Polish GCSE Words PDF

GCSE
Specification
Polish
Full Course – for exams June 2014 onwards
and certification June 2014 onwards
Short Course – for exams June 2014 onwards
and certification June 2014 onwards
GCSE
Specification
Polish
4685
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of any changes to this specification. We will also publish changes on our website. The version of the specification on our
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GCSE Polish for certification from June 2014 onwards (version 1.0)
Contents
1 Introduction 2
1.1 Why choose AQA? 2
1.2 Why choose Polish? 2
1.3 How do I start using this specification? 3
1.4 How can I find out more? 3
2 Specification at a Glance 4
3 Subject Content 5
3.1 Contexts and purposes 5
3.2 Unit 1: Polish listening 46851 6
3.3 Unit 2: Polish reading 46852 6
3.4 Unit 3: Polish speaking 46853 7
3.5 Unit 4: Polish writing 46854 9
3.6 Grammar 12
3.7 Communication strategies 20
3.8 Vocabulary 25
4 Scheme of Assessment 52
4.1 Aims and learning outcomes 52
4.2 Assessment Objectives 52
4.3 National criteria 53
4.4 Prior learning 53
4.5 Access to assessment: diversity and inclusion 53
5 Administration 54
5.1 Availability of assessment units and certification 54
5.2 Entries 54
5.3 Private candidates 54
5.4 Access arrangements and special consideration 55
5.5 Language of examinations 55
5.6 Qualification titles 55
5.7 Awarding grades and reporting results 55
5.8 Examination Series 57
Appendices 58
A Grade Descriptions 58
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable
Development, Economic and Cultural Issues, and
Health and Safety Considerations 59
C Overlaps with other Qualifications 60
D Wider Key Skills 61
1
1 Introduction
1.1 Why choose AQA?

1 AQA is the UK’s favourite exam board and more AQA provides a comprehensive range of support
students receive their academic qualifications from services for teachers:
AQA than from any other board. But why is AQA so • access to subject departments
popular?
• training for teachers including practical teaching
AQA understands the different requirements of each strategies and approaches that really work
subject by working in partnership with teachers. Our presented by senior examiners
GCSEs: • personalised support for Controlled Assessment
• enable students to realise their full potential • 24-hour support through our website and online
• contain engaging content Ask AQA
• are manageable for schools and colleges • past question papers and mark schemes
• are accessible to students of all levels of ability • comprehensive printed and electronic resources
• lead to accurate results, delivered on time for teachers and students
• are affordable and value for money. AQA is an educational charity focused on the needs
of the learner. All our income goes towards operating
and improving the quality of our specifications,
examinations and support services. We don’t aim to
profit from education – we want you to.
If you are an existing customer then we thank you for
your support. If you are thinking of moving to AQA
then we look forward to welcoming you.
1.2 Why choose Polish?

• To develop language skills in a variety of contexts. • Builds on the KS3 study and prepares students
• Choice of contexts in Speaking and Writing tests. for further study, eg. GCSE to AS; then AS to A2
• Examinations in Listening and Reading carry etc.
forward the structure of the existing specification,
offering continuity for teachers, while removal of
tiering in Writing and Speaking offers students of
every level the chance to do the best they can.
2
1.3 How do I start using this specification?

Already using the existing AQA Polish Not using the AQA specification 1
specification? currently?
• Register to receive further information, such • Almost all centres in England and Wales use
as mark schemes, past question papers, AQA or have used AQA in the past and are
details of teacher support meetings, etc, at approved AQA centres. A small minority is not.
http://www.aqa.org.uk/rn/askaqa.php If your centre is new to AQA, please contact
Information will be available electronically or our centre approval team at
in print, for your convenience. centreapproval@aqa.org.uk
• Tell us that you intend to enter candidates.
Then we can make sure that you receive all the
material you need for the examinations. This is
particularly important where examination material
is issued before the final entry deadline. You
can let us know by completing the appropriate
Intention to Enter and Estimated Entry forms.
We will send copies to your Exams Officer
and they are also available on our website
(http://www.aqa.org.uk/admin/p_entries.php).
1.4 How can I find out more?

Ask AQA Teacher Support
You have 24-hour access to useful information and Details of the full range of current Teacher Support
answers to the most commonly-asked questions at and CPD courses are available on our web site at
http://www.aqa.org.uk/rn/askaqa.php http://web.aqa.org.uk/qual/cpd/index.php
If the answer to your question is not available, you There is also a link to our fast and convenient online
can submit a query for our team. Our target response booking system for all of our courses at
time is one day. http://coursesandevents.aqa.org.uk/training
3
2 Specification at a Glance
Unit 1: Listening Unit 3: Speaking

Polish 46853
46851
Short Course
Examination – 50%
in Spoken Examination – 50% plus
Language 10 –12 minutes
45 minutes
4686 (+5 minutes reading time) Two tasks
2
Unit 4: Writing
Polish Unit 2: Reading 46854
Short Course 46852
Examination – 50%
in Written Examination – 50%
plus
Language 1 hour
4687 1 hour
Three pieces of writing
Unit 1: Listening Unit 3: Speaking

46851 46853
Examination – 25% Examination – 25%
45 minutes 10 –12 minutes

(+5 minutes reading time) Two tasks
Polish
Full Course
4688
Unit 4: Writing
Unit 2: Reading 46854
46852
Examination – 25%
Examination – 25%
1 hour
1 hour
Three pieces of writing
For assessments and subject awards after June 2013 there is a requirement that 100% of the assessment
is terminal.
4
3 Subject Content
3.1 Contexts and purposes

The Contexts and Purposes below apply to all four Understand and provide information and
units, although for Speaking and Writing students opinions about these contexts relating to the
may select from a choice of contexts and purposes. student’s own Leisure and that of other people,
including people in vcountries/communities
The purposes are presented according to the
where Polish is spoken.
contexts and topics in which they may occur. It will
be possible for students to carry out these purposes Leisure
using the linguistic structures and vocabulary listed Free Time and the Media
in the specification together with the communication
strategies. • Free time activities
• Shopping, money, fashion and trends
The purposes are not defined by ability level and
all purposes should be seen as available for all • Advantages and disadvantages of new
candidates, at differing levels of fulfilment. Some technology
purposes assume situations where requirements and Holidays
responses are generally predictable and use familiar
language. Other purposes involve general issues • Plans, preferences, experiences
3
and opinions which can be treated in more or less • What to see and getting around
complex ways with different groups of learners and
allow for differentiated levels of response from mixed Understand and provide information and
ability groups. For all purposes, students will be opinions about these contexts relating to
expected, as they progress linguistically, to: the student’s own Home and Environment
and that of other people, including people
• cope with a greater degree of unpredictability; in countries/communities where Polish is
• deal with a widening range of potential problems; spoken.
• understand and use more accurately a widening
Home and Environment
range of vocabulary and structures, including
some unfamiliar language; Home and Local Area
• understand issues and opinions; • Special occasions celebrated in the home
• discuss issues and give opinions; • Home, town, neighbourhood and region, where
• give full descriptions and accounts. it is and what it is like
The purposes are described with respect to individual Environment

contexts (eg Lifestyle) and within particular topics • Current problems facing the planet
(eg Relationships and Choices). Purposes should be • Being environmentally friendly within the home
considered transferable, as appropriate, to any other and local area
context or topic.
Understand and provide information and
Understand and provide information and
opinions about these contexts relating to
opinions about these contexts relating to the
the student’s own Work and Education
student’s own Lifestyle and that of other people,
and that of other people, including people
including people in countries/communities
in countries/communities where Polish is
where Polish is spoken.
spoken.
Lifestyle
Work and Education
Health School/College and Future Plans
• Healthy and unhealthy lifestyles and their • What school/college is like
consequences
• Pressures and problems
Relationships and Choices
• Relationships with family and friends Current and Future Jobs
• Future plans regarding: marriage/partnership • Looking for and getting a job
• Social issues and equality • Advantages and disadvantages of different jobs
5
3.2 Unit 1: Polish listening 46851

25% of the marks Students will be expected to understand discussion
of a wide range of issues. They will also need to
45 minutes 60 marks
understand gist and detail, identify and extract main
The test will be pre-recorded using native speakers. points, use context and other clues to interpret
Only material which is appropriate to the spoken meaning, to draw conclusions and summarise what
language will be used in the tests. Each item will be they have heard.
heard twice. Students’ comprehension will be tested
The use of dictionaries will not be permitted.
by a range of question types, normally requiring
non-verbal responses or responses in English. The tests will consist of a number of discrete items
Students will be allowed to make notes during the and will be marked according to a detailed mark
test. Students will be given 5 minutes’ reading time scheme.
at the beginning of the test, before the recording is
The student’s performance will be assessed
played, to give them time to read the questions.
according to the effectiveness with which he/she is
The test will consist of items of varying length able to carry out the tasks based on what he/she has
which will not place an undue burden on memory. heard.
3 Comprehension of announcements, short
The appropriate mark(s) will be awarded if the
conversations, instructions, short news items and
student has satisfactorily communicated his/her
telephone messages will be required, together with
understanding even though the response may
some material which will be longer and may include
contain some errors.
reference to past, present and future events. The
material will also include some complex, unfamiliar
language in a range of registers, together with
non-factual and narrative material.
3.3 Unit 2: Polish reading 46852

25% of the marks The material will also include some complex,
unfamiliar language in a range of registers,
1 hour 65 marks
together with non-factual and imaginative material
Only material which is appropriate to the written including narrative. Students will be expected to
language will be used in the test. Students’ use their knowledge of grammar and structure in
comprehension will be tested by a range of question demonstrating understanding of specific points and
types, normally requiring non-verbal responses or of gist/the main message. They will also be expected
responses in English. to recognise points of view, attitudes and emotions
and to draw conclusions.
The test will consist of short items testing
comprehension of instructions, public notices and The use of dictionaries will not be permitted.
advertisements together with some longer extracts
The tests will consist of a number of discrete items
from brochures, guides, letters, newspapers,
and will be marked according to a detailed mark
magazines, books, faxes, e-mail and websites which
scheme.
may include reference to past, present and future
events and will include some unfamiliar language. The student’s performance will be assessed
A number of questions will be set on the material to according to the effectiveness with which he/she is
test students’ ability to identify key points and extract able to carry out the tasks based on what he/she has
specific details. read.
The appropriate mark(s) will be awarded if the
student has satisfactorily communicated his/her
understanding even though the response may
contain some errors.
6
3.4 Unit 3: Polish speaking 46853

25% of the marks to choose contexts of their own. Students aiming
at Grade C or above will be expected to express
10–12 minutes 40 marks
personal opinions, present information and show
Students will attend one session of between 10 and an ability to deal with unpredictable elements and
12 minutes. This test will be conducted by the teacher, to use a variety of structures. 20 marks
recorded and marked by an AQA examiner.
Students may take into the examination room for this
The test will consist of two sections part of the test a cue card, containing a maximum
• Presentation and discussion based on a of five short headings, for each of the two contexts
stimulus provided by the student and prepared chosen by the student. There must be no conjugated
prior to the date of the test. Students will be verbs or full sentences on the card.
expected to speak for between 30 and
As students will have done their preparation
90 seconds and to answer questions on their
beforehand, they do not need any preparation time
presentation for a further 30 to 90 seconds
before the test.
(up to approximately 3 minutes in total). The
topic of the presentation may be drawn from Students must not have access to a dictionary during
the contexts published in this specification. the test.
3
Alternatively, students may prefer to choose a
No specified period will be timetabled for Speaking
context of their own. 20 marks
Tests and centres are free to conduct them at any
• General conversation on 2 contexts of the time. All tests must be despatched to the AQA
candidate’s choice. These topics must avoid the examiner on or before 15 May.
topic chosen by the candidate for the presentation
and discussion. The topics of the conversation Detailed instructions for the teacher-examiner will be
may be drawn from the contexts published in this issued prior to the examination.
specification. Alternatively, students may prefer
Assessment Criteria
Range of Interaction
Communication Accuracy Total
Language and Fluency
Presentation &
8 4 4 4 20
Discussion
Conversation 8 4 4 4 20
Total 16 8 8 8 40
Marks Communication (Presentation & Discussion and Conversation)
7–8 A good range of information and points of view are conveyed. Responses are
developed/explained with confidence. Can narrate events.
4–6 A fair amount of information and points of view conveyed. Responses are regularly
developed beyond the minimum.
1–3 Some simple information and opinions conveyed. Some responses rarely developed
beyond the minimum.
0 No relevant information conveyed.
7
Marks Range of Language (Presentation & Discussion and Conversation)
4 A wide range of vocabulary, complex structures and a variety of verb tenses.
3 A range of vocabulary; some complex structures.
2 Limited vocabulary; sentences short and simple.
1 Very limited vocabulary – just isolated words and occasional phrases.
0 No recognisable words.
Marks Accuracy (Presentation & Discussion and Conversation)
4 All messages are clear and errors usually appear only in more complex structures. Accent
and intonation consistently good.
3
3 Messages are clear in spite of some errors. Accent and intonation generally good but some
inconsistency.
2 Most messages are communicated though errors are quite frequent. Accent and intonation
sometimes delay communication.
1 Some messages are communicated but errors are very frequent. Accent and intonation make
comprehension difficult.
0 No messages are communicated.
Marks Interaction and Fluency
Responds readily and shows initiative. Conversation sustained at a reasonable speed,

4
language expressed fluently.
Ready responses; some evidence of an ability to sustain a conversation; may sometimes take
3
the initiative.
2 Some reaction. Sometimes hesitant, little natural flow of language.
1 Little reaction. Very hesitant and disjointed.
0 No language produced is worthy of credit.
• The marks awarded for Range of Language, • A mark of zero for Communication will
Accuracy and Interaction and Fluency must not automatically result in a zero score for the
be more than one mark higher than the mark task as a whole.
awarded for Communication.
8
3.5 Unit 4: Polish writing 46854

