Teachers' Guide Onsite in Company Oct Dec. 12

7/30/2019 Teachers' Guide Onsite in Company Oct Dec. 12

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Sant Antoni Mª Claret 171 - 08041 Barcelona Tel. (34) 93 433 50 60 Fax (34) 93 433 50 66e-mail: [email protected] http://www.uab.cat/uab-idiomes

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ONSITE

A copy of the Teachers’ Guide and its Appendices can be found inX:\ACADEMICO\COMUN\ORGANISATION\Teachers' Guides\ Teachers’ guide 201 1-12

A copy of course programmes and student’s guide can found inX:\ACADEMICO\COMUN\ORGANISATION\Teachers' Guides\Course Programmes 2011-12

LEVEL SYSTEM

Courses at UAB Idiomes Barcelona are based on levels in the CEFR (Common European Framework of Reference for Modern Languages) and require 200 study hours to cover the course material for each level.It is important that teachers are conversant with the CEFR levels and their descriptors. The descriptorstake the form of “can do” statements. See Appendix 1 - Summary of “Can do” statem ents & Appendix 2 -Level Equivalences for each level and copies of the complete descriptors are available on request. Coursebooks now detail what students are expected to be able to do in the language by the end of the course, soit is important that teachers incorporate the descriptors into the course to help students understand whatis required of them. This is especially important in In Company classes, where students are not usuallyconversant with either the levels or our system.

Please refer to the table below:Council of Europe

CEFR(Common European Framework)

UAB Idiomes

Courses Modules

Breakthrough A1 First – A11

2

Waystage A2 Second – A21

2

Threshold B1 Third – B11

2

Vantage B2

Fourth – B2.1

Fifth – B2.2

1

2

1

2

Effective Operational Proficiency C1 Sixth – C1.1*1

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*UAB Idiomes only does the first part of Effective Operational Proficiency C1, which isSixth - C1.1




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The courses offered by UAB Idiomes Barcelona are General courses Summer Intensive courses Conversation courses – Intermediate and Advanced ESP Courses – English through Cinema and English through Literature Exam preparation courses – Català nivell D, CAE and FCE One to One, Two to One and small groups Business English courses English for Tourism

In the following languages English

Spanish French German Italian (In Company) Polish (In Company) Catalan

And courses are taught at: Casa Convalescència Carrer Girona - Campus Eixample (Spanish courses)

In Company (usually at the premises of the company) Escola Universitària de Turisme i Direcció Hotelera (UAB Campus, Bellaterra)

ONSITE COURSES

General coursesGeneral courses consist of 200 hours of study, divided into two 100 hour modules. For each modulestudents attend 46 hours of class, including assessment, and do 54 hours of study outside the classroom(Linguassist, homework, workbook exercises, complementary activities, etc). See Appendix 3 - Onsite

Course Dates for dates of courses. general courses are divided into two classes of 1,5 hours, except Friday afternoon and Saturdaymorning classes which are a 3 hour block. Summer course classes are 3 hour blocks from Mondayto Thursday.

during 3 hour classes the break is normally 10 minutes and teachers need to make timings clear andensure that students return to class promptly.

the maximum number of students in general courses is 18. course books and workbooks are assigned for all levels ( Appendix 4 - Book List .) students are evaluated at the end of Module 1 (Progess Test) and examined for their level at the

end of Module 2 (Final Exam). students receive a feedback sheet at the end of Module 1.




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Conversation Courses There are 2 levels:

o Conversation 1 / Mitjà – for students who have completed Tercer – B1o Conversation 2 / Avançat – for students who have completed Quart – B2.1

Conversation courses consist of 30 hours of class time per term, which is 2 hours of class per week.Summer courses and September courses are 20 hours long consisting of two 2.5 hour classes per week.

the maximum number of students in conversation groups is 12. students will receive written and oral feedback at the end of the course, but there is no final exam. there is no set course programme or course book, so teachers are free to negotiate the syllabus

with the students, use the material in the Conversation Files, or their own material.

