Kompendium do matury dwujęzycznej

Odpowiedzi

Strona 6

Słownictwo przydatne na egzaminie » Sprawdź się!

Ćwiczenie 1

1B

2C

3D

4C

5A

Ćwiczenie 2

Ćwiczenie 3

1 see any / investigate / detect / solve / deal with crime(s)

2 ancient texts / stories

3 a lot of information about the life of the

4 criticizes / hates/ dislikes / disapproves of

5 time and effort / hard work

6 diligent

Ćwiczenie 4

1 to dissuade him from going

2 snide remarks brought tears

3 debunked our ideas/misconceptions

4 issued an order for them

5 The doctors ruled out lupus

6 was taken aback by

Strona 9

Część ustna » Rozmowa wstępna krok po kroku

Ćwiczenie 1

A2

B3

C1

Ćwiczenie 2
Students’ own answers

Ćwiczenie 3

1e

2a

3d

4c

5f

6b

Ćwiczenie 4
Students’ own answers

Strona 11

Część ustna » Zadanie 1. krok po kroku

Ćwiczenie 1

1d

2b

3a

4c

Ćwiczenie 2

Student B’s answer is well developed, Student A describes why it’s important to be on top of things,
not what the man’s motivation might have been.

Ćwiczenie 3

Students’ own answers

Ćwiczenie 4
The answer is missing the information about similarities.

Ćwiczenie 5

Students’ own answers

Strona 13

Część ustna » Zadanie 2. krok po kroku

Ćwiczenie 1a

Highly appropriate:

- young generations shun traditional dishes in favour of what’s perceived as Western and trendy, in a
long run culinary heritage might disappear

- it’s an exchange of culinary traditions between Eastern and Western cultures

- with knowledge of various spices, dishes(sushi) and techniques (steaming) people can choose to eat
healthier

Inappropriate:

- I see American fast food restaurants wherever I go: it’s a fact (at best) but not an argument one way
or the other.

- I don’t have to worry about disliking local cuisine when travelling – there’s always an American fast
food place: personal example; also just because one person likes it, it doesn’t mean it changes our
world for the better; also it implies fast food is good food.

- I saw Polish pierogi in the US: personal example, not necessarily true for everyone, at this level
students are supposed to be able to discuss general trends and phenomena of the modern world, not
just their personal lives.

Ćwiczenie 1b

Students’ own answers

Ćwiczenie 2

Logical mistakes:

- Mind you… is out of place in the introduction as it introduces a statement that might be
misunderstood – here mcdonaldisation – in the spot where we’re expecting to hear a clear indication
of the arguments that will follow. The sentence says we’re not to think mcdonaldisation is good, but
what is and isn’t good about globalisation isn’t stated, so the logic of the utterance isn’t clear.

- The good thing is…: the previous sentence says globalization is destroying African culture. Starting
the next sentence with the good thing is… suggests there is something good about this process –
which there isn’t. It is also unclear if the saving is the result of globalization or something going on
despite it.
Also, the following sentence starts with on the bright side which usually follows and counters a
negative argument, whereas here it introduces another positive one.

- there’s a lot of fake news does not fit the paragraph where both the topic sentence and the
arguments are about the positive side.

Compositional mistakes:

- the segment about globalisation is much shorter than the one about local cultures

- mcdonaldisation in the introduction suggests the whole utterance will be about it and then it’s not
mentioned in either cultural or information aspect.

Ćwiczenie 3

The second half, starting with Many people have active… is not relevant – being in touch with friends
and avoiding traffic are not benefits of globalization but of modern technology that allows us access
to local information. It has nothing to do with global flow of information.

