IMIĘ I NAZWISKO: 

KLASA:

Na oficjalnym egzaminie maturalnym

zamiast imienia, nazwiska i klasy
będziesz musiał(a) podać swój numer PESEL

FORMUŁA
PRÓBNY EGZAMIN MATURALNY 2023
Z JĘZYKA ANGIELSKIEGO
POZIOM ROZSZERZONY

DATA:
GODZINA ROZPOCZĘCIA:
CZAS PRACY: 150 minut
LICZBA PUNKTÓW DO UZYSKANIA: 60

Instrukcja dla zdającego

1. Sprawdź, czy arkusz egzaminacyjny zawiera 14 stron (zadania 1–10). Ewentualny brak zgłoś
przewodniczącemu zespołu nadzorującego egzamin.

2. Teksty do zadań od 1. do 3. zostaną odtworzone z płyty CD.

3. Pisz czytelnie. Używaj długopisu/pióra tylko z czarnym tuszem/atramentem.

4. Nie używaj korektora, a błędne zapisy wyraźnie przekreśl.

5. Pamiętaj, że zapisy w brudnopisie nie będą oceniane.

6. Na tej stronie oraz na karcie odpowiedzi wpisz swoje imię, nazwisko oraz klasę. Na oficjalnym
egzaminie maturalnym zamiast imienia, nazwiska i klasy będziesz musiał(a) podać swój numer
PESEL oraz nakleić naklejkę z kodem.

7. Zaznaczając odpowiedzi w części karty przeznaczonej dla zdającego, zamaluj pola do tego
przeznaczone. Błędne zaznaczenie otocz kółkiem i zaznacz właściwe.

8. Tylko odpowiedzi zaznaczone na karcie będą oceniane.

9. Nie wpisuj żadnych znaków w części przeznaczonej dla egzaminatora.

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 Suma:  / 60 pkt

Zadanie 1. (0–6)
Usłyszysz dwukrotnie trzy teksty. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią nagrania.

W zadaniach (1.1.–1.2.) zakreśl jedną z liter: A, B albo C.

Tekst 1.
1.1. Martha’s intention is to
A. provide support to her friend.
B. excuse her boyfriend’s behaviour.
C. complain about her relationship.

Tekst 2.
1.2. Which of the following is stated in the dialogue as a fact, not as an opinion?
A. The hotel has triple rooms with two double beds available.
B. Children under 12 are not charged the full price for their stay.
C. Hotel guests are satisfied most with the spa treatments.

W zadaniach 1.3.–1.6. zakreśl jedną z liter: A, B, C albo D.

Tekst 3. (do zadań 1.3.-1.6.)

1.3. At the beginning of the talk, the speaker
A. explains his interest in sports and acting.
B. tries to find similarities between two different fields.
C. compares achievements in acting and sport.
D. recalls a memorable event he’d once been to.

1.4. Which of the following best describes Arnold Schwarzenegger’s personality?

A. He doesn’t put a lot of effort into his work.
B. He’s not easily discouraged from pursuing his goals.
C. He’s easily put off by criticism.
D. He’s extremely independent and curious.

1.5. Which of the following prevented Ronald Reagan from doing a sport?
A. Problems with his eyes.
B. His inability to dive.
C. A fear of animals.
D. His height.

1.6. What conclusions can be drawn from the two biographies?

A. Actors should take up a sport to advance their careers.
B. Professional sportspeople make good actors.
C. You should follow your dreams at all costs.
D. Sportsmanship and acting skills can sometimes be useful in politics.

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Zadanie 2. (0–4)
Usłyszysz dwukrotnie cztery wypowiedzi na temat przygotowywania posiłków. Do każdej wypowiedzi
(2.1.–2.4.) dopasuj odpowiadające jej zdanie (A–E). Wpisz rozwiązania do tabeli.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.

This speaker mentions

A. an unfavourable impression of a particular dish.
B. feeling happy despite the fact they can’t do certain things.
C. lacking the support of certain relatives while making an important life choice.
D. consulting a specialist to help change his/her dietary habits.
E. learning to prepare a sophisticated meal.

2.1. 2.2. 2.3. 2.4.

