Osztályozóvizsga a 12.

évfolyam számára
Angol nyelv

Megoldási idő: 60 perc

Segédeszköz (szótár, stb.) nem használható

Vizsgázó neve:_______________________

Task 1 – Reading comprehension

Read the following text and answer the questions below.

Haitians and Dominicans: two peoples, one island

“I’ve always wanted to live in the Dominican Republic,” says Mimi, a generously-
shaped Haitian woman with a dazzling smile. Her husband, Charles, a slender Dominican, is
sitting in the patio of their sheet-metal house in the new quarter of Dajabon, a Dominican
border town. “I don’t feel any racism here,” she says.
“We decided to get married just 11 days after we met,” says Charles. Ten years ago,
Mimi spotted him while she was doing her laundry in the river at Ouanaminthe, a
neighbouring Haitian town. That day, he crossed the border to visit some aunts who had
moved back to Haiti after the 1937 massacre in which 10,000 to 20,000 Haitians living in the
Dominican Republic lost their lives.
Sharing the same island, formerly called Hispaniola, Dominicans and Haitians do their
best to live with a long history of conflict. In 1937, the Dominican dictator Trujillo ordered
the slaughter of Haitians living in his country. Much earlier, Haiti’s Toussaint Louverture and,
in 1855, Emperor Soulouque occupied their neighbour’s land. Those events have left bitter
memories on the island.
In 1777, the Europeans split Hispaniola in half. The French populated the western part
(which later became Haiti) with African slaves, while the Spanish brought farmers over from
their homeland to settle the eastern part (the present-day Dominican Republic).
People near the border on both sides often live as though they are citizens of the same
country. Mixed godparents, spiritual ties, mixed marriages and semi-bilingualism are
common, as the example of Mimi and Charles shows. On the feast days of patron saints,
parishioners think nothing of crossing the border to go to mass and dance. “We eat and sleep
together here,” says Antonio Vixima, a member of Ouanaminthe’s Sant pon Ayiti, an
organization that brings the two peoples together. That group and its Dominican counterpart,
Centro Puente, are campaigning to end violence.

1. What does Mimi think of the relationship between Dominicans and Haitians?
 2. How long have they been married?

3. How did they get to know each other?

4. Why do Charles’ aunts live in Haiti?

5. Who divided the island into two parts?

6. What was the difference between the population of the western and eastern parts in
the 18th century?

7. What kind of groups are ‘Sant pon Ayiti’ and ‘Centro Puente’?

Task 2 – Use of English (Word formation)

Use the words in brackets to form the words that fit in the gaps. The first one is an
example.

Sea monsters living in the ___depths___ (deep) of the ocean may not be the stuff of
fantasy after all. _________ (mystery) sounds have been detected in the ocean that
__________ (science) believe could be evidence of large, unidentified sea __________
(create). The sounds were first picked up in 1997 by underwater listening stations set up by
the US Navy to monitor Russian Submarines. A single noise registered on sensors 3,000 miles
apart, making it far louder than any other __________ (know) animal noise, including the
calls made by whales. In the past, strange sounds picked up by the system have been
attributed to ocean currents, volcanic __________ (active) or earthquakes under the seabed.
But researchers believe that this particular sound is made by a living __________ (organ)
because its acoustic “signature” bears all the hallmarks of a marine animal’s call.
One __________ (possible) is that it could belong to a giant squid – like the
__________ (legend) Kraken – which is known to live at extreme depths but has never been
observed alive. “We don’t have any clue whether the giant squid makes any noise or not,”
Christopher Fox, director of the Acoustic Monitoring Project, told us, “but if it does, that may
explain the sound.”
Task 3 – Use of English (Gap-filling)

Use the words below the text to fill the gaps. There are 5 words that you will not need to
use.

Late in the 1950s, language laboratories became increasingly popular _________

educators. Today, approximately 30 companies manufacture them and have a hard time
keeping up with the __________. Plans for more than one-fourth of the new high schools
__________ in 1961 called for the installation of the laboratories. Even on the junior high
school level the idea has taken hold. Reports show that __________ least 15 of every 100 new
junior high schools __________ linguistically mechanized in 1961. __________, more than
2000 older secondary schools have been __________ with the machines in the last five years.
The reasons __________ this sudden interest are __________. First, it stems from the
realization that the language __________ must be broken down in a world where no nation is
isolated from another, even if it wishes to be. Second, The laboratories are admirably suited to
the aural-oral method of teaching – an __________ which many modern instructors espouse
because its purpose is to train the student to understand and to speak a foreign language.
Then, too, the __________ of the machines offers no great problem; they can be easily
__________ in an ordinary classroom. Finally, they appeal to the gadget-conscious American
or to administrators suffering from a shortage of competent __________.

a lot for
among found
approach installation
at instead
barrier moreover
between numerous
built placed
demand teachers
equipped were
few

Task 4 – Writing

Write an essay of about 20 sentences with the title “The good and bad effects of
technology on our lives”. You can use the other side of this sheet.