Model
egzaminu
z języka
angielskiego
Poziom 3
wg STANAG 6001
Specyfikacje
i egzamin przykładowy
A
ÓDy
2007
Level 3 Model Exam
Model egzaminu z języka angielskiego
Poziom 3
wg STANAG 6001
Specyfikacje
i egzamin przykładowy
OPRACOWANIE:
kpt. mgr Dariusz Ćwierzona
mgr Ewa Pawelec
mgr Agata Majchrzak
mgr Magdalena Kaz
mierczak
KONSULTACJA:
kmdr dr Józef Kowalewski
2
Level 3 Model Exam
SPIS TREŚCI
Specyfikacje egzaminu / Specifications of the examination
Wstęp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Czytanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Słuchanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Pisanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Mówienie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Przykładowe materiały egzaminacyjne / Sample Papers
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Tapescripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Marking Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Kryteria oceny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Marking Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Assessment of Sample Writings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Kryteria oceny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Marking Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Marking Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Informacje o przebiegu egzaminu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Information about the Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Załączniki/Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
3
Level 3 Model Exam
POZIOM 3
SPECYFIKACJE EGZAMINU Z J
ZYKA ANGIELSKIEGO
WST
P
Cel egzaminu Sytuacje komunikacyjne - wykorzystanie
języka obcego
Celem egzaminu jest sprawdzenie czy zdający
osiągnęli Poziom 3. znajomości języka angielskiego Język wykorzystywany jest w sytuacjach
zgodnie z opisem zawartym w Porozumieniu zawodowych i towarzyskich w środowisku
Standaryzacyjnym 6001 (STANAG 6001). wojskowym (np. w sztabie o składzie
wielonarodowym, podczas operacji wsparcia
pokoju, wielonarodowych ćwiczeń wojskowych lub
Charakterystyka osób przystępujących do
podczas szkoleń zagranicznych).
egzaminu
Wszyscy zdający muszą posiadać świadectwo
Opis egzaminu
zdanego egzaminu na Poziomie 2. wg STANAG
6001 w danej sprawności lub przedłożyć inny Egzamin składa się z czterech części
dokument potwierdzający znajomość języka na (odbywających się w następującej kolejności):
porównywalnym poziomie. Dokument ten musi
" Czytanie
zostać zaakceptowany przez przewodniczącego
" Słuchanie
CKEJO MON.
" Pisanie
Większość osób przystępujących do egzaminu
" Mówienie
stanowią żołnierze służby czynnej Polskich Sił
Zbrojnych oraz pracownicy cywilni wojska. Wśród
zdających dominują osoby narodowości polskiej,
mężczyz
ni, w wieku pomiędzy 20-50 lat.
4
Level 3 Model Exam
LEVEL 3
SPECIFICATIONS OF THE ENGLISH LANGUAGE EXAMINATION
INTRODUCTION
The Purpose of the Examination Target Language Situation
The purpose of the examination is to assess
Professional and social situations in military
whether candidates have reached Level Three of
contexts (for example at a Multinational
language competence as described by STANAG
Headquarters, on a multinational peace support
6001.
operations, during a multinational exercise or
whilst receiving training in a foreign country).
Description of the Examinee
Description of the Examination
All examinees must have a certificate stating they
have a language competence of Level Two as
The examination consists of four parts
defined by STANAG 6001 in the skill(s) being
administered in the following order:
tested, or provide other evidence that indicates
" Reading
they have a similar language competence. This
" Listening
evidence must be accepted by the Chairman of
the Examination Board.
" Writing
" Speaking
The majority of examinees are either serving
members of the Polish Armed Forces or military
related personnel. They are predominately male,
Polish native language speakers, fall between the
ages of 20 and 50.
5
Level 3 Model Exam
CZYTANIE
Opis testu " uchwycenie myśli głównej akapitu
" odróżnienie myśli głównej od argumentów
Test składa się z 3 zadań zawierających 20 pytań,
wspomagających
a łączna długość tekstów wynosi od 1550 do 1850
" rozumienie informacji i opinii wyrażonych zarówno
słów. Zdający mają 60 minut na przeczytanie
wprost, jak i implikowanych
tekstów i wskazanie odpowiedzi, oraz dodatkowe 4
" wyciąganie wniosków na podstawie przeczytanego
tekstu
minuty na przeniesienie odpowiedzi na arkusz
" rozpoznanie celu tekstu i stosunku autora
odpowiedzi.
" rozumienie logicznych związków
międzyzdaniowych i związków między akapitami
Zakres tematyczny
" rozumienie znaczenia nieznanych wyrazów
Pełen zakres tematyczny dotyczący zagadnień z kontekstu
zawodowych i ogólnych, takich jak polityka,
Polecenia
ekonomia, nauka, technika, kultura, itd.
Przed rozpoczęciem egzaminu osobom zdającym
Rodzaje tekstów
udzielane są instrukcje w języku polskim, natomiast
polecenia do zadań w teście sformułowane są w języku
Autentyczne teksty z prasy lub Internetu o
angielskim. Polecenia te nie zawierają przykładów.
charakterze informacyjnym i opiniodawczym
(artykuły, wywiady).
Punktacja
Rodzaje zadań
Zdający wskazują odpowiedz
zakreślając poprawną
" pytania wielokrotnego wyboru
opcję na arkuszu odpowiedzi. We wszystkich częściach
" przyporządkowywanie
testu zdający otrzymują po jednym punkcie za każdą
prawidłową odpowiedz
i muszą uzyskać 14 punktów z
Testowane umiejętności
20 możliwych, aby zaliczyć sprawność czytania.
" uchwycenie myśli głównej tekstu
Rodzaj tekstu Długość Testowane umiejętności Rodzaj zadania Liczba
tekstu pytań
artykuły dwa teksty o " rozumienie informacji i opinii pytania 6
o tematyce łącznej długości wyrażonych zarówno wprost, jak i wielokrotnego
wojskowej 500  600 implikowanych wyboru
z trzema
opcjami
wywiad jeden tekst o " uchwycenie myśli głównej akapitu przyporządkowy- 7
o tematyce długości wanie pytań do
" rozumienie logicznych związków
ogólnej lub 400  500 słów odpowiedzi
międzyzdaniowych i związków
wojskowej
między akapitami
artykuły jeden lub dwa " rozumienie informacji i opinii pytania 7
o tematyce teksty o łącznej wyrażonych zarówno wprost, jak i wielokrotnego
ogólnej długości implikowanych wyboru
650  750 słów z czterema
" uchwycenie myśli głównej tekstu
opcjami
" uchwycenie myśli głównej akapitu
" odróżnienie myśli głównej od
argumentów wspomagających
" rozpoznanie celu tekstu i stosunku
autora
" rozumienie znaczenia nieznanych
wyrazów z kontekstu
" wyciąganie wniosków na podstawie
przeczytanego tekstu
6
Zadanie 2
Zadanie 1
Zadanie 3
Level 3 Model Exam
READING
Description of the Test " understanding explicitly and implicitly stated
information and opinions;
The test consists of 3 tasks containing 20 questions
" inferring information from text context;
in all. Total length of the texts is between 1550 and
" understanding the purpose of the text and a
1850 words. The candidates have 60 minutes to
writer s attitude;
read the texts and answer the questions, and 4
" understanding relations across sentences and
paragraphs;
more minutes to transfer the answers onto the
" understanding unfamiliar words from context.
Answer Sheet.
Rubrics/Instructions
Topics
Candidates will be given instructions in Polish
All topics from professional and general areas such
before the beginning of the test. Rubrics are
as politics, economics, science and technology,
written in English and no examples are provided.
culture, etc.
Marking
Text Types
There are twenty questions in all. Candidates are
Authentic informational and opinion-giving texts
asked to indicate answers by shading the right
from the press or the Internet (articles,
letter on the answer sheet. Candidates are
interviews).
awarded one mark for each correct answer in all
Task Types Used
parts of the test and they have to score 14 out of
20 points to pass the reading test.
" multiple choice;
" matching.
Skills
" identifying the main idea of the text;
" identifying the main idea of the paragraph;
" distinguishing the main idea from supporting
details;
Text Type Text Tested Skills Task Type
Number
Length
of
Items
articles on military issues two texts of " understanding explicitly/implicitly multiple choice 6
500  600 stated information or opinion questions
words with three
in total options
interview on general or one text of " understanding the main idea of the matching 7
military issues 400  500 paragraph questions to
words answers
" understanding relations across
sentences and paragraphs
article(s) on general issues one or two " understanding explicitly/implicitly multiple choice 7
texts of 650 stated information or opinions questions
-750 words with four
" identifying the main idea of the text
in total options
" identifying the main idea of the
paragraph
" distinguishing the main idea from
supporting details
" understanding the purpose of the
text and a writer s attitude
" understanding unfamiliar words from
context
" inferring information from text
content
7
Task 2
Task 1
Task 3
Level 3 Model Exam
SA
UCHANIE
Opis testu Nagrania i polecenia
Test składa się z czterech zadań zawierających 20 Test trwa około 45 minut i wszystkie teksty
pytań. nagrane są dwa razy. Przed rozpoczęciem
egzaminu osobom zdającym udzielane są
Zakres tematyczny
instrukcje w języku polskim. W nagraniu materiału
egzaminacyjnego polecenia sformułowane są w
Pełen zakres tematyczny dotyczący zagadnień
języku angielskim i nie zawierają przykładów. Po
zawodowych i ogólnych i takich jak polityka,
każdym poleceniu następuje przerwa umożliwiająca
ekonomia, nauka, technika, kultura, itd.
zdającym zapoznanie się z treścią pytań. Po
wysłuchaniu wszystkich zadań osoby zdające mają
Rodzaje nagrań
4 minuty na przeniesienie odpowiedzi na arkusz
Autentyczne nagrania radiowe:
odpowiedzi. Egzaminowani usłyszą różne akcenty
rodzimych użytkowników języka angielskiego oraz
" wiadomości
obcokrajowców.
" reportaże
Nagrania studyjne:
Punktacja
" dialogi z wyrażeniami potocznymi
We wszystkich częściach testu zdający otrzymują
" odprawy w kontekście wojskowym
po jednym punkcie za każdą prawidłową odpowiedz

i muszą uzyskać 14 punktów z 20 możliwych, aby
Rodzaje zadań
zaliczyć sprawność słuchania. W zadaniach 1-3
" test wielokrotnego wyboru
zdający wskazują odpowiedz
zakreślając poprawną
" sporządzanie notatek
opcję na arkuszu odpowiedzi, natomiast w zadaniu
4 wpisują brakujące części zdań. Błędy w pisowni
Testowane umiejętności
nie zniekształcające znaczenia słów oraz błędy
" rozumienie informacji i opinii wyrażanych gramatyczne nie mają wpływu na ocenę.
zarówno wprost, jak i implikowanych
" dedukowanie znaczenia nieznanych słów i
zwrotów z kontekstu
" uchwycenie myśli głównej i odróżnienie jej od
argumentów wspomagających
Rodzaj nagrania Testowane umiejętności Rodzaje Ilość
zadań pytań
pięć krótkich autentycznych " rozumienie informacji lub opinii test 5
wiadomości radiowych wyrażanych zarówno wprost jak i wielokrotnego
implikowanych wyboru z
trzema opcjami
pięć krótkich dialogów z " dedukowanie znaczenia nieznanych test 5
wyrażeniami potocznymi słów i zwrotów z kontekstu wielokrotnego
(nagranie studyjne) wyboru z
czterema
opcjami
jedno lub dwa autentyczne " rozumienie informacji i opinii test 4
reportaże radiowe wyrażanych zarówno wprost, jak i wielokrotnego
implikowanych wyboru z
trzema opcjami
odprawa w kontekście " rozumienie informacji i opinii sporządzanie 6
wojskowym (nagranie wyrażanych wprost notatek
studyjne)
8
Zadanie 4
Zadanie 3
Zadanie 2
Zadanie 1
Level 3 Model Exam
LISTENING
Description of the Test " identifying the main idea and distinguishing it
from supporting details.
The test consists of four tasks containing 20
questions.
Recordings and Instructions
Topics The test lasts approximately 45 minutes and all
texts are recorded twice. Candidates are given
All topics form general and professional areas such
instructions in Polish before the start of the test. In
as politics, economics, science, technology, culture,
etc. the recording, each task is preceded by the
instructions given in English and no examples are
Text Types
provided. The instructions are followed by a pause
to allow candidates to read the questions. At the
Authentic radio recordings:
end of the test there is a pause of 4 minutes to
" news items;
allow candidates to transfer their answers to the
" reports.
answer sheets. Recordings may contain a variety of
Studio recordings:
native speaker and non-native speaker accents.
" dialogues with colloquial expressions;
Marking
" military-contextualised briefings.
Candidates are awarded one mark for each correct
Task Types Used
answer in all parts of the test and they have to
score 14 out of 20 points to pass the listening test.
" multiple choice;
In tasks 1-3, candidates are asked to indicate
" note-taking.
answers by shading the right letter, whereas in
Skills
task 4, they complete the sentences. Incorrect
spelling not impeding understanding as well as
" understanding explicitly and implicitly stated
grammatical mistakes are not penalised.
information and opinions;
" deducing the meaning of unfamiliar words or
phrases from context;
Text Type Tested Skills Test Method
Number
of
Items
five short authentic " understanding explicitly/implicitly multiple choice 5
radio news items stated information or opinions questions
with three options
five short dialogues with " deducing the meaning of unknown multiple choice 5
colloquial expressions words or phrases from context questions with four
(studio recording) options
one or two authentic " understanding explicitly/implicitly multiple choice 4
radio reports stated information and opinions questions
with three options
military-contextualised " understanding explicitly stated note-taking 6
briefing (studio information and opinions
recording)
9
Task 4
Task 3
Task 2
Task 1
Level 3 Model Exam
PISANIE
Rodzaje tekstów Wymagania
Korespondencja formalna na którą składają się: W Zadaniu 1. od zdających oczekuje się
umiejętności wypowiedzi pisemnej tematycznie
" listy
związanej z sytuacjami zawodowymi.
