{"paper":{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"variant":null,"exam_pdf":"jezyk-angielski-2012-maj-matura-dwujezyczna/jezyk-angielski-2012-maj-matura-dwujezyczna.pdf","key_pdf":"jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi/jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi.pdf","question_count":10,"source_label":"Język angielski · Matura · maj 2012","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/1","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"1","points":4,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 1. (4 points)\nYou are going to hear three speakers talking about their experience of the Erasmus\nexchange programme. For questions 1.1.-1.4. choose the right speaker (A-C) and put\na cross (X) in the appropriate column in the table. One speaker must be chosen twice.\nYou will hear the recording twice.\nWhich speaker\nA\nB\nC\n1.1. mentions the initial difficulties he/she managed to deal with?\n1.2. explains the reasons for the frustration experienced on return?\n1.3. points to the difference between his/her own and other students’\nattitude to life?\n1.4. provides the rationale for choosing the location for his/her\nErasmus studies?","answer":"1.1 C, 1.2 B, 1.3 A, 1.4 B","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2012-maj-matura-dwujezyczna-transkrypcja. Erasmus speakers: 1.1 (initial difficulties managed) -> C (Speaker C: worried about speaking French, 'sink or swim experience, but I managed to stay above water'). 1.2 (reasons for frustration on return) -> B (Speaker B: 'home feels less glamorous... I can't get on with my old friends'). 1.3 (difference between own and other students' attitude to life) -> A (Speaker A: expected passionate researchers but found superficial partying students). 1.4 (rationale for choosing location) -> B (Speaker B: Prague was relevant to film history research, no tuition fees, affordable). Speaker B is used twice (1.2 and 1.4).","image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-1.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 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/2","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"2","points":6,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 2. (6 points)\nYou are going to hear two texts. For questions 2.1.-2.6., choose the answer which best\nmatches what you have heard by circling the appropriate letter (A, B, C or D).\nQuestions 2.1.-2.3. are for text 1, questions 2.4.-2.6. are for text 2. You will hear\nthe recording twice.\nText 1\n2.1. Marie considers humour worthy of academic study because it\nA. provides a valuable insight into issues affecting social life.\nB. reveals the creative potential of language through trivial jokes.\nC. allows one to understand the true value of laughter in human relations.\nD. enables researchers to identify essential differences between ethnic communities.\n2.2. The research Marie conducted showed that some joke tellers\nA. got cold feet when faced with the task of telling a joke into a camera.\nB. resorted to historical sources and updated the jokes they found there.\nC. accommodated well-known jokes to reflect their own circumstances.\nD. confused language-based riddles with story-based narrative jokes.\n2.3. When talking about the British sense of humour, Marie\nA. expresses annoyance with its growing influence worldwide.\nB. shares her concern for its future.\nC. voices embarrassment over its quality on TV.\nD. deplores its spiteful character.\ndla absolwentów klas dwujęzycznych\n3\nText 2\n2.4. Commuters’ journeys were disrupted due to\nA. a major power failure.\nB. damage caused by a train.\nC. a serious train collision.\nD. the annual track repairs.\n2.5. Passengers heading north could\nA. avoid the massive queues outside the station.\nB. easily board the buses waiting at other stations.\nC. get on buses without paying any extra charge.\nD. depart from the bus station across the river.\n2.6. The speaker talks about\nA. steps taken to deal with a rail service failure.\nB. passengers’ frustration due to unreliable bus services.\nC. commuters’ complaints about the frequency of public transport services.\nD. the measures taken to improve the quality of rail service in Britain.","answer":"2.1 A, 2.2 C, 2.3 B, 2.4 B, 2.5 C, 2.6 A","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2012-maj-matura-dwujezyczna-transkrypcja. Text 1 (Marie Gillespie on jokes): 2.1 humour worthy of study because -> A (jokes are 'a barometer measuring the pressures underlying life in a community', valuable insight into social life). 