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CERTYFIKAT JĘZYKOWY UNIWERSYTETU WARSZAWSKIEGO

EGZAMIN Z JĘZYKA ANGIELSKIEGO NA POZIOMIE C1

TEST PRZYKŁADOWY

• odpowiedzi na pytania do testów 1, 2, 3.1, 3.2 wpisuj na kartę odpowiedzi numer 1

• odpowiedzi na pytania do testów 3.3, 3.4, i 4 wpisuj na kartę odpowiedzi

numer 2

) Do wszystkich części egzaminu dołączone są instrukcje. Przeczytaj je uważnie zanim
przystąpisz do rozwiązywania zadań testowych.

INSTRUKCJA TESTOWA

• Otrzymałaś/-eś książeczkę testową, dwie karty odpowiedzi i ołówek .

ROZWIĄZUJ TESTY 1, 2, 3.1, 3.2. (PYTANIA 1 - 60) NA KARCIE ODPOWIEDZI

NUMER 1 W NASTĘPUJĄCY SPOSÓB:

• Do każdego pytania podane są trzy lub cztery odpowiedzi do wyboru, oznaczone literami A,

B, C, (D).

• Wybieraj za każdym razem jedną prawidłową odpowiedź .
• Możesz wykorzystywać książeczkę testową do zaznaczania odpowiedzi „na brudno”.
• Na kartę odpowiedzi nanieś ostateczną wersję, zaczerniając

DOKŁADNIE OŁÓWKIEM CAŁY

wybrany przez siebie prostokącik.

ROZWIĄZUJ TESTY 3.3, 3.4. (PYTANIA 61 - 90) ORAZ TEST 4 NA KARCIE

ODPOWIEDZI NUMER 2 W NASTĘPUJĄCY SPOSÓB:

• Wszystkie odpowiedzi wpisuj DŁUGOPISEM na osobnej karcie odpowiedzi.
• Niniejszą książeczkę testową możesz wykorzystać do rozwiązywania testu „na brudno”.
• Test 4 możesz napisać „na brudno” na odwrocie stron książeczki testowej.
• Pisz wyraźnie! Nieczytelne pismo nie będzie brane pod uwagę!

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EGZAMIN CERTYFIKACYJNY Z JĘZYKA ANGIELSKIEGO NA POZIOMIE C1

TEST PRZYKŁADOWY

Test 1: Listening comprehension questions 1 - 10
You will listen twice to a short lecture. Below, there are 10 questions about the lecture (numbered
1 - 10). Before listening to the lecture, read the questions. Then, while listening to the lecture, answer
the questions by choosing the right option. Mark your answers on answer sheet 1.

1. The main subject of the lecture is about

a) finding a cure for Alzheimer's disease.

b) recent advancements in microtechnology.

c) influences of electronic devices on the human brain.

2. The speaker refers to herself as a

a) neuroscientist from Oxford.

b) researcher from Harvard.

c) neurologist from a medical school.

3. According to the speaker, the human brain continues to be flexible

a) only in early childhood.

b) throughout the period of adolescence.

c) till people become mature adults.

4. She formulates the hypothesis that the number of external stimuli

a) has increased in recent years.

b) has remained stable.

c) has slowed down in the last 100 years.

5. The speaker perceives a connection between

a) personality and modes of behaviour.

b) the Internet and neurological diseases.

c) technological devices and human identity.

6. The speaker mentions the Harvard experiment to make a point about

a) the unchangeable structure of the human brain.

b) the plasticity of the brain.

c) the uselessness of intensive training.

7. The experiment conducted at Harvard Medical School involved

a) three groups of people, of which only one received piano lessons.

b) two groups of people closed in one room.

c) one group of people who were told to watch the piano.

8. The results of the experiment reveal that

a) there were no changes in the brain structure following piano practice.

b) there were changes in the brain due to observing the piano.

c) there were changes in the brain due to imagining piano lessons.

