propuneri.08

8/3/2019 PROPUNERI.08.

1/13

INSPECTORATUL COLAR JUDEEAN CARA-SEVERINDEPARTAMENTUL DE LIMBA ENGLEZ

I. PROPUNERI DE SUBIECTE PENTRU OLIMPIADA 2008

Clasa a IX-aSubiectul I (100 puncte)

Read the short story Ask me tomorrow by Stan Barstow and write a300-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 asilence.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 quickglance 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 wifeand family... Oh, and I'd like to win a hundred thousand quid on Littlewoods' treblechance, 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 yearwill 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 andlooked 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 whatI have got and how lucky I am to have it.'


2/13

There was in Arthur's look an element of amused perception of the foolishness of menthat was as unexpected as the spark of sympathy it kindled in Wilf. He followed hiscompanion 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 Iam,' he said. 'I don't think about it much.'

Suddenly at a loss before this young man whom he had always regarded with mildcontempt, Wilf fell back on facetious banter:'And to what do you attribute this spectacular success in life, Mr. Ryder? Come alongnow, 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 dowith how money you have, an' all that, for a start,' he said. 'It's more the way you look atthings. 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 contentedpuddings.'

Subiectul II (100 puncte)

Write a 250-word narrative essay ending with the sentence: Allswell when it ends well.


3/13

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 BarstowThey walked on together. 'What do you want out of life, Arthur?' Wilf asked after asilence.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 quickglance 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 wifeand family... Oh, and I'd like to win a hundred thousand quid on Littlewoods' treblechance, 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 thatsomehow life, real life, is passing you by somewhere else and that next week or next yearwill 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 whatI 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 menthat was as unexpected as the spark of sympathy it kindled in Wilf. He followed hiscompanion 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 Iam,' he said. 'I don't think about it much.'


4/13

Suddenly at a loss before this young man whom he had always regarded with mildcontempt, Wilf fell back on facetious banter:'And to what do you attribute this spectacular success in life, Mr. Ryder? Come alongnow, 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 dowith 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 contentedpuddings.'


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.


5/13

Clasa a XI-a


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 oranything else. The word speared from mongoose to mongoose that there was a mongoosewho didnt want to fight cobras. If he didnt want to fight anything else, it was his ownbusiness, 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 strangenew mongoose was not only pro-cobra ant anti-mongoose but intellectually curious andagainst 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 theviolent 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 folksmay.


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


6/13

Clasa a XII-a


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 ThurberIn 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 mongoosewho didnt want to fight cobras. If he didnt want to fight anything else, it was his ownbusiness, 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 strangenew mongoose was not only pro-cobra ant anti-mongoose but intellectually curious andagainst 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 theviolent 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 folksmay.


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


7/13

II. Pentru un Bacalaureat European

Introducerea standardelor din Cadrul European de Referin n Programele colarea atras dup sine reconsiderarea itemilor de evaluare pentru examenul de Bacalaureat careurmeaz s se schimbe conform Ghidului Examenelor Europene.

Test Numrul sarcinilorde lucru

Timp alocat Puncte acordate

Test 1 Citit 2 / 3 30 min 25Test 2 Ascultat 3 40 min 25Test 3 Scris 2 B1 50 min /

B2 60 min25

Test 4 Gramatic i vocabular 3 40 min 25Test 5 Vorbit 4 20 min 25

Total timp alocat / Puncte disponibile Aproximativ 3ore

125

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 testateSarcina 1: texte scurte Potrivii cele 6 texte scurte cu 8poze, diagrame sau afirmaii

nelegerea general a informaieicheie din textele scurte

Sarcina 2: titluri de paragrafe Potrivii cele 9 titluri cu cele 7paragrafe oferite

Abilitate de nelegere global

Sarcina 3: scanare Potrivii afirmaiile cu texteleoferite

Scanare pentru informaiespecific

Sarcina 4: gril cu rspunsurimultiple

Text de amploare; 6 ntrebrigril

nelegere detaliat nelegere general Interpretarea scopului textului

Test 2 Ascultat

Timp 40 min. Descrierea sarcinii de lucru Abiliti testateSarcina 1: teste scurte Potrivii pozele, textele saudiagramele cu textele scurte deascultat.

