Matura

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Matura

  1. 1. ENGLISH MATURA EXAM
  2. 2. STRUCTURE AND FORM OF EXAM <ul><li>According to the Common European Framework of Reference for Languages, requirement standards that form the basis for conducting the final secondary-school leaving exam (‘final exam’) in modern foreign languages include five areas marked with the following Roman numerals: </li></ul><ul><li>Knowledge </li></ul><ul><li>Text reception (receptive skill) </li></ul><ul><li>Text production (productive skill) </li></ul><ul><li>Language reaction (interaction) </li></ul><ul><li>Text processing (mediation) </li></ul>
  3. 3. <ul><li>The final exam in a modern language as a compulsory subject may be taken at a basic or an extended level and consists of two parts: </li></ul><ul><li>a) an oral exam taken at the basic or extended level, conducted at a school and evaluated by an appropriate examination board. Examinees perform only tasks corresponding to requirements for a given level </li></ul><ul><li>b) a written exam taken at the basic or extended level, evaluated by examiners of a district examination commission. From May 2007 examinees perform only tasks corresponding to requirements for a given level not as it was created initially that all examinees perform tasks corresponding to requirements for the basic level; and then those examinees who take the exam at the extended level perform extended-level tasks. </li></ul>
  4. 4. <ul><li>The oral and written exams do not have to be taken at the same level. </li></ul>
  5. 5. <ul><li>The final exam results are expressed as a percentage . T he prerequisite for passing the final exam in a modern foreign language is scoring by the examinee a required number of points both in the oral and written part of the exam. The examinee has passed the final oral exam in a modern foreign language provided that the examinee has scored at least 30% of points to be earned for performing tasks prepared for a given level. From May 2007 examinee has passed the final written exam in a modern foreign language provided that the examinee has scored at least 30% of points to be earned for performing tasks prepared for a given level and not as it was created initially that the final written exam result taken at the extended level was not tantamount to passing the exam. </li></ul>
  6. 6. <ul><li>The written exam results do not affect the examinee’s eligibility for entering the oral part of the exam in a modern foreign language. </li></ul>
  7. 7. <ul><li>The final oral and written exam results are recorded separately on a final exam certificate, with the distinction made between the basic and extended level. </li></ul>
  8. 8. <ul><li>The oral exam may be taken at two levels: a basic or extended level to be chosen by the examinee: </li></ul><ul><li>the exam at the basic level lasts 10 minutes; the examinee has extra 5 minutes to become familiar with the content of a task set, </li></ul><ul><li>the exam at the extended level lasts 15 minutes; the examinee has extra 15 minutes to become familiar with the content of a task set and prepare a presentation. </li></ul>
  9. 9. <ul><li>The written exam may be taken at two levels: a basic or extended level to be chosen by the examinee and lasts: </li></ul><ul><li>at the basic level – 120 minutes </li></ul><ul><li>at the extended level – 180 minutes </li></ul>
  10. 10. <ul><li>The exam in a second modern foreign language chosen as an additional subject is taken at the extended level in the oral and written part. </li></ul>
  11. 11. <ul><li>The written exam in a modern foreign language chosen as an additional subject is taken on the same day as the exam in the same language taken as a compulsory subject. </li></ul>
  12. 12. ORAL EXAM STRUCTURE OF AN ORAL EXAM IN A FOREIGN LANGUAGE
  13. 15. <ul><li>Examinees only perform tasks corresponding to requirements for a given level. </li></ul>
