CZ.2

Transkrypt

CZ.2

Centralna Komisja Egzaminacyjna
Układ graficzny © CKE 2010
Arkusz zawiera informacje prawnie chronione do momentu rozpoczęcia egzaminu.
WPISUJE ZDAJĄCY
KOD
PESEL
Miejsce
na naklejkę
z kodem
dysleksja
EGZAMIN MATURALNY
Z JĘZYKA ANGIELSKIEGO
POZIOM ROZSZERZONY
CZERWIEC 2011
CZĘŚĆ II
Instrukcja dla zdającego
1. Sprawdź, czy arkusz egzaminacyjny zawiera 7 stron
(zadania
4 – 9).
Ewentualny
brak
zgłoś
przewodniczącemu zespołu nadzorującego egzamin.
2. Część pierwsza arkusza, sprawdzająca rozumienie
ze słuchu, będzie trwała około 25 minut i jest nagrana na
płycie CD.
3. Pisz czytelnie. Używaj długopisu/pióra tylko z czarnym
tuszem/atramentem.
4. Nie używaj korektora, a błędne zapisy wyraźnie przekreśl.
5. Na karcie odpowiedzi wpisz swój numer PESEL i przyklej
naklejkę z kodem.
6. Zaznaczając odpowiedzi w części karty przeznaczonej dla
pola do tego przeznaczone. Błędne
zdającego, zamaluj
zaznaczenie otocz kółkiem
i zaznacz właściwe.
7. Tylko odpowiedzi zaznaczone na karcie będą oceniane.
Czas pracy:
70 minut
Liczba punktów
do uzyskania: 27
MJA-R2_1P-113
Egzamin maturalny z języka angielskiego
Poziom rozszerzony – część II
2
ROZUMIENIE SŁUCHANEGO TEKSTU
Zadanie 4. (5 pkt)
Usłyszysz dwukrotnie wypowiedź na temat architektów. Zaznacz znakiem X, które
zdania są zgodne z treścią nagrania (T – True), a które nie (F – False).
Za każde poprawne rozwiązanie otrzymasz 1 punkt.
T
4.1.
The speaker mentions architects’ unwillingness to communicate with
other architects.
4.2.
Architects are taught how to talk to their clients as part of the academic
course.
4.3.
Many architects spend enormous amounts of money on renovating old
housing.
4.4.
In the near future architects should design multi-functional areas
in the countryside.
4.5.
The speaker concludes by expressing his belief that architects will conduct
research into what people want.
F
PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!
Zadanie 5. (5 pkt)
Usłyszysz dwukrotnie pięć wypowiedzi na tematy związane z muzyką. Do każdej
wypowiedzi (5.1.–5.5.) dopasuj właściwy nagłówek (A–F). Wpisz rozwiązania do tabeli.
Uwaga: jeden nagłówek został podany dodatkowo i nie odnosi się do żadnej wypowiedzi.
A.
LACK OF RESPONSE
5.1.
B.
EVERYTHING AVAILABLE
5.2.
C.
IRREGULAR SUBSCRIPTION
5.3.
D.
GAP IN COVERAGE
5.4.
E.
MISINTERPRETED IDEA
5.5.
F.
CARELESS RESEARCH
3
Zadanie 6. (5 pkt)
Usłyszysz dwukrotnie wywiad. Z podanych odpowiedzi wybierz właściwą, zgodną
z treścią nagrania. Zakreśl literę A, B, C lub D.
6.1. Mark’s latest novel features
A. people who fall victim to serial killers.
B. a very carefully planned act of violence.
C. a crime incidentally affecting some people.
D. police procedures disliked by British citizens.
6.2. The kids that Mark met
A. were very reluctant to speak to him.
B. were willing to speak their minds.
C. didn’t want to come backstage at first.
D. did their best to control their language.
6.3. How does Mark feel about David Morrissey taking the role of Tom Thorne?
A. He regrets that David acted in EastEnders.
B. He wishes David were a much better actor.
C. He has rather mixed feelings about this.
D. He is really pleased with the choice.
6.4. Mark decided to become a stand-up comedian because he
A. objected to what was of value during castings.
B. wasn’t satisfied with his looks.
C. realized his film acting was horrible.
D. didn’t enjoy writing crime fiction.
6.5. The interviewer focuses on Mark’s
A. achievements as a writer rather than his acting career.
B. approach to the development of his characters in films and books.
C. co-operation with some police officers in south London.
D. problems with having his crime fiction books published.
4
ROZUMIENIE PISANEGO TEKSTU I ROZPOZNAWANIE
STRUKTUR LEKSYKALNO-GRAMATYCZNYCH
Zadanie 7. (5 pkt)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu.
Zakreśl literę A, B, C lub D.
Danny Applewhite was developing into a rather arrogant young man. True, he was among
the top five achievers at his school, but he was the only one of them who would regularly
remind the other 150 students at St. Cuthbert’s of this fact. Yes, he was an enthusiastic
mountaineer, probably the best in his age group in the county, but he sometimes forgot to
thank those people who guided, supported or dragged him up towards his latest peak. Danny’s
artwork was proudly displayed along the school corridors but the minute anyone stopped him
to say ‘well done’, he would tell the viewer not to get too close to his designs, in case they
damaged them somehow.
It was late March and Danny was studying the flowers on the route between his parents’
