Termíny maturít 2027:
9.3 - slovenský jazyk a literatúra
10.3 - anglický jazyk
11.3 - matematika
Už len:
174
dní
:
20
hod
:
44
min
:
53
sek

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KÓD TESTU

26_1515

MATURITA 2026

EXTERNÁ ČASŤ

C1

PREČÍTAJTE SI NAJPRV POKYNY K TESTU!

Želáme vám veľa úspechov!


Section I – LISTENING (30 points)

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.

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NIVaM nenesie zodpovednosť za chyby vzniknuté spracovaním.

Part 1: Two Interviews (10 points)

In this part, you will hear two different extracts. In the first extract, you will hear an interview with Daisy Buchanan, a writer of non-fiction. In the second extract, you will hear an interview with Elaine King, a financial director and a certified financial planner. 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.


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NIVaM nenesie zodpovednosť za chyby vzniknuté spracovaním.

1Extract 1: An Interview with Daisy Buchanan (5 points)

One of the advantages of writing non-fiction is the fact that its authors can [.....].
(A)
(B)
(C)
(D)

2The idea behind Daisy's first book How to Be a Grown Up, was to [.....].
(A)
(B)
(C)
(D)

3The message of Daisy's first book was to show young people that they need to [.....].
(A)
(B)
(C)
(D)

4Daisy's advice for future writers of non-fiction is that [.....].
(A)
(B)
(C)
(D)

5When Daisy was searching for agents, she found out that they [.....].
(A)
(B)
(C)
(D)

6Extract 2: An Interview with Elaine King (5 points)

As President of the International Student Association in Texas, Elaine [.....].
(A)
(B)
(C)
(D)

7Elaine's positive attitude to numerical subjects was [.....].
(A)
(B)
(C)
(D)

8Elaine believes that her [.....] multiplies the quality of her service for families.
(A)
(B)
(C)
(D)

9The problem Elaine had to discuss with the Human Resources Department, originated in [.....].
(A)
(B)
(C)
(D)

10Elaine feels satisfied [.....].
(A)
(B)
(C)
(D)

Part 2: Five Tips for Becoming a Better Leader (10 points)

In this part, you will hear a radio programme in which a psychologist explains how you can become a better leader. The expert will mention five tips and five practical ways how to achieve 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 tip which is being described. For questions 16–20, choose from the second list marked (A)–(H) the practical way 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.


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NIVaM nenesie zodpovednosť za chyby vzniknuté spracovaním.

Audio - ukážka - Audio prehrávač sa načíta po načítaní stránky

NIVaM nenesie zodpovednosť za chyby vzniknuté spracovaním.

1st LIST
Options (A)–(H): TIPS
(A)Motivate your followers.
(B)Have a passionate approach.
(C)Communicate effectively.
(D)Keep trying new things.
(E)Encourage creative thinking.
(F)Have a positive viewpoint.
(G)Serve as a role model.
(H)Be aware of your leadership style.
Questions 11 – 15
11Tip No 1:
12Tip No 2:
13Tip No 3:
14Tip No 4:
15Tip No 5:

2nd LIST
Options (A)–(H): PRACTICAL WAYS
(A)Encourage your followers to express their views publicly.
(B)Set up challenging but realistic tasks.
(C)Ask for feedback from your followers.
(D)Keep up your constructive mood despite circumstances.
(E)Share your views clearly and openly.
(F)Develop personal qualities that you'd like your team to adopt.
(G)Inspire and applaud your followers.
(H)Use various ways of showing enthusiasm and respect for others.
Questions 16 – 20
16Practical way No 1:
17Practical way No 2:
18Practical way No 3:
19Practical way No 4:
20Practical way No 5:

Part 3: Changing Trends in Reading Fiction (10 points)

You will hear a radio programme about the changing trends in reading fiction in the UK. Complete the sentences 21–30, which summarize the information from the text. Use one word or two 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.


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NIVaM nenesie zodpovednosť za chyby vzniknuté spracovaním.

21At the beginning of the 20th century, the UK readers were captivated by fiction, as presented by H. G. Wells.

22The early 21st century was a period of which was mirrored in the books we read at that time.

23In the time of the pandemic, readers preferred the emotional relief provided by and classic mysteries.

