Darmowe konto pozwoli wrócić do niego później.

people’s ongoing fascination with the Titanic is the discovery of the wreck in 1985. Before

1985, it was thought that the wreck was in one piece that might one day be raised. However,

it turned out it had broken into two parts while sinking, and then hit the ocean floor at a speed

of about 48 km/h. The result was not a neat wreck, but piles of steel fragments that have

been slowly eaten away by salt corrosion and metal-consuming bacteria. Since the wreck

was found at a depth of 3,810 metres in the North Atlantic, it has been monitored, but only

a few scientific expeditions have been carried out. Sadly, a manned dive to the Titanic which

took place in 2019 revealed a shocking deterioration in the wreck’s condition.

The video recording made during the expedition shows that a big section of the ship has

been covered in rusticles, which develop as the bacteria slowly consume metal. Lori

Johnson, a scientist on the expedition, said in an interview, “We knew the wreck was going to

continue to decay over time, it’s a natural process. But we didn’t suspect that it would happen

so fast.” Parks Stephenson, a Titanic historian on the expedition, said that some parts of the

captain’s quarters had completely collapsed. The most shocking area of damage was the

starboard side of the officers’ quarters. “The captain’s bathtub, a favourite image among

Titanic enthusiasts, is now gone,” he said. “That whole deck on that side is collapsing

together with the staterooms.”

The lack of light and intense pressure at a depth of nearly 4 kilometres make the wreck’s

environment inhospitable to most marine life, apart from the microbes which have colonized

the ship. As a result, it will eventually dissolve into a fine powder and be carried off by ocean

currents. Probably, there will be nothing left of the wreck by 2030. Fortunately, the 2019

expedition used specially adapted cameras that allowed computerised 3D models of the

wreck to be created. The scientists plan to publish their material as a documentary.

Na podstawie: newatlas.com, www.theguardian.com

-100

W zadaniach 6.1.–6.4. z podanych odpowiedzi wybierz właściwą, zgodną z treścią

tekstu. Zakreśl jedną z liter: A, B, C albo D.

6.1. From the first paragraph, we can conclude that before 1985

A. some parts of the wreck had been raised from the sea bottom.

B. there had been a few diving expeditions to explore the wreck.

C. the wreck had remained on the sea floor in one piece.

D. the wreck’s exact location had been unknown.

6.2. During the 2019 dive, the scientists discovered that

A. the staterooms were the only part of the ship that could be saved.

B. the condition of the ship had worsened more rapidly than anticipated.

C. the appearance of the captain’s quarters had changed the least.

D. the wreck lay much deeper than they had expected.

6.3. Which of the following is stated in the text as an opinion, not a fact?

A. The discovery of the wreck contributed to people’s interest in the ship’s story.

B. The captain’s bathtub doesn’t exist any more.

C. It is difficult for living creatures to survive at the depth at which the wreck lies.

D. Modern technology enabled the scientists to obtain material for a documentary.

6.4. From the last paragraph, we learn that the wreck of the Titanic is likely to

A. provide a perfect setting for some feature films.

B. be completely preserved underwater thanks to the latest technology.

C. disintegrate completely in the years to come.

D. be moved to a location more accessible to explorers.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

-100

Tekst 2.

THE DISCOVERY

“Welcome aboard, Dr. Johnson. How are you feeling?”

“I’d like to know what’s going on,” Norman Johnson said.

“How about some coffee first?” Barnes said, and then the room suddenly went dark except

for a ray of sunlight that streamed in from a side porthole. A man came in through a side

door. “Working on it, Captain, but the sea is rough, so it may take some time,” he said.

“These things weren’t built for the kind of power loads we put on them now. And – ah, there

we are.” The lights came back on. Barnes smiled. “Coffee, Dr. Johnson?”

“Black is fine,” Norman said. Barnes poured him a mug. “Thank you. So, why was I called

here? I’m usually called to airplane crash sites,” Norman said. Barnes seemed

uncomfortable.

“Actually, this isn’t an airplane crash site, Dr. Johnson. It’s a spacecraft crash site.”

Norman nodded, “I see.”

