Model egzaminu z języka angielskiego Poziom 4wsnjo.wp.mil.pl/plik/file/Do_pobrania_-_Mat._Egzaminacyjne/Modele/... · osiągnęli Poziom 4 znajomości języka angielskiego zgodnie

Model egzaminu z języka angielskiego

Poziom 4

wg STANAG 6001

CCEENNTTRRAALLNNAA KKOOMMIISSJJAA EEGGZZAAMMIINNAACCYYJJNNAA

JJĘĘZZYYKKÓÓWW OOBBCCYYCCHH

MMIINNIISSTTEERRSSTTWWAA OOBBRROONNYY NNAARROODDOOWWEEJJ

Specyfikacje

i egzamin przykładowy

Łódź 2007

2

Model egzaminu z języka angielskiego

Poziom 4

wg STANAG 6001

Specyfikacje

i egzamin przykładowy

OPRACOWANIE:

Kpt. mgr Dariusz Ćwierzona mgr Agata Majchrzak mgr Ewa Pawelec mgr Magdalena Kaźmierczak KONSULTACJA:

Mark Crossey - Peacekeeping English Project Eric Atkinson - Peacekeeping English Project

3

Specyfikacje egzaminu / Specifications of the examination

Wstęp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Czytanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Słuchanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Pisanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Mówienie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Przykładowe materiały egzaminacyjne / Sample Papers

Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Answer sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Answer sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Tapescripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Writing marking sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Pisanie – kryteria oceny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Writing rating scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Mówienie – kryteria oceny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Speaking rating scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Speaking marking sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

SPIS TREŚCI

4

Cel egzaminu

Celem egzaminu jest sprawdzenie czy zdający

osiągnęli Poziom 4 znajomości języka angielskiego

zgodnie z opisem zawartym w Porozumieniu

Standaryzacyjnym 6001 (STANAG 6001).

Charakterystyka osób przystępujących do

egzaminu

Wszyscy zdający muszą posiadać świadectwo

zdanego egzaminu na Poziomie 3. wg STANAG

6001 w danej sprawności lub przedłożyć inny

dokument potwierdzający znajomość języka na

porównywalnym poziomie. Dokument ten musi

zostać zaakceptowany przez przewodniczącego

CKEJO MON.

Większość osób przystępujących do egzaminu

stanowią żołnierze służby czynnej Polskich Sił

Zbrojnych oraz pracownicy cywilni wojska. Wśród

zdających dominują osoby narodowości polskiej,

mężczyźni, w wieku pomiędzy 20-50 lat.

Sytuacje komunikacyjne - wykorzystanie

języka obcego

Język wykorzystywany jest w sytuacjach

zawodowych i towarzyskich w środowisku

wojskowym (np. w sztabie międzynarodowym,

podczas międzynarodowych misji pokojowych,

wielonarodowych manewrów wojskowych lub

podczas szkoleń zagranicznych).

Opis egzaminu

Egzamin składa się z czterech części

(odbywających się w następującej kolejności):

• Czytanie

• Słuchanie

• Pisanie

• Mówienie

POZIOM 4 SPECYFIKACJE EGZAMINU Z JĘZYKA ANGIELSKIEGO

WSTĘP

5

The Purpose of the Examination The purpose of the examination is to assess

whether candidates have reached Level Four of

language competence as described by STANAG

6001.

Description of the Examinee

All examinees must have a certificate stating they

have a language competence of Level Three as

defined by STANAG 6001 in the skill(s) being

tested, or provide other evidence that indicates

that they have a similar language competence

and such evidence must be accepted by the

Chairman of the Central Examination Board.

The majority of examinees are either serving

members of the Polish Armed Forces or military

related personnel. They are predominately male,

Polish citizens between the ages of 20 and 50.

Target Language Situation

Professional and social situations in military

contexts (for example at a Multinational

Headquarters, on a multinational peacekeeping

mission, during a multinational field exercise or

whilst receiving training in a foreign country).

Description of the Examination

The examination consists of four parts taken in the

following order:

• Reading

• Listening

• Writing

• Speaking

LEVEL 4

SPECIFICATIONS OF THE ENGLISH LANGUAGE EXAMINATION

INTRODUCTION

6

Rodzaje tekstów

Wszystkie rodzaje tekstów autentycznych

umieszczonych w kontekście kulturowym, zarówno

teksty faktograficzne jak i dotyczące zagadnień

abstrakcyjnych (artykuły lub fragmenty artykułów

prasowych, artykuły redakcyjne, reklamy,

ogłoszenia, instrukcje obsługi, dowcipy, itp.).

Zakres tematyczny

Pełen zakres tematyczny dotyczący zagadnień

ogólnych i zawodowych.

Testowane umiejętności

• rozpoznanie celu tekstu, stosunku autora oraz

tonu wypowiedzi

• identyfikacja metod pisania, jakimi autor

przekazuje treści

• uchwycenie myśli przewodniej tekstu lub

akapitu

• odróżnienie myśli głównej od argumentów

wspomagających

• rozumienie informacji i opinii wyrażonych w

sposób dosłowny i przenośny

• wyciąganie wniosków na podstawie

przeczytanego tekstu

• rozumienie logicznych związków

wewnątrzzdaniowych, międzyzdaniowych

i związków między akapitami

• zlokalizowanie szczegółowych informacji w

tekście

• rozumienie znaczenia nieznanych wyrazów z

kontekstu

• rozumienie odniesień kulturowych

Rodzaje zadań

• pytania wielokrotnego wyboru

• przyporządkowanie

• uzupełnianie zdań

• przeniesienie informacji do tabel lub wykresów

Opis testu

Zdający mają 60 minut na udzielenie odpowiedzi.

Test składa się z 3 zadań zawierających 20 pytań,

a łączna długość tekstów wynosi od 2100 do 2400

słów.

Zadanie 1. – kilka krótkich tekstów nie

powiązanych ze sobą treściowo –

jedno zdanie do uzupełnienia po

każdym tekście

Zadanie 2. – jeden długi tekst opiniodawczy

– przyporządkowanie zdań do

paragrafów lub przeniesienie

informacji do tabeli, wykresu, itp.

Zadanie 3. – jeden tekst – pytania wielokrotnego

wyboru z czterema opcjami każde

Polecenia

Polecenia do zadań w teście sformułowane są w

języku angielskim, natomiast przed rozpoczęciem

egzaminu osobom zdającym udzielane są

instrukcje w języku polskim.

Punktacja

Zdający wskazują poprawną odpowiedź zakreślając

prawidłową opcję lub uzupełniając luki w zdaniach,

tabelach, wykresach, itp. na arkuszu odpowiedzi.

We wszystkich częściach testu zdający otrzymują

po jednym punkcie za każdą prawidłową

odpowiedź. Zdający musi uzyskać 14 punktów z 20

możliwych, aby zaliczyć sprawność czytania.

CZYTANIE

7

Text Types

All authentic culturally embedded text types, both

factual and abstract (newspaper/magazine articles

and fragments of articles, editorials,

advertisements, announcements, manuals, jokes).

Topics

All topics from general and professional areas.

Skills

• recognising a writer’s purpose, attitude, tone

and mood

• identifying a writer’s technique

• identifying the main idea or important

information and distinguishing them from

supporting details

• understanding explicitly and implicitly stated

information and opinions

• inferring information from text content

• understanding relations within the sentence

and across sentences and paragraphs

• understanding gist

• skimming

• scanning

• understanding unfamiliar words from context

• understanding cultural references

Task Types Used

• multiple choice

• matching

• open-ended questions

• information/opinion transfer

Description of the Test

The test is sixty minutes long. There will be three

tasks with a combined length of between 2100 and

2400 words followed by 20 questions.

Task One - a number of short extracts/texts with

open-ended items

Task Two - a longer discursive text with either a

matching or information/opinion

transfer task

Task Three - a text with four-option multiple

choice questions

Rubrics/Instructions

The candidates will be given instructions in Polish

before the start of the test. Rubrics are written in

English.

Marking

There are twenty questions in all and the pass

mark is fourteen. Candidates will be asked to

indicate answers by circling, or filling in the gaps in

sentences, charts or tables on the answer sheet.

Candidates will be awarded one mark for each

correct answer in all parts of the test.

READING

8

Rodzaje nagrań

Wszelkie rodzaje autentycznych nagrań radiowych i

telewizyjnych (wiadomości, reportaże, wywiady,

dyskusje panelowe) oraz wykłady i monologi.

Zakres tematyczny

Pełen zakres tematyczny dotyczący zagadnień

ogólnych i zawodowych.

Testowane umiejętności

• rozpoznanie celu tekstu mówionego, stosunku

autora oraz tonu wypowiedzi

• rozumienie informacji i opinii wyrażonych w

sposób dosłowny i przenośny

• odróżnienie myśli głównej od argumentów ją

wspomagających

• wyciąganie wniosków na podstawie

wysłuchanego tekstu

Rodzaje zadań

• pytania wielokrotnego wyboru

• sporządzanie notatek

• uzupełnianie zdań

• przyporządkowanie

Opis testu

Test trwa około 45 minut i składa się z 4 zadań

zawierających 20 pytań. Zadania 1., 2. i 4. są

odtwarzane tylko jeden raz, natomiast Zadanie 3.

jest odtwarzane dwa razy.

