{"paper":{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","variant":null,"exam_pdf":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/jezyk-angielski-2015-czerwiec-matura-rozszerzona.pdf","key_pdf":"jezyk-angielski-2015-czerwiec-matura-rozszerzona-odpowiedzi/jezyk-angielski-2015-czerwiec-matura-rozszerzona-odpowiedzi.pdf","question_count":10,"source_label":"Język angielski · Matura · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/1","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"1","points":3,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 1. (0-3)\nUsłyszysz dwukrotnie trzy teksty. Z podanych odpowiedzi wybierz właściwą, zgodną\nz treścią nagrania. Zakreśl literę A, B albo C.\nTekst 1.\n1.1. The speaker wants to\nA. review a documentary about medieval castles.\nB. welcome a group of tourists visiting a medieval castle.\nC. encourage people to learn more about life in medieval castles.\nTekst 2.\n1.2. Which of the following is stated in the interview as an opinion, and not a fact?\nA. In sport, combinations of colours produce a desired response.\nB. The same colours are not equally attractive in different places.\nC. Sports clubs don’t pay enough attention to the colours they choose.\nTekst 3.\n1.3. The text is about\nA. different superstitions about the same number across cultures.\nB. the culture-specific character of superstitions concerning numbers.\nC. the origin of superstitions about numbers which bring good luck.","answer":"1.1 C, 1.2 C, 1.3 B","answer_text":null,"solution":"Transkrypcja: Tekst1 poleca książkę o życiu w średniowiecznych zamkach i zachęca do dalszego poznawania tematu (\"To find out more, have a look at Life in Britain's Medieval Castles...\") -> 1.1 C. Tekst2 - Amanda mówi \"I believe many sports teams fail to recognise this fact\" - to jej opinia, nie fakt -> odpowiada zdaniu C (\"Sports clubs don't pay enough attention to the colours they choose.\") -> 1.2 C. Tekst3 opisuje różne \"pechowe\" liczby w różnych krajach (4 w Chinach, 9 w Japonii, 17 we Włoszech) - podkreśla, że przesądy są specyficzne kulturowo -> 1.3 B.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/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 · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/2","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"2","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 2. (0-4)\nUsłyszysz dwukrotnie cztery wypowiedzi na temat sposobów witania się w różnych\nkrajach. Do każdej wypowiedzi (2.1.-2.4.) dopasuj odpowiadające jej zdanie (A-E).\nWpisz rozwiązania do tabeli.\nUwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.\nIn this country\nA. people greet each other with a handshake followed by a head bow.\nB. the position of the hands while greeting someone reflects the degree of respect.\nC. physical contact is not involved when relatives greet one another.\nD. one of the greetings involves touching the other person’s head.\nE. a small head bow is a typical greeting only in a certain social group.\n2.1.\n2.2.\n2.3.\n2.4.\nMJA-1R","answer":"2.1 C, 2.2 E, 2.3 D, 2.4 B","answer_text":null,"solution":"Transkrypcja (powitania w różnych krajach): Tekst1 (Tybet) - gdy rodziny się spotykają po rozłące, \"no hugs, patting or shaking hands. Instead, bows...\" - brak kontaktu fizycznego między krewnymi -> 2.1 C. Tekst2 (Japonia) - mały skłon głowy jest typowy wśród młodszych osób/studentów jako nieformalne powitanie -> 2.2 E. Tekst3 (Filipiny) - powitanie starszej osoby polega na dotknięciu kłykciami jej czoła -> 2.3 D. Tekst4 (Tajlandia) - \"The higher the hands in relationship to the face, the higher the level of esteem\" - pozycja dłoni odzwierciedla stopień szacunku -> 2.4 B. Zdanie A (uścisk dłoni + skłon głowy) jest dodatkowe i nie pasuje do żadnej wypowiedzi.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/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 · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/3","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"3","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 3. (0-5)\nUsłyszysz dwukrotnie wywiad na temat rekrutacji na studia. Z podanych odpowiedzi\nwybierz właściwą, zgodną z treścią nagrania. Zakreśl literę A, B, C albo D.\n3.1. According to Tom Drake, some students\nA. engage in too many activities in the senior year of school.\nB. do too little to improve their grades before leaving school.