  14. 16. ORAL EXAM DESCRIPTION <ul><li>An oral exam taken both at a basic and extended level consists of two tasks as well as tests, first and foremost, speaking skills. </li></ul><ul><li>The examinee selects in writing the level of the oral exam within the time set for the final exam. </li></ul><ul><li>The exam taken at the extended level differs from the basic-level exam in the type and level of difficulty of tasks, the scope of tested skills and evaluation criteria. </li></ul><ul><li>During the exam the examinee may not use any dictionaries. </li></ul>
  15. 17. Basic level <ul><li>The first task involves performing three situation-based dialogs during which roles taken up by the examinee correspond to his/her life experience or describe situations to be encountered by him/her in the future. The examinee conducts a conversation with the examiner according to the task instruction. </li></ul><ul><li>The first dialog tests the skill of getting and giving information. </li></ul><ul><li>The second dialog tests the skill of story reconstruction, including the use of past tenses. </li></ul><ul><li>The third dialog tests negotiation skills. </li></ul>
  16. 18. Basic level <ul><li>The second task involves the description by the examinee of an illustration included in a drawn set and giving answers to two questions asked by the examiner. The subject of the illustration enables the examiner to test the skills of describing people, objects and situations as well as of expressing one’s own opinion. </li></ul><ul><li>During the preparation time the examinee: </li></ul><ul><li>becomes familiar with the instructions for situation-based dialogs, </li></ul><ul><li>prepares him/herself for illustration description and an interview with the examiner. </li></ul>
  17. 19. Extended level <ul><li>The first task involves conducting a conversation with an examinee on the basis of stimulating materials which contain different elements, such as illustrations, parts of a text, headlines, titles, cartoons, diagrams, charts, tables etc. </li></ul><ul><li>The following skills are tested: the description / presentation of the stimulating material, the interpretation of its content as well as expressing and justifying one’s opinion. </li></ul><ul><li>The examiner tests the above skills by asking 4-5 questions connected with the content of the stimulating material. </li></ul>
  18. 20. Extended level <ul><li>The second task involves the presentation by the examinee of one out of two topics contained in a set as well as a discussion with the examiner on the presented topic. </li></ul><ul><li>The examinee selects one out of two topics formulated in a foreign language. The examinee's task involves the presentation of a longer, approximately 3-minute multi-aspect speech on a given topic, and then answering questions asked by the examiner to test the skill of expressing, justifying and defending one’s own opinion related to the topic in question. </li></ul>
  19. 21. Extended level <ul><li>During the preparation time the examinee: </li></ul><ul><li>analyzes the stimulating material and prepares for its presentation, </li></ul><ul><li>selects one out of two topics contained in a drawn set, </li></ul><ul><li>prepares for the topic presentation. </li></ul>
  20. 22. SCORE AND EVALUATION CRITERIA OF ORAL EXAM
  21. 23. Score at the basic level
  22. 24. Score at the extended level
  23. 25. STRUCTURE OF WRITTEN EXAM IN A FOREIGN LANGUAGE
  24. 26. BASIC LEVEL
  25. 27. EXTENDED LEVEL
  26. 28. ENGLISH MATURA EXAM – a detailed description
  27. 29. <ul><li>Written exam consists of three parts – the first one on the basic level, the second and the third on the extended level. </li></ul><ul><li>All examinees enter for the exam on basic level and do the tasks from the sheet I, and the examinees who enter for the exam on the extended level do the tasks from the sheets II and III. </li></ul>
  28. 30. <ul><li>3. Examinees may enter for the extended exam during the exam. </li></ul><ul><li>4. The extended exam differs about the degree of difficulty of the texts, the range of checked and criteria of assessment. </li></ul>