Zadanie 1. – kilka krótkich wiadomości radiowych

nie powiązanych ze sobą treściowo –

po każdej wiadomości jedno pytanie

wielokrotnego wyboru z czterema

opcjami

Zadanie 2. – wywiad – pytania wielokrotnego

wyboru z czterema opcjami

Zadanie 3. – dyskusja – przyporządkowanie lub

uzupełnianie zdań

Zadanie 4. – monolog – wykład, przemówienie lub

inna forma wystąpienia publicznego,

sporządzanie notatek

Nagrania i polecenia

Przed rozpoczęciem egzaminu osobom zdającym

udzielane są instrukcje w języku polskim. W

nagraniu materiału egzaminacyjnego każde

zadanie jest poprzedzone instrukcjami w języku

angielskim, po których następuje przerwa

umożliwiająca zdającym zapoznanie się z treścią

pytań. Po wysłuchaniu wszystkich zadań osoby

zdające mają 4 minuty na przeniesienie odpowiedzi

na arkusz odpowiedzi. Egzaminowani usłyszą różne

akcenty rodzimych użytkowników języka

angielskiego oraz obcokrajowców.

Punktacja

Zdający wskazują poprawną odpowiedź zakreślając

prawidłową opcję lub wpisują odpowiednie słowa

na arkuszu odpowiedzi. We wszystkich częściach

testu zdający otrzymują po jednym punkcie za

każdą prawidłową odpowiedź. Zdający musi

uzyskać 14 punktów z 20 możliwych, aby zaliczyć

sprawność słuchania. W Zadaniu 3. i 4. punkty nie

są przyznawane, jeśli występują błędy w pisowni

zniekształcające znaczenie słów.

SŁUCHANIE

9

Text Types

All kinds of authentic radio and TV recordings

(news items, reports, interviews, panel

discussions) or lectures and monologues.

Topics

All topics from general and professional areas.

Skills • recognising a speaker’s purpose, attitude,

tone and mood

• understanding explicitly and implicitly stated

information and opinions

• identifying the main idea or important

information and distinguishing them from

supporting details

• inferencing

Task Types Used

• multiple choice

• note taking

• matching

• open-ended questions

Description of the Test

The test is approximately 45 minutes long. There

are four tasks followed by twenty questions.

Tasks One, Two and Four are heard once only and

Task Three is heard twice.

Task One – a number of short content

independent authentic radio news

broadcasts with four-option multiple-

choice items

Task Two – a two-person interview with four-

option multiple-choice items

Task Three – a discussion with either a matching

or an opened-ended task

Task Four - a long monologue, which could be

either a lecture, speech, public address

with a note-taking exercise

Recordings, Instructions and Rubrics

The candidates will be given instructions in Polish

before the start of the test. Each task is preceded

by instructions in English and a pause to allow the

candidates to read the questions. There are longer

pauses between tasks. At the end of the test there

is a pause of four minutes to allow the candidate to

transfer his or her answers to the answer sheet.

Recordings may contain a variety of native speaker

and non-native speaker accents.

Marking

Candidates will be asked to indicate answers by

circling, or filling in the gaps in sentences, charts or

tables on the answer sheet. Candidates will be

awarded one mark for each correct answer in all

parts of the test. In note-taking exercises bad

spelling, if it does not interfere with understanding,

will not be penalised. There are twenty questions

and the pass mark is fourteen.

LISTENING

10

Rodzaje tekstów

• raport

• oficjalne oświadczenie

Opis testu

Test trwa 70 minut i polega na wykonaniu jednego

zadania. Zdający zobowiązani są do napisania

wypowiedzi w odpowiednim stylu z wykorzystaniem

informacji w postaci krótkich tekstów oraz

materiałów piktograficznych (wykresy, diagramy,

tabele, obrazki, zdjęcia, mapy, itp.). Wypowiedź

pisemna powinna zawierać od 500 do 600 słów.

Polecenia

Przed rozpoczęciem egzaminu osobom zdającym

udzielane są instrukcje w języku polskim. Polecenie

do zadania egzaminacyjnego sformułowane jest w

języku angielskim.

Wymagania

Od zdających oczekuje się umiejętności wypowiedzi

pisemnej na różnorodne tematy z zakresu

ekonomii, kultury, polityki, tematyki ogólno-

wojskowej, nauki i techniki. Zdający powinni

wykazać się następującymi umiejętnościami:

• formułowania i uzasadniania opinii

• stawiania hipotez dotyczących wydarzeń

przeszłych, teraźniejszych i przyszłych

• przekonywania

• informowania

• wyjaśniania

• opisywania

• przypuszczania

• udzielania rad

• udzielania rekomendacji i sugerowania

Od zdających oczekuje się wysokiego stopnia

stosowności i poprawności gramatyczno-

leksykalnej oraz dobrej organizacji, logiki i

spójności wypowiedzi zarówno w obrębie akapitu,

jak i całego tekstu. Zdający powinien wykazać się

bogactwem słownictwa oraz konstrukcji

gramatycznych. W tekście powinny dominować

zdania złożone.

Ocenianie

Wypowiedź pisemna jest oceniana przez dwóch

egzaminatorów. Zdający musi uzyskać 14 punktów

z 20 możliwych, aby zaliczyć sprawność pisania.

Szczegółowe kryteria oceny zamieszczone są na

str. 40.

PISANIE

11

Text Types

• report

• position paper

Description of the Test

The writing test is seventy minutes long. There is

one task only. Candidates are required to write in

an appropriate style responding to input in the

form of short texts and pictorial material, such as

graphs, pictures, diagrams, photographs and

maps. The candidate is expected to produce a text

of between 500 to 600 words.

Rubrics

The candidates will be given instructions in Polish

before the start of the test. Rubrics are written in

English.

Performance Expected of the Candidate

The candidate is expected to write on a variety of

topics taken from such areas as economics,

culture, science and technology, politics and

general military affairs. The candidate is expected

to demonstrate the ability to:

• present and defend an argument

• hypothesise about the past, present and

future

• persuade

• justify

• inform

• explain

• describe

• speculate

• advise

• make recommendations and suggestions

A high degree of accuracy and appropriacy and

good organisational skills within paragraphs and

across the whole text is expected. The text should

be both coherent and cohesive. A candidate should

demonstrate a wide range of lexis and structures

including a high number of multi-clause sentences

effectively used.

Marking

The test is assessed by two independent assessors.

The test is marked out of twenty and the pass

mark is fourteen. Candidates are referred to the

evaluation criteria for Level Four, Writing (p. 41).

WRITING

12

Rodzaje wypowiedzi

• rozmowa nieformalna

• dyskusja

• prezentacja

Opis testu

Egzamin ustny składa się z 3 części i trwa około 20

minut. Zdający przystępują do egzaminu w parach.

Część Pierwsza – nieformalna rozmowa. Zdający

przedstawiają się i zadają sobie pytania

dotyczące miejsca pracy, rodziny, miejsca

zamieszkania, itp.

Część Druga – prezentacja. Zdający wygłaszają

pięciominutową prezentację z

wykorzystaniem informacji w postaci

krótkich tekstów oraz materiałów

piktograficznych (wykresy, diagramy, tabele,

obrazki, zdjęcia, mapy, itp.) Po wysłuchaniu

prezentacji drugi zdający jest zobowiązany

do zadania dwóch pytań dotyczących

wystąpienia. To samo ma miejsce po

wysłuchaniu drugiej prezentacji. Zdający

mają 20 minut na przygotowanie.

Część Trzecia – dyskusja. Zdający dyskutują na

wylosowany temat.

Polecenia

Polecenia do zadań sformułowane są w języku

angielskim.

Wymagania

Od zdających oczekuje się umiejętności wypowiedzi

na różne tematy z zakresu ekonomii, kultury,

polityki, tematyki ogólnowojskowej, nauki

i techniki. Zdający powinni wykazać się

następującymi umiejętnościami:

• formułowania i uzasadniania opinii

• stawiania hipotez dotyczących wydarzeń

przeszłych, teraźniejszych i przyszłych

• przekonywania

• informowania

• wyjaśniania

• opisywania

• przypuszczania

• udzielania rad

• wyrażania zgody i sprzeciwu

• proszenia o wyjaśnienie

• udzielania rekomendacji i sugerowania

Od zdających oczekuje się:

• wysokiego stopnia płynności

• stosowności i poprawności gramatyczno-

leksykalnej

• współdziałania w rozmowie

- inicjowania rozmowy

- angażowania partnera w konwersację

- logicznego reagowania na jego

argumenty

Prezentacja powinna być wygłoszona w sposób

jasny, zwięzły i dobrze zorganizowany.

