Jezyk angielski poziom 4157607, Matura
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Centralna Komisja Egzaminacyjna
Arkusz zawiera informacje prawnie chronione do momentu rozpoczcia egzaminu.
WPISUJE ZDAJCY
Miejsce
na naklejk
z kodem
KOD PESEL
dysleksja
EGZAMIN MATURALNY
Z JZYKA ANGIELSKIEGO
POZIOM ROZSZERZONY
MAJ 2010
CZ II
Instrukcja dla zdajcego
1. Sprawd, czy arkusz egzaminacyjny zawiera 7 stron
(zadania 4 9). Ewentualny brak zgo
przewodniczcemu zespou nadzorujcego egzamin.
2. Cz pierwsza arkusza, sprawdzajca rozumienie
ze suchu, bdzie trwaa okoo 25 minut i jest nagrana na
pycie CD.
3. Pisz czytelnie. Uywaj dugopisu/pióra tylko z czarnym
tuszem/atramentem.
4. Nie uywaj korektora, a bdne zapisy wyranie przekrel.
5. Na karcie odpowiedzi wpisz swój numer PESEL i przyklej
naklejk z kodem.
6. Zaznaczajc odpowiedzi w czci karty przeznaczonej dla
zdajcego, zamaluj pola do tego przeznaczone. Bdne
zaznaczenie otocz kókiem i zaznacz waciwe.
7. Tylko odpowiedzi zaznaczone na karcie bd oceniane.
Czas pracy:
70 minut
Liczba punktów
do uzyskania: 27
MJA-R2_1P-102
2
Egzamin maturalny z jzyka angielskiego
Poziom rozszerzony cz II
ROZUMIENIE SUCHANEGO TEKSTU
Zadanie 4.
(5 pkt)
Usyszysz dwukrotnie pi komunikatów radiowych. Przyporzdkuj do kadego
komunikatu (4.1. 4.5.) waciwy nagówek (A F). Wpisz odpowiednie litery do tabeli.
Jeden nagówek zosta podany dodatkowo i nie pasuje do adnego komunikatu.
Za kade poprawne rozwizanie otrzymasz 1 punkt.
A.
SECURITY ALERT AFFECTS PASSENGERS
4.1.
B.
DELAYS ON MOTORWAY DUE TO FUEL SPILL
4.2.
C.
AIRLINE THREATENED WITH BANKRUPTCY
D.
FIREFIGHTERS PUT OUT MASSIVE BLAZE
4.3.
4.4.
E.
PASSENGERS SUFFER AS COMPANY COLLAPSES
4.5.
F.
TUNNEL CLOSED FOR SAFETY DRILL
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Zadanie 5.
(5 pkt)
Usyszysz dwukrotnie wypowied o pewnym zdarzeniu. Na podstawie usyszanych
informacji zdecyduj, które zdania s zgodne z treci tekstu (T), a które nie (F). Zaznacz
znakiem X odpowiedni rubryk w tabeli. Za kade poprawne rozwizanie otrzymasz
1 punkt.
T F
5.1.
The speaker believes her story may have a depressing effect.
5.2.
The policeman followed the truck because it was speeding.
5.3.
The speaker does
not
consider the UPS slogan attractive.
5.4.
The number on the license plate of the truck was correct.
5.5.
In the story, a spelling mistake helps to arrest a criminal.
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Egzamin maturalny z jzyka angielskiego
Poziom rozszerzony cz II
3
Zadanie 6.
(5 pkt)
Usyszysz dwukrotnie wywiad z lekarzem. Z podanych moliwoci odpowiedzi wybierz
waciw, zgodn z treci tekstu. Zakrel liter A, B, C lub D. Za kade poprawne
rozwizanie otrzymasz 1 punkt.
6.1. Dr. Carson first thought of becoming a doctor when
A.
his mother suggested it.
B.
his name was called by Dr. Jones.
C.
he was taken to the emergency room.
D.
his mother was being examined in hospital.
6.2.
When Dr. Carson was in primary school, he
A.
was a worse student than his brother.
B.
didnt live with his father.
C.
had a nickname he was proud of.
D.
didnt like his classmates.
6.3. Dr. Carson's mother
A.
checked her sons school essays.
B.
pretended that she could read.
C.
asked her sons to read aloud to her.
D.
took her sons to the library regularly.
6.4.
As a result of the reading programme, he
A.
learnt more about being a doctor.
B.
realised he didnt want to be poor.
C.
became the best student in his class.
D.
won the admiration of his playmates.
