angielski DJ II

dysleksja

OKE

WROCŁAW

CKE

JĘZYK ANGIELSKI

DLA KLAS DWUJĘZYCZNYCH

CZĘŚĆ II

PRZYKŁADOWY ZESTAW ZADAŃ

Czas pracy 150 minut

Instrukcja dla zdającego

1. Sprawdź, czy arkusz egzaminacyjny zawiera 12 stron (zadania

5 – 8). Ewentualny brak zgłoś przewodniczącemu zespołu
nadzorującego egzamin.

2. Pisz czytelnie. Używaj długopisu/pióra tylko z czarnym

tuszem/atramentem.

3. Nie używaj korektora, a błędne zapisy wyraźnie przekreśl.
4. Pamiętaj, że zapisy w brudnopisie nie podlegają ocenie.

Życzymy powodzenia!

CZĘŚĆ II

MARZEC

ROK 2008

Za rozwiązanie

wszystkich zadań

można otrzymać

łącznie

60 punktów

Wypełnia zdający przed

rozpoczęciem pracy

PESEL ZDAJĄCEGO

KOD

ZDAJĄCEGO

Miejsce

na naklejkę

z kodem szkoły

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

READING COMPREHENSION

TASK 5. (8 points)

Read the following extract from a novel. For questions 5.1. – 5.5. choose the answer
(A, B, C or D) which you think fits best according to the text and circle the appropriate
letter. Then answer questions 5.6. – 5.8.

‘Stand up, Brady, Browne, Fallowfield, Higgins, Peterson.’

Mike and I, the first two named, stood up with the others. On the Monday after our

arrival at Catterick, 'C' Squad was addressed by its N.C.O. – Corporal Baker, the tall,
moustached corporal who had earlier greeted us at the station. Corporal Baker was not,
unfortunately for us, typical of the R.T.R. soldier. The Tanks tended to produce a particular
type of trooper and N.C.O.: squat, stooped and grimy. Corporal Baker had somewhere
acquired that fanatical reverence for meticulous turn-out and drill which made him, in
the Army’s eyes, so admirably suited to the training of raw recruits. He was tall, thin and
wiry; his skin was stretched tightly over the bones of his cheeks and jaw, and shone from
the closeness of his shaves. His uniform was impeccably pressed and pleated, and his belt bit
cruelly into his narrow waist. Every ounce of surplus flesh seemed to have been burned away
by his energy and bad temper.

He looked at the six of us who were standing. The other members of the squad,

National Servicemen and Regulars, also regarded us curiously.

‘The Personnel Officer,’ he began, with a faint sneer, ‘has seen fit to class you lot

as Potential Officers. I want to get a few things straight before we start. You've been called
Potential Officers because you're supposed to be educated. Though Christ know why, seeing
that one of you failed his degree and another couldn't even pass his School Certificate.’ He
looked at Mike and Percy. ‘But even if some of you are supposed to be educated, even if you
have degrees in every subject under the bleeding sun, that doesn’t mean you’re any better as
soldiers. In my experience it makes you worse. You needn’t think that because you’re
Potential Officers you’ve got a cushy time in front of you. You haven’t. Even if you manage
to pass Uzbee and Wozbee, which I very much doubt, you’ve got several months of training
at Mons which will make the next five weeks seem like kindergarten. And they won’t be
a kindergarten, I’ll see to that. As Potential Officers I shall expect your conduct and turnout
to be outstanding. And if they aren’t, I’ll want to know the reason why.’

He surveyed us with a thin-lipped, malicious smile, displaying two rows of regular,

sharply-pointed teeth. His cold blue eyes rested on each of us in turn. First me.
‘Name?’
‘Browne.’
‘Browne,

Corporal.’

‘Browne,

Corporal.’

His eyes flickered to the papers in front of him. ‘You’ve been writing a lot of letters

to the Army, Browne.’ (I had written once, as requested, to inform the authorities of my
Finals result, and had taken the

opportunity to reiterate my desire to go into the Education

Corps. Evidently the letter had been forwarded to the 21st R.T.R.)
‘Only

one.’

