{"paper":{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","variant":null,"exam_pdf":"jezyk-angielski-2015-czerwiec-matura-podstawowa/jezyk-angielski-2015-czerwiec-matura-podstawowa.pdf","key_pdf":"jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi.pdf","question_count":10,"source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},"questions":[{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/1","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"1","points":5,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 1. (0-5)\nUsłyszysz dwukrotnie rozmowę Marka i Lynn na temat wynajęcia mieszkania.\nOdpowiedz na pytania 1.1.-1.5. zgodnie z treścią nagrania. Zaznacz znakiem X\nodpowiednią rubrykę w tabeli (M-Mark lub L-Lynn).\nWhich of the speakers\nM\n(Mark)\nL\n(Lynn)\n1.1. wants to move out of his/her flat?\n1.2. prefers to live close to the university?\n1.3. used to have a problem with a flatmate?\n1.4. will have to find a job to pay the rent?\n1.5. suggests going to the cinema in the afternoon?","answer":"1.1 M, 1.2 L, 1.3 L, 1.4 M, 1.5 L","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. 1.1 Mark wants to move out ('I've decided to look for a new apartment... I can't stand my present one!') -> M. 1.2 Lynn prefers living close to the university ('I think you should find something near the university as I did. I'm very pleased with the location.') -> L. 1.3 Lynn had a problem with flatmate Nina ('you'll need to get a job... Don't you remember sharing a flat with Nina? You had to move out because of her!' - said to Mark about Lynn) -> L. 1.4 Mark will need to find a job to pay rent ('if you decide not to share, you'll need to get a job. / I know. I'll try to find something for the weekends.') -> M. 1.5 Lynn suggests an afternoon cinema showing ('How about a show at 2 or 3 p.m.?') -> L.","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-1.webp","solution_image":null,"topics":null,"page_from":2,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/2","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"2","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 2. (0-4)\nUsłyszysz dwukrotnie cztery wypowiedzi związane z muzeum. Do każdej wypowiedzi\n(2.1.-2.4.) dopasuj odpowiadające jej zdanie (A-E). Wpisz rozwiązania do tabeli.\nUwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.\nThis speaker\nA. gives money-saving options for tourists.\nB. presents his/her everyday duties.\nC. introduces a museum to the visitors.\nD. intends to work as a museum guide.\nE. is on a sightseeing trip.\n2.1.\n2.2.\n2.3.\n2.4.\nMJA-1P","answer":"2.1 B, 2.2 C, 2.3 E, 2.4 A","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. Museum-related speakers: One (museum employee describing answering enquiries, organising events, visiting the store) -> 2.1 B (presents his/her everyday duties). Two (audio guide introducing The Manchester Museum's galleries and floors) -> 2.2 C (introduces a museum to the visitors). Three (person waiting at museum entrance, arranging where to meet after the tour) -> 2.3 E (is on a sightseeing trip). Four (Smart Destinations 'Go Cards' that give cheaper access to attractions) -> 2.4 A (gives money-saving options for tourists). (D 'intends to work as a museum guide' is the extra, unused sentence.)","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-2.webp","solution_image":null,"topics":null,"page_from":2,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/3","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"3","points":6,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 3. (0-6)\nUsłyszysz dwukrotnie sześć tekstów. Z podanych odpowiedzi wybierz właściwą, zgodną\nz treścią nagrania. Zakreśl literę A, B albo C.\nTekst 1.\n3.1. What does the man want to sell?\nA. cotton curtains\nB. a thick carpet\nC. a woollen blanket\nTekst 2.\n3.2. The man is giving a speech at\nA. a birthday party.\nB. a wedding reception.\nC. a graduation ceremony.\nTekst 3.\n3.3. Which sentence is TRUE about the Wellspring Challenge?\nA. People who are ill cycle part of the way.\nB. The route of the bicycle ride ends in Canada.\nC. Teams use more than one means of transport.\nTekst 4.\n3.4. The speaker gives advice to\nA. models.\nB. singers.\nC. dancers.