Ocenianie

Wypowiedź ustna jest oceniana przez dwóch

egzaminatorów. Zdający musi uzyskać 14 punktów

z 20 możliwych, aby zaliczyć sprawność mówienia.

Szczegółowe kryteria oceny zamieszczone są na

str. 46.

MÓWIENIE

13

Types of Speaking

• social conversations

• discussions

• presentations

Description of the Test

The speaking test is to be taken by pairs of

candidates. It consists of three parts and takes

approximately twenty minutes.

Part One – a social conversation; the candidates

introduce themselves to each other and

exchange personal information.

Part Two – a five-minute presentation, based on

input in the form of short texts, graphic

and pictorial material (such as: graphs,

pictures, diagrams, photographs and

maps). Candidates will have twenty

minutes to prepare for this presentation.

After the first presentation, the other

candidate asks two questions about what

he has heard. The same happens after the

second presentation.

Part Three – a discussion based on a prompt card

with an issue to be discussed.

Rubrics

Rubrics are written in English.

Performance Expected of the Candidate

The candidate is expected to speak on a variety of

topics taken from such areas as economics,

culture, science and technology, politics and

general military affairs. The candidate is expected

to demonstrate the ability to:

• present and defend an argument

• hypothesise about the past, present and

future

• persuade

• justify

• inform

• explain

• describe

• speculate

• advise

• agree and disagree

• request clarification

• make recommendations and suggestions

The candidates are expected to demonstrate:

• a high degree of fluency

• lexical and grammatical accuracy and

appropriacy

• interaction abilities

- turn-taking

- initiating

- responding appropriately to partner’s

contributions

The presentation should be delivered in a clear, precise and well-ordered manner.

Marking

The speaking test is assessed by two independent

assessors. The test is marked out of twenty and

the pass mark is fourteen. The candidates are

referred to the evaluation criteria for Level Four,

Speaking (p. 47).

SPEAKING

14

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Egzamin z języka obcego

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Egzamin przykładowy

Język: angielski

Poziom: 4

Sprawność: CZYTANIE

Czas trwania: 60 min.

CCEENNTTRRAALLNNAA KKOOMMIISSJJAA EEGGZZAAMMIINNAACCYYJJNNAA

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www.wsnjo.pl

16

TASK ONE Read each of the texts below and then complete the sentence, which comes under the text, using no more than five words to show that you have understood the text. An example has been provided for you. Chee Soon Juan, leader of the Singapore Democratic party, pleaded not guilty to the charge of speaking in public without a permit, over a speech made in February. The case highlights the state restrictions on free speech. In Singapore one has to have a permit/have permission to speak in public. 1. From the moment she arrived in the house, Jade the 21-year-old dental nurse from

Bermondsey, has been the subject of an unprecedented bullying campaign. She was reduced to freak status by fellow housemates, viewers and the media. Jade has been the subject of misogyny, and was branded “a tart” after her encounter with fellow contestant, the trainee lawyer PJ.

Jade is taking part in _______________________________ .

2. A sudden frisson of déjà vu at the start of Thursday’s Prom, as a familiar spirit brushed past: a

harpsichord fandango by Soler, which had glinted in Roberto Sierra’s reworking on the First Night, danced its way through the Prom’s premiere of one of Hans Werner’s Henze’s musical “translations” – his Fandango sopra un basso del Padre Soler.

The fragment comes from ___________________________________ . 3. Clark-John July 24th, 2002 suddenly aged 57 years and of Glanwydden, North Wales. Enquiries

to T. Conchar & Sons, Colwyn Bay. Tel: 01492 53 22 06 T. Conchar & Sons are ____________________________________ . 4. The banks show sharp falls, the worst performer being Merrill Lynch, which lost a quarter of its

value, to $11 billion (£ 7 billion). Being successfully sued by a client and then dragged through the mire on Wall Street, can have that effect.

The losses were caused by ___________________________________ . 5. The Tories are heading for a “general election massacre”, says The Sun’s political editor Trevor

Kavanagh. A MORI poll for the paper suggests that Tony Blair can expect to increase his majority by 50 seats, giving the Tories the worst drubbing for 170 years. The Tories are “marginalized on every front”, their political brand name now so out of favour that Labour outstrips them on every major argument except Europe, which “is not an issue this election”.

As far as Europe is concerned, the Tories _______________________________ .

17

6. The more effort you put into a family or domestic project, the more resistance you are likely to encounter early in the week. Better to take a few steps backwards and allow everyone a breathing space. Besides, with your ingenuity and insight increasing as the week progresses, it would be wiser to concentrate on a creative, literary, legal or overseas issue. Affairs of the heart are also well-starred.

This is an extract of ____________________________ in a newspaper. 7. Greenpeace recently bought share in BP in order to embarrass the company at its AGM. Last

week, the same trick was employed against CGNU, the insurance giant formerly known as the Norwich Union. Suddenly, shareholder after shareholder started asking awkward questions about CGNU’s 2% share in Cape plc, an asbestos-mining company blamed for the poisoning of thousands of South African workers. This could be “the next wave for the movement against capitalism, with activists trading their nose-studs for share portfolios”. It’s certainly cleverer than throwing bricks.

Greenpeace has developed ___________________________________ against capitalism. 8. When the Guangdong International Trust & Investment Corporation (GITIC) filed for bankruptcy

early this month, it shook international confidence in the “ITIC” sector – corporations that serve as foreign investment arms of local governments. The decision to let GITIC go under was as political as it was financial. The Guangdong provincial authorities had accumulated what one source called a “slush fund” to bail out the GITIC, and the day before its collapse a high-level delegation was in Beijing arguing for its survival. “The decision was made to send a strong message to the market,” said one informed observer – especially to lenders who threw unsecured loans at ITICs.

According to one informed observer, GITIC’s bankruptcy was___________________________ for lenders.

18

TASK TWO In the text “Clipping the Eagle’s Wings” there are nine lettered paragraphs. Match the statements below with the paragraphs they refer to. Each statement matches one and one only paragraph. There is one extra paragraph that does not match any statement. An example has been done for you.

WHICH PARAGRAPH ... . Example: describes methods of fighting a war Answer: B 9. gives a condition that allows for American dominance 10. shows the resulting outcry from dashed hopes 11. paints a picture of a post war world 12. shows bewilderment at criticisms made 13. gives an example of good political practice 14. contains concerns about the distribution of power in the future 15. shows the political dangers of ignoring lessons from the past

CLIPPING THE EAGLE ’S WINGS (A) Covering wars in my younger days – in the Middle East, the Gulf, the Falklands – I learned to live

(and write) by the theatre critics iron rule: Don’t judge a play before the final curtain. In the October War, the Israelis were surprised twice – first by the cleverly masked attack on the part of Egypt and Syria; second, by the fire-and-steel wall of antitank and antiaircraft missiles that broke the Israeli counter-attack. But for one week only. Then the Israelis changed tactics and ended up a few tens of miles from Cairo. In 1980, Saddam Hussein invited the world press to watch his glorious victory against an Iranian army whose military leadership had just been decapitated by Khomeini’s followers. By the time I arrived in Basra, the Iraqi offensive into “Arabistan” had ground to a halt. I lived through some low-level Iranian bombardment, then took a cab to Kuwait.

(B) Such are the misfortunes of war that ought to instill some caution into us instant analysts. At this

point, only one thing is clear. After months of building up its forces, the United States could not possibly achieve strategic surprise. Yet Saddam has scored a tactical surprise of sorts. His armies didn’t just collapse and slink off. Like the leaders of weaker forces at all times, he has resorted to asymmetric warfare: blindside attacks on Allied supply lines, human shields, fighters in civilian get-up, Soviet-style commissars who shoot unwilling soldiers in the back.

(C) No wonder America is getting bad press in Europe and around the world. Many of those who

were doubtful about this war were ready to be convinced by a quick, clean victory. Such a victory, it now appears, will not fall into Bush’s lap. And so, as the U.S. dispatches over 100,000 more troops to the theatre, schadenfreude has set in – softly in most quarters, loudly in some. A Tagesspiegel cartoon showed British and American hands carving up an Iraq-shaped piece of meat: TOUGHER THAN I THOUGHT. And the editor of Paris Match chided his country men

19

for “unhealthy rejoicing” at the U.S. military’s difficulties and “mocking the American troops for their suffering”.

(D) The gloating points to a deeper problem. One often wonders why the moral coordinates in the

European debate have become so skewed, why, as here in Hamburg, little yellow posters are sprouting up around downtown and scream: AMI GO HOME! Why is it that banners at demonstrations equate Bush with Hitler? Why is it that the Saddamite regime, one of the most repulsive in history, is given quasi-absolution through silence? Why, in short, is the “rogue state” label attached to the U.S.?

(E) Moral revulsion against death and destruction delivered against innocents is one part of the

answer, but only one. The larger part has to do with sheer power. In private and public discussions, one worry trumps them all. It goes like this: “America is fighting a hegemonic war, it wants to set itself up as master of the world. And we don’t want a world dominated by one power only.” Europeans like French President Jacques Chirac make it explicit by demanding a “multi-polar world”. German Chancellor Gerhard Schröder doesn’t put it quite so bluntly, but his “unconditional solidarity” – something he promised Bush after 9/11 – now extends to the French, suggesting that his nightmare, too, is a unipolar world.

