Program Nauczania Jezyka Angielskiego - Iii.2

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Anna Abramczyk, Anna Pasternak
STUDY PROGRAM
ENGLISH LANGUAGE
SHAPING KEY COMPETENCES

IN ENGLISH LESSONS
IN THE GENERAL EDUCATIONAL Lyceum and

TECHNICAL SCHOOL BASED ON EDUCATION IN
THE 8 YEAR PRIMARY SCHOOL (II.2.)
THE PROGRAM CONSISTENT WITH THE VARIANT OF THE PROGRAM BASE III.2.
WARSAW 2019
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Authors:
Anna Abramczyk - a certified teacher with 20 years of experience in teaching German in

a secondary school. Junior high school and matura examiner, he cooperates with OKE in
Wrocÿaw. Methodological advisor to the Wrocÿaw Teacher Training Center. Author of
methodological publications for teachers of the German language. PhD student at the
Faculty of Pedagogical Sciences at the University of Lower Silesia in Wrocÿaw.
Anna Pasternak - a graduate of the Faculty of Philology at the University of Wrocÿaw.

A certified teacher with 25 years of experience. OKE examiner in Wrocÿaw in the field of
the eighth grade exam and the matura exam in English.
OKE associate as part of conducting training for candidates for examiners. Associate of
the Wrocÿaw Teacher Training Center -
author of diagnostic tools and trainer. Ministry of National Education expert for professional promotion.
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Contents
Introduction ……………………………………. ……………………………………………………………. 4
1. Goals and content of education ……………………………………………………………………………. 5
1.1. Objectives and contents of language education ……………………… .. …………………………… 5
1.1.1. General requirements - learning objectives …………………. …………………… .. 5
1.1.2. Detailed requirements - content ……………………………………… .. ……. 5
1.2. Goals and content of extra-language education .......................................................... ... .. ... 9
2. School tasks at the third educational stage …………………………… .. ………………… 10
3. Goals of education ……………………………………………. …………………………………… 11
4. Content in accordance with the detailed requirements contained in the core curriculum for general education
……………………………………… ... ……………………………………… 12
4.1. Lexical ranges ……………………………………… ... ……………………………. 13
4.2. Grammar issues …………………………………………………………. …… 13
4.3. Language functions ……………………………………………………. ………………… 16
5. Ways of achieving the goals of education and upbringing …………………. ………………………… 17
5.1. Principles of teaching ……………………………………………… .. ……………………… 17
5.2. Teaching aids ……………………………. …………………………………… ... 17
5.3. Leading teaching method …………………………………………………………… .. 18
5.4. Work techniques ……………………………. ……………………………………………. 18
5.4.1. Project method …………………………………… .. …… ... ……………… 19
5.4.2. WebQuest Method ……………………………………. ……………………… 20
5.4.3. The flipped classroom method ……………………………………………………. 21
5.4.4. Developing the student's autonomy and shaping his key
competences .................................................................. .......................................... 21
5.4.5. Shaping social competences - cooperative learning ………. 24
5.5. Techniques of working with a student on individual language skills ……… ..… 24
5.5.1. Teaching vocabulary ……………………………………… .. ………………. 25
5.5.2. Teaching grammar ……………………………………… ... ……………… .. 27
5.5.3. Techniques for working on linguistic activities / skills …………….… 29
5.6. Social forms of work during the lesson …………………………………………………………. 33
5.7. Preparing students for the matriculation examination ……………………………. ……… 34
5.8. The climate of effective cooperation during the lesson …………………………………………. …… .. 34
6. Ways of individualising work depending on the needs and abilities of students and the conditions in which
the program will be implemented .......................................................... ...... .. 35
6.1. Working with a gifted student ………………………………………………………………. 36
6.2. Working with a dysfunctional student, including - with the syndrome of inadequate school
achievements ......................................................... 37
6.3. Formation of the Penal Code - example lesson scenarios .............................. ............ 38
7. Description of the expected achievements of the student …………………………………………………… .. ………. 42

8. Proposed assessment criteria and methods of checking the student's achievement …………. ………………43
8.1. Assessment basis …………………………………… ... ……………………………… 43
8.2. Ways of checking educational achievements ……………… ... ………………………. 44
8.3. Requirements necessary to obtain individual grades ………………. …………… 45
9. Program evaluation …………………………………………………………………………… .. 46
Source literature ......................................................... 48
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Introduction
This English Curriculum is intended to be used by students who have entered primary language
education in a second language in primary school, and therefore provides for the continued learning of
the foreign language. The program is open to:
the described ways of achieving the goals and content should be treated as a proposal, and it is the
responsibility of each teacher to supplement them with the methods of working with the student they
prefer, adequately to the needs and capabilities of the institution where the program is implemented.
Whoever decides to implement the program should take into account the diversity of schools, classes,
groups, learners and therefore educational needs. According to the title of the program, the objectives
and content of language education and the methods of their implementation are aimed at shaping key
competences, because competences are more than knowledge or skills: they are also attitudes.
Knowledge of a foreign language is a key competence in itself and it is one of the competences of the
future. Language skills will be a tool for the learner in the future and they are not an end in themselves.
Therefore, it is worth considering how to work in order to achieve social and motivational goals in addition
to the objective goals. Work on the student's motivation should take into account their need for
individuality, autonomy and uniqueness, the need to develop cultural expression and be based on
cognitive curiosity. Internal motivation is an invaluable driving force - hence the focus on the autonomy
of the student and methods conducive to the development of key competences that will be useful to our
pupils throughout their lives. This is the case with social, digital, learning or technical competences,
which - regardless of the achievement of the subject goals - come to the fore when we realize that our
student -
the charge will function in the future in society, and our task is to prepare him for the challenges of a very
complex and dynamically changing world, including working conditions.
The program is based on the assumptions of constructivism, participation and student orientation:
1. Objective knowledge is necessary, but not an end in itself, the skills and competences based on it are
important.
2. The role of the teacher is not to be a source of knowledge, but to create a positive learning climate
and organize the conditions for acquiring it.
3. The methods and techniques used by the teacher should foster the student's activity, autonomy,
independence and responsibility.
4. Providing students with the opportunity to build knowledge together is one of the basic principles of
effective didactics.
5. The work techniques and tasks used in the didactic process should be student-oriented, adapted to
their psychophysical abilities, interests, and at the same time
close to his potential life experiences.
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1. Goals and content of education
1.1. Objectives and content of language education
The core curriculum for a modern foreign language1 loosely refers to CEFR, which is reflected in the
structure of the document. The general objectives (general requirements) and specific requirements
(content) are set out in the basis for five CEFR language activities: knowledge, reception, production,
interaction and mediation -
each time on the level of spoken and written language. The table below
presents the provisions of the core curriculum in terms of the requirements for a second foreign
language at the third stage of education.
1.1.1. General requirements - learning objectives
KNOWLEDGE RECEPTION PRODUCTION INTERACTION MEDIATION

Knowledge of Understanding Creation Responding Processing
linguistic means statements statements to statements statements

The student uses The student The student The student The student
the basic linguistic understands creates short, participates in the changes the form
resources (lexical, simple oral simple, conversation and in of oral or written
grammatical, statements, clearly consistent and typical situations transmission to
articulated in a logical oral and reacts in an the extent
standard variety of written statements understandable way, described in the
spelling language, as well on their own, to the adequately to the detailed
and as simple written extent described in communicative requirements.
phonetic), statements, to the the detailed situation, orally or in
enabling the extent described in requirements. writing, in the form
implementation of the detailed of a simple text to
the other general requirements. the extent described
requirements in in the detailed
requirements.
the scope of topics
indicated in the
detailed requirements.
1.1.2. Detailed requirements - content
Detailed requirements result directly from the provisions of the core curriculum and are presented
below.
In terms of linguistic resources:

I. The student uses the basic linguistic resources (lexical, grammatical, spelling and phonetic),
enabling the implementation of other general requirements in the following subjects:
See Regulation of the Minister of National Education of 30 January 2018 on the core curriculum
for general education for general secondary schools, technical secondary schools and sector secondary schools.
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1) human (e.g. personal data, periods of life, physical appearance, character traits, personal belongings, feelings
and emotions, skills and interests);
2) place of residence (e.g. the house and its surroundings, rooms and home furnishings, household chores);
3) education (e.g. school and its premises, teaching subjects, learning, school supplies, school grades, school life,
extracurricular activities);
4) work (e.g. popular professions and related activities and duties, workplace, casual work, choice of profession);
5) private life (eg family, acquaintances and friends, activities of everyday life, determining the time, forms of
spending free time, holidays and celebrations, conflicts and problems);
6) nutrition (eg groceries, meals and their preparation, restaurants);

7) purchases and services (e.g. types of shops, goods and their prices, selling and buying, means of payment,
exchange and return of goods, promotions, use of services);
8) traveling and tourism (e.g. means of transport and their use, orientation in the field, hotel, excursions,
sightseeing);
9) culture (eg artists and their works, participation in culture, traditions and customs, media);
10) sport (e.g. sports disciplines, sports equipment, sports facilities, sports events, practicing sports);
11) health (e.g. lifestyle, well-being, diseases, their symptoms and treatment);
12) science and technology (e.g. inventions, the use of basic technical devices and information and communication
technologies);
13) the natural world (e.g. weather, seasons, plants and animals, landscape, threats and environmental protection);
14) social life (e.g. social events and phenomena).
In terms of reception:
II. The student understands simple oral statements (e.g. conversations, messages, messages, announcements,
instructions), clearly articulated in a standard variety of language:
1) responds to commands;
2) defines the main idea of the text;
3) defines the intentions of the sender / author of the statement;
4) defines the context of the statement (e.g. time, place, situation, participants);
5) finds specific information in the statement;
6) arranges information in a specific order;
7) distinguishes between formal and informal style of expression.
III. The student understands simple written statements (e.g. letters, e-mails, SMSes, postcards, inscriptions,
brochures, leaflets, menus, announcements, instructions, timetables, picture stories with text, articles, narrative
texts, reviews, interviews, entries on forums and blogs, literary texts): 1) defines the main idea of the text or a
fragment of the text;
2) defines the intentions of the sender / author of the text;

3) defines the context of the statement (e.g. the sender, recipient, text form, time, place,
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situation);
4) finds specific information in the text; 5)
arranges information in a specific order; 6)
distinguishes between formal and informal text styles.
For production: IV. The

student creates short, simple, coherent and logical oral statements: 1)
describes people, animals, objects, places and phenomena; 2) tells about
activities, experiences and events from the past and present; 3) presents facts from the past and
present; 4) presents intentions, dreams, hopes and plans for the future; 5) describes preferences; 6)
expresses and justifies its opinions, presents the opinions of other people; 7) expresses feelings and
emotions; 8) uses a formal or informal style of expression adequately to the situation.
V. The student creates short, simple, coherent and logical written statements (e.g. a note,
announcement, invitation, wishes, message, SMS, postcard, e-mail, story, private letter, blog entry): 1)
describes people, animals, objects, places and phenomena; 2) tells about activities, experiences and
events from the past and present; 3) presents facts from the past and present; 4) presents intentions,
dreams, hopes and plans for the future; 5) describes preferences; 6) expresses and justifies its
opinions, presents the opinions of other people; 7) expresses feelings and emotions; 8) uses a formal
or informal style of expression adequately to the situation.
In terms of interaction - response: VI.

