Kompendium Matura Dwujezyczna Answer Key
Kompendium Matura Dwujezyczna Answer Key
Kompendium Matura Dwujezyczna Answer Key
Odpowiedzi
Strona 6
1B
2C
3D
4C
5A
Ćwiczenie 2
Ćwiczenie 3
6 diligent
Ćwiczenie 4
A2
B3
C1
Ćwiczenie 2
Students’ own answers
Ćwiczenie 3
1e
2a
3d
4c
5f
6b
Ćwiczenie 4
Students’ own answers
Strona 11
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
Ćwiczenie 5
Strona 13
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
- 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
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.
Strona 16
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
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
Ćwiczenie 1
1.1. further
1.5. lost
Ćwiczenie 2
2.1. unfortunate
2.4. findings
Ćwiczenie 3
3.1. be found
3.3. significance
3.5. longer
Strona 19
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
Ćwiczenie 1
Ćwiczenie 2
Ćwiczenie 4
Strona 21
Ćwiczenie 1
Ćwiczenie 2
Ćwiczenie 4
Strona 22
Ćwiczenie 1
Ćwiczenie 2
3.3. let them talk me into investing / convince me to invest / persuade me to invest
Ćwiczenie 4
Strona 24
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
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
2 was told (that) there weren’t / was told (that) there wouldn’t be
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
15 cast
16 branch
17 follow
18 certain
19 benefit
20 fault
21 track
22 heart
23 fix
24 view
25 question
Strona 38
Ćwiczenie 1
1T
2T
3 F: You should stick to the topic and the aspects mentioned in the instruction.
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
Strona 39
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.
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
Strona 40
Ćwiczenie 1
D Emphasizing and developing arguments: In other words; in particular; Indeed, Needless to say
Ćwiczenie 2
1 consequently
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:
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.
Ćwiczenie 4
Students’ own answers
Strona 41
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 …
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
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
B Technique 1.
Ćwiczenie 4
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
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
3.5. an idea that’s / that has been accepted (for publication) into
Strony 46-49
Ćwiczenie 4
4.1. C
4.2. B
4.3. D
4.4. A
4.6. monitor (all) (the) data (that’s flooding in) / pore over (the) data (that these tools churn out)
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
7.1. C
7.2. A
7.3. D
7.4. A
7.5. B
Ćwiczenie 8
Ćwiczenie 9
Ćwiczenie 10
10.1. width
10.2. Conservationists
10.3. outweighed
10.4. reductions
10.5. doubtful
Strona 52
Ćwiczenie 10
ZESTAW DODATKOWY
Students’ own answers