Arkusz próbny 2 - 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 wybieraj odpowiedź zgodnie z poleceniem. W niektórych zadaniach na poziomie rozszerzonym występują cztery opcje odpowiedzi.
• 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 znajdują się w części dla nauczyciela.
• W Writingu wybierz jeden z dwóch tematów i napisz 200-250 wyrazów, zachowując wymagania wskazanej formy.

Rozumienie ze słuchu (15 punktów)

Zadanie 1. (0-6)

Usłyszysz dwukrotnie trzy teksty. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią nagrania. W zadaniach 1.1.-1.6. zakreśl jedną z liter: A, B, C albo D.

Tekst 1.

1.1. What does the sound designer emphasise?

A. Expensive recording equipment is essential for professional work. B. Effective sound should usually serve the story rather than attract attention to itself. C. Most film sounds should be created digitally instead of recorded. D. Audiences generally notice technical mistakes more than actors do.

Tekst 2.

1.2. Why were tickets for the museum event sold only online?

A. To prevent visitors from arriving before the programme started. B. To collect information about visitors' ages. C. To control the number of people in the building. D. To encourage people to book the planetarium in advance.

1.3. What change is the museum making this year as a result of feedback?

A. It is replacing the materials lab with a quieter activity. B. It is offering a lower-capacity period before the main event. C. It is limiting the event to university students. D. It is moving the programme to a larger building.

Tekst 3.

1.4. What surprised the designer during the first pilot?

A. Customers objected strongly to the deposit system. B. Cafes were unwilling to discuss environmental issues. C. Operational problems for cafe staff were more serious than expected. D. Customers returned containers much later than promised.

1.5. Why did using a standard container improve the system?

A. It allowed customers to return containers to different participating cafes. B. It removed the need to wash containers between uses. C. It enabled cafes to stop charging customers a deposit. D. It made the containers cheaper to manufacture individually.

1.6. What is the designer's main conclusion?

A. Environmental campaigns should concentrate on changing people's attitudes. B. Sustainable products succeed when the whole system is convenient to use. C. Businesses should introduce new systems even if staff initially resist them. D. Customers care more about convenience than environmental issues.

Zadanie 2. (0-5)

Usłyszysz dwukrotnie pięć wypowiedzi. Do każdej wypowiedzi (2.1.-2.5.) dopasuj zdanie (A-F), które najlepiej oddaje doświadczenie mówiącego. Jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.

A. The speaker discovered that a skill learned for one purpose was useful in a different area of life. B. The speaker found that competing with others was less motivating than working with them. C. The speaker realised that good results did not require expensive equipment. D. The speaker overcame a fear by changing the way they prepared. E. The speaker changed an earlier opinion after seeing a practical effect. F. The speaker discovered gaps in their own knowledge while explaining something to other people.

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

Zadanie 3. (0-4)

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

3.1. The Seed Library's first collection came from ______________________________

3.2. The seeds requested most frequently are ______________________________

3.3. Successful borrowers are asked to save seeds from ______________________________

3.4. The new storage drawers were paid for by ______________________________

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. Jedna część pasuje do dwóch pytań.

WHEN WALKING MEETINGS WORK - AND WHEN THEY DO NOT

A.

A walking meeting sounds like a fashionable invention, but the basic idea is older than smartphones and fitness trackers. Writers and politicians have long described discussing problems while walking, and some modern managers adopted the habit simply because it allowed them to fit movement into a crowded day. The recent popularity of the practice, however, has encouraged companies to treat it as a productivity tool. That can be useful, but it also creates the first misunderstanding: a walking meeting is not automatically better just because it takes place outdoors. Its value depends on the purpose of the conversation and on the people taking part.

B.

Research on movement and thinking suggests a more specific benefit. In several experiments, people generated a larger number of possible ideas while walking than while sitting. This does not mean that every idea was better, and the advantage was strongest in tasks requiring flexible, exploratory thinking. The same studies offer much less support for walking when participants need to compare detailed data, edit a document or make a decision involving many precise conditions. In other words, movement may help a group open up a problem, but it is not necessarily the best setting in which to close one. That distinction is often lost when companies present walking meetings as a universal cure for dull discussions.

C.

