Język angielski 2021 — poziom rozszerzony — Formuła 2015 — część 3

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C), oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author mention

1.1. the overall duration of the unusual phenomenon?

1.2. risky behaviour motivated by curiosity?

1.3. what caused the Niagara Falls to dry up?

1.4. the negative impact of the small amount of water in the river?

THE DAY THE NIAGARA FALLS STOPPED FLOWING

A. In 1848, the Niagara Falls were already a tourist attraction, and villages had grown up on
both the U.S. and Canadian sides of the river to accommodate the crowds of sightseers.
But on March 29th, shortly before midnight, a farmer who had gone out for a walk noticed
that something was wrong. When he went to the edge of the Niagara River, he saw hardly
any water. At dawn on March 30th, people awoke to an unusual silence. The mighty Niagara
was just a trickle1. It had almost no water. Fish were dying. Turtles and other creatures living
in the river were clumsily working their way through the mud. People walked on the exposed
river bed, eager to discover what had been hidden below the water surface, ignoring the
fact they might be swept away if the water suddenly started flowing. They picked up old
daggers and tomahawks as souvenirs.

B. No one knew why the falls had stopped flowing. The telegraph was still a new invention.
Railroads already served towns on both sides of the river, but the tracks were unreliable,
and Buffalo, the nearest big city, was three hours away even when the trains ran on time.
Yet it was from Buffalo that the first news about the problem eventually arrived. It turned out
that strong southwest winds had pushed huge pieces of ice to the north-eastern tip of Lake
Erie which blocked the water flow and created an ice dam2.

Strona 2 z 15 EJAP-R0-700

C. When water stopped flowing on March 29th, people started coming from nearby cities and
towns to see what had happened. No water flowed over the falls all day on March 30th and
throughout the daylight hours of March 31st. But that night, a distant low-pitched noise came
from upriver. It got nearer and louder. Suddenly, a wall of water came down the upper
Niagara River and over the falls with a giant thunder. The river was running again.

1
Trickle – mały strumyk.
2
Dam – tama.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 3 z 15

In which paragraph does the author mention the overall duration of the unusual phenomenon?

• A.Akapit A — niski stan wody, zwierzęta i zachowanie ludzi
• B.Akapit B — przyczyna: lodowa zapora
• C.Akapit C — czas trwania i powrót wody

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C), oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author mention

1.1. the overall duration of the unusual phenomenon?

1.2. risky behaviour motivated by curiosity?

1.3. what caused the Niagara Falls to dry up?

1.4. the negative impact of the small amount of water in the river?

THE DAY THE NIAGARA FALLS STOPPED FLOWING

A. In 1848, the Niagara Falls were already a tourist attraction, and villages had grown up on
both the U.S. and Canadian sides of the river to accommodate the crowds of sightseers.
But on March 29th, shortly before midnight, a farmer who had gone out for a walk noticed
that something was wrong. When he went to the edge of the Niagara River, he saw hardly
any water. At dawn on March 30th, people awoke to an unusual silence. The mighty Niagara
was just a trickle1. It had almost no water. Fish were dying. Turtles and other creatures living
in the river were clumsily working their way through the mud. People walked on the exposed
river bed, eager to discover what had been hidden below the water surface, ignoring the
fact they might be swept away if the water suddenly started flowing. They picked up old
daggers and tomahawks as souvenirs.

B. No one knew why the falls had stopped flowing. The telegraph was still a new invention.
Railroads already served towns on both sides of the river, but the tracks were unreliable,
and Buffalo, the nearest big city, was three hours away even when the trains ran on time.
Yet it was from Buffalo that the first news about the problem eventually arrived. It turned out
that strong southwest winds had pushed huge pieces of ice to the north-eastern tip of Lake
Erie which blocked the water flow and created an ice dam2.

Strona 2 z 15 EJAP-R0-700

C. When water stopped flowing on March 29th, people started coming from nearby cities and
towns to see what had happened. No water flowed over the falls all day on March 30th and
throughout the daylight hours of March 31st. But that night, a distant low-pitched noise came
from upriver. It got nearer and louder. Suddenly, a wall of water came down the upper
Niagara River and over the falls with a giant thunder. The river was running again.

1
Trickle – mały strumyk.
2
Dam – tama.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 3 z 15

In which paragraph does the author mention risky behaviour motivated by curiosity?

• A.Akapit A — niski stan wody, zwierzęta i zachowanie ludzi
• B.Akapit B — przyczyna: lodowa zapora
• C.Akapit C — czas trwania i powrót wody

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C), oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author mention

1.1. the overall duration of the unusual phenomenon?

1.2. risky behaviour motivated by curiosity?

1.3. what caused the Niagara Falls to dry up?

1.4. the negative impact of the small amount of water in the river?

THE DAY THE NIAGARA FALLS STOPPED FLOWING

A. In 1848, the Niagara Falls were already a tourist attraction, and villages had grown up on
both the U.S. and Canadian sides of the river to accommodate the crowds of sightseers.
But on March 29th, shortly before midnight, a farmer who had gone out for a walk noticed
that something was wrong. When he went to the edge of the Niagara River, he saw hardly
any water. At dawn on March 30th, people awoke to an unusual silence. The mighty Niagara
was just a trickle1. It had almost no water. Fish were dying. Turtles and other creatures living
in the river were clumsily working their way through the mud. People walked on the exposed
river bed, eager to discover what had been hidden below the water surface, ignoring the
fact they might be swept away if the water suddenly started flowing. They picked up old
daggers and tomahawks as souvenirs.

B. No one knew why the falls had stopped flowing. The telegraph was still a new invention.
Railroads already served towns on both sides of the river, but the tracks were unreliable,
and Buffalo, the nearest big city, was three hours away even when the trains ran on time.
Yet it was from Buffalo that the first news about the problem eventually arrived. It turned out
that strong southwest winds had pushed huge pieces of ice to the north-eastern tip of Lake
Erie which blocked the water flow and created an ice dam2.

Strona 2 z 15 EJAP-R0-700

C. When water stopped flowing on March 29th, people started coming from nearby cities and
towns to see what had happened. No water flowed over the falls all day on March 30th and
throughout the daylight hours of March 31st. But that night, a distant low-pitched noise came
from upriver. It got nearer and louder. Suddenly, a wall of water came down the upper
Niagara River and over the falls with a giant thunder. The river was running again.

1
Trickle – mały strumyk.
2
Dam – tama.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 3 z 15

In which paragraph does the author mention what caused the Niagara Falls to dry up?

• A.Akapit A — niski stan wody, zwierzęta i zachowanie ludzi
• B.Akapit B — przyczyna: lodowa zapora
• C.Akapit C — czas trwania i powrót wody

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C), oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author mention

1.1. the overall duration of the unusual phenomenon?

1.2. risky behaviour motivated by curiosity?

1.3. what caused the Niagara Falls to dry up?

1.4. the negative impact of the small amount of water in the river?

