ŠIFRA

DRŽAVNO TAKMIČENJE

III razred

UKUPAN BROJ OSVOJENIH BODOVA

Test pregledala/pregledao

........................................................

........................................................

Podgorica,............................. 2010. godine

 Predmet: Engleski jezik, III razred
UPUTSTVO ZA RAD

Bodovi
1 LISTENING Slušanje 20
COMPREHENSION
2 READING COMPREHENSION Čitanje 30

3 USE OF ENGLISH Upotreba 30

jezika

4 WRITING Pisanje 20
Ukupno 100

Pažljivo pročitajte pitanje/zadatak, razmislite i odlučite se za odgovor.

Pitanja/zadatke ne morate rješavati redoslijedom kojim su dati u testu. Ako
neko pitanje/zadatak ne možete odmah da riješite, pređite na sljedeće.
Ukoliko vam bude preostalo vremena, možete se kasnije vratiti na takva
pitanja.
Pišite čitko i pregledno. Ako pogriješite, precrtajte i uredno napišite
odgovor.
Za vrijeme rada na testu nije dozvoljeno korišćenje rječnika.

Rad na testu traje 100 minuta:

- Slušanje – oko 15 minuta
- Čitanje – 30 minuta
- Upotreba jezika (vokabular i gramatika) – 35 minuta
- Pisanje – 20 minuta
I LISTENING COMPREHENSION
20 /

You’ll hear Shane Dunphy from child protection unit talking about people
naming their children after celebrities or the ones they love.

For sentences 1-10, decide if each statement is TRUE or FALSE by putting a

tick (√) in the appropriate box.

Question TRUE FALSE

1 The boy called Napoleon was about to spend some

time in Shane Dunphy’s company because of his
misconduct.
2 Napoleon knew four kids that were called after major
historical figures even before he was 12.
3 Napoleon is currently one of 68 most popular baby
names in UK and Irerland.
4 The boy called Marion often fought with other kids
because of his name.
5 Napoleon was afraid he would’t be up to his father’s
expectations.
6 The Book of Baby names suggests parents to give
names to their children only after their close family
relatives.
7 The girl called Michael was lucky to be renamed
Michaela.
8 The boy called Tom Tom was given his name after his
father’s nickname.
9 According to the research, only girls with feminine
names can develop behavioural traits that reflect
their names.
10 The newly arrived child should be given a name by
the child’s parents immediately upon birth to avoid
the posibility of other people influencing its choice.
II READING COMPREHENSION
30 /
Part One

Read the text and circle the answer (A,B,C or D) which you think is correct
according to the text.

Mobile phones, just how did we live without them?

At about 80 million, there are now more mobiles than people in the UK. But
since the nineties, when their use became more widespread, there have
been nagging doubts about their safety. For many people these were
resolved two years ago with a report from the Mobile Telecommunications
and Health Research Programme. The programme, jointly funded by the
Government and the industry, concluded that mobile phones, base stations
and masts 'have not been found to be associated with any biological or
adverse health effects'.

However, according to a decade-long study, due out in the coming weeks,

people who used mobiles for a decade or more had a 'significantly
increased risk' of developing some types of brain tumours. The decade-long
study, which concluded prolonged usage of mobile phones can increase
the risk of tumours, failed to include children.

The Interphone study, partly funded by the mobile phone industry, found an
increased risk of glioma - the most common brain tumour. This follows the
results of an American-Korean study published a fortnight ago which
showed that mobile use increases brain tumour risk by around 25 per
cent. And a similar report from Australian scientists in July showed double
the risk after ten years' use. However, none of these reports included
children, and they are the group experts are most worried about.

'I am seeing more patients than ever and at younger ages,' says Kevin
O'Neill, consultant neurosurgeon at Charing Cross Hospital in London. 'The
big fear among brain specialists is that the most likely culprit - and certainly
the one that gets closest to the brain - is radiation from mobile handsets.'