\nC. include in their lists of interests activities they didn’t do.\nD. don’t attend enough extracurricular classes at school.\n3.2. Students should include a personal statement because\nA. it is obligatory at most universities.\nB. it can help them receive financial help.\nC. it may be crucial during the admission process.\nD. it will give them a better chance of getting a student job.\n3.3. Tom gets annoyed during the application process when candidates\nA. can’t prove their interest in college life.\nB. aren’t able to make use of available information.\nC. don’t contact admissions officers personally.\nD. don’t present all their interests.\n3.4. Answering the last question, Tom mentions an applicant who\nA. made a spelling mistake in the name of the university.\nB. copied his essays from the university’s site.\nC. spent too little time at the university.\nD. referred to the wrong town in his application.\n3.5. In the interview, Tom\nA. persuades students to continue their education.\nB. compares the admission process at two different universities.\nC. encourages students to take up as many activities as possible.\nD. advises students on how to apply to university in a proper way.\nPRZENIEŚ ROZWIĄZANIA ZADAŃ OD 1. DO 3. NA KARTĘ ODPOWIEDZI!\nMJA-1R","answer":"3.1 A, 3.2 C, 3.3 B, 3.4 D, 3.5 D","answer_text":null,"solution":"Transkrypcja (wywiad z Tomem Drake'em): 3.1 Tom mówi, że jest sceptyczny, gdy lista zajęć pozaszkolnych kandydata gwałtownie rośnie w ostatniej klasie (\"I do question the candidate's dedication to so many causes in the last grade\") -> A. 3.2 List motywacyjny (\"personal statement\") pozwala wyjaśnić okoliczności (praca zarobkowa, sytuacja rodzinna) wpływające na wynik rekrutacji -> C (może mieć kluczowe znaczenie w procesie rekrutacji). 3.3 Tom irytuje się, gdy kandydaci pytają o informacje dostępne na stronie/w materiałach -> B (nie potrafią wykorzystać dostępnych informacji). 3.4 Kandydat pomylił miasto uczelni (napisał o Cleveland zamiast Tucson) -> D. 3.5 Cały wywiad to porady Toma dla kandydatów, jak poprawnie aplikować na studia -> D.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad-3.webp","solution_image":null,"topics":null,"page_from":3,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/4","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"4","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 4. (0-4)\nPrzeczytaj tekst, który został podzielony na trzy części (A-C) oraz pytania go dotyczące\n(4.1.-4.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania\ndo tabeli. Uwaga: jedna część tekstu pasuje do dwóch pytań.\nIn which paragraph does the author\n4.1.\npoint to an unsatisfactory quality of coffee in a certain type of establishment?\n4.2.\ncompare the demand for two different products?\n4.3.\nmention the invariably high-quality coffee served in a country where it is not\ngrown?\n4.4.\ndescribe preparing coffee as a ritual?\nCOFFEE HERE AND COFFEE THERE\nA. Few people begin the day without a hot drink. Chocolate and tea are popular morning\njump-starters. But coffee dominates the morning hour in every time zone. While the plant\nthat produces the beans is native to Africa, two main species of coffee are now grown in\nnearly every tropical region. The consumption of this beverage is increasing throughout\nthe world, and though coffee is far from being the world’s largest crop, it is now the\nsecond most needed commodity after oil. Coffee is present in almost every culture, yet it\ntakes a wide range of forms throughout the world.\nB. Ethiopia is the native homeland to the Coffea genus. People here have been making coffee\nin the same way for more than 1,000 years. Today, coffee is still served and serving it is a\nceremony that changes the beans from raw red cherries into a toasty, steaming drink, often\nall before the guest’s eyes. In contrast, in the USA there is “gas station coffee,” the type\nthat one gets in roadside diners. It is an ominously tea-colored product brewed hours\nbefore being served, so it resembles a coffee-like drink rather than genuine coffee.