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MATERIAŁ DIAGNOSTYCZNY

Z JĘZYKA ANGIELSKIEGO

Arkusz II

POZIOM ROZSZERZONY

Czas pracy 70 minut

ARKUSZ II

GRUDZIEŃ

ROK 2005

Instrukcja dla ucznia

1. Sprawdź, czy arkusz zawiera 8ponumerowanych stron.

Ewentualny brak zgłoś przewodniczącemu zespołu

nadzorującego badanie.

2. Część pierwsza arkusza, sprawdzająca rozumienie ze słuchu,

będzie trwała około 25 minut i jest nagrana na płycie CD.

3. Pisz czytelnie. Używaj długopisu/pióra tylko z czarnym

tuszem/atramentem.

4. Nie używaj korektora.

5. Na karcie odpowiedzi wpisz swoją datę urodzenia i PESEL.

Zamaluj pola odpowiadające cyfrom numeru PESEL. Błędne

zaznaczenie otocz kółkiem i zaznacz właściwe.

6. Postępuj podobnie, zaznaczając odpowiedzi na karcie. Tylko

odpowiedzi zaznaczone na karcie będą oceniane.

Za rozwiązanie

wszystkich zadań

można otrzymać

łącznie

27 punktów

Życzymy powodzenia!

Wypełnia uczeń przed rozpoczęciem pracy

Wypełnia uczeń

przed rozpoczęciem

pracy

PESEL UCZNIA

KOD UCZNIA

2 Materiał pomocniczy do doskonalenia nauczycieli w zakresie diagnozowania, oceniania i egzaminowania

Język angielski – grudzień 2005 r.

ROZUMIENIE ZE SŁUCHU

Zadanie 9. (7 pkt)

Zapoznaj się z nagłówkami (A-H). Usłyszysz dwukrotnie siedem wypowiedzi. Dopasuj

do każdej z nich odpowiadający jej treści nagłówek. Wpisz odpowiednie litery w kratki

9.1.-9.7. Jeden nagłówek podany został dodatkowo i nie pasuje do żadnej wypowiedzi.

Za każdą poprawną odpowiedź otrzymasz 1 punkt.

A. TURN TO THE RIGHT PEOPLE

9.1.

B. LIKE CHILDREN, LIKE ADULTS

9.2.

C. DON’T MENTION DEFECTS

9.3.

D. A LESSON TO LEARN FROM CHILDREN STORIES

9.4.

E. ELDERLY PEOPLE NEED MORE APPRECIATION

9.5.

F. MAKE IT CLEAR WHAT YOU NEED

9.6.

G. PRAISE WITH SINCERITY

9.7.

H. WHY NOT MAKE THE WORLD BRIGHTER?

PRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!

Zadanie 10. (8 pkt)

Zapoznaj się ze zdaniami podanymi poniżej. Usłyszysz dwukrotnie fragment audycji

radiowej. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zaznacz

jedną z czterech możliwości, zakreślając literę A, B, C lub D.

Za każdą poprawną odpowiedź otrzymasz 1 punkt.

10.1. Who is prone to unhealthy habits?

A. Teenagers mainly.

B. Overweight adults.

C. Unemployed people.

D. Teenagers and grown-ups.

10.2. In the past, the problem discussed was

A. interpreted differently.

B. avoided by researchers.

C. considered to be simple.

D. linked with lack of appetite.

Materiał pomocniczy do doskonalenia nauczycieli w zakresie diagnozowania, oceniania i egzaminowania 3

Język angielski – grudzień 2005 r.

10.3. In the study carried out in Finland, all participants

A. came from very well-educated families.

B. came from families with drinking problems.

C. were only asked about their eating habits.

D. were asked about their educational background.

10.4. Which statement is true about Dr Keski’s findings?

A. Children and parents have different eating habits.

B. Children often copy their parents’ eating habits.

C. Parents rarely care about what their children eat.

D. Parents are too busy to care about a healthy lifestyle.

10.5. Teenagers who have irregular meals

A. are likely to develop addictions.

B. find it difficult to compromise.

C. lose appetite and interest in life.

D. change eating habits later in life.

10.6. In Amanda Wynne’s opinion,

A. more studies of school performance are needed.

B. good nutrition is important for people with diabetes.

C. more and more children skip food in the morning.

D. neglecting a morning meal might signal health problems.

10.7. In the programme, the speaker’s intention is to

A. persuade you to change your eating habits.

B. draw your attention to some disturbing findings.

C. discourage you from following restricted diets.

D. comment on Amanda Wynne’s recent finding.

10.8. The speaker focuses on the importance of

A. regular meals.

B. a sugar-free diet.

C. the morning meal.

D. controlling your appetite.

PRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!

4 Materiał pomocniczy do doskonalenia nauczycieli w zakresie diagnozowania, oceniania i egzaminowania

Język angielski – grudzień 2005 r.

