INSPECTORATUL COLAR JUDEEAN CARA-SEVERIN DEPARTAMENTUL DE LIMBA ENGLEZ I.

PROPUNERI DE SUBIECTE PENTRU OLIMPIADA 2008

Clasa a IX-a Subiectul I (100 puncte) Read the short story Ask me tomorrow by Stan Barstow and write a 300-word essay about it. Make sure you include: The central idea of the text; A summary of the plot; The values the characters might believe in.

Ask me tomorrow by Stan Barstow

They walked on together. 'What do you want out of life, Arthur?' Wilf asked after a silence. The question appeared to surprise Arthur; probably nobody had ever asked him it before, and reflective talk of that kind was rare in Bronhill. His surprise showed in his quick glance at Wilf. 'A bit of a tall order for this time of day, isn't it?' 'Oh, I know this is the kind of subject you get round to after a couple of pints, if at all,' Wilf said. 'But I'm serious, Arthur. I'm not trying to take the mickey; I want to know.' 'Well, I dunno,' Arthur mused. 'I suppose, I want a bit more of what I've got.' 'Which is?' 'You mean what have I got? Well, a good job, the beginnings of a nice little home, a wife and family... Oh, and I'd like to win a hundred thousand quid on Littlewoods' treble chance, but it doesn't keep me awake a night.' 'And that's it?' 'Well... yes.' 'You don't walk about with a constant uneasy feeling at the back of your mind that somehow life, real life, is passing you by somewhere else and that next week or next year will be better than today if only you can get to the centre of it and find what you want?' Arthur shook his head. 'No, I don't. But I think a lot af people do, and I'm sorry for them.' They had to cross a stile into a field and Arthur, going first, stopped halfway over and looked back at Wilf with a smile playing about his eyes and mouth. 'Some people spend all their time thinking about what they haven't got. I think about what I have got and how lucky I am to have it.'

There was in Arthur's look an element of amused perception of the foolishness of men that was as unexpected as the spark of sympathy it kindled in Wilf. He followed his companion over the stile and clapped him on the shoulder. 'You know what, Arthur? You're a happy man.' Arthur chuckled. Being held up as a criterion of something pleased him. 'I supposed I am,' he said. 'I don't think about it much.' Suddenly at a loss before this young man whom he had always regarded with mild contempt, Wilf fell back on facetious banter: 'And to what do you attribute this spectacular success in life, Mr. Ryder? Come along now, give the audience the benefit of your experience and superior knowledge.' Arthur thought seriously about it for a moment. 'Well, I don't think it's got much to do with how money you have, an' all that, for a start,' he said. 'It's more the way you look at things. You know, an attitude of mind, like.' 'Ah, yes,' Wilf said, suddenly serious again. Youve put your finger on it there, lad. That's the rub. Perhaps what we need is a psychiatrist each to turn us all into contented puddings.'

Subiectul II (100 puncte) Write a 250-word narrative essay ending with the sentence: Alls well when it ends well.

Clasa a X-a Subiectul I (100 puncte) Read the short story Ask me tomorrow by Stan Barstow and write a 350-word essay about it. Make sure you include: The central idea of the text; The characters feelings and apprehensions; The implications of the collocation an attitude of mind suggested by one of the characters.

