{"paper":{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna","subject":"jezyk-angielski","category":"matura","year":2013,"month":"maj","level":null,"variant":null,"exam_pdf":"jezyk-angielski-2013-maj-matura-dwujezyczna/jezyk-angielski-2013-maj-matura-dwujezyczna.pdf","key_pdf":"jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi/jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi.pdf","question_count":10,"source_label":"Język angielski · Matura · maj 2013","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/1","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"1","points":4,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2013,"month":"maj","level":null,"text":"TASK 1. (4 points)\nYou are going to hear three people talking about the influence of advanced technologies\non our life. For questions 1.1.-1.4., choose the right speaker (A-C) and put a cross (X)\nin 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. questions the validity of a commonly held belief?\n1.2. provides an example of how computers have made his/her own work\nmore efficient?\n1.3. mentions a technology which tracks employees’ activity?\n1.4. refers to one specific area where computer programmes are not good\nenough just yet?","answer":"1.1 C, 1.2 B, 1.3 A, 1.4 B","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 1 (trzej mówcy A-C, jeden mówca wybrany dwukrotnie): 1.1 = C, 1.2 = B, 1.3 = A, 1.4 = B.","image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/2","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"2","points":6,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2013,"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.-2.4. are for text 1, questions 2.5.-2.6. are for text 2. You will hear\nthe recording twice.\nText 1\n2.1. In his reply to the first question, Larry\nA. mentions his initial scepticism about communities owning land.\nB. praises the hierarchical structure of communities.\nC. expresses enthusiasm about the future of communities.\nD. declares willingness to spread the idea of communities.\n2.2. Why did Larry join an intentional community?\nA. He was inspired by some ideas expressed in a book.\nB. He wished to take part in the Walden experiment.\nC. He realised he would not be able to cope on his own.\nD. He hoped the experience would be different from dormitory life at college.\n2.3. Which sentence reflects Larry’s opinion on joining a community?\nA. Personal contact with community members should be the first step.\nB. It’s enough to read a few books to learn what life in a community is like.\nC. Gaining insight into community life often leads to a revision of priorities.\nD. Before joining a community you have to renounce consumerist values.\n2.4. When answering the last question, Larry points out that the intentional\ncommunity movement\nA. mainly relies on new notions and ideas.\nB. has changed as a result of a growth in population.\nC. has lost its appeal for people in their 20s and 30s.\nD. attracts a larger number of older people than before.\ndla absolwentów klas dwujęzycznych\n3\nText 2\n2.5. Which of the following is stated in the text as a fact, not somebody’s belief\nor opinion?\nA. The Chinese used fireworks exclusively in religious rituals.\nB. Fireworks became known in Europe thanks to Marco Polo.\nC. English settlers brought fireworks to America.\nD. Fireworks were invented in the Arab world.\n2.6. The speaker mentions that\nA. monarchs used fireworks to mark happy occasions.\nB. fireworks were a major part of celebrations in the 15th century.\nC. elaborate plaster figures were used in firework displays in Italy.\nD. the fireworks manufactured in Europe were sent to the Far East.","answer":"2.1 D, 2.2 A, 2.3 C, 2.4 D, 2.5 C, 2.6 A","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 2 (dwa teksty, pytania 2.1-2.4 do tekstu 1, 2.5-2.6 do tekstu 2): 2.1 = D, 2.2 = A, 2.3 = C, 2.4 = D, 2.5 = C, 2.6 = A.","image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/3","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"3","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2013,"month":"maj","level":null,"text":"TASK 3. (5 points)\nYou are going to hear someone talking about their first experience of bookcrossing.\nBased on what you hear, answer questions 3.1.-3.5. in the spaces provided. You’ll hear\nthe recording twice.\n3.1. What are “random acts of literary kindness” according to the speaker?