Arkusz próbny 4 - 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, które opowiadają o zdobywaniu doświadczenia zawodowego. Do każdej wypowiedzi (1.1.-1.4.) dopasuj zdanie (A-E), które najlepiej oddaje jej sens. Jedno zdanie zostało podane dodatkowo.

A. The speaker discovered that skills gained in one area could be useful in a completely different job.

B. The speaker's career choice resulted from an experience which had not originally been connected with work.

C. The speaker believes that professional success came mainly from competing with other people.

D. The speaker postponed making a major career change until their situation was more secure.

E. The speaker realised that practical experience was more valuable than another qualification.

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

Zadanie 2. (0-4)

Usłyszysz wywiad z Helen, która działa w organizacji promującej ograniczanie zanieczyszczenia światłem. W zadaniach 2.1.-2.4. wybierz odpowiedź zgodną z treścią nagrania. Zakreśl jedną z liter: A, B, C albo D.

2.1. What first made Helen interested in light pollution?

A. An astronomy teacher explained its environmental effects to her.

B. She noticed how different the night sky looked outside a city.

C. Her neighbours complained about newly installed street lights.

D. She took part in a school project about energy consumption.

2.2. According to Helen, one common misconception is that

A. reducing light pollution means making streets completely dark.

B. most light pollution is caused by private homes.

C. modern LED lamps consume more energy than older ones.

D. light pollution only affects people interested in astronomy.

2.3. What does Helen say about the project carried out in her town?

A. Residents initially opposed all the proposed changes.

B. It proved more expensive than the council had expected.

C. Some lighting was redirected rather than removed.

D. It was limited to areas outside the town centre.

2.4. Helen mentions migrating birds in order to

A. give an example of an unexpected consequence of artificial light.

B. explain why certain bird species are disappearing completely.

C. criticise researchers for ignoring the problem for too long.

D. show that rural areas are more affected than cities.

Zadanie 3. (0-4)

Usłyszysz fragment podcastu na temat tzw. walking meetings. Uzupełnij zdania 3.1.-3.4. zgodnie z treścią nagrania. Luki należy uzupełnić w języku angielskim. W każdą lukę możesz wpisać maksymalnie cztery wyrazy.

3.1. James first tried walking meetings because the office ______________________________

3.2. He noticed that participants were more willing to ______________________________

3.3. Walking meetings are unsuitable when participants need to ______________________________

3.4. James recommends starting with meetings involving ______________________________

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. Why is the woman speaking?

A. To warn listeners against using self-checkout machines.

B. To explain why a particular change was introduced.

C. To apologise for a temporary technical problem.

4.2. What does the man suggest about his experience?

A. His expectations were different from reality.

B. He regretted accepting the invitation.

C. He found the activity easier than everyone else did.

4.3. What is the speaker's attitude towards working from cafés?

A. entirely negative

B. cautiously balanced

C. completely enthusiastic

Rozumienie tekstów pisanych (18 punktów)

Zadanie 5. (0-4)

Przeczytaj cztery teksty dotyczące nietypowych inicjatyw lokalnych. Do każdego pytania (5.1.-5.4.) dopasuj właściwy tekst (A-D).

A. BORROW A CAKE TIN

When the local library asked residents what else they would like to borrow apart from books, staff expected suggestions such as tablets or board games. Instead, dozens of people mentioned kitchen equipment.

Today, members can borrow cake tins, pasta machines and even specialist equipment used for decorating cakes. The service is particularly popular before birthdays and holidays, when people need an object for just one afternoon. Library staff say the collection has also attracted residents who had not borrowed a book for years.

B. A BENCH FOR TALKING

A brightly painted bench in a city park carries a simple sign: “Sit here if you don't mind having a chat.”

The idea was introduced after a local organisation researching loneliness found that many people wanted more everyday contact with others but felt uncomfortable starting conversations with strangers.

There is no volunteer assigned to the bench and no organised activity. People simply sit down if they are open to conversation. According to the organisers, the fact that both people have already signalled their willingness to talk makes starting a conversation much easier.

