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INSTRUCŢIUNI Bilingv, 3-4 ore, 1-2 ore si Minoritati /L3
OBIECTIVE DE EVALUARE
Pentru a evalua competentele de comunicare orala, candidatii vor fi solicitati:
sa faca dovada ca înteleg un text necunoscut atât în detaliu (pentru o anumita informatie / un anumit amanunt), cât si în ansamblu (continut, tema, mesaj), prin rezolvarea unor sarcini de lucru, conform cerintelor date;
sa exprime un punct de vedere si sa emita judecati de valoare în legatura cu ideile din textul respectiv, sa faca trimiteri, asociatii sau comparatii cu alte texte cunoscute sau cu aspecte din viata de fiecare zi;
sa realizeze un monolog / o expunere orala (de tip narativ, descriptiv, argumentativ) pe baza unei teme date; discursul trebuie sa fie echilibrat, logic si coerent, interesant si convingator prin relevanta argumentelor si a exemplelor folosite;
sa faca dovada capacitatii de a comunica eficient prin utilizarea în mod adecvat (stilistic si functional) a elementelor de constructie a comunicarii si a functiilor specifice limbii engleze.
STRUCTURA PROBEI ORALE
Proba orala va avea urmatoarea structura, în functie de numarul de ore de studiu saptamânal:
1-2 ore si Minoritati / L3
Subject 1 - Reading Comprehension and Text-based Tasks - va consta dintr-un text necunoscut, nestudiat anterior, pe care candidatul îl va citi în timpul acordat pentru pregatirea subiectelor, urmând sa rezolve sarcinile de lucru mentionate în cerinta, cum ar fi: formularea de raspunsuri la întrebari, formularea de întrebari, ordonarea logica / cronologica a unui text, comentarea unei fraze din text, evidentierea temei / a ideii centrale si a ideilor principale ale textului, exprimarea unor opinii personale si justificarea raspunsurilor alese.
Subject 2 - Speaking / Oral Discourse - va consta din realizarea unui discurs oral (narativ, descriptiv - minoritati; narativ, descriptiv, argumentativ - 1-2 ore) pe o tema data, conform domeniilor tematice din Programa scolara în vigoare si din Programa de bacalaureat 2006.
3-4 ore si Bilingv
Subject 1 - Reading Comprehension and Text-based Tasks - va consta dintr-un text necunoscut, nestudiat anterior, pe care candidatul îl va citi în timpul acordat pentru pregatirea subiectelor, urmând sa rezolve sarcinile de lucru mentionate în cerinta, cum ar fi: rezumarea textului, identificarea punctului de vedere si a atitudinii autorului, exprimarea opiniei personale, realizarea unor comparatii între textul respectiv si alte texte / experienta personala / experienta altor persoane.
Subject 2 - Speaking / Oral Discourse - va consta din realizarea unui discurs oral - narativ, descriptiv, argumentativ - pe o tema data, conform domeniilor tematice din Programa scolara în vigoare si din Programa de bacalaureat 2006 pentru limba engleza si va evalua capacitatea de a exprima idei, un punct de vedere personal, sustinut de argumente si exemple relevante.
Ambele subiecte sunt obligatorii. Se acorda zece puncte din oficiu.
Dificultatea subiectelor va fi în raport cu numarul de ore de studiu saptamânal.
Subiectele si baremele vor fi predate comisiilor de examen în plicuri sigilate în preziua examenului oral.
TEXTE si TEME
Textele si temele pentru comunicarea orala vor fi alese din urmatoarele domenii:
Personal
. -identity, ideals, feelings;
. - home, family, friends, acquaintances, relationships;
. - clothing, personal health, diet;
. - books, pets, plants, hobbies;
. - meals, food and drinks, eating habits;
. - family occasions, holidays and trips;
. - entertainment and leisure activities: TV and radio programmes, reading, music;
. - incidents, accidents, happenings, events;
. - everyday life and living routine etc.
Public
. -railways, airports, means of transport, travels (by air/land/sea);
. - shops, supermarkets, shopping;
. - sports, games, sporting events, sportsmen;
. - theatre, cinema, museums, exhibitions;
. - hotels, pubs, restaurants, services:
. - the media: television, radio, newspapers and magazines;
. - advertising; the environment;
. - customs and traditions; social and political events etc.
