{"paper":{"id":"jezyk-angielski-2010-maj-matura-rozszerzona-2","subject":"jezyk-angielski","category":"matura","year":2010,"month":"maj","level":"rozszerzona","variant":null,"exam_pdf":"jezyk-angielski-2010-maj-matura-rozszerzona-2/jezyk-angielski-2010-maj-matura-rozszerzona-2.pdf","key_pdf":null,"question_count":6,"source_label":"Język angielski · Matura · maj 2010 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2010-maj-matura-rozszerzona-2/zad/4","paper_id":"jezyk-angielski-2010-maj-matura-rozszerzona-2","number":"4","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2010,"month":"maj","level":"rozszerzona","text":"Zadanie 4. (5 pkt)\nUsłyszysz dwukrotnie pięć komunikatów radiowych. Przyporządkuj do każdego\nkomunikatu (4.1. - 4.5.) właściwy nagłówek (A - F). Wpisz odpowiednie litery do tabeli.\nJeden nagłówek został podany dodatkowo i nie pasuje do żadnego komunikatu.\nZa każde poprawne rozwiązanie otrzymasz 1 punkt.\nA. SECURITY ALERT AFFECTS PASSENGERS\nB. DELAYS ON MOTORWAY DUE TO FUEL SPILL\nC. AIRLINE THREATENED WITH BANKRUPTCY\nD. FIREFIGHTERS PUT OUT MASSIVE BLAZE\nE. PASSENGERS SUFFER AS COMPANY COLLAPSES\nF. TUNNEL CLOSED FOR SAFETY DRILL\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!","answer":"4.1 A, 4.2 E, 4.3 B, 4.4 F, 4.5 C","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2010-maj-matura-rozszerzona-odpowiedzi', wspólny dla arkusza I i II poziomu rozszerzonego, maj 2010). Zadanie 4 (nagłówki komunikatów radiowych A-F): 4.1 = A, 4.2 = E, 4.3 = B, 4.4 = F, 4.5 = C.","image":"img/jezyk-angielski-2010-maj-matura-rozszerzona-2/zad-4.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 2010 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2010-maj-matura-rozszerzona-2/zad/5","paper_id":"jezyk-angielski-2010-maj-matura-rozszerzona-2","number":"5","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2010,"month":"maj","level":"rozszerzona","text":"Zadanie 5. (5 pkt)\nUsłyszysz dwukrotnie wypowiedź o pewnym zdarzeniu. Na podstawie usłyszanych\ninformacji zdecyduj, które zdania są zgodne z treścią tekstu (T), a które nie (F). Zaznacz\nznakiem X odpowiednią rubrykę w tabeli. Za każde poprawne rozwiązanie otrzymasz\n1 punkt.\nT\nF\n5.1. The speaker believes her story may have a depressing effect.\n5.2. The policeman followed the truck because it was speeding.\n5.3. The speaker does not consider the UPS slogan attractive.\n5.4. The number on the license plate of the truck was correct.\n5.5. In the story, a spelling mistake helps to arrest a criminal.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\n4.1.\n4.2.\n4.3.\n4.4.\n4.5.\nPoziom rozszerzony - część II\n3","answer":"5.1 F, 5.2 F, 5.3 T, 5.4 T, 5.5 F","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2010-maj-matura-rozszerzona-odpowiedzi', wspólny dla arkusza I i II poziomu rozszerzonego, maj 2010). Zadanie 5 (Prawda/Fałsz): 5.1 = F, 5.2 = F, 5.3 = T, 5.4 = T, 5.5 = F.","image":"img/jezyk-angielski-2010-maj-matura-rozszerzona-2/zad-5.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 2010 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2010-maj-matura-rozszerzona-2/zad/6","paper_id":"jezyk-angielski-2010-maj-matura-rozszerzona-2","number":"6","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2010,"month":"maj","level":"rozszerzona","text":"Zadanie 6. (5 pkt)\nUsłyszysz dwukrotnie wywiad z lekarzem. Z podanych możliwości odpowiedzi wybierz\nwłaściwą, zgodną z treścią tekstu. Zakreśl literę A, B, C lub D. Za każde poprawne\nrozwiązanie otrzymasz 1 punkt.\n6.1. Dr. Carson first thought of becoming a doctor when\nA. his mother suggested it.\nB. his name was called by Dr. Jones.\nC. he was taken to the emergency room.\nD. his mother was being examined in hospital.\n6.2. When Dr. Carson was in primary school, he\nA. was a worse student than his brother.\nB. didn’t live with his father.\nC. had a nickname he was proud of.\nD. didn’t like his classmates.\n6.3. Dr. Carson's mother\nA. checked her sons’ school essays.\nB. pretended that she could read.\nC. asked her sons to read aloud to her.