriate include a heading (not included in word count) Begin with an introduction stating the purpose of the report The report should be clearly organised into paragraphs with section headings May use bullet points, tables, diagrams (only written work assessed) etc. There should be clear sign-posting, with unambiguous forward and backward referencing Reports are usually the result of research and may contain percentages and statistics Where appropriate end with a conclusion, which would normally be a summary of the points listed in the report

Language
Use the relevant language of the level as required Accurate spelling, grammar and punctuation is expected Use wording and terminology appropriate to the intended audience There is a greater tolerance of technical language as the audience for a report is likely to be restricted and to some extent informed Cohesive devices, discourse connectors, linking expressions can be used

Style and register

Content by nature is formal and therefore attracts a more formal register Reports are more objective than articles (they should not be personal) The style should be factual The style and register should be consistent

D. Articles (ISE I, II, III & IV) An article is a piece of writing on a particular subject in a newspaper,
magazine or journal. Articles are written to arouse interest and win over an audience who are not necessarily knowledgeable about the subject matter. It will usually include the writers opinion, commentary or interpretation.

Organisation and presentation

Include an interesting and informative title (not included in word count), which introduces the subject and makes the reader want to read the article. Clearly introduce the subject that will be discussed in the article. The main text should be clearly divided into paragraphs with one topic discussed in each paragraph Conclude the article with a brief summary

Language
Use the relevant language of the level as required Accurate spelling, grammar and punctuation is expected Cohesive devices, discourse connectors, linking expressions can be used Descriptive language, language of opinion and rhetorical questions can also be used

Style and register

The style and register will depend on the medium where the article is being reported and the intended audience The writer must choose the most appropriate style e.g. informal, witty, serious, etc. Style and register should be consistent

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E. Reviews (ISE I, II, III & IV) A review calls on the candidate to react to an event, performance, work of
art or literature, film, drama, product and so on.

Organisation and presentation

Include a title (not included in word count) to introduce the subject which has been reviewed Clearly introduce the subject that will be discussed in the review The main text should be clearly divided into paragraphs. It may contain a descriptive summary of the object under review, an evaluation of it (e.g. the weak and strong points), a comparison with other examples in the genre etc. A final recommendation to the reader may be included

Language
Use the relevant language of the level as required Accurate spelling, grammar and punctuation is expected Cohesive devices, discourse connectors, linking expressions can be used Descriptive language and language of opinion can be used

Style and register

The writer must choose the most appropriate style e.g. witty, serious, etc. Style and register should be consistent

F. Summary (ISE I, II, III & IV) A summary is a short clear description that gives the main facts or ideas
about something.

Organisation and presentation

A summary should not contain repetition or irrelevant details from the original document It should cover every important aspect of the original document The text should be well-organised with appropriate use of paragraphs and cohesive devices

Language
Use the relevant language of the level as required Accurate spelling, grammar and punctuation is expected

Style and register

The writer must choose the most appropriate style for the intended audience Style and register should be consistent

Section 3 - Creative and descriptive writing (ISE 0, I, II & III)

A. Creative writing By definition, creative writing requires originality of approach. Organisation and presentation
Layout is flexible and will vary according to the genre concerned Include a title where appropriate (not included in word count) The text should be well-organised with appropriate use of paragraphs and cohesive devices

Language
Use the relevant language of the level as required Accurate spelling, grammar and punctuation is expected A variety of verb tense may be used Descriptive language should be used to add interest e.g. adjectives and adverbs

Style and register

Style and register will vary according to type of creative writing and the intended reader Style and register should be consistent

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B. Descriptive writing Descriptive writing requires the writer to describe something, especially in a
detailed and interesting way.

Organisation and presentation

Include a title where appropriate (not included in word count) The text should be well-organised with appropriate use of paragraphs and cohesive devices

Language
Use the relevant language of the level as required Accurate spelling, grammar and punctuation is expected Descriptive language should be used to add interest e.g. adjectives and adverbs

Style and register

Style and register will vary according to type of descriptive writing and the intended reader Style and register should be consistent

Section 3 Critical/analytical writing (ISE IV only)

A. Critical/analytical writing
Critical/analytical writing requires the writer to respond to a prompt or quotation and then present a case with an effective logical structure in a way that will inform and engage the target reader.

Organisation and presentation

Include a title (not included in word count) The text should have an appropriate and effective logical structure which helps the reader to find significant points.