‘Corporal!’

‘Corporal.’

‘Wanted to go in the Education Corps, eh? That’s where most of you want to go.

Sitting on your arse all day teaching a lot of nigs their A B C. Well you’re unlucky this time.’
His eyes wandered to Mike.
‘Name?’

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

‘Brady,

Corporal.’

‘Well, it’s nice to see you now you’ve had your hair cut. When you arrived I thought

we’d called up a ginger rug.’ He waited for, and got his laugh. Mike presented a very altered
appearance; deciding to go the whole hog he had directed the regimental barber to give him
a crew-cut, which conformed to regulations, but enabled him to retain a certain grotesque
individuality.
Finally Baker turned on Percy.
‘Higgins?’
‘Yes,

sir?’

‘You don’t call me sir, you fool. My name’s Corporal Baker.’

‘I beg you pardon, Corporal.’

‘Why in Christ's name did they make you a P.O.?’

‘I don't know, Corporal. The officer said he'd give me a chance.’

‘How old are you?’

‘Eighteen,

Corporal.’

‘Eighteen, and you haven't passed your School Certificate?’

‘I was rather backward in Latin and Greek, Corporal.’

There was a general laugh. Baker closed the proceeding by saying, ‘Thank Christ we’ve got
a Navy.’ We rose to our feet with a clatter of boots and capsized benches, and lined up outside
the hut for our first drill instruction.

(Adapted from Ginger, You're Barmy by David Lodge)

5.1. The narrator recognised Corporal Baker because

A. he was a typical R.T.R. soldier.
B. he had seen him on the train.
C. he had met him before.
D. he had written letters to him.

5.2. Corporal Baker

A. was stocky.
B. had a badly fitting uniform.
C. strained his lower jaw.
D. was clean-shaven.

5.3. The expression a 'cushy time' (paragraph 4) in the context most closely means

A. a busy time.
B. an easy and idle time.
C. a time of great changes.
D. a dangerous time.

5.4. For the narrator, the next five weeks were going to

A. teach him and the other recruits good conduct.
B. be easier than the training at Mons.
C. prepare him for military action.
D. be the last weeks of his training.

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

5.5. The narrator

A. would rather have joined a different corps.
B. very much wanted to be in the R.T.R.
C. wrote a number of letters to the Army.
D. was lucky according to Corporal Baker.

5.6. In what way was Corporal Baker different from a typical R.T.R. soldier?

_______________________________________________________________________

5.7. Why was Corporal Baker surprised that Higgins was made a P.O.?

_______________________________________________________________________

5.8. In your own words explain what happened to the benches when the soldiers stood

up?

_______________________________________________________________________

TASK 6. (14 points)

Read the following text. Answer questions 6.1. – 6.10. by choosing the name of a person
(A - I). There are some names that do not answer any questions. Then answer questions
6.11. – 6.14.

When i t comes to education, our children are in trouble. Up to a quarter of them

don’t finish high school. Of those who do and go on to college, more than four in ten need
remedial classes.

There are plenty of reasons for all that failure – from a stultifying school

bureaucracy and reform-resistant teachers unions to poorly qualified teachers. But some
students – even those in the worst schools – do manage to succeed. Are they simply smarter?
Or do they have some hidden character trait that gives them an edge?

Dozens of studies have shown that the most consistent indicators of student

achievement – more than income or social status – are the home environment and parental
involvement. One recent Columbia University study found homeschoolers outscoring all
other groups on college entrance exams.

But homeschooled children aren’t the only ones with involved parents. We visited

three families facing different circumstances to find out exactly how they’ve managed
to raise A+ kids.

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

I T ALL BEGINS WITH BOOKS

A slender, self-possessed 15-year-old, Leila Giles [A] has accomplished things that

would make any parent proud. Tae-kwon-do trophies sit next to writing awards. And last
year she scored in the 99

percentile on a national standardized achievement test.