25% of the marks Students are offered a choice of contexts and
purposes for Question 2 and for Question 3.
1 hour 50 marks
Question 2 (a) is drawn from the context Lifestyle;
Students will be required to write in Polish 2 (b) is drawn from Work and Education. Students
• a short list or to complete a form, which answer either 2 (a) or 2 (b). Question 3 (a) is drawn
demonstrates their ability to write words or from the context Leisure; 3 (b) is drawn from Home
phrases (Question 1) and Environment. Students answer either 3 (a) or 3 (b).
• a text, which offers the opportunity to use a Students must have access to a dictionary in the
variety of structures, expressing their personal Writing test.
opinions (Question 2)
Stimuli will be in Polish and suggested content points
• a text which offers the opportunity to write
will be in English. Question 2 and Question 3 are likely
descriptively or imaginatively, expressing and
to require approximately 100 words each. However,
explaining ideas and points of view, eg. an article,
provided the task is complete, the number of words
a letter, publicity material (Question 3)
is not important.
3
Assessment Criteria
Range of
Content Accuracy Total
Language
Question 1 2 – – 2
Question 2 14 5 5 24
Question 3 14 5 5 24
Total 30 10 10 50
Question 1 – Content
Marks Content
0 No understandable words.
1–2 words conveyed without

1
ambiguity.
3–4 words conveyed without

2
ambiguity.
9
For Question 2 and Question 3 the following criteria will be used.
Content
Marks Criteria
13 – 14 Very Good

Fully relevant and detailed response to the task. Sound ability to convey information clearly,
express and explain ideas and points of view. Well organised structure.
10 – 12 Good
Mostly relevant response to the task and shows ability to convey a lot of information clearly,
express and explain ideas and points of view.
7 – 9 Sufficient
Response to the task is generally relevant with quite a lot of information clearly communicated.
Points of view are expressed and ideas are developed.
3 4 – 6 Limited
Limited response to the task with some relevant information conveyed. Simple opinions are
expressed and there is some development of basic ideas.
1 – 3 Poor
Very limited response to the task with little relevant information conveyed. No real structure.
0 The answer shows no relevance to the task set.

A zero score will automatically result in a zero score for the answer as a whole.
Range of Language
Marks Criteria
5 Wide variety of appropriate vocabulary and structures. More complex sentences are handled
with confidence and verb tenses are used successfully.
4 Good variety of appropriate vocabulary and structures used. More complex sentences are
attempted and are often successful.
3 Some variety of vocabulary and structures used, including attempts at longer sentences using
appropriate linking words which are sometimes successful.
2 Vocabulary is appropriate to the basic needs of the task and structures are mostly simple.
1 Inappropriate vocabulary with little understanding of language structure.
0 No language produced which is worthy of credit.
10
Accuracy
Marks Criteria
5 Largely accurate, although there may still be some errors especially in attempts at more
complex sentences. Verbs and tense formations are secure.
4 Generally accurate with errors occurring in attempts at more complex sentences. Verb and
tense formations are usually correct.
3 More accurate than inaccurate. Verb forms and tense formations are sometimes unsuccessful.
The intended meaning is clear.
2 Many errors which often impede communication. Verb forms are rarely accurate.
1 Limited understanding of the most basic linguistic structures. Frequent errors regularly impede
communication.
3
0 No language produced which is worthy of credit.
• The mark awarded for Range of Language must • If a mark is awarded for Content, this will
not be more than one band higher than the mark inevitably lead to the award of a mark for Range
awarded for Content. (See table below). of Language and for Accuracy.
• The mark awarded for Accuracy must not be • If a mark of zero is awarded for Content, this will
more than one band higher than the mark automatically result in a zero score for Range
awarded for Content. (See table below) of Language and for Accuracy.
Marks for each of

Content Mark Range of Language
and Accuracy
0 0
1– 3 1 – 2
4 – 6 1 – 3
7 – 9 1 – 4
10 – 12 1 – 5
13 – 14 1 – 5
11
3.6 Grammar
GCSE candidates will be expected to have acquired knowledge and understanding of Polish grammar during
their course. In the examination they will be required to apply their knowledge and understanding, drawing
from the following lists. The examples in brackets are indicative, not exclusive. For structures marked ®, only
receptive knowledge is required.
Up to Grade C
Nouns:
Candidates should know the masculine, feminine and neuter nouns as well as singular and plural.
The following are just a few examples:
Nominative – Mianownik kto? co?

masculine: go%'/go%cie, urzvdnik/urzvdnicy,
3 sklep/sklepy
masculine nouns ending in –a which are declined in the singular like feminine nouns, and in the plural
like animate forms
feminine: lekcja/lekcje, matka/matki,
xona/xony
neuter: mieszkanie/mieszkania, jajko/jajka,
%wivto/%wivta
nouns ending in – um: muzeum/muzea
Use of the nominative case:
a. to express the subject of a sentence

e.g. to jest stó\, chleb lexy na talerzu,
\adna pogoda
b. clauses in which the present tense of the verb “to be” is understood:
e.g. mój brat to inxynier, to wygodne
krzes\o, Fibak to s\awny tenisista.
Genitive – Dope\niacz kogo? czego?
Masculine: go%cia/go%ci,
urzvdnika/urzvdników,
sklepu/sklepów
feminine: lekcji/lekcji, matki/matek,
xony/xon
Use of the genitive case:
a. to express possession or lack of:

e.g. mam go%cia w domu, nie mam wrogów,
nie zrobi\em lekcji, przyjaciel Janka,
okno pokoju
b. expressions of quantity:
e.g. butelka mleka, filixanka herbaty,
kilo mivsa
12
Up to Grade C
after numbers:
e.g. dwóch braci, trzech kuzynów

time:
e.g. piv' godzin, siedem minut, osiem dni
money:
e.g. piv' z\otych, piv' groszy, piv' pensów
age:
e.g. ile masz lat? Piv' lat, trzyna%cie lat
on a date:
e.g. urodzi\em siv trzydziestego pierwszego
maja
c. expressions of quantity requiring the genitive plural:

e.g. duxo ch\opców, nie/duxo jajek, ma\o 3
dziewczynek, ile pokoi, tyle
mieszka£, wiele ludzi
d. with prepositions:
od daleko od szko\y
do do domu, do sklepu
dla dla go%cia, dla przyjació\
bez bez przerwy
naprzeciw/ko naprzeciw kiosku
obok/ko\o ko\o domu, obok Ewy
blisko/ blisko ko%cio\a,
niedaleko niedaleko parku
u podoba mnie siv u was
wokó\ wokó\ ogrodu
z/ze z przodu, z ty\u, ze szko\y,
ze Stanów
Dative – Celownik komu? czemu?

Masculine: go%ciowi/go%ciom,
urzvdnikowi/urzvdnikom,
sklepowi/sklepom
feminine: lekcji/lekcjom, ulicy/ulicom,
matce/matkom
neuter: mieszkaniu/mieszkaniom,
jajku/jajkom, dziecku/dzieciom
Use of the dative case:
a. as the indirect object:

e.g. zrobi\am studentowi herbatv
pomog\am ojcu
da\am kwiaty matce
b. with impersonal expressions:

e.g. zimno mi, chcv mi siv pi',
mnie siv zdaje
13
Up to Grade C
Accusative – Biernik kogo? co?

masculine: go%cia/go%ci,
urzvdnika/urzvdników,
sklep/sklepy
feminine: lekcjv/lekcje,
matkv/matki,
xonv/xony,
neuter: mieszkanie/mieszkania,
jajko/jajka,
%wivto/%wivta
Uses of the accusative case:
a. to express the direct object:

3
e.g. on czyta ksiąxkv, spotka\em
studentów, widzv dziewczynki
b. with prepositions:
verbs of motion:
na idv na spacer
za wracam za chwilv
with days of the week:
w/we Kasia przyjedzie w
niedzielv, egzamin jest we
wtorek
playing a game:
w gra' w pi\kv, bawimy siv
w chowanego
indicating time and place:

przez przez ca\y tydzie£ pada\
%nieg, przep\yną\ przez
rzekv, idv przez miasto
po id# po chleb, pójdv po
wodv, biegnv po gazetv
indicating concern, request:

proszv o %wiexy chleb,
pytam o zdrowie,
Pawe\ pyta o drogv
martwiv siv o niego
14
Up to Grade C
Instrumental – Narzvdnik z kim? Z czym?

masculine: z go%ciem/ z go%'mi,
z urzvdnikiem/ z urzvdnikami,
ze studentem/ ze studentami
feminine: z lekcją/z lekcjami, z pi\ką/
z pi\kami, z xonż/z xonami
neuter: z mieszkaniem/z mieszkaniami,
z jajkiem/z jajkami,
z dzieckiem/z dzie'mi
Uses of the instrumental cases:
a. expressions of time:
e.g. wiosną, latem, jesienią, zimą, 3
wieczorem, nocą, dniem
b. to express means by which an action is performed:

e.g. jadv autobusem, on pisze o\ówkiem, mówiv cichym g\osem, idv ulicą
c. to express nationality – profession with by'/sta' siv

e.g. on jest/bvdzie/by\ doktorem
jestem/bvdv/by\am pielvgniarką
ona zostanie nauczycielką
jestem/Polakiem/Anglikiem/Francuską
d. with prepositions:
mivdzy mivdzy domami
nad nad g\ową
pod pod sto\em
przed przed kolacją
z/ze z bratem, z siostrą,
kawa ze %mietanką
za za miastem
Locative – Miejscownik o kim? o czym? w czym? gdzie?

masculine: go%ciu/go%ciach,
urzvdniku/urzvdnikach,
sklepie/sklepach
feminine: lekcji/lekcjach,
ulicy/ulicach,
matce/matkach
neuter: jajku/jajkach,
mieszkaniu/mieszkaniach,
%wivcie/%wivtach
15
Up to Grade C
Uses of the locative case:

to indicate time and place with prepositions:
na na przystanku, na dworcu,
na lekcjach, na koncercie
po po obiedzie, po po\udniu
przy przy boku, przy domu, przy sklepie
o rozmawiali o meczu
w w sklepie, w styczniu, w roku 1996
Vocative – Wo\acz!
Used when addressing a person
e.g. Janku! Haniu! Mamusiu!
3 Adjectives:
a. All cases of adjectives as required for use with nouns, including gender.
b. Simple comparisons of adjectives:

using –sz- plus gender
e.g. zdrowy – zdrowszy
ciekawa – ciekawsza
tani - ta£szy
using –ejsz- plus gender
e.g. zimny – zimniejszy
mocna – mocniejsza
wygodne – wygodniejsze
c. Superlative degree of adjective by adding naj- to comparative

e.g. zdrowszy – najzdrowszy
ciekawszy – najciekawszy
zimniejszy – najzimniejszy
mocniejszy – najmocniejszy
16
Up to Grade C Above Grade C
d. Irregular form of comparison

e.g. dobry-lepszy-najlepszy
z\y-gorszy-najgorszy
e. Compound comparison of adjective by

adding bardziej/mniej
e.g. bardziej kolorowy
mniej chory
najbardziej zmvczona
najmniej do%wiadczona
f. Interrogative adjective:
który? która? które?
3
g. Possessive adjectives
czyj? czyja? czyje?
Adverbs:
Jak? Kiedy? Gdzie? gdzie%, nigdzie, skąd, stamtąd

Place: e.g. blisko, daleko, tu, tam wkrótce, wtedy
jako%, po polsku
time: e.g. dawno, dzisiaj, wczoraj, jutro, rano,
dosy', stokrotnie
nigdy, kiedy%, wieczorem
manner: e.g. dobrze, #le, weso\o
number: e.g. bardzo, ma\o, duxo, wiele
Formation of adverbs from adjectives:

e.g. ma\y/ma\o, \adny/\adnie,
g\vboki/g\vboko
Degrees of comparison are the same as for
adjectives
Numbers:
All cardinal numbers, ordinal numbers 1-20

Collective numerals
e.g. dwoje, troje
fractions
e.g. pó\, 'wier', trzy czwarte
17
Verbs:
Only the infinitive form of a verb is given in the

vocabulary list.
Candidates should be able to use the following
forms:
1. The three persons, singular and plural

e.g. czytam, czytasz, czyta, czytamy,
czytacie, czytają
2. Three tenses: present, past and future

e.g. czytam, czyta\am/\em, bvdv czyta\a/
czyta\, bvdv czyta'
3
3. Three modes:
Indicative e.g. czytam
Conditional e.g. czyta\bym
Imperative e.g. czytaj!
4. Three voices:
Active e.g. mama myje syna
Reflexive e.g. syn siv myje
Passive e.g. syn jest myty
5. Participles
a. Adjectival
Present participle – inflective
e.g. piszący ucze£
b. Adverbial
Present participle – non-inflective
e.g. idąc %piewa\y
Impersonal form in the past tense
e.g. czytano
6. Perfective and Imperfective

Formative of Perfective:
prefix + imperfective = perfective
na pisa' napisa'
po zna' pozna'
u my' umy'
s pyta' spyta'
za prosi' zaprosi'
prze czyta' przeczyta'
wy pi' wypi'
z je%' zje%'
o goli' ogoli'
18
Conditional
by using suffixes:
bym, by%, by%my, by%cie, by
e.g. mog\abym to zrobi'
chcia\abym wiedzie'
gdyby by\a pogoda
je%liby on przyszed\
poszliby%my do parku
posz\yby%my na zabawv
przeczytaliby%cie gazetv
zrozumieliby co mówiv
Pronouns:
3
1. Personal: kto? co? Declension of pronouns as listed in the up to
grade C list.
ja, ty, on ona, my, wy, oni, one
kto%, co%, nikt, nic
2. Possessive: jaki? który? czyj?