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9. The speaker reaches a conclusion that

a) playing computer games may cause changes in one's behaviour.

b) playing the piano may reduce negative changes in the brain.

c) watching television may increase one's attention span.

10. The speaker uses the phrase “little grey cells” in the context of

a) how the brain deteriorates as a result of too many computer-based activities.

b) the way people should enjoy the pleasures of life.

c) how new computer activities can prolong mental alertness.

Test 2: Reading Comprehension questions 11 - 20
Read the following text and answer the questions below by choosing the right option. Mark your answers
on answer sheet 1. Some words have been underlined in connection with later questions.

School is out, and Aaron Stallings, his junior year of high school behind him, wanders the air-conditioned

cocoon of the Woodland Hills Mall in search of a job. Mr. Stallings, 18, says he has been looking for three

months, burning gasoline to get to the mall, then filling out applications at stores selling skateboard T-

shirts, beach sandals and baseball caps. He likes the idea of working amid the goods he covets. But so far,

no offers. “I’m going to go to Iraq and get a job,” he says acidly. “I hear they’ve got cheap gas.” He grins.

“I’m just playing. But I’ve been all over, and nobody’s hiring. They just say, ‘We’ll call you tomorrow.’

And no one ever calls back.”

As the forces of economic downturn ripple widely across the United States, the job market of 2008 is

shaping up as the weakest in more than half a century for teenagers looking for summer work, according

to labor economists, government data and companies that hire young people. This deterioration is

jeopardizing what many experts consider a crucial beginning stage of working life, one that gives young

people experience and confidence along with pocket money. Little more than one-third of the 16- to 19-

year-olds in the United States are likely to be employed this summer, the smallest share since the

government began tracking teenage work in 1948, according to a research paper published by the Center

for Labor Market Studies at Northeastern University in Boston. The rates among minority young people

have been particularly low, with only 21 percent of African-Americans and 31 percent of Hispanics from

the ages of 16 to 19 employed last summer, according to the Labor Department.

Retailers, a major source of summer jobs, are grappling with a loss of American spending power, causing

some to pull back in hiring. Restaurants, also big employers of teenagers, are adding jobs at a slower pace

than in previous summers, said Hudson Riehle, senior vice president for research at the National

Restaurant Association in Washington. As older people stay in the work force longer and as experienced

workers lose jobs at factories and offices, settling for lower-paying work in restaurants and retail, some

teenagers are being squeezed out.

At the lower end of the market, adult Mexican immigrants, in particular, pose competition for jobs

traditionally filled by younger Americans, like those at fast food chains. “Spanish-speaking team members

in our stores have increased the age a little bit,” said Andy Lorenzen, senior manager for human resources

at Chick-fil-A, a national chain of chicken restaurants based in Atlanta, where 70 percent of the work

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force is 14 to 19 years old. Adult workers “have lost jobs in this economic downturn and begun to seek

employment in our stores.”

Employment among American teenagers has been sliding continuously for the last decade and, with a few

ups and downs, dropping steadily since the late 1970s, when nearly half of all 16- to 19-year-olds had

summer jobs. Economists debate the cause of this precipitous decline in teenage employment. Many

contend that the drop is largely a favorable trend, reflecting a rising percentage of teenagers completing

high school and going on to college, with some enrolling in summer academic programs, leaving less time

for work. “The key factor is the attraction of attending college and enjoying the increasing wage premium

that accompanies this,” said John H. Pencavel, a labor economist at Stanford University. Kids from

higher-income households just aren’t going into the labor market. They’re looking for things to put on

résumés, and working at Dairy Queen or Wal-Mart just isn’t going to help you get into Wake Forest or

Stanford. And they just don’t need the cash.

11) Aaron Stallings refers to “cheap gas in Iraq”. Why does he mention the fact?
a) To signal his willingness to work in Iraq.
b) To stress how much money he spends on job hunting.
c) To criticize the job opportunities offered in Iraq.