2.2 joke tellers -> C (accommodated well-known jokes to reflect their own circumstances - reinventing jokes with local place names). 2.3 talking about British sense of humour, Marie -> B (shares her concern for its future - 'I fear it is being lost'). Text 2 (train disruption): 2.4 commuters' journeys disrupted due to -> B (damage caused by a train - the arm of a train became entangled in overhead lines). 2.5 passengers heading north could -> C (get on buses without paying extra - bus providers honoured Irish Rail tickets). 2.6 speaker talks about -> A (steps taken to deal with a rail service failure).","image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-2.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 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/3","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"3","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 3. (5 points)\nYou will hear Ray Connolly, a British journalist, who is talking about his relationship\nwith The Beatles in the later years of their career. Complete each sentence (3.1.-3.5.)\nwith a few words or a short phrase, according to what you hear. You will hear the\nrecording twice.\n3.1. According to Ray, by destroying The Beatles, Lennon unintentionally saved them from\n3.2. At that time Lennon’s decision was\nby The Beatles fans.\n3.3. Ray emphasizes of The Beatles to journalists.\n3.4. While interviewing Yoko Ono, Ray found her willing to share\n3.5. Apart from giving new facts about The Beatles, challenging popular views\non the relationships\nin\nthe\nband,\nRay\ngives\nthe\ninterview\nin\norder\nto\nTRANSFER YOUR ANSWERS TO TASKS 1 AND 2 TO THE ANSWER\nSHEET!\ndla absolwentów klas dwujęzycznych\n4","answer":null,"answer_text":"3.4\nthe details of her private life","solution":null,"image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-3.webp","solution_image":null,"topics":null,"page_from":3,"source":"ocr","answer_source":null,"answer_text_source":"ocr","solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/4","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"4","points":7,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 4. (7 points)\nYou are going to read two texts connected with fire. For questions 4.1.-4.7., choose\nthe answer that best matches the text and circle the appropriate letter (A, B, C or D).\nText 1\nA FAREWELL TO ALARMS\nI squeezed the handles of the pliers and tugged, the brass pin slowly slid back\nand the enamelled badge fell into the palm of my hand. I gazed at it for the last time, as in\na few minutes it would be ‘returned to stores’ with the rest of my kit. I recalled how,\nas a young man of twenty, I had struggled to fit a similar badge to a fireman’s cap for the very\nfirst time.\nA few weeks earlier, with retirement looming large on the horizon, I had sat idly in front of\na computer staring at a ‘Fire Gateway’ website. I noticed a link to a questionnaire designed\nto help you decide whether you have the potential to be a successful firefighter. I took the test\nand with a shiver of anticipation I scrolled down to check my results.\n‘Your responses suggest that you may not be suited to a career as a firefighter. [ 1 ]\nYou may find some of the day-to-day tasks of a firefighter very difficult.’ The computer\ndefinitely ‘says no’; but I have been in ‘the job’ for 30 years, 20 of those years as a Station\nOfficer, I thought indignantly.\nMy mind wandered from the computer screen back to a fire station lecture room in January\n1977. My colleagues and I were being given a lecture by a little martinet of a fireman with\na neatly trimmed moustache and a ‘slashed peak’ on his cap, a sign of refinement back then.\nHe told us a few home truths about ‘the job we had just had the privilege to join.’ The essence\nof what he said that day has always remained with me.\n‘You just remember, every time the bells go off, there is someone out there who\nis in trouble, and you and the others on your fire engine are probably the only people who can\nhelp them. [ 2 ] Beware when you join a watch, as you will come across some lazy individuals\nwho don’t care a bit about the job and they will try to lead you astray, but don’t be taken in.’\nI wondered what he would make of things today. Probationary firemen had shiny shoes\nand short hair in his day, now they have ponytails and piercings. Firemen used to learn\ntopography, now firefighters have satellite navigation. Firemen used to test their hydrants,\nnow they peddle free smoke detectors door to door. Drill, once a daily institution, is now\nan occasional activity that takes place when firefighters think themselves in need of a little\nlight refreshment.