AKADEMIA ŚWIĘTOKRZYSKA IM. JANA KOCHANOWSKIEGO W KIELCACH

ZAKŁAD NEOFILOLOGII

* * *

ENTRANCE EXAMINATION

PART-TIME COURSE

7^th September 2001

This examination consists of the following parts:

- written part SCORING

1. Listening Comprehension............................................... 10 points

2. Definitions………………........................ ................…..... 10 points

3. Cloze..........................................................................…. 20 points

4. Transformations.............................................................. 20 points

5. Word Building .............................................................… 20 points

6. Translation ..................................................................... 20 points

7. Reading Comprehension .............................................. 10 points

8. Error Recognition........................................................... 10 points

9. Sentence Paraphrase …………………………………… 20 points

10. General Knowledge Component...........................…... 10 points

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150 points

- oral part: .................................................................................... 50 points

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Total: 200 points

TIMING: 3 hours.

UWAGA

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Jeśli potrzebujesz pomocy lub masz wątpliwości zasygnalizuj to przez podniesienie ręki.

A

Do not write on these pages.

Write only on the answer sheets you are provided with.

1. LISTENING COMPREHENSION

Choose the best option according to the text you will hear.

1. The relationship between travel and poetry is that

a) the former encourages the latter.

b) the latter discourages the former.

c) the latter is typically produced abroad.

d) the former originates from periods of transition.

2. Coleridge, while in Malta,

a) took an examination as a descriptive poet.

b) met an Englishman from Devonshire.

c) lovingly recorded details of exotic plants and their surroundings.

d) had no idea of what oranges or lemons were.

3. Mont Blanc is essential to Romantic poetry because

a) of the right of way.

b) the poets used its image in their poems.

c) all Romantics found it divine.

d) of the gulf below the man standing on its peak.

4. The Romantic travellers were typically

a) travelling by themselves.

b) reading other travel accounts to pass the time.

c) quite athletic and enjoyed running.

d) opium-eaters.

5. The recommendation to travellers has been to

a) visit Poland before seeing Paris.

b) carry a pack of cards at all times.

c) socialise with the locals.

d) keep a record of their observations.

2. DEFINITIONS

Decide which of the three example sentences uses each word or phrase correctly. Only one answer is correct in each case.

1. comeuppance

1. We celebrated with a huge comeuppance at my house.

2. I can't stand his comeuppance - he's so arrogant.

3. She finally got her comeuppance for being a poor leader when she lost the election.

2. sound bite

1. The journalist used a 30-second sound bite from the protesters in her report on the demonstration.

2. Nick intends to go climbing in the Himalayas, but only if he's sound bite.

3. I like your new trainers - they're sound bite!

3. daunting

1. It's a daunting task, but we're optimistic.

2. A daunting agency is a business that helps people to enter into romantic relationships.

3. He's always been a cute, daunting child.

4. paranoid

1. UFOs are a paranoid phenomenon - one that cannot be reasonably explained.

2. It's a paranoid that in such a rich country there can be so much poverty.

3. She's getting paranoid about being burgled.

5. stationary

1. I've hardly eaten anything since last night - I just grabbed a sandwich at a railway stationary cafeteria.

2. How did you manage to drive into a stationary vehicle?

3. My aunt wrote her last letter on hotel stationary.

6. over my dead body

1. Having walked over my dead body, I went to Grandma's for lunch.

2. You'll marry him over my dead body!

3. Over my dead body! You needn't have! Such a lovely cake for my birthday!

7. mother-to-be

1. The hospital maternity ward was full of mothers-to-be.

2. Before she married Tom, she met her mother-to-be, and they soon became friends.

3. She was a mother-to-be for her neighbour's five-year-old son, Tommy.

8. repellent

1. John felt so repellent for what he had said that she couldn't but forgive him.

2. She used a water repellent washing-up liquid quite regularly.

3. When going on holiday, make sure you've got a bottle of mosquito repellent in your luggage.

9. say something to somebody's face

1. He said it to Ann's face that his grandparents were so happy about their future together.

2. You're not saying this to my face again - that's unbelievable!

3. If you're going to make comments about my work, at least have the courage to say them to my face!

10. lift

1. That was a real lift - they took the ransom money and were to be seen no more.

2. They took me a lift up to the twelfth floor, where the manager's office was.

3. This actress must have had at least ten face lifts - she can't be as young as she looks.

Adapted from: OALD Teacher's Pack

3. CLOZE

Fill in each of the gaps with one word only.

