{"paper":{"id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2","subject":"jezyk-angielski","category":"matura","year":2011,"month":"maj","level":null,"variant":null,"exam_pdf":"jezyk-angielski-2011-maj-matura-dwujezyczna-2/jezyk-angielski-2011-maj-matura-dwujezyczna-2.pdf","key_pdf":null,"question_count":4,"source_label":"Język angielski · Matura · maj 2011","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2/zad/5","paper_id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2","number":"5","points":12,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2011,"month":"maj","level":null,"text":"Task 5. (12 points)\nRead the text. For questions 5.1.-5.8., choose the correct paragraph and put\nthe appropriate letter (A-G) in the table. Some letters may be chosen more than once\nand some may not be chosen at all. Then, answer questions 5.9.-5.12 in your own words\nin the spaces provided. For each correct answer you will be given 1 point.\nEight o’clock in the morning, a semi-detached house in Croydon. Andrew Varley, 34,\na building surveyor, would like to leave for work, but cannot find his keys; Jane, 32,\nhis wife, is doing the decent thing and looking in the usual places - chairs, pockets, fridge\nMeanwhile, the couple’s children, Rose and Alexander, are watching breakfast television.\nAll seem oblivious to the revolution going on in their living room. ‘A minor revolution at least,’\nwhispers Siamac Salari, as he crouches in the corner of the room, a tiny camcorder in his hand.\nSalari is an advertising man, and so does not fight shy of hyperbole. Still, the least that\ncan be said of his work is that it is novel. He has persuaded one of the UK’s most\nsuccessful advertising agencies that the best way to find out what makes people tick -\nthe better to sell to them, naturally - is to go and live with them. Culture Lab, the new\ndepartment created solely for the purpose of examining that, is dedicated to observing\n12 households, starting with the Varleys.\nSalari, or a colleague, will stay with each family for a two-week stretch once a year,\nfilming their every motion and conversation. Salari’s goal is to be as unobtrusive\nas possible. He may or may not sleep under the same roof as the family, but he has to be\nindoors when they rise, since the most banal event, he says, might prove ‘crucial’.\nWhat happens to the junk mail? What’s the breakfast choice? Do the TV adverts make\nan impact this early in the day? Already, the early start has paid off. ‘Jane eats one slice\nof toast spread with butter, another with margarine,’ says Salari, ‘the sort of daily compromise\nthat tends not to show up on a questionnaire.’\nSalari is thinking hard commerce. This is not some fanciful academic exercise.\nAt regular moments, he will assign a commercial application to what appears a routine\naction, noting which companies ‘would love to know that’. Just after breakfast, for instance,\nAlexander instinctively reacts to the appearance on television of the cartoon character\nFireman Sam by rushing to put on his own toy fireman’s hat, which brings a huge smile\nto Salari’s face. ‘That’s fantastic,’ he enthuses, ‘as ritualistic as dressing for dinner. Total\nimmersion. How much do you think toy manufacturers would love to see footage of this?’\nIt’s not Salari’s first media venture. While he was a consultant for Channel 4’s Shop\nTill You Drop series, at one point, he invited us to watch a supermarket’s ‘ballet of\ntrolleys’. No doubt it pained him that while he presented the rules of shopping as the subtlest\nof languages, the shoppers themselves turned out to be inarticulate. How he would have loved\nto have come across a housewife like Jane then, since she soon reveals her outstanding\nknowledge of kitchen fluids.\nWe have just returned from walking Rose to school when Jane decides to clean\nthe kitchen. As she proceeds, she talks us through each liquid’s properties and values,\n‘efficiency’ here, ‘reliability’ there. She recalls the moment she first discovered the beauty\nof Dettox - ‘the one to trust,’ she utters, as if in an ad - and describes its effect on different\nsurfaces. Suddenly, we’re in the intricately precise world of Nicholson Baker. In his novels,\nthe American’s prose lingers over the spout of a milk carton or a straw or a shoelace. When you\nlift your head from the page, you can’t help but obsess about tiny objects.\nA.\nB.\nC.\nD.\nE.\nF.\nCzęść II\n3\nThe family receive £50 per day from Salari’s unit. Jane thinks they might make good\nsubjects because they are ‘pretty average, bordering on middle-class.’ Salari has little\ntime for traditional markers, such as class. He eschews all boxes; only observing in the round\nwill do, says Salari. Take the Varleys: a pleasant, if modest, house; modest tastes; modest\ndisposable income. Who, then, would have predicted the husband’s flash car? ‘It’s a Probe,\nV6, 24 valve, a very different proposition from the 16 valve,’ Andrew will later tell us; he is\nas eloquent on cars as his wife is on cleaning fluids.\nabridged from The Observer Review\nWhich paragraph\n5.1. refers to a change in company structure resulting from a new assignment?\n5.2. mentions an object which its owner might be considered unlikely to possess?\n5.3. gives an example of somebody’s immediate reaction to input from the media?\n5.4. points to the family’s apparent indifference to somebody’s presence in their\nhome?\n5.5. contains an expression about Salari as a man who likes exaggerating?\n5.6. mentions a finding regarding eating habits?\n5.7. refers to a disappointing event in Salari’s career?\n5.8. draws an analogy between Jane and her husband?\n5.9. What is meant by the statement ‘Salari is thinking hard commerce’ in the context of\nparagraph D?\n5.10. In what way is Jane different from the participants of the Shop Till You Drop series?\n5.11. What feature is characteristic of both Jane’s descriptions and Nicholson Baker’s style?\n5.12. Explain in what way paragraph C develops the idea signalled in paragraph B.\nTRANSFER ANSWERS 5.1.-5.8. TO THE ANSWER SHEET!\nG.\nCzęść II\n4","answer":"5.1 B, 5.2 G, 5.3 D, 5.4 A, 5.5 B, 5.6 C, 5.7 E, 5.8 G; 5.9-5.12 short answers as above","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2011-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it). Paragraph-matching (article about Culture Lab/Salari observing the Varley family), paragraphs labelled A-G in the text: 5.1 B, 5.2 G, 5.3 D, 5.4 A, 5.5 B, 5.6 C, 5.7 E, 5.8 G. Own-words answers: 5.9 'Salari's project is not an academic exercise but the way he earns money.' 5.10 'She is very talkative.' 5.11 'very precise descriptions of simple objects.' 5.12 'Paragraph C presents in detail the research project mentioned in paragraph B.'","image":"img/jezyk-angielski-2011-maj-matura-dwujezyczna-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 2011","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2/zad/6","paper_id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2","number":"6","points":8,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2011,"month":"maj","level":null,"text":"Task 6. (8 points)\nRead the text. For questions 6.1.-6.8., choose the answer that best matches the text.\nCircle the appropriate letter (A, B, C or D).\nFor each correct answer you will be given 1 point.\nAN ENGLISH TEACHER IN INDIA\nAlthough Miss Crane had taken all other portraits down, there was one picture, much\nlonger in her possession, which she kept hanging on the wall above the desk in her combined\nbedroom and study. The picture had been a gift, a parting token of esteem. The gathering\nat which she was presented with it was presided over by the head of the mission himself,\nalthough it was Mr. Cleghorn, a fellow teacher of hers, who handed the gift over while\nthe children clapped and cheered. In the drawer of her desk she still had the inscribed plate\nthat had been fixed to the frame. The plate was of gilt, now discoloured, and the lettering of\nthe inscription was black, faded, but still legible. It said: “Presented to Edwina Lavinia Crane,\nin recognition of her courage, by the staff and pupils of the School of the Church of England\nMission, Muzzafirabad.”\nBefore she reached the school in Ranpur she removed the plate because she was\nembarrassed by the word courage. All she had done was to stand on the threshold\nof the schoolhouse and deny entry to a detachment of halfhearted rioters. At least she had\nassumed they were halfhearted, although an hour later, they or their more determined\ncolleagues burned the police station down. For four days the town lived under martial law and\nwhen peace was restored Miss Crane found herself disagreeably in the public eye.\nThe District Magistrate called on her and thanked her. She felt it imperative to say that she\nwas by no means certain she had done the right thing, that she wondered, in fact, whether it\nwouldn’t have been better to have let the rioters in. She had refused and they had gone away\nangrier than ever and caused a great deal of trouble somewhere else.