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Teachers guide 2011 2012

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

Index En Espaol Informacin general Contratos y condiciones Salario Mejores del convenio Funciones y responsabilidades de los profesores Formacin continua de los profesores Nuevas tecnologas y web 2.0 Apndice 1 Hoja de sustitucin Apndice 2 Descripcin de las tareas del profesor (en cataln) pg. 1 pg. 6 pg. 9 pg. 11 pg. 13 pg. 14 pg. 15 pg. 21 pg. 22

In English Level system Onsite courses Work outside class Assessment system Academic and Administrative procedures In Company Appendixes Appendix 1 - Summary can do statements Appendix 2 - Level Equivalences 2011 2012 Appendix 3a Academic calendar 1st term Appendix 3b - Academic calendar 2nd term Appendix 4- Book list Onsite 2010-2011 Appendix 5 - Guidelines for teaching Senior course Appendix 6 Linguassist Teacher Instructions Appendix 7 - CA Record Sheet Appendix 8 - Record of work sheet Appendix 9 - Incident sheet Appendix 10a - Peer Observation NEW Oct 11 Appendix 10b - Peer observation sheet 1 NEW Oct 11 Appendix 10c - Peer observation sheet 2 NEW Oct 11 Appendix 11 - In Company Register Appendix 12 - Procs recuperaci de classe - versi profesor page 23 page 24 page 26 page 27 page 30 page 33

page 36 page 37 page 38 page 39 page 40 page 42 page 46 page 48 page 49 page 50 page 51 page 52 page 53 page 54 page 55

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INFORMACIN GENERAL

SOBRE UAB IDIOMES BARCELONA UAB Idiomes Barcelona es una empresa privada dentro de la UAB (Universitat Autnoma de Barcelona http://www.uab.cat/ ), establecida en 1999 para promocionar la UAB en la ciudad de Barcelona y ampliar los servicios de enseanza de idiomas a un mayor nmero de profesionales. El nombre de la empresa de UAB Idiomes Barcelona es Escola dIdiomes Moderns Casa de Convalescncia S.L. y es una de las empresas de la FUAB (http://www.fundaciouab.com/ESP/int00.html - Fundaci Universitat Autnoma de Barcelona). UAB Idiomes Barcelona est situada en la Casa Convalescncia, en el Hospital Sant Pau. UAB Idiomes Barcelona forma parte del Servei de Llenges (http://www.uab.cat/uab-idiomes), el servicio de idiomas de la Universitat Autnoma de Barcelona (UAB), que tambin dispone de UAB Idiomes Bellaterra, el centro de enseanza de idiomas de la UAB en el campus de Bellaterra. El Servei de Llenges ofrece cursos de idiomas, certificacin del nivel de idioma, planificacin lingstica, traduccin y revisin de textos, programas de acogida lingstica, voluntariados lingsticos, asesoramiento lingstico y modelos de documentos acadmicos y administrativos, as como centros de autoaprendizaje de idiomas. El director de la FUAB, Gustau Folch, es el consejero delegado y la directora de UAB Idiomes Barcelona, Montserrat Balaguer, es asimismo la directora del Servei de Llenges de la Universitat Autnoma de Barcelona. Casa Convalescncia La Casa Convalescncia, que forma parte de la UAB, es un edificio del Patrimonio Mundial de la UNESCO. Direccin C/ St. Antoni M Claret, 171 08041 Barcelona Tel. 93 433 50 60 (Secretara) Fax 93 433 50 66 Tel. 93 433 50 63 (Sala de Profesores) Horarios* Edificio 8h 22h de lunes a viernes 9h 14h sbados Multimedia 9:30 h 20:30h de lunes a viernes 9:15h 13.45h sbados Secretara 9h 21h de lunes a jueves 9h 19h viernes *Pueden cambiar durante los meses de junio, julio y agosto

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

Idiomas UAB Idiomes Barcelona ofrece los idiomas siguientes: Ingls Espaol Francs Alemn Italiano (en empresas) Cataln Otros idiomas segn demanda Actividades En UAB Idiomes se realizan seis actividades principales dirigidas por los coordinadores Elaine Heyes, Marta Galinsoga y Pascal Shaw. Adems, hay cuatro profesores senior con responsabilidades especficas: Francesc Navarro, Javier Snchez, Kieran Donaghy y Mark Aspinall. Estas actividades son: Cataln (Bimodal): Estos cursos sirven para preparar los exmenes de cataln. Se llevan a cabo en colaboracin con el Campus. Coordinador en Barcelona: Francesc Navarro. Espaol (Regulares): Cursos intensivos de espaol que se imparten en el centro de Casa Convalescncia. Tienen inicio cada mes y se ofrecen durante todo el ao. La mayora de estudiantes vienen individualmente pero tambin se incorporan a estos cursos grupos de universidades extranjeras como Drew, Howard, Verona y Sophia. Coordinadora: Marta Galinsoga. Espaol(Grupos): Cursos de espaol que se ofrecen como parte de programas educativos como Study Abroad, ASA, CASB o bien hechos a medida. Se imparten en Casa Convalescncia, Eixample y Campus. Coordinadora: Marta Galinsoga. In Company: Cursos a medida para empresas e instituciones normalmente impartidos fuera de nuestras instalaciones. Coordinadores: Elaine Heyes y Pascal Shaw. Onsite: Cursos de lenguas extranjeras para adultos en el centro de Casa Convalescncia. Actualmente las lenguas que se ofrecen son: ingls, francs y alemn. Coordinadores: Elaine Heyes y Pascal Shaw. Turisme: Impartimos clases de ingls y espaol como parte de los programas de grado de la Escola Universitria de Turisme i Direcci Hotelera (EUTDH) en el campus de Bellaterra. Coordinadora: Elaine Heyes. Secretara, 4 planta Jefe de Administracin Meritxell Hernndez Personal de Administracin Susana Prez Marta Soto Profesoras auxiliares Anna Terr Maria Rivero

meritxell.hernandez@uab.cat susanna.perez@uab.cat marta.soto@uab.cat anna.terre@uab.cat maria.rivero@uab.cat

93 433 50 67 93 433 50 60 93 433 50 62 93 433 50 63

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Coordinadores y direccin, 3 planta Directora Montserrat Balaguer montse.balaguero@uab.cat Vicedirector Richard Turner richard.turner@uab.cat Coordinadora de espaol Marta Galinsoga marta.galinsoga@uab.cat Coordinadores de On Site e In-Company Elaine Heyes elaine.heyes@uab.cat Pascal Shaw pascal.shaw@uab.cat

93 433 50 37 93 433 50 68 93 433 50 38 93 433 50 68

Instalaciones de UAB Idiomes La escuela cuenta con instalaciones permanentes en las plantas 2, 3 y 4, en el ala derecha del edificio de Casa Convalescncia. Sin embargo, las aulas as como las oficinas, la sala multimedia y las salas para el personal no son propiedad de la escuela, sino que son cedidas directamente por Casa Convalescncia (propiedad de la FUAB). Adicionalmente, se alquilan aulas temporales para cubrir nuevos grupos o para satisfacer las necesidades de los cursos de espaol en la escuela. Ello significa que algunas clases pueden cambiar de lugar con regularidad. Para evitar cualquier inconveniente para los alumnos se proporciona a los profesores una lista con los cambios de aula para que la distribuyan a los alumnos. Los profesores deben conocer los protocolos de actuacin en caso de emergencia e informar a sus alumnos. En cada aula hay copias sobre los protocolos de evacuacin en caso de emergencia y se puede consultar un dossier completo en el escritorio de cada ordenador. Biblioteca Josep Laporte La Biblioteca Josep Laporte est ubicada en la planta baja de Casa Convalescncia y todos los alumnos de UAB Idiomes Barcelona pueden utilizarla, incluso los que no disponen de tarjeta de la UAB. Solo tienen que dirigirse al mostrador de prstamo de la Biblioteca Josep Laporte y mostrar su DNI o NIE. Se les dar un carnet de prstamo para que puedan consultar todos los recursos de la Biblioteca Josep Laporte y de todas las bibliotecas de la UAB. Los profesores deben solicitar una tarjeta de la UAB en Administracin para poder acceder a la Biblioteca. Direccin Fundaci Biblioteca Josep Laporte Sant Antoni M Claret, 171 planta 1 (08041) Barcelona Telfono de prstamo e informacin: 934335040 http://www.fbjoseplaporte.org/2008/presencial Horarios: de lunes a viernes de 9 h a 20.30 h. Servicio de prstamo, de 9 h a 20.15 h. (Se pueden consultar los horarios durante el periodo de Navidad, Pascua, julio y agosto en la pgina web de la escuela).

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

Sala de Profesores (4 planta) La Sala de Profesores la usan ms de 50 profesores, con lo que son los mismos profesores los que deben mantenerla lo ms ordenada posible. Hay que devolver los libros a las estanteras y dejarlo todo en orden. Se asignar a los profesores un espacio en un armario o un cajn para que puedan guardar sus libros; dicho espacio tambin debe mantenerse en orden. Hay que cerrar siempre la puerta cuando se es la ltima persona en salir. Pedid la contrasea de la puerta a vuestro coordinador. Casilleros Se proporcionar a los profesores un casillero horizontal o una caja de plstico para guardar las listas de clase, los informes, las hojas de ejercicios y las evaluaciones. Tambin servirn para guardar libretas de notas, recibos y otros documentos; por lo tanto, hay que comprobarlos peridicamente y mantenerlos ordenados. Tablones de anuncios En los tablones de anuncios (comit de empresa, comit de seguridad y salud, espaol, on site, cataln) se cuelga peridicamente informacin acerca de conferencias, documentos administrativos, reuniones y otros acontecimientos. Incidencias Los profesores deben seguir el procedimiento pertinente y notificar cualquier incidencia a la persona responsable usando los formularios adecuados, por ejemplo cuando un alumno no est en la lista o su nivel no es el adecuado para el grupo, cuando falta material, si se rompe algn objeto en las aulas o algn aparato no funciona. En el tabln de anuncios de la Sala de Profesores hay un formulario de incidencias. Los posibles comentarios o quejas de los alumnos sobre cuestiones acadmicas hay que transmitirlos a los coordinadores y cualquier queja o comentario sobre pagos, inscripcin o el edificio hay que comunicarlo a Administracin. Fotocopiadoras e impresoras En la Sala de Profesores se encuentran las instrucciones sobre el funcionamiento de fotocopiadores e impresoras. Cualquier incidencia con la fotocopiadora hay que notificarla al profesor auxiliar o a Administracin. Si la fotocopiadora no funciona o en caso de necesitar hacer muchas fotocopias, se puede utilizar la mquina de la planta baja de Casa Convalescncia. Para ello es necesario solicitar una tarjeta en Administracin. Llaves Los profesores deben recoger las llaves de las aulas de las plantas 2, 3 y 4 y devolverlas a la Sala de Profesores. Las llaves se encuentran habitualmente en el primer cajn de la mesa del profesor auxiliar en la sala del personal de la escuela. Hay que cerrar con llave todas las aulas despus de su uso. Es responsabilidad del profesor cerrar las aulas, pedir que se cierren si son de Casa Convalescncia, o informar a los estudiantes que deben recoger sus pertenencias si el aula queda abierta durante los descansos.

