28

Piątek 29 września 2006 1 Gazeta Wyborcza 1 www.gazeta.pl

Drodzy maturzyści! Od poniedziałku drukujemy testy maturalne.Dziś - język angielski, jutro - matematyka. Arkusze dla poziomu podstawowego z języka polskiego, geografii, biologii i matematyki znajdziecie na gazeta.pl/edukacja

Matura z angielskiego

przykładowy test dla poziomu podstawowego

TRANSKRYPCJA TEKSTÓW DO SŁUCHANIA

Zadanie 1.

Have you ever watched workers building a house? They use all kinds of machines to help them. Can you imagine how Egyptian workers built the Great Pyramid more than 4,500 ye- ars ago? They did not have machines - did they use magic? When it was built, the Great Pyra- mid was over 145 metres high, and each side is still about 230 metres long. But it is not just ve- ry big; its measurements also show that the pe- ople of Egypt knew a lot about mathematics. They also understood north, south, east and west, and used this knowledge to decide whe- re to put the pyramid.

Pyramids were probably religious places where dead bodies of important people were put. No human bodies were found in the main rooms, but it is possible that these were taken by robbers hundreds of years ago. In the 1920s a Frenchman called Bovis discovered a dead cat and other small animals in the centre of the Great Pyramid. Usually, dead bodies are quic- kly destroyed if they are left in the air, but Bo- vis was interested to see that the animals' bo- dies were undamaged and dry. He thought that perhaps the shape of the pyramid helped this to happen, so he made a model pyramid and placed a dead cat inside. It quickly dried!

Not everyone believes that dead bodies we- re put in the rooms inside the pyramids. Ma- ny people think that the rooms and the tunnels that join them were made to watch the stars. They say the Egyptians had a good understan- ding of astronomy. If this is true, the pyramids were probably used as a kind of calendar.

Some writers think the answer is stranger than this. They say it was impossible for peo- ple who lived many thousands of years ago to be so clever, so the pyramids were made by vi- sitors from another planet.

ADAPTED FROM “STRANGE BUT TRUE” BY ALISON BAXTER

Zadanie 2.

British children will be provided with he- althier meals at school. Basing on recommen-

dations by the School Meal Review Panel, fruit and vegetables, water and more oily fish are to appear on the menu of school canteens, while sweets, fizzy drinks and crisps are being ban- ned. Are these changes necessary? We've asked a few people to share their views.

Speaker A

As a Primary School Head, I am concerned about the ongoing decline in the numbers of pu- pils taking school meals over the last year. This reduction has been caused by early efforts by our Schools Meals Service to make menus heal- thier. More children are now opting to bring pac- ked lunches that on the whole are less healthy than the previous school meals. Instead of just focusing on schools, the Government should lo- ok at poor parenting skills and the impact of the food industry.

Speaker B

I was at school in the sixties and early seven- ties and although the meals weren't always ap- petising they were healthy - we only had chips once a week and there wasn't a vending machi- ne in sight. There was only one option on the me- nu and if you didn't eat that you went hungry. Funnily enough I rather enjoyed them. The mi- stake is in giving children a choice. They will al- ways choose sweets and fats over healthy food but that does not mean that they should be allo- wed to eat those items freely.

Speaker C

When I was a child I was fed healthy packed lunches every day. Every day, my healthy lunch was thrown in the bin on the way to school and replaced with crisps, chocolate, sweets etc. When my pocket money was gone, I simply traded the sweets. If you deprive kids of what they want, they'll find another way to get it. Banning swe- ets and junk won't make them healthier, they'll just get them elsewhere!

Speaker D

There's a lot of concern about the decline in the numbers of children taking school meals. Perhaps this means that school meals have out- lived their usefulness. I have always felt that fe- eding children should be the responsibility of

parents rather than schools. Why not scrap scho- ol meals altogether? We can then concentrate on spending the education budget on teaching chil- dren rather than feeding them - and we could even teach them to cook.

ADAPTED FROM „BBC MAGAZINE”

Zadanie 3.

`The Headmaster will see you,' said Jeff to Di- nah. `Follow me.'

