Investete n oameni!

Proiect cofinanat din Fondul Social European prin Programul Operaional Sectorial pentru
Dezvoltarea Resurselor Umane 2007 2013
Axa prioritar: 1. Educaia i formarea profesional n sprijinul creterii economice i
dezvoltrii societii bazate pe cunoatere
Domeniul major de intervenie: 1.1 Acces la educaie i formare profesional iniial de calitate
Titlul proiectului: Instrumente digitale de ameliorare a calitii evalurii n nvmntul
preuniversitar
Beneficiar: Ministerul Educaiei, Cercetrii, Tineretului i Sportului
ID Proiect: 3074
Cod contract: POSDRU/1/1.1/S/3

Manager proiect: Gabriela GUU

GHID DE EVALUARE
DISCIPLINE LIMBI MODERNE

COORDONATORI
Prof. Univ. dr. Dan POTOLEA
Prof. Univ. dr. Ioan NEACU
Prof. Univ. dr. Marin MANOLESCU

AUTORI
Manuela Delia ANGHEL
Anca Mariana PEGULESCU
Sorin Constantin GIURUMESCU
Antonia Violeta MANCIU
Mihaela ANTON
Claudia Maria DOBRE
Constantin TIRON
Magdalena Ecaterina TOLEA
Maria BUJAN
Clara Simona DENES
Ana BOBU
Cristina Doina PINTILIE
Cristina DRESCAN
Simona TROFIN
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A. ARGUMENT
Prezentul ghid metodologic are ca destinaie diferite categorii de conceptori i utilizatori de
probe i instrumente de evaluare a rezultatelor colare ale elevilor cadre didactice, manageri
colari i, ntr-o anumit msur, specialiti-cercettori. Populaia int dominant o reprezint totui
corpul profesoral, practicienii, n special din nvmntul liceal.
Ghidul urmrete dou obiective solidare:
a) sugereaz repere i elemente de reflecie pentru fortificarea culturii evaluative a cadrelor
didactice;
b) i propune s asiste practicienii, furnizndu-le norme, reguli operaionale i ilustrri
concludente, n vederea dezvoltrii capacitilor lor pe de o parte, de proiectare validare i
administrare a unor variate proceduri de evaluare, iar pe de alt parte, de interpretare i valorificare a
rezultatelor evalurii. Finalitatea convergent a celor dou obiective rezid n creterea calitii
educaiei colare.
Se sper, de asemenea, ca prin aplicarea sistematic i consecvent a ghidului s rezulte
treptat o banc de itemi pe discipline, arii curriculare i teme crosscurriculare, care s poat fi
utilizat selectiv, n funcie de contextele i nevoile specifice de evaluare. Se poate observa c acest
ghid nu se intereseaz de alte tipuri de evaluri;- evaluare instituional, evaluare de programe,
testrile standardizate etc., centrul de greutate l reprezint evaluarea nvrii, ca produs i ca
proces, i a resurselor interne ale colii (teachers made tests).
Legitimitatea i concepia ghidului are la baz cteva principii:
Reforma nvmntului presupune schimbri semnificative i corelate n toate componentele
sale majore: structuri instituionale, management, curriculum, instruire i, nu n ultimul rnd,
evaluare.
Sistemul evalurii educaionale i are propria identitate, revendic nevoi interne de dezvoltare;
funcionalitatea sa depinde ns i de natura i calitatea interaciunilor cu celelalte sisteme conexate
nvmntului : curriculum, instruire, formarea i dezvoltarea profesional a cadrelor didactice.
Viziunea sistemic este indispensabil att teoreticienilor, ct i practicienilor din aria evalurii
colare.

Creterea calitii sistemului de evaluare educaional este unul dintre obiectivele prioritare
ale reformei colii care pretinde investiii de concepie i practici bune. Dac examinm schimbrile
care s-au produs la noi n ultimii 15 ani, n sfera evalurii educaionale, constatm c att
consistena, ct i anvergura acestora nu s-a distribuit egal pe toate treptele nvmntului. n mod
surprinztor, permeabilitatea la transformrile inovatoare s-a redus progresiv odat cu trecerea la
treptele superioare de colarizare. Se pare c veriga nvmntului liceal a concentrat mai multe
vulnerabiliti indecizii i inconsecvene politice, practici tradiionale mai consecvente etc.
Probabil c n aceast zon sunt necesare aciuni compensatorii i ameliorative mai accentuate.
Ghidul vine n ntmpinarea acestei nevoi.
Dezvoltarea profesional a cadrelor didactice n domeniul evalurii educaionale solicit
dou componente: cultura evalurii i competenele metodologice ale evalurii. Prima integreaz
concepte nodale teoretice i metodologice, informaii de profil aduse la zi, gndire criticconstructiv aplicabil noilor tendine i inovaii, convingeri raionale privind importana i limitele
evalurii, capacitatea de reflecie a cadrelor didactice asupra propriilor prestaii evaluative. Cea de a
doua, include competene practice care se distribuie pe un continuum de la proiectarea evalurii
pn la utilizarea rezultatelor evalurii n scopul adoptrii unor decizii. Cultura ofer o concepie i
o atitudine, competenele metodologice sunt instrumentele concepiei.
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Exist astzi suficiente evidene, unele vor fi semnalate mai jos, care atest prezena unor
schimbri relevante i inovatoare la nivelul fiecrei componente. Acestea ar trebui s se regseasc
n sistemul de formare a cadrelor didactice i, mai mult, n practicile curente de evaluare.
Cercetarea tiinific dedicat evalurii educaionale, achiziiile din domeniile conexe nvare, curriculum, instruire sunt surse importante pentru funcionarea i optimizarea proceselor de
evaluare colar. De exemplu cercetrile inspirate de modelul neobehaviorist al nvrii va sugera
o anumit strategie a evalurii definirea riguroas a criteriilor, preferabil n termeni cantitativi,
controlul strns al nvrii prin evaluare i feedback corectiv, ntrirea rezultatelor prin
confirmarea succesului etc. n schimb, modelul constructivist al nvrii va orienta demersurile
evalurii pe o alt traiectorie: - sarcini autentice de rezolvat evaluarea autentic, construcia i nu
selecia rspunsurilor, ncurajarea opiniilor personale, implicarea elevilor n procesele de evaluare i
autoevaluare etc. De altfel, putem constata c abordarea/ evaluarea constructivist ctig tot mai
mult termen n cadrul evalurii colare, mprejurare care nu poate fi ignorat de conceptorii i
utilizatorii instrumentelor de evaluare.
Proiectarea i exploatarea cu succes a strategiilor, metodelor i tehnicilor de evaluare
presupune combinaia n doze diferite, potrivit naturii probei de principii i reguli cu imaginaie
creativ. Evaluarea este tiin i art; ea nu se reduce la aplicarea unor structuri algoritmice
predeterminate, dup cum nu se poate realiza numai pe temeiul spontaneitii i experienei. Este
ntotdeauna un aliaj subtil ntre tiin i art. Din aceast perspectiv ghidul de fa nu poate fi un
reetar de bucate; el ofer o viziune, perspective, principii i norme operaionale care pot fi
valorizate adecvat i inventiv.

