Arkusz próbny 4 - 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 found a cheaper way to continue an activity.

B. The speaker learned that asking someone for help can save a lot of time.

C. The speaker recommends arriving earlier than the official starting time.

D. The speaker changed their opinion after trying a new responsibility.

E. The speaker explains why a present had to be returned.

F. The speaker was disappointed because plans changed at the last moment.

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 take the first-aid course? A. to get a qualification needed for work B. to learn how to react in an emergency C. to prepare for a cycling competition

Tekst 2.

2.2. What must students do by Wednesday if they want to take part in the clothes swap? A. bring suitable clothes to reception B. collect tokens from the sports hall C. register for the volunteer team

2.3. Where will the clothes swap take place? A. in the main hall B. in the sports hall C. in the library

Tekst 3.

2.4. What gave Maya the idea for Lunch Unplugged? A. a school survey about phone use B. seeing friends sit together without talking C. a rule introduced by the head teacher

2.5. What was the main difficulty at the beginning? A. getting permission from the school B. finding a suitable place in the cafeteria C. persuading students to try the table

2.6. What does Maya value most about the project now? A. Students use their phones less throughout the school day. B. Students who did not know each other have started talking. C. Lunchtime in the cafeteria has become much quieter.

Zadanie 3. (0-4)

Usłyszysz dwukrotnie informację o sobotnim wydarzeniu Repair Morning. 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 - MONDAY UPDATE

Our kitchen will open at noon today because a new cooker is being installed. Between 9 a.m. and 12 p.m. we can still serve drinks and cakes. Customers who booked breakfast online for this morning will automatically receive a full refund; there is no need to contact us.

4.1. What will happen to customers who booked breakfast online for this morning? A. They will be offered a different meal. B. They must contact the cafe to change their booking. C. They will get their money back automatically.

TEXT 2

Last winter I borrowed a pair of ice skates from my cousin. I expected skating to be almost impossible and spent the first twenty minutes holding on to the side of the rink. Then an instructor showed me how to bend my knees and keep my balance. By the end of the session I could cross the rink on my own. I still fall sometimes, but I enjoyed it enough to sign up for a weekly class.

4.2. What does the writer say about learning to skate? A. Some simple advice made it easier than expected. B. Borrowed equipment caused most of the problems. C. The writer joined a course before trying the activity.

TEXT 3

Hi Dad,

Bus 42 is not running past the market because of roadworks. I am taking number 18 to the library instead and then walking for about ten minutes. Please do not wait for me at the usual stop. I should still be home by 6:15 unless the traffic gets worse.

Alex

4.3. What has Alex changed? A. the route home B. the time of an appointment C. the place where Dad should collect Alex

TEXT 4 - MUSEUM VISITOR NOTICE

Photography is permitted without flash in the permanent collection. Please remember that no photographs may be taken in the temporary exhibition on the first floor. Tripods are not allowed anywhere in the museum. Visitors may make pencil sketches in all galleries.

4.4. Which statement is true? A. Flash photography is allowed downstairs. B. Photography is not allowed in one part of the museum. C. Visitors may use tripods in the permanent collection.

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. Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

THE LIBRARY OF THINGS

When our town library announced that it was going to lend drills, sewing machines and camping equipment, many people thought the announcement was a joke. 5.1. _____ The project, called the Library of Things, was launched after a survey showed that residents owned many useful objects which they used only once or twice a year.

At first, staff expected older residents to borrow most of the items, but teenagers and young families quickly became regular users too. 5.2. _____ One student borrowed a projector for a film night, while a family took a tent for a weekend before deciding whether it was worth buying their own.

To borrow an item, users complete a short safety form and, for some electrical equipment, watch a five-minute demonstration. Most things may be kept for one week. 5.3. _____ As a result, popular objects such as carpet cleaners and electric drills are rarely unavailable for long.

The project has also changed the way people use the library. Borrowers often return equipment with practical advice for the next person, and staff collect the best suggestions. 5.4. _____ Next spring, the library plans to add monthly repair sessions so that residents can learn how to look after the things they already own.