Educational
. -school / college life, classes, subjects, teachers, mates, learning strategies, careers;
. - visits, trips; exchanges, matches, competitions;
. - libraries, computers, books versus computers;
. - festivals, shows, cultural events;
. - books: stories, short-stories, novels, plays etc.
General
. -human achievements in science and technology;
. - human rights, democratic values, responsibilities, (in)justice;
. - (in)tolerance, extremism, terrorism;
. - wars, conflicts, dangers; peace struggle;
. - positive thinking, prejudices, stereotypes;
. - elements of British and American culture and civilisation etc.
TIMPUL la dispozitia candidatului: - pentru elaborarea raspunsurilor: 10 - 15 minute
- pentru prezentare: 10 - 15 min.
COMISIA / EXAMINATORII
În sarcina comisiei de examen va fi asamblarea biletelor pentru proba orala. Acestea vor consta dintr-un subiect de tip I (text la prima vedere) si un subiect de tip II (tema pentru monolog).
Se recomanda comisiei de examen:
. . sa faca copii xerox dupa subiectele primite pentru proba orala înainte de a le decupa în vederea asamblarii lor în bilete de examen si sa pastreze originalul pentru a preîntâmpina orice confuzie între subiectele de acelasi tip (ex. Subiectul I) ale diferitelor categorii (ex. 1-2 ore, 3-4 ore, etc.);
. . sa faca un set de bilete pentru candidati si câte un set pentru fiecare profesor examinator.
Fiecare profesor examinator trebuie:
. . sa urmareasca expunerea fiecarui candidat venind cu întrebari ajutatoare, numai daca este cazul;
. . sa evite întrebarile "capcana";
. . sa faca o evaluare pozitiva prin cuantificarea elementelor corecte din raspunsurile fiecarui candidat;
. . sa aplice baremul de evaluare a raspunsurilor orale, respectând precizarile din Metodologia de organizare si desfasurare a examenului de bacalaureat 2006, Art.39.
. . sa consemneze punctajul de evaluare în borderourile individuale, iar nota finala în fisa individuala a candidatului.
BAREMUL DE EVALUARE are un punctaj pe scara de la 10 la 100. Nota finala, pe scara de la 1 la 10, conform sistemului de notare românesc, se obtine prin împartirea la 10 a punctajului obtinut de catre candidat. De exemplu: 83 puncte: 10 = 8,30. Aceasta nota se rotunjeste la cel mai apropiat întreg, adica 8, iar daca nota astfel obtinuta este 6,50, candidatul primeste nota 7 - rotunjirea se face în favoarea elevului.
Fiecare profesor examinator evalueaza raspunsul candidatului cu note întregi de la 1 la 10 , dupa care se stabileste nota finala, facându-se media aritmetica a celor doua note. Nota finala astfel obtinuta se trece în catalog si în fisa individuala a candidatului.
MODELE DE BILETE DE EXAMEN
MODEL de bilet de examen pentru Minoritati / L3:
SUBJECT 1 - 45 points
Read the following text:
"In today's fast-moving world, people have less and less time to spend eating and cooking. This is probably why junk food has become so popular.
But junk food is not the best thing for your health because it is high in saturated fat which has been associated with a greater risk of cancer. The best advice then for those who cannot live without their hamburgers or chocolate bars is to limit the amount of junk food they eat.
Another alarming thing about people's lifestyles today is that, while the amount of junk food has increased, the amount of exercise we do has actually decreased.
Even though nowadays people are more aware of the importance of exercise or of a healthy diet than they were a few years ago, the new unhealthy way of life is surprisingly popular."
Bacalaureat 2006, Limba engleza, Instructiuni oral © SNEE 3
Answer the questions:
. 1. Why has junk food become so popular?
. 2. Why is it important to limit the amount of junk food we eat?
. 3. Why do most people ignore exercise if they know it is important for their health?
SUBJECT 2 - 45 points
Talk about a nice day you once spent with your family. Say where you went, what you did there, and what made it special.
