{"paper":{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna","subject":"jezyk-angielski","category":"matura","year":2014,"month":"maj","level":null,"variant":null,"exam_pdf":"jezyk-angielski-2014-maj-matura-dwujezyczna/jezyk-angielski-2014-maj-matura-dwujezyczna.pdf","key_pdf":"jezyk-angielski-2014-maj-matura-dwujezyczna-odpowiedzi/jezyk-angielski-2014-maj-matura-dwujezyczna-odpowiedzi.pdf","question_count":10,"source_label":"Język angielski · Matura · maj 2014","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/1","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"1","points":4,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2014,"month":"maj","level":null,"text":"TASK 1. (4 points)\nYou are going to hear three people talking about extreme sports. For questions 1.1.-1.4.,\nchoose the right speaker (A-C) and put a cross (X) in the appropriate column\nin the table. One speaker must be chosen twice. You will hear the recording twice.\nWhich speaker\nA\nB\nC\n1.1. mentions the desire to brave death as one of the reasons for doing\nextreme sports?\n1.2. gives precedence to mental rather than physical fitness?\n1.3. challenges a commonly held view of risk takers?\n1.4. describes physical sensations resulting from fear?","answer":"1.1 A, 1.2 B, 1.3 C, 1.4 B","answer_text":null,"solution":"Listening transcript (transkrypcja PDF), three speakers on extreme sports. 1.1 'mentions the desire to brave death as one of the reasons' -> Speaker A: young people 'want to push the limits ... put their lives at stake ... don't want to end their days regretting what they haven't done' = A. 1.2 'gives precedence to mental rather than physical fitness' -> Speaker B: 'success comes down to one thing – clearing the mind ... your physical strength actually being much less relevant' = B. 1.3 'challenges a commonly held view of risk takers' -> Speaker C: 'People who engage in extreme sports don't deserve the widely perceived image we have of them as thrill seekers mindlessly throwing themselves into harm's way' = C. 1.4 'describes physical sensations resulting from fear' -> Speaker B again: 'your stomach flips and your heart pounds because you're absolutely petrified' = B (the task states one speaker is used twice, which is B).","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/2","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"2","points":6,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2014,"month":"maj","level":null,"text":"TASK 2. (6 points)\nYou will hear two texts. For questions 2.1.-2.6., choose the answer which best matches\nwhat 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’ll hear\nthe recordings twice.\nText 1\n2.1. The purpose of Susan Trent’s study was to\nA. find out whether an increase in intelligence could be linked to an educational activity.\nB. boost the participants’ intelligence by making use of a special board game.\nC. awaken psychologists’ interest in a completely novel idea.\nD. describe strategies the brain uses to store information.\n2.2. Which of the following is TRUE about all the participants of the experiment?\nA. They were required to take the same type of test twice.\nB. Their “fluid” intelligence was measured prior to the first test.\nC. They had to attend a lengthy training session in reasoning strategies.\nD. Their task in the first test was to process information from two different sources.\n2.3. Which sentence best summarizes Professor Jenkins’ opinion given in the final part\nof the interview?\nA. The results of Susan Trent’s research call for immediate action.\nB. The mistake Susan Trent made in planning the research is obvious.\nC. There is no chance that lasting intelligence gains can be stimulated.\nD. It is arguable whether significant intelligence gains can be achieved in a short time.\n3\nText 2\n2.4. Dr Kamrin’s involvement in archaeology is the result of\nA. the decisions she made as a secondary school student.\nB. the influence an academic community had on her.\nC. her volunteer work at an excavation site in Syria.\nD. her parents’ pressure to follow in their footsteps.\n2.5. What reason does Dr Kamrin give for the invention of writing?\nA. the necessity to exchange information between ancient civilizations\nB. the pressure to reorganize the hierarchy in society\nC. the need to keep records of agricultural produce\nD. the expansion of overseas trade\n2.6. When talking about Egyptian hieroglyphs, Dr Kamrin concentrates on\nA. the aesthetic purpose they served.