\n3.2 What two pieces of information did the speaker provide while registering the book, apart\nfrom its title?\n3.3. Why did the speaker feel apprehensive about discarding the book at the post office?\n3.4. In what way does bookcrossing contradict the traditional approach to possessing things?\n3.5. Why was the speaker’s book picked up so quickly?\nTRANSFER YOUR ANSWERS TO TASKS 1 AND 2 TO THE ANSWER\nSHEET!\ndla absolwentów klas dwujęzycznych\n4","answer":null,"answer_text":"3.4\nUsually people don’t give away for free\nthings which are valuable.","solution":null,"image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/4","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"4","points":7,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2013,"month":"maj","level":null,"text":"TASK 4. (7 points)\nYou are going to read two texts about robots. For questions 4.1.-4.7., choose the answer\nthat best matches the text and circle the appropriate letter (A, B, C or D).\nText 1\nDO ROBOTS HAVE FEELINGS?\nLast month, Gecko Systems announced that it had been running trials of its “fully\nautonomous personal companion home-care robot, designed to help elderly or disabled people\nto live independently.” Robots already perform many functions, from making cars to defusing\nbombs - or, more menacingly, firing missiles. Children and adults play with toy robots, while\nvacuum-cleaning robots are sucking up dirt in a growing number of homes. Will we soon get\nused to having humanoid robots around the home? Noel Sharkey, professor of artificial\nintelligence and robotics, has predicted that busy parents will start employing robots\nas babysitters. What will it do to a child, he asks, to spend a lot of time with a machine that\ncannot express genuine empathy, understanding or compassion? [ 1 ]\nA more ominous question is familiar from novels and movies: will we have to defend our\ncivilisation against intelligent machines of our own creation? Some consider the development\nof superhuman artificial intelligence inevitable, and expect it to happen no later than 2070.\n[ 2 They refer to this moment as ‘the singularity,’ and see it as a world-changing event.\nEliezer Yudkowsky, one of the founders of the Singularity Institute for Artificial Intelligence,\nbelieves that singularity will lead to an ‘intelligence explosion’ as super-intelligent machines\ndesign even more intelligent machines, with each generation repeating this process.\nThe Association for the Advancement of Artificial Intelligence has set up a special panel\nto study what it calls ‘the potential for loss of human control over computer-based\nintelligences.’ If that happens, the crucial question for the future of civilisation is: will the\nsuper-intelligent computers be friendly? Is it time to start thinking about what steps to take to\nprevent our own creations from becoming hostile to us? [ 3 At present, robots are mere\nitems of property. But what if they become sufficiently complex to have feelings? If machines\ncan and do become conscious, will we take their feelings into account? The history of our\nrelations with the only nonhuman sentient beings - animals - gives no ground for confidence\nthat we would recognise sentient robots as beings with moral standing and interests\nthat deserve consideration.\nThe hard question is how we would be able to tell that a robot really was conscious,\nand not just designed to mimic consciousness. [ 4 Would the designers write the code\nto provide only the appearance of consciousness? If so, we would have no reason to believe\nthat the robot was conscious. But if the robot was designed to have human-like capacities that\nmight incidentally give rise to consciousness, we would have a good reason to think that\nit really was conscious. At that point, the movement for robot rights would begin.\nabridged from www.guardian.co.uk\ndla absolwentów klas dwujęzycznych\n5\n4.1. Look at the squares marked 1-4 in the text and decide where the following sentence\nfits best in the passage.\nFor the moment, however, a more realistic concern is not that robots will harm us, but that we\nwill harm them.\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 the opening paragraph, the author\nA. questions Noel Sharkey’s research findings.\nB. presents robots as having numerous practical applications.\nC. suggests that robots are ideal companions for interaction with people.\nD. gives his personal opinion on using robots as babysitters and caretakers.