In all 1) .................., one of our first actions of the day is to talk to someone. What is so remarkable about that? Most of the 2) .................. three billion people in the world do the same thing. But suppose a dog, or any animal, awoke one morning and 3) .................. talking. It would make the front page of every newspaper in the world as well as the evening news. We are so accustomed to talking, and hearing other people talk, that we occasionally forget 4) .................. a marvellous attribute language is. Only when we consider the plight of not being able to talk, 5) .................. we fully appreciate its importance. Consider an aphasiac, a person, that is, 6) .................. has lost the ability to talk. He may still understand what is said and even 7) .................. in writing; but such a person is as badly handicapped as one with the most distressing physical impairment. He needs institutional care in the same way as any disabled person, or special training, at least, to enable him to carry on in the outside world. One of the authors recently communicated with an aphasiac who could say almost nothing, and even said the reverse of what he meant - an intended "No" coming out as "Yes," and 8) .................. versa. The man was a wealthy Florida realtor, yet one day he wrote: "Believe me, I'd give all my property and savings if I 9) .................. only talk again."

By contrast, reading and writing - marks on paper that 10) .................. for speech - are much less important. In fact, half the adults on earth, even in this modern and advanced day, are 11) .................., i.e. unable to read and write. And many of the world's languages, probably a 12) .................. majority, have no writing system at all. Although literacy is a tremendous advantage in modern industrialized societies, it is by no 13).................. essential. That is, we can still get along without 14) .................. able to read or write. Of course, this does not alter the fact that illiteracy is one of the world's great social and educational 15).................. . The point is that illiteracy does not incapacitate humans as 16) .................. as aphasia does. People who cannot read and write can still get along reasonably well in our society, but the aphasiac must seek professional help 17)................... he is cured or rehabilitated.

Some people 18) .................. there is nothing men could not do if they really understood each other's language. Utopia requires far more than that, no 19) .................., but it is true that a shared language tends to unite people, while different languages divide them. Those of us who have ever lived in an environment in which we did not understand the language know from personal experience how welcome a few words of our native speech can seem. Even in the strange accents of strangers, our native language sounds 20).................. to us, and we have a shared feeling for those who speak as we do.

C W Hayes, J Ornstein, W W Gage, The ABC's of Languages and Linguistics

4. TRANSFORMATIONS

Paraphrase each of the sentences in such a way that it means exactly the same as the sentence printed before it, using the given word. The form of the word must not be changed in any way.

EXAMPLE:

0. They did not allow us to do it. allowed

We were not allowed to do it.

1. I'm going to punish you this time. let

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

2. He finally managed to get over his wife's death. terms

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3. I am here as the council's representative. behalf

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4. In my opinion, he should have his hair cut. far

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5. Why do you think you are superior to other people? look

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6. He plays the piano and sings beautifully, too. only

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7. The job was too badly paid, so she didn't accept it. down

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8. I took my overcoat, but it wasn't necessary. taken

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9. Who's looking after the children this afternoon? of

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10. He had a voracious appetite and that amazed me. which

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5. WORD BUILDING

The word in brackets can be used to form a word that completes suitably the meaning of each sentence. Use the correct form of the word.

