Arkusz próbny 1 - matura rozszerzona

Informacje dla zdającego

• Na rozwiązanie całego arkusza masz 150 minut.
• Arkusz składa się z czterech części: rozumienie ze słuchu, rozumienie tekstów pisanych, znajomość środków językowych oraz wypowiedź pisemna.
• Za poprawne rozwiązanie wszystkich zadań możesz otrzymać 60 punktów.
• W zadaniach zamkniętych niektóre zadania mają trzy, a inne cztery opcje - czytaj polecenia uważnie.
• W zadaniach otwartych z listeningu i readingu odpowiedź musi być komunikatywna, precyzyjna i zgodna z tekstem.
• W zadaniach otwartych sprawdzających środki językowe wymagana jest pełna poprawność gramatyczna i ortograficzna.
• Każdy tekst w części Listening należy odtworzyć lub odczytać dwukrotnie. Transkrypcje znajdziesz w sekcji dla nauczyciela.
• W Writingu wybierz jeden z dwóch tematów i napisz 200-250 wyrazów, zachowując wymogi wskazanej formy.

Materiał autorski. To nie jest oficjalny arkusz Centralnej Komisji Egzaminacyjnej - wszystkie teksty, transkrypcje i zadania są autorskie, a proporcje sekcji przyjęto na podstawie Informatora CKE 2024/2025 dla poziomu rozszerzonego.

Rozumienie ze słuchu (15 punktów)

Zadanie 1. (0-6)

Usłyszysz dwukrotnie trzy teksty. W zadaniach 1.1. i 1.2. wybierz A, B albo C. W zadaniach 1.3.-1.6. wybierz A, B, C albo D.

Tekst 1.

1.1. What does Mara emphasise about her profession? A. The best restoration should be clearly visible. B. Knowing when not to act is an important skill. C. Old varnish should usually be left untouched.

Tekst 2.

1.2. Which of the following is stated as a fact, not an opinion? A. The internship would be valuable for the student's future career. B. Early meetings would make the student unproductive all day. C. Interns are required to attend the meetings in real time.

Tekst 3.

1.3. At the beginning of the talk, the speaker contrasts A. experienced guides with trainee guides. B. technical knowledge with another aspect of guiding. C. mountain safety with enjoyment of the landscape. D. professional guiding with recreational hiking.

1.4. What did the speaker learn from the incident involving Daniel? A. Detailed instructions are always the best response to fear. B. Group members should be separated when they become nervous. C. The real cause of hesitation may differ from what a guide assumes. D. Participants who slow a group down should turn back.

1.5. According to the speaker, a poor guide may A. encourage clients to continue mainly in order to reach the summit. B. change a route too often because of minor difficulties. C. give clients too much responsibility for safety decisions. D. focus too strongly on explaining technical facts.

1.6. What is the main message of the final paragraph? A. Clients should be told about every possible danger before a trip. B. Confidence matters more than experience in unpredictable conditions. C. Professional judgement includes being willing to change a decision. D. Trainee guides should avoid difficult routes until they are fully qualified.

Zadanie 2. (0-5)

Usłyszysz dwukrotnie pięć wypowiedzi. Do każdej wypowiedzi (2.1.-2.5.) dopasuj zdanie (A-F), które najlepiej oddaje doświadczenie mówiącego. Uwaga: jedno zdanie zostało podane dodatkowo.

• A. The speaker discovered that an apparent failure created an unexpected opportunity.
• B. The speaker learned that asking for criticism early saves time later.
• C. The speaker realised that a successful idea may not suit every audience.
• D. The speaker regrets ignoring practical advice from someone more experienced.
• E. The speaker found that simplifying a plan improved the final result.
• F. The speaker became more confident after taking responsibility for a difficult decision.

Odpowiedzi: 2.1. ____ 2.2. ____ 2.3. ____ 2.4. ____ 2.5. ____

Zadanie 3. (0-4)

Usłyszysz dwukrotnie wywiad o lokalnym projekcie. Uzupełnij zdania 3.1.-3.4. w języku angielskim tak, aby jak najbardziej precyzyjnie oddać sens nagrania.

3.1. The Repair Library operates in a building that used to be a ______________

3.2. The item borrowed most often is a ______________

3.3. Volunteers mainly want visitors to ______________

3.4. The Saturday workshops are financed by a local ______________

Rozumienie tekstów pisanych (18 punktów)

Zadanie 4. (0-5)

Przeczytaj tekst podzielony na cztery części (A-D) oraz pytania 4.1.-4.5. Do każdego pytania dopasuj właściwą część tekstu. W jednej części znajdują się odpowiedzi na dwa pytania.

