Test z języka angielskiego Dokument formatu PDF

Transkrypt

Miejsce na naklejkę
z kodem uczestnika
zDolny Ślązak Gimnazjalista 2013/14
VII Dolnośląski Konkurs Języka Angielskiego
Finał – część pisemna
Czas pracy: 120 minut
Łączna liczba punktów: 50 pkt.
Rozumienie tekstu słuchanego: 13 pkt.
Rozumienie tekstu czytanego: 10 pkt.
Struktury leksykalno–gramatyczne: 3 pkt.
Wiedza o krajach anglojęzycznych: 6 pkt.
Wypowiedź pisemna: 18 pkt.
Szanowny Finalisto:
1. Sprawdź, czy arkusz zawiera 17 stron (części 1-5). Ewentualny brak zgłoś członkowi
zespołu nadzorującego.
2. Czas na realizację zadań wynosi 120 minut. Uczestnicy zostaną poinformowani
o dokładnej godzinie zakończenia pracy.
3. Pisz czytelnie. Zaznaczając ostateczne odpowiedzi, NIE używaj ołówka, błędne zapisy
wyraźnie przekreśl.
4. Masz do dyspozycji jedną dodatkową kartkę na brudnopis. Pamiętaj, że zapisy
w brudnopisie nie podlegają ocenie.
5. Za każdą prawidłową odpowiedź w częściach 1-4 możesz uzyskać 1 punkt.
Życzymy powodzenia!
CZĘŚĆ 1
ROZUMIENIE TEKSTU SŁUCHANEGO (13 pkt.)
Każde nagranie usłyszysz dwukrotnie. Przed wysłuchaniem nagrania będzie czas na
zapoznanie się z treścią zadania.
Zadanie 1.
Wysłuchaj krótkiego opowiadania Judith Gorog Those Three Wishes. Wybierz
prawidłową odpowiedź (A, B, C lub D). Odpowiedzi zapisz w tabeli poniżej.
1. Melinda’s mother cherished the hope that
A.
B.
C.
D.
her father would help his daughter improve school grades.
her daughter would finally grow up and become responsible.
her daughter would keep her high academic standards.
her daughter’s personality would change for the better.
2. Melinda Alice
A.
B.
C.
D.
was not so malicious any more in high school.
avoided the new eight-grader thinking the girl was toxic.
bullied the new eight-grader in a peculiar way.
occasionally felt uncomfortable since other students avoided her.
3. When Melinda saw a snail she
A.
B.
C.
D.
came to a halt to avoid stepping on it by accident.
very much wanted to step on it immediately.
thought it was pretty and yet wanted to crush it.
was a little surprised when the snail spoke to her.
4. Melinda did not step on the snail
A.
B.
C.
D.
as it was ugly and grossed her out.
since it offered to fulfil her numerous wishes.
as it was against common sense.
because it offered her three wishes.
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5. By Melinda’s second wish, we can tell that she was _____________________, and the
majority of her wishes were _____________________.
A.
B.
C.
D.
pedantic/ altruistic
vain/ self-centred
fashionable/ fairly eccentric
traditional/ very clever
1
2
3
4
5
Zadanie 2.
Usłyszysz wywiad z Fredrikiem Hiebertem, odkrywcą i archeologiem. Zdecyduj, czy
poniższe zdania w tabeli są prawdziwe (TRUE) czy fałszywe (FALSE). Zaznacz za
pomocą znaku „x” właściwe miejsce w tabeli.
TRUE
1
Fredrik says that archaeologists have a different
approach to the past.
2
Fredrik’s children are not particularly into archaeology,
as it is not so mysterious any more for them.
3
Sometimes, Fredrik does new digs in areas where winter
lasts almost the whole year.
4
Unfortunately, the warehouses that belonged to the
merchant had been emptied.
FALSE
Zadanie 3.
Usłyszysz wypowiedzi pięciu osób na temat ich dzieciństwa. Odpowiedz na poniższe
pytania dotyczące poszczególnych mówców. Wpisz właściwe litery (A, B, C, D lub E)
przy poszczególnych pytaniach. Przy każdym pytaniu należy wskazać dwóch mówców.
