Arkusz próbny 3 - matura podstawowa

Autorski materiał treningowy. To nie jest oficjalny arkusz Centralnej Komisji Egzaminacyjnej. Format (liczba zadań, punktacja, typy poleceń) przyjęto zgodnie z parametrami Informatora CKE 2024/2025. Wszystkie teksty, nagrania 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 dokładnie polecenia. W zadaniach zamkniętych wybieraj odpowiedź zgodnie z instrukcją.
• 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.
• W części Listening każdy tekst należy odtworzyć lub odczytać dwukrotnie. Transkrypcje są w części dla nauczyciela, w sekcji z kluczem.
• W wypowiedzi pisemnej napisz 100-150 wyrazów i rozwiń każdy z czterech podpunktów.

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 regrets waiting too long before learning a useful skill.

B. The speaker changed their opinion after trying an activity.

C. The speaker explains why a purchase turned out to be unnecessary.

D. The speaker advises checking one detail before making a booking.

E. The speaker describes solving a problem with another person's help.

F. The speaker enjoyed a place because it was unexpectedly quiet.

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 did the speaker start preparing lunch at home? A. to save money B. to eat healthier food C. to improve cooking skills

Tekst 2.

2.2. Why must visitors register for the astronomy event? A. They need to borrow equipment. B. The number of places is limited. C. The club needs to know who owns a telescope.

2.3. What are visitors asked to do? A. wear warm clothes B. bring their own telescope C. print their ticket

Tekst 3.

2.4. What first gave Lena the idea for the board-game shelf? A. She wanted to reduce people's screen use. B. The cafe owner asked for a new attraction. C. She needed games for a school project.

2.5. What problem did Lena have at the beginning? A. Customers damaged several games. B. The cafe owner was not convinced by the idea. C. The cafe staff refused to explain the games.

2.6. What does Lena like most about the project now? A. Families spend more money in the cafe. B. Children teach adults how to play. C. The games encourage strangers to interact.

Zadanie 3. (0-4)

Usłyszysz dwukrotnie informację o pieszej wycieczce po mieście. 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 - POOL NOTICE

On Saturday morning lanes 1 and 2 will be reserved for a swimming competition. Regular visitors may still use lanes 3-6 from 8 a.m. The children's pool will remain closed until 11 a.m. because staff will be installing new safety equipment. Anyone with a lesson booked before 11 a.m. will receive an email from the swimming school with a new time.

4.1. What information is given in the notice? A. The whole pool will open later than usual. B. Some swimming lessons will be moved to a different time. C. Regular visitors cannot use the main pool on Saturday morning.

TEXT 2

I bought my first proper camera second-hand. At first I worried that an older model would limit me, but it actually helped. Because it had fewer automatic settings, I had to understand what the controls did instead of letting the camera decide everything. My photos were terrible for the first week, but learning from those mistakes made me much more confident.

4.2. What does the writer say about the second-hand camera? A. It encouraged the writer to learn how photography works. B. It produced better photos than newer cameras. C. It was easier to use than the writer had expected.

TEXT 3

Hi Ella,

Your parcel was due today, but the delivery company has changed the date to Friday. They tried to bring it yesterday while I was at work, even though the tracking page said Thursday. I have now selected the option to leave it at the neighbourhood collection point, so you will not need to wait at home. I will send you the collection code as soon as it arrives.

Mum

4.3. What has Mum done? A. She has asked the company to deliver the parcel to her workplace. B. She has arranged for the parcel to be collected from another place. C. She has changed the delivery date to Thursday.

TEXT 4 - WEEKEND CODING CLUB

Want to build a simple mobile game? Join our Saturday club for beginners aged 15-18. You do not need any programming experience. Laptops are available, although you may bring your own. The first session is free. After that, membership costs £12 per month. Book the first session online; payment is only required if you decide to continue.

4.4. Which statement is true about the coding club? A. Beginners can attend without paying for the first session. B. Participants must bring their own computers. C. Everyone has to pay before booking a place.

Zadanie 5. (0-4)

Przeczytaj tekst podzielony na cztery części (5.1.-5.4.). Dobierz właściwy nagłówek (A-F) do każdej części. Wpisz odpowiednią literę. Uwaga: dwa nagłówki zostały podane dodatkowo.

FOUR SMALL STUDY HABITS

A. Make the beginning of a task easier.

B. Use movement to remember information.

C. Choose one place for every subject.

D. Finish while you still know what comes next.

E. Remove every possible source of noise.

F. Test yourself instead of only rereading.

5.1. When a task feels too large, decide on the smallest possible first action. Do not write 'revise biology' on your list. Write 'open the notes and answer the first three questions'. Starting often requires more energy than continuing, so a very specific first step can reduce the temptation to postpone the work.