Senior Courses

2011 - 2012New system

Course Recommended coursebook

Senior 1 (First – A1 Module 1) New English File – Elementary pack or Multipack A

Senior 2 (First – A1 Module 2) New English File Elementary pack or Multipack B

Senior 3 (Second – A2 Module 1) New English File Pre-Intermediate pack or Multipack A

Senior 4 (Second – A2 Module 2)

NEW COURSENew English File Pre-Intermediate pack or Multipack B

Senior 5 (Third – B1 Module 1) New English File Intermediate pack or Multipack A

Senior 6 (Third B1 - Module 2) New English File Intermediate pack or Multipack B

Senior 7 (Fourth – B2.1 Module 1) New English File Upper-Intermediate pack or MultipackA

Senior 8 (Fourth – B2.1 Module 2) New English File Upper-Intermediate pack or MultipackB

Senior 9 (Fifth – B2.2 Module 1) New English File Advanced (first half of the book) Senior 10 (Fifth – B2.2 Module 2)NEW COURSE New English File Advanced (second half of the book) Senior Manteniment (B2.2/C1.1)NEW COURSE 2012 - 2013

No set book, conversation groups 2 hours/week onFriday mornings

Senior courses are 90 hours for each level, divided into 3 terms. The main difference between a Seniorcourse and a general course is:

the courses are for Senior Learners (over 50) although there might be younger students (30 – 40years old).

the maximum number of students in Senior courses 15. there are no exams or partial tests.




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evaluation is based on attendance, participation in class, homework and Linguassist. students receive a report on their progress at the end of each term.

the pace of the class is slower than in a general course and the teacher needs to be quite patient. Senior students enjoy a relaxed atmosphere and the social element of class. teachers should be aware of certain difficulties facing Senior learners and therefore should adapt

their teaching methodology to suit their needs Appendix 5 – Guidelines for teaching Seniors Seniors enjoy doing Linguassist exercises and teachers should encourage them although some

senior students are not computer literate and may require help. Use the projector to explain howLinguassist works or take them to the computer room (book the Room through Administration).Once students are confident using Linguassist they do a lot of exercises and benefit greatly.

FCE and CAE courses

UAB Idiomes Barcelona offers exam preparation courses for the Cambridge FCE and CAE exams. These 50-hour courses run from October to February (preparing students for the Cambridge exam session in March)and from February to June (preparing for the June exams). To get onto the FCE course, students need tohave passed our course Fourth - B2.1 (or equivalent), and for the CAE course to have passed Fifth - B2.2 (orequivalent)

the maximum number of students in FCE and CAE groups is 15. course books are chosen by the teachers and are usually the latest Exam Practice books.

Learning English through Cinema, Learning English through LiteratureThis year two special courses will be offered on Friday afternoons from 16:00 to 18:00, English through

Literature in the 1st

term and English through Cinema in the 2nd

term. The courses are designed forstudents who have passed Fourth – B2.1. the maximum number of students in Learning English through courses is 15. the courses are 30 hours. the course and all materials are designed by the teacher.

WORK OUTSIDE CLASSStudents need to complement their class work with study outside of the class on all courses by doing anequivalent number of hours of self-study. For example, for every 3 hours of class work on a Generallanguage course, students should work for 3 hours on other activities outside the classroom, including

homework set on a regular basis. Activities include: writing tasks - a minimum of 4 writing tasks per module on General courses. grammar and vocabulary exercises – exercises to consolidate areas studied in class may come from

the coursebook, workbook or supplementary materials provided by the teacher. UAB Idiomes Linguassist – ( Appendix 6 : Linguassist Teacher’s Instructions ) students are assigned

Learning Paths on a regular basis by teachers to complement language studied in class complementary activities – we offer conversation groups and a language club. The sessions try and

cover as many timetable options as possible and the activities will be advertised on theNoticeboard on the 4 th floor and in the classrooms. Students will have to sign up in Administrationto attend the sessions. Encourage your students to attend these sessions.




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SOS English - if students need further practice on items they have been studying in class they canfill in one of the personalised feedback sheets in the Multimedia Room. Within 24 hours they will

be able to pick up a list of websites and some extra material to practice the type of grammar orvocabulary items they requested. reading comprehension - this can include the use of class readers, or set texts, which can lead to a

communicative activity in class. UAB Idiomes students can also join the Josep Laporte Library wherethey can borrow material from all the UAB libraries.

audio books and e-readers – to help students with listening and reading comprehension, as well asvocabulary the use of audio books and e-readers is encouraged.

IMPORTANT: Teachers are responsible for informing students of these resources and encouraging studentsto take responsibility for their own learning.

ASSESSMENT SYSTEMThe following description is a short summary of the assessment system. Teachers should consult the Teachers’ Exam Handbook for a detailed description of the Onsite Assessment system and the Teachers’Exam Handbook In Company Version for a detailed description of the In Company Assessment system. Themain difference between the two systems is the grading system – the criteria used to decide on the levelsare the same.