mój, twój, jego, jej, nasz, wasz, ich, swój
3. Demonstrative
ten, ta, to, tamten, ci, te, tamci, tamte
4. Numeral: ile?
kilka, duxo, wiele, ma\o
5. Reflexive
siv, sobie, siebie, z sobą
Prepositions:
as used with genitive, accusative, instrumental

and locative cases
Conjunctions:
a, albo, ale, by, i, jexeli, gdy, aby, ani, czyli,

poniewax, kiedy, lub, xe, xeby, chociax, gdyby
19
3.7 Communication strategies

Whilst it is useful for learners to concentrate on a core it possible sometimes to predict the words,
of key languages for any given topic, it is impossible and the meaning of the words, that represent
to predict all the linguistic elements they might meet these occurrences. This is one reason why it is
when reading and listening to authentic Polish, or important for a Polish course to offer insights
which they themselves might need to use. For this and awareness into the culture and civilisation
reason they will need to develop communication of Poland and Polish speaking communities
strategies which will greatly increase their ability to like, for example, the very well organised Polish
cope successfully with unknown words. communities in England or America.
There are two main types of strategy: those that relate e. Using common patterns within Polish.
to understanding (reading and listening) and those 1. Formation of feminine nouns
that relate to production (speaking and writing). Feminine nouns denoting persons or animals are
formed by adding the suffix –ka, –ica, –anka, –
Strategies for Understanding
yni to the masculine noun stem.
a. Ignoring words which are not needed for a
e.g. -ka kot-kotka
successful completion of the task set. Many
3 nauczyciel - nauczycielka
texts contain words which are not essential for
ekspedient - ekspedientka
an understanding of the main points of the text.
Furthermore, what is important in the text is often e.g. -ica ucze£ - uczennica
presented more than once, in different ways: the robotnik - robotnica
learner may not understand a point in one form of siostrzeniec - siostrzenica
words and understand it fully in another.
e.g. -yni g
ospodarz - gospodyni
Learners can be trained to read and listen in positive dozorca - dozorczyni
ways, seeking out in the text only the information wychowawca - wychowawczyni
they need to answer questions and to complete
e.g. -anka kolega - kolexanka
communication tasks and ignoring the rest.
Krakowiak - Krakowianka
b. Using the visual and verbal context. The skilled Certain masculine nouns have no feminine counterparts
reader can find many clues about the purpose and and are used in the masculine form both for men and
content of a text from a study of the layout, the title, women.
the length, the type-face and any related pictures.
This is why texts are presented in the examination e.g.
doktor, profesor, inxynier, rexyser,
in their original format as much as possible. %wiadek
When reading and listening, students can learn e.g. rofesor Malinowska wyjecha\a
P
to infer the meaning of new words from the do Anglii.
verbal context. So, for example, someone who Czy %wiadek widzia\a pana K?
did not know the word brzoza could, after some Gdzie jest pani doktor?
appropriate practice, be expected to understand 2. Formation of adjectives from nouns
from the following context that it is some sort of It is done by adding the following suffixes to the stem:
tree: Usiad\ pod brzozq, a na jej czubku siedzia\
ptaszek i %piewa\. e.g. -ski P
olska - polski
Francuz - francuski
c. Making use of grammatical markers and Warszawa - warszawski
categories. Learners will be helped to master
all these strategies if, when reading and listening, -cki student-studencki
they learn to use such clues as the plural forms of Grecja-grecki
nouns or verbs, the ways verbs change to form -owy metal-metalowy
tenses, word order and other such features which dom-domowy
will help them to recognise to which category poczta-pocztowy
(verb, noun, adjective, etc) an unknown word
belongs. This can be a considerable help in making -ny szko\a-szkolny
intelligent guesses about the meaning of the word. ryba-rybny
trud-trudny
d. Making use of the social and cultural context.
Another aid to correct inferencing is for the pupils -iczny tragedia-tragiczny
to bear in mind that there are regularities in the chemik-chemiczny
real world which make it possible to anticipate geografia-geograficzny
what people may say or write about it. The ability -yczny turysta-turystyczny
to predict occurrences in the real world makes historia-historyczny
20
3. Formation of opposites of adjectives and adverbs 5. Diminutives

by the addition of nie -
Apart from diminutives of proper names like, for
dobry – niedobry
example, Ewa-Ewunia, Jan-Janek, Barbara-Basia,
spokojny – niespokojny Jerzy-Jurek the majority of common nouns may also
drogo – niedrogo be used in their diminitive form. It indicates either a
d\ugo – nied\ugo small size or is used in intimate conversations. The
erbal nouns with the suffix –anie are formed
4. (a) V most common suffixes forming diminutives from
from infinitives ending in -a' basic nouns are the following:
e.g. -a' oglqda'-oglqdanie e.g. masculine –ek

dom-domek
kupowa'-kupowanie pies-piesek
na/pisa'-na/pisanie kubek-kubeczek
za/planowa'-za/planowanie masculine –ik/yk
samochód-samochodzik
erbal nouns with the suffix –enie are formed
(b) V but-bucik
from infinitives ending in -e'/ec, i'/y' stó\-stolik-stoliczek
strumie£-strumyk
e.g. -e'/ec zrozumie'-zrozumienie
piec-pieczenie feminine –ka
herbata-herbatka
ksiąxka-ksiqxeczka
i'/y' chodzi'-chodzenie
bajka-bajeczka
3
z/robi'-z/robienie
za/prosi'-za/proszenie neuter –ko krzes\o-krzese\ko
s\uxy'-s\uxenie mleko-mleczko
(c) Verbal nouns with the suffix –cie are formed oko-oczko
from infinitives ending in -u', i'/y' Note that some diminutives have a meaning different
e.g. -i'/y' my'-mycie from their basic forms or have two meanings:
pi'-picie e.g. oda - wódka
w
zatru'-zatrucie sa\ata – sa\atka
zepsu'-zepsucie biuro – biurko
(d) V
erbal nouns with the suffix –vcie are formed kanapa – kanapka
from infinitives ending in -ą' zegar – zegarek
e.g. ą'/vcie zamkną'-zamknivcie Many adjectives may also be used in diminutive

przyją'-przyjvcie form. The suffix –utki/a/e is the most common
rozpoczą'-rozpoczvcie with adjectival diminutives.
(e) Certain verbal nouns have lost their verbal e.g.

ma\y – malutki
meaning and have become nouns. They are s\odka - s\odziutka
neuter in gender and have plural forms zgrabne – zgrabniutkie
e.g. mieszka'-mieszkanie 6. Adjectival compounds denoting colours.

zają'-zajvcia (a) In questions asking for colour, the genitive
'wiczy'-'wiczenie/a case is used instead of the nominative.
Suffixes added to known words to form further nouns e.g. akiego koloru jest twoja
J
nowa sukienka?
e.g.
robota-robotnik
trud-trudno%' In answers to such questions two forms may be
%piew-%piewak used, i.e. nominative or genitive
Suffixes added to nouns to form verbs e.g. oja nowa sukienka

M
jest zielona
e.g. odpoczynek-odpoczywa' Moja nowa sukienka jest
przegląd-przegląda' zielonego koloru
pismo-pisa'
interes-interesowa' (b) In adjectival compounds denoting two
telefon-telefonowa' colours, two adjectives indicating colour are
used. The first one has the ending –o, the
last one ends in –y, -a, -e depending on
the gender of the noun being modified. The
adjectives are joined by a hyphen
e.g. bia\o-czerwona flaga
szaro-niebieskie niebo
xó\to-czarny but
21
7. The particular siv with verbs: 11. Forms of addressing people in Polish.
(a) Certain verbs are always reflexive, i.e. they are Young people, friends and relatives address each
always accompanied by siv other in the 2nd person singular. Otherwise pan/
e.g. napi' siv panowie, pani/panie, pa£stwo are used. Pani refers
cieszy' siv to both married and unmarried women.
ba' siv After the singular forms / pan, pani / a verb in the 3rd
(b) Some verbs never take siv in personal forms. person singular is used. After the plural forms/ panowie,
panie, pa£stwo / a verb in the 3rd person plural is used
e.g. czyta'
i%' e.g.
Czy jeste% zadowolony?
pi' Czy pan jest zadowolony?
pisa' Czy pani jest zadowolona?
Czy panowie są zadowoleni?
(c) The majority of verbs may appear with or Czy panie są zadowolone?
without siv in which case the presence or Czy pa£stwo są zadowoleni?
absence of siv changes the meaning of the
preceding verb. In less formal relations after the forms panowie,
panie, pa£stwo, a verb in the 2nd person plural is
e.g.
uczy' – uczy' siv used more and more frequently
3 ubiera' – ubiera' siv
przedstawi' – przedstawi' siv e.g.
Czy panowie jeste%cie zadowoleni?
Czy panie jeste%cie zadowolone?
(d) In a succession of two or more reflexive verbs, Czy pa£stwo jeste%cie zadowoleni?
the particle siv is usually not repeated.
When addressing a person one should not use the
e.g.
Tomek denerwuje siv i boi addressee’s last name. It is considered bad style.
Janek goli siv i myje Quite often, however, the word pan, pani is followed
8. Loan words which have a Polish ending or spelling. by the addressee’s title or rank. Using a title or rank
alone is considered impolite
e.g.
dxinsy, dxem, manadxer, telewizor,
spiker, kemping. e.g. zy pan profesor jest zadowolony?
C
Czy pan dyrektor jest zadowolony?
9. Loan words with English spelling Czy pani doktor jest zadowolona?
e.g.
parking, CD, speaker, manager, ranking, In more familiar relations a word pan, pani may be
camping, bikini, hit, hobby, weekend, zoo. used followed by the addressee’s first name. Both
pan, pani and the name occur in the vocative
10. Impersonal phrases and sentences.
e.g. anie Jurku, czy jest pan zadowolony?
P
(a) Words like wolno, warto, moxna, trzeba,
Pani Basiu, czy jest pani zadowolona?
nalexy are followed by an infinitive.
When addressing a person/calling somebody’s
e.g.
Czy wolno gotowa'?
attention/ the word pan, pani is preceded by proszv or
Nie wolno wprowadza' psów.
przepraszam. Note that after proszv the genitive forms
Moxna doda'…
occur, while after przepraszam the accusative is used
Gdzie moxna umy' rvce?
Trzeba zaczą' od… e.g. roszv pana, gdzie jest dworzec?
P
Nie nalexy przesadza'. Proszv pani, gdzie jest postój taksówek?
Warto doda', xe… Przepraszam pana, jak dojech'
Czy warto siv tak mvczy'? do hotelu?
Przepraszam paniq, która godzina?
(b) Passive participle with the adjectival ending
–o, /mówiono, s\yszano/ can also be used in Greetings like dzie£ dobry may be followed by
impersonal phrases and sentences pan, pani which is considered very polite. They are
followed by nouns in the dative
e.g.
Podano kolacjv.
Co mówiono o Ko%ciuszce? e.g.
Dobry wieczór.
Dlaczego nie zbudowano tu Dobranoc paniom.
lepszej drogi? Dzie£ dobry pa£stwu.
Wiele jux o tym pisano.
(c) Some impersonal phrases are often expressed
by third person singular or plural.
e.g.
Duxo mówi siv o…
Ludzie mówią…
Czvsto s\yszy siv…
22
f. Using cognates and near-cognates. There are, Strategies for Production

