{"paper":{"id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2","subject":"jezyk-angielski","category":"matura","year":2006,"month":"maj","level":null,"variant":null,"exam_pdf":"jezyk-angielski-2006-maj-matura-dwujezyczna-2/jezyk-angielski-2006-maj-matura-dwujezyczna-2.pdf","key_pdf":"jezyk-angielski-2006-maj-matura-dwujezyczna-odpowiedzi-2/jezyk-angielski-2006-maj-matura-dwujezyczna-odpowiedzi-2.pdf","question_count":4,"source_label":"Język angielski · Matura · maj 2006","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad/5","paper_id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2","number":"5","points":12,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2006,"month":"maj","level":null,"text":"Task 5. (12 points)\nRead the article and answer the questions in the table (5.1.-5.12.) by choosing\nthe corresponding paragraph and putting the appropriate letter (A-F) into each box.\nSome of the paragraphs may be chosen more than once.\nFor each correct answer you will be given 1 point.\nA. The prehistory of London invites endless speculation and there is a certain pleasure to be\nderived from the prospect of human settlement in areas where, many thousands of years\nlater, streets would be laid out and houses erected. There is no doubt that the region has\nbeen continually occupied for at least fifteen thousand years. A great gathering of flint\ntools, excavated in Southwark, is assumed to mark the remains of a Mesolithic\nmanufactory; a hunting camp of the same period has been discovered upon Hampstead\nHeath; a pottery bowl from the Neolithic period was unearthed in Clapham.\nOn these ancient sites have been found pits and post-holes, as well as human remains\nand evidence of feasting.\nB. In the late Neolithic period there appeared, from the generally marshy soil\non the northern bank of the Thames, twin hills covered by gravel and brick-earth,\nsurrounded by sedge and willow. They were forty to fifty feet in height, and were divided\nby a valley through which flowed a stream. We know them as Cornhill and Ludgate Hill,\nwith the now buried Walbrook running between. Thus emerged London.\nC. The name is assumed to be of Celtic origin, awkward for those who believe that there\nwas no human settlement here before the Romans built their city. Its actual meaning,\nhowever, is disputed. It might be derived from Llyn-don, the town or stronghold (don)\nby the lake or stream (Llyn); but this owes more to medieval Welsh than ancient Celtic.\nIts provenance might be Laindon, “long hill,” or the Gaelic lunnd, “marsh.”\nOne of the more intriguing speculations, given the reputation for violence which\nLondoners were later to acquire, is that the name is derived from the Celtic adjective\nlondos meaning “fierce”.\nD. We must not necessarily assume that there were settlements or defended enclosures upon\nLudgate Hill or Cornhill, or that there were wooden trackways where there are now great\navenues, but the attractions of the site might have been as obvious in the third and fourth\nmillennia BC as they were to the later Celts and Romans. The hills were well defended,\nforming a natural plateau, with the river to the south, fens to the north, marshes\nto the east, and another river, later known as the Fleet, to the west. It was fertile ground,\nwell watered by springs bubbling up through the gravel. The Thames was easily\nnavigable at this point, with the Fleet and the Walbrook providing natural harbours.\nThe ancient trackways of England were also close at hand. So from earliest times London\nwas the most appropriate site for trade, for markets, and for barter. The City has for much\nof its history been the centre of world commerce; it is perhaps instructive to note\nthat it may have begun with the transactions of Stone Age people in their own markets.\nArkusz II\n3\nE. All this is speculation, not altogether uninformed, but evidence of a more substantial kind\nhas been discovered in later levels of London earth. In those long stretches of time\ndesignated as the “Late Bronze Age” and the “Early Iron Age” - a period spanning\nalmost a thousand years - shards and fragments of bowls, and pots, and tools, were left\nall over London. From the Thames itself many hundreds of metal objects have been\nretrieved, while along its banks is to be found frequent evidence of metal-working.\nThis is the period from which the great early legends of London spring. It is also, in its\nlatter phase, the age of the Celts.