\nB. the way their meaning evolved.\nC. their influence on Western art.\nD. the function they performed.","answer":"2.1 A, 2.2 A, 2.3 D, 2.4 B, 2.5 C, 2.6 D","answer_text":null,"solution":"Listening transcript, two interviews. Text 1 (Professor Jenkins on Susan Trent's intelligence study): 2.1 the 2008 article 'challenged' the fixed-intelligence view and renewed interest in whether intelligence is trainable via game-like tasks -> A. 2.2 all participants first took a reasoning test (fluid intelligence), only some got training, then ALL took 'another version of the reasoning test' -> same type of test twice -> A. 2.3 Jenkins concludes 'it's too early to judge', gains so far 'relatively modest', 'we shouldn't be surprised if ... unfounded, but shouldn't be totally discouraged either' -> D 'It is arguable whether significant intelligence gains can be achieved in a short time.' Text 2 (Dr Kamrin on Egyptology): 2.4 she volunteered at the university museum, met Egyptologist Zahi Hawass and other researchers there, and 'the discussions I had with them made me realize it might be something for me' -> B 'the influence an academic community had on her.' 2.5 'As agriculture evolves, you get surpluses of crops and you have to monitor their quantity and distribution. That's ... the impetus for some sort of writing system' -> C 'the need to keep records of agricultural produce.' 2.6 she describes hieroglyphs/Egyptian art as fundamentally 'a means of communication', about 'squeezing in as much information as possible, not depicting pictures realistically' -> D 'the function they performed.'","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/3","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"3","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2014,"month":"maj","level":null,"text":"TASK 3. (5 points)\nYou will hear a speaker talking about finding a mysterious insect. Based on what you\nhear, answer questions 3.1.-3.5. in the spaces provided. You’ll hear the recording twice.\n3.1. How did the speaker come across the mysterious insect in the museum garden?\n3.2. What opinion do some scientists have regarding the number of unidentified insect species\nin the world?\n3.3. What behaviour of the False Widow frightened the people at the zoo?\n3.4. What does the speaker consider the main reason for the arrival of new species in Britain?\n3.5. Who is the speech addressed to?\nTRANSFER YOUR ANSWERS TO TASKS 1 AND 2 TO THE ANSWER\nSHEET!\n4","answer":null,"answer_text":"3.4\nEuropean integration","solution":null,"image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/4","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"4","points":7,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2014,"month":"maj","level":null,"text":"TASK 4. (7 points)\nYou are going to read two texts about commuting. 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 STRANGER\nI have always liked the process of commuting; every phase of the little journey is a pleasure to\nme. There is a regularity about it that is agreeable and comforting to a person of habit, and in\naddition, it serves as a sort of slipway along which I am gently but firmly launched into\nthe waters of daily business routine.\nOurs is a smallish country station and only nineteen or twenty people gather there to\ncatch the eight-twelve. We are a group that rarely changes, and when occasionally a new face\nappears on the platform, it causes a certain disclamatory, protestant ripple, like a new bird in\na cage of canaries. But normally, when I arrive in the morning with my usual four minutes to\nspare, there they all are, these solid, steadfast people, standing in their right places with their\nright umbrellas and hats and their newspapers under their arms, as unchanged and\nunchangeable through the years as the furniture in my living-room. I like that.\nHowever, last Tuesday when I was striding on to the platform with The Times tucked\nunder my arm, I immediately became aware that something was wrong. 1 I could actually\nfeel that curious little ripple of protest running along the ranks of my fellow commuters.\nI stopped and glanced around. The stranger was standing plumb in the middle of the platform,\nfeet apart and arms folded, looking for all the world as though he owned the place. He was\na biggish, thickset man. Very definitely, he was not one of us. 2 He carried a cane instead\nof an umbrella, his shoes were brown instead of black, the grey hat was cocked at a ridiculous\nangle, and there seemed to be an excess of silk and polish about his person. 