Children learning

2006
Egzamin wstępny z języka angielskiego
Gdańskie Liceum Autonomiczne
Imię i nazwisko .........................................................................................................................................
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odpowiedzi (A, B, C lub D) do arkusza.
Children learning
Let children learn to judge their own work. A child learning to talk does not learn by being
corrected all the time: if corrected too much, he will stop talking. He notices a thousand times a day
the difference between the language he uses and the language those around him use. Bit by bit, he
makes the necessary changes to make his language like other people's. In the same way, children
learning to do all the other things they learn to do without being taught - to walk, run, climb, whistle,
ride a bicycle - compare their own performances with those of more skilled people, and slowly make
the needed changes. But in school we never give a child a chance to find out his mistakes for himself,
let alone correct them. We do it all for him. We act as if we thought that he would never notice a
mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes
dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if
he wants it, what this word says, what the answer is to that problem, whether this is a good way of
saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answer
book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our
job should be to help the child when he tells us that he can't find the way to get the right answer.
Let's end all this nonsense of grades, exams, marks. Let us throw them all out, and let the children
learn what all educated persons must some day learn, how to measure their own understanding, how
to know what they know or do not know.
Let them get on with this job in the way that seems most sensible to them, with our help as
school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and
used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours.
Anxious parents and teachers say, 'But suppose they fail to learn something essential, something they
will need to get on in the world?' Don't worry! If it is essential, they will go out into the world and
learn it.
1 What does the author think is the best way for children to learn things?
A by copying what other people do
B by making mistakes and having them corrected
C by listening to explanations from skilled people
D by asking a great many questions
2 What does the author think teachers do which they should not do?
A They give children correct answers.
B They point out children's mistakes to them.
C They allow children to mark their own work.
D They encourage children to copy from one another.
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3 The passage suggests that learning to speak and learning to ride a bicycle are
A not really important skills.
B more important than other skills.
C basically different from learning adult skills.
D basically the same as learning other skills.
4 Exams, grades and marks should be abolished because children's progress should only be estimated
by
A educated persons.
B the children themselves.
C teachers.
D parents.
5 The author fears that children will grow up into adults who are
A too independent of others.
B too critical of themselves.
C unable to think for themselves.
D unable to use basic skills.
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odpowiedzi (A, B, C lub D) do arkusza.
Secondary school
In the primary school, a child is in a comparatively simple setting and most of the time forms a
relationship with one familiar teacher. On entering secondary school, a new world opens up and
frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks
to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the
primary school, for he senses the need for a more cautious approach in the secondary school where
there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and
seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in
a week, and a pupil may be able to form relationships with very few of the staff. He has to decide
which adults are approachable; good schools will make clear to every young person from the first year
what guidance and personal help is available — but whether the reality of life in the institution
actually encourages requests for help is another matter.
Adults often forget what a confusing picture school can offer to a child. He sees a great deal
of movement, a great number of people — often rather frightening-looking people - and realises that
an increasing number of choices and decisions have to be made. As he progresses through the school
the confusion may become less but the choices and decisions required will increase. The school will
rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of
adult life for which he has to be prepared, but all the time the opportunities for personal and group
advice must be presented in a way which makes them easy to understand and within easy reach of
pupils.
6 According to the passage one of the problems for pupils entering secondary schools is that
A they are taught by many different teachers.
B they do not attend lessons in every subject.
C the teachers do not want to be friendly.
D the teachers give most attention to the more academic pupils.
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7 In secondary schools every pupil having problems should
A know how to ask for help.
B be freed from any pressure of academic work.
C be able to discuss his problems in class.
D be able to discuss his problems with any teacher.
8 In this passage about secondary schools, the author is mainly concerned about
A academic standards.
B the role of specialist teachers.
C the training of the individual teachers.
D the personal development of pupils.
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uzupełniają. Przepisz odpowiedzi do arkusza.
The Great Storm
At first, January 14th 1938 was no (0) .......... from any other winter day in the seaside town of
Aberystwyth. The grey sea (9)......... to the horizon, where it met the grey winter sky. But towards
evening the wind (10) ......... and every wave (11) ......... onto the beach with greater force than the last.
As the night (12) ......... , the wind increased, howling around the houses which faced the sea.
(13)......... agree that the storm (14)......... its height at five o'clock in the morning, when winds were
(15)......... to be 150 kilometres an hour. The wind broke windows and smashed front doors, allowing
the sea water to (16)......... in.
An even greater drama was (17) ......... place in a lonely cottage further down the coast. As the
storm grew worse, the three women who lived there decided to abandon their home. No sooner had
they (18)......... their coats than an enormous wave burst (19)......... the front door. The next wave
brought the roof down, trapping them in the house. Fortunately, the driver of a passing train raised
the (20)......... and the women were rescued from the wreckage.
As dawn (21)......... , the terrible effects of the storm became clear. It took many years to
repair the (22) ......... and reinforce the sea wall in order to (23) ......... a repetition of the terrifying
events of that night.
