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
15
Egzamin z języka obcego
wg STANAG 6001
Egzamin przykładowy
Język: angielski
Poziom: 4
Sprawność: CZYTANIE
Czas trwania: 60 min.
CCEENNTTRRAALLNNAA KKOOMMIISSJJAA EEGGZZAAMMIINNAACCYYJJNNAA
JJĘĘZZYYKKÓÓWW OOBBCCYYCCHH
MMIINNIISSTTEERRSSTTWWAA OOBBRROONNYY NNAARROODDOOWWEEJJ
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
25
Egzamin z języka obcego
wg STANAG 6001
Egzamin przykładowy
Język: angielski
Poziom: 4
Sprawność: SŁUCHANIE
Czas trwania: 40 min.
CCEENNTTRRAALLNNAA KKOOMMIISSJJAA EEGGZZAAMMIINNAACCYYJJNNAA
JJĘĘZZYYKKÓÓWW OOBBCCYYCCHH
MMIINNIISSTTEERRSSTTWWAA OOBBRROONNYY NNAARROODDOOWWEEJJ
www.wsnjo.pl
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.
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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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
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: …………