3 I walked\nstraight past him with my face to the sky, adding, I sincerely hope, a touch of real frost to an\natmosphere that was already cool.\nThe train came in. And now, try if you can to imagine my horror when the new man\nactually followed me into my own compartment! Nobody had done this to me for fifteen\nyears. My colleagues always respect my seniority. One of my special little pleasures is to have\nthe place to myself for two or three stations. 4 I lowered my newspaper and stole a glance\nat his face. I suppose he was about the same age as me, about sixty, but he had one of those\nunpleasantly handsome, brown, leathery countenances that you see nowadays in\nadvertisements for men’s shirts. Suddenly he glanced up and our eyes met.\n‘D’you mind the pipe?’ he asked, holding it up in his fingers.\nThat was all he said. But the sound of his voice had a sudden and extraordinary effect\nupon me. In fact, I think I jumped. Then I sort of froze up and sat staring at him for at least\na minute before I got a hold of myself and made an answer. That curiously crisp, familiar\nvoice, clipping its words and spitting them out very hard and small like a little quick-firing\ngun shooting out raspberry seeds. Why did every word seem to strike upon some tiny tender\nspot far back in my memory? Good heavens, I thought. Pull yourself together. I began to\nwonder if I had met him before because I felt a peculiar kind of discomfort that I cannot quite\ndescribe - something to do with violence, perhaps even fear.\nadapted from Roald Dahl, Galloping Foxley, OUP 2009\n5\n4.1. Look at the squares marked 1-4 in the text and decide where the following sentence\nfits best in the passage.\nBut here, if you please, was this fellow, this stranger, straddling the seat opposite, blowing\nhis nose and rustling the Daily Mail.\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. What is TRUE about the narrator?\nA. He prides himself on standing out in a crowd of commuters.\nB. He is part of a community which is wary of strangers.\nC. He is eager to meet strangers with an extravagant flair about them.\nD. He feels restless when faced with mundane tasks.\n4.3. The narrator perceived the stranger as somebody who\nA. made others uncomfortable with his arrogant comments.\nB. blended into the crowd of commuters.\nC. deserved the unwelcoming attitude of the fellow commuters.\nD. fitted in despite his ridiculous attire.\n4.4. In the last paragraph, we find out that\nA. the stranger’s manner of speech triggered the narrator’s anxiety.\nB. the narrator knew where he had met the stranger before.\nC. the narrator felt thrilled to meet the stranger.\nD. the stranger’s stutter irritated the narrator.\nText 2\nLONDON COMMUTERS GET EASY READING\nCommuters on the London Tube rarely talk. Much more often they simply bury their heads in\nThe Times or The Sun. It’s one of those English things. But these days, they have\nan alternative in the form of elegantly produced short story mini-books conveniently folded to\nmake reading easier on the train. All they have to do is slip a handy pound coin into a snazzy\nbook vending machine and there’s a short story for the ride.\nThe brains behind the pound-for-a-story venture were Alexander Waugh, the grandson of\nthe novelist Evelyn Waugh, and Ned Guinness, an heir to the Irish Guinness brewing empire.\nThe idea of handy travel literature can be traced back to the 19th century when Rudyard\nKipling introduced reading sheets to the Indian Railways. The new vending machine just adds\na modern twist to that old concept.\n6\nOfficially launched a few months ago, these sleek 5-foot-tall story dispensers have gone\ndown rather well with commuters and London Underground officials alike. “We are always\ndelighted to find an innovative idea for vending on the Underground,” said Stephen Wilson of\nLondon Underground Marketing and Sales. “We hope the commuters will be equally keen on\nfeeding their minds with good literature as their stomachs with candy bars. But it’s too early\nto say how the machines are doing.”\n“The challenge now is to hitch up the lowly image of the vending machine. We want to\npush the vending machine into the mainstream, to make our stories a superior product,\nsomething classy you want to be seen with,” said Guinness.