{"id":"jezyk-angielski-2018-maj-matura-rozszerzona/zad/6","paper_id":"jezyk-angielski-2018-maj-matura-rozszerzona","number":"6","points":5,"ptype":"closed","subject":"jezyk-angielski","category":"matura","year":2018,"month":"maj","level":"rozszerzona","text":"Zadanie 6. (0-5)\nPrzeczytaj dwa teksty na temat podejmowania pracy. Z podanych odpowiedzi wybierz\nwłaściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B, C albo D.\nTekst 1.\nTHE JOB\nWar was declared at eleven-fifteen and Mary North signed up at noon. She did it hurriedly at\nlunch, before telegrams came, in case her mother said no. When she reached London, she went\nstraight to the War Office. The ink was still fresh on the map they issued her. She rushed across\ntown to her post, desperate not to miss a minute of the war. Any moment now it would start -\nthis dreaded and wonderful thing - and it could never be won without her. The morning rush\nmatched her mood. In London, thousands of young women were hurrying to their new\npositions, on orders from Whitehall, and Mary joined gladly the great flow of the willing.\nThe War Office had given no further details, and that was a good sign. They might make her\nan attaché to a general’s staff. It was even rumoured that they needed spies, which was most\nappealing.\nMary stopped a cab and showed her map to the driver. He held it at arm’s length and looked at\nthe red cross that marked where she was to report.\n“This big building, in Hawley Street?”\n“Yes,” said Mary.\n“It’s Hawley Street School, isn’t it?”\n“I shouldn’t think so. I’m to report for war work, you see.”\n“Oh. Only I don’t know what else it could be around there but the school. The rest is just\nhouses.”\nMary opened her mouth to argue, then stopped. Because, of course, they didn’t have a glittering\ntower labelled MINISTRY OF WILD INTRIGUE. Naturally they would have her report\nsomewhere insignificant. How silly of me to chatter on like this, she thought.\n“Right then,” she said. “I expect I am to be made a schoolmistress.”\nThe man nodded. “Makes sense, doesn’t it? Half the schoolmasters in London must be joining\nup for the war.”\n“Then, let’s hope the cane proves effective against the enemy’s tanks.”\nArriving at the school, Mary felt observed. She was careful to adopt the expression of\nan ordinary young woman for whom the prospect of work as a schoolteacher would be thrilling.\nThis was her first test, after all.\nShe found the headmistress’s office and introduced herself. Miss Vine nodded but wouldn’t\nlook up from her desk.\n“North,” said Mary again.\n“Yes, I heard you quite well. You are to take Kestrel Class. Begin with the register. Read it and\nlearn the students’ names.”\n“Very good,” said Mary.\nMJA-1R\n“Have you taught before?”\n“No,” said Mary, “but I can’t imagine there’s much to it.”\n“Your imagination is not on the syllabus. Be firm, organized, give no liberties, and do not\nunderestimate the importance of the child forming letters properly. As the hand, the mind.”\nMary felt that the “headmistress” was overdoing it and decided to mention it to the woman’s\nsuperior, once she discovered who it was. Although in mitigation, the woman’s attention to\ndetail was impressive. Here were pots of sharpened pencils, tins of drawing pins and a tidy\nstack of hymnbooks standing neatly on her desk.\nadapted from Everyone Brave is Forgiven by Chris Cleave\n6.1. After her visit to the War Office, Mary\nA. lost her way in the rushing crowds.\nB. got scared of the responsibility her assignment demanded.\nC. headed for the place which had been indicated to her.\nD. still felt annoyed by her mother’s reaction to her decision.\n6.2. During the taxi ride, Mary\nA. insisted the driver should change the route.\nB. realized she had better not discuss her assignment.\nC. wondered why the driver was so inquisitive about her work.\nD. expressed her anxiety about the job interview she was about to attend.\n6.3. Miss Vine advised Mary\nA. to keep discipline in the classroom.\nB. to develop the imagination of her students.\nC. to neatly arrange her belongings on the desk.\nD. to write the students’ names clearly in the register.\nMJA-1R\nTekst 2.\nTO INTERVIEW OR NOT TO INTERVIEW?\nA friend of mine once had a curious experience at a job interview. Excited about the possible\nposition, she arrived five minutes early and was immediately ushered into the interview room\nby the receptionist. Following an amicable discussion with a panel of interviewers, she was\noffered the job. Afterwards, one of the interviewers remarked how impressed she was that my\nfriend could be so composed after showing up 25 minutes late for the interview. As it turned\nout, my friend had been told the wrong start time by half an hour. She remained composed\nbecause she didn’t know she was late. My friend isn’t the type of person who would have\nremained cool if she had known she was late, but the interviewers reached the opposite\nconclusion. Of course, they could have also concluded that her calmness showed disrespect.\nEither way, they would have been wrong to draw conclusions about her future performance in\nher work based on her behaviour at the interview. In this case, the outcome of the interview was\nbeneficial for the applicant. But it doesn’t have to end that way.\nThis is a widespread problem. Employers like to use free-form, unstructured interviews to “get\nto know” a job candidate. Such interviews are also increasingly popular with admissions\nofficers at universities. But, as in my friend’s case, interviewers typically form strong but\nunwarranted impressions.\nOne way to change this is to develop an interview protocol based on a careful analysis of what\nis being looked for in the candidate. Interviews should be structured so that all candidates\nreceive the same questions, a procedure which makes interviews more reliable and more\npredictive of job success. The employer should also make sure to include a number of questions\nwhich test job-related skills.\nadapted from www.nytimes.com; www.theguardian.com\n6.4. The author mentions his friend’s interview experience to\nA. show that a successful interview is linked to future performance in the job.\nB. suggest that an interview may give a misleading image of a candidate.\nC. compare different factors which influence a candidate’s performance at an interview.\nD. prove that each interviewer assesses the same candidate differently.\n6.5. In the last paragraph, we learn\nA. in what way candidates’ behaviour changes when the job interview is structured.\nB. why structured interviews are not recommended for testing some skills.\nC. what alternative recruitment procedures should replace interviews.\nD. what improvements could be made to job interviews.\nPRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!\nMJA-1R","answer":null,"answer_text":"6. Użycie zwrotów typu: Moim zdaniem, Według mnie nie wpływa na obniżenie jakości tezy\nw rozprawce „za i przeciw”, jeśli zdający wskazuje w tezie na wady i zalety danego\nzjawiska.","solution":"**6.1.