There are two elements in the assessment system Continuous Assessment Final exam

Final examAt the end of Module 2 students sit a final exam which is a test of the students’ language proficiency. It is“a test which measures general ability or skill, without reference to any specific course of study or set of materials ”, i.e. it is designed to detect and measure a student’s level of proficiency for certificationpurposes and is NOT based on the content of a course book. This is important to communicate to studentswho may have misapprehensions about what the exam consists of and what it is testing.

The final exam consists of the following four parts:

Paper Onsite In Company

Writing Paper – 2 tasks Paper – 2 tasks Same tasks

Reading Computer Based Test (CBT) Paper – 3 tasks

Listening Computer Based Test (CBT) Paper & CD – 3 tasks

Speaking Interview Interview Same tasks




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Progress testAt the end of Module 1 students do a progress test in the productive skills (writing and speaking). The

progress test is not an official exam and is diagnostic although it does give the students an opportunity forformal writing and oral assessment. The test is to check progress and tells them what their strong and/orweak points are according to the relevant criteria. The test is the same for both Onsite and In Companystudents.

Continuous AssessmentThe teacher has to evaluate the student’s work and progress during the course, give regular feedback andaward a grade at the end of both Module 1 and 2. The teacher must be able to justify the grade, if necessary, and continuous assessment sheets are provided to teachers to record and calculate the CAmarks. Criteria used for continuous assessment are:

homework - this includes at least four written tasks per Module. class work - the teacher will monitor work in class and record marks. mini-tests - the teacher may set periodic tests during the course and use the results towards CA. Linguassist exercises - the teacher has to monitor work done on Linguassist. complementary activities - attendance at conversation groups can be taken into account. attendance - students’ attendance can be taken into consideration. other relevant factors, such as progress and participation.

CA Record Sheets ( Appendix 7 – CA Record Sheet )

Teachers use the CA Record Sheet for recording CA grades during the course. These must be completedand handed in to the Teachers’ Assistant at the end of the course along with registers for each class. If youneed to, make a photocopy of the CA Record sheet to complete Feedback sheets at the end of Module 1and/or reports. Grades are awarded according to the following scales:

Grade Numerical scoreExcel·lent 9,00 - 10,00Notable 7 - 8,5

Aprovat 5 - 6,5Suspès 0 - 4,9




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Example Completed CA Record Sheet

Record Sheet October 2011

NAME

W r i t i n g 1

W r i t i n g 2

W r i t i n g 3

W r i t i n g 4

M i n i - T e s t s

P a r t i c i p a t i o n

A t t e n d a n c e

L i n g u a s s i s t

C l a s s w o r k

N u m e r i c a l

s c o r e

G r a d e

1 Montse Martinez 9 7.5 8 8.5 9 9 87% 15hours 8 8,46 Excel·lent

2 David Oliver Gonzalez 7 6 6.5 7 8 8 71%3hours 8 7,2 Aprovat

Reports and feedbackOnsite Module 1, Conversation and Senior courses:Teachers complete Feedback Sheets and also give oral feedback to students at the end of Module 1 – seethe example Feedback Sheet below. Feedback sheets are inX:\ACADEMICO\COMUN\ORGANISATION\Feedback sheets and can be modified to suit your students’needs. For conversation groups students are given a grade of “Apte” or “No Apte” at the end of the course

based on their Continuous Assessment.Onsite Module 2Teachers should be present to give feedback when Onsite Module 2 Final exam results are published.In Company Module 1, Module 2 and one-to-one teachers complete progress reports (half-way through the course)and final reports at the end, and they give results and oral feedback to the students.

Example Onsite Feedback SheetNAME: Ofelia Aguado GROUP: Fourth - B2.1 Module 1 MW19

SPEAKING TEST MARK: Apte*

Your speaking is very good and you always participate fully in all classroom activities.WRITING TEST MARK: ApteYou’ve done all of the written assignments and your written homework has been of a very good standard.However, be careful of some literal translations. GENERAL COMMENTSYou’ve done all the written assignments, a lot of Linguassist exercises and participated a lot in class. You’veworked very hard this course and I’m very happy with the progress you’ve made.

CA GRADE: Notable

Apte* - Apte indicates that the student has the level. Please refer to the Exam Handbook for a complete description and

definition of the term .