A. Speaker A
B. Speaker B
C. Speaker C
D. Speaker D
E. Speaker E
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Which speaker as a child
1
wanted people to have a better life?
2
was interested in animals?
3
sometimes spent the whole day outdoors?
4
used to do acting?
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CZĘŚĆ 2
ROZUMIENIE TEKSTU CZYTANEGO (10 pkt.)
Przeczytaj fragment wykładu znanego językoznawcy Davida Crystala. W pytaniach
1 - 10 wybierz jedną prawidłową odpowiedź (A, B, C lub D). Odpowiedzi zapisz w tabeli
poniżej.
Language death
by David Crystal
[1] Language death. The death of a language. The word has the same kind of reluctant
resonance as it has when we talk about the death of a person. And indeed, that is how it
should be; for that is how it is. A language dies only when the last person who speaks it
dies. One day it is there; the next, it is gone.
[2] Here is an example of it happening. A linguist, Bruce Connell, was doing some field
work in the Mambila region of Cameroon, West Africa, in late 1995. He found a language
called Kasabe, which nobody had studied before. It had just one speaker left, a man
called Bogon. Connell didn't have time on that visit to find out very much about the
language, so he decided to return to Cameroon a year later to collect some more
material. He arrived in mid-November, only to learn that Bogon had died on November
5th, taking Kasabe with him.
[3] I think we should all of us care, and care passionately, and later I'll tell you why. But
first, we need to appreciate the size of the problem. There is nothing unusual about
a single language dying. Communities have come and gone throughout history, and with
them their language. Hittite, for example, died out when its civilisation disappeared in
Old Testament times. That is understandable. But what is happening today, as we move
into a new millennium, is extraordinary, judged by the standards of the past. It is
language extinction on a massive scale.
[4] Not by any means all the languages in the world have been properly identified and
studied. That is part of the problem. But, according to the best estimates, there are some
6,000 languages in the world at the moment. And of these, about half — some say more,
some say less — are going to die out in the course of the next century. The relevant
deduction is sobering: 3,000 languages, in 1200 months. That means, on average, there
is a language dying out somewhere in the world every two weeks or so.
[5] Obviously, if they find a language with just a few speakers left, and nobody is
bothering to pass the language on to the children, that language is bound to die out soon.
And we have to draw the same conclusion if a language has less than 100 speakers, it is
not likely to last very long.
Strona 5 z 17
[6] Why are so many languages dying? There are so many reasons, ranging from natural
disasters, through different forms of cultural assimilation, to genocide. Consider the first
factor. Small communities in isolated areas can easily be decimated or wiped out by
earthquakes, hurricanes, tsunamis, floods, volcanic eruptions, and other cataclysms.
A habitat may remain but become unsurvivable, through a combination of unfavourable
climatic and economic conditions. Famine and drought are the two chief factors. And the
historical effect of imported disease on indigenous peoples is now well-established,
though the extraordinary-scale of the effects, in the early colonial period, is still not
widely appreciated. Within 200 years of the arrival of the first Europeans in the
Americas, it is thought that over 90% of the indigenous population was killed by the
diseases which accompanied them, brought in by both animals and humans. Some
estimates suggest that the population of the New World may have been as high as 100
million before European contact. Within 200 years this had dropped to less than one
million.
[7] Cultural assimilation is an even bigger threat. Much of the present crisis stems from
the major cultural movements which began 500 years ago, as colonialism spread a small
number of dominant languages around the world. The point hardly needs to be stressed
in the Celtic countries, where English has displaced so many languages - but what's
sometimes forgotten is that English is by no means the only language which has
dominated in this way. In South America, it was Spanish and Portuguese. In northern
Asia, it was Russian. Nor was European colonialism the only cause. Arabic has
suppressed many languages in northern Africa. And in sub-Saharan Africa, local tribal
conflict has always been a critical factor.
[8] When it comes to saving a language, the bottom line is getting it documented recorded, analysed, written down. There are two reasons for this. The obvious one is
educational - the need for literacy. But there's a second reason, and this is all to do with
why we should care about dying languages at all. We should care for the very same
reason that we care when a species of animal or plant dies. It reduces the diversity of
our planet. We're talking about the intellectual and cultural diversity of the planet now,
of course, not its biological diversity. But the issues are the same. Enshrined in
a language is the whole of a community's history, and a large part of its cultural identity.
