Vol #136 June 2019 Final

Letter from the Editor
Dear Colleagues ,
I hope you and your students are well and have been working very hard. The Winter July
Holidays are ahead and then you can take a well-earned rest!
At Dickens we have been putting a lot of effort in order to spread English Teaching all over Uruguay.
Andrea, Sofía and Teresa have been working hard on spreading Continuous Professional Development
through TKT Courses in Maldonado and Paysandú, and also offering workshops in Mercedes and Fray
Bentos. Besides, workshops for students to develop Speaking Skills at B1 and B2 are being held in
Canelones, Costa de Oro, Maldonado, Colonia, Las Piedras, La Paz and Paysandú.
And I have more news for you … next 10th August, Dickens we’ll be offering an enriching new seminar –
Dickens & Cambridge Open Day – don’t miss it! Save the date! We have certainly come a long way since
those remote days in 1992 when we only offered teaching courses in Montevideo!
Think back and you will see that Dickens has not only reached all over Uruguay with Dickens External
Exams but also brought International Exams to your doorstep! I am so very happy for you and so proud of
Dickens! What was merely a dream has now come true! And it has all been due to the marvellous Dickens
Team and to You , who trusted us from day one, who inspired us to want to help you and your students.
Thank you all of you from an old lady who started The Dream 47 years ago!
Meanwhile, Paty is working very hard to bring even more surprises to the Dickens Dream. Both Manuel and
Paty are a great team and I promise you they have great ideas for the Dickens and you as well!
Have great Winter Holidays, rest, enjoy yourselves and get ready for an excellent second half of the
Scholastic Year!
Paty, Manuel, Andrea, Teresa and I wish you and your students all the very best!
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SECTIONS:
EVENTS
TESTS & FINAL EXAMS
INTERNATIONAL EXAMS
PROFESIONAL DEVELOPMENT
TEACHING RESOURCES & IDEAS
TRIP 2 UK
PORTUGUÊS
Happy Holidays!
NEWSLETTER - JUNE 2019 - VOL. 136

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OUTSTANDING CAMBRIDGE LEARNER AWARDS CEREMONY

On Wednesday 29th May, at the Hotel Dazzler,
Cambridge Assessment International Education
and Dickens Institute had the pleasure of
celebrating the Outstanding Cambridge Learner
Awards Ceremony. This Ceremony takes place
once a year to honor the best IGCSE Students
in Uruguay with certificates and awards.
Mr Ian Duddy, British Ambassador, Mr Richard Gilby, Regional

Director, Latin America and Ms Lucila Marquez, Senior Schools
Development Manager, Latin America at Cambridge International,
Monica Harvey, Chair of the Board, and Patricia Alvarez Harvey,
General Director of Dickens, School Authorities, Teachers, Parents
and students were present.
Out of the almost 1500 exams in June and November 2018, 26

were the outstanding students that merited awards. To receive
these awards is no mean feat. Cambridge International uses strict
criteria to calculate these awards. IGCSE results from 40
countries worldwide are considered to ensure that the
achievements are consistent across the world in all subjects and
at all qualification levels.
We are very happy to share this information with you as, in a World that is facing profound
changes, the need for students to prepare themselves for these is greater every day. We
know that you will join us in celebrating the work that is being done by Cambridge
Assessment International Education, Dickens Institute and the Associated Schools towards
a better World through Education.

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Mr Ian Duddy and Patricia Alvarez Harvey

with Chloe Romero, from The British
Schools, Top In The World, Cambridge
City of Montevideo Pipe Band, Monica Leon, Lucila Marquez, Assessment International Education
Monica Harvey, Patricia Alvarez Harvey & Richard Gilby IGCSE Literature (Spanish).
IGCSE TESTIMONIAL FROM MAURICIO SPERANZA
At the Awards Ceremony we had the honor of having as Master of Ceremonies Mauricio
Speranza from Colegio Nacional José Pedro Varela. He passed his seven IGCSE
subjects and obtained his Certificate ICE with Distinction in 2017. His testimonial at the
end of the Ceremony is worth reading and an example of how students feel about their
IGCSE studies. We share an extract of it:
I can still remember when I entered high school and had my first
History class. The first thing my teacher said was “This class will not
be like any other”.
In History we were encouraged to develop critical thinking,

associating historical events and interpreting sources. In
Business, case studies were provided in which to apply the
areas studied in business, proving that knowledge had
actually been gained and not only memorised. In Biology not
only did we had to cover an extensive syllabus, but also we
were introduced to a completely different learning approach.
I would like to emphasise on the effects these exams have on students

whose first language is not English. Having to learn whatever it is in
another language is a completely different experience than learning the
language itself. Because then two challenges are before you, you have to
learn content of a given subject and also you have to understand the
language. It is through that process that your vocabulary is expanded, your grammar is corrected and true immersion
in the English language is achieved. Only can we say that we are bilingual if we can actually fully use two languages,
and that is why IGCSE offers a perfect opportunity to consolidate your English.