\nD. took her sons to the library regularly.\n6.4. As a result of the reading programme, he\nA. learnt more about being a doctor.\nB. realised he didn’t want to be poor.\nC. became the best student in his class.\nD. won the admiration of his playmates.\n6.5. Brain surgery is the field of medicine Dr. Carson\nA. decided to study as a missionary doctor.\nB. chose when he was a secondary school student.\nC. found less challenging than he had expected.\nD. became interested in during his medical studies.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nPoziom rozszerzony - część II\n4\nROZUMIENIE PISANEGO TEKSTU I ROZPOZNAWANIE\nSTRUKTUR LEKSYKALNO-GRAMATYCZNYCH","answer":"6.1 A, 6.2 B, 6.3 B, 6.4 C, 6.5 D","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2010-maj-matura-rozszerzona-odpowiedzi', wspólny dla arkusza I i II poziomu rozszerzonego, maj 2010). Zadanie 6 (wywiad z lekarzem): 6.1 = A, 6.2 = B, 6.3 = B, 6.4 = C, 6.5 = D.","image":"img/jezyk-angielski-2010-maj-matura-rozszerzona-2/zad-6.webp","solution_image":null,"topics":null,"page_from":3,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2010 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2010-maj-matura-rozszerzona-2/zad/7","paper_id":"jezyk-angielski-2010-maj-matura-rozszerzona-2","number":"7","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2010,"month":"maj","level":"rozszerzona","text":"Zadanie 7. (5 pkt)\nPrzeczytaj tekst. Z podanych możliwości odpowiedzi wybierz właściwą, zgodną z treścią\ntekstu. Zakreśl literę A, B, C lub D. Za każde poprawne rozwiązanie otrzymasz 1 punkt.\nThe most important day I remember in all my life is the one just before my seventh\nbirthday, when my teacher arrived. I am filled with wonder when I consider the immeasurable\ncontrasts between the two lives which that day connects.\nOn the afternoon of that eventful day, I stood on the porch, dumb, expectant, only\nguessing that something unusual was about to happen. I did not know what the future held\nfor me, but I was certainly eager to find out.\nSuddenly I felt approaching footsteps so I stretched out my hand as I supposed\nto my mother. Instead someone else took it. I was caught up and held close in the arms\nof a stranger and I guessed it was Miss Sullivan.\nThe morning after my teacher came she led me into her room and gave me a new doll.\nWhen I had played with it a little while, Miss Sullivan slowly took my hand and with her\nfingers spelled into it the word ‘d-o-l-l’. I was at once interested in this finger play and tried to\nimitate it. I did not know that I was spelling a word or even that words existed; I was simply\nmaking my fingers move in monkey-like imitation. In the days that followed I learned to spell\nin this uncomprehending way a great many words, among them pin, hat, cup and a few verbs\nlike sit, stand and walk. But my teacher had been with me several days before I understood\nthat everything has a name.\nOne day while I was playing with my new doll, Miss Sullivan also gave me my old\nrag doll. She spelled ‘d-o-l-l’ and tried to make me understand that ‘d-o-l-l’ applied to both.\nThen we had a tussle over the words ‘m-u-g’ and ‘w-a-t-e-r’. Miss Sullivan tried to impress it\nupon me that ‘m-u-g’ is mug and that ‘w-a-t-e-r’ is water, but I persisted in confusing the two.\nIn despair she dropped the subject for the time, only to renew it at the first opportunity.\nI became impatient and, seizing the new doll, I dashed it upon the floor. I was keenly\ndelighted when I felt the fragments of the broken doll at my feet. I had not loved the doll.\nIn the completely silent and dark world in which I lived there was no place for strong\nsentiment or tenderness.\nLater that day when we were walking along the street, Miss Sullivan saw someone\ndrawing water from the water pump. We walked up and she placed my hand in the cool\nstream. As it gushed over one hand, she spelled into the other the word ‘w-a-t-e-r’. I stood\nstill, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty\nconsciousness as of something forgotten - a thrill of returning thought; and somehow\nthe mystery of language was revealed to me. I knew then that ‘w-a-t-e-r’ meant the wonderful\ncool something that was flowing over my hand. That living word awakened my soul, gave it\nlight, hope, and joy, set it free! There were barriers still, it is true, but barriers that could\nin time be swept away.