** ## Poprawna odpowiedź\n\n**C** - *headed for the place which had been indicated to her* (skierowała się do miejsca, które jej wskazano).\n\n## Sposób 1 - analiza tekstu\n\n> \"War was declared at eleven-fifteen and Mary North signed up at noon. She did it hurriedly at lunch, before telegrams came, in case her mother said no. When she reached London, **she went straight to the War Office. The ink was still fresh on the map they issued her. She rushed across town to her post**, desperate not to miss a minute of the war.\"\n\nKluczowe wskazówki:\n1. **\"map they issued her\"** → mapa od WAR OFFICE - wskazówka\n2. **\"rushed across town to her post\"** → pospieszyła do POSTERUNKU (wskazanego miejsca)\n3. **\"ink was still fresh\"** → mapa świeżo wystawiona = oficjalne instrukcje\n\nKolejne potwierdzenie:\n> \"Mary stopped a cab and showed her map to the driver. He held it at arm's length and looked at the red cross that marked where she was to report.\"\n\n4. **\"showed her map to the driver\"** → mapa = wskazówka\n5. **\"red cross that marked where she was to report\"** → konkretne wskazanie miejsca\n\n**Wniosek:** Mary podążyła do MIEJSCA WSKAZANEGO przez War Office (mapa z czerwonym krzyżykiem) → **C**.\n\n## Sposób 2 - eliminacja dystraktorów\n\n**Opcja A (lost her way in the rushing crowds):**\n- Mary się NIE zgubiła - miała mapę\n- Wzięła taksówkę zamiast szukać\n- Tekst: \"showed her map to the driver\" = wiedziała dokąd\n\n**Opcja B (got scared of the responsibility):**\n- Mary była PODEKSCYTOWANA, NIE przestraszona\n- \"desperate not to miss a minute\" = entuzjazm\n- Brak markerów strachu\n\n**Opcja C (headed for the place indicated):** ✓\n- Map + red cross + rushed to her post = podążyła do wskazanego miejsca\n\n**Opcja D (annoyed by mother's reaction):**\n- Mary uciekła PRZED telegramami matki - nie ma o niej później\n- Tekst NIE pokazuje irytacji w taksówce\n- \"in case her mother said no\" - tylko zapobiegawcze działanie\n\n## Reference gramatyczny - Past Perfect Passive + relative clause\n\n> 📖 **Past Perfect Passive \"which had been indicated\":**\n> `the place which had been indicated to her` = miejsce, które jej wskazano\n> Form: `had + been + V3`\n> Funkcja: czynność WCZEŚNIEJSZA wobec głównej narracji\n\n> 📖 **\"Head for + N\":**\n> `headed for the place` = skierowała się do miejsca\n> Form: `head + for + N`\n> Synonim: go to, make for, set off for\n\n> 📖 **\"Issue + sb + N\":**\n> `they issued her a map` = wystawili jej mapę\n> Form: `issue + sb + N` lub `issue + N + to + sb`\n> Note: official document/equipment\n\n> 📖 **\"Be + to + V\" (formal/military):**\n> `where she was to report` = gdzie miała się zgłosić\n> Form: `be + to + V` (instrukcja, polecenie)\n> Bardzo formalne - typowe dla wojska/policji\n\n## Schemat oceniania CKE\n\n> 📋 **Klucz CKE - schemat punktowania (zadanie 6.1, max 1 pkt):**\n> - **1 pkt** - odpowiedź: **C**\n> - **Wymaganie szczegółowe:** 3.3) Zdający znajduje w tekście określone informacje.\n> - **Uzasadnienie:** \"map issued by War Office\" + \"red cross marked where to report\" = headed for indicated place.\n\n## Dlaczego inne odpowiedzi są błędne\n\n| Opcja | Treść | Dlaczego błędna | Typowa pułapka |\n| A | Lost way in crowds | Miała mapę, nie zgubiła się | Uczeń łączy \"rushing crowds\" z błąkaniem |\n| B | Got scared | Była ENTUZJASTYCZNA, nie przestraszona | Uczeń łączy wojnę z lękiem |\n| **C** | **Headed for indicated place** | **POPRAWNA - mapa + red cross + post** | - |\n| D | Annoyed by mother | Brak wzmianki o irytacji matką w czasie taksówki | Uczeń łączy zdanie wcześniejsze |\n\n## Typowe pułapki i uwaga\n\n> ⚠️ **Uwaga:** Klucz: pytanie \"AFTER her visit to the War Office\" - szukaj w narracji PO wzmiance o War Office, NIE wcześniej.\n\n> ⚠️ **Uwaga:** \"The morning rush matched her mood\" (excitement) - Mary jest podekscytowana, nie przestraszona.\n\n> ⚠️ **Uwaga:** \"Be to V\" w wojskowym kontekście - to bardzo formalna konstrukcja. Mary \"was to report\" = miała się stawić.\n\n**6.2.** ## Poprawna odpowiedź\n\n**B** - *realized she had better not discuss her assignment* (uświadomiła sobie, że lepiej nie dyskutować o swoim zadaniu).\n\n## Sposób 1 - analiza tekstu\n\n> \"'Oh. Only I don't know what else it could be around there but the school. The rest is just houses.'\n> **Mary opened her mouth to argue, then stopped. Because, of course, they didn't have a glittering tower labelled MINISTRY OF WILD INTRIGUE. Naturally they would have her report somewhere insignificant. How silly of me to chatter on like this, she thought.**\n> 'Right then,' she said. 'I expect I am to be made a schoolmistress.'\"\n\nKluczowe wskazówki:\n1. **\"opened her mouth to argue, then stopped\"** → CHCIAŁA, ale ZATRZYMAŁA się\n2. **\"How silly of me to chatter on like this\"** → samokrytyka - paplam za dużo\n3. **\"of course, they didn't have a glittering tower\"** → uświadomiła sobie, że spy work = sekret\n4. **\"Naturally they would have her report somewhere insignificant\"** → cover story\n\n**Wniosek:** Mary uświadomiła sobie, że NIE POWINNA dyskutować o swoim zadaniu (bo to misja tajna) → **B**.\n\n## Sposób 2 - analiza zmiany w zachowaniu Mary\n\n**PRZED uświadomieniem:**\n- \"opened her mouth to argue\" → chciała oponować\n- \"I'm to report for war work\" → już ujawniła misję\n\n**MOMENT UŚWIADOMIENIA:**\n- \"then stopped\" → przerwała się\n- \"How silly of me to chatter on like this\" → samokrytyka\n\n**PO uświadomieniu:**\n- \"I expect I am to be made a schoolmistress\" → COVER STORY (udaje, że to praca nauczycielki)\n\nZmiana zachowania = momentum realizacji.\n\n## Sposób 3 - eliminacja dystraktorów\n\n**Opcja A (insisted driver should change route):**\n- Mary NIE prosi o zmianę trasy - pyta tylko o adres\n- Po pierwszej reakcji \"opened her mouth to argue\" - argumentuje, ale potem nic nie mówi\n\n**Opcja B (realized she'd better not discuss):** ✓\n- \"opened mouth then stopped\" + \"How silly to chatter\" = świadomość milczenia\n\n**Opcja C (wondered why driver was inquisitive):**\n- KIEROWCA nie pyta - Mary pokazała mapę PIERWSZA\n- Kierowca tylko COMMENTS, nie pyta natarczywie\n\n**Opcja D (anxiety about job interview):**\n- Mary nie idzie na ROZMOWĘ - idzie do PRACY\n- Brak markerów lęku w taksówce\n- Tekst: \"desperate not to miss a minute of the war\" - entuzjazm\n\n## Reference gramatyczny - phrasal verbs + idioms\n\n> 📖 **\"Chatter on\":**\n> Phrasal verb: `chatter on` = paplać, gadać bez sensu\n> Form: `chatter + on (+ about + N)`\n> Synonim: rattle on, ramble on, prattle on\n\n> 📖 **\"How silly of me\":**\n> Pattern: `How + Adj + of + sb + to + V`\n> Funkcja: ocena własnego zachowania\n> Inne przykłady: \"How nice of you to come!