MODEL de bilet de examen pentru 1 - 2 ore saptamânal:
SUBJECT 1 - 45 points
Read the text below and do the following tasks:
. a. Build the questions to which the underlined words in the text are the answers.
. b. State the central idea of the fragment.
. c. Explain why, in your opinion, these people would not move to a big city.
"In a small village in North Yorkshire , there's a big old farmhouse ( 1 ) where three families live together: Alice and George and their three children, Joe and Pam and their two children, and Sue and her baby daughter.
The adults divide up the work between them. George does the cooking, Joe and Sue do most of the housework, Pam ( 2 ) looks after the shopping and does the repairs, and Alice takes care of the garden ( ). Alice, George and Sue go out to work; Joe works at home designing computer systems, and Pam, who is a painter, looks after the baby during the day. Two of the children go to school in the village, but the three oldest ones go by bus to the secondary school in the nearest town, ten miles away.
The three families get on well ( 4 ), and enjoy their way of life. There are a few difficulties, of course. The biggest worry at the moment is money - one of the cars needs replacing ( ), and the roof needs some expensive repairs. But this isn't too serious - the bank has agreed to a loan, which they expect to be able to pay back in three years. And they all say they would much rather go on living in their old farmhouse than move to a luxury flat in a big city."
SUBJECT 2 - 45 points
Speak about a film you particularly liked and give three reasons for your choice.
MODEL de bilet de examen pentru 3 - 4 ore saptamânal:
SUBJECT 1 - 45 points
Read the text below, identify its theme, summarize it, and dwell on the ideas it contains. Support your opinions with relevant arguments and examples. Make associations by referring either to a text you have read, to your own life experience, or other people's experience.
"He woke up on a fine fall day - football weather. The depression of yesterday was gone and he liked the people on the streets. At noon he sat opposite Honoria at Le Grand Vatel, the only restaurant he could think of not reminiscent of champagne dinners and long luncheons that began at two and ended in a blurred and vague twilight.
Honoria looked at her father expectantly.
'What are we going to do?'
'First, we're going to that toy store in the Rue Saint-Honoré and buy you anything you like. And then we're going to the vaudeville at the Empire.'
She hesitated. 'I like it about the vaudeville, but not the toy store.'
'Why not?'
'Well, you brought me this doll. And I've got lots of things. And we're not rich any more, are we?'
'We never were. But today you are to have anything you want.'
'All right,' she agreed resignedly.
When there had been her mother and a French nurse he had been inclined to be strict; now he extended himself, reached out for a new tolerance; he must be both parents to her and not shut any of her out of communication."
(Adapted after F. Scott Fitzgerald, Babylon Revisited )
SUBJECT 2 - 45 points
Talk about your personal experience with the city transport in your area. Bring relevant arguments and examples to support your ideas.
MODEL de bilet de examen pentru Bilingv:
SUBJECT 1 - 45 points
Read the text below, identify its theme, summarize it, and dwell on the ideas it contains. Support your opinions with relevant arguments and examples. Make associations by referring either to a text you have read, to your own life experience, or other people's experience.
"Simon and Nicky, aged 34 and 30, have been married for four years and have a two-year old son, Tom. 'Without Nicky's salary, we would never have been able to afford our lovely house,' says Simon. 'She earns almost twice as much as me but has never made an issue of that and we share everything we have 50:50 so I have never felt undermined. We also have a pretty good system of teamwork for childcare. Nicky has never given the impression that her work is more important than mine just because she is paid more', he adds.
But not all men have such positive experiences. John, a chef, works longer hours than his girlfriend Hannah but earns a fraction of her salary. 'I can't deny it is galling that after regularly spending a 17-hour day in a baking hot kitchen, I crawl into bed in the early hours knowing that Hannah has worked a shorter day in an air-conditioned office and made more money than I will over the whole week. I know she tries to be sensitive and she works hard too but she likes to spend money on expensive holidays which I cannot contribute as much to and I think she sometimes forgets that I might feel embarrassed. I have to face facts that some professions such as mine and nursing or teaching, will always pay less. But', adds John, 'I know she is incredibly proud of me and always asks about my work.' "
SUBJECT 2 - 45 points
When speaking about cultural stereotypes, reserve, restraint, and distance refer to important characteristics attributed to the British. Which, in your opinion, would be three stereotypical features attributed to the Romanians? Explain and give examples.