Zadanie 3. (0–5)
Usłyszysz dwukrotnie wywiad na temat dziobaków australijskich. Na podstawie informacji zawartych
w nagraniu uzupełnij luki 3.1.–3.5. w notatce, tak aby jak najbardziej precyzyjnie oddać sens wysłuchanego
tekstu. Luki należy uzupełnić w języku angielskim.

P L AT Y P U S
F a small Australian mammal

F looks like three animals in one: an otter (the body),

a beaver (the tail) and a duck (3.1. )

F female platypuses lay eggs, but their babies feed on 3.2.

F their 3.3. is water, usually a river or a stream; it’s difficult

for them to move on land

F males can produce a toxin which 3.4. a bigger animal,

but causes paralysis and pain instead

F they prefer to live 3.5. other platypuses

PRZENIEŚ ROZWIĄZANIA DO ZADAŃ OD 1. DO 2. NA KARTĘ ODPOWIEDZI

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Zadanie 4. (0–5)
Przeczytaj tekst, który został podzielony na cztery części (A–D), oraz pytania go dotyczące (4.1.–4.5.).
Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania do tabeli.
Uwaga: w jednej części tekstu znajdują się odpowiedzi na dwa pytania.

In which paragraph does the author Answer

4.1. describe the stages of the participatory budgeting process?

4.2. refer to research concerning the effects of participatory budgeting on the local population?

4.3. state the reason for his/her personal interest in voting?

4.4. mention the negative aspects of participatory budgeting on the local community?

4.5. explain the concept and origin of participatory budgeting?

Participatory Budgeting
A. If you live in a big city, such as New York, Paris or Lisbon, you’ve probably heard of, or have even taken
part in, the process of participatory budgeting (PB). This democratic process allows all community
members to have a say in allocating a part of the public budget, which basically means they have the
power to spend public money on the projects they think are important. The idea is quite new as the
first PB was carried out in Brazil as recently as 1989, but since then it has spread across the globe.

B. PB is carried out annually and usually takes the following form. First, the basic process needs to be
designed, preferably with the engagement of a committee representing the community. Then,
residents brainstorm their ideas online or during face-to-face meetings. Next, achievable proposals
need to be developed and submitted for evaluation by the authorities. Finally, community members
vote for their favourite ideas, and the successful ones are funded and implemented by the local
government.

C. There have been a number of studies on how participatory budgeting influences the communities that
employ it, and most of them indicate that the impact is favourable. People tend to take a more active
role in their communities, and their support for democracy increases because it brings concrete and
visible results. In many parts of the world, PB has also improved the lives of people living in poverty,
as the money has often been spent on health and sewage-disposal infrastructure. However, sceptics
point out that the government may have to postpone some important investments due to inadequate
funding for PB.

D. This year, for the first time ever, I took part in a PB project in my city. I belong to an amateur cycling
club, and one of the members told us that there was a project to build a cycle path not far from my
flat. This instantly got my attention, so I decided to look it up online. I thought I’d have to go
somewhere and sign a list to ensure that my vote was valid, but actually the voting also took place
online. You can imagine how I felt when I heard the cycle path was runner-up! I was terribly
disappointed until I found out that the top three projects had been approved.

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Zadanie 5. (0–8)
Przeczytaj dwa teksty związane z przewidywaniem przyszłości. Wykonaj zadania 5.1.–5.8. zgodnie z poleceniami.

Tekst 1.

STORIES FROM THE FUTURE

Herbert George Wells was an extremely creative English writer, who wrote dozens of novels and short
stories, belonging to many different genres, in the early 20th century. However, his best remembered and
still popular works are science fiction novels, such as The War of the Worlds and The Island of Doctor Moreau.
He is even called one of the “fathers of science fiction”, along with Jules Verne.

H.G. Wells worried a lot about the future of humanity. During his career, he celebrated the technological
developments that were revolutionising life, but feared they might lead to a crisis or, as came to pass in
1914, a catastrophic war. He was also aware that there were disagreements over what could actually be
called progress. Some claimed that it meant giving everyone access to the benefits of modern industry;
but others stated that this might not be enough, as continued technological innovation would also trigger
changes in society itself. He came to the conclusion that, as far as technological innovation was concerned,
it was impossible to predict what its long-term consequences might be.