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ORAL EXAMS DATE:

SATURDAY 19 OCTOBER
th
Montevideo & Metropolitan Area

8
HINTS ON THE
ORAL EVALUATIONS
New Happy Earth 2 / Today 2 / New Sky 2

Total timing: +/- 8 minutes - Total parts: 2
PART 1 - Presentation of the TOPIC: about 4 minutes.
We expect Children III / Juniors II students to speak freely about one of the following topics:
 A star or inventor I like

 My neighbourhood and my neighbours
 Plans for my next holidays
 A great weekend I had
Ask students to bring photos or drawings to illustrate what they are going to talk about. They should produce a project on a
soft piece of cardboard, powerpoint presentation or they can bring an object instead if they feel like it. Remember that the
students are not expected to recite a text by heart but to hold a communicative and natural conversation with the
examiner. It would be great if the students were able to ask questions to the examiner as well.
PART 2 – Picture description: about 4 minutes.
Students are presented with a picture or a set of pictures. They might be asked to describe the scene, or the sequence using
different verb tenses according to the instructions. For example, if the picture shows a girl in different moments of her day,
the examiner might say “This is Lucy. This is what she does on a typical day, tell me about her routine.” If the examiner
wanted to test simple past, he might say “This is Lucy. Tell me about what she did yesterday.” Similarly, the examiner might
ask the student to talk about Lucy’s plans for the weekend, for example. In order to obtain a more complete sample of the
candidate’s language, the examiner can also ask further questions such as:
 Where is/was Lucy?
 What’s the weather like?
 How many (animals) can you see?
 What is she doing/eating/wearing/etc. in this picture?
 Where’s the (book)?

Make sure you provide students with plenty of practice in
 What colour is the (sofa)? describing pictures. Remind them of the importance of
listening carefully to the examiner’s instructions and
 Has Lucy got short or long hair? questions so as to know what verb tense to use in their
answers (e.g. What did Lucy do yesterday? or What does
 Is Lucy taller than her friend? Lucy do every day?). Students should also practise the use
of connectors and sequencers such as First, Then, After that
 Look at this picture, where did she go after school?
and Finally.

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Sample pictures for you to practise with your students.

10

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BOOKS: English Result Intermediate / Activate B1
Paper Summary
Total timing: +/- 13 minutes
Test format: 2 students - one examiner ( a trio if necessary) Total parts: 4 parts
_____________________________________________________________________
Part 1 = +/- 2 minutes

Students answer personal questions based on a given topic
 student
examiner
 student
_____________________________________________________________________

Students talk individually with the examiner about a given topic on prompts they have chosen.
Then, they answer a question related to the topics mentioned.
student
 examiner
student
_____________________________________________________________________

Students talk together about a given situation and discuss the prompts/items given.
student student
_____________________________________________________________________

Discussion between examiner and students about questions related to the situation introduced
in the previous stage.
 student
examiner
 student
If you have any doubts about the Basic Certificate Oral Exam, please write to us:
andreacabrera@dickens.edu.uy
teresagallete@dickens.edu.uy
If you still don’t have a sample paper, please contact María Inés:
eed@dickens.edu.uy

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Sample paper for you to practise with your students
Stage 1 2 minutes
Interlocutor
Good morning/afternoon/evening. My name’s …. What are your names? ….

I’d like to know something about you, so tell me…
(Interlocutor addresses both candidates in turns)
Childhood
…………………………………………………………………………………………………………………………………………
 What do remember about your childhood?

 When did you start school? (How old were you?)
 What did you enjoy doing when you were a child?
Parties
…………………………………………………………………………………………………………………………………………
 What kind of parties do you enjoy the most?

 How do you like to celebrate your birthday?
 Tell me about the best party you’ve been to.
Sports
…………………………………………………………………………………………………………………………………………
 What sports are you interested in?

 Do you prefer playing or watching the sport. Why?
 Tell me about a sport you’d like to play.
Plans
…………………………………………………………………………………………………………………………………………
 What job would you like to have in the future?

 What course would you like to study at University? Why?
 What are your plans for your next holiday?

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Stage 2 +/- 5 minutes
Interlocutor: “Now, I’m going to give each of you a task sheet with the same question but
with different options to talk about. You will have to talk on your own for about a minute.”
“Here you are.”
(Interlocutor hands in the task sheets)
“You are going to talk about shopping. What do you like to buy? Choose 2 or 3 from the
following ideas to talk about. Add other ideas of your own if you wish. You can make notes
while you think about what you are going to say.”
(Interlocutor hands in paper and pencil)
“Here you are. You have one minute to prepare the task.”
Candidate A Candidate B
 Clothes  Bags
 Souvenirs  Presents
 School things  Cds
 Technological devices  Food
 Other things  Other things
Candidates’ preparation task: 1 minute.
Interlocutor: “(Candidate A’s name), please tell me about what you like to buy”
Candidate A talking time: 1 minute.
Interlocutor: “Thank you”
(Choose one of the following questions to ask candidate B) ½ minute
 Where do you like buying (any of the things Candidate A mentioned)?

 What’s the last item you bought?
Interlocutor – What about you (Candidate B’s name), please tell me about what you like
to buy
Candidate B talking time: 1 minute.
Interlocutor: “Thank you”
(Choose one of the following questions to ask candidate A) ½ minute
 What would you like to get as a birthday present?
Interlocutor: “Thank you” (Interlocutor retrieves task sheets and materials)

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Stage 3 3 minutes
Interlocutor:
Now, I’d like you to exchange opinions for about three minutes. I’m just going to listen to
your discussion.
A friend of yours who lives in the UK is coming to spend a month in Uruguay. He wants to
share all the activities teenagers do here. Talk together about the different places you could
take him to and what is most enjoyable about them.
 School
 Stadium
 Promenade or square
 Pubs in the evening
 Sports club
 Other….?
Talk to each other about the items mentioned above and decide what the best
options are.
Allow candidates to discuss these issues for about 3 minutes. Intervene as little as possible,
only if communication breaks down or if candidates have not understood the task.
After 3 minutes (aprox) –
Interlocutor: “Thank you” (Interlocutor retrieves task sheets)

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Stage 4 3 minutes
Interlocutor: “Select any of the following questions as appropriate -