\nFirefighting hasn’t changed much though; the kit is better these days, and we now have\nthe proper equipment and training to carry out water and rope rescues, but it is still a dirty,\ndla absolwentów klas dwujęzycznych\n5\ndangerous and mentally taxing job. 3 You don’t want to put the burden of distress\non outsiders, even those closest to you. It is, and always was, a decent occupation, with\nthe immense satisfaction of delivering help to others when their need is greatest but with\nthe immense pressure of responsibility as well.\nThe mist cleared from my eyes and I peered through my spectacles to focus again on\nthe computer screen. I was still puzzled why I had done badly in the test, when after all, I was\nin ‘the job’. 4 ] Slowly the answer dawned on me; the modernizers were now recruiting\npeople with the qualities to do ‘a job’.\nabridged from www.ex-fire.org.uk/shortstories.html\n4.1. Look at the squares marked 1-4 in the text and decide where the following sentence\nbest fits in the passage.\nYou experience some situations that you will only want to share with others in ‘the job’.\nA. In the space marked [ 1 ].\nB. In the space marked [ 2 ].\nC. In the space marked [ 3 ].\nD. In the space marked [ 4 ].\n4.2. In paragraphs 1-3 we learn that\nA. the results of the test amused the writer.\nB. the writer felt anxious about the results of the test.\nC. the writer cut off the badge because he no longer wanted it.\nD. the same badge has been attached to the writer’s cap since he started his career.\n4.3. Which sentence is TRUE about the lecture described in paragraphs 4 and 5?\nA. The lecturer appeared ridiculously old-fashioned to the narrator.\nB. The listeners were urged to reconsider their choice of profession.\nC. The novice firefighters were cautioned against a lack of moral fibre.\nD. The lecture contained some drills replicating real fire alarm situations.\n4.4. Why does the writer change the way he refers to firefighting from the job to a job\nin the last paragraph?\nA. to signal that firefighting is now nothing more than a regular line of work\nB. to condemn the falling standards in firefighters’ appearance\nC. to ridicule firefighters’ attitude to physical stamina\nD. to show that he has accepted his approaching retirement\ndla absolwentów klas dwujęzycznych\n6\nText 2\nFIRE IN A HOTEL\nThe fire began in the kitchen and spread to the hotel dining room. Without warning,\nor perhaps just the one muffled cry of alarm, a ball of fire rolled through the arched doorway\nfrom the kitchen, a sphere of moving colour so remarkable, it was as though it had life\nand menace, when, of course, it did not. For a moment, I felt paralyzed, and I remember\nin the greatest detail the way the flame climbed the long vermilion drapes with a squirrel’s\nspeed and agility and how the fire actually leapt from valance to valance, disintegrating the\nfabric and causing it to fall as ash. It was impossible to witness such an event and not think\na cataclysm had been visited upon the diners for their sins, past or future.\nIf the fact of the fire did not immediately penetrate my consciousness, the heat of the blast\ndid and soon propelled me from my seat. All around me, there was a confusion of upended\ntables, overturned chairs, bodies pitched toward the door of the dining room, and the sounds of\nbroken glass and crockery. Fortunately, the windows toward the street, large windows through\nwhich a body might pass, had been thrown open by an enterprising diner. I remember that\nI rolled sideways through one of these window frames and fell onto the snow and immediately\nmoved aside to allow others to land as I had - and it was at that moment that my altruism was\nfinally triggered. I rose to my feet and, with no ambulance in sight, began to assist those who\nhad sustained cuts and bruises and broken bones, or who had been mildly crushed in the chaos.\nA few men made heroic attempts to go back into the hotel to save those who remained behind,\nbut generally there was no thought of reentering the burning building once one had escaped.\nLater we would learn that the fire began with a few drops of oil a zealous chef had spilled\nonto a kitchen fire, and that the undercook who stood near to the stove, a bit mindlessly, threw\nupon it a pitcher of water and then started fanning the flames with a cloth she was holding,\nwhich might have made it even worse. Surprisingly, only one of the kitchen staff had a brush\nwith death, owing to the fact that the back door had been left open, and the fire, moving with the\nparticular drafts between door and windows, sped toward the dining room, allowing most\nof the staff to escape unharmed, including the jittery undercook.