THE UNEXPECTED AFTERLIFE OF OLD BUILDINGS

A. When a building is no longer needed for its original purpose, demolition may seem the simplest answer. Yet architects increasingly argue that an old structure should first be treated as a resource. Warehouses become galleries, railway stations become markets and factories become offices. The attraction is not purely sentimental. Reusing a sound structure can reduce the amount of new concrete and steel required, while also avoiding the energy involved in demolition and waste processing. However, reuse is rarely straightforward: a building designed for machines or trains may not immediately suit people who need classrooms, homes or offices.

B. One of the most celebrated examples is a nineteenth-century water tower in a small Dutch town that has been converted into a family home. The cylindrical shell could not simply be divided into ordinary rectangular rooms. Instead, the architects created a narrow staircase winding around the inside and placed living spaces at different heights. Much of the original brickwork remains visible. The solution is visually striking, but it also demonstrates a general principle: successful reuse often begins by accepting a building's limitations rather than fighting them. The tower was never going to behave like a conventional house, so the design makes its unusual shape part of everyday life.

C. Not every conversion receives universal approval. Residents sometimes object when a familiar public building is turned into private accommodation or an expensive venue. They may feel that something belonging to the community has effectively disappeared even if the walls remain. In other cases, the criticism concerns historical accuracy. A dramatic glass extension can make an old building commercially viable, but opponents may argue that the contrast damages its character. Such debates reveal that preservation is not only a technical question. It also involves deciding whose memories, needs and ideas about beauty should influence the future of a place.

D. There are also cases in which a building's new use is temporary. In several cities, empty offices have been adapted as studios, rehearsal rooms or community workshops while owners wait for long-term redevelopment. These projects often use lightweight walls and furniture that can be removed quickly. Because the investment is modest, organisers can experiment with activities that would be impossible in a permanent, expensive venue. Temporary use is sometimes dismissed as a stop-gap measure, but it can reveal what a neighbourhood lacks. A short-lived workshop or cultural space may provide evidence that helps residents argue for similar facilities in future plans.

In which paragraph does the author

4.1. mention a conflict between commercial practicality and historical character? 4.2. explain why reusing an existing structure may have environmental advantages? 4.3. show how a building's unusual form influenced the design of its new interior? 4.4. suggest that a temporary project can influence later decisions about an area? 4.5. point out that keeping a building does not necessarily satisfy local people?

Zadanie 5. (0-4)

Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w luki 5.1.-5.4. litery brakujących zdań (A-E). Uwaga: jedno zdanie zostało podane dodatkowo.

WHY WALKING CHANGES THE WAY WE KNOW A PLACE

People often assume that knowing a city means being able to get from one address to another quickly. Navigation apps make this remarkably easy. Yet researchers studying spatial memory have found that efficient travel and detailed knowledge of a place are not always the same thing. 5.1. ____ A person who repeatedly follows turn-by-turn instructions may reach the destination perfectly while remembering surprisingly little about the route.

Walking seems to produce a different kind of attention. At pedestrian speed, people have time to notice small landmarks: a mural, the smell from a bakery, a tree at an unusual angle. These details are not necessarily useful in themselves. 5.2. ____ Instead of storing a route as a sequence of commands - left, right, straight ahead - the walker begins to build a richer mental map containing relationships between places.

Choice also matters. In one experiment, participants were asked to explore an unfamiliar neighbourhood. One group followed a fixed route, while another was allowed to choose where to turn. Both groups covered approximately the same distance. 5.3. ____ The researchers argue that making decisions forces people to evaluate where they are and imagine where a particular street might lead.

This does not mean that digital navigation is harmful or that everyone should deliberately get lost. Apps are extremely useful, especially in unfamiliar or unsafe situations. The point is rather that convenience can remove some of the thinking that creates memory. 5.4. ____ Even a small change - checking the map before setting off and then putting the phone away for ten minutes - may help people notice how streets connect rather than treating the city as a series of instructions on a screen.

There is also a social dimension. People walking slowly are more likely to notice shop windows, public notices and other pedestrians. Over time, these repeated observations can create a sense of familiarity and belonging. A place becomes not merely somewhere we pass through, but somewhere we can describe, compare and recognise from different directions.

Zdania A-E

• A. The group that made its own decisions later remembered the street layout more accurately.
• B. That information can later serve as a set of reference points linked to one another.
• C. One simple solution is to use navigation as support rather than as a continuous set of commands.
• D. In fact, the fastest method can sometimes produce the weakest memory of the journey.
• E. This is why researchers recommend avoiding navigation technology in all circumstances.

Zadanie 6. (0-5)

Przeczytaj tekst. W zadaniach 6.1.-6.5. wybierz odpowiedź A, B, C albo D, zgodną z treścią tekstu.