12) What do we learn about the job market for teenagers in 2008?
a) It has never been worse since records began.
b) It faced a worse crisis in 1948.
c) It is an improvement on the level of unemployment reached in 2000.

13) Which group of young people is worst hit by the crisis?
a) White Americans.
b) African-Americans.
c) Hispanics.

14) Which of the following is NOT implied in paragraphs three and four as a factor reducing job offers for
young people?
a) Retailers are forced to cut down employment.
b) Older workers do not take early retirement.
c) Teenagers are reluctant to accept low-paying jobs.

15) What is the current situation in Atlanta’s chicken restaurants?
a) Young Americans no longer wish to work there.
b) Some adult immigrants apply for jobs at Chick-fil-A.
c) Spanish-speaking kids constitute 70 percent of the workforce.

16) Employment figures for the youngsters were the highest in:
a) the late 1970s.
b) at the beginning of the 21 century.
c) in the 1950s.

17) “It’s not the kind of job experience that will help me in the future.” Which teenage group would be
likely to think that and about which employer?
a) African-Americans about retailers and restaurants.
b) Mexican immigrants about Chick-fil-A.
c) Kids from wealthier households about Dairy Queen.

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18) The word those underlined in paragraph four refers to:
a) Younger Americans.
b) Jobs.
c) Mexican immigrants.

19) Which word in the text could be replaced with over?
a) out (paragraph one).
b) along (paragraph two).
c) back (paragraph three)

20) The word sliding, underlined in paragraph five could be replaced with:
a) decreasing.
b) increasing.
c) fluctuating

Test 3: Use of English

3.1. questions 21 - 50
Read the text below and complete the gaps (numbered 21 - 50) by choosing A, B, C or D from the
options given below the text. Mark your answers on answer sheet 1.

When older people can no longer remember names at a cocktail party, they 21)______ to think that their

brainpower is 22)______ . But a growing number of studies suggest that this assumption is often wrong.

23)______, the research finds, the ageing brain is simply taking in more data and trying to sift through a

24)______ of information, often to its long-term benefit.

Some brains are affected, however.

Alzheimer’s disease

, for example, 25)______ thirteen percent of

Americans 65 and older. But for most ageing adults, the authors say, much of 26)______ occurs is a

gradually widening focus of attention that makes it more difficult to latch onto just one fact, like a name or

a telephone number. 27)______ that can be frustrating, it is often useful. It may increase the 28)______ of

information available to the conscious mind. For example, in studies where 29)______ are asked to read

passages that are interrupted with unexpected words or phrases, adults 60 and older work much more

slowly than college students. Although the students 30)______ through the texts at a consistent speed

regardless 31)______ the out-of-place words mean, older people slow down even more when the words

are related to the topic 32)______ . That indicates that they are not just stumbling 33)______ the extra

information, but are taking it in and processing it.

When both groups were later asked questions for which the out-of-place words might be answers, the

older adults responded much better than the students.

“For the young people, it’s 34)______ the distraction never happened,” said Lynn Hasher, a senior

scientist at the Rotman Research Institute. “But for older adults, because they’ve retained all this extra

35)______ , they’re now suddenly the better problem solvers. They can transfer the information they’ve

36)______ up from one situation to another.”

Such tendencies can 37)______ big advantages in the real world, where it is not always clear what

information is important, or will become important. A 38)______ irrelevant point or suggestion in a

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memo can 39)______ on new meaning if the original plan changes. Or extra details that stole your

attention, like 40)______ yawning and fidgeting, may help you assess the speaker’s real impact.

“A broad

attention

41)______ may enable older adults to ultimately know more about a situation and the

indirect message 42)______ what is going on than their younger peers,” Dr. Hasher said. “We believe that

this 43)______ may play a significant role in why we think of older people as wiser.”

In a 2003 study, Dr. Carson and other researchers tested students’ ability to 44)______ out irrelevant

information when 45)______ to a barrage of stimuli. The more creative the students were thought to be,

determined by a questionnaire on past achievements, 46)______ more trouble they had ignoring the

unwanted data. A reduced ability to filter and set 47)______, the scientists concluded, could contribute to

original thinking.