THE DAY THE NIAGARA FALLS STOPPED FLOWING

A. In 1848, the Niagara Falls were already a tourist attraction, and villages had grown up on
both the U.S. and Canadian sides of the river to accommodate the crowds of sightseers.
But on March 29th, shortly before midnight, a farmer who had gone out for a walk noticed
that something was wrong. When he went to the edge of the Niagara River, he saw hardly
any water. At dawn on March 30th, people awoke to an unusual silence. The mighty Niagara
was just a trickle1. It had almost no water. Fish were dying. Turtles and other creatures living
in the river were clumsily working their way through the mud. People walked on the exposed
river bed, eager to discover what had been hidden below the water surface, ignoring the
fact they might be swept away if the water suddenly started flowing. They picked up old
daggers and tomahawks as souvenirs.

B. No one knew why the falls had stopped flowing. The telegraph was still a new invention.
Railroads already served towns on both sides of the river, but the tracks were unreliable,
and Buffalo, the nearest big city, was three hours away even when the trains ran on time.
Yet it was from Buffalo that the first news about the problem eventually arrived. It turned out
that strong southwest winds had pushed huge pieces of ice to the north-eastern tip of Lake
Erie which blocked the water flow and created an ice dam2.

Strona 2 z 15 EJAP-R0-700

C. When water stopped flowing on March 29th, people started coming from nearby cities and
towns to see what had happened. No water flowed over the falls all day on March 30th and
throughout the daylight hours of March 31st. But that night, a distant low-pitched noise came
from upriver. It got nearer and louder. Suddenly, a wall of water came down the upper
Niagara River and over the falls with a giant thunder. The river was running again.

1
Trickle – mały strumyk.
2
Dam – tama.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 3 z 15

In which paragraph does the author mention the negative impact of the small amount of water in the river?

• A.Akapit A — niski stan wody, zwierzęta i zachowanie ludzi
• B.Akapit B — przyczyna: lodowa zapora
• C.Akapit C — czas trwania i powrót wody

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

25 PLACES THAT SHAPE YOUR LIFE

Some people are always out, going to concerts, restaurant openings and many others. They
never fall into a predictable leisure routine1! However, according to a new study, everyone has
a set of places they return to regularly. Twenty-five of them, to be precise. 2.1. _____ With the
use of GPS their favourite places were mapped throughout the day. The study showed that
although the students often visited new spots, they spent most of their time in roughly 25 places
that they returned to repeatedly. They weren’t always frequent visitors, but they were regular
enough.

This behaviour seemed linked to university life when students generally live on campus2.
2.2. _____ Again, to their surprise, it turned out that visiting 25 places on a regular basis
seemed to be an unwritten rule for all of them. People didn’t show up in more locations when
they had more free time to explore, or fewer when they had less. What the number of places
they went to correlated with was the number of friends they had. More friends meant slightly
more places visited.

These results by no means suggest that we don’t incorporate new places into our routines.
We do! All the time! 2.3. _____ This may suggest that humans simply don’t have the ability to
think about more than 25 places. This finding could have implications3 for how cities are
designed or how governments manage epidemics. 2.4. _____ After all, if you can only be
a regular in 25 places, it’s worth selecting them carefully. Companies are constantly investing
in offices encouraging creativity and collaboration and people have to start to think about
the spaces they visit outside of work in the same way, seeking out layouts and amenities that
help them feel their best.

1
Leisure routine – zajęcia w czasie wolnym.
2
Campus – miasteczko uniwersyteckie, gdzie studenci uczą się i mieszkają.
3
Implications – konsekwencje, wpływ.

Strona 4 z 15 EJAP-R0-700

A. But when the researchers scaled up the study to 40,000 people from all over the world with
different kinds of lifestyles, they found the exact same thing.

B. When we change university, for example, the number of places on our mental list can
increase to 30 or even 40.

C. It could also have an influence on how people think about their personal choices.

D. Initially, the research carried out in the UK and Denmark involved a relatively small group
of 850 university students.

E. We change neighbourhoods, try new restaurants, and so forth, but for every new pizza
place we discover, an old favourite gets abandoned.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 5 z 15

Uzupełnij lukę 2.1 w tekście „25 Places That Shape Your Life”.

• A.But when the researchers scaled up the study to 40,000 people from all over the world with different kinds of lifestyles, they found the exact same thing.
• B.When we change university, for example, the number of places on our mental list can increase to 30 or even 40.
• C.It could also have an influence on how people think about their personal choices.
• D.Initially, the research carried out in the UK and Denmark involved a relatively small group of 850 university students.
• E.We change neighbourhoods, try new restaurants, and so forth, but for every new pizza place we discover, an old favourite gets abandoned.

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

25 PLACES THAT SHAPE YOUR LIFE

Some people are always out, going to concerts, restaurant openings and many others. They
never fall into a predictable leisure routine1! However, according to a new study, everyone has
a set of places they return to regularly. Twenty-five of them, to be precise. 2.1. _____ With the
use of GPS their favourite places were mapped throughout the day. The study showed that
although the students often visited new spots, they spent most of their time in roughly 25 places
that they returned to repeatedly. They weren’t always frequent visitors, but they were regular
enough.

This behaviour seemed linked to university life when students generally live on campus2.
2.2. _____ Again, to their surprise, it turned out that visiting 25 places on a regular basis
seemed to be an unwritten rule for all of them. People didn’t show up in more locations when
they had more free time to explore, or fewer when they had less. What the number of places
they went to correlated with was the number of friends they had. More friends meant slightly
more places visited.

These results by no means suggest that we don’t incorporate new places into our routines.
We do! All the time! 2.3. _____ This may suggest that humans simply don’t have the ability to
think about more than 25 places. This finding could have implications3 for how cities are
designed or how governments manage epidemics. 2.4. _____ After all, if you can only be
a regular in 25 places, it’s worth selecting them carefully. Companies are constantly investing
in offices encouraging creativity and collaboration and people have to start to think about
the spaces they visit outside of work in the same way, seeking out layouts and amenities that
help them feel their best.

1
Leisure routine – zajęcia w czasie wolnym.
2
Campus – miasteczko uniwersyteckie, gdzie studenci uczą się i mieszkają.
3
Implications – konsekwencje, wpływ.

Strona 4 z 15 EJAP-R0-700

A. But when the researchers scaled up the study to 40,000 people from all over the world with
different kinds of lifestyles, they found the exact same thing.

B. When we change university, for example, the number of places on our mental list can
increase to 30 or even 40.

C. It could also have an influence on how people think about their personal choices.

D. Initially, the research carried out in the UK and Denmark involved a relatively small group
of 850 university students.

E. We change neighbourhoods, try new restaurants, and so forth, but for every new pizza
place we discover, an old favourite gets abandoned.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 5 z 15

Uzupełnij lukę 2.2 w tekście „25 Places That Shape Your Life”.

• A.But when the researchers scaled up the study to 40,000 people from all over the world with different kinds of lifestyles, they found the exact same thing.
• B.When we change university, for example, the number of places on our mental list can increase to 30 or even 40.
• C.It could also have an influence on how people think about their personal choices.
• D.Initially, the research carried out in the UK and Denmark involved a relatively small group of 850 university students.
• E.We change neighbourhoods, try new restaurants, and so forth, but for every new pizza place we discover, an old favourite gets abandoned.

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

25 PLACES THAT SHAPE YOUR LIFE

Some people are always out, going to concerts, restaurant openings and many others. They
never fall into a predictable leisure routine1! However, according to a new study, everyone has
a set of places they return to regularly. Twenty-five of them, to be precise. 2.1. _____ With the
use of GPS their favourite places were mapped throughout the day. The study showed that
although the students often visited new spots, they spent most of their time in roughly 25 places
that they returned to repeatedly. They weren’t always frequent visitors, but they were regular
enough.