First-person Narratives First-person narratives are spoken in the first-person (I / we) about a series of events, real or imaginary, which happened to us. A first-person narrative should consist of:
. . an introduction in which you set the scene (who was involved, time, place, etc) in an interesting way to make the listener(s) want to continue listening;
. . a main body, consisting of two or more paragraphs, where you develop your story, presenting the events in the order they happened;
. . a conclusion which includes what happened at the end of the story, as well as people's feelings, final comments or reactions. A surprising ending makes a long-lasting impression on the listener(s).
You should normally use past tenses in such compositions, as well as a variety of adjectives or adverbs to make your story more attractive.
Descriptive Essays Describing People A descriptive essay about a person should consist of:
. . an introduction in which you give general information about the person, saying when, where and how you first met them;
. . a main body in which you describe their physical appearance, personal qualities and hobbies / interests. You start a new paragraph for each topic;
. . a conclusion in which you write your comments and / or feelings about the person.
When describing someone you know well or see often (i.e. a friend, a neighbour, etc), you should use present tenses. When describing someone who is no longer alive, or someone you knew a long time ago and you do not see any more, you should use past tenses.
When you describe someone's physical appearance, you start with the general features (i.e. height, built, age) and move on to the more specific ones, such as hair, eyes, nose, etc. You can also add a description of the clothes the person likes to wear.
When you describe someone's personal qualities, you should support your description with examples and/or justifications.
You can also describe someone's personality through their mannerisms by referring to the way they speak, describing the gestures they use, mentioning a particular habit they have.
When you mention someone's negative qualities you should use mild language ( seems to, can be rather, etc).
Describing Places
A descriptive essay about a place should consist of:
. . an introduction in which you give the name and location of the place and/or the reason for choosing it;
. . a main body in which you describe the main aspects of the place in detail - for example, what you can see and do there;
. . a conclusion which includes your comments/feelings and/or a recommendation.
To describe the location of a place, you can use the following phrases:
. - is situated/is located.
. - in the south/east/west/south-east/ north-west/etc of.
. - in the centre/heart/middle of.
. To give the reader a more vivid picture of the place you are describing, you can refer to the senses (i.e. sight, smell, hearing, taste and touch).
Describing Buildings
When you write about a building, the main body of the essay should include:
- a paragraph on historical facts about the building (when/why it was built, etc) using past tenses;
- a separate paragraph on the exterior (what it is made of, appearance, ground/gardens, etc) using present tenses;
- a paragraph on the interior (rooms, furniture, picture, etc) using present tenses;
To give factual and/or historical information about the exterior and interior of a building you can also use passive or prepositional phrases.
Describing Objects
When you describe an object, you should give an accurate picture of it. Your description should include information about size, weight ( e.g. big, heavy, long, etc ), shape ( e.g. rectangular, circular, oval, etc ), pattern or decoration (e.g. plain, checked , etc ), colour ( e.g. white, multicoloured, etc ), origin ( e.g. Romanian, Japanese, etc ), material ( e.g. leather, plastic, etc ), purpose ( garden chair ), as well as any information concerning special features.
To describe objects you should use a variety of adjectives. Always list opinion adjectives ( e.g. delightful, pleasant, unpleasant, awful, beautiful, inexpensive, unusual, etc ) first, followed by fact adjectives. These are normally listed in the following order: size/weight, shape, age, pattern, colour, origin, material, purpose. Avoid using all of them one after the other, as this will make your description sound unnatural.
Describing Situations / Events / Festivals /
Celebrations
A descriptive composition about a festival, an event or a celebration should consist of:
. . an introduction in which you give the name, time, place and reason(s) for celebrating;
. . a main body in which you describe the preparations and the actual event in separate paragraphs, using present tenses to describe annual festivals, or past tenses to describe a festival you attended some time in the past;
. . a conclusion which includes people's feelings, comments or final thoughts about the event.