\n4.3. In paragraphs 3 and 4, the author suggests that\nA. robots should be granted rights so as to prevent a robot rights movement.\nB. there is no chance that robots will ever be something more than items of property.\nC. there are important ethical concerns about human-robot relations to deliberate on.\nD. human relations with robots will develop in a different way to those with animals.\n4.4. Based on the whole text, which sentence best describes the attitude of the author\ntowards advances in robotics?\nA. He praises scientists who have made robotic intelligence possible.\nB. He takes a firm stand against treating robots as humans.\nC. He is cautious and wonders what the future will bring.\nD. He advocates strict control over artificial intelligence.\nText 2\nCUTIE UNCONVINCED\nRobots are, of course, manufactured on Earth, but their shipment through space is much\nsimpler if it can be done in parts to be put together at their place of use. It also, incidentally,\neliminates the possibility of completely assembled robots wandering off while still on Earth and\nthus breaching the strict laws against robots on Earth. So, it placed upon men such as Powell and\nDonovan the necessity of assembling one complete robot after another - always a grievous and\ncomplicated task. Powell and Donovan were never so aware of that fact as upon that particular\nday when, in the space station assembly room, they undertook to create a robot under the watchful\neyes of QT-1 or Cutie as they used to call it to make the robot symbol sound more human.\ndla absolwentów klas dwujęzycznych\n6\nThe robot being assembled, a simple MC model, lay upon the table, almost complete. Three\nhours’ work left only the head undone, and Powell paused to swab his forehead and glanced\nuncertainly at Cutie. The glance was not a reassuring one. For three hours, Cutie had sat,\nspeechless and motionless, and his face, inexpressive at all times, was now absolutely unreadable.\nPowell groaned. “Let’s get the brain in now, Mike!”\nDonovan uncapped the tightly sealed container and from the oil bath within he withdrew\na second cube. Opening this in turn, he removed a globe from its sponge-rubber casing.\nHe handled it gingerly, for it was the most complicated mechanism ever created by man. Inside\nthe thin platinum plated ‘skin’ of the globe was a positronic brain, in whose delicately unstable\nstructure were enforced calculated neuronic paths, which imbued each robot with what amounted\nto a pre-natal education. It fitted snugly into the cavity in the skull of the robot on the table.\nBlue metal closed over it and was welded tightly by the tiny atomic flare. Photoelectric eyes were\nattached carefully, screwed tightly into place and covered by thin, transparent sheets of steel-hard\nplastic. The robot awaited only the vitalizing flash of high-voltage electricity, and Powell paused\nwith his hand on the switch.\n“Now watch this, Cutie. Watch this carefully.” The switch rammed home and there was\na crackling hum. The two Earthmen bent anxiously over their creation. There was vague motion\nonly at the outset - a twitching of the joints. The head lifted, elbows propped it up,\nand the MC model swung clumsily off the table. It wobbled shakily. Abortive grating sounds\nwere all it could do in the direction of speech. Finally, its voice, uncertain and hesitant, took form.\n“I would like to start work. Where must I go?” Donovan sprang to the door. “Down these stairs,”\nhe said. “You will be told what to do.”\nThe MC model was gone and the two Earthmen were alone with the still unmoving Cutie.\n“Well,” said Powell, grinning, “now do you believe that we made you?” Cutie’s answer was curt\nand final. “No!” he said. Powell’s grin froze and then relaxed slowly. Donovan’s mouth dropped\nopen and remained so.\nadapted from I, Robot by Isaac Asimov\n4.5. Which of the following is stated in the opening paragraph?\nA. Despite strict laws, the two engineers decided to assemble a robot on Earth.\nB. Powell and Donovan’s work on the robot was suddenly interrupted.\nC. There is a likelihood that robots might rebel if assembled on Earth.\nD. Powell and Donovan were being observed by a robot.\n4.6. Which statement does NOT match the writer’s description in paragraph 2?\nA. Donovan inserted neuronic paths into the brain to equip it with basic knowledge.\nB. Inserting the brain was a process which needed human intervention.