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EGZAMIN MATURALNY Z JĘZYKA ANGIELSKIEGO 

EGZAMIN MATURALNY 

Z JĘZYKA ANGIELSKIEGO 

Test I POZIOM POZIOM PODST PODSTAWOWY 

PODST WOWY WOWY 

Czas Czas pracy pracy 120 120 minut 

minut 

Instrukcja dla zdającego 

1. Sprawdź, czy arkusz egzaminacyjny zawiera 9 stron (zadania 1–8). 

Ewentualny brak zgłoś przewodniczącemu zespołu nadzorującego 

egzamin. 

2. Część pierwsza arkusza, sprawdzająca rozumienie ze słuchu, będzie trwała 

około 20 minut i jest nagrana na płycie CD. 

3. Pisz czytelnie. Używaj długopisu/pióra tylko z czarnym tuszem/atramentem. 

4. Nie używaj korektora, a błędne zapisy wyraźnie przekreśl. 

5. Pamiętaj, że zapisy w brudnopisie nie podlegają ocenie. 

6. Na karcie odpowiedzi wpisz swoją datę urodzenia i PESEL. Zamaluj 

pola odpowiadające cyfrom numeru PESEL. Błędne zaznaczenie otocz 

kółkiem i zaznacz właściwe*. 

7. Postępuj podobnie, zaznaczając odpowiedzi w części karty przeznaczonej 

dla zdającego. Tylko odpowiedzi zaznaczone na karcie będą oceniane. 

2007 2007 

2007 

Wpisuje zdający 

przed rozpoczęciem pracy 

PESEL ZDAJĄCEGO 

Życzymy powodzenia! 

Wpisuje zdający 

przed rozpoczęciem pracy 

KOD ZDAJĄCEGO 

Za rozwiązanie wszystkich zadań można otrzymać łącznie 50 punktów. 

* Pamiętajcie, że karta odpowiedzi jest dołączona tylko podczas rzeczywistego egzaminu maturalnego. 

dysleksja 

7

8 


ROZUMIENIE ZE SŁUCHU 

Zadanie 1. (6 pkt) 

Zapoznaj się z treścią zadania. Usłyszysz dwukrotnie wypowiedzi sześciu osób (1.1.–1.6.). Na podstawie 

usłyszanych informacji zdecyduj, której osoby dotyczy zdanie z zestawu zdań A.–G. Wpisz odpowiednie 

litery w miejsca (1.1.–1.6.). Jedno zdanie zostało podane dodatkowo i nie odnosi się do żadnej osoby. 

Za każdą poprawną odpowiedź otrzymasz 1 punkt. 

THIS PERSON 

A. would love to spend his holiday sailing. 

B. is grateful to somebody. 

C. needs some electronic equipment. 

D. has a driving licence. 

E. wants to buy a piece of land. 

F. is a keen traveller. 

G. dreams of moving to a new house. 

1.1. ....... 1.2. ....... 1.3. ....... 1.4. ....... 1.5. ....... 1.6. ....... 


Zapoznaj się z treścią zadania. Usłyszysz dwukrotnie wypowiedź na temat prowadzenia ustnej prezentacji. 

Na podstawie usłyszanych informacji zaznacz w tabeli znakiem X 4 rady zgodne z treścią tekstu. 

Za każdą poprawną odpowiedź otrzymasz 1 punkt. 

A. 

B. 

C. 

D. 

E. 

F. 

G. 

H. 

Be well-prepared. 

Entertain your audience. 

Know your audience. 

Be friendly and polite. 

Don't read. 


Zapoznaj się ze zdaniami (3.1.–3.5.). Usłyszysz dwukrotnie wypowiedź na temat ciekawej wyprawy. Z podanych 

odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zaznacz jedną z trzech możliwości, zakreślając 

literę A, B lub C. Za każdą poprawną odpowiedź otrzymasz 1 punkt. 

