{"paper":{"id":"jezyk-angielski-2005-maj-matura-rozszerzona","subject":"jezyk-angielski","category":"matura","year":2005,"month":"maj","level":"rozszerzona","variant":null,"exam_pdf":"jezyk-angielski-2005-maj-matura-rozszerzona/jezyk-angielski-2005-maj-matura-rozszerzona.pdf","key_pdf":"jezyk-angielski-2005-maj-matura-rozszerzona-odpowiedzi/jezyk-angielski-2005-maj-matura-rozszerzona-odpowiedzi.pdf","question_count":5,"source_label":"Język angielski · Matura · maj 2005 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2005-maj-matura-rozszerzona/zad/8","paper_id":"jezyk-angielski-2005-maj-matura-rozszerzona","number":"8","points":9,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2005,"month":"maj","level":"rozszerzona","text":"Zadanie 8. (9 pkt)\nZapoznaj się ze zdaniami podanymi poniżej. Usłyszysz dwukrotnie nagranie dwóch\ninformacji radiowych nadanych przez młodzieżową rozgłośnię w Londynie. Zdecyduj,\nktóre zdania są zgodne z treścią tekstu (TRUE), a które nie (FALSE). Zaznacz znakiem\n(X) odpowiednią rubrykę w tabeli. Za każdą poprawną odpowiedź otrzymasz 1 punkt.\nInformation 1\nTRUE FALSE\n8.1. Rex Chester invested £ 500,000 in a paint manufacturing company.\n8.2. The programme is aimed at reducing the number of divorces.\n8.3. The new teaching programme is being introduced in churches.\n8.4. Pupils take part in the programme if they want to.\nInformation 2\nTRUE FALSE\n8.5. Harrison Ford will play a part in a film about a Russian pilot.\n8.6. Marlon Brando earned more for his part in “Superman” than Ford will.\n8.7. Ford went to Moscow to learn more about his part.\n8.8. The film will be made in four different countries.\n8.9. Ford accepted Lucas’s offer of $515 a week.\nPRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!","answer":"8.1 FALSE, 8.2 TRUE, 8.3 FALSE, 8.4 TRUE, 8.5 FALSE, 8.6 FALSE, 8.7 TRUE, 8.8 FALSE, 8.9 TRUE","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego modelu odpowiedzi CKE (plik 'jezyk-angielski-2005-maj-matura-rozszerzona-odpowiedzi-2' - Model odpowiedzi i schemat oceniania do Arkusza II). Zadanie 8 (Prawda/Fałsz, dwie informacje radiowe): 8.1 = FALSE, 8.2 = TRUE, 8.3 = FALSE, 8.4 = TRUE, 8.5 = FALSE, 8.6 = FALSE, 8.7 = TRUE, 8.8 = FALSE, 8.9 = TRUE.","image":"img/jezyk-angielski-2005-maj-matura-rozszerzona/zad-8.webp","solution_image":null,"topics":null,"page_from":2,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2005 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2005-maj-matura-rozszerzona/zad/9","paper_id":"jezyk-angielski-2005-maj-matura-rozszerzona","number":"9","points":6,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2005,"month":"maj","level":"rozszerzona","text":"Zadanie 9. (6 pkt)\nZapoznaj się ze zdaniami podanymi poniżej. Usłyszysz dwukrotnie wypowiedzi czterech\nosób. Na podstawie informacji zawartych w tekście, z podanych odpowiedzi wybierz\nwłaściwą, zgodną z treścią tekstu. Zaznacz jedną z czterech możliwości zakreślając literę\nA, B, C lub D. Za każdą poprawną odpowiedź otrzymasz 1 punkt.\nSPEAKER 1\n9.1. She encourages parents to speak to their children about drugs because\nA. otherwise children may be falsely accused.\nB. children should know their parents will help them in need.\nC. children may feel alienated.\nD. conversation is easier before any problems arise.\n3\nArkusz II\n9.2. During conversation with their child parents should\nA. allow the child to speak.\nB. not make any comments at all.\nC. evaluate everything the child says.\nD. talk for a long time.\nSPEAKER 2\n9.3. Teenagers who refrain from taking drugs do so because they are afraid of\nA. going to jail.\nB. getting thrown out of school.\nC. letting their parents down.\nD. talking to their parents.\nSPEAKER 3\n9.4. If parents don’t want their children to take drugs, they\nA. should follow others’ example.\nB. shouldn’t be physically weak.\nC. should be spiritually weak.\nD. shouldn’t do it themselves.\nSPEAKER 4\n9.5. The speaker used to\nA. take various drugs in the ‘60s.\nB. have problems with drinking.\nC. give lessons to his children.\nD. be sensitive to hypocrisy.\n9.6. Nowadays he\nA. disapproves of penalising marijuana users.