24The way the "girl" phenomenon in literature was accepted by readers, can be described as a/an .

25In 2017, as a genre was sold in greater numbers than other types of books.

26The e-reader in the last decade of the 20th century was expected to be a/an tendency.

27Though e-books have not become entirely dominant at the book market, their sales have remained .

28Sales of audiobooks had been growing since 2014 and in 2020, this trend .

29Contemporary readers love audiobooks because of their and a new this format brings.

30In audiobooks, the relationship between artist and listener can become .

Section II – LANGUAGE IN USE (30 points)

This section of the test has two parts. To complete this section of the test, you will need approximately 40 minutes.


Part 1: 100 Years of Environmental Change (20 points)

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) -> on

Mark your answers on the answer sheet labelled with a "X".


Since Good Housekeeping was first published in 1922, we've reported 00 the biggest environmental stories and the impact they've had on our lives. Consumer
director Emilie Martin looks back on events that made us more eco
and what we should expect next.
  The last 100 years
a profound shift in the way we view our planet and our relationship with it. As TV sets became more
in UK households from the 1950s, they brought images into our living rooms of the incredible
of plants, animals and habitats the Earth is home to. Sir David Attenborough's Zoo Quest, first broadcast in 1954, treated
to a glimpse of unique and unfamiliar creatures such as the Komodo dragon,
his 1979 series Life on Earth showcased some
of the natural world in full colour. More recently, his film-length documentary A Life On Our Planet has helped us understand the ways in which this biodiversity is threatened and what we can do to protect it. Other changes have altered our
of our planet, too. Photos taken from the Apollo 8 spacecraft in 1968 of the Earth floating alone in space allowed us to see our world from a new perspective. We began to realise that
is a world of finite resources: the resources we now understand we must use more responsibly.
, advances in science and technology have allowed us to measure with greater accuracy the impact of our actions on the planet, and
solutions. Today, we are more aware of the environmental challenges we face and of the role we can play in
them.
  We now recognise the effect that rising levels of carbon dioxide and other greenhouse gases are having on the climate on a global
. When we covered climate change in our March 1991 issue, our writer noted that 1990 had been the hottest year
. However, in the three decades since that issue about emissions was published, there have been 13 hotter years in the UK, according to data from the Met Office. Now, the Government plans to dramatically reduce greenhouse gas emissions to
a target of net zero by 2050. This means that in less than 30 years, the UK is legally bound to no longer add more greenhouse gases to the atmosphere than it
. Thanks to scientific research, we now know that burning fossil fuels,
farming and deforestation, is a key contributor to climate change, and this is driving a shift to cleaner forms of energy.
  We reported on early
of energy generation from wind and waves in 1979, and the possibility of heating the water we use at home using solar energy. The article concluded by predicting renewables were only ever likely to
a few percent of our national energy needs.

Part 2: What is ChatGPT? (10 points)

In the following text, there are some missing words numbered 51–60. Use the word given in brackets to form a new word that fits into the space in the same line. There is an example at the beginning (00).

Example: 00 – intelligence

Write your answers on the answer sheet labelled with a "pen".


Created by US firm OpenAI, ChatGPT is an artificial 00 (intelligent) chatbox. It's a form, not of generating, but of AI (literally AI that generates something), also known as a Large Language Model (LLM), writing content based on the probability of what word is to follow another. ChatGPT can write poems, emails, essays, etc. in style you'd like it to. And if you're not happy, ask it to it to sound friendlier, kinder, more diplomatic or anything you see fit.
 On first using it, most people are impressed, but as soon as you actually want to use its writing for real purposes, it doesn't seem quite up to the job.
 For months,
of ChatGPT focused on education, stirring up debate. "Is it cheating, or is it like taking a calculator into an exam?" "Is it destroying learning, or just preparing students for the world they'll work in?" "Does it level the playing field for those who find writing harder, or does it become a contest of who is best at instructing it?" It even led to the of plagiarism bots trying to detect work that had been created by AI. The debate will rage on, although perhaps ironically, it turns out that many teachers find it helpful with regard to lesson planning.
 What AI will mean for jobs,
and our interactions with one another could be a remarkable achievement eventually. Even now, there's a dating app allowing you to create an avatar that will then narrow down the options for you by trying to reflect your character – so your whole future happiness might one day even rely on it.