I. CADRU DE REFERIN PENTRU SISTEMUL DE EVALUARE

A PROGRESULUI COLAR
DINAMICA DEFINITIILOR EVALUARII SCOLARE
Este de retinut faptul ca in evoluia conceptului de evaluare sunt identificate trei categorii de
definiii ( Hadji, Stufflebeam, 1980, C. Cuco, ):
Definiii vechi, care pun semnul egalitatii ntre evaluare i msurare; definiii care
interpreteaza evaluarea prin raportare la obiectivele educaionale operationalizate; definiii
moderne; evaluarea fiind conceputa ca emitere de judeci de valoare despre procesul si produsul
invatarii pe baza criteriilor calitative.
Fiecare din aceste categorii de definitii ofera avantaje si dezavantaje.
Definiii mai recente, desi diverse au multe note comune, semnalandu-ne:

trecerea accentuata de la evaluarea estimativa bazata pe cantitate,

predominant sumativa, la evaluarea apreciativa, bazata pe calitate, cu puternice

accente formative;

deplasarea accentului de la intelegerea evaluarii ca examinare si

control la evaluarea colar ca parte integrant a procesului de nvare i jalon
al acesteia (Y. Abernot, 1996).
Cateva definitii semnificative pot fi orientative si utile cadrelor didactice.
Astfel evaluarea:
- const n msurarea i aprecierea cu ajutorul criteriilor, a atingerii obiectivelor sau a
gradului de apropiere sau de proximitate a unui produs al elevului n raport cu o norm;
3

- are sensul de atribuire a unei note sau a unui calificativ unei prestaii a elevului ( Y.
Abernot) ;
- examin gradul de coresponden ntre un ansamblu de informaii privind nvarea de
ctre elev i un ansamblu de criterii adecvate obiectivului fixat, n vederea lurii unei decizii. (
de Ketele, 1982);
- este actul prin carereferitor la un subiect sau un obiect, se emite o judecat avnd ca
referin unul sau mai multe criterii. Noizet ,1978;
- nseamn a verifica, a judeca, a estima, a situa, a reprezenta, a determina, a da un verdict
etc.( Hadji).
Stadiului actual al teoriei evaluarii scolare permite detasarea a doua concepte fundamentale
asociate:
noiunea de obiectiv n functie de care s situm rezultatele elevilor;
noiunea de criteriu de apreciere, adecvate obiectivului fixat.
Sinteza interpretarilor privind evaluarea evidentiaza o pluralitate de termeni care
pot desemna activitati integrate in procesul de evaluare. Astfel, a evalua semnifica:

A verifica ceea ce a fost nvat, neles, reinut; a verifica achiziiile n cadrul unei
progresii;

A judeca activitatea elevului sau efortul acestuia n funcie de anumite recomandri; a

judeca nivelul de pregatire al unui elev n raport cu anumite norme prestabilite;

A estima nivelul competenei unui elev;

A situa elevul n raport cu posibilitile sale sau n raport cu ceilali; a situa produsul
unui elev n raport cu nivelul general;

A reprezenta printr-un numr (not) sau calificativ gradul reuitei unei producii colare
a elevului n funcie de diverse criterii;

A pronunta un verdict asupra cunotinelor sau abilitilor pe care le are un elev;

A fixa/ stabili valoarea unei prestaii a elevului etc.

TENDINTE IN MODERNIZAREA EVALUARII SCOLARE

Caracteristica esenial a activitatii evaluative o reprezinta astazi abordarea acesteia atat n

termeni de procese, cat i de proceduri privind msurarea rezultatelor nvrii. Activitatea
presupunand desfurare, procesualitate, reglare, autoreglare etc.
Cautarea echilibrului intre invatarea ca proces si invatrea ca produs; intre aspectele
sumative, clasificatore, certificatoare si cele care permit identificarea cauzelor/dificultatilor
intampinate de elevi in invatare, precum si intre mecanismele reglatorii si cele autoreglatorii..
Evaluarea formativa, concept operant in teoria si practica evaluarii reprezinta:
1) nucleul prioritatilor in deciziile privind combinatorica intre procesele de invatare si
competentele vazute ca rezultat al invatarii;
2) coresponsabilizarea celui care invata, prin dezvoltarea
capacitii de autoreflecie asupra propriei nvri, si funcionalitatea mecanismelor
metacognitive/cunoatere despre autocunoatere;
3) centrarea invatamantului pe competene generale i specifice, pe parcursul i la finalul
unui ciclu de instruire, al unui an de studiu etc.
In prezent, teoria pedagogica dar si practica in domeniu au drept tinta:
- diversificarea metodologiei, dispozitivelor, tehnicilor si instrumentelor de evaluare pentru a
realiza ceea ce G. de Landsheere aprecia: evaluarea scolara sa devina mai exacta din punct de
vedere stiintific si mai echitabila din punct de vedere moral;
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- regandirea culturii controlului si examinarii si promovarea a ceea ce numim cultura a

evaluarii, centrata pe procesele socio-cognitive, metacognitive in invatare; asigurarea feedbackului
orientat spre finalitatile proiectului evaluativ.
La nivelul clasei de elevi se insista pe anumite inovatii, rezultate din complementaritatea
metodelor traditionale ( evaluari orale, scrise, probe practice etc) cu altele noi, moderne
(portofoliul, proiectul, investigatia, autoevaluarea etc), in fapt alternative..
Elaborarea probelor prin integrarea de itemi obiectivi, semiobiectivi si subiectivi, prin
realizarea si aplicarea de matrici de evaluare, de statistici privind evolutia rezultatelor elevilor, de
diminuare a erorilor mai frecvente in procesul evaluativ.
O remarca speciala merita facuta cu privire la trecerea de la evaluarea traditionala la
evaluarea moderna in care conduitele cadrelor didactice si evaluatorilor externi vor fi puse pe:
- msurarea i aprecierea obiectiva si evolutiva a rezultatelor;
- adoptarea unor decizii i msuri ameliorative;
- emiterea unor judecati de valoare;
- acoperirea domeniului cognitiv dar si a celui social, afectiv, spiritual si psihomotor;
- feedbackul oferit elevului;
- informatii semnificative oferite cadrelor didactice privind eficienta activitatii lor;
- cunoasterea criteriilor/normelor cu care se evalueaza, cresterea gradului de adecvare la situatii
didactice concrete;
- evitarea sanctionarii cu orice pret a erorilor; respectarea principiilor contractului pedagogic.

TRECEREA DE LA EVALUAREA TRADITIONALA LA EVALUAREA MODERNA

Simptomatic pentru anvergura i diversitatea schimbrilor reale sau preconizate n
cadrul sistemelor actuale, europene sau transeuropene de evaluare a progresului colar este faptul c
aceste schimbri acoper ntreaga problematic major a evalurii, sintetizat de ntrebrile: 1). Ce
se evalueaz?, 2). De ce?, 3). Cum?, 4). Cu ce ageni?, 5). Cnd?, 6). Cu ce costuri?. Dincolo de
rspunsurile clasice pe care le gsim in manualele consacrate evalurii, se contureaz noi
rspunsuri sau cel puin sunt formulate noi accente. Acestea, pe ansamblu, configureaz o nou
paradigm a evalurii colare, care are implicaii asupra politicilor i practicilor educaiei.
EVALUARE TRADITIONALA
EVALUARE MODERNA
Cultura
Cultura evalurii
- promovrii unei noi mentaliti privind evaluarea colar n
controlului/examinrii
context cotidian (i nu numai):dirijarea invatarii, asigurarea feedback-ului, comunicarea, cresterea calitatii evaluatorilor (Perretti,
Hadji, de Ketele, Abernot etc.)
- cadrele didactice evaluatori trebuie s respecte cateva reguli
simple:
s interpreteze mesajule evaluarii;
identificarea intentiilor dominante ale activitatii evaluative;
buna gestionare a potentialului formativ al evaluarii;
Evaluarea intrrilor
evitarea capcanelor/ erorilor specifice;
- evaluarea cunotintelor
economia mijloacelor de evalauare;

 evitarea redundantelor .(Hadji).