\nWhen Mr. Cleghorn returned from leave, anxious for news of what he had only heard\nas rumour, Miss Crane decided to apply for a transfer so that she could get on with her job\nwithout constant reminders of what she thought of as her false position. She told\nMr. Cleghorn that it was quite impossible to teach children who, facing her, saw her\nas a cardboard heroine and no doubt had only one eye on the blackboard because the other\nwas fixed on the doorway, expectant of some further disturbance they wanted her to quell.\nMr. Cleghorn said that he would be sorry to see her go, but that he quite understood and that\nif she really meant what she said, he would write personally to mission headquarters\nto explain matters.\nWhen the instructions for her transfer came, she discovered that she had been promoted\nby being put in sole charge of the school at Ranpur. Before she left there was a tea, and then\nthe presentation of the picture - a larger, more handsomely framed copy of the picture\nhanging behind her desk in the schoolroom. A semi-historical, semi-allegorical picture\nentitled The Jewel in Her Crown showed the Queen surrounded by representative figures\nof her Indian Empire. The Queen was sitting on a golden throne, under a crimson canopy,\nattended by soldiers, statesmen and clergy. An Indian prince, attended by native servants,\nwas approaching the throne bearing a velvet cushion on which he offered a large and\nsparkling gem.\nThe children in the school thought that this gem was the jewel referred to in the title.\nMiss Crane had been bound to explain that the picture had been painted after 1877, the year\nin which Queen Victoria was persuaded to adopt the title Empress of India, and that the gem\nwas simply representative of tribute, and that the jewel of the title was India herself, which\nhad been transferred from the rule of the British East India Company to the rule of the British\nCrown.\nCzęść II\n5\nThe Jewel in Her Crown was a picture about which Miss Crane had mixed feelings.\nThe copy that already hung on the classroom wall in Muzzafirabad when she started working\nas assistant to Mr. Cleghorn she found useful when teaching the English language to a class\nof Hindu children. This is the Queen. That is her crown. The sky there is blue. Here are clouds\nin the sky. The uniform of the sahib is scarlet. Mr. Cleghorn, an ordained member\nof the Church and an enthusiastic amateur scholar of archeology and anthropology, and much\nconcerned with the impending, never-got-down-to composition of a monograph on local\nsocial customs, had devoted most of his time to work for the Church and for the older boys\nin the middle school. He did this at the expense of the junior school, as he was aware.\nWhen Miss Crane was sent to him in response to his requests for more permanent help in that\nfield of his responsibility, he had been fascinated to notice the practical use she made\nof a picture which, to him, had never been more than something hanging on the wall to\nbrighten things up. He was fond of remarking on it, whenever he found her in class with half\na dozen wide-eyed children gathered round her, looking from her to the picture as she took\nthem through its various aspects, step by step. ‘Ah, the picture again, Miss Crane,’ he would\nsay, ‘admirable, admirable. I should never have thought of it. To teach English and at\nthe same time love of the English.’\nabridged from The Jewel in the Crown by Paul Scott\n6.1. The painting hanging in Miss Crane’s room\nA. had been in her possession since her schoolgirl days.\nB. was a reminder of one student’s esteem for her.\nC. used to bear a dedication to the owner.\nD. depicted herself being given gifts by her pupils.\n6.2. How did Miss Crane feel within a few days following the incident with the rioters?\nA. proud of her unfaltering bravery\nB. shocked by the community’s unfavourable attitude towards her\nC. convinced that she had behaved irresponsibly\nD. sceptical about the course of action she had taken\n6.3. In applying for a transfer Miss Crane appears to have been motivated by\nA. the largely negative reaction on the part of her colleagues.\nB. the desire to search for a position offering better chances of promotion.\nC. the anxiety resulting from the prospect of retaliation from rioters.\nD. the conviction that she was no longer able to fulfil her duties satisfactorily.\n6.4. In the fourth paragraph, the author\nA. elaborates on some historic figures of the Queen’s Indian Empire.\nB. describes the painting offered to Miss Crane as a farewell gift.\nC. reflects on Miss Crane’s attachment to the painting.\nD. outlines the reasons for Miss Crane’s transfer.\n6.5. Which of the following sentences is FALSE?\nA. Miss Crane’s students failed to perceive the allegorical nature of the scene presented\nin the picture.\nB. The painting refers to a significant event in the history of Anglo-Indian relations.