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© NIVaM(Národný inštitút vzdelávania a mládeže)
NIVaM je nositeľ autorských práv k testom a kľúčom správnych odpovedí.
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This section of the test has three parts. You will hear four recordings which you will listen to twice. While listening, answer the questions in the appropriate part of the test.
Audio - pokyny - Audio prehrávač sa načíta po načítaní stránky
In this part, you will hear two different extracts. In the first extract, you will hear an interview with Sophie Kinsella, a popular British writer. In the second extract, you will hear an interview with Dr Richard Bartel, a neurosurgeon. For the following statements 01–10 , choose the correct answer (A), (B), (C) or (D) . There is always only one correct answer.
Mark your answers on the answer sheet labelled with a "X"
Now you have 2 minutes to read the tasks.
Audio - ukážka - Audio prehrávač sa načíta po načítaní stránky
In this part, you will hear a radio programme in which an expert explains how to make a good presentation. The expert will mention five ideas and five practical ways how to do it. There are two blocks of five matching questions. You will have to match all ten questions while you are listening to this recording. Read the questions carefully before you listen.
For questions 11–15, choose from the first list marked (A) – (H) the main idea which is being described. For questions 16 – 20, choose from the second list marked (A) – (H) the practical way of how to do it. Be careful, there are three extra possibilities which you do not need to use. There is always only one correct answer.
Mark your answers on the answer sheet labelled with a "X".
Now you have 2 minutes to read the tasks.
Audio - pokyny - Audio prehrávač sa načíta po načítaní stránky
Audio - ukážka - Audio prehrávač sa načíta po načítaní stránky
You will hear a radio programme in which Stephanie Boyce, a lawyer – solicitor and President of the Law Society, expresses her determination to change the legal profession. Complete the sentences 21–30, which summarize the information from the text. Use one to three words in your answers (the number of words is indicated in brackets).
Write your answers on the answer sheet labelled with a "pen".
Now you have 2 minutes to read the sentences.
Audio - pokyny - Audio prehrávač sa načíta po načítaní stránky
Audio - ukážka - Audio prehrávač sa načíta po načítaní stránky
This section of the test has two parts. To complete this section of the test, you will need approximately 40 minutes.
Read the following text and decide which word or phrase (A), (B), (C) or (D) best fits into each space numbered 31– 50. There is always only one correct answer. There is an example at the beginning (00). Example: (00) – (C) -> dedicated to
Mark your answers on the answer sheet labelled with a "X".
In the following text, there are some missing words numbered 51–60. Use the word given in brackets to form a word that fits into the space in the same line. There is an example at the beginning (00).
Example: 00 – Chinese
Write your answers on the answer sheet labelled with a "pen".
This section of the test has four parts. To complete this section of the test, you will need approximately 70 minutes.
In this part, there are three themed texts. For the statements 61–69, choose the answer (A) – (D) according to the texts. There is always only one correct answer.
Mark your answers on the answer sheet labelled with a "X".
Massachusetts Bay Colony, one of the original English settlements in present-day Massachusetts, was settled in 1630 by a group of about 1,000 Puritan refugees from England under Gov. John Winthrop and Deputy Gov. Thomas Dudley. In 1629 the Massachusetts Bay Company obtained a charter from King Charles I empowering the company to trade and colonize New England between the Charles and Merrimack rivers. The grant was similar to that of the Virginia Company in 1609, the patentees being joint proprietors with rights of ownership and government.
The intention of the crown was evidently merely to create a commercial company with what today would be called stockholders, officers, and directors. However, by a wise and legally questionable move, the patentees decided to transfer the management and the charter to Massachusetts. By this move, they not only paved the way for local management but also established the assumption that the charter for a commercial company was a political constitution for a new government with only indefinable dependence upon the imperial one in England.
The Puritans established a religiously-based government with voting limited to church members. Winthrop, Dudley, the Rev. John Cotton, and other leaders sought to prevent any independence of religious views. Many with differing religious beliefs – including Roger Williams of Salem and Anne Hutchinson of Boston – were sent away.