You can ask any other questions related to the topic “Free time
activities”
 What do you like doing in your free time?
 How often do you play sports?
 Do you prefer playing or watching sports? Why?
 If you had the chance, what new activity would you like to
try? Why?
 What was the best weekend activity you’ve had lately? Tell
us about it
 Is there any free time activity you would never like to try?
Why?
 What type of music do you usually listen to? Why?
 If you could learn how to play a musical instrument, what

would it be? Why?
If you have any doubts about the

Basic Certificate oral exam,
please contact your coordinator
or write to us:
If you still don’t have a sample

paper, please contact the
Schools Department and we will
send it to you:
colegios@dickens.edu.uy

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OXFORD HOUSE PRELIMINARY

ACTIVATE B1+
SPEAKING AND LISTENING EXAM
FORMAT and PROCEDURE: Students are examined in pairs and the length of the
interview is 14 minutes.
The examination consists of the following:
Part 1. Greetings, setting at ease and giving personal and factual information about
themselves - 3 minutes
After the examiner greets the students and introduces himself, he/she asks the students
personal questions in turn.
Part 2. Interactive task - 8 minutes (including preparation time)
Students are given a task sheet with 5 - 6 prompts and each student chooses 2 or 3 they
would like to talk about. Candidates are given a few minutes to prepare the task and then,
they are asked to discuss with their partner.
After a few minutes the examiner joins the discussion and a 3-way exchange takes place.
Part 3. Follow–up conversation - 3 minutes
This part involves the development of a topic in a 3-way conversation. The topic is related
to the general theme of the previous task.
FINAL EXAM REMINDER

Candidates will be able to choose to sit only for Reading &
Writing or for Reading & Writing and Speaking & Listening.
In this case they get two different grades in their certificate.
The listening paper is on the same day of the Reading & Writing
paper.
For further information contact:


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Saturday, 28th July

Friday, 26th July
14:00 to 17:00
One of the most important objectives in our classes is to develop

our students’ oral skills.
Do you usually wonder what

to do, how you can make
your students feel motivated
in preparing the oral exam,
and when to do it?
During this workshop we will have a look at classroom activities –

for both Juniors II and Juniors V / Adults IV – that increase
students’ talk and get them ready for the evaluation in a natural way
camila@dickens.edu.uy

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LISTENING COMPREHENSION TASKS IN

FINAL EXAMS
We are very glad to share with you that as from
November 2019, all final exams will have listening
tasks. As usual, tasks in the final exams will have the
same format as those included in the bimonthly tests.
LISTENING TEXTS WILL BE READ OUT BY THE INVIGILATOR IN THE FOLLOWING

LEVELS:
 Children tests
 Juniors 1
 Adults 1
 Adults 2
LISTENING TEXTS WILL BE RECORDED IN THE FOLLOWING LEVELS:
 Juniors 2 to 5
 Adults 3
 Adults 4
 Oxford House Preliminary
Do contact us if you need further information.

Dickens Team

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FECHAS INTERIOR 2019

LOCALIDAD FECHA
PLAYA PASCUAL 22 November
TARARIRAS 23 November
ATLÁNTIDA
PAN DE AZÚCAR
27 November
COLONIA
LIBERTAD
LA PALOMA
COLONIA VALDENSE
NUEVA HELVECIA 28 November
TREINTA Y TRES
SAN CARLOS
CANELONES
PASO DE LOS TOROS
29 November
MALDONADO
RIVERA
FLORES 30 November
CHUY
EL PINAR
OMBÚES DE LAVALLE 1 December
ROCHA
SANTA TERESITA
MELO 2 December
FRAY BENTOS 3 December
CARMELO
JUAN LACAZE
RODÓ
4 December
ROSARIO
SANTA ROSA
SALTO
MINAS
5 December
PAYSANDÚ
LA PAZ
6 December
DOLORES
LAGOMAR
LOS CERRILLOS
PANDO 8 December
LASCANO
SHANGRILA
SOLYMAR
PROGRESO
DURAZNO 10 December
FLORIDA
SANTA LUCIA
11 December
SAUCE
MERCEDES
12 December
LAS PIEDRAS
Contact Camila camila@dickens.edu.uy

27107555 (ext 113), should you have any comment or doubt.

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QUICK and SIMPLE!
RAFFLE 2019
The form to enrol your students for the Raffle 2019 is now available on our
website. If you haven´t received it yet, you can download it from the ASD
section, fill it in and send it to mariaines@dickens.edu.uy . We hope you find
this practical.
Give your students the chance to win one of the 20 free Dickens national
examinations enrolments that will be raffled on 15th July. Remember that you
can also be the lucky winner of a trip to Buenos Aires for two people.
Your opinion on our bimonthly tests will

certainly contribute to their improvement.
You can now download the Testing Team
– Feedback form from Dickens website.
Whenever you feel the need, complete the
form and send it to
andreacabrera@dickens.edu.uy and/or
Your comments will be very much
appreciated by our team of test writers.