The student reacts verbally in typical situations: 1)
introduces himself and other people; 2) makes social
contacts; starts, conducts and ends the conversation; supports the conversation in the event of
difficulties in its course (e.g. asks for clarification, repetition, clarification; makes sure that the interlocutor
has understood his statement); 3) obtains and transmits information and explanations; 4) expresses
his / her opinions, asks for opinions, agrees or disagrees with the opinions of other people; 5) expresses
his likes, intentions and desires, asks about the likes, intentions and desires of other people; 6) makes
wishes and congratulations, responds to wishes and congratulations; 7) invites and responds to the
invitation; 8) proposes, accepts and rejects proposals, encourages; conducts simple negotiations in
everyday life situations; 9) asks for advice and gives advice; 10) ask for a permit, grant and refuse
permission;
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11) warns, orders, prohibits, instructs;

12) expresses a request and consent or refusal to fulfill the request;
13) expresses feelings and emotions (eg joy, sadness, dissatisfaction, surprise, hope, fear);
14) uses phrases and polite forms.
VII. The student reacts in the form of very simple written text (e.g. message, SMS, short
private letter, e-mail, chat / forum post) in typical situations:
1) introduces himself and other people;
2) makes social contacts; starts, conducts and ends a conversation (e.g. during a chat conversation);
3) obtains and transmits information and explanations (e.g. fills in a form / questionnaire);
4) expresses his / her opinions, asks for opinions, agrees or disagrees with the opinions of other people;
5) expresses his likes, intentions and desires, asks about the likes, intentions and desires of other people;
6) makes wishes and congratulations, responds to wishes and congratulations;

7) invites and responds to the invitation;
8) proposes, accepts and rejects proposals, encourages; conducts simple negotiations in everyday life
situations;
9) asks for advice and gives advice;
10) ask for a permit, grant and refuse permission;
In the field of mediation:

VIII. The student processes a simple text orally or in writing:
1) provides information in a foreign language contained in visual materials (e.g. charts, maps, symbols,
pictograms) or audiovisual materials (e.g. films, advertisements);
2) provides information in a modern foreign language or in Polish, in that foreign language;
3) provides information in a modern foreign language in Polish.
The above contents should be implemented during the educational stage, the core curriculum does not impose
their implementation in a specific order: the teacher's right is to decide on the implementation of selected
contents in the most convenient, from the point of view of their students' learning, moment of the language
competence education process.
As a rule, teachers determine the order of implementation of the content in the document entitled Material distribution,
following their arrangement in the textbooks selected for the classes taught. The Focus Second Edition 1 and
High Note 2 textbooks organize the contents of each chapter as shown below.
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Focus Second Edition 1
High Note 2
Nevertheless, the textbook is not a determinant of the goals and content of education, and
here also the teacher has the freedom to decide on a possible resignation or the need to
extend specific parts of the material.
1.2. Objectives and contents of extra-language education
In addition to the objectives directly related to language skills, the core curriculum defines:
a) specific objectives in the field of developing key competences, such as:

- the student carries out a self-assessment and uses techniques of independent work on the
language (e.g. using a dictionary, correcting mistakes, keeping notes, using mnemonics,
using cultural texts in a modern foreign language);
- the student collaborates in a group (e.g. in classroom and extracurricular language project
work);
- the student uses information sources in a modern foreign language (e.g. encyclopedia,
media, instruction manuals), also with the use of information and communication technologies.
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(b) specific objectives for the development of communication and compensation strategies, such as:
- the student uses communication strategies (e.g. guessing the meaning of words from the context,
identifying keywords or internationalisms);
- the student uses compensation strategies when he or she does not know or cannot remember a word
(e.g. simplifying a form of expression, replacing it with another word, description, using non-verbal means);
- the student is linguistically aware (e.g. of similarities and differences between languages).
2. School tasks at the third stage of education
This program will become an integral part of the school curriculum once it is accepted for implementation in
a given institution. The core curriculum imposes on teams of teachers teaching individual departments the
joint implementation of goals, described as school tasks. The provision of the core curriculum2 applicable
to teachers who follow the core curriculum at the third stage of education is presented below. The analysis
of the records shows that a significant part of the school's tasks can be carried out directly or indirectly
during English lessons.
The aim of general education in general secondary school and technical secondary school is:
1) treating orderly, systematic knowledge as the basis for shaping skills;
2) improving mental and linguistic skills, such as: reading comprehension, creative writing, formulating
questions and problems, using criteria, justifying, explaining, classifying, reasoning, defining, using
examples, etc .;
3) developing the student's personal interests and integrating subject knowledge from various
disciplines;
4) acquiring the ability to formulate independent and thoughtful judgments, justify one's own and other
people's judgments in the process of dialogue in an investigating community;
5) combining critical and logical thinking skills with imaginative and creative skills;
6) developing social, moral and aesthetic sensitivity;

7) developing mental tools enabling students to interact with and understand culture;
8) developing students' respect for knowledge, developing a passion for learning about the
world and encouraging them to apply the acquired knowledge in practice.
2
Ibid.
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The most important skills acquired by a student during general education in general
secondary school and technical secondary school include:
1) thinking - understood as a complex mental process consisting in creating new ones

representation through the transformation of available information, including the interaction of
many mental operations: inference, abstraction, reasoning, imagining, judging, problem solving,
creativity. Due to the fact that secondary school students learn different subjects at the same
time, it is possible to develop the following types of thinking: analytical, synthetic, logical,
computational, cause-effect, creative, abstract; Maintaining the continuity of general education
results in the development of both perceptual and conceptual thinking.
The synthesis of both types of thinking is the basis for the comprehensive development of the student;
2) reading - the skill that combines the understanding of both meanings and symbolic meanings
statements; key linguistic and psychological skill leading to personal development, active
participation in the community, transfer of experiences between generations;
3) the ability to communicate in the mother tongue and in foreign languages, both in speech and
writing, is a basic social skill, the basis of which is knowledge of linguistic norms and creating the
basis for communication in various communication situations;
4) creative problem solving in various fields with conscious use of methods and tools derived from
computer science, including programming;
5) the ability to efficiently use modern information and communication technologies, including
care for respect for copyrights and safe navigation in cyberspace;
6) the ability to independently reach information, make its selection, synthesis and evaluation,
and reliable use of sources;
7) acquiring the habits of systematic learning, organizing the acquired knowledge and deepening
it;
8) the ability to work in a group and take individual actions.
The provisions of the core curriculum refer to the document of the European Commission of 17
January 2018. There, the key competences that every European should have in order to ensure
their efficient functioning in society have been redefined.
3. Goals of education
The program assumes the implementation of universal goals of education, common to the needs
of all students, individual goals embedded in the tradition of the school and the local community
should be completed in establishments that decide to implement this program. The task of every
teacher is not only teaching, but also
educational. When planning the implementation of educational goals in subject lessons,
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assumptions of the preventive and educational program of a given institution should be taken into account.
The school should shape students' socially desirable attitudes and competences, which will
foster - on the one hand - the individual development of students, and on the other - their
participation in social life. The catalog of expected features, behaviors and attitudes is long, so
it should be remembered that each teacher teaching a given team should contribute to shaping
them, to the extent possible for him, which results, for example, from the number of hours of
work with students.
During the lesson, students should develop personal culture, honesty, responsibility,
perseverance, self-esteem, and an attitude of respect for other people. It is also worth developing
their cognitive curiosity, creativity, entrepreneurship, willingness to participate in culture and
take initiatives and teamwork.
These attitudes should be shaped by the teacher's own example and the use of teaching
methods conducive to shaping key competences: e.g. project methods, methods using digital
competences, such as WebQuest or FTC methods, as well as methods and techniques that fit
into the concept of cooperative learning.
The contribution to the formation of specific attitudes should also be the implementation of the
content of education regarding positive patterns of social life, tolerance, culture, etc.
The English language lesson is also a place for shaping citizenship in the context of
respecting the traditions and culture of one's own nation without violating the goods and
traditions of other nations, while at the same time shaping the attitude of openness to other
cultures and traditions, which is to prevent any kind of discrimination or intolerance.
The main goal is the harmonious coexistence of people of different culture, origin, skin color,
social status or education.
The program assumes that a graduate of a general secondary school or technical school will be
prepared to function in a civil society, will become a member of the civil society aware of its
competences, boldly setting and implementing individual goals, without prejudice to other
members of the community.
4. The content complies with the detailed requirements

contained in the core curriculum for general education
The adopted method of formulating goals and content in the applicable core curriculum -
education goals as general requirements, and content as detailed requirements - in no way
obliges the teacher to implement them in a specific order. The teacher decides on the distribution
of the material himself, usually with reference to the textbook whose content
he realizes with his students.
To facilitate the division of the content to be implemented throughout the educational phase,
below is a breakdown of the teaching material by topic, grammar and language functions. The
list is based solely on the core curriculum, no reference to any textbook has been accepted.
The program can be implemented with any textbook approved for school use or educational
material, or without a textbook. The order of implementation of individual issues should be
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adapted to the needs and teaching materials with which the teacher will work.
4.1. Lexical ranges
The core curriculum indicates thematic blocks and their selected aspects, preceded by the
abbreviation "eg", which suggests the possibility of adding further aspects within a given thematic
block according to the needs of students:
1) human (e.g. personal data, periods of life, physical appearance, character traits, personal
belongings, feelings and emotions, skills and interests);
2) place of residence (e.g. the house and its surroundings, rooms and home furnishings, household
chores);
3) education (e.g. school and its premises, teaching subjects, learning, school supplies, school
grades, school life, extracurricular activities);
4) work (e.g. popular professions and related activities and duties, workplace, casual work, choice
of profession);
5) private life (eg family, acquaintances and friends, activities of everyday life, determining the time,
forms of spending free time, holidays and celebrations, conflicts and problems);
6) nutrition (eg groceries, meals and their preparation, restaurants);