Miguel López de Legazpi’s (1502–1572) conquest of Manila in 1571 saw the start of a 327-year epoch of Castilian rule in the Philippine Islands. Still, his actions also created unintended historical by-products that made the undertaking dissimilar to any other colony in the Spanish empire. Most notable were that the archipelago was located in Asia, it consisted of many islands inhabited by a variety of Malay and Austronesian peoples, and Chinese cultural and economic influences.
Manila became a battlefield and mixing pot for Asian, Malay, and Mexican peoples, religious beliefs, political institutions, technologies, cultivated crops and domesticated animals, to name but a few of the exchanges that occurred over the three centuries of Spanish dominion. Before the word “globalization” became a common catchphrase in the late 20th century, the Manila Galleon, Malay, and Portuguese trade routes joined in Manila, uniting Europe, the Americas, Asia, and Africa through sea-going commerce across the Atlantic, Pacific, and Indian Oceans in the late 16th century.
From that time, traditional scholarship on the Philippines tended to be Iberian-centered narratives flowing only one way from Madrid to Mexico City to Manila and presenting nationally biased and commodity-centred analyses penned by academics in Spain and Mexico. Beginning in the early 20th century, scholars from the United States in various disciplines began writing their own interpretations of the colonial period that came before the half-century of American occupation. Filipino social scientists have been involved since the 1920s, but exponentially more so following independence in 1946, contributing an essential indigenous perspective that had been absent from previous erudition.
On 19 March 1932, the Sydney Harbour Bridge opened to the public. The event marked the end of almost a century of speculation and planning around a bridge or tunnel that would cross the harbour.
In 1912 John Job Crew Bradfield was appointed chief engineer of Sydney Harbour Bridge and City Transit. Bradfield became the project’s greatest advocate and is remembered as the ‘father’ of the Sydney Harbour Bridge. However, the First World War stopped all plans for a bridge. Finally, in November 1922, the New South Wales Parliament passed the Sydney Harbour Bridge Act.
Bradfield could now begin planning for the bridge seriously. In January 1923, he invited tenders for the construction of a bridge across Sydney Harbour. The international competition closed on 16 January 1924. Six firms from around the world had submitted 20 proposals.
Bradfield and his team put together their Report on Tenders and recommended design A3 – a steel arch with towers designed by Dorman, Long & Co of Middlesbrough, England. Bradfield was impressed by the company’s track record, the ‘dignity’ of the design and the fact that Dorman Long was the only tenderer to specify that all fabrication would take place in Australia. Dorman Long’s consulting engineer, Ralph Freeman of Sir Douglas Fox and Partners, oversaw the detail of the bridge design. The aesthetics of the span, especially the striking granite-faced tower pylons, were handled by consulting architects Sir John Burnet and Partners.
Read the following extract. Six paragraphs have been removed from the text. Complete the missing paragraphs (A)–(G) the one which fits each gap 70–75. There is one extra paragraph which you do not need to use.
Mark your answers on the answer sheet labelled with a "X".
At the end of the season, a demolition crew is hired. Apart from hammers, a wrecking ball has to be used. The crew can knock the hotel down in 5 hours.
The “deck” or floor of the hotel is built first. The floor is 5 feet thick and very strong to support the hotel throughout the season. The moulds are then placed with snow packed into them. The moulds or frames are fitted with ski bottoms to remove them easily.
The main building materials of the hotel are ice and compacted snow. Walls, fixtures and fittings are held together with a substance known as “snice” – a combination of rock-solid frozen snow and ice.
This Canadian-based winter company was involved in many cities and festivals, including the Quebec Winter Carnival and La Fete des Neiges de Montréal (The Snow Party). Jacque was nicknamed Mr Igloo for his love of this structure and his ability to build with snow.
This actual building of the Ice Hotel takes about 55 hours and can begin once the area has temperatures below zero for an entire week – usually mid to end of December. One team will work on the production of the materials, and the second will specialize in sculpting the buildings and their art.