“That doesn’t surprise you?” Barnes said.

“No,” Norman said. “Actually, it explains a lot. If a military spacecraft crashed in the ocean,

I can understand the secrecy. When did it crash?”

Barnes hesitated before answering. “We believe,” he said, “it crashed about three hundred

years ago.”

There was a silence. Norman struggled to understand what he was being told. Three

hundred years ago, he thought. But the space program wasn’t three hundred years old.

It was barely thirty years old. So how could a spacecraft be three hundred years old? Barnes

must be mistaken. But how could Barnes be mistaken? He went over it again and again,

getting nowhere, his mind dazed and shocked.

“Absolutely no question about it,” Barnes was saying. “We can approximate the date from

coral growth with great accuracy. Pacific coral grows two-and-a-half centimetres a year, and

the object – whatever it is – is covered in about five metres of coral. That’s a lot of coral.

Of course, coral doesn’t grow at a depth of a thousand feet, which means that the present

shelf collapsed to a lower depth at some point in the past. The geologists are telling us that

happened about a century ago, so they’re assuming the craft is about three hundred years

old. But it could, in fact, be much older. It could be a thousand years old.”

Barnes shifted papers on his desk, arranging them into neat stacks, lining up the edges.

“I don’t mind telling you, Dr. Johnson, this thing really scares me. That’s why you’re here.”

Norman shook his head. “I still don’t understand.”

“We sent for you,” Barnes said, “because of your association with the ULF project.”

“ULF?” Norman said. And he almost added, “But ULF was a joke…” Seeing how serious

Barnes was, he was glad he had caught himself in time.

Na podstawie: Sphere by Michael Crichton

-100

Uzupełnij luki 6.5.–6.8. w streszczeniu zgodnie z treścią tekstu, tak aby jak najbardziej

precyzyjnie oddać jego sens. Luki należy uzupełnić w języku angielskim.

Uwaga: w każdą lukę możesz wpisać maksymalnie sześć wyrazów.

The text describes an encounter between two men, Captain Barnes and Dr. Norman

Johnson. During the meeting, the ship they’re on experiences a temporary

6.5. _______________________________ failure. Then Barnes discloses some information

about an object that has recently been discovered. Dr. Johnson, whose job mainly involves

investigating 6.6. ______________________________________, isn’t initially surprised by

the discovery. Later, however, his attitude changes, because he learns that the object is

believed to be the wreck of a spacecraft which fell into the ocean centuries ago. Yet, as

Barnes emphasizes, the spacecraft’s present location makes it difficult to precisely determine

6.7. ___________________________________________________________. At the end of

the conversation, Dr. Johnson learns that he 6.8. __________________________________

____________________________ by Barnes because of his involvement in the ULF project.

-100

III. 8) Zdający odróżnia

informacje o faktach od opinii.

A

A

6.4.

III. 7) Zdający wyciąga wnioski

wynikające z informacji

zawartych w tekście.

C

A

Zadanie

Wymagania egzaminacyjne 2023 i 2024

Wymagania ogólne

Wymagania szczegółowe

6.5.

II. Rozumienie wypowiedzi.

Zdający rozumie […] różnorodne

złożone wypowiedzi pisemne […].

V. Przetwarzanie wypowiedzi.

Zdający zmienia formę przekazu […]

pisemnego […].

I. Znajomość środków

językowych.

Zdający posługuje się bogatym

zasobem środków językowych

(leksykalnych – w tym związków

frazeologicznych, gramatycznych,

ortograficznych) […].

VIII.2) Zdający

przekazuje w języku

obcym nowożytnym

[…] informacje

sformułowane w tym

języku obcym.

III.7) Zdający

wyciąga wnioski

wynikające

z informacji

zawartych w tekście.

6.6.

III.4) Zdający

znajduje w tekście

określone informacje.

6.7.

6.8.

Uszczegółowienia do zadania 6.

Zasady oceniania

1 pkt – poprawna odpowiedź.

0 pkt – odpowiedź niepoprawna albo brak odpowiedzi.

Zasady oceniania rozwiązań zadań