Egzemplarz archiwalny. Copyright Wydawnictwo Synapsa 2016

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1 KONKURS J DLA KLASY SYNAP PART ONE ĘZY SYNAP YKA PSA ANG GIELSKSzIEGO koła średni ia Klasa 3 TRZ Exper ZECI ert IEJ LICEUM PSA EXPERT Język ANGIELSKII Przeczytaj tekstt i zakreśl każdą poprawną i logicznąą odpowiedź. Możesz wybrać więcej niż jedną z pięciu podanych możliwości. HACKING OUR SENSESS TO BOOST LEARNING POWER Some schools are pumping music, noisess and fragrances into the classroom to see if it improves exam results could it work? It might not seem important, but a growing body of research suggests that smells and sounds can have an impact on learning, performance and creativity. Indeed, some head teachers have recently taken to broadcasting noisess and pumping whiffs into their schools to see whether it can boost grades. Is there anything in it? And if so, what are the implications for the way we all work and study? There is certainly some well-established research to suggest that some noises can have a detrimental effect on learning. Numerous studies over the past 15 years have found that children attending schools under the flight paths of large airports lag behind in their exam results. But general noise seems to have an effect too. Bridget Shield, a professor of acoustics at London South Bank University, and Julie Dockrell, now at the Institute of Education, have been conducting studies and advising politicians on the effects of all sorts of noises, such as traffic and sirens, as well as noise generated by the children themselves. When they recreated those particular sounds in an experimental setting whilst children completed various cognitive tasks, they found a significant negative effect on exam scores. Everything points to a detrimental impact of the noise on children s performance, in numeracy, in literacy, and in spelling, says Shield. The noise seemed to have an especially detrimental effect on children with special needs. ` Shield says the sound of babble is particularly distracting in the classroom. Architects that fashion open-plaparticularly if it s classrooms in schools would do well to take this on board. People are very distracted by speech understandable, but you re not involved in it. This phenomenon is also known as the irrelevant speech effect, she says, adding that it s a very common finding in open-plan offices as well. Whether background soundss are beneficial or not seems to depend on what kind of noise it is and the volume. In a series of studiess published last year, Ravi Mehta from the College of Business at Illinois and colleagues ested people s creativity while exposed to a soundtrack made up of background noises such as coffee-shop chatter and construction-site drilling at different volumes. They found that people were more creative when the background noises were played at a medium level than when volume was low. Loud background noise, however, damaged their creativity. This makes sensee for a couple of reasons, says psychologist Dr Nick Perham, at Cardiff Metropolitan University in the UK, who studiess the effect of sounds on learning but was not involved in the study. Firstly, he says, sounds that are most distracting tend to be very variable. A general hum in the background suggests a steady-state sound with not much acoustical variation. So there s not much there to capture your attention nothing distracting the subjects, he says. At the same time, the background noise might cause the subjectss to be in a slightly heightened state of arousal, says Perham. You don t want too much or too little arousal. Medium arousal is best for good performance. So it might be that a general hum in the background gives an optimum level of arousal.

2 With that in mind, Perham suggests there may be some benefit to playing music or other sounds in an art class or other situations where creativity is key. This isn t the only sense being tweaked to affect learning. Special educational needs students at Sydenham high school in London are being encouraged to revise different subjects in the presence of different smells grapefruit scents for maths, lavender for French and spearmint for history. Less research has gone into the idea of whether scents can help with cognitive performance, although there have been intriguing findings. In 2003, psychologist Mark Moss, at Northumbria University, carried out a range of cognitive tests on subjects who were exposed either to lavender or rosemary aromas. Rosemary in particular caught my attention as it is considered to be arousing and linked to memory, he says, whereas lavender is considered to be sedating. Moss found that those who were smelling lavender performed significantly worse in working memory tests, and had impaired reaction times for both memory and attention-based tasks, compared to controls. Those in the rosemary group, on the other hand, did much better than controls overall in the memory tasks, although their reaction times were slower. So, as you finish reading this story, take a moment to tune into your senses. Close your eyes and take a few nice deep breaths. What can you hear and smell? The answer, it seems, may affect how much you learnt in the past few minutes. Resource: BBC FUTURE23 October Scientists have proved that students who learn in the quiet setting get results in their final examinations a) better b) worse c) more d) fewer e) no 2. Those who suffer most while being exposed to some noises might be the students. a) statemented b) dyslexic c) naughty d) good e) smartest 3. The irrelevant speech effect, mentioned in the text, concerns a) chattering b) chuckling c) impairment d) being speechless e) conversations 4. Bee-like noises are the best ones when teachers want to their students attention. a) distract b) draw c) involve d) concern e) attract 5. Some schools spray to test which of them boost creativity, memory and performance. a) commercials b) fragrances c) tastes d) cosmetics e) aromas