Ask me tomorrow by Stan Barstow

They walked on together. 'What do you want out of life, Arthur?' Wilf asked after a silence. The question appeared to surprise Arthur; probably nobody had ever asked him it before, and reflective talk of that kind was rare in Bronhill. His surprise showed in his quick glance at Wilf. 'A bit of a tall order for this time of day, isn't it?' 'Oh, I know this is the kind of subject you get round to after a couple of pints, if at all,' Wilf said. 'But I'm serious, Arthur. I'm not trying to take the mickey; I want to know.' 'Well, I dunno,' Arthur mused. 'I suppose, I want a bit more of what I've got.' 'Which is?' 'You mean what have I got? Well, a good job, the beginnings of a nice little home, a wife and family... Oh, and I'd like to win a hundred thousand quid on Littlewoods' treble chance, but it doesn't keep me awake a night.' 'And that's it?' 'Well... yes.' 'You don't walk about with a constant uneasy feeling at the back of your mind that somehow life, real life, is passing you by somewhere else and that next week or next year will be better than today if only you can get to the centre of it and find what you want?' Arthur shook his head. 'No, I don't. But I think a lot af people do, and I'm sorry for them.' They had to cross a stile into a field and Arthur, going first, stopped halfway over and looked back at Wilf with a smile playing about his eyes and mouth. 'Some people spend all their time thinking about what they haven't got. I think about what I have got and how lucky I am to have it.' There was in Arthur's look an element of amused perception of the foolishness of men that was as unexpected as the spark of sympathy it kindled in Wilf. He followed his companion over the stile and clapped him on the shoulder. 'You know what, Arthur? You're a happy man.' Arthur chuckled. Being held up as a criterion of something pleased him. 'I supposed I am,' he said. 'I don't think about it much.'

Suddenly at a loss before this young man whom he had always regarded with mild contempt, Wilf fell back on facetious banter: 'And to what do you attribute this spectacular success in life, Mr. Ryder? Come along now, give the audience the benefit of your experience and superior knowledge.' Arthur thought seriously about it for a moment. 'Well, I don't think it's got much to do with how money you have, an' all that, for a start,' he said. 'It's more the way you look at things. You know, an attitude of mind, like.' 'Ah, yes,' Wilf said, suddenly serious again. Youve put your finger on it there, lad. That's the rub. Perhaps what we need is a psychiatrist each to turn us all into contented puddings.'

Subiectul II (100 puncte)

Imagine you have the magic power of teleporting yourself in another century. Describe the people you encounter, at least two places you can visit, and the atmosphere of the time you are travelling in.

Clasa a XI-a Subiectul I (100 puncte) Read the short story Peacelike Mongoose by James Thurber and write a 350-word essay about it. Make sure you include: The point of view used by the author and its effect on the story; The characters feelings and apprehensions; The characters and the way they are compared and contrasted; The main symbol of the story. THE PEACELIKE MONGOOSE
by James Thurber In cobra country a mongoose was born one day who didnt want to fight cobras or anything else. The word speared from mongoose to mongoose that there was a mongoose who didnt want to fight cobras. If he didnt want to fight anything else, it was his own business, but it was the duty of every mongoose to kill cobras or be killed by cobras. Why? asked the peacelike mongoose, and the word went around that the strange new mongoose was not only pro-cobra ant anti-mongoose but intellectually curious and against the ideals and traditions of mongoosism. He is crazy, cried the young mongooses father. He is sick, said his mother. He is a coward, shouted his brother. He is a mongoosexual, whispered his sisters. Strangers who had never laid eyes on the peacelike mongoose remembered that they had seen him crawling on his stomach, or trying on cobra hoods, or plotting the violent overthrow of Mongoosia. I am trying to use reason and intelligence, said the strange new mongoose. Reason is six-sevenths of treason, said one of his neighbors. Intelligence is what the enemy used, said another. Finally, the rumor spread that the mongoose had venom in his sting, like a cobra, and he was tried, convicted by a show of paws, and condemned to banishment. Moral: Ashes to ashes, and clay to clay, if the enemy doesnt get you your own folks may.

Subiectul II (100 puncte)

An ancient thinker stated that Gold should be tested through fire while man should stand the test of gold. Discuss the implications of such a comparison in an argumenatative essay of 400 words.