\nC. But perhaps nobody has a better tradition of preparing coffee than Italy. Though many\nlines of latitude north of coffee-growing countries, Italy has somehow attained the position\nof coffee lord and master. It’s here that a coffee lover can enter any establishment,\nwhether an elegant bar or a small nameless café, and expect no less than the brown-black\nbest. Never worry about getting a fake instant coffee, because “cafe” in Italy is\nsynonymous with “espresso.” Add milk, sugar, or ice cubes and the door to the creamy\nworld of the most popular coffee variations opens wide.\nadapted from http://blogs.smithsonianmag.com\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1R","answer":"4.1 B, 4.2 A, 4.3 C, 4.4 B","answer_text":null,"solution":"Tekst \"Coffee Here and Coffee There\": 4.1 (niska jakość kawy w pewnym typie lokalu) -> akapit B (\"gas station coffee\"... \"resembles a coffee-like drink rather than genuine coffee\"). 4.2 (porównanie popytu na dwa różne produkty) -> akapit A (kawa jako \"the second most needed commodity after oil\"). 4.3 (niezmiennie wysoka jakość kawy w kraju, gdzie się jej nie uprawia) -> akapit C (Włochy, \"expect no less than the brown-black best\"). 4.4 (parzenie kawy jako rytuał) -> akapit B (Etiopia, \"serving it is a ceremony\"). Zgodnie z instrukcją akapit B pasuje do dwóch pytań (4.1 i 4.4).","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/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 · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/5","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"5","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 5. (0-4)\nPrzeczytaj tekst, z którego usunięto cztery zdania. Wpisz w luki 5.1.-5.4. litery, którymi\noznaczono brakujące zdania (A-E), tak aby otrzymać logiczny i spójny tekst.\nUwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.\nBITTY BAT\nIn the depths of a dark cave in Sai Yok National Park, west-central Thailand, a tiny bat hangs\neffortlessly from the ceiling. A mere two grams in weight and a little over an inch in length,\nthe bumblebee bat is one of the world’s smallest mammals. It flies only under the cover of\ndarkness in the dense forests, where it is but a shadow in the night. 5.1. But exactly\nwhich of them pose the greatest threat to the bats remains unknown.\nIn fact, there is much about bumblebee bats that has yet to be explained. They live in groups\ncalled colonies, but whether colonies move from one cave to another remains vague.\n5.2. This process provides different types of information from which the precise\nlocation, orientation, and type of prey are identified.\nThe bumblebee bats’ remote cave sites would suggest that the animals are safe from\npotentially threatening human activities. 5.3. According to the International Union for\nConservation of Nature, colonies at some cave sites decreased by an estimated 14 percent\nbetween 1998 and 2008. In fact, there are now fewer than 10,000 bumblebee bats left in the\nwild, and populations in Thailand are expected to decrease by another 10 percent in the next\ndecade.\nMajor threats to the existence of the bumblebee bat stem from human activities, and include,\nfor example, human intrusion into caves from tourism, habitat destruction from mining and\nthe burning of forests around cave entrances. 5.4. So, as part of their efforts to save the\ntiny creature, conservationists must now work to improve public education about the species\nso that people can respond positively to the need for its protection.\nadapted from www.britannica.com\nA. How long bumblebee bats live is also unknown, but it may be around 5 to 10 years longer\nthan in case of the lifespans of other closely related bats.\nB. Many of these acts suggest just a lack of awareness of the bats’ presence or of the harmful\nimpact being exerted on them.\nC. But since their discovery in the seventies by the Thai mammologist Kitti Thonglongya,\nthe species has been in decline.\nD. Such secretive behaviour would suggest that bumblebee bats are trying to avoid being\nhunted by predators.\nE. What is known is that bumblebee bats, just like other bats, navigate and detect the target\nby emitting high-pitched sounds that bounce off objects and reflect back to their ears.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1R","answer":"5.1 D, 5.2 E, 5.3 C, 5.4 B","answer_text":null,"solution":"Tekst \"Bitty Bat\": 5.1 - zdanie musi wprowadzać rzeczownik, do którego odnosi się \"them\" w \"which of them pose the greatest threat\" - pasuje D (\"...avoid being hunted by predators.\" - \"them\" = predators). 