ENGLESKI JEZIK

Paljivo proitajte uputstvo. Ne okreite stranice dok to ne dozvoli deurni nastavnik. Prvi dio testa traje 80 minuta i sastoji se od provjere razumijevanja sluanog i proitanog teksta. Provjera razumijevanja sluanog teksta sastoji se od dva zadatka. Svaki tekst slua se dvaput. Imaete dovoljno vremena da proitate pitanja prije nego to ujete tekst kao i da provjerite svoje odgovore. Za vrijeme sluanja moete da zapisujete odgovore. Poslije sluanja, imaete dva minuta da pregledate svoje odgovore. Za vrijeme rada na testu nije dozvoljena upotreba rjenika i elektronskih ureaja. Na kraju prvog dijela testa imaete dodatnih pet minuta da svoje odgovore hemijskom olovkom ili nalivperom prepiete na List za odgovore. Odgovori koji nijesu napisani na Listu za odgovore ili su napisani grafitnom olovkom nee se priznati.

PRAZNA STRANA

1. LISTENING COMPREHENSION

1.1

You will hear Sir David Attenborough, the famous British biologist, talking about the habit of collecting objects. He compares people and animals, and goes back to prehistoric times to find some answers about the passion of collecting.

For sentences 15, decide if each statement is true or false and put a tick () in the appropriate box.

TRUE

FALSE

1. 2. 3. 4. 5.

Sir David Attenborough has always been a passionate collector of objects. Among living creatures, only people collect objects. More men than women have been famous collectors in history. Most of us read all the books that we buy. In prehistoric times women usually went hunting and food collecting.

1.2

You will hear Harriet Gilbert, a BBC presenter, retelling the beginning of the novel The Kite Runner. Then the author of the novel, Khaled Hosseini, reads the opening sentences. It is about two boys, Amir and Hassan, who used to be childhood friends.

Listen to the interview and choose the correct answer (A, B or C).

1.

Where was Amir born? A. in Afghanistan B. in California C. in Iraq

2. Do Amir and Hassan belong to the same social class?

A. Yes, both are poor. B. Yes, both are rich. C. No, Amir is rich and Hassan is poor.

3. When Hassan is attacked, Amir does not help him. Does Amir forget about this?
A. Yes, completely. B. Not until he grows up, but he does then. C. He never forgets about it.

4. What did Amir do when a friend from Pakistan invited him for a visit?
A. He immediately accepted. B. He immediately declined. C. He went out for a walk.

5. Amir saw the kites in the sky above San Francisco. Who did they remind him of?
A. his father B. his friend C. his son

2. READING COMPREHENSION

2.1

Read the text. For questions 1-8 choose the answer (A, B, C or D) which you think fits

best according to the text. There was a letter for me. A man from the British Consulate should have met me. But the plane had been so late he had gone home, leaving this letter, which gave me only the name of the hotel he had booked me into. He should have protected me. He left me at the mercy of the taxi-driver who took me into the city. The driver cheated me, charged too much; and then, seeing how easily I agreed, he stripped me of the few remaining dollars I had on me by asking them as a tip. I had come to New York with some bananas. I had eaten some on the plane and left the others behind. I have also been given a roasted chicken or half a roasted chicken: my familys peasant, Indian, Hindu fear about my food, about pollution, and this was an attempt to prevent it, if only for that day. But I had no knife, no fork, no plate, and didnt know how these things might have been got from the hotel; wouldnt have known how to set about asking, especially at that very late hour. I ate over the waste-paper basket, aware as I did so of the smell, the oil, the excess at the end of a long day. In my diary I had written of the biggest things, the things that suited a writer. But the writer of the diary was ending his day like a peasant, like a man reverting to his origins, eating secretively in a dark room, and then wondering how to hide the high-smelling evidence of his meal. I dumped it all in the waste-paper basket. After this I needed a bath, or a shower. The shower was in my own room: a luxury. I have dreaded having to use a communal one. One tap was marked HOT. Such a refinement I had never seen before. In Trinidad, in our great heat, we had always bathed or showered in water of normal temperature, the water of the tap. A hot shower! I was expecting something tepid, like the warm bath-water (in buckets) that my mother prepared for me (mixed with aromatic and medicinal neem1 leaves) on certain important days. The hot water of the Hotel Wellington shower wasnt like that. Hot was hot. Barely avoiding being burnt, I ducked out of the shower cubicle. So the great day ended. And then - it was my special gift, and remained so for nearly twenty years, helping me through many crises I fell asleep as soon as I got into bed and didnt wake up again until I had slept out all my sleep.
Adapted from The Enigma of Arrival by V.S. Naipaul
1neem

tree - large semi-evergreen tree of the East Indies

1.