EXAMPLE:

The problems facing the 0. ………….. [MAN] these days are numerous. 0. mankind

TEXT I

1. ……………… [SUCCESS] marriage is the most 2. ……………… [EFFECT] form of social support. It 3. ……………… [RELIEF] the effects of stress, and leads to better mental and physical health. While many studies have shown the great importance of 'social support', it is still not clear exactly what this means. Most likely it consists of being a 4. ……………… [SYMPATHY] listener or offering helpful advice; providing emotional support and social 5.……………… [ACCEPT]; giving actual or financial help; and simply doing ordinary things together, like eating and drinking.

Husbands seem to benefit much more from marriage than wives do. Married women are in better 6.………… [PHYSICS] health, and are happier than single women, but these effects are nearly twice as 7.…………… [WEIGH] for men. Various 8. …………… [EXPLAIN] have been considered, but the most plausible is that wives provide more social support than husbands. Perhaps men need it more? They are more exposed to stresses at work, and have worse health, and die earlier than women.

In addition, when women get married, their way of life is subject to much greater change and this often leads to boring and isolated work in the home for which they are ill-prepared. Despite the benefits of marriage, women find it 9. …………… [STRESS], and are in better shape if they also have jobs; their 10.…………… [EARN] and status increase their power in the home, and they may also get social support at work.

TEXT II

A zoological garden can offer facilities that no other similar institution can emulate. At its best, it should be a complex laboratory, educational 11. ……………….. [ESTABLISH] and conservation unit. Our biological knowledge of even some of the 12. ……………….. [COMMON] animals is 13. ……………….. [EMBARRASS] slight and it is here that zoos can be of 14. ……………….. [ESTIMATE] value in amassing information. That this can only help the ultimate conservation of an animal in the wild state is obvious, for you cannot begin to talk about 15. ……………….. [CONSERVE] of a species unless you have some knowledge of how it functions. Well-run zoological garden should provide you with facilities for just such work.

While it is obviously more 16. ……………….. [DESIRE] to study animals in the wild state, there are many aspects of animal biology which can be more easily studied in zoos and, indeed there are certain aspects that can only be studied 17. ……………….. [CONVENIENCE] when the animal is in a controlled environment, such as a zoo. Therefore zoological gardens - properly run zoological gardens - are enormous reservoirs of 18.……………….. [VALUE] data, if the animals in them are studied properly and the results recorded 19.……………….. [ACCURACY].

Educationally, too, zoos have a most important role to play. Now that we have invented the megalopolis, we are spawning a new generation, reared without the benefit of dogs, cats, goldfish or budgerigars, in the upright coffins of the high-rise flats; a generation that will believe that milk comes from a bottle, without benefit of grass or cows or the intricate process between the two. This generation of future offspring might have only the zoo to show them that 20. ………………. [CREATE], other than their own kind, are trying inhabit the earth as well.

6. TRANSLATION

Translate the following sentences into English. Write words only in the spaces given. Do not be misled by the amount of space in between prompted words. You cannot change words already given.

NOTE: The amount of space provided is no indication of how many words should be written in.

EXAMPLE:

0. Ile masz lat? Answer: How old are you?

1. William S Hart był prawdopodobnie największą ze wszystkich gwiazd westernu, ponieważ w przeciwieństwie do Gary Coopera i Johna Wayne'a występował wyłącznie w westernach.

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

................................................. appeared .................................... but ........................................................

2. To właśnie Hart stworzył podstawową formułę westernu, oraz bohatera, którego grał w każdym swoim filmie.

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

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3. Czy był to szlachetny człowiek wyjęty spod prawa, czy uczciwy kowboj w tarapatach, czy szeryf - ofiara plotek, zawsze była to jednostka w stanie konfliktu z samym sobą oraz swym otoczeniem.

...................................................... outlaw, ...........................................………………...............................

............………………….................. an individual in conflict ......................................................................

4. Jak niewielu rówieśników z Hollywoodu, Hart naprawdę wiedział coś o starym, dzikim Zachodzie.

........................of his ....................................................................…........................................................