of course, some words, (e.g. cylinder, nowela,
karawan, argument, ekspedient), whose meaning Research and experience show that people who
in English is totally different and therefore make communicate effectively in a foreign language tend
it necessary to use this strategy with care and to make good use of systematic efficient verbal and
collaboration with strategy (b) above. However, non-verbal strategies in order to get meaning across
for every misleading word there are many others in spite of their imperfect command of the language.
of which anglophone learners of Polish can, with
Individual students may fail to learn, or forget
practice, make good use. These fall into two main
language items required by some test items, or they
categories:
may wish to attempt to go beyond the demands of
• C
ognates: there are very many words which have the specification in completing the task set.
the same form, and essentially the same meaning,
in Polish and in English (e.g. anegdota, astronauta, In these circumstances, the following strategies can
badminton, dieta, defekt, genera\) When such prove useful. They fall into two main categories:
words occur in a context and the learners can be non-verbal and verbal. The non-verbal strategies
expected to understand them in English, they will described below are clearly of limited value in
be expected also to understand them in Polish. the speaking tests of this examination; they may,
however, prove useful to the learner.
• N
ear-cognates: learners will be expected to
understand words which meet the criteria in (i) 3
above, but which differ slightly in their written form
Non-Verbal Strategies
in Polish usually by the addition of one of more a. Pointing and demonstration, accompanied by
Polish characters and/or the repetition, change or some appropriate language (eg. jak to, podobne
withdrawal of letter or letters (e.g. ambicja, telefon, do tego, jak to siv nazywa?)
paszport, adres, akcent, apetyt, autor, bandax).
b. Expression and gesture, accompanied where
g. Using common patterns between Polish and appropriate with sounds (eg. ‘Oh!’ which, with
English. There are some words in Polish, which, appropriate intonation, facial expression and
although neither cognates nor near-cognates, gestures can convey such attitudes and functions
can be easily understood with the application as pain, surprise, anger, fear, pleasure and
of a few simple rules. When words which can admiration).
be understood using the rules below occur c. Mime, which again can be accompanied by
in context, candidates will be expected to appropriate sounds and language, and can
understand them: sometimes help communication to be maintained
• English words ending in ‘tion’ are sometimes when it might otherwise break down. This strategy
translated into Polish by changing the ending to has obvious limitations in an oral test which
‘acja’ (e.g. station, situation, ambition – stacja, is recorded and assessed on the basis of the
sytuacja, ambicja) recording.
• English words ending in ‘ion’ are sometimes d. Drawing can be an efficient strategy with some
translated into Polish by changing the ending to tasks (especially written) and can convey both
‘zja’ (e.g. television, vision, a telewizja, wizja). attitude and information (eg. J or L a diagram
showing how to get from one point (eg. a station)
• There are many words in present day colloquial and
to another (eg. a home).
technical Polish which have been taken from English,
but given Polish spelling and a Polish ending (e.g.
leasing, dealerzy, manadxer, komputer). Verbal Strategies
It is expected that strategies such as those outlined a. Using a word which refers to a similar item
above will generally be more easily applied in reading to the one the speaker/writer wishes to refer to,
than in listening, as reading offers more opportunities but for which he/she has forgotten the word (e.g.
to slow down, to look at unknown items at some filixanka for szklanka, kwiat for róxa, or ojciec
leisure and to study the context. For the same reasons, i matka for rodzice. This strategy is not always
use of dictionary is often a more feasible proposition effective and its use would be assessed according
when reading than when listening. However, the to its effectiveness in a particular context.
general strategies for understanding listed above b. Description of physical properties to refer
can, with practice, be used successfully in listening to to something of which the name has been
Polish. In order to hear accurately, candidates should forgotten (e.g. jest okrqg\e, to na czym siv
have the relationship between the spoken and written siedzi przy stole, ma\a owca, owoc, który Ewa
language brought to their attention. Words which look da\a Adamowi). The physical properties refer,
the same in Polish and English may sound different for example, to colour, size, material, position
and conversely, words with similar sounds may be and shape. Again, the use of this strategy in an
written very differently in the two languages. examination would be assessed according to its
communicative effectiveness.
23
c. Requests for help can include requests for Another strategy sometimes used by language
translation (e.g. jak siv mówi chair po polsku? learners is word coinage, the creation of words
or jak to siv mówi po polsku?) and questions based either on English or Polish words. This strategy
which make no reference to English (e.g. jak siv usually produces words which do not exist in Polish
ta maszyna nazywa? Jak to siv pisze?) Use or which, if they do exist, have a different meaning
of this strategy in the examination will not allow from the one intended. The use of this strategy is
candidates to be given full credit. However, it is rarely effective in promoting communication and
clearly preferable to use such requests for help candidates would be well advised to use it only if all
than for communication to collapse and its use other strategies fail.
will be assessed according to the context. When
Another commonly used strategy is topic avoidance,
requests for help with specific problems occur, the
when the learner ignores or abandons a topic
teacher should maintain the role of a sympathetic
because of inability to deal with it. Use of this strategy
native speaker and help accordingly. The teacher
in the examination will not allow the student to be
should, of course, avoid taking over from the
given full credit. Use of it in a learning situation
candidate and carrying out the tasks set.
will reduce opportunities for the development or
d. Simplification, when a learner avoids the use of expansion of the learner’s repertoire. It is, therefore,
a form of which he/she is unsure (e.g. chcv zrobi' a strategy which should be discouraged, as a basic
instead of chcia\abym zrobi' or moxe wpadniecie condition for communication strategies to have a
3 do nas instead of moxe wpadlibyście do nas). potential learning effect is that they are governed
by achievement, rather than avoidance behaviour.
When such simple forms are used correctly and Approaches which lay more stress on correctness
appropriately they will be awarded high marks. than on communication will tend to encourage the
Correct and appropriate use of more complex use of avoidance strategies.
forms will also be rewarded.
Appropriate use of the dictionary will help learners to
A systematic use of simplified forms may reduce tackle particular difficulties and help avoid the need to
error, facilitate communication and increase resort to avoidance.
fluency, but if overused, this strategy may result in
pupils failing to make full use of their capabilities. The evidence suggests that the availability of
a range of strategies such as those outlined
e. Paraphrase, where the learner uses words and above, and flexibility in their use, represent an
messages in acceptable Polish, avoiding the important advantage in overall communicative
use of words which he/she has forgotten (e.g. effectiveness. It also appears that the most
ona nie ma mvxa for jest pannq, podobne effective strategies demand some linguistic
do…, wyglqda tak jak…, ma przeciwne proficiency and that the more proficient speakers
znaczenie co…). When used well, this strategy are also better at using communication strategies
communicates the message effectively to a effectively. The development of such strategies
sympathetic native speaker and such use in an cannot, therefore, be seen as encouragement
examination would be assessed accordingly. not to develop linguistic knowledge as much as
f. Reference to specific features (e.g. zwierzv z possible. Strategic competence is not a substitute
d\ugimi uszami, kwiat, kt`ry ma kolce). This for vocabulary learning, for example, but a useful
strategy is often quite effective, and effective use supplement. Indeed, all language users make use
would be assessed accordingly in an examination. of communication strategies, even in their first
language, and really successful strategies usually
g. Reference to the function of an object and the pass unnoticed.
actions that can be performed with it (e.g. co%,
co siv uxywa do otwieranie butelek). This is a
commonly used strategy which is usually effective
in communicative terms.
24
3.8 Vocabulary
The minimum core Vocabulary Lists are primarily Students will be expected to understand words which
intended as a guide for teachers to assist in the have the same or very similar form in the language as in
planning of schemes of work. the English, provided that such words have essentially
the same meaning in both languages. Such words are
The Listening and Reading assessment tasks aimed
not listed in the minimum core Vocabulary Lists.
at all grades will be based on the Vocabulary List and
the General Vocabulary List in the specification. In Students will be expected to be familiar with inflected
questions aimed at grades A*/A/B students should forms of nouns/adjectives where these are not given.
also expect to encounter in addition some unfamiliar
vocabulary, and may be tested on it, provided that it General Vocabulary
can be assessed through communication strategies.
Students will be expected to use and understand the
Vocabulary listed in the Grammar Section can also
general vocabulary listed below. The vocabulary is not
be tested but it is not listed in the minimum core
restricted to specific settings and can occur in any of
Vocabulary Lists.
the topic areas listed in the specification.
3
General Notions Pozna£ Articles
Rosja
Information about a region, a). Definitive articles
rosyjski
town, area ten
Solidarno%'
Afryka ta
Stare Miasto
afryka£ski to
Sukiennice
Ameryka
Szkocja b). Indefinite articles
ameryka£ski
szkocki jaki%
angielski
Szwajcaria jaka%
Anglia
szwajcarski jakie%
Austria
Szwecja 1. Personal pronouns
austriacki
szwedzki
Belgia a). subject pronouns
Tatry
belgijski ja
Toru£
Dunajec ty
Walia
Dzwon Zygmunta on
walijski
Europa ona
Wawel
europejski my
Wielka Brytania
Francja wy
Wis\a
francuski oni
W\ochy
Gda£sk one
w\oski
Gdynia b). prepositional pronouns
Wroc\aw
Hiszpania mnie
Zakopane
hiszpa£ski ciebie
Zamek Królewski
Holandia niego
holenderski nią
Draft General Notions
Irlandia nas
Candidates will be expected to
irlandzki was
use and understand the general
Kana\ Angielski vocabulary listed below. This nich
Kana\ la Manche vocabulary is not restricted to nie
Kraków specific settings and can occur
in any of the contexts listed in the 2. Reflexive pronouns
Londyn
specification siv
Niemcy
siebie
niemiecki
sobie
Odra
sobą
Pieniny
25
3. Demonstrative pronouns The Future Tense(s) jednak

ten Candidates should be familiar with kiedy
ta the future tense(s) of the regular lecz
to and irregular verbs listed in the lub
tamten Contexts. mimo wszystko
tamta The Past Tense(s) moxe
tamto Candidates should be familiar with nawet je%li
4. Interrogative pronouns the future tense(s) of the regular odkąd
and irregular verbs listed in the oraz
jaki Contexts.
jaka poniewax
jakie The conditional Tense(s) takxe
który Candidates should be familiar w takim razie
with the conditional tense(s) of the
która regular and irregular verbs listed in Connectives
które the Contexts. bez najmniejszej
czyj wątpliwo%ci
Comparisons
czyje biorąc pod uwagv
3 Comparative and
kto inaczej
Superlative
co mimo wszystko
adjectives/adverbs
5. Possessive pronouns mówiąc prawdv
in Vocab. lists
mój oczywi%cie
dobry, lepszy, najlepszy
twój powód dla którego
duxo
jego poza tym
duxy, wivkszy, najwivkszy
jej to jest
lepiej/gorzej
nasz w takim razie
maksymalny
wasz z jednej strony ..
ma\y
ich minimalny Prepositions
6. Distributive pronouns mniej bez
kaxdy niewiele dla
kaxda nixej do
kaxde nixszy na
wszystkie podobnie od
wszyscy podobny pomivdzy
niektórzy róxnie ponad
niektóra róxny poza
niektóre taki sam przez
xaden takie samo przy
xadna wivcej w
xaden wspania\y w %rodku
z\y, gorszy, najgorszy z
7. Indefinite pronouns
za
kto% Conjunctions
co% aby The important verbs
jaki% albo by'
który% bo mie'
czyj% cho' The Alphabet
chyba a, ą, b, c, ', d, e, v, f, g, h, i, j, k,
Present Tense(s)
czy l, \, m, n, £, o, ó, p, r, s, %, t, u, w,
Candidates should be familiar with dlatego y, z, x, #.
the present tense(s) of the regular
and irregular verbs listed in the gdyx The Numbers
Contexts. i a). All cardinal numbers
jak jeden
26
dwa trzynasty trzynastego O której godzinie?

trzy czternasty czternastego Po co?
cztery pivtnasty piętnastego Skąd?
piv' szesnasty szesnastego Z której strony?
sze%' siedemnasty siedemnastego Greetings and Exclamations
siedem osiemnasty osiemnastego Cze%'!
osiem dziewivtnasty Do zobaczenia
dziewiv' dziewivtnastego Dobranoc
dziesiv' dwudziesty dwudziestego Dobry wieczór
jedena%cie dwudziestego pierwszego Do widzenia
dwana%cie trzydziesty trzydziestego Dzivkujv!
trzyna%cie czterdziesty czterdziestego Dzie£ dobry
czterna%cie piv'dziesiąty piv'dziesiątego Gratulujv!
pivtna%cie sze%'dziesiąty Jak siv masz?
szesna%cie sze%'dziesiątego Nie mogv d\uxej czeka'
siedemna%cie siedemdziesiąty Nie!
osiemna%cie siedemdziesiątego 3
Powodzenia!
dziewivtna%cie osiemdziesiąty Proszv
dwadzie%cia osiemdziesiątego Przepraszam
dwadzie%cia jeden dziewiv'dziesiąty Smacznego
trzydzie%ci dziewiv'dziesiątego
Sto lat!
czterdzie%ci setny
Szczv%liwej podróxy
piv'dziesiąt c). Other expressions Tak
sze%'dziesiąt liczba Weso\ych ^wiąt!
siedemdziesiąt mniej wivcej Weso\ych wakacji!
osiemdziesiąt oko\o Witamy!
dziewiv'dziesiąt para Wszystkiego najlepszego w
sto pewna ilo%' nowym roku
dwie%cie plus-minus Wszystkiego najlepszego!
trzysta
Asking Questions Opinions
czterysta a). Question words bezuxyteczny
piv'set Co? by' zainteresowanym
sze%'set Dlaczego? by' znudzonym,
siedemset Gdzie? chcie'
osiemset Ile? dobrze
dziewiv'set Jak? dobrze siv bawi'
tysiąc Kiedy? drogi
milion Kto? fascynujący
b). All ordinal numbers Który? g\upi
pierwszy pierwszego Którvdy kocha'
drugi drugiego Po co? lubi'
trzeci trzeciego b). Common questions mie' nadziejv
czwarty czwartego Gdzie jest? mie' pomys\
piąty piątego Ile kosztuje? my%le'
szósty szóstego Ile mamy czasu? nie ufa'
siódmy siódmego Jaki mamy dzi% dzie£? niegrzeczny
ósmy ósmego Jakiego to koloru? niemoxliwe
dziewiąty dziewiątego Jakiego rozmiaru? nienawidzi'
dziesiąty dziesiątego Jakiej d\ugo%ci? niepewny
jedenasty jedenastego Która godzina? niespodzianka
dwunasty dwunastego Na jak d\ugo? niewiarygodne
27
nowoczesny godzina przedwczoraj

nowy kwadrans rano
nudny minuta raptem
obieca' mniej nix raz
pewny mniej wivcej rok
pivkne na czas rzadko
powiedzie' oko\o teraz
poxyteczny po tydzie£
pragną' po\udnie tyle
przyjemno%' pó\ w ko£cu
stary pó\noc w mivdzy czasie
%mieszne sekunda w tej chwili
uczucia spieszy siv w tym samym czasie
w porządku spó#nia siv wcze%nie
wierzy' w pó\ do wczoraj
wole' f). Other time expressions wieczór
3 wspania\y wieczorem
blisko
wydawa' siv codziennie wiek
zaniepokojony czas wkrótce
zaskoczony czasami wtedy
zgoda czvsto wystarczy'
z\y data za minutv
Expressions of Time dzie£ zaraz
jutro zawsze
a). Days of the week
jux zwykle
niedziela
poniedzia\ek kaxdego miesiąca Location and distance
wtorek koniec blisko
%roda miesiąc daleko
czwartek moment dooko\a
piątek na ko£cu dotąd
sobota na początku gdzie
naprawdv gdzie bąd#
b). The seasons
na czas gdzie%
wiosna
nied\ugo kilometr
lato
noc którvdy
jesie£
normalnie lewa
zima
od ... do miejsce
c). Months of the year od czasu do czasu na
stycze£ od razu na dnie
luty ogólnie na górze
marzec ostatni na lewo
kwiecie£ ostatnio na prawo
maj podczas na przedmie%ciu
czerwiec pojutrze naprzód
lipiec popo\udnie na zewnątrz
sierpie£ poprzednio nad
wrzesie£ pora roku na przodzie
pa#dziernik powoli niedaleko
listopad powolny nigdzie
grudzie£ prawie od
d). The clock przed pod
dok\adnie przed po\udniem pó\noc
28
pó\nocny dosy' grzmoty

