Język angielski 2018 — poziom rozszerzony — Formuła 2015 — część 3

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C) oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author
provide an explanation of a term essential for understanding how the game
1.1.
works?
1.2. mention ideas for making use of the game in real life?

1.3. explain how the game changes depending on the players’ reactions?

1.4. refer to a device necessary to monitor the player’s anxiety?

A SCARY GAME

A. In the depths of a haunted house, something is following you. It’s getting closer, you can
feel it creeping up1 behind you. Luckily, you can make the ghosts go away. All you have
to do is take control of your emotions. You’re in Nevermind, an unusual video game
developed by Erin Reynolds. To complete each level, the players have to overcome their
fear. If they let stress get the better of them, the screen will get shakier and the feeling
of danger will intensify. If they manage to calm down, for instance, by slowing down their
breathing, the game will ease up.

B. Reynolds started working on Nevermind when she was in an interactive media master’s
program at the University of Southern California in 2009. She was fascinated
by biofeedback, which is a process based on technology that reads the player’s heartbeat,
facial expressions or eye movement, and decided to apply it in the game she was developing
for her thesis. In order for the game to read physiological responses, the player has to wear
a heart rate sensor, which detects the fear or tension that one is feeling at any given moment.
In the case of games like this, where emotions come into play, the outcomes are less obvious
than in the case of traditional games.

C. There has been a lot of talk in the video game industry about playing games for more than
just entertainment. While most horror video games seek to provide just an exciting thrill,
Nevermind has greater ambitions. Reynolds and her team are hoping it can be developed
as a tool to teach people how to manage anxiety and improve their state of mind. The aim,
says Erin, is for players to practise being mindful of their stress level and learn how to stop
their fears from taking control in nerve-wracking situations.

1
creep up – skradać się

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 2 z 13 MJA-7R

works?

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C) oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author
provide an explanation of a term essential for understanding how the game
1.1.
works?
1.2. mention ideas for making use of the game in real life?

1.3. explain how the game changes depending on the players’ reactions?

1.4. refer to a device necessary to monitor the player’s anxiety?

A SCARY GAME

A. In the depths of a haunted house, something is following you. It’s getting closer, you can
feel it creeping up1 behind you. Luckily, you can make the ghosts go away. All you have
to do is take control of your emotions. You’re in Nevermind, an unusual video game
developed by Erin Reynolds. To complete each level, the players have to overcome their
fear. If they let stress get the better of them, the screen will get shakier and the feeling
of danger will intensify. If they manage to calm down, for instance, by slowing down their
breathing, the game will ease up.

B. Reynolds started working on Nevermind when she was in an interactive media master’s
program at the University of Southern California in 2009. She was fascinated
by biofeedback, which is a process based on technology that reads the player’s heartbeat,
facial expressions or eye movement, and decided to apply it in the game she was developing
for her thesis. In order for the game to read physiological responses, the player has to wear
a heart rate sensor, which detects the fear or tension that one is feeling at any given moment.
In the case of games like this, where emotions come into play, the outcomes are less obvious
than in the case of traditional games.

C. There has been a lot of talk in the video game industry about playing games for more than
just entertainment. While most horror video games seek to provide just an exciting thrill,
Nevermind has greater ambitions. Reynolds and her team are hoping it can be developed
as a tool to teach people how to manage anxiety and improve their state of mind. The aim,
says Erin, is for players to practise being mindful of their stress level and learn how to stop
their fears from taking control in nerve-wracking situations.

1
creep up – skradać się

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 2 z 13 MJA-7R

mention ideas for making use of the game in real life?

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C) oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author
provide an explanation of a term essential for understanding how the game
1.1.
works?
1.2. mention ideas for making use of the game in real life?

1.3. explain how the game changes depending on the players’ reactions?

1.4. refer to a device necessary to monitor the player’s anxiety?

A SCARY GAME

A. In the depths of a haunted house, something is following you. It’s getting closer, you can
feel it creeping up1 behind you. Luckily, you can make the ghosts go away. All you have
to do is take control of your emotions. You’re in Nevermind, an unusual video game
developed by Erin Reynolds. To complete each level, the players have to overcome their
fear. If they let stress get the better of them, the screen will get shakier and the feeling
of danger will intensify. If they manage to calm down, for instance, by slowing down their
breathing, the game will ease up.

B. Reynolds started working on Nevermind when she was in an interactive media master’s
program at the University of Southern California in 2009. She was fascinated
by biofeedback, which is a process based on technology that reads the player’s heartbeat,
facial expressions or eye movement, and decided to apply it in the game she was developing
for her thesis. In order for the game to read physiological responses, the player has to wear
a heart rate sensor, which detects the fear or tension that one is feeling at any given moment.
In the case of games like this, where emotions come into play, the outcomes are less obvious
than in the case of traditional games.

C. There has been a lot of talk in the video game industry about playing games for more than
just entertainment. While most horror video games seek to provide just an exciting thrill,
Nevermind has greater ambitions. Reynolds and her team are hoping it can be developed
as a tool to teach people how to manage anxiety and improve their state of mind. The aim,
says Erin, is for players to practise being mindful of their stress level and learn how to stop
their fears from taking control in nerve-wracking situations.

1
creep up – skradać się

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 2 z 13 MJA-7R

explain how the game changes depending on the players’ reactions?