(F) So this war is no longer about Saddam. It is about the distribution of global power in the 21st

century. Saddam is a catalyst; the underlying reason is the collapse of the Soviet Union on Christmas Day 1991 – of the other superpower that had constrained and contained the U.S. throughout the cold war. It is a lonely world in which the last remaining superpower now finds itself.

(G) When Defense Secretary Donald Rumsfeld proclaimed that in this new world the mission

determines the coalition and not the other way around, he hadn’t listened to what history was whispering: Eventually others will gang up on Mr. Big. This is happening now.

(H) In one way or another, the U.S. and Britain will win this war. Victory may intimidate rather than

inflame the other Arab nations. Saddam’s regime may be replaced by a “Jordanian” one – a regime less despotic and more participatory. Sobered, the Palestinians may move toward peace with Israel. But ganging up on No. 1 will persist; this is the price of excessive power. Can this dour verdict of history be averted? Yes, if this “imperial republic” learns to soften the hard edge of its power with the balm of trust. In the end, people don’t hate America. They mistrust its intentions and wisdom.

(I) When this war is over, a bit less Rumsfeld and Cheney and a bit more Truman and Eisenhower

will surely help. These administrations succeeded so admirably in furthering American interests by serving those of others. And by listening to them.

20

TASK THREE You are going to read a newspaper article. For questions 14 – 20, choose answer A, B, C or D.

ALL ROADS LEAD TO CHAOS

The chaos theory paradigm in which the beating of Brazilian butterfly wings unleashes a Texan tornado has nothing on the arcane interconnectedness of the British transport network. Within this system, as in the British class system, a single moment of madness can generate boundless misfortune for untold innocent individuals.

Yesterday, the pattern of causality was obvious. It was The Hottest Day of the Year (an 5 ongoing newspaper fabrication designed to generate news stories until the next hottest day of the year). Schools had not long broken up, facilitating the phrase “The Great Escape” and unleashing a phalanx of people carriers. Convivial seasonal events were sprouting forth all about the country, from the Farnborough Air Show to any number of Scouting jamborees. It was the concluding day of Big Brother and thousands were endeavouring to flee the country ahead of its tawdry climax and the 10 release of the remaining participants. It was Friday, in the full Fridayness of the word.

And so it came to pass that a mighty traffic jam was felt throughout the land, particularly on the M25, southwest of London. For a long and tortuous day, drivers sweated and swore their way through the 30-mile tailback, a situation not so much of gridlock, as the fellowship of the rings.

Traffic jams are an intrinsic part of British culture. Nothing unites the post war generations to 15 the same extent as their shared participation in motorway stalemate. Despite claims that the innovations of Internet and bucket-shop flights would diminish road usage, car use is fifteen times higher than in 1950. In 2001 Britons drove almost 200 million more miles than in 1999, covering a total 237.75 billion miles, or 33 return journeys to Pluto. The average citizen whiles away nine days a year behind the wheel, many of them either at snail's pace or stationary. 20

The types and causes of jamming are legion from “shock waves” (sudden tailbacks for no apparent reason), via macabre rubber-necking, to the Mexican wave delay that occurs when a lorry attempts the painful overtaking of another vehicle with limited success. In a city, the knock-on effect of one false move is devastating. A five-minute blockage at Hyde Park Corner will take out Piccadilly, Knightsbridge and Park Lane, with chaos quickly spreading around the city and beyond. 25

Around this institution rituals have sprung. The parched throat and blistering sun, the sick child and repeated plaintive whimper: “How much longer?” The Royal Automobile Club recommends whale music, the Duke of Edinburgh (somewhat perversely) the banning of tourist types, but the best advice is probably to stay at home.

21

16. The author refers to ‘chaos theory paradigm’ in order to …

A. contrast it with the British class system B. contrast it with the British transport system C. comment on the confusion caused on that day D. show how complex the British transport system is

17. The writer implies that the “Hottest Day of The Year”…

A. wasn’t hot at all B. is an excuse for traffic problems C. was exaggerated by the press D. was very hot indeed

18. The fourth paragraph is mainly about …

A. how the traffic jams unite the British public B. how numbers of cars on the roads have increased C. how much time the British spend driving D. efforts to reduce the traffic problems

19. The writer blames the problem mainly on …

A. the British class system B. the structure of the transport system C. British drivers’ habits D. events and public holidays in the U.K.

20. The word ‘legion’ in line 21 could be best replaced with …

A. legendary B. many C. distressing D. exaggerated

22

CODE

Name:

Reading Comprehension TASK ONE

1. …………………………………………………………………….

2. …………………………………………………………………….

3. …………………………………………………………………….

4. …………………………………………………………………….

5. …………………………………………………………………….

6. …………………………………………………………………….

7. …………………………………………………………………….

8. …………………………………………………………………….

TASK TWO TASK THREE

9. [ ]

10. [ ]

11. [ ]

12. [ ]

13. [ ]

14. [ ]

15. [ ] TOTAL: …………

Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … …

Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … …

A

B

C

A

B

CD

A

B

CD

A

B

CDD

16 17 18 19

A

B

CD

20

23

TASK ONE

1. a TV reality show/Big Brother

2. a music review

3. undertakers/funeral directors (company)

4. being sued/bad publicity/a court case/being dragged through the mire

5. are more popular than Labour (or words of similar meaning)

6. a horoscope

7. a new way of campaigning (or words of similar meaning)

8. a strong warning/a strong message

TASK TWO

9. F

10. C

11. H

12. D

13. I

14. E

15. G

TASK THREE

16. D

17. C

18. B

19. A

20. B

Answer Key

24

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Egzamin z języka obcego

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Język: angielski

Poziom: 4

Sprawność: SŁUCHANIE

Czas trwania: 40 min.

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26

TASK ONE

You are going to listen to six news items. Listen and choose the best answer A, B, C or D. You will hear the items once only. I repeat, once only. There will be a pause of 30 seconds before each news item to give you a time to read through the questions to that item. Task One will now begin.

1. According to Jeffrey Sachs, the aid programmes are …

A. limited in scope B. corrupt C. badly managed D. underfunded

2. Most recently, a Chinese AIDS activist …

A. started an anti-AIDS campaign in central China B. revealed people had been infected with HIV C. fled the country in fear of the authorities D. prevented dealing in unsanitary blood

3. Australia intends to …

A. put pressure on Indonesia to find the attackers B. involve Australian troops in fighting terrorists C. agree with Indonesia on who carried out the attack D. take the Indonesian government to court

4. In the area, it will be possible to …

A. conduct commercial fishing B. carry out scientific research C. exploit oil and minerals D. introduce foreign species

5. In addition to the leading party, Uhuru Kenyatta is supported by …

A. the president in office B. rebellious ministers C. the opposition party D. Kenya’s first president

6. The original experiment in the 60’s …

A. discovered the major qualities of neutrinos B. proved a theory about the sun’s radiation C. prompted further research into neutrinos D. attempted to discover missing neutrinos

That is the end of Task One.

27

TASK TWO You are going to hear an American professor being interviewed on the topic of reparation to African Americans because of the damage caused by slavery. Listen and choose the best answer A, B, C or D. You will hear the piece once only. I repeat, once only. There will now be a pause of 1 minute to allow you to look through the questions.

Task Two will now begin. 7. The Hurdle Case will…

A. revive the debate on slavery B. result in a new fashion for litigation C. fail because it deals with old events D. make American’s feel less guilty, if successful

8. The speaker believes that reparations …

A. receive the full support of the black community B. are opposed by the white community C. should be calculated precisely D. shouldn’t be paid to individuals

9. Native Americans and inmates of Japanese internment camps …

A. are still complaining about their poor treatment B. are introduced as examples of previous reparations C. show that problems with reparations can’t be solved D. actively encourage African Americans to sue the government

10. The speaker talks about the economy of the South to show …

A. that rapid change is possible in America B. what has happened to the descendants of slaves C. that the effects of slavery have now been overcome D. that slavery still has some effect on America

That is the end of Task Two.

28

TASK THREE You will hear a radio discussion. Listen and complete the notes by writing a few words. An example has been done for you. You will hear the piece twice. I repeat, twice. There will now be a pause of 30 seconds to allow you to look through the questions. Task Three will now begin.

0. (Example) President Bush ran into trouble on his proposed budget

11. At home the position of President Bush is undermined by …

12. According to one speaker, the President should now focus on …

13. According to one speaker, North Korea can solve its financial problems by …

14. As far as North Korea is concerned nothing is being done because the Americans …

That is the end of Task Three.

TASK FOUR You will hear a politician outlining his views on the Liberal Democrats’ and Conservatives’ policies concerning the National Health Service, the NHS. Listen and complete the notes by writing a few words. An example has been done for you. You will hear the piece once only. I repeat, once only. There will now be a pause of 1 minute to allow you to look through the questions.