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CertificatesUAB Idiomes attendance certificates are given to Module 1 students and conversation students who have

80% attendance or more, and UAB Level Certificates are issued on successful completion of Module 2regardless of attendance. In both cases students should contact Administration to request them.

University CreditsStudents who complete BOTH Modules 1 and 2, or Module 2 only can receive credits if they pass the FinalExam. The number of credits depends on the university they attend, so students must speak to their ownuniversity to clarify how many credits they can receive.

ACADEMIC AND ADMINISTRATIVE PROCEDURES

Day-to-day paper work :It is part of a teacher’s duty to make sure that all relevant paperwork is kept up-to-date and is available forconsultation when necessary. This includes:

1. Class RegisterIt is important that Administration has access to your registers to check student attendance, so leave themin your pigeon hole and keep them up-to-date.

2. Record of work sheet ( Appendix 8 – Record of work sheet) Record of work sheets are for you to record what was covered in each class and should be left with theregister in your pigeon hole. This helps both teachers keep track of work done in class and for coordinatorsto collect useful information if the teacher concerned needs to be subbed.

3. Incident sheets ( Appendix 9 - Incident Sheet) You need to complete an Incident sheet with the details of students who are not on your register, studentswho have not been to class (for example, if a student has missed more than 3 classes in a row), changes of group etc. This should be passed on to the Teachers’ Assistant to follow up and to report back on. It isimportant to report any students who show up to class but do not appear on your register.

Other paperwork:1. Change of level

Students who wish to change level need to complete a form from Administration which then needs to besigned by the class teacher, who will previously have authorised and agreed to the change of level with thestudent concerned.

2. Change of timetableStudents who wish to change their class time due to timetable problems should complete thecorresponding form in Administration or send an email to [email protected] . Please note that thisyear a change in timetable may mean that students go to another class in which a different course book isbeing used.

mailto:[email protected]






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3. MaterialTeachers should sign out any course books, reference books, CDs etc. out on the sheet they can find on the

bookcase in the Teachers’ Room. When material is returned it should also be signed in. Teachers are provided with marker pens and other classroom / teaching material. They can also orderbooks by filling in the following form:X:\ACADEMICO\Material\Comandes\Plantilla comanda.doc andhanding it into the Teachers’ Assistant.

Winzen:To enable us to have a detailed record of a student's progress teachers must introduce grades, results orattendance to our academic programme, WINZEN. This allows Administration and students to consult theiracademic report and for certificates to be printed. This is done at the end of the courses because teachers,and not Administration, are responsible for the grades or marks of their students.

All teachers of all Onsite courses hand in their attendance sheets and CA grade sheets to the Professor en pràctiques i.e. Fernando at the end of every term.

Marks, grades and attendance should be entered in the following way:

1. French, German, English and Portuguese Module 1 (Onsite and In Company) Teachers add a grade of Apte (5) or No apte (0) to Winzen based on the result of the course. For Onsite andIn Company it will be all those students who have an Aprovat , Notable or Excel·lent as their Module 1grade, based ont eh scales and criteria outlined in the Teachers' Guide and Exam Handbooks. WINZEN willnot distinguish between the different grades and will only accept Apte or No apte , although this meansthat students can now get a certificat d'apitut as well as a certificat d'assistència.

2. Conversation classes (Onsite) Teachers add a grade of Apte (5) or No apte (0) to Winzen based on the result of the course. Althoughthere is no formal assessment during the course, the course does count for credits, so teachers need toadd a grade to WINZEN. In fact the current feedback sheet includes this (SeeX:\ACADÉMICO\COMUN\ORGANISATION\Feedback sheets for an example). This means that students cannow get a certificat d'apitut as well as a certificat d'assistència .

3. French, German and Italian Module 2 (In Company and Onsite) Teachers add the Module 2 exam results (25 per exam, total 100) and the continuous assessment grade(both Module 1 and Module 2) out of 30. The programme will calculate the total (exam total x 70% + 30%CA) and award the final grade.

4. English Module 2 (In Company) Teachers add the Module 2 exam results (25 per exam) and the continuous assessment grade (bothModule 1 and Module 2) out of 30. The programme will calculate the total and award the final grade.




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5. FCE, CAE, Learning English through...(Onsite) As students only get an attendance certificate (the courses do not count for credits), teachers need to adda grade of Apte (5) or No apte (0) to Winzen based on the attendance of the course. A student's

attendance must be over 80% for them to be awarded an Apte grade.6. English Module 2 (Onsite) These results are processed through QUAC and at the moment the teacher does not form part of theprocedure.