Zdania A-E

A. However, late returns are charged a small fee.

B. In fact, the idea was completely serious.

C. Many of them use the service to try something before spending money on it.

D. This information is now kept in a folder that other borrowers can read.

E. For this reason, the library has stopped lending ordinary books.

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.

MY SATURDAY JOB AT THE COMMUNITY RADIO STATION

I first noticed the volunteer advert at our local radio station because it was pinned next to a poster for a concert. I had never dreamed of becoming a radio presenter. What interested me was finding out how programmes were actually made, so I applied for a Saturday morning position.

During my first few weeks, I did not speak on air at all. I organised the music library, checked details of local events and helped prepare short notes for presenters. I was surprised by how much work happened before anyone switched on a microphone. A three-minute interview, for example, might involve an hour of phone calls and background reading.

One Saturday a producer was ill, and I was asked to help prepare an interview with a local baker who had won a national competition. I read about her business and wrote a list of possible questions. During the live programme, the presenter used one of my questions. Hearing it on air was exciting, but the experience also showed me why good preparation matters.

A few months later, I was given a five-minute weekly section about events for teenagers. My first recording sounded terrible to me because I spoke far too quickly. I was nervous and wanted to finish before I made a mistake. My mentor suggested marking places in my script where I should pause and imagining that I was speaking to one person rather than hundreds of listeners. The advice worked, and after a few weeks I sounded much more natural.

The most useful thing I have learned is not how to use a microphone. It is how to listen to feedback and make small improvements. I am now considering a media course after school, but even if I choose something completely different, I know the communication skills I have gained will be useful.

6.1. Why did the writer apply to the radio station? A. to learn what happens behind the scenes B. to begin a career as a presenter C. to complete compulsory school volunteering

6.2. What surprised the writer during the first few weeks? A. how difficult it was to find local guests B. how much preparation happened before a programme C. how much freedom volunteers had to choose the music

6.3. What was wrong with the writer's first weekly section? A. It was too long. B. It included incorrect information. C. The writer spoke too fast.

6.4. What does the writer consider the most valuable lesson? A. Live broadcasting is the best way to become confident. B. Feedback can help you improve practical skills. C. Radio work is mainly about learning technical equipment.

Zadanie 7. (0-4)

Przeczytaj informacje o czterech osobach (7.1.-7.4.) oraz opisy pięciu zajęć (A-E). Do każdej osoby dopasuj zajęcia, które najlepiej odpowiadają jej potrzebom. Wpisz właściwą literę. Uwaga: jedne zajęcia zostały podane dodatkowo.

7.1. Ben He wants to try a physical activity indoors. He has never done it before and does not own any special equipment.

7.2. Sara She enjoys cooking and wants to make something she can take home. Saturday afternoon is the best time for her.

7.3. Olivia She wants to learn a useful skill that will help her look after something she already owns. She can bring the necessary item with her.

7.4. Jacob He wants a creative activity outdoors. He does not have specialist materials and would prefer them to be provided.

ZAJĘCIA

A. PHONE PHOTOGRAPHY WALK Meet outside the station on Saturday morning and learn how to take better pictures of streets, buildings and people. The workshop is for beginners, but you must bring a smartphone with a working camera. Comfortable shoes are recommended because the group will walk about four kilometres.

B. INDOOR CLIMBING TASTER Never climbed before? This two-hour session is designed for complete beginners. An instructor will explain basic techniques and stay with the group throughout. Shoes, helmets and other equipment are included in the price, so you only need comfortable sports clothes. Saturday and Sunday sessions are available.

C. BREAD LAB Spend Saturday afternoon learning how to make two kinds of bread with a local baker. All ingredients and equipment are provided. You will prepare the dough, learn how to shape it and take your finished loaves home at the end. No previous cooking experience is necessary.

D. FIX YOUR BIKE Bring your own bicycle to our Saturday workshop and learn how to repair a puncture, adjust the brakes and check the chain. Tools will be available, but the class is practical, so participants must have a bike to work on. The session is suitable for beginners.

E. SKETCH THE PARK Join an artist for a relaxed outdoor drawing session on Sunday morning. Pencils, paper and drawing boards are supplied, and beginners are welcome. The group will work in several parts of the park and learn simple ways to draw trees, buildings and people.