Section III – READING (30 points)

This section of the test has four parts. To complete this section of the test, you will need approximately 70 minutes.


Part 1: Monuments of the World (9 points)

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".



61Passage 1: Petra, Ancient City, Jordan (3 points)

The city was built on a terrace, pierced from east to west by the Wadi Mūsā (the Valley of Moses) – one of the places where, according to tradition, the Israelite leader Moses struck a rock and water gushed forth.

The Greek name Petra ("Rock") probably replaced the biblical name Sela. Remains from the Paleolithic and Neolithic periods have been discovered at Petra, and Edomites are known to have occupied the area about 1200 BCE. Centuries later, the Nabataeans, an Arab tribe, occupied it and made it the capital of their kingdom. In 312 BCE, the region was attacked by Seleucid forces, who failed to seize the city. Under Nabataean rule, Petra prospered as a spice trade centre that involved disparate realms such as China, Egypt, Greece, and India, and the city's population swelled to 10,000, then to 30,000.

When the Romans defeated the Nabataeans in 106 CE, Petra became part of the Roman province of Arabia but continued to flourish until changing trade routes caused its gradual commercial decline. After an earthquake (not the first) damaged the city in 551, significant habitation seems to have ceased. An Islamic invasion occurred in the 7th century, and a Crusader outpost is evidence of activity there in the 12th century. After the Crusades, the city was unknown to the Western world until it was rediscovered by the Swiss traveller Johann Ludwig Burckhardt in 1812.

The city of Petra [.....].
(A)
(B)
(C)
(D)

62From the passage, we can learn that [.....].
(A)
(B)
(C)
(D)

63We can infer that [.....].
(A)
(B)
(C)
(D)

64Passage 2: Angkor Wat, Temple Complex, Angkor, Cambodia (3 points)

The city of Angkor served as the royal centre from which a dynasty of Khmer kings ruled one of the largest, most prosperous, and most sophisticated kingdoms in the history of Southeast Asia. From the end of the 9th century until early in the 13th century, numerous construction projects were undertaken, the most notable of which was Angkor Wat. It was built by Suryavarman II as a vast funerary temple within which his remains were to be deposited. Construction is believed to have spanned some three decades.

All of the original religious motifs derived from Hinduism and the temple was dedicated to the gods Shiva, Brahma, and Vishnu. The five central towers of Angkor Wat symbolize the peaks of Mount Meru, which, according to Hindu mythology, is the dwelling place of the gods. The mountain is said to be surrounded by an ocean, and the complex's enormous moat suggests the oceans at the edge of the world. A 188-metre bridge allows access to the site. The temple is reached by passing through three galleries, each separated by a paved walkway. The temple walls are covered with bas-relief sculptures of very high quality, representing Hindu gods and ancient Khmer scenes, as well as scenes from the Mahabharata and the Ramayana.

After the Cham people of modern-day Vietnam ravaged Angkor in 1177, King Jayavarman VII decided that the Hindu gods had failed him. When he built a new capital nearby, Angkor Thom, he dedicated it to Buddhism. Thereafter, Angkor Wat became a Buddhist shrine, and many of its carvings and statues of Hindu deities were replaced by Buddhist art.

Khmer kings [.....].
(A)
(B)
(C)
(D)

65We can infer that Angkor Wat [.....].
(A)
(B)
(C)
(D)

66From the passage we can learn that [.....].
(A)
(B)
(C)
(D)

67Passage 3: Taj Mahal, Mausoleum, Agra, India (3 points)

The Taj Mahal is a mausoleum complex in Agra, western Uttar Pradesh state, northern India. The Taj Mahal was built by the Mughal emperor Shah Jahān (reigned 1628–58) to immortalize his wife Mumtaz Mahal ("Chosen One of the Palace"), who passed away in childbirth in 1631, having been the emperor's inseparable companion since their marriage in 1612. India's most famous and widely recognized building, it is situated in the eastern part of the city on the southern (right) bank of the Yamuna (Jumna) River. Agra Fort (Red Fort), also on the right bank of the Yamuna, is about 1.6 km west of the Taj Mahal.

