{"id":"jezyk-angielski-2025-maj-matura-stara-rozszerzona/zad/6","paper_id":"jezyk-angielski-2025-maj-matura-stara-rozszerzona","number":"6","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2025,"month":"maj","level":"rozszerzona","text":"Zadanie 6. (0-5)\nPrzeczytaj dwa teksty związane ze sztukami Szekspira. Z podanych odpowiedzi\nwybierz właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B, C albo D.\nTekst 1.\nHIGH EXPECTATIONS\nJason knew perfection. Unlike for most people, for him perfection wasn’t some distant\nhorizon. Anything he did, he did well. A lot of people might find this annoying, even\nunpleasant. But not me. He was just who I needed.\nI had known this from the first day we met in English class. We’d been put into groups to do\nan assignment on Macbeth, it was me and Jason and another girl named Amy Richmond,\nwho, after we pulled our desks together, promptly announced she was “no good at this” and\nput her head down on her backpack. A second later, she was sound asleep. Jason just\nlooked at her. “Well,” he said, opening his textbook, “I guess we should get started.”\nI was in a silent phase. Words weren’t coming to me well. And Macbeth had totally mystified\nme. I’d spent the entire weekend struggling with the archaic language and weird names of\nthe characters, unable to even figure out the most basic aspects of the story.\nLuckily for me, Jason, who was not about to leave his grade in someone else’s hands, was\nused to taking control of group work. “First,” he said to me, “let’s just get down the basic\nthemes of the play.” I nodded. All around us I could hear our classmates chattering, the voice\nof our English teacher telling us again to please settle down.\nJason wrote down a few lines on his page. His handwriting was clean, block-style, and he\nmoved across the page quickly. Murder. Power. Marriage. Revenge. Prophecy. Politics.\nThen he stopped and looked at me. “What else?” he asked.\nI glanced back down at my book, as if somehow the words there would suddenly form\ntogether into something logical. I could feel Jason looking at me, not unkindly, just waiting for\nme to contribute.\n“I don’t…” I said finally. “I don’t understand it. It’s totally confusing.”\n“Look,” he said, “it’s not as complicated as you think. The key to really understanding the plot\nis to start with prophecy about what’s going to happen…” He started turning pages in his\nbook, still talking, and pointed out a passage to me. Then he read it aloud, and as his finger\nmoved across the words it was like he changed them, magically, and suddenly they made\nsense.\nAnd I felt comfort. All I’d wanted for so long was for someone to explain everything that had\nhappened to me in the same way. To label it neatly on a page: this leads to this, and this\nleads to this. I knew, deep down, it was more complicated than that, but watching Jason,\nI was hopeful. He took the mess that was Macbeth and fixed it, and I had to wonder if he\nmight, in some small way, be able to do the same for me.\nNa podstawie: www.studynovels.com\nEJAP-R0-100\n6.1. The narrator had a problem with the group work assignment because she\nA. felt too sleepy to concentrate on group work.\nB. had not spent enough time preparing for the lesson.\nC. found the storyline of Macbeth difficult to understand.\nD. was unable to speak as she felt scared in Jason’s presence.\n6.2. When Jason was in charge of the group, the narrator\nA. asked him a number of questions.\nB. was annoyed by his unfriendly attitude.\nC. did not expect him to have any success.\nD. was impressed with the way he approached the text.\n6.3. In the last paragraph, the narrator\nA. explains why she identified with the main character in the play.\nB. shows how Jason did his best to succeed in whatever he did.\nC. draws a conclusion from Jason’s skill in explaining Macbeth clearly.\nD. presents a complicated series of interpretations of the text.\nEJAP-R0-100\nTekst 2.\nARE SHAKESPEARE’S PLAYS BETTER ON iPADS?