7.1. ____ 7.2. ____ 7.3. ____ 7.4. ____

Zadanie 8. (0-4)

Przeczytaj tekst. Odpowiedz na pytania 8.1.-8.4. zgodnie z jego treścią. Odpowiedzi należy udzielić w języku angielskim.

STUDENT SCIENTISTS MAP CITY NOISE

A geography class at Westbrook School recently completed a project on noise in their town. The idea came from their teacher, Ms Cole, after the class discussed how the design of cities can affect people's health. Instead of only reading about noise pollution, she wanted the students to collect real local evidence.

A nearby university lent the class six digital sound meters. Working in teams, the students visited the same six locations at 8 a.m., 1 p.m. and 6 p.m. on three different school days. They kept the measuring times the same because this made the results easier to compare. They also wrote down what was happening at each location, such as roadworks, heavy traffic or groups of people waiting for buses.

Before the project, most students expected the ring road to be the loudest place at every time of day. In fact, the highest evening result came from the bus station, where several buses often waited with their engines running. Another surprise was a residential street behind a shopping centre. It was normally quiet, but delivery trucks arrived there very early in the morning.

The class presented its findings to the town council and to the shopping centre manager. The council explained that changing bus timetables would take time, but the manager was able to act quickly. From the following month, delivery trucks were asked to arrive after 7 a.m. instead of around 6 a.m. The students were pleased that their work had led to a practical change. Several of them said that collecting real data made geography feel much more useful than simply completing exercises from a textbook.

8.1. Who suggested doing the noise project? ____________________

8.2. What equipment did the students borrow? ____________________

8.3. Why did the students take measurements at the same times? ____________________

8.4. What practical change was introduced after the project? ____________________

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 opening the window? It's very warm in here. Y: _____ A. I'm afraid I do. B. It doesn't matter. C. Of course not.

9.2. X: I won't be able to come to basketball practice tonight. Y: _____ X: Thanks. Please tell her I'll be there on Friday. A. Did you practise yesterday? B. Shall I let the coach know? C. You can't be right.

9.3. X: What was the science exhibition like? Y: _____ X: Really? Now I wish I'd gone. A. It was much better than I expected. B. I haven't decided yet. C. It starts at half past six.

Zadanie 10. (0-4)

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

WHY I KEEP A JOURNAL

I first started keeping a journal when I was fourteen. At the time, I 10.1. _____ find it difficult to talk about stressful days. Writing things down made it easier 10.2. _____ me to understand what I was feeling. I have kept the habit 10.3. _____ then. Some entries are only two lines long, but they are still 10.4. _____ to remind me what was important at a particular moment.

10.1. A. used to B. was used to C. use to

10.2. A. for B. of C. at

10.3. A. for B. since C. during

10.4. A. enough detailed B. detailed enough C. too detailed

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.

Last month my family moved closer to my school. The new flat is smaller 11.1. __________ our old house, but the journey is much easier. I used 11.2. __________ spend nearly an hour travelling each way. There is also a running club in the park nearby, and I am interested 11.3. __________ joining it next month.

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 last time I visited my grandparents was in June. I (not/visit) ____________________ my grandparents since June.

12.2. This jacket is too small for me. This jacket (not/big) ____________________ for me.

12.3. Perhaps Daniel left his phone at home. Daniel (might/leave) ____________________ his phone at home.

Wypowiedź pisemna (12 punktów)

Zadanie 13. (0-12)

Twoja szkoła zorganizowała popołudnie bez telefonów. Wziąłeś/wzięłaś udział w tym wydarzeniu. Na blogu szkolnym:

• wyjaśnij, dlaczego szkoła zorganizowała tę akcję, i napisz, jak się do niej początkowo odnosiłeś/odnosiłaś,
• opisz jedną aktywność, którą wykonywałeś/wykonywałaś bez telefonu, oraz napisz, z kim ją wykonywałeś/wykonywałaś,
• przedstaw jedną trudność, która pojawiła się podczas wydarzenia, i wyjaśnij, jak sobie z nią poradziłeś/poradziłaś,
• napisz, czy wydarzenie zmieniło Twoje podejście do korzystania z telefonu, i oceń, czy warto je powtórzyć.

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.