7) purchases and services (e.g. types of shops, goods and their prices, selling and buying, means
of payment, exchange and return of goods, promotions, use of services);
8) traveling and tourism (e.g. means of transport and their use, orientation in the field, hotel,
excursions, sightseeing);
9) culture (eg artists and their works, participation in culture, traditions and customs, media);
10) sport (e.g. sports disciplines, sports equipment, sports facilities, sports events, practicing sports);
11) health (e.g. lifestyle, well-being, diseases, their symptoms and treatment);
12) science and technology (e.g. inventions, the use of basic technical devices and information and
communication technologies);
13) the natural world (e.g. weather, seasons, plants and animals, landscape, threats and
environmental protection);
14) social life (e.g. social events and phenomena).
4.2. Grammar issues
The grammar issues proposed in the curriculum result from the specific objectives set out in the
core curriculum. This is not an exhaustive list. The teacher can realize more content, but must adapt
the requirements to the capacity of the group being taught. It should be remembered that the teacher
is obliged to follow the core curriculum of the subject he or she teaches.
Verb
1. Infinitive and personal forms, eg to play, plays
2. Auxiliary verbs, eg be, do
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3. Modal verbs:
• can, np. Can you answer the question? I can speak French. I can’t dive. I can’t see her now. •
could, np. Could you repeat? I couldn’t help her with the homework. • may, np. May I leave now? It
may be too dangerous. • must, np. I must give it back today. You mustn’t smoke here. It must be
Sue. • should, np. You shouldn’t eat so many sweets. Where should we stay? • will, np. I’ll talk to
you later. The plane will be late. • shall, np. Shall we dance?
4. Tryb rozkazujÿcy, np. Come here! Don’t leave the room!

5. Regular and irregular verbs, eg work - worked - worked; swim - swam - swum 6. Active and
passive participles, e.g. breaking, broken 7. Verbs expressing states and actions, e.g. want, dance,
see 8. Compound verbs (phrasal verbs), e.g. make up, carry on, put off 9. Grammatical Tenses: •
Present Simple, eg She often travels by train. The bus leaves at eight. • Present Continuous, eg
She is playing in the garden now. We are going to the party
tomorrow.
• Present Perfect, np. I’ve just had my lunch. He hasn’t finished the project yet. •
Past Simple, np. Elvis Presley died in 1977. I called him two days ago. • Past
Continuous, np. We were playing tennis at six o’clock yesterday. • Past Perfect, np.
He had already left the office when I arrived. • Future Simple, np. I will see you
tomorrow. I think it will be fun.
10. Konstrukcja „be going to”, np. I’m going to buy a fridge on Saturday.
11. Konstrukcja „have to”, np. He has to answer every question. I don’t have to get up early.
12. Konstrukcja „would like to”, np. I would like to have his autograph.
Noun
1. Countable and uncountable nouns, e.g. a dog, furniture, sand 2.
Regular and irregular plural, e.g. a cat - cats, a man - men 3. Holding form,
e.g. the doctor's surgery, love of my life 4 Compound nouns, such as a
cookery book, dishwasher, passer-by
Article 1.
Indefinite article, e.g. a fork, an apple 2. Definite
article, e.g. the sun, the Netherlands 3. Null article, e.g.
lunch
Adjective 1.
Regular and irregular grading used for comparisons of equal, higher and highest degree, e.g. small -
smaller - the smallest, intelligent - more intelligent - the most intelligent, bad - worse - the worst 2.
Use of adjectives with so, such , how and what, e.g. He is such a good friend. How rude!
3. Possessive adjectives, e.g. my, his, their
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Adverb 1.
Regular and irregular grading, e.g. beautifully - more beautifully - the most beautifully, badly -
worse - the worst 2. Adverbs too and enough, e.g. (not) old enough, too weak 3. Place the
adverb in the sentence, e.g. She often asks questions. They are never late. Do it quickly!
Pronoun
1. Personal pronouns, e.g. I, she,
we 2. Possessive pronouns, e.g. mine, hers,
ours 3. Reflexive pronouns, e.g. myself, yourself,
ourselves 4. Demonstrative pronouns, e.g. this, that,
these, those 5. Interrogative pronouns, e.g. who, what,
which 6. Relative pronouns, e.g. who, which, that 7.
Mutual pronouns, e.g. each other 8. Indefinite
pronouns, e.g. some, any, much, many, no, (a) few, (a) little, other, another, somebody, anything
9. Impersonal pronoun you 10. Pronouns one / ones in sentences like: I will take the blue one /
ones.
Numeral
1. Cardinal numbers, such as one, a hundred
2. Ordinal numbers, such as first, thirtieth
Prepositions 1. Prepositions for place, direction, distance, eg in Paris, to school 2.

Prepositions for time, eg on Friday, in February, at 3 o'clock 3. Prepositions for
reasons, eg to earn extra money 4. Prepositions of manner, e.g. by bus, with a pen
5. Prepositions after some verbs and adjectives, e.g. believe in, fond of
Spójnik
1. Spójniki, np. and, or, because, if, unless, while, before, so
Syntax
1. Affirmative, negative and interrogative sentences in times: Present Simple, Present Continuous,
Present Perfect, Past Simple, Past Continuous, Past Perfect, Future Simple.
2. Imperative sentences, eg Stand up! Don't play with matches!
3. Sentences with the it subject, eg It rained last night.
4. Zdania z podmiotem there, np. There is a souvenir shop in Church Street. There were many people
at the concert. There won’t be any cameras at the press conference.
5. Sentences with two objects, for example, Yesterday I bought my brother nice shoes.
6. Passive phrases in times: Present Simple, Present Perfect, Past Simple, Future Simple, eg My
bike was found last night.
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7. Pytania poÿrednie, np. He wants to know if I can come. Can you tell me where the book is?
8. Sentences in indirect speech with the verbs say, tell, ask, e.g. He told me (that) he was very
busy.
9. Compound coordinate sentences, eg While my brother was playing football, I was waiting for my friend.
10. Subordinate sentences:

• przydawkowe, np. The man who lives upstairs is a famous singer.
• occasional:
– celu, np. I came here to tell you the truth.

– czasu, np. The phone rang when we were having dinner.
– miejsca, np. He was sitting where I had left him.
- comparative, e.g. She is as pretty as her mother.
– przyczyny, np. He is unhappy because he lost his wallet.
– skutku, np. I was bored so I went to the cinema.
– warunku (typu 0, I, II), np. When you heat ice, it melts. If we win the race, we will have a party. If I had time, I
would see my friends more often.
11. Konstrukcje bezokolicznikowe i gerundialne, np. I’m very happy to inform you. I enjoy learning but my
friends prefer doing nothing. I’m good at running. He called me before going to work.
12. Exclamation sentences, eg What a beautiful day!
4.3. Language functions
The table below is a proposition of language functions characteristic of the third stage of education.
Student:
1) introduces himself and other people;

2) makes social contacts; starts, conducts and ends the conversation; supports the conversation in the event of
difficulties in its course (e.g. asks for clarification, repetition, clarification; makes sure that the interlocutor has
understood his statement);
3) obtains and transmits information and explanations;
4) expresses his / her opinions, asks for opinions, agrees or disagrees with the opinions of other people;
5) expresses his likes, intentions and desires, asks about the likes, intentions and desires of other people;
6) makes wishes and congratulations, responds to wishes and congratulations;

7) invites and responds to the invitation;
8) proposes, accepts and rejects; encourages; conducts simple negotiations in everyday life situations;
9) asks for advice and gives advice;

10) ask for a permit, grant and refuse permission;
16
Most of the interactions are a bundle of many linguistic functions. The above list does not exhaust the
catalog of functions useful in communication, but it enables interaction at the level required by the core
curriculum.
5. Ways of achieving the goals of education and upbringing
5.1. Principles of teaching
The implementation of the program assumes the application of standards of didactic procedure3 - the so-called
teaching principles. It is recommended, as far as possible and adequately to the objectives of the lesson, to follow
the rules:
- pictorial;
- accessibility in teaching;
- conscious and active participation of students in the education process;
- regularity;
- the sustainability of students' knowledge;
- the efficiency of students' knowledge;