\nabridged from All He Ever Wanted by Anita Shreve\n4.5. When the fire broke out, the narrator\nA. was alerted to the danger by someone letting out a loud scream.\nB. found it difficult to dismiss thoughts of the fire being an act of retribution.\nC. was unable to move because the flames prevented her from getting out.\nD. gazed in awe at the fire changing colour in contact with the fabrics it burnt.\n4.6. In the second paragraph, we learn that the narrator\nA. quickly made room for others once she had landed on the snow.\nB. assisted the emergency services helping the injured on site.\nC. made a heroic attempt to help people trapped inside.\nD. broke a window to get out of the burning room.\n4.7. In the last paragraph, the narrator\nA. shows approval of the actions geared towards aiding the kitchen staff.\nB. is astonished that the method the undercook used to stop the fire didn’t work.\nC. blames the chef for being downright negligent.\nD. implies that the undercook’s instinctive reaction aggravated the situation.\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\ndla absolwentów klas dwujęzycznych\n7","answer":"4.1 C, 4.2 B, 4.3 C, 4.4 A, 4.5 B, 4.6 A, 4.7 D","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2012-maj-matura-dwujezyczna-transkrypcja. 'A Farewell to Alarms' / 'Fire in a Hotel': 4.1 sentence fits in space [3] -> C. 4.2 paragraphs 1-3 -> B (the writer felt anxious about the results of the test - 'shiver of anticipation'). 4.3 lecture (paragraphs 4-5) -> C (novices cautioned against a lack of moral fibre - lazy individuals who don't care, don't be led astray). 4.4 'the job' to 'a job' in last paragraph -> A (signals firefighting is now nothing more than a regular line of work). 4.5 when fire broke out, narrator -> B (found it difficult to dismiss thoughts of the fire being an act of retribution - 'cataclysm... visited upon the diners for their sins'). 4.6 second paragraph, narrator -> A (quickly made room for others once she had landed on the snow). 4.7 last paragraph, narrator -> D (implies the undercook's instinctive reaction - fanning the flames with a cloth - aggravated the situation).","image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-4.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 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/5","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"5","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 5. (4 points)\nRead the article. Four fragments have been removed from the text. Complete each gap\n(5.1.-5.4.) with the fragment which fits best and put the appropriate letter (A-E)\nin the gap. There is one fragment that you do not need to use.\nARE YOU A CAT OR A DOG PERSON?\nCat people really are different from dog people, it turns out, according to a study conducted\nby scientists from the University of Texas. Specifically, dog people are more extrovert\nand agreeable; cat people are more neurotic, but also more open to new experiences. This is one\nof the more straightforward findings of ‘anthrozoology’, the study of human-animal relations,\nbut as the psychologist Hal Herzog makes clear in his brilliantly titled book Some We Love,\nSome We Hate, Some We Eat, that's about as straightforward as it gets. 5.1. That's most\nevident, of course, in the way we treat our dogs as quasi-humans while blithely consuming pigs\nand cows.\nRestricting the discussion to pet-keeping, however, you might imagine things would be\nclearer - everyone knows pets make us happier and healthier. Who’d argue with that?\nWell, a fair few anthrozoologists, in fact. Herzog notes that pet ownership has been shown to\ncorrelate with better survival in coronary patients and lower levels of depression among the\nelderly. 5.2. Studies of ‘therapy animals’ are similarly ambiguous: dogs seem to bring\npsychological benefits, dolphins don't. Yet pet owners, in surveys, are emphatic that their pets\nmake them feel better. As long as you believe something makes you happier, surely in some\nsense, by definition, it does. If we convince ourselves that relations with pets are as rewarding\nas those with humans, they can be. There are also some research findings to support this theory.\n5.3. Those who interacted with a robotic dog showed the same improvements.