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Cambridge English Qualifications

Segundo Semestre 2019 - Precios y Fechas
Pre A1 Starters | A1 Movers | A2 Flyers

Writing & Speaking Test
Listening Período Precio Precio sin
Examen
Fecha de ventana bonificado bonificar
Examen escrito Examen oral
19 de Agosto a 9 a 13 de
6 de Setiembre Setiembre
Pre A1 Starters Vie 06/12 USD 100 USD 125

Entre 5 días
antes y 5 días
A1 Movers Vie 06/12 USD 110 USD 130
después del
examen escrito
A2 Flyers Vie 06/12 USD 120 USD 140
A2 Key | A2 Key for Schools

B1 Preliminary | B1 Preliminary for Schools
Examen
Examen escrito examen oral
19 de Agosto a 9 al 13 de
A2 Key USD 145 USD 170
Sáb 16/11 08/11 – 17/11
B1 Preliminary USD 170 USD 190
A2 Key for Schools USD 145 USD 170
B1 Preliminary for Sáb 23/11 15/11 – 24/11
USD 170 USD 190
Schools
A2 Key USD 145 USD 170

Jue 05/12 29/11 – 08/12
B1 Preliminary USD 170 USD 190
B1 Preliminary for Lun 02/12 29/11 – 08/12
USD 170 USD 190
Schools
B1 Preliminary for Sáb 14/12 06/12 – 15/12
USD 170 USD 190
Schools
B2 First | B2 First for Schools

Examen
Examen escrito examen oral
26 de Agosto a
23 a 27 de
13 de
Setiembre
Setiembre
Mar 03/12 29/11 – 08/12
B2 First USD 265 USD 310
Sáb 14/12 06/12 – 15/12
Mar 26/11 22/11 – 01/12
B2 First for Schools Sáb 30/11 22/11 – 01/12 USD 265 USD 310
Sáb 14/12 6/12 – 15/12
C1 Advanced & C2 Proficiency

26 de Agosto a
23 a 27 de
13 de
Setiembre
Setiembre
Sáb 23/11 15/11 – 24/11
C1 Advanced Mié 04/12 29/11 – 08/12 USD 275 USD 325
Sáb 07/12 29/11 – 08/12
26 de Agosto a
23 a 27 de
13 de
Setiembre
Setiembre
Sáb 30/11 22/11 – 01/12
C2 Proficiency USD 285 USD 330
Jue 05/12 29/11 – 08/12
B1 Business Preliminary, B2 Business Vantage & C1 Business Higher

19 de Agosto al 9 al 13 de
B1 Business
Sáb 23/11 15/11 – 24/11 USD 160 USD 190
Preliminary
B2 Business
Sáb 30/11 22/11 – 01/12 USD 270 USD 325
Vantage
C1 Business
Sáb 16/11 08/11 – 17/11 USD 280 USD 330
Higher
TKT
Precio Precio sin

Examen Fecha de examen
bonificado bonificar
TKT CLIL Sáb 07/09 20 al 27 de julio 29 al 30 de julio
3 al 20 de 21 al 24 de
TKT CLIL Sáb 05/10
agosto agosto
Precio bonificado Precio sin bonificar
1 módulo: USD 100 1 módulo: USD 120

2 módulos: USD 180 2 módulos: USD 220
(para módulos del mismo año) (para módulos del mismo año)
Información importante
Los exámenes orales se realizarán dentro del período ventana autorizado

por Cambridge English.
Los días y horas en que se realicen quedarán sujetos a la disponibilidad de

examinadores y la cantidad de alumnos inscriptos en cada nivel de examen.
Los alumnos que decidan borrarse o modificar la fecha del examen deberán
hacerlo durante el periodo de inscripción.
25% de descuento para quienes no aprobaron su examen en

el período correspondiente al primer semestre del año 2019.
(No aplica a Business Preliminary, Vantage ni Higher)
Inscripciones
 Personalmente: Pago:
 Contado solo dólares
21 de setiembre 2744  Crédito hasta en 6 pagos con Diners, Visa,
Lunes a viernes de 9 a 19hs Master, Oca y American Express
27107555 int. 123  Crédito hasta en 12 pagos con Master y Visa del
intexams@dickens.edu.uy Banco Santander
 Transferencia o Depósito Bancaria:
Cuenta Corriente Brou U$D Nº 001557194-00001
Una vez realizada la trasferencia o Depósito Bancario se deberá enviar el

comprobante y el formulario de inscripción al mail administracion@dickens.edu.uy
 Online: Pago:
A través de nuestra web,  Crédito hasta en 6 pagos con Visa
www.dickens.edu.uy/inscripciones  Redpagos
 Personalmente, en Dickens, y con opciones
arriba mencionadas
PRECIOS TRINITY GESE / ORAL EXAMINATIONS AÑO
2019
PRECIOS PERIODO DE PRECIOS NO PERIODO DE

GRADOS BONIFICADOS INSCRIPCIÓN BONIFICADOS INSCRIPCION
1 88 103
2 101 116
3 110 125
4
5 137 152
martes 20 de
6 Jueves 1 de agosto al agosto al
7 lunes 19 de agosto viernes 30 de
agosto
8 189 204
9
10
11 280 295
12
Lugar de inscripción:
 Horario: Lunes a Viernes de 9:00 AM a 19:00 PM
 Dirección: 21 de Setiembre 2744
 Teléfono: 2710 75 55* ext 123
 Email: intexams@dickens.edu.uy

Forma de pago: (únicamente en Dólares americanos)
 Contado
 Deposito Bancario, BROU cta cte 1557194-00001
 Tarjetas de Crédito ( 6 Pagos )
 OCA
 VISA
 MASTER
 DINNERS
 CABAL
 AMERICAN EXPRESS
 Tarjetas de Crédito Visa y Master del Banco Santander (12 Pagos)
INSTITUTO DICKENS
21 de Setiembe -2744
Tel: 00598 2 710 75 55*
Email: Exámenes Internacionales: intexams@dickens.edu.uy

TRINITY ISE FEES (*fees in American Do
PRECIOS TRINITY FULL ISE EXAMINATIONS AÑO 2019
PRECIOS PERIODO DE PRECIOS NO PERIODO DE

