Zadanie 1 - Nowa Era

Transkrypt

Destination:
Matura 2015
M
Poziom podstawowy
ROZUMIENIE TEKSTU PISANEGO
M
Zadanie 1 (0-4pkt)
Przeczytaj tekst, z którego usunięto fragmenty czterech zdań. Wpisz w luki 1.1. – 1.4. litery,
którymi oznaczono brakujące zdania (A-F) tak, aby otrzymać logiczny i spójny tekst.
Uwaga: dwa zdania zostały podane dodatkowo i nie pasują do żadnej luki.
When you are travelling within the EU, you may carry animals or plants, but most EU countries do have
strict rules on transporting endangered species or products derived from them. You may even need a permit
to travel with some species. To find out about a specific species, you should always check the EU wildlife trade reference database. 1.1. ______________ if the species you want to travel with needs a certificate. During
outbreaks of animal diseases, there may also be local restrictions on the movement of live animals and animal
products . 1.2. _______________ if you are planning to transport animals. When you are abroad, always
check whether you are allowed to take your purchases home. It would not be nice to be stopped at the airport
as happened to Kaya, who went on holiday to Greece. She went home to Malta with a necklace made out of
the shells of marine turtles. 1.3. _____________ . As she didn’t have a permit, he confiscated the necklace.
Generally, goods may be moved freely inside EU countries but there are strict controls on the movement of
some endangered species between countries. 1.4. ___________________ in order to find out whether the
product she wants to bring back requires a certificate.
A. You should always contact the relevant veterinary authorities
B. In some cases travellers are even arrested
C. A customs officer asked her for her permit for it
D. Kaya had to show the passport
E. The next time, Kaya should contact the Maltese CITES authority
F. You can also contact the CITES authority in your country to discover
M
Zadanie 2 (0- 5pkt)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą zgodną z treścią tekstu. Zakreśl
literę A, B,C lub D.
The Silesian Greenpower SG 2011, an electric car built and designed by students from the Silesian University
of Technology in Gliwice, came in second at the Greenpower Corporate Challenge competition in Britain in
early May 2011.
Copyright by Nowa Era Sp. z o.o.
1
www.nowaera.pl/destinationmatura
Poziom podstawowy
Destination:
Matura 2015
M
The Greenpower Corporate Challenge is an annual race of ‘green’ vehicles made of recyclable materials and
powered by electric engines. It is held by the Greenpower organisation, which promotes environmentally
friendly technology. Unlike typical car races, the Greenpower Corporate Challenge is not about speed, as the
objective is to make the highest number of laps on a 3.8-kilometre long track in four hours and with limited
power resources. The energy efficiency of the vehicles is a crucial factor because each battery replacement
takes many precious seconds.
In 2011 Greenpower Corporate Challenge was held at the famous Silverstone circuit in Britain, which usually
resounds with the roar of Formula One racing cars. A total of 39 light electric vehicles competed in this race.
The Silesian University of Technology students’ second-place finish at the Silverstone circuit marked their
second success in the Greenpower Corporate Challenge (the year before, the team had finished sixth and had
also taken home the Best Engineered Car Award). In 2011 the Polish students again won the Best Engineered
Car Award. The car which the Silesian University of Technology team submitted to the Greenpower Corporate Challenge in 2011 differed significantly from the one they had entered the previous year. They made
many technological improvements to the older version. With a more streamlined body and the centre of mass
located lower than before, the car was more stable and had better aerodynamics.
Most teams competing in the Greenpower race come from secondary schools, universities and car companies in Britain. The idea for the Silesian University of Technology team to join the competition came from
an exchange student who worked at the Jaguar Land Rover company in Britain, helping his employers prepare their car for the Greenpower Corporate Challenge. After his return to Poland, he started coordinating
the project at the Polish university and was soon joined by four other students. Their project resulted in the
successful attempt at last year’s Greenpower Corporate Challenge and so the team decided to take part once
again. SG 2011 was designed and built by 14 students, who have proved that brave ideas and hard work pay off.
2.1. The text is
A. a story about a car breaking down
B. a success story
C. about air pollution caused by cars
D. about the fastest cars in the world
2.2. Environmentally friendly vehicles from the
text are powered by
A. the sun
B. gas
C. electric batteries
D. hydrogen
2.3. The Greenpower Corporate Challenge
