{"paper":{"id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2","subject":"jezyk-angielski","category":"matura","year":2016,"month":"maj","level":"rozszerzona","variant":"stara","exam_pdf":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/jezyk-angielski-2016-maj-matura-stara-rozszerzona-2.pdf","key_pdf":null,"question_count":6,"source_label":"Język angielski · Matura · maj 2016 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad/4","paper_id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2","number":"4","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2016,"month":"maj","level":"rozszerzona","text":"Zadanie 4. (5 pkt)\nUsłyszysz dwukrotnie wywiad na temat nietypowych zawodów sportowych. Zaznacz\nznakiem X, które zdania są zgodne z treścią nagrania (T - True), a które nie (F - False).\nZa każde poprawne rozwiązanie otrzymasz 1 punkt.\nT\nF\n4.1. The place where the competition is held is inaccessible by public\ntransport.\n4.2. Every participant who covers the whole distance of the race receives\na medal.\n4.3. Professional swimwear is not required to enter the competition.\n4.4. Some participants have developed serious skin infections.\n4.5. In the interview, Simon explains how the competition gained international\npopularity.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad-4.webp","solution_image":null,"topics":null,"page_from":2,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2016 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad/5","paper_id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2","number":"5","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2016,"month":"maj","level":"rozszerzona","text":"Zadanie 5. (5 pkt)\nUsłyszysz dwukrotnie wypowiedzi pięciu osób na temat organizacji charytatywnych.\nDo każdej osoby (5.1.-5.5.) dopasuj zdanie podsumowujące jej wypowiedź (A-F).\nWpisz rozwiązania do tabeli.\nUwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.\nZa każde poprawne rozwiązanie otrzymasz 1 punkt.\nA. Working for a charity might boost your chances on the job market.\nB. The well-being of disadvantaged groups should not rest on charities.\nC. Local charities spend money efficiently.\nD. Charities need financial transparency.\nE. Companies which support charities influence them too much.\nF. Charity should not be restricted to financial help.\n5.1.\n5.2.\n5.3.\n5.4.\n5.5.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nPoziom rozszerzony - część II\nMJA_1R","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad-5.webp","solution_image":null,"topics":null,"page_from":2,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2016 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad/6","paper_id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2","number":"6","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2016,"month":"maj","level":"rozszerzona","text":"Zadanie 6. (5 pkt)\nUsłyszysz dwukrotnie wywiad z producentem programów kulinarnych. Z podanych\nodpowiedzi wybierz właściwą, zgodną z treścią nagrania. Zakreśl literę A, B, C albo D.\nZa każde poprawne rozwiązanie otrzymasz 1 punkt.\n6.1. Geoffrey Drummond became convinced he wanted to work with Julia Child after\nA. trying one of her dishes in a New York restaurant.\nB. watching a TV programme she was hosting.\nC. seeing her run a cookery class.\nD. attending a lecture about her.\n6.2. After Julia agreed to work with Geoffrey on the series Cooking with Master Chefs,\nshe\nA. showed more involvement in the project than he expected.\nB. made it clear she intended to travel as little as possible.\nC. realised her age was going to be a disadvantage.\nD. insisted on choosing the menus herself.\n6.3. Geoffrey recalls that in one of her programmes Julia\nA. got angry because her dish did not meet someone’s expectations.\nB. pretended she liked something which tasted awful.\nC. made her dish look less attractive on purpose.\nD. had a violent argument with another chef.\n6.4. When working on the programme, Julia\nA. prepared the dishes herself from start to finish.\nB. read a detailed script before the actual filming.\nC. filmed the staff in a basement kitchen.\nD. enjoyed improvising on the set.\n6.5. When answering the last question, Geoffrey\nA. outlines Julia’s culinary dreams and ambitions.\nB. emphasizes Julia’s contribution to the culinary world.\nC. explains why the profession of a chef is so challenging.\nD. draws attention to the importance of homemade meals.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nPoziom rozszerzony - część II\nMJA_1R\nROZUMIENIE PISANEGO TEKSTU I ROZPOZNAWANIE STRUKTUR\nLEKSYKALNO-GRAMATYCZNYCH","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad-6.webp","solution_image":null,"topics":null,"page_from":3,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2016 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad/7","paper_id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2","number":"7","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2016,"month":"maj","level":"rozszerzona","text":"Zadanie 7. (5 pkt)\nPrzeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu.\nZakreśl literę A, B, C albo D. Za każde poprawne rozwiązanie otrzymasz 1 punkt.\nTHE PAINTING\nStrickland made no particular impression on the people who came in contact with him.