\nI walked away from the pump eager to learn. Everything had a name, and each name\ngave birth to a new thought. As we returned to the house every object which I touched seemed\nto quiver with life. That was because I saw everything with the strange new sight that had\nfinally come to me and had the potential to compensate partially for my disability.\nadapted from www.digital.library.upenn.edu/women/keller/life/life.html\nPoziom rozszerzony - część II\n5\n7.1. The girl’s feelings on the day when her teacher arrived were those of\nA. disappointment.\nB. joy.\nC. fear.\nD. anticipation.\n7.2. During the first few days, the girl was\nA. unaware she was learning names of things.\nB. learning less than her teacher had expected.\nC. proud she could name so many things.\nD. learning to write down many new words.\n7.3. The girl destroyed the new doll because\nA. she preferred her old doll.\nB. spelling its name was too confusing.\nC. her teacher acted impatiently.\nD. she got frustrated during the lesson.\n7.4. The event at the water pump was significant for the girl because she\nA. learnt a lot of new words there.\nB. remembered what water looked like.\nC. realised how words function.\nD. felt there were no more barriers for her.\n7.5. The girl who is the main character in the story\nA. did not consider her teacher to be qualified enough.\nB. could neither see nor hear the surrounding world.\nC. failed to understand the need to learn vocabulary.\nD. was miraculously cured of a physical handicap.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nPoziom rozszerzony - część II\n6","answer":"7.1 D, 7.2 A, 7.3 D, 7.4 C, 7.5 B","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2010-maj-matura-rozszerzona-odpowiedzi', wspólny dla arkusza I i II poziomu rozszerzonego, maj 2010). Zadanie 7 (tekst czytany): 7.1 = D, 7.2 = A, 7.3 = D, 7.4 = C, 7.5 = B.","image":"img/jezyk-angielski-2010-maj-matura-rozszerzona-2/zad-7.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 2010 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2010-maj-matura-rozszerzona-2/zad/8","paper_id":"jezyk-angielski-2010-maj-matura-rozszerzona-2","number":"8","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2010,"month":"maj","level":"rozszerzona","text":"Zadanie 8. (4 pkt)\nPrzeczytaj tekst, z którego usunięto cztery zdania. Dobierz brakujące zdania (A - F),\ntak aby otrzymać spójny i logiczny tekst. W każdą lukę (8.1. - 8.4.) wpisz literę,\nktórą oznaczone jest brakujące zdanie. Dwa zdania podane zostały dodatkowo i nie pasują\ndo tekstu. Za każde poprawne rozwiązanie otrzymasz 1 punkt.\nHenry Ford’s motto when he established his Motor Company at the beginning\nof the 20th century was to ‘build a car for the great multitude’. 8.1. One invention\nthat made it possible was a conveyor belt. Its introduction into the manufacturing process\nhelped reduce the assembly time of a car from over 12 to less than 2 worker-hours.\n8.2. Consequently, his Model T got cheaper and cheaper. From the original price\nof $825, it went down to $290 in 1924, a sum that did not exceed the average family budget.\n8.3. He did not actively seek to upgrade the comfort and appearance of\nhis Model T. Its design changed very little over the 19 years during which it was produced.\nIn the meantime competitors spared no efforts to beautify and modernize their vehicles.\nIn 1927, having sold more than 15 million cars and having revolutionized the market,\nthe Model T was discontinued.\nIf the Model T was not exactly a lady’s car, the Cadillac could well be. Designed and made\nby General Motors, the Cadillac was addressed to a different clientele: those who could\nand wanted to pay much more for an elegant product that could satisfy even the most\ndemanding and sophisticated tastes. The designers were free to do as they pleased.