Practical details matter too. Groups of two or three usually work better than large teams because everyone can hear one another and keep a comfortable pace. A route should be familiar and simple enough that navigation does not become part of the task. Some teams stop briefly at the halfway point so that one person can type a summary into a phone; others record a voice note as soon as the meeting ends. What matters is that useful ideas do not disappear simply because nobody was sitting beside a laptop. Experienced users also distinguish between a walk with a clear question and an aimless stroll. The first gives conversation enough direction without turning it into a formal agenda.

D.

The greatest limitation is not weather but inclusion. Walking may be difficult or impossible for colleagues with some disabilities, injuries or health conditions. Even when everyone can walk, differences in fitness or status can affect the conversation. A junior employee who is trying to keep up with a fast-moving manager may be less willing to challenge an idea. For that reason, some organisations use alternatives such as slow indoor walks, standing conversations or a choice between walking and sitting. The principle is not that movement is superior; it is that changing the physical setting can sometimes change the quality of attention. A good meeting format should support participation rather than make participation itself an obstacle.

4.1. Which section explains that walking appears to support one kind of thinking more than another? ____

4.2. Which section gives practical ways of preserving ideas produced during the meeting? ____

4.3. Which section warns that differences between participants can influence how freely they speak? ____

4.4. Which section challenges the idea that walking is suitable for every type of meeting task? ____

4.5. Which section mentions that some people originally used walking meetings for a reason unrelated to productivity? ____

Zadanie 5. (0-4)

Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (5.1.-5.4.) literę, którą oznaczono brakujące zdanie (A-E), tak aby otrzymać spójny i logiczny tekst. Jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

THE WEATHER BALLOON THAT REFUSED TO BE A FAILURE

A group of secondary-school students spent six months building a small weather balloon carrying sensors, a camera and a GPS tracker. On launch day the balloon rose exactly as planned, transmitted temperature data for more than an hour and then disappeared from the tracking screen. 5.1. ____ The students had expected to recover the equipment within a few hours, so they had not planned a separate project for analysing a lost flight.

Three days later, a farmer found the damaged equipment at the edge of a field more than forty kilometres from the predicted landing area. Most of the electronics had survived, but the camera casing was cracked and the final part of the GPS record was missing. 5.2. ____ She asked the students to work backwards from the evidence they still had and explain why the original prediction had failed.

The investigation soon became more interesting than the launch itself. The team compared wind forecasts from different heights and discovered that they had relied too heavily on data from near ground level. 5.3. ____ The students then built a simple model showing how a relatively small error in wind direction could produce a large difference in landing position after a long flight.

At the end of term, the group presented both the successful measurements and the mistakes in its prediction. Several students later said that the recovery problem had taught them more than a perfectly predictable flight would have done. 5.4. ____ The next year's group inherited not only improved equipment but also a detailed checklist of assumptions that needed to be tested before launch.

Zdania A-E

A. Instead of treating the damage as the end of the project, their physics teacher turned it into a new research question. B. They also learned that weather conditions several kilometres above the ground could be moving in a different direction. C. In fact, the balloon had never reached the height that the students' computer model predicted. D. For several days, however, nobody knew where the balloon had landed. E. As a result, the school decided that future teams should document uncertainty as carefully as successful results.

Zadanie 6. (0-5)

Przeczytaj tekst. W zadaniach 6.1.-6.5. z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B, C albo D.

THE SMALL ART OF WRITING MUSEUM LABELS

When visitors complain that museum labels are too short, the obvious solution seems to be adding more information. New label writers often think the same way. They have spent weeks researching an object and want to share everything they have learned. Yet experienced editors usually ask them to remove material. This is not because museums assume visitors are incapable of understanding complex ideas. The problem is physical and practical: people read labels while standing, often in a crowded gallery, while also trying to look at the object itself. A label that would feel brief on a sofa can feel exhausting beside a display case.

Many museums therefore set approximate limits, sometimes around seventy or eighty words for a standard object label. The number is not sacred. A complicated scientific instrument may need more, while a familiar household object may need much less. The limit functions as a design constraint. It forces the writer to decide what a visitor needs at this particular moment. A good label cannot contain the whole history of an object, so it must create a useful doorway into that history.