In its harmonious proportions and its fluid incorporation of decorative elements, the Taj Mahal is distinguished as the finest example of Mughal architecture, a blend of Indian, Persian, and Islamic styles. Other attractions include twin mosque buildings (placed symmetrically on either side of the mausoleum), lovely gardens, and a museum. One of the most beautiful structural compositions in the world, the Taj Mahal is also one of the world's most iconic monuments, visited by millions of tourists each year. The complex was designated a UNESCO World Heritage site in 1983.

The plans for the complex have been attributed to various architects of the period, though the chief architect was probably Ustad Aḥmad Lahawrī, an Indian of Persian descent. The five principal elements of the complex – main gateway, garden, mosque, jawāb (literally "answer"; a building mirroring the mosque), and mausoleum (including its four minarets) – were conceived and designed as a unified entity according to the main principles of Mughal building practice, which allowed no subsequent addition or alteration. Building commenced about 1632. More than 20,000 workers were employed from India, Persia, the Ottoman Empire, and Europe to complete the mausoleum itself by about 1638–39; the adjunct buildings were finished by 1643, and decoration work continued until at least 1647. In total, construction of the 17-hectare complex spanned 22 years.

The passage states that [.....].
(A)
(B)
(C)
(D)

68From the passage, we can learn that [.....].
(A)
(B)
(C)
(D)

69We can infer that [.....].
(A)
(B)
(C)
(D)

Part 2: Antonia Novello (6 points)

Read the following extract. Six paragraphs have been removed from the text. Complete the missing paragraphs (A)–(G) into the gaps 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".


Antonia Novello was born Antonia Coello in Fajardo, Puerto Rico on August 23, 1944, the eldest of three children. Novello's father, Antonio Coello, passed away when she was young and her mother, Ana Delia Flores Coello, worked as a school teacher and principal. Her mother emphasized the importance of education, hard work, respect, and care for others, all lessons that Novello took to heart.




  Novello finally had the surgery when she was 18. A second operation was required two years later, before the condition was entirely cured. This experience left Novello determined to become a doctor so that she could help other sick children, especially those who struggled to access the medical care they required.





  While in medical school, Novello's aunt died of kidney failure. Her aunt's passing inspired Novello to learn more about kidney disease and the transplant process. Novello went on to specialize in pediatric nephrology (the study of the kidneys).





  Novello spent two years in private practice but found caring for critically ill children emotionally challenging. She felt called to the public health field, where she could work to improve health for the broader population rather than one patient at a time.





  President George H.W. Bush took notice of Novello's work on pediatric AIDS and appointed her the United States 14th Surgeon General, the nation's top health official. She was the first woman and Hispanic person to serve as U.S. Surgeon General.





  Novello was early to recognize the need to focus on women with AIDS and to strive to prevent the neonatal transmission of HIV. Novello also promoted early childhood health initiatives such as injury prevention and immunization.





  Novello stepped down as Surgeon General after having been in service for three years, returning to the regular corps of the U.S. Public Health Service. For the next three years, she served as a special representative to the United Nations Children's Fund. There, she focused on the health and nutritional needs of women, children, and adolescents worldwide, and later received a number of awards for her work.

PARAGRAPHS (to choose from):

(A)

Novello joined the U.S. Public Health Service Commissioned Corps and worked for the National Institute of Arthritis, Metabolism and Digestive Disorders at the National Institutes of Health. As a Congressional Fellow, Novello helped draft federal legislation for the Organ Transplantation Procurement Act of 1984, which established the national registry for organ matching. She also helped author the health warnings that were added to cigarette packaging.


(B)

An excellent student, Novello earned a scholarship to the University of Puerto Rico and received her B.S. in 1965. She attended the University of Puerto Rico School of Medicine, from which she graduated in 1970. After medical school, Antonia married Joseph R. Novello, a navy flight surgeon who went on to become a psychiatrist, author, and medical journalist.


(C)

In addition to this, she sought to raise awareness about domestic violence in the U.S. In her efforts to improve access to healthcare among minority populations, particularly Latino Americans, she convened national and regional meetings to address community health needs.


(D)

Novello earned numerous awards during her storied career as a physician and public health official, including the Public Health Service Commendation Medal; Congressional Hispanic Caucus Medal; Order of Military Medical Merit Award; and the James Smithson Bicentennial Medal.