Task Four will now begin.

The parties’ new policies were first made public: (0) at recent annual conferences

The speaker’s main objection to the two parties policies: (15) ……………….……………….……..

The two parties polices really amount to: major structural re-organisations

First Liberal Democrat Idea: (16) ………………………………………….…………………………

Tried before by: the Macmillan Government

Resulted in: great political damage

Main objection to the idea: (17) ……………………………………………………..……….………

Second Liberal Democrat Idea: (18) …………………………………………………………...…….

Tried before by: Bevan, Minister of Health in 1948.

Failed because: (19) ………………………………………………………………………………….

Conservative Party’s main idea: (20) ………………………………………………….……………..

That is the end of Task Four. You now have 4 minutes to check through your answers. Please, stay

silent during this period. If you attempt to communicate with any of the candidates you will fail the

test.

29

Code:

Name:

Listening Comprehension TASK ONE TASK TWO

TASK THREE

11. …………………………………………………………………………………………………………………….

12. …………………………………………………………………………………………………………………….

13. …………………………………………………………………………………………………………………….

14. …………………………………………………………………………………………………………………….

TASK FOUR

The speaker’s main objection to the two parties’ policies: (15) ……………….……………………………

First Liberal Democrat idea: (16) …………………………………………………………………………………………………

Main objection to the idea: (17) …………………………………………………………………………………………

Second Liberal Democrat idea: (18) ………………………………………………………………………

Failed because: (19) ………………………………………………………………………………………

Conservative Party’s main idea: (20) ………………………………………………………………………

TOTAL: …………

Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … …

Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … …

A

B

C

A

B

C

D D DD D D

A

B

C

A

B

C

A

B

C

A

B

C

1 2 3 4 5 6

A

B

CD

A

B

CD

A

B

CD

A

B

C

D

7 8 9 10

30

TASK ONE

1. D

2. B

3. C

4. B

5. A

6. C

TASK TWO

7. A

8. D

9. B

10. D

TASK THREE

11. (his own) Republican Party/ opposition to his tax policy

12. the war / foreign policy

13. selling nuclear weapons / baddies/ nukes

14. don’t know what to do (or words of a similar meaning)

TASK FOUR

15. based on old discredited ideas

16. to fund NHS from National Insurance contributions

17. seen as penalizing industry

18. to reduce Civil Service interference

19. medical profession resisted

20. to subsidize private healthcare users

Answer Key

31

This is a listening test for the Ministry of Defence,

level four English language examination. I am

going to give you some instructions about this test

and tell you about what you are going to hear. I

will introduce each part of the test and before each

part there will be a pause to allow you to look

through the questions.

Task One

You are going to listen to six news items. Listen

and choose the best answer A, B, C or D. You will

hear the items once only. I repeat once only.

There’ll be a pause of 30 seconds before each news

item to give you a time to read through the

questions to that item.

PAUSE 30 seconds

Task One will now begin.

One

An American economist, who is a special adviser to

the United Nations, has accused rich countries of

failing in their moral and financial commitments to

help developing countries. The adviser Jeffrey

Sachs told the Earth Summit in Johannesburg that

financial promises to fight disease and

environmental degradation were not being

honoured. Collin Prodger reports from the summit.

“Doctor Sachs told the summit that the global fund

for Aids tuberculosis and malaria is operating at a

tenth of its required budget of seven billion dollars

a year. Similar funds established to finance

research into crops and land management systems

designed to suit the climates and communities in

poor countries are underfinanced by what he called

an order of magnitude. On the whole Mr Sachs said

wealthy countries have failed to fulfil the

millennium development goals to eradicate

poverty, which were agreed at the millennium

summit two years ago. Mr Sachs said it was

inappropriate for wealthy countries to demand

better governance in poor states as a condition of

aid when good governance also implied the

following true by wealthy states on their own

responsibilities to the world.”

PAUSE 30 seconds

Two

Human Rights groups have expressed concern for

the welfare of the leading Chinese AIDS activist

Wan Yanhai, who disappeared in Beijing last

Saturday. Mr Wan, who used to work for the

Chinese Health Ministry, ran an organisation which

raised awareness of AIDS and HIV. He‘s accused

the authorities of not doing enough to hold the

spread of the virus. From Beijing, Holy Williams

reports.

“Mr Wan’s most recent campaign has been to

publicise the plight of the thousands of Chinese

infected with HIV by illegal blood dealers. The

issue is an embarrassment for the government

here. For several years Chinese authorities have

permitted the insanitary collection of blood that

infected whole villages in central China with the

HIV virus. The government’s involvement has

caused a scandal. Mr Wan’s website has

documented the spread of the disease through

blood dealing and published a list of those who

have already died. That’s drawn the ire of Chinese

authorities. They banned Mr Wan’s Aids Action

Project in July.”

PAUSE 30 seconds

Three

Indonesia is facing growing pressure to find those

responsible for Saturday’s bombing in Bali, which

killed nearly two hundred people. The Australian

Foreign Minister Alexander Downer has visited the

site of Saturday night’s bomb blast on the

Indonesian island. The majority of those killed in

the blast were Australian. From Bali our world

affairs correspondent Mike Woolwich reports.

“Mr Downer described the devastation of the

cordoned-off bomb scene as appalling. He said the

Indonesian police had told him they were now

reasonably close to identifying 40 of the victims. It

was still possible that more bodies would be

discovered close to the seat of the blast. Mr

Downer said Australia would endorse Indonesia’s

view that the bombing was likely to have been

carried out by Al Quaeda possibly working with an

Indonesian militant group. But he said this was still

not known for certain. And he said he did not want

to get into a game of international criticism of

Indonesia for not doing more to crack down on

terrorism. What mattered, he said, was bringing

the perpetrators to justice.”

PAUSE 30 seconds

Four Australia is to create the world’s largest marine

reserve. It will mean that fish stocks and wildlife

will be protected in a huge area of the sub-

Antarctic Ocean over 4000 kilometres south-west

TAPESCRIPTS

32

of the Australian mainland. This report is from

Coreen Podger of our science staff.

“The Marine park will be created in the freezing

Antarctic waters surrounding Heard and MacDonald

islands four and a half thousands kilometres south-

west of the Australian mainland. Humans haven’t

yet introduced any foreign species onto these two

islands and at the moment no commercial fishing is

carried out there. The region was put on the world

heritage list five years ago. But the Australian

government’s move to make the area a fully

protected national park will officially ban fishing as

well as oil and mineral exploitation; even scientific

research activities will be limited. Announcing the

new reserve Australia’s Environment Minister David

Kemp said the move would preserve one of the

world’s most untouched regions and would protect

dozens of species of plants, birds and mammals

including fur seals and penguins.”

PAUSE 30 seconds

Five

Kenya’s ruling party has endorsed Uhuru Kenyatta

as its candidate in the election later this year to

succeed President Daniel arap Moi. He is due to

retire in December after 24 years in power. But six

government ministers have resigned since

yesterday over the decision. Andrew Harding

reports from Nairobi.

“Kenya’s ruling party put on a brave face today.

Determined to play down the impact of an internal

rebellion, which threatens to sweep it out of power.

President Moi insisted angrily that there was no

split in Kanu. The crowds inside the conference hall

seemed to agree, roaring their unanimous support

for Moi’s chosen successor Uhuru Kenyatta. Uhuru

is a 41-year old political novice but he is also the

son of Kenya’s first president Jomo Kenyatta. He

seemed nervous at first this morning but spoke

strongly about the need for economic and political

reforms. Uhuru has been ridiculed by some as the

president’s puppet and he still has a great deal to

prove. But Kanu remains the most powerful and

well-organised party in Kenya and Uhuru is young

and articulate. With the power of the state behind

him he may be a formidable candidate.”

PAUSE 30 Seconds

Six

This year’s Nobel Prize for physics has been won by

two scientists from the United States and one from

Japan. Raymond Davis, Riccardo Giacconi and

Masatoshi Koshiba were awarded the one million-

dollar prize for their pioneering contributions to

astrophysics in detecting radiation from the

cosmos. This report’s from Roland Piece.

“This prize could almost be described as much ado

about nothing. Neutrinos are particles that have

almost no mass at all. They can pass through

millions of kilometres of matter with no effect -

though with a 600-tonne detector Raymond Davis

was able to identify some – just 2,000 in total. It

could also be called the prize for getting the wrong

answer. In the 1960s Professor Davis set out to

detect neutrinos emitted from the centre of the sun

hoping to confirm a theory about how the sun

burns. Instead, he found only a third of the

particles expected, setting off a thirty-year search

for where all the others went to. The result, which

has emerged over the past decade, is that the

neutrinos from the sun are rather strange stuff that

can mutate on their journey to Earth into

something even less visible.”

PAUSE 15 seconds

That is the end of Task One.

Task Two

You are going to hear an American professor being

interviewed on the topic of reparation to African

Americans because of the damage caused by

slavery. Listen and answer the following questions.