\nTekst 5.\n3.5. Both speakers didn’t like\nA. the storyline.\nB. the soundtrack.\nC. the acting.\nTekst 6.\n3.6. There was a problem with the cake because the speaker\nA. had forgotten one ingredient.\nB. had kept it in the oven too long.\nC. had put it in the fridge.\nPRZENIEŚ ROZWIĄZANIA ZADAŃ OD 1. DO 3. NA KARTĘ ODPOWIEDZI!\nMJA-1P","answer":"3.1 C, 3.2 B, 3.3 C, 3.4 B, 3.5 C, 3.6 A","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. 3.1 salesman is selling a woollen blanket, thick like a carpet (not the cheaper cotton curtains) -> C. 3.2 best man's speech at a wedding reception -> B. 3.3 Wellspring Challenge: 'the teams which are not riding will be transported to the next stage of the route in a van' - teams use more than one means of transport (bicycle + van) -> C. 3.4 advice about behaving at your first live performance (learn lyrics, practise with the band, stage clothes) -> B (singers). 3.5 both speakers disliked the lead actors/characters' lack of chemistry -> C (the acting). 3.6 baker forgot to add flour to the cake -> A (had forgotten one ingredient).","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-3.webp","solution_image":null,"topics":null,"page_from":3,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/4","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"4","points":4,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 4. (0-4)\nPrzeczytaj tekst. Dobierz właściwy nagłówek (A-F) do każdej części tekstu (4.1.-4.4.).\nWpisz odpowiednią literę w każdą kratkę.\nUwaga: dwa nagłówki zostały podane dodatkowo i nie pasują do żadnej części tekstu.\nA. SHOW THEM YOUR ABILITIES\nB. LET THEM DO ANYTHING THEY WANT\nC. CONCENTRATE ON THEIR INDIVIDUAL SKILLS FIRST\nD. PROMOTE THE IDEA OF FAIR PLAY\nE. KEEP THE TEAMS SMALL\nF. PREPARE EXTRA ACTIVITIES FOR THE KIDS TO DO\nHOW TO COACH LITTLE KIDS\nHere are some tips useful for a coach working with young soccer players.\n4.1.\nSoccer drills should be fun. Remember, kids finish some exercises quickly and immediately\nwant to do something else. That is why you must have some additional exercises ready in case\nthe drill you have chosen is not working well or takes too little time. For example, you can\norganise a race with a ball.\n4.2.\nDon’t train kids as a team from the very beginning; that comes later. Your job is to make sure\nthat each of the kids learns how to use the ball well before they start playing matches.\nThe idea is to develop their unique talents. Then you can start to form teams.\n4.3.\nDemonstrate to the kids how they can control the ball. Perform some juggling or other tricks\nwith the ball and let them see how you do it. Just watch their faces when they see you\nengaged in these activities! They’ll want to be like you. Tell them that they just have\nto practise a lot.\n4.4.\nRemember that kids are very competitive at that age. Some of them may try to win at all\ncosts. That is why it is important to repeat constantly that cheating is wrong. Tell them that\nduring the game only their abilities and hard work count. Dishonest methods are not a way\nto win.\nadapted from http://www.buzzle.com\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1P","answer":"4.1 F, 4.2 C, 4.3 A, 4.4 D","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. 'How to coach little kids' heading matching: 4.1 (have extra exercises ready, e.g. a ball race) -> F (PREPARE EXTRA ACTIVITIES FOR THE KIDS TO DO). 4.2 (develop each kid's individual ball skills before forming teams) -> C (CONCENTRATE ON THEIR INDIVIDUAL SKILLS FIRST). 4.3 (demonstrate/perform tricks so kids see and want to imitate you) -> A (SHOW THEM YOUR ABILITIES). 4.4 (tell them cheating is wrong, only ability and hard work count) -> D (PROMOTE THE IDEA OF FAIR PLAY). (B 'LET THEM DO ANYTHING THEY WANT' and E 'KEEP THE TEAMS SMALL' are the extra, unused headings.)","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-4.webp","solution_image":null,"topics":null,"page_from":4,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/5","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"5","points":3,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 5. (0-3)\nPrzeczytaj trzy teksty związane z pracą. Z podanych odpowiedzi wybierz właściwą,\nzgodną z treścią tekstu. Zakreśl literę A, B albo C.