Zadanie 1. (0–4)
Przeczytaj tekst, który został podzielony na trzy części (A–C) oraz pytania go dotyczące
(1.1.–1.4.). Do każdego pytania dopasuj właściwą część tekstu. Wpisz rozwiązania
do tabeli.
Uwaga: jedna część tekstu pasuje do dwóch pytań.

In which paragraph does the author
provide an explanation of a term essential for understanding how the game
1.1.
works?
1.2. mention ideas for making use of the game in real life?

1.3. explain how the game changes depending on the players’ reactions?

1.4. refer to a device necessary to monitor the player’s anxiety?

A SCARY GAME

A. In the depths of a haunted house, something is following you. It’s getting closer, you can
feel it creeping up1 behind you. Luckily, you can make the ghosts go away. All you have
to do is take control of your emotions. You’re in Nevermind, an unusual video game
developed by Erin Reynolds. To complete each level, the players have to overcome their
fear. If they let stress get the better of them, the screen will get shakier and the feeling
of danger will intensify. If they manage to calm down, for instance, by slowing down their
breathing, the game will ease up.

B. Reynolds started working on Nevermind when she was in an interactive media master’s
program at the University of Southern California in 2009. She was fascinated
by biofeedback, which is a process based on technology that reads the player’s heartbeat,
facial expressions or eye movement, and decided to apply it in the game she was developing
for her thesis. In order for the game to read physiological responses, the player has to wear
a heart rate sensor, which detects the fear or tension that one is feeling at any given moment.
In the case of games like this, where emotions come into play, the outcomes are less obvious
than in the case of traditional games.

C. There has been a lot of talk in the video game industry about playing games for more than
just entertainment. While most horror video games seek to provide just an exciting thrill,
Nevermind has greater ambitions. Reynolds and her team are hoping it can be developed
as a tool to teach people how to manage anxiety and improve their state of mind. The aim,
says Erin, is for players to practise being mindful of their stress level and learn how to stop
their fears from taking control in nerve-wracking situations.

1
creep up – skradać się

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 2 z 13 MJA-7R

refer to a device necessary to monitor the player’s anxiety? A SCARY GAME

• A.In the depths of a haunted house, something is following you. It’s getting closer, you can feel it creeping up1 behind you. Luckily, you can make the ghosts go away. All you have to do is take control of your emotions. You’re in Nevermind, an unusual video game developed by Erin Reynolds. To complete each level, the players have to overcome their fear. If they let stress get the better of them, the screen will get shakier and the feeling of danger will intensify. If they manage to calm down, for instance, by slowing down their breathing, the game will ease up.
• B.Reynolds started working on Nevermind when she was in an interactive media master’s program at the University of Southern California in 2009. She was fascinated by biofeedback, which is a process based on technology that reads the player’s heartbeat, facial expressions or eye movement, and decided to apply it in the game she was developing for her thesis. In order for the game to read physiological responses, the player has to wear a heart rate sensor, which detects the fear or tension that one is feeling at any given moment. In the case of games like this, where emotions come into play, the outcomes are less obvious than in the case of traditional games.
• C.There has been a lot of talk in the video game industry about playing games for more than just entertainment. While most horror video games seek to provide just an exciting thrill, Nevermind has greater ambitions. Reynolds and her team are hoping it can be developed as a tool to teach people how to manage anxiety and improve their state of mind. The aim, says Erin, is for players to practise being mindful of their stress level and learn how to stop their fears from taking control in nerve-wracking situations. 1 creep up – skradać się

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

ENSURING SAFE OPERATION OF DRONES
The airspace over London is among the most crowded in the world and the soaring popularity
of small unmanned drones has added to the congestion1. 2.1. _____ If we want to prevent such
incidents in the future, stricter regulations and better technology are required.
The scale of the problem is unknown. Sales of drones in Britain and many other countries are
not counted but we know the trend is increasing. America’s Federal Aviation Administration
reckons consumer sales could grow from 1.9 million in 2016 to as many as 4.3 million by 2020.
Close encounters are also on the rise and many of them can potentially be hazardous. Britain’s
Airprox Board, which is responsible for collecting reports, found 23 near-misses between
drones and aircraft between April and November last year. Today no one is sure how much
damage a drone could do to a jet airliner. 2.2. _____ What’s more, many of them have metal
components, including lithium-ion batteries2, which can explode if damaged.
Rules for operating drones are meant to ensure that collisions do not happen. 2.3. _____
Not complying with these regulations is a criminal offence. However, rules alone will not stop
accidents. Stricter control is necessary. In America, recreational users are required
to register their drones online and are given an identification number for their craft. Failure to
register could mean a fine of up to $250,000. Schemes to help identify drone operators are also
planned in Europe.
Technology can also help keep drones out of trouble. 2.4. _____ Another method is a “virtual
tether”, which in effect puts a drone on an invisible leash to prevent it from flying too far from
its operator.
1
congestion – duże natężenie ruchu
2
lithium-ion battery – akumulator litowo-jonowy

A. In Britain and America drones are not supposed to go higher than 150 metres and should be
kept in sight by their operators at all times.
B. Those the size of a large insect are probably nothing to worry about, but there are some
which can weigh 20 kilos.
C. But neither various rules nor the most modern technology will stop those intent on
deliberately causing harm.
D. Some drone-makers are restricting the speed drones can reach, as well as installing software
which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
E. As a result, there have been many close encounters between drones and planes and one
minor collision, but thankfully the damage wasn’t serious.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 3 z 13

• A.In Britain and America drones are not supposed to go higher than 150 metres and should be kept in sight by their operators at all times.
• B.Those the size of a large insect are probably nothing to worry about, but there are some which can weigh 20 kilos.
• C.But neither various rules nor the most modern technology will stop those intent on deliberately causing harm.
• D.Some drone-makers are restricting the speed drones can reach, as well as installing software which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
• E.As a result, there have been many close encounters between drones and planes and one minor collision, but thankfully the damage wasn’t serious.

