Arkusz próbny 2 - matura podstawowa

Autorski materiał treningowy. To nie jest oficjalny arkusz Centralnej Komisji Egzaminacyjnej. Format (liczba zadań, punktacja, typy poleceń) został przyjęty na podstawie Informatora CKE dla poziomu podstawowego. Wszystkie teksty, transkrypcje i zadania są autorskie.

Informacje dla zdającego

• Na rozwiązanie całego arkusza masz 120 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.
• Czytaj uważnie polecenia - zasady wyboru odpowiedzi i limity wyrazów są podane przy każdym zadaniu.
• W zadaniach otwartych z rozumienia ze słuchu i tekstów pisanych odpowiedź musi być komunikatywna, precyzyjna i zgodna z tekstem.
• W zadaniach otwartych sprawdzających znajomość środków językowych wymagana jest pełna poprawność gramatyczna i ortograficzna.
• W części Listening każdy tekst należy odtworzyć lub odczytać dwukrotnie. Transkrypcje znajdują się w części dla nauczyciela, w sekcji z kluczem.
• W wypowiedzi pisemnej napisz 100-150 wyrazów i rozwiń każdy z czterech podpunktów polecenia.

Rozumienie ze słuchu (15 punktów)

Zadanie 1. (0-5)

Usłyszysz dwukrotnie pięć wypowiedzi. Do każdej wypowiedzi (1.1.-1.5.) dopasuj zdanie (A-F), które najlepiej oddaje jej sens. Wpisz właściwą literę. Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.

A. The speaker found a practical solution to a lack of space.

B. The speaker regrets ignoring advice before a trip.

C. The speaker discovered that a feared situation was easier than expected.

D. The speaker explains why an event was moved to a different date.

E. The speaker benefited from helping someone else.

F. The speaker is dissatisfied because an advertised feature was unavailable.

1.1. ____ 1.2. ____ 1.3. ____ 1.4. ____ 1.5. ____

Zadanie 2. (0-6)

Usłyszysz dwukrotnie trzy teksty. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią nagrania. Zakreśl jedną z liter: A, B albo C.

Tekst 1.

2.1. Why is the speaker changing from an online course to a classroom course? A. The online lessons are too difficult. B. The speaker needs a fixed study routine. C. The local college offers different subject content.

Tekst 2.

2.2. What must students do by Tuesday if they want to take part in Book Swap Day? A. bring suitable books to reception B. collect vouchers from the main hall C. register for the volunteer team

2.3. Where will the volunteer briefing take place? A. in Room 12 B. in the main hall C. in the library

Tekst 3.

2.4. What first gave Noah the idea for the garden? A. a school science task B. a request from the housing association C. advice from an experienced gardener

2.5. What was the main problem at the beginning? A. There were not enough plants. B. Some neighbours were worried about bees. C. The housing association refused permission.

2.6. What does Noah value most about the garden now? A. It has improved his science grades. B. It produces food for local families. C. It has brought neighbours together.

Zadanie 3. (0-4)

Usłyszysz dwukrotnie informację o warsztatach kulinarnych. Na podstawie nagrania uzupełnij luki 3.1.-3.4. tak, aby jak najbardziej precyzyjnie oddać sens tekstu. Luki należy uzupełnić w języku angielskim.

Rozumienie tekstów pisanych (20 punktów)

Zadanie 4. (0-4)

Przeczytaj cztery teksty. W zadaniach 4.1.-4.4. z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

TEXT 1

From: City Film House. Subject: Saturday screening

We are sorry to inform you that Saturday's 7 p.m. screening of The Long Road cannot take place because one of our projectors needs an urgent repair. Your ticket will automatically remain valid for the replacement screening next Thursday at 7 p.m. If you cannot attend on that date, complete the short refund form in your online account by Monday. There is no need to phone the box office.

4.1. What should a customer do if they cannot attend the replacement screening? A. phone the cinema B. fill in an online form C. exchange the ticket at the box office

TEXT 2

I never thought I would become a morning runner. Last summer, however, the afternoons were so hot that running after school became uncomfortable. I tried going out before breakfast just to avoid the heat. At first, getting up early was difficult, but after a week I noticed how peaceful the streets were and how good it felt to finish my exercise before the day had really started. I still run in the morning now, even in cooler weather.