5.2. Reading the same page again can create the feeling that you know it, especially because the words look familiar. A better check is to close the book and write down what you can remember, or explain the idea aloud without looking. The gaps in your memory then become obvious and show you what to review next.

5.3. Many students stop only when they are completely exhausted or when they have finished an entire chapter. Try ending a session a little earlier, at a point where the next step is clear. Before you leave, write one sentence saying exactly what you will do when you return. This makes it much easier to restart later.

5.4. If you have vocabulary to learn, sitting still is not always necessary. Some learners remember words better when they walk around the room, point to objects or act out verbs. The movement does not replace repetition, but it can create an extra memory link and make a short revision session more active.

5.1. ____ 5.2. ____ 5.3. ____ 5.4. ____

Zadanie 6. (0-4)

Przeczytaj tekst. W zadaniach 6.1.-6.4. z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

THE MAP OF QUIET PLACES

When sixteen-year-old Amir changed schools, he had a problem he had not expected: he could not find anywhere calm to study after lessons. His family lived in a small flat, the school library closed early, and the public library was a forty-minute bus ride away. Instead of accepting the situation, Amir began noting other places where students could sit for an hour without being expected to buy anything.

At first his list was for two friends. It included a community centre foyer, a museum reading room and even the waiting area of a sports centre during quiet hours. Then a teacher suggested turning the notes into an online map. Amir created a simple form asking students to rate places for noise, seating, opening times, internet access and whether staff were comfortable with people studying there. He expected perhaps twenty replies. Within a week, more than 180 students had contributed.

The results challenged some of Amir's assumptions. Cafes were popular but often scored poorly because students felt pressure to keep buying drinks. The highest-rated place was a large garden centre on the edge of town. It had an indoor seating area beside its cafe, but customers did not need to order anything. Students said the space was bright, warm and surprisingly peaceful on weekday afternoons. Amir contacted the manager before adding it to the public map and was told that students were welcome as long as they left tables free at lunchtime.

The map now contains more than thirty locations. Amir does not describe it as a solution to the shortage of study spaces; he says towns still need accessible libraries and youth centres. However, the project has helped students use existing public places more confidently. It has also started conversations with local organisations. Two venues have added extra sockets after students mentioned the problem, and one community centre has extended its opening hours during exam season. Amir's next aim is to make the map easier for students with disabilities by adding information about lifts, step-free entrances and accessible toilets.

6.1. Why did Amir first begin making a list of places? A. He needed somewhere suitable to study after school. B. He wanted to compare public libraries in the town. C. His teacher asked him to create a local project.

6.2. What happened after Amir created the online form? A. Most students recommended cafes. B. Far more students replied than he expected. C. Several businesses asked to appear on the map.

6.3. Why did the garden centre receive a high rating? A. It offered students free drinks. B. It had a separate room only for students. C. Students could sit there comfortably without buying anything.

6.4. What effect has the map already had? A. Some local places have changed facilities or opening times. B. The town has announced plans for a new library. C. Amir has started charging organisations to join the map.

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 LIBRARY OF THINGS

A. That condition turned out to be easier to meet than she had expected.

B. The system keeps membership affordable and gives old objects a longer life.

C. This means the collection is carefully selected rather than simply allowed to grow.

D. She soon realised that borrowing could be useful on a much larger scale.

E. Some members prefer buying equipment after trying it once.

When Maya moved into her first flat, she discovered how many objects people buy for jobs they do only once or twice a year. She needed a drill to put up two shelves, but buying one seemed wasteful. A neighbour lent her his, and the experience gave Maya an idea.

7.1. _____

She began researching 'libraries of things' - places where members borrow useful household equipment instead of books. There was nothing similar in her district, so she asked the local community centre whether it could provide a small storage room. The centre agreed, but only if Maya found volunteers to run the service.

7.2. _____

Within a month, eight volunteers had joined her. They started with donated tools, a carpet cleaner, camping equipment and a sewing machine. Members pay a small yearly fee and can reserve items online. The money is used for repairs and replacement parts rather than for buying large numbers of new products.

7.3. _____

The project has become popular, but not every donated object is accepted. Volunteers check whether an item is safe, useful and reasonably easy to maintain. They also avoid collecting things that are very cheap to buy but expensive to repair. Maya says the goal is not to own as much as possible, but to keep a practical collection that people genuinely use.