Suggested ideas for development:

- global flow of information in economics allows companies and governments to make more
informed decisions
- students can browse libraries worldwide in search of information
- in the world of medicine information can be exchanged fast, thus often speeding up research and
saving lives
- people with Internet access can search for information about the world themselves, not relying on
the propaganda of their local mass media
- we have access to various points of view, thus broadening our horizons

Strona 16

Część pisemna » Znajomość środków językowych » Wybór wielokrotny

Ćwiczenie 1
1.1. B

1.2. A

1.3. B

1.4. D

1.5. C
Ćwiczenie 2

2.1. D

2.2. C

2.3. B

2.4. A

2.5. C

Strona 17

Część pisemna » Znajomość środków językowych » Wybór wielokrotny

Ćwiczenie 3

3.1. A

3.2. D

3.3. B

3.4. C

3.5. D

Ćwiczenie 4

4.1. C

4.2. B

4.3. B

4.4. D

4.5. A
Strona 18

Część pisemna » Znajomość środków językowych » Dobieranie

Ćwiczenie 1

1.1. further

1.2. had been growing / had grown

1.3. to have cut

1.4. had been purchased

1.5. lost

Ćwiczenie 2

2.1. unfortunate

2.2. having tried

2.3. had seen

2.4. findings

2.5. would have been shipped

Ćwiczenie 3

3.1. be found

3.2. have been hunting / have hunted

3.3. significance

3.4. to have inspired

3.5. longer

Strona 19

Część pisemna » Znajomość środków językowych » Uzupełnianie luk

Ćwiczenie 1

1.1. whom

1.2. Rather

1.3. words

1.4. consists

1.5. proved
Ćwiczenie 2

2.1. familiar

2.2. along

2.3. used/accustomed

2.4. put

2.5. all

Ćwiczenie 3

3.1. itself

3.2. forbidden

3.3. granted

3.4. hit/reach/enter

3.5. left

Strona 20

Część pisemna » Znajomość środków językowych » Transformacje zdań

z podanym słowem

Ćwiczenie 1

1.1. to get my lock fixed

1.2. for everybody to bring

1.3. have minded if you had / you’d

1.4. no circumstances may books be

1.5. are believed to have been

Ćwiczenie 2

2.1. (that’s) being demolished used to

2.2. as though I was/were

2.3. isn’t / is not expected to last

2.4. It must have been

2.5. Never having / Having never come across it

Ćwiczenie 3

3.1. If I were you

3.2. stand being laughed

3.3. It was because of the

3.4. is bound to have found

3.5. wanting to draw/attract attention to

Ćwiczenie 4

4.1. was due to arrive

4.2. huge relief to have found

4.3. don’t / do not happen to know

4.4. should have been wearing

4.5. it not been for

Strona 21

Część pisemna » Znajomość środków językowych » Transformacje zdań

bez podanego słowa

Ćwiczenie 1

1.1. There had / There’d better be a

1.2. probably won’t have finished

1.3. they did was (to)

1.4. only did she buy me

1.5. hadn’t been tripped over

Ćwiczenie 2

2.1. had been driving / had driven (for)

2.2. The sooner we start

2.3. waiting to be delivered

2.4. only I’d taken better

2.5. it not for me

Ćwiczenie 3

3.1. I will / I’ll have been studying

3.2. was made to take

3.3. supposed to have left

3.4. No sooner had we

3.5. never / not having ridden

Ćwiczenie 4

4.1. will be talked about

4.2. It was only when we

4.3. matter what you

4.4. I known you were going

4.5. rumoured to have been

Strona 22

Część pisemna » Znajomość środków językowych » Tłumaczenie

fragmentów zdań

Ćwiczenie 1

1.1. as if he was/were about to

1.2. they will close before we arrive

1.3. told me to look after / take care of

1.4. we could afford to go

1.5. The gallery will be opened by

1.6. we ordered a takeout/takeaway instead

Ćwiczenie 2

2.1. account couldn’t have been closed

2.2. high time we stopped powering

2.3. while your car is being serviced

2.4. No other refrigerator is as economical

2.5. reminded us not to tell anyone

2.6. will you be entitled to drive

Ćwiczenie 3

3.1. If he hadn’t been speeding

3.2. you letting us know in advance

3.3. let them talk me into investing / convince me to invest / persuade me to invest