\nTekst 1.\nThe first day at a new workplace is always difficult, especially if you didn’t have to keep\nregular hours in your previous job and could sleep until midday. If you want to be fully\nawake, you need to train your body to keep regular “working” hours. This requires two weeks\nof going to sleep at a reasonable time and waking up much earlier. It’s important to stick\nto this regime every day. A good night’s sleep before your first day of work is a good idea.\nBut it won’t make up for three months of late-night partying with friends.\nadapted from www.howstuffworks.com\n5.1. The author explains how to\nA. find a regular job.\nB. make difficult decisions at work.\nC. get used to a new daily routine.\nTekst 2.\nThe headhunter promised us better-paid jobs. Some of us left but most of us stayed. We liked\nwhere we were and we didn’t necessarily want to meet new people. It had taken us a while\nto feel comfortable here. On my first day on the job, names went in one ear and out the other.\nOne minute you were introduced to a guy with red hair, and before you knew it you had\nmoved on to someone new and then someone after that. A few weeks went by and one day\nit just clicked: the redhead’s name was Jim Jackers.\nadapted from Then We Came to the End by Joshua Ferris\n5.2. From the text we learn\nA. why the narrator decided not to change his workplace.\nB. how the narrator helped the red-haired man.\nC. how much the narrator earned.\nTekst 3.\nDear Janette,\nWe’re very happy that you have decided to join our sales team. It’s an exciting time of the\nyear for us, as we are moving into our busiest season, and we are counting on you to help us.\nWhen you arrive on Monday, stop by my office and I’ll introduce you to Mark and Karen\nwho were out of town when you came here for the interview.\nWe’re all looking forward to working with you and are certain that we’ll make a good team.\nYours truly,\nMargaret Davis\nadapted from www.jobsearch.about.com\n5.3. The letter was written to\nA. inform Janette about her duties.\nB. welcome Janette to the company.\nC. invite Janette to a job interview.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1P","answer":"5.1 C, 5.2 A, 5.3 B","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. 5.1 Text 1 (training your body to keep regular working hours at a new job) -> C (get used to a new daily routine). 5.2 Text 2 (most colleagues stayed despite the headhunter's offer, liked where they were) -> A (why the narrator decided not to change his workplace). 5.3 Text 3 (Margaret Davis's letter to Janette joining the sales team) -> B (welcome Janette to the company).","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-5.webp","solution_image":null,"topics":null,"page_from":5,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/6","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"6","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 6. (0-5)\nPrzeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu.\nZakreśl literę A, B, C albo D.\nCAUGHT ON CAMERA\nLights are flashing at a crossroads in Seattle, but not because movie stars are in town.\nThe flashes are part of a red-light camera system that takes pictures of cars crossing\nan intersection after the light has changed to red.\nThe red-light cameras have been installed in more than five hundred cities around the US.\nIn Seattle, there are cameras at more than 30 crossroads which have a history of serious\naccidents and many cars running a red light, that is entering the crossroads after the light has\nchanged to red. At these crossroads, cameras are turned on when a car runs a red light.\nPhotographs are taken of the car from behind, showing its registration number but not\nthe driver. A ticket for the standard amount of $124 is then sent to the driver who broke\nthe law. The red-light cameras don’t take photographs of cyclists who run red lights.\nAlthough cyclists should respect the same traffic signal regulations as motorists, there is no\nregistration system that could identify a cyclist or a bicycle in a photograph. This might\nchange in the future but it won’t be very soon.