How much money did the narrator pay to the taxi-driver? A. B. C. D. A very small sum of money. An unreasonably large sum of money. He cheated the taxi-driver and paid less than he asked. He did not pay the taxi-driver at all because he had no money.

2.

What did the narrator bring from his home in Trinidad to the New York hotel? A. B. C. D. some bananas and a roasted chicken some bananas only a roasted chicken only neither any bananas nor a roasted chicken

3.

What was the fear of the narrators family about food in a foreign country? They thought the food was A. B. C. D. too expensive. too spicy. unhealthy. inedible.

4.

What was the narrators first dinner in New York like? A. B. C. D. It was like a beggars dinner. It was like a kings dinner. It was like a monks dinner. It was like a villagers dinner.

5.

There was a shower in the narrators hotel room. What did he think about it? A. B. C. D. He was disappointed because he wanted a big bath. He was indifferent because he could have used the communal showers. He was very happy because he did not like the idea of a communal shower. He was very frightened that he would break the shower.

6.

What kind of effect do the neem tree leaves have? A. B. C. D. They do not smell nice and they are not good for health. They do not smell nice but they are good for health. They smell nice and they are good for health. They smell nice but they are not good for health.

7.

Did the narrator get burnt while having a hot shower? A. No, because he managed to get out of the shower before the hot water burnt him. B. No, because the water was not very hot. C. Yes, and he ended up in hospital. D. Yes, but it was not too bad.

8.

How did the narrator sleep that night in the hotel room? A. B. C. D. At first he could not fall asleep for several hours, but after that he slept well. He could not sleep at all. He fell asleep as soon as he went to bed and slept very well for many hours. He slept very little, waking up frequently.

2.2 Read the text and choose from the titles A-H the one which fits each gap (1-7). There is
one extra title which you do not need to use.

The ape of things to come

The extinction of chimps may be our own undoing, says Jonathan Heddl

1.
Chimpanzees will soon be extinct. If the present rate of hunting and habitat destruction continues, then within 20 years, there will be no chimpanzees living in the wild. But this is more than an environmental or moral tragedy. Chimpanzee extinction may also have profound implications even for the survival of human beings.

4.
By sequencing the chimp genome and determining the places where the chimpanzee DNA sequence differs from that of humans, scientists hope to be able to discover which parts of the genetic code give chimps their increased resistance to some diseases. This, they hope, will allow them to develop new and more effective treatments for the human forms of these diseases. Such treatments could include the production of new drugs or even the alteration of the human genetic sequence.

2.
In 1975 the biologists Marie-Claire King and Allan Wilson discovered that the human and chimpanzee genomes match by over 98%. Compare this to the mouse, used as a model for human disease in lab tests, which shares only 60% of its DNA with us. In fact, chimpanzees are far more similar to humans than they are to any other species of monkey. As well as resembling us genetically, chimpanzees are able to use tools, as first recorded by Jane Goodall in 1968 when she spotted a wild chimpanzee using a twig to extract termites from a mound. These facts alone should be enough to make protection of chimps an urgent priority. But there is another, more selfish reason to preserve the chimp.

5.
In addition to disease treatment, the sequencing project could open up new possibilities that verge on science fiction. The argument is that if there is less than 2% difference between chimp and human genes, then that must account for everything that makes us human, from our increased intelligence to our ability to use language. Comparing sequences will allow us to isolate the genes responsible for our "humanness". Once we know what the genes are, we may be able to alter them to give future generations desirable characteristics such as improved intelligence.