3 6. Some might be used to improve memory. a) carnivores b) herbivores c) omnivores d) herbs e) plants 7. Lavender is believed to have a/an effect on people. a) calming b) arousing c) soothing d) growing e) alluring 8. The author emphasizes the role of in the process of tuition. a) magnetism b) cognitive abilities c) memorizing d) receptors e) comprehension PART TWO Zakreśl każdą poprawną i logiczną odpowiedź. Możesz wybrać więcej niż jedną z pięciu podanych możliwości. 9. Some astronauts find it extremely difficult to get used to the state of. a) weighty b) weightlessnes c) weightless d) weightfulness e) gravity 10. Three key parts to evaporation are heat, atmospheric and air movement. a) pressure b) press c) impression d) oppression e) pression 11. You will need to establish a proper to increase the level of moisture in the room. a) humidifier b) brace c) Bunsen burner d) diaper e) device

4 12. The plot of the book was so that I decided to read it from cover to cover. a) gripping b) thought-provoking c) engrossing d) mundane e) mediocre 13. You should be more careful with money! Try not to pay through the next time. a) hand b) leg c) nose d) mouth e) arm 14. Please stop getting me all the time! Am I treating you like that? a) over b) at c) through d) down to e) down on 15. Being a streetwise means having the shrewd awareness, experience and needed for survival in a difficult urban environment. a) resourcefulness b) quick-wittedness c) quick-wit d) quick-mind e) talent 16. Our new student seems to have joined the gang. You know: Birds of the feather together. a) flock b) herd c) pack d) fly e) troop 17. The referee of the match did not seem to be, did he? a) partly b) impartial c) underpartial d) overpartial e) smart

5 18. Although the citizens of the country are highly encouraged to use to avoid AIDS, they still seem to be quite reluctant for the sake of their beliefs. a) preservatives b) contraceptives c) lenses d) condoms e) tranquilizers 19. Carol and Peter have been on the same recently but they are poles apart in personality anyway. a) run b) wave c) wave length d) route e) boat PART THREE Zakreśl każdą poprawną i logiczną odpowiedź. Możesz wybrać więcej niż jedną z pięciu podanych możliwości. 20. Although she doesn t come up to our expectations, we d better her the position as we might not find anyone better. a) gave b) give c) not give d) given e) giving 21. Not only did the teacher correct our home assignments but he gave us another work to do. a) regardless b) as well c) instead of d) for the sake e) in spite of 22. If the captain hadn t broken his leg, we the match. a) might have won b) might win c) needn t have won d) will win e) might be winning 23. Under no circumstances to enter the main hall since the exam is in progress. a) are students allowed b) students are allowed c) are students forbidden d) students are forbidden e) students may

6 24. I m taking an umbrella in case it. a) had been raining b) will rain c) should rain d) rained e) rains 25. The boss objected her at the meeting as she said I had been spoiling everything before. a) to my accompanying b) accompany c) to companion d) of accompanying e) to companioning 26. I ve never had my hair fall out in handfuls before. I think I ll next time. a) have it cut b) have them cut c) get it cut d) get them cut e) cut them myself 27. Their car is not fully-equipped. They the rear seat belts fitted as they were not legally obliged to. a) didn t need to get b) needn t have got c) needn t have gotten d) didn t have to get e) needn t have had 28. It was about your past that upset her so much. a) the fact that you lied b) your lying c) the fact you laid d) the lies e) being lied 29. for him, we wouldn t have realized how widespread rabies was in that country. a) If it hadn t been b) But c) Had it not been d) If e) Unless 30. The Alps, is breathtaking, have always been my biggest dream. a) the beauty of that b) the beauty of whose c) the beauty of which d) the beauty of what e) whose beauty