‘It is important not to be alarmist’, mobile phone companies continue to

insist their products are safe. Many scientists agree with them, but others
have growing concerns.
Half of Britain's primary school children use mobile phones and many have
digital cordless phones at home, which emit microwave radiation in the
same way. The Health Protection Agency, which is responsible for safety in
this area, states that these operate within internationally agreed safe
limits. But many experts believe young people, in particular, are more
susceptible to the microwave radiation produced by mobiles - and
therefore increased risk of brain tumours and other cancers of the head
and neck. It is thought that radiation emitted by phones is absorbed by the
body, damaging the cells.

'Mobiles were originally designed to be used for short, urgent calls,' says
Professor Shakeel Saeed, an ear and brain specialist at University College
London. 'But young people use them like any other phone, often for long
periods.'

While death rates for all the other major cancers are falling, 'for brain
cancer they are rising', according to charity Brain Tumour Research. And
worse, ‘it is claiming more children,' says its chairman Wendy Fulcher.

In the UK, cases among children are increasing by almost three per cent a
year, with most childhood brain tumours occurring in one to two-year-olds.
But how could brain cancer in children too young to own phones be
connected to them?

When Interphone was launched, there were few sources of radiation in

children's everyday lives. But these have increased and could start before
birth, says Professor Denis Henshaw, head of the radiation research group at
Bristol University. Epidemiologists from McGill University in Montreal revealed
that women who worked in low-frequency magnetic environments when
pregnant, such as machinists, hairdressers, nurses and dry-cleaners, were
twice as likely to have babies that developed brain tumours. 'Low-
frequency magnetic fields can suppress production of melatonin, which in
pregnant women will deprive the foetal brain of the protective hormone,'
says Professor Henshaw, patron of the charity Children with Cancer.

The effect on babies and children does not stop there, according to
Professor Stefaan van Gool, who treats children with brain cancer at Leuven
Catholic University, Belgium. 'Cordless baby alarms, toys and phones expose
children to daily radiation. Although the intensity is less than a mobile,
children are more susceptible to the effects. A lot of young children have
Wi-Fi at school, so their exposure is continual.'
Professor Lennart Hardell says: 'Why wait for conclusive evidence? Children
deserve to be protected and we have enough data to justify warnings and
restrictions for them.' Some countries agree. The Russian Health Protection
Agency has advised the government to ban mobile use for under-18s.
France is introducing legislation to ban advertising of mobiles to under-14s
and their use in nurseries and primary schools. In Salzburg, Austria, Wi-Fi is
banned in schools. Here, in the UK, the Department of Health circulated
leaflets in 2000 advising that children limit use to 'short, essential calls'. Its
more recent advice, that care should be taken 'in particular with the use of
handsets by very young children', was posted only on its website. The
Mobile Operators Association, meanwhile, dismisses the research as
inconclusive and holds to its position that, after the age of two, children's
brains are no more vulnerable to microwave emissions than adults' so
standard safety limits protect them.

'We know electromagnetic radiation can affect human cells,' says

neurosurgeon Dr Ron Beaney of Guy's and St Thomas hospital in London.
'The jury may still technically be out on the link with brain cancer but, in the
meantime, most authorities are saying be careful. 'I routinely ask my patients
about their mobile phone use and, like many clinicians, strongly urge
caution over use. Use landlines where possible, text rather than call and
switch off your phone when not in use. 'The cost of failing to do this could be
significant.'

Adapted from The Dailymail

1. The use of mobile phones has been more widespread
A. since the nineties.
B. in the nineties.
C. due to the rejection of doubts about their safety.

2. According to the report from the Mobile Telecommunications and

Health Research Programme, the use of mobile phones have an
adverse effect on human health.
A. True
B. False

3. The decade-long study on the effects of the use of mobiles

(paragraph 2) was considered a failure since it didn’t involve
children.
A. True
B. False

4. The word ‘culprit’ in line 23 is closest in meaning to

A. outcome
B. cause
C. damage
D. danger

5. Some scientists believe that only damaged body cells absorb

radiation.
A. True
B. False

6. According to the charity Brain Tumour Research, the worst thing is

that children themselves are expressing more and more concern
about the rise of brain cancer.
A. True
B. False