\nF. In the first century BC, Julius Caesar’s description of the region around London suggests\nthe presence of an elaborate, rich and well-organised tribal civilisation. Its population was\n“exceedingly large” and “the ground thickly studded with homesteads.” The nature\nand role of the twin hills throughout this period cannot with certainty be given; perhaps\nthese were sacred places, or perhaps their well-defined position allowed them to be used\nas hill-forts in order to protect the trade carried along the river. There is every reason\nto suppose that this area of the Thames was a centre of commerce and of industry,\nwith a market in iron products as well as elaborate workings in bronze, with merchants\nfrom Gaul, Rome and Spain bringing Samian ware, wine and spices in exchange for corn,\nmetals and slaves.\nadapted from: London by Peter Ackroyd, 2001\nWhich paragraph\nParagraph\n(A-F)\n5.1. includes linguistic speculations concerning London?\n5.2. speculates on the possible religious importance of the area around\nwhich London grew?\n5.3. gives reasons why the river was a good waterway?\n5.4. suggests how the famous financial district may have started?\n5.5. points to the origin of some of the stories about London?\n5.6. speculates about the trait that characterized the city inhabitants?\n5.7. indicates that the number of inhabitants in the London area was\nrather impressive?\n5.8. enumerates names of places where archaeological findings were\nmade?\n5.9. expresses the author’s uncertainty as to whether in the past people\nhad already built fortified places in the region?\n5.10. lists regions with which the inhabitants of London had economic\nties?\n5.11. provides the exact location around which London was founded?\n5.12. presents geographical reasons for the development of the city?\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\nArkusz II\n4","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad-5.webp","solution_image":null,"topics":null,"page_from":2,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2006","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad/6","paper_id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2","number":"6","points":8,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2006,"month":"maj","level":null,"text":"Task 6. (8 points)\nRead the text below. For questions 6.1.-6.8., choose the answer that best matches\nthe text by circling the letter A, B, C or D.\nFor each correct answer you will be given 1 point.\nThis fall some two million high school seniors will apply to one of the thousands of colleges\nand universities in the United States. The fact that most colleges today are more selective\nthan they were a decade ago has filled the college admissions process with a sense of risk\nand scarcity - and that in turn has driven a steady increase in the number of schools to which\nseniors typically apply. With the average public school college counselor laboring\nunder a workload of about 500 students, consumers of higher education must rely on college\nguides and rankings that are published each year, including U.S. News & World Report’s\n“America’s Best Colleges”.\nEducation analysts and university presidents believe that rankings have distorted\nthe admissions process. Not until the 1990s, when college guides became a growing industry,\ndid it really dawn on critics that college rankings were also providing kids with reliable data\nthat could be used to compare schools and pick one out of the clutter. To reduce the relevance\nof one sort of ranking the critics would have to provide another: an alternative measure\nof educational quality based on a new standard to which institutions could aspire.\nIt’s worth looking more closely at some of the specific measures. Take faculty resources.\nUnder the U.S. News formula a school that primarily hires full-time professors\nwith the highest degrees in their fields and pays them handsomely scores above a school that\nrelies more on lower-paid, part-time professors. The thinking here seems plausible enough:\nthe higher-paid professor is more likely to have an impressive curriculum vitae and be a good\nteacher, and a full-time professor has more time to teach and prepare for classes than a harried\nadjunct. But in practice the things that make a professor well known in his field - published\narticles, groundbreaking research - must compete for his time and attention with teaching\nobligations. Few schools reward their faculty members for being good classroom teachers.\nHow about schools that are rich in talented students? Broadly speaking, SAT or ACT scores\nand high school class rank are a good indicator of the academic ability of an incoming\nstudent. But research on learning shows that the highest-achieving students will probably\nthrive intellectually regardless of how effective their school’s teachers are, so it’s hard to tease\nout how much credit an institution deserves for its students’ college achievement.