3.1. The boy climbed Mount Sol-Ak in Korea 

A. when he was 15 years old. 

B. seven years ago when he was on holiday. 

C. when he was in elementary school. 

3.2. On the day of the trip they 

A. had to get up at 5.30. a.m. 

B. took an early morning train. 

C. travelled by two means of transport. 

Test est I I 

POZIOM POZIOM PODST PODSTAWOWY 

PODST WOWY EGZAMIN EGZAMIN EGZAMIN PISEMNY 

PISEMNY 

Encourage your listeners to take part. 

Use as many visual materials as possible. 

Be enthusiastic about the topic.

EGZAMIN EGZAMIN PISEMNY 

PISEMNY 

3.3. During the climb the weather was 

A. windy and rainy. 

B. bright and very warm. 

C. hot but cloudy. 

3.4. On his way to the top the boy 

A. was tired but didn't want to give up. 

B. climbed faster than his father. 

C. wanted to go back because he couldn't breathe. 

3.5. Climbing Mount Sol-Ak is important for the speaker because 

A. he saw how beautiful nature can be. 

B. it was a completely new experience for him. 

C. his father taught him something important. 


Test est I I 


PODST WOWY 

9

10 

10 


ROZUMIENIE TEKSTU CZYTANEGO 


Test est I I 



PISEMNY 

Przeczytaj poniższy tekst. Następnie odpowiedz na pytania (4.1.–4.9.), dopasowując miejsca (A–G) do 

preferencji i zainteresowań poszczególnych osób. Wpisz odpowiednie litery w rubryki tabeli. Każda litera 

może być użyta więcej niż jeden raz. Za każdą poprawną odpowiedź otrzymasz 1 punkt. 

A. Coniston Coppermines Museum 

High above the old village of Coniston, just a 20-minute walk away, lies the dramatic Coppermines Valley, 

where 500 people worked over 150 years ago. Visit our Little Heritage Museum and see our extensive 

collection of mining tools and equipment from the Victorian times. Park in Coniston village and walk to the 

copper mines. 

B. Dove Cottage and the Wordsworth Museum 

Dove Cottage was poet William Wordsworth's inspirational home. Take a guided tour and discover 

manuscripts, paintings and souvenirs in the award-winning Wordsworth Museum. Special events and 

exhibitions run throughout the year including Tuesday evening poetry readings. There is also a restaurant, 

bookshop and contemporary art gallery. 

C. The Museum of Lakeland Life 

The Museum of Lakeland Life in Kendal shows how our Cumbrian ancestors worked, lived and entertained 

themselves in the changing social climate of the past 200 years. Exhibits include a Victorian street scene, 

reconstructed workshops and rooms from an 18th century farmhouse. 

D. Conishead Priory 

A superb example of a Victorian Gothic mansion with extensive gardens and woodland walks to Morecambe 

Bay. Home to the international Buddhist Centre and unique temple continuing the tradition of spiritual and 

healing work at the Priory since 1160. Meditation courses organised on request. 

E. Abbot Hall Art Gallery 

This elegant Georgian house in Kendal provides a superb setting for its collection of fine art. Temporary 

exhibitions in the small upper galleries complement the permanent collection of 18th, 19th and 20th century 

English and Scottish art. Excellent coffee shop and bookshop selling specialist art publications. 

F. Carlise Castle 

This impressive medieval castle, where Mary Queen of Scots was once imprisoned, has a long and dramatic 

history. Explore passages, chambers and staircases or enjoy magnificent views of historic Carlise and beyond. 

Guided tours available. 

G. Halker Hall and Gardens 

Halker Hall is a superb Victorian house, home to Lord and Lady Cavendish and is very much a family home 

where visitors are made to feel like welcome guests. The surrounding gardens offer a richness and variety 

peculiar to the special microclimate of the South Lakes. The new Halker Food Hall and Gift Shop open daily.


PISEMNY 

4.1. 

4.2. 

4.3. 

4.4. 

4.5. 

4.6. 

4.7. 

4.8. 

4.9. 



