Arkusz próbny 5 - matura podstawowa

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.
• 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 znajdziesz w sekcji dla nauczyciela.
• W wypowiedzi pisemnej napisz 100-150 wyrazów i rozwiń każdy z czterech podpunktów.

Materiał autorski. To nie jest oficjalny arkusz Centralnej Komisji Egzaminacyjnej - wszystkie teksty, transkrypcje i zadania są autorskie, a proporcje sekcji przyjęto na podstawie Informatora CKE 2024/2025.

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

• A. The speaker changed their opinion after trying an unfamiliar activity.
• B. The speaker decided a planned purchase was not really necessary.
• C. The speaker advises checking current information before setting off.
• D. The speaker found a routine that saves time during the week.
• E. An unexpected mistake led the speaker to discover something useful.
• F. The speaker is unhappy because a service was less convenient than expected.

Odpowiedzi: 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.

Tekst 1.

2.1. Why did the speaker join the swimming course? A. to learn to swim for the first time B. to feel safer in deep water C. to prepare for a swimming competition

Tekst 2.

2.2. What must students do if they want to perform at the Talent Evening? A. send a recording by Monday B. complete an online form by Monday C. attend a rehearsal on Monday

2.3. Where will the final Talent Evening take place? A. in the music room B. in the sports hall C. in the main hall

Tekst 3.

2.4. What first gave Leo the idea for the Homework Help Corner? A. helping a younger relative with schoolwork B. being asked by a teacher to organise tutoring C. noticing that students were leaving school early

2.5. What was the main problem at the beginning? A. The school would not provide a room. B. Too few older students volunteered regularly. C. Younger students did not want to ask for help.

2.6. What does Leo value most about the project now? A. Students improve their marks very quickly. B. Teachers have less homework to check. C. Some former users later become helpers themselves.

Zadanie 3. (0-4)

Usłyszysz dwukrotnie informację o warsztatach projektowania gier planszowych. Na podstawie nagrania uzupełnij luki 3.1.-3.4. w języku angielskim.

Rozumienie tekstów pisanych (20 punktów)

Zadanie 4. (0-4)

Przeczytaj cztery teksty. W zadaniach 4.1.-4.4. wybierz odpowiedź zgodną z treścią tekstu.

TEXT 1 - LOCKER NOTICE

The lockers beside Platform 4 are temporarily out of use while new electronic locks are installed. Passengers may leave luggage in the staffed storage room opposite the ticket office until 8 p.m. today. Anyone who has already paid for a locker through the station app will receive an automatic refund within three working days.

4.1. What should a passenger who has already paid for a locker do? A. ask at the ticket office for a refund B. wait for the money to be returned automatically C. move the booking to the staffed storage room

TEXT 2

I used to think gardening was something I would enjoy only when I was much older. Then our neighbour gave me two tomato plants because she had grown too many. I put them on the balcony and started checking them every morning. When the first tomatoes finally turned red, I was ridiculously proud. I still do not want a huge garden, but next year I am planning to grow herbs as well.

4.2. How did the writer's attitude to gardening change? A. The writer became interested after trying it personally. B. The writer decided that gardening required too much space. C. The writer lost interest after the first plants were ready.

TEXT 3

Hi Mum, The rehearsal has been moved from the theatre to the school gym because the stage lights are being repaired. We are still starting at 5:30, so I should finish at the usual time. Please pick me up by the side entrance near the car park, not at the front gate. Ella

4.3. What has changed about Ella's rehearsal? A. its starting time B. its location C. its finishing time

TEXT 4 - SPORTS CENTRE RULES

Swimming caps are required in the main pool but not in the learner pool. Children under twelve must be accompanied by an adult in all pool areas. Lockers are free to use, but you need a one-pound coin to release the key; the coin is returned when you open the locker again.

4.4. Which statement is true? A. All swimmers must wear a cap in every pool. B. Children under twelve may swim alone in the learner pool. C. The locker coin is returned after use.

Zadanie 5. (0-4)

Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (5.1.-5.4.) literę brakującego zdania (A-E). Uwaga: jedno zdanie zostało podane dodatkowo.

THE WALKING BUS

When Greenfield Primary School announced that it was starting a 'walking bus', some pupils imagined a real bus moving very slowly beside the pavement. 5.1. ____ It is simply a group of children who walk to school together along a fixed route, accompanied by trained adult volunteers.

The idea was introduced because the road outside the school became extremely busy every morning. Many families lived close enough to walk, but parents often drove because they were in a hurry or did not want younger children walking alone. 5.2. ____ Within a few weeks, the number of cars stopping near the school gate had fallen noticeably.

The walking bus has three meeting points, or 'stops', around the neighbourhood. Children join the group at a set time, and two adult volunteers walk with them. 5.3. ____ Families therefore know that the group will not leave early, but children who arrive after it has passed must travel to school another way.