  29. 31. <ul><li>5. To check comprehension of listening, recorded texts are used during the both levels. </li></ul><ul><li>6. Examinees mustn’t use dictionaries during the exam. </li></ul><ul><li>7. The parts of the exam are separated with breaks. </li></ul>
  30. 32. The basic level SHEET I <ul><li>It checks only these skills which are required on the basic level. </li></ul><ul><li>a) listening comprehension – examinees do the tasks in order to check their listening comprehension. </li></ul><ul><li>b) reading comprehension – examinees do the tasks in order to check their reading comprehension. </li></ul><ul><li>c) writing – examinees write simple useful texts. </li></ul>
  31. 33. The basic level SHEET I <ul><li>LISTENING COMPREHENSION </li></ul><ul><li>A number and the length of the texts: 2-3 adopted texts which take about 6 min. </li></ul><ul><li>( whole recording with the texts which are repeated two times, instructions and the time for completing the tasks is 20 min). </li></ul><ul><li>Kinds of the texts: </li></ul><ul><li>reports and instructions; </li></ul><ul><li>conversations, interviews, discussions; </li></ul><ul><li>narrative texts; </li></ul><ul><li>Types of the tasks: closed – true/false, matching , multiple choice; </li></ul>
  32. 34. The basic level SHEET I <ul><li>READING COMPREHENSION </li></ul><ul><li>A number and the length of the texts: 2-3 adopted texts of 1,5 page A4 long. </li></ul><ul><li>Kinds of the texts: </li></ul><ul><li>information; </li></ul><ul><li>publicity; </li></ul><ul><li>literary; </li></ul><ul><li>Types of the texts: closed – true/false, matching , multiple choice; </li></ul>
  33. 35. The basic level SHEET I <ul><li>WRITING </li></ul><ul><li>A number and the length of the statements: 2 useful texts </li></ul><ul><li>a) shorter – without defined limit of the words; </li></ul><ul><li>b) longer – 120 – 150 words; </li></ul><ul><li>Forms of the statement : </li></ul><ul><li>a) a short useful text – e.g. a note, a postcard, an announcement, an invitation, a questionnaire, a message, </li></ul><ul><li>b) a longer useful text – an informal letter, a simple formal letter; </li></ul><ul><li>Examinees write both texts according to detailed tips which refer to the content. </li></ul>
  34. 36. The extended level SHEET II <ul><li>It checks all skills which are relevant to the requirements of the extended level. </li></ul><ul><li>a) listening comprehension – examinees do the tasks in order to check their listening comprehension. </li></ul><ul><li>b) reading comprehension – examinees read the texts and do the tasks in order to check their reading comprehension. </li></ul><ul><li>c) the recognition of lexical-grammatical structures – examinees do the tasks using attached test. </li></ul>
  35. 37. The extended level SHEET II <ul><li>LISTENING COMPREHENSION </li></ul><ul><li>A number and the length of the texts: 2-3 original texts or adopted in less measure, it takes about 6 min. to listen ( whole recording with the texts which are repeated twice, instructions and the time for completing the tasks is 25 min.) </li></ul><ul><li>Kinds of the texts: </li></ul><ul><li>reports and instructions; </li></ul><ul><li>conversations, interviews, discussions; </li></ul><ul><li>narrative texts; </li></ul><ul><li>Types of the texts: closed tasks – true/false, matching , multiple choice; </li></ul>
  36. 38. The extended level SHEET II <ul><li>READING COMPREHENSION AND RECOGNITION OF LEXICAL-GRAMMATICAL STRUCTURES </li></ul><ul><li>A number and the length of the texts: 2-3 original texts or adopted in less measure of about 2 pages A4 long. </li></ul><ul><li>Kinds of texts: </li></ul><ul><li>information; </li></ul><ul><li>publicity; journalistic </li></ul><ul><li>literary; </li></ul><ul><li>Types of the tasks: </li></ul><ul><li>closed tasks in order to check comprehension of reading – true/false, matching , multiple choice; </li></ul><ul><li>gap-filing test in order to recognize lexical-grammatical structures; </li></ul>
