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2 Work in pairs. Student A: you are the student. Student B: you are the examiner. Study the exam task
and the examiner’s notes and plan what you want to say.
Student B: Use these notes to help you respond as the examiner might do in an exam.
Jesteś kolegą/koleżanką zdającego. Przygotowujecie konferencję naukową z okazji Dnia Ziemi.
Ty rozpoczynasz rozmowę.
Poproś zdającego o dokładniejsze objaśnienie jakiejś kwestii, np. związanej z organizacją
konferencji, np.:
How long do you think it will last? / Why do you want to have it on Monday / Friday?
Powiedz, że chciałbyś/chciałabyś zorganizować konkurs w ramach konferencji, np.:
I’ve got an idea. How about a competition for the best poster / gadget promoting the Earth Day?
Nie zgódź się ze zdającym w jakiejś kwestii, np. form promocji:
I think informing the local TV station / putting up posters is not a good idea.
Zaproponuj zaproszenie kogoś znanego i popularnego, np.:
How about inviting a TV star? / a famous scientist?
3 Practise the dialogue in pairs. Swap roles and do the task again.
Popatrz na zdjęcia 1, 2 i 3. Przygotowujesz prezentację na temat praw zwierząt i zastanawiasz się nad
wyborem ilustracji. Masz do wyboru trzy propozycje.
• Wybierz tę propozycję, która, twoim zdaniem, będzie najbardziej odpowiednia, i uzasadnij swój wybór.
• Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.
1 2
Teacher’s suggestions
Preparation
Photocopy one copy of task 1 for every two students.
1 Ask students to work in pairs. They take it in turns to ask some or all of the questions in exercise
1. Tell them to monitor the time they spend on each round of questions (about 1.5–2 minutes per
student).
3 Ask students if they have ever organised a conference at school, and if so what it was like. Ask:
What was the topic of the conference? When did it take place? / How long was it for? Where did it take
place? Did you invite any speakers or guests? Was there a competition for the conference participants?
4 Tell students to read task 1 and in pairs brainstorm what aspects they would like to cover. When
students are ready, ask them to work with a new partner. Photocopy the mark sheets from the
Introduction, page iii (one per student) and ask students to take it in turns to act out the dialogue in
exercise 2 and score it using the mark sheets. Tell the ‘examiners’ to use the suggested ideas in the
Examiner’s notes where appropriate.
5 Ask students what scores they have received and if they think it is fair. Discuss any problems that
students have raised.
6 Ask one pair to perform the task in front of the class. Ask the rest of the class to listen very carefully.
When the students have finished, ask: Did the student use a wide range of grammar structures and
vocabulary? Give me some examples. Did he / she repeat any words or forms? Did he / she use both
simple and complex sentences? Can you remember any of the complex sentences he / she used? Did
he / she make many mistakes in grammar and vocabulary? Can you remember any? Did the mistakes
make it difficult to understand what he / she was saying? You could use the scales below and suggest
points for grammar and vocabulary in range and accuracy. Explain that grammar and vocabulary
are assessed once during the exam: after the student has done all the tasks. The score refers to the
overall performance during the exam.
Teacher’s suggestions
1 Ask students to study the task for ten seconds. Tell them that this is how long they will have
to prepare for this task during the exam.
2 Students work in pairs. Say: Describe the picture to your partner. Ask the ‘examiners’ to listen
and note down if the students have mentioned all the required elements: who, where and
what doing. Afterwards tell them to swap roles and do the task again. When students have
finished, ask how they did and if they think they gave a ‘developed’ answer.
3 Ask students to get into pairs and decide who is A and who is B. Tell students that in the
exam they will need to answer the questions without having any time to prepare. Say: I will
read the questions and tell you when to stop speaking. Student A, this is your question. You
have a minute to answer it. Student B, listen to Student A.
Read question 1: Do you think the woman is the owner of this dog? Why? / Why not?
The student answers the question. When one minute has passed, say Stop. Follow the same
procedure with the B students, but ask them the alternative question: Why do you think
the woman is sitting on the bench? When students have finished, ask how they did and how
many arguments they managed to find in the photograph.
4 Now go on to question 2 following the same procedure as with question 1, but start with
the B students this time. Say: Student B, this is your question: Would you like to have a pet?
Why? / Why not? The B students answer the question. When one minute has passed, say
Stop. Follow the same procedure with the A students: Do you think having pets encourages
people to exercise more? Why? / Why not? When students have finished, ask: Did you manage
to talk for the whole minute? How many arguments did you give?
5 Say: Now, let’s move on to question 3. Student A, here’s your question: Tell me about an
animal you or someone you know had as a child. You have about a minute to answer this
question. The A students answer the question. When one minute has passed, say Stop.
Follow the same procedure with the B students. Say: Tell me about a situation when you or
someone you know had to look after an animal.
When the students have finished, ask:
Have you told a true story or have you made it up?
Did you find it difficult to answer the question fluently?
Did you remember to use past tenses correctly?
6 Ask students to use the mark sheet which they used to assess task 1. Remind students how
the mark sheet should be used, if necessary.
Teacher’s suggestions
1 Ask students to study the material for one minute. Tell them that they are not allowed to
make any notes.
2 When the time is up ask students to work in pairs, one is A the other is B. Say: Tell your
partner which photograph you have chosen and which you have rejected and why. Student A,
it’s your turn to do the task first. When two minutes have passed, say Stop. Repeat the same
procedure for Student B. When they have finished, ask a few students to say the arguments
they have given to support and reject the photographs. Afterwards ask students: Do you
think your answer was ‘mentioned’ or ‘developed’ for each of the photographs?
3 Tell students that they will now answer the questions in pairs. Tell Student A to ask the
first two questions. Ask them to monitor the time they take (approximately one minute
per question). Say: Ask your partner questions 1 and 2. Listen carefully to his / her answers.
Repeat the same procedure for Student B with the next two questions. Say: Ask your partner
questions 3 and 4. Listen carefully to his / her answers.
4 When the students have finished, tell them to decide whether their partner’s answers were
‘mentioned’ or ‘developed’. Ask a few students around the class what they thought about
their partner’s answers and how they could be improved.
5 Ask two confident students to answer two questions each in front of the class and
encourage the class to comment on the language they have used. Ask: (RANGE) Did the
student use a wide range of grammar structures and vocabulary? Give me some examples.
Did he / she repeat any words or forms? Did he / she use both simple and complex sentences?
Can you remember any complex sentences he / she used? (ACCURACY) Did he / she make
many mistakes in grammar and vocabulary? Can you remember any? Did the mistakes make
it difficult to understand what he / she was saying? (FLUENCY) Did the student have a lot of
unnatural pauses? Could you understand what he / she was saying? You could use the scales
below to assess the student’s fluency and pronunciation.
W ocenie wymowy bierze się pod uwagę błędy w wymowie dźwięków i / lub akcentowaniu
i / lub intonacji oraz ich wpływ na komunikatywność wypowiedzi.