In winter, the organisers expected participation to drop sharply. Instead, most children continued, provided they had suitable coats and shoes. 5.4. ____ Several parents say their children now know more people in the neighbourhood and are more willing to walk short distances at other times too.

Zdania A-E

• A. In fact, the name describes a much simpler idea.
• B. The group follows the same timetable every school morning.
• C. The organisers hoped that walking together would make the journey safer and more attractive.
• D. The school has therefore decided to replace all buses with walking groups.
• E. The project has also produced benefits that were not part of the original plan.

Zadanie 6. (0-4)

Przeczytaj tekst. W zadaniach 6.1.-6.4. wybierz odpowiedź zgodną z jego treścią.

MY FIRST MONTH IN THE DEBATE CLUB

I joined the school debate club for a slightly embarrassing reason: I had to give a presentation in history class and wanted to become less nervous about speaking in front of people. I was not especially interested in competitions and imagined debate meetings would mainly involve confident students arguing loudly with one another. I was wrong about both things.

At my first meeting, the coach gave us a simple topic and divided us into pairs. Before speaking, we had ten minutes to prepare two arguments for a position we did not choose ourselves. That was the first surprise. I had assumed a debate was about defending your personal opinion, but the coach explained that learning to build a case for either side makes you think more carefully about evidence.

The hardest part for me was not standing up to speak. It was listening closely enough to respond to what another person had actually said. During my first practice debate, I was so focused on remembering my notes that I repeated a prepared point even though the other team had already answered it. Afterwards, my partner suggested writing only key words instead of full sentences. This helped me pay more attention and sound less rehearsed.

A month later, I volunteered to speak in a friendly competition against another school. We did not win, but I was pleased because I answered an unexpected question without panicking. More importantly, my history presentation the following week felt much easier. I still get nervous before speaking, but now I know that nerves do not mean I am unprepared.

I may never become the strongest debater in the club, and that is fine. The most useful change is that I now organise my ideas more clearly before I speak and listen more carefully when other people disagree with me. Those skills are already useful far beyond competitions.

6.1. Why did the writer originally join the debate club? A. to prepare for a school presentation B. to win a debating competition C. to improve history grades

6.2. What surprised the writer at the first meeting? A. Students could choose every topic themselves. B. Students sometimes had to defend a view they did not hold. C. The coach did not allow students to prepare before speaking.

6.3. What problem did the writer have in the first practice debate? A. speaking too quietly B. forgetting all prepared arguments C. failing to react properly to the other team's points

6.4. What does the writer see as the main benefit of the club? A. becoming less interested in competitions B. learning to organise ideas and listen carefully C. discovering that nervous speakers should avoid presentations

Zadanie 7. (0-4)

Przeczytaj informacje o czterech osobach (7.1.-7.4.) oraz opisy pięciu zajęć (A-E). Do każdej osoby dopasuj najlepsze zajęcia. Uwaga: jedne zajęcia zostały podane dodatkowo.

7.1. Marta She wants an indoor creative activity where she can make an object to take home. She is free on Sunday afternoon and does not have any specialist materials.

7.2. Adam He enjoys technology and wants to learn a practical digital skill. He can attend only on Saturday morning and can bring his own laptop.

7.3. Zosia She wants to spend time outdoors and learn more about nature. She prefers an activity that does not require any previous knowledge or special equipment.

7.4. Filip He wants a physical activity but does not want a competitive sport. He is available on Saturday afternoon and would like all necessary equipment to be provided.

ZAJĘCIA

A. DIGITAL PHOTO EDITING Saturday morning, 9:30-12:00. Learn how to improve brightness, crop images and create simple posters using free software. Bring a laptop; instructions will be provided before the session. Basic computer skills are enough.

B. CLAY FIGURES Sunday afternoon, 2:00-4:30. Design and decorate a small clay figure with a local artist. Clay, tools and paints are included, and you can collect your finished piece after it has been fired. Suitable for complete beginners.

C. FOREST DISCOVERY WALK Sunday morning. Join a guide for an easy walk through local woodland and learn to recognise common trees, birds and animal tracks. No previous knowledge is needed. Wear ordinary walking shoes; binoculars and field guides will be available to borrow.

D. BEGINNER ARCHERY Saturday afternoon. Learn safe shooting technique in a relaxed two-hour session. This is not a competition, and complete beginners are welcome. Bows, arrows and protective equipment are included in the fee.

E. STREET PHOTOGRAPHY Saturday afternoon. Explore the town centre with a photographer and practise taking pictures of buildings and everyday scenes. Participants must bring their own camera or smartphone and should already know its basic settings.