\nTo them he was no more than a man in constant need of cash, remarkable only for the fact\nthat he painted pictures which seemed ridiculous to them; and it was not until he had been\ndead for some years that the dealers from Paris and Berlin came to look for any pictures\nwhich might still remain on the island where he created his best works. They remembered that\nthey could have cheaply bought canvases which were now worth large sums, and they could\nnot forgive themselves for the opportunity which had escaped them.\nThere was a trader called Cohen, who had once come by one of Strickland’s pictures. He was\na little old Frenchman, half trader and half seaman. I went to see him and began to talk to him\nabout Strickland. He had known Strickland well. “You see, I wasn’t interested in him because\nhe was a painter,” he told me. “We hardly get any painters in the islands, and I was sorry for\nhim. I gave him his first job shortly after we’d met. I had a plantation, and I wanted\na supervisor. You never get any good work from workers unless you have a man over them.\nSo I allowed him plenty of time for painting, and he could earn a bit of money. I knew he was\nstarving so I offered him good wages.”\n“I can’t imagine that he was a very satisfactory supervisor,” I said, smiling.\n“You got that right! He only remained a few months. When he had enough money to buy\npaints and canvases he left me. But I continued to see him once in a while. He would turn up\nand stay for a few days; he’d get money out of someone and then disappear again. It was on\none of these startling visits that he asked for the loan of two hundred francs to settle his debts.\nHe looked as if he hadn’t had a meal for a week, and I didn’t have the heart to refuse him.\nOf course, I never thought I would see my money again. Well, a year later he came to see me,\nand he brought a picture. He did not mention the money he owed me, but delivered a picture\nthat he’d painted for me.”\n“What was it like?” I asked.\n“Do not ask me. I could not make head or tail of it. So I took it into the attic and put it away\nwith all sorts of rubbish. Then, after thirty years, my brother wrote to me from Paris\ninterrogating whether I knew anything about an English painter who used to live in Tahiti.\nIt turned out that his pictures fetched large prices, and my brother thought there was money\nto be made. So, my wife and I went up to the attic, and there, among piles of rubbish was\nthe picture we never hung in our house. I looked at it again and so did my wife. We didn’t see\nanything in the picture. My wife even thought that my brother must have gone crazy\nif he wanted that thing. It depicted a plantation of coconuts with blue leaves, something never\nand nowhere seen before. Well, we sent it to my brother. When I received a letter from him,\nI couldn’t believe my eyes. What do you think he said? He confessed that he thought it was\na joke that I had played on him. He would not have given the cost of postage for the picture.\nImagine his surprise when the trader stated it was a masterpiece, and offered him thirty\nthousand francs. He would have paid more, but frankly my brother was so taken aback that\nhe’d lost his head. He accepted the offer before he was able to collect himself.”\nadapted from Moon and Sixpence by William Somerset Maugham\nPoziom rozszerzony - część II\nMJA_1R\n7.1. In the first paragraph, we learn that Strickland\nA. regularly lacked money.\nB. refused to trade his paintings to art dealers.\nC. kept his profession secret from local people.\nD. found it difficult to paint while living on the island.\n7.2. What made Cohen hire Strickland?\nA. A long-lasting friendship.\nB. A keen interest in art.\nC. A desperate need for profit.\nD. A desire to help.\n7.3. After leaving the job on the plantation, Strickland\nA. kept away from the island.\nB. relied on other people’s help.\nC. settled in one place for good.\nD. found a stable occupation.\n7.4. The painting that Strickland gave Cohen\nA. was hidden in the attic for safety reasons.\nB. showed a scene that looked unrealistic.\nC. was recognised as a stolen masterpiece.\nD. made a positive impression on Cohen’s wife.\n7.5. The text is about\nA. a trader pursuing a promising career in art.\nB. a painting that changed an artist’s life.\nC. an artist appreciated after his death.\nD. a painter who fell from grace.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nPoziom rozszerzony - część II\nMJA_1R","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad-7.webp","solution_image":null,"topics":null,"page_from":4,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2016 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad/8","paper_id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2","number":"8","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2016,"month":"maj","level":"rozszerzona","text":"Zadanie 8. (4 pkt)\nPrzeczytaj tekst, z którego usunięto cztery fragmenty. Wpisz w luki 8.1.-8.4. litery,\nktórymi oznaczono brakujące fragmenty (A-E), tak aby otrzymać logiczny i spójny\ntekst. Uwaga: jeden fragment został podany dodatkowo i nie pasuje do żadnej luki.\nZa każde poprawne rozwiązanie otrzymasz 1 punkt.