This phenomenon, Dr. Carson said, is often 48)______ to a decreased activity in the prefrontal cortex.

Studies have found that people who 49)______ an injury or disease that lowered activity in that region

became more interested in creative pursuits.

There is a word for what 50)______ when the mind is able to assimilate data and put it in its proper place

— wisdom.

21) A. need

B. strive

C. insist

D. tend

22) A. disturbing

B. declining

C. belittling

D. distracting

23) A. Since

B. Instead

C. While

D. Despite

24) A. clutter

B. herd

C. flock

D. group

25) A. aims

B. cuts

C. strikes

D. blows

26) this

B. which

C. that

D. what

27) A. Yet

B. However

C. Nonetheless

D. Whereas

28) A. amount

B. number

C. growth

D. raise

29) A. takers

B. undertakers

C. subjects

D. objects

30) A.

plough

B. stroke

C. elbow

D. stick

31) A. what

B. what do

C. of what

D. of what do

32) A. to point

B. in hand

C. at large

D. in case

33) A. up

B. over

C. through

D. for

34) A. as such

B. almost as

C. as if

D. so that

35) A. data

B. fact

C. knowing

D. topic

36) A. soaked

B. used

C. absorbed

D. received

37) A. turn

B. do

C. yield

D. keep

38) A. seemingly

B. closely

C. much

D. mostly

39) A. put

B. go

C. take

D. draw

40) A. the other

B. others’

B. other’s

D. another

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41) A. load

B. time

C. length

D. span

42) A. pertaining

B. assuming

C. liking

D. concerning

43) A. characteristic

B. character

C. characteristics

D. characterization

44) A. stay

B. hush

C. switch

D. tune

45) A. confronted

B. exposed

C. faced

D. approached

46) A. much

B. so

C. the

D. then

47) A. scores

B. priorities

C. routine

D. importance

48) A. linked

B. involved

C. regarded

D. associated

49) A. suffered

B. cured

C. healed

D. outlived

50) A. effects

B. results

C. grades

D. causes

3.2. questions 51 - 60

Read the sentences below (numbered 51 - 60). In each sentence there are four underlined words or
phrases (marked A, B, C and D). One of the elements in each sentence is incorrect. Identify that
element. Mark your answers on answer sheet 1.

51) A World War II veteran plans to travel to Japan next week to request [A] for an apology

[B] for that country’s [C] treatment of prisoners of war but he is [D] unlikely to receive it.

52) A report [A] issued by the U.N. Nuclear Agency says Iran’s [B] suspected research into

[C] development nuclear warheads remains a matter of serious concern needing [D] substantive

explanations.

53) Dr Indiana Jones [A] squares off against Soviet agents in the jungle as he [B] attempts to

[C] uncover the mystery of a crystal skull believed to [D] holding extraterrestrial powers.

54) Pluto is [A] any longer considered a planet because a [B] fully-fledged planet is large enough to

[C] have become round due to the force of its own gravity and has to dominate the [D] neighbourhood.

55) Researchers have [A] long been measuring a global warming trend, but it is in [B] the Arctic

[C] which temperatures have risen [D] the most.

56) Sometimes, when tropical cyclones make [A] landfall, they can create [B] highly winds,

[C] heavy rains,

tornadoes

and they are also [D] known to kill people and destroy cities.

57) The richest vein of [A] readily available evidence about the nature of grammatical competence

[B] lays in native [C] speakers’ intuitions about the interpretation of phrases in their mother [D] tongue.

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58) Know what [A] are you going to do [B] each and every day, [C] have it written down, even write

[D] an agenda on the board.

59) I can [A] hardly think of anything more frustrating than [B] being called to a meeting and [C] not

being able to [D] have found find the papers you need.