6.5.
Brain surgery is the field of medicine Dr. Carson
A.
decided to study as a missionary doctor.
B.
chose when he was a secondary school student.
C.
found less challenging than he had expected.
D.
became interested in during his medical studies.
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4
Egzamin maturalny z jzyka angielskiego
Poziom rozszerzony cz II
ROZUMIENIE PISANEGO TEKSTU I ROZPOZNAWANIE
STRUKTUR LEKSYKALNO-GRAMATYCZNYCH
Zadanie 7.
(5 pkt)
Przeczytaj tekst. Z podanych moliwoci odpowiedzi wybierz waciw, zgodn z treci
tekstu. Zakrel liter A, B, C lub D. Za kade poprawne rozwizanie otrzymasz 1 punkt.
The most important day I remember in all my life is the one just before my seventh
birthday, when my teacher arrived. I am filled with wonder when I consider the immeasurable
contrasts between the two lives which that day connects.
On the afternoon of that eventful day, I stood on the porch, dumb, expectant, only
guessing that something unusual was about to happen. I did not know what the future held
for me, but I was certainly eager to find out.
Suddenly I felt approaching footsteps so I stretched out my hand as I supposed
to my mother. Instead someone else took it. I was caught up and held close in the arms
of a stranger and I guessed it was Miss Sullivan.
The morning after my teacher came she led me into her room and gave me a new doll.
When I had played with it a little while, Miss Sullivan slowly took my hand and with her
fingers spelled into it the word d-o-l-l. I was at once interested in this finger play and tried to
imitate it. I did not know that I was spelling a word or even that words existed; I was simply
making my fingers move in monkey-like imitation. In the days that followed I learned to spell
in this uncomprehending way a great many words, among them
pin, hat, cup
and a few verbs
like
sit, stand
and
walk.
But my teacher had been with me several days before I understood
that everything has a name.
One day while I was playing with my new doll, Miss Sullivan also gave me my old
rag doll. She spelled d-o-l-l and tried to make me understand that d-o-l-l applied to both.
Then we had a tussle over the words m-u-g and w-a-t-e-r. Miss Sullivan tried to impress it
upon me that m-u-g is
mug
and that w-a-t-e-r is
water
, but I persisted in confusing the two.
In despair she dropped the subject for the time, only to renew it at the first opportunity.
I became impatient and, seizing the new doll, I dashed it upon the floor. I was keenly
delighted when I felt the fragments of the broken doll at my feet. I had not loved the doll.
In the completely silent and dark world in which I lived there was no place for strong
sentiment or tenderness.
Later that day when we were walking along the street, Miss Sullivan saw someone
drawing water from the water pump. We walked up and she placed my hand in the cool
stream. As it gushed over one hand, she spelled into the other the word w-a-t-e-r
.
I stood
still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty
consciousness as of something forgotten a thrill of returning thought; and somehow
the mystery of language was revealed to me. I knew then that w-a-t-e-r meant the wonderful
cool something that was flowing over my hand. That living word awakened my soul, gave it
light, hope, and joy, set it free! There were barriers still, it is true, but barriers that could
in time be swept away.
I walked away from the pump eager to learn. Everything had a name, and each name
gave birth to a new thought. As we returned to the house every object which I touched seemed
to quiver with life. That was because I saw everything with the strange new sight that had
finally come to me and had the potential to compensate partially for my disability.
adapted from www.digital.library.upenn.edu/women/keller/life/life.html
Egzamin maturalny z jzyka angielskiego
Poziom rozszerzony cz II
5
7.1. The girls feelings on the day when her teacher arrived were those of
A.
disappointment.
B.
joy.
C.
fear.
D.
anticipation.
7.2. During the first few days, the girl was
A.
unaware she was learning names of things.
B.
learning less than her teacher had expected.
C.
proud she could name so many things.
D.
learning to write down many new words.
7.3. The girl destroyed the new doll because
A.
she preferred her old doll.
B.
spelling its name was too confusing.
C.
her teacher acted impatiently.
D.
she got frustrated during the lesson.
7.4. The event at the water pump was significant for the girl because she
A.
learnt a lot of new words there.
B.
remembered what water looked like.
C.
realised how words function.
D.
felt there were no more barriers for her.
7.5. The girl who is the main character in the story
A.
did not consider her teacher to be qualified enough.
B.
could neither see nor hear the surrounding world.
C.
failed to understand the need to learn vocabulary.
D.
was miraculously cured of a physical handicap.
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