\nLondon’s South Kensington Underground Station has three vending machines offering\npassengers a selection of short stories as easy to buy as a candy bar. This week’s menu for\nslaking one’s literary thirst includes Goodbye to Cats by P.G. Wodehouse and A Telephone\nCall by Dorothy Parker. The series is edited by prominent writers like Beryl Bainbridge and\nMartin Amis. The machines change their selections once a week but Guinness says he’s still\ntesting the shelf life of a title and could change the selection every three days. The series is\ndesigned to be read within 45 minutes, which is an average daily commute, so to be taken into\nconsideration the stories can’t exceed the 10,000 word limit.\nadapted from www.abcnews.go.com\n4.5. Which is TRUE about the mini-books sold from vending machines?\nA. Expected travel time is one of the factors taken into account when selecting the stories.\nB. The idea of selling books from vending machines was inspired by a group of editors.\nC. Stories sold from vending machines have proved more popular than candy bars.\nD. Each vending machine has a different choice of titles on offer.\n4.6. When talking of ‘the lowly image of the vending machine’, the author is suggesting\nthat the machines\nA. should have a more attractive design.\nB. will appeal mainly to better-off commuters.\nC. are not associated with high-quality goods.\nD. will offer stories for people with inferior tastes.\n4.7. The author of the text wants to\nA. present the latest use of a popular machine.\nB. advocate the need for increased readership of books.\nC. outline reasons for the popularity of vending machines.\nD. discuss the main flaws of a product’s marketing strategy.\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\n7","answer":"4.1 D, 4.2 B, 4.3 C, 4.4 A, 4.5 A, 4.6 C, 4.7 A","answer_text":null,"solution":"Reading comprehension, two texts on commuting. Text 1 ('A Stranger', adapted Roald Dahl): 4.1 the missing sentence ('this fellow ... straddling the seat opposite, blowing his nose and rustling the Daily Mail') describes the stranger following the narrator into his compartment, right before 'I lowered my newspaper and stole a glance at his face' -> fits gap 4 = D. 4.2 the narrator belongs to a tight, unchanging group of commuters wary of a new face on the platform -> B 'He is part of a community which is wary of strangers.' 4.3 the narrator's cold, frosty treatment of the flashily-dressed stranger implies he felt the man deserved the group's unwelcoming attitude -> C. 4.4 the stranger's 'curiously crisp, familiar' voice makes the narrator jump, freeze, and feel discomfort 'something to do with violence, perhaps even fear' -> A 'the stranger's manner of speech triggered the narrator's anxiety.' Text 2 (mini-book vending machines): 4.5 stories are limited to 10,000 words because the series 'is designed to be read within 45 minutes, which is an average daily commute' -> A 'Expected travel time is one of the factors taken into account when selecting the stories.' 4.6 'the lowly image of the vending machine' = C 'are not associated with high-quality goods.' 4.7 the article mainly reports on this new use of vending machines -> A 'present the latest use of a popular machine.'","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/5","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"5","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2014,"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 the\ngap. There is one fragment which you do not need to use.\nWHY BILINGUALS ARE SMARTER\nSpeaking two languages has obvious practical benefits in the globalized world. In recent years,\nscientists have begun to show that the advantages of bilingualism are more fundamental than\nbeing able to converse with a wider range of people. Being bilingual not only makes you smarter,\nbut it can also have a profound effect on your brain. 5.1. Both of these are crucial as they\nmake it easier to build up on a single idea and come to a conclusion after scrutinizing various\narguments.\nThis view of bilingualism is remarkably different from the understanding of bilingualism\nthrough much of the 20th century. Researchers and educators long considered a second language\nto cause interference that hindered a child’s academic and intellectual development. They were\nnot wrong about the interference. 