7. The lack of melatonin is a serious cause of brain tumour in the

foetuses of pregnant women working in low-frequency magnetic
environments.
A. True
B. False
8. The research on the effects of the use of mobiles (paragraph 12)
A. Doesn’t prove adverse effect of mobiles
B. Is categorical
C. Is not substantial
D. Isn’t concluded yet

9. The word ‘intensity’ in line 61 refers to

A. radiation
B. baby alarms
C. mobiles

10. The word ‘its’ in line 75 refers to

A. The Mobile Operators Association
B. Department of Health
C. the research
Part Two
Read the text and circle the answer (A,B,C or D) which you think is correct
according to the text.

Lip and tongue piercing

It may be the choice of a generation, but for today’s teenagers lip and
tongue piercing could have implications to their oral health later in life
according to Dr Sabrina Manickam, Senior Lecturer in Dentistry at Charles
Sturt University (CSU).

As healthcare professionals providing dental services to children,

adolescents and teenagers in the public sector thoughout Australia, dental
therapists have seen trauma caused by lip and tongue piercing.

“If you have your lip or tongue pierced, and have inserted a stud, you are
risking painful damage to your teeth such as fractures which create
ongoing dental treatment commitments which can be very expensive,”
Western NSW dental therapist Lynne Turner said.
“Tongue piercing carries a risk of injury to the vital structures such as the
tongue, as it is full of muscle fibres, blood vessels, nerves and taste buds so
it’s important to contact your dentist before having oral piercing done so
you are given enough information about future complications to make an
informed decision.”

“Piercing can result in serious problems,” Dr Manickam agrees. “The mouth

is teeming with bacteria, which cause no harm unless they get into deeper
tissues. Piercing allows these bacteria to penetrate to the inner tissues of the
tongue, where they have the potential to cause serious infections.”

The Australian Dental Association (ADA) is quick to shun this popular

adornment. The ADA website lists such horror stories as, “studs dislodging
and pins becoming ‘lost’ inside the tongue, requiring oral surgery to retrieve
them”. The website states: “The ADA has warned the public on a number of
occasions of the dangers of tongue piercing. It is of interest to note that
recently the American Dental Association, representing 143 000 members,
cited oral piercing as a public health hazard.”

New CSU degree courses in oral health therapy and hygiene and dentistry
will ensure more trained professionals in the dentistry industry are available
to rural and remote areas. “It’s important that teenagers can get access to
dentists and dental therapists if they are going to make informed decisions
about piercing,” Dr Manickam said. “Our graduates will be thoroughly
trained to give teenagers and parents adequate information on the
importance of oral hygiene.”

CSU’s three year, Bachelor of Oral Health (Therapy/Hygiene) course will

have a strong focus on core biomedical and oral sciences in the first two
years and continue throughout the curriculum, while students also
commence their clinical experience and hand skills development in the first
year. The hand skills development will occur using state-of-the-art simulation
equipment in new purpose built facilities at CSU. In years two and three, the
course focuses on understanding the medical, dental, social and
community context of clinical practice in dental hygiene or dental therapy.
Students will undertake intense clinical activities and there will be the
opportunity for students to be involved in patient care at a variety of sites -
at CSU and in the community, in rural and metropolitan areas - to gain
quality professional experience.

Adapted from The Dailymail

1. Dental therapists have been traumatised by teenagers’ lip and
tongue piercing.
a. True
b. False

2. The word ‘commitments’ in line 10 is closest in meaning to

a. examinations
b. undertakings
c. trivialities
d. inconsequences

3. The word ‘they’ in line 20 refers to

a. bacteria
b. studs
c. pins
d. infections

4. Why is oral surgery sometimes necessary?

a. Because teenagers frequently remove their studs
b. Because teenagers often lose their studs
c. Because studs can get lost
d. Because studs are often replaced

5. CSU courses will be held in villages and distant areas.

a. True
b. False
III USE OF ENGLISH
30 /

Part 1

Read the text and write the correct forms of the verbs in brackets.