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Ordenadores Para utilizar los ordenadores de la Sala de Profesores, todos los profesores deben escribir su propio nombre de usuario y contrasea personal y NO la de otro compaero. Los profesores necesitan un nombre de usuario y contrasea para utilizar los ordenadores que es diferente de los necesarios para acceder a su correo electrnico de la UAB y, por lo tanto, hay que seguir un procedimiento diferente para solicitarlos (vase a continuacin). Nombre de usuario y contrasea del ordenador Para solicitar un nombre de usuario y una contrasea para utilizar los ordenadores de la Sala de Profesores es necesario llamar o enviar un correo al CAS (Centre d'assistncia i suport, tel. 93 581 21 00, cas@uab.cat) y facilitar los datos personales: nmero de NIE/DNI y el NIU, que es el nmero de identificacin de la UAB necesario para acceder al correo electrnico de la UAB. Esta informacin la habrn recibido por carta al comienzo de su contrato. Si los profesores no disponen de dicho nmero deben recuperarlo a travs de un procedimiento diferente (vase la seccin sobre el uso del correo electrnico para ms informacin). Los profesores tambin deben facilitar su direccin de correo electrnico @uab.cat al CAS para que el centro de soporte informtico de Casa Convalescncia pueda ponerse en contacto con ellos directamente. IMPORTANTE: Hay que informar al CAS sobre la inscripcin a un dominio de Casa Convalescncia (Sala de Profesores, UAB Idiomes Barcelona), NO del campus de la UAB. El tcnico informtico de Casa Convalescncia enviar a los profesores la informacin necesaria a travs del correo electrnico. Si los profesores desean cambiar su nombre de usuario o contrasea deben ponerse en contacto con el centro de soporte informtico de la Casa de Convalescncia directamente (Tel.: 5000 desde la Sala de Profesores y preguntar por el servicio de soporte informtico) Informacin guardada en X:\ Toda la informacin acadmica se guarda en X:\Acadmico y los procedimientos en X:\Procediments. Los profesores deben utilizar su memoria USB de la UAB para guardar datos, o tambin se pueden guardar en la unidad K:\, que es el espacio individual virtual de la red de la UAB para los profesores, siempre utilizando el nombre de usuario y la contrasea para entrar en el ordenador.

Aulas Las aulas, igual que la Sala de Profesores, las usan muchos profesores y deben estar siempre limpias y ordenadas. Al finalizar la clase los profesores deberan cerciorarse que las mesas y las sillas estn en su sitio para la clase siguiente. Los profesores deben informar de cualquier problema (cortinas que se caen, enchufes deteriorados, sillas rotas, etc.) a Administracin rellenando un formulario de incidencias (disponible en el tabln de anuncios de la Sala de Profesores). Este procedimiento es muy importante, de lo contrario no se podrn resolver los problemas. Para utilizar el ordenador y el proyector debidamente hay que seguir las instrucciones disponibles en el aula y apagarlos si se es el ltimo en cerrar el aula.

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CONTRATOS Y CONDICIONES Convenio La actividad laboral de la empresa est sujeta al Conveni de l'Ensenyament Privat de Catalunya http://www.ccoo.cat/ceres/documents/convenis/0000015454.pdf y, adems, hay una copia en X:Procediments\Laborals. Contratos o El contrato fijo indefinido tiene una fecha de inicio, un sueldo y un nmero de horas establecidos. o El contrato fijo discontinuo tiene una fecha de inicio y de finalizacin, un sueldo y un nmero de horas establecidos. o El contrato temporal tiene una fecha de inicio y de finalizacin, un sueldo y un nmero de horas establecidos. Los contratos se establecen por horas laborales. Los profesores a tiempo completo trabajan 1.428 horas laborales al ao, equivalentes a 7 horas al da o 35 horas a la semana, aunque la distribucin puede que no sea uniforme. Habitualmente, el 60 % de dicho tiempo corresponde a impartir clase, el 30% a la preparacin de clases y el 10% a reuniones, formacin y tareas administrativas. Ver el apndice 2 sobre la descripcin de las tareas del profesor. Administracin informa al profesor cuando est listo el contrato para su comprobacin y firma. Los representantes de los trabajadores y un representante de la empresa tambin firman el contrato. Si un profesor acepta trabajo por encima del total de las horas de su contrato, se realiza una modificacin del mismo para cubrir el periodo en el que se hagan las horas de ms. Contratos nuevos Antes de la contratacin el trabajador debe proporcionar fotocopias de la documentacin siguiente: o DNI o nmero de pasaporte o Nmero de la Seguridad Social o Nmero de cuenta corriente (nmero de 20 dgitos)

Propuestas de contratos Los coordinadores preparan las propuestas contractuales para los profesores segn los cursos asignados en empresas y/o en la escuela. Dichas propuestas las aprueba la Vicedireccin. En la contratacin de profesores y asignacin de horas se tienen en cuenta los puntos siguientes:

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Tiempo contratado por la escuela o Antigedad o Continuidad de contratos o Nmero total de horas y aos trabajados en UAB Idiomes Experiencia y calificaciones Actitud y rendimiento o Evaluacin del plan de trabajo o Observaciones o Resultados de los cuestionarios o Comentarios de los clientes o Rematriculacin o Reuniones peridicas o Resultados acadmicos Compromiso con la empresa o Disponibilidad laboral o Idoneidad para ciertos grupos y cursos o Implicacin en el proyecto de la escuela. Peticiones de los clientes In Company

Se utiliza el mismo criterio para la seleccin de candidatos para los puestos siguientes: o Puestos de coordinacin o responsabilidad o Tareas acadmicas o Cambios contractuales Al asignar los horarios de los trabajadores se tendrn en cuenta los siguientes criterios: 1. Concentrar la distribucin diaria de horas en bloques de horas. 2. Minimizar el espacio de tiempo entre horas lectivas presenciales. 3. Minimizar los tiempos de desplazamiento. 4. Concentrar la distribucin geogrfica de tareas. 5. Tener en cuenta los horarios de los trabajadores con consideracin a sus circunstancias personales y familiares, por ejemplo: a. Cuando tienen hijos, segn el horario escolar. b. Cuando tienen familiares dependientes, segn el horario de las responsabilidades familiares.

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Salario Tabla salarial Septiembre de 2011

Horas laborales 1.428 1.000 714 1

Horas lectivas 856,8 600 428,4

Tiempo contratado 100 % 70 % 50 % 0,1 %

Salario 20.136,46 14.101,16 10.068,23 14,10

Esta distincin entre hora lectiva y hora laboral es importante. Por cada hora lectiva se trabaja 1,66 horas laborales (1 hora en la clase y 0,66 horas preparando la clase, corrigiendo, asistiendo a reuniones, etc.) A tiempo completo (35 horas laborales) la distribucin semanal es la siguiente.

Horas lectivas 21

Preparacin de clases 10,5

Reuniones, etc 3,5

1 hora lectiva se paga a 23,50 1 hora laboral se paga a 14,10 1 hora de sustitucin se paga a 21,15 El salario se calcula segn el nmero de horas trabajadas respecto del salario anual. As, si a 1.428 horas laborales les corresponde el 100 % del salario, a 142,8 horas laborales el 10 %. El salario se recibe en 12 pagas e incluye las vacaciones remuneradas. El salario total se divide por el nmero de das estipulado en el contrato para obtener el sueldo diario. Este sueldo diario se multiplica por el nmero de das del mes (un mes completo tiene 30 das) y el total es lo que se paga cada mes. Esto significa que el sueldo puede no reflejar el nmero de horas que se hayan hecho en un determinado mes. Las tareas extra y las sustituciones hasta el da 20 de cada mes se pagan como plus de actividad y aparecen como tal en la nmina del profesor. El salario se paga cada mes mediante transferencia bancaria y se entrega una hoja de nmina con la informacin detallada del sueldo mensual a los profesores. La empresa est obligada a calcular cunto va a ganar el profesor en funcin de la tasa anual actual y ajustar el tipo impositivo segn corresponda. Dicho clculo solo se realiza para el salario de UAB Idiomes; por tanto, si el empleado trabaja en otro lugar debe solicitar que se le aplique un tipo impositivo diferente. En tal caso, hay que ponerse en contacto con Rosa Escoriza de Recursos Humanos (rosa.escoriza@uab.cat, 93 581 71 54). Los profesores deben ponerse en contacto con Marta Soto (marta.soto@uab.cat) o Richard Turner (richard.turner@uab.cat) si tienen preguntas sobre contratos y/o condiciones.
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Contratos fijos discontinuos Los profesores que tienen un contrato fijo discontinuo reciben una carta de la empresa para informar de cundo empieza la discontinuidad y de la fecha prevista de reincorporacin al trabajo. Avisos Si un profesor no tiene intencin de seguir trabajando para UAB Idiomes debe comunicarlo por escrito con 30 das de antelacin. Certificados Secretara informa a los profesores cuando los documentos estn listos para firmar o recoger. Si un profesor necesita cualquier certificado, carta de referencia, etc. deber solicitarlo en Secretara con suficiente antelacin. Ver los captulos Quart, Cinqu, Sis y Set sobre vacaciones, permisos retribuidos y no retribuidos, enfermedades y excedencias. Vacaciones El calendario laboral se encuentra en X:\Procediments\Laborals\Vacances. Enfermedad Cuando un profesor est enfermo debe informar a UAB Idiomes y/o al coordinador del curso por telfono (ver los nmeros de contacto de los coordinadores ms abajo). Si el coordinador no est disponible, hay que llamar a Administracin. Los mensajes de correo electrnico, de voz o de texto ayudan, pero no sustituyen a las llamadas telefnicas. Pascal Shaw: 676 082 014 / oficina: 93 433 5068 Elaine Heyes: 608345716 / oficina: 93 433 5038 Marta Galinsoga: 608 345 718 / oficina: 93 433 5063 Francesc Navarro: 666 050 284 / oficina: 93 433 5063 Administracin: 93 433 5060 / 93 433 5062 / 93 433 5067 Los profesores no deben ponerse en contacto con los alumnos ni con la empresa directamente a no ser que sea una emergencia o para una clase a primera hora de la maana. Los profesores deben rellenar el formulario de sustitucin (Apndice 1) especificando el plan de clase, y no solamente indicar un nmero de pgina, y devolverlo al coordinador/a. Cuando un profesor est ausente del trabajo durante ms de dos das, necesita una baja del mdico que deber entregar en Administracin. Adems, tendr que presentar el alta cuando la baja finalice.