" notatki służbowe
" raporty
Część A - list  od zdających oczekuje się
zrealizowania zadania opisanego w poleceniu oraz
Opis testu
wykorzystania wszystkich informacji podanych w
formie krótkiego tekstu np. programu, ulotki,
Test trwa 90 minut i polega na wykonaniu dwóch
notatki, ogłoszenia, itp. Tekst listu musi mieć
zadań.
akapity.
Zadanie 1. - składa się z dwóch części, w
Część B - notatka służbowa  od zdających
których zdający zobowiązani są do napisania dwóch
oczekuje się zrealizowania zadania opisanego w
rodzajów tekstów.
poleceniu i przedstawienia treści w sposób jasny i
Część A - list formalny z wykorzystaniem
zwięzły.
informacji podanych w formie krótkiego tekstu.
Część A powinna zawierać od 100 do 120 słów.
W Zadaniu 2. od zdających oczekuje się
Część B - formalna notatka służbowa, która
umiejętności wypowiedzi pisemnej na tematy
może być tematycznie związana z listem z części A.
wojskowe i ogólne (np. polityka, technika,
Część B powinna zawierać od 60 do 80 słów.
ekonomia, kultura, nauka, zagadnienia społeczne).
Tekst wypowiedzi musi być podzielonym na akapity
Zadanie 2. - polega na napisaniu raportu,
raportem, w którym od zdających oczekuje się
który powinien zawierać od 200 do 250 słów.
używania pełnych zdań. Polecenie do zadania
zawiera informacje w postaci krótkich tekstów i
Polecenia
materiału piktograficznego np. mapy, wykresy,
Przed rozpoczęciem egzaminu osobom zdającym
tabele, itp. Materiał piktograficzny zawarty w
udzielane są instrukcje w języku polskim,
zadaniu służy jedynie za pomoc i nie musi być
natomiast polecenia do zadań w teście
wykorzystany przez osobę zdającą.
sformułowane są w języku angielskim.
Zarówno w Zadaniu 1., jak i Zadaniu 2. zdający
Umiejętności powinni wykazać się umiejętnością pisania w
odpowiednim formacie (list, memorandum, raport).
" opisywanie
Ich wypowiedz
powinna być jasna, zorganizowana i
" odmawianie
spójna, a główne myśli logicznie zaprezentowane.
" podawanie informacji
A
ączniki pomiędzy zdaniami i akapitami powinny
" pytanie o informacje
być użyte w sposób poprawny. Zdający powinni
" składanie skarg/reklamacji
używać języka formalnego z zachowaniem
" sugerowanie
stosownego stylu i poprawności gramatyczno-
" udzielanie rekomendacji
leksykalnej. (Dalsze informacje na temat pisania
" wydawanie poleceń
memorandum i raportu zamieszczone są w
" wyrażanie przeprosin
Załączniku A i B.)
" wyjaśnianie
Ocenianie
" zapraszanie
" argumentowanie
Wypowiedz
pisemna jest oceniana przez dwóch
" podawanie przykładów
egzaminatorów. Za każdy tekst zdający otrzymują
" opisywanie przyczyn/skutków
maksymalnie 10 punktów i muszą uzyskać 21 z
" formułowanie opinii
maksymalnej liczby 30 punktów, aby zaliczyć
" uzasadnianie
sprawność pisania. Kryteria oceny podzielone są na
" udzielanie rad
przedziały punktowe. Aby zmieścić się w danym
" podawanie rozwiązań
przedziale punktowym, tekst musi spełniać
" stawianie hipotez/przypuszczanie
wszystkie kryteria. Szczegółowe kryteria oceny
" wyrażanie próśb
zamieszczone są na str. 48.
" udzielanie nagany
" składanie zamówień
10
Level 3 Model Exam
Rodzaj Długość Umiejętności językowe
tekstu
100  120 słów " podawanie informacji
" pytanie o informacje
list
formalny " składanie skarg/reklamacji
" wyrażanie przeprosin
" wyjaśnianie
" zapraszanie
" odmawianie
" składanie zamówień
" sugerowanie
60  80 słów " wyjaśnianie
" opisywanie
notatka
służbowa " wyrażanie próśb
" udzielanie informacji
" sugerowanie rozwiązań
" wydawanie poleceń
" udzielanie nagany
raport 200  250 słów " opisywanie zagadnienia
" argumentowanie
" podawanie przykładów
" opisywanie przyczyn/skutków
" formułowanie opinii
" uzasadnianie
" sugerowanie
" udzielanie rekomendacji
" udzielanie rad
" podawanie rozwiązań
" stawianie hipotez/przypuszczanie
11
Część A
Zadanie 1
Część B
Zadanie 2
Level 3 Model Exam
WRITING
Text Types
Performance Expected of the Candidate
Formal correspondence:
In Task One candidates are expected to write on
job-related topics.
" letters;
" memoranda;
Part A  the letter  candidates are expected to
" reports.
achieve the task outlined in the rubrics, including
all the points indicated in the input such as a
Description of the Test
programme, a leaflet, a note, an advertisement,
The writing test is 90 minutes long and there are
etc. The text has to be divided into paragraphs.
two tasks in it.
Part B  the memorandum  candidates are
Task One consists of two parts and candidates are
expected to achieve the task outlined in the rubrics
asked to write two kinds of texts:
and should present the content in a clear and
Part A a formal transactional letter
concise way.
responding to input in the form of a
short text. The text should contain
In Task Two, candidates are expected to write on
between 100 and 120 words.
military and general topics (e.g. politics,
Part B a formal memorandum which can
technology, economics, culture, and social
be thematically related to the letter
matters). The text has to be a paragraphed report
from Part A. The text should contain
written in full sentences. The rubrics to the task
between 60 and 80 words.
contain input in the form of short texts and
In Task Two, candidates are asked to write a pictorial material such as maps, graphs, diagrams,
report which should contain between 200 and 250 charts, etc. Candidates can, but do not have to,
words. use it as a guide to elaborate on the topic.
Rubrics In Both Tasks
Candidates are given instructions in Polish before Candidates are required to write in an appropriate
the start of the test. Rubrics are written in English. format (letter, memorandum, report). The text
should be clear, coherent and cohesive and major
Skills points logically presented. Transitions should be
successfully used. The language has to be
" describing;
consistently formal. Accuracy and appropriacy are
" refusing;
expected. (For more detailed information on writing
" giving information;
a memorandum and a report see Appendix A and
" asking for information;
B.)
" complaining;
" suggesting;
Marking
" recommending;
The test is assessed by two independent assessors.
" giving orders;
" apologising; For each text candidates can be awarded maximum
10 points and have to score 21 out of 30 points to
" explaining;
pass the writing test. The marking criteria are
" inviting;
" giving arguments; divided into point bands. To score points in a band,
the text must fulfil all criteria. Candidates are
" giving examples;
referred to the evaluation criteria for Level Three,
" describing causes/effects;
" expressing opinions; Writing on page 49.
" justifying;
" giving advice;
" giving solutions;
" hypothesizing/speculating;
" making requests;
" reprimanding;
" making orders.
12
Level 3 Model Exam
Text Type Length Skills
formal letter 100  120 words " giving information
" asking for information
" complaining
" apologising
" explaining
" inviting
" refusing
" making orders
" suggesting
memorandum 60 - 80 words " explaining
" describing
" requesting
" giving information
" suggesting solutions
" giving orders
" reprimanding
report 200 - 250 words " describing a problem
" giving arguments
" giving examples
" describing causes/effects
" expressing opinions
" justifying
" suggesting
" recommending
" giving advice
" giving solutions
" hypothesizing/speculating
13
Part A
Task One
Part B
Task Two
Level 3 Model Exam
MÓWIENIE
Rodzaje wypowiedzi " ekonomia
" edukacja
" monolog
" stosunki międzynarodowe
" dialog
" terroryzm i bezpieczeństwo globalne
" dyskusja
" sport
" rodzina i życie rodzinne
Opis testu
" środki transportu
" podróżowanie
Zdający przystępują do egzaminu w parach.
" katastrofy
Egzamin ustny składa się z 2 zadań i trwa około 25
" operacje wojskowe
minut.
" przestępczość
" itp.
Zadanie 1 podzielone jest na dwie części.
W Części A  briefingu  każdy zdający wygłasza 3
Polecenia
 4 minutowy monolog z wykorzystaniem podanych
informacji. W Części B, po wysłuchaniu briefingu,
Polecenia do zadań sformułowane są w języku
drugi zdający zadaje pytania i/lub komentuje
angielskim.
usłyszaną treść. Przed przystąpieniem do egzaminu
kandydaci mają 15 minut na przygotowanie
Umiejętności
wypowiedzi. (Dodatkowe informacje znajdują się w
Zdający powinni wykazać się następującymi
Załączniku C.)
umiejętnościami:
Zadanie 2 podzielone jest na dwie części.
" opisywanie
W Części A zdający prowadzą rozmowę na temat
" podawanie informacji
zagadnienia podanego na bilecie egzaminacyjnym.
" pytanie o informacje
W Części B zdający dyskutują o zagadnieniach
" sugerowanie
podanych przez egzaminatora, które są
" udzielanie rekomendacji
tematycznym rozwinięciem Części A.
" wyjaśnianie
" argumentowanie
Zakres tematyczny
" podawanie przykładów
Tematy ogólne i zawodowe takie jak:
" opisywanie przyczyn/skutków
" formułowanie opinii
" szkolenie wojskowe
" uzasadnianie
" życie codzienne w wojsku
" udzielanie rad
" nałogi
" podawanie rozwiązań
" zdrowie i sprawność fizyczna
" stawianie hipotez
" tradycje i zwyczaje
" wyrażanie przypuszczeń
" czas wolny
" porównywanie
" żywność i zwyczaje żywieniowe
" turystyka
Ocenianie
" pieniądze
" media
Wypowiedz
ustna jest oceniana przez dwóch
" problemy pokoleń
egzaminatorów. Za każde zadanie zdający
" problemy uchodz
ców
otrzymują maksymalnie 10 punktów i muszą
" miasto a wieś
uzyskać 14 z maksymalnej liczby 20 punktów, aby
" bogaci a biedni zaliczyć sprawność mówienia. Kryteria oceny
" zakupy podzielone są na przedziały punktowe. Aby
" wakacje zmieścić się w danym przedziale punktowym,
" środowisko naturalne wypowiedz
musi spełniać wszystkie kryteria dla
" praca i zatrudnienie danego przedziału. Szczegółowe kryteria oceny
" polityka zamieszczone są na str. 62.
14
Level 3 Model Exam
Rodzaj zadania Długość Umiejętności językowe Cechy wypowiedzi
briefing 3  4 " opisywanie " logiczny rozwój
minuty
" udzielanie informacji " zwięzłość
na
" porównywanie " precyzja
osobę
" rekomendowanie " osiągnięcie celu
" uzasadnianie
" wyrażanie opinii
pytania i/lub uwagi 1  2 " pytanie o informacje
do briefingu minuty
" proszenie o wyjaśnienie
na
" udzielanie
osobę
informacji/wyjaśnień
" odpieranie argumentów
" zgadzanie się z opinią
" kwestionowanie opinii
dialog w celu 5  6 " wyrażanie opinii " angażowanie partnera w
uzgodnienia minut dyskusję
" argumentowanie
wspólnego na
" inicjowanie rozmowy
" uzasadnianie
stanowiska parę
" podtrzymywanie rozmowy
" porównywanie
" logiczne reagowanie na
" zgadzanie się z opinią
argumenty partnera
" kwestionowanie opinii
dyskusja między 5  6 " przypuszczanie
kandydatami minut
" stawianie hipotez
stymulowana przez na
" argumentowanie
egzaminatora parę
" podawanie rozwiązań
" opisywanie
przyczyn/skutków
15
Część A
Zadanie 1
Część B
Część A
Zadanie 2
Część B
Level 3 Model Exam
SPEAKING
Types of speaking " economics
" education
" monologue
" international relations
" dialogue
" terrorism and global security
" discussion
" sport
" family and family life
Description of the Test
" means of transport
The speaking test is to be taken in pairs. It consists
" travelling
of two tasks and lasts approximately 25 minutes.
" disasters
" military operations
Task 1 is divided into two parts. In Part A  briefing
" crime
 each candidate presents a 3-4 minute monologue
" etc.
using information provided. In Part B, after the
briefing, the other candidate asks questions
Rubrics
and/or comments on what she/he has heard.
Before the exam, candidates have 15 minutes to
Rubrics are given in English.
prepare for their briefings. (For additional
Performance Expected of the Candidate
information see Appendix C.)
The candidate is expected to demonstrate the
Task 2 is divided into two parts. In Part A, the
ability to:
candidates talk about an issue outlined in the
prompt card. In Part B, the candidates discuss
" describe
other issues provided by the examiner related to
" give information
Part A.
" ask for information
" suggest
Topics
" recommend
General interest and professional topics such as:
" explain
" provide arguments
" military training
" give examples
" everyday life in the military
" describe causes and effects
" addictions
" give opinions
" health and fitness
" justify
" customs and traditions
" advise
" free time
" give solutions
" food and eating habits
" hypothesize
" tourism
" speculate
" money
" compare and contrast
" media
" generation issues
Marking
" refugees
The speaking test is assessed by two independent
" city versus country
assessors. For each task candidates can be
" rich versus poor
awarded maximum 10 points and have to score 14
" shopping
out of 20 points to pass the speaking test. The
" holidays
marking criteria are divided into point bands. To
" environment
score points in a band, the text must fulfil all
" work and employment
criteria. Candidates are referred to the evaluation
" politics
criteria for Level Three, Speaking on page 63.