5. Mieszkał tam jako dziecko w czasach, gdy dziki Zachód już zanikał, a jego bohater był mocno zakorzeniony w jego własnych wspomnieniach i doświadczeniach.

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................................ rooted .....................................................................................................................

6. Chociaż żaden inny okres historii Ameryki nie uległ bardziej absurdalnej romantyzacji, mity i rzeczywistość zostały połączone w formie zderzenia pomiędzy jednostką a postępującą cywilizacją.

.......................................................................................................................................... romanticized,

.................................................................................................. a clash ................................................

7. Ludzie przyzwyczajeni walczyć o przetrwanie z żywiołami i Indianami poczuli się zdezorientowani przez polityków, bankierów i biznesmenów.

......................................................................................... against elements .........................................

..................................... bewildered ........................................................................................................

8. Jeśli outsider Harta uznał za konieczne zastrzelić szeryfa lub obrabować bank, to jego wczesna widownia nie miała trudności ze zrozumieniem i przebaczeniem.

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...................................................... it easy ..............................................................................................

9. W końcu to Hart pokonywał w ostatniej scenie atakujących Indian.

..........................................................................................................…..................................................

10. Widowniom drugiego dziesięciolecia dwudziestego wieku sprawiała przyjemność ucieczka do czasu, gdy życie było stosunkowo proste, choć twarde.

.................................................................................................………………..........................................

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Adapted from: L G Alexander, Fluency in English

7. READING

Choose the best option according to the text you will read.

The Puritan government had stopped the performance of plays in September 1642, and though there were occasional surreptitious performances at the various theatres after the passing of the ordinance of suppression, and though Sir William Davenant received permission to give some private dramatic performances (and perhaps also some more public performances) in the late 1650's, on the whole it can be said that the English theatre did not exist between 1642 and 1660. With the restoration of King Charles came the restoration of the theatre. But it was a different theatre, playing to a different kind of audience, from that which had called forth the plays of Shakespeare. The modern theatre, with its picture-frame stage, its actresses taking female parts, its moveable scenery designed to create a visual image of the locale of each scene, its artificial light, was developed during this period. This was partly because of the influence of France, where so many of Charles' hangers-on had spent their exile, and partly because the Restoration theatre took over and developed the traditions of the private rather than the public Elizabethan and Jacobean theatre, which had in some degree managed to survive the prohibition of public dramatic performances. The audience for Restoration drama was also more restricted both geographically and socially than it had been before the closing of the theatres. There was no dramatic activity of any consequence outside London, and the two theatres within the metropolis catered to wits and gallants who went to the play as much for the purpose of engaging in amorous intrigue or of displaying their own dress and manners as of seeing and enjoying a dramatic performance. The playhouse was regarded by the respectable citizens of London as a centre of vice and exhibitionism, and they accordingly avoided it, while the dramatists in their turn took every opportunity of ridiculing the middle-class virtues and as often as not presented the citizenry as made up of foolish and jealous husbands whose wives were fair game for seduction by court gallants.

Restoration drama was thus a class drama to a degree that no earlier English drama - not even the "citizen comedy" of the Elizabethans - had been. It represented the stylisation of a deliberately cultivated upper-class ethos. There is no need to maintain, with Charles Lamb, that the amoral world of Restoration comedy was a pure dream world with no relation to the life of the time. It had a very precise relation to the life of the time, being based on the attitude of the Court Wits of the 1660's. It would be truer to say that it was a wish-fulfilment world rather than a dream world, for a man like Etherege created in a character like Dormant in The Man of Mode, an ideal rake and wit of the kind that he and his friends would have liked to be in all their behaviour. On the other hand, it was a class drama drawn from and appealing to a tiny minority of the public of the time. That it lasted beyond the Restoration period into the first decade of the eighteenth century, by which time the Court Wits and their ideal of social behaviour had largely disappeared from the social scene, results from the fact that Restoration Comedy, though it arose out of the manners and ideals of a specific class, took on a life of its own after that class declined, preserving in a highly stylised art form which no longer existed in any appreciable degree in the life of the nation. The most perfect of Restoration comedies, Congreve's The Way of the World, was first produced in 1700, fifteen years after the death of Charles II.

