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Matura Test 2

The document contains information about an English language listening and reading comprehension exam for level B2+/C1, including: 1) A listening comprehension section with two tasks - the first asks the test taker to match four speakers to statements about remote working, the second asks them to choose answers that match details from an interview with a writer. 2) A reading comprehension section with two texts about Charles Dickens' novel Great Expectations, followed by multiple choice questions about the first text. 3) Instructions are provided in both English and Polish, and the test is identified as being for the dual language level.

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100% found this document useful (2 votes)
279 views8 pages

Matura Test 2

The document contains information about an English language listening and reading comprehension exam for level B2+/C1, including: 1) A listening comprehension section with two tasks - the first asks the test taker to match four speakers to statements about remote working, the second asks them to choose answers that match details from an interview with a writer. 2) A reading comprehension section with two texts about Charles Dickens' novel Great Expectations, followed by multiple choice questions about the first text. 3) Instructions are provided in both English and Polish, and the test is identified as being for the dual language level.

Uploaded by

vanessa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Matura Test 2 | Poziom dwujęzyczny

Name: _____________________ Class: ____

ROZUMIENIE ZE SŁUCHU
TASK 1
Track 14 You will hear four people talking about remote working. For questions 1.1.–1.5., choose the right
speaker (A–D) and put a cross (X) in the appropriate column in the table. One speaker must be chosen
twice. You will hear the recording twice.
Which speaker A B C D
1.1. feels insecure because of a reliance on something outside their control?
1.2. found their preconceptions about remote working were proved wrong?
1.3. has needed to make a conscious effort to alter their approach to the working day?
1.4. believes remote working is better suited to their job and their lifestyle?
1.5. mentions how unexpected the move to remote working was?

___ / 5

TASK 2
Track 15 You are going to hear an interview with a writer. For questions 2.1.–2.5., choose the answer
which best matches what you have heard by circling the appropriate letter (A, B, C or D). You will hear
the recording twice.
2.1. What triggered Gillian’s reflections on subcultures?
A Some research she’d done for a book.
B A programme she’d listened to.
C Her experience as a radio presenter.
D Thought-provoking comments someone had written in an article.
2.2. When referring to past subcultures, Gillian maintains that
A people felt that belonging to a group made them stronger.
B rebellious groups passed under the radar.
C members of subcultures had a visible presence.
D people preferred to have individual identities.
2.3. What does Gillian find contradictory?
A The subcultures wanted to be outside the mainstream, but their attitudes often weren’t.
B They followed sets of behavioural rules although they professed to be against regulations.
C Punks and goths had unwritten rules related to appearance, but hipsters didn’t.
D They criticised others, but they objected to criticism of themselves.
2.4. In contrast to previous subcultures, Gillian believes that today people
A want to avoid being labelled and needing to behave accordingly.
B in general have fewer concerns about fitting in with particular groups.
C belong to tribes that do not leave a digital footprint and are less well known.
D can take elements of various subcultures and as a result are more individual.
2.5. At the end of her talk, Gillian is
A unsure how people’s need to fit in will show itself in future.
B confused by the terminology used by online groups today.
C concerned that people are too easily influenced by others online.
D aware that people are becoming more isolated today.
___ / 5

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TASK 3
Track 16 You are going to hear a text about visiting Paris. Based on what you hear, complete the gap
in each sentence (3.1.–3.5.). You will hear the recording twice.
3.1. Before her first visit, the writer had long had ___________________________________.
3.2. The writer was in Paris at nineteen because ___________________________________.
3.3. She loved the dark, winding lanes because ___________________________________ she could hear.
3.4. The writer indirectly complains that going self-catering these days involves _______________________.
3.5. The writer drove through rush hour traffic in Paris because they saw the Paris sign
___________________________________.
___ / 5