16
Level 3 Model Exam
Task Types Length Skills Discourse Features
briefing 3  4 " describing " logical development of ideas
minutes
" giving information " conciseness
for
" comparing " precision of argument
each
" recommending " task achievement
candidate
" justifying
" expressing opinion
questions and 1  2 " asking for information
comments about minutes
" asking for explanation
briefing for
" giving
each
information/explanation
candidate
" objecting to arguments
" agreeing/disagreeing
with opinion
dialogue  reaching 5  6 " expressing opinion " inviting the partner to join in
agreement minutes
" giving arguments " initiating discourse
for both
" justifying " maintaining discourse
candidates
" comparing " responding logically to the
partner s arguments
" agreeing with opinion
" disagreeing with opinion
discussion between 5  6 " speculating
the candidates minutes
" hypothesizing
stimulated by the for both
" giving arguments
interlocutor candidates
" giving solutions
" describing causes and
effects
17
Part A
Task One
Part B
Part A
Task Two
Part B
Level 3 Model Exam
STRONA CELOWO POZOSTAWIONA PUSTA
PAGE INTENTIONALLY LEFT BLANK
18
Level 3 Model Exam
Egzamin z języka obcego
wg STANAG 6001
Egzamin przykładowy
Język: angielski
Poziom: 3
Sprawność: CZYTANIE
Czas trwania: 60 min.
19
Level 3 Model Exam
CODE
Name:
GROUP: . . . . . . . . . .
ANSWER SHEET FOR LEVEL THREE EXAM
Reading Comprehension
1 2 3 4 5 6 7 8 9 10 11 12 13 15
14 16 18 19 20
17
A A A A A A A A A A A A A A A A A A A A
A
B B B B B B B B B B B B B B B B B B B B
B
C C C C C C C C C C C C C C C C C C C C
C
D D D D D D D D D D D D D D
D
E E E E E E E
E
F F F F F F F
F
G G G G G G G
G
TOTAL: & & & & & & .
Names of examiners:
..................................................................
..................................................................
20
Level 3 Model Exam
TASK ONE
You are going to read two texts. For questions 1  6 choose the answer (A, B or C), which fits best
according to the texts.
Text One
Mortar Fire Challenge
U.S. Army deployed its 20-year old upgraded TPQ-37 Firefinder Weapon Locating System to
Iraq. The service developed new software to bring the system up to date. But the upgraded system
failed to do what it was intended to do: detect mortar rounds.
For members of the 1st Squadron, 3rd Armored Cavalry Regiment, the TPQ-37 was more of a
problem than an asset. The unit came under mortar fire 40 times in Iraq, but the system only
detected rounds three times. The squadron suffered between 10 and 15 injuries from mortars.  We
tried everything humanly possible to work out the system, said Lt. Col. Reilly, squadron leader. The
unit even fired its own mortars at the system.
Several factors have complicated the use of TPQ-37s in theatre. For one, soldiers were trained
only briefly on the new software before going to Iraq.  We did training with soldiers on the ground on
the new software, but they didn t get the full course of instruction, the months and years of
peacetime training, Col. Michael Bowman, Army program manager, said. Meanwhile, the Army is
planning to send teams of Firefinder experts to the field to work on training, while Raytheon, the
producer, are working to upgrade the TPQ-37 s performance.
The use of the system in Iraq has prompted the Army to re-evaluate its future mortar
detection systems. The TPQ-47, developed by Raytheon, originally expected in the field several years
ago, is still in development and could get cancelled in favor of a short-range system that offers 360-
degree coverage. The TPQ-47 model can detect artillery as far as 400 kilometers, but offers only 90-
degree coverage. Raytheon is  disappointed that the fate of the TPQ-47 is unclear because recent
tests have been  very encouraging.
1. The American soldiers were in trouble because they &
A. didn t see the enemy fire
B. couldn t operate the mortar
C. came under friendly fire
2. Currently &
A. the system is being improved by the producer
B. soldiers are being familiarized with the software
C. the untrained troops are being replaced
3. The alternative to TPQ-47 system has the advantage of &
A. a longer range
B. a greater coverage
C. an earlier completion date
21
Level 3 Model Exam
Text Two
Army Logisticians Get SatCom Boost
When the U.S. Army's 3rd Infantry Division heads back to Iraq later this year, their logisticians
will bring new satellite communications terminals called Very Small Aperture Terminal (CSS VSAT) that
will help them provide improved combat support.
Army logistics were determined to fix problems during the March 2003 drive to Baghdad,
where support troops equipped with antiquated terrestrial communications systems often had to wait
days to use ad hoc line-of-sight communications towers, causing severe delivery delays. And the first
priority of the towers was to go to the tactical formations, so it was taking three or four days before
the support units had the priority.
The introduction of VSAT should considerably reduce threats for the supply personnel who
had to literally rely on the  sneaker net and physically carry information around the theatre. The
crucial supply data could have been not only lost but also seized by the enemy intelligence to further
hamper already slow supplies.
Developed recently by the Army's G-4 acquisition shop in the Pentagon and its transmission
systems program office at Fort Monmouth, the CSS VSAT dish is smaller - only 4 feet in diameter -
and easier to use. Contrary to the existing system, once the VSAT device is set, it does not need
further adjusting. It automatically links with either the Defense Satellite Communications System or
commercial satellites and stays connected, which allows defence managers to monitor supply-chain
instantly.
The MoD plans to provide CSS VSAT systems to all Army divisions when they transform in the
next several years into smaller, more modular brigade. CSS VSAT will replace those "not quite as
sophisticated" devices now in the field.
4. The problem with the old communications system was that &
A. it often broke down
B. it was too visible
C. it had limited access
5. Thanks to VSAT, &
A. information will be more accurate
B. messages will be better protected
C. supply deliveries will be safer
6. Contrary to the old system, VSAT &
A. provides on-the-ground connection
B. requires more skills to be operated
C. connects to non-military satellites
22
Level 3 Model Exam
TASK TWO
You are going to read an interview with Prince Abdullah from Saudi Arabia. Seven questions have
been removed from the interview. Choose from questions A - H the one which you think fits best
each paragraph 7 - 13. There is an extra question which you do not need to use.
7. _____ How can a relationship that has been strong and solid for over six decades be questioned
like this? I sense that there is some resentment about the relationship, and of the Kingdom, that I
frankly don't understand. Somebody must be trying to drive a wedge. There is no enmity at all
between the Saudi government and the American government, or between the Saudi people and
the American people.
8. _____ America is a friend. America's interests are as important to us as our own interests.
America cannot fight alone. It will be tiring, difficult and expensive, with human and material
losses, and it will cause the number of America's enemies to multiply. America cannot be the sole
policeman of the world. I have a recommendation to make: every nation, under U.N. auspices,
should sign an international agreement and commit to combating terrorism and drugs. If a country
refuses to combat terrorism and drugs, it should be punished.
9. _____ I do not believe that the war on terrorism applies to any of those countries. If you have a
situation of terrorism in any of them, it is the result of a small fringe group and not government
policy.
10. _____ Just the opposite. In the past there were tensions, but these have been worked out. It is
a large nation, and it is in the interests of all the Gulf countries to calm matters and maintain
stability.
11. _____ Justice. We have a means and a process to arrive at a solution: the Tenet plan and the
Mitchell report. On both sides are human beings who have emotions that affect their actions and
reactions. As a first step, we can separate the two sides and introduce peacekeepers. And then it
will be time to pressure both sides to return to the negotiating table.
12. _____ He cannot control all the Palestinians. Especially, while they are being shelled and killed
by the Israelis. The Israeli people may not be the guilty ones. Responsibility lies squarely with the
person who gave the orders. You cannot break out of this cycle of violence when the Prime
Minister of Israel orders planes to drop bombs and sends tanks to invade villages.
13. _____ May God spare us. It would shake the Arab and Muslim world and destroy the credibility
of anyone who was involved in this move. Forever.
A. Is Iran a destabilizing influence?
B. Do you favour extending the war on terrorism to Iran and Iraq?
C. What is the truth about Saudi-American tensions?
D. What is your solution to the Palestinian issue?
E. How much has Bin Laden contributed to instability in the Middle East?
F. Do you support America's war on terrorism?
G. What happens if Arafat is eliminated as a negotiating partner?
H. Is the violence Arafat's fault?
23
Level 3 Model Exam
TASK THREE
You are going to read a newspaper article. For questions 14  20, choose the answer A, B, C or D.
The very name Oxford guaranteed this scandal would resonate. Two officials of Pembroke
College, one of Oxford's 39 colleges, had to quit last week in disgrace when it emerged they were
willing to admit a bright but not outstanding boy whose father was offering to contribute $420,000.
Unfortunately for them, the "father" was a reporter for the Sunday Times. Pembroke and Oxford
swiftly repudiated their supposedly disobedient officials. All Britain united in condemning the sale of
university places. And who could disagree? In modem meritocracies, state-funded universities are
supposed to cultivate talent, not incubate the already privileged. All the same, I find myself averse to
the neatness of this morality tale.
Its main villain is unconvincing. The college chaplain and former admissions tutor who told the
reporter his money would talk, Rev. John Platt, is described by former students as devoted to their
welfare and assiduous in touring state schools to encourage applications from bright kids without
money. He wasn't seeking a bribe for himself, but worrying about Pembroke  which he cheerfully
described as "poor as shit."
Education is noble, but it is a business, too. World-class universities must compete in a world
market for top-flight professors, research grants and funds to build labs and support needy students.
Oxford and Cambridge have huge advantages over less famous universities, but with the country
spending a smaller portion of its GDP on universities than 20 years ago, they too must struggle.
Compared to American universities in particular, they are poor and getting relatively poorer. Harvard
professors earn 70% more, on average, than their Cambridge counterparts. All U.K. universities put
together were able to harvest $414 million from their investments in 2000; the comparable figure for
Yale alone this year is $405 million. Oxford is proud that its spin-off companies are collectively worth
about $3 billion; graduates of Massachusetts Institute of Technology, had founded over 4,000
companies with revenues of $232 billion. And because Oxford remains a peculiarly federal institution,
some colleges have vast holdings while others like Pembroke scrape by.
Where else could Rev. Platt's colleagues scare up a few bucks? Not from the government: for
the first time it is now asking students to pay some of their tuition and living costs, so it can free up
funds not to lavish on elite schools, but to expand student numbers across the country. Not from
increased tuition: the government won't let Oxford charge more than other universities, though many
students (and their parents) would certainly pay it. Like other colleges, Pembroke already runs
conferences and strives for lucrative foreign students, whom the government requires to pay close to
full freight.
What about graduates generosity? Here too Oxford is playing catch-up to the U.S. With the
government trying to cut off many cultural and educational institutions from state funding, virtually all
of them have started to approach the same limited group of donors. But middle-class Brits are a tough
sell, because they graduated when government used to cover the whole cost.
My wife attended Somerville College, Oxford, 20 years ago. Then the college didn't ask its
graduates for gifts; it didn't even know who they were. There was no list. The principal decided to
compile one and gave the job to her husband, who labored part-time for several years without benefit
of computer or even an electric typewriter. The university shifted to a professional fund-raising
operation 15 years ago, but it is still feeble. Last month my wife received a phone call from a
Somerville student fund-raiser, a welcome innovation. But the caller seemed embarrassed to ask for
$20 a month. Pembroke's last master, Robert Stevens, retired early, largely because the fund-raising
burdens were exhausting him. So if Rev. Platt was willing to create an extra place for a student whose
entrance exam grades were two As and one B instead of three As, was that so bad if future
Pembrokians would benefit $420,000?
Especially when, as any admissions officer will admit over a drink, it is almost impossible to
determine who in a pile of reasonably bright 17-year-olds will turn out to be the best student three
years from now, let alone manifest creativity needed for a brilliant career. British students specialize
early. They win university places on the basis of three written exams graded by strangers, usually
teachers on holiday with a big pile to get through. To claim that the results of this process provide
some self-evidently fair and complete measure of potential to excel at university is just silly.
24
Level 3 Model Exam
14. The scandal broke out after &
A. a poor but brilliant student was refused a place at college
B. some college officials revealed secrets to the Sunday Times
C. a student was promised a place in return for a financial donation
D. some Oxford officials were fired for breaking admission procedures
15. According to former Pembroke students, Rev. John Platt &
A. cared about the well-being of Pembroke College
B. looked for ways to make himself more money
C. favoured students from rich backgrounds
D. talked unfavourably about Pembroke College
16. The third paragraph mainly shows that &
A. governmental help for British universities is too small
B. universities concentrate on making money too much
C. good professors are underpaid in British universities
D. higher education involves a lot of money-making
17. It can be deduced from the fourth paragraph that &
A. foreign students pay higher tuition than British students
B. some universities receive higher governmental grants
C. tuition at Oxford is higher that in other universities
D. higher education is too expensive for British students
18. The author s wife s example shows that &
A. it is necessary to complete university documents
B. graduates are unwilling to give money
C. it is necessary to create professional fund-raising
D. fund-raising, although imperfect, has started
19. The author s attitude towards Rev. John Platt could be described as &
A. understanding
B. critical
C. ironic
D. thankful
20. The author thinks that the secondary-school leaving examinations in Britain &
A. give an inaccurate measure of students abilities
B. successfully reveal students potential for a career
C. should be conducted by teachers familiar to students
D. should be held early enough to let students specialize
25
Level 3 Model Exam
Reading Answer Key
TASK ONE
1. A
2. A
3. B
4. C
5. B
6. C
TASK TWO
7. C
8. F
9. B
10. A
11. D
12. H
13. G
TASK THREE
14. C
15. A
16. D
17. A
18. D
19. A
20. A
26
Level 3 Model Exam
Egzamin z języka obcego
wg STANAG 6001
Egzamin przykładowy
Język: angielski
Poziom: 3
Sprawność: SA
UCHANIE
Czas trwania: 45 min.