Dinah walked into the school after him and along a straight corridor. At her old school, all the walls had been covered with pictures and drawings done by the pupils, but these walls we- re completely blank, except for a framed notice hung halfway along. Dinah turned her head to read it as she passed.

The man who can keep order can rule the world.

Frowning slightly, she followed Jeff until he came to a stop in front of a door which had the single word HEADMASTER painted on it. He knocked.

`Come in.'

Jeff pushed the door open and waved Dinah

inside, pulling it shut behind her.

As she stepped through, Dinah glanced qu-

ickly around the room. It was the tidiest office

she had ever seen. There were no papers, no fi-

les, no pictures on the walls. Just a large desk,

a filing cabinet and a bookcase with a neat row

of books.

She took it all in in one second and then for-

got it as her eyes fell on the man standing by the

window. He was tall and thin, dressed in a black

suit. From his shoulders, a long black teacher's

gown hung in heavy folds like wings, giving him

an appearance of a huge crow. His eyes were hid-

den behind dark glasses, like two black holes in

the middle of his white face.

She cleared her throat. `Hallo, I'm Dinah Glass

and I - `

He raised a long white hand. `Please do not

speak until you are asked. Idle chatter is an inef-

ficient waste of energy.'

He went on starring at her for a moment or

two without saying anything else. Dinah wished

she could see the eyes behind the dark lenses.

Finally, he waved a hand towards a chair pul- led round to face the desk. `Sit down.'

ADAPTED FROM „THE DEMON HEADMASTER”

BY GILLIAN CROSS

Zadanie 1. (0-5) Zapoznaj się z treścią zadania. Usłyszysz dwu- krotnie tekst na temat piramid egipskich. Na podstawie usłyszanych informacji zdecyduj, które zdania są zgodne z treścią tekstu (TRUE), a które nie (FALSE). Zaznacz znakiem X odpo-

wiednią rubrykę w tabeli.

Za każdą poprawną odpowiedź otrzymasz 1 punkt.

		TRUE	FALSE
1.1.	There are proofs the Egyptians used special machines to build pyramids.
1.2.	When building the Great Pyramid, the Egyptians used their understanding of the world directions.
1.3.	Antoine Bovis helped to catch some robbers in the Great Pyramid.
1.4.	Dead animals left in the Great Pyramid didn't decompose.
1.5.	Egyptian calendars were found in the Great Pyramid.

Zadanie 2. (0-6)

Zapoznaj się z treścią zadania. Usłyszysz dwu- krotnie wypowiedzi czterech osób (A-D). Na podstawie usłyszanych informacji przyporząd- kuj zdania (2.1.-2.6.) do osób, które je wypowia- dają, i wpisz odpowiednie litery do tabeli. Mo- żesz wpisać tę samą literę więcej niż jeden raz.

Za każdą poprawną odpowiedź otrzymasz

1 punkt.

	Which of the speakers	A	B	C	D
2.1.	used to have school lunches?
2.2.	thinks the recent changes have brought more harm than good?
2.3.	says it's impossible to force children to choose healthy food?
2.4.	suggests there should be no school lunches at all?
2.5.	parents' ignorance is responsible for their children's unhealthy diet?
2.6.	believes the school should educate children in the first place?

Zadanie 3. (0-4)

Zapoznaj się z treścią zadania. Usłyszysz dwu- krotnie fragment opowiadania. Z podanych od- powiedzi wybierz właściwą, zgodną z treścią tekstu. Zakreśl literę A, B, C lub D. Za każdą po- prawną odpowiedź otrzymasz 1 punkt.

R E K L A M A

1

numer ogł.