ROZUMIENIE TEKSTÓW PISANYCH


TASK 4
Read the two texts about Great Expectations. Do tasks 4.1.–4.8.
Text 1
An extract from Great Expectations by Charles Dickens, from a chapter concerning the narrator’s, Pip’s, first visit
to see Miss Havisham.
My young conductress locked the gate, and we went across the courtyard, “Faster, boy.”
Though she called me "boy" so often, and with a carelessness that was far from complimentary, she was of
about my own age. She seemed much older than I, of course, being a girl, and beautiful and self-possessed;
and she was as scornful of me as if she had been one-and-twenty, and a queen.
At last, we came to the door of a room, and she said, "Go in."
I knocked, and was told from inside to enter. I entered, therefore, and found myself in a pretty large room, well
lighted with wax candles. No glimpse of daylight was to be seen in it. It was a dressing-room, as I supposed
from the furniture, though much of it was of forms and uses then quite unknown to me. But prominent in it
was a draped table with a mirror, and that I made out at first sight to be a fine lady's dressing-table. Whether
I should have made out this object so soon, if there had been no fine lady sitting at it, I cannot say. In
an armchair, with an elbow resting on the table and her head leaning on that hand, sat the strangest lady
I have ever seen, or shall ever see.
She was dressed in rich materials – satins, and lace, and silks – all of white. Her shoes were white. And she had
a long white veil dependent from her hair, and she had bridal flowers in her hair, but her hair was white. Some
bright jewels sparkled on her neck and on her hands, and some other jewels lay sparkling on the table. Dresses,
less splendid than the dress she wore, and half-packed trunks, were scattered about. She had not quite finished
dressing, for she had but one shoe on – the other was on the table near her hand – her veil was but half
arranged, her watch and chain were not put on, and some lace lay with her handkerchief, and gloves, and some
flowers, and a prayer-book, all confusedly heaped about the mirror.
It was not in the first few moments that I saw all these things, though I saw more of them in the first moments
than might be supposed. But, I saw that everything within my view which ought to be white, had been white
long ago, and had lost its lustre, and was faded and yellow. I saw that the bride within the bridal dress had
withered like the dress, and like the flowers, and had no brightness left but the brightness of her sunken eyes.
I saw that the dress had been put upon the rounded figure of a young woman, and that the figure upon which
it now hung loose, had shrunk to skin and bone.
Once, I had been taken to see some ghastly waxwork at the Fair, representing I know not what impossible
personage lying in state. Once, I had been taken to one of our old marsh churches to see a skeleton
in the ashes of a rich dress, that had been dug out of a vault under the church pavement. Now, waxwork
and skeleton seemed to have dark eyes that moved and looked at me. I should have cried out, if I could.
"Who is it?" said the lady at the table.
"Pip, ma'am."
"Pip?"
"Mr. Pumblechook's boy, ma'am. Come – to play."

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"Come nearer; let me look at you. Come close."
It was when I stood before her, avoiding her eyes, that I took note of the surrounding objects in detail, and saw
that her watch had stopped at twenty minutes to nine, and that a clock in the room had stopped at twenty
minutes to nine.
"Look at me," said Miss Havisham. "You are not afraid of a woman who has never seen the sun since you were
born?"
I regret to state that I was not afraid of telling the enormous lie comprehended in the answer "No."
"Do you know what I touch here?" she said, laying her hands, one upon the other, on her left side.
"Yes, ma'am."
"What do I touch?"
"Your heart."
"Broken!"
She uttered the word with an eager look, and with strong emphasis, and with a weird smile that had a kind
of boast in it. Afterwards, she kept her hands there for a little while, and slowly took them away as if they were
heavy.
"I am tired," said Miss Havisham. "I want diversion, and I have done with men and women. Play."
from Great Expectations by Charles Dickens (published 1861)

For questions 4.1.–4.4., choose the answer that best matches the text and circle the appropriate letter (A, B,
C or D).
4.1. The narrator’s impression of the girl’s manner is that
A it is surprisingly derisive for a stranger.
B it is typical of someone of a different age and status.
C it implies she is unconcerned about his reaction to her.
D it conveys a hidden familiarity.
4.2. Which reaction is NOT expressed in the narrator’s initial description of the room?
A Admiration and envy at the beautiful things in the room.
B Ignorance of the type of furniture he could see.
C An awareness that the room belonged to a rich person.
D Astonishment at the sight of the woman in the chair.
4.3. The narrator mentions seeing a waxwork of a famous person to
A emphasise the woman’s importance and imposing attitude.
B highlight the lifelessness of the woman’s appearance.
C indicate the advanced age of the woman.
D point out the lack of natural expression on the woman’s face.
4.4. What is implied in the interaction between Miss Havisham and Pip?
A Miss Havisham wants Pip to understand and have compassion for her.
B Miss Havisham hopes to reassure Pip that she is not frightening.
C Miss Havisham prefers conversing with younger people.
D Miss Havisham is enjoying the effect she is having on Pip.

