Montevideo
PRE-FCE
Syllabus 2021
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A M E M B E R O F T H E I N T E R N AT I O N A L H O U S E W O R L D O R G A N I S AT I O N
Course Description
Pre-FCE is a course for teenagers who have already attained an intermediate language level
and are building up to becoming independent language users. The course is designed to
develop the four skills at an upper-intermediate level, creating interest and enjoyment in
the learning process.
One of the main objectives of this course is to provide a solid foundation for the FCE course
and examination.
Each lesson should aim at complementing what the book offers with activities which are
appealing and motivating, helping students to learn in a cooperative atmosphere.
Basic grammar points introduced at lower levels (verb tenses, reported speech, relative
clauses, etc.) will have to be revised and consolidated and students will be presented with
more complex structures (expressing hypothetical meanings, mixed conditionals, etc.).
Students will need to expand and upgrade their vocabulary to an upper-intermediate level,
as limited lexical knowledge is something that may seriously affect their chances of exam
success.
Lessons are held twice a week for 2 hours per class.
Level description
A general description of level B1+ includes the following features:
• Range: users at this level have a sufficient range of language to describe unusual and
predictable situations and to express their thoughts on abstract or cultural as well as
everyday topics such as music, films, etc.
• Precision: users at this level can explain the main points relating to an idea, problem or
argument with reasonable precision.
• Linking text and ideas: they can use connecting words to link sentences into a coherent
sequence, although there may be some “jumps”.
• Accuracy: they can communicate with reasonable accuracy in familiar contexts, though
with noticeable influence from their mother tongue.
• Fluency: they can express themselves relatively freely and keep the conversation going
effectively without help, despite occasional pauses to plan and correct their speech.
• Socio-linguistic: they can use uncomplicated language to interact in a wide range of
situations in a neutral way.
Course aims
• Promote English meaningful, memorable language learning by using an ample variety of
activities which are central to the immediate interests and surroundings of teenagers.
• Engage teenagers in using English in an appropriate way, learning how to apply it naturally
and in a confident way so as to be able to participate in a conversation, discussion, or any
type of interaction among people.
• Ensure the learning of more sophisticated structures and systematic expansion of their
A M E M B E R O F T H E I N T E R N AT I O N A L H O U S E W O R L D O R G A N I S AT I O N
vocabulary in topic-based lexical areas.
• Introduce students to the format of the Cambridge FCE exam and help them start
developing the necessary skills and strategies.
Suggested Course Materials
• Achievers B1+ Student’s Book (Richmond)
• Achievers B1+ (Plus) Workbook (Richmond)
• Readers: Weep not, Child (Macmillan)
Crime Stories (Macmillan Literature Collections)
• Cambridge English: First Practice Tests (for the 2015 exam) - Mark Harrison
Course Assessment
• Written and oral assessments are held in May, August and December. The December
assessment is considered an “examination” and therefore may include any of the teaching
points that appear in this syllabus and the attached vocabulary list.
• All written tests include the following parts: listening comprehension, reading
comprehension, English in use and writing. Apart from this, it is suggested that each teacher
carries out a short progress test in October, focusing exclusively on English in Use.
• The criteria and marking scales for Junior Oral Assessments are the following:
Oral assesment criteria: Marking scales:
Reception 4 marks 18 - 20 Excellent
Range (grammar and vocabulary) 4 marks 16 - 17 Very good
Pronunciation 4 marks 14 - 15 Good
Fluency 4 marks 12 - 13 Pass
Ability to interact 4 marks 0 - 11 Fail
Total Marks 20 marks
0 Shows no command of the area being assessed
Shows some command of the area being assessed but needs a lot
1
of improvement.
2 Shows some command of the area being assessed but needs improvement.
3 Satisfactory – Good
4 Very Good - Excellent
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Writing
Writing is one of the skills our learners need to develop for both its communicative value and
the fact that it helps students put what they have learnt into practice. This is why teachers
must look at the skills section of the syllabus and pay special attention to the different pieces
of writing our learners should do. It is essential that teachers focus not only on the product,
but also on the process. This is why one composition per unit is not enough. We strongly
suggest students practise writing on a weekly basis. This does not mean that they will be
writing fully assessed compositions every week, but it actually means that there will be
writing every week. The writing tasks should be filed in the students’ portfolios (both the first
draft and the final copy).