You will hear the piece once only. I repeat, once

only. There will now be a pause of 1 min. to allow

you to look through the questions.

PAUSE 1 minute

Task Two will now begin.

Interviewer: In the United States there’ve been

several lawsuits for compensation lodged

by descendants of African American

slaves. These cases have been

unsuccessful in part because the claimants

have been several generations removed

from the time when slavery still existed.

But now a lawsuit’s been/being lodged in

California by Timothy and Chester Hurdle.

They’re 83 and 75 respectively, and their

father Andrew, who died in 1936, had

been sold in the mid 19th century as a

child slave. The case being brought by the

Hurdle brothers has attracted a lot of

attention. But how much of a social impact

could it have? – a question I put to

University of Alabama professor Diane

Roberts, author of a book on slavery.

33

Professor: I think it’s quite significant because

slavery is something that in America often

is sort of pushed out of the national brain

as if that was an awfully long time ago

and we can now just forget about it

because we fixed everything, and in actual

fact, we are still living with the

repercussions of slavery. So, I think it’s a

very interesting case. Whatever happens,

it’s going to cause a lot of discussion, it’s

going to make us think about what went

on 150 plus years ago, and I think that

that can only be healthy for the country.

Interviewer: Many make the argument that,

while it was a terrible chapter of history,

you can’t sort it out by financial

reparations. But is the trend for claiming

reparations for at least historical wrongs,

is it gaining momentum?

Professor: Well, I think it is because, I mean,

Americans are more and more litigious

society. Our answer to everything is go

sue somebody. Black people are not

united on this issue. White people are not

united on this issue. The descendants of

slaves, many of them don’t agree with

reparations, others do. There are all kinds

of ways of making reparations. I think

probably the way that won’t work is trying

to figure out how much somebody owes

each individual descendant of a slave and

sending them that cheque for $33,58 or

whatever it is. That won’t work that that

would make everybody angry. But we

have in the United States paid the victims

of the Japanese internment camps a

certain amount of money. We had in a

sense tried to make reparations to native

Americans, though I think most people

would say it’s most incomplete.

Reservations aren’t the preferred way to

go about it and I think that there might be

a place for something for African

Americans.

Interviewer: Are these other situations, in

essence, a driving force behind the

campaign for reparations for slavery? As

you said, the native Americans, the

Japanese in internment during the II

World War in the United States. People

are saying, well if you, if we can sort this

out or at least to address these problems,

and how can we not address this huge

problem of slavery?

Professor: I think that’s that’s a perfectly

logical point. The problem will be though

what do you do with this money,

assuming that we eventually coffer that

money? To whom does it go? The only

way, it seems to me, to do it that would

be fair and that might work

administratively, is to have some sort of

trust fund, a fund that pays for

scholarships or pays for infrastructure or

something like that that benefits what is

ridiculously called the African American

community which is no more a community

than anything else, but people who are

still impacted by slavery, I mean we can

see Americans tend to think that a 100

years, 200 years it is just a terrifically

long time, an astronomical amount of

time. It’s not. We can clearly see,

especially in the southern United States,

the economies of the south are still to

some extent coming out from under the

history of slavery and sheer cropping and

a kind of inequality that we don’t find

acceptable today, but we don’t solve these

things over a night.

Interviewer: Professor Diane Roberts in

Alabama.

PAUSE 20 seconds

That is the end of Task Two.

Task Three

You will hear a radio discussion. Listen and

complete the notes by writing a few words. An

example has been for you. You will hear the piece

twice. I repeat, twice. There will now be a pause of

30 seconds to allow you to look through the

questions.

PAUSE 30 seconds

Task Three will now begin.

And finally tonight the analysis of Shields and

Brooks who are with Terence Smith tonight.

Terence Smith: That's syndicated columnist Mark

Shields and David Brooks of the Weekly

Standard. Gentlemen, welcome. Mark, it

was quite a week, a news week. And in

the midst of all the drama, about Colin

Powell's appearance, about Iraq, about

the "Columbia" shuttle disaster, the

34

president submitted his budget, sent it up

to the Hill. How was it received?

Mark Shields: It’s fascinating, Terry. Here is a

man, George W. Bush, who was truly the

colossus to stride the planet politically on

Nov. 6, which seems eons ago at this

point. Then the administration took a

couple of hits, minor hits. I mean the

Louisiana senate race, Mary Landrieu won,

and the brouhaha over Trent Lott and the

opening act at the Apollo for James Brown

and whatever else. Then what happened

was the president ran into trouble on the

budget and his proposals with his own

Republican Party.

Terence Smith: With his own party.

Mark Shields: And I don't know if there is one

single defining reason for it --

overreaching. At the same time that he is

dominant internationally, at least on

international matters and here at home,

that the Republicans are resistant and

rebelling that the one size fits all. Tax cut

for everything, tax cuts good times, tax

cuts peace, tax cuts war, tax cuts bad

times, you know, and there just finally

seems to be a resistance on the part of

enough Republicans to put the president's

domestic program really at risk.

David Brooks: You know, what happened was the

president has not followed up, he has not

leaned on anybody, has not lobbied

anybody and that's because we are on the

verge of a war. If this war goes well, we

have tremendous opportunities. If it goes

terribly, thousands of people are going to

die. The president should not be focusing

like a laser beam on the budget. You

know, the NIH, National Institutes of

Health, fantastic institutions -- I don't

want my president right now caring

whether that gets a budget increase of 4

percent, 3 percent, or 2 percent. He’s got

to concentrate on the war. We’ve got to

not overlearn the lesson of George H W

Bush that you can’t ignore the domestic

policy. At this historical moment, he has

got to be a foreign policy war president,

later he can talk about the budget and

domestic policy. And I think he is

behaving correctly.

Terence Smith: One other thing, an issue that has

arisen this week and is very current is it

getting the attention it deserves? North

Korea? The administration, its policy

toward that, Mark?

Mark Shields: Well, Terry, it can only be accused

of total opposite of our policy toward Iraq

where the president has been accused of

being the lone ranger by his critics in Iraq

and threatening to go it alone. This one,

it's Alfonse and Gaston. You go first China.

It's your job Russia. How about you

China? How about you South Korea? And

you know, we find out today that North

Korea has been active missile sales with,

among others, Egypt, Yemen, Syria,

Libya, Pakistan. And this is a country that

is an absolute basket case financially,

needs hard currency, and they've got a

way of selling it and making it. That's by

selling nuclear baddies to the worst people

on the face of the earth - so not talk about

North Korea at a time like this, really, I

think makes us vulnerable, preoccupation

with Iraq makes us vulnerable to other

rogue activities. I look for the Chinese to

be troublesome over Taiwan.

Terence Smith: David, we just heard the French

ambassador on this broadcast, listing

North Korea second after Al Quaeda and

before Iraq as a set of concerns for

France.

David Brooks: Yeah, I think that's maybe

legitimate. I’d say the problem is there is

no solution. North Korea already has

nuclear weapons so it becomes much

harder to take on North Korea. North

Korea is not in quite the troubled region

that Iraq is with a whole generation rising

up with anti-American attitudes under the

throes of democracy. So it is just much

easier and greater opportunities and

easier solutions to take on Iraq first. North

Korea presents a problem. The

administration knows what they don't

want to do with North Korea, which is to

pay it off. They don't know what they

want to do. And I think in their even heart

of hearts, they would say we’ve got just to

stall on this until they can take it on and

somehow try to depose the regime

because that's ultimately what is going to

happen.

Terence Smith: Is that stallable, Mark?

Mark Shields: I'm really not sure. I mean I really

am not, Terry. We seemed to have upped

the ante this week with 24 bombers and

35

Secretary Rumsfeld seemed to be if

anything more confrontational toward the

North Koreans and the North Koreans

seemed to go for the bait. I don't know.

David is absolutely right. There are no

easy solutions. And for that reason, I

guess you’d rather not deal with it, but it

is an awesome, awesome reality.

PAUSE 20 seconds

REPEAT discussion

This is the end of Task Three.

Task Four

You will hear a politician outlining his views on the

Liberal Democrats and Conservatives’ policies

concerning the National Health Service, the NHS.

Listen and complete the notes by writing a few

words. An example has been done for you. You will

hear the piece once only. There will now be a

pause of 1 minute to allow you to look through the

questions.

PAUSE 1 minute

Task Four will now begin.

In the past few weeks Britain’s two main opposition

parties, The Liberal Democrats and the

Conservatives, unveiled their plans for the National

Health Service amid fanfares at their annual

conferences. What do I think of these policies? One

is feeble and the other disastrous.

Why do I think that? Well, they have both fallen

back on tired, discredited ideas dressed up as

radicalism and propped up by policy launch clichés.

The Liberal Democrats will "reinvent" and

"transform" the service to make it "fit for the 21st

century". The Conservatives will clear away "red

tape" to ensure the National Health Service is no

longer a "job creation scheme for bureaucrats".