\nHalf of British dog owners, meanwhile, say their pets feel shame and guilt. Yet, cleverly\nconstructed research found that dogs look ‘guilty’ only when owners believe they've\nmisbehaved, and respond accordingly, whether or not they really have. 5.4. And some\nwould even say that the latter, being mostly based on words, are characterised by greater\nambiguity. There’s an argument that animals’ lack of language enriches the interaction.\nBy freeing it from the complexities and confusion of thought it leaves only wordless clarity.\nAs the spiritual teacher Eckhart Tolle puts it: ‘I have lived with several Zen masters - all of\nthem cats.’\nabridged from www.guardian.co.uk\nA. As a cat person, though currently petless, I accept that trade-off. To live with a cat is\nto invite challenge and growth.\nB. Herzog cites one study showing that interacting with a dog reduced loneliness in nursing-\nhome patients. But there was a catch.\nC. Then again, a Warwick University study found no effect on loneliness in adults, and\na Finnish one found pet owners got less exercise and were more susceptible to kidney\ndisease and arthritis.\nD. However, to say that our relationships with pets are all in our heads isn’t necessarily\nto diminish their value. Isn’t the same true about our relationships with humans, too?\nE. The overriding conclusion of anthrozoology, though usually expressed in more scholarly\nterms, is that people are really weird about animals. ‘The only consistency in the way\nhumans think about animals,’ he writes, quoting a colleague, ‘is inconsistency.’\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\ndla absolwentów klas dwujęzycznych\n8","answer":"5.1 E, 5.2 C, 5.3 B, 5.4 D","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2012-maj-matura-dwujezyczna-transkrypcja. 'Are You A Cat Or A Dog Person?' missing-fragment gap-fill: 5.1 -> E (overriding conclusion of anthrozoology is that people are 'weird about animals' / inconsistency, following the cat/dog vs pig/cow example). 5.2 (after mention of better survival/lower depression correlations, before 'Studies of therapy animals are similarly ambiguous') -> C (Warwick University study found no effect on loneliness; Finnish study found pet owners less healthy - continues the 'ambiguous' theme). 5.3 (after 'some research findings to support this theory', before 'Those who interacted with a robotic dog showed the same improvements') -> B (Herzog cites a study: interacting with a dog reduced loneliness in nursing-home patients, but there was a catch - the catch being the robotic dog getting the same result). 5.4 (after discussion of dogs' 'guilty' looks being about owner belief, before 'There's an argument that animals' lack of language enriches interaction') -> D (relationships with pets being 'in our heads' doesn't diminish their value, same as with humans - sets up the comparison with human relationships/language). (A 'As a cat person...' is the extra, unused fragment.)","image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-5.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 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/6","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"6","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 6. (4 points)\nRead the text. For questions 6.1.-6.4., choose the appropriate paragraph and write\nthe corresponding letter (A-E) in the table. One paragraph does not match any of\nthe statements.\nWhich paragraph\n6.1. enumerates some domains where the English sense of style goes counter to the\npopular belief?\n6.2. mentions the counter-productive effect of an experiment?\n6.3. lists the weather as one of the major factors influencing dress code?\n6.4. shows other nations’ unexpected superiority over the English in one particular aspect\nof choosing clothes?\nENGLISH DRESS CODE\nA. Before we can even begin to examine the rules of English dress, we need to be clear\nabout a few cross-cultural universals. Apart from the obvious need for warmth in cold\nclimates, and for protection from the elements, dress, in all cultures, is essentially about\nthree things: sex differentiation, status signals and affiliation signals. Sex differentiation\nis usually the most obvious. There will always be at least some minor differences\nbetween male and female attire emphasized to make each sex more attractive to the\nother. By status I mean social status in the broadest sense, and I am including age-\ndifferentiation in this category. Affiliation to a tribe, clan, sub-culture, social\nor ‘lifestyle’ group, covers pretty much everything else.