3.
The chimpanzees' trump card comes in the field of medical research. Chimpanzees are so similar to humans that veterinarians often refer to human medical textbooks when treating them. Yet chimpanzees do show differences in several key areas. In particular, chimps are much more resistant than humans to a number of major diseases. It is this ability that is so interesting. For example, chimps seem to show a much higher resistance than humans to HIV, the virus that causes Aids. Another area of interest is cancer. While it is one of the biggest killers in the western world, chimps suffer very little from the most common human cancers. This may be simply due to a healthier lifestyle and diet, but many scientists suspect that genes play a significant role.
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6.
The sequencing project and the exciting possibilities it represents for humans is played out against a background of decreasing chimpanzee numbers. In the decades since the Second World War, the major chimp habitats have been drastically reduced through intense farming and extensive logging2. Wars in countries such as the Democratic Republic of Congo have further worsened matters. Chimps are even killed to fuel a trade in "bushmeat"3. The chimpanzee population is now between 100,000 and 200,000, down from more than a million a century ago. It is declining rapidly.

7.
The United Nations Environment Program (UNEP) has recently launched an initiative to try to save the remaining great apes. The program is called the Great Apes Survival Project (Grasp). Grasp will work in the worstaffected areas, trying to combat the bushmeat3 trade and threats to the animals' environment. This will be in conjunction with efforts to promote tourism, an industry in which chimps

are more valuable alive than dead. Whether these initiatives will save the chimpanzee and its cousins, or are too little, too late, remains to be seen. Whatever the outcome, it is our duty to try to stop the decline in chimp numbers, if not for their sake, then for our own.
Adapted from The Guardian

1trump

card - something that gives one person or group the advantage over another - the process, work, or business of cutting down trees and transporting the logs to sawmills 3bushmeat - meat from wild animals
2logging

A. Chimps could help scientists treat diseases more successfully B. Chimps - the most intelligent animals C. Extinction of chimps - a threat to humans D. Humans are to blame for possible extinction E. Our closest relatives F. Smarter people in the future? G. The future of chimps H. What makes chimps important to us

2.3

Read the text. For questions 1-7 choose the answer (A, B, C or D) which you think

fits best according to the text.

Junk food fills children's lunchboxes

Children's lunchboxes remain full of unhealthy food, new research from Leeds University shows

1 The infamous Turkey Twizzler may have disappeared from the school canteen, but children who eat packed lunches are still eating junk food supplied by their parents according to new research published today.

2 British children eat 5.5bn packed lunches each year, but research from the University of Leeds
shows that only 1% of their lunchboxes meet the nutritional standards that have been set for their classmates on school meals. The findings were described as "appalling" by children's health campaigners, who want all children to be given free, nutritious school meals.

3 About half of all children in England take a packed lunch to school. In the first study of its kind, the
Leeds research team, commissioned by the government's food watchdog, the Food Standards Agency, found that 82% of their lunchboxes contained foods high in saturated fat, salt and sugar, with items chosen by parents including crisps, sweets and biscuits. Only one in five packed lunches contained any vegetables or salad and about half included an item of fruit yet in the majority of cases, even these fell well below the standards demanded of school dinners.

4 The first school meal standards were introduced in 2006 due to growing evidence linking poor
health in adults with fatness or poor diet in childhood. They limit the amount of foods high in salt, sugar and fats that can be served and prescribe that school meals must provide a third of the daily requirement of every nutrient for health. And although the schools watchdog, Ofsted, says schools must have a policy on packed lunches, there is no legislative imperative for them to comply with1 the same nutritional standards that are applied in the canteen.

5 The research is published online today. It was led by Charlotte Evans of the Leeds Institute of
Genetics, Health and Therapeutics, who said: "The lack of equivalent food standards for packed 2 lunches gives cause for concern that they will continue to lag behind the nutritional quality of school meals."

6 Even without legislation, there is plenty that schools, parents and manufacturers can do to improve
the situation. Evans went on: "Our research has shown that some small steps in the right direction would make a big difference. Even if schools had a policy to provide water for children eating packed lunches, this would significantly reduce their sugar intake from sweetened drinks. "

7 "It is important that schools support health-promotion programmes and help parents meet nutritional
standards by encouraging them to include healthy foods such as protein-rich sandwiches and fruit and vegetables. Simply concentrating on restricting the junk content of lunchboxes can be counter-

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productive children at schools where crisps are restricted, for example, end up with lunchboxes containing more sweets." Evans added: "We also need food manufacturers to offer better choices than the traditional high-salt, high-sugar products that busy families rely on to fill the school lunchbox on a daily basis." Professor Janet Cade, head of the Nutritional Epidemiology Group at Leeds, added: "While we absolutely understand that many children prefer to take packed lunches to school, it is clear that they are not getting the same benefit from their midday meal as their classmates on school dinners. The poor quality of these meals could have serious implications for levels of childhood obesity."