Kujon Polski 29

www.gazeta.pl 1 Gazeta Wyborcza 1 Piątek 29 września 2006

3.1.While walking down the corridor, Dinah

A. stopped to read a notice on the wall

B. looked at pictures drawn by the pupils

C. thought it was different from her old school

D. admired the order in the school

3.2. When they arrived at the door

A. Dinah didn't know where she was

B. Jeff pushed Dinah inside the office

C. the door opened and they both came in

D. Dinah entered and Jeff closed the door

3.3. After entering the Headmaster's office, Dinah

A. noticed him before anything else B. didn't see any papers or pictures C. was surprised at how messy it was D. was unable to say anything

3.4. The Headmaster

A. looked like a big black bird

B. had a hole in his suit

C. greeted Dinah politely

D. had long white hair

ROZUMIENIE TEKSTU CZYTANEGO Zadanie 4. (0-9)

Przeczytaj poniższy tekst. Na podstawie in- formacji w nim zawartych zdecyduj, które zda- nia są zgodne z treścią tekstu (TRUE), a które nie (FALSE). Zaznacz znakiem X odpowiednią rubrykę w tabeli.

Za każdą poprawną odpowiedź otrzymasz

1 punkt.

Have you ever heard a story like this? A fami- ly goes to live in a different town, taking their cat with them. A few days or weeks later, their old neighbours are surprised to find the cat at the- ir door. It has found its own way back “home”. Not many, however, have travelled as far as Sam, an American cat who came back from Arizona to Wisconsin, a journey of about 2,400 kilome- tres, in 1991; or an Australian cat called Howie, who took about a year to travel 1,600 kilometres from Adelaide to Queensland.

Scientists believe that cats have something magnetic inside their bodies. The same is true of “homing” pigeons, which have this name be- cause they are always able to find their way ho- me. So before we had telephones or radio, peo- ple used pigeons to send messages quickly to each other.

Many birds also travel for thousands of kilo- metres without getting lost when they f ly south for the winter. Scientists have done tests to show that birds use stars to find their way, as well as following the magnetic lines of the earth.

It is commonly known that animals and birds can see and hear differently from us - in ways that we are only beginning to understand. For example, birds can hear sounds we cannot, which may help them to make “maps” in their heads of the noise from seas, mountains, deserts or even cities. And they see light waves we can't see, so that even if the sun is hidden behind a cloud, they can still where it is.

During the Second World War, the Ameri- cans discovered that underwater world is not silent, but full of the noise of fish, and of wha- les “singing” to each other. Sound travels mo- re easily through water than air, so whales can probably “talk” across hundreds of kilometres.

Animals and plants also seem to read the we- ather and the seasons better than we do. Some plants do not open when rain is coming, and in winter, trees know when to drop their leaves. Birds know when to f ly to warmer countries for the winter. Animals that sleep during the cold re- cognize when it is time to begin their prepara- tions. They can feel how much light there is, how much water in the air, and how much electricity.

Humans were probably better at using all the- ir abilities in the past, before they had maps and clocks and other machines to help them. Today, some Australian aborigines travel for hundreds of kilometres across the empty desert without getting lost. They can still do something that most of us have forgotten how to do.

ADAPTED FROM “STRANGE BUT TRUE” BY ALISON BAXTER

		T	F
4.1.	Sam's owners took the cat with them when moving to Wisconsin.
4.2.	Howie needed a whole year to get used to the new place of living.
4.3.	Cats and homing pigeons have an unusual ability in common.
4.4.	Earth's magnetism field helps birds to stay on course during their migrations.
4.5.	Birds have a better sight and hearing than other animals.
4.6.	Sound behaves differently in different environments.
4.7.	Animals and plants can predict weather changes.
4.8.	Some Australian aborigines don't need a map when travelling.
4.9.	The author of the text gives us advice how to use hearing and sight successfully.

Zadanie 5. (0-6)

Przeczytaj informacje dotyczące wprowa- dzenia dodatkowej opłaty pocztowej. Przypo- rządkuj każdej informacji nagłówek (A-G) i wpisz odpowiednią literę do tabeli. Jeden nagłówek został podany dodatkowo i nie pasuje do żadnej informacji. Za każdą poprawną odpowiedź otrzy- masz jeden punkt.

5.1.

The Royal Mail has announced there will be a Ł14 per week charge for early postal deliveries for firms and individuals receiving fewer than

20 letters per day. Customers receiving more than 20 letters a day will receive their mail befo- re 9am.

5.2.

The scheme is being introduced next month in 14 pilot areas across Britain. The Ł14 fee will ensure deliveries are made between 7 and 9am. Those who do not pay are unlikely to receive the- ir post before noon.