27
Level 3 Model Exam
CODE Name:
GROUP: ....................
ANSWER SHEET FOR LEVEL THREE EXAM
Listening Comprehension
1 2 3 4 5 6 7 8 9 10 11 12 13 15
14 16 18 19 20
17
A A A A A A A A A A A A A A A A A A A A
A
B B B B B B B B B B B B B B B B B B B B
B
C C C C C C C C C C C C C C C C C C C C
C
D D D D D D D D D D D D D D
D
E E E E E E E
E
F F F F F F F
F
G G G G G G G
G
15.
16.
17.
18.
19.
20.
TOTAL: & & & & & & .
Names of examiners:
& & & & & & & & & & & & & & & & & ..
& & & & & & & & & & & & & & & & & ..
28
Level 3 Model Exam
TASK ONE
You are going to hear 5 extracts from radio news. You will hear each extract twice. For questions 1 
5, please, choose the best answer A, B or C. You now have 1 minute to look through the questions
for Task One.
1. Drug-smuggling has moved to West Africa because &
A. law execution is poor there
B. that channel is much cheaper
C. local dealers invited cooperation
2. The Indian politicians are criticising &
A. Honda s plans to close the manufacture
B. the way Honda coped with the protest
C. police actions against Honda s workers
3. The two girls infected with bird flu died because &
A. the drug had lost its effectiveness
B. the hospital lacked the proper drug
C. they were treated with the wrong drug
4. The six men were arrested for &
A. carrying out terrorist attacks
B. fighting against security forces
C. torturing non-Arab citizens
5. The demonstrators protested against &
A. the action carried out by the police
B. the resignation of a minister
C. the closure of a media group
29
Level 3 Model Exam
TASK TWO
You will hear five short conversations. At the end of each conversation you will be asked a question
about what was said. You will hear each conversation and the question that follows it twice. For
questions 6 to 10 choose the best answer A, B, C, or D. There will now be a pause of 30 seconds for
you to look through the questions.
6. Nick remembers the paratrooper because &
A. he hated vodka
B. he liked vodka
C. he was a soft man
D. he liked soft drinks
7. The politician was &
A. persuading his audiences to green policies
B. confusing his audience on purpose
C. explaining his position clearly
D. criticising the local council
8. John refuses because &
A. he doesn t have any money
B. Tom hasn t paid him back yet
C. he doesn t lend money at all
D. he doesn t know Tom too well
9. The man thinks the wedding reception was ...
A. exhausting
B. too formal
C. badly organised
D. enjoyable
10. Steve has recently become a ...
A. private detective
B. a policeman
C. a secret agent
D. an MP officer
30
Level 3 Model Exam
TASK THREE
You are going to hear 1 radio piece. For questions 11  14 choose the best answer (A, B or C). You
will hear the piece twice. There will now be a pause of one minute for you to look through the
questions.
11. President Jamai was giving out &
A. green T-shirts
B. yellow T-shirts
C. green and yellow T-shirts
12. The reporter thinks the President s security measures were &
A. quite normal
B. more than enough
C. intimidating to the electorate
13. Yaya Jamai became President by &
A. fairly winning the popular vote
B. overthrowing the government
C. banning the opposition
14. Mark Doyle accepts the point that &
A. Jamai had done little for the Gambia
B. the old government had been corrupt
C. the opposition politicians were too old
31
Level 3 Model Exam
TASK FOUR
You are an Officer in Company D (this is important information). You are attending a briefing on
the first day of a training exercise. For questions 15 - 20 complete the notes by putting a short
phrase into the boxes. You will have 30 seconds to look at Task Three.
15. During the training, advice and guidance will be given by &
1
16. The country you will be specially prepared to operate in is &
2
17. Your training will concentrate on &
3
18. To hear the classroom part of your training, you need to go to &
4
19. Days four and five of your training will concentrate on &
5
20. If you don t take training seriously, you will be &
6
32
Level 3 Model Exam
Listening Answer Key
TASK ONE
1. A
2. C
3. A
4. B
5. A
TASK TWO
6. B
7. B
8. A
9. D
10. C
TASK THREE
11. A
12. B
13. B
14. B
TASK FOUR
15. UNTAT / United Nations Training and Advisory Team
16. Kosovo
17. personal safety and protection
18. Room G, Sector A, Ground Hall (all pieces of information are important)
19. carrying out house searches
20. thrown off the course
33
Level 3 Model Exam
TAPESCRIPTS
This is a listening test for the Ministry of National used to combat it. In a report in the New England
Defence Level 3 English Language Examination. I m Journal of Medicine, researchers say that drug-
going to give you some instructions about this test resistance strains of the virus developed in two
and tell you about what you re going to hear . I will Vietnamese girls who died despite being given a
introduce each part of the test and, before each currently recommended dose of the anti-viral drug
part, there will be a pause for you to look through Tami Flu. Medical experts say the latest research is
the questions. You will hear each part twice. The worrying.
tape will now be stopped. Please, ask any
questions now as you will not be allowed to speak REPEAT Three
during the test.
Four
A court in Kuwait has sentenced to death six
Task One
You are going to hear 5 extracts from radio news. Islamic militants with alleged links to Alkaida.
Three of them are Kuwaiti nationals, the other
You will hear each extract twice. For questions 1 to
three are described as stateless Arabs. They were
5, please, choose the best answer A, B or C. You
among about thirty people captured after gun
now have 1 minute to look through the questions
battles with the security forces last January. The
for Task One.
Kuwaiti police said some had confessed to planning
suicide attacks against the United State s military
PAUSE 1 minute
targets and other Western interest in Kuwait. Their
lawyers said they were tortured into confessing.
Task One will now begin.
REPEAT Four
One
The United Nations Office on Drugs and Crime 
Five
the UNODC  says South American drug traffickers
About three thousand demonstrators have marched
have started to use West African countries and
their coastal waters as a conduit for their drug- through the Kenyan capitol, Nairobi, to protest
about the police raid last week on the premises of
smuggling operations. The Head of the UNODC in
the region, Antonio Matsiteri, told the BBC that the the Standard Media Group. The protest was
organised by the opposition Orange Democratic
lack of law enforcement in some West African
Movement which is demanding the resignation of
countries was the main attraction for the traffickers
who were seeking areas where impunity could be the Internal Security minister. The media group
was briefly shut down following the raid in which
bought.
hooded policemen ceased equipment and burned
REPEAT One thousands of newspapers.
REPEAT Five
Two
Indian police have clashed for a second day with
That is the end of Task One.
workers and their families from a monocycle
factory in a suburb of Delhi. Television showed live
pictures of women chasing and beating police Task Two
You will hear five short conversations. At the end of
officers in protest and police actions on the
each conversation you will be asked a question
previous day against striking workers of Honda s
Indian subsidiary. Indian MPs have complained in about what was said. You will hear each
conversation and the question that follows it twice.
Parliament about the police tactics. On Monday
For questions 6 to 10 choose the best answer A, B,
television showed police using canes to hit
hundreds of workers. C, or D. There will now be a pause of 30 seconds
for you to look through the questions.
REPEAT Two
PAUSE 1 minute
Task Two will now begin.
Three
New evidence has emerged that bird flue has
begun to develop a resistance to the main drug
34
Level 3 Model Exam
Six - You ve got to be kidding. He doesn t seem the
- Nick, do you still remember Harry? James Bond type to me. Neither clever nor
- Harry? Harry who? brave.
- Harry the paratrooper. You know the one who - Steve has recently become a &
had a soft spot for vodka. Couldn t put the
staff down. REPEAT Ten
- Oh that Harry! Yes, sure I do.
- Nick remembers the paratrooper because & This is the end of Task Two.
REPEAT Six Task Three
You are going to listen to a report. You will hear
Seven the report twice. You will here this report twice. For
- Did you hear that politician talking on the radio questions 11 to 14, please, choose the best answer
last night? A, B, or C. There will now be a pause of 1 minute
- Yes, I thought he was supposed to talk about for you to look through the questions.
the environment, but he kept referring to the
local council. PAUSE 1 minute
- Yeah, he was just trying to cloud the issue.
- Politicians! It s hard to know what they really Task Three will now begin.
think.
- The politician was & Hello, this is Francis Line. In today s programme
presidential elections in the Gambia, in West Africa.
REPEAT Seven Our West Africa correspondent, Mark Doyle, is in
the Gambian capital, Ban Jue.
Eight The president of the Gambia was clearly enjoying
- John, can you lend me a couple of quid? himself. He was standing with head and shoulders
- What s wrong? It s the third time this month! through the sunroom of his four-wheel-drive,
- Well don t ask. I just need it. tossing T-shirts to the crowd. The people, poor
- OK. No more questions, but I am afraid you ll rural villagers for the most part, were scrabbling
have to ask someone else. I am really hard up and fighting for one of the precious garments
at the moment. You know new wife and a new which, of course, had a smiling picture of president
flat. Jaja Jami printed front and back. Going by T-shirt
- John refuses because & poll, it s difficult to call this election. It could be
close. The greet T-shirts of the ruling party are
REPEAT Eight evident wherever president Jami goes. But the
yellow T-shirts of the opposition are bound in the
Nine places they hold their meetings. Just before the
- Did I tell you that there was my sister s president arrived at his election rally in a welter of
wedding last weekend? flying green T-shirts, I was surprised to see a truck
- No, you didn t! Come on, tell me about it. with a large anti-aircraft gun drive through the
- Well, the wedding was very traditional, but at crowd. The soldiers on board that truck and about
the reception everyone had a ball. Everyone a hundred other troops who subsequently arrived
was dancing and singing. I mean the couple, were the president s security men. Presidential aids
both families, friends, acquaintances. Even the told me these were quite normal security
neighbours. measures. Well yes, up to a point. But even in
- The man thinks the wedding reception was & unstable parts of Africa, it s only normal to bring
out the big guns if there s a military threat. And in
REPEAT Nine the Gambia there aren t any known armed
opponents to the Jamy regime. The opposition
Ten parties in this election say the display of military
- I haven t seen Steve for ages. hardware is designed to intimidated the electorate.
- Neither have I. I ve just hear rumours he s President Jaja Jamey came to power in 1994 in a
been involved in clock and dagger operations bloodless military coup when he was a young army
now. lieutenant. Two years later he civilianised his rule
in elections widely seen as unfair because he
banned a number of his opponents from standing.
35
Level 3 Model Exam
And so there are question marks in Thursday s their valued and much appreciated advice. Now,
election about how level the plain field is between the fist thing that you have to know  and this is
the various candidates. His supporters say, and very important, so please listen carefully  is that
they have a point, that he overthrew a lazy and you will be split into two groups for this training
corrupt civilian government which had done little exercise. The first group, made up of officers from
for the Gambia. And they add that the opposition Company A and Company B, will be called Thunder.
coalition is just the old guard in disguise trying to Now the Thunder group will be paired to operate in
return to power. And so what we have in this general peace support operations. And the second
election is the challenges of democracy in Africa group, made up of officers form Company C and
but in miniature. About half a million voters will Company D, will be called Lightening. Now, the
decide if they like the dynamic, though blunt and Lightening group will be specially prepared to
sometimes brutal, former military man, or perhaps operate in Kosovo. Is that clear? Good. I ll
they will prefer the quietly spoken lawyer, Usni continue. The main differences between the
Dabo, who heads the main anti-military opposition training packages for the two groups is that the
coalition. Thunder group, that is those being trained for
The BBC s West Africa correspondent Mike Doyle. general peace support operations, will concentrate
on interaction with civilians, particularly negotiation
REPEAT Report skills. Whereas the second group, Lightning group,
will concentrate on personal safety and protection,
That is the end of Task Three. things like mine awareness and how to deal with
booby traps. Now. Let me deal with some practical
Task Four issues. This, of course, as you know, is a 5-day
You are an Officer in Company D (this is important course. Each day will start at 07.00 hours, and
information). You are attending a briefing on the training will continue until 19.00 hours. Oh, except
first day of a training exercise. For questions 15 - for day thee, when there will be night training. On
20 complete the notes by putting a short phrase that day training will start at 19.00 hours and
into the boxes. You will have 30 seconds to look at continue until 03.00 hours, Thursday morning. All
Task Four. meals will be taken in the unit s canteen which is
where you had breakfast this morning. Oh, yes! As
PAUSE 30 seconds there will be two groups, there will be two separate
places for training. The Thunder group will have
Task Four will now begin. most of the classroom part of their course here in
this hall. Lightening will receive their classroom
Gentlemen! On behalf of the central training units, part in room G in sector A of the ground hall.