THE YEAR I STOPPED BUYING NEW CLOTHES

When journalist Lena Ortiz announced that she would spend a year buying no new clothes, her friends reacted as if she had chosen a life of extreme deprivation. In reality, Lena's wardrobe was already so full that she could go several weeks without wearing the same outfit twice. That contradiction was precisely why she began the experiment. She had become skilled at finding bargains, but not at deciding whether she needed what she bought.

Her original rules were simple: she could repair clothes, borrow them, buy second-hand items and replace essential underwear or sports shoes if necessary. Everything else had to come from what she already owned. The first month was unexpectedly easy. She reorganised her wardrobe and rediscovered several pieces she had forgotten. The difficulty appeared later, not because she lacked clothing but because shopping had been part of her routine. If she had a stressful week, she would browse online stores. If friends suggested meeting in town, they often ended up in shops. The challenge was therefore partly about changing habits rather than resisting individual products.

Lena began keeping a list of items she wanted but was not allowed to purchase immediately. Most disappeared from the list within a few days. A smaller number stayed for months. She found this useful because it separated temporary excitement from a genuine gap in her wardrobe. She also became more critical of the language used in advertising. Labels such as 'essential', 'timeless' and 'must-have' began to sound less like descriptions and more like instructions designed to create urgency.

The experiment was not entirely positive. Buying second-hand online sometimes involved long searches and uncertain sizing. Repairing a favourite coat cost more than Lena expected, and she realised that sustainable choices can require time, knowledge and money. She also became uncomfortable with the way some discussions about ethical fashion place responsibility almost entirely on individual consumers. People on limited incomes may choose cheap clothing because alternatives are inaccessible, not because they do not care about environmental issues.

By the end of the year, Lena had not transformed into someone who never wanted new clothes. She bought a new winter jacket the week after the challenge finished. The difference was that she spent several days comparing options and chose one she expected to keep for years. For her, the value of the experiment was not purity. It was the pause between wanting something and buying it. That pause gave her time to ask whether the purchase would solve a real problem or merely provide a short burst of satisfaction.

Lena now rejects the idea that everyone should copy her exact rules. A year-long ban is dramatic and therefore useful for a journalist writing about consumption, but it is not the only way to change behaviour. She suggests choosing one category - clothes, electronics or home decoration - and delaying non-essential purchases for thirty days. The goal, she says, is not to feel guilty about buying things. It is to make purchasing a deliberate choice rather than an automatic response to boredom, stress or clever marketing.

6.1. Why did Lena begin the experiment? A. She wanted to prove that fashionable clothes were unnecessary. B. She realised that finding cheap items had become more important than needing them. C. Her wardrobe was too small for the number of clothes she owned. D. She needed a subject for an article about second-hand shops.

6.2. What became difficult after the first month? A. finding enough clothes for different occasions B. explaining the rules to friends C. replacing shopping as an everyday habit D. repairing items she had rediscovered

6.3. What did Lena learn from keeping a list of wanted items? A. Many desires disappeared when she did not act on them immediately. B. Most advertising claims were factually incorrect. C. Second-hand alternatives were usually available within a few days. D. A small wardrobe made decision-making easier.

6.4. In paragraph 4, Lena criticises the idea that A. repairing clothes is always cheaper than replacing them. B. second-hand shopping requires too much specialist knowledge. C. consumers alone can be blamed for unsustainable shopping patterns. D. environmental concerns are less important to people on lower incomes.

6.5. What does the final paragraph suggest about Lena's current view? A. Strict rules are necessary if people genuinely want to change. B. The experiment was worthwhile mainly because it prevented all unnecessary purchases. C. People should focus on avoiding guilt when they shop. D. Creating a delay before buying can be more important than following her exact challenge.

Zadanie 7. (0-4)

Przeczytaj tekst i odpowiedz na pytania 7.1.-7.4. w języku angielskim. Odpowiedzi powinny być krótkie, precyzyjne i zgodne z tekstem.

A LIBRARY WHERE YOU BORROW THINGS, NOT BOOKS

When the Eastbank Library of Things opened, its organisers expected drills and ladders to be the most popular items. They were partly right: DIY tools are borrowed constantly. But the surprise success has been equipment for occasions that happen only a few times a year, such as carpet cleaners, projectors and large cooking pots. Members say these are exactly the objects that are expensive to buy but spend most of their lives unused.

The project grew out of a neighbourhood survey. Residents were asked what prevented them from repairing, making or organising things themselves. Lack of confidence was mentioned, but lack of equipment appeared even more often. The organisers therefore decided that lending objects alone would not be enough. Every month, volunteers run short demonstrations on safe tool use, basic repairs and simple maintenance.

Membership is deliberately inexpensive. People pay a small annual fee and then a modest charge depending on the item and the length of the loan. The organisers considered making all borrowing free, but rejected the idea because repair, insurance and replacement costs would then depend entirely on grants. A small charge gives the project a more predictable income while remaining far cheaper than buying rarely used equipment.