8 The Children's Food Campaign coordinator, Jackie Schneider, commented: "Although these findings
are appalling, we are not surprised. A whole industry has grown up around producing foods for lunchboxes, which can contain high levels of salt, fat or sugar. Parents are often misled by marketing for these lunchbox products, which make health claims like 'high in vitamins' but also turn out to be high in salt, fat or sugar as well." Schneider concluded: "There is now an even stronger case for giving all children a free healthy school meal, which really will start to change our food culture."
Adapted from The Guardian
1 2

comply with, v. to be in accordance with lag, v. - to stay or fall behind

1. What does the research from the University of Leeds show?

A. B. C. D. Children refuse free school meals in favour of packed lunches made at home. Nutritional standards concerning school meals are too strict. Parents fail to meet nutritional standards when preparing lunchboxes. School meals are not prepared according to strict nutritional standards.

2.What did the study of the Food Standards Agency find?

A. B. C. D. Less than half of lunchboxes contained good quality food. Only half of lunchboxes contained vegetables and fruit. The food in almost all lunchboxes was of satisfying quality. The quality of food in lunchboxes was as good as that of school meals.

3.Why were the standards concerning school meals introduced (paragraph 4)?
A. B. C. D. Because bad nutrition in childhood can have long-lasting effects. Because children eat too many foods containing a lot of salt, sugar and fats. Because quality school meals should be provided for poor children. Because the number of fat children is on the increase.

4.Why is the quality of packed lunches NOT as good as the quality of school meals
(paragraph 4)? A. B. C. D. No one shows concern for their quality. Publications do not publish enough information about their quality. There are no standards concerning quality of packed lunches. There has not been enough research in that area.

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5.How is better quality of packed lunches going to be achieved (paragraph 7)?

A. Food manufacturers should be obliged to provide better quality food. B. Parents should be educated about nutritive value of food. C. Schools, parents and manufacturers should cooperate on providing healthier food. D. Unhealthy foods should not be allowed to be included in packed lunches.

6.Why do parents buy unhealthy products for their children's lunchboxes (paragraph 8)?
A. B. C. D. They are too busy to prepare the meals themselves. They do not think salt, fat or sugar are so bad for children's health. They think these products are better than school meals. They trust advertisements which say these products are healthy.

7.What is the overall message of the text (paragraph 8)?

A. All children should have a right to free school meals prepared according to nutritional standards. B. All packed lunches should contain vegetables and at least one item of fruit. C. Nutritional standards for packed lunches should be introduced. D. Packed lunches should be carefully planned and controlled by schools.

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3.1

Read the text below and decide which word (A, B, C or D) best fits each space. Hanslip is a safe pair of hands
Chloe Hanslip sounds like the 1. ordinary girl in the world. The 22-year-old from Guildford, Surrey describes 2. as a typical woman who loves to shop. She also likes to go out with her friends and has all the 3. songs on her iPod. She has 4. joined her local health club, 5. she is currently taking dance classes. Yet she also happens to play 6. violin. Hanslip's parents bought her a violin when she was just two, to stop her 7. her older sister. "I'd wait for my big sister to finish her piano lesson, then I would toddle over and pick out whatever tune she had just been playing . . . Beethoven, Brahms, whatever," recalls the former child prodigy. "Because my sister 8. to get rather irritated 9. it, my parents decided they would get a violin to occupy me." And occupy her it did. By ten she 10. played in some of the world's major concert halls, including the Carnegie in New York and the Royal Albert Hall in London.
By Gary Flockhart

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

A most A her A last A before A that A the A annoying A use A about A had

B one B hers B latest B ever B there Ba B arguing B used B because B has

C really C herself C newer C just C where C an C entertaining C using C for C have

D very D oneself D next D yet D which D --D telling D uses D in D having

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PRAZNA STRANA

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