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Mejoras del convenio Permisos retribuidos (Artculo 47) Adems de los casos que ya se recogen en el convenio, se considerarn supuestos de situaciones de necesidad o de emergencia familiar o personal que requieren atencin inmediata por parte del trabajador los siguientes: Indisposicin personal o de un familiar de primer grado del trabajador, que est bajo su tutela (por ejemplo, un hijo o cnyuge que no se encuentra bien y necesita atencin). Emergencia grave en el domicilio familiar del trabajador (por ejemplo, incendio, fuga de gas o agua,) que requiera su atencin. Contratiempo personal o de un familiar de primer grado (por ejemplo, un robo). Son situaciones en las que el trabajador puede ausentarse de su puesto de trabajo, sin que esto tenga ninguna repercusin en la retribucin: permiso que no hay que recuperar. La justificacin de estos casos se har de acuerdo con lo que prev la legislacin vigente. Procedimiento: 1. El trabajador tiene una necesidad puntual de ausentarse de su puesto de trabajo, por circunstancias de necesidad o de emergencia familiar se pone en contacto con el coordinador para notificrselo. 2. El coordinador opta por una de las siguientes soluciones: a. Anular la sesin o tarea a realizar. b. Cambiar los horarios y el mismo trabajador hace el trabajo en otro momento. Estas horas sern reconocidas o compensadas como horas adicionales, siempre que el trabajador tenga disponibilidad para cumplirlas. c. Sustituir al trabajador. Permisos a recuperar Puede constituir un permiso de este tipo, por ejemplo, la asistencia al festival de fin de curso de un hijo. Se entiende que es un permiso a recuperar, es decir que no hay disminucin en la retribucin siempre que se hagan las horas en otro momento. Este permiso se podr conceder una vez durante el curso acadmico. De manera excepcional, y por causas motivadas, se pueden estudiar casos ms all de esta frecuencia. Procedimiento: 1. El trabajador tiene una necesidad puntual de ausentarse de su trabajo, por circunstancias no previstas ni en el convenio ni en los supuestos de situaciones de necesidad o de emergencia familiar > se pone en contacto con el coordinador para exponrselo. 2. El coordinador valora la posibilidad de que el trabajador se pueda ausentar, teniendo en cuenta todos los factores necesarios.

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3. Si es viable, el coordinador opta por una de las siguientes soluciones: a. Anular la sesin o tarea a realizar, y asignar al trabajador otra tarea en otro horario. b. Cambiar los horarios y el mismo trabajador hace el trabajo en otro momento. c. Sustituir al profesor y asignar al trabajador otra tarea en otro horario. 4. En todos los casos, el coordinador valorar la propuesta por parte del trabajador de una posible solucin (posible cambio de horario, posible sustituto, etc.). Mejoras de la excedencia forzosa (Artculo 54 y 55 del convenio) Para atender al cnyuge o a un familiar (hasta el segundo grado de consanguinidad) gravemente enfermo, hasta un total de 3 aos de forma continuada o hasta un total de 36 meses fraccionados en perodos de mnimo 4 meses, segn las necesidades del trabajador. Para atender a un hijo, hasta 5 aos de forma continuada o hasta un total de 60 meses fraccionados en perodos de mnimo 4 meses segn las necesidades del trabajador hasta que el hijo cumpla 8 aos de edad. Para perfeccionamiento profesional relacionado con la actividad de la empresa, siempre y cuando el trabajador tenga como mnimo 4 aos de antigedad en la empresa, hasta un total de 2 aos de forma continuada. Para perfeccionamiento personal, siempre y cuando el trabajador tenga como mnimo 6 aos de antigedad en la empresa, hasta un total de 2 aos de forma continuada. Para dedicacin solidaria, vinculada a una organizacin oficialmente reconocida, siempre y cuando el trabajador tenga como mnimo 6 aos de antigedad en la empresa, hasta un total de 2 aos de forma continuada. Estas medidas tienen la voluntad de ampliar en un perodo adicional el tiempo que se podr conceder por excedencia forzosa sobre lo que prev la ley. En caso que la legislacin se modifique, se entender que los perodos estipulados en este apartado se modifican al alza por el mismo perodo. En ningn caso se modificarn a la baja.

Idiomas Se espera que los profesores tengan un nivel de comprensin del cataln de B1 y del espaol de B2.1, y preferiblemente que hablen ambas lenguas. Si algn profesor tiene un nivel ms bajo puede solicitar hacer un curso de cualquiera de las dos lenguas. Gastos de desplazamiento Podis consultar la poltica de gastos de desplazamiento en X:\Procediments\Laborals\Despeses de desplaament\Despeses de desplaament 2011.

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Cuestionarios Al final de los cursos en la escuela y en las empresas se pide a los profesores que informen a los alumnos sobre cmo y cundo deben rellenar los cuestionarios ya sean en papel o online. FUNCIONES Y RESPONSABILIDADES DE LOS PROFESORES Para ms detalles sobre las funciones del profesor, consulta el Apndice 2. Los profesores de UAB Idiomes Barcelona deben disponer de un ttulo universitario, un ttulo de posgrado sobre la enseanza de idiomas y dos aos de experiencia laboral. Cualquier persona puede optar a un puesto de profesor. El proceso de seleccin consta de una entrevista y de la valoracin de la formacin, la experiencia y la idoneidad para el puesto de la persona candidata. Asimismo, es fundamental demostrar una actitud positiva, participativa y de colaboracin en el desarrollo del trabajo. Los profesores tienen una funcin primordial en la escuela y son la imagen de UAB Idiomes para los estudiantes, los clientes y el pblico en general, con lo que deben comportarse con total profesionalidad. Las funciones habituales del profesorado son las siguientes: Informacin y comunicacin Una parte fundamental del trabajo de los profesores es leer la informacin que les proporciona UAB Idiomes Barcelona (Administracin, coordinadores, informacin institucional, etc.) y facilitar a los estudiantes la documentacin necesaria en su caso. Esto implica que los profesores deben estar en contacto permanente con UAB Idiomes Barcelona a travs del correo electrnico (la cuenta de correo de la UAB), accediendo a su cuenta al menos una vez al da y consultando el blog /Ning de UAB Idiomes Barcelona, donde se publica informacin importante y prctica sobre temas relacionados con la escuela. Los profesores tambin deben mantener al da la documentacin administrativa y acadmica. Al principio de cada curso los profesores deben informar a los estudiantes de lo siguiente: Sistema de evaluacin Qu significa hacer un curso en UAB Idiomes (trabajo fuera de clase, contenidos, objetivos, etc.) Material complementario y servicios Fechas del curso (festivos, exmenes, etc.)

Los profesores deben cerciorarse de que los alumnos disponen de las informaciones y materiales siguientes: Gua del estudiante Carpeta de UAB Idiomes (regulares, on site) Direcciones institucionales de correo electrnico de los profesores

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Los profesores deben informar a los coordinadores o a Administracin de cualquier incidencia que pueda ocurrir en sus clases. Esto es muy importante ya que puede darse que algunos alumnos nuevos no hayan pagado el curso o se hayan equivocado de clase. Reuniones y talleres Los profesores deberan asistir a las reuniones convocadas por los coordinadores o la Direccin del centro y participar en las sesiones de formacin, desarrollo y normativa de exmenes, adems de las sesiones introductorias al inicio del curso. Si no pueden asistir deben informar a los coordinadores con antelacin.

Preparacin de las clases El profesor es la persona responsable de la gestin del grupo de alumnos que se le ha asignado y de procurar que cada alumno logra los objetivos marcados. Los profesores preparan las clases con el objetivo de completar las tareas del curso, que comprenden las reas lingsticas correspondientes, relacionando los objetivos del curso con el libro de texto y los cuadernos de ejercicios que se proporcionan. As, el libro de texto es la referencia del curso, aunque el profesor puede y debe utilizar su propio material o informacin complementaria de las carpetas de material en papel de la Sala de Profesores. Los profesores pueden utilizar las estrategias siguientes: Equilibrio entre las actividades en el aula: para practicar las cuatro habilidades (expresin oral, comprensin auditiva, expresin escrita y comprensin lectora) los profesores pueden variar el tipo y la orientacin de las actividades realizadas en clase. Las tareas establecidas se evalan y los profesores comunican sus comentarios al respecto. Idioma del aula: las clases se imparten en la lengua meta, aunque los profesores pueden servirse de la traduccin en algunas ocasiones. Consulta: al comienzo de cada curso el profesor ofrece a los alumnos la oportunidad de hablar sobre lo que ellos desean, necesitan o esperan de la clase. Dicha informacin la utiliza para poder seleccionar las actividades y materiales apropiados para cada unidad o el tema en funcin de las necesidades individuales de los alumnos y de la clase. Durante el curso el profesor debe estar disponible para tratar con los alumnos individualmente cualquier tema que deseen consultarle. Comunicacin: los alumnos pueden contactar con los profesores a travs del correo electrnico institucional de la UAB. Los alumnos deben informar al profesor de posibles ausencias y solicitar qu tareas deben realizar si no pueden asistir a clase.