For Wells, the most basic level of uncertainty came from a fear that humanity might not be able to maintain
such a rapid pace of development. For example, in his 1895 story, The Time Machine, he imagined that the
hero travelled into the future, expecting to find some positive social changes. Surprisingly, what the
character saw was a world destroyed by social division: the violent Morlocks were the descendants of the
industrial workers, and the immature Eloi were the children of the vain upper classes. This prediction was
based on his zoologist friend’s extension of the Darwinian theory. E. Ray Lankester argued that if the theory
of evolution is to actually work, it has to allow species to adapt to new environments; any species that
adopts a less active and less challenging way of life will, as a consequence, degenerate.

Wells also tried to predict the effects of new technologies. In another novel, The Sleeper Awakes, he used
the American love of skyscrapers to suggest that soon we would all be living in giant mega-cities.
The following year, however, his Anticipations suggested that the invention of the electric train and the
automobile would allow for “The Diffusion of the Great Cities”, as inner-city residents would be tempted to
move out into the suburbs. According to Wells, people often cannot predict the outcome of scientific
discoveries, and we certainly cannot be sure which new inventions will actually be successful in the
marketplace. Rival technologies will pull society in different directions, and it is hard to be sure which will
triumph in the industrial struggle for existence. The speed of change is also hard to predict.

In a 1932 radio talk, Wells used the example of the growing chaos on the roads to illustrate how difficult it
had been to foresee the consequences of making motor cars available to a wider public when they were
first introduced. It was now obvious that the entire road network would have to be redesigned to cope with
the increased traffic. He called for universities to employ “Professors of Foresight” in order to deal with the
unintentional consequences posed by any future inventions.

Adapted from: H. G. Wells and the Uncertainties of Progress by Peter J. Bowler by Anna Rzeźnik

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W zadaniach 5.1.–5.4. z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter:
A, B, C albo D.

5.1. Based on the information in the second paragraph, H.G. Wells can be described as
A. progressive and easy-going.
B. well-educated but anxious.
C. completely pessimistic about the future.
D. ignorant about the changes around him.

5.2. Which of the following sentences is NOT true about The Time Machine?
A. Its concept was related to a scientific theory.
B. The main character discovered a world he hadn’t expected.
C. The book was dedicated to a good friend of Wells.
D. Ancestors of the Morlocks and the Eloi had belonged to different social classes.

5.3 What conclusion can be drawn from the information in the fourth paragraph?
A. Wells was a little afraid of the number of future possibilities.
B. The writer was likely to change his mind fairly often.
C. Wells’ predictions were highly unlikely to come true.
D. The author of the text is rather critical of Wells‘ works.

5.4. Wells wanted to have “Professors of Foresight” at universities because

A. somebody had to deal with the problem of traffic jams on the roads.
B. road networks needed to be completely redesigned.
C. students needed to be taught about the latest technologies.
D. somebody was needed to study the possible outcomes of technological progress.

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Tekst 2.

WHAT WILL THE FUTURE BRING US?

Nowadays, predictions regarding progress are fairly accurate for a five-year period, but seem to be more
like reading tea-leaves if we give them a twenty- or thirty-year perspective. After all, a few years ago, nobody
expected a global pandemic, and yet here we are, in a totally new world, after everything took a sudden turn
for the worse. Nevertheless, every year the pioneers of science and technology continue to predict what the
future might bring.

Currently, some of the very short-term forecasting is based on the recent pandemic experience. First of all,
it is widely believed that in the future more effort will be put into individual health care. We may expect to
see rapid developments in easily accessible, inexpensive diagnostic tests, as well as devices monitoring our
health 24/7. Consequently, medical big data will be gathered and studied not only by scientists, but also
by the latest AI mechanisms, allowing for more accurate health predictions for both individuals and society
in general. This knowledge, in turn, may bring about many changes in diagnosing diseases such as cancer.

The recent pandemic has also made us more aware of the damage we are doing to the natural
environment, and that‘s why many private companies, as well as countries, will try to reduce their carbon
dioxide emissions and switch to more sustainable methods of energy-production. Maybe we’ll also witness
the creation of new technologies to remove or utilise certain harmful substances. This may ultimately lead
to a reduction in global warming and possibly even a reversal of the disastrous effects of climate change.