5.2. That’s why bilinguals might often be slightly slower\nat retrieving words from the depths of memory. But this interference, researchers say, is indeed\na blessing in disguise. Learning how to cope with it - having to toggle back and forth between\ndifferent forms of description - comes with lasting benefits. It forces the brain to resolve internal\nconflict, giving the mind a workout.\nThe evidence from a number of studies suggests that the bilingual experience improves the\nbrain’s so-called executive function. 5.3. Another example is switching attention willfully\nfrom one thing to another and holding information in mind - like remembering a sequence of\ndirections while driving. Executive functioning allows us to keep a goal in mind, take actions to\nachieve that goal, and to ignore other information that might distract us from that goal.\nThe key difference between monolinguals and bilinguals is a heightened ability to monitor\nthe environment. 5.4. In a study comparing German-Italian bilinguals with Italian\nmonolinguals, it was found that the bilingual subjects not only performed better, but they also did\nso with less activity in the parts of the brain involved in monitoring, indicating that they were\nmore efficient at it.\nabridged from www.nytimes.com\nA. There is ample evidence that in a bilingual’s brain both language systems are constantly\nactive even when only one language is being used. The joint activity may lead to\nsituations in which one system obstructs the other.\nB. This is a command system that directs the attention processes that we use for planning,\nproblem solving and performing various other mentally demanding tasks. These processes\ninclude, for instance, ignoring distractions when we want to stay focused.\nC. Such tasks enable the brain to exercise cognitive muscles. Whereas people normally make\nextra efforts to keep the mind sharp by solving crossword puzzles, bilingual brains are\nconstantly exercised by using another language.\nD. By knowing two languages, the regions of the brain that govern general attention and\ncognitive control are more stimulated, compared with someone who is monolingual.\nCognitive flexibility results in good inductive and deductive reasoning skills.\nE. The latter have to switch languages quite often - you may talk to your father in one\nlanguage and to your mother in the other. It requires keeping track of changes around you\nin the same way that we observe our surroundings when driving.\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\n8","answer":"5.1 D, 5.2 A, 5.3 B, 5.4 E","answer_text":null,"solution":"Gapped text, 'Why bilinguals are smarter'. 5.1 needs a sentence introducing two reasoning skills before 'Both of these are crucial' -> D '... Cognitive flexibility results in good inductive and deductive reasoning skills.' 5.2 explains the interference just mentioned, leading into 'That's why bilinguals might be slightly slower at retrieving words' -> A 'both language systems are constantly active ... one system obstructs the other.' 5.3 defines 'executive function' right before 'Another example is switching attention...' continues the list of examples -> B 'a command system that directs the attention processes ... including ignoring distractions.' 5.4 leads into the German-Italian bilinguals study about monitoring/switching languages -> E 'The latter have to switch languages quite often ... keeping track of changes around you ... as when driving.' Unused: C (crossword-puzzle analogy).","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/6","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"6","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2014,"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 the\nquestions.\nIn which paragraph does the author\nAnswer\n6.1.\noutline the developmental nature of diversity?\n6.2.\nmake a link between the diversity of a country’s population and the system\nof its leadership?\n6.3.\nanticipate an extreme preventive measure taken by the authorities?\n6.4.\nmention a cross-cultural dissonance resulting from different backgrounds?\nTHE CULTURE OF BEING RUDE\nA. When I first moved to New England from Michigan, I said ‘hi’ to everyone. Eventually\nthough, I started to notice that such cordialities were not always returned. Sometimes I\ngot a stare. It was a kind of squirrel-faced wondering about whether I wasn’t from\n‘around here’ or was just slow. This made me think that cultures differ in all sorts of ways\n- their greetings, coming-of-age rituals, numbers of husbands or wives or their beliefs.