One difficulty is what researchers call the 'expert blind spot'. Specialists stop noticing which words require explanation because the vocabulary has become ordinary to them. A curator may regard a term such as 'provenance' or 'kiln-fired' as basic, while many visitors do not. Some museums now test draft labels with people who are not specialists. The most useful result is often not that visitors dislike a difficult word, but that they interpret it differently from the writer's intention. Testing can reveal ambiguity that subject experts no longer see.

Digital screens seem to solve the problem of limited space: if visitors want more information, why not let them tap for it? They can certainly be useful for maps, audio, translations or optional detail. But screens create another competition for attention. If the visitor spends three minutes navigating menus, the object can become the background to the device. For this reason, some curators prefer a layered system: a short printed label provides the essential idea, while digital material offers depth to those who actively want it.

There is also a deeper debate about authority. Older labels often spoke in a confident institutional voice, presenting a single interpretation as fact. Contemporary museums are more likely to acknowledge uncertainty, disagreement or the perspective from which an object is being described. That does not mean replacing knowledge with vague opinion. It means distinguishing between what is known, what is inferred and what remains contested. The best label, then, is not the final word on an object. It is a carefully designed invitation to look more closely and ask a better question.

6.1. What mistake do inexperienced label writers often make?

A. They avoid using information discovered during research. B. They assume that including more information will necessarily help visitors. C. They use language that is deliberately too informal. D. They focus on the display case rather than the object.

6.2. Why do museums use approximate word limits for labels?

A. To ensure that every object receives exactly the same amount of explanation. B. To reduce the cost of printing labels for temporary exhibitions. C. To make writers choose the information most useful in the gallery context. D. To prevent specialists from using technical vocabulary.

6.3. What can testing labels with non-specialists reveal?

A. Words may be understood differently from what the writer intended. B. Visitors usually prefer longer descriptions than curators expect. C. Specialist terms should never appear in public exhibitions. D. Visitors are more interested in scientific objects than historical ones.

6.4. What concern does the writer raise about digital screens?

A. They cannot provide enough information for specialist visitors. B. They may draw attention away from the object being displayed. C. They make translation more difficult for international visitors. D. They force museums to remove printed labels completely.

6.5. Which statement best summarises the final paragraph?

A. Museum labels should avoid all interpretations that cannot be proved scientifically. B. Modern labels are less reliable because they express too many opinions. C. A strong label can communicate knowledge while still showing where uncertainty exists. D. Visitors should be encouraged to decide what an object means without guidance.

Zadanie 7. (0-4)

Przeczytaj tekst. Odpowiedz na pytania 7.1.-7.4. w języku angielskim. Odpowiedzi powinny być możliwie zwięzłe, ale muszą precyzyjnie oddawać informacje z tekstu.

A SCHOOL INSTRUMENT BANK

At Westbrook School, music teachers noticed the same problem every September. Some students wanted to join the orchestra but did not own an instrument, while perfectly usable violins, flutes and trumpets were sitting unused in cupboards at home. The school therefore created an instrument bank. Families can donate instruments they no longer need, and students can borrow them without charge.

Before an instrument enters the bank, a local technician checks it, carries out necessary repairs and makes sure it is safe and playable. This matters because an instrument that looks fine may still have mechanical problems that make learning unnecessarily difficult. The school pays for basic repairs through a small arts fund, while two local music shops provide strings and other inexpensive parts at reduced prices.

New borrowers first receive an instrument for a six-week trial. The aim is not to make students prove that they are talented, but to let them discover whether they actually enjoy playing before the school commits an instrument for the whole year. If they continue, the loan is extended. If they stop, the instrument quickly becomes available to somebody else.

The organisers expected the main benefit to be financial, but another effect has become equally important. Older orchestra members now volunteer as 'instrument mentors'. They show beginners how to assemble, clean and store their instruments and answer practical questions that students may feel embarrassed to ask a teacher. The scheme has therefore created a stronger link between experienced players and new members as well as making music lessons more accessible.

7.1. What two circumstances led the school to create the instrument bank?

7.2. What happens to every donated instrument before it is lent to a student?

7.3. Why is the first loan limited to six weeks?

7.4. What unexpected benefit has the scheme produced?

Znajomość środków językowych (14 punktów)

Zadanie 8. (0-4)

Przeczytaj tekst. Wybierz odpowiedź A, B, C albo D, która poprawnie uzupełnia każdą lukę 8.1.-8.4.