\nC. The brain was a device stored in a few layers of protective material.\nD. Pre-programming the brain had been done prior to assembling the robot.\n4.7. Which sentence best describes what happened when the work on the MC model\nhad been finished?\nA. Once it stood up, the MC model managed to walk out of the room on its own.\nB. The MC model made futile efforts to initiate its vocal function.\nC. The expression on Cutie’s face changed dramatically.\nD. Cutie ignored Powell’s tactless remark.\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\ndla absolwentów klas dwujęzycznych\n7","answer":"4.1 C, 4.2 B, 4.3 C, 4.4 C, 4.5 D, 4.6 A, 4.7 A","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 4 (dwa teksty o robotach): 4.1 = C, 4.2 = B, 4.3 = C, 4.4 = C, 4.5 = D, 4.6 = A, 4.7 = A.","image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/5","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"5","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2013,"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) in\nthe gap. There is one fragment which you do not need to use.\nRABBIT HUTCH BRITAIN\nFamilies are living in ‘rabbit hutch Britain’, with new homes offering the smallest rooms\nin Europe, a report warns. It found that newly built properties are so cramped that they do not\nprovide enough space to cook, have visitors or simply relax. 5.1. Here’s some harshly\nrelevant data to exemplify this. The average number of people in a family has fallen from 3.1\nin 1961 to 2.4 last year. The average number of people per household is even lower, at 1.9.\nA hundred years ago, an average of eight family members lived under one roof, with richer\nhouseholds also boasting several servants.\nHowever, the Commission for Architecture and the Built Environment said smaller households\nare no justification for falling room sizes. 5.2. Almost half claimed they did not have\nenough room for their furniture, while more than a third said there was not enough space in the\nkitchen for appliances. The study also warned that the implications of living in such small spaces\nwere ‘wide-reaching’, and could impact on health and well-being. 5.3. The majority\nof householders said they did not have enough storage space, while 72 per cent said they did not\nhave enough space for bins required for proper recycling.\nThe report also found that, compared with other EU states, the UK has both the smallest newly\nbuilt houses on average and smallest average room size. In France, the average size of a room\nin a newly built home is 26.9 square metres, compared with the UK's 15.8 square metres.\n“The findings raise the question of whether new homes are fit for their purpose, and whether\nthey meet the needs of the people living in them,” the report said. 5.4. Asked about such\nregulations a spokesman for the Home Builders Federation said, “We have to establish criteria\nwhich will allow for a balance of sufficient space provision and affordability, taking into account\nthe British context.”\nadapted from www.dailymail.co.uk\nA. For example, there may be too little room for daily family dinners which encourage good\neating habits and stronger relationships, the report said. Even finding room for cutlery,\nhousehold appliances and foodstuffs to organise dining might pose a problem, it said.\nB. The study carried out by the Government's design watchdog reveals that both the average\nroom size and overall new-home size are getting smaller. One possible reason might be\ndecreasing family sizes.\nC. They quoted an example of the smallest homes on the market, ‘Manhattan pods’ in Essex,\nwith 34 square metres of space overall, and a living room measuring only 3 by 3.6 metres.\nD. Unlike in many other countries, there are no national minimum space standards,\nfor instance a planning system specifying minimum floor space for privately developed\nhomes in England.\nE. Neither should they be an excuse for private homes being ‘too small for everyday life’.\nIn a survey of 2,249 homeowners, 44 per cent revealed they did not have enough space for\nchildren to play safely while food is prepared.\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\ndla absolwentów klas dwujęzycznych\n8","answer":"5.1 B, 5.2 E, 5.3 A, 5.4 D","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 5 (\"Rabbit Hutch Britain\" - uzupełnianie luk fragmentami A-E): 5.1 = B, 5.2 = E, 5.3 = A, 5.4 = D.","image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/6","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"6","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2013,"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.