5.2 - przed zdaniem o \"This process provides different types of information...precise location, orientation, and type of prey\" musi być opis procesu echolokacji -> E (\"...navigate and detect the target by emitting high-pitched sounds that bounce off objects...\"). 5.3 - przed statystykami spadku populacji pasuje zdanie wprowadzające temat spadku liczebności od odkrycia gatunku -> C (\"since their discovery in the seventies...the species has been in decline.\"). 5.4 - przed wnioskiem o konieczności edukacji publicznej pasuje zdanie łączące szkodliwe działania ludzi z brakiem świadomości -> B (\"Many of these acts suggest just a lack of awareness...\"). Zdanie A (o długości życia nietoperzy) jest dodatkowe i nie pasuje do żadnej luki.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad-5.webp","solution_image":null,"topics":null,"page_from":5,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/6","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"6","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 6. (0-5)\nPrzeczytaj dwa teksty związane z rowerami. Z podanych odpowiedzi wybierz właściwą,\nzgodną z treścią tekstu. Zakreśl literę A, B, C albo D.\nTekst 1.\nMORNING RUSH\nA train pulls into the station. There is a loud hiss as the doors are released and a hard rolling\nsound as they spring apart. The train is almost empty but a large crowd of commuters is\nwaiting to board it. At the door nearest the exit stairs a man in a grey tracksuit and holding a\nbicycle tries to get off the train against the crush of people trying to get on. One pedal of the\nbicycle snags a shopping basket which is pulled from the grasp of the middle-aged lady who\nis carrying it. The basket is dumped on the slatted wooden floor of the tube train. It contains\nmostly vegetables, including a plastic two-pound bag of new potatoes. This bag is ejected\nfrom the basket and splits as it hits the floor. The potatoes are all small and they scatter among\nthe feet of those getting on the train.\nOne passenger, a businessman carrying a briefcase, steps on a potato. The man slides\nsharply to the right, recovers momentarily, and then pitches forward. He lets go of his\nbriefcase and puts his hands out to stop his fall. One corner of the briefcase strikes the floor\nfirst, the clips at the top spring apart with the shock and the briefcase flies open. The contents\nare deposited across the floor of the rapidly filling carriage. A copy of the Financial Times,\nthree pens, a red and yellow packet containing thirty-six photographs, and two tickets for the\nfollowing evening’s performance of ‘Shirley Valentine’ at the Empire Cinema with at least\nhalf a dozen paper clips. Three or four passengers bend down to help retrieve the contents of\nboth the briefcase and the shopping basket while someone else helps the businessman who\nhas fallen to get to his feet. He inspects his hands which are scuffed and bruised but not\nbleeding.\nThe cyclist, meanwhile, has managed to free himself from the crowd and is standing at the\nback of the platform waiting for the crowd to disperse. He has seen nothing of the incident\nwith the shopping basket and the briefcase. He leans his bicycle against the wall and inspects\nit for signs of damage. The man in the train has now recovered his briefcase and all its\ncontents except the paper clips. From his position in the centre of the space between the doors\nof the carriage he looks out over the heads of those latecomers still struggling to get on and\nsees the cyclist over by the wall as he leans over to check the chain and gearing.\nadapted from Cybernetics by D. Mackenzie\nMJA-1R\n6.1. When leaving the train, the cyclist\nA. strikes a passenger with his basket.\nB. pushes his way through the boarding crowd.\nC. lets the lady with a shopping basket go first.\nD. crushes other passengers against the exit door.\n6.2. After falling down, the businessman\nA. immediately tries to get to his feet on his own.\nB. notices his hands are covered in blood.\nC. is given a hand with collecting his things.\nD. cannot move because the carriage is packed with people.\n6.3. After getting off, the cyclist waits on the platform because\nA. he wants to see the latecomers trying to get on the train.\nB. there are a lot of people rushing around.\nC. he intends to apologize for the incident he has caused.\nD. one part of the bike turns out to be broken.\nMJA-1R\nTekst 2.