Przeczytaj tekst. Na podstawie informacji w nim zawartych zdecyduj, które z podanych poniżej zdań są 

prawdziwe (TRUE), a które fałszywe (FALSE). Zaznacz znakiem X odpowiednią rubrykę w tabeli. Za każdą 

poprawną odpowiedź otrzymasz 1 punkt. 

Lake Victoria, or Lake Nyanza as it is called by the local people, is the second largest body of freshwater in 

the entire world. The lake, which is located in Eastern Africa, on the border of Kenya, Tanzania, and Uganda, 

covers 69,484 square kilometers. For quite some time now it has attracted scientists and ecologists who have 

come here to study an unusual species of fish, cichlids, known for their evolutionary capabilities. 

Unfortunately, this wonderful lake that was once filled with some of the most beautifully coloured fresh-water 

species on the planet is now highly threatened by the activity of man. The beginning of this catastrophe came 

shortly after John Speke, a British explorer, discovered the lake in 1858 and came up with a name to honour 

Queen Victoria, the monarch of the British Empire at the time. 

Only a few decades later exploitation began. Early settlers quickly began clearing the natural vegetation in 

order to farm cash crops such as coffee, tea and sugar. Over the years these plantations grew in size and 

numbers. The boom in agriculture soon attracted masses of migrant workers to work the fields and now an 

estimated 25 million people call the three surrounding countries home. 

Of course with any population this large there must be an infrastructure of industry to support it and 

a reliable food source must be found. Soon industries began dumping their waste into the once crystal-clean 

waters. The inhabitants turned towards cichlids, which proved to be a good source of protein-rich food 

easily available using simple and inexpensive fishing methods. As a result, by the early 1950s, the majority 

of the most preferred food species had dramatically decreased in numbers and the day may come when the 

cichlids that we keep in our homes and public aquariums are the last examples available on Earth. 

5.1. 

5.2. 

5.3. 

5.4. 

5.5. 

Which of the places would be suitable for the tourist who 

is interested in the works of a famous artist? 

would like to have a cup of delicious coffee after seeing paintings of old masters? 

is interested in the life of Scottish monarchs? 

wants to learn about industry in the 19th century? 

would like to find out about the everyday life of previous generations? 

would like to learn how to relax and calm himself/herself? 

would like to visit a house where aristocrats live? 

is tired of Victorian style and likes breathtaking sights? 

doesn't mind easy climbing while sightseeing? 

Lake Victoria is not the name given by the people living in the region. 

John Speke's discovery commemorated the death of Queen Victoria. 

Exploitation of the lake has continued since the late 19th century. 

Pollution of the lake is the only reason why the fish decreased in numbers. 

The text describes an extinct species of fish. 

Test est I I 


PODST WOWY 

TRUE FALSE 

11 

11

12 

12 



Test est I I 



PISEMNY 

Przeczytaj tekst. W podanych poniżej zdaniach wybierz właściwe, zgodne z treścią opowiadania ich 

uzupełnienie. Zaznacz jedną z czterech możliwości, zakreślając literę A, B, C lub D. Za każdą poprawną 

odpowiedź otrzymasz 1 punkt. 

"I still can't believe you're making me do this, Mum." My daughter stood, hands on hips, glaring at me. "It's 

so uncool to go away with your parents," she went on. "No-one else does." 

For the sake of holiday harmony, I refrained from pointing out that Emma, her best friend, was at this very 

moment in a plane over the English Channel with her father, and that Lucy was off to Canada next week with 

her mother and sister. 

"Of course, it's quite different to go away with one parent, if they're divorced or something. That's cool," 

she went on. 

"Well, I'm sorry that coming from a stable home with two parents who want to take you to Spain is spoiling 

your reputation," I answered ironically. 

She ran out from the kitchen, colliding with Robbie as he burst in. 

"Mum, I can't get these in my case," Robbie said. "Can you put them in yours?" 

"Robbie, you really can't take those dirty old flippers. There's no room in my case, anyway." 

"But I'll need them." 