FORMACIN CONTINUA DE LOS PROFESORES Podis consultar la poltica de formacin en X:\Formaci\2011\Poltica de formaci 2011. Observaciones: Los nuevos profesores tendrn una observacin evaluadora que comentaremos en una sesin de feedback. sta ser una ocasin para mostrar vuestro estilo pedaggico y recibir una valoracin objetiva.

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Observaciones de los compaeros: Animamos a los profesores a observar a sus colegas para aprender de los puntos fuertes de los compaeros. Si queris hacer una observacin consultad con el compaero y con el/la coordinador/a para programarla. Cuestionarios: Al final de los cursos damos cuestionarios a los estudiantes para que evalen el curso y al profesor. Los cuestionarios son annimos. Si no hay incidencias cada ao se dar un feedback a los profesores. Cursos externos: Si queris acudir a algn curso, jornada o conferencia podis completar la hoja de solicitud de formacin externa en X/acadmico/formacin y entregrsela a vuestro coordinador. La escuela valorar el inters de esta formacin y correr con los gastos de inscripcin, traslado, alojamiento, etc. segn esta valoracin. Talleres: hay una oferta de talleres de formacin interna donde cada compaero puede aportar sus conocimientos y recursos. Si estis interesados en presentar un taller hablad con vuestro coordinador. Adems se harn sesiones para asegurarnos de que somos un equipo coherente y que compartimos los criterios bsicos. Entrevistas con los coordinadores: Todos los profesores tendrn una entrevista personal con su coordinador/a dos veces al ao para poder comentar en profundidad todos los aspectos de su trabajo.

NUEVAS TECNOLOGAS Y WEB 2.0 1. Email-UAB Webmail Se asignar una cuenta de correo electrnico institucional de UAB Idiomes a todos los profesores con contrato. En UAB Idiomes Barcelona el medio de comunicacin a nivel interno es el correo electrnico institucional por lo que es muy recomendable que los profesores consulten su correo electrnico al menos una vez al da. Para acceder a su cuenta de correo lo harn a travs de la siguiente direccin: http://webmail.uab.es desde cualquier ordenador de la sala de profesores u otro ordenador conectado a la red. Para poder consultar el correo, los profesores necesitan el NIU, que es un nmero personal que recibirn al inicio de su contrato de mano del personal administrativo. Importante: Si un profesor no recibe el NIU, deber comunicrselo al coordinador/a o al personal de Administracin. Si un profesor ha olvidado su NIU y necesita recuperarlo y/o cambiar su contrasea, entonces debe presentarse con su DNI en la Facultad de Medicina situada en el recinto del Hospital Sant Pau entre las 9:00 y las 17:00. Se deben eliminar los correos ya ledos peridicamente ya que la cuenta tiene un espacio limitado.

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2. Blog de UAB Idiomes Barcelona UAB Idiomes Barcelona tiene un blog general. La direccin es: Blog general de UAB Idiomes Barcelona: http://blogs.uab.cat/uabidiomesbarcelonacc/

Se pretende que este blog sea una plataforma de comunicacin entre los trabajadores de UAB Idiomes Barcelona y el exterior. Por tanto, se invita a todo el profesorado de UAB Idiomes a compartir en l la informacin que considere interesante: cursos, congresos, material, noticias relacionadas, etc. Por supuesto, las entradas las puede escribir cada uno en el idioma que quiera (cataln, espaol, ingls, francs, italiano, alemn). Por otro lado, los profesores tambin pueden ampliar el men lateral con enlaces a otros blogs que les resulten interesantes o a otras pginas relevantes. Cmo hacer una entrada en el blog. 1. Entra en la pgina http://blogs.uab.cat/

2. Identifcate NIU: 1227674 Contrasea: uabidiomes Como ves puedes acceder a los siguientes blogs: UAB Idiomes Espaol y UAB Idiomes BCN. Pincha en el blog que quieras escribir una entrada.

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3. Ahora pincha en el enlace Escribir una entrada y despus publcala.

No olvides etiquetar las entradas para facilitar las bsquedas en el blog.

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4. Para hacer un comentario a una entrada del blog slo tienes que pinchar en comentarios, registrarte y ya puedes hacer tu comentario.

Por supuesto, si un profesor quiere abrir un blog diferente con sus estudiantes puede hacerlo con el servicio que le guste ms o le resulte ms apropiado (Blogger, Wordpress, etc.). No obstante, no debe olvidar enlazarlo en el men lateral para que otros profesores lo vean, seguro que algunas ideas las pueden reutilizar otros profesores. 3. Ning: la Red Social de UAB Idiomes Ning es una plataforma online para usuarios que permite crear sitios web sociales y redes sociales. Cualquiera puede crear su propia red social personalizada para un tema en particular o necesidad, dirigida a audiencias especficas. Ning ofrece la posibilidad de incorporar blogs, fotos, vdeos, foros, mensajes privados y pblicos, chat, pginas personales, etc.

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El objetivo de UAB Idiomes Ning (http://uabidiomes.ning.com) es fomentar la comunicacin y la formacin permanente, en cuanto a la Web 2.0 y otros temas (materiales, actividades e ideas para clase), dudas, sugerencias, entre los profesores de la UAB Idiomes. En definitiva, un lugar para compartir todo aquello que nos interese y aprender. Para formar parte de UAB Idiomes Ning slo tienes que acceder a http://uabidiomes.ning.com, hacer clic en el recuadro superior derecha donde se puede leer Registrarse y rellenar los datos que te piden. 4. WIKI: UAB Idiomes Wikispaces El objetivo de esta wiki (http://uabidiomesbarcelona.wikispaces.com/) es poder acceder a documentos importantes, materiales, exmenes, enlaces interesantes, calendarios (STAB, cursos regulares, cursos de Turismo, etc) desde cualquier ordenador conectado a la red. En otras palabras, es un disco duro virtual de UAB Idiomes Barcelona. Por ejemplo, se pueden encontrar las guas de los alumnos, la gua del profesor, los exmenes, los programas de los diferentes niveles, etc. Todos los profesores pueden subir y bajar documentos, enlaces, materiales, hacer sugerencias, etc. para mejorar cada da el sitio web y aprovechar su espritu colaborativo. Cmo se puede acceder a UAB Idiomes Wikispaces? Para ello recibirs una invitacin y solo tienes que seguir las instrucciones que te dan para formar parte de ella. Una vez que lo hayas hecho recibirs un correo electrnico de confirmacin. Si tienes cualquier problema contacta con su coordinador/a. 5. Delicious Delicious es un servicio de gestin de marcadores sociales. Permite guardar y organizar, mediante un sistema de etiquetas (tags, palabras clave de contenido), nuestros "favoritos" online y poder acceder a ellos desde cualquier acceso a Internet. Cmo darte de alta en Delicious Hay que acceder a www.delicious.com. En la portada haz clic en el cuadrado verde situado en la parte superior derecha en el que se puede leer "join" y rellena los datos que te piden. A continuacin, transcribe las letras que aparecen en la imagen, acepta las condiciones de uso y pulsa en registrar. Importar/exportar favoritos/marcadores En el siguiente paso puedes importar las pginas favoritas que ya tienes almacenadas en tu navegador. Para ello, selecciona entre importar tus favoritos de manera automtica o hacerlo de forma manual. Si no quieres hacerlo, pincha skip this step; podrs hacerlo en otro momento si lo deseas. Aadir favoritos Para aadir favoritos a Delicious dispones de las siguientes tres vas: Desde el icono de Delicious que suele aparecer en las pginas que te interesan. Mediante un botn esttico previamente instalado en tu navegador Copiando y pegando la direccin web de forma manual. Los favoritos aparecen acumulados en la pestaa "my links" de tu pgina de Delicious por orden cronolgico o alfabtico segn tus preferencias, y te muestra el nmero de personas que han guardado la misma noticia que t. Cuando aades un sitio a tu pgina aparece una ventana de dilogo previa a su registro definitivo.
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6. Dropbox Dropbox es una aplicacin muy til que permite a los usuarios almacenar archivos en la red. Cualquier archivo que guardes en tu Dropbox tambin se guarda automticamente en tus equipos, telfonos y en el sitio web de Dropbox. Caractersticas: 2 GB de espacio gratis disponible en Dropbox con una suscripcin de hasta 100 GB. Tus archivos siempre estn disponibles en un sitio web seguro de Dropbox. Dropbox funciona con Windows, Mac, Linux, iPad, iPhone, Android y Blackberry. Funciona incluso sin conexin. Siempre tienes tus archivos aunque ests desconectado. Dropbox transfiere slo las partes del archivo que cambian (no todo el archivo). Configura manualmente el lmite del ancho de banda; Dropbox no acaparar la conexin. Tambin permite compartir fcilmente tus carpetas con la gente con la que trabajes en los mismos proyectos y documentos. 7.Facebook http://www.facebook.com/UABIdiomesBCN http://www.facebook.com/uabidiomesbcnspanish Disponemos en Facebook de un perfil de UAB Idiomes Barcelona para los estudiantes de espaol y una pgina oficial para todo el pblico. Animamos a los profesores a participar enviando a su coordinador enlaces, fotos, vdeos de inters general para que puedan publicarse.