house and school. Rollo lived next door and because their parents were best friends Danny
was forced to walk with him. Rollo was not like Danny at all. That morning Danny had been
forced to wait while his classmate found the correct books, clothes and sportswear from those
littering his messy bedroom floor. In comparison, Danny always packed his briefcase
the night before, carefully arranging his pocket computer, homework and the sandwiches
made by his mum to strict organic specifications.
‘What are these ones Danny?’ asked Rollo, pointing to some tall plants with yellow, shelllike heads.
‘Ah,’ said Danny, pausing, as if extracting the name from a locked box deep inside his
brain, ‘they’re Vanillius Seasidicus.’
‘Really,’ said Rollo, impressed, as usual, by his friend.
Danny swung his briefcase happily, deflecting some spring sunshine into Rollo’s wide
eyes, and thought how easy it was to fool people who didn’t read books.
When they arrived at the sandstone wall that marked the edge of the school grounds, Rollo
adjusted his glasses in that funny way of his, and Danny, anticipating the question, had time
to come up with a clever answer that wouldn’t reveal his true intentions.
‘Meet you for lunch?’
‘I can’t Rollo,’ and while speaking Danny touched his nose to suggest some kind
of mystery, ‘things to do. I’m booked into the technology lab.’
They parted at the elaborate school gates. Made of iron, the ornamental spikes that topped
the gates had already punctured some unfortunate footballs that now sat there like cartoon
heads. Danny shook his own, baffled by the silly games his schoolmates played.
The day was drawing to a close at St. Cuthbert’s and in his small office Mr. Samson was
squinting at the year eleven coursework he had to grade by the start of next month. Even as he
shielded his eyes from the late afternoon sun, a confused look remained on his face.
His students certainly had a strange idea of History. When the deputy-headmaster saw
Applewhite at his door, smiling in that slightly superior way of his, he was more than willing
to be distracted.
‘Sir?’
‘Yes, Applewhite, can I help?’
Danny took a deep breath.
‘It’s something of immediate importance, Mr. Samson, that will affect the whole school for
the next few days.’
5
‘You’d better tell me what’s happening.’
Danny went on to explain the results of his lunchtime research. He had received advance
warning, the bewildered Samson was told, that the Internet was to be shut down from
midnight on the 31st of March until midday on the 1st of April.
‘But who’ll do this job?’ asked the deeply confused teacher, ‘You, Applewhite?’
Danny gave a brief laugh.
‘No sir, not me. An international team of scientists has developed five very special, highly
efficient internet robots. They’ll be smuggled onto the net inside special data packages.’
Sometimes Mr. Samson would like to have been smuggled back into the past, a place
he knew and taught so well. He often imagined living as a medieval knight or simple farmer
somewhere. Now was such an occasion. He thought for a moment, then said:
‘I better send an email to warn –’
But Danny interrupted.
‘Best not to sir, more for the robots to clean up. You leave it to me, I’ll tell everyone
to shut down the school computers straight away.’
adapted from www.learnenglish.britishcouncil.org
7.1. Danny Applewhite was
A. a rather conceited young man.
B. the best student at his school.
C. a keen mountaineering guide.
D. the most famous artist in the county.
7.2. That morning Danny had to wait for Rollo because
A. Rollo took a long time to change into sportswear.
B. Rollo was still getting ready for school.
C. Rollo’s parents asked Danny to do so.
D. Rollo had to clean his messy bedroom.
7.3. Danny says: ‘I can’t Rollo, […] things to do. I’m booked into the technology lab.’
in order to
A. make Rollo jealous of how popular he is at school.
B. make fun of Rollo’s not being well-read.
C. make an excuse to avoid meeting Rollo.
D. make Rollo aware of the forthcoming robot attack.
7.4. Which is true about Mr. Samson grading his students’ coursework?
A. He didn’t like to be distracted by anyone.
B. He warmed up in the afternoon sun.
C. He admired his students’ creativity.
D. He didn’t mind Danny’s visit.
7.5. Mr. Samson wished
A. robots hadn’t been smuggled onto the net.
B. Danny could help him with the problem.
C. he didn’t have such a vivid imagination.
D. he had been born in a different time.
6
Zadanie 8. (4 pkt)
Przeczytaj tekst, z którego usunięto cztery zdania. Dobierz brakujące zdania, tak aby
otrzymać logiczny i spójny tekst. W każdą lukę (8.1.–8.4.) wpisz literę, którą oznaczone