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

ENSURING SAFE OPERATION OF DRONES
The airspace over London is among the most crowded in the world and the soaring popularity
of small unmanned drones has added to the congestion1. 2.1. _____ If we want to prevent such
incidents in the future, stricter regulations and better technology are required.
The scale of the problem is unknown. Sales of drones in Britain and many other countries are
not counted but we know the trend is increasing. America’s Federal Aviation Administration
reckons consumer sales could grow from 1.9 million in 2016 to as many as 4.3 million by 2020.
Close encounters are also on the rise and many of them can potentially be hazardous. Britain’s
Airprox Board, which is responsible for collecting reports, found 23 near-misses between
drones and aircraft between April and November last year. Today no one is sure how much
damage a drone could do to a jet airliner. 2.2. _____ What’s more, many of them have metal
components, including lithium-ion batteries2, which can explode if damaged.
Rules for operating drones are meant to ensure that collisions do not happen. 2.3. _____
Not complying with these regulations is a criminal offence. However, rules alone will not stop
accidents. Stricter control is necessary. In America, recreational users are required
to register their drones online and are given an identification number for their craft. Failure to
register could mean a fine of up to $250,000. Schemes to help identify drone operators are also
planned in Europe.
Technology can also help keep drones out of trouble. 2.4. _____ Another method is a “virtual
tether”, which in effect puts a drone on an invisible leash to prevent it from flying too far from
its operator.
1
congestion – duże natężenie ruchu
2
lithium-ion battery – akumulator litowo-jonowy

A. In Britain and America drones are not supposed to go higher than 150 metres and should be
kept in sight by their operators at all times.
B. Those the size of a large insect are probably nothing to worry about, but there are some
which can weigh 20 kilos.
C. But neither various rules nor the most modern technology will stop those intent on
deliberately causing harm.
D. Some drone-makers are restricting the speed drones can reach, as well as installing software
which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
E. As a result, there have been many close encounters between drones and planes and one
minor collision, but thankfully the damage wasn’t serious.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 3 z 13

• A.In Britain and America drones are not supposed to go higher than 150 metres and should be kept in sight by their operators at all times.
• B.Those the size of a large insect are probably nothing to worry about, but there are some which can weigh 20 kilos.
• C.But neither various rules nor the most modern technology will stop those intent on deliberately causing harm.
• D.Some drone-makers are restricting the speed drones can reach, as well as installing software which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
• E.As a result, there have been many close encounters between drones and planes and one minor collision, but thankfully the damage wasn’t serious.

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

ENSURING SAFE OPERATION OF DRONES
The airspace over London is among the most crowded in the world and the soaring popularity
of small unmanned drones has added to the congestion1. 2.1. _____ If we want to prevent such
incidents in the future, stricter regulations and better technology are required.
The scale of the problem is unknown. Sales of drones in Britain and many other countries are
not counted but we know the trend is increasing. America’s Federal Aviation Administration
reckons consumer sales could grow from 1.9 million in 2016 to as many as 4.3 million by 2020.
Close encounters are also on the rise and many of them can potentially be hazardous. Britain’s
Airprox Board, which is responsible for collecting reports, found 23 near-misses between
drones and aircraft between April and November last year. Today no one is sure how much
damage a drone could do to a jet airliner. 2.2. _____ What’s more, many of them have metal
components, including lithium-ion batteries2, which can explode if damaged.
Rules for operating drones are meant to ensure that collisions do not happen. 2.3. _____
Not complying with these regulations is a criminal offence. However, rules alone will not stop
accidents. Stricter control is necessary. In America, recreational users are required
to register their drones online and are given an identification number for their craft. Failure to
register could mean a fine of up to $250,000. Schemes to help identify drone operators are also
planned in Europe.
Technology can also help keep drones out of trouble. 2.4. _____ Another method is a “virtual
tether”, which in effect puts a drone on an invisible leash to prevent it from flying too far from
its operator.
1
congestion – duże natężenie ruchu
2
lithium-ion battery – akumulator litowo-jonowy

A. In Britain and America drones are not supposed to go higher than 150 metres and should be
kept in sight by their operators at all times.
B. Those the size of a large insect are probably nothing to worry about, but there are some
which can weigh 20 kilos.
C. But neither various rules nor the most modern technology will stop those intent on
deliberately causing harm.
D. Some drone-makers are restricting the speed drones can reach, as well as installing software
which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
E. As a result, there have been many close encounters between drones and planes and one
minor collision, but thankfully the damage wasn’t serious.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 3 z 13

• A.In Britain and America drones are not supposed to go higher than 150 metres and should be kept in sight by their operators at all times.
• B.Those the size of a large insect are probably nothing to worry about, but there are some which can weigh 20 kilos.
• C.But neither various rules nor the most modern technology will stop those intent on deliberately causing harm.
• D.Some drone-makers are restricting the speed drones can reach, as well as installing software which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
• E.As a result, there have been many close encounters between drones and planes and one minor collision, but thankfully the damage wasn’t serious.

