Arkusz próbny 3 - 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.
• Nagrania do zadań należy odtworzyć dwukrotnie. Transkrypcje znajdują się w części dla nauczyciela.
• W zadaniach otwartych przestrzegaj limitu wyrazów wskazanego w poleceniu.
• W Writingu wybierz jeden z dwóch tematów i napisz 200-250 wyrazów.

Rozumienie ze słuchu (15 punktów)

Zadanie 1. (0-4)

Usłyszysz cztery wypowiedzi osób mówiących o uczeniu się nowych umiejętności. Do każdej wypowiedzi (1.1.-1.4.) dopasuj zdanie (A-E), które najlepiej oddaje jej sens. Jedno zdanie zostało podane dodatkowo.

A. The speaker realised how important it is to ask other people for assistance.

B. The speaker changed their opinion about a particular way of learning.

C. The speaker learnt something useful as a result of an unsuccessful attempt.

D. The speaker found comparing their performance with others motivating.

E. The speaker understood something better while explaining it to another person.

Odpowiedzi: 1.1. ____ 1.2. ____ 1.3. ____ 1.4. ____

Zadanie 2. (0-4)

Usłyszysz rozmowę z osobą prowadzącą lokalną inicjatywę Repair Café. W zadaniach 2.1.-2.4. wybierz odpowiedź zgodną z treścią nagrania. Zakreśl jedną z liter: A, B, C albo D.

2.1. What originally encouraged Anna to start the Repair Café?

A. She wanted to teach young people practical skills.

B. She noticed that many repairable objects were being thrown away.

C. She needed a place where local craftspeople could work.

D. She wanted to reduce the cost of professional repairs.

2.2. What surprised the volunteers after the café opened?

A. Most visitors brought electronic equipment.

B. Young people were better at repairing things than older visitors.

C. Many objects had considerable emotional value for their owners.

D. Visitors usually wanted to repair things themselves.

2.3. According to Anna, what is the biggest organisational difficulty?

A. Predicting which specialists will be needed on a particular day.

B. Finding enough space for the equipment.

C. Obtaining replacement parts cheaply.

D. Convincing experts to work without payment.

2.4. What does Anna intend to do next?

A. Open a permanent repair shop.

B. Introduce repair lessons in local schools.

C. Take the initiative to communities outside the town.

D. Create online repair courses.

Zadanie 3. (0-4)

Usłyszysz fragment podcastu dotyczącego ograniczania korzystania ze smartfona. Uzupełnij luki 3.1.-3.4. zgodnie z treścią nagrania, tak aby jak najbardziej precyzyjnie oddać jego sens. Luki należy uzupełnić w języku angielskim. W każdą lukę możesz wpisać maksymalnie sześć wyrazów.

3.1. Laura realised that every morning she checked her phone ______________________________

3.2. Her first step was to ______________________________

3.3. During her journey to work, she replaced scrolling through her phone with ______________________________

3.4. One unexpected result of the experiment was that Laura ______________________________

Zadanie 4. (0-3)

Usłyszysz trzy krótkie wypowiedzi. W zadaniach 4.1.-4.3. wybierz odpowiedź zgodną z treścią nagrania. Zakreśl jedną z liter: A, B albo C.

4.1. The speaker is mainly trying to

A. complain about the quality of digital receipts.

B. explain why paper receipts should still be available.

C. persuade shops to stop printing receipts automatically.

4.2. Where would you most probably hear the second speaker?

A. in a museum

B. at a railway station

C. in a department store

4.3. What is the third speaker's attitude towards the four-day working week?

A. completely enthusiastic

B. strongly critical

C. cautiously positive

Rozumienie tekstów pisanych (18 punktów)

Zadanie 5. (0-4)

Przeczytaj cztery teksty dotyczące zmian w przestrzeni miejskiej. Dopasuj pytania 5.1.-5.4. do tekstów A-D.

A. THE COMMUNITY FRIDGE

When a large fridge appeared outside our community centre, some residents assumed it belonged to a new café. In fact, it was part of a project designed to reduce food waste. Local shops, restaurants and individuals can leave perfectly edible food they no longer need, while anybody is free to take it.

One important rule is that the fridge is available to everyone. People do not have to prove that they are in financial difficulty, nor are they expected to leave something in exchange. The organisers believe this prevents embarrassment and makes food sharing feel like an ordinary part of community life.

B. NIGHT BUSES

When the city announced that several bus routes would operate throughout the night, the idea attracted criticism. Opponents claimed the buses would run almost empty and that antisocial behaviour would increase.