The world is a mosaic of visions. To lose even one piece of this mosaic is a loss for al! of
us.
[9] So, there are good ecological, social, and linguistic reasons why we should care about
language death. But nonetheless, not everyone believes we should. There are some
pretty deep-rooted myths about. Here's the main one. Some people think that the
multiplicity of the world's languages is a curse rather than a blessing. Indeed, you'll
have heard the phrase 'the curse of Babel', referring to the time when God supposedly
punished humanity for its pride by making people speak different languages. Ah, you can
hear people say, if only we had just one language in the world, whether English,
Strona 6 z 17
Esperanto, or whatever, we'd all be better off. There'd be no misunderstanding. It would
be a new reign of world peace.
[10] That argument sounds very attractive. If only it were so easy. But the fact of the
matter is that a monolingual world would not bring peace any more than it comes to
monolingual countries today. Quite the contrary. Look at all the really big trouble spots
of the world in recent decades — Cambodia, a monolingual country; Vietnam,
a monolingual country; Rwanda and Burundi, almost alone in Africa for being
monolingual countries. All monolingual countries have had their civil wars. If people
want to fight each other, it takes more than a common language to stop them.
[11] It's the other way round. If you want to have a peaceful world, one of the first things
you have to do is pay attention to people's rights within society, and to their identities as
communities — and the chief emblem, or badge of a community is its language.
A sensitive policy of multilingualism, and a concern for minority languages - these are
much more likely to lay the foundation for peaceful and mutually beneficial coexistence.
[12] Could we save a few thousand languages, just like that? Of course, if the will and
funding were available. So how much would it cost, you must be thinking? Well it's not
cheap, when you think of what has to be done - getting linguists into the field, supporting
the community with language resources and teachers, getting grammars and
dictionaries of the language out, writing materials for use in schools - and all over
a period of several years, because it takes time, lots of it, to revitalise an endangered
language. ____________________________________________________________________. If we devoted that
amount of effort over three years for each of 3,000 languages, we would be talking about
some 900 million dollars. That sounds like a lot. But let's put it in perspective. It's
equivalent to just over one day's OPEC oil revenues, in an average year. One day.
[13] Languages are like people, in one way, as I said at the beginning - but in another
way they're not like people at all. When people die, they leave signs of their presence in
the world, in the form of their dwelling places, burial mounds, and artefacts - in a word,
their archaeology. But spoken language leaves no archaeology. It's worth remembering:
when a language dies, which has never been written down, it is as if it has never been.
Strona 7 z 17
1. Which statement is true?
A. Begon refused to teach the language to anyone and it disappeared after his death.
B. Kasabe ceased to exist since Connell was not able to find out more about the
language.
C. Begon was unwilling to share his knowledge of the unique language with the
linguist.
D. Kasabe became extinct as there was nobody to speak the language any more.
2. According to David Crystal
A. exactly every second week a language dies somewhere on earth.
B. a large number of languages will have stopped to exist within the next century.
C. it is a shame so many communities have gone and taken their language with them
throughout history.
D. almost all the language in the world have been found and properly analyzed.
3. Historically speaking, a great deal of languages became extinct because
A. numerous local people died as a result of contagious diseases brought in by colonists.
B. there were many natural disasters that occurred on a particularly large scale in the
past.
C. numerous people have died of hunger and thirst, taking their languages with them.
D. particular communities did not take enough care of their language and culture.
4. Which appears UNIMPORTANT when it comes to cultural assimilation as a cause
of language extinction?
A. English pushed away Celtic languages on the British Isles and became dominant
language.
B. Some nations subdued others in terms of culture and economy in the 16th and 17th
century.
C. After the Norman Invasion French became the main language on the British Isles.
D. Russian became the main language spoken on large areas in Europe and Asia.
5. Languages should be preserved for two main reasons:
A. so that people in a given community become literate, and in order to protect various
cultures on earth.
B. in order to protect the biodiversity on earth and to educate people in the
knowledge of linguistics.
C. in order that a community’s history and culture is preserved, and people can later
read about it.
