Proba orala limba engleza instructiuni si bareme de notare Bacalaureat 2008







LIMBA ENGLEZĂ

PROBA ORALĂ

Ministerul Educaţiei, Cercetării şi Tineretului Centrul Naţional pentru Evaluare şi Curriculum în Învăţământul Preuniversitar




Bacalaureat 2008, Limba engleză, Instrucţiuni pentru proba orală




INSTRUCŢIUNI


L1 (normal) / L2 ● L1 Intensiv / L1 3- 4 ore ● L1 Bilingv ● Minorităţi /L3

OBIECTIVE DE EVALUARE

Pentru a evalua competenţele de comunicare orală, candidaţii vor fi solicitaţi:

♦ să facă dovada că înţeleg un text necunoscut atât în detaliu (pentru o anumită informaţie / un anumit

amănunt), cât şi în ansamblu (conţinut, temă, mesaj), prin rezolvarea unor sarcini de lucru, conform

cerinţelor date;

♦ să exprime un punct de vedere şi să emită judecăţi de valoare în legătură cu ideile din textul

respectiv, să facă trimiteri, asociaţii sau comparaţii cu alte texte cunoscute sau cu aspecte din viaţa

de fiecare zi;

♦ să realizeze un monolog / o expunere orală (de tip narativ, descriptiv, argumentativ) pe baza unei teme

date; discursul trebuie să fie echilibrat, logic şi coerent, interesant şi convingător prin relevanţa

argumentelor şi a exemplelor folosite;

♦ să facă dovada capacităţii de a comunica eficient prin utilizarea în mod adecvat (stilistic şi funcţional)

a elementelor de construcţie a comunicării şi a funcţiilor specifice limbii engleze.




STRUCTURA PROBEI ORALE

Proba orală va avea următoarea structură, în funcţie de numărul de ore de studiu săptămânal:

1-2 ore şi Minorităţi / 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 pregătirea subiectelor, urmând să

rezolve sarcinile de lucru menţionate în cerinţă, cum ar fi: formularea de răspunsuri la întrebări,

formularea de întrebări, ordonarea logică / cronologică a unui text, comentarea unei fraze din text,

evidenţierea temei / a ideii centrale şi a ideilor principale ale textului, exprimarea unor opinii personale şi

justificarea răspunsurilor alese.

Subject 2 – Speaking / Oral Discourse – va consta din realizarea unui discurs oral pe o temă dată,

conform domeniilor tematice din Programa şcolară în vigoare şi din Programa de bacalaureat 2008.

3-4 ore şi 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 pregătirea subiectelor, urmând

să rezolve sarcinile de lucru menţionate în cerinţă, cum ar fi: rezumarea textului, identificarea

punctului de vedere şi a atitudinii autorului, exprimarea opiniei personale, realizarea unor comparaţii

între textul respectiv şi alte texte / experienţa personală / experienţa altor persoane.

Subject 2 – Speaking / Oral Discourse – va consta din realizarea unui discurs oral pe o temă dată,

conform domeniilor tematice din Programa şcolară în vigoare şi din Programa de bacalaureat 2008

pentru limba engleză şi va evalua capacitatea de a exprima idei, un punct de vedere personal,

susţinut de argumente şi exemple relevante.

Ambele subiecte sunt obligatorii. Se acordă zece puncte din oficiu.

Dificultatea subiectelor va fi în raport cu numărul de ore de studiu săptămânal.

Subiectele şi baremele vor fi predate comisiilor de examen în plicuri sigilate în preziua

examenului oral.




TEXTE şi TEME

Textele şi temele pentru comunicarea orală vor fi alese din următoarele 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 dispoziţia candidatului: - pentru elaborarea răspunsurilor: 10 – 15 minute

- pentru prezentare: 10 – 15 min.




COMISIA / EXAMINATORII

În sarcina comisiei de examen va fi asamblarea biletelor pentru proba orală. Acestea vor consta dintrun

subiect de tip I (text la prima vedere) şi un subiect de tip II (tema pentru monolog).