po\oxony duxy klimat
po\udnie gram lód
po\udniowy gruby mg\a
pomivdzy inny mokro
ponixej jaki masz rozmiar? morze
powyxej kawa\ek mróz
pozosta' kilogram niebo
prawa litr och\odzi' siv
prosto ma\y pada'
przeciw metr pivkna pogoda
przy miara pogoda
tam mierzy' prognoza pogody
tutaj mniej wivcej s\o£ce
w nic stopie£
w kierunku nieruchomy sucho
woko\o/ wokó\ niski sztorm 3
wschód nisko %nieg
wschodni paczka %nieg pada
wszvdzie podobny temperatura
w %rodku pó\ wietrznie
w tyle rozmiar zachmurzenie
z sto gramów zamarza'
zachód szeroki Access
zachodni %redni wstvp wolny
z drugiej strony trochv zamknivty
ze wszystkich stron waga zajvty
z tamtej strony wąski ca\kowity
z tej strony waxy' zabroniony
z ty\u wszystkie wolny
Kolory wysoki otwarty
bia\y wysoko
Correctness
blondynka x metrów d\ugi
b\vdny
brązowy x metrów szeroki
dok\adny
brunet za duxo
mie' racjv
ciemny Shape nie mie' racji
czarny kszta\t niepoprawny
czerwony kwadratowy nieprawdziwy
fioletowy okrąg\y pomy\ka
niebieski pod\uxny poprawny
pomara£czowy prostokątny prawdziwy
róxowy trójkątny z\y
szary Weather Materials
zielony b\yskawica bawe\na
xó\ty brzydka pogoda drzewo
Weights and measures burza jedwab
ca\kiem burzliwie metal
centymetr ch\odno papier
chudy chmura plastyk
ciasny cie£ skóra
'wier' deszcz srebro
29
szk\o fortepian moneta

we\na fotografia mówi'
z\oto funt szterling muzyka klasyczna
xelazo garnitur ludowa
gatunek myszka
Common Abbreviations
gazeta nagra'
dr
gitara nici
m.in.
góry nie cierpie'
np.
gotówka niemoxliwe
prof.
gra niespodzianka
str.
gra' na instrumencie nowela
Sz.P.
hurtownia obecny
tel.
ig\a odbiorca
ul.
ilo%' odda'
wg.
informatyk odpoczynek
WP
instrument odtwarzacz CD i DVD
3 woj.
kapelusz oferta
z\.
karta kredytowa ogląda'
karty okazja
LEISURE
kasa opalenizna
Free time and the Media kiosk opowiada'
agrafka klawiatura otrzyma'
anonimowe klient otwarty
aparat cyfrowy klientka pakowa'
artyku\y spoxywcze kolczyki pasek
banknot kolejka patrze'
bardzo kolor pcha'
bawi' siv komórka perfumy
bixuteria komputer piekarnia
bluzka konto pieniądze
buty kostium kąpielowy pi\ka
cena kosztowne pi\ka noxna
chcie' koszula piosenka
ciągną' kozaki piosenkarka
cukiernia krawat piosenkarz
czas wolny krótki pixama
czasopisma ksiąxka p\aszcz
czaty ksivgarnia p\ywa'
czek kszta\ci' p\ywalnia
czyta' kupi' początek
da' kurtka nieprzemakalna poczta
da' sobie radv kwiaciarnia podpis
delikatesy lista pój%' na spacer
delikatne \yxwy pomys\
dokument majtki portfel
Dom Towarowy marynarka portmonetka
dotyka' mecz potencjalny
drobne melodia potrzebowa\
drogie mie' czas pralnia
dzia\ elektryczny mie' dobry pomys\ pralnia chemiczna
dxinsy moda prawda
ekonomiczny modnie siv ubiera' próba
30
programista sweter zaproszenie

przebój %wiat\a zebranie
przedstawienie szachy zespó\
przek\u' szalik zgubi'
przes\a' plik szczere zmieni'
przesz\o%' szorty znixka
przyjv' szpilki zostawi'
przyjemno%' sztuka Holidays
przyj%' tanie architektura
pseudonim targ autobus
rachunek teatr autokar
r�cznik technologia autostrada
rajstopy telenowela babka
razem tenis bagax
rvkawiczki torba balkon
reszta torebka benzyna
rolki towarzyszy' 3
bierzmowanie
rozgrywka ubrania bilet
rozmawia' udostvpni' bilet pojedynczy
rozmiar uxytkownik bilet powrotny
rozmowa wąski biuro informacji
rozrywka wej%cie Boxe Narodzenie
rynek widzie' buty narciarskie
ryzyko wina chcie'
rze#nik winda chvtnie
sala gimnastyczna wolne choinka
sanda\y wózek choroba morska
satelita wspania\y civxarówka
schody ruchome wstvp wolny deser
%ciągną' program wybór deska surfingowa
siatkówka wybra' doba
skarpety wycieczka dodatek
sk\ad wyda' doradza'
sklep jarzynowy wygra' dostvpne
rybny wyj%' doxynki
meblowy wyj%cie droga
odziexowy wymieni' dzie\o sztuki
specjalny wype\ni' formularz ekspres
%piewa' wyprzedax fotografowa'
spiker wy%cig g\ówne danie
spodenki wystawa go%cie
spódnica wystvp grzebie£
spodnie zabawy imieniny
spotka' xaglówka i%' za kim%
sprzedawca zainstalowa' jase\ka
stadion zakupy jednokierunkowy
sta\a cena za\atwi' zakupy karnawa\
strona internetowa sprawy kasa biletowa
strzeli' gola zapakowa' kask
styl zap\aci' kawiarnia
sukienka zaproponowa' kemping
supermarket zaprosi' kierowca
31
klimatyzacja pierwsze danie strona

kolvda pieszo %wiat
Konstytucja Trzeciego Maja pisanki %wiat\a
kontrola celna plaxa %wivcone
kontynuowa' pociąg osobowy sygna\
kosztowa' pospieszny szczoteczka do z\bów
kraje poczekalnia szczotka do w\osów
krem do opalania podróx szuka'
\azienka podróxowa' szybko
lexak podwójny ta£ce
lokalny pojedynczy ta£czy'
makowiec po\ączenie trasa
mapa Popielec tura
mazurek posi\ki turysta
mie' nadziejv powietrze ulica
mieszane powrót utrzymanie
3 morze pózno wagon restauracyjny
motocykl pozosta' wakacje
myd\o pracowa' wakacje za granicą
na czas pragną' walizka
na %wiexym powietrzu prawo jazdy waluta
namiot projekt widok
napiwek prom Wielkanoc
napój prowadzi' wigilia
naprawdv prysznic w\ączone
naprzód przechowalnia bagaxu w\ączy'
narty przej%' wliczony
na%ladowa' przepustka Wszystkich ^wivtych
noc przewodnik wybrzexe
obcokrajowiec przyczepa kempingowa wyda'
obcy przyjazd wyjecha'
obnixka ceny przyjecha' wyj%'
obs\uga przystawka wynają'
odjazd rada wynają' samochód
odleg\o%' ręcznik wyt\umaczy'
odwiedzi' rekolekcje Zaduszki
opala' siv restauracja zamówi'
opu%ci' rezerwacja zamówienie
paliwo Rezurekcja zaparkowa'
pamiv' rowerem zarezerwowa'
pamivta' róxnica zatrzyma' siv
parasol samolot zepsute
pas bezpiecze£stwa sernik zgoda
pasaxer skocznia x\óbek
pasta do zvbów skrzyxowanie znowu
pasterka %lub zoo
pe\na cena specjalno%' zwiedza'
pe\ne utrzymanie sporty zimowe zwolni'
peron sprawdzi' zwyczaje
pierwsza klasa stacja xyczenia
Pierwsza Komunia statek
32
HOME AND hol modlitwa

ENVIRONMENT imieniny modny
impreza most
Home and Local Area informacja muzeum
afisz i%' na %wiexym powietrzu
akademia jadalnia nakrywa' do sto\u
auto jezioro niekorzystne
balkon kanał nowy
bar kanapa Nowy Rok
bezpieczny kąpa' siv nóx
biblioteka kąpiel obiad
biurko katedra obrus
biuro turystyczne klatka schodowa obszerny
rzeczy znalezionych klub odkurza'
Bóg klub m\odziexowy odkurzacz
budynek sportowy ogród
centrum handlowe klucz ogrodzenie 3
chodnik koc ogrodzony
Chrzest kod pocztowy okno
cicho kolacja okolica
czv%' kolejka podziemna opiekowa' siv dzieckiem
czynsz koncert o%rodek sportowy
dach korytarz otoczony
dom korzy%ci pa\ac
drabina ko%ció\ palemki
droga krzes\o palma
druxyna kube\ papier toaletowy
drzewo kuchenka elektryczna parter
drzwi gazowa patelnia
dywan kuchnia pe\ne umeblowanie
dzieli' kwiat pewnie
dzielnica \ąka pianino
elektryczno%' lampa piekarnik
fabryka lekki pierwsze pivtro
filixanka li%' pivtro
firanki lodowisko pivtro nixej
fontanna lodówka wyxej
fotel \óxko piwnica
gabinet \óxko pivtrowe plakat
garax podwójne p\ot
garnek pojedyncze p\ywalnia
gaz lustro pod\oga
góra \yxka poduszka
gospodarstwo \yxwy podwieczorek
gratulacje magazyn podziemia
grób ma\y pój%' na górv
gromada meble pój%' spa'
gwiazdka metro pokaza'
harcerka miasto pole
harcerstwo mieszkanie policja
harcerz mieszkaniec pó\ka
historyczny mikrofalówka
33
pó\ka na ksiąxki spokojnie zabezpieczony

po\oxenie sporty wodne zabudowa szeregowa
po\oxy' sprząta' zadzwoni'
pomnik Sto lat! zamek
po%pieszy' siv stó\ zamraxarka
powróci' stolica zapali'
pozbiera\ ze sto\u sto\ówka zapuka'
pozmywa' strax poxarna zas\ony
pralka straxak zastvp
prasowa' strych zbudzi' siv
prezenty studnia zegar
prowincja sypialnia zegarek
prywatny szafa zej%' na dó\
przebra' siv szopka xelazko
przedmie%cie szpital zespó\ ludowy
przej%cie taksówka taneczny
3 przekąsi' talerz ziemia
przemys\ telefon zje%' obiad
przemys\owy toaleta zlew
przeoczy' tramwaj zmywarka
prze%cierad\o trawa zrobi'
przygotowa' co% do twardo zuch
jedzenia ubra' siv xy'
przyjvcie udogodnienia xycie
przyroda umy' siv xywop\ot
przystanek umywalka Environment
puszcza uroczysto%' aerozol
ratusz urodziny awantura
rejon usią%' benzyna bezo\owiowa
robi' porządki wada bójka
pranie wanna brudny
zakupy waxny butelka
rocznica wazon chroni'
ro%lina wej%' cieplarniany
róxa wej%cie cyna
rzeka wesele czy%ci'
salon widelec czysty
samochód widok dwutlenek wvgla
schody wie% dziura ozonowa
%ciana wiexa filtr
%cieli' \óxko wiexa zegarowa gazy cieplarniane
%ciera' kurze willa globalny
sen wioska ha\a%liwy
serwetka wspania\y ksivxyc
siedzenie wsta' kompost
sk\adający siv wszystkiego najlepszego kosz
skwer wygodnie kwa%ny deszcz
%lub wykąpa' siv metan
%migus dyngus wyrzuca' %mieci nawóz
%niadanie wyspa niebezpieczny
sosna wzią' kąpiel niszczy'
spa' wzią' prysznic obiera'
34
ochrona %rodowiska wywóz %mieci 'wiczenia

ocieplenie klimatu zabrudzi' 'wiczy' jogv
odpadki organiczne zagraxa' cytryna
ogrzewanie zanieczyszczenie czekolada
opakowanie zanieczyszczenie powietrza czere%nia
oszczvdza' %rodowiska czvstowa'
oszczvdzanie energii wody czosnek
palenie zatrucie %rodowiska czu'
paliwo zdrowie czu' siv dobrze
paliwo kopalne zniknq' czuje siv dobrze
pestycydy zuxyte baterie czuje siv niedobrze/#le
piec do centralnego ogrzewania zwivksza' dba' o zdrowie
plastyk dentysta
pojemnik LIFESTYLE
dobrze ugotowane
powierzchnia ziemi Health doktor
promienie ultrafioletowe alkohol drogi oddechowe
przechodzie£ alkoholizm dym
3
przeludnienie amfetamina dxem
przemys\ chemiczny ananas fasola
przeterminowane anoreksja frytki
przetrwa' apteka gard\o
puszka aspiryna g\ód
rafineria ba' siv g\os
recykling badanie lekarskie g\owa
rozróxnia' banan gorączka
ruch baranina gorzkie
rzuca' barszcz gotowa'
%ciexki rowerowe bez gotowane
segregowa' odpadki biega' groch
spaliny bigos grochówka
spoxycie dzienne ból gruszka
%rodek owadobójczy bra' grypa
%rodki transportu bra' narkotyki grzyby
%rodowisko brzoskwinia handlarz narkotykami
szk\o brzuch herbata
tankowiec bu\eczka herbatnik
tektura heroina
by' %piącym
tlen
by' sprawnym fizycznie jab\ko
transport publiczny
by' zdrowym jajko
ulegający biodegradacji
cebula jarzyny
uxycie wtórne
chleb jedzenie
uxywa'
warstwa ozonowa choroba je%'
wvgiel choroby uk\adu krąxenia je%' posi\ek
woda z kranu chory jest mi gorąco/zimno
worki plastykowe chrupki jogurt
wyciek ropy cia\o kalafior
wycinanie lasów ciasto karetka pogotowia
wyczyszczony cielvcina karmi'
wydajno%' karp
ciep\e
wypadek kartofel
cierpie'
wysepka kawa
cukier
wytwarza'
35
kawa parzona orzech laskowy sa\atka