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Apndice 1

SUBSTITUTION FORM
Substitute Teacher: Date: Time: Level Lesson Plan: Absent: Room: Materials:

Homework:

Lesson taught:

Observations:

Signed

X:\PROCEDIMENTS\Acadmics\Sub form
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Apndice 2 Teachers Job Description El professorat dUAB Idiomes-Barcelona ser seleccionat, mitjanant sistema de concurrncia. PERFIL -Titulaci universitria superior. Es valorar formaci de postgrau complementria. - Experincia com a professor de llenges (2 anys mnim) -Coneixements de catal (nivell B), i/o castell (nivell avanat) i dangls nivell 3. -Coneixements d'informtica a nivell d'usuari (full de clcul, bases de dades,tractaments de textos, correu electrnic) FUNCIONS a) Preparar i impartir les activitats de formaci, dacord amb els criteris metodolgics establerts per la direcci i amb la programaci establerta per a cada idioma i nivell. b) Realitzar tasques dinformaci i dassessorament als alumnes i fer el seguiment del seu procs daprenentatge. c) Elaborar el material didctic necessari per a la realitzaci de les tasques formatives. d) Dur a terme sessions tutorials individualitzades sobre el procs daprenentatge dels alumnes. e) Participar activament en el procs davaluaci dels alumnes, dacord amb els criteris establerts per la direcci. f) Participar en les tasques dassessorament i detecci de nivell prvies a la matriculaci dels alumnes. g) Assistir a les sessions formatives organitzades i/o autoritzades per la direcci i elaborar-ne, quan sescaigui, els informes pertinents. h) Totes aquelles que, en lmbit de les seves competncies, li siguin assignades per la direcci. Normalment, el professorat destinar 3/5 parts del seu horari laboral a la impartici de classes. De la resta del seu horari es dedica a tasques de preparaci, de classes, de sessions dassessorament, elaboraci de materials i correcci de treballs, un nombre dhores igual a la meitat del total dhores lectives que tingui assignades i podr realitzar-les en horaris variables. La resta del seu horari es destinar a reunions, formaci i altres activitats, algunes de les quals seran dassistncia obligatria. A ms daquestes funcions comunes, el professors poden tenir assignades les funcions segents: Assumir tasques de coordinaci i responsabilitats segons les necessitats del centre. Participar en projectes i altres activitats desenvolupats per UAB Idiomes Barcelona, el Servei de Llenges, la UAB o la FUAB. Elaborar, revisar i millorar programacions de classes i material didctic dutilitat per a lactivitat del centre. Cobrir absncies imprevistes daltres professors.

Es determinar, en cada cas i segons les necessitats del crrec, la reducci de la crrega lectiva i/o el complement de retribuci que correspon. La distribuci de tasques i temps a invertir es determinar peridicament en els plans de treball.

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ONSITE A copy of the Teachers Guide and its Appendices can be found in X:\ACADEMICO\COMUN\ORGANISATION\Teachers' Guides\Teachers guide 2011-12 A copy of course programmes and students guide can found in X:\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 descriptors take the form of can do statements. See Appendix 1 - Summary of Can do statements & Appendix 2 Level Equivalences for each level and copies of the complete descriptors are available on request. Course books now detail what students are expected to be able to do in the language by the end of the course, so it is important that teachers incorporate the descriptors into the course to help students understand what is required of them. This is especially important in In Company classes, where students are not usually conversant with either the levels or our system. Please refer to the table below: Council of Europe CEFR (Common European Framework) Breakthrough A1 Courses First A1 Modules 1 2 1 2 1 2 1 2 1 2 1 2

UAB Idiomes

Waystage A2

Second A2

Threshold B1

Third B1

Fourth B2.1 Vantage B2 Fifth B2.2

Effective Operational Proficiency C1

Sixth C1.1*

*UAB Idiomes only does the first part of Effective Operational Proficiency C1, which is Sixth - 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 Catal 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 Convalescncia Carrer Girona - Campus Eixample (Spanish courses) In Company (usually at the premises of the company) Escola Universitria de Turisme i Direcci Hotelera (UAB Campus, Bellaterra) ONSITE COURSES General courses General courses consist of 200 hours of study, divided into two 100 hour modules. For each module students 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 Saturday morning classes which are a 3 hour block. Summer course classes are 3 hour blocks from Monday to Thursday. during 3 hour classes the break is normally 10 minutes and teachers need to make timings clear and ensure 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 / Mitj for students who have completed Tercer B1 o Conversation 2 / Avanat 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 - 2012 New system Coursebook New English File Elementary pack or Multipack A New English File Elementary pack or Multipack B New English File Pre-Intermediate pack or Multipack A New English File Pre-Intermediate pack or Multipack B New English File Intermediate pack or Multipack A New English File Intermediate pack or Multipack B New English File Upper-Intermediate pack or Multipack A New English File Upper-Intermediate pack or Multipack B New English File Advanced (first half of the book) New English File Advanced (second half of the book) No set book, conversation groups 2 hours/week on Friday mornings

Course Senior 1 (First A1 Module 1) Senior 2 (First A1 Module 2) Senior 3 (Second A2 Module 1) Senior 4 (Second A2 Module 2) NEW COURSE Senior 5 (Third B1 Module 1) Senior 6 (Third B1 - Module 2) Senior 7 (Fourth B2.1 Module 1) Senior 8 (Fourth B2.1 Module 2) Senior 9 (Fifth B2.2 Module 1) Senior 10 (Fifth B2.2 Module 2) NEW COURSE Senior Manteniment (B2.2/C1.1) NEW COURSE 2012 - 2013

Senior courses are 90 hours for each level, divided into 3 terms. The main difference between a Senior course and a general course is: the courses are for Senior Learners (over 50) although there might be younger students (30 40 years 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 how Linguassist 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 50hour 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 to have passed our course Fourth - B2.1 (or equivalent), and for the CAE course to have passed Fifth - B2.2 (or equivalent) 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 Literature This 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 for students 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 CLASS Students need to complement their class work with study outside of the class on all courses by doing an equivalent number of hours of self-study. For example, for every 3 hours of class work on a General language 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 Teachers 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 the Noticeboard on the 4th floor and in the classrooms. Students will have to sign up in Administration to 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 can fill 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 or vocabulary 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 where they can borrow material from all the UAB libraries. audio books and e-readers to help students with listening and reading comprehension, as well as vocabulary the use of audio books and e-readers is encouraged.

IMPORTANT: Teachers are responsible for informing students of these resources and encouraging students to take responsibility for their own learning. ASSESSMENT SYSTEM The 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. The main difference between the two systems is the grading system the criteria used to decide on the levels are the same. There are two elements in the assessment system Continuous Assessment Final exam Final exam At 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 students level of proficiency for certification purposes and is NOT based on the content of a course book. This is important to communicate to students who may have misapprehensions about what the exam consists of and what it is testing. The final exam consists of the following four parts: Paper Writing Reading Listening Speaking Onsite Paper 2 tasks Computer Based Test (CBT) Computer Based Test (CBT) Interview In Company Paper 2 tasks Paper 3 tasks Paper & CD 3 tasks Interview Same tasks Same tasks

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Progress test At 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 for formal writing and oral assessment. The test is to check progress and tells them what their strong and/or weak points are according to the relevant criteria. The test is the same for both Onsite and In Company students. Continuous Assessment The teacher has to evaluate the students work and progress during the course, give regular feedback and award 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 CA marks. 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 completed and handed in to the Teachers Assistant at the end of the course along with registers for each class. If you need to, make a photocopy of the CA Record sheet to complete Feedback sheets at the end of Module 1 and/or reports. Grades are awarded according to the following scales:

Grade Excellent Notable Aprovat Susps

Numerical score 9,00 - 10,00 7 - 8,5 5 - 6,5 0 - 4,9

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Example Completed CA Record Sheet Record Sheet October 2011 Participation Attendance Mini - Tests Linguassist Class work

1 Montse Martinez 2 David Oliver Gonzalez

9 7

7.5 6

8 6.5

8.5 7

9 8

9 8

87% 71%

15 8 hours 3 8 hours

8,46 Excellent 7,2 Aprovat

Reports and feedback Onsite Module 1, Conversation and Senior courses: Teachers complete Feedback Sheets and also give oral feedback to students at the end of Module 1 see the example Feedback Sheet below. Feedback sheets are in X:\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 2 Teachers 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 Sheet NAME: 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: Apte Youve 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 COMMENTS Youve done all the written assignments, a lot of Linguassist exercises and participated a lot in class. Youve worked very hard this course and Im very happy with the progress youve 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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Grade

NAME

Numerical score

Writing 1

Writing 2

Writing 3

Writing 4

Certificates UAB 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 2 regardless of attendance. In both cases students should contact Administration to request them. University Credits Students who complete BOTH Modules 1 and 2, or Module 2 only can receive credits if they pass the Final Exam. The number of credits depends on the university they attend, so students must speak to their own university to clarify how many credits they can receive. ACADEMIC AND ADMINISTRATIVE PROCEDURES Day-to-day paper work: It is part of a teachers duty to make sure that all relevant paperwork is kept up-to-date and is available for consultation when necessary. This includes: 1. Class Register It is important that Administration has access to your registers to check student attendance, so leave them in 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 the register in your pigeon hole. This helps both teachers keep track of work done in class and for coordinators to 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, students who 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 is important 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 be signed by the class teacher, who will previously have authorised and agreed to the change of level with the student concerned. 2. Change of timetable Students who wish to change their class time due to timetable problems should complete the corresponding form in Administration or send an email to info.idiomes@uab.cat. Please note that this year a change in timetable may mean that students go to another class in which a different course book is being used.