\nThe Seattle Police Department has expressed satisfaction with the cameras. But many citizens\noppose them. Some people believe that the cameras are not reliable, or that they have simply\nbeen installed to collect some funds for the city. Others don’t like receiving a ticket through\nthis system and say that more work should be done by the police. In some cities - but not in\nSeattle - the photos show not only the car and its registration number, but also the face of the\ndriver. Citizens believe that this is even worse.\nDespite the opposing arguments, the use of red-light cameras is becoming more common.\nA recent study has found that traffic cameras improve public safety. In Seattle, the number of\ncars running a red light has decreased by 50% at crossroads with cameras. And although\naccidents still happen, the fact that the cameras are there makes them less serious. There are\nalso fewer accidents than before. However, other cities have reported an increase in one type\nof car accident at crossroads with cameras - there have been more collisions in which one car\ncrashes into the car in front of it.\nadapted from Spotlight, 2012\nMJA-1P\n6.1. The new system of cameras in Seattle takes photos of\nA. cars driving too fast at dangerous crossroads.\nB. the face of a driver who doesn’t slow down when the traffic lights change.\nC. the front of a car when its driver stops suddenly.\nD. the back of a car when its driver ignores a red light.\n6.2. Which is TRUE about cyclists?\nA. Traffic signal regulations are different for them.\nB. A different system is used to identify them.\nC. They are not photographed when they run red lights.\nD. They must get a special registration number for their bikes.\n6.3. In the 3rd paragraph we learn why\nA. the system has been criticized by the police.\nB. some cities decided to improve the system.\nC. some citizens do not approve of the system.\nD. the system in Seattle shows the face of the driver.\n6.4. According to a recent study, in Seattle\nA. the number of collisions at crossroads with cameras has decreased by 50%.\nB. cars crash at crossroads with cameras more often than before.\nC. drivers have started to avoid crossroads with cameras.\nD. the accidents have become less serious at crossroads with cameras.\n6.5. The author of the text\nA. explains why some cities refuse to introduce the system.\nB. expresses his negative opinion of the new system.\nC. describes the role of the police in the new system.\nD. gives some information about the new system.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1P","answer":"6.1 D, 6.2 C, 6.3 C, 6.4 D, 6.5 D","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. 'Caught on Camera' reading comprehension: 6.1 cameras photograph -> D (the back of a car when its driver ignores a red light). 6.2 about cyclists -> C (they are not photographed when they run red lights). 6.3 3rd paragraph explains why -> C (some citizens do not approve of the system). 6.4 recent study found in Seattle -> D (accidents have become less serious at crossroads with cameras). 6.5 the author of the text -> D (gives some information about the new system, i.e. a neutral/informative report).","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-6.webp","solution_image":null,"topics":null,"page_from":6,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/7","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"7","points":3,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 7. (0-3)\nPrzeczytaj tekst, z którego usunięto trzy zdania. Wpisz w luki 7.1.-7.3. litery, którymi\noznaczono brakujące zdania (A-E), tak aby otrzymać logiczny i spójny tekst.\nUwaga: dwa zdania zostały podane dodatkowo i nie pasują do żadnej luki.\nTHE STOLEN MOBILE\nWhen on 21st July Mrs. Horton was driving home, she stopped at a petrol station. It was a hot\nday so she left the passenger window a little down and went to pay for the petrol and buy\nsome water. When she was leaving the shop she saw a tall young man near her car. He said\nsomething but she did not pay attention to him. She just got into the car. 7.1.\nShe couldn’t find it anywhere.\nAt home Mrs. Horton switched on her computer to tell her friends about her lost phone.\n7.2. Mrs. Horton was shocked to find photos of the man from the petrol station.