\n8.4. They were also in a variety of colors, from flamboyant hues of pink\nto highly elegant shades of white and black. Additionally, the leather furbishing of the interior\nmade the car one of the most luxurious in the world.\nfrom Zoom in on America, November 2008\nA.\nHowever, this forward looking and ingenious businessman did not foresee one thing.\nB.\nAs a result of the protest he raised the wages of his employees and reduced\nthe length of the workday.\nC.\nThe company is cutting expenses so it can compete better against lower-cost rivals\nfrom overseas.\nD.\nLong hoods, trunks with tailfins, wraparound windshields, chrome grilles\nand bumpers were the embodiment of wealth.\nE.\nFord also discovered that producing spare parts and shipping them to market areas\nwhere they were put together helped lower production costs.\nF.\nHe went about achieving this goal by producing and selling cars cheaply at a time\nwhen they were affordable only for the very rich.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nPoziom rozszerzony - część II\n7","answer":"8.1 F, 8.2 E, 8.3 A, 8.4 D","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2010-maj-matura-rozszerzona-odpowiedzi', wspólny dla arkusza I i II poziomu rozszerzonego, maj 2010). Zadanie 8 (brakujące zdania w tekście o Henrym Fordzie, A-F): 8.1 = F, 8.2 = E, 8.3 = A, 8.4 = D.","image":"img/jezyk-angielski-2010-maj-matura-rozszerzona-2/zad-8.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 2010 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2010-maj-matura-rozszerzona-2/zad/9","paper_id":"jezyk-angielski-2010-maj-matura-rozszerzona-2","number":"9","points":3,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2010,"month":"maj","level":"rozszerzona","text":"Zadanie 9. (3 pkt)\nPrzeczytaj tekst. Z podanych możliwości odpowiedzi wybierz właściwą, tak aby\notrzymać logiczny i gramatycznie poprawny tekst. Zakreśl literę A, B, C lub D. Za każde\npoprawne rozwiązanie otrzymasz 0,5 punktu.\nFor years every English school child and every visiting tourist has been told about\nthe ravens at the Tower of London. According to a centuries-old 9.1. , the monarchy\nwill fall if the birds 9.2. It is said that King Charles II wanted to shoo off a bunch\nof noisy ravens but was warned that it might bring ill luck. Since then, as the story 9.3. ,\nat least six ravens have been kept in residence.\nIn 2004 an official Tower historian revealed that the first record of ravens 9.4.\nat the Tower dates back only to 1895. It turned out that the Victorians 9.5. the whole\nstory. The birds might have been kept as pets by the staff who were fans of the hugely popular\npoem, The Raven, by Edgar Allan Poe.\nThe ravens apparently know nothing about it and are still treated like royalty by their\n‘raven master’. No wonder they still strut about the place 9.6. they owned it.\nadapted from London by Sarah Johnstone & Tom Masters\n9.1.\nA. proverb\nB. gossip\nC. superstition\nD. history\n9.2.\nA. were ever to be left\nB. should ever leave\nC. would never leave\nD. have never left\n9.3.\nA. goes\nB. continues\nC. speaks\nD. makes\n9.4.\nA. keeping\nB. having kept\nC. to be keeping\nD. being kept\n9.5.\nA. took down\nB. came across\nC. made up\nD. spelled out\n9.6.\nA. so that\nB. which\nC. however\nD. as though\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!","answer":"9.1 C, 9.2 B, 9.3 A, 9.4 D, 9.5 C, 9.6 D","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2010-maj-matura-rozszerzona-odpowiedzi', wspólny dla arkusza I i II poziomu rozszerzonego, maj 2010). Zadanie 9 (tekst o krukach w Tower of London, luki leksykalno-gramatyczne): 9.1 = C, 9.2 = B, 9.3 = A, 9.4 = D, 9.5 = C, 9.6 = D.","image":"img/jezyk-angielski-2010-maj-matura-rozszerzona-2/zad-9.webp","solution_image":null,"topics":null,"page_from":7,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2010 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"}]}