\", \"How kind of him to help\"\n\n> 📖 **\"Open one's mouth to V\":**\n> Idiom: `opened her mouth to argue` = miała coś powiedzieć\n> Synonim: was about to speak, was on the point of saying\n\n> 📖 **\"Be made + N\" (passive of make):**\n> `I am to be made a schoolmistress` = mam zostać nauczycielką\n> Form: `be + to + be + made + N` (passive of be made = zostać czymś)\n\n## Schemat oceniania CKE\n\n> 📋 **Klucz CKE - schemat punktowania (zadanie 6.2, max 1 pkt):**\n> - **1 pkt** - odpowiedź: **B**\n> - **Wymaganie szczegółowe:** 3.3) Zdający znajduje w tekście określone informacje.\n> - **Uzasadnienie:** \"opened her mouth then stopped\" + \"How silly of me to chatter\" = realized she'd better not discuss.\n\n## Dlaczego inne odpowiedzi są błędne\n\n| Opcja | Treść | Dlaczego błędna | Typowa pułapka |\n| A | Insist change route | Mary nie zmienia trasy | Uczeń łączy \"argue\" z \"change route\" |\n| **B** | **Don't discuss assignment** | **POPRAWNA - silly to chatter** | - |\n| C | Driver inquisitive | Mary pokazała mapę pierwsza | Uczeń łączy z \"questions\" |\n| D | Anxiety about interview | Brak markerów lęku, brak interview | Uczeń łączy z \"war work\" |\n\n## Typowe pułapki i uwaga\n\n> ⚠️ **Uwaga:** Klucz: subtelny moment psychologiczny - Mary zmienia ZACHOWANIE w środku rozmowy. Bez tego momentu odpowiedź B się nie ujawnia.\n\n> ⚠️ **Uwaga:** \"How silly of me to chatter\" = samoocena = świadomość że za dużo mówi. To bezpośredni marker odpowiedzi B.\n\n> ⚠️ **Uwaga:** Pułapka A: \"argue\" w \"opened her mouth to argue\" = oponować, NIE zmieniać trasy. Klucz: \"argue\" + brak akcji = wewnętrzny konflikt.\n\n**6.3.** ## Poprawna odpowiedź\n\n**A** - *to keep discipline in the classroom* (utrzymywać dyscyplinę w klasie).\n\n## Sposób 1 - analiza tekstu\n\n> \"'Have you taught before?'\n> 'No,' said Mary, 'but I can't imagine there's much to it.'\n> 'Your imagination is not on the syllabus. **Be firm, organized, give no liberties, and do not underestimate the importance of the child forming letters properly. As the hand, the mind.**'\"\n\nKluczowe wskazówki:\n1. **\"Be firm\"** → bądź stanowcza (dyscyplina)\n2. **\"organized\"** → zorganizowana (porządek w klasie)\n3. **\"give no liberties\"** → nie pobłażaj (KLUCZ - dyscyplina)\n4. **\"do not underestimate forming letters\"** → uwaga na detale (poboczne wskazanie)\n\n**Wniosek:** \"Be firm + give no liberties\" = DYSCYPLINA → **A**.\n\n## Sposób 2 - analiza pojęć klucza\n\n**\"keep discipline\"** = utrzymywać dyscyplinę\n- \"Be firm\" - stanowczość\n- \"give no liberties\" - brak swobody dla uczniów\n- Synonimy: maintain order, enforce rules, be strict\n\n**\"in the classroom\"** = w klasie\n- Kontekst: rozmowa z headmistress o byciu nauczycielką\n\n## Sposób 3 - eliminacja dystraktorów\n\n**Opcja A (keep discipline):** ✓\n- \"Be firm, give no liberties\" = dyscyplina\n\n**Opcja B (develop imagination):**\n- Miss Vine MÓWI: \"Your imagination is NOT on the syllabus\"\n- TO ODWROTNIE - nie chce wyobraźni\n- Pułapka: Mary mówi o wyobraźni, ale Miss Vine ją odrzuca\n\n**Opcja C (neatly arrange belongings):**\n- Tekst opisuje rzeczy Miss Vine: \"pots of sharpened pencils, tins of drawing pins, tidy stack of hymnbooks\"\n- Ale to OPIS Miss Vine, NIE jej rada dla Mary\n- Mary nie dostaje porady o swoich rzeczach\n\n**Opcja D (write students' names clearly in register):**\n- \"Begin with the register. Read it and learn the students' names\" - to instrukcja CZYTANIA\n- NIE pisanie\n- Pułapka: Mary ma CZYTAĆ rejestr, NIE pisać w nim\n\n## Reference gramatyczny - imperative + idioms\n\n> 📖 **Imperative (tryb rozkazujący):**\n> `Be firm. Be organized. Give no liberties.`\n> Form: `bare V` (bez podmiotu)\n> Funkcja: instrukcja, rozkaz\n\n> 📖 **\"Give no liberties\":**\n> Idiom: `give no liberties` = nie pobłażaj, nie dawaj swobody\n> Synonim: be strict, don't be lenient, keep tight rein\n> Note: \"liberties\" tutaj = excessive freedom, lack of respect\n\n> 📖 **\"Not underestimate the importance of\":**\n> `do not underestimate the importance of forming letters` = nie lekceważ wagi formowania liter\n> Form: `not underestimate + N (or V-ing)`\n> Note: podwójna negacja w sensie = STRONG ASSERTION\n\n> 📖 **\"Be firm\":**\n> `Be firm` = bądź stanowcza\n> Form: `be + Adj` (imperative + Adj)\n> Synonim: be strict, be tough, be assertive\n\n## Schemat oceniania CKE\n\n> 📋 **Klucz CKE - schemat punktowania (zadanie 6.3, max 1 pkt):**\n> - **1 pkt** - odpowiedź: **A**\n> - **Wymaganie szczegółowe:** 3.3) Zdający znajduje w tekście określone informacje.\n> - **Uzasadnienie:** \"Be firm + give no liberties\" = dyscyplina w klasie.\n\n## Dlaczego inne odpowiedzi są błędne\n\n| Opcja | Treść | Dlaczego błędna | Typowa pułapka |\n| **A** | **Keep discipline** | **POPRAWNA - Be firm + give no liberties** | - |\n| B | Develop imagination | Miss Vine ODRZUCA wyobraźnię | Uczeń łączy z Mary's words |\n| C | Arrange belongings | To opis Miss Vine, NIE rada | Uczeń łączy z opisem otoczenia |\n| D | Write names clearly | Mary CZYTA rejestr, nie pisze | Uczeń łączy z \"forming letters\" - to o uczniach |\n\n## Typowe pułapki i uwaga\n\n> ⚠️ **Uwaga:** Klucz: \"forming letters properly\" odnosi się do UCZNIÓW (\"the child forming letters\"), NIE Mary. Mary ma kontrolować ich pisanie.\n\n> ⚠️ **Uwaga:** Pułapka B: \"imagination\" jest w tekście, ale ODRZUCONE przez Miss Vine. Klucz: rozumieć negację.\n\n> ⚠️ **Uwaga:** \"Be firm\" + \"give no liberties\" = klasyczna fraza dyscypliny w wiktoriańskiej szkole.\n\n**6.4.** ## Poprawna odpowiedź\n\n**B** - *suggest that an interview may give a misleading image of a candidate* (sugerować, że rozmowa kwalifikacyjna może dawać mylne wrażenie o kandydacie).\n\n## Sposób 1 - analiza tekstu\n\n> \"A friend of mine once had a curious experience at a job interview. Excited about the possible position, she arrived five minutes early and was immediately ushered into the interview room by the receptionist. Following an amicable discussion with a panel of interviewers, she was offered the job. **Afterwards, one of the interviewers remarked how impressed she was that my friend could be so composed after showing up 25 minutes late for the interview.** As it turned out, my friend had been told the wrong start time by half an hour. **She remained composed because she didn't know she was late. My friend isn't the type of person who would have remained cool if she had known she was late, but the interviewers reached the opposite conclusion.** Of course, they could have also concluded that her calmness showed disrespect. **Either way, they would have been wrong to draw conclusions about her future performance in her work based on her behaviour at the interview.**\"\n\nKluczowe wskazówki:\n1. **\"interviewers reached the opposite conclusion\"** → mylne wnioski\n2. **\"they would have been wrong to draw conclusions\"** → autor krytykuje\n3. **\"misleading\"** → tekst pokazuje, jak rozmowa wprowadza w błąd\n\n**Wniosek:** Autor wyraźnie pokazuje, że INTERVIEW DAJE MYLNE WRAŻENIE → **B**.\n\n## Sposób 2 - analiza intencji autora\n\n**Co autor pokazuje:**\n1. Przyjaciółka WYDAŁA SIĘ opanowana (composed)\n2. RZECZYWISTOŚĆ: nie wiedziała, że jest spóźniona\n3. Interviewerzy WYCIĄGNĘLI BŁĘDNY wniosek o jej osobowości\n4. To nie był jej PRAWDZIWY charakter\n\n**Intencja autora:** krytyka subiektywności interview → **misleading image**.