Scopul evaluarii
- masurarea cantitativa a
cunostintelor
controlul
rezultatelor
cuantificabile ale nvrii
- sancionarea

Metodologia evaluarii
- metode clasice
- cultura testrii (testing
culture)
care apeleaza la msurtori i
itemi obiectivi i semiobiectivi

Evaluatorii
- profesorul este unicul evaluator

Evaluarea ieirilor din sistemul de formare

- diversificarea spectrului de achiziii colare supuse evalurii:
cunotine, deprinderi, capaciti, produse creative, valori i
atitudini
- tranziia de la cunotine la capaciti i de la capaciti primare
la capaciti cognitive de ordin superior
- centrarea evalurii pe competenele educaionale/profesionale.
Reprezentrile despre structura i tipologia competenelor traseaz
direcii de evaluare i solicit metode i tehnici diferite. (conform
Cadrul european al calificrilor)
Multiplicarea scopurilor/functiilor evaluarii
- creterea rolului evalurii de impact;
- determinarea valorii unui program educaional prin rezultatele
produse;
- stabilirea rspunderilor pentru calitatea rezultatelor (funcia
accountability)
- dezvoltarea evalurii pentru nvare
- utilizarea prghiilor evalurii formative pentru motivarea
nvrii - - evaluarea este pus n serviciul optimizrii nvrii
- comunica elevului informatii utile despre calitatea progreselor,
orientandu-i eforturile, pornind de la statutul sau de fiinta care nu a
incheiat procesul de dezvoltare ( Y. Abernot)
Perfecionarea i inovarea metodologiei evalurii
- consolidarea i dezvoltarea regulilor i condiiilor de utilizare a
metodelor clasice;
- maturizare i rafinare tehnic
- cultura aprecierii (assessment culture), care exploateaz
potenialul metodelor alternative (proiectul, investigatia,
portofoliul), itemii deschii, introduce alte criterii de evaluare,
calitative,considerand ca nvarea este o activitate complex
multidimensional, iar calitatea ei nu se reduce numai la un
ansamblu de rezultate exclusiv cuantificabile. Se apreciaz, de
asemenea, c metodele calitative sunt mai apte s dedecteze
progresul n nvare i s evalueze capacitile cognitive de ordin
superior.
- valorificarea resurselor oferite de TIC n evaluare:
computerizarea evalurii; dezvoltarea de softuri specifice
- apreciaza drumul parcurs de elev, cat de semnificative si
relevante sunt progresele intr-un context dat;
- este pusa n slujba procesului educativ i integrat acestuia
Diversificarea agentilor evaluatori
- profesorul i conserv rolul de evaluator esenial al
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 Evaluarea n orizontul de
timp
- evaluarea tradiional acord
de
regul
preponderen
identificrii
i
evalurii
rezultatelor finale ale nvrii
evaluare sumativ, utilizandu-se
mai
ales
probe
specifice
sumative.
Costurile evalurii
costurile
materiale
si
financiare - minimalizate sau
tratate adhoc
- resursa uman redus la
profesorul clasei

performanelor colare
- elevul participa la procesul de evaluare n dou forme:
evaluarea colegial (peer evaluation)
autoevaluarea.
Competenele de evaluare/autoevaluare ale elevilor
extind registrul competenelor promovat de coli i sunt expresia
concludent a nvrii centrate pe elevi i n aria evalurii.
- echilibrarea evalurii interne cu evaluarea extern
Evaluarea n orizontul de timp

- concepia actual plaseaz evaluarea naintea, n timpul i dup

nvare - evaluare iniiala, formativa i sumativa. Fiecare
ns din cele 3 tipuri revendic construirea i utilizarea unor
probe specifice: diagnostice, de progres i sumative.

Costurile evalurii
- achiziionarea de teste educaionale, proiectarea, validarea,
administrarea i utilizarea rezultatelor evalurii antreneaz costuri
de resurse umane, materiale i financiare
- problematica costurilor evalurii nu poate lipsi din strategia
edificrii unui sistem eficace i eficient de evaluare colar.

Putem concluziona c, din perspectiv modern, evaluarea nu este sinonima nici aprecierii
clasice, nici acordarii notei, nici controlului continuu al invatarii scolare si nici clasamentului/
clasificarii. Evaluarea se bazeaza pe judecata specializata a profesorului, pe competenta profesionala
a expertilor implicati in evaluare.
Totodat, trebuie subliniat faptul c polaritile menionate (de ex. cunotine versus
capaciti; evaluarea de control versus evaluarea n serviciul nvrii) nu se afl n raporturi
disjunctive, de excludere reciproc. Ele reprezint mai mult capetele unui continuum pe traseul
cruia pot funciona diferite variante, selecionate n raport cu obiectivele i situaiile particulare de
evaluare. Este eronat ideea c orientrile clasice ar trebui excomunicate totalmente, iar orientrile
moderne sunt universal valabile, n orice circumstan. Tranziiile, micrile, deplasrile de accent
de la o poziie la alta, semnalate mai sus, ar trebui interpretate ca evoluii tendeniale, schimburi de
ponderi i nu ca abandon categoric a punctelor de plecare.
COMPETENELE DE EVALUARE ALE CADRELOR DIDACTICE
Evoluiile i dezvoltrile actuale din cercetare, teoria i practicile bune ale evalurii
impun reexaminarea tipurilor i coninuturilor intrinseci ale competenelor de evaluare ale
educatorilor. Criteriile de definire pot fi variate: strategiile sau tipurile de evaluare, metodele sau
tipurile de itemi, fizionomia testelor educaionale.
n SUA, Comisia de Standarde pentru Competenele Evaluative ale Cadrelor Didactice a
identificat un numr de apte competene/standarde Apud Hanna Dettner 2004):
Cadrul didactic trebuie s fie abilitat n alegerea adecvat a metodelor de evaluare.
Cadrul didactic trebuie s fie abilitat n elaborarea metodelor, probelor de evaluare.
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 Cadrul didactic trebuie s fie abilitat n administrarea i interpretarea rezultatelor evalurii

obinute prin instrumentele dezvoltrii de profil sau utiliznd teste elaborate extern.
Cadrul didactic trebuie s fie abilitat n utilizarea rezultatelor evalurii valorificndu-le n
adaptarea de decizii privind elevii, dezvoltarea curriculumului, planificarea instruirii i
dezvoltarea instituional a colii.
Cadrul didactic trebuie s fie abilitat n dezvoltarea i aplicarea procedeelor de notare a
elevilor
Cadrul didactic trebuie s fie abilitat n comunicarea rezultatelor evalurii avnd n vedere
diferite categorii de audien: elevi, prini, administraie, comunitate.
Cadrul didactic trebuie s recunoasc i s evite implicaiile non etice, ilegale, efectele
distorsionate ale unor proceduri de evaluare
Observm c n afara ultimei competene, care indic mai mult obligativitatea respectrii
unui cod deontologic, etic n evaluare, toate celelalte graviteaz n jurul construciei, seleciei,
utilizrii i evalurii rezultatelor instrumentelor de evaluare obiectul de interes major al acestui
ghid. n consecin, ghidul ar putea avea o contribuie specific la dezvoltarea competenelor cheie
ale corpului didactic n aria evalurii educaionale.
CALITATEA EVALURII
Evaluarea educaional, ca i alte activiti subsumate educaiei instituionalizat nu poate
evita ralierea la standardele calitii. Mai mult, se justific dezvoltarea unui mecanism propriu de
asigurare a calitii care s jaloneze politicile i managementul evalurii colare.
Acesta propune:
Definirea standardelor calitative ale evalurii
Evaluarea calitii procedurilor de evaluare
Abilitarea cadrelor didactice cu sistemele conceptuale i metodologice specifice
evalurii academice
Asumarea responsabilitii pentru calitatea evalurii
Modernizarea sistemului de nregistrare i comunicare a rezultatelor obinute de
studeni
n mod cert, este nevoie de protejarea, meninerea i creterea calitii evalurii. Un numr
de indicatori calitativi pot aduce servicii n aceast direcie, i pot inspira cu succes concepia i
practicile evaluative ale cadrelor didactice:
Evaluarea este conceput i se aplic difereniat potrivit funciilor pe care i le asum:
diagnostic, prognostic, de informare, de selecie, de certificare, de orientare-consiliere etc.
Evaluarea este utilizat ca factor reglator al interaciunii predare-nvare, i nu doar ca o
component final a procesului de formare.
Tipurile fundamentale de evaluare sunt corelate funcional i valorificate echilibrat.
Exist o coresponden clar ntre obiectivele nvrii, ceea ce se pred i se nva, i
cunotinele, capacitile i atitudinile evaluate (coerena curriculum-evaluare)
Sarcinile de evaluare vizeaz competene profesionale specifice, dar i competene generice
transversale.
Focalizarea probelor pe sarcini autentice situaii, probleme reale, cu impact semnificativ.
Proiectarea probelor de evaluare se realizeaz profesional, asigurndu-se condiiile necesare
de validare i fidelitate.
O varietate de metode este folosit astfel nct limitele metodelor particulare s fie
minimalizate, iar efectul lor cumulativ potenat.
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Notele sunt acordate transparent i obiectiv, pe baza rezultatelor nvrii i a criteriilor

privind nivelul de performan.
Elevii primesc un feedback evaluativ sistematic care le permite s-i organizeze procesul de
nvare.
Implicarea elevilor n procese de evaluare i autoevaluare.
Probele de evaluare sunt controlate pentru a se asigura c nu exist influene subiective care
pot defavoriza grupuri particulare.
Transparena criteriilor i procedurilor de evaluare; accesarea lor fr dificulti.
Crearea unui climat cu impact emoional pozitiv, motivant i securizat; reducerea strilor de
stres i anxietate prin ambian i comportamentul cadrului didactic deschis, cooperant,
prietenos.
Prevenirea i combaterea prin reguli clare i aplicate a fraudelor academice (copiat, plagiat,
importul de lucrri etc).