5.3.

Small businesses yesterday attacked Royal Mail for introducing the fee. The Federation of Small Businesses called for a “universal system with a universal price”. “We understand that Ro- yal Mail is experiencing problems. However, it cannot shift these problems on to small busines- ses,” said FSB spokesman Arthur Senior.

5.4.

Most small firms open early and want to de- al with the mail immediately. If post does not ar- rive until 12.30pm.small companies might face

`considerable difficulties' said Sally Low, head of policy at the British Chambers of Commerce.

5.5.

Gillian Wilmot, Royal Mail's managing di- rector, said: “Royal Mail is cutting costs and

improving efficiency in a common-sense and responsible way. It's quite right for Royal Ma- il to examine every option to improve its pro- f itability. So many costs are linked to provi- ding daily deliveries that the fee it is an obvio- us suggestion.”

5.6.

Many small firms rely on the Royal Mail for their cash f low, orders, crucial letters and che- ques, and cannot afford to wait until lunchti- me. “A cheque arriving in the mail before 9am or after noon can mark the difference betwe- en a firm surviving or closing down,” said Sal- ly Low.

ADAPTED FROM “METRO”, JULY 11, 2002

A. MANY FIRMS HAVE NO CHOICE.

B. DON'T WANT TO PAY? YOU'LL WAIT!

C. UNNECESSARY COMPLICATION.

D. A WEAK ATTEMPT TO EXCUSE.

E. SOME FIRMS LIKE THE IDEA.

F. BUSINESSMEN PROTEST.

G. SMALL BUSINESSES TO PAY EXTRA

Zadanie 6. (0-5)

Przeczytaj poniższy tekst. Z podanych możliwości odpowiedzi wybierz właściwą, zgodną z treścią tekstu.

Za każdą poprawną odpowiedź otrzymasz l punkt.

Do you know what Marco Polo, Duchess of Hamilton and Yuri Gagarin have in common? They've all had trains named in their honour. And now, the late poet and railway enthusiast Sir John Betjeman has had a train named af- ter him - with a ceremony held last Friday at London's Liverpool Street Station. The poet caught the romance of train travel in the En- glish countryside and suburbs - and the train named after him will operate on the route be- tween London and Norwich, a trip ref lected in one of his poems.

The tradition of naming trains is as old as the railways. It dates back to the 1820s and Ge- orge Stephenson's Rocket. This followed in the convention of giving names to ships - and gave an extra thrill to train travel. Catching the Fly- ing Scotsman sounds much more exciting than catching the 11.37 from King's Cross. Before the railways were nationalised as British Rail, va- rious companies named their trains after race- horses, legendary characters or famous cast- les. Names were decided upon informally by the individual companies, without any official process. And there have been all kinds of won- derful as well as downright strange selections.

It's not much different nowadays. Virgin - one of the biggest British railway networks has tra- ins named after great explorers like Christop- her Columbus and Marco Polo, and the charac- ters from `Thunderbirds' - a popular TV series. Chris Donovan from Nottingham runs the com- pany that makes many of the modern train na- meplates. He's made all kinds of nameplates from the ones with historical names to those that are so long they're more like essays. He remem- bers making a plate called Sophie, in memory of a girl who had been killed on the railways. He al- so recalls a company naming its trains after all the women working in its office.

ADAPTED FROM BBC NEWS

6.1. Last Friday

A. a new railway line was opened in London

B. a train was named after a railway enthu-

siast

C. a poet arrived at Liverpool Street Station

D. a ceremony in Marco Polo's honour was

held

6.2. The route between London and Norwich

A. was once described by a poet

B. goes through the romantic countryside

C. does not cross the suburbs

D. will be operated more frequently

6.3. Giving names to trains

A. doesn't have a long tradition

B. has always been a formal procedure

C. was initiated by George Stephenson

D. was to make train travel more attractive

6.4. The Virgin Rail network

A. avoids using strange names for trains

B. has trains named after TV journalists

C. uses both historical and pop-culture na-

mes

D. has named one of its trains `Thunderbird`

6.5. Chris Donovan

A. thinks trains should be named after famo-

us people

B. prefers short names to long ones

C. only produces one type of nameplates

D. has produced many plates with female na-

mes

WYPOWIEDŹ PISEMNA Zadanie 7. (0-5)