Zadanie 2. (0–4)
Przeczytaj tekst, z którego usunięto cztery zdania. Wpisz w każdą lukę (2.1.–2.4.) literę,
którą oznaczono brakujące zdanie (A–E), tak aby otrzymać spójny i logiczny tekst.
Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej luki.

ENSURING SAFE OPERATION OF DRONES
The airspace over London is among the most crowded in the world and the soaring popularity
of small unmanned drones has added to the congestion1. 2.1. _____ If we want to prevent such
incidents in the future, stricter regulations and better technology are required.
The scale of the problem is unknown. Sales of drones in Britain and many other countries are
not counted but we know the trend is increasing. America’s Federal Aviation Administration
reckons consumer sales could grow from 1.9 million in 2016 to as many as 4.3 million by 2020.
Close encounters are also on the rise and many of them can potentially be hazardous. Britain’s
Airprox Board, which is responsible for collecting reports, found 23 near-misses between
drones and aircraft between April and November last year. Today no one is sure how much
damage a drone could do to a jet airliner. 2.2. _____ What’s more, many of them have metal
components, including lithium-ion batteries2, which can explode if damaged.
Rules for operating drones are meant to ensure that collisions do not happen. 2.3. _____
Not complying with these regulations is a criminal offence. However, rules alone will not stop
accidents. Stricter control is necessary. In America, recreational users are required
to register their drones online and are given an identification number for their craft. Failure to
register could mean a fine of up to $250,000. Schemes to help identify drone operators are also
planned in Europe.
Technology can also help keep drones out of trouble. 2.4. _____ Another method is a “virtual
tether”, which in effect puts a drone on an invisible leash to prevent it from flying too far from
its operator.
1
congestion – duże natężenie ruchu
2
lithium-ion battery – akumulator litowo-jonowy

A. In Britain and America drones are not supposed to go higher than 150 metres and should be
kept in sight by their operators at all times.
B. Those the size of a large insect are probably nothing to worry about, but there are some
which can weigh 20 kilos.
C. But neither various rules nor the most modern technology will stop those intent on
deliberately causing harm.
D. Some drone-makers are restricting the speed drones can reach, as well as installing software
which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
E. As a result, there have been many close encounters between drones and planes and one
minor collision, but thankfully the damage wasn’t serious.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 3 z 13

• A.In Britain and America drones are not supposed to go higher than 150 metres and should be kept in sight by their operators at all times.
• B.Those the size of a large insect are probably nothing to worry about, but there are some which can weigh 20 kilos.
• C.But neither various rules nor the most modern technology will stop those intent on deliberately causing harm.
• D.Some drone-makers are restricting the speed drones can reach, as well as installing software which programs a drone’s GPS to prevent flights near airports or nuclear power stations.
• E.As a result, there have been many close encounters between drones and planes and one minor collision, but thankfully the damage wasn’t serious.

Zadanie 3. (0–5)
Przeczytaj dwa teksty na temat podejmowania pracy. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
THE JOB

War was declared at eleven-fifteen and Mary North signed up1 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 go.
“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 report2 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 register3. Read it
and learn the students’ names.”
“Very good,” said Mary.

Strona 4 z 13 MJA-7R

“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 overdoing4 it and decided to mention it to the woman’s
superior, once she discovered who it was.

1
sign up – agree to join
2
report – go to a place where you are expected and say that you are there
3
register – a book used by a teacher to note down if a child is present at school
4
overdo – do something in a way that is too extreme

3.1. After her visit to the War Office, Mary
A. lost her way in a crowded street.
B. headed for the place which had been indicated to her.
C. still felt annoyed by her mother’s reaction to her decision.

3.2. During the taxi ride, Mary
A. insisted the driver should change the route.
B. realized she had better not discuss her assignment.
C. expressed her anxiety about the job interview she was about to attend.

3.3. Miss Vine advised Mary
A. to keep discipline in the classroom.
B. to develop the imagination of her students.
C. to write the students’ names clearly in the register.

MJA-7R Strona 5 z 13

Tekst 2.
TO INTERVIEW OR NOT TO INTERVIEW?

A friend of mine once had a strange experience at a job interview. Excited about the possible
position, she arrived five minutes early and was told to enter the interview room immediately.
Following a friendly 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 composed1 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 a lack of respect. 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.

1
composed – calm and in control of your emotions

3.4. 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. prove that each interviewer assesses the same candidate differently.

3.5. In the last paragraph, we learn
A. in what way candidates’ behaviour changes when the job interview is structured.
B. what alternative recruitment procedures should replace interviews.
C. what improvements could be made to job interviews.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 6 z 13 MJA-7R

After her visit to the War Office, Mary

• A.lost her way in a crowded street.
• B.headed for the place which had been indicated to her.
• C.still felt annoyed by her mother’s reaction to her decision.

Zadanie 3. (0–5)
Przeczytaj dwa teksty na temat podejmowania pracy. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
THE JOB

War was declared at eleven-fifteen and Mary North signed up1 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 go.
“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 report2 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 register3. Read it
and learn the students’ names.”
“Very good,” said Mary.