Each carefully avoids presenting their grand

scheme as a major structural reorganization - no

votes in that - but they amount to little else.

Evidence that they would improve either the

National Health Service or the nation's health is

scanty.

Let’s look at the Liberal Democrats policy on the

Health Service.

The Liberal Democrat’s policy paper, under the

wonderfully informative title Quality, Innovation,

Choice - that tells you a lot doesn’t it - proposes

funding the service entirely from national insurance

contributions and renaming them National Health

Service Contributions.

This has been tried before. In the 1950’s the

Macmillan government toyed with this notion. It

doubled the amount of money taken out of the

National Insurance Fund to pay for the National

Health Service. This proved so politically damaging

that the idea was killed off very quickly. Why was

this, making the National Insurance Funds pay for

the Health Service was perceived as penalizing

industry, since employers would pay as well as

employees.

The Liberal Democrats also propose reducing civil

service "interference", which they see as inefficient

and unresponsive to patients’ needs. Control would

be passed over to local government. This was the

then Minister of Health, Bevan's preferred option in

1948, until he encountered the medical

profession's implacable resistance.

The Liberal Democrat’s health spokesman Dr Evan

Harris is blasé about this being a potential object,

though it is not clear why such hostility should

have evaporated.

If the Liberal Democrats policies on the National

Health Service are a shambles then the

Conservatives views on the matter are no less well

thought out.

Their desperation to find policies - any policies -

has tempted them into a costly trap. They want to

subsidize private healthcare users. This would

reduce the NHS to dereliction. It would be left to

treat the poorest, oldest and sickest, those who

can’t afford private health care, and its staff would

spend ever longer hours in a burgeoning private

sector.

Government money would be squandered on

handouts to those who would have paid for private

care anyway.

PAUSE 15 seconds

That is the end of Task Four. You now have four

minutes to check through your answers. Please,

stay silent during this period. If you attempt to

communicate with any of the candidates you will

fail the test.

PAUSE 4 minutes

That is the end of the listening test.

36

PAGE INTENTIONALLY LEFT BLANK

37

Egzamin z języka obcego

wg STANAG 6001

Egzamin przykładowy

Język: angielski

Poziom: 4

Sprawność: PISANIE

Czas trwania: 70 min.

CCEENNTTRRAALLNNAA KKOOMMIISSJJAA EEGGZZAAMMIINNAACCYYJJNNAA

JJĘĘZZYYKKÓÓWW OOBBCCYYCCHH

MMIINNIISSTTEERRSSTTWWAA OOBBRROONNYY NNAARROODDOOWWEEJJ

www.wsnjo.pl

38

You are working in a Peace Support Operation (PSO) and are accommodated in Balta, a town near a camp for Slakan refugees. The refugee camp has caused some controversy. Write a general report using full sentences and paragraphing, (1) describing how the situation came about, (2) speculating on how events could have been different, (3) making some proposals as to what to do about the situation, (4) giving arguments for and (5) against each proposal, (6) making a recommendation and (7) outlining the future consequences of that recommendation. A high degree of accuracy and appropriacy and good organisation within paragraphs is expected at Level 4. You have 70 minutes for this task. Below are some prompts that may help you.

“Bombings in Slaka - Government on the Run” The Guardian

Facilities/ camp conditions now future

heating none gas heater per tent toilet 5 outhouses 25 water supply a well running water kitchen camp stoves public kitchen

0200400600800

10001200

June August October December

crime rate

number of refugees

Money for camp in hundreds $

We’re afraid. We want to go to England.

”HEAVY SNOWFALLS EXPECTED”

The Slakan Daily

NOW FUTURE PROPOSAL

39

CODE

Grammatical Range and Accuracy

Lexical Range and Accuracy

Task Achievement Organisation

POINTS

SCORED

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TOTAL: ………… Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … … Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … …

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42

Zakres i poprawność

struktur gramatycznych

Zakres i poprawność

leksyki

Wykonanie zadania Organizacja tekstu

szeroki zakres struktur, włączając struktury złożone; całkowita poprawność gramatyczna 6 punktów

szeroki zasób słownictwa; pełna poprawność i stosowność leksykalna 6 punktów

wszystkie siedem elementów zadania wykonane w sposób w pełni zadowalający; pełne użycie materiału wspomagającego i przekonywujących argumentów 6 punktów

jak poniżej 2 punkty

szeroki zakres struktur, włączając struktury złożone; niewielkie problemy w użyciu bardziej złożonych struktur; wszystkie pozostałe struktury poprawne 4 punkty

szeroki zasób słownictwa; drobne potknięcia w użyciu wyszukanego słownictwa; pozostała leksyka poprawna i właściwa 4 punkty

sześć elementów zadania wykonanych w sposób zadowalający; odpowiednie użycie materiału wspomagającego i przekonywujących argumentów 4 punkty

akapity/części wyraźnie zaznaczone i zwięzłe; tekst łatwy do przeczytania 2 punkty

szeroki zakres struktur, włączając struktury złożone; widoczne problemy w użyciu złożonych struktur; wszystkie pozostałe struktury poprawne 2 punkty

wysoka poprawność leksykalna; wyszukane słownictwo albo nie używane albo użyte z widocznymi błędami i w niewłaściwym kontekście 2 punkty

nie więcej niż pięć elementów zadania wykonanych w sposób zadowalający; użycie słabego lub zbędnego materiału wspomagającego oraz nieprzekonywujących argumentów 2 punkty

akapity/części widoczne, jednakże słabo zaznaczone i mało zwięzłe; tekst trudny do przeczytania 0 punktów

szeroki zakres struktur na poziomie podstawowym i średnio-zaawansowanym; brak prób użycia złożonych struktur lub w większości niewłaściwe ich użycie 0 punktów

błędy i niestosowności w doborze słów nawet w przypadku leksyki średnio-zaawansowanej 0 punktów

wiele elementów zadania nie wykonanych lub wykonanych w sposób niezadowalający; niesatysfakcjonujące użycie materiału wspomagającego; argumenty nieprzekonywujące 0 punktów

jak powyżej 0 punktów

PISANIE – KRYTERIA OCENY

43

Grammatical

Range and Accuracy

Lexical Range and Accuracy

Task Achievement Organisation

Top Band

wide range of structures, including the use of complex structures; complete accuracy achieved 6 points

wide range of lexical resources, including complex lexis; complete accuracy and appropriacy 6 points

all seven elements fulfilled in a satisfactory manner; full use of supporting evidence and convincing arguments 6 points

as in the pass band 2 points

Pass Band

wide range of structures, including the use of complex structures; a few problems with complex structures; all other structures accurate 4 points

wide range of lexical resources, including complex lexis; minor slips in complex lexis; all other lexis accurate and appropriate 4 points

six elements fulfilled in a satisfactory manner; adequate use of supporting evidence and convincing arguments 4 points

paragraphs/sections well-defined and concise; text easy to follow 2 points

Fail Band

wide range of structures used, including the use of complex structures; noticeable problems with complex structures; all other structures accurate 2 points

lexical accuracy generally high; complex lexis either not attempted or, if attempted, showing noticeable inaccuracies and inappropriacies 2 points

no more than five elements fulfilled in a satisfactory manner; weak or irrelevant supporting evidence and unconvincing arguments used 2 points

paragraphs/sections present but either poorly defined or not concise; text difficult to follow at times 0 points

Bad Fail Band

wide range of simple to middle level structures; no attempt at complex structures, or if attempted, mostly inaccurate 0 points

inaccuracies and inappropiacies even in middle-level lexis 0 points

several elements not attempted or done in an unsatisfactory manner; unsatisfactory use of supporting evidence; unconvincing arguments 0 points

as in the fail band 0 points

WRITING RATING SCALE

44

PAGE INTENTIONALLY LEFT BLANK

45

There are three parts in this test. Your overall performance is to be assessed on: grammatical and

lexical range and accuracy, interactive ability and presentation skills.

Part One 2 minutes

During the first part of the speaking test you are going to introduce yourselves to each other and

find out something about each other. I may interrupt you before you finish to continue on to the

next part of the test. Please, start.

Part Two 12 minutes

You are going to give a 5-minute presentation based on some visuals. Please choose one of these

sets and follow the instructions provided on the prompt card. You have 20 minutes to prepare. You

mustn’t exceed the time limit. Be ready to answer your partner’s two questions about your

presentation. You will also be required to ask two questions on his/her presentation.

See example.

Part Three 6 minutes

You are going to discuss an issue outlined in the cards I have just given you. Please, explore what

the other person thinks of this issue and also express and defend your opinions on this issue.

Again, I may interrupt you before you have finished. You have a short time to look at your card (20

seconds).

See example.

SPEAKING TEST

46

PROMPT CARD – TASK TWO You have 20 minutes to prepare for a 5-minute presentation. You are allowed to make brief notes. You can refer to them during the presentation. You mustn’t write the presentation in order to read it out. You can only write on the paper provided. You mustn’t take the notes or the task sheet away from the examination room. Be prepared to answer candidate B’s questions after your presentation.