This behaviour seemed linked to university life when students generally live on campus2.
2.2. _____ Again, to their surprise, it turned out that visiting 25 places on a regular basis
seemed to be an unwritten rule for all of them. People didn’t show up in more locations when
they had more free time to explore, or fewer when they had less. What the number of places
they went to correlated with was the number of friends they had. More friends meant slightly
more places visited.

These results by no means suggest that we don’t incorporate new places into our routines.
We do! All the time! 2.3. _____ This may suggest that humans simply don’t have the ability to
think about more than 25 places. This finding could have implications3 for how cities are
designed or how governments manage epidemics. 2.4. _____ After all, if you can only be
a regular in 25 places, it’s worth selecting them carefully. Companies are constantly investing
in offices encouraging creativity and collaboration and people have to start to think about
the spaces they visit outside of work in the same way, seeking out layouts and amenities that
help them feel their best.

1
Leisure routine – zajęcia w czasie wolnym.
2
Campus – miasteczko uniwersyteckie, gdzie studenci uczą się i mieszkają.
3
Implications – konsekwencje, wpływ.

Strona 4 z 15 EJAP-R0-700

A. But when the researchers scaled up the study to 40,000 people from all over the world with
different kinds of lifestyles, they found the exact same thing.

B. When we change university, for example, the number of places on our mental list can
increase to 30 or even 40.

C. It could also have an influence on how people think about their personal choices.

D. Initially, the research carried out in the UK and Denmark involved a relatively small group
of 850 university students.

E. We change neighbourhoods, try new restaurants, and so forth, but for every new pizza
place we discover, an old favourite gets abandoned.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 5 z 15

Uzupełnij lukę 2.3 w tekście „25 Places That Shape Your Life”.

• A.But when the researchers scaled up the study to 40,000 people from all over the world with different kinds of lifestyles, they found the exact same thing.
• B.When we change university, for example, the number of places on our mental list can increase to 30 or even 40.
• C.It could also have an influence on how people think about their personal choices.
• D.Initially, the research carried out in the UK and Denmark involved a relatively small group of 850 university students.
• E.We change neighbourhoods, try new restaurants, and so forth, but for every new pizza place we discover, an old favourite gets abandoned.

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

25 PLACES THAT SHAPE YOUR LIFE

Some people are always out, going to concerts, restaurant openings and many others. They
never fall into a predictable leisure routine1! However, according to a new study, everyone has
a set of places they return to regularly. Twenty-five of them, to be precise. 2.1. _____ With the
use of GPS their favourite places were mapped throughout the day. The study showed that
although the students often visited new spots, they spent most of their time in roughly 25 places
that they returned to repeatedly. They weren’t always frequent visitors, but they were regular
enough.

This behaviour seemed linked to university life when students generally live on campus2.
2.2. _____ Again, to their surprise, it turned out that visiting 25 places on a regular basis
seemed to be an unwritten rule for all of them. People didn’t show up in more locations when
they had more free time to explore, or fewer when they had less. What the number of places
they went to correlated with was the number of friends they had. More friends meant slightly
more places visited.

These results by no means suggest that we don’t incorporate new places into our routines.
We do! All the time! 2.3. _____ This may suggest that humans simply don’t have the ability to
think about more than 25 places. This finding could have implications3 for how cities are
designed or how governments manage epidemics. 2.4. _____ After all, if you can only be
a regular in 25 places, it’s worth selecting them carefully. Companies are constantly investing
in offices encouraging creativity and collaboration and people have to start to think about
the spaces they visit outside of work in the same way, seeking out layouts and amenities that
help them feel their best.

1
Leisure routine – zajęcia w czasie wolnym.
2
Campus – miasteczko uniwersyteckie, gdzie studenci uczą się i mieszkają.
3
Implications – konsekwencje, wpływ.

Strona 4 z 15 EJAP-R0-700

A. But when the researchers scaled up the study to 40,000 people from all over the world with
different kinds of lifestyles, they found the exact same thing.

B. When we change university, for example, the number of places on our mental list can
increase to 30 or even 40.

C. It could also have an influence on how people think about their personal choices.

D. Initially, the research carried out in the UK and Denmark involved a relatively small group
of 850 university students.

E. We change neighbourhoods, try new restaurants, and so forth, but for every new pizza
place we discover, an old favourite gets abandoned.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 5 z 15

Uzupełnij lukę 2.4 w tekście „25 Places That Shape Your Life”.

• A.But when the researchers scaled up the study to 40,000 people from all over the world with different kinds of lifestyles, they found the exact same thing.
• B.When we change university, for example, the number of places on our mental list can increase to 30 or even 40.
• C.It could also have an influence on how people think about their personal choices.
• D.Initially, the research carried out in the UK and Denmark involved a relatively small group of 850 university students.
• E.We change neighbourhoods, try new restaurants, and so forth, but for every new pizza place we discover, an old favourite gets abandoned.

Zadanie 3. (0–5)
Przeczytaj dwa teksty związane z samolotami. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
AT THE AIRPORT

Airports are torture chambers if you’re claustrophobic. This is just one of the many things that
Hadley is trying not to think about as she stands before the ticket counter. She can feel
something miserable1 inside her. Part of it is the flight to London awaiting her and part of it is
the airport itself, but to make matters worse there is the realisation that she’ll now be late for
the wedding she didn’t even want to go to in the first place, and something about this sad little
twist of fate makes her feel like crying.
She’s spent the past few weeks secretly wishing this very thing might happen, though
admittedly, her fantasy scenarios have been a bit more dramatic: a massive airline strike;
an epic hailstorm; a failure of all of the plane’s engines. All perfectly good reasons why she
might have to miss her father’s marriage to a woman she’s never met. But being late for your
flight seems just a little too convenient, maybe a bit suspicious, and Hadley isn’t at all sure that
father will understand that it wasn’t her fault.
“I’m sorry, Miss,” one of the gate attendants says. “There’s nothing we can do but try to get
you on the evening flight.” Hadley nods her head. The attendant is now working the keyboard
of her computer with a kind of violent intensity, punching at the keys.
“You’re in luck,” she says. “There is one free seat available.”
Hadley is almost afraid to pose the question, but she asks it anyway, “What time does
it reach its destination?”
“Nine fifty-four, tomorrow morning.”
Hadley pauses for a moment and says, “I suppose I’ll have to take it.”
“Boarding will start from this gate at seven-thirty tonight and the plane leaves at eight-fifteen,”
the attendant says, handing over the papers.
Hadley goes towards the windows and examines the rows of grey chairs, most of them
occupied. She puts her backpack on top of her carry-on suitcase. The smell of butter from
a nearby pretzel stand is making her slightly sick. She wishes she could just call off her flight,
take a taxi and go home but she knows she can’t do it. She also knows that it’s a holiday
weekend so there won’t be any other free seats, and the weather maps on the TV screens
show an approaching storm. There are suitcases on empty chairs, families camped out around
corners, greasy McDonald’s bags scattered across the floor. Finally, she spots an empty seat
and she hurries in that direction.