- combining theory with practice.
5.2. Teaching aids
In accordance with the requirements set by the core curriculum - in terms of implementation conditions -
the implementation of the program should take place in a studio adapted and equipped with teaching aids
for teaching a foreign language. It is recommended to use didactic measures affecting sight, hearing and
touch, as it promotes polysensory teaching.
Recommended are:
- visual aids: picture cards, grammar tables, pictures (including films), natural objects, diagrams, symbols; -
aids for practicing listening comprehension: CD, MP3, CD players, MP3 recordings;
- teaching aids, enabling the use of polysensory teaching, e.g. multimedia projector, TV, computer with
Internet access and projector, if possible an interactive board; possibly (if available) measures automating
the teaching process, e.g. a language laboratory.
Currently, educational publishing houses offer many teaching aids to help learners to master selected
teaching content, and for teachers - to differentiate between forms.
3
See C. Kupisiewicz, Didactics. Academic textbook, Impuls Publishing House, Kraków, 2012,
Chapter 6.
17
work, i.e. making classes with students more attractive. These include, in addition to the textbook, workbook
and teacher's book, also videos with worksheets, applications for mobile phones (e.g. for learning
vocabulary), additional worksheets, recordings, project work proposals. Often, interactive whiteboard
software is also offered.
All of the above-mentioned components can contribute to increasing the motivation of learners due to their
attractive form, which in turn translates into higher learning outcomes.
5.3. Leading teaching method
The overriding goal of language education - determined by the core curriculum -

effective communication is. A highly eclectic communicative approach is recommended in this curriculum
to achieve the goals of education and upbringing . The communicative approach assumes that all lesson
situations are a pretext for communication. Linguistic errors are an inherent part of learning, but they should
be gradually eliminated in the course of learning. It is allowed, and even recommended,
complementing the communicative approach with other known methods and techniques of work
adequately to the needs, abilities and preferences of students. In the communicative approach, an important
factor contributing to or limiting the possibilities of achieving educational goals is the size of the group -
the optimal group would be a group of 14–15 people. Such a number allows the use of all social forms,
gives the possibility of individualising work with students and their participation in the activities carried out
during the lessons. It is worth taking care of the division into groups at the level of the facility where the
program is implemented. If this is not possible at the branch level, interdepartmental groups can be created.
5.4. Work techniques
It is recommended to use teaching techniques preferred by the taught age group -

methodology close to the student. As a rule, we work with very diverse groups, both in terms of cognitive
and motivational needs. Both negative
influenced by methodical monotony, which should be avoided. Methodological diversity and a polysensory
approach are recommended. The motivation of students at the secondary school level is usually strongly
related to the student's plans for the future, but the mechanisms that determine our commitment or lack of
it at all ages depend on the following factors - which is worth remembering.
We are involved when we have:

- awareness of goals and their implementation is of value to us;
- feeling of influence on what we do;
- a sense of being competent in the scope of performed activities;
- feeling that our work is appreciated.
The analysis of the above statements allows us to draw the following conclusions. The student should be
informed what goal he or she will achieve at the end of the stage of education and how to achieve what goals
18
this will enable him to make a conscious decision to what extent these goals are his goals, that
is, they are of value to him. One should also take care of shaping the learner's autonomy,
including independence and responsibility for the choices that must be offered, for example, by
co-deciding on the form, time, manner of executing a sentence or offering a choice of two options.
The tasks proposed to students should be an intellectual challenge for them and create a chance
for success, i.e. they should not be too easy or too difficult: otherwise they have a demotivating
effect on the students.
5.4.1. Project method
In order to achieve the objectives of this program, it is planned to use methods and techniques of
work that can be used to develop key competences in students, with particular emphasis on the
development of competences:
a) learning;
b) social;
c) digital;
in terms of preparing the student to function in the future as a member of the community. The
above assumptions are met by the project method4 , which is a method boils down
of education
to the factwhich
that a
team of learners independently initiate, plan and carry out a certain project and evaluate its
performance. [...] It is best if the source of the project is the world of everyday life, and not -
abstract science. The starting point should be a problematic situation, an intention, taking some
initiative, setting a goal, and the reaching point - a broadly understood project5 .
All teachers are obliged by the core curriculum to use the project method, understood as a group
implementation of a problem task. Project activities are carried out in a planned and phased
manner:
1. choice of topic, formulation of the problem;
2. creating a team, defining the rules of cooperation;
3. formulating goals, planning activities; 4.
monitoring and documenting own work;
5. presentation;
6. project evaluation.
During the project implementation, students develop many skills, such as teamwork, logical
thinking, planning, IT skills, and effective communication skills. Attitudes of responsibility,
regularity, reliability and cooperation are also shaped.
For example, in the High Note series, teachers and students will find a whole range of ready-
made ideas for (mini) projects.
4
Based on: A. Abramczyk: German language teaching program for grades VII-VIII, Pearson Central Europe,
Warsaw, 2017.
5
Based on: MS Szymaÿski: About the method of projects, Academic Publishing House "ÿak", Warsaw, 2000.
19
High Note 2. Student’s Book (str. 63) High Note 2. Student’s Book (str. 153)
We should also remember that students are eager to implement their ideas. Therefore, it is
worth creating a space for them and developing a bank of project topics with them, which can
be used, each time adapting it to the needs, possibilities and conditions of implementation of
the contractors of a given initiative. The implementation of projects and the presentation of
their results also creates the possibility of shaping the digital competences of students as a
result of the use of tools such as interactive posters, kahoot or prezi.
5.4.2. WebQuest method
A method that creates a similar range of possibilities for shaping many key competences as
the project method is the WebQuest6 method , focused on "research
the Internet
by students",
is the starting
in which
source of information. In this method, students are asked to explore a given topic on the basis
of information
found (in the network), but processed and allowing conclusions to be drawn.
The method is attractive in foreign language lessons, because it not only teaches the effective
use of the Internet as a source of information, but also allows you to practice mediation, i.e.
processing information given in a foreign language, and also prompts you to select and verify
the information found.
Other advantages of the method include broadening students' general knowledge and
developing creative thinking. WebQuest is a problem-based method that supports motivation.
The difficulty in working with the WebQuest method is the correct formulation of tasks for
students. They must be constructed so that using the Internet does not come down to checking
information or copying it. For example, the Check Food Prices in a UK Web Store task is not
a WebQuest task. In the WebQuest method , the task could be: You have the amount of PLN
200, plan grocery shopping for a family of four (mom, dad, daughter - 12 years old, son - 6) in
an online store for the weekend. The family should eat 3 main meals and have no food or drink
at home. Make a shopping list in English with the cost of individual food products (check prices
online).
Enter the names of the expected dishes. Then check whether you could buy the same products
in an English online store for PLN 200. In order to convert
6
More about the WebQuest method : https://sites.google.com/a/enauczanie.com/nowoczesne/start
20
zlotys to pounds use the currency calculator available on the internet.
Not all tasks based on obtaining information from the Internet are identical to the WebQuest
method, but my experience shows that many textbook tasks can be reformulated into the WebQuest
method, which is attractive to students.
5.4.3. The flipped class method
An equally interesting and necessary method, especially when the teacher focuses on
individualisation, may turn out to be the flipped classroom method7 . It consists in shifting the
content from the KNOWLEDGE / INFORMATION area to the extra-curricular area, so that during
the lesson you have more time for the presentation, application of the acquired knowledge and its
evaluation. To achieve this, students should be able to access the educational content at home
before the lesson in which they are to be introduced. This can be done on paper (prepare
e.g. a note for students) or using modern ICT tools, e.g. by providing students with information in
the form of podcasts, videocasts, videos, mp3 recordings, etc.
The teacher plans his lesson on the basis of the material that the students have read before. The
method can be used at any time, it does not require any special revolution in the field of applied
methodological procedures. The teacher's workload consists of finding or creating suitable material
for students. The benefits are undoubted and - what is important - they bring mutual benefits, both
for the teacher and the student -
the teacher has more time in the lesson for exercises, the students are introduced to independence
- the development of the student's autonomy is created and the preparation for lifelong learning
takes place8 . Contrary to appearances, finding a short instructional video, even on grammar
issues, is not a challenge in the Internet age. Working with the flipped classroom method does not
relieve the teacher of responsibility for the course of the teaching process. On the contrary, the
teacher should be particularly vigilant in the process of systematizing the content and processing
information that the students learn by themselves at home, so that they do not perpetuate mistakes.
5.4.4. Developing the student's autonomy and shaping his key competences
Teachers when asked about the most important problem they encounter in language lessons
English, indicate, among others on motivation, or rather the lack of it - reluctance to work with their
students. A whole range has been devoted to considerations about the student's motivation to learn
publication. A DELPHI9 survey was conducted a few years ago , the results of
which were described in detail by Vlastimil Polák 10. The survey asked about effective forms of
learning and teaching. The surveyed teachers listed, for the most part, the forms of learning and
teaching characteristic of the idea of autonomy of learning - they have already appeared
7
More about the reversed class method: http://www.bc.ore.edu.pl/Content/897/T416_Lekcja%2Bodwrocona.pdf.
8
websites endorsed by the Superbelfrzy RP group.
9 Teeth. www.learn-line.nrw.de
10
V. Polák, Effective teaching and learning activities. A Delphi survey with selected teachers
teachers, w: work report no. 58, publisher: State Institute for Schools and Further Education, Soest, 2002.
21
in many concepts of foreign language teaching and are not entirely new. According to the respondents, these
are:
- positive learning and teaching atmosphere;
- taking into account individual predispositions / structures of learning and thinking;
- action-oriented forms of work and lessons;
- teaching methods adequate to the content;
- the use of varied / diverse forms of work and learner activity;
- the highest possible independence of learners' work;
- joy as an integral part of learning;
- activation of knowledge that the learner already has;
- learners should report on their activities / learning;
- belief in the relevance of the taught content;
- learning in different places;
- repeating learned content;
- learning in interpersonal contacts with others;
- striving for specific content development.
The results of the above study largely correlate with the concept presented by Dr.
Annegret Schmidjell11 (2005), who in turn indicated several aspects of a good foreign language lesson:
1. There is not only one good model of foreign language lessons.

2. The scientific achievements in learning and teaching should not be underestimated.
3. Good foreign language lessons take place in a good school.
4. A good foreign language lesson takes into account non-linguistic factors, enables a variety of cultural
experiences, and systematically provides and uses them.
5. A good foreign language lesson discusses the problems of intercultural communication and the
possibilities of overcoming them.
6. A good foreign language lesson is diverse in content, interesting, and involving as many learners as
possible.
7. A good foreign language lesson enables, among others, the language itself and communication with the content of the lesson.
8. A good foreign language lesson allows the possibility of individual (by the learners) selection of the content
on the basis of which the learners learn the language.
9. A good foreign language lesson prepares for continuation of learning a foreign language after the end of
school education, maintains and supports interest in what is learned in a foreign language.
10. A good foreign language lesson uses and integrates language skills and experience acquired outside
school, as well as language learning skills.
11. A good foreign language lesson uses the natural possibilities of language acquisition and supports them
with appropriate structures and cognitive methods.
12. A good foreign language lesson uses the opportunity created by the media and personal contacts to
present different types of foreign language speakers.
11
Speaker of the Goethe Institute, author of articles on the autonomy of learning, incl. for the Hueber publishing house, such
like Training Materials Lernen Lernen, Murnau.
22
13. A good foreign language lesson enables phases of language experimentation.