nelegerea ideii principale Diferenierea dintre fapt i

opinie Identificarea conectorilor n

discurs Identificarea strii de spirit a

vorbitoruluiSarcina 2: completarea de notie Completarea spaiilor libere n

rezumatul unui monolognregistrat

nelegerea punctelorprincipale

Extragerea informaieiimportante

Urmrirea logicii discursului

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

Alegerea rspunsurilor corectepentru zece intrebri grila n timpce se ascult un program radio,TV sau o ntlnire de afaceri

nelegerea punctelorprincipale

Ascultare selectiv nelegerea i folosirea

trsturilor de limbajredundante

nelegerea detaliilor


8/13

Test 3 ScrisB1: 50 min. Descrierea sarcinii de lucru Abiliti testate

Sarcina 1: Exerciiu tranzacional Completai un formular cu optspaii libere (4 rspunsuriscurte i 4 rspunsuri detaliate)

Comunicarea unor informaiipersonale de baz

Sarcina 2: Comunicare n scrismai extins

Scriei o scrisoare informal de80-110 cuvinte

Abiliti i funcii de limbajspecifice scrisorii informale

Descriere, relatarea unor informaiipersonale

Limbaj narativB2: 60 min Descrierea sarcinii de lucru Abiliti testate

Sarcina 1: Exerciiu tranzacional Scriei 2-4 texte totaliznd130-160 cuvinte cu specifictranzacional

Acoperirea urmtoarelor genuri:scrisoare tranzacional, formular,notie sau mesaje, poster, anun

publicitarSarcina 2: sarcin de lucruextins

Alegei una din urmtoareletrei teme, i scriei un text de110 150 cuvinte

Acoperirea urmtoarelor genuri:articol, raport, scrisoare non-tranzacional, eseu descriptiv,narativ sau discursiv (pro i contra,eseu de opinie, eseu care ridic

probleme si ofer soluii)

Test 4 Gramatic i vocabularTimp 30 min. Descrierea sarcinii de lucru Abiliti testate

Sarcina 1: completareaunui text gril

Text cu 10 spaii libere n care secompleteaz un singur cuvnt ceurmeaz s fie ales dintr-o serie de 4

nelegerea lexical a mesajului: deobicei colocaii i locuiuni verbale

Sarcina 2: completareaspaiilor libere

Text cu 10 spaii libere care trebuiesccompletate cu un singur cuvnt fr a fidat vreun suport

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 VorbitTimp 10/20 min. Descrierea sarcinii de lucru Abiliti testate

Sarcina 1: interviu Un interlocutor intervieveaz2 / 3 candidai

Comparare, exprimarea unei opinii /preferine

Oferirea unor explicaii Descrierea unui loc sau a unei persoane

Sarcina 2: poveste bazatpe poze i prezentare

Monolog individual extins Organizarea evenimentelor Cauz i efect Comparare, descrierea unor experiene

Sarcina 3: dialogtranzacional

Dialoguri tranzacionale ntrecandidai i interlocutor

A cere i a oferi informaii A cere clarificri A face rezervri A confirma sau a nega ceva A plti pentru ceva

Sarcina 4: extindereacomunicrii

Discuie ntre cei doi candidai Exprimarea unei opinii/preferine Oferirea de argumente Comparare


9/13

N.B.1Pentru nivelul C1, proba de scris va oferi posibilitatea de alegere ntre 3 texte literarepentru 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.3Un astfel de examen este mai flexibil, permind fiecrui candidat s-i aleag nivelul detestare n funcie de Cadrul European de Referin.

N.B.4Examenul ofer posibilitatea de acreditare la nivel internaional.