\nIn which paragraph does the author\nAnswer\n6.1. suggest an alternative solution for viewers who can’t see the uncensored\nversion of the film on TV?\n6.2. mention a questionable justification of a decision?\n6.3. list alarming consequences of an ongoing process?\n6.4. refer to somebody’s decision taken in order to maintain an unblemished\nprofessional profile?\nFROZEN PLANET ON THIN ICE\nA. It was for his joyous curiosity about the natural world that British television viewers took\nDavid Attenborough to their hearts in the 1970s and kept him there. Attenborough’s life’s\nwork has been to show people what’s most beautiful and interesting about our planet.\nFrozen Planet, the latest BBC production, is mostly more of the same. But as\nAttenborough said, it isn’t possible to spend four years filming in the Arctic and Antarctic\nwithout worrying about what’s going on. Glaciers are retreating, oceans are getting\nwarmer and polar bears are finding it harder to survive. So in the final programme in\nthe series, On Thin Ice, David Attenborough explains in some detail how we know this\nand what it might mean.\nB. The programme has caused controversy after it was revealed that the BBC offered\nbroadcasters in some countries, for instance the US, the option of buying the series\nwithout the ‘climate change episode’ at the end. It seems ludicrous that audiences invited\nto sit through five hours of groundbreaking natural history - including the first footage of\nkiller whales tipping seals off ice floes, and a hibernating polar bear nursing her cubs\nwhile half-asleep - could be sent away none the wiser as to the existential threat facing\nmany of these species.\nC. Asked why it decided to sell episode seven as an optional add-on, the BBC sounded\ndefensive. They feared that a hugely expensive series could turn into a PR headache\nif newspapers convinced people the BBC had censored content for commercial gain.\nAn annoyed BBC Worldwide director responded - less than convincingly - that\nthe reason On Thin Ice was treated differently from the rest of the series was because it is\n‘presenter-led’ and thus requires dubbing rather than the voiceover used in episodes when\nAttenborough is not in shot. But the US is an English-speaking country so neither\ndubbing nor voiceover is needed.\nD. It seems obvious that On Thin Ice was made for a British audience. Several times\nAttenborough refers to previous journeys, using personal experience to force home\nthe point that nature is adapting to climate change. British people believe what he tells\nthem. That is why he so often turns down companies asking him to appear in their adverts.\nIt’s to his credit that Attenborough wants to spend some of the capital he has accrued over\ndecades by telling people some bad news about the environment. This clearly wouldn't\nwork in the same way for foreign audiences who don’t know him.\ndla absolwentów klas dwujęzycznych\n9\nE. If viewers in the US or anywhere else see all the action, the hunts and fights and chases,\nthe polar bear cubs slipping and sliding on the ice, but miss out on the analysis\nunderpinning it because the commentary, in whatever language, is not adjusted\nto incorporate some of these crucial facts, their broadcasters will have failed them.\nThe good news is, however, that soon the Frozen Planet DVD will be available overseas -\nincluding the US - containing all seven episodes as broadcast in the UK.\nabridged from www.guardian.co.uk\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!","answer":"6.1 E, 6.2 C, 6.3 A, 6.4 D","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 6 (dopasowanie akapitów A-E do pytań): 6.1 = E, 6.2 = C, 6.3 = A, 6.4 = D.","image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/7","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"7","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2013,"month":"maj","level":null,"text":"TASK 7. (5 points)\nRead the text. For questions (7.1.-7.5.) choose the word that fits best in each gap. Circle\nthe appropriate letter (A, B, C or D).\nMY LOVE FOR SCIENCE\nWhen I was in high school I viewed science as a puzzle to be solved; my teacher would\npresent me 7.1. a handful of variables and I was expected to find some missing\nquantity. I loved rearranging the numbers and chugging through the equations. And I always\nfelt a smug sense of satisfaction 7.2. the path to the correct answer. But I never really\nunderstood the concepts, the actual science, behind what I was doing. And 7.3.