II. SISTEMUL CONCEPTUAL METODOLOGIC AL EVALURII COLARE

FUNCIILE EVALURII
Functiile evaluarii vizeaza semnificatii,conotatii, mecanisme si consecinte pe baza a ceea ce
consideram a fi, pe de o parte planuri de analiza( individual, social, de grup) si,pe de alta, criterii
psihopedagogice, sociologice, docimologice.
Evaluarea indeplineste urmatoarele functii:
constatativa, diagnostica -de cunoastere a starii , fenomenului, obiectului evaluat;
diagnostica- de explicare a situatiei existente;
predictiva, de prognosticare si orientarea activitatii didactice ,atat de predare cat si de
invatare,concretizata in deciziile de ameliorare sau de reproiectare curriculara.;
selectiva-asigura ierarhizarea si clasificarea elevilor intr/un mediu competitiv.
feed- back ( de reglaj si autoreglaj); analiza rezultatelor obtinute, cu scopul de reglare si
autoreglare conduitei ambilor actori;
social- economica: evidentiaza eficienta invatamantului, in functie de calitatea si valoarea
produsului scolii.
educativa, menita sa constientizeze si sa motiveze, sa stimuleze interesul pentru studiu, pentru
perfectionare si obtinerea unor performante cat mai inalte;
sociala , prin care se informeaza comunitatea i familia asupra rezultatelor obtinute de elevi.
Aceste functii sunt complementare.
OPERATIILE EVALUARII
Operatiile evaluarii vizeaza paii ce trebuie fcui n procesul evaluativ pn la momentul sau etapa
emiterii unei judeci de valoare asupra prestaiei elevului . Aceste operatii sunt urmtoarele:
msurarea, aprecierea, decizia.

1. Msurarea baza obiectiv a aprecierii

Msurarea este operatia prin care se asigur baza obiectiv a aprecierii. Este prima operaie
a evalurii. Aceast operaie constituie o prim etap n evaluarea considerat ca un demers sau un
proces. Msurarea asigur rigurozitate evalurii. Prin ea se strng informaii de ctre evaluator
despre proprietile sau caracteristicile rezultatelor nregistrate, despre nsuirile procesului, aciunii
sau fenomenului educativ dat. Informaiile se colecteaz prin intermediul tehnicilor i
9

instrumentelor, care produc dovezi semnificative despre aspectele sau rezultatele luate n
considerare. Cu ct instrumentele de msurare: probe orale, scrise, practice, extemporale, lucrri de
sintez, teste etc. sunt mai bine puse la punct, cu att informaiile sunt mai concludente.

2. Aprecierea exprimarea unei judecati de valoare

Aprecierea corespunde emiterii unei judeci de valoare. Prin aceast operaie, pe baza
informaiilor culese prin msurare dar i prin alte surse mai mult sau mai puin formale (observare,
analize etc.) se stabilete valoarea rezultatelor colare precum i a procesului de nvare.
Aprecierea este, deci, ulterioar msurrii. n cazul aprecierii, alocarea de valori numerice, literale
sau calificative se realizeaz pe baza unor criterii precis identificabile, relativ independente de
instrumentul prin care s-a fcut msurarea.

3. Decizia- scopul demersului evaluativ

Cea de-a treia operaie a evalurii este decizia. Luarea deciziilor reprezint finalul nlnuirii
de operaii ce definesc actul evalurii n ansamblul lui i scopul acestui demers. In decizie i gsesc
justificare i msurarea i aprecierea. De abia n aceast etap i gsesc rspuns ntrebri de
tipul: Pentru ce evalum? Pentru ce aplicm proba sau testul? Pentru ce examinm? etc.

4. Complementaritatea operatiilor evaluarii

Cele trei operaii se afl ntr-o strns interdependen. Evaluare nseamn: msurare + apreciere +
decizie. Una fr alta, aceste trei operaii nu se justific. Modernizarea sistemului de evaluare
implic modernizarea acestor trei operaii.

VARIABILELE/COMPONENTELE EVALUARII
Elementele apreciate drept componente sau variabile ale evaluarii scolare sunt:
- semnificatiile evaluarii (stabilirea destinaiei evalurii: de a informa, de a regla, de
a forma, de a clasifica, de a certifica etc
- strategiile ( proiectarea si coordonarea actiunilor)
- obiectul evaluarii ( ce vom evalua: tipuri de procese/ rezultate / produse de
evaluat.)
- operatiile evaluarii ( ce pasi trebuie facuti)
- criteriile evaluarii (in raport de ce se evalueaza)
- metode, tehnici, instremente (cum vom evalua)
La acestea, Hadji mai adaug:
- autorii evaluarii (factori de conducere, cadrelor didactice, elevi, experi externi)
- timpul evaluarii (momentele oportune pentru evaluare: inainte, in timpul, sau dupa actiunea
educativa)
- destinatarii (cui va folosi evaluarea)
- decizia (consecinele evalurii, dinamica, cine decide i n ce perspectiva)

STRATEGII DE EVALUARE

A) STRATEGIA EVALUATIV
In domeniul educational, strategia evaluativ este un demers care prefigureaza perspectiva
din care va fi conceput evaluarea. Rol esenial il au: proiectarea dispozitivului de evaluare,
10

constructia acestuia, aplicarea si emiterea judecilor de valoare privind procesul invatarii si

rezultatele obtinute de catre elevi.
In diferentierea strategiilor evaluative identificam doua perspective de analiza: :perspectiva
criteriala si perspectiva axelor polare.
1. Perspectiva criteriala
In principial, strategiile educationale evaluative se proiecteaza in temeiul urmatoarelor
criterii:
- Actorii evalurii. (elevi sau profesori), rezultand o evaluare centrat pe elev i pe personalitatea
sa si o evaluare centrata pe profesor, pe corectitudinea sa.
- Instrumentele evalurii pe baza carora distingem intre:
a) strategii obiective (evaluare obiectiva) bazate pe teste, probe standardizate i alte
instrumente care pot msura ct mai fidel prestaia / performana elevului si
b) strategii calitative centrate mai ales pe calitatea rezultatelor, fundamentate pe criterii
caltative.
- obiectul evalurii conform caruia identificam:
a) strategii sumative (evaluare sumativa) , axat pe produsul final/rezultatele nvrii
elevilor
b) strategii formative(evaluare formativ), axate pe procesul de nvare ce conduce spre
produs.
- forma de organizare (numarul subiectilor) potrivit careia avem:
a) strategii de evaluare frontala (esantionul integral)
b) strategii de evaluare de grup
c)strategii de evaluare individual
- referentialul de baza in functie de care distingem:
a) criteriul coninut sau norma programei
b) norma statistic a grupului colar (media clasei)
c) standarde locale, naionale sau internaionale
d) norma individual (raportarea la sine nsui)
e) evaluarea criterial (raportarea la obiective).
- parametrul timp n evaluare. Dup momentul plasrii evalurii: (Parisat, J. C., 1987):
a) evaluarea iniial
b) evaluarea curent sau formativ sau continu
c) evaluarea final sau recapitulativ sau de bilan.
- natura deciziilor consecutive. Dup natura deciziilor luate (Meyer, G. 1995):
a) evaluare de selecie i ierarhizare
b) evaluare de reechilibrare, recuperare i dezvoltare.
- criterii combinate. Dup un criteriu compozit (combinat) alctuit pe baza urmtorilor
parametri:
- gradul de cuprindere a elevilor n evaluare;
- gradul de cuprindere a coninuturilor de evaluat;
Rezult urmtoarea clasificare:

evaluare exclusiv parial; este incidental, prin sondaj (se evalueaz doar unii
elevi, din unele coninuturi i doar uneori);

evaluare parial aditiv; este evaluarea sumativ / cumulativ; se evalueaz ,de

regul, toi elevii, din toat materia parcurs ntr-un interval dat, dar numai uneori.