(E)

As a child, Novello suffered from congenital megacolon, an abnormality of the large intestine. The condition limited her energy and activities. Her family could not afford the surgery that would correct it, so she spent her summers getting interim treatment in a local hospital.


(F)

Novello focused on the health of women, children, and minorities during her tenure as Surgeon General. She launched initiatives to combat underage drinking and smoking. One of her most effective campaigns sought to end tobacco advertising aimed at children, such as ads with the "Joe Camel" cartoon.


(G)

Novello first completed her residency in pediatrics at the University of Michigan and then her nephrology fellowship at Georgetown University. At the University of Michigan, Novello was the first woman named Pediatrics Intern of the Year.


Part 3: Sir Flinders Petrie (6 points)

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".


Petrie was named after his maternal grandfather, Matthew Flinders, a British navigator, pioneer hydrographer, and explorer of Australia and Tasmania. Petrie was educated privately, developing archaeological and ethnological interests early, particularly in ancient weights and measures and Egyptology.

At 24, Petrie wrote Inductive Metrology; or, The Recovery of Ancient Measures from the Monuments, a work representing a new approach to archaeological study. Fieldwork at various locations in Britain, including Stonehenge, enabled him to determine by mathematical computations the unit of measurement for the monument's construction. His Stonehenge: Plans, Description, and Theories was published in 1880, and in that same year, he began the survey and excavation of the Great Pyramid at Giza, which initiated his four decades of exploration in the Middle East.

During the 1884 excavation of the Temple of Tanis, Petrie discovered fragments of a colossal statue of Ramses II. In 1885 and 1886, at Naukratis and Daphne in the Nile River delta, he uncovered painted pottery by which he proved that those sites had been trading colonies for the ancient Greeks. It was this discovery that caused him to believe that history could be reconstructed by a comparison of potsherds (pottery fragments) at various levels of excavation.

Petrie first applied his principle of sequence dating in Palestine, at the site of Tel Ḥasi, south of Jerusalem. In 1890, in only six weeks, the untiring excavator found a series of occupations for which he could supply approximate habitation dates. Petrie's work at the hill site marked the second stratigraphic study in archaeological history; the first was carried out at Troy by Heinrich Schliemann. The excavations of these two men marked the beginning of examining successive levels of a site rather than the previously practised method of chaotic digging, which had produced only a jumble of unrelated artefacts.

Petrie made other important discoveries in the Al-Fayyūm region of Egypt. At Gurob, he found numerous papyri and Aegean pottery that substantiated dates of ancient Greek civilizations, including the Mycenaean. At the Pyramid of Hawara, he searched through the tomb of Pharaoh Amenemhet III to discover how grave robbers could have found the tomb's opening and made their way through the labyrinth surrounding the two sarcophagi that they emptied. He concluded that they must have been given the master plan by an informer.

In 1892, Petrie was made Edwards professor of Egyptology at University College London, and he served in the position until 1933 when he became professor emeritus. In 1894 he founded the Egyptian Research Account, which in 1905 became the British School of Archaeology.

In 1904, Petrie published Methods and Aims in Archaeology, the definitive work of his time, in which he lucidly defined the goals and methodology of his profession along with the more practical aspects of archaeology – such as details of excavation, including the use of cameras in the field. With uncommon insight, he noted that research results depended on the archaeologist's personality, who, in addition to possessing broad knowledge, had to have an insatiable curiosity. His abundance of that characteristic was never questioned.

Inscriptions that Petrie found on the Sinai Peninsula represented an intermediate stage (not later than 1500 BCE) of written communication between Egyptian hieroglyphics and the Semitic alphabet. Although he wrote The Formation of the Alphabet (1912), language was not Petrie's strong point. He depended on a sixth sense for the free translation of inscriptions and establishing dates through studying the forms of hieroglyphs.



76One of Petrie's books was on , which was not his greatest competence.

77Petrie set up his own technique of , which helped get rid of chaotic digging.

78Petrie started exploring Egypt about the time his book on came out.

79In Egypt, Petrie realised that careful examination of at various depths could help him reveal history.

80and used in ancient times were Petrie's favourites in his youth.