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3. Material Teachers 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 order books by filling in the following form: X:\ACADEMICO\Material\Comandes\Plantilla comanda.doc and handing it into the Teachers Assistant. Other resources 1. New English File Interactive Material Each classroom computer has the New English File iPack installed. Teachers need to familiarise themselves with the material so they can make the most of it in class. Please speak to any Senior teacher, coordinator or experienced teacher about the best ways to use the material. 2. E-Readers and Audio Books With the increasing popularity of e-reading devices and the wide variety of free materials available on the Internet, 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 can access material on the UAB Ning or in X:\ACADEMICO\Audio books & Readers 3. Linguassist Linguissist 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 material Linguassist allows students to practise grammar, vocabulary, and listening in a fun and interesting way. The system consists of a collection of interactive multimedia activities which complement our language courses and it can also be used as a platform for bi-modal courses. It includes an extensive range of exercises and reference materials adapted for different learner levels, designed to help the student with the acquisition of vocabulary, develop listening skills and deepen their understanding of grammar. Students can consult online dictionaries and grammar books to help them complete the exercises, while at the same time training them to become more independent learners. Students need to consult the web page on a regular basis and work through the exercises for their level. Teachers can also generate more personalised material on the system and create specific Learning Paths for groups or individuals. A Learning Path is a series of exercises selected and/or created by the teacher for 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 system The Linguassist platform allows the teacher to communicate with classes as a whole or with individual students via an internal email system. The email system also has a correction feature that enables teachers to correct students written tasks providing them with constructive feedback. The system allows students
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to maintain contact with the teacher and keep up to date with classroom activities. Teachers receive a message 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 / or peer observations with their colleagues. Each method allows teachers the chance to reflect on their teaching 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 (Schn 1983, 1991; Moon 2005; Clarke 2006) and involves pairs of teachers team teaching a session with their colleague. Before the session, the teachers agree on the following items: a specific observation focus, session objectives and contents, which session stages are to be taught by whom, individual expectations about the course of the session and the learners 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 to enhance their teaching styles (e.g. Vidmar 2003) and to improve self-assurance; applying strategies helps to deal with new topics, course contents, aims and objectives and interactive challenges; using reflective team teaching can be exploited as a means to engage in continuing professional development, ultimately aiming at 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 be observed by colleagues on at least two separate occasions, or participate in team teaching with at least one other teacher. Documents to complete and articles to read about peer observations are in: X:\PROCEDIMENTS\Acadmics\Professor\Classroom & peer observation forms X:\PROCEDIMENTS\Acadmics\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 Company environment, and this in itself brings with it a series of important factors that In Company teachers must take into consideration: In Company is a virtual team where keeping in touch with the coordinators via email and keeping them informed is a priority. Teachers should make a habit of checking their emails on a regular basis. In Company teachers should visit the school on a regular basis to report on the courses, collect information that is put in pigeon holes e.g. wage slips, attend workshops or meetings and collect any new or relevant academic or administrative material. all In Company teachers must remember that they are representatives of UAB Idiomes and must respect the rules of the company where they are giving the class. Do not criticise or complain in front of students or to the company where classes take place. Teachers should have a clean, tidy and smart appearance. teachers must contact UAB Idiomes if they are offered work on a private basis by the company where they are teaching or if one of their students asks to be taught privately. If teachers decide to accept work without previously contacting UAB Idiomes, then the contract between the teacher and 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 type o the course objectives o the dates of exams or tests o Linguassist o English Outside the Classroom o the student guide o the evaluation system General courses In 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 but this should not detract from the overall objectives of the course, unless otherwise indicated. Conversation and One to One classes As with Onsite Conversation courses teachers can negotiate a list of proposed topics, functions and language points to cover in the class. This may mean that the teacher recommends using a course book although One to One classes are tailor-made to the requirements of the student. Teachers must inform the 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 every class but the teacher must also complete their own personal In Company register every class in order to be able to report attendance figures at the end of the course. In Company teachers should also complete the incident sheets and hand them into the Coordinators if they have any new or absent students. Companies which receive FORCEM (Government subsidies) funding require students and teachers to sign their attendance at every class. There are different company policies concerning how these lists are distributed / collected, but this information will be given to you at the start of the course by the Coordinator. Late students / no shows If 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 where neither the company nor the In Company coordinator is available, the teacher should stay in the classroom for the duration of the class. The In Company coordinator should be informed if students do not show up for 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 recuperaci de classe In Company). If the company cancels within 48 hours it is the teachers decision whether class is recuperated or not. Companies cannot cancel and recuperate more than 15% of the total number of hours so please reiterate this point in the first class with new companies or students. Teachers must inform In Company of any changes to class time or rescheduling of classes and make a note of the dates and times. It is important to keep a record of rescheduled classes and inform the co-ordinator so that calendars and bills can be modified. Change in student numbers As the price of an In Company course can vary according to the number of students in the class, any changes to student numbers (altes i baixes) need to be reported. In Company teachers may also be asked to 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 Reports Teachers are required to complete progress and final reports for every course of 40 hours or more. These are sent to the teacher by Administration (marta.soto@uab.cat) who then completes them on time (within 7 days of receipt) and in Catalan, unless otherwise stated. Teachers can use the Phrase bank, which is in: X:\PROCEDIMENTS\Acadmics\Informes or on the UAB Wiki to complete the reports. If you have problems with the Excel format or with the Catalan, please speak to Marta Soto.

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In Company Exams The 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 general English course is divided into two 50 hour modules and teachers will need 2 or 3 days to do the Module 2 exams and 1 or 2 days to do the Module 1 Progress Test depending on the level. Teachers are also responsible for giving students their result and feedback on the course. Please refer to the In Company Exam Handbook for more information.

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Appendix 1 - Summary of can do statements


First - A1 Give simple personal details about themselves such as where they live, who they know and what they have. Express basic needs; ask for and give specific information using common, everyday expressions and very simple phrases. Understand short texts, expressed in simple language, directed at the general public. Identify the central topic of longer messages and extract the main relevant points. Write short, simple notes and texts and complete forms with personal details. Second A2 Communicate with moderate success in simple, everyday situations requiring predictable communicative interaction. Participate in simple conversations and describe things relating to their own experience and person. Understand common phrases and expressions relating to subjects of most immediate importance and which require a simple, direct exchange of information on familiar, everyday themes such as providing basic information about themselves and their families, shopping, asking for directions, talking about their jobs. Extract relevant information from oral or written texts about topics of personal interest. Third B1 Have sufficient general command of the language to be able to maintain communication in the majority of situations in their everyday lives. Understand native speakers who express themselves without a strong regional accent or overuse of colloquialisms. Produce simple, coherent discourse on subjects of familiar, personal and/or general interest; describe facts and experiences, dreams, hopes and ambitions and give brief reasons and explanations for their opinions and projects. Understand the main information in the clear, standard texts on everyday subjects they might regularly come across at work, at a conference, at college, during their leisure time, etc. Cope with most of the situations that will probably occur when they travel to a country where the language is spoken. Fourth B2.1 Maintain conversations with native speakers, without too much difficulty and with an acceptable degree of fluency, although there may be some interference from the learners mother tongue. Take part in discussions, debates or dialogues on subjects of general interest, giving points of view of a certain amount of complexity. Produce clear texts, without errors that obscure meaning, in a range of styles, such as formal and informal letters, narratives, descriptive and discursive compositions. Understand the main ideas in authentic texts, including news, opinion, reference and literature and follow their argument with the aid of dictionaries or other reference material. Hold conversations on concrete and abstract subjects, even though at times listener and speaker may have to negotiate meaning. Fifth B2.2 Interact with a high degree of fluency and spontaneity in a conversation with a native speaker and in any daily situation. Give descriptive presentations in public, based on topics of personal interest. Write detailed texts on a wide range of subjects and express their point of view on a given issue, explaining the advantages and disadvantages of different options. Understand the main ideas in complex texts on television, radio and internet as well as newspaper articles about current events. Sixth C1.1 Participate actively in social, academic and professional conversations. Make presentations and give demonstrations in public. Draft and produce a wide variety of written texts in a reasoned style and register. Read and understand literary texts as well as using vocabulary and expressions in a creative fashion in writing creative texts.

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Appendix 2 - Level Equivalences 2011 - 2012

Level Equivalences
UAB IDIOMES BARCELONA CURSOS MDULS CEF
Common European Framework

CESOLE Cambridge
ESOL Examinations

TOEFL PBT
Test of English as a Foreign Language (Paper Based Test)

TOEFL CBT
Test of English as a Foreign Language (Computer Based Test)

IELTS
International English Language Testing System Score

Escola Oficial d'idiomes

EOI

Nivells

Universitat Oberta de Catalunya

UOC

C2

Mastery

CPE

7.5

Proficient User C1 Effective Operational Proficiency CAE Minimum 560 Minimum 220 6.5

Mdul 2 Sis - C1.1 Mdul 1 Mdul 2 Cinqu - B2.2 Mdul 1 Quart - B2.1 Mdul 2 Mdul 1 Tercer - B1 Mdul 2 Mdul 1 Mdul 2 Segon - A2 Mdul 1 Mdul 2 Primer - A1 Mdul 1

5 B2 Vantage Independent User B1 Threshold FCE Minimum 467 Minimum 137 5.5 4 English 3 English 2 PET 4 3 English 1

A2

Waystage Basic User KET

A1 Breakthrough

2 1 1 37

Appendix 3a CALENDARI ACADMIC ONSITE OCT 2011 03/10/2011 - 21/02/2012


Dies dilluns/dimecres dimarts/dijous divendres dissabte Primer 03/10/2011 04/10/2011 07/10/2011 08/10/2011 GENERALS ltim 01/02/2012 31/01/2012 03/02/2012 04/02/2012 Avaluaci 06/02, 08/02 02/02, 07/02 10/02 11/02 Feedback i Notes Mdul 1 - 13/02 Mdul 2 - 16/02 Mdul 1 - 09/02 Mdul 2 - 16/02 Mdul 1 - 17/02 Mdul 1 - 25/02*

*feedback per al grups de dissabte es far de 13:00 14:00 desprs de la primer classe del segon quadrimestre

CONVERSA Dia dimarts dijous divendres Data inici 04/10/2011 06/10/2011 07/10/2011 Data final 07/02/2012 02/02/2012 10/02/2012

Trimestre Primer Primer Segon Segon

Dia

SNIOR Data inici 03/10/2011 04/10/2011 16/01/2012 17/01/2012

Data final 21/12/2011 20/12/2011 21/03/2012 22/03/2012

dilluns/dimecres dimarts/dijous dilluns/dimecres dimarts/dijous

Tema CAE/FCE English through literature

CURSOS ESPECIALS Dia Data inici dimarts/dijous divendres 11/10/2011 07/10/2011

Data final 23/02/2012* 10/02/2012

*amb hora ms de feedback organitzat entre el professor i lalumnat. Sha de confirmar la data de lexamen oficial que en principi ser la primera o segona setmana de mar.

Dies sense activitat acadmica:


12 i 31 doctubre 1 de novembre Del 5 al 10 de desembre inclosos Del 23 de desembre al 8 de gener inclosos 38

Appendix 3b CALENDARI ACADMIC ONSITE FEB 2012 20/02/2012 - 21/06/2012


GENERALS ltim 11/06/2012 05/06/2012 01/06/2012 02/06/2012 CONVERSA Dia dimarts dijous divendres Data inici 21/02/2012 23/02/2012 24/02/2012 Data final 12/06/2012 07/06/2012 08/06/2012

Dies dilluns/dimecres dimarts/dijous divendres dissabte

Primer 20/02/2012 21/02/2012 24/02/2012 25/02/2012

Avaluaci 13/06, 18/06 07/06, 12/06 08/06 09/06

Feedback i Notes Mdul 1 - 20/06 Mdul 2 - 21/06 Mdul 1 - 14/06 Mdul 2 - 21/06 Mdul 2 - 21/06 Mdul 2 - 21/06

Trimestre Segon Segon Tercer Tercer

Dia

SNIOR Data inici 16/01/2012 17/01/2012 11/04/2012 10/04/2012

Data final 21/03/2012 22/03/2012 25/06/2012 19/06/2012

dilluns/dimecres dimarts/dijous dilluns/dimecres dimarts/dijous

Tema CAE/FCE English through film

CURSOS ESPECIALS Dia Data inici dimarts/dijous divendres 28/02/2012 24/02/2012

Data final 07/06/2012* 08/06/2012

*sha de fer 3 classes extres de 3 hores els divendres 18 i 25 de maig i 1 de juny amb hora ms de feedback organitzat entre el professor i lalumnat. Sha de confirmar la data de lexamen oficial que en principi ser la primera o segona setmana de juny.