But there’s one thing Leila has never done: gone to school. She and her 11-year-old

brother, Adam [B], are being educated in their Vienna, Virginia, home. Their mother,
44-year-old Celeste Land [C], a former translator for the federal government, is their main
teacher. “My job is to be on the lookout for opportunities,” she says, “to see them and
present them to my children.” As a homeschooling parent, she has learned to view
the whole world as an educational laboratory. And it all begins with how the home is set
up.

“We’ve always made sure we had engaging things throughout the house,” Land says.

World maps hang on several walls. Scrabble and other brain-teasing games cram
the shelves. Most critical of all, there are books – hundreds and hundreds of books, lining
shelves and resting on tables. Their parents began reading to Leila and Adam early and
books are still central to the family’s life.

“This book-centric approach is spot-on,” say education experts. “One of the most

important things you can do is read to your child and encourage reading. An inability to read
well early can hamper a child’s school success for years, with sadly predictable results.
High schoolers in the lowest quartile in academic achievement are 20 times more likely to
drop out than their peers in the highest quartile,” says former West Virginia governor
Bob Wise [D], the president of the Alliance for Excellent Education in Washington, D.C.

TAKING A HARD LINE

Bonnie Hernandez [E], 41, a single mother of three, lives in public housing on

Manhattan’s Lower East Side. A minimum-wage cook’s assistant on a Head Start program,
she dropped out of school in the ninth grade and only lately got back to studying for her
general equivalency diploma. But she hasn’t let her own academic struggles keep her kids
from succeeding.

The brick building where the Hernandezes live may look bleak and forbidding from

the outside, but step inside and you enter a world that’s cozy and inviting. One thing that
keeps it that way is Hernandez’s strict set of rules. They include the basics: no drugs, and
no sleeping around. She’s strict in other ways as well. When her younger son, Joshua [F],
13, had a chance to attend a high school in a distant part of the city, she balked at the idea of
his traveling so far on his own. Instead, she insisted he enroll in school closer to home. Now
she watches him out the window.

Hernandez understands that being deeply involved in her children’s lives has made

a difference in their education. To do it, she had to swallow her pride.

“There were things I was unable to help them with – homework. But I wasn’t

embarrassed,” she says. “ I called people and said, ‘How can I do this?’ The moment you
close your mind from embarrassment, you close it to knowledge.”

Recently Hernandez’s older son, 18-year-old Joey [G], got into trouble at school

and started to dress in what Hernandez sniffs at as a “gangster” look. Her response:
“You’re taking the space of someone who wants to make something of himself,” she says.
This tough love may just be hitting the mark. Joey has begun working with disabled
children, and recently told his mother how wonderful it was to be able to read to a third-
grader who couldn’t read himself. “It felt like he was passing on a gift that I’d given him.”

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

TIME TO TAKE CHARGE

Susan Price [H], 46, knew something wasn’t right. Her younger daughter,

Arianna [I], a fourth-grader in a Tucson private school, was getting excellent grades.
But John Price, a lawyer, always looked through the homework done by Arianna. Her Math
folder showed a distinct void, which made it look like she was actually having a problem
with Math. Susan decided to investigate. When she visited the school, she says, she was not
impressed with the teacher.

She decided to spend the next six months tutoring Arianna and a classmate.

She taught them not only fourth-grade Math but also more advanced work. Visits to
education supply stores kept her up to speed on materials and requirements.

To Price, one of the most valuable things she does sounds so simple: she makes sure

to pick the girls up after school each day. “That’s when they tell me everything that’s
happening in their lives, during those drives home,” she says. And what does she do with the
information and insights she gets? “When we need to get involved,” she says, “we do.”

(Adapted from William Beaman, Reader’s Digest September 2006)

Which person

6.1.

didn’t like one of his / her child’s teachers?

6.2.

didn’t complete her education as a teenager?

6.3.

sees education as showing and explaining to children the world around?

6.4.

started wearing what his / her mother disapproved of?

6.5.

is assertive enough to ask people how to do his / her child’s homework?

6.6.

criticized his / her child saying the school’s efforts were wasted on him /
her?