\nWEARABLE TECH DEVICES\nThe approximately 15 million smart glasses, fitness bands and watches sold proves that public\ninterest in wearable technology has rocketed recently. 8.1. Just like PCs and\nsmartphones, wearable devices create a ‘data exhaust’, a stream of quite easily accessible\ninformation that is extremely attractive to cybercriminals.\nOne of the most apparently innocent forms of wearable technology is the smart fitness band,\nwhich measures a range of activities: from steps walked to hours slept. 8.2. Having\nacquired such data, they are able to work out where the target of their attack lives, works, and\nstops for coffee. The hacker could then use this information. Data extracted from\na smartwatch can show chronic high blood pressure which could be used to prove that\na person is unfit for work. A cybercriminal could use such information to blackmail their\ntargets, or even to publicly discredit them. 8.3. If a cybercriminal snapped images from\nit, they could build up a complex picture of where the target is, what they are doing and who\nthey are meeting. The wearable devices could also act as gateways to other devices or data\nstored in the cloud. If the smartwatch or eyewear is unprotected, it becomes the weak point in\nthe chain, giving hackers a backdoor to confidential data.\nUnfortunately, many cybersecurity experts acknowledge that there is very little consumers\ncan do to protect themselves from these risks. 8.4. However, it should not be\nup to users, but to the wearable technology manufacturers themselves to install security into\ntheir devices.\nadapted from www.telegraph.co.uk\nA. For most of us such detailed information on other people’s lives seems irrelevant.\nHowever, it might prove invaluable for hackers and cybercriminals.\nB. One of the precautions they can take is to choose strong passwords or turn their fitness\ntrackers on at the end of the street or round the corner, not outside their front door.\nC. But experts are warning that such an explosive growth in the demand for these gadgets\ncould soon lead to a security nightmare.\nD. In some cases wearable technology gadgets may improve consumer security by being\nused, for example, as authentication devices which enable recognition.\nE. Another threat to the users of some devices is the built-in camera which may contain a lot\nof personally sensitive information.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nPoziom rozszerzony - część II\nMJA_1R","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad-8.webp","solution_image":null,"topics":null,"page_from":6,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2016 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad/9","paper_id":"jezyk-angielski-2016-maj-matura-stara-rozszerzona-2","number":"9","points":3,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2016,"month":"maj","level":"rozszerzona","text":"Zadanie 9. (3 pkt)\nPrzeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny\ni gramatycznie poprawny tekst. Zakreśl literę A, B, C albo D.\nZa każde poprawne rozwiązanie otrzymasz 0,5 punktu.\nA BRIEF HISTORY OF SPACE FOOD\nAs the first space flights lasted just a few minutes, there was no 9.1. to carry food\nonboard. But in the early 1960s, the astronauts of Project Mercury stayed in space for longer\nperiods and had to eat something. The first space foods were unappetizing, to say the least.\nMost were semi-liquids that were squeezed from tubes and sucked up through straws.\nBy the time the Gemini mission was launched in 1965, the food 9.2. a bit more\nenjoyable. The meals were freeze-dried, meaning that they were cooked, quickly frozen and\nthen put in a vacuum chamber to remove the water. 9.3. rehydrate the food,\nthe astronauts simply injected water into the package with a water gun.\nThe Apollo astronauts were the first 9.4. utensils and no longer had to squeeze food\ninto their mouths. The mission introduced the spoon bowl, a plastic container with dehydrated\nfood inside. When the water was injected into the bowl, the wetness of the food made it cling\nto the spoon instead of floating away. The Skylab mission, launched in 1973,\nhad the 9.5. of onboard refrigeration, which allowed them to carry 72 different types of\nmenu items.\nAfter the launch of the first space shuttle in the 1980s, meals began to 9.6. the ones that\nastronauts ate on Earth. They had the choice of 74 different foods and 20 drinks and prepared\ntheir meals with a water dispenser and an oven.\nadapted from http://science.howstuffworks.com\n9.1.\n9.2.\n9.3.\nA. sense\nB. use\nC. need\nD. point\nA. has become\nB. had become\nC. used to become\nD. might become\nA. In addition to\nB. With regard to\nC. With a view to\nD. In order to\n9.4.\n9.5.\n9.6.\nA. having used\nB. used\nC. to use\nD. use\nA. gain\nB. luxury\nC. award\nD. excellence\nA. resemble\nB. remind\nC. compare\nD. appear\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!","answer":null,"answer_text":null,"solution":null,"image":"img/jezyk-angielski-2016-maj-matura-stara-rozszerzona-2/zad-9.webp","solution_image":null,"topics":null,"page_from":7,"source":"ocr","answer_source":null,"answer_text_source":null,"solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2016 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura"}]}