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JĘZYK ANGIELSKI

DLA KLAS DWUJĘZYCZNYCH

CZĘŚĆ II

PRZYKŁADOWY ZESTAW ZADAŃ

Czas pracy 150 minut

MARZEC

ROK 2008

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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 i n 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 i n 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 th 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 i n 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 i n 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 i n 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 i n her children’s lives has made

a difference i n 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 i n 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.”

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