"Well, you're not taking those things. They're going in the bin," I said. 

"Typical." Robbie groaned. "I don't want to go to Spain anyway..." 

My jaw dropped in amazement! Alan and I had been really looking forward to our family holiday. We 

realised that, now our children were teenagers, holidays together were soon likely to be a thing of the past. 

So, we'd spent hours poring over brochures, trying to find the ideal package for everyone: boutiques and 

night-life for Rachel, water skiing and other sea sports for Robbie to try. We'd even hired a car, despite Alan's 

fears of driving abroad, so we could go out sightseeing if we were unlucky with the weather. And the 

children didn't sound thrilled a bit about it... 

The sound of Alan's key in the door cut short my thoughts. 

"Are we all packed?" he asked hopefully. "I've had the worst day. First the computer went down, which 

meant none of the information I'd been working on was available, and then . . ." 

"Poor old you," I interrupted, trying to sound sympathetic. "We've nearly finished packing, but I think 

Robbie would like some help – if you're not too tired." 

He looked a little disappointed at the thought of having to get involved with that and sighed deeply. 

"I'll go and see him when I've had a coffee and rested a little." 

Biting back a comment about how I'd like time to rest when I got home from work, I just smiled and made 

the coffee. 

An hour later all the bags were packed. With the bribe of unlimited shopping in a Spanish market, Rachel 

was resigned to her fate of spending two weeks with the family. Also Robbie had overcome his pessimism 

with the assurance that, once in Spain, he could buy whatever he needed. My feeling of warm admiration 

for my spouse's diplomatic skills brought back my hopes for a happy holiday, and I started feeling quite 

excited at the thought of clear blue skies and warm sea – not to mention the long, lazy meals that I wouldn't 

have to cook. 

Unfortunately, the feeling vanished when Alan announced that we should go to bed at 8.30 to allow 

enough time for a good night's sleep. 

"Eight-thirty!" my horrified daughter exclaimed. "I've got loads of emails to send, and my hair to do and..." 

"No way!" Robbie declared. "I bet you've allowed far too much time – as usual." 

"We don't want to be in a rush, do we? And you don't want to set off tired," Alan seemed determined to get 

us in bed as soon as possible. 

"We'll have plenty of time to catch up on our sleep in the next fortnight, won't we, darling?" I said trying to 

stop further discussion. "Anyway, I expect they're too excited to sleep too long." 

"All right, I know when I'm beaten," he said, laughing. "But don't let me hear any of you complaining when 

the alarm goes off."


PISEMNY 

6.1. Rachel 

A. preferred to go on holiday with one parent. 

B. wanted to spend holiday with Lucy in Canada. 

C. thought Spain was not an attractive place. 

D. did not feel like travelling with her parents. 

6.2. During the holiday they were not going to 

A. go sightseeing by coach. 

B. travel around on their own. 

C. practise any sports. 

D. do any shopping in local markets. 

6.3. Alan was disappointed because his wife wanted him to 

A. negotiate with the children. 

B. help one of the children with packing. 

C. prepare the coffee himself. 

D. pack all the suitcases. 

6.4. The writer felt optimistic until 

A. she realised she had some emails to send and her hair to do. 

B. Alan told them to go to sleep early. 

C. she thought about meals cooked by someone else. 

D. she discovered how little time they had left. 

6.5. Finally Alan agreed 

A. not to go to bed at all. 

B. to set off later than at 8.30. 

C. not to set the alarm clock. 

D. to let the children go to bed later. 

6.6. The idea of a family holiday seemed exciting for 

A. both parents and one child. 

B. only one of the parents. 

C. both of the parents. 

D. both of the children. 


Test est I I 


PODST WOWY 

13 

13

14 

14 


WYPOWIEDŹ PISEMNA 


W czasie wakacji jesteś na obozie przetrwania. Napisz pocztówkę do swojego znajomego z Wielkiej 

Brytanii, w której poinformujesz o tym: 

• gdzie musicie spać, 

• jak zdobywacie pożywienie, 

• co sprawia Ci największą trudność, 

• czego nie możesz się doczekać po powrocie do „cywilizacji”. 