I would like to welcome you to the Alpha training That s room G in sector A of the ground hall. Now.
centre. I hope you find your accommodation Let me go through the programme for the two
satisfactory and you were able to have a good groups. Let s begin with day one. Day one, which
night s sleep. Now, the reason that you re all is, of course, today, everyone will stay together
gathered here in this hall this morning is so that I here in this hall and everyone will be given a
can give you a short briefing before we begin this general introduction to peace support operations.
training programme which we have decided to call Lieutenant Colonel Brewer, based in Heidelberg,
Exercise Clouds and Rain. Now, as you know, the will be in charge of those briefings. For the rest of
purpose of Exercise Clouds and Rain is to prepare the course, days two to five, you will be split into
you and your unit for deployment oversees. First, I your two groups, Thunder and Lightening. On day
have to tell you that we have the great honour of two and three, Thunder will learn how to interact
receiving advice and guidance from the United with peaceful civilians, learning how to give them
Nations Training and Advisory Team know as confidence and reassurance. The group will take
UNTAT. That s U-N-T-A-T. UNTAT, as you probably part in scenarios where civilians may come to you
know, is under the direction of HQ land command. to report incidents or hand in weapons. Things
In the course of the many years they ve been in such as this. On these days, Lightening will learn
operation, the team have prepared more than how to recognize and deal with the various types of
30 000 regulars, reservists, and members of the mines that they may come across. On days four
territorial army for potential missions abroad. So, and five Thunder will learn how to deal with hostile
as you can see, they are very experienced and, no civilians. They will take part in scenarios which will
doubt, very proficient in their field. While the involve demonstrations and riots. During these
exercise lasts they will do their best to give you same days, four and five, Lightening will
36
Level 3 Model Exam
concentrate on carrying out house searches  a
very important thing to learn how to do correctly,
as unfriendly forces can set lots of different types
of booby traps in houses. So, that s the
programme. Now, I must tell you one thing before
we begin this exercise. This exercise has been
created at great expense. A lot of time, money and
effort has gone into providing this training
opportunity for you. You must make the most of it
by giving it your full attention. I will not tolerate
any indiscipline during this exercise. Anyone not
taking this training seriously will be thrown off the
course immediately. And a report of your behaviour
will be sent to your commanding officer. Well, that
seems to be all. I hope you enjoy this training and
make the best use of it. There will now be a short
recess of 20 minutes, after which Lieutenant
Colonel Brewer will begin his general introduction
to peace support operations.
That s the end of Task Four. You now have four
minutes to look through your answers to the whole
test. Please, stay silent during this period. If you
attempt to communicate with any of the candidates
you will fail the test.
PAUSE 4 minutes
That is the end of the listening test.
37
Level 3 Model Exam
STRONA CELOWO POZOSTAWIONA PUSTA
PAGE INTENTIONALLY LEFT BLANK
38
Level 3 Model Exam
q
Egzamin z języka obcego
wg STANAG 6001
Egzamin przykładowy
Język: angielski
Poziom: 3
Sprawność: PISANIE
Czas trwania: 90 min.
39
Level 3 Model Exam
Notes
40
Level 3 Model Exam
Code:
Name:
Examiners Marking Sheet
FINAL SCORE:
Task One Part A
Points Language Style and Organisation Task Achievement
Register
Resources
9  10
points
8
points
7 points
6
points
4  5
points
1  3
points
Score:
0
points
Task One Part B
Points Language Style and Organisation Task Achievement
Register
Resources
9  10
points
8
points
7 points
6
points
4  5
points
1  3
points
Score:
0
points
Task Two
Points Language Style and Organisation Task Achievement
Register
Resources
9  10
points
8
points
7 points
6
points
4  5
points
1  3
points
Score:
0
points
Examiners Signatures
Full Name: Signature:
Full Name: Signature:
41
Level 3 Model Exam
Task One
This task consists of two parts. You must do both of them.
Part A
You have ordered T-shirts for your battalion from a private company. They still have not been delivered.
Write a letter of complaint to the manufacturer. Write about 100  120 words.
ORDER FORM
29 January 2006
500 T-shirts
not arrive
delivery date  29 February 2006
cost  $2700
paid
refund?
NOTES:
- talked to Sales Rep. John Jones  delivery March
8
- T-shirts still not here
Part B
You have received a reply from the manufacturer. Write a formal memo to your CO informing him about
the manufacture s explanation of the delay and the solution suggested by them. Write about 60  80
words.
42
Level 3 Model Exam
Task One Part A
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & . & & & & & & & & &
43
Level 3 Model Exam
Task One Part B
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & . & & & & & & & & &
44
Level 3 Model Exam
Task Two
A NATO agency is preparing a report on how armies in NATO countries are perceived by their public. You
are to contribute to this report and write about the situation in Poland. Include your opinion on how the
perception might change in the future and why. Use your own ideas as well as the pictorials below and
write a report of 200  250 words.
More Polish Soldiers Trained in American Bases. The Warsaw Voice
Polish Military Aviation Sector: New Technologies Alongside Off-set for F-16s. The Independent
Polish Troops on the Move! Over 600 Finnish APC Patrias Bought. The Guardian
My notes From the Internet Chat-room.
- Robin, you know what? I want to join the army.
Why want to join
- Zbyszek!! Why do you want to do that?
- Well, I will have a stable job. And the money is
military
quite good. I have finished the secondary school
and I live in a small town. There s no work for me
- Stable job, money
here.
- I can understand that.
not bad
- Besides, I m really impressed. You know, the war
in Iraq. I can see it s a real army. The Polish
- More privates on
soldiers look great on TV in their uniforms and
sunglasses. Like  Matrix , really!
contract
- But it s dangerous there!
- Maybe yes. Well I don t know. I would like to see
- More university
the American soldiers too, and drive a Hummer. You
know, the big car.
graduates
- Yes!!! Humvies are cool!
- Conscripts say can
GENERAL PERCEPTION
70
60
50
Well educated
40
Wanted as employees
30
Professional
20
10
0
1995 2000 2006
45
Level 3 Model Exam
Task Two
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
46
Level 3 Model Exam
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & . & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
47
Level 3 Model Exam
PISANIE  KRYTERIA OCENY
Liczba
Poprawność i bogactwo językowe Styl Organizacja Realizacja zadania
punktów
Szeroki zasób słownictwa używany często i z dużą Styl w pełni dostosowany do Myśli logicznie pogrupowane Zadanie w pełni zrealizowane, cała treść związana
9-10 precyzją. Złożone i proste struktury używane sytuacji. i rozwinięte. Tekst czyta się łatwo. z tematem.
punktów efektywnie z bardzo nielicznymi potknięciami.
Język złożony używany często. Stosunkowo szeroki Styl generalnie dostosowany do Myśli logicznie pogrupowane Zadanie zrealizowane w sposób satysfakcjonujący.
8 zasób słownictwa w większości używany precyzyjnie. sytuacji. Małe potknięcia i rozwinięte. A
ączniki zdaniowe na ogół Nieliczne pominięcia i niewielkie odejścia od tematu
punktów Bardzo nieliczne błędy gramatyczne w strukturach dopuszczalne. użyte efektywnie. Tekst czyta się łatwo. dopuszczalne.
złożonych. Język prosty na ogół używany poprawnie;
nieliczne potknięcia dopuszczalne. Błędy nie
zakłócają zrozumienia.
Złożony język wyraz
nie zademonstrowany Pogrupowanie i rozwinięcie myśli w
z niewielkimi brakami precyzji w użyciu słownictwa większości jasne. A
ączniki zdaniowe na
7 i nielicznymi błędami w gramatyce. Język prosty na ogół użyte efektywnie. Tekst czyta się
punktów ogół używany poprawnie; nieliczne potknięcia stosunkowo łatwo.
dopuszczalne. Błędy nie zakłócają zrozumienia.
Wyraz
ne próby użycia języka złożonego, jednakże ze Sporadyczne załamania stylu. Pogrupowanie i rozwinięcie myśli nie Zadanie częściowo zrealizowane. Wyraz
ne
6 sporadycznymi brakami precyzji w użyciu słownictwa zawsze jasne. A
ączniki zdaniowe pominięcia; pojawiają się zbędne informacje.
punktów i dość częstymi błędami w gramatyce. Język prosty sporadycznie użyte nieefektywnie.
na ogół używany poprawnie; nieliczne potknięcia Większość tekstu czyta się dość łatwo,
(2+) dopuszczalne. Błędy rzadko zakłócają zrozumienie chociaż sporadycznie wymaga on
lub nie zakłócają go wcale. pewnego wysiłku ze strony czytającego.
Bardzo rzadkie próby użycia języka złożonego, Wyraz
nie widoczne załamania Tekst słabo zorganizowany Zadanie nie zrealizowane. Ważne punkty pominięte
4 - 5 a w przypadku jego występowania użycie często stylu. z niezręcznymi łącznikami zdaniowymi. i pojawia się dużo zbędnych informacji. Wyraz
ne
punktów nieprecyzyjne i niepoprawne. Język prosty używany Fragmenty tekstu czyta się trudno. wykorzystanie sformułowań z materiału
ze sporadycznymi błędami. Błędy mogą dość często pomocniczego do zadania; całe zdania z polecenia
zakłócać komunikację. zawarte w tekście.
Brak prób użycia złożonego języka lub w przypadku Częste załamania stylu. Tekst z
le zorganizowany; czyta się go Zadanie nie zrealizowane. Istotne punkty pominięte
1-3 jego występowania użycie zawsze nieprecyzyjne trudno. i całe fragmenty pracy nie na temat.
punktów i niepoprawne. Prosty język używany z częstymi
błędami. Błędy często zakłócają komunikację.
Kandydaci otrzymują 0 punktów w następujących przypadkach:
0
" Praca nie na temat lub ewidentne odtworzenie wyuczonej pracy na podobny temat
punktów
" Praca zbyt krótka
" Praca nieczytelna
48
Level 3 Model Exam
WRITING  MARKING CRITERIA
Points
Style Organisation Task Achievement
Language Resources and Accuracy
9  10 A wide range of vocabulary used frequently and with high precision. Style fully appropriate Ideas logically grouped and The task fully accomplished and all content
points Complex and simple structures used successfully, with very rare slips. for the occasion. developed. The writing easy to follow. relevant.
8 Complex language used frequently. A relatively wide range of Style generally Ideas logically grouped and The task accomplished in a satisfactory way.
points vocabulary used precisely most of the time. Very few errors in complex appropriate for the developed. Transitions usually Only minor omissions and irrelevancies
grammar. Simple language on the whole correct; rare slips possible. occasion. Minor slips successful. The writing easy to follow. acceptable.
Errors do not impede comprehension. possible.
7 Complex language noticeably demonstrated, with low imprecision in The grouping and development of
points vocabulary and occasional errors in grammar. Simple language on the ideas clear most of the time.
whole correct; occasional slips possible. Errors do not impede Transitions usually successful. The
comprehension. writing relatively easy to follow.
6 Complex language clearly attempted, yet with occasional imprecision Occasional breakdowns The grouping and development of The task partly accomplished. Noticeable
points in vocabulary and fairly frequent errors in grammar. Simple language in style. ideas not always clear. Transitions omissions and irrelevant information occur.
on the whole correct; occasional slips possible. Errors rarely, if at all, occasionally awkward. Most of the text
(2+) impede comprehension. fairly easy to follow, with an
occasional strain on the reader.
4  5 Complex language hardly attempted and, if attempted, used often Clearly noticeable The writing poorly organised with The task not accomplished. Important points
points imprecisely and inaccurately. Simple language used with occasional breakdowns in style. awkward transitions. Parts of the text missing and a lot of irrelevant information
errors. Errors may fairly frequently impede comprehension. difficult to follow. included. Language noticeably lifted from the
task input; whole clauses from the instructions
included.
1  3 Complex language not attempted or, if attempted, used always Frequent breakdowns in The writing badly organised and The task not accomplished. Important points
points imprecisely and inaccurately. Simple language used with frequent style. difficult to follow. missing and whole sections of the writing
errors. Errors may often impede comprehension. irrelevant.
0 Candidate scores 0 points for the task in the following cases:
points
" The writing visibly not on the topic, or a memorised production on a similar topic.
" The number of words much below the limit.
" Totally illegible handwriting.
49
Level 3 Model Exam
Assessment of Sample Writings
Sample 1  Letter
Dear Sir,
I am writing to complain about my 500 peaces of T-shirts-order which was placed
on 29th January and do not arrive yet.
The execute date was on 29th February and now is 29th June and my T-shirts did
not coming. In my opinion it is very unserious sytuation. I have never seen that
somebody had to wait so long for realize an order.
I would like to bring your attention that on 1 Murch I talked with your Sales Rep.
John Johnes and he assured me that on 8th Murch all will be finished. I did not
think that it was only words. Now I know that your company is not good for
serious businesses, but rather for fleece.
Regardless of finishing this matter I think that our connection are ended. I think
that I can found a lot of companies which are honest and wont do good business.
Your faithfully,
XYZ
Assessment
Language Resources
and Accuracy Band: 4 5 points [a lot of mistakes in simple language]
Style Band: 6 points [some sentences sound impolite]
Organization Band: 7 points [despite mistakes reads relatively well]
Task Achievement Band: 7 points
Final Score 4 points
------------------------------------------------------------------------
Sample 2  Letter
Dear Sir/Madam,
I am writing to express my strong dissatisfaction about T-shirs which I have
ordered on the 29 January 2004 from your company.
I have ordered 500 T-shirts from your company. We established that it should
be deliver on the 29th February 2004 and I paid for it.
It has not delivered on time. I am disappointed of this matter. I called to John
Jones to resolve this problem and He said the T-shirts will be delivered on the 8
March 2004. I still have not received the T-shirts.
In addition, as a regular customer of yours, I feel disappointed with resolving
this case. As you can imagine I must insist on a full refund, and I will be forced
to resolve our agreement if T-shirts will not be delivered on the 29 March 2004.
I strongly believe that this matter will be resolve as soon as possible.
Yours faithfully,
XYZ
50
Level 3 Model Exam
Assessment
Language Resources
and Accuracy Band: 6 points [fairly frequent errors in complex grammar]
Style Band: 9-10 points
Organization Band: 8 points
Task Achievement Band: 9-10 points
Final Score 6 points
------------------------------------------------------------------------
Sample 3  Letter
Dear Sir / Madam,
I am writting to express my strong dissatisfaction with product ordered on 29th
January 2004.