\nB. fights against liquor and tobacco lobbies.\nC. prefers smoking to alcohol.\nD. strongly supports marijuana users.\nPRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!\n4\nArkusz II\nROZUMIENIE TEKSTU CZYTANEGO I ROZPOZNAWANIE\nSTRUKTUR LEKSYKALNO-GRAMATYCZNYCH","answer":"9.1 B, 9.2 A, 9.3 C, 9.4 D, 9.5 B, 9.6 A","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego modelu odpowiedzi CKE (plik 'jezyk-angielski-2005-maj-matura-rozszerzona-odpowiedzi-2' - Model odpowiedzi i schemat oceniania do Arkusza II). Zadanie 9 (wypowiedzi czterech osób): 9.1 = B, 9.2 = A, 9.3 = C, 9.4 = D, 9.5 = B, 9.6 = A.","image":"img/jezyk-angielski-2005-maj-matura-rozszerzona/zad-9.webp","solution_image":null,"topics":null,"page_from":2,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2005 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2005-maj-matura-rozszerzona/zad/10","paper_id":"jezyk-angielski-2005-maj-matura-rozszerzona","number":"10","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2005,"month":"maj","level":"rozszerzona","text":"Zadanie 10. (5 pkt)\nPrzeczytaj poniższy tekst, z którego usunięto pięć zdań. Wstaw zdania oznaczone\nliterami A-F w luki 10.1.-10.5., tak aby powstał spójny i logiczny tekst. Jedno zdanie nie\npasuje do żadnej luki. Za każdą poprawną odpowiedź otrzymasz 1 punkt.\nBODY SUFFERS AGEING SYMPTOMS WITH TOO LITTLE SLEEP\nSacrificing sleep to longer working hours and nights on the town could bring about\nchanges in the body similar to ageing, according to new medical research.\n10.1. Although the study was small - 11 young men aged between 18 and 27 took\npart - it found \"striking changes\" in the way their bodies functioned.\nChicago-based scientists found that successive nights of four hours' sleep affected the\nmetabolism and hormonal functioning of the body. These changes \"resemble some of the\nhallmarks of ageing\". The scientists suggest that chronic sleep loss could increase the severity\nof age-related diseases such as diabetes and high blood pressure. 10.2. Their\nvolunteers biologically performed better when they had slept for more than eight hours.\nScientists from the department of medicine at the university of Chicago notice that it has\nbecome common for people to cut back on their sleep. 10.3. Many shift workers\nsleep an average of five hours a night on working days. The 11 young men slept eight hours\na night for three nights, then four hours for six nights and then spent 12 hours a night in bed\nfor a further week to recover from the sleep debt. 10.4. \"Less than one week of\nsleep curtailment in healthy young people is associated with striking changes in metabolic and\nhormonal function,\" the scientists say. Sleep debt \"could have long-term negative effects on\nhealth. We suspect that chronic sleep loss may not only speed up the onset but could also\nincrease the severity of age-related diseases such as diabetes, high blood pressure, obesity and\nmemory loss.\"\nTests showed that the volunteers underwent profound changes in glucose metabolism\nduring sleep deprivation, in some cases resembling patients with diabetes. 10.5.\nTheir ability to produce and respond to insulin fell by about 30%. A similar decrease in\ninsulin response is an early warning of diabetes. Sleep deprivation also increased blood levels\nof the stress hormone cortisol, which is typical of much older people. All these abnormalities\nfaded away during the recovery period, when the volunteers spent 12 hours in bed.\nAdapted from: The Guardian, October 22, 1999\n5\nArkusz II\nA. What is considered as normal average sleep duration has decreased from about nine hours\na night in 1910 to about 7.5 hours now.\nB. At the peak of sleep loss they took 40% longer than normal to regulate their blood sugar\nlevels after a high carbohydrate meal.\nC. However, most of the volunteers enjoyed participating in the research and did not\ncomplain.\nD. The six nights of little sleep had a noticeable effect on their bodies.\nE. They also suggest that young, healthy adults may need more than the standard night's\nsleep.