\nHIRE A BIKE TO WORK\nBy 7.30 a.m., the suited hordes are already swarming out of Waterloo, Britain’s busiest\nstation. South West Trains commuters are marching half-awake towards tubes, buses and one\nof the 117 bikes in the station’s “super-dock”, the biggest in the capital. At this time there are\nplenty of bikes to take, and the suits unlock them with their membership keys, pedal off and\nflow over Waterloo Bridge. Wait half an hour, though, and there is a problem. A recent report\nshowed that that by 8 a.m. there are only a few bikes left and 10 minutes later the super-dock\nis completely empty.\nAs commuters ride from the peripheries of the Cycle Hire Scheme zone into the City and\ncentral London, they leave empty docking stations behind them in the morning and fill up the\nones where they park their bikes, so those arriving later either cannot find a bike to ride, or\ncannot dock it when they arrive at work. The problem happens in reverse in the evenings.\nSerco, the service company that runs the scheme, is supposed to redistribute bikes so that\nempty and full periods don’t happen. Its fleet of vans and cars is supposed to ensure that if a\ndocking station does not have a bike or docking point available, there will be another nearby\nwhich does, but the stories from users suggest that isn’t the case. “The system must be reliable\nfor people to be able to trust the transport for regular commutes. We’re really fed up. It might\nbe the time for the city council to reconsider whether it is the best service provider we can\nget,” complained one user.\nHowever, despite these inconveniences, the Cycle Hire Scheme is definitely a welcome\nimprovement to the city’s public transport network. Although many residents were skeptical\nabout cycling in London rainy weather, the Cycle Hire Scheme has recorded nearly 19 million\njourneys. At this time of the year the 7,000 bikes in service are used about 10,000 times a day,\na figure that doubles when spring arrives. The early doubters have also been proved wrong\nwith regard to another issue. According to the latest data, compared to foreign schemes,\nLondon scheme has recorded much lower rates of theft. There are also fewer cycling\naccidents than feared earlier.\nadapted from London Evening Standard\n6.4. Which of the following is stated in the text as an OPINION, not a fact?\nA. Hiring bicycles is most difficult after 8 a.m.\nB. Commuters use the scheme most frequently in spring.\nC. The theft of bicycles for hire is lower in London than abroad.\nD. The service company is unable to carry out its task adequately.\n6.5. In the last paragraph, the author\nA. questions the purpose of introducing the scheme.\nB. comments on the unexpected popularity and safety of the scheme.\nC. suggests making some improvements to the scheme.\nD. warns against negative consequences of using the scheme in the long run.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1R","answer":"6.1 B, 6.2 C, 6.3 B, 6.4 D, 6.5 B","answer_text":null,"solution":"Tekst1 (Morning Rush): 6.1 rowerzysta wysiadając z pociągu \"tries to get off the train against the crush of people trying to get on\" -> B (przepycha się przez tłum wsiadających). 6.2 pasażerom pomaga w zebraniu rzeczy: \"Three or four passengers bend down to help retrieve the contents...\" -> C. 6.3 rowerzysta czeka na peronie \"waiting for the crowd to disperse\" - z powodu tłumu ludzi -> B. Tekst2 (Hire a Bike to Work): 6.4 wypowiedź niezadowolonego użytkownika \"We're really fed up...\" o niesprawnym systemie dystrybucji rowerów to opinia, nie fakt -> D. 6.5 ostatni akapit komentuje nieoczekiwaną popularność i bezpieczeństwo systemu (19 milionów przejazdów, niższe kradzieże, mniej wypadków) -> B.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad-6.webp","solution_image":null,"topics":null,"page_from":6,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/7","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"7","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 7. (0-4)\nPrzeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny\ni gramatycznie poprawny tekst. Zakreśl literę A, B, C albo D.\nGAP YEAR\nWhen we 7.1. the last year of school, our future was something my friends and\nI frequently debated. There were those who wanted to go straight to university to avoid\nthe rise 7.2. fees and those who chose to wait for their exam results before deciding\nwhat they wanted to do next.