\nB.\nThe English have an uneasy and largely dysfunctional relationship with clothes,\ncharacterized primarily by a desperate need for dress code rules, and a woeful inability to\ncope without them. This meta-rule helps to explain why the English have an international\nreputation for dressing in general very badly, but with specific areas of excellence, such\nas high-class gentlemen’s tailoring, ceremonial costume and innovative street fashion.\nIn other words, we English are at our best when we have strict rules and traditions\nto follow. Left to our own devices, we flounder and fail, having little or no natural sense\nof style or elegance.\nC. Our need for rules has been highlighted in recent years by the ‘Casual Friday’ custom\nimported from America. A number of English companies adopted this custom, but quite\na few have been obliged to abandon it, as many of their more junior staff started turning\nup in ludicrously inappropriate clothes, more suited to the beach than to an office. Others\njust looked unacceptably scruffy. Clients were put off and most of the senior\nmanagement simply ignored it, choosing to maintain their dignity by sticking\nto the normal business-suit uniform. This only served to emphasize hierarchical divisions\nwithin the business - quite the opposite of the democratizing effect intended by\nthe dress-down policy.\nD. In other countries people may have their flaws and foibles in matters of dress, but only\namong our colonial descendants, the Americans and Australians, is this lamentable\nabsence of taste as marked or as widespread as it is in England. Ironically, given our\nsupposed obsession with our weather and our pride in its changeable nature, even those\nsartorially less distinguished nations are better than us at dressing appropriately for\ndifferent climatic conditions.\ndla absolwentów klas dwujęzycznych\n9\nE.\nWe may spend inordinate amounts of time discussing weather forecasts, but we\nsomehow never seem to be wearing the right clothes. I spent several rainy afternoons\non the streets counting umbrellas, and calculated that only about 25 per cent of\nthe population actually manage to arm themselves with this supposedly quintessentially\nEnglish item, even when heavy rain has been forecast for days. These perverse habits\ngive us a good excuse to moan and grumble about being too hot, cold or wet - and,\nincidentally, would seem to bear out my contention that our constant weather-speak is\na social facilitator rather than evidence of a genuine obsession.\nfrom Watching the English by Kate Fox\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!","answer":"6.1 B, 6.2 C, 6.3 A, 6.4 D","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2012-maj-matura-dwujezyczna-transkrypcja. 'English Dress Code' paragraph matching: 6.1 (domains where English sense of style goes against popular belief) -> B (English have specific areas of excellence like gentlemen's tailoring, ceremonial costume, innovative street fashion, despite bad reputation overall). 6.2 (counter-productive effect of an experiment) -> C ('Casual Friday' custom backfired, emphasizing hierarchical divisions instead of the intended democratizing effect). 6.3 (weather as a factor influencing dress code) -> A (paragraph lists 'the obvious need for warmth in cold climates, and for protection from the elements' among dress universals). 6.4 (other nations' unexpected superiority over English) -> D (even Americans/Australians, or other 'sartorially less distinguished' nations, dress more appropriately for weather than the English). (Paragraph E is the extra, unmatched paragraph.)","image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-6.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 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/7","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"7","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 7. (5 points)\nRead the text. For questions 7.1.-7.5., choose the word which fits best in each gap.\nCircle the appropriate letter (A, B, C or D).\nINTRODUCTION TO A BOOK ON LINGUISTICS\nLanguage has been an object of fascination and a subject of serious enquiry for over\n2,000 years. Often, the observations have been subjective and anecdotal, as people reflected\n7.1. such topics as the nature of meaning, ideals of correctness, and the origins\nof language. But from the earliest periods there has also been an objective approach, with\nscholars 7.2. aspects of grammar, vocabulary, and pronunciation in a detailed\nand organized way. At the end of the 18th century, the subject attracted an increasing number\nof specialists, so much so that it rapidly became possible to see the emergence of a new field\nof scientific research with language analysis as its focus. Originally, this approach, first\nknown as philology, 7.3. exclusively with the historical development of language. In the\nlast century, the subject broadened to include the whole range of subject 7.4.