Se recomandă comisiei de examen:

• să facă copii xerox după subiectele primite pentru proba orală înainte de a le decupa în

vederea asamblării lor în bilete de examen şi să păstreze originalul pentru a preîntâmpina

orice confuzie între subiectele de acelaşi tip (ex. Subiectul I) ale diferitelor categorii (ex. 1-2

ore, 3-4 ore, etc.);

• să facă un set de bilete pentru candidaţi şi câte un set pentru fiecare profesor examinator.

Fiecare profesor examinator trebuie:

• să urmărească expunerea fiecărui candidat venind cu întrebări ajutătoare, numai dacă este cazul;

• să evite întrebările “capcană”;

• să facă o evaluare pozitivă prin cuantificarea elementelor corecte din răspunsurile fiecărui

candidat;

• să aplice baremul de evaluare a răspunsurilor orale, respectând precizările din Metodologia de

organizare şi desfăşurare a examenului de bacalaureat 2008.

• să consemneze punctajul de evaluare în borderourile individuale, iar nota finală în fişa individuală

a candidatului.




BAREMUL DE EVALUARE are un punctaj pe scara de la 10 la 100. Nota finală, pe scara de la 1 la

10, conform sistemului de notare românesc, se obţine prin împărţirea la 10 a punctajului obţinut de

către candidat. De exemplu: 83 puncte: 10 = 8,30. Această notă se rotunjeşte la cel mai apropiat

întreg, adică 8, iar dacă nota astfel obţinută este 6,50, candidatul primeşte nota 7 – rotunjirea se face

în favoarea elevului.

Fiecare profesor examinator evaluează răspunsul candidatului cu note întregi de la 1 la 10, după

care se stabileşte nota finală, făcându-se media aritmetică a celor două note. Nota finală astfel

obţinută se trece în catalog şi în fişa individuală a candidatului.



MODEL de bilet de examen pentru Minorităţi / L3:


SUBJECT 1 – 45 points

Read the text below and answer the following questions.

Anna, 7th Duchess of Bedford had the idea of asking her butler to bring tea, bread and butter

to her chambers at 5 o'clock, as she found herself hungry before dinner, and soon started inviting her

friends to join her in her sitting room for this new social event.

Eventually, tea became generally

affordable and the growing middle class imitated the rich and found that the meal tea was a very

economical way of entertaining several friends without having to spend too much money, and

afternoon tea quickly became the norm.

Afternoon tea is a light meal typically eaten between 3 and 5 o’clock. It originated in the UK,

though various places that used to be part of the former British Empire also have such a meal.

Traditionally, tea would be served in a teapot with milk and sugar. This would be accompanied by

various sandwiches and usually cakes and pastries.

While afternoon tea used to be an everyday event, nowadays it is more likely to be taken as

a treat in a hotel, cafe, or tea shop, although many Britons still have a cup of tea and slice of cake or

chocolate at teatime.

a. Who started the tradition of the 5 o’clock tea and why?

b. What does afternoon tea mean today?

SUBJECT 2 – 45 points

Talk about a nice weekend 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 săptămânal:

SUBJECT 1 – 45 points

Read the text below and do the following tasks:

1. State the central idea of the text.

2. Explain why, in your opinion, people should not be blamed for the actions of their

government.

A proposal to boycott the opening ceremony of the Beijing Olympics has gained support

following reports of China's response to Tibetan protests. French Foreign Minister Bernard Kouchner

said Tuesday that the proposal is "interesting" and could be discussed by a meeting of E.U. foreign

ministers next week. But China's ambassador to the United Nations said Kouchner's views are "not

shared by most people in the world." Earlier Tuesday, president of the European Parliament Hans-

Gert Poettering encouraged political leaders to consider boycotting the opening ceremonies if the

violence in Tibet continues.

”Reporters Without Borders” is also urging political officials to boycott the ceremony. The

Paris-based group accused China of breaking the promises it made when it was chosen to host the

Summer Games. In Washington, Deputy Assistant Secretary of State Thomas Christensen said the

United States is not threatening a boycott. Also Tuesday, Tibet's spiritual leader, the Dalai Lama,

reiterated his opposition to a boycott of the Beijing Olympics. He said the Chinese people should not

be blamed for the actions of their government.