Strona 4 z 13 MJA-7R

“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 overdoing4 it and decided to mention it to the woman’s
superior, once she discovered who it was.

1
sign up – agree to join
2
report – go to a place where you are expected and say that you are there
3
register – a book used by a teacher to note down if a child is present at school
4
overdo – do something in a way that is too extreme

3.1. After her visit to the War Office, Mary
A. lost her way in a crowded street.
B. headed for the place which had been indicated to her.
C. still felt annoyed by her mother’s reaction to her decision.

3.2. During the taxi ride, Mary
A. insisted the driver should change the route.
B. realized she had better not discuss her assignment.
C. expressed her anxiety about the job interview she was about to attend.

3.3. Miss Vine advised Mary
A. to keep discipline in the classroom.
B. to develop the imagination of her students.
C. to write the students’ names clearly in the register.

MJA-7R Strona 5 z 13

Tekst 2.
TO INTERVIEW OR NOT TO INTERVIEW?

A friend of mine once had a strange experience at a job interview. Excited about the possible
position, she arrived five minutes early and was told to enter the interview room immediately.
Following a friendly 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 composed1 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 a lack of respect. 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.

1
composed – calm and in control of your emotions

3.4. 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. prove that each interviewer assesses the same candidate differently.

3.5. In the last paragraph, we learn
A. in what way candidates’ behaviour changes when the job interview is structured.
B. what alternative recruitment procedures should replace interviews.
C. what improvements could be made to job interviews.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 6 z 13 MJA-7R

During the taxi ride, Mary

• A.insisted the driver should change the route.
• B.realized she had better not discuss her assignment.
• C.expressed her anxiety about the job interview she was about to attend.

Zadanie 3. (0–5)
Przeczytaj dwa teksty na temat podejmowania pracy. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
THE JOB

War was declared at eleven-fifteen and Mary North signed up1 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 go.
“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 report2 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 register3. Read it
and learn the students’ names.”
“Very good,” said Mary.

Strona 4 z 13 MJA-7R

“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 overdoing4 it and decided to mention it to the woman’s
superior, once she discovered who it was.

1
sign up – agree to join
2
report – go to a place where you are expected and say that you are there
3
register – a book used by a teacher to note down if a child is present at school
4
overdo – do something in a way that is too extreme

3.1. After her visit to the War Office, Mary
A. lost her way in a crowded street.
B. headed for the place which had been indicated to her.
C. still felt annoyed by her mother’s reaction to her decision.

3.2. During the taxi ride, Mary
A. insisted the driver should change the route.
B. realized she had better not discuss her assignment.
C. expressed her anxiety about the job interview she was about to attend.

3.3. Miss Vine advised Mary
A. to keep discipline in the classroom.
B. to develop the imagination of her students.
C. to write the students’ names clearly in the register.

MJA-7R Strona 5 z 13

Tekst 2.
TO INTERVIEW OR NOT TO INTERVIEW?

A friend of mine once had a strange experience at a job interview. Excited about the possible
position, she arrived five minutes early and was told to enter the interview room immediately.
Following a friendly 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 composed1 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 a lack of respect. 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.

1
composed – calm and in control of your emotions

3.4. 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. prove that each interviewer assesses the same candidate differently.

3.5. In the last paragraph, we learn
A. in what way candidates’ behaviour changes when the job interview is structured.
B. what alternative recruitment procedures should replace interviews.
C. what improvements could be made to job interviews.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 6 z 13 MJA-7R

Miss Vine advised Mary

• A.to keep discipline in the classroom.
• B.to develop the imagination of her students.
• C.to write the students’ names clearly in the register. MJA-7R Strona 5 z 13

Zadanie 3. (0–5)
Przeczytaj dwa teksty na temat podejmowania pracy. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
THE JOB

War was declared at eleven-fifteen and Mary North signed up1 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 go.
“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 report2 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 register3. Read it
and learn the students’ names.”
“Very good,” said Mary.

Strona 4 z 13 MJA-7R

“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 overdoing4 it and decided to mention it to the woman’s
superior, once she discovered who it was.

1
sign up – agree to join
2
report – go to a place where you are expected and say that you are there
3
register – a book used by a teacher to note down if a child is present at school
4
overdo – do something in a way that is too extreme

3.1. After her visit to the War Office, Mary
A. lost her way in a crowded street.
B. headed for the place which had been indicated to her.
C. still felt annoyed by her mother’s reaction to her decision.

3.2. During the taxi ride, Mary
A. insisted the driver should change the route.
B. realized she had better not discuss her assignment.
C. expressed her anxiety about the job interview she was about to attend.

3.3. Miss Vine advised Mary
A. to keep discipline in the classroom.
B. to develop the imagination of her students.
C. to write the students’ names clearly in the register.

MJA-7R Strona 5 z 13

Tekst 2.
TO INTERVIEW OR NOT TO INTERVIEW?

A friend of mine once had a strange experience at a job interview. Excited about the possible
position, she arrived five minutes early and was told to enter the interview room immediately.
Following a friendly 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 composed1 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 a lack of respect. 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.

1
composed – calm and in control of your emotions

3.4. 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. prove that each interviewer assesses the same candidate differently.