14. A good foreign language lesson finds a compromise between the different interests, learning styles and needs
of the learners and working / learning in a group.
15. During a good foreign language lesson, the importance of linguistic correctness (whether it is more or less
needed and why) and difficulties in communication as a result of limiting the number of linguistic resources are
discussed.
16. A good foreign language lesson manages to balance two needs of the learner: on the one hand - the need for
safety and success, on the other hand -
the desired (as a factor motivating the learner's linguistic development) uncertainty and doubt.
17. In a good foreign language lesson there are precise criteria for the evaluation of achievements, especially oral
statements.
By reading the results of Polák's research and the aspects identified by Schmidjell that contribute
to the fact that the foreign language lesson is good, it is difficult to resist the impression that the authors of the core
curriculum knew them. In the section Conditions and method of implementation, the authors of the core curriculum
they took over many of the indicated factors that contribute to the development of key competences and fulfill the
postulate of autonomy of learning during a foreign language lesson. Both studies show that the autonomy of
learning is a desirable alternative in teaching a foreign language to the one-person, often authoritarian,
teaching and learning (subject, work methods, pace, strategies) . Partial handing over of responsibility and control
for learning and teaching into the hands of students should be successful. It is recommended to include in the
implementation of this program
the repertoire of methods used - activating methods in which the role of the teacher has changed. He became the
organizer and coordinator of students' work, thanks to which it activates
them for creative activities. Its new features are:
- counselor - is available when students have a problem with solving a task or do not understand something;
- animator - initiates methods and explains their importance for the learning process, presents goals and prepares
materials for study and work, but is flexible and open to modifications or more serious changes;
- observer - observes students at work and shares with them the observations from these observations;
- participant in the didactic process - he gives an example that you can learn from anyone, at every stage of life
and everywhere.
The proposed program assumes the teacher assuming the above roles in specific educational situations and
emphasizes the development of student autonomy, as it is an effective way to achieve the goals related to the
development of key competences.
23
5.4.5. Shaping social competences - cooperative learning
This curriculum simultaneously focuses on the formation of three spheres: the student's
cognitive competences in the field of language education, his social competences and
work on motivation. An approach that allows these three areas to be pursued simultaneously
is learning and cooperative teaching. It is a concept based on working in small groups (3-4
people). While students collaborate on an assignment
the conditions specific to cooperative learning should be met.
There should be:
a) positive interdependence between learners;
b) supportive interaction;
c) individual responsibility of each student;
d) using and developing students' social skills;
e) reflection on the quality of cooperation, i.e. group processing.
Characteristic for the concept of collaborative learning are inclusive methods

the above assumption, e.g. Think-Pair-Share, Tempo-Duet, Partner-Check, Numbered
Heads, Speed Dating, Reciprocal Reading, Jigsaw and many others. I encourage all
teachers who implement this program to systematically implement cooperative learning
methods and techniques in their classrooms, because it is an amazing tool thanks to which
students will not only make language progress, but also develop their social competences
(communication, cooperation, conflict resolution, empathy), and moreover, their level of
motivation to learn will increase12 .
5.5. Techniques of working with a student on individual language skills
5.5.1. Teaching vocabulary
Introducing vocabulary at the third stage of education - similarly to the earlier stages -
should be multichannel. The student should hear a new word,
see, associate with previously learned words, pronounce, write, and then apply in a
sentence. Explaining the meanings of words should be carried out in various ways, e.g. by:
- giving the Polish equivalent (the least effective technique);
- guessing the meaning of the word from the context;
- definition of meaning (descriptive form);
- providing a synonym or antonym;
- showing an illustration with a word equivalent.
12
You can read about the advantages of the cooperative learning concept in the quarterly "Foreign languages at school" (1/2018).
A description of selected methods and techniques can be found in the quarterly "Foreign languages at school" (2/2018).
24
An example of introducing vocabulary in the Focus Second Edition and High Note series.
Focus Second Edition 1. Student’s Book (str. 60–61)
25
High Note 2. Student’s Book (str. 40)
26
Various techniques are used to memorize vocabulary. It is worth introducing students to use:
- mnemonic methods (hooks, chain, Roman peace);

- association maps;
- replacement word techniques;
- visualization.
5.5.2. Teaching grammar
The following rules are recommended for teaching grammar: - examples

with new grammatical phenomena should develop the ability to communicate and be set in context /
situation; - we introduce grammar issues at various stages of language mastery, and then systematize it;
- the new material refers to the previously introduced / mastered;

- we always introduce grammar issues on the basis of already known lexis.
The role of grammar - using the communicative approach in teaching a foreign language - is of secondary
importance. However, it does not mean giving up the pursuit of linguistic correctness, which is sometimes
indispensable for the implementation of communicative intentions. A linguistic error such as misuse of the
verbs been and gone in the Present Perfect tense can make it difficult to understand where someone is at
the moment. He's been to France. vs. He's gone to France.
The role of grammar, which is subordinated to the communicative approach, comes down to shaping the
student's communication skills. In the case of secondary schools, however, work on the quality of messages,
and therefore on their correctness, is also expected. Therefore, it is worth resorting to exercises such as:
grammatization, translation of (fragments) of sentences, paraphrasing, etc. Students should be deprived of
the conviction that English grammar is difficult - it is a barrier to learning about it.
For the introduction of grammar issues, it is recommended to:

- using induction: on the basis of examples illustrating a given morphosyntactic phenomenon, students
find dependencies and formulate a rule;
- exposing analogies and making students aware of the possibility of using particular structures in practice;
- presenting algorithms in graphic form, which facilitate remembering;

- the use of charts, tables, diagrams, symbols, frames, arrows, underlines, fonts of various thicknesses (in
the notebook of fluorescent markers), which support the visual thinking of students, especially dyslexics;
- juxtaposing grammatical phenomena of the Polish language with the English language: pointing out
similarities and differences prevents interference errors;
- conducting translation exercises in the relation: Polish ÿ foreign language;
- the use of numerous fixations: a)
imitation exercises - introducing the student to uttering a given structure;
b) substitution - repeating the same structure in other examples;
c) transformation - transforming sentences according to a formula;
27
d) conducting a phrasebook using the introduced structures on topics related to students.
An example of introducing grammar in the Focus Second Edition series.
Focus Second Edition 1. Student’s Book (str. 54)
An example of grammar input in the High Note series.
28
5.5.3. Techniques for working on linguistic activities / skills
RECEPTION (listening comprehension / reading comprehension)

In natural language acquisition, listening comprehension is a primary skill that opens up to the
development of other skills. In teaching a foreign language it is also very important that the student can
use the language actively. Therefore, he should first focus on its reception. This is what the whole range
of exercises is for, including:
- matching words, statements, visual material to the information read / heard;
- applying information, data, symbols, pictograms, e.g. on a city map;

- finding specific information, finding key words, determining the main thought of the heard / read text;
- answering questions related to the read / heard text;

- arranging the order of individual text fragments;
- dictation, including visual;
- interpretation / translation;
- creating / matching headings to individual text fragments;
- solving the above-mentioned, matching and p / f tasks.
In line with the recommendations in the core curriculum, pupils should be brought into contact with an
authentic language. It is worth ensuring that listening comprehension exercises are conducted with the
use of various sources and teachers, not only the recordings from the textbook.
29
A great opportunity to implement this postulate is the participation of students in international exchange and real contact with
the language.
An example of reception exercises in the Focus Second Edition series.
30
An example of reception exercises in the High Note series.
High Note 2. Student’s Book (str. 97)
PRODUCTION (speaking / writing)

The types of exercises for developing productive language skills include: - role play;
- paraphrasing; - conducting discussions and arguing; - presenting and interpreting
the events depicted in the illustration / in the text; - describing people, objects, places,
events, roads; - creating various types of texts; - summarizing various types of text; -
transforming texts; - storytelling / writing stories.
31
An example of a production exercise in the Focus Second Edition series.
An example of production exercises in the High Note series.
32
IMPROVING THE READING TECHNIQUE