\nI didn’t really fit into 7.3. group; I decided to take a year off. To put it simply, I was\ntired of the structured form of school life. I thought I would get the most out of university if I\nwent there having experienced more of the world, having changed the way I’d lived my life so\nfar and, really, having grown up.\nThere was also the influence of my sister. Two years older than me, she had, at the last\nminute, made up her 7.4. to take a gap year. She has since said that although it was not\na conscious decision, it was the best one she could have made.\nadapted from www.telegraph.co.uk\n7.1.\nA. gained\nB. spent\nC. reached\nD. crossed\n7.2.\nA. in\nB. on\nC. at\nD. for\n7.3.\nA. none\nB. either\nC. neither\nD. both\n7.4.\nA. brain\nB. sense\nC. mind\nD. idea\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1R","answer":"7.1 C, 7.2 A, 7.3 B, 7.4 C","answer_text":null,"solution":"Tekst \"Gap Year\": 7.1 \"When we reached the last year of school\" -> C. reached. 7.2 \"the rise in fees\" -> A. in. 7.3 \"I didn't really fit into neither/either group\" - dwie grupy wspomniane wcześniej, przeczenie \"didn't fit into\" wymaga \"either\" (nie \"neither\", bo zdanie jest już przeczące) -> B. either. 7.4 \"made up her mind to take a gap year\" (stały związek frazeologiczny \"make up one's mind\") -> C. mind.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/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 · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/8","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"8","points":4,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 8. (0-4)\nPrzeczytaj tekst. Uzupełnij każdą lukę (8.1.-8.4.), przekształcając jeden z wyrazów\nz ramki w taki sposób, aby powstał spójny i logiczny tekst. Wymagana jest pełna\npoprawność gramatyczna i ortograficzna wpisywanych wyrazów.\nUwaga: dwa wyrazy zostały podane dodatkowo i nie pasują do żadnej luki.\nheavy\ninspect\nnumber\nresearch\nwrong\nvanish\nBERMUDA TRIANGLE MYSTERY\nScores of ships and planes 8.1. without trace over the centuries in a\nvast area of ocean with imaginary points in Bermuda, Florida and Puerto Rico - the so-called\nBermuda Triangle.\nChristopher Columbus - on his first voyage of discovery - was the first person to record\nanomalous activities in the seas around Bermuda. While his ships were passing through\nthe Sargasso Sea, the Italian explorer said they experienced erratic compass readings.\nWhile it is believed that 8.2. ships and airplanes have disappeared\nunder highly unusual circumstances, the United States Coast Guard officials disagree with\nthat assessment. They show statistics which demonstrate that the number of incidents is no\nlarger than that of any other 8.3. travelled region of the world.\nMany of the alleged mysteries have proven not so mysterious upon close\n8.4. , with inaccuracies and misinformation circulating over\nthe decades.\nadapted from http://bernews.com; www.world-mysteries.com\nMJA-1R","answer":"8.1 vanished, 8.2 numerous, 8.3 heavily, 8.4 inspection","answer_text":null,"solution":"Tekst \"Bermuda Triangle Mystery\", słowotwórstwo z ramki (heavy, inspect, number, research, wrong, vanish): 8.1 \"Scores of ships and planes vanished without trace\" -> vanished. 8.2 \"it is believed that numerous ships and airplanes have disappeared\" -> numerous. 8.3 \"no larger than that of any other heavily travelled region\" -> heavily. 8.4 \"upon close inspection, with inaccuracies and misinformation...\" -> inspection. Wyrazy \"research\" i \"wrong\" są dodatkowe i nie pasują do żadnej luki.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/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 · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/9","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"9","points":4,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 9. (0-4)\nWykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką,\ntak aby zachować sens zdania wyjściowego (9.1.-9.4.). W każdą lukę można wpisać\nod 2 do 4 wyrazów, wliczając wyraz już podany. Wymagana jest pełna poprawność\nortograficzna i gramatyczna wpisywanych fragmentów zdań.\nUwaga: nie zmieniaj formy podanych wyrazów.\n9.1. It’s a pity I had too little time to drop in for a chat.\nHAD\nI wish more time to drop in for a chat.\n9.2. Our company has been under the control of foreign investors since 2010.