Homework, classwork and portfolio
These are a fundamental part of the course. Opportunities for all students to participate in
class should be created. It is recommended that students are given homework on a regular
basis to foster the learning process. Also, each student should have their portfolio where
they would keep samples of their classwork. This is a tool for continuous assessment and
should therefore reflect the student´s progress throughout the course. It could be assessed
by giving detailed feedback on student´s progress. Teachers should insist on having the
students adding work of their own interest, be it pieces of writing, project work and selected
information. The aim is that the students should feel that the portfolio is very much their
own creative collection of relevant information which will add a plus to their learning
process and they will thus value it further. Portfolios may include the following:
• Writing
• Library (book reports and activities done using books from the library).
• Projects: there should be one for every unit; there are suggested projects in
the syllabus but you can, of course, plan your own
• Extra activities (songs, poems, videos, stories more ...)
• Tests (tests done during the year).
Reports
Teachers will have to write a report after each assessment period. In it, they will include the
results of the oral and written tests (in marks out of 20 and 80 respectively), an overall
percentage with the corresponding concept (see chart below) and a comment for the
student about his/her performance. These will be checked by the Coordinators and then
given to them.
Certificates
All the students will be awarded a certificate on completion of the final exam for the course.
The corresponding global achievement scale is as follows:
A M E M B E R O F T H E I N T E R N AT I O N A L H O U S E W O R L D O R G A N I S AT I O N
Marking Scheme:
90-100 marks Excellent
75-89 marks Very Good
66-74 marks Good
69-65 marks Pass
45-59 marks Council of Europe Level B1
0-54 marks Fail
Promotion
It will depend on formal and informal assessment (tests, classroom work, homework,
portfolio and attendance record)
Attendance Policy
In order to fulfil attendance requirements, students should attend at least 85% of the total
number of lessons.
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Calendar - 2021
ASSESSMENT
HOLIDAYS
PARENTS MEETING
SPECIAL EVENTS (KIDS TO CH3)
March 8th – 9th Start of classes
March 29th – April 3rd Easter
May 1st National Holiday
May 17th National Holiday
May 12th – 13th May Oral Assessment
May 19th – 20st May Written Assessment
May 24th / May 28th First parents’ meeting
May/June Theatre Play
May 31st – June 11th Book Day-Open Class
June 19th National Holiday
June 28th– July 2nd Winter Holidays
July 18th National Holiday
August 7th Cambridge Mock Exams: FCE, CAE, CPE
August 14th Cambridge Mock Exams: KET, PET
August 12th – 13th August Oral Assessment
August 18th – 19th August Written Assessment
August 25th National Holiday
August 26th / August 31th 2nd parents’ meeting / International Exams meeting
September 20st – Sept. 25th Spring Holidays
October 11th National Holiday
November 2nd National Holiday
October 25th - Nov. 12th Open Classes – Kids to CH3
December 1st – 2nd Final Oral Assessment
December 6th – 7th Final Written Assessment
December 13th – 14th 3rd Parents Meeting
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SHOT TERM OBJECTIVES - FIRST ASSESSMENT
By the end of this term the learners will have been introduced to the content below:
Can do
Topic statments Language Lexis Skills Projects
Welcome I can fluently Refer to senior 5 syllabus Refer to Senior 5 Learners can analyse Project: Learners write a
(March) communicate with syllabus texts in some depth. personal profile.
my teacher and
This unit is not classmates. Learners can analyse Use Achievers B1 resources
based on the input and complete for diagnostic assessment
course book I can keep a true or false / multiple http://richmondelt.com/int
although conversation going matching / multiple ernational/resources/achiev
teachers can with little support. choice / identify ers-audio
use materials heading exercises.
from the Starter
units (A & B) Learners can write a
personal profile, an
opinion essay, an
informal email
responding to input
and a film / product /
holiday resort review.
Chilled or I can describe my life Future review – will, won’t, Life choices: brush up, Learners can match Project: Learners conduct a
stressed? and my life choices may, might, going to, do a course, do paragraphs and texts class survey and agree on
(March/April) for this year and the present simple & future volunteer work, get with headings. their most important goals
Unit 2 future. (pages 18 and continuous active, get to know, go to improve their English this
19 of the course book E.g. I’m heading to a surfing to the gym, have a Learners can listen for year.
are excellent to school in Devon. goal, improve, join a gist and a range of
generate a I feel tired, I might go to club, jeep fit, look details.
discussionregarding bed early. around, take up, train
what learners expect for, plan to, set up & Learners can write a
to achieve this year First conditional with train for report based on a
and in the future). different conjunctions & survey.
modals.