You can use a variety of adjectives and adverbs to make your description more vivid.
Argumentative
Essays Argumentative essays test the candidates' ability to prove the verity, validity, and efficacy of a point of view, a belief, an interpretation, a principle. They express different viewpoints on the topic, each supported by reasons; the opposing viewpoint with reasons / example is also presented in a separate paragraph.
Types of argumentative essays:
. 1. Essays outlining advantages and disadvantages of the question under discussion
. 2. Essays expressing opinions / providing solutions to problems
. 3. Essays expressing arguments for and against a topic
These essays consider the advantages and disadvantages of a specific topic; both sides are discussed in a fair way with justifications and reasons in separate paragraphs. A balanced consideration of the topic is given in a separate paragraph.
Introduction
- state the topic
. - advantages sustained by arguments and examples
. - disadvantages sustained by arguments and examples
Conclusion
balanced consideration
The opinion essay requires the candidate's opinion on the topic under discussion.
Introduction
The introductory paragraph states the topic of discussion and it also introduces the listener(s) to the candidate's opinion / the problem under discussion.
The main body consists of several paragraphs, in which the candidate presents his/her viewpoints supported by reasons, and examples. There should be a paragraph that presents the opposing point of view supported by arguments that demonstrate that that is an unconvincing standpoint.
. - personal point 1
. - personal point 2
. - opposing point
Conclusion
The conclusion restates the candidate's opinion using different words / gives the best option / solution and reason(s).
Introduction
The introductory paragraph clearly states the topic of discussion; it introduces the two main sides with the respective views without giving your opinion.
The candidates present the points for and the points against , in separate paragraphs, supporting their arguments with justifications/ examples; both sides should be presented without the candidate's commitment.
Conclusion
The closing paragraph gives a balanced consideration of the topic; it may also include the candidate's opinion that can be given directly (e.g. In my opinion / view, I believe / think, etc) or indirectly.
Recommendations
These types of essays should normally use a formal style; therefore candidates should avoid using strong language (I know, I am sure, etc), short sentences, colloquial expressions or idioms.
A "for and against" essay should be in the 3 rd person, except for the paragraph stating the personal view.
The opinion essay gains credibility if the arguments rely on personal knowledge and experience. Consequently, the 1 st person should be more frequently used, except for the paragraph that states the opposing view.
Useful Tips
. . Have a clear structure or sequence of points.
. . Speak from notes. Don't read aloud.
. . Have a clear voice.
. . Vary the melody in your voice.
To state personal opinion:
In my opinion, / In my view, / To my mind, / (Personally) I believe that / I feel (very) strongly that / It seems to me that / I think that.
To list advantages and disadvantages:
One advantage of / Another advantage of / One other advantage of / The main advantage of / The greatest advantage of / The first advantage of.
One disadvantage of / Another disadvantage of / One other disadvantage of / The main disadvantage of / The greatest disadvantage of / The first disadvantage.
To list points :
First(ly), / First of all, / In the first place, / To start with, / To begin with, / Secondly, / Thirdly, / Finally.
To add more points on the same topic
What is more, / Furthermore, / Moreover, / Apart from this/that, / In addition (to this), / Beside (this), also, too.
Not only..., but also.
To show cause:
because / due to the fact that / since / as
To emphasize that something is definite:
beyond doubt / question, there can be no question that, undoubtedly / unquestionably
To say that something is likely or possible but not definite:
Probably, presumably, perhaps, maybe, possibly, it seems clear that, etc.
To say that something is true in most cases:
As a rule, by and large, generally speaking, in general, in most cases, on the whole
To show effect / result / consequences :
Therefore, / So / Consequently, / As a consequence, / As a result, / For this reason.
To show purpose:
so that, so as to / in order to
To give examples:
For instance, / For example, / such as
To show contrast:
Yet / However, / Nevertheless, / but / Nonetheless, / Although / Even though / In spite of the fact that / Despite the fact that.
To show time:
When / Whenever / Before / As soon as / While.
To introduce a conclusion:
Finally, / Lastly, / All in all, / Taking everything into account, / On the whole, / All things considered, / In conclusion, / To sum up, / To conclude.
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