\nrepresented in this book, and it is now generally called linguistics or linguistic science.\nLinguistics today is a widely practised academic discipline, with several domains\nof application.\nThe earliest linguistic debate is found in the pages of Plato. Cratylus is a dialogue about\nthe origins of language and the nature of meaning. The debate is continued at 7.5. ,\nbut no firm conclusion is reached.\nabridged from The Cambridge Encyclopaedia of Language by David Crystal, CUP\n7.1.\nA. about\nB. from\nC. in\nD. on\n7.4.\nA. issue\nB. matter\nC. affair\nD. topic\n7.2.\nA. investigate\nB. investigating\nC. to investigate\nD. having investigated\n7.5.\nA. extent\nB. distance\nC. length\nD. point\n7.3.\nA. dealt\nB. was dealt\nC. has dealt\nD. has been dealt\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\ndla absolwentów klas dwujęzycznych\n10","answer":"7.1 D, 7.2 B, 7.3 A, 7.4 B, 7.5 C","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2012-maj-matura-dwujezyczna-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2012-maj-matura-dwujezyczna-transkrypcja. Linguistics intro gap-fill: 7.1 'reflected ___ such topics' -> D 'on' (reflected on). 7.2 'scholars ___ aspects of grammar...' (with + -ing, participle clause) -> B 'investigating'. 7.3 'this approach... ___ exclusively with the historical development' (passive, simple past, general historical statement) -> A 'dealt' (dealt exclusively with, active - 'philology dealt with...'). 7.4 'subject ___ represented in this book' -> B 'matter' (subject matter). 7.5 'The debate is continued at ___' (at length) -> C 'length'.","image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-7.webp","solution_image":null,"topics":null,"page_from":9,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/8","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"8","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 8. (5 points)\nFor questions 8.1.-8.5., think of one word only which can be used to complete all three\nsentences. Write the missing word in the space provided.\n8.1.\nWe have no … of knowing how words were pronounced by the Ancient Greeks.\nIt is essential that you have the necessary financial … to study at the University of Oxford.\nMany tabloid journalists use private investigators to obtain information by illegal\n8.2.\nYou don’t hit a man when he is … .\nEven if you feel … and unmotivated, you have to keep moving forward.\nAfter the thunderstorm, many trees were blocking the roads and power lines were\nthroughout the district.\n8.3.\nWhen I first … a glimpse of New York City’s skyline from a plane, I was absolutely\namazed.\nThe robber hoped to get away with his crime, but eventually the police him.\nThere was one quote that my attention, so I memorised it.\n8.4.\nThe present manager started in this company as a factory and worked his way\nto the top.\nThe demonstration was peaceful but when the police tried to stop the protesters,\nthe situation got out of\nTo do this task we need a watch with a second\n8.5.\nIt’s a long trip, so we’ll have to get up … and early.\nDue to the recession, the prospects for our company are not very … .\nMy face went … red as I stood in front of all the students and teachers.","answer":null,"answer_text":"8.4\nhand","solution":null,"image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-8.webp","solution_image":null,"topics":null,"page_from":10,"source":"ocr","answer_source":null,"answer_text_source":"ocr","solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/9","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"9","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 9. (5 points)\nFor questions 9.1.-9.5., complete the second sentence so that it is as similar in meaning\nas possible to the first sentence. You must use no more than six words.\n9.1. If you work hard, you will be able to achieve your goals.\nOnly by able to achieve your\ngoals.\n9.2. Linda went to Borneo because she wanted to study the wildlife.\nLinda’s reason that she wanted\nto study the wildlife.\ndla absolwentów klas dwujęzycznych\n11\n9.3. Anne was the only person to protest against the new regulations.\nWith else protested against the new\nregulations.