I can describe E.g. If you are stressed your Word zone: look
stressful situations body will produce forward to
and world problems. chemicals that make you
feel edgy. Nouns ending in –ion
I can describe things When you get enough rest, and –ness
that are likely to you’ll be able to handle E.g. relaxation,
happen and their stress better. concentration,
possible Unless you get enough complication, reduc-
consequences. sleep, you will be unable to tion, activation,
concentrate. correction, admission,
I can give advice on a production & informa-
range of topics, tion.
especially regarding Happiness, weakness,
stress. sadness, laziness,
helpfulness, kindness,
silliness, loneliness &
selfishness.
A M E M B E R O F T H E I N T E R N AT I O N A L H O U S E W O R L D O R G A N I S AT I O N
Can do
Topic statments Language Lexis Skills Projects
Moral dilemmas I can describe Second conditional Money and finance: Learners can carry out Project: class debate The
(April / May) hypothetical E.g. Would you keep money account, bills. Cash a discussion to Heinz dilemma
Unit 3 situations and moral if you found it in the street? machines, credit card, introduce and defend https://en.wikipedia.org/wi
dilemmas I wouldn’t go to see that insurance, deals, opinions. ki/Heinz_dilemma
band unless it was a free guaranteed, receipt,
I can describe unfair concert, If I were you, I’d reduced, savings, Learners can
situations that are stop seeing those guys. delivery, orders, understand the gist
impossible to change. overcharge & refund. and some very specific
Wish about the present E.g. details of TV
I can talk about I wish I knew the answer to Word zone: suffix dis programmes.
charity work and how this question. E.g. disobey &
to change the world. dissatisfy. Learners can talk about
Third conditional ethical dilemmas.
E.g. What would’ve Prepositional verbs:
happened if Live Aid hadn’t apologise for, approve Learners can write a
taken place? of, believe in, depend discussion essay and
on, borrow from, express a range of
Wish about the past complain about, viewpoints.
E.g. I wish the internet had consist of, hope for,
existed 40 years ago. object to, succeed in &
suffer from.
END OF FIRST TERM: MAY ASSESSMENT LEAVE OUT: UNIT 1 (This unit won’t be tested
but teachers can still choose to use this material provided they have time to comply with syllabus
requirements and revise for the end of year exam).
SHOT TERM OBJECTIVES - SECOND ASSESSMENT - AUGUST
By the end of this term the learners will have been introduced to the content below:
Can do
Topic statments Language Lexis Skills Projects
In the news I can describe pieces Past simple and past Disasters: air crash, Learners can listen to Project: Learners create
(May / June) of news in some continuous drought, earthquake, the radio and their own newspaper page
Unit 4 depth. E.g. On 22nd August, the flood, storm, tsunami, understand the gist of about news which are
drill returned to the surface. volcano, wildfire, various news stories. relevant to them e.g. their
I can fluently tell I was getting skinner every erupt, safety, hurrica- city / their school, etc.
anecdotes. day. ne, lightning strikes, Learners can read
They were working when evacuate, kill, newspaper news and
there was a cave-in. homeless, disruption, analyse their input by
famine, water completing multiple
Past habits: used to & shortage, injure & matching / multiple
would survive. choice / gap fill
E.g. The miners used to exercises.
send up videos from the
mine. They would go down
the mines every day. Learners can write a
news article.
Past perfect
E.g. The money was
important because they
had accumulated heavy
debts.
A M E M B E R O F T H E I N T E R N AT I O N A L H O U S E W O R L D O R G A N I S AT I O N
Can do
Topic statments Language Lexis Skills Projects
Time for a I can describe a Reported speech Holiday: booking, Learners can listen to Project: Learners create a
Change holiday in great Reporting orders, requests chance, chill out, conversations related to holiday brochure about a
(June / July) detail. & advice destination, the world of travel and touristy place in their
Unit 5 E.g. He said that he was excursion, go identify key information country or city.
I can describe nature going to cycle along the sightseeing, head in different situations
and different parts of River Rhine. She said that home, head to, e.g. when listening to a
the world. she had seen my father in heritage, scenery, set guided tour or a
Paris the previous week. He off, sign up, take part, pre-flight
told me to hurry up. wildlife, announcement.
breath-taking, iconic,
lively, panoramic,
Reported questions spectacular, Learners can write and
E.g. Sandro asked if I lived in cosmopolitan, describe a tourism
the centre. crowded, brochure using a range
magnificent, of adjectives to describe
picturesque, places e.g. authentic,
romantic, unspoilt, cosmopolitan, natural,
vast & world famous. picturesque, romantic,
stunning, thrilling,
Abbreviations & ancient, contemporary,
acronyms” AIDS, spectacular,
ASAP, ATM, FBI, BTW, unforgettable & warm.