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Evaluarea cvasitotal este evaluarea formativ, axat pe evaluarea tuturor
elevilor, din toate coninuturile predate/nvate i tot timpul. Se apropie de o evaluare ideal.
2. Perspectiva axelor polare
Este posibil i aplicarea criteriului continuumului polaritii axelor tipologice/
conceptuale. Rezult , de aici, urmtoarea configuraie a tipurilor de evaluare :
formativ recapitulativ;
criterial - normativ;
produs - proces;
descriere/apreciere - msurare;
proactiv retroactiv;
global, holistic - analitic;
intern extern.;
personale oficiale;
categorial/ frontala - personalizat;
integrativ - contextualizat;
reflexiv - participativ;
imperativ - negociabil;
motivant - sancionant;
formal - informal.

Strategii evaluative normative / comparative

Punctul de plecare apreciem a fi faptul c realizarea performanelor n nvare ale elevilor
este profund difereniat i selectiv. n consecin, nevoia de a oferi elevilor un evantai larg al
standardelor, de la nivelul inferior i accesibil tuturor pn la nivelul celui superior, accesibil unei
mici categorii de elevi. Se va realiza astfel, o selecie a elevilor n funcie de accesul lor la anumite
standarde de coninut. Astfel elevii vor fi clasificai utilizndu- se curba distribuiei acestora.
Strategiile care se construiesc n baza acestei concepii sunt strategii normative, comparative; elevii
sunt comparai, clasai i ierarhizai. Aceasta tinde s fie nlocuit cu evaluarea criterial sau prin
obiective.

Strategii evaluative criteriale

Strategiile criteriale de evaluare au la baz evaluarea prin obiective educaionale. Esena
acestor strategii criteriale const n stabilirea cu mai mult rigoare i finee numit i evaluare bazat
pe standardul minim acceptat sau performana minim acceptat, care exprim pragul de reuit
a unui elev ntr-o anumit situaie educaional.
Dup modul diferit n care obiectivele pot fi derivate, ierarhizate, definite, formulate i
operaionalizate,se face distincie (D. Ungureanu) ntre urmtoarele tipuri de strategii evaluative
criteriale : cu obiective prestabilite; cu obiectivive prestabilite dar contextualizate ; derulate n
raport cu obiective conjuncturale sau configurate ad-hoc; obiective operaionalizate prin
proceduri riguroase; cu obiective slab structurate, orientative, direcionale ( fr a se preciza n ce ritm,
n ce timp, n ce succesiune).

TIPURI DE EVALUARE
Evaluarea iniial
Evaluarea iniial este realizat la nceputul unui program de instruire i vizeaz, n
principal: identificarea condiiilor n care elevii pot sa se pregteasc i s integreze optimal n
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activitatea de nvare, n programul de instruire care urmeaz. Are functii diagnostice si

prognostice, de pregatire a noului program de instruire.
Evaluarea formativ este acel tip de evaluare care se realizeaz pe tot parcursul unui demers
pedagogic, este frecvent sub aspect temporal i are ca finalitate remedierea lacunelor sau erorilor
svrite de elevi; nu-l judec i nu-l claseaz pe elev;. compar performana acestuia cu un prag de
reuit stabilit dinainte (Bloom; G. Meyer ). Caracteristici: este o evaluare criterial, bazat pe
obiectivele nvrii; face parte din procesul educativ normal; accept nereuitele elevului,
considerndu-le momente n rezolvarea unei probleme; intervine n timpul fiecrei sarcini de
nvare; informeaz elevul i profesorul asupra gradului de stpnire a obiectivelor, ajutndu-i pe
acetia s determine mai bine achiziiile necesare pentru a aborda sarcina urmtoare, ntr-un
ansamblu secvenial; asigur o reglare a proceselor de formare a elevului; ndrum elevul n
surmontarea dificultile de nvare; este continu, analitic, centrat mai mult pe cel ce nva
dect pe produsul finit.
Evaluarea formatoare
Evaluarea formatoare este din ce in ce mai mult invocata in ultima perioada, in acord cu
achizitiile stiintei si cu evolutiile din planul teoriei si practicii educationale.
Evaluarea formatoare este considerata forma desvrit a evalurii formative.
Reprezint o nou etap, superioara de dezvoltare a evalurii formative, care va fi funcional odat
cu instaurarea obiectivului de asumare de ctre elevul nsui a propriei nvri: la nceput
contientizarea, eventual negocierea obiectivelor de atins i apoi integrarea de ctre subiect a datelor
furnizate prin demersul evaluativ n administrarea propriului parcurs. Evaluarea formatoare, are
drept scop: promovarea activitii de nvare ca motor motivaional pentru elev, sprijin n
contientizarea metacognitiv, autoreglare (J. Vogler,); valorizarea relaiei predare - nvare,
articularea fazelor evalurii n funcie de eficacitatea pedagogic (G. Nunziati, 1980).

Evaluarea sumativ sau certificativ

Evaluarea sumativ se prezint n cel puin dou variante/ forme mai importante pentru
demersul nostru:
- realizat la finalul unui capitol , uniti de nvare, sistem de lecii, tez semestrial;
- final sau de bilan, realizata la ncheierea unui ciclu colar, al unui nivel de studii etc.
Caracteristicile eseniale ale evalurii sumative:
este determinat de contexte specifice;
este construit de profesori i elevi, n funcie de criteriile convenite;
accept negocierea n temeiul convingerii c evaluarea este n beneficiul nvrii
realizate de elev ( Belair,);
evideniaz rezultate nvrii i nu procesele;
este intern, dar de cele mai multe ori este extern (ex: capacitate, bacalaureat,
diplom etc.); .a.
Evaluarea iniial, cea continu i sumativ reunesc conceptual i practic funciile eseniale
ale actului evaluativ.
EVALUAREA CENTRATA PE COMPETENTE
1) COMPETENTA - UN CONCEPT POLISEMANTIC
Din cauz c are o mare doz de polisemantism competena este neleas diferit i este
tratat diferit n diverse sisteme de invatamant.

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a) Competenta, in general, reprezinta capacitatea unui individ de a mobiliza un ansamblu

integrat de resurse( cognitive, afective, relationale, comportamentale etc) pentru a rezolva cu
eficienta diverse categorii de probleme sau familii de situatii- problema.
b) Competena scolara poate fi considerat ca o disponibilitate acional a elevului, bazat
pe resurse bine precizate, dar i pe experiena prealabil, suficient i semnificativ organizat. Se
materializeaz n performane ale elevului, predictibile n mare msur pe baza prestaiilor
anterioare.
c) Structura unei competente:
resursele, constituite din: cunotine (a ti"), deprinderi/abiliti (a face") i atitudini,
valori (a fi, a deveni");
situaiile concrete n care elevul nva i pune n practic acel potenial. Fr crearea
situaiilor concrete create pentru a pune n aplicare ceea ce a nvat, acel potenial rmne doar n
planul lui a ti", nu trece n planul lui a face". Rmne, n plan teoretic, n planul lui a ti".
Trebuie completat cu a face" i a deveni".
d) Competena - un potenial
Competenta trebuie probata/demonstrata n situaii concrete. Pentru a fi evaluat,
competenta trebuie s beneficieze de situaii concrete n care cel ce studiaz va demonstra c este
capabil s pun n practic, s valorifice ceea ce a nvat. Situaiile n care acesta dovedete o
competen sunt integrate n familii de situaii. Fiecrei competene i se asociaz o familie de
situaii". Acestea sunt situaii echivalente.
e) Competena se exprim n performane.
Performanele unui elev exprim nivelul la care o competen/competenele au fost
dobndite de ctre acesta. Deci, performana este expresia competenei, forma i nivelul ei de
manifestare n plan personal. Teoria i practica pedagogic intentioneaza sa deplaseza accentual de
la paradigma tradiional a evalurii centrat pe cantitate, pe obiectivitate maxim, la evaluarea
centrat pe calitate. In contextul evalurii centrate pe competene, standardele la care se raporteaz
rezultatele nvrii elevului trebuie s fie de natur calitativ. n pedagogia modern, aceste
standarde sunt reprezentate de descriptorii de performan". Un standard este o unitate de
msur/apreciere etalon, este un stass". Pentru a asigura o evaluare corect i unitar, procesul i
produsul nvrii fiecrui elev trebuie s fie raportate la standardele de performan stabilite la nivel
naional. Performanele personale/individuale trebuie apreciate n funcie de gradul de apropiere sau
deprtare de aceste uniti cu valoare de etalon".
f) Competenta reprezinta un megarezultat educational.