As far as long-term prognoses are concerned, we may be able to fulfil some of our childhood dreams
after all. Flying cars probably won’t be invented, but self-driving vehicles seem to have a really good chance
of replacing conventional ones. The idea is quite appealing, as they would not only cut the number of
traffic-related deaths, but also increase our comfort and give us more opportunities to do other activities
at the same time. Finally, it is also estimated that by 2050 half of the current jobs will have disappeared
due to ongoing technological progress. This change may result from further automatisation of workplaces
and implementation of AI in many areas of life. This is why we should definitely rethink the way we educate
the current school-age generation and focus more on the skills related to life-long learning.

Uzupełnij luki w zdaniach 5.5.–5.8. zgodnie z treścią tekstu, tak aby jak najbardziej precyzyjnie oddać jego
sens. Luki należy uzupełnić w języku angielskim.

5.5. The author compares long-term predictions to reading tea-leaves because nowadays, changes are
 .

5.6. The two areas that are discussed, as far as short-term forecasting is concerned, are:
 .

5.7. Driverless cars could reduce the number of people who

 .

5.8. In order to prepare young people for the challenges of the future, we should change
 .

PRZENIEŚ ROZWIĄZANIA DO ZADAŃ 4. ORAZ 5.1.–5.4. NA KARTĘ ODPOWIEDZI

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Zadanie 6. (0–5)
Przeczytaj tekst i uzupełnij jego streszczenie. Uzupełnij luki 6.1.–6.5. zgodnie z treścią tekstu, tak aby jak
najbardziej precyzyjnie oddać jego sens. Na pytania należy odpowiedzieć w języku angielskim. W każdą lukę
możesz wpisać maksymalnie trzy wyrazy.

TEEN SHOWS
Although the years of my youth are far behind me, I’ve remained a huge fan of teenage series, so I tend to
binge-watch almost every drama that’s clearly been shot with a younger audience in mind. Whether it’s
a classic teenage love story, a crime drama or a fantasy, which may dip into horror at times, there’s a lot to
choose from.

The fact that a series deals with teenage life usually means the plot has to play out in a secondary school,
so some motifs tend to appear in almost every episode. Corridors lined with lockers are usually the
background either for groups of vampire teens gossiping about the human protagonist, or for some
desperate nocturnal escape from a monster (because school would be the first place we would run to if in
danger, right?). The conversations in the canteen frequently seem to belong to the “life-or-death” category;
the students in class are almost always bored, doing something other than learning, with the obvious
exception of a few geeks who always know the right answer; and, of course, a not-so-sporty character must
sit either in the gym or at the stadium and stare helplessly at a school sports star or a cheerleader.

This predictability is perfectly understandable, as school, apart from during the holidays, is the average
teen’s natural environment. Furthermore, relationships with friends, unhappy love or questions about the
value of education are, after all, important topics for all of us, so why should we care about the setting if the
plot is actually well-written and the characters, while still relatively young, aren’t lacking in maturity?
Not to mention the fact that a good series usually contains plot twists, unusual behaviours and insight
into an extraordinary lifestyle, so as not to bore the viewer to death.

I’ve watched lots of teen series that I’d happily recommend, and many more that I stopped watching after
just a few episodes, as they were intolerably dull. But if you have an hour to spare, have a look at the first
episode of Atypical – a series about an 18-year-old with autism and his family. Sam, the main character,
dreams of becoming more independent in order be able to find true love. This show is incredibly deep and
gripping, even if you don’t know much about autism.

Summary

This text was written by a person who, despite 6.1. , watches a lot of dramas about
teenagers.
The writer mentions a number of recurring themes that are present in almost 6.2.
that fall into this category. While the events usually happen on the premises of a secondary school,
e.g. in corridors, classrooms, canteens or 6.3. , the topics discussed concern matters
that everybody can relate to, such as love, education or friendship. All in all, the author believes that the location
is 6.4. the events and the characters in the story.
In the last paragraph, we are provided with 6.5. of a particular series that the writer
finds worth watching.

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Zadanie 7. (0–6)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny i gramatycznie
poprawny tekst. Zakreśl jedną z liter: A, B, C albo D.