6.7.

claims that not being able to read at an early age makes it hard for a child to
succeed at school?

6.8.

didn’t want his / her child to go to a high school further away form their
house because it would have been harder to watch him / her?

6.9.

has considerable success not only in academic terms?

6.10. takes any opportunity to get updated with his / her child’s life?

6.11. Based on the whole article, what social factor appears to be the most important for
students’ academic achievements?

_______________________________________________________________________

6.12. What skill according to experts is crucial to the academic development of a child?

_______________________________________________________________________

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

6.13. In your own words, explain how Mrs. Hernandez felt when her son began helping
disabled children?

_______________________________________________________________________

6.14. Apart from presenting the three families, what appears to be the main purpose of the
article?

_______________________________________________________________________

TASK 7. (8 points)

Read the following text and choose the correct answer (A, B, C or D). Write
the appropriate letter in each gap.

The Temples

If the pyramids are 7.1. ______ of the skill of Old Kingdom builders, then

the architects of the New Kingdom could point to the great temples they constructed as proof
of their own genius. The practice of burying Pharaohs and nobles in tombs hidden in the cliffs
west of the Nile continued 7.2. _____ the New Kingdom. Meanwhile, architects took
7.3. ______ more important tasks. Temples were erected along the eastern banks of the river
near Thebes, and these became more and more elaborate. Each of these temples was built by
7.4. _____ of a Pharaoh and was dedicated to the Pharaoh's favourite god or gods. When
the Pharaoh died, the temple became a funeral chapel where people could bring offerings.
Often, a temple built to honour a particular god was 7.5. _____ by several Pharaohs until
it reached tremendous proportions.

The Temple of Amon-Re at Karnak is an example of such a structure. The approach

to the temple was a wide avenue which led directly up to the massive sloping front of
the structure. A great doorway 7.6. _____ by obelisks (tall, four-sided, pointed stone shafts),
statues of the Pharaoh, and huge banners opened onto an uncovered courtyard. Directly across
from this courtyard was the entry to the great hall, perhaps the largest ever built. This hall was
filled with massive stone columns, the tallest reaching a height of nearly 21 m (70 feet).
Beyond this hall was the sanctuary, the small, dark, and mysterious chamber where only
the Pharaoh and certain priests were allowed to enter.

A walk from the courtyard to the sanctuary at Karnak must have been a moving

experience. You 7.7. _____ move gradually by stages from spacious, bright, warm areas
to areas which were smaller, darker, and cooler. No doubt this created the impression that you
were leaving the real world behind and, with each step, were moving nearer and nearer
to another, spiritual world 7.8. _____.

(Adapted from Focus)

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

7.1.
A. reason

B. evidence

C. foundation

D. explanation

7.2.
A. along

B. past

C. by

D. throughout

7.3.
A. to

B. on

C. with

D. by

7.4.
A. power

B. charge

C. command

D. authority

7.5.
A. increased

B. grown

C. enlarged

D. augmented

7.6.
A. flanked

B. surrounded

C. carried

D. linked

7.7.
A. should

B. must

C. did

D. would

7.8.
A. across

B. without

C. outside

D. beyond

WRITING

Task 8. (30 points)

Choose one of the topics below and write a composition of 300 – 350 words.

8.1. Homeschooling has become quite popular in many countries. Write an essay providing
arguments for and against this type of education.

8.2. Write a review of a book or a film whose main character is a soldier.

Please note: if you use more than 420 words, you will get 0 points for the structure of
your composition.

FAIR COPY

.......................................................................................................................................................

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

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Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

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TREŚĆ KOMPOZYCJA

BOGACTWO

JĘZYKOWE

POPRAWNOŚĆ

JĘZYKOWA

RAZEM

Poziom

A B C A B C A B C A B C

Liczba

punktów

7-6 5-4-3 2-1-0

7-6 5-4-3

2-1-0 8-7-6 5-4-3 2-1-0 8-7-6 5-4-3 2-1-0

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

ROUGH COPY

Przykładowy zestaw zadań z języka angielskiego dla klas dwujęzycznych

Część II

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