\n\n## Sposób 3 - eliminacja dystraktorów\n\n**Opcja A (successful interview linked to future performance):**\n- WRĘCZ ODWROTNIE - autor mówi, że \"would have been WRONG to draw conclusions about future performance\"\n- Autor podważa link między interview a performance\n\n**Opcja B (interview gives misleading image):** ✓\n- \"reached the opposite conclusion\" + \"would have been wrong\"\n\n**Opcja C (compare factors influencing performance at interview):**\n- Autor nie porównuje czynników\n- Daje jeden anegdotyczny przykład\n\n**Opcja D (each interviewer assesses differently):**\n- W tekście jeden PANEL, jedna decyzja\n- Brak porównań różnych interviewerów\n\n## Reference gramatyczny - third conditional + reporting verbs\n\n> 📖 **Third conditional (hipotetyczne w przeszłości):**\n> `My friend isn't the type who would have remained cool if she had known she was late`\n> Form: `if + Past Perfect, would have + V3`\n> Funkcja: nierealne w przeszłości\n\n> 📖 **\"Either way\":**\n> Discourse marker: w obu przypadkach\n> Form: `either way + clause`\n> Synonim: in any case, regardless, whichever way\n\n> 📖 **\"Reach a conclusion\":**\n> Kolokacja: `reach a conclusion` = wyciągnąć wniosek\n> Form: `reach + N` (conclusion, decision, agreement)\n> Synonim: come to, arrive at\n\n> 📖 **\"Draw conclusions\":**\n> Idiom: `draw conclusions about X` = wyciągać wnioski na temat X\n> Form: `draw + conclusions + about/from`\n> Synonim: infer, deduce, conclude\n\n## Schemat oceniania CKE\n\n> 📋 **Klucz CKE - schemat punktowania (zadanie 6.4, max 1 pkt):**\n> - **1 pkt** - odpowiedź: **B**\n> - **Wymaganie szczegółowe:** 3.4) Zdający określa intencje nadawcy/autora tekstu.\n> - **Uzasadnienie:** \"reached the opposite conclusion\" + \"would have been wrong\" = misleading interview.\n\n## Dlaczego inne odpowiedzi są błędne\n\n| Opcja | Treść | Dlaczego błędna | Typowa pułapka |\n| A | Interview ↔ future performance | Autor PODWAŻA ten link | Uczeń łączy z \"she was offered the job\" |\n| **B** | **Misleading image** | **POPRAWNA - opposite conclusion** | - |\n| C | Compare factors | Brak porównania, tylko 1 anegdota | Uczeń łączy z \"composed\" vs \"late\" |\n| D | Different assessments | Jeden panel, NIE różni interviewerzy | Uczeń łączy z \"could have concluded\" |\n\n## Typowe pułapki i uwaga\n\n> ⚠️ **Uwaga:** Klucz: pytanie o INTENCJĘ autora (3.4 R). Szukaj wypowiedzi META - jak autor OCENIA opisaną sytuację.\n\n> ⚠️ **Uwaga:** \"They would have been WRONG to draw conclusions\" = mocna krytyka. To bezpośredni marker intencji autora.\n\n> ⚠️ **Uwaga:** Anegdota o przyjaciółce to NIE cel sam w sobie - to ILUSTRACJA większego argumentu. Klucz: pytanie \"in order to\" = funkcja anegdoty.\n\n**6.5.** ## Poprawna odpowiedź\n\n**D** - *what improvements could be made to job interviews* (jakie ulepszenia można wprowadzić do rozmów kwalifikacyjnych).\n\n## Sposób 1 - analiza ostatniego paragrafu\n\n> \"**One way to change this is to develop an interview protocol based on a careful analysis of what is being looked for in the candidate. Interviews should be structured so that all candidates receive the same questions, a procedure which makes interviews more reliable and more predictive of job success. The employer should also make sure to include a number of questions which test job-related skills.**\"\n\nKluczowe wskazówki:\n1. **\"One way to change this\"** → SUGESTIA ulepszenia\n2. **\"develop an interview protocol\"** → opracować PROTOKÓŁ\n3. **\"Interviews should be structured\"** → modal SHOULD = rekomendacja\n4. **\"same questions\"** → standardyzacja\n5. **\"include questions which test job-related skills\"** → konkretne ulepszenie\n\n**Wniosek:** Cały ostatni paragraf to PROPOZYCJE ULEPSZEŃ → **D**.\n\n## Sposób 2 - analiza pojęć klucza\n\n**\"improvements could be made\"** = jakie można wprowadzić ulepszenia\n- Cytat: \"One way to **change this**\" - zmiana = ulepszenie\n- Cytat: \"makes interviews **more reliable and more predictive**\"\n\n**\"to job interviews\"** = do rozmów kwalifikacyjnych\n- Cały paragraf o KONKRETNYCH ulepszeniach interview\n\n## Sposób 3 - eliminacja dystraktorów\n\n**Opcja A (how candidates' behaviour changes when structured):**\n- Brak wzmianki o ZMIANIE zachowania kandydatów\n- Paragraf o WYBORZE PYTAŃ przez pracodawców\n\n**Opcja B (why structured interviews not recommended):**\n- WRĘCZ ODWROTNIE - autor REKOMENDUJE structured interviews\n- \"Interviews should be structured\" = positive recommendation\n\n**Opcja C (alternative recruitment procedures replace interviews):**\n- Autor NIE zastępuje interview - ulepsza je\n- \"One way to **change**\" = zmiana, nie zastąpienie\n\n**Opcja D (improvements to job interviews):** ✓\n- \"protocol\" + \"structured\" + \"job-related skills\" = ulepszenia\n\n## Reference gramatyczny - modal \"should\" + passive voice\n\n> 📖 **\"Interview protocol\":**\n> Kolokacja: `develop an interview protocol` = opracować protokół rozmów\n> Synonim: framework, procedure, standard\n\n> 📖 **\"Should be structured\":**\n> Modal recommendation in passive: `interviews should be structured`\n> Form: `should + be + V3`\n> Funkcja: rekomendacja w passive voice\n\n> 📖 **Comparative adjectives:**\n> `more reliable and more predictive` = bardziej wiarygodne i przewidujące\n> Form: `more + Adj` (dla wielosylabowych)\n\n> 📖 **\"Job-related\":**\n> Compound adjective: `job-related skills` = umiejętności związane z pracą\n> Pattern: `N-related Adj`\n> Inne: `work-related, school-related, family-related`\n\n## Schemat oceniania CKE\n\n> 📋 **Klucz CKE - schemat punktowania (zadanie 6.5, max 1 pkt):**\n> - **1 pkt** - odpowiedź: **D**\n> - **Wymaganie szczegółowe:** 3.2) Zdający określa intencję autora.\n> - **Uzasadnienie:** \"protocol\" + \"structured\" + \"job-related skills\" = improvements to interviews.\n\n## Dlaczego inne odpowiedzi są błędne\n\n| Opcja | Treść | Dlaczego błędna |\n| A | How behaviour changes | Brak wzmianki o zmianie kandydatów |\n| B | Why structured NOT recommended | Autor REKOMENDUJE structured |\n| C | Replace interviews | Autor ULEPSZA, nie zastępuje |\n| **D** | **Improvements to interviews** | **POPRAWNA - protocol + structured + skills** |\n\n## Typowe pułapki i uwaga\n\n> ⚠️ **Uwaga:** Pytanie 6.5 dotyczy OSTATNIEGO paragrafu - szukaj informacji TYLKO tam.\n\n> ⚠️ **Uwaga:** \"Should\" = recommendation marker. Klucz: rozróżnić zalecenia (should) od krytyki (shouldn't).\n\n> ⚠️ **Uwaga:** Pułapka B: \"structured interviews\" jest WSPOMINANE pozytywnie. Klucz: rozumieć POSITIVE vs NEGATIVE recommendation.","image":"img/jezyk-angielski-2018-maj-matura-rozszerzona/zad-6.webp","solution_image":null,"topics":null,"page_from":6,"source":"ocr","answer_source":null,"answer_text_source":"ocr","solution_source":"maturazai","text_source":"ocr","source_label":"Język angielski · Matura · maj 2018 (rozszerzona)","subject_label":"Język angielski","category_label":"Matura","text_html":"

