Rozdział 13 Grupa B	Imię i nazwisko: MiniMatura Klasa: Wynik /50
Świat przyrody

SŁOWNICTWO

1 Uzupełnij nazwy zwierząt. Pierwsze i ostatnie litery słów zostały podane.

Insect: ant , b y Mammal: w e Reptile: l d

/5

Bird: p t Fish: s n

GRAMATYKA

4 Uzupełnij drugie zdanie, tak aby miało takie samo znaczenie jak zdanie wyjściowe.

0 The famine affects over three million people.

Over three million people are affected by the famine.

1. Do they grow many peaches in this country?

Are ?

2. These wind turbines are generating electricity as we speak.

Electricity

2 Uzupełnij słowa. Każda kreska odpowiada jednej literze. .

0 Is the heating on? It feels c h i l l y in here.

1. S _ t _ _ _ _ t _ photos show how much of the forest has been destroyed.

2. Natural r _ _ _ u _ _ _ s such as wood and gas are being used up very quickly.

3. Do you think there is life anywhere else in the u _ _ v _ _ _ _?

4. Our use of resources isn’t s _ _ t _ _ n _ _ _ _ for much longer.

5. We should try to reduce c _ _ _ _ m _ _ _ _ _ levels in western countries.

3 Przeczytaj tekst. Z podanych odpowiedzi (A–C) wybierz właściwą, tak aby otrzymać logiczny i poprawny tekst.

The islands were beautiful but no-one wanted to live there. Every year, ⁰ blew in from the sea. The strong winds destroyed houses and caused damage to the boats in the harbour. People learned to live with these problems but now, ¹ warming had raised the sea level and there were more and more ² . Houses were left underwater and people had to move away from the coast. In addition, the trees on the island had been cut ³ and nothing would ⁴ in their place. The island was turning into

a desert and now, an oil ⁵ had killed many of the fish that the islanders lived on.

0 hurricanes B tsunamis C earthquakes

1. A fossil B global C greenhouse

2. A droughts B floods C famines

3. A up B out C down

4. A grow B plant C work

5. /5

   A waste B effect C spill

3. Pollution will kill these coral reefs.

These coral reefs

.

3. We must do more to protect the environment.

More

.

3. I think an insect has bitten me.

I think I

.

ŚRODKI JĘZYKOWE

5 Wybierz ten zwrot (A–C), który najlepiej odzwierciedla znaczenie podkreślonego fragmentu zdania.

0 The temperature is falling. getting colder

B freezing

C not as cold as it was

1. Do you sort your rubbish?

A re-use your rubbish instead of throwing it away B separate your rubbish so that it can be recycled C reduce the amount of rubbish you create

2. Our use of natural resources is unsustainable.

A can’t continue as it is forever

B causes pollution

C is damaging to the environment

3. The crops died because of the drought.

A heavy rainfall

B low temperatures

C lack of rain

4. I’d like to point out some of the advantages of renewable energy.

A explain

B understand more about

C find more evidence for

5. It’s pouring down.

A very cold

B showery

C raining hard

CZYTANIE

6. Przeczytaj tekst. Dobierz właściwy nagłówek (A–E) do każdego fragmentu tekstu. Wpisz odpowiednią literę w miejsca (1–4). Uwaga: jeden nagłówek został podany dodatkowo i nie pasuje do żadnego fragmentu.

   1. Wouldn’t you like to spend less?

   2. How can you spread the message?

   3. What can people like you do?

   4. What can you learn from big business?

   5. Who should you listen to?

HELP US SAVE THE ENVIRONMENT. HOW AND WHY?

SŁUCHANIE

6. 	T F
   1 Solar panels can work even	when the day isn’t sunny.
   2 The man knows exactly how	much solar panels cost.
   3 The information about the solar can be read online.	panel company
   4 The government buys electricity from people who have solar panels.
   5 The couple can either have free solar panels or cheaper electricity bills, not both.
   6 The woman convinces the	man in the end.

   
   

   TRACK 14 Usłyszysz dwukrotnie rozmowę o nowych źródłach energii. Zdecyduj, które zdania (1–6) są zgodne z treścią nagrania (True – T), a które nie (False – F).

1

It’s easy to criticise government and big businesses for not doing anything. But what do you do? Change should start with us as individuals. Then we will be in a better position to tell others what they should be doing. Start simply. Use the car less, recycle more. It isn’t the government’s planet. It’s ours. So let’s take care of it ourselves.

2

Governments often use green policies as an excuse to raise more money in taxes. However, being green isn’t expensive. Cycling is cheaper than driving. Switching machines off reduces electricity bills. Recycling lowers your rubbish bills. Even large scale projects like adding solar panels to your roof can save money in the long run.

3

Recycling seems complicated and time consuming but it isn’t really. When you start doing it regularly, it will become a normal part of your life. People who have done it know this. Ask them for advice and don’t let others persuade you that it is too much trouble.

4

So, you’ve made the effort and noticed the benefits. That’s good. You’re halfway there. Now it’s time to let your friends, family and neighbours know too. Even if they don’t listen to you at first, it won’t cost you anything and, in the end, they’ll thank you.

PISANIE

6. Wykonaj zadanie egzaminacyjne.

Jesteś zapalonym rowerzystą / zapaloną rowerzystką i obrońcą/obrończynią środowiska naturalnego. Wraz

z grupą innych ludzi pojechaliście na rowerach do miejsca, które bardzo ucierpiało wskutek działalności człowieka.

Jesteście tam, żeby pokazać innym, jak nasza planeta jest niszczona. Napisz e-mail do przyjaciela/przyjaciółki.

• Wyjaśnij, jaki jest cel grupy, z którą przyjechałeś/aś.

• Opisz, jak kiedyś wyglądał ten teren.

• Opisz, jak wygląda teraz.

• Powiedz przyjacielowi/przyjaciółce, co zamierzasz razem z grupą teraz zrobić.

Rozwiń swoją wypowiedź w każdym z czterech podpunktów. Długość tekstu powinna wynosić od 80 do 130 słów.

© Pearson Central Europe Sp. z o.o. 2014

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