3.4. Had I known you were coming,

3.5. did they react to her leaving/departure

3.6. All residents committed to segregating

Ćwiczenie 4

4.1. Having given away

4.2. none of which hunted

4.3. is said to have been passed

4.4. we wouldn’t be standing

4.5. He neither called nor texted

4.6. did he offend everyone

Strona 24

Część pisemna » Znajomość środków językowych » Słowotwórstwo

Ćwiczenie 1

1.1. prevalent

1.2. extent

1.3. coincidence

1.4. marginally

1.5. Unbelievable

Ćwiczenie 2

2.1. attendees

2.2. victorious

2.3. apparently

2.4. surprisingly

2.5. expulsion
Ćwiczenie 3

3.1. competitors

3.2. slippery

3.3. reappearance

3.4. unpredictability

3.5. cruelty

Strona 25

Część pisemna » Znajomość środków językowych » Słowotwórstwo

Ćwiczenie 1

1.1. enables

1.2. inconvenience

1.3. publication

1.4. reality

1.5. resemblance

Ćwiczenie 2

2.1. burial

2.2. populated

2.3. accumulation

2.4. urgency

2.5. hazardous

Ćwiczenie 3

3.1. spectacular

3.2. disorient/disorientate

3.3. establishment

3.4. unnaturally

3.5. misalignment
Strona 26

Część pisemna » Znajomość środków językowych » Gramatykalizacja

1 to take consideration of the fact / to take into consideration the fact

2 was told (that) there weren’t / was told (that) there wouldn’t be

3 had made fewer mistakes

4 have I heard such a

5 wanting to interrupt him/his

6 would rather you didn’t take

7 on behalf of every member of

8 in spite of not having

9 There are/were believed to have been

10 we arrived did we realise

11 are prepared to make an exception

12 have been easy for you to

13 only you had paid (more)/ been paying attention

14 turn/turned out to have been committed

15 had I started cooking when / had I started to cook when

16 if they happened to notice

17 as if she was/were about to

18 irrespective of whether they intend to

19 Let’s not mention to

20 the time I’ve / I have worked / been working

Strona 27

Część pisemna » Znajomość środków językowych » Sety leksykalne

1 clear

2 draw

3 stand

4 short

5 belief

6 run

7 control

8 secret

9 character

10 bitter

11 sight

12 admit

13 honest

Strona 28

Część pisemna » Znajomość środków językowych » Sety leksykalne

14 particular

15 cast

16 branch

17 follow

18 certain

19 benefit

20 fault

21 track

22 heart

23 fix

24 view

25 question
Strona 38

Część pisemna » » Analiza prac pisemnych

» Zgodność z poleceniem (element treści i formy)

Ćwiczenie 1

1T

2T

3 F: You should stick to the topic and the aspects mentioned in the instruction.

4 F: It would be best to have each element in a separate paragraph – 5 paragraphs in total.

5 F: Only an article starts with a title.

Ćwiczenie 2

1+

2 – (Wstęp realizuje element polecenia, zamiast krótko przedstawić cel pisania listu.)

3 – (Wstęp nie sugeruje celu pisania listu (in my opinion you need to introduce changes to nie to samo
co: I would like to suggest some changes), a jednocześnie realizuje pewne elementy rozwinięcia (np.
byliśmy tam przez dwie godziny.)

4 – (Wstęp wygląda jak początek listu ze skargą, ale nie przedstawia jasno celu napisania listu.)

Ćwiczenie 3

Students’ own answers

Strona 39

Część pisemna » Analiza prac pisemnych » Treść; Spójność i logika

wypowiedzi

Ćwiczenie 1

1F

2C

3B

4E

5A

6D

7D
Ćwiczenie 2

1 No.

2 No, it doesn't have to since the instruction does not call for it, but it can.

3 It should signal both, as the essay shows both.

Possible thesis (possible answer): While the idea of one vegetarian day a week might sound
appealing and have certain benefits, it might also create some problems.

Ćwiczenie 3

Odpowiedź poprawna: B

Odpowiedź A: Problems are indeed mentioned in the main body, but the paragraph about local
cultures shows that it might not be beneficial for our culture. Also, environment isn’t mentioned
anywhere in the essay.