This program assumes that students who have studied English in primary school for two years
have mastered the technique of reading in English. However, if the teacher finds deficiencies in
this area, he should not forget that teaching students to read correctly in a foreign language may
be decisive for their educational success.
In English, the phonetic rules are quite complicated for a Polish student. In order to teach students
to recognize the sound - letter relationship, the following exercises are recommended: - phonetic
and accenting on isolated words;
- anti-regression with the use of words similar to each other, differentiation of words;
- taking advantage of the phenomenon of anticipation;
- imitation with the use of CD recording;
- in reading roles and other exercises.
5.6. Social forms of work during the lesson
Organizational forms of teaching depend, inter alia, on from the set goals of education, the size of
the group, time possibilities, place and even the material resources of the school,
that is, access to teaching aids.
In the course of the teaching process, the teacher may or may not promote interaction between
students through tasks favoring the individualization of students' work, competition between
students or collaboration between them. Much scientific research shows the advantages of an
approach that promotes interaction and the advantages of positive interdependence. Collaborative
learning methods and techniques do not rule out other social forms, however. In
In this program, it is recommended to use all known social forms, adequately to the set goals and
needs:
- frontal lesson (teacher's lecture, student's talk, teacher's talk with the class) -
recommended especially in the case of providing knowledge, clarifying, explaining, presenting
new lexical or grammatical issues;
- group work - recommended for the implementation of mini-projects and projects, development
problematic issues;
- work in pairs - recommended for imitating situations, conducting dialogues, playing roles in
genre scenes, a particularly valuable form of work - in interaction with a colleague or
the fear of being assessed by the teacher disappears with my friend, the language barrier remains
33
defeated;
- individual work - consolidation exercises, working with the text, it is conducive to the individualization of
learning.
Due to the different preferences of students, a variety of social forms should be used, bearing in mind,
however, that only the systematic implementation of methods and techniques of cooperative learning will
allow students to develop social competences, while achieving the subject objectives at the same time.
5.7. Preparing students for the matriculation examination
Students following the core curriculum (variant III.2.) Will not acquire - in the course of the program based
on the provisions of this variant - the skills required for the matriculation examination in a modern foreign
language. Possible preparation for the exam will require additional commitment, time and other
extracurricular forms of learning English.
5.8. The climate of effective cooperation during the lesson
Regardless of the teacher's preferred and used repertoire of teaching methods and techniques, the most
important issue is the relationship between the student and the teacher, i.e. their mutual sympathy13.
During the lessons, you should ensure a friendly atmosphere, provide students with a sense of security,
give them the right to make mistakes, create a field for the implementation of their individual needs and
ideas. The lesson should be an incentive and an invitation to take an interest in independent English
learning in the future.
Therefore, it is important to emotionally involve the student in the didactic process by building positive peer
relationships and arousing cognitive curiosity.
The student's internal motivation focused on the subject should be strengthened by the teacher as a result
of using forms and means of work that are attractive to the student in the lesson.
It is recommended to use language games and games, IT, multimedia: including computer programs,
videos, websites, English-language television, radio dramas, various iconographic materials related to the
English-speaking language area, establishing contacts with peers from English-speaking countries, e.g.
using the program E-twinning14, international exchanges, club meetings and / or language evenings
organized at school.
13
Paraphrase of words by prof. Manfred Spitzer.
14
Tooth. http://www.etwinning.pl
34
6. Ways of individualising work depending on the

needs and abilities of students and the conditions in which
the program will be implemented
In accordance with the Regulation on the assessment, classification and promotion of students, §
6 sec. 1. each teacher is obliged to individualize work with a student during compulsory and
additional educational classes, according to the development and educational needs and
psychophysical abilities of the student.
Other regulations of the Ministry of National Education, including those on the organization of
psychological and pedagogical assistance, also regulate issues related to the individual needs of
students. Virtually every student requires individualization, the only issue is its scope.
Dyslexics or gifted pupils need different support, and yet another - pupils who are educationally
neglected by their family or pupils with disabilities (hearing impaired, sight impaired, slightly
disabled), not accepted by the class team, etc.
The need for individualization results not only from the above-mentioned ones - in a foreign
language they will additionally include: different language levels of students, pace of work, level of
motivation, group size and even gender, or different sensory preferences / modality.
The role of the teacher is to diagnose and, if possible, adjust: 1) content;
2) teaching methods or work techniques;

3) working time - shortening or lengthening;
4) the manner or form of performing the task, e.g. hindering / facilitating tasks, tasks with more /
less complex goals.
In my experience, it is most difficult for teachers to adjust the content, since each student has the
same core curriculum. If, for example, we are implementing a topic which includes working with a
long and difficult text, we can:
a) divide it into fragments;

b) give to weaker pupils who require help, cards with a glossary to the text;
c) use the flipped classroom method, ie recommend students to read the text at home before
proceeding with its implementation in the lesson;
d) apply the technique of reciprocal reading;
e) inside.
As part of the work on the understanding of the text, it is recommended to assimilate its content
with already known phenomena, explain to the students the meaning of the words - the keys.
Students for whom the text is not intellectually challenging may at the same time engage in, for
example, creating questions for the text, paraphrasing the text, searching for additional information
or answering questions. Another form of individualization is also the use of two-tier teaching, in
which the teacher offers students two types of tasks: core tasks for all pupils and more difficult
tasks for those who complete core tasks. While performing the basic tasks, the teacher monitors
the course of work and then checks its correctness. If the basic tasks have been
35
correctly done, gives new tasks to those students who have already completed the tasks from the first pool.
It should not be forgotten that adaptation does not mean lowering the requirements, i.e. if the core curriculum
assumes the implementation of a specific thematic scope, then even a student with hyperdyslexia applies
this scope. It can be implemented in a minimal dimension, omit more difficult vocabulary or implement the
subject on easier texts.
In addition to the individualization carried out in the course of the lesson, it is also recommended to
individualize homework by e.g.
- offering students two versions of the homework (easier and more difficult - to choose from): more capable
students can do both versions of the homework;
- offering students various tasks - to choose from;
- offering students the possibility to choose the form in which they will present the task, e.g. a paper,
presentation, poster.
A tool that facilitates the application of individualization is an interactive whiteboard with functions
curtain type, underline, the ability to add annotations, save the course of the lesson and use the record for
revision.
Students with different needs are also favored by: - materials
appealing to many senses - POLYSENSORY;
- tasks / work based on interests;
- tasks based on the strengths of individuals;
- adjusting the requirements to the possibilities - the degree of difficulty of the task should increase in direct
proportion to the increase in interests and the ability to perform it by the student;
- adequately formulating tasks with an extensive structure: rather short, the first part easy or referring to the
content known to students, so that they would experience success at the beginning of the task.
6.1. Working with a gifted student
When we focus on helping students diagnosed by a psychological and pedagogical counseling center or
with visible deficits, we can easily overlook the needs of gifted students. This is evidenced by the cases of
diagnoses / tests in which regression was found in students with relatively high "entry" scores. This confirms
that teachers focus and work with students with lower linguistic abilities, perhaps leveling the level in groups,
but at the expense of gifted students' progress. In order to prevent such a situation, it should be assumed
that in each group we will find a student who stands out positively against its background. So what to do in
order not to neglect it? Here is a list of proposed actions:
- creating a database of students with the highest language competences in each group;
- monitoring their progress;
- individualisation of work with a gifted student in terms of content, methods of work and forms of tasks;
- organization of competitions (inter-school, inter-voivodeship) for students with above-average language
skills;
- the offer of language clubs and devoting additional time to this group of students;
36
- organizing cooperation on online platforms, so that students can perform additional tasks, e.g. design;
A good solution for such a student could be support in the form of mentoring, tutoring, coaching, or a
form of personalized education. It all depends on what sphere the giftedness concerns. However, it
should not be forgotten that school support is often the only development opportunity for such a
student.
6.2. Working with a dysfunctional student, including - with the syndrome of inadequate
school achievements
A large proportion of students are diagnosed with dysfunctions. Each of them is an additional burden
for the student and an obstacle in the free acquisition of language knowledge and skills, because it
causes, for example, perception, memory, visual-auditory, motor and spatial coordination disorders,
which often means also disorders of linguistic functions or their coordination.
The dyslexic student usually doesn't learn the way we teach him - and that's not his fault. Each teacher
can help a dyslexic student on many levels:
- psychological, showing understanding;
- substantive, helping to master language skills.
Technically speaking, subject experts15 recommend that the student be seated close to the desk. This favors
the concentration of his attention, encourages him to ask questions when he does not understand something,
helps the teacher to control the student's work, e.g. to check whether he is keeping up with writing.
Other solutions that can help in certain situations, e.g.
1) allowing a student who has problems with spelling or writing to write with a pencil
(the student then feels that he can always correct what he wrote);
2) not asking a poorly reading student in the classroom, and in the case of severe dyslexia -
permission to use spoken books;
3) permission to use the spelling dictionary permanently (also during class work);
4) allowing dysgraphic students to record the teacher's lecture and do their homework with the help of
a computer;
5) failure to respond to immediate response (dyslexics have a problem with quick recall of dates,
dates, words, long strings, sequences, reactions, etc.);
6) extending the time to perform tasks (dyslexics work slower) and taking more breaks (dyslexics get
tired faster);
7) replacing dictations with writing from memory;
8) teaching new concepts on specific examples;
9) relating the material to the everyday life and experiences of the student;
10) assessing written works in terms of content, and not spelling;
11) the use of polysensory teaching involving as many senses as possible;
12) preparation of tests in the form of tests: selection or with gaps;
15
See works by prof. Marty Bogdanowicz and / or Dr. Anna Jurek.
37
13) writing in larger font, with larger spaces, not justifying texts, using Arial font;
14) showing students the learning strategies;

15) repetition, e.g. by the method of fundamental theorems;
16) praising, rewarding, strengthening self-confidence;
17) motivating to better achievements (high expectations lead to increased achievements);
18) individualization, ie adjusting work methods and content to the psychophysical abilities of
the student;
19) treating written and oral works equally;
20) using pair work (fear of evaluation disappears in relation to colleagues);
21) outsourcing activities at home - systematic exercises;
22) abandoning the emphasis on assessment and teaching phonetics;
23) constructive feedback - indicating what and how the student can improve;
24) creating situations in which the student will be able to achieve success according to his own measure -
he will be able to express himself freely and be heard;
25) organizing help from friends.
Students with dyslexia have to put in much more work and effort to learn the same things as their peers
without impaired reception. However, if this hard work does not translate into positive achievements in
school, they become discouraged, lose faith in their own abilities, their self-esteem drops. Such students,
despite having good intellectual abilities, do not have results adequate to their abilities, then we are talking
about students with a group of inadequate school achievements. Special support is needed for this group of
students, especially from an educator and / or psychologist. The task of the subject teacher, however, is to
plan the work in such a way as to enable the student to succeed: e.g. by grading the difficulty of the tasks in
the test.
6.3. Shaping the Penal Code - sample lesson scenarios
Example 1: (High Note 2. Student's Book: pp. 138–139)
Lesson topic: The famous detective. The famous detective.
I. General assumptions
ÿ Lesson duration: 45 minutes, location: classroom.
ÿ Lesson
objectives: General objective: mastering the ability to form the passive voice in Present Simple, Past Simple
and Present Perfect.
Detailed objectives:
• improving the ability to search for detailed information in the written and listened text;
• creating short oral statements;

• improving the ability to react verbally in typical situations.
38
ÿ Forms and methods of work: the method of the flipped classroom, working in pairs, working in groups (the
Running dictation exercise).
ÿ Teaching aids:
• Textbook: High Note 2, Pearson Central Europe (Unit 10, pp. 138–139).
• Materials to be watched and analyzed by the student before the lesson on the principles of creating
the passive voice: (a) Active and Passive Voice tutorial and (b) examples of passive sentences in films.
a. https://www.youtube.com/watch?v=uOpwDaMM2Ao
b. https://www.youtube.com/watch?v=Ur0jc9N-d-Q
II. The course of the lesson
Stage 1: presentation of new material - the whole class.