4.2. Why did the writer originally start running in the morning? A. to train for a race B. to avoid high temperatures C. to have more time after school

TEXT 3 - STUDY ROOM RULES

The library has four small rooms for group study. Rooms may be reserved for a maximum of two hours at a time. At least two people must use a room; individual visitors should work in the silent reading area instead. Drinks in closed bottles are allowed, but food must stay outside. If your group is more than ten minutes late, the room may be given to another group.

4.3. Who may book one of the study rooms? A. a student working alone B. a group of at least two people C. any visitor who wants to eat while studying

TEXT 4

I downloaded SpeakNow because I wanted more opportunities to practise English. At first, the constant notifications annoyed me, but I soon discovered I could turn most of them off. The best part is the ten-minute conversation feature: you are matched with another learner and discuss a simple topic. After a month, I am still making mistakes, but I no longer panic when I have to speak without preparing every sentence first.

4.4. What is the writer's main positive result from using the app? A. speaking with more confidence B. making no grammatical mistakes C. receiving useful notifications

Zadanie 5. (0-7)

Przeczytaj tekst podzielony na cztery części (A-D). Wykonaj zadania 5.1.-5.7. zgodnie z poleceniami.

Część A - VOLUNTEERING

In February I decided to spend four Saturdays helping at a local food bank. I expected the work to be simple: put food into bags and hand it out. What surprised me was how organised everything had to be. Volunteers worked in teams, checked dates, counted items and prepared different bags for different family sizes. By the fourth week I was trusted to coordinate one table. A month later, when I had to organise a group presentation at school, I used exactly the same habit of dividing jobs clearly and checking that everyone knew what to do.

Część B - BUYING NOTHING NEW

In April I tried to avoid buying any new clothes for a month. I thought the biggest benefit would be saving money, but it was actually learning to look after what I already owned. When a seam in my favourite jeans opened, I bought a small sewing kit and repaired it myself instead of replacing them. The result was not perfect, but it was good enough to wear. Since then I have repaired two more things, and I now think twice before throwing clothes away.

Część C - CYCLING TO SCHOOL

My May challenge was to cycle to school every weekday. The first week was sunny, so it seemed easy. Then I got caught in heavy rain without a jacket and arrived completely wet. I nearly gave up, but instead I started checking the weather forecast every evening and keeping a light raincoat in my bag. By the end of the month, cycling had become part of my routine. I also spent less on bus tickets, although the best part was feeling more awake in my first lesson.

Część D - COOKING ONE NEW DISH A WEEK

For my final challenge, I chose one recipe every Sunday and cooked it for my family. The first attempt was a disaster because I tried to change three ingredients at once and the sauce tasted terrible. After that, I made a new rule: the first time I cooked something, I followed the recipe exactly. Only later did I experiment. That small change made cooking much less stressful, and by the end of the month my younger brother was choosing recipes and helping me prepare them.

W zadaniach 5.1.-5.4. wpisz literę A-D. Ta sama część tekstu może pasować do więcej niż jednego zdania.

5.1. In which section does the writer mention a skill that was useful later at school? Odpowiedź: ____

5.2. In which section did bad weather almost make the writer stop the challenge? Odpowiedź: ____

5.3. In which section did a failed first attempt lead to a new rule? Odpowiedź: ____

5.4. In which section was saving money less important than another benefit? Odpowiedź: ____

Uzupełnij luki 5.5.-5.7. w języku angielskim. W każdą lukę wpisz maksymalnie cztery wyrazy.

5.5. During the food-bank project, the writer was surprised by ____________________.

5.6. The writer repaired the jeans using ____________________.

5.7. After the rainy journey, the writer began to ____________________ every evening.

Zadanie 6. (0-5)

Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

THE DAY I PUT MY PHONE MAP AWAY

Last autumn I spent three days in Porto with my cousin. On our second morning, we planned to walk from our guesthouse to a riverside market. I normally use my phone for every journey, but when we left, I noticed that the battery was at eight per cent. We still needed the phone later to show our train tickets, so I decided not to use GPS. The owner of the guesthouse gave us a paper map and drew a circle around the market.