1
Miserable – unhappy, depressed.

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3.1. What do we learn about Hadley from the first paragraph?
A. She felt so helpless that she burst into tears.
B. She felt guilty for wishing there would be a delay at the airport.
C. She was anxious about the journey to London for a number of reasons.

3.2. Before arriving at the airport, Hadley
A. imagined missing the wedding.
B. took some steps to prevent the wedding.
C. was worried about the weather conditions during the wedding.

3.3. When Hadley was offered another flight, she
A. decided to stay at the airport until the morning.
B. felt sick at the thought of a crowded plane.
C. accepted the booking reluctantly.

EJAP-R0-700 Strona 7 z 15

Tekst 2.
WHO’S REALLY FLYING THE PLANE?

Air travel has always been rich with conspiracy theories and old wives’ tales. I’ve heard it all.
Nothing, however, frustrates me more than the myths about cockpit automation – this
widespread view that in some not-too-distant future pilots will not be necessary on the plane
at all. This nonsense is constantly in the news and millions of people actually believe it. It’s
true that processors and electronic control systems allow pilots to fly ‘hands off’ just after
take-off, continuing through the flight route and – in very rare cases – all the way through to
landing. But that doesn’t mean the planes actually fly themselves.
Of course, the technology can help but it should be the pilot who decides how and when to use
it. During his famous ‘miracle on the Hudson’ emergency landing in 2009, Capt. Chesley
Sullenberger had the backup1 of the computer autopilot. He was in the pilot’s seat when Airbus
A320 collided with a flock of geese2 so the engines lost power 2,700 feet over Manhattan.
Computer-assisted flight systems were active but there was no need for them. In fact, flight
control computers actually were a problem for Sullenberger because the flight software
interfered with3 his efforts and thus prevented him from keeping the plane’s nose a little higher
during the last four seconds before he brought US Airways Flight 1549 down in the icy Hudson
River. “We hit harder than we would have if I had been able to keep the nose up,” he said.
During a normal flight, there’s no way to know when your pilots are using
computer-programmed automatic flight systems but one thing is sure: hands-on flying hasn’t
disappeared and it won’t do so in the near future.

1
Backup – support, help.
2
Flock of geese – a large number of birds flying.
3
Interfere with – to prevent something from working effectively.

3.4. In the first paragraph, we learn that the author is frustrated by
A. the idea that automation will replace pilots.
B. the prospect of take-off and landing becoming fully automated.
C. the attention the media pay to experts working on computer autopilots.

3.5. During the ‘miracle on the Hudson’ the software
A. broke down just before landing.
B. was used inappropriately by the pilot.
C. made landing the plane more challenging.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 8 z 15 EJAP-R0-700

What do we learn about Hadley from the first paragraph?

• A.She felt so helpless that she burst into tears.
• B.She felt guilty for wishing there would be a delay at the airport.
• C.She was anxious about the journey to London for a number of reasons.

Zadanie 3. (0–5)
Przeczytaj dwa teksty związane z samolotami. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
AT THE AIRPORT

Airports are torture chambers if you’re claustrophobic. This is just one of the many things that
Hadley is trying not to think about as she stands before the ticket counter. She can feel
something miserable1 inside her. Part of it is the flight to London awaiting her and part of it is
the airport itself, but to make matters worse there is the realisation that she’ll now be late for
the wedding she didn’t even want to go to in the first place, and something about this sad little
twist of fate makes her feel like crying.
She’s spent the past few weeks secretly wishing this very thing might happen, though
admittedly, her fantasy scenarios have been a bit more dramatic: a massive airline strike;
an epic hailstorm; a failure of all of the plane’s engines. All perfectly good reasons why she
might have to miss her father’s marriage to a woman she’s never met. But being late for your
flight seems just a little too convenient, maybe a bit suspicious, and Hadley isn’t at all sure that
father will understand that it wasn’t her fault.
“I’m sorry, Miss,” one of the gate attendants says. “There’s nothing we can do but try to get
you on the evening flight.” Hadley nods her head. The attendant is now working the keyboard
of her computer with a kind of violent intensity, punching at the keys.
“You’re in luck,” she says. “There is one free seat available.”
Hadley is almost afraid to pose the question, but she asks it anyway, “What time does
it reach its destination?”
“Nine fifty-four, tomorrow morning.”
Hadley pauses for a moment and says, “I suppose I’ll have to take it.”
“Boarding will start from this gate at seven-thirty tonight and the plane leaves at eight-fifteen,”
the attendant says, handing over the papers.
Hadley goes towards the windows and examines the rows of grey chairs, most of them
occupied. She puts her backpack on top of her carry-on suitcase. The smell of butter from
a nearby pretzel stand is making her slightly sick. She wishes she could just call off her flight,
take a taxi and go home but she knows she can’t do it. She also knows that it’s a holiday
weekend so there won’t be any other free seats, and the weather maps on the TV screens
show an approaching storm. There are suitcases on empty chairs, families camped out around
corners, greasy McDonald’s bags scattered across the floor. Finally, she spots an empty seat
and she hurries in that direction.

1
Miserable – unhappy, depressed.

Strona 6 z 15 EJAP-R0-700

3.1. What do we learn about Hadley from the first paragraph?
A. She felt so helpless that she burst into tears.
B. She felt guilty for wishing there would be a delay at the airport.
C. She was anxious about the journey to London for a number of reasons.

3.2. Before arriving at the airport, Hadley
A. imagined missing the wedding.
B. took some steps to prevent the wedding.
C. was worried about the weather conditions during the wedding.

3.3. When Hadley was offered another flight, she
A. decided to stay at the airport until the morning.
B. felt sick at the thought of a crowded plane.
C. accepted the booking reluctantly.

EJAP-R0-700 Strona 7 z 15

Tekst 2.
WHO’S REALLY FLYING THE PLANE?

Air travel has always been rich with conspiracy theories and old wives’ tales. I’ve heard it all.
Nothing, however, frustrates me more than the myths about cockpit automation – this
widespread view that in some not-too-distant future pilots will not be necessary on the plane
at all. This nonsense is constantly in the news and millions of people actually believe it. It’s
true that processors and electronic control systems allow pilots to fly ‘hands off’ just after
take-off, continuing through the flight route and – in very rare cases – all the way through to
landing. But that doesn’t mean the planes actually fly themselves.
Of course, the technology can help but it should be the pilot who decides how and when to use
it. During his famous ‘miracle on the Hudson’ emergency landing in 2009, Capt. Chesley
Sullenberger had the backup1 of the computer autopilot. He was in the pilot’s seat when Airbus
A320 collided with a flock of geese2 so the engines lost power 2,700 feet over Manhattan.
Computer-assisted flight systems were active but there was no need for them. In fact, flight
control computers actually were a problem for Sullenberger because the flight software
interfered with3 his efforts and thus prevented him from keeping the plane’s nose a little higher
during the last four seconds before he brought US Airways Flight 1549 down in the icy Hudson
River. “We hit harder than we would have if I had been able to keep the nose up,” he said.
During a normal flight, there’s no way to know when your pilots are using
computer-programmed automatic flight systems but one thing is sure: hands-on flying hasn’t
disappeared and it won’t do so in the near future.

1
Backup – support, help.
2
Flock of geese – a large number of birds flying.
3
Interfere with – to prevent something from working effectively.