7.4. _____

Next year the team hopes to add short workshops showing members how to use unfamiliar equipment safely. Maya believes this will make people more confident about borrowing items they have never tried before and will reduce the number of damaged tools returned to the centre.

Zadanie 8. (0-4)

Przeczytaj tekst. Na podstawie informacji w nim zawartych odpowiedz krótko na pytania 8.1.-8.4. Odpowiedzi należy udzielić w języku angielskim.

A DIFFERENT KIND OF SCHOOL TRIP

Last spring, a group of students from Brookfield School spent one day working with park rangers instead of visiting a tourist attraction. The idea came from geography teacher Ms Patel, who wanted students to see how a protected landscape is managed. In the morning, the group learned to identify several invasive plant species. They then worked in pairs to remove small plants from an area beside a walking path.

After lunch, the students used simple measuring equipment to check the depth and temperature of water in a stream. The rangers explained that these measurements are repeated every month and compared over time. The students were surprised that ordinary measurements could help show whether conditions for wildlife were improving.

At the end of the day, everyone completed a short feedback form. Most students said the physical work had been harder than expected, but they preferred taking part in a real project to simply listening to a talk. The school now plans to repeat the trip next year and invite a smaller group of students to return in autumn to compare the stream results.

8.1. Who suggested organising the trip? ____________________

8.2. What did the students remove in the morning? ____________________

8.3. Why are the stream measurements repeated every month? ____________________

8.4. What did most students prefer doing instead of simply listening to a talk? ____________________

Znajomość środków językowych (13 punktów)

Zadanie 9. (0-3)

Uzupełnij minidialogi (9.1.-9.3.). Wybierz spośród podanych opcji brakującą wypowiedź. Zakreśl jedną z liter: A, B albo C.

9.1. X: Would you mind closing the window? Y: _____ A. Not at all. B. Never mind. C. It does not close.

9.2. X: How long does it take you to get to school? Y: _____ A. At half past seven. B. About twenty minutes. C. Twice a day.

9.3. X: I cannot come to the match on Saturday. Y: _____ A. That is a pity. B. It is my turn. C. I am afraid so.

Zadanie 10. (0-4)

Przeczytaj tekst. Wybierz odpowiedź A, B albo C, która poprawnie uzupełnia każdą lukę (10.1.-10.4.).

WHY SHORT WALKS CAN HELP YOU THINK

When you are stuck on a problem, leaving your desk for a short walk may be more useful 10.1. _____ staring at the same page. Walking gives your attention a brief change of focus and can make it easier to return 10.2. _____ a task with a fresh idea. You do not need to walk far or fast. Even ten minutes may be 10.3. _____ to break a period of unproductive concentration. The important thing is to avoid turning the break into an hour of phone use, 10.4. _____ can make it harder to begin again.

10.1. A. than B. from C. as

10.2. A. at B. to C. for

10.3. A. enough B. too C. such

10.4. A. who B. where C. which

Zadanie 11. (0-3)

Przeczytaj tekst. Uzupełnij każdą lukę (11.1.-11.3.) jednym wyrazem, tak aby powstał spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna wpisywanych wyrazów.

I have always enjoyed cooking, but I did not start making bread 11.1. __________ I moved into my own flat. At first, my loaves were too heavy because I did not leave the dough long 11.2. __________. Now I usually prepare it in the evening and bake it the next morning. I still make mistakes, but I am much more confident 11.3. __________ I was a year ago.

Zadanie 12. (0-3)

Uzupełnij zdania 12.1.-12.3. 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.

12.1. The shop opened at 9 a.m. and it is still open now. The shop (be/open) ____________________ since 9 a.m.

12.2. Perhaps Tom forgot about the meeting. Tom (might/forget) ____________________ about the meeting.

12.3. This bicycle is cheaper than that one. That bicycle (expensive) ____________________ this one.

Wypowiedź pisemna (12 punktów)

Zadanie 13. (0-12)

Niedawno wziąłeś/wzięłaś udział jako wolontariusz/wolontariuszka w lokalnym festiwalu. Na blogu szkolnym:

• wyjaśnij, dlaczego zdecydowałeś/zdecydowałaś się zostać wolontariuszem/wolontariuszką i jakie zadanie Ci przydzielono,
• opisz przygotowania przed festiwalem i jedną rzecz, która Cię zaskoczyła,
• przedstaw problem, który pojawił się podczas wydarzenia, oraz wyjaśnij, jak został rozwiązany,
• napisz, czego nauczyło Cię to doświadczenie, i zachęć innych uczniów do wolontariatu przy 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.