Jacque travelled to Sweden to meet with their ice hotel’s designers and builders before returning to Canada. He then found partners for his new company and got to work. It took four years of planning, research, and problem-solving for it to come to life. In 2001, Quebec City opened up North America’s very first Ice Hotel.
To create the blocks and walls, the snow is packed onto metal frames and left to settle and harden for a few days. Super-packed snow is necessary for stability, and the hotel’s walls are more robust than cement by the time they’re finished.
Read the following text and complete the statements 76–81 with one or two words, based on the information given in the text. The statements do not follow in the same order as the information appears in the text.
Write your answers on the answer sheet labelled with a "pen".
Ants are a crucial part of nature. Among other roles, ants ventilate the soil, spread seeds, break down organic material, create habitat for other animals and form an essential part of the food chain.
Estimating ant numbers and mass provides an important baseline for monitoring ant populations amid worrying environmental changes. There are more than 15,700 named species and subspecies of ants, and many others are not yet named by science. Ants’ high degree of social organization has enabled them to colonize nearly all ecosystems and regions around the globe.
The significant presence of ants has prompted many naturalists to think about their exact number on Earth. But these were educated guesses. Systematic, evidence-based estimates have been lacking. The research done by a Czech institution involved an analysis of 489 studies of ant populations conducted by fellow ant scientists from around the world. This included non-English literature in Spanish, French, German, Russian, Mandarin and Portuguese. Research spanned all continents and significant habitats, including forests, deserts, grasslands and cities. They used standardized methods for collecting and counting ants such as pitfall traps. As you can imagine, this is often boring work.
From all this, they now estimate there are approximately 20 quadrillion ants on Earth. This figure, though conservative, is between two and 20 times higher than previous estimates. The previous figures employed a “top-down” approach by assuming ants comprise about 1 % of the world’s estimated insect population. In contrast, their “bottom-up” estimate is more reliable because it uses data on ants observed directly in the field and makes fewer assumptions.
The next step was to work out how much all these ants weighed. The mass of organisms is typically measured in terms of their carbon makeup. We estimated that 20 quadrillion average-sized ants correspond to a dry weight or “biomass” of approximately 11 million metric tons of carbon. This is more than the combined biomass of wild birds and mammals – about 20 % of total human biomass.
Carbon makes up about half the dry weight of an ant. If the weight of other bodily elements was included, the world’s ants’ total mass would still be higher.
It was also found ants are distributed unevenly on Earth’s surface. They vary sixfold between habitats and generally peak in the tropics. This underlines the importance of tropical regions in maintaining healthy ant populations. Ants were particularly abundant in forests and, surprisingly, in dry regions, but they become less common in human-made habitats.
Ants provide vital “ecosystem services” for humans. For instance, a study published August 17, 2022, in the journal Proceedings of the Royal Society B found ants can be more effective than pesticides at helping farmers produce food. They have also developed tight interactions with other organisms — and some species cannot survive without them. For example, some birds rely on ants to flush out their prey. Thousands of plant species feed or house ants in exchange for protection or the spread of their seeds. Many ants are predators, helping to keep populations of other insects in check.
Alarmingly, global insect numbers are declining due to threats such as habitat destruction and fragmentation, chemical use, invasive species and climate change. Data on insect biodiversity is alarmingly scarce. The team hopes their study provides a baseline for further research to help fill this gap. It’s in humanity’s interest to monitor ant populations. Counting ants is not difficult, and citizen scientists worldwide could help investigate how these important animals are faring at a time of great environmental change.
Read the following extracts and choose the paragraph (A), (B), (C) or (D) in which you found the information from the statements 82 – 90. You can use the paragraphs more than once.
Mark your answers on the answer sheet labelled with a "X".
James Earl Carter Jr.:
Jimmy Carter, born in rural Georgia to a peanut farmer and businessman father and a mother who was a registered nurse, the future president and humanitarian, grew up in a religious family. Carter attended school in Plains, followed by university study at two Georgia colleges before receiving a Bachelor of Science degree from the United States Naval Academy in 1946. The same year, he married Rosalynn Smith, whom he had known since she was born.