\nCambridge University Press and software developer Agant have launched two iPad\napplications for Shakespeare’s most famous plays: Macbeth and Romeo and Juliet. Both\napps include the full texts of the plays, along with audio performances, photographs, plot\nsummaries, notes and articles by experts. They also offer diagrams showing the\nrelationships between the characters in any given scene. Moreover, there are ‘themelines’\nto show how key themes wind their way through the texts. These apps are about making\nShakespeare accessible to everyone.\nFilms weren’t included, since it is the text which is at the core of both apps and that delights\nthe experts. One of them said: “We feel that if the apps take people away from the play too\nmuch, they’re not doing the job we want them to do. If you include films, people won’t look at\nthe text. I’m sure that physically you can’t watch and read at the same time. If you have audio\nplaying along with the text, you can study the text and get a better understanding of the\nwords.”\nAs part of the development of the apps, eighty-five girls from St Mary’s School tested them.\nTheir Headmistress spoke about the experience, saying that all of her students were\nincredibly positive about using them. She praised the diagrams showing the relationships\nbetween characters, as well as the functionality which allows users to listen to the audio\nperformance in the background, while making notes in another application. “For young\npeople to use technology like this is basically another way of making Shakespeare cool,” she\nsaid. “The girls are coming to the end of Act 3 of Romeo and Juliet this term. They are very\nexcited and cannot wait to get back to the text after half-term.”\nNa podstawie: www.guardian.co.uk\nEJAP-R0-100\n6.4. Experts are pleased with the new iPad applications because\nA. their reviews of Shakespeare’s plays are included in the apps.\nB. users can add their own comments and improvements.\nC. it is possible to read and watch the play at the same time.\nD. the text can be better understood thanks to some features of the apps.\n6.5. In the test of the applications at St Mary’s School, the apps\nA. were less popular than the Headmistress had expected.\nB. were more effective for some students than for others.\nC. made Shakespeare more appealing to students.\nD. did not function properly due to audio failure.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nEJAP-R0-100","answer":null,"answer_text":"6. Opisanie problemu, który jest tematem rozprawki, np. stwierdzenie, że pojawił się\npomysł, by zajęcia na uczelniach odbywały się wyłącznie online, nie jest tezą,\nnp. Nowadays many young people prefer to study online. There is even an idea that\nuniversity studies should be conducted exclusively online.\n7. Zdający może odnieść się do wszystkich uczelni lub jednej wybranej.\n8. Zdający może użyć różnorodnych wyrażeń, które wskazują na zajęcia w trybie online na\nuczelni, np. online education at university / distance learning at university / online\nclasses/lessons at college / online lectures / virtual university / online university courses /\nremote university studies / online university / online academic classes / online post-\ngraduate school.\nJeśli zdający używa określeń, które odnoszą się do nauki w trybie online, ale nie\nwskazują jednoznacznie na uczelnie wyższe, np. e-learning / studying online / online\nclasses / online courses / online learning at school / remote studies / online schooling,\nteza jest kwalifikowana jako odbiegająca od tematu, np. E-learning has advantages and\ndisadvantages.","solution":null,"image":"img/jezyk-angielski-2025-maj-matura-stara-rozszerzona/zad-6.webp","solution_image":null,"topics":null,"page_from":10,"source":"ocr","answer_source":null,"answer_text_source":"ocr","solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · maj 2025 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura","text_html":"