Poate fi corelata cu un obiectiv educaional cu grad mare de generalitate:

obiectiv de arie curricular, obiectiv cadru general etc., putnd fi integrat n soclurile
de competen
g) Competenta - finalitate a procesului educational si obiect al evaluarii
In conditiile invatamantului modern, competenta se transforma in finalitate a procesului
educational si obiect al evaluarii scolare. Competentele scolare disciplinare/ transversale
dobandite de elev in cadrul unei instruiri si evaluari autentice au luat locul obiectivelor
operationale/ comportamente (observabile si masurabile). In domeniul evaluativ ne aflam in faza
reconceperii evaluarii, a trecerii de la evaluarea obiectivelor la evaluarea competentelor scolare.

2) RECONCEPEREA
PRESUPUNE :

EVALUARII

DIN

PERSPECTIVA

COMPETENTELOR
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Extinderea evaluarii de la verificare si apreciere a rezultatelor la evaluarea procesului, a

strategiei de invatare a elevului, purtatoare de succes; evaluarea elevilor dar si a
obiectivelor, a continutului, metodelor, a situatiei de invatare, a evaluarii insasi.
Luarea in considerare, pe langa achizitiile cognitive, si a altor indicatori, precum:
personalitatea, conduita, atitudinile; aplicarea in practica a celor invatate; diversificarea
tehnicilor de evaluare si adecvarea acestora la situatiile concrete ( teste docimologice,
lucrari de sinteza, tehnici de evaluare a achizitiilor practice, probe de aptitudini, conduita,
valorizare etc);
Deschiderea evaluarii spre viata : competente relationale, comunicare profesor- elev,
disponibilitati de integrare sociala ;
Scurtarea drumului evaluare- decizie- actiune ameliorativa, inclusiv prin integrarea
eforturilor si disponibilitatilor participative ale elevilor;centrarea pe aspectele pozitive si
nesanctionarea in permanenta a celor negative;
Tranformarea elevului intr-un partener al profesorului in evaluare, prin: autoevaluare,
interevaluare, evaluare controlata.

3) CENTRAREA PE COMPETENTE - UN MODEL INTEGRATOR AL

EVALUARII
Aceasta noua conceptie prefigureaza constructia unui nou model integrator al evaluarii, care
valorifica deopotriva si incearca sa coreleze cunostinte, deprinderi, capacitati de aplicare a
cunostintelor, valori si atitudini ale elevului. .

CRITERIILE IN EVALUAREA EDUCATIONALA

1) Criteriu, Criteriu de evaluare

Criteriu vine de la latinescul criterium si desemneaza principiul care sta la baza unei judecati, a
unei estimari, a unei clasificari , permite distingerea adevarului de fals etc. Criteriile de evaluare sunt
puncte de vedere , caracteristici, dimensiuni in functie de care se evalueaza rezultatele scolare ale
elevilor. Utilizarea criteriilor in evaluare devine un element de obligativitate. Existenta criteriilor
este esentiala atat pentru elev cat si pentru cadrul didactic, in orice tip de evaluare, fie ea initiala,
formativa sau sumativa.
Tipuri de criterii in evaluare
Activitatea de nvare a elevilor a fost si este evaluat , in mod traditional, prin raportare la
cel puin patru tipuri de criterii principale, dispuse pe doua axe polare:
Axa 1: Norma/ media clasei (norma statistic a clasei respective) sau standardele procentuale
locale, naionale sau internaionale versus norma individual (raportarea la sine nsui).
Axa 2: Raportarea la obiective (evaluarea criterial) versus raportarea la coninutul programei.

2) Indicatorul in evaluare
Indicatorul este un element care indic prezena altui element . Acesta are valoare de semnal.
Indicatorul nu poate, n sine, prin statutul su, s furnizeze un sens rezultatului pe care l subliniaz;
el trebuie s se refere la un criteriu.
Relaia criteriu - indicator este foarte strns.
Criteriul desemneaz o caracteristic, iar indicatorul semnaleaz niveluri de dezvoltare, de
prezen a acestei caracteristici ntr-o anumit situaie evaluativ.Intr-un context scolar dat , daca
luam drept criteriu nivelul performantei in invatare a elevilor, aceastea( performantele ) se
15

distribuie in minimale, medii, maximale.Indicatorii sunt elementele din descriptorii de performanta

asociati calificativelor care semnaleaza prezenta diverselor aspecte care trebuie sa caracterizeze
rezultatul elevului pentru a i se acorda o nota sau un calificativ. In invatamantul gimnazial si liceal
criteriul de repartizare a performantelor elevilor este reprezentat de scara numerica de la 10 la 1.
Indicatorii enumera, precizeaza cum trebuie sa arate raspunsul elevului pentru a i se acorda nota 10,
sau 9, sau... sau 5 sau un anumit punctaj stabilit prin baremul de corectare si notare.

METODE DE EVALUARE
Metoda de evaluare
Reprezinta calea de actiune pe care o urmeaza profesorul si elevii si care conduce la punerea in
aplicare a oricarui demers evaluativ, in vederea colectarii informatiilor privind procesul si produsul
invatarii, prelucrarii si valorificarii lor in diverse scopuri. Metodele de evaluare sunt importante in
raport cu situatiile educationale in care sunt folosite. Importanta lor se stabileste indeosebi dupa
modul de aplicare in situatiile cele mai potrivite. Fiecare metoda, tehnica sau instrument de evaluare
prezinta avantaje si dezqavantaje. Ele vizeaza capacitate cognitive diferite si, in consecinta, nu ofera
toate aceleasi informatii despre procesul didactic. Datorita acestui fapt dar si diversitatii obiectivelor
activitatii didactice, nici o metoda si nicio un instrument nu pot fi considerate universal valabile
pentrun toate tipurile de competente si toate continuturile. Urmarirea si verificarea cat mai complexa
a realizarii obiectivelor vizate in procesul de instructive si educatie se obtin prin imbinarea
diferitelor metode , tehnici si instrumente de evaluare, prin folosirea, de fiecare data, a celei mai
potrivite.
Caracteristici generale:
din perspectiva invatamantului modern, predominant formativ, metodele de evaluare insotesc
si faciliteaza desfasurarea procesului instructiv- educativ. Intr-un context de evaluare
formativa, insotesc si permit reglarea desfasurarii procesului de invatamant;
se elaboreaza si se aplica in stransa legatura cu diferitele componente ale procesului de
invatamant, aflate in ipostaza de obiecte ale evaluarii ;
se concep, se imbina si se folosesc in legatura cu particularitatile de varsta si individuale, cu
modul de actionare al factorilor educativi;
au caracter dinamic, fiind deschise innoirilor si perfectionarilor;
au caracter sistemic: fara a-si pierde entitatea specifica, se imbina, se completeaza si se
influenteaza reciproc, alcatuind un ansamblu metodologic coerent;
raporturile dintre ele se schimba in functie de context. Trebuie remarcate raporturile
dinamice dintre aceste concepte . In diverse contexte educationale unele dintre acestea pot fi
metode prin intermediul carora este condus procesul evaluativ, in timp ce in alte imprejurari
pot deveni mijloace de culegere, prelucrare a informatiilor sau de comunicare sociala
profesor- elev .
Tipologia metodelor de evaluare
Criteriul cel mai frecvent folosit in clasificarea metodelor de evaluare este cel cronologic/
istoric. In functie de acest criteriu,distingem:
1. Metode tradiionale de evaluare:
Evaluarea oral,
Evaluarea scris,
Evaluarea prin probe practice,
Testul docimologic.
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1. Metode alternative i complementare de evaluare:

Observarea sistematic a comportamentului elevului fa de activitatea
colar,
Portofoliul,
Investigaia
Proiectul
Autoevaluarea etc.
Dintr-o perspectiva a evolutiei evaluarii spre procesele de invatare - obiecte specifice ale
educatiei cognitive - se justifica pe deplin complementaritatea metodelor traditionale si a celor
alternative de evaluare, fiecare categorie dovedind virtuti si limite.
ITEMUL DE EVALUARE
Repere conceptuale
Reprezint cea mai mic component identificabil a unui test sau a unei probe de evaluare. Din
punct de vedere stiintific, itemul un este element component al unui chestionar standardizat care
vizeaza evaluarea elevului in conditii de maxima rigurozitate .In practica colar cotidian, unde nu
poate fi vorba intotdeauna de evaluri realizate n condiii de maxim rigurozitate, itemii
reprezint elementele chestionarului sau probei unui examen sau ale unei evaluri normale, la clas.
Tipologia itemilor de evaluare
a) Dupa criteriul asigurarii obiectivitii n notarea sau aprecierea elevilor identificam:
itemi obiectivi care sunt de trei tipuri : - itemi cu alegere multipl
- itemi cu alegere dual
- itemi tip pereche.
itemi semiobiectivi sau itemii cu rspuns construit scurt cu urmtoarea tipologie:
itemi cu rspuns scurt, cu urmatoarele variante: intrebarea clasica,
exercitiul, chestionarul cu raspunsuri deschise scurte, textul indus
itemi de completare, cu urmatoarele variante/ forme: textul lacunar, textul
perforat
intrebarea structurata.
itemi subiectivi
Itemii subiectivi solicita raspunsuri dezvoltate, elaborate. Redactarea raspunsului solicita
mobilizarea cunostintelor si abilitatilor care iau forma unor structuri integrate si integrative.
Solicitarile formulate de cadrul didactic si raspunsurile elevilor se caracterizeaza prin aspectul lor
integrativ . Formularea raspunsului la un item subiectiv acopera toate tipurile de obiective. Itemii
subiectivi au urmtoarea tipologie:
itemul cu rspuns construit scurt, puin elaborat
itemul tip rezolvare de problem
itemul tip eseu
itemul cu rspuns construit elaborat / dezvoltat
Dupa operatiile implicate in elaborarea itemilor, diferentiem: itemi de identificare, de selectionare,
de elaborare, de constructie etc. Itemii se integraza in instrumente de evaluare. Cadrul didactic are
la dispozitie o mare varietate de tehnici si instrumente de evaluare, mergand de la cele care solicita
tehnicile cele mai nchise pana la cele care permit exprimarea libera a elevului. Itemii de evaluare
trebuie folositi in functie de complexitatea obiectivelor vizate. Realizarea / constructia itemilor si a
17

probelor de evaluare solicita o atitudine flexibila din partea cadrului didactic. Fiecare instrument de
evaluare, fiecare tip de item are avantaje si dezavantaje.
TEHNICILE DE EVALUARE
Constituie modalitile prin care evaluatorul declaneaz i orienteaz obinerea unor rspunsuri din
partea subiecilor, n conformitate cu obiectivele sau specificaiile probei. Fiecare tip de itemi
declanseaza o anumita tehnica la care elevul apeleaza pentru a da raspunsul sau. Un item cu alegere
multipla (IAM) face apel la tehnica raspunsului cu alegere multipla. Elevul va incercui, va bifa
sau va marca printr- o cruciulita varianta de raspuns pe care o considera corecta. Un item tip
completare de fraza va face apel la tehnica textului lacunar. Elevul va completa spatiile libere
din textul respectiv etc.
INSTRUMENTUL DE EVALUARE
Este o proba, o grila, un chestionar, un test de evaluare care colecteaza informatii, produce
dovezi semnificative despre aspectele sau rezultatele luate n considerare. Instrumentul de evaluare
se compune, de regula, din mai multi itemi. O proba de evaluare( un instrument) se poate compune
dintr- un singur item ( o singura intrebare, cerinta, problema etc, indeosebi atunci cand raspunsul pe
care trebuie sa- l formuleze elevul este mai complex) sau din mai multi itemi.
Un instrument de evaluare integreaza fie un singur tip de itemi ( spre exemplu numai itemi
cu alegere multipla - IAM) si, in acest caz, constituie un Chestionar cu alegere multipla (CAM),
fie itemi de diverse tipuri, care solicita, in consecinta, tehnici diverse de redactare , formulare sau
prezentare a raspunsurilor.
Constructia probelor/ instrumentelor de evaluare este o activitate laborioasa. Intre
complexitatea obiectivelor educationale ce trebuie evaluate si deschiderea tehnicilor si
instrumentelor de evaluare trebuie sa functioneze corespondente progresive. Obiectivele se dezvolta
de la simplu la complex, iar instrumentele de evaluare se dezvolta de la inchise spre deschise.
Exista o puternica corelatie intre instrumentele de evaluare si operatiile evaluarii( masurarea,
aprecierea, decizia). De asemenea sunt corelatii importante intre instrumentele de evaluare si
strategiile/ tipurile de evaluare, precum si intre instrumente si metode. Fiecare operatie, metoda,
strategie etc solicita instrumentul evaluativ cel mai potrivit.

18

Evaluarea competenelor la limbi moderne

B.

Relaia curriculum evaluare la limbi moderne. Formarea i evaluarea competenelor

n cazul limbilor moderne, situaia cea mai rspndit n cadrul ciclului liceal (n special) este aceea c
nivelurile de plecare ale elevilor (situaia iniial stabilit prin intermediul testelor predictive) este deosebit de
variat, n cadrul acelorai grupe de elevi gsindu-se uneori niveluri de la A1 la B1 sau chiar B2 (conform
Cadrului European Comun de Referin pentru Limbi CECRL). Diferena ntre ceea ce este prevzut n
curriculum i nivelul constatat al elevilor are cauze multiple, printre care i factori obiectivi, asupra crora nu
pot interveni cadrele didactice, cum ar fi orele suplimentare frecventate anterior de ctre unii dintre elevi, sub
form de cursuri opionale sau n afara colii.
Prin curriculum i prin cadrul normativ existent, cadrele didactice au obligaia s-i concentreze
eforturile asupra asigurrii nivelului minimal prevzut n curriculum pentru toi elevii. n practic, din cauze
multiple, regsim adesea situaia n care cadrele didactice lucreaz preponderent cu elevii care au deja un
nivel mai ridicat, uneori depind nivelul prevzut n curriculum. Prezentul ghid i propune s contribuie la
combaterea acestui fenomen, care contravine principiului egalitii de anse, furniznd cadrelor didactice
modele de teste calibrate pe niveluri conform CECRL i, prin aceasta, argumente mpotriva presiunilor
existente din partea mediului n care activeaz (presiuni care determin lucrul prioritar cu elevii de niveluri
mai ridicate n detrimentul celorlali).
Evaluarea iniial se refer la testele predictive, prin care cadrele didactice stabilesc starea iniial
la nceputul unui an colar sau ciclu de lucru cu elevii, pentru a putea stabili starea dorit la sfritul anului
colar sau la sfritul ciclului avut n vedere. Planificarea procesului de predare-nvare se face n cadrul
curricular existent pe baza rezultatelor testelor predictive. Prin urmare, evaluarea iniial este important
pentru a se putea stabili unde se ncadreaz elevii n reperele orientative ale curriculumului. ntre curriculum
i starea de fapt constatat prin evaluarea iniial pot exista deosebiri mari (cum s-a precizat mai sus), n
sensul c unii elevi se pot situa pe niveluri europene mai sus sau mai jos pe scal, dect este prevzut n
curriculum pentru clasa respectiv, sau, aa cum se ntmpl adesea, competenele vizate prin curriculum i
CECRL sunt dezvoltate inegal, din cauz c la nivelurile anterioare procesul de predare-nvare nu a fost
desfurat conform cerinelor curriculumului i CECRL, adic nu s-a bazat pe o abordare didactic de tip
comunicativ.
La evaluarea iniial se vor evita abordri care risc s pun etichete elevilor. Este recomandabil ca
punctajul individual s nu fie fcut public n clas (grup), i s se evite punctaje care s poat fi comparate
cu notele obinuite. Elevii vor ti dinaintea susinerii testului c rezultatele nu se transform n note i nu
influeneaz situaia colar proprie.
Pe baza evalurii iniiale, cadrul didactic are obligaia s stabileasc un program de aducere a tuturor
elevilor n cadrul curricular, atunci cnd constat deficiene. n funcie de cele constatate, programul de
recuperare se poate extinde pe perioade mai mari dect un an colar. Prioritar este obligaia de a-i aduce pe
toi elevii n cadrul stabilit prin curriculum. Ca urmare, celelalte doua forme de evaluare, cea formativ
(curent) i cea sumativ (de verificare a strii finale propuse prin planificare) vor avea n vedere prioritatea
enunat i nivelul prevzut n curriculum, care nu poate fi depit dect n cazul n care starea iniial
constatat o permite n cazul tuturor elevilor unei grupe (clase). Abordarea procesului de predare-nvare la
un nivel superior celui prevzut n curriculum, n condiiile n care nu toi elevii grupei (clasei) au un nivel de
pornire suficient, este lipsit de etic i contravine principiului egalitii de anse.
Prin urmare, cadrele didactice vor ine cont de principiul conform cruia elevul trebuie luat de acolo
unde se afl i vor stabili n ce fel vor aplica curriculumul prevzut pentru a asigura aducerea tuturor elevilor
la nivelul prevzut n acesta. n cazurile n care nivelul elevilor la nceput de ciclu este sub cel prevzut prin
curriculum, cadrul didactic va planifica remedierea situaiei ntr-un termen realist i va urmri i evalua
progresele elevilor n funcie de aceast planificare. Testele de tip sumativ, anunate pentru sfritul unei
uniti de nvare sau pentru anumite momente din anul colar (mijlocul sau sfritul semestrului sau anului