At first, the map seemed easy enough. Then we reached a square where the street names on the signs did not look exactly like the ones printed on the map. We walked down the wrong hill and, after ten minutes, realised the river was getting farther away rather than closer. I was annoyed because I thought we were wasting our limited time.

The wrong turn, however, took us past a small covered market that was not mentioned in our guidebook. Inside, local sellers were offering bread, fruit, flowers and handmade notebooks. We stopped for breakfast at a tiny bakery. When I asked the baker how to reach the riverside, he showed us the route and also suggested a viewpoint on the way. It added another fifteen minutes to our walk, but the view over the city was one of my favourite moments of the trip.

We eventually reached the riverside market almost an hour later than planned. I expected my cousin to complain, but she said the unexpected part of the morning had been more interesting than the place we had originally wanted to see. I realised she was right. Nothing terrible had happened because we were late; we had simply discovered places we would otherwise have walked past.

I have not stopped using digital maps. If I have a train to catch or an appointment, I still want the quickest route. But when I visit a new city and have time to explore, I sometimes look at a paper map first and keep my phone in my pocket. Getting slightly lost can be frustrating, but it can also make a journey more memorable.

6.1. Why did the writer decide not to use GPS that morning? A. The phone had no internet connection. B. The writer wanted to save the phone battery. C. The guesthouse owner advised against using it.

6.2. What was the writer's reaction when they first realised they were going the wrong way? A. The writer found it amusing. B. The writer felt relieved. C. The writer was irritated.

6.3. What did the wrong turn lead to? A. missing the train B. discovering a place not in the guidebook C. returning to the guesthouse

6.4. How did the cousin feel about arriving late at the riverside market? A. She wished they had used GPS. B. She was worried they had wasted the day. C. She thought the unplanned experience had been worthwhile.

6.5. What does the writer do now when exploring a new city without a strict schedule? A. Sometimes starts with a paper map. B. Always leaves the phone at the accommodation. C. Avoids asking local people for directions.

Zadanie 7. (0-4)

Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (7.1.-7.4.) literę, którą oznaczono brakujące zdanie (A-E), tak aby otrzymać spójny i logiczny tekst. Uwaga: jedno zdanie zostało podane dodatkowo.

A SCHOOL CLUB THAT FIXES BIKES

At Westbrook School, a locked storage room used to contain seven bicycles that nobody was using. Some had flat tyres, one had no working brakes, and several had been left behind by students years earlier. A PE teacher suggested turning them into the starting point for an after-school repair club. The aim was simple: repair the bicycles and then lend them to students who did not own one.

Most of the first six club members were interested in bikes but had never repaired one. 7.1. _____ During the first two meetings, students learned how to fix a puncture, adjust brakes and check whether a bicycle was safe to ride. They made plenty of mistakes, but the mechanic insisted that learning slowly was better than pretending to know what to do.

The club had only a few old tools at the beginning. 7.2. _____ Within a month, parents had donated pumps, lights, locks and two toolboxes. A local sports shop also gave the club replacement cables and offered a discount on parts that could not be repaired.

By the end of the term, five of the original bicycles were ready to use. Students could borrow them for a week by signing a simple form and agreeing to return them in good condition. The scheme became popular very quickly. 7.3. _____ The school then asked families to donate bicycles that were standing unused in garages or sheds, and nine more arrived before summer.

The repair club now meets every Tuesday and includes students from several year groups. Members still fix bicycles, but they also run short safety checks before school cycling trips. 7.4. _____ For the older students, explaining a repair step clearly has become another skill to practise, while younger pupils get a friendly introduction to basic maintenance.

A. As a result, there were soon more requests than available bicycles.

B. So the teacher invited a local bicycle mechanic to teach them the basics.

C. The school therefore asked families and local businesses whether they could help.

D. Some of them have also started teaching younger pupils how to repair simple problems.

E. However, the club decided that buying brand-new bicycles would be too expensive.

Znajomość środków językowych (13 punktów)

Zadanie 8. (0-3)

Uzupełnij minidialogi (8.1.-8.3.). Wybierz spośród podanych opcji brakującą wypowiedź. Zakreśl jedną z liter: A, B albo C.