Podpisz się jako XYZ. W zadaniu nie jest określony limit słów. Oceniana jest umiejętność zwięzłego przekazu 

wszystkich informacji określonych w poleceniu (4 punkty) oraz poprawność językowa (1 punkt). 

CZYSTOPIS 

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Liczba 

punktów 

Inf. 1 

Test est I I 



PISEMNY 

TREŚĆ 

Inf. 2 Inf. 3 Inf. 4 

POPRAWNOŚĆ 

JĘZYKOWA 

0–1 0–1 0–1 0–1 

0–1 

RAZEM


PISEMNY 



W czasie przyjęcia z okazji zakończenia kursu językowego zrobiono zdjęcia każdej grupie i wraz z opisem 

zamieszczono je w lokalnej prasie. Okazało się jednak, że pomylono fotografie i zamiast zdjęcia Twojej 

grupy zamieszczono jakieś inne, z Waszymi nazwiskami w opisie. W imieniu całej grupy napisz list do 

redakcji tej gazety, w którym: 

• opiszesz zaistniałą sytuację, wymieniając numer pisma, w którym zaszła ta pomyłka; 

• dokonasz ogólnego opisu grupy i stopnia zażyłości między Wami; 

• wytłumaczysz, dlaczego zamieszczenie Waszego zdjęcia było dla Was ważne i jakie nastroje zapanowały 

wśród Was po ukazaniu się pisma; 

• zaproponujesz sposób naprawienia powstałego błędu i termin załatwienia tej sprawy. 

Pamiętaj o zachowaniu odpowiedniej formy i stylu listu. Nie umieszczaj żadnych adresów. Podpisz się jako 

XYZ. Długość listu powinna wynosić od 120 do 150 słów. Oceniana jest umiejętność pełnego przekazania 

informacji (4 punkty), forma (2 punkty), poprawność językowa (2 punkty) oraz bogactwo językowe (2 punkty). 

CZYSTOPIS 

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................................................................................................................................................ 

Liczba 

punktów 

Inf. 1 

TREŚĆ 

Inf. 2 Inf. 3 Inf. 4 

Test est I I 


PODST WOWY 

FORMA 

BOGACTWO 

JĘZYKOWE 

POPRAWNOŚĆ 

JĘZYKOWA 

0–0,5–1 0–0,5–1 0–0,5–1 0–0,5–1 0–1–2 0–1–2 0–1–2 

RAZEM 

15 

15

16 

16 


OCENIANIE ARKUSZA 

POZIOM PODSTAWOWY 

Test est I I 



PISEMNY 

Zadanie 1. 

Za każde poprawne rozwiązanie przyznajemy 1 punkt. Maksimum 6 punktów. 

Zad.1 A B C D 

1.1. 

1.2. 

1.3. 

1.4. 

1.5. 

1.6. 

X 

X 

X 

X 

E F G 

X 

Zadanie 2. 

Za każde poprawne rozwiązanie przyznajemy 1 punkt. Maksimum 4 punkty. 

Zad.2 A B C D E F G 

X 

X 

X X X 

Zadanie 3. 


Zad.3 A B C 

3.1. 

3.2. 

3.3. 

3.4. 

3.5. 

Zadanie 4. 


Zad.4 A B C D 

4.1. 

4.2. 

4.3. 

4.4. 

4.5. 

4.6. 

4.7. 

4.8. 

4.9. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

E F G 

X 

X 

X 

X 

H


PISEMNY 


Test est I I 


PODST WOWY 

Zadanie 5. 


Zad.5 T F 

5.1. 

5.2. 

5.3. 

5.4. 

5.5. 

X 

X 

X 

X 

X 

Zadanie 6. 


Zad.6 A B C D 

6.1. 

6.2. 

6.3. 

6.4. 

6.5. 

6.6. 