I placed my clipboard down and moved nearer her face. I

(1)_________________________ (feel) her breath on my cheek. “Can you hear
me, Rose?“ I asked. Suddenly her eyes flickered and her dry mouth
puckered slightly in a weak attempt to answer. I stroked her wrinkled
forehead and, for a moment, her eyes opened, closed, and opened again.
They (2)_____________________ (be) clear, crystal blue. As I looked into them,
I (3)_______________________ (notice) a deep sadness, which I have never
forgotten. These eyes, which (4)_______________________ (witness) a lifetime,
now strained to see my image before them. At that moment, I was Rose’s
anchor, her only link to life.
For a while, she held my hand tightly, afraid (5)__________________ (let) go.
When she began to tremble, I covered her, carefully
(6)________________________ (avoid) to touch her arm for fear of causing her
pain. I sat with Rose for what seemed like hours, talking softly to her. I knew
that she wanted to asnwer but could not. I told her about my daughter,
about the rain and mud I had gone through to get to the hospital that
night, about my new rosebush. Occasionally, a weak smile or nod told me
she (7)___________________ (listen). When she drifted off to sleep, I watched
her chest straining (8)___________________ (breathe), waiting for its next rise. I
could not leave her.
Part 2
Read the text and choose the correct answer (A, B, C or D) to fill in the gap.

Older people in Japan are fond of saying with a shake of their heads that
women have “grown stronger“ since the end of World War II. The comment
is (1)________________________ of very real changes that have taken place
over the last 30 years. But to (2)____________________ the status of women in
postwar Japan, one must go back to early history.
For more than six centuries before 1868, Japan was a feudal society isolated
for much of that period from contact with foreign countries. Feudal
customs, as well as the inluence of Buddhism and Confucianism imported
from China, accorded women law status in the family and gave them
almost no role in running society. (3)________________________ was in the
hands of a warrior class, the samurai. If women of all classes in feudal
society had a low position in the family and society, wives of samurai
perhaps led the most restricted lives of all.
The year 1868 marked the end of the feudal era. Thereafter, Japan entered
a period of rapid modernization. But despite fundamental changes in many
areas of Japanese life, until the end of World War II, modernization did not
dramatically (4)_________________________ women’s status. The reason is
best (5)_________________________ to the values and attitudes of Japan’s
modernizing elite. Former samurai themselves, the leadership was not
concerned with reforming the social order. Equality of social paricipation for
women was a goal wholly (6)_______________________ to the samurai
experience.
In the typical family in the modern period to 1945, a bride, especially when
she married an eldest son who would become the family heir, went to live
with her husband’s family and was expected to
(7)_____________________________to the “ways of the family“. In the three-
generation household, the new bride occupied the lowest status of all
family members and was expected to be obedient to the authority of her
mother-in-law.

1 A signalling B indicative C evident D suggesting

2 A appreciate B depreciate C evaluate D comprise
3 A running B fighting C leadership D peace
4 A improve B impede C worsen D progress
5 A suggested B touched C traced D hinted
6 A different B bearable C absent D alien
7 A adapt B bend C pass on D defer
Part 3
Fill in the blanks with the correct form of the words in brackets, positive or
negative.

The Bussiness Law discipline offers a major sequence in law for candidates
not seeking to become (1)__________________________ (law). The curriculum
is designed to develop an awareness of the nature and role of law in
society through a basic understanding of: legal institutions; fundamental
legal concepts; philosophical, social, political and economic issues raised
by a system of law; the process of change in law and the overall relevance
of law to (2)_______________________ (decide) made in both the public and
private sectors. Legal obligations arise in every facet of human life, whether
on a (3)________________________ (pure) individual basis, or as a
consequence of association with other members of society in industrial,
(4)_______________________ (commerce) or interpersonal relationships. The
units in law provide the (5)__________________ (found) for becoming a more
informed and effective member of society, and for a variety of careers in
industry, commerce, government and education.
Part 4
Transform the following sentences by using the given word(s) so that they
have a similar meaning. You can use no more than six words including the
given word.

1. Barbra looks so fresh and relaxed. I am sure that she has been on
a holiday.
MUST
Barbra _______________________________________ on a holiday.