Upon his father’s death in 1953, Carter returned to Georgia to run the family farm and its supply company. He became active in local political life, earning a seat in the Georgia Senate by 1962. He then announced his candidacy for president in 1974.
As governor of Georgia, Carter called for an end to segregation in his inaugural address and increased the number of African Americans on the state government staff. He worked to improve the state’s “wasteful government bureaucracy,” he was pro-environment and wanted more school funding.
Richard Milhouse Nixon:
Richard Nixon was the second of five children born to Frank Nixon, a service station owner and grocer, and Hannah Milhous Nixon. Nixon graduated from Whittier College in California in 1934 and Duke University Law School in Durham, North Carolina, in 1937. Returning to Whittier to practice law, he met Thelma Catherine Ryan, a teacher and amateur actress, after the two were cast in the same play at a local community theatre. The couple married in 1940.
In 1946, he was elected to the U.S. House of Representatives, defeating five-term liberal Democratic Congressman Jerry Voorhis in a campaign that relied heavily on suggestions about Voorhis’s alleged communist sympathies. Running for re-election in 1948, Nixon entered and won both the Democratic and Republican primaries, thus eliminating the need to participate in the general election. As a member of the House Un-American Activities Committee in 1948–50, he took a leading role in investigating Alger Hiss, a former State Department official accused of spying for the Soviet Union. During the committee hearings, Nixon’s hostile questioning of Hiss did much to make his national reputation as an enthusiastic anti-communist.
William Jefferson Clinton:
Bill Clinton’s father was a travelling salesman who died in an automobile accident three months before his son was born. His widow, Virginia Dell Blythe, married Roger Clinton, and, despite their unstable union (they divorced and then remarried) and her husband’s alcoholism, her son eventually took his stepfather’s name.
Clinton enrolled at Georgetown University in Washington, D.C., in 1964 and graduated in 1968 with a degree in international affairs. During his freshman and sophomore years, he was elected student president. During his junior and senior years, he worked as an intern for Sen. J. William Fulbright, the Arkansas Democrat who chaired the U.S. Senate Committee on Foreign Relations. Fulbright was a vocal critic of the Vietnam War, and Clinton, like many young men of his generation, also opposed the war.
After graduating from Yale University Law School in 1973, Clinton joined the University of Arkansas School of Law faculty, where he taught until 1976. In 1974 he ran unsuccessfully for a seat in the U.S. House of Representatives. In 1975, he married a fellow Yale Law graduate, attorney Hillary Rodham (Hillary Clinton), who thereafter took an active role in his political career.
Lyndon Baines Johnson:
Lyndon Johnson, the first of five children, was born in south-central Texas to Sam Ealy Johnson, Jr. and Rebekah Baines Johnson, a daughter of state legislator Joseph Baines. Sam Johnson had lost money in cotton speculation, and the family often struggled to make a living. After graduating from high school in 1924, Johnson spent three years in odd jobs before enrolling at Southwest Texas State Teachers College in San Marcos. While pursuing his studies there in 1928–29, he took a teaching job at a predominantly Mexican American school in Cotulla, Texas, where the extreme poverty of his students made a profound impression on him.
After graduating from college in 1930, Johnson won praise as a teacher of debate and public speaking at Sam Houston High School in Houston. That same year he participated in the congressional campaign of Democrat Richard Kleberg, and upon Kleberg’s election, he accompanied the new congressman to Washington, D.C., in 1931 as his legislative assistant. While in Washington, Johnson worked tirelessly on behalf of Kleberg’s constituents and quickly developed a thorough grasp of congressional politics.
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© NIVaM(Národný inštitút vzdelávania a mládeže)
NIVaM je nositeľ autorských práv k testom a kľúčom správnych odpovedí.
Úlohy boli prepísané do interaktívnej podoby. NIVaM nezodpovedá za chyby vzniknuté prepisom alebo grafickou úpravou.