C. TOOL SCHOOL

When residents complained that they could not afford professional help with simple household repairs, a community centre began organising free Saturday workshops.

Participants do not bring broken appliances for someone else to fix. Instead, instructors show them how to perform straightforward tasks themselves, from repairing a dripping tap to putting up a shelf correctly.

The organisers say the main aim is not merely to save residents money. They want people to become more confident about solving practical problems independently.

D. THE EMPTY SHOP

For nearly three years, a small shop in the town centre stood empty. Rather than looking for another permanent commercial tenant, the council turned it into a temporary space which local groups can use free of charge.

One week it may contain an exhibition by art students; the next it may become a second-hand book exchange or a workshop space.

The council initially regarded the project as a short-term solution until a permanent tenant could be found. Its popularity, however, has persuaded officials to keep the scheme running.

Which text mentions an initiative which...

5.1. encourages people to acquire abilities rather than receive a ready-made service? ____

5.2. developed in a way which its organisers had not originally expected? ____

5.3. makes communication easier by removing uncertainty about another person's intentions? ____

5.4. offers objects which people usually need only occasionally? ____

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.

A YEAR WITHOUT BUYING NEW CLOTHES

My decision not to buy any new clothes for a year began with an untidy wardrobe rather than an environmental awakening. One Saturday morning, I tried to put away a clean shirt and discovered that there was literally nowhere to put it. What bothered me most was that I regularly complained about having “nothing to wear”.

So I made a rule: for twelve months, I would buy no newly manufactured clothes. I could repair what I owned, swap clothes with friends and buy second-hand items if something was genuinely necessary. I was curious to see whether the restriction would feel difficult.

The first month was surprisingly easy. Then came the sales. I discovered that what I missed was not actually owning new clothes but the activity of searching for them. Browsing online shops had become a form of entertainment. I would open an app while waiting for a bus and ten minutes later find myself considering a jacket I had never wanted before seeing it.

Removing shopping apps helped, but the experiment also exposed a different problem. Some of my existing clothes were cheap items I had bought impulsively and never particularly liked. Because replacing them was no longer an option, I started altering them. I shortened trousers, changed buttons and learnt to repair small holes properly. Not every attempt was successful, but I became much less frightened of damaging something.

Halfway through the year, my attitude towards second-hand clothing changed too. I had previously imagined that buying used clothes required hours of searching through chaotic shops. In reality, I found several well-organised websites and discovered that searching for a specific item was often easier than browsing ordinary fashion stores.

The experiment did not transform me into somebody who will never buy new clothes again. There are situations in which buying new makes sense, particularly when quality and durability matter. What changed was the speed of my decisions. I no longer see wanting something and buying it as two stages of the same action. There is now a pause between them, and quite often the desire disappears.

6.1. Why did the author originally start the experiment?

A. She had recently become interested in environmental issues.

B. She wanted to reduce the amount of money she spent.

C. She realised she owned many clothes despite feeling she had little to wear.

D. She wanted to prove that second-hand clothes were better quality.

6.2. What did the author discover during sales periods?

A. She enjoyed looking for clothes even when she did not need them.

B. Discounts made her experiment impossible to continue.

C. She bought clothes mainly while travelling by bus.

D. Removing shopping apps increased her interest in fashion.

6.3. What was one result of not being able to replace her clothes?

A. She started giving unwanted clothes to friends.

B. She became more willing to modify and repair things herself.

C. She realised most of her clothes were excellent quality.

D. She stopped caring if clothes became damaged.

6.4. What is the most important lasting effect of the experiment?

A. She now avoids buying any clothes manufactured recently.

B. She buys exclusively from second-hand websites.

C. She considers purchases for longer before making them.

D. She pays less attention to the quality of clothes.

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 WRONG TRAIN

I knew something was wrong when the train passed the station where I expected it to stop. I looked at the electronic display above the door and saw a destination I had never heard of.

Only then did I realise what I had done. At the previous station, two trains had been standing on neighbouring platforms. In a hurry, I had boarded the wrong one. 7.1. ____

My first instinct was to get off at the next station and immediately find a train back. Unfortunately, the next stop was nearly forty minutes away. I opened a transport app and began calculating how late I would be for the conference I was supposed to attend.