3.4. In the first paragraph, we learn that the author is frustrated by
A. the idea that automation will replace pilots.
B. the prospect of take-off and landing becoming fully automated.
C. the attention the media pay to experts working on computer autopilots.

3.5. During the ‘miracle on the Hudson’ the software
A. broke down just before landing.
B. was used inappropriately by the pilot.
C. made landing the plane more challenging.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 8 z 15 EJAP-R0-700

Before arriving at the airport, Hadley…

• A.imagined missing the wedding.
• B.took some steps to prevent the wedding.
• C.was worried about the weather conditions during the wedding.

Zadanie 3. (0–5)
Przeczytaj dwa teksty związane z samolotami. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
AT THE AIRPORT

Airports are torture chambers if you’re claustrophobic. This is just one of the many things that
Hadley is trying not to think about as she stands before the ticket counter. She can feel
something miserable1 inside her. Part of it is the flight to London awaiting her and part of it is
the airport itself, but to make matters worse there is the realisation that she’ll now be late for
the wedding she didn’t even want to go to in the first place, and something about this sad little
twist of fate makes her feel like crying.
She’s spent the past few weeks secretly wishing this very thing might happen, though
admittedly, her fantasy scenarios have been a bit more dramatic: a massive airline strike;
an epic hailstorm; a failure of all of the plane’s engines. All perfectly good reasons why she
might have to miss her father’s marriage to a woman she’s never met. But being late for your
flight seems just a little too convenient, maybe a bit suspicious, and Hadley isn’t at all sure that
father will understand that it wasn’t her fault.
“I’m sorry, Miss,” one of the gate attendants says. “There’s nothing we can do but try to get
you on the evening flight.” Hadley nods her head. The attendant is now working the keyboard
of her computer with a kind of violent intensity, punching at the keys.
“You’re in luck,” she says. “There is one free seat available.”
Hadley is almost afraid to pose the question, but she asks it anyway, “What time does
it reach its destination?”
“Nine fifty-four, tomorrow morning.”
Hadley pauses for a moment and says, “I suppose I’ll have to take it.”
“Boarding will start from this gate at seven-thirty tonight and the plane leaves at eight-fifteen,”
the attendant says, handing over the papers.
Hadley goes towards the windows and examines the rows of grey chairs, most of them
occupied. She puts her backpack on top of her carry-on suitcase. The smell of butter from
a nearby pretzel stand is making her slightly sick. She wishes she could just call off her flight,
take a taxi and go home but she knows she can’t do it. She also knows that it’s a holiday
weekend so there won’t be any other free seats, and the weather maps on the TV screens
show an approaching storm. There are suitcases on empty chairs, families camped out around
corners, greasy McDonald’s bags scattered across the floor. Finally, she spots an empty seat
and she hurries in that direction.

1
Miserable – unhappy, depressed.

Strona 6 z 15 EJAP-R0-700

3.1. What do we learn about Hadley from the first paragraph?
A. She felt so helpless that she burst into tears.
B. She felt guilty for wishing there would be a delay at the airport.
C. She was anxious about the journey to London for a number of reasons.

3.2. Before arriving at the airport, Hadley
A. imagined missing the wedding.
B. took some steps to prevent the wedding.
C. was worried about the weather conditions during the wedding.

3.3. When Hadley was offered another flight, she
A. decided to stay at the airport until the morning.
B. felt sick at the thought of a crowded plane.
C. accepted the booking reluctantly.

EJAP-R0-700 Strona 7 z 15

Tekst 2.
WHO’S REALLY FLYING THE PLANE?

Air travel has always been rich with conspiracy theories and old wives’ tales. I’ve heard it all.
Nothing, however, frustrates me more than the myths about cockpit automation – this
widespread view that in some not-too-distant future pilots will not be necessary on the plane
at all. This nonsense is constantly in the news and millions of people actually believe it. It’s
true that processors and electronic control systems allow pilots to fly ‘hands off’ just after
take-off, continuing through the flight route and – in very rare cases – all the way through to
landing. But that doesn’t mean the planes actually fly themselves.
Of course, the technology can help but it should be the pilot who decides how and when to use
it. During his famous ‘miracle on the Hudson’ emergency landing in 2009, Capt. Chesley
Sullenberger had the backup1 of the computer autopilot. He was in the pilot’s seat when Airbus
A320 collided with a flock of geese2 so the engines lost power 2,700 feet over Manhattan.
Computer-assisted flight systems were active but there was no need for them. In fact, flight
control computers actually were a problem for Sullenberger because the flight software
interfered with3 his efforts and thus prevented him from keeping the plane’s nose a little higher
during the last four seconds before he brought US Airways Flight 1549 down in the icy Hudson
River. “We hit harder than we would have if I had been able to keep the nose up,” he said.
During a normal flight, there’s no way to know when your pilots are using
computer-programmed automatic flight systems but one thing is sure: hands-on flying hasn’t
disappeared and it won’t do so in the near future.

1
Backup – support, help.
2
Flock of geese – a large number of birds flying.
3
Interfere with – to prevent something from working effectively.

3.4. In the first paragraph, we learn that the author is frustrated by
A. the idea that automation will replace pilots.
B. the prospect of take-off and landing becoming fully automated.
C. the attention the media pay to experts working on computer autopilots.

3.5. During the ‘miracle on the Hudson’ the software
A. broke down just before landing.
B. was used inappropriately by the pilot.
C. made landing the plane more challenging.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 8 z 15 EJAP-R0-700

When Hadley was offered another flight, she…

• A.decided to stay at the airport until the morning.
• B.felt sick at the thought of a crowded plane.
• C.accepted the booking reluctantly.

Zadanie 3. (0–5)
Przeczytaj dwa teksty związane z samolotami. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
AT THE AIRPORT

Airports are torture chambers if you’re claustrophobic. This is just one of the many things that
Hadley is trying not to think about as she stands before the ticket counter. She can feel
something miserable1 inside her. Part of it is the flight to London awaiting her and part of it is
the airport itself, but to make matters worse there is the realisation that she’ll now be late for
the wedding she didn’t even want to go to in the first place, and something about this sad little
twist of fate makes her feel like crying.
She’s spent the past few weeks secretly wishing this very thing might happen, though
admittedly, her fantasy scenarios have been a bit more dramatic: a massive airline strike;
an epic hailstorm; a failure of all of the plane’s engines. All perfectly good reasons why she
might have to miss her father’s marriage to a woman she’s never met. But being late for your
flight seems just a little too convenient, maybe a bit suspicious, and Hadley isn’t at all sure that
father will understand that it wasn’t her fault.
“I’m sorry, Miss,” one of the gate attendants says. “There’s nothing we can do but try to get
you on the evening flight.” Hadley nods her head. The attendant is now working the keyboard
of her computer with a kind of violent intensity, punching at the keys.
“You’re in luck,” she says. “There is one free seat available.”
Hadley is almost afraid to pose the question, but she asks it anyway, “What time does
it reach its destination?”
“Nine fifty-four, tomorrow morning.”
Hadley pauses for a moment and says, “I suppose I’ll have to take it.”
“Boarding will start from this gate at seven-thirty tonight and the plane leaves at eight-fifteen,”
the attendant says, handing over the papers.
Hadley goes towards the windows and examines the rows of grey chairs, most of them
occupied. She puts her backpack on top of her carry-on suitcase. The smell of butter from
a nearby pretzel stand is making her slightly sick. She wishes she could just call off her flight,
take a taxi and go home but she knows she can’t do it. She also knows that it’s a holiday
weekend so there won’t be any other free seats, and the weather maps on the TV screens
show an approaching storm. There are suitcases on empty chairs, families camped out around
corners, greasy McDonald’s bags scattered across the floor. Finally, she spots an empty seat
and she hurries in that direction.