Zadanie 6. (0-5)
Przeczytaj dwa teksty na temat podejmowania pracy. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B, C albo D.
Tekst 1.
THE JOB
War was declared at eleven-fifteen and Mary North signed up at noon. She did it hurriedly at
lunch, before telegrams came, in case her mother said no. When she reached London, she went
straight to the War Office. The ink was still fresh on the map they issued her. She rushed across
town to her post, desperate not to miss a minute of the war. Any moment now it would start -
this dreaded and wonderful thing - and it could never be won without her. The morning rush
matched her mood. In London, thousands of young women were hurrying to their new
positions, on orders from Whitehall, and Mary joined gladly the great flow of the willing.
The War Office had given no further details, and that was a good sign. They might make her
an attaché to a general’s staff. It was even rumoured that they needed spies, which was most
appealing.
Mary stopped a cab and showed her map to the driver. He held it at arm’s length and looked at
the red cross that marked where she was to report.
“This big building, in Hawley Street?”
“Yes,” said Mary.
“It’s Hawley Street School, isn’t it?”
“I shouldn’t think so. I’m to report for war work, you see.”
“Oh. Only I don’t know what else it could be around there but the school. The rest is just
houses.”
Mary opened her mouth to argue, then stopped. Because, of course, they didn’t have a glittering
tower labelled MINISTRY OF WILD INTRIGUE. Naturally they would have her report
somewhere insignificant. How silly of me to chatter on like this, she thought.
“Right then,” she said. “I expect I am to be made a schoolmistress.”
The man nodded. “Makes sense, doesn’t it? Half the schoolmasters in London must be joining
up for the war.”
“Then, let’s hope the cane proves effective against the enemy’s tanks.”
Arriving at the school, Mary felt observed. She was careful to adopt the expression of
an ordinary young woman for whom the prospect of work as a schoolteacher would be thrilling.
This was her first test, after all.
She found the headmistress’s office and introduced herself. Miss Vine nodded but wouldn’t
look up from her desk.
“North,” said Mary again.
“Yes, I heard you quite well. You are to take Kestrel Class. Begin with the register. Read it and
learn the students’ names.”
“Very good,” said Mary.
MJA-1R
“Have you taught before?”
“No,” said Mary, “but I can’t imagine there’s much to it.”
“Your imagination is not on the syllabus. Be firm, organized, give no liberties, and do not
underestimate the importance of the child forming letters properly. As the hand, the mind.”
Mary felt that the “headmistress” was overdoing it and decided to mention it to the woman’s
superior, once she discovered who it was. Although in mitigation, the woman’s attention to
detail was impressive. Here were pots of sharpened pencils, tins of drawing pins and a tidy
stack of hymnbooks standing neatly on her desk.
adapted from Everyone Brave is Forgiven by Chris Cleave
6.1. After her visit to the War Office, Mary
A. lost her way in the rushing crowds.
B. got scared of the responsibility her assignment demanded.
C. headed for the place which had been indicated to her.
D. still felt annoyed by her mother’s reaction to her decision.
6.2. During the taxi ride, Mary
A. insisted the driver should change the route.
B. realized she had better not discuss her assignment.
C. wondered why the driver was so inquisitive about her work.
D. expressed her anxiety about the job interview she was about to attend.
6.3. Miss Vine advised Mary
A. to keep discipline in the classroom.
B. to develop the imagination of her students.
C. to neatly arrange her belongings on the desk.
D. to write the students’ names clearly in the register.
MJA-1R
Tekst 2.
TO INTERVIEW OR NOT TO INTERVIEW?
A friend of mine once had a curious experience at a job interview. Excited about the possible
position, she arrived five minutes early and was immediately ushered into the interview room
by the receptionist. Following an amicable discussion with a panel of interviewers, she was
offered the job. Afterwards, one of the interviewers remarked how impressed she was that my
friend could be so composed after showing up 25 minutes late for the interview. As it turned
out, my friend had been told the wrong start time by half an hour. She remained composed
because she didn’t know she was late. My friend isn’t the type of person who would have
remained cool if she had known she was late, but the interviewers reached the opposite
conclusion. Of course, they could have also concluded that her calmness showed disrespect.
Either way, they would have been wrong to draw conclusions about her future performance in
her work based on her behaviour at the interview. In this case, the outcome of the interview was
beneficial for the applicant. But it doesn’t have to end that way.
This is a widespread problem. Employers like to use free-form, unstructured interviews to “get
to know” a job candidate. Such interviews are also increasingly popular with admissions
officers at universities. But, as in my friend’s case, interviewers typically form strong but
unwarranted impressions.
One way to change this is to develop an interview protocol based on a careful analysis of what
is being looked for in the candidate. Interviews should be structured so that all candidates
receive the same questions, a procedure which makes interviews more reliable and more
predictive of job success. The employer should also make sure to include a number of questions
which test job-related skills.
adapted from www.nytimes.com; www.theguardian.com
6.4. The author mentions his friend’s interview experience to
A. show that a successful interview is linked to future performance in the job.
B. suggest that an interview may give a misleading image of a candidate.
C. compare different factors which influence a candidate’s performance at an interview.
D. prove that each interviewer assesses the same candidate differently.
6.5. In the last paragraph, we learn
A. in what way candidates’ behaviour changes when the job interview is structured.
B. why structured interviews are not recommended for testing some skills.
C. what alternative recruitment procedures should replace interviews.
D. what improvements could be made to job interviews.
PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!
MJA-1R