8.1. X: Could you give me a hand carrying these boxes? Y: _____ A. Sure, no problem. B. I do not mind you. C. It does not matter.

8.2. X: I think I left my wallet on the bus. Y: _____ X: Good idea. I will call them now. A. You should contact the bus company. B. It was not expensive. C. I have not got change.

8.3. X: How was the concert? Y: _____ X: That is a shame. A. It was sold out by then. B. I wish the sound had been better. C. I am looking forward to it.

Zadanie 9. (0-4)

Przeczytaj tekst. Wybierz odpowiedź A, B albo C, która poprawnie uzupełnia każdą lukę (9.1.-9.4.).

WHY SOME PEOPLE WORK BETTER IN CAFÉS

Some people find it easier to concentrate in a café 9.1. _____ at home. One reason may be that a low level of background noise helps the brain stay active, as long as it is not 9.2. _____ loud. Another advantage is that seeing other people work can make us feel more 9.3. _____ to continue with our own tasks. However, a café is not suitable for everyone. If you are easily distracted by conversations, it may be better 9.4. _____ you to work somewhere quieter.

9.1. A. than B. from C. as

9.2. A. enough B. too C. such

9.3. A. motivation B. motivated C. motivate

9.4. A. for B. to C. at

Zadanie 10. (0-3)

Przeczytaj tekst. Uzupełnij każdą lukę (10.1.-10.3.) jednym wyrazem, tak aby powstał spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna wpisywanych wyrazów.

AN EXHIBITION ABOUT SPACE

Last weekend I visited an exhibition about space. I had been interested in astronomy 10.1. __________ I was a child, so I was excited to go. There were many interactive displays, but I was especially impressed 10.2. __________ a simulation of a journey to Mars. I stayed until closing time and still did not see everything. I wish the museum 10.3. __________ stayed open longer.

Zadanie 11. (0-3)

Uzupełnij zdania 11.1.-11.3. Wykorzystaj w odpowiedniej formie wyrazy podane w nawiasach. Nie zmieniaj kolejności podanych wyrazów. Jeśli to konieczne, dodaj inne wyrazy. W każdą lukę możesz wpisać maksymalnie pięć wyrazów. Wymagana jest pełna poprawność gramatyczna i ortograficzna.

11.1. The last time we visited this museum was two years ago. We (not/visit) ____________________ this museum for two years.

11.2. It isn't necessary for you to print the ticket. You (not/have) ____________________ the ticket.

11.3. "Let's start earlier tomorrow," the coach said. The coach (suggest/start) ____________________ earlier the next day.

Wypowiedź pisemna (12 punktów)

Zadanie 12. (0-12)

Twoja szkoła zorganizowała Dzień Umiejętności, podczas którego uczniowie prowadzili krótkie warsztaty dla innych uczniów. Ty również poprowadziłeś/poprowadziłaś warsztaty. Na blogu szkolnym:

• wyjaśnij, dlaczego zdecydowałeś/zdecydowałaś się poprowadzić warsztaty i czego uczyłeś/uczyłaś,
• opisz przygotowania do warsztatów i jedną rzecz, która okazała się trudniejsza, niż się spodziewałeś/spodziewałaś,
• przedstaw problem, który pojawił się podczas zajęć, oraz napisz, jak został rozwiązany,
• napisz, czego nauczyło Cię to doświadczenie, i zachęć innych uczniów do udziału w kolejnej edycji.

Napisz swoją wypowiedź w języku angielskim. Rozwiń każdy z czterech podpunktów. Długość wypowiedzi: 100-150 wyrazów. Oceniane są: treść (0-5), spójność i logika (0-2), zakres środków językowych (0-3), poprawność środków językowych (0-2).

Karta wyniku

Wynik procentowy = liczba zdobytych punktów / 60 x 100. Ten arkusz jest materiałem treningowym i nie stanowi oficjalnego przelicznika ani arkusza CKE.