\nOVER\nForeign investors the control of our company in 2010.\n9.3. They limited the amount of luggage you can take onto a plane.\nLIMIT\nThey the amount of luggage you can take onto a plane.\n9.4. I’ll remind them about it. They may forget.\nCASE\nI’ll remind them about it\nMJA-1R","answer":"9.1 I had had, 9.2 took over, 9.3 put a limit on, 9.4 in case they forget","answer_text":null,"solution":"Przekształcenia zdań: 9.1 \"It's a pity I had too little time...\" -> \"I wish I had had more time to drop in for a chat.\" (luka: \"I had had\"). 9.2 \"Our company has been under the control of foreign investors since 2010.\" -> \"Foreign investors took over the control of our company in 2010.\" (luka: \"took over\"). 9.3 \"They limited the amount of luggage...\" -> \"They put a limit on the amount of luggage you can take onto a plane.\" (luka: \"put a limit on\"). 9.4 \"I'll remind them about it. They may forget.\" -> \"I'll remind them about it in case they forget.\" (luka: \"in case they forget\").","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad-9.webp","solution_image":null,"topics":null,"page_from":11,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad/10","paper_id":"jezyk-angielski-2015-czerwiec-matura-rozszerzona","number":"10","points":13,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"rozszerzona","text":"Zadanie 10. (0-13)\nWypowiedz się na jeden z poniższych tematów. Wypowiedź powinna zawierać\nod 200 do 250 słów i spełniać wszystkie wymogi typowe dla formy wskazanej\nw poleceniu. Zaznacz temat, który wybrałeś(-aś), zakreślając jego numer.\n1. Wiele osób uważa, że sklepiki szkolne nie powinny sprzedawać słodyczy i jedzenia typu\nfast food. Napisz rozprawkę, w której przedstawisz swoją opinię na ten temat, rozważając\ngo z punktu widzenia uczniów oraz właścicieli sklepików szkolnych.\n2. Twoja szkoła zdecydowała się nawiązać współpracę z jedną ze szkół brytyjskich. Jako\nprzedstawiciel uczniów, napisz list do dyrekcji szkoły brytyjskiej. W swoim liście\nprzedstaw korzyści wynikające z takiej współpracy oraz opisz akcję, która mogłaby być\nzorganizowana w ramach współpracy Waszych szkół.\nCZYSTOPIS\nMJA-1R\nMJA-1R\nZgodność z poleceniem\nSpójność\ni logika\nZakres\nśrodków\njęzykowych\nPoprawność\nśrodków\njęzykowych\nRAZEM\n0-1-2-3-4-5\n0-1-2\n0-1-2-3\n0-1-2-3\nElementy treści (0-1-2)\nElementy formy (0-1)\n1\n2\n3\n4\n5\n1\n2\n3\n4\nMJA-1R\nBRUDNOPIS (nie podlega ocenie)","answer":null,"answer_text":null,"solution":"Wybrany temat: 1. (rozprawka o sprzedaży słodyczy i fast foodu w sklepikach szkolnych, z punktu widzenia uczniów i właścicieli sklepików). Przykładowa praca (ok. 220-250 słów):\n\nNowadays, school canteens and shops often sell sweets, crisps and other fast food, and this has become a subject of heated debate. Some people argue that such products should be banned from schools altogether. In my opinion, this is a reasonable idea, although it is worth looking at the issue from two different perspectives.\n\nFrom the students' point of view, easy access to sweets and fast food is tempting but harmful. Teenagers who eat crisps or chocolate bars instead of a proper lunch often lack the energy and concentration needed for lessons. In the long run, such eating habits can lead to obesity and other health problems. If school shops stopped selling junk food, students would be encouraged, or even forced, to choose healthier snacks like fruit or sandwiches, which would benefit their health and academic performance alike.\n\nOn the other hand, school shop owners might see the situation differently. Sweets and fast food are usually cheap to buy and easy to sell, so they generate a steady income. Removing them from the shelves could significantly reduce profits, especially if healthier alternatives turn out to be less popular among students. Owners might also argue that it is not their role to control what young people eat, and that responsibility lies with parents.\n\nTaking both perspectives into account, I still believe that schools should limit the sale of sweets and fast food. Children's health should always come before profit, and schools have a duty to promote healthy habits among young people.","image":"img/jezyk-angielski-2015-czerwiec-matura-rozszerzona/zad-10.webp","solution_image":null,"topics":null,"page_from":12,"source":"ai","answer_source":null,"answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"}]}