3.5. In the last paragraph, we learn
A. in what way candidates’ behaviour changes when the job interview is structured.
B. what alternative recruitment procedures should replace interviews.
C. what improvements could be made to job interviews.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 6 z 13 MJA-7R

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.prove that each interviewer assesses the same candidate differently.

Zadanie 3. (0–5)
Przeczytaj dwa teksty na temat podejmowania pracy. Z podanych odpowiedzi wybierz
właściwą, zgodną z treścią tekstu. Zakreśl jedną z liter: A, B albo C.

Tekst 1.
THE JOB

War was declared at eleven-fifteen and Mary North signed up1 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 go.
“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 report2 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 register3. Read it
and learn the students’ names.”
“Very good,” said Mary.

Strona 4 z 13 MJA-7R

“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 overdoing4 it and decided to mention it to the woman’s
superior, once she discovered who it was.

1
sign up – agree to join
2
report – go to a place where you are expected and say that you are there
3
register – a book used by a teacher to note down if a child is present at school
4
overdo – do something in a way that is too extreme

3.1. After her visit to the War Office, Mary
A. lost her way in a crowded street.
B. headed for the place which had been indicated to her.
C. still felt annoyed by her mother’s reaction to her decision.

3.2. During the taxi ride, Mary
A. insisted the driver should change the route.
B. realized she had better not discuss her assignment.
C. expressed her anxiety about the job interview she was about to attend.

3.3. Miss Vine advised Mary
A. to keep discipline in the classroom.
B. to develop the imagination of her students.
C. to write the students’ names clearly in the register.

MJA-7R Strona 5 z 13

Tekst 2.
TO INTERVIEW OR NOT TO INTERVIEW?

A friend of mine once had a strange experience at a job interview. Excited about the possible
position, she arrived five minutes early and was told to enter the interview room immediately.
Following a friendly 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 composed1 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 a lack of respect. 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.

1
composed – calm and in control of your emotions

3.4. 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. prove that each interviewer assesses the same candidate differently.

3.5. In the last paragraph, we learn
A. in what way candidates’ behaviour changes when the job interview is structured.
B. what alternative recruitment procedures should replace interviews.
C. what improvements could be made to job interviews.

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

Strona 6 z 13 MJA-7R

In the last paragraph, we learn

• A.in what way candidates’ behaviour changes when the job interview is structured.
• B.what alternative recruitment procedures should replace interviews.
• C.what improvements could be made to job interviews.

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

YOU CAN’T REALLY CRY IN SPACE

You can do some cool things in space. Like sleep in zero gravity, for example. Or eat in zero
gravity. But there are plenty of things astronauts can’t do because of this weightless
environment. One of them is crying. When astronauts are sad or happy, they will never
4.1. _____ by shedding a tear, simply because it is impossible.
The astronaut Chris Hadfield explains that tears can 4.2. _____ in space, but it isn’t a pleasant
experience. A ball of liquid accumulates in the eye, but without gravity, it can’t flow downwards
like it would on Earth. According to Hadfield, space tears sting.
Sad as it would be to 4.3. _____ in space without the ability to cry, we’d miss showering even
more. 4.4. _____ a traditional showerhead doesn’t work in a weightless environment, the
International Space Station has no shower. The poor astronauts just have a spray nozzle and
washcloths to clean up with.
adapted from www.tested.com

4.1. 4.2.
A. make it through A. produce
B. leave it alone B. be produced
C. let it show C. have produced

4.3. 4.4.
A. float A. Whether
B. raise B. Since
C. lift C. Meanwhile

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 7 z 13

_____ by shedding a tear, simply because it is impossible. The astronaut Chris Hadfield explains that tears can 4.2. _____ in space, but it isn’t a pleasant experience. A ball of liquid accumulates in the eye, but without gravity, it can’t flow downwards like it would on Earth. According to Hadfield, space tears sting. Sad as it would be to 4.3. _____ in space without the ability to cry, we’d miss showering even more. 4.4. _____ a traditional showerhead doesn’t work in a weightless environment, the International Space Station has no shower. The poor astronauts just have a spray nozzle and washcloths to clean up with. adapted from www.tested.com 4.1. 4.2.

• A.make it through A. produce
• B.leave it alone B. be produced
• C.let it show C. have produced
• A.float A. Whether
• B.raise B. Since
• C.lift C. Meanwhile

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

YOU CAN’T REALLY CRY IN SPACE

You can do some cool things in space. Like sleep in zero gravity, for example. Or eat in zero
gravity. But there are plenty of things astronauts can’t do because of this weightless
environment. One of them is crying. When astronauts are sad or happy, they will never
4.1. _____ by shedding a tear, simply because it is impossible.
The astronaut Chris Hadfield explains that tears can 4.2. _____ in space, but it isn’t a pleasant
experience. A ball of liquid accumulates in the eye, but without gravity, it can’t flow downwards
like it would on Earth. According to Hadfield, space tears sting.
Sad as it would be to 4.3. _____ in space without the ability to cry, we’d miss showering even
more. 4.4. _____ a traditional showerhead doesn’t work in a weightless environment, the
International Space Station has no shower. The poor astronauts just have a spray nozzle and
washcloths to clean up with.
adapted from www.tested.com

4.1. 4.2.
A. make it through A. produce
B. leave it alone B. be produced
C. let it show C. have produced