Clasa a XII-a Subiectul I (100 puncte) Read the short story Peacelike Mongoose by James Thurber and write a 400-word essay about it. Make sure you include: The theme; The point of view used by the author and its effect on the story; The climax and the resolution of the plot; The characters and the way they are compared and contrasted; The moral of the story. THE PEACELIKE MONGOOSE
by James Thurber In cobra country a mongoose was born one day who didnt want to fight cobras or anything else. The word speared from mongoose to mongoose that there was a mongoose who didnt want to fight cobras. If he didnt want to fight anything else, it was his own business, but it was the duty of every mongoose to kill cobras or be killed by cobras. Why? asked the peacelike mongoose, and the word went around that the strange new mongoose was not only pro-cobra ant anti-mongoose but intellectually curious and against the ideals and traditions of mongoosism. He is crazy, cried the young mongooses father. He is sick, said his mother. He is a coward, shouted his brother. He is a mongoosexual, whispered his sisters. Strangers who had never laid eyes on the peacelike mongoose remembered that they had seen him crawling on his stomach, or trying on cobra hoods, or plotting the violent overthrow of Mongoosia. I am trying to use reason and intelligence, said the strange new mongoose. Reason is six-sevenths of treason, said one of his neighbors. Intelligence is what the enemy used, said another. Finally, the rumor spread that the mongoose had venom in his sting, like a cobra, and he was tried, convicted by a show of paws, and condemned to banishment. Moral: Ashes to ashes, and clay to clay, if the enemy doesnt get you your own folks may.

Subiectul II (100 puncte)

Write a 450-word reflective essay starting from the following quote by Francis Bacon: Good thoughts are little better than good dreams, except they be put in act.

II. Pentru un Bacalaureat European

Introducerea standardelor din Cadrul European de Referin n Programele colare a atras dup sine reconsiderarea itemilor de evaluare pentru examenul de Bacalaureat care urmeaz s se schimbe conform Ghidului Examenelor Europene.
Test Test 1 Test 2 Test 3 Test 4 Test 5 Citit Ascultat Scris Numrul sarcinilor de lucru 2/3 3 2 Timp alocat 30 min 40 min B1 50 min / B2 60 min 40 min 20 min Aproximativ 3 ore Puncte acordate 25 25 25 25 25 125

Gramatic i vocabular 3 Vorbit 4 Total timp alocat / Puncte disponibile

Test 1 Citit (sarcina 1 si 2 pt. A2, sarcinile 2,3,4 pt. B1 si B2) Timp 40 min. Descrierea sarcinii de lucru Abiliti testate
Sarcina 1: texte scurte Sarcina 2: titluri de paragrafe Sarcina 3: scanare Sarcina 4: gril cu rspunsuri multiple Potrivii cele 6 texte scurte cu 8 poze, diagrame sau afirmaii Potrivii cele 9 titluri cu cele 7 paragrafe oferite Potrivii afirmaiile cu textele oferite Text de amploare; 6 ntrebri gril nelegerea general a informaiei cheie din textele scurte Abilitate de nelegere global Scanare pentru informaie specific nelegere detaliat nelegere general Interpretarea scopului textului

Timp 40 min.
Sarcina 1: teste scurte

Test 2 Ascultat Descrierea sarcinii de lucru

Potrivii pozele, textele sau diagramele cu textele scurte de ascultat.

Abiliti testate
nelegerea ideii principale Diferenierea dintre fapt i opinie Identificarea conectorilor n discurs Identificarea strii de spirit a vorbitorului nelegerea punctelor principale Extragerea informaiei importante Urmrirea logicii discursului nelegerea punctelor principale Ascultare selectiv nelegerea i folosirea trsturilor de limbaj redundante nelegerea detaliilor

Sarcina 2: completarea de notie

Completarea spaiilor libere n rezumatul unui monolog nregistrat

Sarcina 3: program radio / TV / extras dintr-o ntlnire

Alegerea rspunsurilor corecte pentru zece intrebri grila n timp ce se ascult un program radio, TV sau o ntlnire de afaceri

Test 3 Scris
B1: 50 min. Sarcina 1: Exerciiu tranzacional Sarcina 2: Comunicare n scris mai extins Descrierea sarcinii de lucru Completai un formular cu opt spaii libere (4 rspunsuri scurte i 4 rspunsuri detaliate) Scriei o scrisoare informal de 80-110 cuvinte Abiliti testate Comunicarea unor informaii personale de baz Abiliti i funcii de limbaj specifice scrisorii informale Descriere, relatarea unor informaii personale Limbaj narativ Abiliti testate Acoperirea urmtoarelor genuri: scrisoare tranzacional, formular, notie sau mesaje, poster, anun publicitar Acoperirea urmtoarelor genuri: articol, raport, scrisoare nontranzacional, eseu descriptiv, narativ sau discursiv (pro i contra, eseu de opinie, eseu care ridic probleme si ofer soluii)