Hundreds of pro-Tibet demonstrators gathered Tuesday at the International Olympic

Committee headquarters in Lausanne, Switzerland, where they appealed to the committee to halt the

Tibet leg of the Olympic torch relay. The president of the International Olympic Committee, Jacques

Rogge, said not a single government has called for a boycott because of China's crackdown on the

Ministerul Educaţiei, Cercetării şi Tineretului

Centrul Naţional pentru Evaluare şi Curriculum în Învăţământul Preuniversitar

Bacalaureat 2008, Limba engleză, Instrucţiuni pentru proba orală

people in Tibet. Rogge said boycotts do not work, and he said he is heartened that all major

governments oppose a boycott. (Voice of Africa News, March 2008)

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 săptămânal:

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.

During the teenage years your child may become blinkered in their outlook to life. This is the

age when young people often give up interests, hobbies and sports that they participated in from a

young age. The pull to 'do things' with their friends to the exclusion of all else can become very strong.

For many teens this is a temporary phase, but it does potentially have negative consequences for their

present and future well-being. It's important to recognise that teenagers have a great need to feel part

of their immediate peer group. They have a constant desire to be up on everything that's going on.

This can be very frustrating to parents as they watch their once all tap-dancing, tennis-playing, and

drama-clubbing child disappear. Only to be replaced by a grunting adolescent who appears to have no

interests other than what their friends are doing. Research demonstrates this strong need to be part of

a cohesive peer group is found in the vast majority of teenagers. However, it also shows that those

with the most general confidence, and measured encouragement, are also the ones who can find

balance: continuing with outside interests and academic work, and continuing to have aspirations. You

can help to encourage this balance. Research also shows that schoolwork can suffer from the many

distractions that friends and socialising offer if there's no structure at home to encourage a happy

medium. If they become disheartened with their schoolwork it may decline, leading to a self-fulfilling

cycle where they have less interest in their future and have fewer aspirations. Then they are even less

likely to participate in outside interests when the opportunity arises. Never think you can't make a

difference, though.

( Broadening Your Teen's Horizons, by Dr Pam Spurr )

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, summarize it and express your opinion about it. Support yours ideas with

relevant arguments and examples. Make associations by referring either to a text you have

studied or to your own life experience.

Mr. Knightley might quarrel with her, but Emma could not quarrel with herself. He was so

much displeased, that it was longer than usual before he came to Hartfield again; and when they did

meet, his grave looks showed that she was not forgiven. She was sorry, but could not repent. On the

contrary, her plans and proceedings were more and more justified and endeared to her by the general

appearances of the next few days.

The Picture, elegantly framed, came safely to hand soon after Mr. Elton's return, and being

hung over the mantelpiece of the common sitting-room, he got up to look at it, and sighed out his half

Ministerul Educaţiei, Cercetării şi Tineretului

Centrul Naţional pentru Evaluare şi Curriculum în Învăţământul Preuniversitar

Bacalaureat 2008, Limba engleză, Instrucţiuni pentru proba orală

sentences of admiration just as he ought; and as for Harriet's feelings, they were visibly forming

themselves into as strong and steady an attachment as her youth and sort of mind admitted. Emma

was soon perfectly satisfied of Mr. Martin's being no otherwise remembered, than as he furnished a

contrast with Mr. Elton, of the utmost advantage to the latter.

Her views of improving her little friend's mind, by a great deal of useful reading and conversation,

had never yet led to more than a few first chapters, and the intention of going on to-morrow. It was

much easier to chat than to study; much pleasanter to let her imagination range and work at Harriet's

fortune, than to be labouring to enlarge her comprehension or exercise it on sober facts; and the only

literary pursuit which engaged Harriet at present, the only mental provision she was making for the

evening of life, was the collecting and transcribing all the riddles of every sort that she could meet with,

into a thin quarto of hot-pressed paper, made up by her friend, and ornamented with ciphers and

trophies.

In this age of literature, such collections on a very grand scale are not uncommon. Miss Nash,

head- teacher at Mrs. Goddard's, had written out at least three hundred; and Harriet, who had taken

the first hint of it from her, hoped, with Miss Woodhouse's help, to get a great many more.