GRADOS BONIFICADOS INSCRIPCION BONIFICADOS INSCRIPCION
Foundation
133 148
(equivalent Grade 4)
I
149 164
II Jueves 1 de agosto al
martes 20 de
235 250 agosto al viernes
lunes 19 de agosto
(equivalent Grade 8) 30 de agosto
III
(equivalent Grade 11) 295 310
IV
310 325
Lugar de inscripción:
 Horario: Lunes a Viernes de 9:00 AM a 19:00 PM
 Dirección: 21 de Setiembre 2744
 Teléfono: 2710 75 55* ext 123
 Email: intexams@dickens.edu.uy
Forma de pago: (únicamente en Dólares americanos)
 Contado
 Deposito Bancario, BROU cta cte 1557194-00001
 Tarjetas de Crédito ( 6 Pagos )
 OCA
 VISA
 MASTER
 DINNERS
 CABAL
 AMERICAN EXPRESS
 Tarjetas de Crédito Visa y Master del Banco Santander (12 Pagos)
INSTITUTO DICKENS
21 de Setiembe -2744
Tel: 00598 2 710 75 55*
Email: Exámenes Internacionales: intexams@dickens.edu.uy

27
EXÁMENES DE CAMBRIDGE EN TODO EL PAÍS

DICKENS CERCA TUYO
En Dickens estamos trabajando para acercar los exámenes de Cambridge a cada
rincón del país. Todos los profesores, institutos, centros y colegios de Uruguay que lo
deseen, pueden solicitar a Dickens que lleve los exámenes a su localidad.
Además, a partir de este año van a poder inscribirse de manera online a todos los
exámenes internacionales. Sin traslados, sin filas ni demoras. Podrán abonar online
con Visa, hasta en 6 pagos, o a través de Redpagos, con efectivo o débito. Las
inscripciones estarán disponibles en los períodos de tiempo habituales.
En este link (https://www.dickens.edu.uy/examenes-internacionales/#cambridgelangasses)

encontrarán toda la información acerca de las fechas, precios y períodos de
inscripción:
Por más información,

contactarse con el
Departamento de Exámenes
Internacionales:
intexams@dickens.edu.uy /
2710 7555 int. 123

28
EXÁMENES INTERNACIONALES
El inglés es una herramienta extremadamente importante para la inserción en el
campo laboral y en los estudios de toda persona. Es por ello que el Instituto Dickens
ofrece a sus docentes el apoyo académico necesario para que sus alumnos puedan
enriquecer su currículum con certificados de las más reconocidas instituciones
inglesas, como lo son Cambridge Assessment English, Cambridge Assessment
International Education y Trinity College London.
EN NUESTRA
WEB...
EN
TU
WEB
www. .edu.uy

29
INSCRIPCIÓN A EXÁMENES INTERNACIONALES

Realizando la inscripción online usted puede pagar con (hasta 6 cuotas)
También tiene la opción de realizar la inscripción online y seleccionar abonar en el mostrador de

Dickens para hacerlo en efectivo o con Visa, Oca, Master, Dinners, Cabal y American Express
hasta en 6 cuotas (en este caso, dispone de 72hs para realizar el pago y así completar la
inscripción. Finalizado el plazo, la misma no será válida).
http://www.dickens.edu.uy/inscripciones/

30
Fechas exámenes de Cambridge en el Interior

LOCALIDAD FECHA EXAMEN
COLONIA 2 DE DICIEMBRE KET for Schools & PET for Schools
COLONIA 26 DE NOVIEMBRE FCE for Schools
YLE Starters, Movers & Flyers, KET for
COLONIA VALDENSE 22 DE NOVIEMBRE Schools & PET YLE Starters, Movers & Flyers
& FCE for Schools
FRAY BENTOS 30 DE NOVIEMBRE FCE for Schools
FRAY BENTOS 2 DE DICIEMBRE KET for Schools & PET for Schools
FRAY BENTOS 5 DE DICIEMBRE PET & KET
KET for Schools, PET for Schools, FCE for
LAGOMAR 14 DE DICIEMBRE
Schools & CAE
KET for Schools, PET for Schools & FCE for
LAS PIEDRAS FECHA A CONFIRMAR
Schools
MALDONADO 23 DE NOVIEMBRE KET for Schools & PET for Schools
MALDONADO 30 DE NOVIEMBRE FCE for Schools & BEC Vantage
MELO 30 DE NOVIEMBRE FCE for Schools
MELO 23 DE NOVIEMBRE KET for Schools & PET for Schools
MERCEDES 5 DE DICIEMBRE KET & PET
MERCEDES 14 DE DICIEMBRE FCE for Schools
KET for Schools, PET for Schools, FCE for
MINAS 14 DE DICIEMBRE
Schools & CAE
PANDO 2 DE DICIEMBRE KET for Schools & PET for Schools
PANDO 14 DE DICIEMBRE FCE for Schools & CAE
PAYSANDU 23 DE NOVIEMBRE KET for Schools & PET for Schools
PAYSANDU 30 DE NOVIEMBRE FCE for Schools
PINAR 23 DE NOVIEMBRE KET for Schools & PET for Schools
PINAR 14 DE DICIEMBRE FCE for Schools & CAE
ROCHA 23 DE NOVIEMBRE KET for Schools & PET for Schools
ROCHA 30 DE NOVIEMBRE FCE for Schools
YLE Starters, Movers & Flyers & FCE for
SAN JOSE 16 DE NOVIEMBRE
Schools
SAN JOSE 23 DE NOVIEMBRE KET for Schools, PET for Schools & CAE

31
TKT: CLIL AN OVERVIEW

TKT: CLIL is a test of knowledge of Content and Language Integrated Learning and concepts related to a CLIL
approach. It tests knowledge about teaching subjects in English to speakers of other languages and the learning,
thinking and language skills which are developed across different curriculum subjects.
TKT: CLIL tests knowledge of how to plan lessons, as well as knowledge of activities and resources used to support a
CLIL approach. It also tests knowledge of teaching strategies and how assessment is carried out in CLIL contexts.
WHO IS TKT: CLIL SUITABLE FOR?