\nPeople celebrate these differences but also wage wars about them. Usually such variety is\nattributed to the vagaries of history and chance. Some things, like differences in religious\nexpression, simply seem beyond the realm of explanation.\nB. Recently a group of biologists has offered a theory that might explain why our cultures\nvary so considerably. In a series of high-profile papers they argue that one particular\nfactor, disease, ultimately determines much of how we behave. Their theory is simple.\nWhere diseases are common, individuals are mean to strangers. Strangers may carry new\ndiseases and so one would do best to avoid them. When people avoid strangers - those\noutside the tribe - communication among tribes breaks down. That breakdown allows\npeople, through time, to become more different.\nC. Scientists go even further. Where people are more xenophobic and cultures more\ndifferentiated from one another, wars are more probable. Democratic governments are\nless likely because the tribe or group comes first. The nation and individuals in other\ntribes within the nation come second. Hostility between groups inevitably leads to abuse\nof power, negligence and poverty. And the single factor that triggered this cascade in the\nfirst place is disease.\nD. Could the prevalence of disease really impact people’s actions so completely and\nconsistently? When swine flu H1N1 emerged in 2009 some people started shaking hands\nless and wearing masks - all because of the risk of getting infected. In such situations,\nsuddenly it seems that we have less control of who we are and how we act than we might\nlike to think. We are like small boats, pushed and pulled by the tides of disease.\n9\nE. Researchers have yet to find conclusive evidence on this issue. In the meantime, we can\ngo on imagining that we are making independent decisions. But when the flu comes back\nthis fall, watch your neighbors. If the researchers are right, hands once extended freely\nwill search for pockets as people become more wary of strangers. We may well observe\nthe exacerbation of actions at an international level as governments consider shutting their\nborders to protect their citizens. While it is very hard to predict the evolution of a virus,\nthe changes in our own behavior may be more foreseeable.\nadapted from www.smithsonianmag.com\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!","answer":"6.1 B, 6.2 C, 6.3 E, 6.4 A","answer_text":null,"solution":"'The Culture of Being Rude', paragraph matching. 6.1 'outline the developmental nature of diversity' -> B: 'communication among tribes breaks down. That breakdown allows people, through time, to become more different.' 6.2 'link between diversity of a country's population and the system of its leadership' -> C: 'Democratic governments are less likely because the tribe or group comes first.' 6.3 'anticipate an extreme preventive measure taken by the authorities' -> E: 'governments consider shutting their borders to protect their citizens.' 6.4 'mention a cross-cultural dissonance resulting from different backgrounds' -> A: the author's own experience moving from Michigan to New England, greetings not being returned. Unused: D (the swine-flu hand-shaking/mask example).","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/7","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"7","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2014,"month":"maj","level":null,"text":"TASK 7. (5 points)\nRead the text. For questions 7.1.-7.5., choose the word or phrase which fits best in each\ngap. Circle the appropriate letter (A, B, C or D).\nTHE END OF THE LIGHT BULB AS WE KNOW IT\nLook up at the ceiling, and the chances are that there is a centuries-old piece of kit swinging\nfrom a cord. The light bulb has been 7.1. for more than 150 years and between its invention\nand the present day its design has hardly changed. Yet, these electricity-sapping glass orbs have\nfinally 7.2. with environmentally-conscious governments and consumers. The death\nwarrant for the traditional bulb has already been signed and now its days are 7.3.\nIt was compact fluorescent lamps which were supposed 7.4. the end of the light bulb\nbut they have failed to deliver on their promise. In part this is due to their costing more than\nregular bulbs. They also take an age to warm up and often produce low quality light. However,\nwaiting in the wings is a new breed of hi-tech light based on the humble LED. Not only\n7.5. to be less of a burden on the environment, its backers say it will also respond\nintelligently to your surroundings and even influence the way we behave, so you may never\nlook up at the ceiling in the same way again.