\nI eventually decided to pursue science in college, it was not because of any high-minded\nideals - I liked the idea of feeling smart and making a lot of money.\nSomewhere along the way, however, I realized that all those equations actually mean\nsomething. This was such a powerful realization that I changed my 7.4. of study.\nI wanted everyone to see what I had finally come to see, that there is a beautiful elegance to\nthe physical 7.5. that construct and connect our world. More than just an appreciation,\nthere is a certain joy in really understanding how the world operates and a raw excitement in\nthe act of making an opaque world just that much clearer.\nabridged from www.blogs.smithsonianmag.com\n7.1.\nA. to\nB. for\nC. with\nD. about\n7.2.\nA. by figuring out\nB. to have been figured out\nC. at having figured out\nD. on being figured out\n7.3.\nA. although\nB. nonetheless\nC. despite\nD. yet\n7.4.\nA. section\nB. division\nC. grade\nD. course\n7.5.\nA. rights\nB. laws\nC. orders\nD. regulations\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\ndla absolwentów klas dwujęzycznych\n10","answer":"7.1 C, 7.2 C, 7.3 A, 7.4 D, 7.5 B","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 7 (\"My Love for Science\" - luki leksykalno-gramatyczne): 7.1 = C, 7.2 = C, 7.3 = A, 7.4 = D, 7.5 = B.","image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/8","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"8","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2013,"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\nall three sentences. Write the missing word in the space provided.\n8.1.\n The boy memorized the poem so well that he was able to recite it without\na single … .\n I wrote his number down on a little … of paper which I then promptly lost.\nI should have used my calendar.\n Watch out, the floor is wet - one … and you'll sprain your ankle.\n8.2.\n The conductor his baton to begin the concert.\n The money we at the concert will be donated to UNICEF.\n The government prices instead of cutting costs.\n8.3.\n Before being transferred to the secret service, my boss in the army for a few\nyears.\n Tom’s ability to speak four languages … him well in his career.\n When Jim was renting a room, the sofa in his room … as a bed as well.\n8.4.\n He was so absent-minded that he with a hammer his thumb instead of the nail.\n More than a thousand people died in an earthquake which Chile.\n Car sales record levels last month and still continue to soar.\n8.5.\n There was an number of people in the group so when we were divided into pairs\none person didn’t have a partner to work with.\n He had done a lot of jobs for years before he finally found his calling and\nbecame a dog trainer.\n You don’t like Sundays? What an thing to say! Most people love them.","answer":"8.1 slip, 8.2 raised, 8.3 served, 8.4 hit, 8.5 odd","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 8 (jeden wyraz pasujący do trzech zdań): 8.1 = slip, 8.2 = raised, 8.3 = served, 8.4 = hit, 8.5 = odd.","image":"img/jezyk-angielski-2013-maj-matura-dwujezyczna/zad-8.webp","solution_image":null,"topics":null,"page_from":10,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/9","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"9","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2013,"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\nin meaning as possible to the first sentence and it is correct in both grammar\nand spelling. Use the word given. Do not change the word given.\n9.1. The winner of the competition didn’t want newspapers to publish his name.\nOBJECTED\nThe winner of the competition\npublished in newspapers.\n9.2. Jane considers anybody who hasn’t graduated from university inferior.\nDOWN\nJane\nanybody\nwho\nhasn’t graduated from university.\ndla absolwentów klas dwujęzycznych\n11\n9.3. I was anxious to get hold of John, but nobody saw him anywhere.\nNOWHERE\nI was anxious to get hold of John but he\nseen.\n9.4. It was only because of your invaluable support that I didn’t break down.\nIT\nIf your invaluable support,\nI would have broken down.\n9.5. First they discussed social matters and then started to talk about the company’s\nfinancial policy.