Then an elderly passenger sitting opposite asked if I needed help. When I explained the situation, she laughed. Not unkindly, but with the calm amusement of somebody for whom a delayed arrival was not a catastrophe. 7.2. ____

The town where I eventually got off was tiny. There was no direct train back for another hour and a half. I considered spending the time in the station café, but my fellow passenger had mentioned a footpath along the river nearby.

I left my suitcase in a locker and followed her directions. 7.3. ____ Within minutes, the station and my missed conference session seemed much less important.

I eventually arrived almost three hours later than planned. Strangely, when colleagues asked about my journey, I found myself describing the river walk rather than the mistake that had caused it.

Since then, I still check departure boards carefully. 7.4. ____ A wrong turn does not automatically make the whole journey a failure.

A. She suggested that instead of worrying about the time I had lost, I should think about what I might find where the train was taking me.

B. I had been so focused on answering a message that I had barely looked at the train before getting on.

C. The path led through a wooded area and then opened onto a wide stretch of water surrounded by fields.

D. As a result, I decided to give up travelling by train whenever I had an important appointment.

E. What has changed is my reaction when plans go wrong.

F. Fortunately, another passenger offered to drive me directly to the conference centre.

Zadanie 8. (0-3)

Przeczytaj tekst. Uzupełnij zdania 8.1.-8.3. zgodnie z treścią tekstu. Luki należy uzupełnić w języku angielskim. W każdą lukę możesz wpisać maksymalnie pięć wyrazów.

SAVING EVERYDAY HISTORY

When people think of historical archives, they often imagine official documents, important photographs and letters written by famous people. The City Memory Project takes a different approach.

Its organisers ask ordinary residents to contribute objects and stories connected with everyday life: an old bus ticket, the menu from a local café that no longer exists, photographs of neighbourhood shops or memories of a favourite playground.

The project began when historian Rachel Cole realised how quickly apparently unimportant details can disappear. During research into a neighbourhood that had changed dramatically, she could find official records describing new roads and buildings but almost nothing showing what ordinary daily life had felt like.

Contributors do not have to donate original objects permanently. The project can photograph or scan them and record their owner's explanation. This has encouraged people to share items they might otherwise be unwilling to give away because of their sentimental value.

Cole says individual objects may appear insignificant when viewed separately. Together, however, they create a detailed picture of how a community changes over time.

8.1. Rachel started the project because she found little information about ______________________________

8.2. People can keep objects which have ______________________________

8.3. According to Rachel, the objects become particularly useful when they are ______________________________

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.

WHY I STOPPED MULTITASKING

For years, I considered myself good at multitasking. I would answer messages during online meetings, switch between several documents and listen to podcasts while writing reports. I interpreted the ability to stay busy as evidence that I was being productive.

Then I started tracking how long ordinary tasks actually took. A report I thought required an hour regularly occupied most of an afternoon. The problem was not the report itself. Each interruption seemed small, but returning to the original task required me to reconstruct what I had been thinking.

I began experimenting with periods of uninterrupted work. For forty minutes at a time, I closed email, silenced my phone and worked on one task only. At first, the silence felt strangely uncomfortable. I had become accustomed to the tiny reward of checking a new message.

The biggest surprise was not that I completed work faster. It was that difficult tasks became less tiring. Constantly deciding what deserved my attention had apparently required more mental effort than I realised.

I still multitask occasionally. Folding laundry while listening to a podcast is hardly a problem. But I have stopped treating all forms of multitasking as a useful professional skill. When two activities require genuine concentration, doing them simultaneously often means doing neither particularly well.

9.1. What made the author question her working habits?

A. Her colleagues complained about unanswered messages.

B. She discovered tasks were taking longer than she had assumed.

C. Online meetings became increasingly difficult to organise.

D. She stopped enjoying listening to podcasts at work.

9.2. What initially made uninterrupted work difficult?

A. She missed the stimulation of checking incoming information.

B. Forty-minute periods were too long for demanding tasks.

C. Her colleagues continued sending unnecessary messages.

D. She found silent environments physically tiring.

9.3. What conclusion does the author reach?

A. All multitasking should be avoided.

B. Multitasking is useful only outside the workplace.

C. Combining activities is problematic when both demand attention.

D. Productivity depends mainly on working faster.

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.