The teacher asks the students about their impressions and possible difficulties with working with the material
to be viewed at home. At this stage, students may ask the teacher to explain incomprehensible elements and
provide additional examples to illustrate the formation of sentences in the passive voice. The teacher can refer
to the explanations in the textbook for tasks 4 and 5 on page 139.
Stage 2: work on new linguistic material - groups.

The teacher spreads out cards with sentences on the active page in various places in the class.
Students in each group choose a secretary (responsible for writing down the sentences correctly). The other
students' task is to run to all places in the class where there are sentences with sentences, memorize the
sentence (you are not allowed to take the page), return to the group and dictate the sentence to the secretary.
Students do it in the form of a relay race - the next student cannot start until the previous one returns.
Examples of sentences to be placed in different places in the class:

1. The police arrested the criminal yesterday.
2. They have solved the crime.
3. They burgled the house last night.
After writing down all the sentences, students convert the sentences to the passive voice.
Stage 3: consolidation exercises - individually and with the whole class.

- Students study the iconographic material and the text on their own and perform tasks 1-3 on page 138 in pairs.
- Students complete tasks 6-8 on page 139 on their own and then use the Tempo-Duet collaborative learning
technique to test their answers.
Stage 4: production - information creation - individual and pair work (task 9, page
139).
Students ask each other about their life experiences on the basis of the material in Activity 8 on page 139.
39
Example:
• Have you ever been arrested?
ÿ No, of course not. Are you fascinated by detective stories?
Stage 5: summary, homework assignment.

- Students are asked to complete any four exercises on the pages in a workbook
112–113.
- The teacher draws a thermometer on the blackboard and asks the students to come out of class
they marked their initials at the temperature value that corresponded to their assessment of the lesson (the
higher the temperature, the more they liked the lesson).
Example 2:
Lesson topic: A lesson in creative writing.
I. General assumptions
ÿ Lesson duration: 45 minutes, location: classroom.
ÿ Lesson
Objectives: Overall Objective: developing creative writing skills.
Detailed objectives:
The student is able to:
• create the hero of the story;
• arrange events in a logical order;
• lead a consistent narrative in the story;
40
• build a varied plot with elements typical of a story, such as plot twists, dialogue, punch lines;
• Expand the plot and write the ending of a story started by someone else in keeping with the
language and style.
ÿ Forms of work: individual and group (groups of 3).
II. The course of the lesson
1. Greetings, familiarization with the purpose of the lesson.
2. Free conversation about the concept of creative writing, exchange of associations and experiences.
3. Division into groups of 4 and explanation of the task, familiarization with the individual parts
of the manual (the instructions are given in stages in English):
Part 1:
Imagine and then describe (you can also make drawings): - your hero:
Who is he? How old? What profession is he doing? What does it look like? How is she today ?;
- the place where we meet him at the beginning of history;

- 2-3 events / circumstances that will influence the behavior and attitude of the protagonist of your
story.
Write down your ideas.
Part 2:
On a blank sheet of paper, write the first two sentences of your story. Remember that they
must catch the reader's attention. Then give your piece of paper and the notes you took to the
person on your right.
Part 3:
On the piece of paper received from the person on the left, continue the story that he started. Add
3-4 sentences, remembering to follow the style imposed by the author.
Part 4:
Again, exchange cards with your friend / colleague. Describe the climax of the story you
received.
Part 5:
Once again, exchange cards in the group. Write the end of the story. Make it consistent and
interesting.
Part 6:
Exchange cards with your friend for the last time. Read the short story whose first sentences you
wrote. Do you like it? Did you expect such an ending?
Give your story a title.
41
1. Homework: students write and illustrate their own story using the tools and resources of the website
www.storybird.com.
2. Evaluation: students evaluate the lesson using the suitcase - basket - white spot method. They write on pieces of paper
and stick in the appropriate places in the table (under the drawings of a suitcase, a basket and a white spot) elements of the
lesson that they consider particularly valuable and which will be useful in their further learning (suitcase), those that turned
out to be useless (basket) and those which, according to the students, were absent from the lesson (white spot).
7. Description of the expected student achievements
The implementation of the program objectives assumes achieving the A2 + level adequately to the version of the core
curriculum - III.2. The level of A2 competence according to CEFR for the five language activities is presented below. The A2
+ level means that, in selected aspects, the student will gain competences slightly higher than that provided for by the A2
level as a result of the implementation of this program.
The assumed achievements are identical to the detailed requirements described in the core curriculum.
KNOWLEDGE RECEPTION DESK PRODUCTION INTERACTION MEDIATION
The student uses LISTENING: SPEECH: ORAL RESPONSE: PROCESSING:

the range of The student The student uses The student takes The student
linguistic resources understands a series of part in an ordinary, processes the text
that allow him to phrases and words phrases and typical conversation orally or in writing:
implement language related to matters sentences to simply that requires simple - provides information
activities in selected important to him describe his family, and direct exchange in a foreign language
aspects of all (e.g. basic information other people, living of information on contained in visual
thematic blocks about him and his conditions, and familiar topics. Can materials and very
listed in the core family, shopping, education. handle very short simple foreign-language
curriculum place and region of social conversations, texts in the scope of the
residence, even if he doesn't indicated thematic
employment). understand enough blocks (see: Knowledge);
to keep the
conversation going.
Understands the - transmits the main
III.2. main meaning of thoughts or selected
short, simple information from a text
messages and in a foreign language in
announcements. Polish;
- provides information
in a foreign language in
Polish.
READING: WRITING: RESPONSE

The student reads The student writes WRITING:
very short, simple short and simple The student
texts; finds concrete, notes or messages writes in response to
predictable resulting from someone else's message
immediate needs, or someone else's letter
42
information in as well as a very short and

simple texts simple private letter, simple
related to everyday eg thanking you for messages for
life, such as something. immediate needs,
announcements, as well as a very
advertisements, simple private letter.
brochures, menus,
timetables.
Understands short,
simple private letters.
A person using the language at this level understands statements and frequently used expressions related to
everyday life (including basic information about the interlocutor and his family, shopping, surroundings, work).
Communicates in simple, routine communication situations, in which there is a simple, direct exchange of information
on familiar and typical topics. He describes his surroundings and raises issues related to the main needs of everyday
life16 .
8. Proposals of evaluation criteria and methods of checking the achievements

student
"Lack of proper feedback is the most serious threat to development for both the individual teacher and the
education system" 17. UNESCO adds: "[...] the purpose of evaluation is not to assess learning outcomes
but to gain greater control over it" 18 .
Therefore, if we want to fully "control" the education process and have an impact on its shape
and results, we should measure student achievement,
remembering to use its result to provide students with feedback that helps them learn and to improve their
own workshop.
The presented program assumes the division of requirements into basic and secondary. The first - basic,
that is, easy to learn, certain scientifically, practical, necessary for further education and useful, for which
the student can obtain a satisfactory mark. The second - secondary - are those difficult to learn, creative,
theoretical, scientific, for which the student can get a good or higher grade.
Such a division of requirements into the basic ones (the foundation obligatory for every student in the group)
and secondary education allows the use of individualization and, for example, two-stage teaching.
8.1. Basis for grading
Assessment of a student should be carried out in accordance with the provisions included in the statute of
the institution and regulating the issue of in-school assessment19 . As part of subject assessment
16
Based on: http://europass.cedefop.europa.eu/pl/resources/european-language-levels-cefr
17 Prof. B. Niemierko.
18
Quote from training materials: J. Ochenduszko, WCDN, Wrocÿaw, 2007/2008.
19
Education System Act, Art. 44b.
43
the teacher refers to the requirements that he gives to students at the beginning of each school
year and recognizes the level and progress in the student's mastery of the knowledge and skills
resulting from the variant of the implemented core curriculum (III.2.). For this purpose, at the
beginning of the first grade, it is recommended to conduct an initial diagnosis and examine the
skill level of students of the second educational stage. The initial diagnosis will be the benchmark
for diagnoses during the cycle. The student's educational achievements are assessed, i.e. the
state of knowledge and skills as well as the progress made by the student.
Educational requirements given at the beginning of each class should be adapted to the
individual developmental and educational needs and psychophysical abilities of the student (e.g.
on the basis of decisions and opinions of a psychological and pedagogical counseling center).
According to the regulation of the Ministry of National Education regarding the
assessment and promotion of students, regardless of the rules and the assessment scale
adopted in the school (e.g. point, descriptive, weighted average), the annual assessment should
be expressed on a six-point scale from 1 to 6.
As a result of the assessment, the following takes place:
a) informing the student, parent or legal guardian and teacher about the level of educational
achievement and the student's progress;
b) assisting the student in independent development planning, developing talents, overcoming
difficulties;
c) motivating the student to further progress in learning and behavior.
8.2. Ways of checking educational achievements
Various measurement tools should be used to check the knowledge, skills and educational
progress of a student, such as: observation of the student during educational activities,
participation in exercises, tests, tests, written assignments, quizzes, oral statements,
homework, participation in project works and other measures provided for in the internal
school assessment rules. The student's grades are open: at the request of the student, his / her
parent or legal guardian, they are justified, and the assessed written works -
inspection (on the terms set out in the Articles of Association). Each grade can be corrected in
the manner specified in the internal school grading rules. Tests and their scope are announced
at least two weeks in advance, cards from the current material are not subject to this rule. Tests,
small tests or written assignments announced by the teacher are obligatory. The teacher informs
about the dates and scope of homework on a regular basis. The annual assessment is
determined in accordance with the intra-school rules
judging.
44
8.3. Requirements necessary to obtain individual grades
The general assessment criteria should be related to the educational requirements formulated for students in relation to the
core curriculum III.2.
BASIC LEVEL SUB-BASIC LEVEL