A. is a Formula One car race
B. promotes energy efficiency
C. favours light vehicles
D. is not a car race
2.4. Polish students who took part in The
Geenpower Corporate Challenge
A. used the same vehicle in the 2010 and 2011
races
B. used a vehicle in 2011 that had a different
engine than that in 2010
C. used a Jaguar Land Rover car
D. made a lot of changes to their vehicle
for the 2011 race
2.5. The Polish team for The Greenpower Corporate
Challenge wouldn’t be possible without
A. an exchange student
B. a budget of a million dollars
C. Land Rover’s help
D. professors from the Silesian University of Technology
2
Destination:
Matura 2015
M
Poziom podstawowy
Odpowiedzi
Zadanie 1:
1.1.
F
1.2.
A
1.3.
C
1.4.
E
Wymagania ogólne:
• Rozumienie wypowiedzi
• Zdający rozumie proste wypowiedzi pisemne
Wymagania szczegółowe
• Zdający rozpoznaje związki pomiędzy poszczególnymi częściami tekstu
Schemat punktowania
• 1pkt – poprawna odpowiedź
• 0pkt – odpowiedź niepoprawna lub brak odpowiedzi
Zadanie 2:
2.1.
B
2.2.
C
2.3.
B
Wymagania ogólne
• Zdający rozumie proste wypowiedzi pisemne
• Zdający określa główną myśl tekstu
• Zdający znajduje w tekście określone informacje
Schemat punktowania
3
2.4.
D
2.5.
A
Poziom rozszerzony
Destination:
Matura 2015
M
ROZUMIENIE TEKSTU PISANEGO
M
Zadanie 1 (0- 6pkt)
Przeczytaj tekst, który został podzielony na pięć części (A-E) oraz pytania ich dotyczące (1.1 – 1.6).
Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania do tabeli. Uwaga: jedna
część tekstu pasuje do dwóch pytań.
A) Royal ring
In keeping with the current British mood for living economically, Prince William has recycled his mother’s
engagement ring. His wife, Kate Middleton, now wears the jewel that created a sensation when the world
first saw it in 1981. Modestly dressed in blue, Lady Diana Spencer, the 19-year-old princess bride-to-be, shyly
showed off her ring, an oval sapphire surrounded by 14 diamonds and set in 18-karat white gold. It was big.
It wasn’t an heirloom. And the central stone wasn’t a diamond. Tongues wagged. Now that the ring is in the
public view once more, enquiring minds have a few questions.
B) How big is the sapphire?
Clarence House, the official residence of Prince William, declined to comment when I called. Some news
sources estimate 12 carats. Others, including the Times of London, say 18. That range isn’t record-breaking,
though. The Logan Sapphire is one of the world’s largest mounted sapphires at 422.9 carats.
C) Who made the ring?
The ring was made by the world’s oldest jewellers, Garrard, which was founded in London in 1722. The company
became the official jeweller to the British Crown in 1843 and served six monarchs, from Queen Victoria to
Queen Elizabeth II. The royal warrant was withdrawn in 2007 after Jade Jagger (daughter of Rolling Stones
legend, Mick) did a stint as Garrard’s creative director and pop star Christina Aguilera was chosen as the new
face for its advertisements. Diana reportedly chose this ring because she thought it was beautiful. Was this a
break in a long tradition of wearing diamond rings? Not at all. The Victorians wore rings set with birthstones.
Diamonds didn’t become generally affordable until the discovery of large mines in South Africa in the late
1800s. Their popularity boomed in 1947 when the De Beers diamond monopoly created the promotional slogan ‘Diamonds are forever’. Today more than 80 percent of brides in the USA receive a diamond engagement ring.
D) How did the ring affect the bridal industry?
As soon as the engagement pictures circulated, couples began to shop for replicas, some of which were made
with far cheaper synthetic stones. Now, with the ring adorning another royal bride, demand for sapphire and
diamond sparklers has spiked again. The day after Kate and Will’s engagement went public, the website of the
Natural Sapphire Company crashed under a deluge of hits.
E) What’s the ring worth?
It reportedly cost £28,500, about $65,000 at the 1981 exchange rate. Today, a sapphire of that size and quality
would fetch about $300,000. Add the diamonds, and the total tab rises to half a million. But the link with
royal history, and Diana herself, probably puts the ring in the rarest of all categories – priceless.
Adapted from: http://blogs.ngm.com/blog_central/2010/11/dianas-ring-the-facts-as-we-know-them.html#more
4
Destination:
Matura 2015
M
Poziom rozszerzony
In which paragraph does the author:
1.1
explain how diamonds started to be bought on a wider scale
1.2
give the reason for the growing popularity of sapphires and diamonds
1.3
judge the quality of the sapphire in the engagement ring of Prince William’s mother
1.4
say why diamonds are common today
1.5
describe the ring
1.6
estimate the value of the ring
M
Zadanie 2 (0- 5pkt)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą zgodną z treścią tekstu. Zakreśl literę
A, B, C lub D.