\n9.4. The child would do anything to get the toy.\nThere is to get the toy.\n9.5. It seems that they have renovated the building recently.\nThe building seems recently.","answer":null,"answer_text":"9.4\nnothing the child wouldn’t do","solution":null,"image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-9.webp","solution_image":null,"topics":null,"page_from":10,"source":"ocr","answer_source":null,"answer_text_source":"ocr","solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2012","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2012-maj-matura-dwujezyczna/zad/10","paper_id":"jezyk-angielski-2012-maj-matura-dwujezyczna","number":"10","points":15,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2012,"month":"maj","level":null,"text":"Task 10. (15 points)\nChoose one of the topics below. Write a composition following the conventions\nof the genre indicated in the topic. Use between 300 and 350 words.\n1. Coraz więcej osób domaga się zaostrzenia kar dla młodocianych przestępców. Napisz\nrozprawkę, w której przedstawisz swoją opinię na ten temat, uwzględniając argumenty\nodnoszące się do:\nbezpieczeństwa\nkosztów\nsprawiedliwości społecznej.\n2. Ostatnie badania wykazały spadek zainteresowania młodych ludzi teatrem. Napisz\nartykuł do czasopisma młodzieżowego, w którym przedstawisz swoją opinię na temat\nprzyczyn tego zjawiska, omówisz zalety uczestnictwa młodych ludzi w spektaklach\nteatralnych i polecisz przedstawienie, które ostatnio oglądałeś/łaś.\ndla absolwentów klas dwujęzycznych\n12\ndla absolwentów klas dwujęzycznych\n13\ndla absolwentów klas dwujęzycznych\n14\nZgodność z poleceniem\nSpójność\ni logika\nZakres\nśrodków\njęzykowych\nPoprawność\nśrodków\njęzykowych\nOgółem\n0-1-2-3-4-5\n0-1-2\n0-1-2-3-4\n0-1-2-3-4\nElementy treści (0-1-2)\nElementy formy (0-1)\n1\n2\n3\n4\n5\n6\n1\n2\n3\n4\ndla absolwentów klas dwujęzycznych\n15\nNOTES (will not be assessed)","answer":null,"answer_text":null,"solution":"Writing task (choice of two topics; graded by an examiner on content/coherence/range/accuracy, 300-350 words). Sample worked answer to Topic 1 (rozprawka/discursive essay on harsher punishments for young offenders, covering safety, costs and social justice as required):\n\nShould Punishments for Young Offenders Be Made Harsher?\n\nIn recent years, the number of crimes committed by teenagers has been rising steadily, and more and more people are calling for tougher sentences for young offenders. In my opinion, while the intention behind this demand is understandable, simply making punishments harsher is not the right solution.\n\nFirstly, as far as safety is concerned, supporters of stricter penalties argue that removing young criminals from the streets for longer periods would make communities safer. However, research consistently shows that harsher prison sentences rarely reduce reoffending. Teenagers who spend years in prison often come out more hardened and better connected to criminal networks than before, which can make society less safe in the long run rather than more.\n\nSecondly, there is the question of cost. Building and running prisons is extremely expensive, and keeping young people locked up for extended periods places a huge financial burden on taxpayers. That money could instead be invested in rehabilitation programmes, education and psychological support, which have been proven to be far more cost-effective at preventing young people from returning to crime.\n\nThirdly, from the point of view of social justice, we must remember that young offenders are, first and foremost, children who are still developing both physically and mentally. Many of them come from difficult family backgrounds, poverty or situations involving abuse and neglect. Treating them exactly like adult criminals ignores the fact that their circumstances, not just their choices, often lead them towards crime. A justice system that offers a genuine chance of rehabilitation is fairer than one based purely on punishment.\n\nIn conclusion, although the desire for tougher sentences comes from a real concern about safety, I believe that investing in prevention, education and rehabilitation is a more effective and more just approach to dealing with youth crime than simply increasing the severity of punishments.","image":"img/jezyk-angielski-2012-maj-matura-dwujezyczna/zad-10.webp","solution_image":null,"topics":null,"page_from":11,"source":"ai","answer_source":null,"answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2012","subject_label":"Język angielski","category_label":"Matura"}]}