Text 2
A fine adaptation
Estella, the icily flirtatious object of Pip’s affections in Great Expectations, pertly explains her attraction for men
thus: “Moths and all sorts of ugly creatures hover about a lighted candle. Can the candle help it?” Directors,
however, are inexorably drawn to the Dickens novel itself, and – such is its compelling, unmanageable oddity –
they too often run the risk of getting singed.
While David Lean’s 1946 film is generally acknowledged as the classic, Alfonso Cuaron tackled a modern-day
version in 1998, and Mike Newell’s adaptation in 2012, the focus of this review, followed on closely from a BBC

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series. The greater challenge for a film rather than a television adaptation is the awkward question of excision
and compression: it must be like trying to cram a circus tent and all its performers into a briefcase.
Newell’s palette is grimy and dark, and (as so often with Dickens) childhood proves the most terrifying location
of all. The film opens in a graveyard, where the escaped convict Magwitch (Ralph Fiennes) terrorises the young
Pip Pirrip (Toby Irvine) into bringing him food and an iron file. The deal is forged in fear, but its fulfilment still
sparks a sentiment in Magwitch’s soul which is to steer Pip’s future.
A stellar British cast illumines proceedings, with Sally Hawkins and David Walliams giving enjoyably grotesque
cameos as Pip’s choleric older sister and self-serving Uncle Pumblechook respectively. Helena Bonham Carter,
in a grey cloud of mouldering lace, plays Miss Havisham with a nicely judged blend of manipulative insight
and insanity.
The screenplay by David Nicholls does a good job of keeping the story moving, but Jeremy Irvine as the adult Pip
– never the easiest character to portray – doesn’t convey the intense inner conflicts the role demands, and the
change in his relationship with Magwitch from revulsion to affection needs more space.
Still, the pain and power of class distinctions is strongly evoked and the masterly set, by turns bleak and lushly
decadent, is soaked in atmosphere.
Based on the text, answer the questions 4.5.–4.8.
4.5. Why does the writer quote Estella in the first paragraph?
________________________________________________________________________________
4.6. What does the writer think is difficult about adapting a book into a film?
________________________________________________________________________________
4.7. Why does the writer use the word ‘palette’ when referring to the director, Newell?
________________________________________________________________________________
4.8. How could the portrayal of one character have been improved in the writer’s opinion?
________________________________________________________________________________
___ / 8

TASK 5
Read the text. For questions 5.1.–5.4., choose the appropriate paragraph and write the corresponding
letter (A–E) in the table. One paragraph does not match any of the questions.
All together now
A
A class at a junior school is giving their term assembly in front of their parents. At the end of their potted
version of Romeo and Juliet, the music teacher plays the piano, and the thirty children begin to sing
Greensleeves. There has been some parental pride in the air during the play, and the children have clearly
enjoyed performing. But now a more profound sensation begins to swirl around the room. The simple refrain
of the song ignites in both singers and listeners a kind of elation. It is almost tangible. Something has elevated
the assembly from an event informed by mild interest and a sense of duty to a moment of sublime happiness.
Without a doubt, it is the music.
B
According to experts, we can now use science to observe what is going on in the brain while we are listening
to music. And what we find is that the old idea that music is a language is now no longer a poetic fiction but
a neurological fact. Recent developments in PET and MRI scanning – the technology used to detect strokes
and tumours – have led to compelling new evidence about the overlap between the way the brain processes
speech and the way it interprets music, but just how listening to music mysteriously brings us joy, is extremely
complicated.
C
As well as happiness, music can give us identity. The auditory system of the brain is the first to function fully.
At sixteen weeks, a foetus has a functioning auditory system. The brain around it functions ten weeks later.
This implies that we are receptive to music before anything else. So as soon as we are born, as dependent
infants, we use music. It's the musicality, the prosody, the vocalisations of mother and baby that create
the emotional bond. They are both necessary to our survival and central to our development as individuals.

