This test assesses students' English skills across several domains. It contains sections on listening comprehension, reading comprehension, grammar, vocabulary, and everyday English. Students are asked to match statements to audio passages, fill in blanks in a written text, complete sentences with verbs in the correct form, identify social issues based on descriptions, translate phrases, and add question tags to statements. The test covers a range of topics related to social problems and their solutions.
This test assesses students' English skills across several domains. It contains sections on listening comprehension, reading comprehension, grammar, vocabulary, and everyday English. Students are asked to match statements to audio passages, fill in blanks in a written text, complete sentences with verbs in the correct form, identify social issues based on descriptions, translate phrases, and add question tags to statements. The test covers a range of topics related to social problems and their solutions.
This test assesses students' English skills across several domains. It contains sections on listening comprehension, reading comprehension, grammar, vocabulary, and everyday English. Students are asked to match statements to audio passages, fill in blanks in a written text, complete sentences with verbs in the correct form, identify social issues based on descriptions, translate phrases, and add question tags to statements. The test covers a range of topics related to social problems and their solutions.
This test assesses students' English skills across several domains. It contains sections on listening comprehension, reading comprehension, grammar, vocabulary, and everyday English. Students are asked to match statements to audio passages, fill in blanks in a written text, complete sentences with verbs in the correct form, identify social issues based on descriptions, translate phrases, and add question tags to statements. The test covers a range of topics related to social problems and their solutions.
IMIĘ I NAZWISKO ............................................................................................ DATA .....................................
KLASA ……………………. WYNIK _______ / 50 punktów (______%)
I. ROZUMIENIE ZE SŁUCHU | LISTENING (2 x 4 = 8 pkt)
Usłyszysz dwukrotnie cztery teksty dotyczące sposobów rozwiązywania problemów społecznych. Do każdego tekstu (1–4) dopasuj odpowiadające mu zdanie (A–E). Wpisz rozwiązania do tabeli. Jedno zdanie zostało podane dodatkowo i nie pasuje do żadnego tekstu.
This text shows:
A. how a community can support its members. B. that raising money for charities can be a problem. C. how one community can help another one. D. how an individual is changing other people’s lives for the better. E. that sports events can help people in need.
Text 1 Text 2 Text 3 Text 4
II. ROZUMIENIE TEKSTU PISANEGO | READING (5 x 2 = 10 pkt)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (1–4) literę, którą oznaczono brakujące zdanie (A–F), tak aby otrzymać spójny i logiczny tekst. Dwa zdania zostały podane dodatkowo i nie pasują do żadnej luki.
A. When completed, those projects will provide over 13 million people with clean, safe drinking water. B. He was shocked to see thousands and thousands of people waiting in a queue every day for medical attention. C. The founder of this NGO was a New York City club promoter for ten years. D. He had a great job promoting nightclubs and events. E. Instead of gifts, he asked his guests to donate money to his new charity. F. In 2007, Harrison also contacted several tech entrepreneurs for assistance and advice.
Making a Difference: a little water at a time
Did you know that one person dies every 15 seconds of a water-related disease or that about one billion people in the world live without access to clean, safe drinking water? Scott Harrison didn’t. About 20 years ago, Scott was living in a fancy flat in New York City and driving an expensive car. 1. ______________ Life was easy and fun for Scott, yet he felt very empty inside because his life had no real purpose. So he decided to do something about it. Scott volunteered on a floating hospital with an organisation called Mercy Ships, which offers free medical care to the world’s poorest countries. Doctors and other technical staff from around the world leave their jobs and work for free helping thousands of people who need medical care. Scott went to Liberia, Africa, where he took the position of photojournalist. What Scott saw there changed his life. 2. _______________ Some of them had very serious medical problems. What Scott realised in his two years of voluntary service with Mercy Ships was that about 80% of all the diseases they encountered were due to unsafe water and poor sanitation. Scott returned to New York City with a mission: he would form a charity to provide clean water in poor countries. Scott founded “charity: water” on the night of his 31st birthday. He threw a huge party. 3. _______________ He raised $15,000 that night, which went to fixing and building wells in Uganda. Scott used his natural talent for promoting things to turn “charity: water” into a very successful humanitarian organisation. Since its beginning in 2006, with the help of more than 1 million supporters worldwide, this non-profit organisation has raised over $557 million and funded over 78,000 water projects in 29 countries. 4. ________________ But Scott’s plans don’t stop here. His final goal is to end the water crisis in the developing countries. Why do all this? “Guilt has never been part of it,” according to Scott. “It’s the excitement, instead, of presenting people with an opportunity – you have an amazing chance to build a well!”
Po przeczytaniu tekstu i uzupełnieniu luk odpowiedz na pytanie (5), z podanych odpowiedzi wybierając właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B lub C.
5. The intention of the article is: A. to encourage the readers to donate money to: “charity: water”. B. to show how one person’s efforts can improve others’ lives. C. to give an example of how to set up a NGO.
3. Sophie won’t do it again, _________________________________?
4. That’s the refugee camp, _________________________________?
5. I’m giving a presentation tonight, __________________________________?
Przeczytaj dialog, z którego usunięto pięć zdań. Wpisz w każdą lukę (6–10) literę, którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
A. So, what do you suggest?
B. That’s a great idea! C. I see what you mean. D. Besides that, they should give financial help to start-ups. E. I can’t agree with you.
X: You won’t believe how difficult it is for young people to get a job nowadays. Y: Yes, I’ve heard of that. Maybe they don’t have enough qualifications. X: 6. _____________________ A lot of them are well qualified, for example my friends. I think the system is wrong. Y: Perhaps you are right. 7. __________________ X: What about job creation schemes? The problem is getting access to the right jobs. Y: 8. _______________________ For example, the government can offer grants to companies for new job creation. X: Good thinking. 9. __________________ This way more young people could open their own businesses. Y: OK, but what shall we do about it? X: We can suggest these ideas to our local councillors or even MPs. Y: 10. ___________________ Let’s do it.
Obok każdego zdania (1–3) napisz wyraz, który ma znaczenie przeciwne do znaczenia wyrazu zapisanego tłustym drukiem.
1. This is a major issue in our modern world. ______________________________________
2. We hope to reduce this number. ______________________________________
3. The situation is worsening. ______________________________________
W zadaniach 4–8, wykorzystując wyrazy podane tłustym drukiem, uzupełnij luki w zdaniach, tak aby zachować sens zdań wyjściowych. W każdą lukę możesz wpisać maksymalnie pięć wyrazów.
4. In my opinion, you ought to ask them for help.
WERE If __________________________________________________________________ ask them for help.
5. My friend didn’t pay his bank loan and therefore he lost his home.
NOT My friend ___________________________________________________________ his home if he had paid
his bank loan.
6. Paul had an argument with his sister about who should help their parents.
FELL Paul _____________________________________________ his sister about who should help their parents.
7. Unless we tell everyone, they won’t know about our charity action.
SPREAD Nobody will know about our charity action if we _____________________________________________.
8. Simon regrets bullying Jeremy when they were at primary school.
WISHES Simon _______________________________________________________ Jeremy when they were at
primary school.
Przetłumacz na język polski zdania 9–10.
9. It is estimated that almost 45% of Ethiopia’s population lives in extreme poverty.