60) Not only [A] he refused to have [B] dealings with the British Prime Minister but bypassed him

[C] altogether and dealt [D] separately with pro-American cabinet ministers.

DO TESTS 3.3, 3.4 and TEST 4 ON ANSWER SHEET 2

3. questions 61 – 80
Read the text below and complete each numbered gap with one suitable word. Write your answers
on answer sheet 2

When did you last buy a really great book? I don't 61) ______ great in the sense of Dostoevsky or

Dickens, but great because it was something you felt you 62) _____ discovered for yourself,

something that was special because you didn't feel 63) _____ though you ought to have read it

already. Such books, for most people, are 64) ______ and far between. They may be 65) ______

published or decades old; fiction or non-fiction, historical or contemporary. The trouble is,

66) _____ you have finished one special book, how do you find the 67) _____?

This could be 68) _____ BookRabbit (bookrabbit.com) comes 69) _____. This new website,

70) _____ is launched today, intends to combine a sense of community with the pleasure of

browsing a really good book shop. Rather 71) ______ wondering how you can find a worthy

follow-up to War and Peace, you can see how other readers rate the books they read next, and

scour the bookshelves of people who own the 72) _____ or similar novels to you. When you find

a BookRabbit member 73) _____ taste is similar to your 74) ______ you can find out what

they've got 75) ______ you're missing.

So far this sounds like a marvellous idea – a free, educated, guiding hand. But how does it

76) _____ from established sites? On 77) _____ American behemoth Amazon, readers can

already make lists to recommend their favourites. The Library Thing, a lively online community

of readers and reviewers, boasts that its members have 26 million books on their shelves.

BookRabbit, which lies somewhere between the two, hopes to harness the power of its worlwide

community more effectively than 78) _____ of them. It's widely accepted that by 79) ______ the

most effective form of advertising is 80) _____ of mouth, which is particularly relevant to the

book market.

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3.4. questions 81 – 90
Identify the unnecessary words in the text below. In every line there is one unnecessary word
which does not fit the context. On answer sheet 2 write down the words you have identified next
to the appropriate line number.

81 Savour the colourful city dweller that never sleeps. Food shopping and nightlife, some of the great

82 passions of today's international traveller, find out glorious expression in modern Singapore. In this

83 compact island-state, the best of their all is always within easy reach. The city's heady mix of nightlife

84 and entertainment is surely unrivalled. You can shop till you drop dead and then enjoy wonderful

85 dining room until well into the evening. Singapore's cuisine is a glorious cross-cultural mix of Chinese,

86 Indian, Malay, and Eurasian influences, with ingenious to use of spices and the freshest of seafood.

87 After an exclusive sunset dinner aboard a yacht at Lido, or more remarkably still nature, 70 meters

88 above the sea wave in a cable-car pod, you will have an exciting Sinaporean night ahead of you.

89 There are world-class shows off and performances, dusk-to-dawn dance parties and a mighty array

90 of nightspots. By some day, there is wonderful shopping to enjoy here in the picturesque ethnic enclaves.

Test 4

Write a short essay (in about 250 words) on the following topic: Is it a good idea to combine work
and university study? Present arguments for and against.
You may refer to the reading passage from test 2.

Write your text on answer sheet 2.

This is the end of the test

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TEST PRZYKŁADOWY Z JĘZYKA ANGIELSKIEGO NA POZIOMIE C1
TEKST DO TESTU 1 (rozumienie ze słuchu)

I would like to talk today about modern technology and how it affects the way our brain

works. Human identity, the idea that defines each and every one of us, could be facing an

unprecedented crisis. It is a crisis that would threaten long-held notions of who we are, what we

do and how we behave. It goes right to the heart – or the head - of us all. This crisis could

reshape how we interact with each other, alter what makes us happy, and modify our capacity for

reaching our full potential as individuals. And it's caused by one simple fact: the human brain,

that most sensitive of organs, is under threat from the modern world.