(Austen Jane, Emma)

SUBJECT 2 – 45 points

Comment on the following statement: There has always been a gap between generations. Use

relevant arguments and examples to support your ideas.



MARKING SCHEME

(FOR ALL SECTIONS)


SUBJECT 1 – READING COMPREHENSION AND TEXT- BASED TASKS 45

POINTS

1. TASK ACHIEVEMENT …………………………………………………………..…………20 points

• relevance of ideas to topic …………..…………………………………………. 10 p

- 10 – 7 points: total – partial relevance to topic

- 6 – 4 points: some – little relevance to topic

- 3 – 0 points: very little – no relevance to topic

• coverage of task points …………….………………………….……………….. 10 p

- 10 – 7 points: coverage of all task points – partial coverage of the task points

- 6 – 4 points: coverage of some task points – coverage of a few task points

- 3 – 0 points: coverage of few task points – coverage of no task points

2. LANGUAGE ACCURACY ……………………………………………………………….…10 points

• correct grammar structures ………………….……………………………….... 5 p

- 5 points: no / very few grammar errors

- 3 points: many grammar errors

- 0 points: grammar errors hinder communication

• range of grammar structures …………………………………………………… 5 p

- 5 points: wide range of grammar structures

- 3 points: limited range of grammar structures

- 0 points: very limited range of grammar structures

3. ORGANISATION ……………………………………………………………………………..5 points

- 5 points: very clear organisation, many linking devices

- 3 points: unclear organisation, few linking devices

- 0 points: total lack of organisation, total lack of linking devices

4. REGISTER AND VOCABULARY …………………………………………………………...5 points

- 5 points: appropriate register, very varied and appropriate vocabulary

- 3 points: mostly appropriate register, somewhat varied and appropriate vocabulary

- 0 points: mostly inappropriate register, basic or inappropriate vocabulary

5. DELIVERY: pronunciation, fluency, stress and intonation ………………………….5 points

- 5 points: fluent presentation, good pronunciation, stress and intonation

- 3 points: somewhat fluent presentation, some pronunciation and intonation errors

- 0 points: no fluency; pronunciation and intonation errors hinder communication

SUBJECT 2 – SPEAKING / ORAL DISCOURSE 45

points

(narrate, describe, argue, etc.)

1. TASK ACHIEVEMENT …………………………………………………………..…………20 points

• relevance of ideas to topic …………..…………………………………………. 10 p

- 10 – 7 points: total – partial relevance to topic

- 6 – 4 points: some – little relevance to topic

- 3 – 0 points: very little – no relevance to topic

• coverage of task points …………….………………………….……………….. 10 p

- 10 – 7 points: coverage of all task points – partial coverage of the task points

- 6 – 4 points: coverage of some task points – coverage of a few task points

- 3 – 0 points: coverage of few task points – coverage of no task points

2. LANGUAGE ACCURACY ………………………………………………………………..... 10 points

• correct grammar structures …………………………………………………….. 5 p

- 5 points: no / very few grammar errors

- 3 points: many grammar errors

- 0 points: grammar errors hinder communication

• range of grammar structures …………………………………………………… 5 p

- 5 points: wide range of grammar structures

- 3 points: limited range of grammar structures

- 0 points: very limited range of grammar structures

3. ORGANISATION …………………………………………………………………………….. 5 points

- 5 points: very clear organisation, many linking devices

- 3 points: unclear organisation, few linking devices

- 0 points: total lack of organisation, total lack of linking devices

4. REGISTER AND VOCABULARY …………………………………………………………..5 points

- 5 points: appropriate register, very varied and appropriate vocabulary

- 3 points: mostly appropriate register, somewhat varied and appropriate vocabulary

- 0 points: mostly inappropriate register, basic or inappropriate vocabulary

5. DELIVERY: pronunciation, fluency, stress and intonation ……………………..……5 points

- 5 points: fluent presentation, good pronunciation, stress and intonation

- 3 points: somewhat fluent presentation, some pronunciation and intonation errors

- 0 points: no fluency, pronunciation and intonation errors hinder communication

10 points granted + 90 points = 100 points

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