\nabridged from www.bbc.co.uk\n7.1.\nA. hanging around\nB. settling down\nC. coming out\nD. going along\n7.4\nA. spelling\nB. to be spelt\nC. to have spelt\nD. having spelt\n7.2.\nA. lost touch\nB. given a pass\nC. taken a step back\nD. fallen out of favour\n7.5.\nA. it does promise\nB. does it promise\nC. is it to promise\nD. it is promised\n7.3.\nA. counted\nB. estimated\nC. numbered\nD. enumerated\nTRANSFER YOUR ANSWERS TO THE ANSWER SHEET!\n10","answer":"7.1 A, 7.2 D, 7.3 C, 7.4 C, 7.5 B","answer_text":null,"solution":"'The End of the Light Bulb as We Know It', vocabulary/grammar gap-fill. 7.1 'The light bulb has been 7.1 for more than 150 years' -> A 'hanging around' (idiom: has persisted largely unchanged). 7.2 'these ... orbs have finally 7.2 with environmentally-conscious governments' -> D 'fallen out of favour.' 7.3 'its days are 7.3' -> C 'numbered' (idiom: its days are numbered). 7.4 'compact fluorescent lamps which were supposed 7.4 the end of the light bulb but they have failed to deliver' -> C 'to have spelt' ('supposed to have spelt' = the expected-but-unfulfilled past outcome). 7.5 'Not only 7.5 to be less of a burden on the environment...' -> inversion after negative adverbial 'Not only' -> B 'does it promise'.","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/8","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"8","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2014,"month":"maj","level":null,"text":"TASK 8. (5 points)\nRead the text and fill in each gap (8.1.-8.5.) with one word only. The text must be\nlogical and correct in both grammar and spelling. Write the missing word in the space\nprovided.\nWILL WE EVER TALK TO ANIMALS?\nHistory is littered with animals who have “communicated” with humans, but, as work with\ndolphins shows, it is difficult to strike 8.1. a two-way conversation. Wild\ndolphin communication is hard to study. They communicate at frequencies beyond what\nhumans can hear. They are fast-moving and hard to follow. 8.2. these\nchallenges, there is some evidence that dolphins use sounds to represent concepts. Each\nindividual has its own “signature whistle” which might act like a name. Dolphins use these\nwhistles as badges of identity, and may modulate 8.3. to reflect motivation\nand mood.\nThey also have a “natural propensity” for creating shared information when they have to\ninteract. For example, in Costa Rica, distantly related bottlenose and Guyana dolphins will\nadopt a joint collection of sounds whenever they get together, using sounds that they don’t use\nwhen apart. But 8.4. humans to communicate with dolphins, more research\nis needed to understand how they communicate with each other in the natural world. And as\nwith past projects, our success depends on 8.5. the dolphins are willing to\nplay along or not. Perhaps one day we will finally produce the conversations that have eluded\nscientists for so long.\nabridged from www.bbc.com","answer":"8.1 up, 8.2 Despite, 8.3 them, 8.4 for, 8.5 whether","answer_text":null,"solution":"'Will We Ever Talk to Animals?', one-word gap fill. 8.1 'it is difficult to strike 8.1 a two-way conversation' -> up (strike up a conversation). 8.2 '8.2 these challenges, there is some evidence...' -> Despite. 8.3 'may modulate 8.3 to reflect motivation and mood' (the whistles) -> them. 8.4 'But 8.4 humans to communicate with dolphins, more research is needed' -> for. 8.5 'our success depends on 8.5 the dolphins are willing to play along or not' -> whether.","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/9","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"9","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2014,"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 and it is correct in both grammar and spelling. Do not\nchange the word given. Use up to six words including the word given.\n9.1. I feel more confident now that I have spoken to my boss.\nSINCE\nMy confidence to my boss.\n9.2. Have you got any idea where I could find the latest version of his book?\nHAPPEN\nwhere I could find the latest\nversion of his book?\n9.3. “I won’t leave your garage unless someone repairs my car,” the client said.\nREPAIRED\nThe client refused to leave our garage unless he\n9.4. The hotel admitted they shouldn’t have charged me so much for the phone calls.