z mlekiem w\oski ser
kawa\ek o%rodek integracyjny serce
kluski ostrzega' s\abo%'
kokaina o%wiadczenie %led#
kolano owoce %liwka
konfitury palacz s\odkie
kotlet schabowy palec smaczne
krew pali' smak
krewetka papierosy smakowa'
kurczak pastylka smaxone
lekarstwo pasztet %niadanie
lekarz pe\ny sok owocowy
lemoniada pi' sól
lista pieczone sta' siv
lód pieprz stopa
3 lody pierogi substancja chemiczna
\yxeczka pierwsza pomoc suche
mąka pikantny surowe
makaron piwo szklanka
malina placek szkoda
mam ból g\owy plaster szkodzi'
gorączkv p\atki %niadaniowe szpinak
marchewka plecy szynka
ma%' p\uca trening
mas\o pogorszy' siv trenowa'
mvczące pój%' do \óxka trochv
mivso policja truskawka
mleko pomara£cza ucho
mocne pomidor ulec pokusie
morela pomoc umys\
morfina posi\ek upa%'
mózg potkną' siv us\ugi
na zdrowie pragnienie uszka
nale%nik program rehabilitacyjny uxywa' narkotyki
na\ogowiec prowokowa' wącha'
narkotyk przekąska wanilia
narkotyki twarde przesta' wątroba
niebezpiecze£stwo przygnvbienie wch\ania'
nieprzytomny przyprawy wdycha'
niestrawno%' przyswoi' wieprzowina
noga pude\ko wino
ocet puste woda
odpoczywa' rak woda mineralna
odzyska' przytomno%' ramiv do picia
ogórek rehabilitacja wo\owina
oko rvka wsta'
oliwa robi' gimnastykv wstrzemiv#liwo%'
oliwka rosó\ wstrzykną'
omlet ryba wydarzy' siv
opiekacz ryx wygląd
sa\ata wypadek
36
wypadek drogowy d\ugi meczet

wyrwa' ząb dobry mvxatka
wyrzec siv czego% dojrzewanie mvxczyzna
wysi\ek dokument miejsce urodzenia
wzią' lekarstwo dorastający mi\y
z powrotem doros\y m\oda osoba
zadymiony dowód osobisty m\ody
zapach drogi moxliwo%ci pracy
zastrzyk dyskryminacja na emeryturze
zaszkodzi' dyskryminacja rasowa na pewno
zaxywa' narkotyki dziadek nadzorowa'
ząb dziadkowie napa%'
zdrowe dziecko napisa'
zimne dziewczyna narzeczony
zio\a elegancki nastolatek
z\e zwyczaje emigrant nazwisko
zmar\y etniczny nazywam siv 3
zmvczony fascynujące nerwowy
zosta' g\upi niegrzeczny
zrelaksowa' siv gniewa' siv niemowlv
zupa go%' nieprawdopodobne
xo\ądek go%cinno%' nieprzyjemny
xy\a gospodarz nie%'
Relationships and Choices gospodyni nie%mia\y
adres imiv niski
akt przemocy imigrant normalny
aktywny inteligentny nos
angaxowa' siv interesujący nosi'
babcia kanarek nudny
bezdomny kaplica obrączka
bezrobotny klatka odczucie
bieda k\óci' siv ojciec
biedny kobieta oko/oczy
bli#niaczka kocha' okulary
bli#niak ko£ osoba
bogaty kot oxeni' siv
brat krewny pan m\ody
broda królik panna m\oda
brzydki krótki papuga
by' %wiadkiem ksenofobia paszport
ca\owa' kursy szkoleniowe pe\en xycia
cechy charakteru kuzyn pivkny
charakter kuzynka pier%cionek zarvczynowy
ch\opak \adny pies
ch\opiec leniwy p\aka'
chomik loczki plotkowa'
chudy ludzie pobra' siv
cichy ma\y poca\unek
ciekawy mam ... lat podpis
ciocia mama podpisa' siv
córka matka podzivkowa'
data urodzenia mąx pope\ni'
37
po%wivci' siv szwagierka z\ota rybka

potrzeby innych %wiątynia z\y
powaxny %winka morska zna'
pozna' siv tata znany
praca charytatywna temperament xona
spo\eczna te%' xonaty
proste te%ciowa zwierzv
przedstawi' tvsknota xy' w separacji
przemoc towarzysz xyczliwy
przenocowa' twarz
przestvpstwo typ WORK AND EDUCATION
przyjacielski ucho/uszy School/college and future
przyjvte z góry uczvszcza' plans
przykro%' uczucia angielski
przyrodni brat Unia Europejska aspo\eczne zachowanie
przyrodnia siostra upodobanie aula
3 ptak upokorzony autobus szkolny
radosny uprzedzenie bawi' siv
rasizm urodzi' siv biologia
rencista u%miech boisko
resocjalizacja usta budynek
rodzice utrwali' by' cicho
rodzina uwaga chemia
rodzina sk\ada siv z... wandalizm chodzi'
równo%' wargi chodzi' na wagary
równy wąsy chór
rozwiedziony wdowa cisza
rozwie%' siv wiek czy mogv wej%'?
rząd w\asne czyta'
rządzący w\osy dominowa'
rządzi' wnuczka dyplom
sądzi' wnuk dyrektor
samotna matka wolontariusze dyrektorka
sąsiad wp\aci' dziennikarstwo
schronisko dla zwierząt wujek egzamin
svdzia wybaczy' ekonomia
silny wyj%' za mąx farby
siostra wykona' fizyka
siostrzenica wysoki flamaster
siostrzeniec wysportowany francuski
s\ucha' wyt\umaczy' geografia
%mieszny zabawny gimnastyka
smutny zadowoli' gimnazjum
spó\dzielnia zagraxa' gotowanie
spotkanie zak\óci' grecki
stanu wolnego zapozna' gumka
stary zarvczony hala sportowa
syn zarvczy' siv historia
synagoga zarządzanie hiszpa£ski
synowa zerwa' wivzi rodzinne informatyka
szczv%liwy ziv' instrukcje
szwagier z\odziej internat
38
jvzyk plastyka zajvcia

jvzyki obce podrvcznik dramatyczne
jvzykowy pokój gier dziennikarskie
kalkulator pokój nauczycielski pozaszkolne
kino powiedzie' sportowe
klasa powszechna szko\a zajvcia artystyczne
klasyczny powtarza' zako£czy'
klej profesjonalny zamknq'
komputer przedmiot zapomnie'
konieczne przedmioty %cis\e zastrasza'
konkursy sportowe przerwa zdawa' egzamin
kopa' przyk\ad zeszyt
kursy pyta' znale#'
\acina pytanie znvca' siv
\atwy regu\a zrozumie'
\awka religia Current and future jobs
lekcja rosyjski 3
lekcje rozrywkowe administracyjny
liceum rozumie' aktor
linijka semestr aktorka
literatura s\ownik architekt
\obuz s\owo artysta
loteria srogi biuro satelitarne
magnetofon strona by' gotowym
matematyka studentka cele
matura szczegó\ data waxno%ci
mówi' szko\a koedukacyjna dostawca
mundurek pa£stwowa dziennikarz
muzyka podstawowa edukacyjne
my%le' prywatna egzamin pisemny
nauczy' siv z internatem praktyczny
nauczyciel szkolenie ustny
nauczycielka tablica e-mail
nieobecny teczka entuzjazm
noxyczki temat fabryka
obieca' trudny farmaceuta
obraxa' ucze£ firma
obszar uczennica firma konsultingowa
odpowied# uczy' fryzjer
odrabia' lekcje uczy' siv godziny pracy
ofiara uderza' gotowy
o\ówek uniwersytet inxynier
otrzyma' dobre/z\e wierzy' jak siv masz
stopnie w\oski kandydat
otwiera' wolno%' kariera
papier wygodne krzes\a kelner
pvdzel wygra' kelnerka
perspektywy wymiana kierowca civxarówek
pióro wynik kierowniczka
pisa' wypracowanie kierownik
pisak zaczq' kolega
plan lekcji zadanie domowe kolexanka
39
konferencja przyją' pracv akt przemocy

koperta przysz\o%' aktywny
ksiądz przywo\ywacz alkohol
ksiąxka telefoniczna rozmowa kwalifikacyjna alkoholizm
ksivgowy ruchomy czas pracy amfetamina
kucharka sekretarka ananas
kucharz skrzynka pocztowa angielski
kwalifikacje naukowe sprzedawca anonimowe
zawodowe sprzedawczyni anoreksja
lekarka stax aparat
list strajk aparat cyfrowy
listonosz straxak apteka
malarka szef architektura
malarz targi handlowe artyku\y spoxywcze
mąx zajmujący siv domem t\umacz artysta
mechanik t\umaczka aspiryna
3 miejsce pracy troska aspo\eczne zachowanie
moxliwe uczciwo%' atleta
na pe\nym etacie udzia\ aula
na zmianv urzvdnik auto
niebezpieczny warunki autobus
oczywi%cie weterynarz autobus szkolny
oddzwoni' wiadomo%' autokar
odpowiedzie' w\a%ciciel autostrada
og\oszenie w\a%ciciel sklepu awantura
opiekunka do dzieci wychowawcze B
paczka wyp\ata
babcia
pakunek wys\a'
babka
piekarz wyt\umaczenie
ba' siv
pielvgniarka zaabsorbowanie
badania
pisarka zadzwoni'
bagax
pisarz zagwarantowa'
balkon
pocztówka za\ączy'
banan
podanie zarabia'
banknot
podatek zatrudni'
baranina
podkre%li' zawód
bardzo
policjant zdecydowa'
barszcz
poprawi' z\oxy' podanie o pracv
bawi' siv
postanowi' zmartwienie
benzyna
powtórzy' znaczek
benzyna bezo\owiowa
praca
bez
praca dorywcza Alphabetical Order
bezdomny
pracodawca
A bezpieczny
pracowa' z domu
bezrobotny
pracownik administracyjny
biblioteka
pracownik biurowy adres
bieda
fizyczny aerozol
biedny
praktyka afisz
biega'
prawnik agrafka Bierzmowanie
prawo akademia bigos
próbowa' aktor bilet
przedsivbiorstwo aktorka
40
bilet pojedynczy chodnik czyta'

powrotny chodzi' @´
biologia chodzi' na wagary
'wiczenia
biurko choinka
'wiczy' jogv
biuro informacji chomik
turystyczne chór
bixuteria choroba D
blisko choroba morska da'
bli#niaczka uk\adu krąxenia da' sobie radv
bli#niak chory dach
bluzka chroni' danie dnia
bogaty chrupki data urodzenia
boisko Chrzest data waxno%ci
boli mnie g\owa chudy dba' o zdrowie
Boqe Narodzenie ciągną' delikatesy
Bóg cia\o delikatne
bójka ciasto dentysta 3
ból cicho deser
bra' cichy deska surfingowa
bra' narkotyki ciekawy deszcz
brat cielvcina d\ugi
broda cieplarniany doba
brudny ciep\y dobry
brzoskwinia cierpie' dobrze ugotowane
brzuch civxarówka dodatek
brzydki civxki dojrzewanie
budynek ciocia doktor
bu\eczka cisza dokument
butelka córka dom
buty cukier dominowa'
buty narciarskie cukiernia dom towarowy
by' cicho cyna doradza'
by' gotowym cytryna dorastający
%piącym czasopismo doros\y
sprawnym fizycznie czas wolny dostawca
%wiadkiem czaty dostvpne
zdrowym czek do%wiadczenie zawodowe
znudzonym czeka' dotyka'
C czekolada dowód osobisty
ca\owa' czere%nia doxynki
cebula czv%' drabina
cel czvstowa' dramatyczny
cena cz\onek drobne
centrum handlowe czosnek droga
charakter czu' drogi
chcie% czu' siv dobrze drogi oddechowe
chemia czujv siv niedobrze/#le druqyna
chvtnie czy mogv wej%'? drzewo
chleb czynsz drzwi
ch\opiec czysty du#y
chmura czy%ci' dym
41
dyplom firma grillowa'

dyrektor firma konsultingowa grób
dyrektorka fizyka groch
dyskoteka flamaster grochówka
dyskryminacja fontanna gromada
dyskryminacja pozytywna fortepian grupa
rasowa fotel gruszka
dywan fotografia grypa
dziadek fotografowa' grzebie£
dziadkowie frytki grzyby
dzia\ elektryczny fryzjer gumka
dziecko funt szterling gwiazda filmowa
dzieli' G gwiazdka
dzielnica gabinet H
dzie\o sztuki galeria obrazów hala sportowa
dziennikarstwo garax
3 dziennikarka
ha\a%liwy
gard\o handlarz narkotyków
dziennikarz garnek handlowiec
dziewczyna garnitur harcerka
dziura ozonowa gatunek harcerstwo
dxem gaz harcerz
dxinsy gazeta herbata
E gazy cieplarniane herbatnik
edukacyjny geografia heroina
egzamin gimnastyka historia
egzamin pisemny gimnazjum historyczny
ustny gitara hokej
ekonomia globalny hol
ekonomiczny g\os hurtownia
ekspres g\owa
I
elegancki g\ód
g\ówne danie ig\a
elektryczno%'
g\upi ilo%'
emeryt
gniewa' siv imiv
entuzjazm
godziny pracy imieniny
etniczny
gorączka imigrant
F impreza
góry
fabryka gorzkie informacja
farby go%' informatyk
farmaceuta go%cinno%' informatyka
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fasola gospodarz instrument
filixanka gospodyni inteligentny
film gotowa' interesujący
film dokumentalny gotowanie internat
fantastyczny gotówka inxynier
przygodowy gotowy i%'
przyrodniczy gra i%' za kim%
romantyczny gra' J
science fiction gra' na instrumencie
jab\ko
filtr gracz
jadalnia
firanki gratulacje
jajko
42
jak siv masz klatka schodowa ko%ció\