RATING RATING RATING
RATING RATING RATING
UNAVAILABLE ALLOW VERY
SUFFICIENT GOOD AIMING
WHEN CA GOOD
VERY
BASIC MEDIOCRE HIGH
LOW DEGREE HIGH
DEGREE DEGREE DEGREE
FULFILLMENT DEGREE
FULFILLMENT FULFILLMENT FULFILLMENT
REQUIREMENTS FULFILLMENT
REQUIREMENTS REQUIREMENTS REQUIREMENTS
EDUCATIONAL REQUIREMENTS
EDUCATIONAL EDUCATIONAL EDUCATIONAL
EDUCATIONAL
Wiad The student Student: Student: Student: Student: Student
mow does not meet • knows • knows • knows most of • they know to a high
there: the majority limited number some of the words the words and almost all the degree (95%)
Wed criteria to and phrases entered; phrases entered; words entered meets the criteria
to receive a pass basic words and • makes a lot of and for a very good
tongue mark, i.e. has not phrases; mistakes in their • they expressions; grade.
owe, mastered basic • makes numerous spelling and usually spell • spells and
phonet knowledge and is mistakes in their pronunciation; and pronounce pronounces
yka i not able to perform spelling and • they know most them correctly; them correctly;
ortog tasks with pronunciation; of the introduced • knows all the • knows and
raffia elementary • knows structures introduced uses almost all
difficulty even with simple, grammatical; grammatical introduced
the help of a teacher. elementary • makes a lot of structures; grammatical
grammatical lexical errors • makes structures;
structures introduced few lexical errors
Deficiencies in by the -gramatics in more • commits
news and teacher; difficult tasks. -gramatic. occasional
skills are so • makes numerous lexical errors
extensive that they lexical errors
prevent him from -gramatic, which
learning in the -gramatic in all he can usually
next stages. types of tasks that correct himself.
z
the
teacher's help.
He can Reception Reception Reception Reception
vigorously Student: Student: Student: Student:
s • they • they • they • they
understand understand understand understand
the teacher's the teacher's instructions; the teacher's instructions; the teacher's instructions;
instructions, very much • partially • correctly • correctly
to a limited corrects the solves the solves the
extent solves tasks on tasks on tasks on
the tasks on reading reading
reading and listening. and listening;
listening - and listening. • can usually
justify their answers.
understands
single words;
• they understand general
meaning
45
of read texts,
solves reading
tasks to a limited
extent.
Production Production Production Production

• student's • student's • the student's • the student's
utterances are utterances are statements / written statements /
not fluent and not very fluent, but writings are quite enough essays are fluent
are very short: are of sufficient length; liquid and of the and of appropriate
words, single correct length; length;
sentences, two or • student
three sentences in communicates • student • student
writing; and obtains communicates transmits and

• student most of the and obtains all obtains all
communicates relevant relevant information;
and obtains a information; required
small part of the • the student's • the student's information;
relevant information; statements are statements are • the student's
partially illogical logical and statements are
• the student's and inconsistent; relatively coherent; logical and
statements are • the student coherent;
largely illogical • the student uses applies adequate to • the student uses
and inconsistent; the vocabulary and subject a rich vocabulary
structures vocabulary i and
• the student uses appropriate to the structures; structures;

a small range form of speech; • the student makes • the student makes
vocabulary and few lexical errors sporadic lexical errors
structures; • the student makes
• the student makes a lot of lexical errors -gramatic not
numerous lexical interfering with -gramatic;
errors -grams which do not communication; • the student uses
-gramatic that • the student uses the appropriate
may distort however, they interfere the appropriate form and style.
with communication. form and style when
communication. writing.
9. Program evaluation
In order to assess the effectiveness of the program, it is recommended that the teacher who implements the program
undertakes evaluation activities that will allow for the assessment of the implementation of the provisions in the core
curriculum, including the effectiveness of the methods used, for the assessment of the usefulness of the educational content
and for the assessment of the attractiveness of the classes for students.
The subject of the evaluation should be:
1) the degree of implementation of the core curriculum;
2) the effectiveness of the applied methods and techniques of work,
3) attractiveness of the program for students.
46
The key evaluation questions are: 1)

Has the core curriculum been implemented and to what extent (qualitative assessment of the degree of
achievement of objectives and content from the core curriculum)?
2) Do the applied methods and techniques of work serve the achievement of the assumed goals?
3) Were the classes conducted using the methods indicated in the program attractive for students?
In order to check the degree of implementation of the core curriculum, it is recommended to adopt the following
evaluation tools: tests, diagnosis, mock eighth-grade exam,
eighth grade, analysis of school documentation, observation of students.
Students should also do a self-assessment. For this purpose, you can use the Self Check revision lessons from
the Focus Second Edition series.
Example: Focus Second Edition 1. Workbook (pp. 34–35)
The attractiveness of the teaching methods used can be tested by using evaluation questionnaires during and at
the end of the education cycle, analyzing school documentation (grades and attendance) and observing students
on an ongoing basis. Based on the data obtained, conclusions should be drawn and the program should be
modified in order to improve the quality of one's own work and improve the educational results.
Good luck with your goals!

Anna Abramczyk, Anna Pasternak
47
Source literature
R. Arends, We learn to teach, Wydawnictwa Szkolne i Pedagogiczne, Warsaw, 2002
I. Dzierzgowska, How to teach with active methods, Fraszka Edukacyjna, Warsaw, 2005
The Common European Framework of Reference for Languages: Teaching, Learning, Assessment,
Publishing House of the Central Teacher Training Center, Warsaw, 2003
European language portfolio for upper secondary school students and students,
Publishing House of the Central Teacher Training Center, Warsaw, 2006
R. Fricker, B. Michaÿowski, A. Bandis, Focus Second Edition 1. Workbook, Pearson Central

Europe, Warsaw,
B. Hastings, S. McKinlay, R. Fricker, D. Russell, B. Trapnell, High Note 2. Student’s Book,

Pearson Central Europe, Warszawa, 2019
H. Komorowska, Communication exercises in learning foreign languages, Wydawnictwa Szkolne i

Pedagogiczne, Warsaw, 1996
H. Komorowska, Methodology of teaching foreign languages, Fraszka Edukacyjna, Warsaw, 2003
H. Komorowska, About almost everything programs, Wydawnictwa Szkolne i Pedagogiczne,

Warsaw, 1999
H. Komorowska, Checking skills in learning a foreign language. Control - evaluation -

testing, Fraszka Edukacyjna, Warsaw, 2007
K. Kruszewski, (ed.) The art of teaching. Teachers' activities, Polish Scientific Publishers PWN,
Warsaw, 2009
B. Niemierko, Between school assessment and didactics. Closer to didactics, Wydawnictwa

Szkolne i Pedagogiczne, Warsaw, 1991
Regulation of the Minister of National Education of 30 January 2018 on the core curriculum for
general education for general secondary schools, technical secondary schools and sector secondary
schools.
M. Taraszkiewicz, How to teach even better, or a school full of people, Arka, Poznaÿ, 2002
M. Umiÿska, P. Reilly, T. Siuta, B. Michaÿowsk, Focus Second Edition 1. Student's Book,

Pearson Central Europe, Warsaw,
48
W. Wilczyÿska, To teach or to be taught? On the autonomy of foreign language acquisition,

Warsaw - Poznaÿ, 1999
M. ÿyliÿska, Neurodidaktyka. Brain-friendly teaching and learning, Nicolaus Copernicus

University Scientific Publishers, Toruÿ, 2013
49

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Anna Abramczyk, Anna Pasternak

SHAPING KEY COMPETENCES

IN THE GENERAL EDUCATIONAL Lyceum and

Anna Abramczyk - a certified teacher with 20 years of experience in teaching German in

Anna Pasternak - a graduate of the Faculty of Philology at the University of Wrocÿaw.

7. Description of the expected achievements of the student …………………………………………………… .. ………. 42

1. Goals and content of education

1.1. Objectives and content of language education

1.1.1. General requirements - learning objectives

KNOWLEDGE RECEPTION PRODUCTION INTERACTION MEDIATION

linguistic means statements statements to statements statements

1.1.2. Detailed requirements - content

In terms of linguistic resources:

6) nutrition (eg groceries, meals and their preparation, restaurants);

14) social life (e.g. social events and phenomena).

2) defines the intentions of the sender / author of the text;

For production: IV. The

In terms of interaction - response: VI.

11) warns, orders, prohibits, instructs;

14) uses phrases and polite forms.

6) makes wishes and congratulations, responds to wishes and congratulations;

14) uses phrases and polite forms.

In the field of mediation:

3) provides information in a modern foreign language in Polish.

Focus Second Edition 1

1.2. Objectives and contents of extra-language education

a) specific objectives in the field of developing key competences, such as:

2. School tasks at the third stage of education

6) developing social, moral and aesthetic sensitivity;

1) thinking - understood as a complex mental process consisting in creating new ones

4. The content complies with the detailed requirements

4.1. Lexical ranges

6) nutrition (eg groceries, meals and their preparation, restaurants);

4.2. Grammar issues

4. Tryb rozkazujÿcy, np. Come here! Don’t leave the room!

3. Possessive adjectives, e.g. my, his, their

Prepositions 1. Prepositions for place, direction, distance, eg in Paris, to school 2.

10. Subordinate sentences:

– celu, np. I came here to tell you the truth.

12. Exclamation sentences, eg What a beautiful day!

4.3. Language functions

1) introduces himself and other people;

6) makes wishes and congratulations, responds to wishes and congratulations;

9) asks for advice and gives advice;

14) uses phrases and polite forms.

5. Ways of achieving the goals of education and upbringing

5.1. Principles of teaching

- the efficiency of students' knowledge;

5.2. Teaching aids

5.3. Leading teaching method

The overriding goal of language education - determined by the core curriculum -

5.4. Work techniques

It is recommended to use teaching techniques preferred by the taught age group -

We are involved when we have:

5.4.1. Project method

5.4.2. WebQuest method