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A different
A pulled
A toughened
A crashed
A went out
A Spectators
A got
A estimated
A spill
A taking
A taken on
A through
A emergency
A broke
A hurt
A check
B contrasting
B stretched
B hardened
B hit
B broke down
B Viewers
B touched
B guessed
B pour
B becoming
B put off
B out
B danger
B went
B injury
B bar
C separate
C passed
C lengthened
C banged
C wore on
C Audiences
C brought
C valued
C drip
C having
C picked up
C off
C alarm
C came
C harm
C protect
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D altered
D flowed
D strengthened
D knocked
D grew up
D Witnesses
D reached
D told
D rain
D keeping
D come to
D up
D crisis
D fell
D damage
D prevent
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odpowiedzi do arkusza.
Sketching animals
I used to go into the countryside to sketch animals and plants, carrying my drawing materials
in a bag. One day I was walking across a field, looking ................. (24) rabbits to draw. Lost .................
(25) thought, I ................. (26) not noticed a bull running towards me. About one hundred
metres ................. (27) was a tree under ................. (28) I intended to sit and draw. Suddenly, I .................
(29) a noise behind me. I turned and saw the bull. I knew that a bull can run ................. (30)
faster ................. (31) a man, but I also knew that a bull cannot see very ................. (32) and notices only
shape and movement. I ................. (33) not panic but ran towards the tree, keeping the ................. (34),
myself and the bull in a straight line. To distract the bull, I then threw my bag to the right, so it was
out of the line of the tree. The bull saw ................. (35) sudden movement and headed towards the
bag. I ................. (36) the tree and climbed up it. From ................. (37) I watched the bull attacking my
bag with its horns and feet. It continued to ................. (38) this for fifteen minutes and I was
very ................. (39) to be up the tree.
................. (40), the bull was satisfied and moved off. I waited until it was a very long way ................. (41)
and then got down from the tree and picked up my bag. I left the field as fast as I ................. (42) and
then looked inside my bag. Everything in it was ................. (43) ruined.
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Uzupełnij drugie zdanie tak, aby miało takie samo znaczenie jak zdanie pierwsze.
Wykorzystaj podane słowo nie zmieniając jego formy. Możesz użyć od dwóch do pięciu
słów, aby uzupełnić każde ze zdań.
44 I have never seen such an exciting film before.
first
It's the ....................................... seen such an exciting film.
45 'Where do you work now, Sue?' asked Pete.
know
Pete wanted ....................................... now.
46 It's very easy to maintain contact with friends nowadays.
touch
It's very easy ....................................... with friends nowadays.
47 I live in New York because it is a very exciting place.
if
I wouldn't live in New York ....................................... a very exciting place.
48 It was a mistake not to buy a better car.
only
If ....................................... a better car.
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49 They had to cancel the game because of the rain.
off
The game ....................................... because of the rain.
50 I wish I could speak Italian.
love
I would ....................................... speak Italian.
51 You have to decide whether to accept the job.
up
It's ....................................... accept the job.
52 You missed the bus because you left home too late.
caught
If you had left home ....................................... the bus.
53 I wanted the builder to paint my house.
have
I wanted ....................................... by the builder.
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poprawne, inne zawierają jedno słowo, które powinno być usunięte. Jeśli linia jest
poprawna zaznacz w arkuszu odpowiedzi odpowiednie miejsce “ptaszkiem” P . Jeśli
znajduje się w niej niepotrzebne słowo przepisz je do odpowiedniej rubryki.
The Internet – friend or enemy?
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There has never been exist anything like the Internet in the
exist
history of the world, but it is not without its dangers. After
P
all this, when you log on to the Internet you are linking up to
a vast network of computers which is extends all over the
world. The Internet doesn't belong to any single only person,
organisation or government, and controlling it is not easy.
Millions of people use it, and some may use it in the wrong way.
There are three main problems which to watch out for. The first
is people who they pretend to be someone else. The second is
unsuitable material, and the last is by dishonest on-line shops.
But the Internet also offers its users a huge benefits. You can
find out information about anything in the world, in just a few
seconds. You can watch part of an old movie, or enjoy to hearing
a new song by your favourite group. If you are aware of the
possible dangers and use it carefully, the Internet is a one
wonderful opportunity to learn about and be entertained, and to
communicate with such people from other countries and cultures.
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arkusza.
How to boost your brain power
Many people would like to know how to improve their (0) .intelligence.
Here are some (69)......... ideas to help you do this without too much
(70)......... . First of all, try to eat more fish! You can do this quite
(71) ......... and it is supposed to be very good for the brain. Eating
vegetables is also said to keep brain cells (72) ......... . Another idea
is to take up something (73)......... such as drawing, which uses the
(74)......... part of your brain. If you've left school, you can still
find various (75) ......... to stimulate your brain. Why not give some
(76) ......... to joining an evening class? And if you decide to learn a
foreign language, try to use new and (77) ......... ways of recording
vocabulary, to help you to (78) ......... the new words and expressions
you meet in class.
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INTELLIGENT
PRACTICE
DIFFICULT
EASY
HEALTH
ART
CREATE
ACTIVE
THINK
USUAL
MEMORY
8 Napisz wypracowanie na niżej podany temat. Praca powinna mieć długość około 200
słów. “A person should never make an important decision alone. Use specific
reasons and examples to support your opinion.”
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