D Daiches, A Critical History of English Literature

1. After September 1642,

1. theatres stopped performing altogether.

2. were not granted the permits to perform.

3. theatres performed secretly from time to time.

4. the Puritan government was getting more and more corrupt.

2. The theatre of the Restoration period

1. employed actresses only.

2. was hardly imitating French theatres.

3. was successful because of the former ban.

4. catered for an audience whose expectations were distinct from the previous ones.

3. The theatre-goers of the Restoration period

1. flocked to London.

2. attended theatre performances not exclusively for the sake of dramatic performances.

3. used the dramatic plots as a springboard for their own flirtation.

4. were not respectable people.

4. As for the world presented in Restoration comedy,

1. it was, in fact, the sort of reality that some viewers only could find attractive.

2. Charles Lamb claims that it was highly immoral.

3. it represented moral ideals.

4. was limited to the mocking of traditional middle-class values.

5. The Restoration drama

1. was flourishing after 1700 more than ever before.

2. disappeared with the fall of a certain social class.

3. became, with the passing of time, further removed from the contemporary reality

4. was never really popular.

8. SENTENCE PARAPHRASE

Show the difference in meaning between the sentences in pairs by rewriting the sentences in your own words.

Example: 0. a) The mother said her son was seeing the doctor in the afternoon.

b) The mother said her son was to see the doctor in the afternoon.

Answer:

a) The mother said her son was going (intended) to see the doctor in the afternoon.

2. The mother said it had been arranged that her son should see the doctor in the afternoon.

1 a) Only the chairman objected to the proposal to build more houses.

b) The chairman objected only to the proposal to build more houses.

2 a) Clearly, the man didn't understand the legal document at all.

b) The man didn't understand the legal document at all clearly.

3 a) He didn't promise to attend the meeting.

b) He promised not to attend the meeting.

4 a) I remember telling him that there was no bus on Sundays.

b) I remembered to tell him that there was no bus on Sundays.

5 a) You won't have much money to spend on your holiday.

b) You won't have to spend much money on your holiday.

6 a) He was used to getting up early.

b) He used to get up early.

7 a) Although I said that I was engaged on the Sunday, he went on asking me to see him that day.

b) Although I had said that I was engaged on the Sunday, he went on to ask me to see him that day.

8 a) He recovered from his cold so quickly that he didn't need to visit a doctor.

b) He recovered from his cold so quickly that he needn't have visited a doctor.

9 a) Perhaps you can tell me when you see me again?

b) Perhaps you could tell me when you will see me again?

10 a) They looked admiringly at a portrait of Holbein.

b) They looked admiringly at a portrait of Holbein's.

9. ERROR CORRECTION

In each of the following sentences, four elements have been underlined. One of these elements contains a mistake. Find the incorrect element in each sentence and circle it on your answer sheet.

EXAMPLE: We will go for a walk if the weather will be nice, and it's a pity we didn't go yesterday because we would have enjoyed it.

1. Cars have recently become the most popular means of communication, and owning one has become a status symbol.

2. In another words, very destructive information can be disseminated through the Internet.

3. Less and less pedestrians die in road accidents, but more police patrols need to be provided presently.

4. Parents ought to focus their attention on teaching their offsprings not to discriminate against anybody, whatever their beliefs.

5. The twenty years old John complained that his student-house room was extremely small while he had been promised excellent family accommodation.

6. My wife is still suffering from a nervous breakdown and terrible memoirs are still being evoked by a slightest noise.

7. In high-rise blocks of flats, lifts are often destroyed, which the inhabitants should get accustomed to.

8. The film says about a middle-aged woman who wants men to fall in love with her inner beauty and not her gorgeous figure or winning smile.