10/13


III. MODIFICRILE PROPUSE DE PROFESORII DELIMBA ENGLEZ DIN JUDE PENTRU PACHETUL DE

LEGI PRIVIND NVMNTUL PREUNVERSITAR

A. STATUTUL CADRELOR DIDACTICE

1. CAP.IIArt.48 (al.6): S se specifice dac orele predate la nvmntul primarin echip cu nvtorul presupun obligativitatea participrii

nvtorului la fiecare or de curs;

2. CAP.IIArt.49 (al.1): Reducerea activitii didactice de predare la16h/sptmn s se aplice ntregului personal didactic de predare cucontract 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 depredare n limba unei minoriti naionale, s fie bun cunosctor allimbii romne, indiferent de funcie sau specialitatea predat;

4. CAP.IIArt.59 (al.2): S se deceleze diferena dintre personal didacticasociat i personal didactic stagiar;

5. CAP.IIArt.64 (al.1): S se precizeze n ce const Completarea activitii

didactice de predare;

6. CAP.IIArt.75 (al.2): Precizarea numrului de credite corespunztor fiecreietape, respectiv a duratei acesteia;

7. CAP.II


11/13

Art.75 (al.5): Nu se recunoate Masteratul ca form de perfecionaren timp ce Art.77 (al.3) l recunoate ca form de perfecionare consecven ?!

8. CAP.IIArt.77 (al.3/b): Activitatea in comisiile metodice, catedre, cercuri

pedagogice este recunoscut ca form de perfecionare, n timp ce, nArt.78 (al.3), instituiile de nvmnt preuniversitar n carefuncioneaz comisiile metodice, catedrele i cercurile pedagogice nusunt recunoscute ca surse de perfecionare continu!

9. CAP.IIArt.77 (al.6): Evaluarea activitilor metodico-tiinifice s serealizeze ca forme de perfectionare prin CCD sau DepartamenteUniversitare de profil;

10.CAP.IIArt.82 (al.5): S se elimine sintagma n calitate de formator;

11.CAP.IIArt.83 (al.2): Personalul desemnat pentru efectuarea inspeciilor saib calitatea de profesor metodist sau formator;

12.CAP.VArt.93 (al.1e): Sporul de suprasolicitare neuropsihic de 3% s se fac

la fiecare tran de vechime, grad sau treapt profesional (bineformulat);

13.CAP.VArt.93 (al.1g): Profesorul metodist primete 10-20% din salariu de

baz (s se menioneze criteriile i condiiile specifice);

14.CAP.VIArt.99 (al.2): Pensia se calculeaz din veniturile ultimelor 12 lunilucrate. S se nlocuiasc cele 12 luni cu, cel puin perioada ultimilor5 ani;

15.CAP.VIArt.99 (al.3): n ce conditii se face pensionarea cu 5 ani mai devreme?


12/13

B. LEGEA NVMNTULUI PREUNIVERSITAR

1. CAP.IArt.24: S se precizeze ce trebuie s conin portofoliul care nsoetecertificatul de absolvire precum i criteriile de standardizare aferente;

2. CAP.IArt.26: Trecerea la liceu s se realizeze, ntr-o prim etap princoncurs organizat de fiecare unitate de nvmnt liceal n parte icandidaii care nu sunt admii s fie repartizai computerizat ntr-o adoua etap;

3. CAP.IArt.39 (al.3 i 4): Concursurile artistice naionale i internaionale sfie considerate la nivel de Olimpiade colare naionale iinternaionale. Locurile I, II, III, s dea posibilitatea elevilor saccead, fr examen, ntr-o instituie de nvmnt superior de

profil.

4. CAP.IIArt.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.IIIArt.45 (al.1): Examenul de Bacalaureat s se susin n dou sesiuni;

6. CAP.IIIArt.46 (al.3): Examenul de admitere in nvmntul universitar s nuin cont de mediile obinute n timpul liceului, respectiv la examenulde Bacalaureat;

7. CAP.IIIArt.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 dinjudeul Cara-Severin 29.01.2008


13/13


IV. PROPUNERI DE SUBIECTE PENTRUPROGRAMELE DE DEFINITIVAT / GRADUL II /

TITULARIZARE

1. Classroom Management2. Planning Materials3. Assessment Skills4. Using Materials5. Literature, Culture and Civilization6. Interpreting Grammar Structures7. Vocabulary in Context8. Methodology

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

Prof. Monica Giuchici,Metodist ISJ, membru al

Comisiei Naionale de Specialitate

propuneri.08

Documents