Firstly, I ordered 500 T-shirts and the delivery date was 29 February 2004 but
today is 29 June 2004 and they still have not been delivered. I talked to sales
Representative John Jones and he promissed T-shirts will be delivered by March
8. After that date I called him twice but he still postponed the date.
Furthermore, I paid for your product so I expected that it will be delivered on
time. I am not going to wait any longer. If you won t deliver T-shirts I want to get
a full refund.
I am looking forward to hearing from you. I hope that this issue will be solved
soon.
Your faithfully,
XYZ
Assessment
Language Resources
and Accuracy Band: 7 points [words repeated, vocabulary range too narrow for 8 points]
Style Band: 7-8 points [only minor slips in style:  I want to get a full refund ]
Organization Band: 8 points
Task Achievement Band: 9-10 points
Final Score 7 points
51
Level 3 Model Exam
Sample 4  Letter
Dear Sir
I am writing to complain about delivering the T-shirts ordered on 29th
January 2004. The delivery was supposed to have been done on 29th February.
However, the T-shirts have not been supplied yet.
On 1st March, I talked to Sales Rep. John Jones. He ensured me that 500
T-shirts would be delivered on 8th March. I issued the invoice and transferred
$270 to your bank account. However, the deadline has been missed again and the
ordered goods are not still in my battalion.
Consequently, the final delivery date has to be 30th March. If you fail to
meet this deadline again, I will have to demand a full refund.
I insist you give this matter serious consideration and I look forward to
your urgent reply.
Yours faithfully,
XYZ
Assessment
Language Resources
and Accuracy Band: 9-10 points
Style Band: 9-10 points
Organization Band: 9-10 points
Task Achievement Band: 9-10 points
Final Score 10 points
------------------------------------------------------------------------
Sample 5  Memorandum
To: Col. Bronx
From: Capt. James Brown
Subject: 500 T-shirts  Delivery delay.
1. Our unit has received a letter from Wilson & Co. explaining the delivery
delay. According to the message from them the delay resulted from the
company s oversight in the contract.
2. The company suggests a new delivery deadline for 5th July 2005.
Additionally, they have offered a 10% discount as a compensation and sent
apologies.
52
Level 3 Model Exam
Assessment
Language Resources
and Accuracy Band: 9-10 points
Style Band: 9-10 points
Organization Band: 9-10 points
Task Achievement Band: 9-10 points
Final Score 10 points
------------------------------------------------------------------------
Sample 6  Memorandum
Sir,
I have received the reply from the manufactures about the T-shirts for our
battalion.
The manager of the company wrote the company will make 700 t-shirts
instead of 500.
The manager explaine that our order was lost.
The price of the delivery will remain unchanged and we will be provided
before the 1st of May 2004. We will get 200 T-shirts extra. The manager
has apologised for the delay.
Assessment
Language Resources
and Accuracy Band: 7 points [occasional errors in complex grammar]
Style Band: 9-10 points
Organization Band: 7 points [second sentence is misplaced]
Task Achievement Band: 9-10 points
Final Score 7 points
------------------------------------------------------------------------
Sample 7  Memorandum
Dear Sir,
I writing with reference to the fact that I got a answer from the manufacturer. I
would like to inform you about the solution suggested by manager.
He promises that they will sent the T-shirts on Monday. Second he will sent me the
sum of money of 200 Euros to cover the cost of T-shirts and make me feel better
after the distress I and you was forced to suffer as a result of your negligence.
Let me know if you need any informations about it, and write me your approval to
solve this problem in this way.
53
Level 3 Model Exam
Assessment
Language Resources
and Accuracy Band: 4-5 points [occasional errors in simple language; complex language
hardly attempted]
Style Band: 4-5 points [noticeable breakdown in style; the text getting wordy]
Organization Band: 7 points
Task Achievement Band: 6 points [no mention of manufacturer s explanation, information
about  distress redundant]
Final Score 5 points
------------------------------------------------------------------------
Sample 8  Memorandum
Sir,
As you know I have a problem connected with delivering T-shirts to my unit. I wrote
a letter of complaints to the company witch I have agreement. Today I received an
answer from the executive person. They agree to give money back.
Because we still have not T-shirts I suggest to organize the second tendes and
choice another company.
XYZ
Assessment
Language Resources
and Accuracy Band: 4-5 points [complex language hardly attempted; occasional errors in
simple language]
Style Band: 7-8 points [the phrase  As you know would not normally be used
in a formal memo to a superior]
Organization Band: 9-10 points
Task Achievement Band: 6 points [no mention of manufacturer s explanation]
Final Score 4 points
54
Level 3 Model Exam
Sample 9 Report
Re: The position of Polish Forces in the public opinion
Since Poland broke away the socialism age the public opinion about Polish Forces
has changed very much. What is more, since we entered to NATO in 1999 Polish Forces
have became thrustworthy in many people eyes. I think there are several aspects of
good opinion Polish forces.
At the beginning I have to say that we have had new subsequent procurements.
We bought a new plane and an armed vehical. Such procurements influence for our
combat capabilities.
Next, in my opinion conditions of work also impact on public view for military
duty. Two main pluses of this work could be its quite well salary and that it is stable. I
have read some online opinions recently and these two points were mentioned very often.
Moreover, Polish forces were assessed as a compulsory bad thing. Now more
people enrol to the Army. More young boys sing contracts. Forces are seen as a good
place for university graduates, too. I suppose thanks for this Polish Forces are more
professional and better educated.
For last ten years Polish Forces have changed their structure and equipment.
New procurements and increasing participation in military operations influence on public
opinion. Particularly young boys want to serve in a modern army. I suppose that in next
few years Polish Forces will retain good opinion and position in Polish society.
Assessment
Language Resources
and Accuracy Band: 4-5 points [imprecision and inaccuracies in complex
language; occasional errors in simple language]
Style Band: 6 points [essay style and paragraph organization; frequent
references to author s point of view; breakdowns
in language formality:  bad thing ,  good place ]
Organization Band: 7 points [problems with the first paragraph]
Task Achievement Band: 6 points [the text is not a report]
Final Score 4 points
55
Level 3 Model Exam
Sample 10  Report
Subject: Public opinion of the Polish army
Introduction
The purpose of this report is to inform your agency how the army is perceived by Polish
public. This report is based on recent polls conducted among both men in service and
civilians.
Education and Professionalism
The resent research has shown that the level of education of Polish soldiers has doubled
within the last ten years. As a consequence, many Polish people consider their soldiers to
be fully skilled and professional. Moreover, thanks to their high qualifications, soldiers
are also sought on the civilian job market.
Awareness of Changes
Polish society is also aware that the army has been changing consistently to meet the
requirements of the contemporary battle field and face new threats such as
international terrorism. Procurements of the newest equipment and technologies, and an
implementation of more efficient methods of training often make headlines in the press.
As a result, people believe that money from their taxes is not wasted and the army is
able to fulfill its duties very well.
Volunteers
Due to the economic situation in Poland, the number of volunteers has been increasing.
The army is believed to provide stable employment and opportunities to gain knowledge.
Additionally, the pictures of the army shown in TV news regarding the operation in Iraq
make young people to think that joining the military guarantes exciting and adventurous
career.
Conclusion
All things considered, I believe that the high opinion of the army among the Polish
society will remain on the current level or even increase due to recent changes and new
experiences of the Polish military.
Assessment
Language Resources
and Accuracy Band: 9-10 points
Style Band: 9-10 points
Organization Band: 9-10 points
Task Achievement Band: 9-10 points
Final Score 10 points
56
Level 3 Model Exam
Sample 11  Report
Re: The general perception of Polish army by public opinion.
Introduction
The aim of this report is to present a public opinion about Polish army and how will it
change in the future.
Equipment and Training
Our army has totally changed recently, because of different doctrine and also different
aims. Reduction of our troops and buying modern equipment caused that Polish army has
became more professional. These changes have an influence on public opinion. The
majority of Polish society say that they trust the army more now than in the past. They
see soldiers as educated and experience people who can work professionally.
Army  Good Solution
The research of public opinion show that contrary to the past now many young people
want to join the army. Their point of view changed because army can give them
education, good salary and also stable job. When they join the army they do not have to
worry about their future. Moreover, they can count that their job will not be boring.
Polish soldiers take a part in peacekeeping missions abroad and people start to think
that army career is interesting and exciting.
Future
Polish army will totally change in the future. It will be more professional and equipped in
modern weapons. What is more our troops will be taking a part in conflicts all over the
world. All of these things will have influence on public opinion and give soldiers more
trust and respect.
Assessment
Language Resources
and Accuracy Band: 7 points [occasional errors in complex grammar; slips in simple
language]
Style Band: 9-10 points
Organization Band: 7 points [ideas logically grouped most of the time, second
paragraph is slightly confusing because of the
heading]
Task Achievement Band: 9-10 points
Final Score 7 points
57
Level 3 Model Exam
Sample 12  Report
Dear Sir/Madam
I am writing about army s image in the countries of NATO. I would like to
present current situation in Poland and include my own opinion and some prediction.
Firstly, as you probably know, Polish military forces are constantly improving its
armament, combat abilities and education of its soldiers. Poland bought new patrol
carries in Finland, obtain new F-16 fighters from the USA. Such events are connected
with transfer of new technologies, that make possible in future to produce brand new
Polish equipment. More Polish soldiers train in American bases, which are widely known
as the best in the world.
Let me add that these factors have improved image of Polish army in society. In
my opinion Polish soldiers are seen as well educated and professional. Ten years ago the
situation was totally different and people thought that Polish army consisted of
individuals without education and professional skills.
Moreover, I suppose that young individuals tend to think that army gives stable
jobs and good salaries. It is not always true, so such thinking proves that army should
provide people with more detailed information about possible work in military forces. In
fact situation of soldiers is rather hard especially in connection with high demands, that
should fulfill Polish officers or NCOs. For example every Polish officer should possess
NSC degree. Such demands makes very good image of Polish army among society. People
think that army consist of intelligent individuals fully devoted to their duties.
Finally, be aware that military officials try to introduce profesional privates and
to make compulsory service more interesting for young soldiers. Despite financial
problems we manage to slowly introduce this reform with full support from society.
I hope that you find these informations helpful. Please, do not hesitate to
contact me if you have any further question. I look forward to hearing from you.
Your sincerely
Assessment
Language Resources
and Accuracy Band: 7 points
Style Band: 3 points [style and paragraph organization of a letter, with losses in
objectivity and the reader being frequently addressed:
 as you probably know ,  Let me add ,  be aware that ]
Organization Band: 4-5 points [chaotic organization of content in paragraphs and their
focus often vague]
Task Achievement Band: 6 points [the text is not a report]
Final Score 3 points
58
Level 3 Model Exam
Sample 13  Report
Introduction
According to the statistics many people in Poland perceived army in very good kind.
Development
Firstly army is known as stable job and there are a good money.
Next army is known as good way to improve education and army give possibility to
develop skills. With army you can go abroad and serve in very interesting countries and
places.
There are bad points in army to:
You can go in dangerous places for example Iraq or Afganistan, and your life can be in
dangerus. You must be all time in alert and always preperd.
Conclusion
Sometimes it seems that it is a very dificult job but many people in Poland think that
army is good and they belive that army is good preperd to fight and to defend us.
Assessment
Language Resources
and Accuracy Band:
Style Band:
Organization Band:
Task Achievement Band:
Final Score 0 points [the work is far too short]
59
Level 3 Model Exam
STRONA CELOWO POZOSTAWIONA PUSTA
PAGE INTENTIONALLY LEFT BLANK
60
Level 3 Model Exam
SPEAKING TEST
TASK ONE [4  6 minutes for one candidate]
You are going to give a 3  4 minute briefing on the topic given below. Do not exceed this time limit. Please,
read the instructions carefully. You have 15 minutes to prepare for it. You are allowed to write a plan, which you
can refer to while speaking, but you mustn t write the whole briefing in order to read it. After the briefing, be
prepared to respond appropriately to the questions and comments made by your partner. You will also be
required to ask questions and comment on your partner s briefing.
Candidate A Sample Briefing
You are in charge of logistics in a military academy. A group of women has been admitted to the academy and the
command are wondering where to accommodate them. Give a briefing on possible solutions, describing advantages and
disadvantages of two of them. Recommend one and explain why.
Possible solutions:
" a separate building
" the same building
" other
Candidate B Sample Briefing
On a peacekeeping mission you are responsible for security on the base. As there have been some attacks recently, you
are tasked with improving security. Give a briefing on possible solutions, describing advantages and disadvantages of two
of them. Recommend one and explain why.
Possible ways of improving security:
" more men
" lights and cameras
" other
Task Two
Part A [5  6 minutes for both candidates]
You are going to talk about the issues outlined in the prompt card. Please, read the task carefully. Discuss all the
issues before trying to reach agreement.
Sample Prompt Card
Young people are faced with a lot of dangers nowadays. Look at the list below. Discuss the dangers and try to agree
which one is the most and the least serious. Be ready to justify your choice.
ALCOHOL SMOKING DRUGS COMPUTERS
Part B [5  6 minutes for both candidates]
You are going to discuss a set of questions asked by the examiner.
Sample questions
- What might be the future for young people in Poland?
- What might have led to the increase in crime among young people?
61
Level 3 Model Exam
MÓWIENIE  KRYTERIA OCENY
Liczba
Płynność Poprawność i Bogactwo Języka Wymowa Kierowanie Wypowiedzią Realizacja
punktów
zadania
Produkcja Interakcja
9  10 Płynność wypowiedzi Szeroki zakres języka pozwalający na efektywną Wypowiedz
całkowicie Wypowiedz
logiczna, jasna i łatwa do Aktywne uczestnictwo Zadanie w pełni
punktów zbliżona do tempa komunikację. Język poprawny ze sporadycznymi poprawna pod śledzenia. Wyraz
ny podział na części. w rozmowie. Inicjowanie zrealizowane i cała
rodzimego użytkownika potknięciami. względem wymowy. Efektywne przejścia. Informacja w pełni i podtrzymywanie treść na temat.
języka z rzadkimi przekazana. rozmowy/dyskusji.
wahaniami.