B2: 60 min Sarcina 1: Exerciiu tranzacional

Descrierea sarcinii de lucru Scriei 2-4 texte totaliznd 130-160 cuvinte cu specific tranzacional Alegei una din urmtoarele trei teme, i scriei un text de 110 150 cuvinte

Sarcina 2: sarcin de lucru extins

Timp 30 min.
Sarcina 1: completarea unui text gril Sarcina 2: completarea spaiilor libere

Test 4 Gramatic i vocabular Descrierea sarcinii de lucru

Text cu 10 spaii libere n care se completeaz un singur cuvnt ce urmeaz s fie ales dintr-o serie de 4 Text cu 10 spaii libere care trebuiesc completate cu un singur cuvnt fr a fi dat vreun suport

Abiliti testate

nelegerea lexical a mesajului: de

obicei colocaii i locuiuni verbale

nelegerea gramatical a textului:

structuri i forme verbale; prepoziii i pronume relative; pronume; articole Discurs de baz: cuvinte de legtur i structuri refereniale

Test 5 Vorbit
Timp 10/20 min. Sarcina 1: interviu Descrierea sarcinii de lucru Un interlocutor intervieveaz 2 / 3 candidai Abiliti testate Comparare, exprimarea unei opinii / preferine Oferirea unor explicaii Descrierea unui loc sau a unei persoane Organizarea evenimentelor Cauz i efect Comparare, descrierea unor experiene A cere i a oferi informaii A cere clarificri A face rezervri A confirma sau a nega ceva A plti pentru ceva Exprimarea unei opinii/preferine Oferirea de argumente Comparare

Sarcina 2: poveste bazat pe poze i prezentare Sarcina 3: dialog tranzacional

Monolog individual extins

Dialoguri tranzacionale ntre candidai i interlocutor

Sarcina 4: extinderea comunicrii

Discuie ntre cei doi candidai

N.B.1 Pentru nivelul C1, proba de scris va oferi posibilitatea de alegere ntre 3 texte literare pentru a fi comentate din punct de vedere al conveniilor literare. N.B.2 O astfel de organizare a examenului de Bacalaureat implic probleme serioase legate de: Prelungirea perioadei de testare; Asigurarea infrastructurii examenului; Cursuri de formare pentru standardizarea evaluatorilor; Perioad de pilotare i obinerea uni feedback corespunztor desfurrii cu succes a unui astfel de examen. N.B.3 Un astfel de examen este mai flexibil, permind fiecrui candidat s-i aleag nivelul de testare n funcie de Cadrul European de Referin. N.B.4 Examenul ofer posibilitatea de acreditare la nivel internaional.

INSPECTORATUL COLAR JUDEEAN CARA-SEVERIN DEPARTAMENTUL DE LIMBA ENGLEZ

III. MODIFICRILE PROPUSE DE PROFESORII DE LIMBA ENGLEZ DIN JUDE PENTRU PACHETUL DE LEGI PRIVIND NVMNTUL PREUNVERSITAR
A. STATUTUL CADRELOR DIDACTICE 1. CAP.II Art.48 (al.6): S se specifice dac orele predate la nvmntul primar in echip cu nvtorul presupun obligativitatea participrii nvtorului la fiecare or de curs; 2. CAP.II Art.49 (al.1): Reducerea activitii didactice de predare la 16h/sptmn s se aplice ntregului personal didactic de predare cu contract individual de munc, cu o vechime de predare efectiv de peste 25 ani, indiferent de gradul didactic; 3. CAP.II Art.54 (al.8): ntregul personal al unitilor de nvmnt cu secii de predare n limba unei minoriti naionale, s fie bun cunosctor al limbii romne, indiferent de funcie sau specialitatea predat; 4. CAP.II Art.59 (al.2): S se deceleze diferena dintre personal didactic asociat i personal didactic stagiar; 5. CAP.II Art.64 (al.1): S se precizeze n ce const Completarea activitii didactice de predare; 6. CAP.II Art.75 (al.2): Precizarea numrului de credite corespunztor fiecrei etape, respectiv a duratei acesteia; 7. CAP.II