Ćwiczenie 4

Students’ own answers

Strona 40

Część pisemna » Analiza prac pisemnych » Język; Spójność i logika

wypowiedzi

Ćwiczenie 1

A Introducing contrast: Apart from that, however; even so; Nonetheless

B Making general or limiting statements: As a rule; By and large;

C Introducing arguments: A common criticism; It is often suggested … ; Those advocating such

solutions claim that …

D Emphasizing and developing arguments: In other words; in particular; Indeed, Needless to say

Ćwiczenie 2

1 consequently

2 Regardless of the fact that

3 Besides,

4 As a rule,

5 That is to say,

6 in fact

7 Needless to say
8 Another common criticism

9 Even so,

10 in particular

Ćwiczenie 3

Possible answers:

1 … we have decided to do something more.

2 … we are unable to hold the show and rehearsals there.

3 … there are such things, as for instance signing a formal agreement with the theater, that need to
involve an adult.

4 …will not be earning anything, that’s not the point of this event.

5 … we will handle all the preparations such as stage decorations ourselves.

Ćwiczenie 4
Students’ own answers

Strona 41

Część pisemna » Analiza prac pisemnych » Bogactwo językowe i zakres

środków językowych (styl formalny)

Ćwiczenie 1

Yes No
1 Linking words and phrase x
2 Simplistic vocabulary and grammar x
3 Passive voice x
4 Emotional language x
5 Personal examples x
6 Clichés x
7 Short forms x
8 Phrasal verbs x
9 Idioms x
10 Complex sentences with x
subordinate clauses
11 Impersonal constructions x
12 Inversion / emphatic structures x
Ćwiczenie 2

1B

2A

3B

Ćwiczenie 3

1E

2D

3B

4C

5A

Possible answers:
1 I am writing to present my suggestion concerning the new activities you would like …

2 It is a great idea to ask …

3 Seeing as this is a technical college, most of the students have hardly any contact with art, it would
serve multiple purposes.

4 participation

5 Art is often thought to be boring.

Strona 42

Część pisemna » Analiza prac pisemnych » Bogactwo językowe i zakres

środków językowych (styl barwny)

Ćwiczenie 1
YES NO
1 Strong adjectives and adverbs x
2 Simplistic vocabulary and grammar x
3 Questions and exclamations x
4 Strong and emotional language x
5 Personal examples x
6 Proverbs and sayings x
7 Short forms x
8 Phrasal verbs x
9 Idioms x
10 Unfinished sentences x
11 Impersonal constructions x
12 Inversion/emphatic structures x

Ćwiczenie 2

1B

2E

3C

4D

5F

6A

Ćwiczenie 3

A Students’ own answers

B Technique 1.

Ćwiczenie 4

Students’ own answers

Strona 43

Część pisemna » Analiza prac pisemnych » Kryteria oceniania: sprawdź się!

Ćwiczenie 1
1 No, it’s inappropriate. We sometimes see Dear Editor or Dear Mr President (if to a president of a
country) but otherwise Dear + title is not commonly used in English.
CORRECT: Dear Sir/Madam or Dear + name
2 To inform about the cause and the aim of the letter.
No, because it should introduce the reason for writing.
CORRECT: I am writing to you to inform you about harmful behaviours of visitors that I witnessed in
your ZOO. I would also like to offer some suggestions as to how it could be avoided in the future.
3 Style is wrong. This expression is too colloquial.
CORRECT: I realize surveillance of such a huge area poses difficulty.
4 Style is wrong. This sentence is too emotional.
CORRECT: Such behaviours are simply unacceptable.
5 Style is wrong. Phrasal verbs are not part of formal style.
CORRECT: to stomach problems, so to avoid that you might want to erect higher fences.
6 None is wrong. This is off topic.
CORRECT: This part should be removed.
7 It’s an overgeneralization.
CORRECT: Not everyone is educated enough when it comes to animals.
8 Style is wrong. Short forms are not part of formal style.
CORRECT: I do not mean to criticize.
Ćwiczenie 2

I am writing because I witnessed a situation in your ZOO that I think could cause harm to animals in
your charge. [2] I am certain your staff takes great care of the animals, [A] however visitors shouting
at monkeys or throwing sticks at bird cages cannot be good for the poor creatures. Even worse, [A]
lamas and donkeys were being fed on children’s sandwiches. I realize surveillance of such a huge
area is not a piece of cake [3], but the animals need to be safe.