TKT: CLIL is suitable for subject teachers who need to teach their curricular subjects in English, English language
teachers who teach curricular subjects in a second language and English as an Additional Language (EAL) teachers
working within mainstream classes.
It can also be taken by:
• pre-service teachers
• teachers who wish to refresh their teaching knowledge
• teachers who are moving to teaching English after teaching another subject.
WHAT IS CLIL?
CLIL is an acronym which tends to attract teachers from all walks of life; the ones who work in bilingual
education…the ones who teach in the medium of a foreign language or the ones who bring content into their English
lesson … all of them work within the area of Content and Language Integrated Learning.
Just as ‘integrated’ suggests, using CLIL hits two birds with one stone: the subject matter and the target language.
Teaching a subject class in English helps students learn not only about the subject matter but also new language
alongside it. In addition, in the process of researching and learning about the subject, thinking critically about the
assignments and interacting with classmates, new linguistic and transversal competencies will develop.
WHY CLIL?
In CLIL, language is learned in a communicative context. This means, lexis and concepts are relevant and meaningful,
and students learn them as they need them. Students first feel the necessity of learning the word/concept before
they actually discover what it means. The strategies in CLIL help students learn naturally and in a way that mimics
how we learn our first language.
With CLIL, you stop being the language teacher for the moment, and become a subject teacher instead. CLIL-based
lessons provide students with a meaningful context with which they can learn and anchor the target language
naturally.
Welcome to the world of CLIL.

You’ll never be the same language teacher again!
Dates: August 3, 17, 31 / September 7, 14

Time: from 9:00 to 12:00
Exam: October 5
Tutor: Andrea Cabrera DipTEFL
Venue: Instituto Maria Auxiliadora – Canelones 1701
Exam Fee: from 3/08 to 20/08 – U$S 100
from 21/08 to 24/08 – U$S 120
Contact Camila at: camila@dickens.edu.uy

32
TKT Young Learners - PAYSANDÚ

Un entusiasta grupo de profesores que dedicaron tiempo de fin de
semana para su desarrollo profesional. Una muy enriquecedora
jornada trabajando con profesores asociados, y profesores de
Colegio Liberty, Los Candiles, Nuestra Sra del Huerto.
TKT MODULES MALDONADO
TKT MODULES MONTEVIDEO
CONGRATULATIONS TO ALL THESE HARD-WORKING AND

COMMITTED TEACHERS!!

Cambridge International Certificate in
Educational Leadership | Liderazgo en Educación
Cambridge Professional Development Qualifications (PDQs)
Reconocimiento
Cambridge es la institución que más titulaciones internacionales expide en el mundo.
En torno a 1,5 millones de candidatos de 160 países realizan los exámenes de
Cambridge anualmente. Sus certificaciones gozan del reconocimiento internacional de
escuelas, universidades y empresas.
Para obtener más información, visite www.cie.org.uk/recognition
El Certificado Internacional de Cambridge en Liderazgo en Educación (Educational

Leadership), prepara a los líderes para desenvolverse de manera efectiva en
situaciones reales, permitiéndoles:
 Mejorar su liderazgo en la calidad de la enseñanza y aprendizaje, junto con el

desarrollo de los centros educativos.
 Desarrollar un compromiso clave y crítico con las teorías fundamentales de

liderazgo y sus conceptos, así como la puesta en práctica de las mismas y sus
desafíos.
 Aumentar el conocimiento y el entendimiento de lo que significa ser un líder

exitoso.
 Enfocarse en prácticas de liderazgo efectivas y reflexivas.
 Desarrollar las habilidades de liderazgo.
 Afianzar su performance como un líder en educación.
En esta segunda parte del año, el curso será dictado en español.
El curso está desarrollado a medida de las necesidades de público uruguayo.

Detalles
 Inicio: 16 de agosto
 Carga horaria: 128 horas
 Horario: viernes de 17:30 a 20:30hs (45 horas presenciales + 5hs semanales de
trabajo domiciliario)
 Duración: agosto a noviembre
 Evaluación: portfolio con evidencia de trabajo de práctica, aprendizaje y
reflexión.
 Trabajo final: 3600 palabras con datos de trabajo práctico en el ámbito laboral.
Precio
 Matrícula: $8.800 - Al momento de la inscripción
 4 Mensualidades de $5.900 (agosto a noviembre)
 Cambridge International Certificate in Educational Leadership U$D290 (dólares
americanos)
Formas de pago:
 Mensual: efectivo, débito o tarjeta en 1 pago

 Contado: totalidad del curso: efectivo, débito o tarjeta hasta en 6 pagos:
o VISA, Master, OCA, Diners, American Express, CABAL
o VISA y Master del Banco Santander hasta en 12 pagos (se aplica tanto
para el curso como para la certificación)
Informes e inscripciones
21 de setiembre 2744
27107555 int. 123
intexams@dickens.edu.uy
www.dickens.edu.uy
35
MARKING WRITING TASKS

"A writer keeps surprising himself he doesn’t know what he is
saying until he sees it on the page.”
-- Thomas Williams
After careful and dedicated work in class, students face a writing task in every test.
Our duty as teachers is to correct their work as accurately as possible in order to give
them a mark that really reflects students’ performance in that part of the evaluation.
The following steps will guide you smoothly through the process of marking.
1- What is the task 2- First impressions, first ...

about? Read the whole piece and then ask yourself:
Read the rubric for the task 1. Has the student addressed the task?
carefully before correcting and
2. Can you understand the output?
marking. Having in mind all the
3. Are there areas of incoherence?
different aspects and points
students should include in their 4. Is the overall message clear?
task is essential. 5. Does communication break down?
6. Has the student stuck to the word limit?
3- Correcting, marking or both?