81Using cameras is one of the of archaeology.

Part 4: Cities in the UK Where a University Can Be Found (9 points)

Read the following extracts and choose the paragraph (A)–(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".


(A)

Bath
Bath lies astride the River Avon in a natural arena of steep hills. It was built of local limestone and is one of the most elegant and architecturally distinguished British cities. Its 16th-century abbey church of St. Peter and St. Paul is late Perpendicular Gothic and is noted for its windows, but the wealth of classical Georgian buildings mounting the steep valley sides gives Bath its distinction. The city was designated a UNESCO World Heritage site in 1987. Medieval Bath, incorporated by charter in 1189, shared in the west-of-England wool trade and later in the cloth trade, but the baths, although still used by royalty, were poorly maintained. When portions of the Roman baths were rediscovered in 1755, Bath had already been revived as a spa. In its heyday as a fashionable resort, the Elizabethan town was rebuilt and extended in Palladian style.


(B)

Bristol
The medieval town of Bristol was incorporated in 1155. The harbour was improved in 1247 by diverting the River Frome to the west and building a stone bridge at the point of its former confluence with the River Avon. During the reign of Edward III (1327–77) Bristol imported raw wool from Ireland and manufactured woollen cloth, which it sold to Spain and Portugal in return for sherry and port wine. By the 16th century Bristol had become a major port, a manufacturing town, and a distribution centre for both overseas and inland trade. During the later 17th and the 18th centuries Bristol prospered as a processing centre for sugar and tobacco imported from Britain's colonies in the Americas, to which it supplied textiles, pottery, glass, and other manufactured goods. Importing Jamaican sugar and cacao from West Africa led to the creation of the "sugar houses" of Bristol and to chocolate manufacture.


(C)

Leeds
Leeds originated as an Anglo-Saxon township on the north bank of the River Aire. It grew as a local market centre and was incorporated in 1626. By then the town was a cloth-finishing centre for a wide area where domestic weaving, introduced by 14th-century Flemish weavers, was pursued. By the 16th century, Leeds was able to challenge the supremacy of York and Beverley in the woollen-manufacturing trade. With the Industrial Revolution and development of the local coalfield, the woollen industry was rapidly surpassed in importance by engineering, and for a time pottery and linen manufacture were also important. The city is home to a number of historic buildings. The Leeds Corn Exchange (1864) was designed by Cuthbert Brodrick – as was Leeds Town Hall (1858), envisioned as a municipal palace and opened by Queen Victoria but now principally a concert and performance venue.


(D)

Newcastle
The settlement dates from the Roman period, when a fort was built on a site close to the present Tyne Bridge. The district and its name derive from a Norman castle built in 1080 by Robert II, the eldest son of William I the Conqueror. In the 12th century, the town became important as a fortress settlement because of its key position in the frontier defences guarding the east coast route from Scotland. The protection afforded by the fortress attracted religious and commercial bodies, and the resulting town rapidly expanded. The wool trade was especially important, and, in 1353 Newcastle became a staple (wool-manufacturing) town. By 1800, Newcastle had become an important industrial and financial centre (the first banking houses dating from 1755), with expanding ironworking and glassmaking industries. The River Tyne became a major focus for shipbuilding, and Newcastle's shipyards were long among the largest ship-repairing centres in the world. Although the latter activity had declined by the late 20th century, the associated marine and heavy engineering industries remain important to Newcastle, which plays an important role in servicing Britain's offshore oil and gas fields.



82In which city were royal facilities preserved inadequately?
(A)
(B)
(C)
(D)

83Which city safeguarded an important path in the past?
(A)
(B)
(C)
(D)

84Which city lies on two rivers?
(A)
(B)
(C)
(D)

85In which city was the wool processing industry eclipsed by another industry?
(A)
(B)
(C)
(D)

86Which city offered various services for the shipping industry?
(A)
(B)
(C)
(D)

87Which city thrived on imports from the west?
(A)
(B)
(C)
(D)

88Which city helps with Britain's fossil fuel extraction?
(A)
(B)
(C)
(D)

89Which city's buildings have especially notable architecture?
(A)
(B)
(C)
(D)

90In which city was an arts venue originally intended to serve the city?
(A)
(B)
(C)
(D)
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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.

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