\nF. A study of the effects on the body of the sort of sleep-debt that is increasingly common at\nthe end of the 20th century has had startling results.\nPRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!\n6\nArkusz II","answer":"10.1 F, 10.2 E, 10.3 A, 10.4 D, 10.5 B","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego modelu odpowiedzi CKE (plik 'jezyk-angielski-2005-maj-matura-rozszerzona-odpowiedzi-2' - Model odpowiedzi i schemat oceniania do Arkusza II). Zadanie 10 (\"Body Suffers Ageing Symptoms With Too Little Sleep\" - brakujące zdania A-F): 10.1 = F, 10.2 = E, 10.3 = A, 10.4 = D, 10.5 = B.","image":"img/jezyk-angielski-2005-maj-matura-rozszerzona/zad-10.webp","solution_image":null,"topics":null,"page_from":4,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2005 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2005-maj-matura-rozszerzona/zad/11","paper_id":"jezyk-angielski-2005-maj-matura-rozszerzona","number":"11","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2005,"month":"maj","level":"rozszerzona","text":"Zadanie 11. (4 pkt)\nPrzeczytaj poniższy artykuł. Na podstawie informacji zawartych w tekście, z podanych\nodpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zaznacz jedną z czterech\nmożliwości zakreślając literę A, B, C lub D.\nZa każdą poprawną odpowiedź otrzymasz 1 punkt.\nCLIMBERS ON ALPINE RIDGE RESCUED BY TEXT MESSAGE\nTwo British climbers who were stranded on a Swiss mountain in a blizzard for three\ndays were rescued by helicopter yesterday after texting an SOS message from a mobile phone\nto a friend in London. Rachel Kelsey, 34, and her partner, Jeremy Colenso, 33, were lifted to\nsafety from a snowy ridge by a mountain rescue team after surviving two nights in sub-zero\ntemperatures with little food or shelter.\nThe pair, who are both experienced climbers, had been huddled behind a large rock on\nan exposed, narrow, granite ledge since Saturday after bad weather closed in as they\ndescended from the summit of Piz Badile near Lake Como in the Swiss Alps. As half a metre\nof snow fell around them and a fierce electric storm began, their descent had become\nimpossible and they were forced to stop 3,000 metres up and wait until the weather improved\nor help could be called.\nThe alarm was raised by a London-based freelance photographer, Avery Cunliffe,\nafter he received a desperate text message from his friends at 5 a.m. on Saturday morning\nasking for help and providing details of their whereabouts. Mr Cunliffe, also a keen climber,\nimmediately contacted the rescue services in Geneva but bad weather prevented them from\nreaching the stranded couple until 8.15 a.m. yesterday.\nSpeaking after her ordeal Ms Kelsey, a qualified climbing instructor, said the situation\nhad become critical by dawn yesterday and the couple had feared they might not be able to\nsurvive another night exposed to the extreme cold temperatures. \"It was about minus -15oC\nfor a lot of the time and incredibly damp with biting winds and snow. We had rationed our\nfood but that was running out and we had eaten just two peanuts each in 12 hours,\" she said.\nMs Kelsey, who was born in South Africa, said she and Mr Colenso had prepared\ncarefully for the expedition, which was supposed to have taken around 18 hours. \"We had\nchecked the weather forecast for a week before we set out and checked it again at the base. It\nwas very good. Unfortunately a severe storm came in out of nowhere as we were coming\ndown from the top. It was a huge electric storm - like nothing I have ever seen. The hair on\nour arms was standing on end and as the lightning struck, our head-torches would go off. We\nwere concerned because of the metal equipment and we were attached to ropes, which can act\n7\nArkusz II\nas electricity conductors. The snow fell to levels about half a metre thick. We reached the\nonly place where you can shelter for the night behind a large rock about half a metre wide by\na metre high. We had a lightweight shelter for protection and we dug away the snow for a bit\nmore cover. We realised it was impossible to descend any further so I texted five friends who\nI thought would be able to get in touch with the Swiss mountain rescue - that was about\n1.30 a.m. in the morning. Then, about four hours later, Avery texted me back saying: 'I'm on\nthe case'.”