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D
Similarly basic is the body's reaction to noise. It is one of the intriguing quirks of nature that we cannot shut our
ears. Even in sleep, our brains must process sounds, relegate some to the background, examine others
minutely for significance. But when we discern a rhythm, the effect on us is immediate and physical. And it
triggers the release of chemicals into the bloodstream that are directly linked to pleasure. We tap our feet
to rhythms and hormones kick in which are the brain’s way of ‘rewarding’ ourselves, giving high levels of
pleasure and dampening down pain.
E
In addition to this, music is a communication system which is essential for creating and maintaining social
relationships. When a group listens to the same piece of music, they each experience the music uniquely,
but at the same time share that experience, and this sharing of one rhythm is like a kind of social glue. Which
takes us back to the thirty young children singing at their assembly and helps to explain that pure moment
of happiness experienced by the audience. The power of music is indeed quite remarkable
In which paragraph does the author Answer
5.1. give the reason for the importance of sound and music in our early lives?
5.2. mention the way that music can help groups of people relate to each other?
5.3. imply that a previously held belief has been scientifically proven?
5.4. refer to a peculiarity of the brain related to sound?
___ / 4

TASK 6
Read the article. Four paragraphs have been removed from the text. Complete each gap (6.1.–6.4.)
with the paragraph which fits best and put the appropriate letter (A–E) in each gap. There is one
paragraph you do not need to use.
The Push
If somehow you’ve missed The Push by Ashley Audrain, remedy that immediately and get the novel. It is
a gripping take on the psychological thriller that looks at the often hitherto difficult topic of the desperation
of some mothers who find motherhood bewildering. It also traces the influences of previous generations on
an unborn child. Wherever you stand on the nature versus nurture debate, this story will ensnare you from
the first page, even from the introduction.
6.1. ___
Audrain then takes us back to Blythe’s beginnings as a mother – which, of course, predate her own birth, just
as foetal nutrition depends not only on the health of the mother but the grandmother too. We learn of Etta’s life,
and of Cecilia’s, their stories of trauma interwoven with Blythe’s. “The women in our family, we’re different,”
Blythe says. And yet, like her mother and grandmother before her, she falls in love and gets pregnant – with
a daughter, Violet.
6.2. ___
She finds that she can’t love her daughter, and Violet proves to be a difficult child: contrary, unsettling,
manipulative and eventually frightening. And Blythe has no support from her husband, who finds Violet perhaps
a challenging child but unquestioningly loving. Then Blythe gets pregnant again, with a son, and what began
as anxieties turn into terrors.
6.3. ___
The Push turbo-charges maternal anxieties with a fierce gothic energy that comes in part from the dark stories
of Blythe’s antecedents and in part from the ever-present primal fear of being a Bad Mother. And then there
is Violet: does she represent the newest and perhaps most dangerous manifestation of what begins to feel like
a family curse, or is Blythe projecting all her worst fears about herself onto the innocent child? This is
the tightrope the novel walks, and it is a largely successful balancing act due to the sheer compelling power of its
narrative drive. But it is not a perfect novel.
6.4. ___
This is a novel that will leave its mark on readers and undoubtedly inspire discussion; ideal for a book club list.
And there is no doubt in my mind that this talented writer’s next book will become an instant best-seller.
I, personally, cannot wait to see how she follows up this page-turning debut.

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A The book can sometimes feel exploitative and occasionally overwritten (a new mother’s eye bags are
described as “plum-coloured hammocks”), but given the strong subject matter, that is hardly surprising.
To say that the ending left me flabbergasted and incensed would be an understatement, but this could well
be Audrain’s intention.
B Blythe was abandoned by profoundly unloving, icy Cecilia, who was herself the daughter of psychotic Etta.
The Push opens with Blythe literally on the outside of her own daughter’s life. Her place has been taken by
another woman with a happier inheritance, and she is standing on the pavement outside her ex-husband’s
new home, gazing at what she must accept as the happy family within.
C As the novel develops we are drawn further into Blythe’s nightmare, and held, captivated, until the final
pages. Well-thought-out, carefully crafted, vividly realised and gripping, this is a clever concept novel that
manipulates and exploits the fears and insecurities almost every mother has, however happy her own
childhood: the fear of otherness and the illusion of motherhood as a great, beaming, muffin-baking club
from which one is excluded.
D In contrast, these women are portrayed authentically, not judged, as is sometimes the case. And there is
great satisfaction in its resolution, with its mysterious title explained. The Push is not simply a suspense
novel, it addresses all of us, whether we are parents or had parents ourselves who could not live up to their
roles, however hard they tried.
E Unlike them, Blythe has in her favour a good father (albeit one who is in denial); a substitute mother
in a childhood neighbour with whom she found sanctuary; and a loving husband, himself from a family
of exemplary, twinkling benevolence. And yet from the birth of the baby, Blythe feels her family history
threatening to overwhelm the stability for which she has struggled to find.
___ / 4