1
Miserable – unhappy, depressed.

Strona 6 z 15 EJAP-R0-700

3.1. What do we learn about Hadley from the first paragraph?
A. She felt so helpless that she burst into tears.
B. She felt guilty for wishing there would be a delay at the airport.
C. She was anxious about the journey to London for a number of reasons.

3.2. Before arriving at the airport, Hadley
A. imagined missing the wedding.
B. took some steps to prevent the wedding.
C. was worried about the weather conditions during the wedding.

3.3. When Hadley was offered another flight, she
A. decided to stay at the airport until the morning.
B. felt sick at the thought of a crowded plane.
C. accepted the booking reluctantly.

EJAP-R0-700 Strona 7 z 15

Tekst 2.
WHO’S REALLY FLYING THE PLANE?

Air travel has always been rich with conspiracy theories and old wives’ tales. I’ve heard it all.
Nothing, however, frustrates me more than the myths about cockpit automation – this
widespread view that in some not-too-distant future pilots will not be necessary on the plane
at all. This nonsense is constantly in the news and millions of people actually believe it. It’s
true that processors and electronic control systems allow pilots to fly ‘hands off’ just after
take-off, continuing through the flight route and – in very rare cases – all the way through to
landing. But that doesn’t mean the planes actually fly themselves.
Of course, the technology can help but it should be the pilot who decides how and when to use
it. During his famous ‘miracle on the Hudson’ emergency landing in 2009, Capt. Chesley
Sullenberger had the backup1 of the computer autopilot. He was in the pilot’s seat when Airbus
A320 collided with a flock of geese2 so the engines lost power 2,700 feet over Manhattan.
Computer-assisted flight systems were active but there was no need for them. In fact, flight
control computers actually were a problem for Sullenberger because the flight software
interfered with3 his efforts and thus prevented him from keeping the plane’s nose a little higher
during the last four seconds before he brought US Airways Flight 1549 down in the icy Hudson
River. “We hit harder than we would have if I had been able to keep the nose up,” he said.
During a normal flight, there’s no way to know when your pilots are using
computer-programmed automatic flight systems but one thing is sure: hands-on flying hasn’t
disappeared and it won’t do so in the near future.

1
Backup – support, help.
2
Flock of geese – a large number of birds flying.
3
Interfere with – to prevent something from working effectively.

3.4. In the first paragraph, we learn that the author is frustrated by
A. the idea that automation will replace pilots.
B. the prospect of take-off and landing becoming fully automated.
C. the attention the media pay to experts working on computer autopilots.

3.5. During the ‘miracle on the Hudson’ the software
A. broke down just before landing.
B. was used inappropriately by the pilot.
C. made landing the plane more challenging.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 8 z 15 EJAP-R0-700

In the first paragraph, we learn that the author is frustrated by…

• A.the idea that automation will replace pilots.
• B.the prospect of take-off and landing becoming fully automated.
• C.the attention the media pay to experts working on computer autopilots.

Zadanie 3. (0–5)
Przeczytaj dwa teksty związane z samolotami. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
AT THE AIRPORT

Airports are torture chambers if you’re claustrophobic. This is just one of the many things that
Hadley is trying not to think about as she stands before the ticket counter. She can feel
something miserable1 inside her. Part of it is the flight to London awaiting her and part of it is
the airport itself, but to make matters worse there is the realisation that she’ll now be late for
the wedding she didn’t even want to go to in the first place, and something about this sad little
twist of fate makes her feel like crying.
She’s spent the past few weeks secretly wishing this very thing might happen, though
admittedly, her fantasy scenarios have been a bit more dramatic: a massive airline strike;
an epic hailstorm; a failure of all of the plane’s engines. All perfectly good reasons why she
might have to miss her father’s marriage to a woman she’s never met. But being late for your
flight seems just a little too convenient, maybe a bit suspicious, and Hadley isn’t at all sure that
father will understand that it wasn’t her fault.
“I’m sorry, Miss,” one of the gate attendants says. “There’s nothing we can do but try to get
you on the evening flight.” Hadley nods her head. The attendant is now working the keyboard
of her computer with a kind of violent intensity, punching at the keys.
“You’re in luck,” she says. “There is one free seat available.”
Hadley is almost afraid to pose the question, but she asks it anyway, “What time does
it reach its destination?”
“Nine fifty-four, tomorrow morning.”
Hadley pauses for a moment and says, “I suppose I’ll have to take it.”
“Boarding will start from this gate at seven-thirty tonight and the plane leaves at eight-fifteen,”
the attendant says, handing over the papers.
Hadley goes towards the windows and examines the rows of grey chairs, most of them
occupied. She puts her backpack on top of her carry-on suitcase. The smell of butter from
a nearby pretzel stand is making her slightly sick. She wishes she could just call off her flight,
take a taxi and go home but she knows she can’t do it. She also knows that it’s a holiday
weekend so there won’t be any other free seats, and the weather maps on the TV screens
show an approaching storm. There are suitcases on empty chairs, families camped out around
corners, greasy McDonald’s bags scattered across the floor. Finally, she spots an empty seat
and she hurries in that direction.

1
Miserable – unhappy, depressed.

Strona 6 z 15 EJAP-R0-700

3.1. What do we learn about Hadley from the first paragraph?
A. She felt so helpless that she burst into tears.
B. She felt guilty for wishing there would be a delay at the airport.
C. She was anxious about the journey to London for a number of reasons.

3.2. Before arriving at the airport, Hadley
A. imagined missing the wedding.
B. took some steps to prevent the wedding.
C. was worried about the weather conditions during the wedding.

3.3. When Hadley was offered another flight, she
A. decided to stay at the airport until the morning.
B. felt sick at the thought of a crowded plane.
C. accepted the booking reluctantly.

EJAP-R0-700 Strona 7 z 15

Tekst 2.
WHO’S REALLY FLYING THE PLANE?

Air travel has always been rich with conspiracy theories and old wives’ tales. I’ve heard it all.
Nothing, however, frustrates me more than the myths about cockpit automation – this
widespread view that in some not-too-distant future pilots will not be necessary on the plane
at all. This nonsense is constantly in the news and millions of people actually believe it. It’s
true that processors and electronic control systems allow pilots to fly ‘hands off’ just after
take-off, continuing through the flight route and – in very rare cases – all the way through to
landing. But that doesn’t mean the planes actually fly themselves.
Of course, the technology can help but it should be the pilot who decides how and when to use
it. During his famous ‘miracle on the Hudson’ emergency landing in 2009, Capt. Chesley
Sullenberger had the backup1 of the computer autopilot. He was in the pilot’s seat when Airbus
A320 collided with a flock of geese2 so the engines lost power 2,700 feet over Manhattan.
Computer-assisted flight systems were active but there was no need for them. In fact, flight
control computers actually were a problem for Sullenberger because the flight software
interfered with3 his efforts and thus prevented him from keeping the plane’s nose a little higher
during the last four seconds before he brought US Airways Flight 1549 down in the icy Hudson
River. “We hit harder than we would have if I had been able to keep the nose up,” he said.
During a normal flight, there’s no way to know when your pilots are using
computer-programmed automatic flight systems but one thing is sure: hands-on flying hasn’t
disappeared and it won’t do so in the near future.