Spójne i logiczne
nawiązywanie do wypowiedzi
8 Wypowiedz
naturalna Szeroki zakres języka pozwalający na efektywną Sporadyczne błędy Wypowiedz
logiczna, jasna i stosunkowo partnera. Zadanie zrealizowane
punktów i płynna. Rzadkie komunikację. Bardzo rzadkie błędy w języku w wymowie. łatwa do śledzenia. Wyraz
ny podział na w sposób
przerwy celem złożonym. Język prosty na ogół poprawny ze Komunikacja nie części. Przejścia w większości efektywne. Angażowanie partnera satysfakcjonujący.
znalezienia sporadycznymi potknięciami. Błędy nie zakłócają zakłócona. Informacja w pełni przekazana. w dyskusję bez prób Nieliczne pominięcia
odpowiedniego wyrazu. komunikacji. dominacji. i niewielkie odejścia
od tematu
Włączanie się do dyskusji dopuszczalne.
7 Wypowiedz
stosunkowo Wystarczający zakres języka pozwalający na
(przerywanie mówiącemu)
punktów naturalna i płynna. efektywną komunikację. Sporadyczne błędy w języku
z użyciem stosownego
Sporadyczne przerwy złożonym. Język prosty na ogół poprawny ze
języka.
w celu znalezienia sporadycznymi potknięciami. Błędy nie zakłócają
odpowiedniego wyrazu. komunikacji.
6 Tempo wypowiedzi zbyt Wystarczający zakres języka pozwalający na Wyraz
ne błędy Wypowiedz
nie zawsze jasna, wymagająca Tylko częściowe Zadanie częściowo
punktów wolne dla zapewnienia efektywną komunikację. Widoczne błędy w języku w wymowie. pewnego wysiłku ze strony słuchającego. uczestnictwo w rozmowie. zrealizowane.
płynnej komunikacji. prostym i złożonym. Błędy mogą czasami zakłócać Komunikacja nie Części nie zaznaczone w sposób jasny. Brak aktywnego Wyraz
ne pominięcia;
(2+) Widoczne przerwy komunikację. zakłócona. Sporadycznie niezręczne przejścia, ale podtrzymywania rozmowy pojawią się zbędne
w celu znalezienia informacja na ogół przekazana. i sporadyczne jej informacje.
odpowiednich wyrazów. inicjowanie. Nawiązywanie
do wypowiedzi partnera
czasami niespójne
4  5 Tempo wypowiedzi Zbyt wąski zakres języka dla efektywnej komunikacji. Częste błędy Widoczny brak jasności prowadzący do Zadanie nie
i nielogiczne. Użycie
punktów wyraz
nie wolne. Częste Częste powtórzenia i obejścia. Częste błędy w języku w wymowie prowadzące trudności w śledzeniu wypowiedzi. Słaby zrealizowane. Ważne
niestosownego języka
wypowiedzi  słowo po prostym i złożonym, choć język złożony może wcale do niezrozumienia podział na części i towarzyszące temu punkty pominięte
podczas włączania się do
słowie . Powtarzające nie występować. Błędy zakłócają komunikację. i powodujące wysiłek wymieszanie treści. Niezręczne przejścia. i pojawia się dużo
dyskusji (przerywania
się przerwy w celu u słuchającego. Informacja nie w pełni przekazana. zbędnych informacji.
mówiącemu).
znalezienia Fragmenty briefingu przeczytane z notatek. Zadanie nie
odpowiednich wyrazów.
1  3 Tempo wypowiedzi Bardzo wąski zakres języka znacznie ogranicza Liczne błędy w wymowie Częsty brak jasności, powodujący trudności Albo (A) Prawie zupełny brak
punktów bardzo wolne . komunikację. Notoryczne błędy prowadzą do częstych prowadzące do w śledzeniu wypowiedzi i zmuszający udziału w rozmowie.
Wypowiedz
 słowo po zakłóceń komunikacji. niezrozumienia słuchającego do wysiłku. Prawie całkowity Lub (B) Dominowanie nie
słowie . Długie przerwy i powodujące duży brak podziału na części. Rzadkie i/lub pozwalające partnerowi na
w celu znalezienia wysiłek u słuchającego. niezręczne przejścia. Informacja nie jest udział w rozmowie
odpowiednich wyrazów. przekazana. Briefing w większej części i/lub niegrzeczne włączanie
Wypowiedz
trudna do przeczytany z notatek. się do dyskusji (przerywanie
śledzenia dla mówiącemu).
słuchającego.
0
Znaczny brak zasobów językowych i umiejętności komunikatywnych - interakcja prawie zupełnie niemożliwa
punktów
62
Level 3 Model Exam
SPEAKING  MARKING CRITERIA
Points
Fluency Language Resources Pronunciation Managing Discourse Task
and Accuracy Achievement
Production Interaction
9  10 The flow of speech at A wide range of language allowing Speech completely Production logical, clear and easy to Active participation in the The task fully
points near native speaker effective communication. Language intelligible. follow. Sections present and visibly exchange; initiating, accomplished and
pace with rare correct with only occasional slips. marked. Smooth transitions. The message contributing to all content
hesitations. conveyed. conversation/discussion. relevant.
Coherent and cohesive
8 The flow of speech A wide range of language allowing Occasional Production logical, clear and relatively responses to what is said. The task
points natural and effortless. effective communication. Few errors in pronunciation errors. easy to follow. Sections present and accomplished in
Searching for words complex language. Simple language on Communication not visibly marked. Transitions mostly Involving partner in the a satisfactory way.
rare. the whole correct, with only occasional impeded. successful. The message conveyed. conversation without trying to Only minor
slips. Errors do not impede dominate him/her. omissions and
communication. irrelevancies
Intervening in discussion with
acceptable.
appropriate language.
7 The flow of speech A sufficient range of language to
points relatively natural and communicate effectively. Occasional
effortless. Searching for errors in complex language. Simple
words occasional. language on the whole correct with only
occasional slips. Errors do not impede
communication.
6 The flow of speech too A sufficient range of language to Noticeable pronunciation Production not always clear, requiring Only partial participation in the The task partly
points slow for smooth communicate effectively. Noticeable errors. Communication some effort from the listener. exchange; lack of active accomplished;
communication. errors in simple and complex language. not impeded. Sections present, but not clearly marked. contribution, sporadic initiation. Noticeable
(2+) Noticeable searching for Errors may sometimes impede Occasionally awkward transitions. Still the Responses sometimes omissions and
words. communication. message generally conveyed. incoherent and/or incohesive. irrelevant
Inappropriate language when information occur.
intervening in discussion.
4  5 The flow of speech Too narrow a range of language to Frequent pronunciation Noticeable lack of clarity leading to the The task not
points noticeably slow. communicate effectively. Recurring errors leading to listener s confusion. Poor division into accomplished.
Frequent word-by-word repetition and circumlocution. Frequent miscomprehension and sections with overlapping content. Important points
utterances. Recurring errors in simple and complex language, strain on the listener. Awkward transitions. Message not fully missing and a lot
pauses in search of though complex language may not be conveyed. Parts of the briefing read out of irrelevant
words. attempted at all. Errors impede from the notes. information
communication. included.
1  3 Very slow flow of Very narrow range of language Numerous pronunciation Frequent lack of clarity causing strain on Either (A) Hardly any
points speech. The language considerably restricts communication. errors leading to the listener and confusion. Hardly any participation in the exchange.
produced word-by-word. Persistent errors lead to frequent miscomprehension and division into sections. Rare and/or Or (B) Monopolising the
Long pauses in search communication gaps. a great strain on the awkward transitions. The message not exchange not allowing partner
of words. Speech very listener. conveyed. Most of the briefing read out to take turn and/or rude
difficult to follow for the from the notes. intervening in discussion.
listener.
0
Considerable lack of linguistic resources and communicative skills  exchange almost completely impossible.
points
63
Points Fluency Language Resources Pronunciation Managing Discourse Task
and Accuracy Achievement
Production Interaction
9  10 points
8 points
7 points
6 points
4  5 points
1  3 points
0 points
Score for Task One:
Points Fluency Language Resources Pronunciation Managing Discourse Task
and Accuracy Achievement
Production Interaction
9  10 points
8 points
7 points
6 points
4  5 points
1  3 points
0 points
Score for Task Two:
Full Name:
Signature:
Full Name:
Signature:
No of Briefing:
Name:
Final Score:
Candidate A
Examiners Marking Sheet
EXAMINERS SIGNATURES
64
Level 3 Model Exam
Points Fluency Language Resources Pronunciation Managing Discourse Task
and Accuracy Achievement
Production Interaction
9  10 points
8 points
7 points
6 points
4  5 points
1  3 points
0 points
Score for Task One:
Points Fluency Language Resources Pronunciation Managing Discourse Task
and Accuracy Achievement
Production Interaction
9  10 points
8 points
7 points
6 points
4  5 points
1  3 points
0 points
Score for Task Two:
Full Name:
Signature:
Full Name:
Signature:
No of Briefing:
Name:
Final Score:
Candidate B
Examiners Marking Sheet
EXAMINERS SIGNATURES
65
Level 3 Model Exam
Level 3 Model Exam
INFORMACJE O PRZEBIEGU EGZAMINU
CZ
ŚĆ PISEMNA
We wszystkich częściach egzaminu pisemnego, po otrzymaniu testów, zdający wpisują swoje imiona i nazwiska
we wskazanym miejscu na arkuszu odpowiedzi. Zdający kładą na stolikach swoje dokumenty tożsamości w celu
ich sprawdzenia. Ostateczne odpowiedzi muszą być wpisywane piórem, długopisem, itp., nie ołówkiem. Po
zakończeniu egzaminu wszystkie testy musza być zwrócone egzaminatorom.
Czytanie
Czytanie trwa 60 minut. Po tym czasie wszyscy zdający mają dodatkowe 4 minuty na przeniesienie odpowiedzi
z testów na arkusze odpowiedzi. Po wypełnieniu arkuszy odpowiedzi zdający kładą testy na krawędzi stolików i
czekają na zakończenie egzaminu. Od tej chwili nie wolno im ponownie otwierać testów, w przeciwnym razie
zostaną zdyskwalifikowani. Kandydaci mogą opuścić salę egzaminacyjną dopiero po zebraniu wszystkich testów
przez egzaminatorów.
Słuchanie
Podczas tej części egzaminu dowody tożsamości sprawdzane są przed rozpoczęciem nagrania. Słuchanie trwa
około 45 minut. Po zakończeniu zdający mają dodatkowe 4 minuty na przeniesienie odpowiedzi na arkusze
odpowiedzi. Po wypełnieniu arkuszy odpowiedzi zdający kładą testy na krawędzi stolików i czekają na
zakończenie egzaminu. Od tej chwili nie wolno im ponownie otwierać testów, w przeciwnym razie zostaną
zdyskwalifikowani. Kandydaci mogą opuścić salę egzaminacyjną dopiero po zebraniu wszystkich testów przez
egzaminatorów.
Pisanie
Zdający muszą podpisać prace literami XYZ. Nie wolno im podpisywać tekstów swoimi własnymi lub
wymyślonymi imionami i nazwiskami ani korzystać ze słowników. Zdający mogą opuścić salę przed końcem tej
części egzaminu, po uprzednim oddaniu testów egzaminatorom.
CZ
ŚĆ USTNA
Informacje ogólne
Egzamin, do którego kandydaci przystępują w parach, odbywa się w obecności dwóch egzaminatorów. W
przypadku nieparzystej liczby kandydatów egzamin jest przeprowadzany z jednym kandydatem. W takiej
sytuacji jeden z egzaminatorów przyjmuje rolę drugiego zdającego. Kandydaci są odpowiedzialni za wybór
partnera na egzamin z grupy egzaminacyjnej. Pary przystępują do egzaminu co 30 minut. Należy pamiętać, że
pierwsza para kandydatów ma 15 minut na przygotowanie przed przystąpieniem do egzaminu.
Czas przygotowania
Przygotowanie odbywa się w specjalnie do tego celu przeznaczonym pomieszczeniu w którym musi być obecna
osoba nadzorująca. Kandydaci otrzymują arkusz oceny i losują zadania egzaminacyjne. Osoba nadzorująca
odnotowuje numer wylosowanego zadania na arkuszu oceny i wyjaśnia na czym polega zadanie. W trakcie
przygotowania kandydatom nie wolno używać słowników. Mogą oni natomiast robić notatki na ostemplowanym
arkuszu papieru. Osoba nadzorująca powinna przypomnieć kandydatom o zakazie porozumiewania się w trakcie
przygotowania. Po 15 minutach kandydaci są odbierani z pokoju przygotowań przez jednego z egzaminatorów.
Kolejna para kandydatów jest zapraszana do pokoju 10 minut po wyjściu poprzedniej pary.
Przebieg egzaminu
Po przygotowaniu kandydaci wchodzą do pokoju egzaminacyjnego i zajmują miejsce przy stole. Następnie
oddają egzaminatorom arkusz oceny oraz okazują dowód tożsamości. Egzaminator oceniający porównuje dane
na arkuszu z dowodem tożsamości. W tym czasie egzaminator prowadzący przedstawia komisję egzaminacyjną.