The process for adding the results of other types of In Company courses should be confirmed with thecoordinator.

Procedure for adding the results Teachers can access the WINZEN programme by entering the computer using professor as their usernameand password. Then follow the procedures outlined in the different manuals that are pinned to the boardin the Teachers' Room. The manuals are also to be found in X:\ORGANIZACION\6_Winzen\2_Instruccionsintroducció de notes ( Assistència, aptitud and cursos ordinaris ).

Other resources1. New English File Interactive MaterialEach classroom computer has the New English File iPack installed. Teachers need to familiarise themselveswith the material so they can make the most of it in class. Please speak to any Senior teacher, coordinatoror experienced teacher about the best ways to use the material.

2. E-Readers and Audio BooksWith the increasing popularity of e-reading devices and the wide variety of free materials available on theInternet, students should be encouraged to download e-readers and audio books in order to build lexis,improve reading and listening comprehension and hopefully empower their writing skills. Teachers canaccess material on the UAB Ning or in X:\ACADEMICO\Audio books & Readers

3. LinguassistLinguissist is an online platform which has two main functions:- to provide online material for students to access- to provide students with a communication system

Online materialLinguassist allows students to practise grammar, vocabulary, and listening in a fun and interesting way. Thesystem consists of a collection of interactive multimedia activities which complement our language coursesand it can also be used as a platform for bi-modal courses. It includes an extensive range of exercises andreference materials adapted for different learner levels, designed to help the student with the acquisitionof vocabulary, develop listening skills and deepen their understanding of grammar. Students can consultonline dictionaries and grammar books to help them complete the exercises, while at the same timetraining them to become more independent learners. Students need to consult the web page on a regularbasis and work through the exercises for their level.




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Teachers can also generate more personalised material on the system and create specific Learning Pathsfor groups or individuals. A Learning Path is a series of exercises selected and/or created by the teacherfor their class. This set of exercises is then assigned to students as homework. This increases the

personalisation of the course and allows teachers to adapt Linguassist content to the coursebook.Communication systemThe Linguassist platform allows the teacher to communicate with classes as a whole or with individualstudents via an internal email system. The email system also has a correction feature that enables teachersto correct students’ written tasks providing them with constructive feedback. The system allow s studentsto maintain contact with the teacher and keep up to date with classroom activities. Teachers receive amessage in their personal email whenever they receive a message in Linguassist.

Peer Observations

(Appendices 10a, 10b & 10c - Classroom & peer observation forms)

For teacher development, this year teachers have the choice of participating in team teaching and / orpeer observations with their colleagues. Each method allows teachers the chance to reflect on theirteaching and receive feedback from their peers.

Here is a brief description of team teaching adapted from a paper presented by Irmgard Wanner:

Team teaching is based on the concept of the reflective practitioner (Schön 1983, 1991; Moon 2005; Clarke2006) and involves pairs of teachers team teaching a session with their colleague. Before the session, theteachers agree on the following items: a specific observation focus, session objectives and contents, whichsession stages are to be taught by whom, individual expectations about the course of the session and thelearners’ behaviour. After the lesson, each teacher completes their personal reflection according to the

points established beforehand. Subsequently, teachers give each other feedback. In addition, student feedback is used for triangulation. The results of team teaching: detailed peer feedback enables teachers toenhance their teaching styles (e.g. Vidmar 2003) and to improve self-assurance; applying strategies helps todeal with new topics, course contents, aims and objectives and interactive challenges; using reflective teamteaching can be exploited as a means to engage in continuing professional development, ultimately aimingat improved quality of teaching and learning.

It is necessary for all teachers to observe at least two other teachers during the academic year, and to beobserved by colleagues on at least two separate occasions, or participate in team teaching with at leastone other teacher. Documents to complete and articles to read about peer observations are in:

X:\PROCEDIMENTS\Acadèmics\Professor\Classroom & peer observation forms X:\PROCEDIMENTS\Acadèmics\Professor\Team teaching




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IN COMPANY

In Company aims to maintain the high academic standards of UAB Idiomes Barcelona in an In Companyenvironment, and this in itself brings with it a series of important factors that In Company teachers musttake into consideration:

In Company is a virtual team where keeping in touch with the coordinators via email and keepingthem informed is a priority. Teachers should make a habit of checking their emails on a regularbasis.