jarzyny klawiatura kot
jase\ka klej kotlet schabowy
jazda konna klient kozaki
na lodzie klientka kraj
na \yxwach klimatyzacja krawat
jednokierunkowy klub krem do opalania
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je%' sportowy krew
je%' posi\ek klucz krewetka
jest mi gorąco/zimno kluski krewni
jezioro k\óci' siv królik
jvzyk kobieta krótki
jvzyki obce koc krykiet
jogurt kocha' krzes\o
K kod pocztowy ksenofobia
kokaina ksiądz 3
kalafior
kolacja ksiąxka
kalkulator
kolano ksiąxka telefoniczna
kana\
kolczyki ksivgarnia
kanapa
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kanarek
kolega ksivxyc
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kolejka kszta\c\cy
kapelusz
kolejka podziemna kszta\ci'
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linowa kszta\t
karetka pogotowia
kolexanka kube\ na %mieci
kariera
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karmi'
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karnawa\
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karp
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konferencja kupi'
karty
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kasa
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kasa biletowa
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kask
Konstytucja Trzeciego Maja kurtka nieprzemakalna
katedra
konto kuzyn
kawa
konserwacja energii kuzynka
kawa\ek
kontrola celna kwalifikacje naukowe
kawiarnia
kontynuowa' zawodowe
kąpa' siv
ko£ kwa%ny deszcz
kąpiel
kopa' kwiat
kelner
kopalina kwiaciarnia
kelnerka
koperta L
kemping
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kosz
kierownik lekarz
kosztowa'
kino lekcja
kosztowne
klasa lekki
koszula
klasyczny lekkoatletyka
koszykówka
klatka lemoniada
43
leniwy mam gorączkv mówi'

lew mama mózg
lexak mapa samochodowa mundurek szkolny
liceum marchewka muzeum
liczba marynarka muzyka
linijka mas\o muzyka klasyczna
lis ma%' myd\o
list matematyka myszka
lista matka my%le'
lista sprawunków matura N
listonosz mazurek
na czas
li%' mąka
na emeryturze
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na pe\nym etacie
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na pewno
lodowisko meble
na %wiexym powietrzu
lodówka mechanik
3 lody mecz
na zdrowie
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lokalny meczet
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loteria metro
nale%nik
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na\ogowiec
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napa%'
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mie' dobry pomys\
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\awka naprzód
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mi\y
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m\oda osoba
\yxeczka nauczyciel
m\ody
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\yxwy nawóz
moda
nazwisko
M modlitwa
nazywam siv
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44
nieobecny odpoczywa' pakunek

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niszczy' ogląda' pa\ac
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noga ogórek pamivta'
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nos ogród panna m\oda
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Nowy Rok oko/oczy papuga
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nudny oliwa parter
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obnixka ceny
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odkurza'
P piec do centralnego ogrzewania
odleg\o%'
pieczone
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piekarnia
odpoczynek pakowa'
piekarnik
45
piekarz pociąg osobowy powierzchnia ziemi

pielvgniarka pospieszny powietrze
pieniądze początek powróci'
pieprz poczekalnia powrót
pierogi poczta powtórzy'
pier%cionek zarvczynowy pocztówka pozmywa'
pierwsza klasa podanie pozna' siv
Pierwsza komunia podatek pozosta'
pierwsza pomoc podkre%li' pó\ka
pierwsze danie pod\oga po\oxenie
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pivtro nixej poduszka spa'
3 wyxej podwieczorek praca
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pi\ka pod ziemią dorywcza
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pióro pojedyncze pracowa' z domu
piosenka pojemnik pracownik
piosenkarka pokaza' pracownik biurowy
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pisa' pole pra'
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plastyka poprawi' prezenty
platforma portfel profesjonalny
plaxa portmonetka programista
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p\aka' po szkole prom
p\atki %niadaniowe po%cieli' promienie ultrafioletowe
p\aszcz po%pieszy' siv proste
p\ot po%wivci' siv prowadzi'
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p\ywalnia potrzebowa' próbowa'
pobra' siv potrzeby innych prysznic
poca\unek powaxny prywatny
pociąg powiedzie' przebój
46
przebra' siv ptak rozrywkowe

przechodzie£ pude\ko rozumie'
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przedmie%cie puszcza rozwie%' siv
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rezerwacja samotna matka
przyczepa kempingowa
rezurekcja sanda\y
przygnvbienie
rvka satelita
przygotowa' co% do jedzenia
rvkawiczki sądzi'
przyją'
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porządki schody
przyjacielski
pranie schody ruchome
przyjazd
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przyjecha'
rocznica sekretarka
przyjvcie
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przyjemno%'
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rodzina sk\ada siv z... ser
przyj%'
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przyprawy
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przyrodni brat
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rozmiar silny
przystanek
rozmowa siostra
przystawka
rozmowa kwalifikacyjna siostrzenica
przyswoi'
rozróxnia' siostrzeniec
przysz\o%'
rozrywka skarpety
pseudonim
47
sk\adający siv stanu wolnego szorty

sklep stary szpilki
sklep jarzynowy statek szpinak
meblowy stax szpital
odziexowy Sto Lat sztuka
spoxywczy stó\ szuka'
skocznia stolica szwagier
skrzynka pocztowa sto\ówka szwagierka
skrzyxowanie stopa szybko
s\abo%' stopnie szy'
s\odkie strajk szynka
s\ownik strax poxarna ^
s\owo straxak %ciana
s\ucha' strona %ciągną'
smaczne strona internetowa %ciągną' program
smak strych %cieli'
3 smakowa' strzeli' gola %ciera' kurze
smaxone student %ciexki rowerowe
smutny studentka %led#
sok owocowy studnia %liwka
Solidarno%' styl %lub
sosna substancja chemiczna %mia' siv
sól suche %mieci
spa' sukienka %mieszny
spaliny surowe ^migus Dyngus
specjalna oferta sweter %niadanie
specjalno%' sygna\ %piewa'
specjalny syn %rodek owadobójczy
spiker synagoga %rodki transportu
spodnie synowa %rodowisko
spokojnie sypialnia %wiat
spo\ecze£stwo szachy %wiat\a
sporty wodne szafa %wiątynia
sporty zimowe szalik %wivcone
spotka' szczegó\ %winka morska
spotkanie szczere
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zawodowych szczoteczka do zvbów tablica
spoxycie dzienne szczotka do w\osów taksówka
spódnica szef talerz
spó\dzielnia szklanka ta£ce
sprawdzi' szk\o ta£czy'
sprawno%' fizyczna szkoda tanie
sprząta' szkodzi' tankowiec
sprzedawca szkolenie targ
sprzedawczyni szko\a koedukacyjna targi handlowe
srogi pa£stwowa tata
stacja podstawowa teatr
sta' siv prywatna technologia
sta' w kolejce z internatem teczka
stadion szkolenie tektura
sta\a cena szopka telefon
48
telewizor umy' siv weterynarz

temat umys\ wvgiel
temperament umywalka wiadomo%'
tenis Unia Europejska wiadomo%ci
te%' uniwersytet widelec
te%ciowa upa%' widok
tvsknota upodobanie widzie'
tlen upokorzony wiek
t\umacz uprzedzenie Wielkanoc
t\umaczka uroczysto%' wieprzowina
toaleta urodzi' siv wierzy'
torba urodziny wie%
torebka urzvdnik wiexa
towarzysz usią%' Wigilia
towarzyszy' us\ugi willa
tramwaj usta wina
transport publiczny ustalona cena winda 3
trasa uszka wino
trasa rowerowa u%miech wioska
trawa utrwali' w\ączone
trening utrzymanie w\a%ciciel
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trochv uxytkownik w\ączy'
troska uxywa' wliczony
trudny uxywa' narkotyki w\osy
truskawka W wnuczka
tura wnuk
wada
turysta woda
wagon restauracyjny
twarde narkotyki woda mineralna
wakacje
twardy do picia
wakacje za granicą
twarz z kranu
walizka
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waluta
U wolne
wandalizm
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wolontariusze
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wo\owina
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worki plastykowe
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wstrzemiv#liwo%'
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wstrzykną'
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Wszystkich ^wivtych
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wybór
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49
wybrzexe wzią' prysznic zaproponowa'

wychowanie fizyczne z powrotem zaprosi'
wychowawcze Z zaproszenie
wycieczka zapuka'
zaabsorbowanie
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wycinanie lasów zarvczony
zabawa
wyczyszczony zarvczy' siv
zabawka
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zabawny
wydajno%' zarządzanie
zabezpieczony
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zabrudzi'
wydawa' siv zastvp
zabudowanie szeregowe
wygląd zastrasza'
zaczą'
wygodny zastrzyk
zadanie domowe
wygra' zaszkodzi'
zadowoli'
wyjecha' zatrucie %rodowiska
Zaduszki
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3 wyj%' za mąx
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zatrzyma' siv
zadzwoni'
wyj%cie zawód
zagranicą
wykąpa' siv zbiera'
zagraxa'
wykona' zbiór
zagwarantowa'
wymiana zbocze
zainstalowa'
wymieni' zbudzi' siv
zainteresowany
wynają' zdawa' egzamin
zajvcia
wynają' samochód zdecydowa'
zajvcia artystyczne
wynik zdrowe
dziennikarskie
wypadek zdrowie
pozaszkolne
wypadek drogowy zebranie
sportowe
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zak\óci'
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zako£czy'
wypracowanie zej%' na dó\
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wyrwa' ząb zespó\
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zamek
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wys\a' zetrze' kurze
zamkną'
wysoki zgadywa'
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zanieczyszczenie powietrza
wystvp ziemniak
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wzią' kąpiel zlew
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wzią' lekarstwo z\odziej
50
z\ota rybka zoo xelazko

z\oxy' podanie o pracv zosta' xona
z\y zostawi' xonaty
zmar\y zrelaksowa' siv x\óbek
zmartwienie zrobi' xo\ądek
zmvczony zrozumie' xy'
zmywa' zuch xy' w separacji
zmywarka zupa xycie
zna' zuxyte baterie xyczenia
znaczek zwiedza' xyczliwy
znale#' zwivkszy' xy\a
znany zwierz
znvca' siv zwolni'
znikną' zwyczaje
znixka X
znowu
znudzony
xaglówka 3
xaluzje
51
4 Scheme of Assessment
4.1 Aims and learning outcomes

GCSE specifications in Polish should encourage GCSE courses based on this specification should
learners to derive enjoyment and benefit from encourage candidates to:
language learning, and be inspired, moved and • develop understanding of Polish in a variety of
changed by following a broad, coherent, satisfying contexts
and worthwhile course of study. Learners
• develop knowledge of Polish and language
should recognise that their linguistic knowledge,
learning skills
understanding and skills help them to take their place
in a multilingual global society and also provide them • develop the ability to communicate effectively in
with a suitable basis for further study and practical Polish
use of Polish. GCSE specifications in Polish should • develop awareness and understanding of
prepare learners to make informed decisions about countries and communities where Polish is
further learning opportunities and career choices. spoken.
4.2 Assessment Objectives (AOs)

The assessment units will assess the following Quality of Written Communication (QWC)
assessment objectives in the context of the content
and skills set out in Section 3 (Subject Content). In this specification quality of written communication
in English will not be assessed.
AO1 Understand spoken language
4 AO2 Communicate in speech
AO3 Understand written language
AO4 Communicate in writing
Weighting of Assessment Objectives for GCSE Short Course

The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Short
Course units.
Unit Weightings (%)

Overall Weighting
Assessment Objectives
of AOs (%)
Unit 1 or 2 Unit 3 or 4
AO1 or AO3 50 50
AO2 or AO4 50 50
Overall Weighting of Units (%) 50 50 100
52
Weighting of Assessment Objectives for GCSE Full Course

The table below shows the approximate weighting of each of the Assessment Objectives in the
GCSE Course units.
Unit Weightings (%)

Overall Weighting
Assessment Objectives
of AOs (%)
Unit 1 Unit 2 Unit 3 Unit 4
AO1 25 25
AO2 25 25
AO3 25 25
AO4 25 25
Overall Weighting of Units (%) 25 25 25 25 100
4.3 National criteria

This specification complies with the following. • The Arrangements for the Statutory Regulation
• The Subject Criteria for Polish including the rules of External Qualifications in England, Wales and 4
for Controlled Assessment Northern Ireland: Common Criteria
• Code of Practice • The requirements for qualifications to provide
access to Levels 1 and 2 of the National
• The GCSE Qualification Criteria
Qualification Framework.
4.4 Prior learning

There are no prior learning requirements.
However, any requirements set for entry to a course
following this specification are at the discretion of
centres.
4.5 Access to Assessment: diversity and inclusion

GCSEs often require assessment of a broader range reviewed again to ensure such competences were
of competences. This is because they are general included only where essential to the subject. The
qualifications and, as such, prepare candidates for a findings of this process were discussed with groups
wide range of occupations and higher level courses. who represented the interests of a diverse range of
candidates.
The revised GCSE qualification and subject criteria
were reviewed to identify whether any of the Reasonable adjustments are made for disabled
competences required by the subject presented a candidates in order to enable them to access the
potential barrier to any candidates regardless of their assessments. For this reason, very few candidates
ethnic origin, religion, gender, age, disability or sexual will have a complete barrier to any part of the
orientation. If this was the case, the situation was assessment. Further details are given in Section 5.4.
53
5 Administration
5.1 Availability of assessment units and certification