Six months later, however, passenger figures told a different story. The services were especially popular among hospital staff, restaurant workers and students. Police data also showed no significant rise in incidents near the routes. As a result, two additional night services are now being considered.

C. ABOVE THE STREETS

The original aim of the Green Roof Project was simple: grow vegetables on unused rooftops and reduce the distance food had to travel before reaching consumers.

The vegetables were certainly successful, but something less predictable happened. Residents who had barely spoken to one another began spending time together while watering plants and harvesting tomatoes. The organisers now say that creating stronger neighbourhood relationships may be the project's most valuable achievement.

D. THE EARLY LIBRARY

For decades, Westbrook Library opened at ten in the morning. Staff assumed there would be little demand for an earlier start.

Then researchers analysed data from the library's electronic returns box. They discovered that a surprisingly large number of books were being returned between seven and nine, usually by commuters on their way to work.

The library tested an 8 a.m. opening time for three months. Attendance was so high that the new hours became permanent.

Which text mentions an initiative which...

5.1. produced an important benefit which had not originally been planned? ____

5.2. was criticised before evidence showed that some concerns were unfounded? ____

5.3. allows people to benefit without providing anything in return? ____

5.4. was modified after the organisers studied people's existing habits? ____

Zadanie 6. (0-4)

Przeczytaj tekst. W zadaniach 6.1.-6.4. wybierz odpowiedź zgodną z jego treścią. Zakreśl jedną z liter: A, B, C albo D.

DO WE REALLY NEED TO OWN EVERYTHING?

The first time I visited my local Library of Things, I wasn't trying to change my lifestyle. My electric drill had stopped working halfway through putting up a shelf, and buying another one seemed ridiculous. I probably use a drill twice a year. A neighbour suggested borrowing one from a recently opened organisation whose shelves contained everything from power tools to camping equipment.

The name “Library of Things” is quite literal. Members reserve an item online, collect it for a few days and then return it. There is a small charge, but it is usually only a fraction of the purchase price. According to Maya, the project's coordinator, new visitors often expect drills and saws to be the most popular items. In reality, carpet cleaners are borrowed far more frequently. “People need them for perhaps two hours every six months,” she explains. “Buying one makes very little financial sense.”

The system may sound simple, but keeping it running requires more than a room full of useful objects. Every item is checked after it is returned. Members receive instructions, and damaged equipment must be reported immediately. Maya says the organisation depends heavily on trust, but clear procedures are equally important. A badly maintained tool could be dangerous, so volunteers regularly inspect the collection and remove items that are no longer reliable.

There is also a social side to the project. Monthly workshops teach residents how to use tools, mend clothes and repair basic household equipment. Interestingly, many participants attend even when they have nothing to repair. For some, the attraction is simply spending an evening doing something practical with other people.

After borrowing that first drill, I returned several times. I have since used a pressure washer, a tent and an enormous ladder which I would have had nowhere to store. It has not turned me into a minimalist. I still own far too many things. But whenever I am about to buy something, I now ask myself a question that had rarely occurred to me before: do I actually need to own this, or do I simply need to use it?

6.1. Why did the author first visit the Library of Things?

A. A neighbour asked him to return some equipment.

B. He needed a tool but did not want to buy another one.

C. He was interested in adopting a minimalist lifestyle.

D. He wanted help repairing a broken shelf.

6.2. What does Maya say visitors often find surprising?

A. Tools are cheaper to borrow than expected.

B. Most members borrow equipment for several weeks.

C. A household cleaning device is more popular than power tools.

D. Members are allowed to reserve several objects at once.

6.3. What does the third paragraph suggest?

A. Successful lending requires both cooperation and careful organisation.

B. Volunteers spend most of their time repairing damaged equipment.

C. Members frequently fail to report broken objects.

D. Safety regulations make the system unnecessarily complicated.

6.4. What has changed most for the author?

A. He no longer buys household equipment.

B. He has become interested in repairing things himself.

C. He has decided to get rid of most of his possessions.

D. He thinks more carefully about whether ownership is necessary.

Zadanie 7. (0-4)

Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (7.1.-7.4.) literę odpowiadającą brakującemu zdaniu (A-F). Dwa zdania zostały podane dodatkowo.

THE LONG WAY HOME

Last summer, I accepted a challenge from a friend: travel from northern Italy to my home in Britain without taking a plane or travelling in a private car. Trains, buses, ferries, bicycles and walking were allowed.