\nHow about schools that are rich? On the whole, such schools can spend more money on\ntheir students and score better in the “financial resources” category - which measures\nspending on things such as faculty salaries, libraries and other forms of academic support,\nand student counseling - than schools with tiny endowments. The catch is that a high level\nof per-student spending does not necessarily translate into, say, a high level of per-student\nlearning. It’s the difference between having a well-stocked library and knowing whether\nyour students actually read a lot of books.\nThe fact that faculty, student, and financial resources don’t necessarily correlate with high\nlevels of learning also undercuts the most important of the U.S. News measures: peer\nassessment. Peer assessment is purely subjective: university presidents, provosts,\nand admissions officers are simply asked to rate each school on a scale of 1 to 5. In one sense,\nthen, rankings have merely made explicit the perceptions of prestige and quality that existed\namong educators long before anyone tried to record them. But it turns out that university\nofficials tend to base their assessment of “reputation” on an institution’s wealth in resources.\nOn the whole, rich, prestigious, research-oriented universities are assumed, rightly\nor wrongly, to provide a better education than other schools. Therefore, university\nadministrators are devoting increasing amounts of time and money to improving the things\nthat build prestige, whether or not those things improve the educational experience\nof the undergraduates the institution is meant to serve.\nadapted from: The Atlantic Monthly, November 2003\nArkusz II\n5\n6.1. In paragraph 1, the author uses the phrase “a sense of risk and scarcity” to imply that\nA. the number of colleges and universities is decreasing.\nB. the educational standards are generally very low.\nC. many candidates are rejected by good universities.\nD. the number of college counselors is insufficient.\n6.2. As suggested in paragraph 2, college rankings are useful because they\nA. make the admissions process easier.\nB. help in choosing the best university.\nC. point out wealthy and reliable schools.\nD. raise educational standards and aspirations.\n6.3. In paragraph 3, the author of the article\nA. explains why colleges reward professors for being really good teachers.\nB. points out the reasons why colleges prefer to employ full-time professors.\nC. regrets the fact that colleges ensure high salaries for all their professors.\nD. advises college professors to start competing with well-known researchers.\n6.4. Good students tend not to\nA. be affected by other intellectuals.\nB. develop intellectually when poorly taught.\nC. display their strengths in the classroom eagerly.\nD. let a school impede their learning potential.\n6.5. The problem with wealthy universities is that\nA. their students may not use the resources fully.\nB. they hardly ever spend money reasonably.\nC. their financial resources are badly managed.\nD. they pay their professors excessive salaries.\n6.6. The criterion which has the most significance in the US News report is\nA. the number of professors employed by the school.\nB. how many gifted students study at the school.\nC. the total amount of money spent per student.\nD. the evaluation by educational authorities.\n6.7. “Them,” as used in paragraph 6, refers to\nA. financial resources.\nB. university officials.\nC. favourable opinions.\nD. university students.\n6.8. The author’s purpose in presenting the four evaluation criteria is to\nA. emphasize their irrelevance in appraising colleges and universities.\nB. account for their popularity and point out their weaknesses.\nC. quote examples of the most useful and important measures.\nD. demonstrate the problem they pose for all candidates.\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\nArkusz II\n6","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad-6.webp","solution_image":null,"topics":null,"page_from":4,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2006","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad/7","paper_id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2","number":"7","points":10,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2006,"month":"maj","level":null,"text":"Task 7. (10 points)\nRead the text below and fill in the spaces provided with one word only. Do not use words\nfrom the text. For each correct answer you will be given 1 point.\nIt began in 1989 when Russian scientists at a remote Antarctic research field station started\nto drill a hole into the ice. The researchers knew exactly what they were looking for: trapped\nin the ice would be tiny bubbles of air that carried secrets of the Earth’s past climate.