Marking is often regarded as a synonym of correcting:
marking = 12/20 / correcting = he have has
However, the act of just marking does not correct anything. Do not overwrite students'
mistakes. Instead it is advisable to highlight or underline them. Choose those errors/mistakes
which are made repeatedly or are vital to the communication of meaning and then work with
them in a special lot of a lesson.
Although most students only look at the general mark, they also welcome and expect feedback.
Written comments on and at the end of a piece of work are an essential part of formative
assessment.

36
4- Responding to students writing.

Here are some practical ideas to use when ‘ talking’ to students about their writing.
1. Always say something positive. When writing, students are revealing something of
themselves to you. Be sensitive.
2. Ask questions when you don't understand the idea, as you would in conversation with
someone.
3. Show interest in the ideas that your students express.
4. Ask questions about the context they are writing about, to help your students see what is
'missing' from the writing.
5. Ask students questions to find out what they intended to say.
5- Marking criteria
Marking carried out without reference to explicit criteria risks being unreliable and is certain to
appear arbitrary and unfair so reading the marking criteria included in the key of each round of
tests is absolutely important.
Following the marking criteria supplied with each test, you will be able to assess:
 TASK ACHIEVEMENT:
- Is this task appropriate, accurate and relevant?
-Would it produce the expected effect on the reader?
- Does this task stick to the word limits?
 COHERENCE AND COHESION
- Is the message of the task clear and fluent?
- Are the ideas well linked and follow a logical development?
 LEXICAL RESOURCE
- Is the range of vocabulary used accurate, appropriate and adequate for the
level ?
 GRAMMATICAL RANGE AND ACCURACY
- Is the grammar used accurate and adequate for the level?
And don’t forget:
 Follow the marking criteria in your tests closely.

 Don’t over rate written tasks as a way of praising your student general
performance in class.
 Plan a special slot in your lessons to correct the errors/mistakes that you
find in written tasks.
Bibliography
- Truscott, J. (2007) The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16 (4), pp.255
- Kroll, B. (ed.) (2003) Exploring the dynamics of second language writing. Cambridge. Cambridge University Press.
- Freedman S. W. (1987) Response to student writing. Urbana, Ill. National Council of Teachers of English.
- https://www.llas.ac.uk/resources/gpg/2956

37
In her work, Professor Carol Ann Tomlinson (1986), defines differentiated instruction as “a teacher’s
proactive response to learners’ needs”. It seems such a simple phrase, but in so few words, she says
so much about our duty as educators. Fortunately, nowadays, we are more aware of the fact that we
all learn differently and that if we want to reach all our learners, we need to use an array of techniques
and strategies that cater for all the different needs we detect in our classrooms.
At Dickens, we want to offer equal access and opportunities to all learners and that is why we are
providing adapted tests for special needs, as we believe in the importance of fair assessment for our
students. In addition, we are very glad to let you know that Psychologist Gastón Scarone, who has
been working at Dickens for eight years, will be sharing with us insights into different situations that
are common in our classrooms. We hope you find his words useful.
Tomlinson, C. A. (1986). The differentiated classroom responding to the needs of all learners.
Alexandria: Association for Supervision and Curriculum Development.
¿QUE SON LAS DIFICULTADES DE APRENDIZAJE?

En este 2019 Dickens ha asumido un nuevo desafío, con gran esfuerzo y responsabilidad, ofreciendo la posibilidad de
tener pruebas adaptadas para alumnos con dislexia. Por este motivo les vamos a estar informando al respecto, en
diferentes instancias, brindando conceptos para un acercamiento a la diversidad de dificultades de aprendizaje que
cada día se presentan en el aula.
Rebollo en su libro dificultades del aprendizaje considera que la definición más pertinente es aportada por la
Asociación Canadiense para los niños con dificultad de aprendizaje en 1977, esta es solicitada a Cruickshank,
Neuropediatra,
Dificultad de aprendizaje es un término genérico que se refiere a un grupo

heterogéneo de trastornos debidos a una dificultad identificable o inferible del
sistema nervioso central. Estos trastornos pueden manifestarse por un retardo en
el desarrollo precoz y/o dificultades en una de las áreas siguientes: atención,
memoria, razonamiento, coordinación, lectura, escritura, ortografía, competencia
social y maduración emocional. Las dificultades del aprendizaje son intrínsecas
al individuo y pueden afectar el aprendizaje y la conducta de todos los individuos,
incluyendo aquellos con inteligencia potencialmente media o por encima de la
media. Las dificultades del aprendizaje no son debidas a impedimento visual,
auditivo o motor, a retardo mental, a disturbios emocionales, a desventaja
ambiental, aunque ellas pueden ocurrir en algunos de ellos. Las dificultades del
aprendizaje pueden originarse en variaciones genéticas, factores bioquímicos,
eventos del período pre o perinatal o en algún otro evento del que resulta un
debilitamiento neurológico. (2005:14-15).
Las dificultades de aprendizaje afectan al individuo en esferas como la memoria, atención, lenguaje, percepción y el
pensamiento. Algunas de las presentaciones entre otras más evidentes en el aula se manifiestan en el lenguaje, en la
adquisición como en la producción en su forma oral como escrita, en el entendimiento de alguna consigna y podrían
culminar en una postura de retraimiento o inquietud, etc. Algunos ejemplos de dificultades de aprendizaje son:
dislexia, disfasias, discalculia, disgrafia, dispraxia y el trastorno de la atención con o sin hiperactividad.
Se podría pensar que esta incidencia genera en el alumno problemas de relacionamiento que se manifiestan
significativamente en el ámbito de la educación formal y no formal, en su familia, en él y en otros ámbitos definibles
por el cotidiano individual y particular.
Espero que esta temática sea productiva y aporte herramientas para una mejor comprensión en el desempeño diario
con los alumnos
Referencias:
Rebollo, M. A. (2005) Dificultades del Aprendizaje. Montevideo: Prensa Medica Latinoamericana.
Pain, S. (1983). Diagnóstico y Tratamiento de los problemas de aprendizaje .Buenos Aires: Nueva Visión