9. While Macbeth is a sensitive man, driven by his obsession with what he knows to be evil and despite his friend's warning he decides to follow the witches' advice.

10. Try to imagine what would we do if we had no employment opportunities, no moral support from our spouses, and hardly any financial resources to fall back on.

10. GENERAL KNOWLEDGE COMPONENT

Match the names of major world writers in Column 1 with the titles of their works in Column 2 (for your convenience, the titles are in Polish).

COLUMN 1	COLUMN 2
EXAMPLE: 0. William Shakespeare	x. Hamlet
1. Homer	a. Proces
2. Jarosław Haszek	b. Przygody dobrego wojaka Szwejka
3. James Joyce	c. Odyseja
4. Fiodor Dostojewski	d. Archipelag Gułag
5. Stendhal	e. Mały Książę
6. Antoine de Saint Exupéry	f. Czerwone i czarne
7. Aleksander Sołżenicyn	g. Boska Komedia
8. Franz Kafka	h. Kubuś Puchatek
9. Dante Alighieri	i. Zbrodnia i kara
10. A. A. Milne	j. Ulisses

* THIS IS THE END OF THE TEST *

* THANK YOU *

ZAOCZNI

LISTENING: TRAVELLING TALES

If poetry is about making the world new, then travellers are almost by definition poets. The stimulation of travel is precisely its offer of novelty. Travel releases the imagination and stimulates it with the sheer impact of the unknown and unfamiliar. That is why, no doubt, so many works of literature have been produced in periods of transit, or emerge from fantasies of travel. Coleridge's journals during his residence in Malta are rich with scents and images that strike his acute senses and test his powers of description. He rarely misses the mark, even if a Devonborn Englishman had no previous encounter with lemon groves and orange trees to go to. At one point he noted: I smelt the orange blossom long before I reached St Antonio. When I entered it was overpowering: the Trees were indeed oversnowed with Blossoms, and the ground snowed with the fallen leaves: the Bees on them, & the golden ripe fruit on the branches glowing.

Much of Romantic poetry is bound up with travel. Mont Blanc in Alpine Switzerland became a virtual rite of passage, as Coleridge, Byron, and Shelley all tested their powers in describing it. Each of them saw it as sublime, with Coleridge finding divine transcendence in its peaks and Shelley identifying the ravines and valleys with the workings of the mind and imagination. For the more sceptical Byron it stirred the soul in a different way, expressing the gulf between man and the infinite.

Byron composed Childe Harold's Pilgrimage after his own journey across the Continent, running from Portugal to Spain, Italy, and eventually the Orient. For Coleridge, the pattern of engaging with travel continued elsewhere in his verse. Whatever his debt to opium, Coleridge's dream of Kubla Khan occurred, as he explains, after reading Samuel Purchas, a seventeenth-century editor of travel accounts. The Ancient Mariner, by the same token, is a perpetual traveller, although his journey is tortured and guilt-ridden rather than liberating. The whole of Romantic writing is full of wanderers and walkers, traversing rustic landscapes whether in the Lake District, the Alps, or Italy. By convention, they usually make their way alone, communing with themselves as they adjust to the rhythm of the journey.

Every era of literature has its distinctive encounter with travel. For the Romantics, contact with nature remained an ideal, one that continues to influence us today. Earlier writers often preferred an urban milieu. In 1626 Francis Bacon advised young travellers to visit the great courts of Renaissance Europe, taking notes of different customs and beliefs, and to adopt the best of what they saw. Bacon recommended: Let him carry with him some card or book describing the country where he travelleth, which will be a good key to his inquiry. Let him keep also a diary. Like Shakespeare's Polonius instructing Laertes before he sets off for Paris, Bacon endorsed remaining cautious and observant rather than sociable.

KEY zaoczni

LISTENING: 1a, 2c, 3b, 4a, 5d.

DEFINITIONS: 1c, 2a, 3a, 4c, 5b, 6b, 7a, 8c, 9c, 10c.