Zadanie 6. (0-5)
Przeczytaj dwa teksty związane ze sztukami Szekspira. Z podanych odpowiedzi
wybierz właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B, C albo D.
Tekst 1.
HIGH EXPECTATIONS
Jason knew perfection. Unlike for most people, for him perfection wasn’t some distant
horizon. Anything he did, he did well. A lot of people might find this annoying, even
unpleasant. But not me. He was just who I needed.
I had known this from the first day we met in English class. We’d been put into groups to do
an assignment on Macbeth, it was me and Jason and another girl named Amy Richmond,
who, after we pulled our desks together, promptly announced she was “no good at this” and
put her head down on her backpack. A second later, she was sound asleep. Jason just
looked at her. “Well,” he said, opening his textbook, “I guess we should get started.”
I was in a silent phase. Words weren’t coming to me well. And Macbeth had totally mystified
me. I’d spent the entire weekend struggling with the archaic language and weird names of
the characters, unable to even figure out the most basic aspects of the story.
Luckily for me, Jason, who was not about to leave his grade in someone else’s hands, was
used to taking control of group work. “First,” he said to me, “let’s just get down the basic
themes of the play.” I nodded. All around us I could hear our classmates chattering, the voice
of our English teacher telling us again to please settle down.
Jason wrote down a few lines on his page. His handwriting was clean, block-style, and he
moved across the page quickly. Murder. Power. Marriage. Revenge. Prophecy. Politics.
Then he stopped and looked at me. “What else?” he asked.
I glanced back down at my book, as if somehow the words there would suddenly form
together into something logical. I could feel Jason looking at me, not unkindly, just waiting for
me to contribute.
“I don’t…” I said finally. “I don’t understand it. It’s totally confusing.”
“Look,” he said, “it’s not as complicated as you think. The key to really understanding the plot
is to start with prophecy about what’s going to happen…” He started turning pages in his
book, still talking, and pointed out a passage to me. Then he read it aloud, and as his finger
moved across the words it was like he changed them, magically, and suddenly they made
sense.
And I felt comfort. All I’d wanted for so long was for someone to explain everything that had
happened to me in the same way. To label it neatly on a page: this leads to this, and this
leads to this. I knew, deep down, it was more complicated than that, but watching Jason,
I was hopeful. He took the mess that was Macbeth and fixed it, and I had to wonder if he
might, in some small way, be able to do the same for me.
Na podstawie: www.studynovels.com
EJAP-R0-100
6.1. The narrator had a problem with the group work assignment because she
A. felt too sleepy to concentrate on group work.
B. had not spent enough time preparing for the lesson.
C. found the storyline of Macbeth difficult to understand.
D. was unable to speak as she felt scared in Jason’s presence.
6.2. When Jason was in charge of the group, the narrator
A. asked him a number of questions.
B. was annoyed by his unfriendly attitude.
C. did not expect him to have any success.
D. was impressed with the way he approached the text.
6.3. In the last paragraph, the narrator
A. explains why she identified with the main character in the play.
B. shows how Jason did his best to succeed in whatever he did.
C. draws a conclusion from Jason’s skill in explaining Macbeth clearly.
D. presents a complicated series of interpretations of the text.
EJAP-R0-100
Tekst 2.
ARE SHAKESPEARE’S PLAYS BETTER ON iPADS?
Cambridge University Press and software developer Agant have launched two iPad
applications for Shakespeare’s most famous plays: Macbeth and Romeo and Juliet. Both
apps include the full texts of the plays, along with audio performances, photographs, plot
summaries, notes and articles by experts. They also offer diagrams showing the
relationships between the characters in any given scene. Moreover, there are ‘themelines’
to show how key themes wind their way through the texts. These apps are about making
Shakespeare accessible to everyone.
Films weren’t included, since it is the text which is at the core of both apps and that delights
the experts. One of them said: “We feel that if the apps take people away from the play too
much, they’re not doing the job we want them to do. If you include films, people won’t look at
the text. I’m sure that physically you can’t watch and read at the same time. If you have audio
playing along with the text, you can study the text and get a better understanding of the
words.”
As part of the development of the apps, eighty-five girls from St Mary’s School tested them.
Their Headmistress spoke about the experience, saying that all of her students were
incredibly positive about using them. She praised the diagrams showing the relationships
between characters, as well as the functionality which allows users to listen to the audio
performance in the background, while making notes in another application. “For young
people to use technology like this is basically another way of making Shakespeare cool,” she
said. “The girls are coming to the end of Act 3 of Romeo and Juliet this term. They are very
excited and cannot wait to get back to the text after half-term.”
Na podstawie: www.guardian.co.uk
EJAP-R0-100
6.4. Experts are pleased with the new iPad applications because
A. their reviews of Shakespeare’s plays are included in the apps.
B. users can add their own comments and improvements.
C. it is possible to read and watch the play at the same time.
D. the text can be better understood thanks to some features of the apps.
6.5. In the test of the applications at St Mary’s School, the apps
A. were less popular than the Headmistress had expected.
B. were more effective for some students than for others.
C. made Shakespeare more appealing to students.
D. did not function properly due to audio failure.
PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!
EJAP-R0-100

","answer_text_html":"
  1. Opisanie problemu, który jest tematem rozprawki, np. stwierdzenie, że pojawił się
\n

pomysł, by zajęcia na uczelniach odbywały się wyłącznie online, nie jest tezą,
np. Nowadays many young people prefer to study online. There is even an idea that
university studies should be conducted exclusively online.

\n
  1. Zdający może odnieść się do wszystkich uczelni lub jednej wybranej.
  2. Zdający może użyć różnorodnych wyrażeń, które wskazują na zajęcia w trybie online na
\n

uczelni, np. online education at university / distance learning at university / online
classes/lessons at college / online lectures / virtual university / online university courses /
remote university studies / online university / online academic classes / online post-
graduate school.
Jeśli zdający używa określeń, które odnoszą się do nauki w trybie online, ale nie
wskazują jednoznacznie na uczelnie wyższe, np. e-learning / studying online / online
classes / online courses / online learning at school / remote studies / online schooling,
teza jest kwalifikowana jako odbiegająca od tematu, np. E-learning has advantages and
disadvantages.

","solutions":[]}