Dies sense activitat acadmica:


Del 2 al 9 dabril inclosos 30 dabril 1 i 28 de maig 39

Appendix 4 Course books 2011 General English Courses


Oxford University Press Course First A1 Module 1 & 2 First - A1 Senior 1 & 2 First - A1 Module 1 / Senior 1 First - A1 Module 2 / Senior 2 Second A2 Module 1 &2 Second A2 Module 1 / Senior 3 Second A2 Module 2 / Senior 4 Third B1 Module 1 & 2 Third - B1 Senior 5 & 6 Third B1 Module 1 / Senior 5 Third B1 Module 2 / Senior 6 Fourth B2.1 Module 1 &2 Fourth - B2.1 Fourth B2.1 Module 1 Senior 7 & 8 / Senior 7 Fourth B2.1 Module 2 / Senior 8 Fifth - B2.2 Module 1, Module 2, Senior 9 & 10 Senior 9 & Senior 10 Course book New English File Elementary complete pack with full edition workbook with key New English File Elementary Multipack A New English File Elementary Multipack B New English File Pre-Intermediate complete pack with full edition workbook with key New English File Pre-Intermediate Multipack A New English File Pre-Intermediate Multipack B ISBN 9780194519434 9780194518222 9780194518246 9780194519458 9780194518260 9780194518284 Price with Student Discount Card 45,46 25,46 25,46 45,46 25,46 25,46 45,46 25,46 25,46 45,46 25,46 25,46 45,46 Price with VAT 47,85 26,80 26,80 47,85 26,80 26,80 47,85 26,80 26,80 47,85 26,80 26,80 47,85

Second - A2 Senior 3 & 4

Module 1 & 2 - New English File Intermediate complete pack 9780194519472 with full edition workbook with key Module 1 - New English File Intermediate Multipack A Module 2 - New English File Intermediate Multipack B Module 1 & 2 - New English File Upper-Intermediate complete pack with full edition workbook with key Module 1 - New English File Upper-Intermediate Multipack A Module 2 - New English File Upper-Intermediate Multipack B New English File Advanced complete pack with full edition workbook with key 40 9780194518307 9780194518321 9780194519410 9780194519298 9780194519311 9780194594899

Macmillan E.L.T. Course First - A1 Module 1 & 2 Second - A2 Module 1 & 2 Third - B1 Module 1 & 2 Fourth - B2.1 Module 1 & 2 Course book GLOBAL Elementary Student book + eWorkbook Pack GLOBAL Pre-Intermediate Student book + eWorkbook Pack GLOBAL Intermediate Student book + eWorkbook Pack GLOBAL Upper-Intermediate Student book + eWorkbook Pack Straightforward Advanced complete pack with full edition workbook with key Macmillan E.L.T. ISBN 9780230032941 9780230033122 9780230033030 9780230033214 Workbook: 9780230030220 Course book 9780230021471: Price with Student Discount Card 47,31 47,31 47,31 47,31 35,25 20,05 Price with VAT 49,80 49,80 49,80 49,80 37,10 21,10

Sixth C1.1

General German Courses


Course First - A1 Course book Studio D A1: Deutsch Als Fremsprache (Kurs Und Ubungsbuch) (Includes E Audio-Cd) ISBN 9783464207079 Publisher Cornelsen Price with Student Discount Card 20,43 Price with VAT 20.67

General French Courses


Course First - A1 Course book Version Originale ISBN 978-84-8443-560-0 Publisher Difusin Price with Student Discount Card 22.80

Price with VAT


24

All course books can be purchased from Come In bookshop using your student discount card

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Appendix 5 - Guidelines for Teaching Senior Students


Senior students are older learners who prefer to study with their peers in a relaxed supportive environment. Our students vary in age from early 40s to over 80, with the average age being mid 60s. They are capable of studying a language successfully, but there are some factors which are particularly important for these learners which we need to bear in mind when teaching senior groups.

Affective factors
Affective factors such as motivation and confidence affect the degree to which language acquisition is successful among older learners. Motivation Seniors are generally highly motivated to learn a language. Research shows that personal growth motivates them to learn. Most older learners are motivated by learning which is purposeful and personal. Senior learners do not normally need a certificate, diploma or university credits. Their motivation is intrinsic. They may study for intellectual enjoyment, to socialise with their peers or because it is something they have always wanted to do. Self-confidence Self-confidence is another key factor in second language acquisition. Many older learners fear failure more than younger learners perhaps because they accept the stereotype of the older learner as a poor language learner or because of previous unsuccessful attempts to learn a foreign language. When older learners are faced with a stressful, fast-paced learning environment, their fear of failure, anxiety and hesitancy may increase. The teacher has to reduce anxiety and build self-confidence. Older learners need to trust the teacher and the other students before they participate fully in the language classroom. The teacher needs to build this trust between the teacher and students, and among the students. Here are some recommendations to build motivation and self-confidence in senior students: 1. As senior learners are generally intrinsically motivated they need material and activities designed to present structures and vocabulary that will be of immediate use to them in a context which reflects the situations and functions they will encounter when using the new language. Find out what older learners motivations are for learning a language and adjust context and methodology accordingly. 2. Use humanistic techniques to build empathy between the teacher and students, and among the students. 3. Provide opportunities for students to work together, focusing on understanding rather than producing language in the early stages. 4. Reduce the focus on error correction to build learners self-confidence and to promote language production.

Health factors
Health is obviously an important factor in all learning, and many chronic illnesses affect the ability of the elderly to learn: If an older person cannot read because of failing eyesight, cannot hear what is said in class because of hearing loss, or cannot copy notes because he or she is arthritic learning is going to be a frustrating, difficult experience (Hayslip and Kennelly, 1985).

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Loss of hearing ability Hearing loss may have a direct impact on learning and performance for senior learners. 1 in 3 people older than 60 and half of all people older than 85 have significant hearing loss (Aging: What to expect as you get older, 2004). Some older learners find it difficult to follow a conversation in a crowded classroom because they cannot block out interference from background sounds, they cannot differentiate between the main speaker and other conversations going on in the background. In order to decrease the negative effects of this auditory loss we need to accommodate the aging ear. Some action steps are: The teacher should speak loudly and clearly ensuring that the students can see their face and lips. The teacher should adjust the volume for listenings and videos, Repeat listening texts. Background noise should be minimised for all activities. Loss of visual ability Visual ability also decreases with age. Visual ability is particularly important in education as it is generally accepted that approximately 80% of all learning occurs through vision. The percentage of the population with some defective vision increases dramatically as people age. To accommodate this loss in vision try to follow these suggestions: Use the typeface Verdana, instead of Times New Roman or Arial, because it is larger and does not have serifs or speers on the letters, and the letters are more widely spaced. Use a minimum of 12-point print type for printed text. Use 24-36-point print type for projected visuals. Do not use italics for headings or emphasis. Use bold type. Do not use ALL CAPS for heading or text. Use white space to keep the text from looking crowded and to separate sections. Use 50 to 75 characters per line for 12-point type Use 5 to 7 words per line for projected visuals. Red and orange are good colours for aging eyes. Make sure letters and their background are 2 to 3 values different from each other. There should be more direct lighting to make up for vision loss. Loss of mobility As people age changes in bones, muscles, tendons and joints mean that they lose some strength and flexibility, loss of range of motion or a diminished sense of balance. They may also suffer from arthritis and rheumatism. These changes may make it difficult for older learners to move around the classroom. To compensate for these changes we suggest the following action plan: Seniors have comfortable chairs and tables. The teacher should allow more time for older students to do whole class communicative activities where students have to stand up and move around the classroom. Certain activities like running dictation and Total Physical Response activities may not be appropriate with some older learners.

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Cognitive factors Research indicates that cognitive development, recall, and problem solving may show decline with aging. Recent neurological research indicates that age-related changes can make older brains slower to process information, less able to block distractions and irrelevant information during recall tasks, and less agile when it comes to switching from task to task. In addition to cognitive factors, there are also non-cognitive factors which may affect cognitive abilities. Several biological factors such as pain, nutrition, medication and lifestyle; psychological factors such as depression, anxiety and attention disorders and psycho-social factors such as education and motivation that may speed up or decrease the effects of aging on cognitive abilities. In order to overcome these age-related factors which may make it more difficult to learn a new language we may need to compensate in a number of ways to help seniors develop and maintain their cognitive ability. 1. Help senior learners to exercise their minds by integrating memory exercises into classes. Use visual and auditory mnemonic devices, examples and memory associations to help seniors rehearse and later retrieve information from long-term memory.

2. Adjust the timing of activities to compensate for decreases in cognitive ability. Avoid timed tests which may not reflect the true ability of senior learners. Avoid fast-paced presentations which may cause seniors anxiety and undermine confidence. Adjust timing when motor skills are involved. Research links slow cognitive processing speed to a decline in motor functions, some older learners may have less dexterity and co-ordination, move more slowly, and have a slower reaction time (Roth, 2005). Communicative activities which involve students moving around the classroom may need more time. Make it clear when one task or activity ends and another one begins.

3. Design structured activities that will develop new cognitive skills and strengthen existing ones. Supplement listening and text with image and graphics. Images can benefit seniors who have strong visuospatial skills and also seniors who have visuospatial problems. When given supporting text or auditory input and sufficient time to respond to the visual stimulation, graphical representations can also help seniors to process information and recall information over time.

4. Use rehearsal strategies. Use drill and practice to help seniors go over a perception before moving it into long-term memory. Encourage students to repeat language over and over again without changing it. Minimise interruptions during rehearsal as sustained attention is a key component of short-term memory. 44

Apply cognitive load theory. This helps seniors effectively perceive and process information in working memory and avoid cognitive overload. There are 3 guidelines: Use chunking to transform information into smaller groupings that are more easily remembered. Automacity involves repeating or drilling knowledge or skills until they can be performed automatically. Use dual processing which involves using both visual and auditory cues to process a particular memory.