1
Backup – support, help.
2
Flock of geese – a large number of birds flying.
3
Interfere with – to prevent something from working effectively.

3.4. In the first paragraph, we learn that the author is frustrated by
A. the idea that automation will replace pilots.
B. the prospect of take-off and landing becoming fully automated.
C. the attention the media pay to experts working on computer autopilots.

3.5. During the ‘miracle on the Hudson’ the software
A. broke down just before landing.
B. was used inappropriately by the pilot.
C. made landing the plane more challenging.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 8 z 15 EJAP-R0-700

During the ‘miracle on the Hudson’ the software…

• A.broke down just before landing.
• B.was used inappropriately by the pilot.
• C.made landing the plane more challenging.

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

RED DIDN’T ALWAYS MEAN STOP!

In the world of signals, it’s an undisputed fact that red means stop. From red traffic lights to the
stop sign itself, the colour red 4.1. _____ the drivers’ attention and sends them a message to
hit the brakes. But you probably don’t know that the stop sign has only been red for about
seventy years. The first one erected in Detroit in 1915 was white, with the word STOP in black
letters. 4.2. _____ 1954 that the sign became red with white letters.
In the early 20th century, stop signs weren’t any specific colour or shape, which confused
drivers. In 1922, the American Association of State Highway Officials (AASHO) decided on
standardisation and introduced the sign’s octagonal shape. This unique eight-sided shape was
chosen 4.3. _____ drivers who saw the back of the sign were aware that oncoming drivers had
a stop sign. The shape could also be identified easily at night, since the original signs were not
reflective.
At the same time, the AASHO also considered making stop signs red, but, back then, there
was no red paint that wouldn’t 4.4. _____ over time. They were yellow for the following thirty
years. In 1954, sign makers began using special porcelain enamel and achieving a long-lasting
red colour was no longer a problem.

4.1. 4.2.
A. pays A. No wonder it was
B. gives B. It wasn’t back in
C. draws C. It wasn’t until

4.3. 4.4.
A. so that A. fade
B. in order to B. pass
C. such as C. decline

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 9 z 15

The colour red 4.1. _____ the drivers’ attention and sends them a message to hit the brakes.

• A.pays
• B.gives
• C.draws

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

RED DIDN’T ALWAYS MEAN STOP!

In the world of signals, it’s an undisputed fact that red means stop. From red traffic lights to the
stop sign itself, the colour red 4.1. _____ the drivers’ attention and sends them a message to
hit the brakes. But you probably don’t know that the stop sign has only been red for about
seventy years. The first one erected in Detroit in 1915 was white, with the word STOP in black
letters. 4.2. _____ 1954 that the sign became red with white letters.
In the early 20th century, stop signs weren’t any specific colour or shape, which confused
drivers. In 1922, the American Association of State Highway Officials (AASHO) decided on
standardisation and introduced the sign’s octagonal shape. This unique eight-sided shape was
chosen 4.3. _____ drivers who saw the back of the sign were aware that oncoming drivers had
a stop sign. The shape could also be identified easily at night, since the original signs were not
reflective.
At the same time, the AASHO also considered making stop signs red, but, back then, there
was no red paint that wouldn’t 4.4. _____ over time. They were yellow for the following thirty
years. In 1954, sign makers began using special porcelain enamel and achieving a long-lasting
red colour was no longer a problem.

4.1. 4.2.
A. pays A. No wonder it was
B. gives B. It wasn’t back in
C. draws C. It wasn’t until

4.3. 4.4.
A. so that A. fade
B. in order to B. pass
C. such as C. decline

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 9 z 15

4.2. _____ 1954 that the sign became red with white letters.

• A.No wonder it was
• B.It wasn’t back in
• C.It wasn’t until

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

RED DIDN’T ALWAYS MEAN STOP!

In the world of signals, it’s an undisputed fact that red means stop. From red traffic lights to the
stop sign itself, the colour red 4.1. _____ the drivers’ attention and sends them a message to
hit the brakes. But you probably don’t know that the stop sign has only been red for about
seventy years. The first one erected in Detroit in 1915 was white, with the word STOP in black
letters. 4.2. _____ 1954 that the sign became red with white letters.
In the early 20th century, stop signs weren’t any specific colour or shape, which confused
drivers. In 1922, the American Association of State Highway Officials (AASHO) decided on
standardisation and introduced the sign’s octagonal shape. This unique eight-sided shape was
chosen 4.3. _____ drivers who saw the back of the sign were aware that oncoming drivers had
a stop sign. The shape could also be identified easily at night, since the original signs were not
reflective.
At the same time, the AASHO also considered making stop signs red, but, back then, there
was no red paint that wouldn’t 4.4. _____ over time. They were yellow for the following thirty
years. In 1954, sign makers began using special porcelain enamel and achieving a long-lasting
red colour was no longer a problem.

4.1. 4.2.
A. pays A. No wonder it was
B. gives B. It wasn’t back in
C. draws C. It wasn’t until

4.3. 4.4.
A. so that A. fade
B. in order to B. pass
C. such as C. decline

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 9 z 15

This unique eight-sided shape was chosen 4.3. _____ drivers who saw the back of the sign were aware that oncoming drivers had a stop sign.

• A.so that
• B.in order to
• C.such as

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

RED DIDN’T ALWAYS MEAN STOP!

In the world of signals, it’s an undisputed fact that red means stop. From red traffic lights to the
stop sign itself, the colour red 4.1. _____ the drivers’ attention and sends them a message to
hit the brakes. But you probably don’t know that the stop sign has only been red for about
seventy years. The first one erected in Detroit in 1915 was white, with the word STOP in black
letters. 4.2. _____ 1954 that the sign became red with white letters.
In the early 20th century, stop signs weren’t any specific colour or shape, which confused
drivers. In 1922, the American Association of State Highway Officials (AASHO) decided on
standardisation and introduced the sign’s octagonal shape. This unique eight-sided shape was
chosen 4.3. _____ drivers who saw the back of the sign were aware that oncoming drivers had
a stop sign. The shape could also be identified easily at night, since the original signs were not
reflective.
At the same time, the AASHO also considered making stop signs red, but, back then, there
was no red paint that wouldn’t 4.4. _____ over time. They were yellow for the following thirty
years. In 1954, sign makers began using special porcelain enamel and achieving a long-lasting
red colour was no longer a problem.

4.1. 4.2.
A. pays A. No wonder it was
B. gives B. It wasn’t back in
C. draws C. It wasn’t until

4.3. 4.4.
A. so that A. fade
B. in order to B. pass
C. such as C. decline

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

EJAP-R0-700 Strona 9 z 15

There was no red paint that wouldn’t 4.4. _____ over time.

• A.fade
• B.pass
• C.decline

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

HOW TO GET A STAR ON THE HOLLYWOOD WALK OF FAME?