I had been waiting for this moment since I was six years old. I was lying on my back, strapped into my seat in
the space shuttle Columbia. It was minutes before launch and my first trip into space. Six seconds before lift-off, the three main engines roared into life. My seat bucked. It rattled. It rolled. If I hadn’t been strapped in,
the rumbling would have tossed me to the floor. Columbia blasted skyward. At that moment, I felt like there
was a hand on the middle of my back. The hand was pushing me straight up into the sky. Columbia sped
upward. I was yelling inside my helmet, “Yahoo! Let’s go!“ No one could hear me over the rockets. Eight and a
half minutes later, everything went silent. The main engines shut down. Another wave of excitement hit me as
I realised I’d made it. I was in space. Now I was eager to get my first view of our planet from space. I unstrapped myself and floated to a window. Nothing could have prepared me for what I saw. As I pressed my nose to
the glass, I gasped. The view took my breath away. The velvety blackness of the sky jumped out at me. It was
darker than any colour I had ever seen. The inky darkness seemed like it was glowing black. The bright blue
layer of the atmosphere met with the blackness of space. Before long, I saw the first of many sunsets from
space. On Earth, we only see one sunrise and one sunset each day. This is caused by the Earth’s rotation or the
spinning of the planet on its axis. It takes 24 hours for the Earth to complete one rotation. The shuttle orbits
or goes around the planet every ninety minutes. That means I could see 16 sunrises and sunsets each day.
During my trip, I maybe saw more than a hundred. Through a pair of binoculars, I could see fuzzy patches
of light come into focus. These were a pair of small galaxies that orbit the Milky Way. I had to look quickly
because my view was about to change as the sun rose once more. After staring at all the strange and wonderful sights in the night sky, it was good to see the old familiar sun once again. I soon realised that I was a little
homesick. As amazing as stars, nebula, black holes and galaxies are, there’s no place like Earth.
5
Poziom rozszerzony
Destination:
Matura 2015
M
2.1. The text is
A. a report from a mission
B. an account of a journey
C. TV coverage from Houston space centre
D. a radio programme
2.4. The author saw
A. no sun
B. one sun
C. several suns
D. hundreds of suns
2.2. The text deals with
A. the technical aspects of the Earth’s rotation
B. the dark matter of space
C. the amazing visual effects seen from space
D. black holes in outer space
2.5. The author of the text wants to
A. share his fascination with the reader.
B. persuade readers that there are no life forms in
outer space.
C. go back home and never go into space again.
D. go back to outer space
2.3. During his trip the author saw dozens of
A. planets
B. galaxies
C. alien spaceships
D. sunsets
M
Zadanie 3 (0- 4pkt)
Przeczytaj tekst i zadecyduj, czy poniższe zdania są prawdziwe (T), czy fałszywe (F). Przy każdym
podanym zdaniu (3.1. – 3.4.) w ramce pod tekstem wstaw odpowiednio T lub F.
Josh Wurman’s heart raced as he sped through town. Howling winds rocked his lorry. Rain slammed against
the windscreen. Boom! Thunder cracked overhead. Behind him, a terrifying tornado was roaring. If it caught
him, this spinning column of air could toss his lorry like a toy. Normally, Wurman does the chasing. He’s a
meteorologist. He studies severe weather conditions. That’s why he was out on this stormy night in Arkansas.
This time, though, the storm was chasing him. Sparks flew from power lines. A tree branch crashed onto the
road. Wurman’s lorry swerved to miss it. Finally, the vehicle turned away from the twister. Twenty seconds
later, the tornado blasted past. By the time it vanished, it had hurt nine people and damaged two hundred
homes. Wurman was lucky to escape with his life. Wurman doesn’t head into danger just for the thrill of it.
What he learns could save lives. That’s because tornadoes are among the most dangerous storms on Earth.
3.1. Wurman’s vehicle was badly damaged by the storm.
3.2. Nobody was killed by the tornado.
3.3. It is a fact that the experience described in the text has saved hundreds of lives.
3.4. It is only suggested that tornadoes are very dangerous.
6
Destination:
Matura 2015
M
Poziom rozszerzony
Odpowiedzi
Zadanie 1:
1.1
C
1.2.
D
1.3.
B
1.4.
C
1.5.
A
1.6.
E
Wymagania ogólne
• Zdający rozumie wypowiedzi pisemne o różnorodnej formie i długości
Schemat punktowania
Zadanie 2:
2.1.
B
2.2.
C
2.3.
D
2.4.
B
Wymagania ogólne
• Zdający określa główną myśl tekstu
• Zdający określa kontekst wypowiedzi
• Zdający określa intencje autora tekstu
Schemat punktowania
7
2.5.
A
Poziom rozszerzony
Destination:
Matura 2015
M
Zadanie 3:
3.1.
3.2.
3.3.
3.4.
F
T
F
F
Wymagania ogólne
• Zdający oddziela fakty od opinii
Schemat punktowania
8

Zadanie 1 - Nowa Era

Transkrypt

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