Up�at 3 Teacher's Book podrecznik nauczyciela plus odpowiedzi ,testy,klucz answer key Page 020

grammatical structures. It also includes a few task types that students have probably not seen before.

Whenever students do one of the exam tasks, they should

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Gymnasium exam guidelines, e.g. e-mails, articles, dialogues, messages, announcements and notices. The accompanying exercises test the standards as set out in the exanrt guidelines, i.e. they check whether students are able to:

•    identify the main idea of a text,

•    identify the main idea of smaller parts of a text,

•    decide whether a text contains specific Information, and look for and select information,

•    identify the intention of the author of the text,

•    identify situational context,

•    identify the connections between parts of a text.

Typical exam tasks include: true/faise and mulliple choice tests, matching headmgs/summaries to excerpis of the text, matching questions to answers in an inten/iew, placing sentences back in the correct places in gapped texts, matching (e.g. notices to places where they may be found) and paragraph ordering.

Specific suggestions for each lesson are given in the Teacher’s Book lesson notes. See also the generał guidelines for using the Exam link lessons on the next page.

Exam link: Listening skills

The recordings are exampies of realistic input students may encounter in everyday life, e.g. announcements, dialogues, instructions and narrative texts. Ali the recordings should be played twice. The accompanying exercises test the standards set out in the Gymnasium exam guidelines, i.e. they check whether students are able to:

•    identify the main idea of a recorded text,

•    identify situational context.

•    decide whether the recorded text contains specific information. and look for and select information.

Typical exam tasks include: true/false and multiple choice tests, matching (e.g. dialogues to places), filling in missing information in short texts with gaps. Some tasks may involve pictures, e.g. a multiple choice test in which students choose the picture that matches the recorded description.

Specific suggestions for each lesson are given in the Teacher’s Book lesson notes. See also the generał guidelines for exploiting the Exam link lessons below.

Exam link: Reacting

The tasks in this part of the exam check students’ ability to use language in everyday situations, using both context-appropriate and correct language. Students need to be able to:

•    react suitably in specific situations, in particular to obtain or give information, or to start or end a conversation.

or by iconographic materiał and express it in a foreign language.

Typical exam tasks include: multiple choice tests (e.g. choosing the right reaction to a written / recorded sentence or situation), matching (e.g. questions to answers), picture description (e.g. answering questions, completing a gapped text, choosing the correct descnption) and gapped texts (both subjective and objective, wrth verbs given in a basie form).

Specific suggestions for each lesson are given in the Teacher's Book lesson notes. See also the generał guidelines for using the Exam link lessons below.

Exam guidelines

Use the following guidelines whenever you cover one of the Exam link lessons with your students.

Students should always start dealing with an exam task by reading its rubric, which clearty States what their task is. The instructions are easy to understand as they are in Polish.

Students should develop the habit of carefully analysing any yisuals. Exam exercises include a lot of iconographic materiał that is helpful in establishing the context of a given task. In many cases they will not be able to complete a task if they are not surę what the visuals show.

Students should be encouraged to undertine any key information in exam tasks. This will serve two purposes: firstly it will teach them to focus on the most important parts of the task; secondly, it will facilitate everyday classroom work when eliciting feedback from students.

When dealing with written texts (in both the reading and the reacting parts of the exam), students should first read them to get a generał idea. Only then should they try to understand details. What you need to stress during English lessons is that they can complete a task successfully even if they don’t know some of the words: guessing the meaning from the context is one of the most important skills in reading.

Before listening to a recording, students should try to predict what it will be about (based on the rubric and the materiał in the corresponding task). They need to be remmded that each recording is played twice. They should concentrate on the task also when the recording is repeated - it's another chance to amend and complete their answers and get a few morę points.

The last part of the exam (reacting) will probably be the one requinng most work from your students initially, as it is a highly varied part. It tests, among others, listening skills, and knowledge of set phrases, collocations and