A KNIGHT IN A SHOP
A few years ago, I was shopping for some children’s clothes for my twin nieces. Suddenly, I felt a sharp pain
in the back of my leg. I turned around, but couldn’t see anything or anyone, so I went on 7.1. for
bargains. But when it happened again, I turned sideways, and there was a little boy holding a wooden
sword.
You can imagine my surprise! I decided not to give him another opportunity to hurt me, which is why, when
I saw that he 7.2. attack again, I stepped back, and he missed. Can you guess what happened next?
He started screaming 7.3. he had been hurt, and soon a middle-aged woman appeared from another
part of the store. 7.4. she looked quite tense, she calmly asked what had happened. I described the
situation, and she explained that her son, Jimmy, suffered from social anxiety disorder, but pretending to be
a knight helped him to feel more comfortable while among strangers. She apologised, and I promised
I wouldn’t report the 7.5. to the store management. I watched her walk away and hoped I would be
that understanding 7.6. a child.

7.1. A. chasing 7.4. A. Whereas

B. hunting B. Although
C. picking C. However
D. reaching D. Despite

7.2. A. was expecting to 7.5. A. presence

B. may have wanted B. performance
C. would rather C. accident
D. was about to D. incident

7.3. A. if only 7.6. A. if I didn’t have

B. as if B. unless I had
C. so as C. if I ever had
D. so that D. if I had had

PRZENIEŚ ROZWIĄZANIA DO ZADANIA 7. NA KARTĘ ODPOWIEDZI

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Zadanie 8. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (8.1.–8.4.), przekształcając jeden z wyrazów z ramki w taki sposób, aby
powstał spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna wpisywanych
wyrazów.
Uwaga: dwa wyrazy zostały podane dodatkowo i nie pasują do żadnej luki.

appear similarity private build inspire like


If you ever plan on visiting Tokyo, you may want to see a completely transparent building called “House NA”.
The house, which was built by Sou Fujimoto Architects, is 8.1.
any of the surrounding buildings, which are made of concrete. It looks like a set of glass boxes on a white
metal frame. Together, they form an unusual, slightly asymmetrical construction. It is said to have been
8.2. by the primitive shelters made by our ancestors, who mostly lived in trees,
although the building itself does not have the 8.3. of an actual plant. The interior has
very few walls, and the floor plates are on different levels, connected to each other by numerous flights of
stairs. This helps to create the sensation of living in a treehouse. Some may feel that such a house lacks
8.4. , but there are curtains fitted, so it’s possible to maintain a sense of personal
space.

Zadanie 9. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak aby zachować sens
zdania wyjściowego (9.1.–9.4.). W każdą lukę można wpisać maksymalnie pięć wyrazów, wliczając wyraz już
podany. Wymagana jest pełna poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

9.1. It was irresponsible of me not to study for the test, and now I will have to write it again.
WISH
I for the test because now I will have
to write it again.

9.2. My parents are going to have their 30th wedding anniversary next December.
HAVE
By December my parents for 30 years.

9.3. Have you been successful at finding a solution to your problem?

COME
Have you managed a solution to your
problem?

9.4. Learning a lot gives you a good chance of getting into your dream university.
THE
The more chance you have of getting
into your dream university.

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Zadanie 10. (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. Zaznacz temat wybrany przez Ciebie,
zakreślając jego numer.
1. Wiele osób po ukończeniu szkoły średniej mieszka nadal z rodzicami. Napisz rozprawkę, w której
przedstawisz swoją opinię na ten temat, odnosząc się do następujących aspektów:
• koszty utrzymania
• relacje międzypokoleniowe.

2. Często mówi się, że podróże kształcą. Napisz artykuł do czasopisma młodzieżowego, w którym
przedstawisz swoją opinię na temat tego stwierdzenia i opiszesz swoje doświadczenie związane
z podróżowaniem, które zapadło Ci w pamięć.

CZYSTOPIS

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Zakres Poprawność
Spójność
Zgodność z poleceniem środków środków RAZEM
i logika
językowych językowych

0–1–2–3–4–5 0–1–2 0–1–2–3 0–1–2–3

Elementy treści (0 – 1 – 2) Elementy formy (0 – 1)

1 2 3 4 5 1 2 3 4

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BRUDNOPIS (nie podlega ocenie)

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