  37. 39. The extended level SHEET II <ul><li>It checks all skills which are relevant to the requirements of the extended level. </li></ul><ul><li>a) listening comprehension – examinees do the tasks in order to check their listening comprehension. </li></ul><ul><li>b) reading comprehension – examinees read the texts and do the tasks in order to check their reading comprehension. </li></ul><ul><li>c) the recognition of lexical-grammatical structures – examinees do the tasks using attached test. </li></ul>
  38. 40. The extended level SHEET II <ul><li>It checks all skills which are relevant to the requirements of the extended level. </li></ul><ul><li>a) listening comprehension – examinees do the tasks in order to check their listening comprehension. </li></ul><ul><li>b) reading comprehension – examinees read the texts and do the tasks in order to check their reading comprehension. </li></ul><ul><li>c) the recognition of lexical-grammatical structures – examinees do the tasks using attached test. </li></ul>
  39. 41. The extended level SHEET III <ul><li>It checks all skills which are relevant to the requirements of the extended level. </li></ul><ul><li>a) usage of lexical-grammatical structures – examinees know what structures are appropriate </li></ul><ul><li>b) writing - examinees write a longer defined text (three texts to choose, a form of the text is defined). </li></ul>
  40. 42. The extended level SHEET III <ul><li>LEXICAL-GRAMMATICAL STRUCTURES IN USAGE </li></ul><ul><li>A number of the tasks: 1 or 2 tasks. </li></ul><ul><li>Types of the tasks: open tasks – transformations, translation of the sentences, word formation, gap-filling; </li></ul>
  41. 43. The extended level SHEET III <ul><li>WRITING </li></ul><ul><li>A number and the length of the statement: 1 text of 200-250 words long. </li></ul><ul><li>Forms of statement: </li></ul><ul><li>description; </li></ul><ul><li>narrative; </li></ul><ul><li>review; </li></ul><ul><li>essay; </li></ul>
  42. 44. SCORES AND CRITERIA OF ASSESSMENT
  43. 45. The basic level <ul><li>SHEET I </li></ul><ul><li>Listening comprehension : 1p for each element = 15p total </li></ul><ul><li>Reading comprehension : 1p for each element = 20p total </li></ul><ul><li>Writing: </li></ul><ul><li>1. a short form = 5p </li></ul><ul><li>CONTENT: </li></ul><ul><li>2. a longer form = 10 p </li></ul><ul><li>CONTENT: </li></ul>
  44. 46. The basic level <ul><li>SHEET I </li></ul><ul><li>Stylistic and punctuation errors are not taken into account. If the form of writing is not readable or is not relevant to the topic , it will not be assessed. However, disgraphy and disortography are not taken into account. </li></ul>
  45. 47. The extended level <ul><li>SHEET II </li></ul><ul><li>Listening comprehension : 1p for each element = 15p. </li></ul><ul><li>Reading comprehension and lexical-grammatical structures in usage : 1p for each element of the tasks which check the comprehension of reading ( 8-9 elements) and 0,5p for each element of the tasks which check the recognition of lexical-grammatical structures ( 6-8 elements ) = 12p in total. </li></ul>
  46. 48. The extended level <ul><li>SHEET III </li></ul><ul><li>Lexical-grammatical structures in usage : 0,5 for each element = 5p. </li></ul><ul><li>Writing ( 18p ) </li></ul>
  47. 49. Materials which can be used for preparation: <ul><li>Oxfrord Excellence for matura </li></ul><ul><li>Kathy Gude and Danuta Gryca </li></ul><ul><li>Oxford University Press </li></ul><ul><li>Matura REPETYTORIUM Z TESTAMI </li></ul><ul><li>Maria Rosińska and Arkadiusz Mędela </li></ul><ul><li>Macmillan </li></ul>
  48. 50. Materials which can be used for preparation: <ul><li>Revise ForMatura- repetytorium </li></ul><ul><li>Marcin Smolik, Arkadiusz Mędela </li></ul><ul><li>and Elżbieta Mańko </li></ul><ul><li>Macmillan </li></ul><ul><li>Webpages: </li></ul><ul><li>http://matura.gazeta.pl ( tests from previous years, tests and audio files, answers to the tests etc.) </li></ul><ul><li>http://www.angielski.edu.pl/matura / ( tests from previous years, tests and audio files, answers to the tests etc.) </li></ul>

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