DRAWING A ROUTE FROM MEMORY

Researchers recently asked volunteers to learn routes through a virtual town. One group simply followed arrows on the screen, while another had to sketch the route from memory after each journey. By the end of the experiment, the second group was 8.1. _____ at estimating distances between landmarks. Drawing the route appeared to make participants notice features they might otherwise have passed 8.2. _____ paying attention. During the navigation itself, nobody was allowed 8.3. _____ notes. The researchers suggest that, had the experiment continued for several weeks, the difference between the groups might 8.4. _____ even larger.

8.1. A. significantly better | B. more significantly | C. highly good | D. the significantly best

8.2. A. except | B. without | C. beside | D. despite

8.3. A. taking | B. take | C. to take | D. taken

8.4. A. become | B. became | C. have become | D. having become

Zadanie 9. (0-4)

Przeczytaj tekst. Uzupełnij każdą lukę 9.1.-9.4. jednym wyrazem utworzonym od wyrazu podanego w nawiasie. Wymagana jest pełna poprawność gramatyczna i ortograficzna.

ONLINE REVIEWS AND TRUST

Online ratings can be useful, but their 9.1. __________ (ACCURATE) depends on more than the number of stars. Researchers have found that highly active 9.2. __________ (PARTICIPATE) in review communities sometimes judge products differently from occasional users. A single dramatic story can also be 9.3. __________ (LEAD) if readers treat it as typical. For that reason, the overall 9.4. __________ (RELY) of a rating improves when people consider the number, variety and detail of reviews rather than focusing on one extreme comment.

Zadanie 10. (0-3)

Uzupełnij zdania 10.1.-10.3. Wykorzystaj w odpowiedniej formie wyrazy podane w nawiasach. Nie zmieniaj ich kolejności. Jeśli to konieczne, dodaj inne wyrazy. W każdą lukę możesz wpisać maksymalnie cztery wyrazy. Wymagana jest pełna poprawność gramatyczna i ortograficzna.

10.1. I regret not applying for the internship. I (wish / I / apply) ______________________________ for the internship.

10.2. People say that the cafe serves the best coffee in the area. The cafe (say / serve) ______________________________ the best coffee in the area.

10.3. He realised the door was locked only after he tried to leave. Only after trying to leave (he / realise) ______________________________ the door was locked.

Zadanie 11. (0-3)

Przetłumacz na język angielski fragmenty podane w nawiasach tak, aby otrzymać logiczne i gramatycznie poprawne zdania. W każdą lukę możesz wpisać maksymalnie cztery wyrazy. Wymagana jest pełna poprawność ortograficzna.

11.1. (Gdyby nie twoja rada) ______________________________, I would have made a serious mistake.

11.2. He (nie powinien był ignorować) ______________________________ the warning signs.

11.3. Only then (zrozumiałam) ______________________________ how serious the situation was.

Wypowiedź pisemna (13 punktów)

Zadanie 12. (0-13)

Wypowiedz się na jeden z poniższych tematów. Wypowiedź powinna zawierać od 200 do 250 wyrazów i spełniać wszystkie wymogi typowe dla formy wskazanej w poleceniu. Każdy temat zawiera dwa elementy, które należy omówić.

1. Lokalny dom kultury planuje zrezygnować z większości stacjonarnych zajęć dla młodzieży i przenieść je do internetu, aby ograniczyć koszty. Napisz list formalny do dyrektora domu kultury, w którym omówisz możliwe skutki tej zmiany dla młodych ludzi oraz zaproponujesz rozwiązania, które pozwoliłyby obniżyć koszty bez całkowitej rezygnacji z zajęć stacjonarnych.

2. Coraz więcej uczniów korzysta z cyfrowych narzędzi do planowania nauki, organizowania notatek i monitorowania postępów. Napisz artykuł do magazynu szkolnego, w którym omówisz korzyści wynikające z takiego wsparcia oraz zagrożenia związane z nadmiernym poleganiem na technologii.

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

Karta wyniku

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