","answer_text_html":"
  1. Użycie zwrotów typu: Moim zdaniem, Według mnie nie wpływa na obniżenie jakości tezy
\n

w rozprawce „za i przeciw”, jeśli zdający wskazuje w tezie na wady i zalety danego
zjawiska.

","solutions":[{"source":"maturazai","label":"maturazai.pl (AI)","kind":"text","html":"

6.1. ## Poprawna odpowiedź

\n

C - headed for the place which had been indicated to her (skierowała się do miejsca, które jej wskazano).

\n

Sposób 1 - analiza tekstu

\n
"War was declared at eleven-fifteen and Mary North signed up at noon. She did it hurriedly at lunch, before telegrams came, in case her mother said no. When she reached London, she went straight to the War Office. The ink was still fresh on the map they issued her. She rushed across town to her post, desperate not to miss a minute of the war."
\n

Kluczowe wskazówki:

\n
  1. "map they issued her" → mapa od WAR OFFICE - wskazówka
  2. "rushed across town to her post" → pospieszyła do POSTERUNKU (wskazanego miejsca)
  3. "ink was still fresh" → mapa świeżo wystawiona = oficjalne instrukcje
\n

Kolejne potwierdzenie:

\n
"Mary stopped a cab and showed her map to the driver. He held it at arm's length and looked at the red cross that marked where she was to report."
\n
  1. "showed her map to the driver" → mapa = wskazówka
  2. "red cross that marked where she was to report" → konkretne wskazanie miejsca
\n

Wniosek: Mary podążyła do MIEJSCA WSKAZANEGO przez War Office (mapa z czerwonym krzyżykiem) → C.

\n

Sposób 2 - eliminacja dystraktorów

\n

Opcja A (lost her way in the rushing crowds):

\n\n

Opcja B (got scared of the responsibility):

\n\n

Opcja C (headed for the place indicated): ✓

\n\n

Opcja D (annoyed by mother's reaction):

\n\n

Reference gramatyczny - Past Perfect Passive + relative clause

\n
📖 Past Perfect Passive "which had been indicated":
the place which had been indicated to her = miejsce, które jej wskazano
Form: had + been + V3
Funkcja: czynność WCZEŚNIEJSZA wobec głównej narracji
\n
📖 "Head for + N":
headed for the place = skierowała się do miejsca
Form: head + for + N
Synonim: go to, make for, set off for
\n
📖 "Issue + sb + N":
they issued her a map = wystawili jej mapę
Form: issue + sb + N lub issue + N + to + sb
Note: official document/equipment
\n
📖 "Be + to + V" (formal/military):
where she was to report = gdzie miała się zgłosić
Form: be + to + V (instrukcja, polecenie)
Bardzo formalne - typowe dla wojska/policji
\n

Schemat oceniania CKE

\n
📋 Klucz CKE - schemat punktowania (zadanie 6.1, max 1 pkt):
- 1 pkt - odpowiedź: C
- Wymaganie szczegółowe: 3.3) Zdający znajduje w tekście określone informacje.
- Uzasadnienie: "map issued by War Office" + "red cross marked where to report" = headed for indicated place.
\n

Dlaczego inne odpowiedzi są błędne

\n

| Opcja | Treść | Dlaczego błędna | Typowa pułapka |
| A | Lost way in crowds | Miała mapę, nie zgubiła się | Uczeń łączy "rushing crowds" z błąkaniem |
| B | Got scared | Była ENTUZJASTYCZNA, nie przestraszona | Uczeń łączy wojnę z lękiem |
| C | Headed for indicated place | POPRAWNA - mapa + red cross + post | - |
| D | Annoyed by mother | Brak wzmianki o irytacji matką w czasie taksówki | Uczeń łączy zdanie wcześniejsze |

\n

Typowe pułapki i uwaga

\n
⚠️ Uwaga: Klucz: pytanie "AFTER her visit to the War Office" - szukaj w narracji PO wzmiance o War Office, NIE wcześniej.
\n
⚠️ Uwaga: "The morning rush matched her mood" (excitement) - Mary jest podekscytowana, nie przestraszona.
\n
⚠️ Uwaga: "Be to V" w wojskowym kontekście - to bardzo formalna konstrukcja. Mary "was to report" = miała się stawić.
\n

6.2. ## Poprawna odpowiedź

\n

B - realized she had better not discuss her assignment (uświadomiła sobie, że lepiej nie dyskutować o swoim zadaniu).

\n

Sposób 1 - analiza tekstu

\n
"'Oh. Only I don't know what else it could be around there but the school. The rest is just houses.'
Mary opened her mouth to argue, then stopped. Because, of course, they didn't have a glittering tower labelled MINISTRY OF WILD INTRIGUE. Naturally they would have her report somewhere insignificant. How silly of me to chatter on like this, she thought.
'Right then,' she said. 'I expect I am to be made a schoolmistress.'"
\n

Kluczowe wskazówki:

\n
  1. "opened her mouth to argue, then stopped" → CHCIAŁA, ale ZATRZYMAŁA się
  2. "How silly of me to chatter on like this" → samokrytyka - paplam za dużo
  3. "of course, they didn't have a glittering tower" → uświadomiła sobie, że spy work = sekret
  4. "Naturally they would have her report somewhere insignificant" → cover story
\n

Wniosek: Mary uświadomiła sobie, że NIE POWINNA dyskutować o swoim zadaniu (bo to misja tajna) → B.