\nIt became clear that he was using her stolen mobile. She could see the pictures because her\ncomputer was connected to her phone. At first Mrs. Horton wanted to post his photos\non Facebook and warn other people that he was a thief. 7.3. So she texted the thief\nand asked him to return the phone. Naturally, she informed the police too.\nadapted from www.khou.com\nA. As she opened the door, she saw her mobile on the seat.\nB. However, her friends advised her not to do it.\nC. As she went online, suddenly some pictures from her mobile appeared.\nD. They also saw something on the screen.\nE. When she sat down, she saw that her new mobile was missing.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1P","answer":"7.1 E, 7.2 C, 7.3 B","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. 'The Stolen Mobile' missing-sentence gap-fill: 7.1 after 'She just got into the car.' and before 'She couldn't find it anywhere.' -> E (When she sat down, she saw that her new mobile was missing.). 7.2 after 'to tell her friends about her lost phone.' and before 'Mrs. Horton was shocked to find photos...' -> C (As she went online, suddenly some pictures from her mobile appeared.). 7.3 after 'warn other people that he was a thief.' and before 'So she texted the thief...' -> B (However, her friends advised her not to do it.). (A 'As she opened the door, she saw her mobile on the seat.' and D 'They also saw something on the screen.' are the extra, unused sentences.)","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-7.webp","solution_image":null,"topics":null,"page_from":8,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/8","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"8","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 8. (0-5)\nPrzeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny\ni gramatycznie poprawny tekst. Zakreśl literę A, B albo C.\nCOOKISTO: A NEW GREEK WAY OF GETTING DINNER\nThe traditional way of getting dinner is to buy food and cook it, or to go to a restaurant.\nBut what if someone in a nearby street has cooked more 8.1. they need and is ready\nto sell it for a small fee?\nMarilena is a Cookista, with a profile on the Cookisto website. After getting her kids off\nto school, she has some peace and quiet, so at 10 a.m. the cooking begins. Today it’s\nmoussaka. 8.2. will be no wasted food in her kitchen. At least five other people\nin the area will be 8.3. her family’s evening meal. Her moussaka and other dishes are\nalways made 8.4. the highest-quality products, and taste perfect.\nThe project began in the Greek capital and will soon be starting in London. The cooks deliver\nthe dishes themselves. They may add a free dessert to encourage you to choose the dish again\nnext time. Occasionally, they will ask if you have 8.5. a meal from anyone else and\nwill want to know your opinion about their food.\nadapted from www.bbc.co.uk\n8.1.\nA. what\nB. as\nC. than\n8.2.\nA. They\nB. There\nC. This\n8.3.\nA. sharing\nB. saving\nC. spending\n8.4.\nA. for\nB. from\nC. by\n8.5.\nA. prepared\nB. cooked\nC. ordered\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1P","answer":"8.1 C, 8.2 B, 8.3 A, 8.4 B, 8.5 C","answer_text":null,"solution":"Official CKE answer key found in corpus at arkusze/jezyk-angielski-2015-czerwiec-matura-podstawowa-odpowiedzi (matura.lol's automatic pairing missed it); transcript at .../jezyk-angielski-2015-czerwiec-matura-podstawowa-transkrypcja. 'Cookisto' gap-fill: 8.1 'more ___ they need' (comparative 'more...than') -> C 'than'. 8.2 '___ will be no wasted food' (there is/will be construction) -> B 'There'. 8.3 'five other people will be ___ her family's evening meal' -> A 'sharing'. 8.4 'always made ___ the highest-quality products' (made from) -> B 'from'. 8.5 'if you have ___ a meal from anyone else' (ordered a meal) -> C 'ordered'.","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-8.webp","solution_image":null,"topics":null,"page_from":9,"source":"ai","answer_source":"ai","answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/9","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"9","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 9. (0-5)\nW zadaniach 9.1.