FAQ, PS, WWW, CERN,
MPH, DNA, EU, FIFA, Learners can write an
HIV, NATO, PIN, PS, e-mail of complaint.
UAE, UFO, UNESCO,
USA & USB
A day in the Life I can describe Present Perfect Continuous. Jobs: chef, editor, Learners can give a talk Project: Learners create a
(July / August) different jobs. E.G Look, it’s been raining! firefighter, librarian, about someone’s life or presentation about the job
Unit 6 How long have you been shop assistant, sports job. they would like to have in
I can talk about learning English? instructor, waiter, the future.
things which have full- time, Learners can write an
recently finished and Gerunds & infinitives nine-to-five, informal email
activities which were E.g. What do you enjoy overtime, part-time, responding to a friend’s
in progress in the doing after school? permanent job, self- e-mail.
recent past and have Her parents decided to employed, self-
an effect in the enrol her on an intensive employed, shift Learners can use a range
present study programme in the work, summer job, of expressions to give
summer. temporary job, example in writing E.g.
I can describe unemployed, for instance & for
people’s lives and voluntary work & example.
personalities. weekend job.
Word zone: Keep + Learners can listen to
ing interviews about
relevant topics and
Bright, chilled, clever, understand a range of
conscientious, details.
determined, easy-
going, focused, Learners can read a text
industrious, with complex
laid-back, vocabulary, guess
single-minded, meaning from context
smart, tireless, and identify key words.
ambitious, relaxed &
hard- working.
END OF SECOND TERM: AUGUST ASSESSMENT
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SHOT TERM OBJECTIVES - FINAL ASSESSMENT - NOVEMBER / DECEMBER
By the end of this term the learners will have been introduced to the content below:
Can do
Topic statments Language Lexis Skills Projects
Culture Vultures I can describe art and The passive (Present, past Art & architecture: Learners can ask for Project: learners visit a
(September / architecture. and future time) art-deco, atrium, information at museum (either an outing
October) E.g. In some schools, steps baroque, beam, chalk, different places. or on-line) and describe
Unit 7 I can describe a are being taken to increase clay, column, concre- their favourite exhibits in a
painting the number of students te, dome, gothic, Learners can write an section of the museum.
studying art. This park was limestone, marble, article.
designed by Gaudi. medieval, modern,
neo-classical, pavilion,
Active vs passive tile, titanium, tower &
E.g. The thieves were urban.
arrested hours after
stealing my phone / My Word zone:
mobile phone has been compound adjectives
stolen. e.g. brand-new,
well-known, old-fas-
Get something done hioned & brightly-co-
E.g. He has his eyes tested loured.
regularly.
Paintings: in the
foreground /
background, at the
back of, you can see,
on the right / left of, in
the middle of, etc.
The fear of the I can talk about Modals of speculation: may, Mysteries: baffle, clue, Learners can read and Project: learners do
unknown mysteries and might, could, can’t, couldn’t disappear, dread, listen to conversation / research and create a
(November) unknown situations. & must. goose bumps, descriptions about presentation about mystery
Unit 8 E.g. The Loch Ness monster haunted, investigate, mysteries. in their country, e.g. ghosts
I can speculate about must exist because there mystery, riddle, scary, at the Argentino Hotel in
the past are photos of it. secret, sinister, solve, Learners can keep a Piriapolis.
suspect, suspense, conversation going,
May, might, could, can’t, unexplained & interrupt and continue
couldn’t & must + have + unidentified it.
past participle
E.g. Some people think it Negative prefixes (un-, Learners can write a
might have been pirates. im-, il-, ir-, in-, dis-) E.g.: story and develop
incorrect, indepen- different characters
dent, impractical, and events.
illegal, irregular,
unpredictable,
irrational, dissatisfied &
immature.
LEAVE OUT: UNIT 9 (This unit won’t be tested but teachers can still choose to use this material
provided they have time to comply with syllabus requirements and revise for the end of year
exam. The topics in this unit will be studied in greater depth in Pre-FCE).
END OF YEAR ASSESSMENT: NOVEMBER / DECEMBER
A M E M B E R O F T H E I N T E R N AT I O N A L H O U S E W O R L D O R G A N I S AT I O N