6. Start and finish a class with a positive activity and in between sandwich less popular but necessary activities. This helps to build self-confidence and reduce anxiety. 7. Help students reduce external noise. External noise can affect seniors attention and includes room temperature, lighting, sound level, number and timing of exercise, and ergonomic factors. These factors need to be controlled to allow seniors to attend to the learning activity. Some suggestions: Adjust the environment, lighting, temperature, time on task and activity level. Have comfortable chairs and tables. Have classroom with little background noise.

8. Encourage seniors to think analytically, reflectively and creatively Build a climate of trust, patience and acceptance into all activities to encourage thoughtful participation of all types of learners: analytical, reflective or critical thinkers. Many communicative activities regularly used in the communicative language learning classroom are particularly suited to building this type of climate. Encourage and support students to think creatively. Use analogies, ask provocative questions and encourage them to think outside the box.

9. Encourage students to use cognitive strategies they have used successfully in the past in their current language learning environment. Get students to draw on their wealth of experiences. Teachers should be flexible enough to allow different cognitive approaches inside the classroom.

Summary To summarise: the difficulties which senior learners may experience in the language classroom can be overcome through adjustments to the learning environment and material, attention to physical, cognitive and affective factors, and the use of an effective teaching methodology. The teacher should build a classroom atmosphere which supports the learner and builds self-confidence. The self-directedness, life experience, independence as learners and their great, generally intrinsic, motivation to learn provide senior learners with advantages in language learning. 45

Appendix 6 Linguassist Teachers Instructions

HOW TO ACCESS LINGUASSIST 1. Go to www.uab.cat/uab-idiomes 2. Click on Cursos didiomes on the top menu and then on the right of the screen click on Linguassist. 3. The next screen will show you 3 options. Click on UAB Idiomes Barcelona / UAB Idiomes Escola de Turisme i Direcci Hotelera. 4. You will now see the first page of Linguassist website, which asks for your ID and a password. Your ID number is your DNI (with the letter) and your password is your day and month of birth (e.g. 5th December: 0512) and click on English. 5. The first time you enter Linguassist you have to give an e-mail address. Please use an e-mail address that you usually use. WHATS IN LINGUASSIST At the top of the Linguassist Homepage you will see buttons to different sections: Workbook, Grammar, Listening, Reading, Vocabulary, Dictionaries, and Learning Paths. To learn how to use the sections, do a tutorial by clicking on Help at the top of the page. Please note that in order to use the dictionaries you need to configure them first by clicking on Dictionaries and then Configure by choosing the dictionaries you are interested in from the list. These will then appear in the pull-down menu. My Speaking Teacher allows students to hear words / text spoken in different accents. On the left of the screen of the Linguassist Homepage youll find some links with information about: S.O.S. English, final exams and English outside the classroom. You can also access the Phrase Book by clicking on the image on the left of the Homepage. TEACHER TOOLS Student Tracking & Reporting Click on My Teacher Tools and then scroll down to Tracking and Reporting Click on the group code if you want to see the whole group. Click on the students name if you want to check his/her progress. From the pull-down menu you can check individual / group results, assign learning paths, send messages and print off results. Choose the option on the menu then click on the arrow to the right. Learning paths To create Learning paths go to Teacher tools and then scroll down to Learning Paths. Here you will see 4 options: Barcelona, Bellaterra, EVIU1 (level A1 material) and EVIU 4 (level B2.1 material). You can use an existing learning path and assign it to your students, or you can create your own, which will be stored in the system.

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

Correcting e-mails Linguassist has an online message correction facility that allows the teacher to correct and comment on a students e-mail or written text. Go to My Messages and click on a received message Click on Edit/Respond, select the word(s) you wish to comment on and then click on Write at the bottom of the page. Select the type of comment from the drop box, write in the comment and click on Save comment. You can edit existing comments by selecting Edit, give a Mark or Clear the comment. Click on Preview to see the comments by placing the mouse over each highlighted text. TROUBLE SHOOTING If you have problems entering check the following options: Make sure you have entered via the Catalan language version of the homepage Make sure you have written the day and month (four numbers total) in the Password box, not the year. Try adding the DNI without letter(s) Should you have any problem, please do not hesitate to contact the multimedia coordinator or admin staff at UAB Idiomes Barcelona (Casa Convalescncia) on the following number: 93 433 50 60

REPORTING PROBLEMS If you have any problems with exercises or do not receive any notification of student activity via a message to your personal email account then please fill in a form, called a ticket, on the Webschool webpage (in Teacher tools > support tickets) or to this address: http://www.webschool.ws/support/. It is important that the problems are reported otherwise they cannot be rectified.

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

Appendix 7 - CA Record Sheet

Continuous assessment marks record sheet


Teacher name: Group code:
Nota Final
Excellent Notable Aprovat Susps 9,00 - 10,00 7 - 8,5 5 - 6,5 0 - 4,9 1 2 3 4 5 6 7 8 9 10

CA Task
Final CA grade Final CA mark (number)

Surnames, Name

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Appendix 8 Record of work sheet Class code: Teacher: Room:

Please record work completed in each class. Include Unit, page references, homework, etc.
Date Date Date

Date

Date

Date

Date

Date

Date

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Appendix 9 Incident sheet


- Keep track of your students - check the people who attend your class against your class lists. This is especially important during the first two weeks of the coruses. Changes are communicated in writing. - If people attend and they are not on the list, fill in an incident sheet and give it to the Teachers Assistant (Onsite) or Coordinator (In company). - If students miss three classes contact them and/or fill in an incident sheet and give it to Administration (Onsite) or Coordinator (In Company).

Teacher:
DATA Day-Month (31/03) ALUMNE Paco Perez Noms In Company DNI Data de naixement 111122222D 19/09/1955 GRUP 1SMBIMIJ110I / ISDIN B2 Diagonal INCIDENT NO SURT A LA LLISTA RESOLUCI BAIXA

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Appendix 10a - Peer Observation Procedure


The basic procedure is: 1. Find a teacher who you would like to observe and arrange an observation. 2. Meet before the observation to discuss your objectives. This may include some particular area(s) of your colleagues teaching which s/he would like you to focus on (although this is not obligatory). Your colleague will give you the completed relevant observation form (Appendix 14b). 3. Do the observation. 4. During or immediately after the class, complete the relevant observation form (Appendix 14c). 5. Have a post-observation meeting to discuss the class and talk about how the class went, what went well and what could be changed. 6. Send copies of the completed Peer Observation sheets to a coordinator (Pascal or Elaine). 7. Post comments on the Peer Observations group of the UAB Idiomes Ning (http://uabidiomes.ning.com/group/peerobservations?xg_source=activity) on any aspects of the observation which you feel may be of interest to your colleagues in the department, including positives you took away from it i.e. what you learnt. There are 3 stages involved in Peer Observations: 1. Planning 2. Observation 3. Feedback Stage 1. Planning What the teacher hopes to achieve in the observed class. Any area(s) the teacher would like the observer to focus on. The observers objective(s). Stage 2. Observation The focus of the observation will depend on the teachers and the observers objectives, as above. It will include making specific notes on some / any of the following areas, among others: Pace and timing Level Interaction Teachers Instructions Innovation Classroom Organisation Boardwork Handouts Error correction Audio-visual aids Plus any other aspects of the teachers work which are relevant to the aforementioned objectives. Stage 3. Feedback When giving feedback Be realistic Be specific Be sensitive Be non-judgmental Balance postive and negative 51

When receiving feedback Listen Be aware Be open-minded Ask for clarification Dont be over-sensitive

Appendix 10b - PEER OBSERVATION SHEET 1


(Completed by the class teacher) This sheet must be completed and given to the observer at least one day before the class observed.

Teachers name: Observers name: Date and time of observation: Group/Level:

Pre-Observation info: Brief description of the group and any other relevant info:

Objective of the session:

Teaching Aims and activities:

Area(s) you would like your colleague to focus on (if applicable):

Any other relevant information:

Date and time of feedback session following observation:


After the feedback session please send a copy of this form to Pascal or Elaine and post comments on the observation in the Peer Observation group on the UAB Idiomes Ning:

(http://uabidiomes.ning.com/group/peerobservations?xg_source=activity) 52

Appendix 10c - PEER OBSERVATION SHEET 2


(Completed by the observer)

This sheet must be completed during or immediately after the observed session and brought to the feedback session following the observation to be discussed with the observed teacher.

Observers name: Teachers name: Date and time of observation: Group/Level:

Comments on the area(s) your colleague asked you to focus on (if applicable):

Positive impressions of your colleagues teaching: (e.g. ideas /activities observed you would like to incorporate / improve in your own teaching practice):

Any other comments:

Date and time of feedback session following observation:


After the feedback session please send a copy of this form to Pascal or Elaine and post comments on the observation in the Peer Observation group on the UAB Idiomes Ning:

(http://uabidiomes.ning.com/group/peerobservations?xg_source=activity) 53

Appendix 11 - In Company Register

Class:
SURNAME, NAME
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 2 3 4 5 6 7

Teacher:
8 9 10 11 12 13 14 15 16 17 18 19 20 21

Company:
22 23 24 25 26 27 28 29 30 31 32 33 34 TOT %

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Appendix 12 Procediment recuperaci de classes In Company -versi professor/aCLIENT El client vol reprogramar una classe (fins a un mxim de 15% del total d'hores del curs)

El client ho comunica a info.idiomes@uab.cat amb 48 hores hbils* abans de la classe programada

No
El/la professor/a ha reprogramat la classe?

La classe no es reprograma

No
Coordinadors reprogramen la classe

El/la professor/ informa el coordinador de la reprogramaci

El/la professor/a percep la retribuci

La pot fer el/la mateix/a professor/a dins del seu contracte?

La classe la realitzar el/la professor/a en la data reprogramada

No S
Se li pot allargar el contracte per recuperar la classe?
El/la professor/a percep la retribuci de la classe reprogramada

No
Els coordinadors cerquen un substitut per fer la classe reprogramada

Se li ofereixen altres tasques dins del seu contracte

*dies hbils indiquen dies feiners i exclou dissabtes a partir de les 14:00 fins diumenges a les 24:00, i dies festius. 55