Zadanie 8. (0-4)

Przeczytaj tekst i odpowiedz na pytania 8.1.-8.4. w języku angielskim.

STUDENTS CUT FOOD WASTE AT SCHOOL

Students at Riverside Secondary recently completed a four-week project on food waste in their school cafeteria. The project was suggested by science teacher Mr Bennett after he noticed how much uneaten food was being thrown away at the end of lunch. Rather than simply telling students to waste less, he wanted the class to find out exactly what was being left and why.

For the first week, teams stood near the tray-return area and separated leftover food into categories such as vegetables, rice and pasta, bread, and unopened packaged items. They weighed each category at the end of lunch and recorded the results. They also asked students to complete a short anonymous survey explaining why they had left food. The class expected unpopular vegetables to be the biggest problem, but the largest amount of waste actually came from portions of rice and pasta that were simply too large.

The students then discussed possible solutions with the cafeteria manager. They did not want to make every meal smaller because some pupils needed larger portions. Instead, for two weeks the cafeteria offered a choice between a regular portion and a smaller one. Students could ask for more food later if they were still hungry. Posters near the serving area explained the experiment and reminded pupils that taking a smaller first portion was not the same as receiving less food overall.

At the end of the trial, the class repeated the weighing process. Waste from rice and pasta had fallen by almost a third, while the number of students buying lunch had stayed about the same. The school has now kept the two-portion system and plans to repeat the survey next term. Mr Bennett says the most important part of the project was that students used evidence to suggest a change rather than simply guessing what the problem was.

8.1. Who suggested doing the food-waste project?

8.2. How did the students measure the amount of different types of leftover food?

8.3. What surprised the students about the results from the first week?

8.4. What change did the school keep after the trial?

Znajomość środków językowych (13 punktów)

Zadanie 9. (0-3)

Uzupełnij minidialogi. Wybierz brakującą wypowiedź.

9.1. X: I'm sorry I forgot to bring your book. Y: _____ X: Thanks. I'll bring it tomorrow. A. Never mind. B. That's impossible. C. You mustn't.

9.2. X: Do you know where the nearest cash machine is? Y: _____ A. I paid by card. B. There's one next to the pharmacy. C. It was closed yesterday.

9.3. X: Shall we take the earlier train? Y: _____ X: Great. Then we won't have to rush. A. That's a good idea. B. I haven't been there. C. It takes an hour.

Zadanie 10. (0-4)

Przeczytaj tekst. Wybierz odpowiedź A, B albo C, która poprawnie uzupełnia każdą lukę.

LEARNING TO FIX MY OWN BIKE

When my bicycle developed a problem, I was about to take it to a repair shop, 10.1. _____ my neighbour offered to show me what to do. I was surprised 10.2. _____ simple the repair was. Since that day, I 10.3. _____ done several small repairs myself. I am still not confident 10.4. _____ to fix every problem, but I now check the basics before paying someone else to do it.

10.1. A. but B. because C. although 10.2. A. what B. how C. such 10.3. A. have B. had C. am 10.4. A. enough B. too C. so

Zadanie 11. (0-3)

Uzupełnij każdą lukę jednym wyrazem. Wymagana jest pełna poprawność.

Last spring I started volunteering at an animal shelter. At first I knew very little 11.1. __________ caring for nervous dogs, so I watched the experienced volunteers carefully. After a few weeks I became used 11.2. __________ working with the animals, and now I feel much more confident. I have been helping there 11.3. __________ six months.

Zadanie 12. (0-3)

Uzupełnij zdania, wykorzystując w odpowiedniej formie wyrazy w nawiasach. Nie zmieniaj kolejności podanych wyrazów. Maksymalnie pięć wyrazów w luce.

12.1. They opened the new sports centre last month. The new sports centre (open) ______________ last month.

12.2. You won't enter the concert unless you show your ticket. If you (not/show) ______________ your ticket, you won't enter the concert.

12.3. 'Why don't we meet at the library?' Mia said. Mia (suggest/meet) ______________ at the library.

Wypowiedź pisemna (12 punktów)

Zadanie 13. (0-12)

Niedawno kupiłeś/kupiłaś używany przedmiot przez internet. W e-mailu do kolegi z Anglii:

• napisz, co kupiłeś/kupiłaś i dlaczego zdecydowałeś/zdecydowałaś się na przedmiot używany,
• opisz, w jakim stanie przedmiot dotarł, i przedstaw swoją pierwszą reakcję,
• wyjaśnij, jaki problem pojawił się podczas korzystania z przedmiotu, i napisz, jak został rozwiązany,
• napisz, czy ponownie kupiłbyś/kupiłabyś używany przedmiot przez internet, i udziel koledze rady dotyczącej takich zakupów.

Podpisz się jako XYZ. 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.