\nAdapted from: The Guardian, October 7, 2003\n11.1. The weather conditions\nA. changed unexpectedly during the climbers’ expedition.\nB. were bad when the climbers set out.\nC. could have been predicted.\nD. prevented the climbers from alerting the rescue team.\n11.2. Avery Cunnliff\nA. read the SOS message at 8.15 a.m.\nB. informed the climbers that he was trying to help them.\nC. got the SOS message by accident.\nD. doesn’t know much about climbing.\n11.3. The two climbers\nA. didn’t prepare their expedition very carefully.\nB. come from South Africa.\nC. knew a lot about climbing.\nD. contacted rescue services by mobile.\n11.4. The text is\nA. an account of a tragic rescue operation.\nB. a description of a dangerous climbing adventure.\nC. a report on weather conditions in the Swiss Alps.\nD. an article on the usefulness of mobile phones.\nPRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!\n8\nArkusz II","answer":"11.1 A, 11.2 B, 11.3 C, 11.4 B","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego modelu odpowiedzi CKE (plik 'jezyk-angielski-2005-maj-matura-rozszerzona-odpowiedzi-2' - Model odpowiedzi i schemat oceniania do Arkusza II). Zadanie 11 (\"Climbers on Alpine Ridge\"): 11.1 = A, 11.2 = B, 11.3 = C, 11.4 = B.","image":"img/jezyk-angielski-2005-maj-matura-rozszerzona/zad-11.webp","solution_image":null,"topics":null,"page_from":6,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2005 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2005-maj-matura-rozszerzona/zad/12","paper_id":"jezyk-angielski-2005-maj-matura-rozszerzona","number":"12","points":3,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2005,"month":"maj","level":"rozszerzona","text":"Zadanie 12. (3 pkt)\nPrzeczytaj drugą część tekstu. Uzupełnij luki 12.1.-12.6. wyrazami podanymi pod\ntekstem, tak aby był on logiczny i gramatycznie poprawny. Zaznacz jedną z czterech\nmożliwości zakreślając literę A, B, C lub D. Za każdą poprawną odpowiedź otrzymasz\n0,5 punktu.\n\"We started getting messages from the rescue team saying they could not 12.1. because\nthe weather was so severe, but telling us to be strong. The conditions were incredibly cold.\nEvery 20 minutes for over 36 hours we rubbed our fingers and toes for 15 minutes to make\nsure we didn't get frostbite. The doctors were amazed at 12.2. unscathed we were when\nwe finally got down. After the first night, we saw the rescue helicopter fly overhead, but they\nsent us a message saying the conditions were too bad to come 12.3. closer. The next\ntext said they would try again in the morning. By this point we knew if they 12.4. us\nthen, we had 12.5. chance of surviving. We didn't need to talk about it. You just need\nto look into someone's eyes and you know 12.6. understand the seriousness of the\nsituation as well as you do. It was such a relief when they finally reached us.\"\nMs Kelsey said she and Mr Colenso were now looking forward to a hot bath and a decent\nmeal but they were first going to buy the rescue team a bottle of whisky.\nAdapted from: The Guardian, October 7, 2003\n12.1.\nA. take up\nB. take off\nC. take on\nD. take away\n12.2.\nA. how\nB. very\nC. that\nD. why\n12.3.\nA. many\nB. too\nC. enough\nD. any\n12.4.\nA. hadn’t reached\nB. don’t reach\nC. didn’t reach\nD. wouldn’t reach\n9\nArkusz II\n12.5.\nA. few\nB. little\nC. any\nD. none\n12.6.\nA. they\nB. he\nC. we\nD. you\nPRZENIEŚ ROZWIĄZANIE NA KARTĘ ODPOWIEDZI!","answer":"12.1 B, 12.2 A, 12.3 D, 12.4 C, 12.5 B, 12.6 A","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego modelu odpowiedzi CKE (plik 'jezyk-angielski-2005-maj-matura-rozszerzona-odpowiedzi-2' - Model odpowiedzi i schemat oceniania do Arkusza II). Zadanie 12 (luki leksykalno-gramatyczne): 12.1 = B, 12.2 = A, 12.3 = D, 12.4 = C, 12.5 = B, 12.6 = A.","image":"img/jezyk-angielski-2005-maj-matura-rozszerzona/zad-12.webp","solution_image":null,"topics":null,"page_from":8,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2005 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"}]}