In Company teachers should visit the school on a regular basis to report on the courses, collectinformation that is put in pigeon holes e.g. wage slips, attend workshops or meetings and collectany new or relevant academic or administrative material.

all In Company teachers must remember that they are representatives of UAB Idiomes and mustrespect the rules of the company where they are giving the class. Do not criticise or complain infront of students or to the company where classes take place. Teachers should have a clean, tidyand smart appearance.

teachers must contact UAB Idiomes if they are offered work on a private basis by the companywhere they are teaching or if one of their students asks to be taught privately. If teachers decide toaccept work without previously contacting UAB Idiomes, then the contract between the teacherand UAB Idiomes may be terminated.

teachers must have a copy of the course calendar for every course they teach. teachers must inform students of the different aspects of the course.

o their level and course typeo the course objectiveso the dates of exams or testso Linguassisto English Outside the Classroomo the student guideo the evaluation system

General coursesIn Company courses follow the same course books, format, content and objectives as Onsite courses,unless otherwise indicated. Some classes may request or require more work-related language input butthis should not detract from the overall objectives of the course, unless otherwise indicated.

Conversation and One to One classesAs with Onsite Conversation courses teachers can negotiate a list of proposed topics, functions andlanguage points to cover in the class. This may mean that the teacher recommends using a course bookalthough One to One classes are tailor-made to the requirements of the student. Teachers must informthe coordinators and the student of the course book they will be using after the second class.




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Class registers & signing sheets Teachers are sent a register for their class by Administration once they have received all the students’

details. If the teacher has no register they can use the In Company register in the meantime (Appendix 11 -In Company Register.) Please note in some In Company courses students sign a company register everyclass but the teacher must also complete their own personal In Company register every class in order to beable to report attendance figures at the end of the course. In Company teachers should also complete theincident sheets and hand them into the Coordinators if they have any new or absent students.

Companies which receive FORCEM (Government subsidies) funding require studentsand teachers to signtheir attendance at every class. There are different company policies concerning how these lists aredistributed / collected, but this information will be given to you at the start of the course by theCoordinator.

Late students / no showsIf no students have shown up after half an hour, try and speak to a contact in the company to find out if the students intend coming to class. If the company confirms that there are no students available for class,the teacher should contact the In Company coordinator before leaving the company. In cases whereneither the company nor the In Company coordinator is available, the teacher should stay in the classroomfor the duration of the class. The In Company coordinator should be informed if students do not show upfor class more than once.

Rescheduling and recuperating classes Companies must give more than 48 hours notice if they want to cancel a class and recuperate it (Appendix 12 – Procediment recuperació de classe In Company) . If the company cancels within 48 hours it is theteacher’s decision whether class is recuperated or not. Companies cannot cancel and recuperate morethan 15% of the total number of hours so please reiterate this point in the first class with new companiesor students. Teachers must inform In Company of any changes to class time or rescheduling of classes andmake a note of the dates and times. It is important to keep a record of rescheduled classes and inform theco-ordinator so that calendars and bills can be modified.

Change in student numbersAs the price of an In Company course can vary according to the number of students in the class, anychanges to student numbers ( altes i baixes ) need to be reported. In Company teachers may also be askedto admit new students to their class but this is only possible if they have previously done a level test.Teachers should resist accepting new students without prior notification.

In Company ReportsTeachers are required to complete progress and final reports for every course of 40 hours or more. Theseare sent to the teacher by Administration ([email protected] ) who then completes them on time (within7 days of receipt) and in Catalan, unless otherwise stated. Teachers can use the Phrase bank, which is in:X:\PROCEDIMENTS\Acadèmics\Informes or on the UAB Wiki to complete the reports. If you haveproblems with the Excel format or with the Catalan, please speak to Marta Soto.







Sant Antoni Mª Claret 171 - 08041 Barcelona Tel. (34) 93 433 50 60 Fax (34) 93 433 50 66e-mail: info idiomes@uab cat http://www uab cat/uab-idiomes

In Company ExamsThe dates for exams and tests will depend on the calendar for each course and the type of course the

students are doing. The dates are indicated on the course calendar itself. For example, a 100 hour generalEnglish course is divided into two 50 hour modules and teachers will need 2 or 3 days to do the Module 2exams and 1 or 2 days to do the Module 1 Progress Test depending on the level. Teachers are alsoresponsible for giving students their result and feedback on the course. Please refer to the In CompanyExam Handbook for more information.

Teachers' Guide Onsite in Company Oct Dec. 12

Documents

Transcript of Teachers' Guide Onsite in Company Oct Dec. 12