At first, I approached the journey as a complicated transport puzzle. I spent evenings comparing timetables and trying to create perfect connections. Then I realised that perfect planning was impossible. One delayed train could destroy the entire schedule. 7.1. ____

That change of attitude became useful almost immediately. On the second day, a cancelled train left me in a small town I had never intended to visit. The next connection was four hours later. My first reaction was frustration, but the station employee recommended a market in the old town. I left my luggage in a locker and went exploring. 7.2. ____ By the time I returned to the station, the delay felt less like wasted time and more like an unexpected part of the trip.

The overnight ferry was another surprise. I had imagined spending the journey answering emails and watching films, but the internet connection disappeared shortly after we left port. At first, I kept checking my phone as if a signal might suddenly return. Eventually I gave up. 7.3. ____ I watched the coastline disappear, talked to two cyclists travelling to Scotland and read almost half a novel.

Of course, slow travel is not automatically relaxing. I carried my luggage up more staircases than I care to remember, slept badly on the ferry and spent far too much money on station coffee. The trip also required more time than a flight.

Still, when I finally arrived home, I realised how many individual places and conversations I could remember. Normally, the journey itself disappears between the departure lounge and baggage collection. This time, it had been the main event. 7.4. ____ Yet I would happily do it again.

A. Instead of treating the delay as a disaster, I decided to use the time I had been given.

B. Unfortunately, the market turned out to be closed that afternoon.

C. The journey had taken almost three times as long as flying and had certainly been less convenient.

D. That limitation, however, soon became part of the attraction: I had to stop trying to control every minute.

E. Since then, I have decided never to travel by air again.

F. For the first time in months, there was nothing useful I could do online, so I started paying attention to what was around me.

Zadanie 8. (0-3)

Przeczytaj tekst. Uzupełnij luki 8.1.-8.3. zgodnie z treścią tekstu, tak aby jak najbardziej precyzyjnie oddać jego sens. Luki należy uzupełnić w języku angielskim. W każdą lukę możesz wpisać maksymalnie sześć wyrazów.

CELEBRATING BAD IDEAS

Most museums are designed to preserve achievements. The Museum of Failure does almost the opposite. Its collection consists of products and services which were once launched with confidence but did not succeed commercially.

The museum's founder, Samuel West, created the exhibition because he believed discussions about innovation were often misleading. Companies like to describe successful products as the result of brilliant ideas and careful planning. In reality, he argues, innovation also involves experiments that go wrong. By displaying unsuccessful products, he hopes to make failure seem less embarrassing and encourage people to analyse it.

Visitors often laugh at some exhibits. A combination television and exercise bike, for example, attracts plenty of photographs because its design seems bizarre today. Yet West points out that simply laughing at old products misses the point. Many were created by intelligent teams with substantial budgets and market research.

His interest in the subject began after he worked on a product that failed despite months of preparation. Instead of openly discussing what had gone wrong, the company quickly stopped talking about it. West realised that organisations which hide mistakes may lose the opportunity to learn from them - and may even make very similar mistakes again.

8.1. Why does Samuel West display unsuccessful products?

To show that innovation also involves ______________________________

8.2. Why do visitors often photograph some of the exhibits?

Because from today's perspective some of them ______________________________

8.3. What did West learn from the failure of a product he worked on?

He realised that organisations which do not analyse their mistakes may ______________________________

Zadanie 9. (0-3)

Przeczytaj tekst. W zadaniach 9.1.-9.3. wybierz odpowiedź zgodną z jego treścią. Zakreśl jedną z liter: A, B, C albo D.

AN HOUR OF QUIET

Every Tuesday afternoon, one supermarket near my home becomes unusually calm. The lights are slightly dimmer, announcements are kept to a minimum and staff avoid unnecessary noise. It is the store's “quiet hour”, originally introduced for customers who find crowded, brightly lit environments difficult.

I expected the initiative to be appreciated mainly by people with sensory sensitivities. What I did not expect was the number of other shoppers who deliberately began visiting at that time. Parents with small children said the atmosphere was less stressful. Older customers enjoyed being able to hear conversations more easily. Even some employees admitted that the hour was a welcome break from the usual level of stimulation.

This does not mean the entire shopping day should become silent. Supermarkets are busy social spaces, and completely removing music, announcements and ordinary conversation would be unrealistic. But quiet hour demonstrates something useful: designing a service for one group can sometimes improve the experience for many others as well.