\nMISTAKE\nThe hotel admitted they\nme so much for the phone calls.\n9.5. She has finally started collecting the materials needed to complete her master’s thesis.\nGOT\nShe has finally the materials needed to\ncomplete her master’s thesis.\n11","answer":"9.1 has grown since I spoke; 9.2 Do you happen to know; 9.3 had his car repaired; 9.4 made a mistake by charging; 9.5 got round to collecting","answer_text":null,"solution":"Sentence transformations (up to six words, including the word given). 9.1 SINCE: 'My confidence has grown since I spoke to my boss.' 9.2 HAPPEN: 'Do you happen to know where I could find the latest version of his book?' 9.3 REPAIRED: 'The client refused to leave our garage unless he had his car repaired.' 9.4 MISTAKE: 'The hotel admitted they made a mistake by charging me so much for the phone calls.' 9.5 GOT: 'She has finally got round to collecting the materials needed to complete her master's thesis.'","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2014-maj-matura-dwujezyczna/zad/10","paper_id":"jezyk-angielski-2014-maj-matura-dwujezyczna","number":"10","points":15,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2014,"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. House swapping, czyli zamiana domami lub mieszkaniami na okres planowanego urlopu,\nstaje się coraz częściej alternatywą do zakwaterowania w hotelu. Napisz rozprawkę, w której\nprzedstawisz swoją opinię na temat takiego sposobu rozwiązania problemu zakwaterowania\nna wakacjach. W swojej pracy przedstaw argumenty odnoszące się do:\n komfortu\n bezpieczeństwa\n kosztów\n2. Czasopismo internetowe ogłosiło konkurs na pomysł kampanii promującej adoptowanie\nzwierząt ze schronisk. Napisz list do redakcji tego czasopisma, w którym przedstawisz swoją\npropozycję takiej kampanii oraz omówisz korzyści wynikające z organizowania takich akcji\ndla danej miejscowości oraz potencjalnych właścicieli adoptowanych zwierząt.\nFINAL COPY\n12\n13\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\n15\nNOTES (will not be assessed)","answer":null,"answer_text":null,"solution":"Composition (Task 10, topic 1 chosen: rozprawka on house swapping as a holiday-accommodation alternative, addressing comfort, safety and cost), 300-350 words:\n\nHouse Swapping: A Smart Alternative to Hotels?\n\nIn recent years, house swapping — exchanging homes with another family for the duration of a holiday — has become an increasingly popular alternative to booking a hotel room. While the idea appeals to many budget-conscious travellers, it is worth examining whether it truly offers a satisfactory solution in terms of comfort, safety and cost.\n\nAs far as comfort is concerned, house swapping can actually surpass a hotel stay. Guests have access to a fully equipped kitchen, a living room and often a garden, which makes it far easier to feel at home, especially for families travelling with children. On the other hand, the level of comfort depends entirely on the standard of the partner's house, which one usually cannot verify in person beforehand, so there is always an element of uncertainty that a hotel, with its standardised rooms and services, does not carry.\n\nSafety is probably the most debatable issue. Inviting strangers into one's home and staying in a stranger's house both require a considerable amount of trust. Specialised house-swapping platforms do offer verification systems, reviews and insurance options, which reduce the risk considerably, yet no system can fully replace the peace of mind that comes with a staffed, monitored hotel building.\n\nWhen it comes to cost, house swapping is clearly the more economical choice. Since no money changes hands for the accommodation itself, families can redirect their budget towards sightseeing, food or entertainment. Hotels, especially in popular tourist destinations, can consume a significant part of a holiday budget, so this advantage should not be underestimated.\n\nTo conclude, house swapping is not without its drawbacks, particularly regarding safety and the unpredictability of comfort, but the financial benefits are substantial enough to make it a genuinely attractive alternative to a hotel, provided that travellers choose a reputable platform and communicate carefully with their swap partners beforehand.","image":"img/jezyk-angielski-2014-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 2014","subject_label":"Język angielski","category_label":"Matura"}]}