Firstly, since animals’ wellbeing is threatened, [C] maybe cameras and signs warning about fines for
breaking the rules would be a good deterrent. Even during visiting hours, the animals deserve their
peace. [A] All this yelling or scaring them is absolutely horrible! [4] [B] They might be upset,
frightened or even have a heart attack. [C] I believe signs reminding the visitors how to behave so
as not to endanger animals’ health would not be amiss either.

Secondly, unsupervised feeding of animals [B] might lead to throwing up, so to avoid that, you
might want to put up higher fences [5] and [C] consider greater distances between the pedestrian
areas and the animals’ enclosures. Also, [C] I suggest more guards working on the premises during
visiting hours to explain to the visitors that their actions do more harm than good, as I am certain
many people mean well, but don’t realize animals have a different diet. It is the same as with people
keeping pets. Not everyone feeds their cat or dog the proper animal food, some people just give
them meat or rice cooked for humans, believing it is tastier without considering that animals’
digestive systems and needs are different than ours. [6]

People are simply stupid. [7] For that reason, [C] I would recommend five-ten-minute lectures on
the animals’ habits and needs. Delivered, for instance, next to a particular animal’s shelter, they’d
make people realize that what they believe to be interacting with animals or providing them with
stimuli or food could have the opposite effect and that we should leave them be.

Possible answers:

1 No, the three elements are mixed between paragraphs. Technically, this isn’t forbidden, but makes
it more difficult for you and the reader to see if each point has been developed.

2 It seems that the solutions take up more space than the other two but it’s difficult to judge because
of the information being mixed.

3 No, it’s too long and it doesn’t show the reason for writing, but it describes behaviours that are the
first element of the instruction. It should be the first sentence of the main body paragraph instead.

4 No, the last main body paragraph is much shorter than the others, so there’s no balance.
Strony 44-45

Przykładowy arkusz egzaminacyjny » Rozumienie ze słuchu

Ćwiczenie 1

1.1. C

1.2. D

1.3. A

1.4. A

1.5. B

Ćwiczenie 2

2.1. C

2.2. C

2.3. A

2.4. D

2.5. D

Ćwiczenie 3

3.1. express another person’s / somebody else’s / someone else’s ideas visually

3.2. patience

3.3. the potential to be/become funny

3.4. editor’s office

3.5. an idea that’s / that has been accepted (for publication) into
Strony 46-49

Przykładowy arkusz egzaminacyjny » Rozumienie tekstów pisanych

Ćwiczenie 4

4.1. C

4.2. B

4.3. D

4.4. A

4.5. negative reviews

4.6. monitor (all) (the) data (that’s flooding in) / pore over (the) data (that these tools churn out)

4.7. (same) problem(s) will recur / happen / occur (again) later

4.8. (gaining) a (new) reputation for being untrustworthy

Ćwiczenie 5

5.1. D

5.2. A

5.3. E

5.4. B

Ćwiczenie 6

6.1. E

6.2. B

6.3. A

6.4. D
Strony 50-51

Przykładowy arkusz egzaminacyjny » Znajomość środków językowych

Ćwiczenie 7

7.1. C

7.2. A

7.3. D

7.4. A

7.5. B

Ćwiczenie 8

8.1. should you eat too little / not enough

8.2. might have been offered

Ćwiczenie 9

9.1. you hadn’t told

9.2. to have been taken into account

Ćwiczenie 10

10.1. width

10.2. Conservationists

10.3. outweighed

10.4. reductions

10.5. doubtful

Strona 52

Przykładowy arkusz egzaminacyjny » Wypowiedź pisemna

Ćwiczenie 10

Students’ own answers

ZESTAW DODATKOWY
Students’ own answers