9.1. What surprised the author?

A. Some employees disliked the quieter atmosphere.

B. The initiative attracted people beyond its original target group.

C. Parents complained about the reduced lighting.

D. The supermarket became busier than usual.

9.2. According to the author, quiet hours

A. should replace normal opening hours.

B. are difficult for employees to organise.

C. work mainly because fewer customers enter the shop.

D. illustrate how inclusive solutions can have wider benefits.

9.3. The author's attitude towards the initiative is

A. doubtful.

B. indifferent.

C. positive but realistic.

D. strongly critical.

Znajomość środków językowych (14 punktów)

Zadanie 10. (0-4)

Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B, C albo D.

WHY SLEEP MATTERS WHEN WE LEARN

Students sometimes assume that an extra hour of revision is always more useful than an extra hour of sleep. Research, however, suggests that this idea may be 10.1. _____ from the truth.

While we sleep, the brain processes information gathered during the day. Memories which initially seem fragile can become more stable, making them easier to 10.2. _____ later.

This does not mean that sleeping can 10.3. _____ careful study. If information has never been learnt in the first place, the brain has little to consolidate. Nevertheless, repeatedly studying until late at night may be counterproductive if it comes 10.4. _____ adequate rest.

10.1. A. distant | B. apart | C. away | D. far

10.2. A. remind | B. recall | C. recognise | D. revise

10.3. A. make up | B. take over | C. substitute for | D. go against

10.4. A. at the expense of | B. in favour of | C. on behalf of | D. in response to

Zadanie 11. (0-4)

Przeczytaj tekst. Uzupełnij każdą lukę (11.1.-11.4.), przekształcając jeden z wyrazów z ramki w taki sposób, aby powstał spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna wpisywanych wyrazów. Dwa wyrazy zostały podane dodatkowo.

SCIENCE | RELY | ACCESS | VALUE | PARTICIPATE | PRECISE

CITIZEN SCIENCE

Professional researchers increasingly invite ordinary people to assist them with data collection. Such projects, often known as citizen science, may involve counting birds, measuring rainfall or identifying stars in photographs.

Modern technology has made participation much more 11.1. __________, because observations can be submitted using an ordinary smartphone.

Naturally, researchers must check the 11.2. __________ of information provided by large numbers of volunteers.

Nevertheless, when projects are carefully designed, public 11.3. __________ can provide researchers with enormous quantities of data.

For scientists trying to observe changes across large geographical areas, this information may be extremely 11.4. __________.

Zadanie 12. (0-3)

Uzupełnij zdania 12.1.-12.3. Wykorzystaj w odpowiedniej formie podane w nawiasach wyrazy. Nie zmieniaj kolejności podanych wyrazów, trzeba natomiast - jeżeli jest to konieczne - dodać inne wyrazy, tak aby otrzymać logiczne i gramatycznie poprawne zdania. W każdą lukę możesz wpisać maksymalnie pięć wyrazów, wliczając w to wyrazy już podane.

12.1. I didn't apply for the scholarship and now I regret it.

I (wish / apply) ______________________________ for the scholarship.

12.2. Tom brought food with him, but the organisers provided everything.

Tom (need / bring) ______________________________ any food.

12.3. You really should apologise to her now.

It (high / time / apologise) ______________________________ to her.

Zadanie 13. (0-3)

Przetłumacz na język angielski fragmenty podane w nawiasach, tak aby otrzymać logiczne i gramatycznie poprawne zdania. W każdą lukę możesz wpisać maksymalnie pięć wyrazów.

13.1. There (nie ma sensu narzekać) ______________________________ about the weather because we cannot change it.

13.2. Mark continued working (mimo że był zmęczony) ______________________________.

13.3. I realise now that I (powinnam była powiedzieć) ______________________________ you the truth earlier.

Wypowiedź pisemna (13 punktów)

Zadanie 14. (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.

Temat 1 - rozprawka

Coraz więcej szkół rozważa wprowadzenie jednego dnia w tygodniu, podczas którego uczniowie nie mogliby korzystać ze smartfonów na terenie szkoły. Napisz rozprawkę, w której przedstawisz zalety i wady takiego rozwiązania, odnosząc się do procesu nauki oraz relacji między uczniami.

Temat 2 - artykuł publicystyczny

Coraz więcej młodych ludzi uczy się praktycznych umiejętności - np. gotowania, naprawiania przedmiotów czy obsługi programów komputerowych - za pomocą krótkich filmów i tutoriali dostępnych w internecie. Napisz artykuł, w którym wyjaśnisz, dlaczego taka forma nauki stała się popularna, oraz rozważysz, czy materiały internetowe mogą całkowicie zastąpić naukę prowadzoną przez nauczyciela lub instruktora.

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

Karta wyniku

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