4.3. 4.4.
A. float A. Whether
B. raise B. Since
C. lift C. Meanwhile

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 7 z 13

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

YOU CAN’T REALLY CRY IN SPACE

You can do some cool things in space. Like sleep in zero gravity, for example. Or eat in zero
gravity. But there are plenty of things astronauts can’t do because of this weightless
environment. One of them is crying. When astronauts are sad or happy, they will never
4.1. _____ by shedding a tear, simply because it is impossible.
The astronaut Chris Hadfield explains that tears can 4.2. _____ in space, but it isn’t a pleasant
experience. A ball of liquid accumulates in the eye, but without gravity, it can’t flow downwards
like it would on Earth. According to Hadfield, space tears sting.
Sad as it would be to 4.3. _____ in space without the ability to cry, we’d miss showering even
more. 4.4. _____ a traditional showerhead doesn’t work in a weightless environment, the
International Space Station has no shower. The poor astronauts just have a spray nozzle and
washcloths to clean up with.
adapted from www.tested.com

4.1. 4.2.
A. make it through A. produce
B. leave it alone B. be produced
C. let it show C. have produced

4.3. 4.4.
A. float A. Whether
B. raise B. Since
C. lift C. Meanwhile

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 7 z 13

4.4.

• A.float A. Whether
• B.raise B. Since
• C.lift C. Meanwhile

Zadanie 4. (0–4)
Przeczytaj tekst. Z podanych odpowiedzi wybierz właściwą, tak aby otrzymać logiczny
i gramatycznie poprawny tekst. Zakreśl jedną z liter: A, B albo C.

YOU CAN’T REALLY CRY IN SPACE

You can do some cool things in space. Like sleep in zero gravity, for example. Or eat in zero
gravity. But there are plenty of things astronauts can’t do because of this weightless
environment. One of them is crying. When astronauts are sad or happy, they will never
4.1. _____ by shedding a tear, simply because it is impossible.
The astronaut Chris Hadfield explains that tears can 4.2. _____ in space, but it isn’t a pleasant
experience. A ball of liquid accumulates in the eye, but without gravity, it can’t flow downwards
like it would on Earth. According to Hadfield, space tears sting.
Sad as it would be to 4.3. _____ in space without the ability to cry, we’d miss showering even
more. 4.4. _____ a traditional showerhead doesn’t work in a weightless environment, the
International Space Station has no shower. The poor astronauts just have a spray nozzle and
washcloths to clean up with.
adapted from www.tested.com

4.1. 4.2.
A. make it through A. produce
B. leave it alone B. be produced
C. let it show C. have produced

4.3. 4.4.
A. float A. Whether
B. raise B. Since
C. lift C. Meanwhile

PRZENIEŚ ROZWIĄZANIA NA KARTĘ ODPOWIEDZI!

MJA-7R Strona 7 z 13

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

THE FEARFUL OSTRICH – OR SO THE LEGEND GOES

Pliny the Elder, an ancient Roman philosopher, once wrote that the ostrich, being profoundly
stupid, sticks its head into the sand at the first sign of danger and considers 5.1. _____________
invisible. Here’s the truth about this magnificent, yet infamously ridiculed bird. Ostriches do
not bury their heads when faced with danger. Any species that did so would
5.2. _______________ have been able to survive for more than 120 million years. They do,
however, stretch their long necks flat on the ground in the hope that potential predators won’t
spot them. In this position, they can blend in with the terrain. From a 5.3. _______________,
their heads look as if they were buried in the sand. Ostriches have many natural defences,
including their super speed. Endurance isn’t an issue for these birds, either. They can sprint at
a brisk 30 miles per hour for a full 10 miles straight, if needed. It is surprising that we think of
them 5.4. _______________ timid or fearful.
adapted from http://animals.howstuffworks.com

Strona 8 z 13 MJA-7R

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

THE FEARFUL OSTRICH – OR SO THE LEGEND GOES

Pliny the Elder, an ancient Roman philosopher, once wrote that the ostrich, being profoundly
stupid, sticks its head into the sand at the first sign of danger and considers 5.1. _____________
invisible. Here’s the truth about this magnificent, yet infamously ridiculed bird. Ostriches do
not bury their heads when faced with danger. Any species that did so would
5.2. _______________ have been able to survive for more than 120 million years. They do,
however, stretch their long necks flat on the ground in the hope that potential predators won’t
spot them. In this position, they can blend in with the terrain. From a 5.3. _______________,
their heads look as if they were buried in the sand. Ostriches have many natural defences,
including their super speed. Endurance isn’t an issue for these birds, either. They can sprint at
a brisk 30 miles per hour for a full 10 miles straight, if needed. It is surprising that we think of
them 5.4. _______________ timid or fearful.
adapted from http://animals.howstuffworks.com

Strona 8 z 13 MJA-7R

_______________ have been able to survive for more than 120 million years. They do, however, stretch their long necks flat on the ground in the hope that potential predators won’t spot them. In this position, they can blend in with the terrain. From a 5.3. _______________, their heads look as if they were buried in the sand. Ostriches have many natural defences, including their super speed. Endurance isn’t an issue for these birds, either. They can sprint at a brisk 30 miles per hour for a full 10 miles straight, if needed. It is surprising that we think of them 5.4. _______________ timid or fearful. adapted from http://animals.howstuffworks.com Strona 8 z 13 MJA-7R