Strona 8 z 17
D. to write down literature and preserve languages, which are carriers of knowledge and
tradition.
6. Which of the following appears to be the best translation of the sentence Some people
think that the multiplicity of the world's languages is a curse rather than a blessing.
(in bold in the passage)?
A. Wedle pewnej grupy ludzi w niektórych językach lepiej jest przeklinać, inne zaś lepiej
nadają się, by błogosławić.
B. Według niektórych zmienność języków na świecie jest błogosławieństwem, a nie
przekleństwem.
C. Niektórzy są zdania, że wielość języków na świecie to błogosławieństwo, nie zaś
przekleństwo.
D. Niektórzy sądzą, że mnogość języków na ziemi jest przekleństwem, nie zaś
błogosławieństwem.
7. The word enshrined (in bold in the text) in the context most closely means
A.
B.
C.
D.
decoded.
preserved.
previewed.
precast.
8. Which of the sentences below fits best in the blank space in paragraph [12]?
A. Who is going to pay so much money for something so abstract as a language?
B. Conditions vary so much that it's difficult to generalize, but a figure of 100 thousand
dollars a year per language can't be far from the truth.
C. It is hard to estimate; however, 200 thousand dollars annually per one language
should be enough.
D. Every individual in the community should pay at least one thousand dollars a year in
order to strengthen the position of endangered languages.
9. From paragraphs [8], [9] and [10] we gather that
A. there has been less violence and conflict within monolingual societies, and thus one
should strive towards a single language in one country.
B. countries such as Cambodia, Vietnam or Rwanda had multiple languages in them,
which gave rise to numerous conflicts and ethnic cleansing.
C. if it had not been for the curse of Babel, people would speak one common language
nowadays, and a great number of conflicts could have been avoided.
D. military conflicts are not directly associated with languages; we are more likely to
avoid such conflicts by showing respect to particular cultures and languages.
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10.
The main message of the whole lecture can be best described in the following
way:
A. Many languages have become extinct and we must do something to reverse the
process.
B. It really takes a lot of money and effort to save a language from extinction.
C. Preserving various languages that will soon become extinct is important for people.
D. Military conflicts occurring all over the world are directly associated with languages.
1
2
3
4
5
6
7
8
9
10
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CZĘŚĆ 3
STRUKTURY LEKSYKALNO-GRAMATYCZNE (3 pkt.)
Uzupełnij każde zdanie tak, aby zachować znaczenie zdania wyjściowego.
Wykorzystaj w niezmienionej formie podane słowo (lub słowa) kluczowe. Użyj od
dwóch do sześciu słów.
przykład:
0. I am sure it was not Harriet who used your mobile
CAN’T
It ____can’t have been___ Harriet who used your mobile.
1. So that visitors would be prepared for any potential threats, they are advised to
monitor local weather reports closely during hurricane season.
OREDER
During hurricane season, visitors are advised to monitor local weather reports closely
_____________________________________________ prepared for any potential threats.
2. Penelope understood only recently what Thanksgiving Day is really about.
UNTIL
It _____________________________________________ Penelope understood what Thanksgiving Day
is really about.
3. We have no idea whatsoever how much we have invested in it, or even how much it
costs us to keep it running.
FOGGIEST/ EXPENSIVE
We _____________________________________________ how much we have invested in it, or even
how _____________________________________________ to keep it running.
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CZĘŚĆ 4
WIEDZA O KRAJACH ANGLOJĘZYCZNYCH (6 pkt.)
Wpisz prawidłowe odpowiedzi (A, B, C lub D) do tabeli poniżej.
1. Even though Britain is as far north as Canada’s Hudson Bay or Siberia, its climate is
much milder because of the
A.
B.
C.
D.
South Pacific Gyre.
Humboldt Current.
Gulf Stream.
California Current.
2. A series of domestic economic programs were enacted in the United States between
1933 and 1936. They involved presidential executive orders or laws passed by
Congress. The programs were in response to the Great Depression, and focused on
what historians call the "3 Rs": Relief, Recovery, and Reform. That is Relief for the
unemployed and poor; Recovery of the economy to normal levels; and Reform of the
financial system to prevent a repeat depression.
What are the reforms called?
A.
B.
C.
D.