Of course, there are benefits form technological progress, but there are great dangers as

well, and I believe that we are seeing some of those today. I'm a neuroscientist and my day-to-day

research at Oxford University strives for an even greater understanding, and therefore maybe, one

day, a cure for Alzheimer's disease. But one vital fact I have learnt is that the brain is not the

unchanging organ that we might imagine. It not only goes on developing, changing and, in some

tragic cases, eventually deteriorating with age, it is also substantially shaped by what we do to it

and by the experience of daily life. When I say 'shaped', I'm not talking figuratively or

metaphorically; I'm talking literally. At a microcellular level, the infinitely complex network of

nerve cells that make up the constituent parts of the brain actually change in response to certain

experiences and stimuli. The brain, in other words, is malleable (flexible), not just in early

childhood but right up to early adulthood, and in certain instances, beyond.

The surrounding environment has a huge impact both on the way our brain develops and

how that brain is transformed into a unique human mind. Of course, there's nothing new about

that: human brains have been changing, adapting and developing in response to outside stimuli

for centuries. What prompted me to deliver this lecture is that the pace of change in the outside

environment and in the development of new technologies has increased dramatically. This will

affect our brains over the next 100 years in ways we might never have imagined.

Our brains are under the influence of an ever-expanding world of new technology;

multichannel television, video games, MP3 players, the Internet, wireless network, Bluetooth

links – the list goes on and on. All these electronic devices have an impact on the micro-cellular

structure and complex biochemistry of our brains. And that, in turn, affects our personality, our

behaviour and our characteristics. In short, the modern world could well be altering out human

identity.

Anyone, who doubts the plasticity of the adult brain should consider a startling piece of

research conducted at Harvard Medical School. There, a group of adult volunteers, none of whom

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could previously play the piano, were split into three groups. The first group were taken into a

room with a piano and given intensive piano practice for five days. The second group were taken

into an identical room with an identical piano – but had nothing to do with the instrument at all.

And the third group were taken into an identical room with an identical piano and were then told

that for the next five days they had to just imagine they were practising piano exercises.

The resultant brain scans were extraordinary. Not surprisingly, the brains of those who

simply sat in the same room as the piano hadn't changed at all. Equally unsurprising was the fact

that those who had performed the piano exercises saw marked structural changes in the area of

the brain associated with finger movement. But what was truly astonishing was that the group

who had merely imagined doing the piano exercises saw changes in brain structure that were

almost as distinct as those that that had actually had lessons. “The power of imagination” is not a

metaphor; it's real, and has a physical basis in your brain.

If something as innocent as imagining a piano lesson can bring about a visible physical

change in brain structure, and therefore some presumably minor change in the way the aspiring

player performs, what changes might long sessions playing violent computer games bring about?

It's already pretty clear that the screen-based, two dimensional world that so many teenagers and

growing number of adults choose to inhabit is producing changes in behaviour. Attention spans

are shorter, personal communication skills are reduced and there's a marked reduction in the

ability to think abstractly. This games-driven generation interpret the world through screen

shaped eyes. It's almost as if something hasn't really happened until it has been posted on

Facebook, Bebo or YouTube. Add to that the huge amount of personal information now stored

on the internet - CVs, telephone numbers, credit ratings, holiday pictures – and it's sometimes

difficult to know where the boundaries of our individuality actually lie. Only one thing is certain:

those boundaries are weakening. And they could weaken further still if, and when, neurochip

technology becomes more widely available. But even today, modern technology is already

producing a marked shift in the way we think and behave, particularly among the young. I

mustn't, however, be too censorious, because what I'm talking about is pleasure. For some,

pleasure means wine, women and song; for others, more recently, sex, drugs and rock'nroll; and

for millions today, endless hours at the computer console. I'm certainly not saying all video

games are dangerous and addictive, and I genuinely welcome the new generation of 'brain-

training' computer games aimed at keeping the little grey cells active for longer. What if we could

create an environment that would allow the brain to develop in a way that was seen to be of

universal benefit?