Mieszkasz w akademiku w Londynie. Two- ja kotka urodziła kocięta. Chcesz je oddać w do- bre ręce. Napisz ogłoszenie.

l Poinformuj o swojej ofercie.

l Napisz, kim powinni być nowi właściciele

zwierzątek.

l Opisz krótko wygląd kociąt.

l Podaj, jak można się z tobą skontaktować.

Podpisz się jako XYZ. W zadaniu nie jest okre- ślony limit słów. Oceniana jest umiejętność zwięz- łego przekazu wszystkich informacji określo- nych w poleceniu (4 punkty) oraz poprawność językowa (1 punkt).

Zadanie 8. (0-10)

Po powrocie z kursu językowego w Londy- nie zauważyłeś/łaś, że nie zabrałeś/łaś ze sobą książki. Napisz list do angielskiej rodziny, u któ- rej mieszkałeś/łaś.

l Podziękuj gospodarzom za pobyt i opisz krótko podróż do kraju.

l Przedstaw problem i wyjaśnij, dlaczego ta książka jest dla ciebie istotna.

l Wskaż, gdzie prawdopodobnie zostawi- łeś/łaś książkę i zaproponuj sposób odebrania.

l Przeproś za kłopot i poproś o szybką odpo- wiedź.

Pamiętaj o zachowaniu odpowiedniej formy listu. Nie umieszczaj żadnych adresów.

Podpisz się jako XYZ. Długość listu powinna wynosić od 120 do 150 słów. Oceniana jest umie- jętność pełnego przekazania informacji (4 pun- kty), forma (2 punkty), bogactwo językowe (2 punkty) oraz poprawność językowa (2 punkty).

Model odpowiedzi

Zadanie 1.

Zadanie 4.

14 PAŹDZIERNIKA, GODZ. 11.00, KATOWICKI „SPODEK”

Zadanie 2.

Zadanie 6.

* kwota brutto

Zostań Mistrzem Ortografii i wygraj 35 tys. złotych!*

wyślij SMS o treści: DYKTANDO.IMIĘ.NAZWISKO.ROK URODZENIA.KOD POCZTOWY pod nr 601 247 247 (opłata zgodna z taryfą operatora)

lub wypełnij kupon: www.gazeta.pl/dyktando

Zadanie 3.

1

Zadanie 5.

POĆWICZ PRZED DYKTANDEM

11Która forma zapisu jest poprawna?

1. „Słownik Ortograficzny i Interpunkcyjny Języka Polskiego”

2. „Słownik Ortograficzny I Interpunkcyjny Języka Polskiego”

3. „Słownik ortograficzny i interpunkcyjny języka polskiego”

Jeśli zaznaczyłeś odpowiedź nr 3, to dobrze, jeśli nie - źle. Dlaczego? Sprawdź na www.gazeta.pl/dyktando

Konsultacja prof. Andrzej Markowski, przewodniczący Rady Języka Polskiego

Kujon Polski

CODZIENNIE DO JUTRA

Przygotuj się do matury z „Gazetą”

Jutro - test maturalny dla poziomu podstawowego z matematyki

	T	F
1.1.		X
1.2.	X
1.3.		X
1.4.	X
1.5.		X

	T	F
4.1.		X
4.2.		X
4.3.	X
4.4.	X
4.5.		X
4.6.	X
4.7.	X
4.8.	X
4.9.		X

	A	B	C	D
2.1.		X
2.2.	X
2.3.			X
2.4.				X
2.5.	X
2.6.				X

	A	B	C	D
6.1.		X
6.2.	X
6.3.				X
6.4.			X
6.5.				X

	A	B	C	D
3.1.			X
3.2.				X
3.3.		X
3.4.	X

	A	B	C	D	E	F	G
5.1.							X
5.2.		X
5.3.						X
5.4.			X
5.5.				X
5.6.	X

---