2. You look awful with that thatch on your head. You have to go to
the hairdresser’s.
YOU
It’s high time ____________________________________ to the
hairdresser’s.

3. I’m afraid Robert can’t help you to move flat. He is not in the town.
ROBERT
If only _________________________________________ to help me to
move flat.

4. I’m offered a place at a university in Greece but I can’t go

because I can’t speak Greek.
WISH
I _______________________________________________________ Greek.

5. George has been making troubles ever since he returned from

Bristol. I regret inviting him to come.
GEORGE
I’d rather _______________________________________ from Bristol.
Part 5
For questions 1-5 read the text below and think of the word which best fits
each space. Use only one word in each space. Read the text through to
check that it makes sense with the gaps filled.

Something we may easily forget is that teachers’ good r_ _ _ _ _ _ _ _ _ _ _

(relationship) with the students also depends on teachers’ good relationship
with their parents; this, of course, does not much (1) a _ _ _ _ to adult
education. For most children their parents’ opinion matters, and therefore
parents can be powerful allies in any motivational effort. Brophy points out
that one of the most (2) d _ _ _ _ _ _ _ _ _ _ features ot teachers who have
been successful with hard-to-reach, at-risk students is that they (3) r _ _ _ _
out to these students’ families, get to know them, keep them informed of
what is going on at school, and involve them in decision-making. In other
words, they enlist the parents as allies in their attempts to make a difference
in the children’s lives. Such a collaborative relationship might be hard to
(4) e _ _ _ _ _ _ _ _ , but – in Brophy’s experience – most parents care about
their children’s success at school and will (5) r _ _ _ _ _ _ positively if they feel
that the teacher is acting in their children’s best interest.
IV WRITING
20 /

Write a short article (150-200 words) on the topic/different sides of the

argument. Include the following:

 General statement about the issue

 Illustration/Arguments
 Your opinion as a conclusion

Rates of teenage drinking in Montenegro

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(paper for notes)
 KEY

I LISTENING COMPREHENSION
You’ll hear Shane Dunphy from child protection unit talking about people
naming their children after celebrities or the ones they love. For sentences
1-10, decide if each statement is TRUE or FALSE by putting a tick (√) in the
appropriate box.

'My name was always a topic of conversation when I was growing up," the
boy told me. He was a tall, dark haired 14-year-old. He was sitting in the
observation room of the child protection unit where I was based, about to
spend an hour in my company because of extremely violent outbursts at his
school.

A cursory look at his file indicated a possible source of stress: this young
man's name was Napoleon.

How could such a mantle not attract ridicule and heartache?

"I mean, how many other kids were called after major historical figures?" he
asked in exasperation. "There weren't too many Attilas, Hannibals or
Wellingtons. I was 12 before I even met an Alexander, for God's sake!"

In the torrid world of celebrity, Wayne Rooney and his wife Coleen have just
been blessed with a healthy baby boy, whom they have named Kai. Kai is
currently the 68th most popular baby name in Ireland and the UK.
Napoleon does not feature in the ranking.

Names do not have to be so eccentrically unique to cause problems.

Another young man I worked with became the subject of serious bullying
through being given the name Marion. This was again the result of his father,
a fan of John Wayne.

Failing to notice that the screen icon changed his rather effeminate title as
soon as he possibly could, Marion's father followed the path of the evil Dad
in Johnny Cash's 'Boy Named Sue', and cursed his son to a childhood of
fighting and anguish. In this instance, there was nothing to be done except
literally have the child's name legally altered -- he also became John,
possibly the most ordinary name he could think of, while, of course, keeping
his father happy.

The fact is, unusual names more often than not say more about the parents
than they do about the poor child who is lumbered with them.

Napoleon Bonaparte was an idol of the accordingly labelled boy's father,

an ex-military man who had studied the diminutive Emperor's achievements
in college.

"I was always told how great this guy was, how he was a brilliant soldier and
politician, how he shaped the way the world is governed today -- I always
thought I was expected to live up to that, somehow. That if I did anything to
let down the image of this dead white man, I was also letting my father
down. And it didn't help that the name caused me to have the piss taken
out of me from the second I started school."