\nC. Miss Crane hung the painting in the classroom to teach English.\nD. The painting was completed after Queen Victoria became Empress of India.\nCzęść II\n6\n6.6. In the passage, Mr. Cleghorn is presented as\nA. an orderly teacher enthusiastic about teaching kids.\nB. a distinguished scholar who produced a number of publications.\nC. a superior jealous of Miss Crane’s success.\nD. an intellectual clergyman slightly neglectful of his teaching duties.\n6.7. What does ‘it’ underlined in the last paragraph refer to?\nA. Miss Crane’s creativity in using the painting in class\nB. the way students interpreted the painting\nC. the students’ passion for the painting\nD. the artistic quality of the painting\n6.8. Which of the following events happened first chronologically?\nA. Miss Crane’s transfer to a school in Ranpur\nB. the hanging of the picture in the classroom in Muzzafirabad\nC. Miss Crane’s arrival to work as an assistant to Mr. Cleghorn\nD. the presentation of the picture to Miss Crane\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!","answer":"6.1 C, 6.2 D, 6.3 D, 6.4 B, 6.5 C, 6.6 D, 6.7 A, 6.8 B","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2011-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it). 'The Jewel in the Crown' (Paul Scott) excerpt: 6.1 C (used to bear a dedication to the owner). 6.2 D (sceptical about the course of action she had taken). 6.3 D (conviction she was no longer able to fulfil her duties satisfactorily). 6.4 B (describes the painting offered to Miss Crane as a farewell gift). 6.5 C (FALSE - she hung it in the CLASSROOM not to 'teach English' as her primary motive initially, per key this is the false statement). 6.6 D (an intellectual clergyman slightly neglectful of his teaching duties). 6.7 A (Miss Crane's creativity in using the painting in class). 6.8 B (the hanging of the picture in the classroom in Muzzafirabad happened first chronologically).","image":"img/jezyk-angielski-2011-maj-matura-dwujezyczna-2/zad-6.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 2011","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2/zad/7","paper_id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2","number":"7","points":10,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2011,"month":"maj","level":null,"text":"Task 7. (10 points)\nRead the text. Complete each gap (7.1.-7.10.) with one word only in order to create\na logical and grammatically correct text.\nFor each correct answer you will be given 1 point.\nA FANTASTIC FIND\nAs soon as Dave Crisp noticed a funny signal coming from his metal detector, he put\nthe device down and started to dig. 7.1. the British treasure hunter\nunearthed wasn’t an average find. Reaching his hand into the hole, he recovered 20 coins that\ndate back to the Roman Empire. After local archaeologists arrived to help, the number\nof coins climbed to 52,500 - including a few hundred that are of special significance\nto British historians.\nCrisp’s find is estimated to be 7.2. around $5 million. Officials believe\nit is one of the largest treasures of 7.3. kind ever found in England.\nMore than 760 of the coins show the face of Marcus Aurelius Carausius, who is known as\nthe “lost British emperor.” Carausius seized power in Britain and Northern France in 286 AD.\nHe ruled until he was assassinated in 293 AD, but not 7.4. else is known\nof him. This 7.5. Crisp’s find historic both in size and in nature.\n“School children across the country have been studying Roman Britain for decades, but are\nnever taught about Carausius, our lost British emperor. Crisp’s find presents us with a unique\n7.6. to put Carausius on the map,” said Roger Bland, of the British\nMuseum. Anna Booth, of the Somerset County Council, praised Crisp for calling her\norganization to help excavate the artifacts. Booth said that 7.7. Crisp did\nnot try to dig up the coins himself, it would be easier to learn why the coins were originally\nburied, which might prove illuminating.\nThough Crisp’s discovery is the largest, it isn’t the 7.8. recent find.\nPreceding his discovery by just a few months, another discovery of more than 1,500 coins\nwas made in central England. 7.9. as the “Staffordshire Hoard,” these\ncoins were Anglo-Saxon 7.10. origin, and made mostly of gold.\nadapted from www.timeforkids.com\nCzęść II\n7\nWRITING","answer":"7.1 What, 7.2 worth, 7.3 its, 7.4 much, 7.5 makes, 7.6 opportunity, 7.7 because, 7.8 only, 7.9 Known, 7.10 in","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2011-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it). 