X 

X 

X 

X 

X 

X 

Zadanie 7. – krótka forma użytkowa. Maksimum 5 punktów. 

Sprawdza egzaminator zgodnie z kryteriami. 

Zadanie 8. – dłuższa forma użytkowa. Maksimum 10 punktów. 

Sprawdza egzaminator zgodnie z kryteriami. 

17 

17

18 

18 


TRANSKRYPCJA NAGRAŃ 

POZIOM PODSTAWOWY 

Zadanie 1. 

We asked a number of students what they would like to buy if money was not a problem. Here is what 

they said... 

1.1. Jeanie, United States 

One thing I really would love to buy if I had enough money is actually a new home for my mother, because 

she has done so much for me in life and I feel like I'd like to do something really special for her. I can't live 

with her, but I would like her to be as comfortable as possible. 

1.2. Naomi, Australia 

I wish I had enough money to buy a new car. Actually the car I drive around now is a 1983 Subaru wagon, 

which is full of rust, but it does go pretty well. It's smooth and the engine sounds nice but it's very rusty and 

looks awful. If I changed it, I would really impress my boyfriend... 

1.3. Mark, United States 

If money were no object, and money were not a problem, I would like to buy a boat. That's sort of my 

dream. One day, I will have enough money and I will buy a boat. There's something about it when I'm on the 

water in a boat I just feel completely relaxed, yeah, and definitely, that's what I'd buy if I had the money. 

1.4. Simon, Canada 

One thing I would buy if I had enough money, or if I had won enough money to buy something, is an island, 

which would mean that I got a lot of money to basically to be the king of a place. You know some people like 

to buy houses. I want to have an island. 

1.5. Ruth, England 

I'd probably choose a ticket to go around the world and enough spending money to go with it. That would 

be amazing! Every time I wanted something, I would just buy it and then I would go on to another place. 

And I wouldn't have to worry about hotel prices, plane tickets, meals just think about the next place to go to. 

And if I went around the world, I would bring back plenty of souvenirs from each country I visited. 

1.6. Barbara, Australia 

Something I really wish I had enough money to buy is my own computer and possibly a printer or a scanner, 

because it would make doing homework much easier... At the moment I just have to go to the Internet cafe, 

or use the computers at school, and often they don't work. 

Zadanie 2. 

Test est I I 



PISEMNY 

Making an oral presentation 

When making an oral presentation in class, you must know your subject well and convince your audience that 

they have something to gain from listening to you. What can you do to make your presentation effective? 

First of all, research your subject to ensure that you know enough about the topic. Then, practice your 

presentation until you feel comfortable. Make sure you can present your information within the time limits 

you will have. 

Remember also to adapt your presentation to the audience's level of knowledge about the subject. Think 

about what they need to know, what their interests are, try to predict questions they may ask and think what 

your answers to these will be. 

Another important thing is making a good impression. Talk to your audience and look at people so that 

everyone feels that you are talking to them. You can of course use your notes if necessary, but looking down 

at a page from a book all the time is not a good idea. 

Try to make your presentation as clear as possible. Prepare some handouts, charts and real-life examples to 

illustrate the problems you are presenting. But remember visual aids are supplements to what you say, not 

replacements for what you say. There mustn't be too many of them and they shouldn't be so complex that 

the audience will spend its time trying to read them instead of listening to you.


PISEMNY 


Test est I I 


PODST WOWY 

It is also a good idea to build in some simple and quick activities for your listeners so that they are actively 

involved in your presentation. Ask questions that you are confident your audience will be able to answer, 

or ask them to provide examples. It usually helps to break the ice. 

Zadanie 3. 

When I was an elementary school pupil, about fifteen years ago, I liked to take trips with my parents very 

much. One day, when I was about 7 years old, I went to Korea with my father and we decided to climb one 

of the highest mountains there, Mount Sol-Ak. My father was not a professional climber, he did it just for the 

love of it and whenever he took a trip, he would always try to take me with him. And I wanted to be just like 

him, naturally. 

