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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
MATERIALS …………………………………………………………………………………………….. 5
EVALUATION ………………………………………………………………………………………….. 11
Speaking ……………………………………………………………………………. 12
Listening …………………………………………………………………………….. 15
Writing ……………………………………………………………………………….. 19
EXAMS ………………………………………………………………………………………………….. 21
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
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.
COURSEBOOK
The textbook used for the ADVANCED PHASE is Objective First by Annette Capel and
Wendy Sharp, Official Cambridge Preparation Material.
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).
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
COURSE BREAKDOWN
ADVANCED 1 1, 2, 3, 4
ADVANCED 2 5, 6, 7, 8
OBJECTIVE FIRST
ADVANCED 3 9, 10, 11, 12 (Cambridge University
Press)
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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
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).
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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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
SESSION SESSION
17 18
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
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
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
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
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”.
Use the Speaking Assessment Scale on the next page to give students the appropriate
mark.
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
BAND CRITERIA
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
BAND CRITERIA
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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.
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:
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.
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):
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
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
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
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
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
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)
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TEACHER’S NOTES- ADVANCED PHASE: OBJECTIVE FIRST
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.
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.
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:
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.
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