Your presentation will be evaluated on: organisation of ideas, clarity of delivery, time management and fluency.

You must not exceed the time limit of your presentation. SITUATION DESCRIPTION

You are a manager at an international airport responsible for services and facilities. You have to give a short formal presentation in front of a board of executives at an annual meeting. The board had planned $250.000.000 for airport investments but then decided to cut the budget to $150.000.000. Use visuals and ideas to (1) discuss problems at the airport. Then (2) choose and justify top priorities. (3) Suggest possible solutions. As you need to spend more money, (4) persuade the board to increase financing of the selected priorities, showing the consequences of not doing so. Elements from 1 to 4 must be included.

CUSTOMER SURVEY

AREAS FOR IMPROVEMENT Level of Satisfaction

Check-in Time ☺ � � � �

Information Service ☺ ☺ � � �

Luggage Reclaim ☺ � � � �

Information ☺ ☺ ☺ � �

Self-access Computer Centre ☺ ☺ ☺ ☺ �

God!! These escalators couldn’t be slower!

Yeah! And lifts break down so often. They’re a real drag.

What a lousy airport! My luggage gets lost regularly here!

There’s loads of people everywhere! No places to sit, rest or have a coffee.

☺ - good � - bad

47

�

PROMPT CARD – TASK THREE

Discuss the following topic with your partner. Find out his opinions and get him to justify them. Give your own opinions and be prepared to defend them. The proliferation of nuclear weapons. What are the causes? What are the consequences? How can this problem be solved? How do you see the future?

In the discussion, you will be assessed on interactive abilities.

‘Peak Season Airport Horror Again – New Terminal Needed’ ‘Sunday Times’

‘Luggage Sneaker Gang Strikes Back.’ - ‘Manchester Gazette’

‘Man Dies of Stroke at Airport’. ‘The Sun’

‘Faulty airport lift causes tragedy’ – ‘The Mirror’

STAFF EMPLOYMENT LEVELS

0

100000

200000

300000

400000

500000

1999 2000 2001 2002 2003

Number of passengers

0

2

4

6

8

10

12

14

16

1999 2000 2001 2002 2003

Number of Thefts

0

50

100

150

200

1999 2000 2001 2002 2003

Administration

Security

Ground Services Personnel

48

Zakres i poprawność struktur

gramatycznych

Zakres i poprawność

leksyki

Umiejętność wygłaszania prezentacji

Współdziałanie w interakcji

Podlega ocenie w czasie całego egzaminu.

Podlega ocenie w czasie całego egzaminu.

Podlega ocenie w czasie drugiej części egzaminu.

Podlega ocenie w czasie trzeciej części egzaminu.

wszystkie struktury, łącznie ze strukturami złożonymi, poprawne 6 punktów

szeroki zasób słownictwa używany poprawnie; zdającemu nie brakuje słów, nie używa omówień leksykalnych 6 punktów

prezentacja logiczna i jasna; bardzo dobra organizacja: - części jasno zaznaczone - płynne przejścia między - częściami prezentacji - doskonałe gospodarowanie

czasem; płynność, jak w przypadku rodzimego użytkownika języka 5 punktów

reagowanie na argumenty partnera w sposób komunikatywny i zachęcający do współpracy; podtrzymywanie dyskusji i zachęcanie partnera do udziału w niej, interwencja egzaminatora zbędna 3 punkty

wszystkie struktury, łącznie ze strukturami złożonymi stosowane; drobne potknięcia i błędy dopuszczalne; jeśli się pojawią stosowana jest autokorekta 4 punkty

szeroki zakres słownictwa, czasami dopuszczalne szukanie w myślach odpowiednich wyrażeń; drobne potknięcia w doborze słownictwa szybko naprawiane; możliwe użycie omówień językowych 4 punkty

prezentacja logiczna i jasna; dobra organizacja: - jasno zaznaczone części - przejścia nie zawsze obecne - drobne defekty w

gospodarowaniu czasem; duża płynność, wahania w celu zorganizowania myśli, lecz nie w poszukiwaniu słów

4 punkty

rozumienie i reagowanie na argumenty partnera; prośba o wyjaśnienie dopuszczalna; aktywny udział w dyskusji, możliwa jednorazowa pomoc egzaminatora w przypadku prób dominacji jednego ze zdających 2 punkty

brak lub nieudane próby użycia złożonych struktur; błędy w prostych strukturach występują bez prób autokorekty 2 punkty

zakres słownictwa niewystarczający, aby poradzić sobie z tematem; częste poszukiwanie słów w myślach; nadmierne użycie strategii unikania prowadzące do uproszczenia języka 2 punkty

miejscami brak logiki i jasności; organizacja zachwiana: - części nie zaznaczone w sposób

jasny - niewyraźne przejścia - niewłaściwe gospodarowanie

czasem (np. brakujące lub zbyt rozwinięte części);

płynność momentami zachwiana przez próby poszukiwana słów 2 punkty

ograniczone zrozumienie i reagowanie na argumenty partnera; wyraźna niechęć do proszenia o wyjaśnienia; mało skuteczne próby podtrzymania dyskusji, kilkukrotna interwencja egzaminatora konieczna w przypadku dominacji jednego z kandydatów lub bierności drugiego 1 punkt

widoczne błędy i/lub zauważalne uproszczenie języka 0 punktów

zauważalny nieprawidłowy dobór słownictwa; komunikacja zakłócona 0 punktów

brak logiki i jasności; zła organizacja: - brak podziału na części - brak przejść między częściami - niewłaściwe zarządzanie

czasem (np. prezentacja nieskończona);

brak płynności z powodu częstego poszukiwania słów 0 punktów

ignorowanie albo niezrozumienie lub/i nieodpowiednie reagowanie na argumenty partnera; widoczne zakłócenie płynności rozmowy; brak prób zaangażowania partnera w dyskusję, konieczna częsta ingerencja egzaminatora 0 punktów

MÓWIENIE – KRYTERIA OCENY

49

Grammatical range and accuracy

Vocabulary range and accuracy

Presentation skills Interactive ability

To be assessed

throughout the

whole exam

To be assessed

throughout the

whole exam

To be assessed in the

second task only

To be assessed in the

third task only

Top band

all structures including complex structures fully accurate 6 points

wide range of vocabulary and complex lexis used accurately; no searching for words; no avoidance strategy applied 6 points

presentation logical and clear; very good organisation: - clearly marked sections - smooth transitions - perfect time management; a native-like fluency with natural hesitations 5 points

awareness of the partner’s arguments and fully communicative / co-operative response to them; turn taking maintained and noticeable attempts to involve the partner in discussion (the interlocutor’s involvement is not necessary) 3 points

Pass band

all structures including complex structures used but minor slips or few mistakes may occur; if mistakes appear self-correction technique is applied 4 points

wide range of vocabulary though occasional groping for words may be present; gaps readily overcome with circumlocution; minor slips repaired immediately 4 points

presentation logical and clear; good organisation: - clearly-marked sections - transitions not always

present - minor defects in time

management; good fluency, hesitations to order ideas but not in search for lexis.

4 points

awareness and understanding of the partner’s arguments though asking for clarification may appear; turn taking mostly maintained though the interlocutor’s assistance may once be given in case one candidate dominates 2 points

Fail band

no complex structures attempted or attempted unsuccessfully; mistakes in simple structures may occur without self-correction 2 points

range of vocabulary not adequate to cope with the topic; groping for words frequent; avoidance strategy often used leading to simplification of language 2 points

occasional lack of logic and clarity; organisation disturbed: - not clearly marked

sections - rough transitions - impaired time

management (e.g. parts over-stretched or missing);

fluency not maintained at times due to groping for words. 2 points

awareness and understanding of the partner’s arguments are limited; unwillingness to ask for clarification is apparent; turn taking mostly maintained though the interlocutor’s assistance is occasionally necessary if one candidate is constantly dominant or the other unwilling to speak 1 point

Bad fail band

noticeable mistakes and/or noticeable simplification of the language used points

noticeable misuse of vocabulary items; communication disturbed 0 points

lack of logic and clarity; bad organisation: - no divisions into sections - no transitions - poor time management

(e.g. presentation not finished);

fluency not maintained because of frequent groping for words. 0 points

ignoring or misunderstanding the partner’s arguments or/and lack of appropriate response; turn taking noticeably disturbed; no attempts to involve the partner in discussion (the interlocutor’s assistance frequently needed 0 points

SPEAKING RATING SCALE

50

Candidate A Name: ……………………………………

Surname: …………………………………

Candidate B

Name: ……………………………………

Surname: …………………………………

Grammatical range and accuracy

Vocabulary range and accuracy

Presentation skills

Interactive ability

Points scored

…………

…………

…………

…………

TOTAL: …………

Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … …

Examiner’s name: … … … … … … … … … … … … … … … … … … … … … (signature) … … … … … … …

Grammatical range and accuracy

Vocabulary range and accuracy

Presentation skills

Interactive ability

Points scored

…………

…………

…………

…………

TOTAL: …………