THE VALUE OF BOREDOM

Modern life gives us remarkably few opportunities to be bored. The moment we find ourselves waiting for something, we can reach for a phone and instantly find entertainment.

Yet some researchers argue that constantly avoiding boredom may come 10.1. _____ a cost. When the mind is not occupied by a specific task, it is free to wander. This may help us make unexpected connections between ideas or reflect on problems we have been too busy to consider.

Of course, nobody would suggest that boredom is always beneficial. Long periods of inactivity can be frustrating and unpleasant. The point is simply that we may be too quick to 10.2. _____ every empty moment with stimulation.

One experiment asked participants to perform a repetitive activity before completing a creative task. Surprisingly, the group that had performed the dull activity came 10.3. _____ with a greater variety of ideas.

So the next time you find yourself standing in a queue, you might resist the 10.4. _____ to check your phone immediately. Doing nothing for a few minutes may not be a waste of time after all.

10.1. A. by | B. with | C. at | D. for

10.2. A. occupy | B. fill | C. cover | D. complete

10.3. A. up | B. out | C. over | D. across

10.4. A. intention | B. tendency | C. temptation | D. preference

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. Dwa wyrazy zostały podane dodatkowo.

ACCURATE | CONTRIBUTE | RELY | EXTEND | BENEFIT | AVAILABLE

MAPPING CITY TEMPERATURES

Scientists studying high temperatures in cities increasingly ask residents to help collect information.

Hundreds of volunteers can take measurements in different neighbourhoods, greatly increasing the geographical 11.1. __________ of a research project.

However, researchers need to ensure the 11.2. __________ of measurements taken by different participants.

Clear instructions and properly tested equipment are therefore essential if the resulting data is to be considered 11.3. __________.

Despite these challenges, the 11.4. __________ made by volunteers can provide scientists with information that would otherwise be extremely expensive to collect.

Zadanie 12. (0-3)

Uzupełnij zdania, wykorzystując wyrazy podane w nawiasach w odpowiedniej formie. Nie zmieniaj kolejności podanych wyrazów. Możesz dodać inne wyrazy. W każdą lukę możesz wpisać maksymalnie pięć wyrazów, wliczając wyrazy podane.

12.1. I had only just arrived when the presentation started.

(SOONER / ARRIVE)

No ______________________________ than the presentation started.

12.2. It wasn't necessary for Maya to book a table, because the restaurant was almost empty.

(NEED / BOOK)

Maya ______________________________ a table.

12.3. I regret not accepting that job offer.

(ONLY / ACCEPT)

If ______________________________ that job offer.

Zadanie 13. (0-3)

Przetłumacz fragmenty podane w nawiasach na język angielski. W każdą lukę możesz wpisać maksymalnie pięć wyrazów.

13.1. (Gdybym wiedziała wcześniej) ______________________________ about the change, I would have prepared differently.

13.2. I (nie jestem przyzwyczajona do pracy) ______________________________ so late in the evening.

13.3. (Nie ma możliwości, żeby) ______________________________ we can finish everything before noon.

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

Niektóre uczelnie rozważają ograniczenie liczby tradycyjnych wykładów i udostępnianie większej części materiałów studentom w formie nagrań, z których mogliby korzystać w dowolnym czasie.

Napisz rozprawkę, w której przedstawisz zalety i wady takiego rozwiązania, odnosząc się do samodzielności studentów oraz jakości procesu uczenia się.

Temat 2 - artykuł publicystyczny

Wiele osób twierdzi, że młodzi ludzie powinni jeszcze przed rozpoczęciem pierwszej pracy wykonywać działalność wolontariacką.

Napisz artykuł, w którym przedstawisz umiejętności, które młoda osoba może zdobyć dzięki wolontariatowi, oraz rozważysz, czy doświadczenie wolontariackie rzeczywiście może być przydatne w późniejszym życiu zawodowym.

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.