Not everything can be borrowed. For safety reasons, the library refuses to lend certain high-risk tools, and staff inspect returned equipment before it goes back on the shelves. Members are not punished for ordinary wear, but they are expected to report damage immediately. According to the organisers, this system works because people generally treat shared items carefully when the rules are clear and the service feels like something the community owns rather than a commercial rental business.

7.1. Which category of items became more popular than the organisers had expected?

7.2. What problem was mentioned most often in the neighbourhood survey?

7.3. Why did the organisers decide not to make all borrowing free?

7.4. What must members do if they damage an item?

Znajomość środków językowych (14 punktów)

Zadanie 8. (0-4)

Przeczytaj tekst. Wybierz odpowiedź A, B, C albo D, która poprawnie uzupełnia każdą lukę.

THE VALUE OF QUIET

Researchers studying attention have become increasingly interested in short periods of deliberate silence. In one experiment, participants completed a demanding task and were then given either background music or two minutes of quiet. Those who sat in silence performed 8.1. _____ on a second task requiring concentration. The researchers warned, however, that silence should not be treated 8.2. _____ a magical solution. Its usefulness depends on what a person has been doing and on the environment around them. Someone working in complete isolation may benefit less than a person who has 8.3. _____ exposed to constant conversation and notifications. What seems to matter is the opportunity to reduce stimulation before attention 8.4. _____ required again.

8.1. A. significantly better B. more significantly C. highly good D. the best significantly 8.2. A. like B. as C. for D. with 8.3. A. being B. be C. been D. had 8.4. A. has B. is C. will D. would

Zadanie 9. (0-4)

Uzupełnij każdą lukę jednym wyrazem utworzonym od wyrazu podanego w nawiasie. Wymagana jest pełna poprawność.

REPAIR CAFES

Repair cafes are community events where people bring broken household objects and try to fix them with the help of volunteers. Their growing 9.1. __________ (POPULAR) is partly connected with concern about waste, but organisers stress that environmental motives are not the only attraction. Visitors often value the chance to learn practical skills and become less 9.2. __________ (DEPEND) on replacing things immediately. The atmosphere is usually informal, and active 9.3. __________ (PARTICIPATE) is encouraged: volunteers explain what they are doing rather than simply taking an item away. Even when a repair is not 9.4. __________ (SUCCESS), the owner may leave with a clearer understanding of why the object failed.

Zadanie 10. (0-3)

Uzupełnij zdania. Wykorzystaj w odpowiedniej formie wyrazy podane w nawiasach. Nie zmieniaj ich kolejności. Jeśli to konieczne, dodaj inne wyrazy. Maksymalnie pięć wyrazów w luce.

10.1. I had never seen such a well-organised event before. Never before (I/see) ______________ such a well-organised event.

10.2. It is possible that Maya misunderstood the instructions. Maya (may/misunderstand) ______________ the instructions.

10.3. People believe that the painting is authentic. The painting (believe/be) ______________ authentic.

Zadanie 11. (0-3)

Przetłumacz na język angielski fragmenty podane w nawiasach tak, aby otrzymać logiczne i gramatycznie poprawne zdania. Maksymalnie pięć wyrazów w luce.

11.1. If you had told me earlier, (nie zmieniłbym) ______________ my plans at the last minute.

11.2. The teacher insisted that every student (oddał pracę) ______________ by Friday.

11.3. Only after the interview (zdałem sobie sprawę) ______________ how much I wanted the job.

Wypowiedź pisemna (13 punktów)

Zadanie 12. (0-13)

Wypowiedz się na jeden z poniższych tematów. Wypowiedź powinna zawierać 200-250 wyrazów i spełniać wszystkie wymogi wskazanej formy.

Temat 1. Coraz więcej szkół rozważa zastąpienie tradycyjnych podręczników materiałami cyfrowymi dostępnymi na tabletach lub laptopach. Napisz rozprawkę, w której omówisz korzyści edukacyjne takiego rozwiązania oraz możliwe problemy, jakie może ono stwarzać uczniom.

Temat 2. Wiele osób deklaruje, że chętnie naprawiałoby przedmioty zamiast je wyrzucać, ale w praktyce często kupuje nowe rzeczy. Napisz artykuł do portalu młodzieżowego, w którym przedstawisz przyczyny tej rozbieżności oraz zaproponujesz rozwiązania, które mogłyby zachęcić ludzi do częstszego naprawiania przedmiotów.

Oceniane są: zgodność z poleceniem (0-5), spójność i logika (0-2), zakres środków językowych (0-3), poprawność środków językowych (0-3).

Karta wyniku

Wynik procentowy = liczba zdobytych punktów / 60 x 100. Arkusz jest materiałem treningowym i nie stanowi oficjalnego przelicznika wyniku.