ROZUMIENIE TEKSTU CZYTANEGO I ROZPOZNAWANIE

STRUKTUR LEKSYKALNO-GRAMATYCZNYCH

Zadanie 11. (5 pkt)

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

tekstu. Zaznacz jedną z czterech możliwości, zakreślając literę A, B, C lub D.

Za każdą poprawną odpowiedź otrzymasz 1 punkt.

‘My aunt will be down presently, Mr. Nuttel,’ said a very self-possessed young lady

of fifteen; ‘in the meantime you must try and put up with me.’

Framton Nuttel tried to say something flattering. Privately he doubted whether these visits

to total strangers would do much towards helping the nerve cure which he was supposed to be

undergoing.

‘Do you know many of the people round here?’ asked the niece.

‘Hardly a soul,’ said Framton. ‘My sister was staying here, at the rectory, some four years

ago, and she gave me letters of introduction to some of the people here.’

‘Then you know practically nothing about my aunt?’ pursued the young lady.

‘Only her name and address,’ admitted the caller.

‘Her great tragedy happened just three years ago,’ said the child.

‘Her tragedy?’ asked Framton.

‘You may wonder why we keep that window wide open on an October afternoon,’ said

the niece, indicating a large French window that opened on to a lawn.

‘It is quite warm for the time of the year,’ said Framton.

‘Out through that window, three years ago to a day, her husband and her two young

brothers went off for their day’s shooting. They never came back. In crossing the moor

to their favourite shooting ground they were all three engulfed in a treacherous piece of bog.

Their bodies were never recovered. Poor aunt always thinks that they will come back

someday, they and the little brown spaniel that was lost with them, and walk in at that

window just as they used to do. That is why the window is kept open every evening.

Sometimes on quiet evenings like this, I almost get a creepy feeling that they will all walk

in through that window ...’

She broke off with a little shudder. It was a relief to Framton when the aunt bustled

into the room with a whirl of apologies for being late in making her appearance.

‘I hope you don’t mind the open window,’ said Mrs. Sappleton briskly; ‘my husband

and brothers will be home directly from shooting, and they always come in this way.’

She rattled on cheerfully about the shooting and the prospects for duck in the winter.

To Framton, it was all purely horrible. He was conscious that his hostess was giving him only

a fragment of her attention, and her eyes were constantly straying past him to the open

window and the lawn beyond. It was certainly unfortunate that he should have paid his visit

on this tragic anniversary.

‘The doctors agree in ordering me complete rest, an absence of mental excitement,

and avoidance of anything in the nature of violent physical exercise,’ announced Framton.

Mrs. Sappleton suddenly brightened into alert attention. ‘Here they are at last! Just in time for

tea!’

Framton shivered slightly. The child was staring out through the open window

with a dazed horror in her eyes. Framton swung round in his seat and looked in the same

direction.

Materiał pomocniczy do doskonalenia nauczycieli w zakresie diagnozowania, oceniania i egzaminowania 5

Język angielski – grudzień 2005 r.

In the twilight three figures were walking across the lawn towards the window, they all

carried guns under their arms. A tired brown spaniel kept close at their heels. Noiselessly they

neared the house.

In a chill shock of fear Framton grabbed wildly at his stick and hat; the hall door,

the gravel drive, and the front gate were dimly noted stages in his headlong retreat.

‘Here we are, my dear,’ said one of the men. ‘Who was that who bolted out as we came

up?’

‘A Mr. Nuttel,’ said Mrs. Sappleton; ‘could only talk about his illnesses, and dashed off

without a word of goodbye or apology. One would think he had seen a ghost.’

‘I expect it was the spaniel,’ said the niece calmly; ‘he told me he had a horror of dogs.

He was once hunted into a cemetery by a pack of stray dogs, and had to spend the night

in a newly dug grave with the creatures just above him. Enough to make anyone lose their

nerve.’

Romance at short notice was her speciality.

adapted from: H.H. Munro, The Open Window

11.1. Framton was staying in the area because he wanted to

A. see some really strange places near the rectory.

B. forget about the frightening experiences in his life.

C. visit the people his sister had met four years before.

D. recover in peace and quiet after a nervous breakdown.

11.2. Framton came to see Mrs. Sappleton in order to

A. calm down after a recent family tragedy.

B. have a chat while visiting the area.

C. talk to her niece about the tragedy from the past.

D. learn about opportunities for staying at the rectory.

11.3. To Framton, Mrs. Sappleton seemed to be

A. mentally unstable due to the family tragedy.

B. suffering from various health problems.

C. depressed because of the anniversary.

D. completely unaware of his presence.

11.4. Mrs. Sappleton was

A. well aware of what her niece had told Framton.

B. awaiting the return of her husband and brothers.

C. rude and impatient towards Framton.

D. shocked to see her husband and brothers again.

11.5. When Framton came on a visit, the young lady decided to

A. make an attempt to flirt with him.

B. frighten him with a genuine story.

C. use him to entertain her family.

D. play an unusual trick on him.

PRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!

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