CLOZE: 1 probability, 2 other, 3 started, 4 what, 5 do/can, 6 who, 7 communicate, 8 vice, 9 could,

10 stand, 11 illiterate, 12 large, 13 means, 14 being, 15 problems,

16 greatly/much, 17 until/before,18 believe/claim/think/etc., 19 doubt, 20 lovely/nice/etc.

TRANSFORMATIONS:

1. I'm not going to let you off this time.

2. He finally managed to come to terms with his wife's death.

3. I'm here on behalf of the council.

4. As far as I am concerned, he should have his hair cut.

5. What makes you look down on other people?

6. Not only does he play the piano but he also sings beautifully.

7. She turned down the job because it was too badly paid.

8. I needn't have taken my overcoat.

9. Who's taking care of the children this afternoon?

11. He had a voracious appetite which amazed me.

WORD BUILDING:

TEXT I TEXT II

1. successful 11. establishment

2. effective 12. commonest

3. relieves 13. embarrassingly

4. sympathetic 14. inestimable

5. acceptance 15. conservation

6. physical 16. desirable

7. weighty 17. conveniently

8. explanations 18. (in)valuable

9. stressful 19. accurately

10. earnings 20. creatures

TRANSLATION:

1. William S Hart was, perhaps / probably, the greatest of all western stars, for / as / because unlike Gary Cooper and John Wayne he appeared in nothing but westerns.

2. It was Hart who / that created the basic formula of the western, and the protagonist / character / hero he played in his every film.

3. Whether it was a noble outlaw, an honest cowboy in trouble, or a sheriff - a victim of gossip, it was always an individual in conflict with himself / themselves and his / their environment.

4. Like few of his contemporaries, Hart really / actually knew something about the old wild West.

5. He had lived there / in it as a child / in his childhood, when / in the days when the wild West was disappearing, and his protagonist / hero / character was deeply / firmly rooted in his own memories and experiences.

6. Although no other period in the history of America / American history has been / was more absurdly romanticized, myths and the reality were joined in the clash between the individual and the advancing/progressing civilization.

7. Men / People used / accustomed to struggling for survival against elements and Indians felt bewildered by politicians, bankers and businessmen.

8. If Hart's outsider found it necessary to shoot a sheriff or rob a bank, his early audience found it easy to understand and forgive.

9. After all, it was Hart who defeated the attacking / charging Indians.

10. (The) audiences of the second decade of the twentieth century enjoyed the escape to a time when life was relatively simple, though tough / hard.

KEY zaoczni

READING: 1c, 2d, 3b, 4a, 5c.

SENTENCE PARAPHRASE:

1a The chairman was the only person who objected;

b The proposal was the only thing he objected to.

2a It was quite obvious that the man didn't understand the document in any way;

b The man had only a vague understanding of the document.

3a He made no promises about attending;

b He made a promise that he wouldn't attend.

4a I now remember that I told him at some earlier time;

b First I remembered and then I told him.

5a You won't have much money which you can spend;

b You won't be obliged to spend much money.

6a He got up early so regularly that it wasn't a difficulty or a hardship for him;

b At some past time, he habitually got up early (but we are not told his feelings or attitude towards this).

7a He persisted in asking what he had already asked before;

b Although he knew what the answer must be, the next thing he did was to ask the question.

8a We assume he didn't go to the doctor;

b He visited the doctor, but this later proved to have been unnecessary.

9a You can tell me then (viz. when you see me again);

b Could you tell me this (viz. when you will see me again).

10a The subject of the portrait was Holbein;

b The painter of the portrait was Holbein.

ERROR CORRECTION:

1. communication, 2. In another words, 3. Less and less, 4. offsprings, 5. twenty years old, 6. memoirs, 7. destroyed, 8. says, 9. While, 10. would we do

GENERAL KNOWLEDGE COMPONENT

1c, 2b, 3j, 4i, 5f, 6e, 7d, 8a, 9g, 10h.

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