In theory anyone can apply to have a star on the Hollywood Walk of Fame in one of five
categories: film, TV, radio, recording and theatre performance. But, in fact, it’s not as simple
as 5.1. _________________________. First, a candidate has to be nominated. Nominations
can be submitted by anyone, from publicists and fans 5.2. _________________________
celebrities themselves. Next, the nominee must sign a form stating that they want a star, and
that they will attend the unveiling ceremony. If the application 5.3. ______________________
accepted, whoever did the nominating needs to pay a fee of $30,000. The Chamber of
Commerce claims that half of the fee goes into creating the star, while the
5.4. _________________________ half is used for its maintenance. Interestingly, some of our
favourite A-listers – like Julia Roberts, Clint Eastwood, Denzel Washington, and Al Pacino –
don’t have a star.

Strona 10 z 15 EJAP-R0-700

But, in fact, it’s not as simple as 5.1. _____.

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

HOW TO GET A STAR ON THE HOLLYWOOD WALK OF FAME?

In theory anyone can apply to have a star on the Hollywood Walk of Fame in one of five
categories: film, TV, radio, recording and theatre performance. But, in fact, it’s not as simple
as 5.1. _________________________. First, a candidate has to be nominated. Nominations
can be submitted by anyone, from publicists and fans 5.2. _________________________
celebrities themselves. Next, the nominee must sign a form stating that they want a star, and
that they will attend the unveiling ceremony. If the application 5.3. ______________________
accepted, whoever did the nominating needs to pay a fee of $30,000. The Chamber of
Commerce claims that half of the fee goes into creating the star, while the
5.4. _________________________ half is used for its maintenance. Interestingly, some of our
favourite A-listers – like Julia Roberts, Clint Eastwood, Denzel Washington, and Al Pacino –
don’t have a star.

Strona 10 z 15 EJAP-R0-700

Nominations can be submitted by anyone, from publicists and fans 5.2. _____ celebrities themselves.

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

HOW TO GET A STAR ON THE HOLLYWOOD WALK OF FAME?

In theory anyone can apply to have a star on the Hollywood Walk of Fame in one of five
categories: film, TV, radio, recording and theatre performance. But, in fact, it’s not as simple
as 5.1. _________________________. First, a candidate has to be nominated. Nominations
can be submitted by anyone, from publicists and fans 5.2. _________________________
celebrities themselves. Next, the nominee must sign a form stating that they want a star, and
that they will attend the unveiling ceremony. If the application 5.3. ______________________
accepted, whoever did the nominating needs to pay a fee of $30,000. The Chamber of
Commerce claims that half of the fee goes into creating the star, while the
5.4. _________________________ half is used for its maintenance. Interestingly, some of our
favourite A-listers – like Julia Roberts, Clint Eastwood, Denzel Washington, and Al Pacino –
don’t have a star.

Strona 10 z 15 EJAP-R0-700

If the application 5.3. _____ accepted, whoever did the nominating needs to pay a fee of $30,000.

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

HOW TO GET A STAR ON THE HOLLYWOOD WALK OF FAME?

In theory anyone can apply to have a star on the Hollywood Walk of Fame in one of five
categories: film, TV, radio, recording and theatre performance. But, in fact, it’s not as simple
as 5.1. _________________________. First, a candidate has to be nominated. Nominations
can be submitted by anyone, from publicists and fans 5.2. _________________________
celebrities themselves. Next, the nominee must sign a form stating that they want a star, and
that they will attend the unveiling ceremony. If the application 5.3. ______________________
accepted, whoever did the nominating needs to pay a fee of $30,000. The Chamber of
Commerce claims that half of the fee goes into creating the star, while the
5.4. _________________________ half is used for its maintenance. Interestingly, some of our
favourite A-listers – like Julia Roberts, Clint Eastwood, Denzel Washington, and Al Pacino –
don’t have a star.

Strona 10 z 15 EJAP-R0-700

Half of the fee goes into creating the star, while the 5.4. _____ half is used for its maintenance.

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. Your car is making strange noises. A mechanic should check it.

HAVE
Your car is making strange noises. You should _________________________________
by a mechanic.

6.2. When you are working on so many assignments at the same time, you will probably make
mistakes.

LIKELY
When you are working on so many assignments at the same time, mistakes ___________
____________________________________________________ happen.

6.3. My father never thought that someone would reveal his secret.

CROSSED
It never _______________________________________________ that his secret would
be revealed.

6.4. We couldn’t do anything to help John in that situation. He insisted on sorting it out on his
own.

NOTHING
There was ___________________________________________________ to help John
in that situation. He insisted on sorting it out on his own.

EJAP-R0-700 Strona 11 z 15

Your car is making strange noises. A mechanic should check it. HAVE Your car is making strange noises. You should _________________________________ by a mechanic.

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. Your car is making strange noises. A mechanic should check it.

HAVE
Your car is making strange noises. You should _________________________________
by a mechanic.

6.2. When you are working on so many assignments at the same time, you will probably make
mistakes.

LIKELY
When you are working on so many assignments at the same time, mistakes ___________
____________________________________________________ happen.

6.3. My father never thought that someone would reveal his secret.

CROSSED
It never _______________________________________________ that his secret would
be revealed.

6.4. We couldn’t do anything to help John in that situation. He insisted on sorting it out on his
own.

NOTHING
There was ___________________________________________________ to help John
in that situation. He insisted on sorting it out on his own.

EJAP-R0-700 Strona 11 z 15

When you are working on so many assignments at the same time, you will probably make mistakes. LIKELY When you are working on so many assignments at the same time, mistakes ___________ ____________________________________________________ happen.

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. Your car is making strange noises. A mechanic should check it.

HAVE
Your car is making strange noises. You should _________________________________
by a mechanic.

6.2. When you are working on so many assignments at the same time, you will probably make
mistakes.

LIKELY
When you are working on so many assignments at the same time, mistakes ___________
____________________________________________________ happen.

6.3. My father never thought that someone would reveal his secret.

CROSSED
It never _______________________________________________ that his secret would
be revealed.

6.4. We couldn’t do anything to help John in that situation. He insisted on sorting it out on his
own.

NOTHING
There was ___________________________________________________ to help John
in that situation. He insisted on sorting it out on his own.

EJAP-R0-700 Strona 11 z 15

My father never thought that someone would reveal his secret. CROSSED It never _______________________________________________ that his secret would be revealed.

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. Your car is making strange noises. A mechanic should check it.

HAVE
Your car is making strange noises. You should _________________________________
by a mechanic.

6.2. When you are working on so many assignments at the same time, you will probably make
mistakes.

LIKELY
When you are working on so many assignments at the same time, mistakes ___________
____________________________________________________ happen.

6.3. My father never thought that someone would reveal his secret.

CROSSED
It never _______________________________________________ that his secret would
be revealed.

6.4. We couldn’t do anything to help John in that situation. He insisted on sorting it out on his
own.

NOTHING
There was ___________________________________________________ to help John
in that situation. He insisted on sorting it out on his own.

EJAP-R0-700 Strona 11 z 15

We couldn’t do anything to help John in that situation. He insisted on sorting it out on his own. NOTHING There was ___________________________________________________ to help John in that situation. He insisted on sorting it out on his own.