'A Fantastic Find' one-word gap-fill: 7.1 What, 7.2 worth, 7.3 its, 7.4 much, 7.5 makes, 7.6 opportunity, 7.7 because, 7.8 only, 7.9 Known, 7.10 in.","image":"img/jezyk-angielski-2011-maj-matura-dwujezyczna-2/zad-7.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 2011","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2/zad/8","paper_id":"jezyk-angielski-2011-maj-matura-dwujezyczna-2","number":"8","points":30,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2011,"month":"maj","level":null,"text":"Task 8. (30 points)\nChoose one of the topics below and write a composition of 300-350 words.\n1. Recent years have witnessed an increase in the use of surveillance cameras, for example\nin public buildings, in the streets and on public transport. Write an essay presenting\narguments for and against the use of surveillance cameras.\n2. Write a story about a teacher who prevents the theft of a work of art during a class trip\nto a museum.\nPlease note: if you use more than 420 words, you will get 0 points for the structure of your\ncomposition.\nFINAL COPY\nCzęść II\n8\nCzęść 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\nCzęść II\n10\nROUGH DRAFT\nMAD-R2_ąA-112\nA\nB\nC\nD\nE\nF\nG\n7.1\n5.9\n7.2\n5.10\n7.3\n5.11\n7.4\n5.12\n7.5\n7.6\n7.7\n7.8\n7.9\n7.10\nZad.7\nZad.5\nZad.5\n0\n0\n1\n1\n5.1\n5.2\n5.3\n5.4\n5.5\n5.6\n5.7\n5.8\nWYPEŁNIA ZDAJĄCY\nZADANIE 8\nTreœć\nKomp\nPopr\nBog\nPkt\n0\n1\n2\n3\n4\n5\n6\n7\n8\nTemat:\nWYPEŁNIA EGZAMINATOR\nSUMA\nPUNKTÓW\nD\nJ\n0\n0\n1\n1\n2\n2\n3\n3\n4\n4\n5\n5\n6\n6\n7\n7\n8\n8\n9\n9\nPESEL\nA\nB\nC\nD\n6.1\n6.2\n6.3\n6.4\n6.5\n6.6\n6.7\n6.8\nZad.6\n1\n2\nMiejsce na naklejkę\nz nr PESEL\nCzytelny podpis egzaminatora\nKOD ZDAJĄCEGO\nKOD EGZAMINATORA","answer":null,"answer_text":null,"solution":"Writing task (choice of two topics: an essay for/against surveillance cameras, or a story about a teacher preventing an art theft on a museum trip; 300-350 words; graded by an examiner). Sample worked answer to topic 2 (the story):\n\nThe Missing Masterpiece\n\nMrs Adamska had led school trips to the National Museum a dozen times before, and she thought she knew exactly what to expect: bored teenagers, aching feet, and at least one student asking when they could finally go to McDonald's. What she did not expect was to catch a thief red-handed.\n\nThe class had just finished admiring a small, exquisite landscape painting in the Impressionist wing when Mrs Adamska noticed a man in a grey coat lingering unusually close to the frame, glancing repeatedly towards the security guard at the far end of the room. Something about the way he kept touching the bottom edge of the frame made her uneasy. Years of watching thirty teenagers at once had given her an instinct for noticing when something wasn't quite right, and this felt exactly like that.\n\nShe quietly told her students to move on to the next room with her colleague, then stayed behind, pretending to study the painting's brushwork. The man waited until the gallery seemed empty before reaching up and carefully lifting the canvas from its hooks.\n\n\"That's a beautiful piece, isn't it?\" Mrs Adamska said loudly, stepping out from behind a pillar. The man froze, the painting still in his hands. For a moment nobody moved. Then, thinking quickly, she added, \"The museum staff mentioned they were about to reposition the lighting on this one - would you mind waiting for them? I'm sure they'd love to know someone appreciates it as much as you clearly do.\"\n\nConfused and clearly unnerved by her calm, insistent tone, the man hesitated just long enough for the security guard, alerted by Mrs Adamska's raised voice, to come around the corner. Realising he had no way out, the thief set the painting back on the wall and tried to walk away casually, but two guards were already closing in from either side.\n\nAfterwards, in the museum director's office, Mrs Adamska tried to explain what had made her suspicious. \"I've spent fifteen years watching for students trying to sneak out of class,\" she said. \"I suppose I just recognised the look.\"\n\nThe museum later wrote to the school thanking her formally, and the local newspaper ran a small story with the headline \"Teacher Foils Art Theft on School Trip.\" Her students, for their part, never let her forget it - and for the rest of the year, whenever she looked at them a certain way, they would put their hands up and say, \"We didn't do it, Miss!\"","image":"img/jezyk-angielski-2011-maj-matura-dwujezyczna-2/zad-8.webp","solution_image":null,"topics":null,"page_from":7,"source":"ai","answer_source":null,"answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2011","subject_label":"Język angielski","category_label":"Matura"}]}