\n

Sposób 2 - analiza zmiany w zachowaniu Mary

\n

PRZED uświadomieniem:

\n\n

MOMENT UŚWIADOMIENIA:

\n\n

PO uświadomieniu:

\n\n

Zmiana zachowania = momentum realizacji.

\n

Sposób 3 - eliminacja dystraktorów

\n

Opcja A (insisted driver should change route):

\n\n

Opcja B (realized she'd better not discuss): ✓

\n\n

Opcja C (wondered why driver was inquisitive):

\n\n

Opcja D (anxiety about job interview):

\n\n

Reference gramatyczny - phrasal verbs + idioms

\n
📖 "Chatter on":
Phrasal verb: chatter on = paplać, gadać bez sensu
Form: chatter + on (+ about + N)
Synonim: rattle on, ramble on, prattle on
\n
📖 "How silly of me":
Pattern: How + Adj + of + sb + to + V
Funkcja: ocena własnego zachowania
Inne przykłady: "How nice of you to come!", "How kind of him to help"
\n
📖 "Open one's mouth to V":
Idiom: opened her mouth to argue = miała coś powiedzieć
Synonim: was about to speak, was on the point of saying
\n
📖 "Be made + N" (passive of make):
I am to be made a schoolmistress = mam zostać nauczycielką
Form: be + to + be + made + N (passive of be made = zostać czymś)
\n

Schemat oceniania CKE

\n
📋 Klucz CKE - schemat punktowania (zadanie 6.2, max 1 pkt):
- 1 pkt - odpowiedź: B
- Wymaganie szczegółowe: 3.3) Zdający znajduje w tekście określone informacje.
- Uzasadnienie: "opened her mouth then stopped" + "How silly of me to chatter" = realized she'd better not discuss.
\n

Dlaczego inne odpowiedzi są błędne

\n

| Opcja | Treść | Dlaczego błędna | Typowa pułapka |
| A | Insist change route | Mary nie zmienia trasy | Uczeń łączy "argue" z "change route" |
| B | Don't discuss assignment | POPRAWNA - silly to chatter | - |
| C | Driver inquisitive | Mary pokazała mapę pierwsza | Uczeń łączy z "questions" |
| D | Anxiety about interview | Brak markerów lęku, brak interview | Uczeń łączy z "war work" |

\n

Typowe pułapki i uwaga

\n
⚠️ Uwaga: Klucz: subtelny moment psychologiczny - Mary zmienia ZACHOWANIE w środku rozmowy. Bez tego momentu odpowiedź B się nie ujawnia.
\n
⚠️ Uwaga: "How silly of me to chatter" = samoocena = świadomość że za dużo mówi. To bezpośredni marker odpowiedzi B.
\n
⚠️ Uwaga: Pułapka A: "argue" w "opened her mouth to argue" = oponować, NIE zmieniać trasy. Klucz: "argue" + brak akcji = wewnętrzny konflikt.
\n

6.3. ## Poprawna odpowiedź

\n

A - to keep discipline in the classroom (utrzymywać dyscyplinę w klasie).

\n

Sposób 1 - analiza tekstu

\n
"'Have you taught before?'
'No,' said Mary, 'but I can't imagine there's much to it.'
'Your imagination is not on the syllabus. Be firm, organized, give no liberties, and do not underestimate the importance of the child forming letters properly. As the hand, the mind.'"
\n

Kluczowe wskazówki:

\n
  1. "Be firm" → bądź stanowcza (dyscyplina)
  2. "organized" → zorganizowana (porządek w klasie)
  3. "give no liberties" → nie pobłażaj (KLUCZ - dyscyplina)
  4. "do not underestimate forming letters" → uwaga na detale (poboczne wskazanie)
\n

Wniosek: "Be firm + give no liberties" = DYSCYPLINA → A.

\n

Sposób 2 - analiza pojęć klucza

\n

"keep discipline" = utrzymywać dyscyplinę

\n\n

"in the classroom" = w klasie

\n\n

Sposób 3 - eliminacja dystraktorów

\n

Opcja A (keep discipline): ✓

\n\n

Opcja B (develop imagination):

\n\n

Opcja C (neatly arrange belongings):

\n\n

Opcja D (write students' names clearly in register):

\n\n

Reference gramatyczny - imperative + idioms

\n
📖 Imperative (tryb rozkazujący):
Be firm. Be organized. Give no liberties.
Form: bare V (bez podmiotu)
Funkcja: instrukcja, rozkaz
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📖 "Give no liberties":
Idiom: give no liberties = nie pobłażaj, nie dawaj swobody
Synonim: be strict, don't be lenient, keep tight rein
Note: "liberties" tutaj = excessive freedom, lack of respect
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📖 "Not underestimate the importance of":
do not underestimate the importance of forming letters = nie lekceważ wagi formowania liter
Form: not underestimate + N (or V-ing)
Note: podwójna negacja w sensie = STRONG ASSERTION
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📖 "Be firm":
Be firm = bądź stanowcza
Form: be + Adj (imperative + Adj)
Synonim: be strict, be tough, be assertive
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Schemat oceniania CKE

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📋 Klucz CKE - schemat punktowania (zadanie 6.3, max 1 pkt):
- 1 pkt - odpowiedź: A
- Wymaganie szczegółowe: 3.3) Zdający znajduje w tekście określone informacje.
- Uzasadnienie: "Be firm + give no liberties" = dyscyplina w klasie.
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Dlaczego inne odpowiedzi są błędne

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| Opcja | Treść | Dlaczego błędna | Typowa pułapka |
| A | Keep discipline | POPRAWNA - Be firm + give no liberties | - |
| B | Develop imagination | Miss Vine ODRZUCA wyobraźnię | Uczeń łączy z Mary's words |
| C | Arrange belongings | To opis Miss Vine, NIE rada | Uczeń łączy z opisem otoczenia |
| D | Write names clearly | Mary CZYTA rejestr, nie pisze | Uczeń łączy z "forming letters" - to o uczniach |

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Typowe pułapki i uwaga

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⚠️ Uwaga: Klucz: "forming letters properly" odnosi się do UCZNIÓW ("the child forming letters"), NIE Mary. Mary ma kontrolować ich pisanie.
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⚠️ Uwaga: Pułapka B: "imagination" jest w tekście, ale ODRZUCONE przez Miss Vine. Klucz: rozumieć negację.
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⚠️ Uwaga: "Be firm" + "give no liberties" = klasyczna fraza dyscypliny w wiktoriańskiej szkole.
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6.4. ## Poprawna odpowiedź

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B - suggest that an interview may give a misleading image of a candidate (sugerować, że rozmowa kwalifikacyjna może dawać mylne wrażenie o kandydacie).