\nWENT\nAfter discussing social matters they\nabout the company’s financial policy.","answer":"9.1 objected to having his name, 9.2 looks down on, 9.3 was nowhere to be seen, 9.4 it hadn't been for, 9.5 went on to talk","answer_text":null,"solution":"Odpowiedź na podstawie oficjalnego klucza CKE (plik 'jezyk-angielski-2013-maj-matura-dwujezyczna-odpowiedzi' - Kryteria oceniania odpowiedzi, maj 2013). Task 9 (przekształcenia zdań z podanym słowem - przykładowe akceptowane odpowiedzi z klucza, dopuszczalne są też inne poprawne sformułowania): 9.1 = \"objected to having his name\" (...published in newspapers). 9.2 = \"looks down on\" (...anybody who hasn't graduated...). 9.3 = \"was nowhere to be seen\". 9.4 = \"it hadn't been for\". 9.5 = \"went on to talk\".","image":"img/jezyk-angielski-2013-maj-matura-dwujezyczna/zad-9.webp","solution_image":null,"topics":null,"page_from":10,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2013","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2013-maj-matura-dwujezyczna/zad/10","paper_id":"jezyk-angielski-2013-maj-matura-dwujezyczna","number":"10","points":15,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2013,"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 częściej młodzi ludzie zmieniają miejsce zamieszkania w zależności\nod potrzeb rynku pracy. Napisz artykuł do gazety studenckiej, w którym\nprzedstawisz swój pogląd na ten temat. W artykule odnieś się do emocjonalnych,\nekonomicznych i kulturowych aspektów tego zjawiska.\n2. Dowiedziałeś się, że podjęta została decyzja o rezygnacji z planowanej rozbudowy\nsieci ścieżek rowerowych w okolicy, w której mieszkasz. Napisz list do gazety,\nw którym przedstawisz negatywne skutki takiej decyzji, zaproponujesz sposób\npozyskania niezbędnych funduszy i zachęcisz innych czytelników do podjęcia\ndziałań w tej sprawie.\nFINAL COPY\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":"Wybrany temat: 1. (artykuł o młodych ludziach zmieniających miejsce zamieszkania w zależności od potrzeb rynku pracy - aspekty emocjonalne, ekonomiczne i kulturowe). Przykładowa praca (300-350 słów), zgodna z kryteriami oceniania z klucza CKE (zgodność z poleceniem, spójność i logika, zakres i poprawność środków językowych):\n\nON THE MOVE: WHY YOUNG PEOPLE KEEP PACKING THEIR BAGS\n\nGone are the days when people spent their whole lives in the town where they were born. Today, more and more young people are willing to relocate, sometimes across the country or even abroad, simply because that is where the jobs are. Is this restless generation making a wise choice, or are we losing something valuable along the way?\n\nFrom an emotional point of view, moving for work is rarely easy. Leaving behind family, childhood friends and familiar streets can be lonely and stressful, especially in the first months in a new city. Many young professionals describe a period of homesickness before they finally build a new circle of friends. At the same time, this challenge often brings real personal growth: those who relocate frequently become more independent, adaptable and confident in dealing with the unexpected.\n\nEconomically, the reasons for moving are usually straightforward. Wages, career opportunities and living costs vary enormously between regions, and a graduate who cannot find a decent job at home may simply have no realistic alternative to moving. Relocation can mean the difference between unemployment and a satisfying career, and the extra income often allows young people to pay off student loans or save for the future far more quickly than if they had stayed put.\n\nCulturally, the impact is twofold. Young people who move are exposed to new ways of life, new languages and new perspectives, which broadens their horizons. Yet small towns can suffer when their youngest, most energetic residents leave, losing not only workers but also the people who would otherwise keep local traditions alive.\n\nIn conclusion, the growing mobility of young people is a natural response to an unequal job market rather than a simple lack of loyalty to one's roots. While the emotional cost can be significant, the economic benefits and broadened cultural outlook usually make the move worthwhile. What matters most is that both the places people leave and the places they arrive in learn to adapt to this new reality.","image":"img/jezyk-angielski-2013-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 2013","subject_label":"Język angielski","category_label":"Matura"}]}