jest brakujące zdanie (A–F). Uwaga: dwa zdania zostały podane dodatkowo i nie pasują
do tekstu.
Za każde poprawne rozwiązanie otrzymasz l punkt.
For the past year people around the world have been invited to judge jokes on an internet
site as well as contribute quips of their own. The LaughLab experiment conducted by
psychologist Dr Richard Wiseman attracted more than 40,000 jokes and almost two million
ratings. 8.1. _____ One intriguing result was that Germans found just about everything funny.
Americans and Canadians, on the other hand, preferred jokes with a strong sense of
superiority – either because a character looks stupid or is made to look stupid by someone
else.
Dr Wiseman said the joke which received the highest global rating was interesting because
it worked across many different countries and appealed to men and women, young and old
alike. He said: ‘We find jokes funny for lots of different reasons. 8.2. _____’
According to Dr Wiseman, the results of the experiment are really interesting.
They suggest that people from different parts of the world have fundamentally different
senses of humour. Humour is vital to communication. 8.3. _____
People taking part in the LaughLab experiment were asked to answer questions that
involved making various estimates – such as guessing the number of words on one page
of a typical paperback novel. Research suggests that people who were good at this kind
of task tended to have better frontal lobe activation than poor performers. 8.4. _____
Computer analysis of the data also showed that jokes containing 103 words were thought
to be especially funny.
adapted from www.news.scotsman.com
A.
They sometimes make us feel superior to others, reduce the emotional impact
of anxiety-provoking situations or surprise us because of some kind of incongruity.
B.
The world’s funniest joke was unveiled by these scientists at the end of the largest
study of humour ever undertaken.
C.
The findings of the experiment prove that these individuals also preferred relatively
complex jokes.
D.
The more we understand about how people’s culture and background affect their
sense of humour, the more we will be able to communicate effectively.
E.
Europeans also enjoyed jokes that involved making light of topics that make people
anxious, such as death, illness and marriage.
F.
As well as identifying the joke which appealed most to people around the world,
the experiment revealed wide humour differences between nations.
7
Zadanie 9. (3 pkt)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl literę A, B, C lub D.
Za każde poprawne rozwiązanie otrzymasz 0,5 punktu.
Scientists have dismissed the theory that Mars was once a warm, wet planet with a thick
atmosphere and deep oceans, all necessary conditions for the evolution of life.
The Mars Global Surveyor spacecraft orbiting the planet has failed to find the chemical
signature 9.1. _____ the red planet once had large bodies of open water. The finding is
a severe blow to researchers who believe primitive life may have thrived on Mars.
Planetary scientists from Arizona State University analysed data from an instrument on the
spacecraft 9.2. _____ to detect substances called carbonates, which form when carbon dioxide
comes into contact with minerals and water. The thermal emission spectrometer detected only
trace amounts of carbonates 9.3. _____ the huge amounts expected if Mars had had seas and
oceans, the scientists write in the journal Science.
Mars is now a bitterly cold planet with a thin, carbon dioxide atmosphere that is 9.4. _____
to retain any heat or any water that may have existed. It would be impossible for life to exist
on the surface of the planet, 9.5. _____ deep, subterranean life is a distant possibility.
Things could have been very different three billion years ago as Mars is thought
to 9.6. _____ vast oceans and a much thicker atmosphere then.
adapted from ‘The Independent’, 2003
9.1.
9.4.
A.
B.
C.
D.
pointing
indicating
mentioning
presenting
9.2.
A.
B.
C.
D.
unable
disabled
incapable
enabled
A.
B.
C.
D.
in spite of
although
regardless of
no matter how
9.5.
A. destined
B. projected
C. estimated
D. designed
9.3.
9.6.
A. but rather
B. more so
C. rather than
D. more than
A. have been having
B. be having
C. had
D. have had
PESEL
MJA-R2_1P-113
Miejsce na naklejkê
z nr PESEL
WYPE£NIA ZDAJ¥CY
Zad.4
Zad.5
A
T
F
A
B
C
D
A
B
C
D
E
Zad.9
A
B
C
D
Zad.7
4.1
7.1
4.2
7.2
4.3
7.3
4.4
7.4
4.5
7.5
B
C
D
E
5.1
F
Zad.8
8.1
5.2
8.2
5.3
8.3
5.4
8.4
5.5
Zad.6
A
B
C
D
6.1
9.1
6.2
9.2
6.3
9.3
6.4
9.4
6.5
9.5
9.6
F
KOD ZDAJ¥CEGO

CZ.2

Transkrypt

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