Examinations and certification for this specification are available as follows:
Availability of Units Availability of Certification
Short
Unit 1 Unit 2 Unit 3 Unit 4 Full Course
Course
June 2012 ✔ ✔ ✔ ✔ ✔ ✔
Jan 2013
June 2013 ✔ ✔ ✔ ✔ ✔ ✔
Jan 2014
June 2014 ✔ ✔ ✔ ✔ ✔ ✔
Ofqual’s revisions to the Code of Practice mean assessment) will only be available once a year in June
that from June 2014: assessments (both external with 100% of the assessment being taken in the
assessments and moderation of controlled examination series in which the qualification is awarded.
5.2 Entries
Please refer to the current version of Entry GCSE Short Course: written language
Procedures and Codes for up to date entry certification – 4687
5 procedures. You should use the following entry codes GCSE certification – 4688
for the units and for certification.
Candidates have to enter all the assessment units at
Unit 1 – 46851 the end of the course, at the same time as they enter
Unit 2 – 46852 for the subject award.
Unit 3 – 46853
Unit 4 – 46854
GCSE Short Course: spoken language
certification – 4686
5.3 Private Candidates

This specification is available to private candidates.
Private candidates should write to AQA for a copy of
Supplementary Guidance for Private Candidates.
54
5.4 Access arrangements and special consideration

We have taken note of equality and discrimination Access arrangements
legislation and the interests of minority groups in
developing and administering this specification. We can make arrangements so that candidates
with special needs can access the assessment.
We follow the guidelines in the Joint Council These arrangements must be made before the
for Qualifications (JCQ) document: Access examination. For example, we can produce a Braille
Arrangements, Reasonable Adjustments and Special paper for a candidate with a visual impairment.
Consideration: General and Vocational Qualifications.
This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link Special consideration
from our website (http://www.aqa.org.uk).
We can give special consideration to candidates who
have had a temporary illness, injury or indisposition
at the time of the examination. Where we do this, it is
given after the examination.
Applications for access arrangements and special
consideration should be submitted to AQA by the
Examinations Officer at the centre.
5.5 Language of examinations

We will provide units for this specification in
English only.
5.6 Qualification titles

5
Qualifications based on this specification are:
• AQA GCSE Short Course in Polish: spoken
language
• AQA GCSE Short Course in Polish: written
language
• AQA GCSE in Polish
5.7 Awarding grades and reporting results

The GCSE and GCSE short course qualifications We will publish the minimum raw mark for each
will be graded on an eight-grade scale: A*, A, B, grade, for each unit, when we issue candidates’
C, D, E, F and G. Candidates who fail to reach the results. We will report a candidate’s unit results to
minimum standard for grade G will be recorded as centres in terms of uniform marks and qualification
U (unclassified) and will not receive a qualification results in terms of uniform marks and grades.
certificate.
55
For each unit, the uniform mark corresponds to a Full Course (maximum uniform mark = 400)
grade as follows.
Each Unit (maximum uniform mark = 100) Uniform Mark
Grade
Range
Uniform Mark
Grade A* 360–400
Range
A 320–359
A* 90–100
B 280–319
A 80–89
C 240–279
B 70–79
D 200–239
C 60–69
E 160–199
D 50–59
F 120–159
E 40–49
G 80–119
F 30–39
U 0–79
G 20–29
U 0–19
We calculate a candidate’s total uniform mark by

adding together the uniform marks for the units. We
convert this total uniform mark to a grade as follows.
Short Course (maximum uniform mark = 200)
5 Uniform Mark
Grade
Range
A* 180–200
A 160–179
B 140–159
C 120–139
D 100–119
E 80–99
F 60–79
G 40–59
U 0–39
56
5.8 Examination series

Candidates have to enter all the assessment units at moderation and aggregation during the lifetime of the
the end of the course, at the same time as they enter specification. Candidates will not be allowed to carry
for the subject award. forward unit results from a short course in order to
aggregate to a full course.
As a consequence of the move to linear assessment,
candidates will be allowed to carry forward their
controlled assessment unit result(s) following the initial
57
Appendices
A Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of achievement likely to have
been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the
content outlined in the specification; they are not designed to define that content.
The grade awarded will depend in practice upon the extent to which the candidate has met the assessment
objectives (see Section 4) overall. Shortcomings in some aspects of the candidates’ performance may be
balanced by better performances in others.
Grade Description
Candidates show understanding of a variety of spoken language that contains some complex
language and relates to a range of contexts. They can identify main points, details and points
of view and draw simple conclusions.
They initiate and develop conversations and discussions, present information and narrate
events. They express and explain ideas and points of view, and produce extended sequences
of speech using a variety of vocabulary, structures and verb tenses. They speak confidently,
with reasonably accurate pronunciation and intonation. The message is clear but there may be
some errors, especially when they use more complex structures.
A
They show understanding of a variety of written texts relating to a range of contexts. They
understand some unfamiliar language and extract meaning from more complex language
and extended texts. They can identify main points, extract details, recognise points of view,
attitudes and emotions and draw simple conclusions.
They write for different purposes and contexts about real or imaginary subjects. They express
and explain ideas and points of view. They use a variety of vocabulary, structures and verb
tenses. Their spelling and grammar are generally accurate. The message is clear but there
may be some errors, especially when they write more complex sentences.
Candidates show understanding of different types of spoken language that contain a variety of
structures. The spoken material relates to a range of contexts, including some that may be unfamiliar,
and may relate to past and future events. They can identify main points, details and opinions.
They take part in conversations and simple discussions and present information. They express points
of view and show an ability to deal with some unpredictable elements. Their spoken language contains
a variety of structures and may relate to past and future events. Their pronunciation and intonation are
C more accurate than inaccurate. They convey a clear message but there may be some errors.
They show understanding of different types of written texts that contain a variety of structures. The
written material relates to a range of contexts, including some that may be unfamiliar and may relate
to past and future events. They can identify main points, extract details and recognise opinions.
They write for different contexts that may be real or imaginary. They communicate information
and express points of view. They use a variety of structures and may include different tenses or
time frames. The style is basic. They convey a clear message but there may be some errors.
Candidates show some understanding of simple language spoken clearly that relates to
familiar contexts. They can identify main points and extract some details.
They take part in simple conversations, present simple information and can express their
opinion. They use a limited range of language. Their pronunciation is understandable. There
are grammatical inaccuracies but the main points are usually conveyed.
F They show some understanding of short, simple written texts that relate to familiar contexts.
They show limited understanding of unfamiliar language. They can identify main points and
some details.
A They write short texts that relate to familiar contexts. They can express simple opinions. They
use simple sentences. The main points are usually conveyed but there are mistakes in spelling
and grammar.
58
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable

Development, Economic and Cultural Issues, and
Health and Safety Considerations
AQA has taken great care to ensure that any wider European Dimension
issues, including those particularly relevant to the
education of students at Key Stage 4, have been AQA has taken account of the 1988 Resolution of the
identified and taken into account of in the preparation Council of the European Community in preparing this
of this specification. They will only form part of the specification and associated specimen units.
assessment requirements where they relate directly
Understanding of European development can be
to the specific content of the specification and have
developed through all of the contexts and topics
been identified in Section 3: Content.
since these relate to the countries/communities
Understanding of spiritual, moral, ethical and social where the language is spoken. It will not, however, be
issues can be developed through the following assessed.
contexts and topics: Lifestyle: Health; Relationships
and Choices. It will not, however, be assessed. Environmental Education
Understanding of economic issues can be developed
AQA has taken account of the 1988 Resolution of
through the following contexts and topics: Leisure:
the Council of the European Community and the
Free Time and the Media. It will not, however, be
Report “Environmental Responsibility: An Agenda for
assessed.
Further and Higher Education” 1993 in preparing this
Understanding of cultural issues can be developed specification and associated specimen units.
through the study of all contexts and topics. It will
Understanding of environmental issues can be
not, however, be assessed.
developed through the following contexts and topics:
Home and Environment: Environment. It will not,
however, be assessed.
Avoidance of Bias
AQA has taken great care in the preparation of
this specification and specimen units to avoid bias
of any kind.
59
C Overlaps with other Qualifications

There are no overlaps with other qualifications at
Levels 1 and 2 of the qualifications framework.
60
D Wider Key Skills

The replacement of Key Skills with Funding
Functional Skills We have received the following advice on the funding
The Key Skills qualifications have been replaced of learners undertaking these qualifications:
by the Functional Skills. However, centres may • Currently the Skills Funding Agency funds
claim proxies for Key Skills components and/or Basic Skills in literacy and numeracy for adult,
certification in the following series: January, March 19 plus, learners only. There are various support
and June 2012. The Administration Handbook funds for learners aged 16-18 administered by
for the Key Skills Standards 2012 has further the Young People’s Learning Agency (YPLA).
details. All Examination Officers in centres offering These include EMA (until the end of the 2010/11
AQA Key Skills and Wider Key Skills have been sent academic year), Care to Learn and discretionary
a letter outlining the details of the end dates of these learner support hardship funding for learners living
subjects. Copies of the letters have also been sent to away from home.
the Head of Centre and Key Skills coordinator. This • This information is correct at the time of
is a brief outline of that information. It is correct as publication. If you would like to check the funding
at August 2011 and replaces the information on the provision post-June 2011, please call the Skills
same subject found in other documents on the AQA Funding Agency helpdesk on 0845 377 5000.
website:
• Wider Key Skills The AQA Wider Key Skills
• Key Skills Levels 1, 2 and 3 Test and Portfolio qualifications are no longer available. The last
The final opportunity for candidates to enter for a portfolio moderation took place in June 2011.
level 1, 2 or 3 Key Skills test or portfolio was June
2011 with the last certification in 2012. Further updates to this information will be posted on
the website as it becomes available.
• Key Skills Level 4 The last series available to http://web.aqa.org.uk/qual/keyskills/
candidates entering for the Key Skills Level 4 wider_noticeboard.php
test and portfolio was June 2010 with the last
certification in the June series 2012.
• Basic Skills Adult Literacy Levels 1 and 2,
Adult Numeracy Levels 1 and 2 AQA Basic
Skills qualifications will now be available until, at
least, the June 2012 series.
61
GCSE Polish Teaching from September 2012 onwards
Qualification Accreditation Number: 500/4665/2, 500/4656/1 (SC Written) and 500/4650/0 (SC Spoken)
Every specification is assigned a national classification code indicating the subject area to which it belongs.
The classification code for this specification is 6070.
Centres should be aware that candidates who enter for more than one GCSE qualification with the same
classification code will have only one grade (the highest) counted for the purpose of the School and College
Performance Tables.
Centres may wish to advise candidates that, if they take two specifications with the same classification code,
schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.
The same view may be taken if candidates take two GCSE specifications that have different classification codes
but have significant overlap of content. Candidates who have any doubts about their subject combinations should
check with the institution to which they wish to progress before embarking on their programmes.
To obtain free specification updates and support material or to ask us a question register with Ask AQA:
www.aqa.org.uk/ask-aqa/register
Support meetings are available throughout the life of the specification.
Further information is available at:
http://events.aqa.org.uk/ebooking
Copyright © 2012 AQA and its licensors. All rights reserved.

MIG0503.08
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales
(company number 3644723) and a registered charity (registered charity number 1073334).
Registered address: AQA, Devas Street, Manchester M15 6EX.

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or you can download it from our website (http://www.aqa.org.uk)

Copyright © 2012 AQA and its licensors. All rights reserved.

1.1 Why choose AQA?

1.2 Why choose Polish?

1.3 How do I start using this specification?

1.4 How can I find out more?

Unit 1: Listening Unit 3: Speaking

Unit 1: Listening Unit 3: Speaking

Examination – 25% Examination – 25%

45 minutes 10 –12 minutes

3.1 Contexts and purposes

The purposes are described with respect to individual Environment

3.2 Unit 1: Polish listening 46851

3.3 Unit 2: Polish reading 46852

3.4 Unit 3: Polish speaking 46853

Marks Communication (Presentation & Discussion and Conversation)

0 No relevant information conveyed.

Marks Range of Language (Presentation & Discussion and Conversation)

4 A wide range of vocabulary, complex structures and a variety of verb tenses.

3 A range of vocabulary; some complex structures.

2 Limited vocabulary; sentences short and simple.

1 Very limited vocabulary – just isolated words and occasional phrases.

Marks Accuracy (Presentation & Discussion and Conversation)

0 No messages are communicated.

Marks Interaction and Fluency

Responds readily and shows initiative. Conversation sustained at a reasonable speed,

2 Some reaction. Sometimes hesitant, little natural flow of language.

1 Little reaction. Very hesitant and disjointed.

0 No language produced is worthy of credit.

3.5 Unit 4: Polish writing 46854

1–2 words conveyed without

3–4 words conveyed without

For Question 2 and Question 3 the following criteria will be used.

13 – 14 Very Good

0 The answer shows no relevance to the task set.

1 Inappropriate vocabulary with little understanding of language structure.

0 No language produced which is worthy of credit.

Marks for each of

Nominative – Mianownik kto? co?

Use of the nominative case:

a. to express the subject of a sentence

Use of the genitive case:

a. to express possession or lack of:

e.g. dwóch braci, trzech kuzynów

c. expressions of quantity requiring the genitive plural:

Dative – Celownik komu? czemu?

Use of the dative case:

a. as the indirect object:

b. with impersonal expressions:

Accusative – Biernik kogo? co?

Uses of the accusative case:

a. to express the direct object:

indicating time and place:

indicating concern, request:

Instrumental – Narzvdnik z kim? Z czym?

Uses of the instrumental cases:

b. to express means by which an action is performed:

c. to express nationality – profession with by'/sta' siv

Locative – Miejscownik o kim? o czym? w czym? gdzie?

Uses of the locative case:

e.g. dwóch braci, trzech kuzynów

c. Superlative degree of adjective by adding naj- to comparative

e. Compound comparison of adjective by

6. Perfective and Imperfective

e.g. -a' oglqda'-oglqdanie e.g. masculine –ek

e.g. ą'/vcie zamkną'-zamknivcie Many adjectives may also be used in diminutive

(e) Certain verbal nouns have lost their verbal e.g.

e.g. mieszka'-mieszkanie 6. Adjectival compounds denoting colours.

Suffixes added to nouns to form verbs e.g. oja nowa sukienka