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Sposób 1 - analiza tekstu

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"A friend of mine once had a curious experience at a job interview. Excited about the possible position, she arrived five minutes early and was immediately ushered into the interview room by the receptionist. Following an amicable discussion with a panel of interviewers, she was offered the job. Afterwards, one of the interviewers remarked how impressed she was that my friend could be so composed after showing up 25 minutes late for the interview. As it turned out, my friend had been told the wrong start time by half an hour. She remained composed because she didn't know she was late. My friend isn't the type of person who would have remained cool if she had known she was late, but the interviewers reached the opposite conclusion. Of course, they could have also concluded that her calmness showed disrespect. Either way, they would have been wrong to draw conclusions about her future performance in her work based on her behaviour at the interview."
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Kluczowe wskazówki:

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  1. "interviewers reached the opposite conclusion" → mylne wnioski
  2. "they would have been wrong to draw conclusions" → autor krytykuje
  3. "misleading" → tekst pokazuje, jak rozmowa wprowadza w błąd
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Wniosek: Autor wyraźnie pokazuje, że INTERVIEW DAJE MYLNE WRAŻENIE → B.

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Sposób 2 - analiza intencji autora

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Co autor pokazuje:

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  1. Przyjaciółka WYDAŁA SIĘ opanowana (composed)
  2. RZECZYWISTOŚĆ: nie wiedziała, że jest spóźniona
  3. Interviewerzy WYCIĄGNĘLI BŁĘDNY wniosek o jej osobowości
  4. To nie był jej PRAWDZIWY charakter
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Intencja autora: krytyka subiektywności interview → misleading image.

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Sposób 3 - eliminacja dystraktorów

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Opcja A (successful interview linked to future performance):

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Opcja B (interview gives misleading image): ✓

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Opcja C (compare factors influencing performance at interview):

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Opcja D (each interviewer assesses differently):

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Reference gramatyczny - third conditional + reporting verbs

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📖 Third conditional (hipotetyczne w przeszłości):
My friend isn't the type who would have remained cool if she had known she was late
Form: if + Past Perfect, would have + V3
Funkcja: nierealne w przeszłości
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📖 "Either way":
Discourse marker: w obu przypadkach
Form: either way + clause
Synonim: in any case, regardless, whichever way
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📖 "Reach a conclusion":
Kolokacja: reach a conclusion = wyciągnąć wniosek
Form: reach + N (conclusion, decision, agreement)
Synonim: come to, arrive at
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📖 "Draw conclusions":
Idiom: draw conclusions about X = wyciągać wnioski na temat X
Form: draw + conclusions + about/from
Synonim: infer, deduce, conclude
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Schemat oceniania CKE

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📋 Klucz CKE - schemat punktowania (zadanie 6.4, max 1 pkt):
- 1 pkt - odpowiedź: B
- Wymaganie szczegółowe: 3.4) Zdający określa intencje nadawcy/autora tekstu.
- Uzasadnienie: "reached the opposite conclusion" + "would have been wrong" = misleading interview.
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Dlaczego inne odpowiedzi są błędne

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| Opcja | Treść | Dlaczego błędna | Typowa pułapka |
| A | Interview ↔ future performance | Autor PODWAŻA ten link | Uczeń łączy z "she was offered the job" |
| B | Misleading image | POPRAWNA - opposite conclusion | - |
| C | Compare factors | Brak porównania, tylko 1 anegdota | Uczeń łączy z "composed" vs "late" |
| D | Different assessments | Jeden panel, NIE różni interviewerzy | Uczeń łączy z "could have concluded" |

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Typowe pułapki i uwaga

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⚠️ Uwaga: Klucz: pytanie o INTENCJĘ autora (3.4 R). Szukaj wypowiedzi META - jak autor OCENIA opisaną sytuację.
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⚠️ Uwaga: "They would have been WRONG to draw conclusions" = mocna krytyka. To bezpośredni marker intencji autora.
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⚠️ Uwaga: Anegdota o przyjaciółce to NIE cel sam w sobie - to ILUSTRACJA większego argumentu. Klucz: pytanie "in order to" = funkcja anegdoty.
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6.5. ## Poprawna odpowiedź

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D - what improvements could be made to job interviews (jakie ulepszenia można wprowadzić do rozmów kwalifikacyjnych).

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Sposób 1 - analiza ostatniego paragrafu

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"One way to change this is to develop an interview protocol based on a careful analysis of what is being looked for in the candidate. Interviews should be structured so that all candidates receive the same questions, a procedure which makes interviews more reliable and more predictive of job success. The employer should also make sure to include a number of questions which test job-related skills."
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Kluczowe wskazówki:

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  1. "One way to change this" → SUGESTIA ulepszenia
  2. "develop an interview protocol" → opracować PROTOKÓŁ
  3. "Interviews should be structured" → modal SHOULD = rekomendacja
  4. "same questions" → standardyzacja
  5. "include questions which test job-related skills" → konkretne ulepszenie
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Wniosek: Cały ostatni paragraf to PROPOZYCJE ULEPSZEŃ → D.

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Sposób 2 - analiza pojęć klucza

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"improvements could be made" = jakie można wprowadzić ulepszenia

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"to job interviews" = do rozmów kwalifikacyjnych

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Sposób 3 - eliminacja dystraktorów

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Opcja A (how candidates' behaviour changes when structured):

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Opcja B (why structured interviews not recommended):

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Opcja C (alternative recruitment procedures replace interviews):

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Opcja D (improvements to job interviews): ✓

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Reference gramatyczny - modal "should" + passive voice

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📖 "Interview protocol":
Kolokacja: develop an interview protocol = opracować protokół rozmów
Synonim: framework, procedure, standard
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📖 "Should be structured":
Modal recommendation in passive: interviews should be structured
Form: should + be + V3
Funkcja: rekomendacja w passive voice
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📖 Comparative adjectives:
more reliable and more predictive = bardziej wiarygodne i przewidujące
Form: more + Adj (dla wielosylabowych)
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📖 "Job-related":
Compound adjective: job-related skills = umiejętności związane z pracą
Pattern: N-related Adj
Inne: work-related, school-related, family-related
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Schemat oceniania CKE

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📋 Klucz CKE - schemat punktowania (zadanie 6.5, max 1 pkt):
- 1 pkt - odpowiedź: D
- Wymaganie szczegółowe: 3.2) Zdający określa intencję autora.
- Uzasadnienie: "protocol" + "structured" + "job-related skills" = improvements to interviews.
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Dlaczego inne odpowiedzi są błędne

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| Opcja | Treść | Dlaczego błędna |
| A | How behaviour changes | Brak wzmianki o zmianie kandydatów |
| B | Why structured NOT recommended | Autor REKOMENDUJE structured |
| C | Replace interviews | Autor ULEPSZA, nie zastępuje |
| D | Improvements to interviews | POPRAWNA - protocol + structured + skills |

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Typowe pułapki i uwaga

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⚠️ Uwaga: Pytanie 6.5 dotyczy OSTATNIEGO paragrafu - szukaj informacji TYLKO tam.
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⚠️ Uwaga: "Should" = recommendation marker. Klucz: rozróżnić zalecenia (should) od krytyki (shouldn't).
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⚠️ Uwaga: Pułapka B: "structured interviews" jest WSPOMINANE pozytywnie. Klucz: rozumieć POSITIVE vs NEGATIVE recommendation.
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