Years of Growth
Reconstruction
The New Deal
The Golden Door
3. Which well-known British historical
figure is in the picture?
A.
B.
C.
D.
Oliver Cromwell
Sir Winston Churchill
Henry VI
William Shakespeare
Strona 12 z 17
4. The passage below comes from a novel by a well-known English writer.
Who is the author of the book?
A.
B.
C.
D.
Agatha Christie
Joanne Kathleen Rowling
Eleanor H. Porter
Lucy Maud Montgomery
‘CALL you Cordelia? Is that your name?’
‘No-o-o, it’s not exactly my name, but I would love to be called Cordelia. It’s such a
perfectly elegant name.’
‘I don’t know what on earth you mean. If Cordelia isn’t your name, what is?’
‘Anne Shirley,’ reluctantly faltered forth the owner of that name, ‘but, oh, please do
call me Cordelia. It can’t matter much to you what you call me if I’m only going to be
here a little while, can it? And Anne is such an unromantic name.’
‘Unromantic fiddlesticks!’ said the unsympathetic Marilla. ‘Anne is a real good plain
sensible name. You’ve no need to be ashamed of it.’
‘Oh, I’m not ashamed of it,’ explained Anne, ‘only I like Cordelia better. I’ve always
imagined that my name was Cordelia—at least, I always have of late years. When I was
young I used to imagine it was Geraldine, but I like Cordelia better now. But if you call
me Anne please call me Anne spelled with an E.’
‘What difference does it make how it’s spelled?’ asked Marilla with another rusty
smile as she picked up the teapot.
‘Oh, it makes SUCH a difference. It LOOKS so much nicer. When you hear a name
pronounced can’t you always see it in your mind, just as if it was printed out? I can; and
A-n-n looks dreadful, but A-n-n-e looks so much more distinguished. If you’ll only call me
Anne spelled with an E, I shall try to reconcile myself to not being called Cordelia.’
5. Which movie does the still
come from?
A. The Departed
B. Django
C. The Hurt Locker
D. The Artist
Strona 13 z 17
6. There is a fragment of lyrics below. Which band or singer performs this song?
A.
B.
C.
D.
Kasabian
Christina Aguilera
Metallica
Chemical Brothers
I can't remember anything
Can't tell if this is true or dream
Deep down inside I feel to scream
This terrible silence stops me
Now that the war is through with me
I'm waking up, I cannot see
That there is not much left of me
Nothing is real but pain now
Hold my breath as I wish for death
Oh please, God, wake me
(...)
1
2
3
4
6
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5
CZĘŚĆ 5
WYPOWIEDŹ PISEMNA (18 pkt.)
Wybierz JEDEN z poniższych tematów. Zakreśl jego numer. Przeczytaj uważnie
polecenie i napisz wypowiedź o objętości 200—250 słów.
1. W twojej szkole miała miejsce akcja zbierania środków finansowych dla ucznia, który
miał bardzo poważany wypadek i pilnie potrzebuje pomocy. Brałaś/ brałeś w tej akcji
charytatywnej czynny udział. Opisz to wydarzenie. W pracy powinny się znaleźć m.in.
informacje dotyczące przygotowań, przebiegu i wyników akcji.
2. Napisz rozprawkę na następujący temat: Cenzurowanie niektórych treści i przekazów
bywa zasadne. W pracy powinny się znaleźć między innymi umotywowane
argumenty za i przeciw cenzurze.
3. Napisz recenzję dobrze ci znanego mobilnego urządzenia telekomunikacyjnego,
uwzględniając różne aspekty funkcjonalności i użyteczności urządzenia, jak również
swoją opinię.
CZYSTOPIS
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KARTA OCENY WYPOWIEDZI PISEMNEJ
(wypełnia członek Wojewódzkiej Komisji Konkursowej)
TREŚĆ
Liczba
punktów
5
4-3-2
BOGACTWO
JĘZYKOWE
KOMPOZYCJA
1-0
4
3-2
1-0
5
4-3-2
1-0
POPRAWNOŚĆ
JĘZYKOWA
4
Suma punktów uzyskanych w części pisemnej finału: _______________
Podpis sprawdzającego: ________________
Strona 17 z 17
3-2
1-0
RAZEM

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