Art.75 (al.5): Nu se recunoate Masteratul ca form de perfecionare n timp ce Art.77 (al.3) l recunoate ca form de perfecionare consecven ?! 8. CAP.II Art.77 (al.3/b): Activitatea in comisiile metodice, catedre, cercuri pedagogice este recunoscut ca form de perfecionare, n timp ce, n Art.78 (al.3), instituiile de nvmnt preuniversitar n care funcioneaz comisiile metodice, catedrele i cercurile pedagogice nu sunt recunoscute ca surse de perfecionare continu! 9. CAP.II Art.77 (al.6): Evaluarea activitilor metodico-tiinifice s se realizeze ca forme de perfectionare prin CCD sau Departamente Universitare de profil; 10.CAP.II Art.82 (al.5): S se elimine sintagma n calitate de formator; 11.CAP.II Art.83 (al.2): Personalul desemnat pentru efectuarea inspeciilor s aib calitatea de profesor metodist sau formator; 12.CAP.V Art.93 (al.1e): Sporul de suprasolicitare neuropsihic de 3% s se fac la fiecare tran de vechime, grad sau treapt profesional (bine formulat); 13.CAP.V Art.93 (al.1g): Profesorul metodist primete 10-20% din salariu de baz (s se menioneze criteriile i condiiile specifice); 14.CAP.VI Art.99 (al.2): Pensia se calculeaz din veniturile ultimelor 12 luni lucrate. S se nlocuiasc cele 12 luni cu, cel puin perioada ultimilor 5 ani; 15.CAP.VI Art.99 (al.3): n ce conditii se face pensionarea cu 5 ani mai devreme?

B. LEGEA NVMNTULUI PREUNIVERSITAR 1. CAP.I Art.24: S se precizeze ce trebuie s conin portofoliul care nsoete certificatul de absolvire precum i criteriile de standardizare aferente; 2. CAP.I Art.26: Trecerea la liceu s se realizeze, ntr-o prim etap prin concurs organizat de fiecare unitate de nvmnt liceal n parte i candidaii care nu sunt admii s fie repartizai computerizat ntr-o a doua etap; 3. CAP.I Art.39 (al.3 i 4): Concursurile artistice naionale i internaionale s fie considerate la nivel de Olimpiade colare naionale i internaionale. Locurile I, II, III, s dea posibilitatea elevilor s accead, fr examen, ntr-o instituie de nvmnt superior de profil. 4. CAP.II Art.23 (al.2): nvmntul cu frecven redus i la distan pentru gimnaziu s prevad precizri privind nvmntul adulilor, comasat, a doua ans, nvmnt alternativ; 5. CAP.III Art.45 (al.1): Examenul de Bacalaureat s se susin n dou sesiuni; 6. CAP.III Art.46 (al.3): Examenul de admitere in nvmntul universitar s nu in cont de mediile obinute n timpul liceului, respectiv la examenul de Bacalaureat; 7. CAP.III Art.51: Este necesar s se precizeze conditiile n care se va realiza predarea pentru elevii i tinerii cu boli cronice. Cercul Pedagogic al Profesorilor de Limba Englez din judeul Cara-Severin 29.01.2008

INSPECTORATUL COLAR JUDEEAN CARA-SEVERIN DEPARTAMENTUL DE LIMBA ENGLEZ

IV. PROPUNERI DE SUBIECTE PENTRU

PROGRAMELE DE DEFINITIVAT / GRADUL II / TITULARIZARE

1. 2. 3. 4. 5. 6. 7. 8.

Classroom Management Planning Materials Assessment Skills Using Materials Literature, Culture and Civilization Interpreting Grammar Structures Vocabulary in Context Methodology

N.B. Subiectele de metodic vor reprezenta 50% din seciunile baremului de notare, astfel testndu-se competena de profesor i nu cea de filolog.

Prof. Monica Giuchici, Metodist ISJ, membru al Comisiei Naionale de Specialitate