66
Level 3 Model Exam
Następnie rozpoczyna się cześć pierwsza egzaminu i egzaminator prowadzący prosi pierwszego kandydata o
wygłoszenie briefingu. Briefing powinien trwać od 3 do 4 minut. Kandydaci mogą korzystać z notatek, które
sporządzili, ale nie wolno im odczytywać przygotowanego briefingu. Po pierwszym briefingu egzaminator
prowadzący prosi drugiego kandydata o zadanie pytań i/lub skomentowanie wypowiedzi partnera. Następnie
role kandydatów są odwrócone i wyżej wymienione etapy są powtórzone. Egzaminator prowadzący przerwie
kandydatom jeśli przekroczą oni wyznaczony czas 4 minut na wygłoszenie briefingu. Po zakończeniu pierwszej
części egzaminator przechodzi do drugiej części egzaminu prosząc kandydatów o wylosowanie jednego biletu
egzaminacyjnego. Kandydaci przystępują do dyskusji na wylosowany temat. Egzaminator prowadzący nie
przerywa i nie interweniuje, chyba że jeden z kandydatów dominuje lub mówi zbyt mało. Ta część egzaminu
trwa około 6 minut. Po tym czasie egzaminator prowadzący przechodzi do części B i prosi kandydatów o
przedyskutowanie dodatkowych zagadnień. Część B trwa około 6 minut. Następnie egzaminator dziękuje
kandydatom i prosi ich o opuszczenie pokoju egzaminacyjnego.
67
Level 3 Model Exam
INFORMATION ABOUT THE EXAMINATION
WRITTEN PART
In all parts of the written examination, having received the test papers, candidates write their names in the
indicated box on the answer sheets. They put their identity cards on the desk for verification by the examiners
before each part of the examination. Final answers must be written in pen, not in pencil. After the examination,
all papers must be returned to the examiners.
Reading
The reading test lasts 60 minutes. After that, candidates are given additional 4 minutes to transfer answers
onto the answer sheet. Once candidates have completed the answer sheets, they put the exam papers at the
side of the desk and wait till the end of the examination. At this point, they may not reopen the papers or else
they will be disqualified. Candidates may leave the room only when all the papers have been collected by the
examiners.
Listening
During this part of the examination, identity cards of all candidates must be checked before the audio recording
is played. The listening test lasts approximately 45 minutes. After that, candidates are given additional 4
minutes to transfer answers onto the answer sheet. Once candidates have completed the answer sheets, they
put the exam papers at the side of the desk and wait till the end of the examination. At this point, they may not
reopen the papers or else they will be disqualified. Candidates may leave the room only when all the papers
have been collected by the examiners.
Writing
Candidates must sign the written texts with the letters XYZ. They must not sign the texts with their own or
invented names. They are not allowed to use dictionaries. Candidates may leave the examination room before
the end of this part of the exam, once they have handed in their papers.
ORAL PART
General Information
Candidates take the examination in pairs with two examiners present in the room. If there is an odd number of
candidates, the examination is conducted with just one candidate and the interlocutor takes over the role of the
second candidate. It is the candidates responsibility to select a partner for examination from the examination
group. Examinations will start every 30 minutes. The examiners must remember that the first pair of candidates
will start their examination after 15 minutes of preparation.
Preparation Time
Preparation takes place in a separate room with a supervisor present. Candidates receive their Marking Sheets
and they choose an examination task. The supervisor puts down the number of the task on the sheet and
explains to each candidate what their task involves. During the preparation time candidates are not allowed to
use dictionaries. However, candidates can make notes on the stamped sheet of paper. The supervisor should
remind the candidates that they are not allowed to communicate while preparing for the test. After 15 minutes,
candidates are collected from the preparation room by one of the examiners. Another pair of candidates is
asked in the room 10 minutes after the previous pair has left it.
Examination
When candidates enter the examination room, they take seats at the table. They hand in their marking sheets
and they show their identity cards to the examiners. The assessor compares data on the sheets and in the
documents. In the meantime, the interlocutor introduces the examination commission to the candidates.
Afterwards, Task One of the examination starts, and the interlocutor asks one candidate to deliver the briefing.
68
Level 3 Model Exam
The briefing should be between 3-4 minutes long. Candidates may only refer to the notes they have made and
must not read out the prepared briefing. After the briefing, the interlocutor asks the other candidate to ask
questions to and/or comment on the briefing. Now, the candidates roles are reversed and the above stages are
repeated. The interlocutor will interrupt the candidates if they exceed the allocated time of maximum 4 minutes
for delivering their briefings. When Task One has been completed, the interlocutor moves smoothly on to Part A
of Task Two, asking candidates to choose one prompt card. The candidates proceed to the discussion on the
given issue. The interlocutor does not interrupt or intervene unless one of the candidates is either dominating
the discussion or not taking an active part in it. This part of the examination takes approximately 6 minutes.
After that time, the interlocutor proceeds to Part B and asks the candidates to discuss additional questions. Part
B takes approximately 6 minutes. After that, the interlocutor thanks candidates and asks them to leave the
examination room.
69
Level 3 Model Exam
ZAA

CZNIK A
Do: Do wszystkich zainteresowanych
Od: CKEJO MON
Data: 19.03.2006
TEMAT: JAK PISAĆ NOTATK
SA
UŻBOW

1. Celem tej notatki jest nakreślenie najbardziej powszechnego sposobu sporządzania notatek służbowych.
2. Format notatki.
a. Akapity powinny być ponumerowane.
b. Jeśli akapity są podzielone, powinny zawierać co najmniej dwie części.
c. Części te powinny być oznaczone literami.
3. Treść notatki zależy od jej typu (patrz Załącznik 1).
a. Dla celów egzaminacyjny, notatka służbowa powinna zacząć się od wskazania tematu.
Informacje o autorze notatki, adresacie, oraz data nie są wymagane.
b. Pierwszy akapit może zawierać: cel notatki (jak wyżej), nakreślenie sytuacji lub kontekstu,
nawiązanie do wcześniejszej korespondencji.
c. Inne niezbędne informacje powinny pojawić się w kolejnych akapitach.
d. Każdy akapit lub część powinny koncentrować się na jednym temacie lub myśli przewodniej.
4. Język notatki powinien być oficjalny i zwięzły. Dla celów egzaminacyjnych powinny być używane tylko
pełne zdania.
Załącznik 1: Typy notatek służbowych
NOTATKA INSTRUUJ
CA  cel: przydzielenie zadania
NOTATKA PO WYKONANIU ZADANIA  cel: opisanie zakończonego zadania lub wydarzenia
NOTATKA DECYZYJNA  cel: rekomendacja podjęcia działania w celu rozwiązania problemu
NOTATKA O POST
PIE ZADANIA  cel: opisanie postępu zadania lub przygotowań do zadania
NOTATKA W ODPOWIEDZI NA PISMO  cel: odpowiedz
na pytanie lub rozwiązanie problemu
NOTATKA ZAWIADAMIAJ
CA  cel: zawiadomienie o wydarzeniu
NOTATKA-PROŚBA  cel: zwrócenie się z prośbą
NOTATKA INFORMUJ
CA  cel: wyjaśnienie czegoś
NOTATKA-NAGANA  cel: udzielenie nagany
70
Level 3 Model Exam
APPENDIX A
To: Whoever it may concern
From: CKEJO MON
Date: 19 March 2006
SUBJECT: HOW TO WRITE A MEMORANDUM
1. The aim of this memo is to outline the most common way of writing memos.
2. Memo format.
a. Paragraphs should be numbered.
b. Paragraphs can be further divided into at least two subparagraphs.
c. Subparagraphs should be lettered.
3. Content of the memo depends on the type (see Enclosure 1).
a. For examination purposes, a memo should start with a subject line, indicating its topic.
References to an author, receiver or date are not required.
b. The first paragraph can include the aim (as above) or an outline of or reference to context or
situation.
c. Other necessary information should appear later in the paragraphs.
d. Each paragraph or subparagraph should concentrate on one topic or a leading idea.
4. The language of a memo should be formal and concise and, for the purpose of the examination, only full
sentences should be used.
Enclosure 1: Types of memoranda
MEMORANDUM OF INSTRUCTION  to task someone to do something
AFTER-ACTION MEMORANDUM  to report on a completed action or event
DECISION MEMORANDUM  to recommend action to solve a simple problem
PROGRESS REPORT MEMORANDUM  to report on progress on a task or preparations for a task
REPLY MEMORANDUM  to answer a question (or solve a simple problem)
ANNOUNCEMENT MEMORANDUM  to announce an event
REQUEST MEMORANDUM  to ask for something
INFORMATION MEMORANDUM  to explain something
MEMORANDUM OF REPRIMAND  to reprimand a soldier
71
Level 3 Model Exam
ZAA
ACZNIK B
DOTYCZY: INSTRUKCJA PISANIA SPRAWOZDAC

Sprawozdanie
Sprawozdanie jest dokumentem, który przedstawia dane zagadnienie w sposób zwięzły i obiektywny. Dla celów
egzaminacyjnych jest ono pisane w oparciu o informacje podane w formie polecenia lub materiałów
piktograficznych.
Wstęp
Wstęp powinien zawierać celu w jakim pisane jest sprawozdanie, oraz zwięzłe przedstawienie sytuacji lub
problemu.
Rozwinięcie
Ta część powinna zawierać niezbędne informacje związane z tematem sprawozdania. Informacje zawarte w tej
części powinny być przedstawione w sposób obiektywny, to znaczy unikając osobistych komentarzy, opinii i
odczuć. Rozwinięcie powinno się składać z kilku odrębnych akapitów, z których każdy omawia inny aspekt
zagadnienia.
Budowa
Tekst sprawozdania powinien być podzielony na akapity, którym przyporządkowane są nagłówki. Każdy z
akapitów powinien zaczynać się od zdania przewodniego. Zdania w obrębie akapitu należy zorganizować w
sposób logiczny z wykorzystaniem łączników zdaniowych. Akapity mogą być ponumerowane lub oznaczone
literami. Mogą one być również podzielone na mniejsze części. W sytuacji egzaminacyjnej, odniesienia do
wcześniejszej korespondencji, autora, adresata, czy daty nie są wymagane. A
ączna długość tekstu powinna
mieścić się w przedziale 200  250 słów.
Język i styl
Język i styl sprawozdania powinien być formalny i bezosobowy.
Podsumowanie
Ta część zawiera podsumowanie treści zawartych w rozwinięciu. W zależności od zadania egzaminacyjnego
mogą się tu również znalez
ć: opinie, ocena, wnioski, rekomendacje, sugestie, rady, spekulacje o ewentualnych
przyczynach lub konsekwencjach.
72
Level 3 Model Exam
APPENDIX B
SUBJECT: REPORT WRITING INSTRUCTION
Report
A report is a document which presents ideas in a concise and objective way. For exam purposes, it is based on
information given in the rubrics and input in the form of short texts and pictorial material.
Introduction
The introduction should include the aim of the report and concise presentation of a situation or a problem.
Body
This part should include necessary information related to the subject of the report. The content of this part
should be provided in an objective way, that is avoiding personal comments, opinions and feelings. The body of
a report should consist of several separate paragraphs, each focusing on a different aspect of a problem.
Format
The content of the report should be divided into paragraphs with headlines. Each paragraph should begin with
its main idea. Sentences within one paragraph must be organised logically, using linking devices. Paragraphs
can be numbered or lettered. They can be further subdivided into subparagraphs. For examination purposes, a
report should begin with a subject line stating its topic. References to previous correspondence, the author and
the receiver of the report, and the date are not required. The length of the text should be between 200 and 250
words.
Language and style
The language and style of the report should be formal and impersonal.
Conclusion
This part includes conclusions drawn from the information given in the body of the report. Depending on the
exam task, it may also contain opinions, assessment, recommendations, suggestions, advice, and speculations
about possible causes or consequences.
73
Level 3 Model Exam
ZAA
ACZNIK C
INSTRUKCJA DOTYCZ
CA BRIEFINGU
Język briefingu powinien być formalny. Briefing powinien być zwięzły, na temat i logicznie zorganizowany. Dla
celów egzaminacyjnych wymagany jest następujący format briefingu.
Wstęp
" Prezentacja problemu i określenie celu briefingu.
Rozwinięcie
" Szczegółowy opis problemu. Opis ten może wymagać dodatkowych szczegółów, których wymyślenie
pozostaje w gestii zdającego. Chociaż nie jest to wymagane, zdający może również przedstawić
dodatkowe fakty, które nie są ściśle związane z problemem, ale mogą wpłynąć na ostateczną decyzję.
" Prezentacja dwóch (i tylko dwóch) możliwych rozwiązań. Porównanie ich oraz omówienie dobrych i
złych stron każdego z nich. Zdający może zrezygnować z jednego z dwóch zasugerowanych rozwiązań
na rzecz jednego rozwiązania wymyślonego przez siebie.
Zakończenie
" Rekomendacja jednego z rozwiązań z uzasadnieniem wyboru.
Drugi zdający wciela się jedynie w postać osoby biorącej w odprawie a nie przełożonego, i po wysłuchaniu
briefingu nie podejmuje decyzji.
APPENDIX C
Briefing
Your language should remain formal. Be precise and speak to the point. Arrange ideas in a logical sequence. For
language assessment purposes the following format is required for the simulation of a briefing.
Introduction
" Present the problem and state the purpose of the briefing.
Body
" Describe the problem in detail. It may require some background information which you will need to invent..
It is not a requirement but you may also provide facts that are not strictly linked with the problem, but
which might influence the final decision.
" Present two (and only two) alternative solutions that might solve the problem. Compare and contrast them
discussing advantages and disadvantages of each. You may omit one of the suggested solutions and
provide one of yours.
Conclusion
" Recommend one solution and give reasons for your choice.
The candidate listening to the briefing is just a participant and not a superior and he/she is not obliged to take
any decisions at the end.
74
Level 3 Model Exam
75