ZNAJOMOŚĆ ŚRODKÓW JĘZYKOWYCH


TASK 7
Read the text. For questions 7.1.–7.5., choose the word or phrase which fits best in each gap. Circle
the appropriate answer (A, B, C or D).
Effective but dangerous?
Many actors believe that 7.1. ___ real acting is all about – putting yourself in someone else’s shoes and feeling
the emotions he or she might feel. Referred to as The Method, it’s a technique which has been practised
for over a hundred years. It was initially a term coined by the Russian director Stanislavsky and is still popular
with actors today, both on stage and on screen.
Some actors can get by with 7.2. ___ too deeply into a character, but I’ve never been able to do that. Using
The Method means that, for me at least, the emotions I show feel real, not pasted on, not fake. Famous actors,
like Leonardo DiCaprio, have no 7.3. ___ at all about taking on roles that demand full involvement. They lose
weight, sleep rough – do everything they need to to ‘get into’ the role.
I may not be 7.4. ___ for such levels of commitment, but I do use The Method on a smaller scale. However,
it can take its toll on you if you’re not careful. One year I played the part of a famous poet who was very ill,
and I won an award for the performance. But a few months later I started to go down with every bug going.
Initially I put it down to getting tired, but later I began to think it was because I’d got too involved in the role
I was playing. The doctor agreed that my immune system had somehow 7.5. ___! He warned me not to
continue taking on demanding roles. It was a bit of a shock, but I’ve taken his advice and my health seems to be
picking up again. However, no Joan of Arc for me any time soon!
7.1.
A it is being
B it is what
C there is what
D how is

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7.2.
A not to go
B they don’t go
C not going
D not go
7.3.
A queries
B qualms
C hesitancies
D bothers
7.4.
A made up
B taken in
C put down
D cut out
7.5.
A been compromising
B was compromised
C been compromised
D compromised
___ / 5
TASK 8
Read the text. For questions 8.1.–8.6., use the word in brackets to form a word that fits the gap. The text
must be logical and correct in both grammar and spelling. Write the missing word in the space provided.
The big bovine burp
It has long been known that greenhouse gases that trap heat in our atmosphere must be reduced if
we want to address the issue of climate change, and governments around the world have made
a 8.1. __________________ (commit) to do so. As a result, scientists have gone to extraordinary
8.2. __________________ (long) to find solutions, and recent years have seen a 8.3. __________________
(vary) of initiatives. Most of these have been looking at ways to source alternative energy supplies and cut
down on fossil fuel 8.4. __________________ (emit), but there has also been research into another source
of greenhouse gas: cows. Cows eat grass, which reacts in their stomachs to produce methane, which
they then burp into the atmosphere. Methane is a huge culprit when it comes to trapping heat.
A 8.5. __________________ (collaborate) effort among scientists has proven 8.6. __________________
(expect) successful and produced a potential solution, or part solution. It involves feeding cows an amount
of a certain type of seaweed, and this is thought to potentially reduce the amount of methane burped by
up to 82%. What a result that would be!
___ / 6

TASK 9
In tasks 9.1.–9.3. write a word next to the task number that correctly completes all the three sentences.
Full spelling correctness of the words entered is required.
9.1. __________
I failed to see the __________ warning drivers not to park for longer than two hours and had a ticket on
the car when I returned.
The student took no __________ of the teacher’s instructions to write no more than 200 words and
ended up with a five hundred word essay.
Two employees handed in their __________ yesterday because of excessive increases in their workload.
9.2. __________
It has been difficult to take on __________ all the new changes to working practice at our company
since the new manager began work.
A football smashed the kitchen window, and Harry had to cover the hole with a __________ until he
could get a new pane glass.
My uncle is on the __________ of directors of the company, so if you have any queries, I can ask him.

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9.3. __________
Something my mother said when I was young about being true to oneself has always __________ in my
mind.
I knew the job might be hard at first but I __________ with it and it got easier and easier.
There were some marks on the wall, so I __________ a poster over them and no one was ever the wiser.
___ / 3

TWORZENIE WYPOWIEDZI PISEMNEJ


TASK 10
Wiele osób uważa, że zmian klimatycznych nie uda się już powstrzymać. Napisz rozprawkę, w której
przedstawisz swoją opinię na ten temat, odnosząc się do:
– indywidualnej świadomości zachodzących zmian,
– globalnego zaangażowania w walkę ze zmianami klimatu,
– naukowych dowodów.
Twoja wypowiedź powinna zawierać od 300 do 350 słów.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

___ / 15

TOTAL SCORE: ___ / 60

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