There are countless books and websites which deal with naming your child,
and most posit the advice that parents should consider a number of factors
when choosing the label by which their progeny will be known for the rest of
their lives.

After all, children do not have any say whatsoever in what they are to be
called.

The Bumper Book of Baby Names warns parents to consider names which
reflect their child's personality, and suggest qualities of strength or
compassion to which they can aspire.

In other words, the name given to a child should be a gift, and reflect the
persona of the child as an individual -- yet so often, this is flagrantly ignored.

Familial bonds can be the cause of problems, too. I once worked with an
eight-year-old girl whose parents had seen fit to name her after her
maternal grandfather -- Michael. The sensible thing may have been to call
her Michaela, but they chose to go with the masculine. All young Michael's
aunts and uncles had also had girls, and the entire family had wanted a
boy to be born this time around.

Alas, it was just not to be, and so this final daughter was saddled with a
man's name. It took much persuasion -- and six months' worth of visits to a
child psychologist -- to add that extra vowel.
Keeping a family tradition does not always mean adopting a grandparent's
name. I worked with a child in care whose given name was Tom Tom. His
father was a drummer, and this had been his nick-name during his glory
days.

Our names are hugely significant to us psychologically, and while we may

fantasise about having tougher titles, most of us would never trade up for
anything else. This is because our names become hard-wired into our
psyches, and can even influence our personalities.

Research has shown that, for example, girls with very feminine names like
Daisy or Poppy, can develop attitudes and behavioural traits which mirror
that. Similarly, underneath his anger, Napoleon's teachers all agreed that
he was a very strong individual, with clearly defined leadership qualities.

The message seems to be that choosing a name for your newly arrived
child should never be done in haste. Remember, you -- and your little prince
or princess -- will have to live with it for many years to come.

A brief look at the names many parents -- both inside and outside the world
of celebrity -- inflict upon their children shows that the act is regularly used
as an exercise in attracting tabloid attention and pseudo-intellectual
posturing than it is cementing a child's future success -- or sanity.

Adapted from Irish Independent

 Question TRUE FALSE

1 The boy called Napoleon was about to spend some √

time in Shane Dunphy’s company because of his
misconduct.
2 Napoleon knew four kids that were called after major √
historical figures even before he was 12.
3 Napoleon is currently one of 68 most popular baby √
names in UK and Irerland.
4 The boy called Marion often fought with other kids √
because of his name.
5 Napoleon was afraid he would’t be up to his father’s √
expectations.
6 The Book of Baby names suggests parents to give √
names to their children only after their close family
relatives.
7 The girl called Michael was lucky to be renamed √
Michaela.
8 The boy called Tom Tom was given his name after his √
father’s nickname.
9 According to the research, only girls with feminine √
names can develop behavioural traits that reflect
their names.
10 The newly arrived child should be given a name by √
the child’s parents immediately upon birth to avoid
the posibility of other people influencing its choice.
II READING COMPREHENSION

Part One

Question Answer

1 A,B
2 B
3 B
4 B
5 B
6 B
7 A
8 C
9 A
10 A

Part Two
Question Answer

1 B
2 B
3 A
4 C
5 B
III USE OF LANGUAGE
30 /

Part 1

Question Answer

1 felt, could feel

2 were
3 noticed
4 had witnessed
5 to let
6 avoiding
7 was listening
8 to breathe

Part 2

Question Answer

1 B indicative
2 C evaluate
3 C Leadership
4 A improve
5 C traced
6 D alien
7 A adapt
Part 3

Question Answer

1 lawyers
2 desicions
3 purely
4 commercial
5 foundation

Part 4

Question Answer

1 Barbra must have been on a holiday.

2 It’s high time you went/for you to go to the hairdresser’s.
3 If only Robert were/was in the town to help me to move
flat.
4 I wish I could speak/spoke Greek.
5 I’d rather George had not returned from Bristol.

Part 5

Question Answer

1 apply
2 distinctive
3 reach
4 establish
5 respond