In the morning we got up at 4:00 a.m. and departed at 5.30 a.m. from the Seoul station. I was very sleepy 

and as soon as I sat down in my seat, I fell asleep and slept until we arrived at Mt. Sol-Ak, a few hours later. 

When we got to the foot of the mountain we stopped for a while to prepare some cucumbers, water, and 

drinks for the climb. There were many people who wanted to feel the freshness of the air and see the 

beautiful landscapes of Mt. Sol-Ak. The weather was hot and sunny, but I could feel a little cool wind. 

We started to climb and at the beginning, for an hour or so, it was not difficult but then I started to feel 

more and more exhausted. After two or three hours I started to sweat like rain. I wanted to take a rest for just 

a minute, but I could not stop because father had said to me on the last trip, "You need to put up with some 

difficulties. If you can tolerate the pain now, you will be a better climber than me." 

The closer I climbed to the top of the mountain, the more difficult it was to breathe. I could not think about 

anything except my goal – that I would become a better climber than my father. We took a short break 

before we climbed the very top of the mountain. After a while I said to father "Father! Hurry up! I want to see 

the top." 

When we reached the top my clothes were totally wet but it did not matter to me. From the top of the 

mountain I could see the huge sun going down in the west. It looked like a gift from God. I thanked my father 

for helping and encouraging me. I felt so proud of myself. At the time I didn't know it was such a meaningful 

journey but now I realise that he taught me how to get over my problems in the future and helped me 

develop my self-confidence. 

19 

19

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ROZMOWY STEROWANE 

Zapoznaj się z opisem trzech sytuacji. Twoim zadaniem będzie odegranie wskazanych ról. 

A. Uzyskiwanie, udzielanie informacji. 

W czasie pobytu w Anglii chcesz kupić jakieś czasopismo młodzieżowe. Rozmawiasz z ekspedientką 

przy stoisku z prasą. 

• Poinformuj, co chcesz kupić. 

• Po usłyszeniu kilku tytułów dowiedz się, jaka tematyka jest w nich poruszana. 

• Zapytaj o cenę pisma, które Cię zainteresowało. 

B. Relacjonowanie wydarzeń. 

(rozmowę rozpoczyna egzaminujący) 

Byłeś/-aś niedawno na ciekawej wycieczce klasowej. Opowiedz o tym znajomemu Amerykaninowi, z którym 

właśnie rozmawiasz przez telefon. 

• Opowiedz o miejscach, które odwiedziliście. 

• Opisz atmosferę, jaka panowała w czasie wyjazdu. 

• Powiedz, co nieoczekiwanego wydarzyło się pod koniec wycieczki. 

C. Negocjowanie. 

Test est I I 


PODST WOWY EGZAMIN EGZAMIN USTNY 

USTNY 

(rozmowę rozpoczyna egzaminujący) 

Od jakiegoś czasu źle się czujesz, ale nie masz ochoty iść do lekarza. Twój angielski współlokator próbuje 

Cię do tego przekonać. 

• Odrzuć pomysł wezwania lekarza do domu i uzasadnij swoje stanowisko. 

• Przyznaj rozmówcy rację co do zagrożeń wynikających z takiego postępowania i obiecaj, że o siebie 

zadbasz. 

• Wyraź zgodę na inne rozwiązanie tego problemu i podziękuj za dobre rady. 

(rozmowę rozpoczyna egzaminujący)

EGZAMIN EGZAMIN EGZAMIN USTNY 

USTNY 

ROZMOWA NA PODSTAWIE ILUSTRACJI 

Opisz poniższą ilustrację i odpowiedz na pytania egzaminującego. 

Pytania do ilustracji (zamieszczone wyłącznie w zestawie dla egzaminującego): 

1. Do you enjoy cooking? Why? Why not? 

2. Why is the man working in the kitchen? Justify your opinion. 


Test est I I 


PODST WOWY 

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EGZAMIN MATURALNY Z JĘZYKA ANGIELSKIEGO - Gazeta.pl

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