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

THE FEARFUL OSTRICH – OR SO THE LEGEND GOES

Pliny the Elder, an ancient Roman philosopher, once wrote that the ostrich, being profoundly
stupid, sticks its head into the sand at the first sign of danger and considers 5.1. _____________
invisible. Here’s the truth about this magnificent, yet infamously ridiculed bird. Ostriches do
not bury their heads when faced with danger. Any species that did so would
5.2. _______________ have been able to survive for more than 120 million years. They do,
however, stretch their long necks flat on the ground in the hope that potential predators won’t
spot them. In this position, they can blend in with the terrain. From a 5.3. _______________,
their heads look as if they were buried in the sand. Ostriches have many natural defences,
including their super speed. Endurance isn’t an issue for these birds, either. They can sprint at
a brisk 30 miles per hour for a full 10 miles straight, if needed. It is surprising that we think of
them 5.4. _______________ timid or fearful.
adapted from http://animals.howstuffworks.com

Strona 8 z 13 MJA-7R

Zadanie 5. (0–4)
Przeczytaj tekst. Uzupełnij każdą lukę (5.1.–5.4.) jednym wyrazem, tak aby powstał
spójny i logiczny tekst. Wymagana jest pełna poprawność gramatyczna i ortograficzna
wpisywanych wyrazów.

THE FEARFUL OSTRICH – OR SO THE LEGEND GOES

Pliny the Elder, an ancient Roman philosopher, once wrote that the ostrich, being profoundly
stupid, sticks its head into the sand at the first sign of danger and considers 5.1. _____________
invisible. Here’s the truth about this magnificent, yet infamously ridiculed bird. Ostriches do
not bury their heads when faced with danger. Any species that did so would
5.2. _______________ have been able to survive for more than 120 million years. They do,
however, stretch their long necks flat on the ground in the hope that potential predators won’t
spot them. In this position, they can blend in with the terrain. From a 5.3. _______________,
their heads look as if they were buried in the sand. Ostriches have many natural defences,
including their super speed. Endurance isn’t an issue for these birds, either. They can sprint at
a brisk 30 miles per hour for a full 10 miles straight, if needed. It is surprising that we think of
them 5.4. _______________ timid or fearful.
adapted from http://animals.howstuffworks.com

Strona 8 z 13 MJA-7R

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. The demolition company has destroyed the bridge.
PULLED
The bridge ______________________________________________________________
by the demolition company.

6.2. She goes swimming every morning regardless of the weather.
MATTER
She goes swimming every morning __________________________________________
the weather is like.

6.3. I’m sure the Browns considered their decision to adopt the dog very carefully.
MUST
The Browns ___________________________________________ their decision to adopt
the dog very carefully.

6.4. Parting from his parents was not easy for my nephew.
HARD
My nephew found ____________________________________________________ from
his parents.

MJA-7R Strona 9 z 13

The demolition company has destroyed the bridge. PULLED The bridge ______________________________________________________________ by the demolition company.

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. The demolition company has destroyed the bridge.
PULLED
The bridge ______________________________________________________________
by the demolition company.

6.2. She goes swimming every morning regardless of the weather.
MATTER
She goes swimming every morning __________________________________________
the weather is like.

6.3. I’m sure the Browns considered their decision to adopt the dog very carefully.
MUST
The Browns ___________________________________________ their decision to adopt
the dog very carefully.

6.4. Parting from his parents was not easy for my nephew.
HARD
My nephew found ____________________________________________________ from
his parents.

MJA-7R Strona 9 z 13

She goes swimming every morning regardless of the weather. MATTER She goes swimming every morning __________________________________________ the weather is like.

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. The demolition company has destroyed the bridge.
PULLED
The bridge ______________________________________________________________
by the demolition company.

6.2. She goes swimming every morning regardless of the weather.
MATTER
She goes swimming every morning __________________________________________
the weather is like.

6.3. I’m sure the Browns considered their decision to adopt the dog very carefully.
MUST
The Browns ___________________________________________ their decision to adopt
the dog very carefully.

6.4. Parting from his parents was not easy for my nephew.
HARD
My nephew found ____________________________________________________ from
his parents.

MJA-7R Strona 9 z 13

I’m sure the Browns considered their decision to adopt the dog very carefully. MUST The Browns ___________________________________________ their decision to adopt the dog very carefully.

Zadanie 6. (0–4)
Wykorzystując wyrazy podane drukowanymi literami, uzupełnij każde zdanie z luką, tak
aby zachować sens zdania wyjściowego (6.1.–6.4.). W każdą lukę można wpisać
maksymalnie cztery wyrazy, wliczając wyraz już podany. Wymagana jest pełna
poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów.

6.1. The demolition company has destroyed the bridge.
PULLED
The bridge ______________________________________________________________
by the demolition company.

6.2. She goes swimming every morning regardless of the weather.
MATTER
She goes swimming every morning __________________________________________
the weather is like.

6.3. I’m sure the Browns considered their decision to adopt the dog very carefully.
MUST
The Browns ___________________________________________ their decision to adopt
the dog very carefully.

6.4. Parting from his parents was not easy for my nephew.
HARD
My nephew found ____________________________________________________ from
his parents.

MJA-7R Strona 9 z 13

Parting from his parents was not easy for my nephew. HARD My nephew found ____________________________________________________ from his parents. MJA-7R Strona 9 z 13