-9.5. wybierz wyraz, który poprawnie uzupełnia luki w obydwu\nzdaniach. Zakreśl literę A, B albo C.\n9.1.\nIf you come to the meeting, you’ll a present.\nI’d like to know how they on with each other.\nA. have\nB. give\nC. get\n9.2.\nI felt really excited the day of my birthday because I got an unexpected present.\nWe ran out of petrol the way to the seaside. We had to ask other drivers for help.\nA. on\nB. in\nC. at\n9.3.\nRemember not to your passport at the hotel because you’ll get into trouble.\nWhat time does our coach ?\nA. stay\nB. keep\nC. leave\n9.4.\nI really didn’t to hurt you. I’m so sorry.\nI wonder what these symbols Can you tell me?\nA. try\nB. mean\nC. say\n9.5.\nWriting it in this form doesn’t make any\nHe is a really funny guy and I like his of humour.\nA. sense\nB. difference\nC. kind\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1P","answer":"A","answer_text":"9.5\nA\nZadanie 10. (0-10)\nWypowiedź jest oceniana przez egzaminatora zgodnie z kryteriami oceniania.","solution":null,"image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-9.webp","solution_image":null,"topics":null,"page_from":10,"source":"ocr","answer_source":"ocr","answer_text_source":"ocr","solution_source":null,"text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"},{"id":"jezyk-angielski-2015-czerwiec-matura-podstawowa/zad/10","paper_id":"jezyk-angielski-2015-czerwiec-matura-podstawowa","number":"10","points":10,"ptype":"open","subject":"jezyk-angielski","category":"matura","year":2015,"month":"czerwiec","level":"podstawowa","text":"Zadanie 10. (0-10)\nTwój kolega z zagranicy chce rozpocząć studia w Polsce. W e-mailu do niego:\n zapytaj o powód tej decyzji i kierunek studiów, którym kolega jest zainteresowany\n doradź, gdzie najlepiej studiować w Polsce, i wyjaśnij, dlaczego\n poinformuj, jakie problemy związane z pobytem w naszym kraju może mieć kolega\n przedstaw różne możliwości zakwaterowania w trakcie studiów.\nRozwiń swoją wypowiedź w każdym z czterech podpunktów, pamiętając, że jej długość\npowinna wynosić od 80 do 130 słów (nie licząc słów w zdaniach, które są podane). Oceniana\njest umiejętność pełnego przekazania informacji (4 punkty), spójność i logika wypowiedzi\n(2 punkty), bogactwo językowe (2 punkty) oraz poprawność językowa (2 punkty).\nPodpisz się jako XYZ.\nCZYSTOPIS\nDear Mark,\nThank you for your email. I was happy to hear you’ve decided to study in\nPoland.\nMJA-1P\nTreść\nSpójność\ni logika\nZakres środków\njęzykowych\nPoprawność\nśrodków językowych RAZEM\n0-1-2-3-4\n0-1-2\n0-1-2\n0-1-2\nMJA-1P\nBRUDNOPIS (nie podlega ocenie)","answer":null,"answer_text":null,"solution":"Sample worked answer to the email-writing task (informal email to a foreign friend planning to study in Poland; must cover: (1) ask why he chose this and which subject, (2) recommend where best to study in Poland and why, (3) inform him of possible problems living in Poland, (4) present different accommodation options; 80-130 words, signed XYZ):\n\nDear Mark,\nThank you for your email. I was happy to hear you've decided to study in Poland.\n\nFirst of all, what made you choose Poland, and which subject are you planning to study? I'm really curious about your reasons.\n\nAs for the best place to study, I'd recommend Warsaw or Krakow. Both cities have excellent universities with a wide choice of courses taught in English, and they're lively places full of students, so you'll quickly make friends.\n\nYou should also know that at the beginning you might struggle a bit with the language barrier, especially with official paperwork, and the weather here can be much colder than you're used to.\n\nAs for accommodation, you could live in a student dormitory, which is cheap and close to campus, rent a flat with other students to share the costs, or, if you prefer more independence, rent a small studio on your own.\n\nLet me know if you need any more help!\n\nBest wishes,\nXYZ","image":"img/jezyk-angielski-2015-czerwiec-matura-podstawowa/zad-10.webp","solution_image":null,"topics":null,"page_from":11,"source":"ai","answer_source":null,"answer_text_source":null,"solution_source":"ai","text_source":"ocr","source_label":"Język angielski · Matura · czerwiec 2015 (podstawowa)","subject_label":"Język angielski","category_label":"Matura"}]}