38

39
Brindamos apoyo académico a

Instituciones, Colegios y Profesores que
dictan clases de Portugués.
Ofrecemos:
Selección de textos
Material didáctico
Evaluaciones bimestrales
Exámenes y certificaciones nacionales e
internacionales de la Universidad de Caxías do Sul
Cursos y talleres para docentes
…y nuestro respaldo y acompañamiento para
lograr las más altas metas académicas!
Departamento de Apoyo Académico Cursos inglés “In company”

asd@dickens.edu.uy sofia@dickens.edu.uy
Departamento de exámenes internacionales Marketing y comunicación

intexams@dickens.edu.uy fsoto@dickens.edu.uy
Colegios coordinados Diseño gráfico y publicidad

colegios@dickens.edu.uy grafico@dickens.edu.uy
Cursos online Distribución de materiales a colegios

karencapel@dickens.edu.uy camila@dickens.edu.uy
Programas de capacitación docente y Cert TESOL

andreacabrera@dickens.edu.uy / veronicajara@dickens.edu.uy

HEAD OFFICE
21 de Setiembre 2744
Telefax: 2710 7555
ASD (Academic Support Department)

21 de Setiembre 2740
Telefax: 2711 9557
PUNTA GORDA BRANCH

Emilio Oribe 2048
Telefax: 2606 0406
MALVIN BRANCH
Orinoco 4927
Tel.: 2619 7236
E-mail: dickens@dickens.edu.uy
Web: www.dickens.edu.uy

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Letter from the Editor

NEWSLETTER - JUNE 2019 - VOL. 136

NEWSLETTER - JUNE 2019 - VOL. 136

NEWSLETTER - JUNE 2019 - VOL. 136

OUTSTANDING CAMBRIDGE LEARNER AWARDS CEREMONY

Mr Ian Duddy, British Ambassador, Mr Richard Gilby, Regional

Out of the almost 1500 exams in June and November 2018, 26

NEWSLETTER - JUNE 2019 - VOL. 136

Mr Ian Duddy and Patricia Alvarez Harvey

IGCSE TESTIMONIAL FROM MAURICIO SPERANZA

In History we were encouraged to develop critical thinking,

I would like to emphasise on the effects these exams have on students

NEWSLETTER - JUNE 2019 - VOL. 136

ORAL EXAMS DATE:

Montevideo & Metropolitan Area

NEWSLETTER - JUNE 2019 - VOL. 136

New Happy Earth 2 / Today 2 / New Sky 2

PART 1 - Presentation of the TOPIC: about 4 minutes.

 A star or inventor I like

PART 2 – Picture description: about 4 minutes.

 Where is/was Lucy?

 What’s the weather like?

 How many (animals) can you see?

 What is she doing/eating/wearing/etc. in this picture?

 Where’s the (book)?

NEWSLETTER - JUNE 2019 - VOL. 136

Sample pictures for you to practise with your students.

NEWSLETTER - JUNE 2019 - VOL. 136

NEWSLETTER - JUNE 2019 - VOL. 136

BOOKS: English Result Intermediate / Activate B1

Part 1 = +/- 2 minutes

Part 2 = +/- 5 minutes

Part 3 = +/- 3 minutes

Part 4 = +/- 3 minutes

NEWSLETTER - JUNE 2019 - VOL. 136

Sample paper for you to practise with your students

Good morning/afternoon/evening. My name’s …. What are your names? ….

(Interlocutor addresses both candidates in turns)

 What do remember about your childhood?

 What kind of parties do you enjoy the most?

 What sports are you interested in?

 What job would you like to have in the future?

NEWSLETTER - JUNE 2019 - VOL. 136

Stage 2 +/- 5 minutes

(Interlocutor hands in the task sheets)

(Interlocutor hands in paper and pencil)

Candidates’ preparation task: 1 minute.

Candidate A talking time: 1 minute.

Interlocutor: “Thank you”

(Choose one of the following questions to ask candidate B) ½ minute

 Where do you like buying (any of the things Candidate A mentioned)?

Candidate B talking time: 1 minute.

Interlocutor: “Thank you”

(Choose one of the following questions to ask candidate A) ½ minute

 What would you like to get as a birthday present?

Interlocutor: “Thank you” (Interlocutor retrieves task sheets and materials)

NEWSLETTER - JUNE 2019 - VOL. 136

Interlocutor: “Thank you” (Interlocutor retrieves task sheets)

NEWSLETTER - JUNE 2019 - VOL. 136

Interlocutor: “Select any of the following questions as appropriate -

 What do you like doing in your free time?

 How often do you play sports?

 Do you prefer playing or watching sports? Why?