Language
Use a very wide range of language to formulate thoughts precisely differentiating finer shades of meaning Highly accurate spelling, grammar and punctuation is expected

Style and register

Use an appropriate and effective formal style Style and register should be consistent

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FORMA DE PAGO EXAMENES INTERNACIONALES (ESOL)

Los exmenes internacionales podrn ser abonados de la siguiente manera: Contado: Efectivo: DICKENS casa central 21 de setiembre 2740 / 2744 esq. Luis de la Torre Depsito Bancario: Cuenta Corriente BROU U$D 189 000 7664

IMPORTANTE: Una vez realizado el depsito o la transferencia bancaria, solicitamos enviar el comprobante respectivo para su identificacin, de las siguientes maneras: Mail: a) Escanear y adjuntar comprobante de deposito o transferencia bancaria. b) Escanear y adjuntar formulario de inscripcin al examen correspondiente. c) Enviar mail a las siguientes 2 direcciones: intexams@dickens.edu.uy administracion@dickens.edu.uy Fax: a) Enviar comprobante de depsito o transferencia bancaria, asi como tambin formulario de inscripcin al examen correspondiente al nmero 27107555 int. 108 Tarjetas de Crdito: DICKENS casa central 21 de setiembre 2740 / 2744 esq. Luis de la Torre. Tarjetas: todas hasta en 6 pagos: OCA, VISA, MASTERCARD, AMERICAN EXPRESS, CABAL

CONFIRMATION OF ENTRY RELEASE DATES

CAMBRIDGE ESOL EXAMINATIONS OCTUBRE/NOVIEMBRE/DICIEMBRE 2012 RECUERDE: Es su responsabilidad reclamar su Confirmation of Entry, en caso de no recibirlo en la fecha indicada a continuacin:
KET / PET KET for Schools / PET for Schools KET for Schools / PET for Schools KET / PET FCE FCE for Schools FCE for Schools CAE CPE BEC Preliminary BEC Vantage BEC Higher 30 de octubre 1 de noviembre 9 de noviembre 9 de noviembre 6 de noviembre 5 de noviembre 6 de noviembre 7 de noviembre 8 de noviembre 30 de octubre 30 de octubre 30 de octubre 9 al 19 de noviembre 16 al 26 de noviembre 30 de noviembre al 10 de diciembre 30 de noviembre al 10 de diciembre 16 de noviembre al 9 de diciembre 16 al 25 de noviembre 23 de noviembre al 2 de diciembre 16 de noviembre al 9 de diciembre 16 de noviembre al 9 de diciembre 9 al 26 de noviembre 9 de noviembre al 3 de diciembre 9 al 19 de noviembre Sbado 17 de noviembre Sbado 24 de noviembre Martes 4 de diciembre Viernes 7 de diciembre Martes 4 de diciembre / Sbado 8 de diciembre Martes 27 de noviembre Sbado 1 de diciembre Sbado 1 de diciembre / Mircoles 5 de diciembre Jueves 6 de diciembre Sbado 24 de noviembre Sbado 1 de diciembre Sbado 17 de noviembre

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** 25% discount for candidates who failed in June 2012 OFFICE ENROLMENT HOURS: Monday to Friday from 9 am to 7 pm / ADDRESS: 21 de Setiembre 2744 PHONE: 2710 75 55 ext 123 / EMAIL: intexams@dickens.edu.uy YOU CAN USE: VISA / MASTER CARD / OCA CARD / American Express (UP TO 6 INSTALMENTS) PAYMENT WITH CREDIT CARD IS ONLY POSSIBLE AT OUR PREMISES IN MONTEVIDEO

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ENROLMENTS: From August 1st to 31st , 2012 Payment in U$S Dollars

OFFICE ENROLMENT HOURS: Monday to Friday from 10 am to 6 pm ADDRESS: 21 de Setiembre 2744
PHONE: 2710 75 55 ext 123 / EMAIL: intexams@dickens.edu.uy YOU CAN USE: VISA / MASTER CARD / OCA CARD / American Express / CABAL (UP TO 6 INSTALMENTS) PAYMENT WITH CREDIT CARD IS ONLY POSSIBLE AT OUR PREMISES IN MONTEVIDEO

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Trinity Spoken English for Work (SEW) Fees

intexams@dickens.edu.uy / administracion@dickens.edu.uy / gustavo@dickens.edu.uy