\nIt worked, and the now famous Vostok (named after the station) ice core was the first to show\na clear link between raised carbon dioxide levels and a warmer atmosphere over the past\n400 000 years.\nBut, as the scientists drilled, it became clear that something else was lurking under the ice.\nSeismic surveys and satellite images confirmed the scientists’ suspicions: lying directly\nunderneath the Russian station, down in the freezing depths, was a lake of fresh, liquid water.\nThe size of the underground reservoir, now called Lake Vostok, stunned experts. Covering\nan area twice the size of Yorkshire, it is up to 1200m deep. More intriguingly, its icy roof has\nprobably sealed the lake from the rest of the planet for at least 15 million years. With no\nsunlight and just traces of nutrients to provide energy, biologists quickly realised that if there\nis life in the lonely waters of Lake Vostok - and there is life everywhere else on Earth where\nthere is fresh water - it might be very different from life on the rest of our planet.\nThe one thing the scientists could be sure of was that puncturing the lake’s surface\nwith a dirty Russian drill loaded with 60 tonnes of kerosene to stop it freezing was not a good\nidea. With the bottom of the borehole just 120m above the pristine lake’s frozen surface,\ndrilling operations at Vostok were suspended in 1998.\nVostok is the biggest and most famous lake underneath Antarctica, but not the only one.\nSome 145 have been identified so far, and more will follow. Formed by geothermal heat\nmelting the base of the ice sheet, which then acts as an insulating blanket to stop the water\nrefreezing, all the lakes are dark, isolated from the outside world and all pose the same\nproblem to scientists who want to probe them for life: “If we find life we have to be sure\nthat it was there before and that we didn’t put it there,” says John Priscu, an ecologist\nat Montana State University who has studied lakes in Antarctica.\nThe Russian team insists it will enter Vostok very soon. Other scientists are unhappy\nwith the plan, but are powerless to act. “I think it’s going to be too risky for the science\ninvolved. It’s going to be a contaminated mess,” says Priscu at Montana. “I don’t like\nthe idea. It seems we’re going back to the Amundsen-Scott stuff and we don’t need that.\nI don’t think a nation has to be first any more.”\nadapted from: The Guardian, October 21, 2004\nThe text is concerned with the 7.1. of a vast underground lake\nin Antarctica. The researchers wanted to explain the 7.2.\nof global warming in the last 400,000 years by 7.3. air bubbles\nthey had found under the ice. It is hoped that due to the 7.4.\nof light and hardly any sources of energy the water in Lake Vostok may contain living\norganisms that do not 7.5. any others on Earth. However,\nby drilling the ice sheet researchers run the risk of 7.6.\nthe pristine area of the reservoir. Thus they may forever contaminate the unique\n7.7. that still 7.8. down there.\nArkusz II\n7\nHowever, the Russians, whose 7.9. is situated over the lake,\nintend to reach Vostok soon on their own. Experts from other countries express\ntheir 7.10 attitude to the Russian decision.\nWRITING","answer":null,"answer_text":"7.10\nnegative/ apprehensive\nTask 8.\nSprawdza egzaminator zgodnie z kryteriami. Maksimum 30 punktów.","solution":null,"image":"img/jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad-7.webp","solution_image":null,"topics":null,"page_from":6,"source":"ocr","answer_source":null,"answer_text_source":"ocr","solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2006","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad/8","paper_id":"jezyk-angielski-2006-maj-matura-dwujezyczna-2","number":"8","points":30,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2006,"month":"maj","level":null,"text":"Task 8. (30 points)\nChoose one of the topics below and write a composition of 300-350 words.\n1.\nGood education is the key to a successful professional career. Do you agree with\nthe statement? Write an essay in which you express your opinion.\n2.\nWrite a review of a film or a documentary about an important scientific discovery.\nFAIR COPY\nArkusz II\n8\nArkusz II\n9\nTREŚĆ\nKOMPOZYCJA\nBOGACTWO\nJĘZYKOWE\nPOPRAWNOŚĆ\nJĘZYKOWA\nRAZEM\nPoziom\nA\nB\nC\nA\nB\nC\nA\nB\nC\nA\nB\nC\nLiczba\npunktów\n7-6\n5-4-3 2-1-0\n7-6\n5-4-3 2-1-0 8-7-6\n5-4-3\n2-1-0\n8-7-6 5-4-3 2-1-0\nArkusz II\n10\nROUGH COPY\nArkusz II\n11","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2006-maj-matura-dwujezyczna-2/zad-8.webp","solution_image":null,"topics":null,"page_from":7,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2006","subject_label":"Język angielski","category_label":"Matura"}]}