19

colar, teze etc.) se vor situa la nivelul de competene prevzut n planificarea cadrului didactic i vor aborda
acele coninuturi pe care profesorul i le-a prevzut n planificare i le-a abordat n fapt.
Evaluarea formativ (curent) are ca principal rol asigurarea de feed-back att pentru profesor ct
i pentru elev, n scopul adaptrii parcursului stabilit prin planificare la rezultatele acestei evaluri. Att
profesorul, ct i elevul, trebuie s dea dovad de flexibilitate i adaptabilitate n ajustarea planificrii.
Implicarea elevului n contientizarea i elaborarea planificrii progresului se va face innd cont de
particularitile de vrst i motivaie ale elevului. Ca principiu general, este recomandabil ca elevii s
contientizeze existena i coninuturile unei planificri a profesorului i s fie nvai s-i asume partea lor
de responsabilitate pentru succesul nvrii. Unele forme de evaluare formativ (formatoare v. partea A
a acestui Ghid!), mai ales portofoliul i proiectul, favorizeaz n mod deosebit nvarea autonom i coresponsabilizarea elevilor.
Curriculumul centrat pe competene privete identificarea rezultatelor finale ale activitii
educative i comunicarea acestora ca rezultate de ieire ale programului de instruire. Comunicarea ntr-o
limb strin include cele cinci competene prevzute n CECRL (conform schemei emitor receptor: la
emitor se produc mesaje pentru canalul oral vorbire, respectiv pentru canalul scris scriere, iar la receptor
se decodific, deci se neleg mesajele venite pe cele dou canale, deci nelegerea mesajelor vorbite i
nelegerea mesajelor citite; n plus, n interaciunea oral dialog intervine o nou competen, din punct
de vedere psihologic i didactic, deoarece, n fapt, dezvoltarea acestei competene este mai mult dect simpla
dezvoltare a vorbirii fluente fr ntreruperi respectiv a ascultrii fr oferire de feed-back i solicitare de
reveniri). n fapt, curriculumul pentru limbi moderne pornete de la CECRL, la care precizeaz coninuturi i
adaug competene i valori din sfera educaiei interculturale i a nvrii nvrii. Din acest motiv, acest
curriculum presupune un parcurs cresctor coerent, care poate fi aplicat difereniat de ctre cadrele didactice,
n funcie de numrul de ore, prevzute n planurile cadru, parcurse anterior de elevi i de nivelul constatat
iniial. Curriculumul prevede, iar cadrele didactice trebuie s in cont de particularitile de vrst ale
elevilor n alegerea coninuturilor tematice potrivite pentru motivarea i progresul intelectual al elevilor.
Comunicarea ntr-o limb strin mai presupune, pe lng aspectele strict lingvistice, elemente de
comunicare nonverbal, care fac obiectul dezvoltrii de competene sociale i, mai ales, interculturale
(abiliti de mediere i nelegere cultural). Elementele de cultur i civilizaie ale rilor de limba strin
respectiv sunt insuficiente, pe de o parte datorit diversitii existente (ceea ce este firesc ntr-o zon este
inacceptabil n alta), pe de alt parte deoarece limba strin va fi folosit i ca lingua franca, n
comunicarea cu nativi ai altor limbi, fa de care limba comun de comunicare nu este limb matern. Din
acest motiv, limba strin ca obiect de studiu n coal i propune dezvoltarea sensibilitii pentru diversitate
cultural i dezvoltarea competenelor de adaptare i nvare a specificului cultural diferit al altora.
Evaluarea acestor competene se face n special prin forme alternative, n primul rnd prin proiecte i prin
documentarea (nsemnarea) experienelor interculturale n portofoliul personal al elevului.
(Comisia European, Competenele cheie pentru educaia pe tot parcursul vieii, Cadrul european de referin, noiembrie 2004)

Instrumente de evaluare a competenelor la LIMBI MODERNE

Tipologia metodelor tradiionale de evaluare include probe de evaluare orale, scrise i practice,
acestea realiznd evaluarea rezultatelor colare obinute pe un timp limitat i de regul cu o arie mai mare sau
mai mic de coninut.
Alturi de acestea apar metodele complementare/alternative de evaluare: observarea sistematic a
activitii i a comportamentului elevului, investigaia, portofoliul, proiectul, studiul de caz, interviul,
referatul, autoevaluarea, hrile conceptuale, etc. Ele realizeaz evaluarea rezultatelor n strns legtur cu
instruirea/nvarea, de multe ori concomitent cu aceasta i privesc rezultatele colare obinute pe o perioad
mai ndelungat, care vizeaz formarea unor capaciti, dobndirea de competene i mai ales schimbri n
planul intereselor, atitudinilor, corelate cu activitatea de nvare.
Pe lng aceste metode de evaluare, se poate face apel la metodele cercetrii pedagogice pentru
cunoaterea i aprecierea elevilor: observaia de evaluare, chestionarul de evaluare, analiza produselor

20

activitii elevilor (ca metod specific de evaluare n cazul activitilor didactice ce presupun, prin
obiectivele i coninutul lor, realizarea de produse sau ca metod complementar de evaluare ce se finalizeaz
printr-un produs referate, eseuri, lucrri scrise etc.).

Metode de
evaluare a
competenelor
Activitatea de
proiectare

Acvariul

Anchetele

Autoevaluarea

Cele 4 coluri

Cercurile
concentrice
/Caruselul

Descriere
Elevii trebuie s lucreze pornind de la o prezentare a obiectivelor
ce trebuie atinse prin proiectare, s cerceteze i s ancheteze o
problem de proiectare i s dezvolte i s evalueze o soluie
finala.
Se alege tema i se prezint sarcina de lucru. Scaunele din
ncpere se aeaz sub forma a dou cercuri concentrice nainte ca
elevii s intre n ncpere. Cei din cercul interior primesc 8-10
minute pentru a discuta o problem controversat. n discuie,
clarific i consolideaz; discut aprins pe baza unor reguli
evidente; orice idee trebuie susinut de dovezi; sunt de acord cu
antevorbitorul i aduc argumente suplimentare; dac nu sunt de
acord, argumenteaz poziia lor. Cei din cercul exterior, ntre
timp, ascult ceea ce se discut n cercul interior; fac observaii
(scrise) referitoare la relaii, consens, microclimat, conflict,
strategii de discuie. La sfrit i expun observaiile/comentariile.
Elevii i schimb locurile (cercul interior trece n exterior i
invers) rolurile de observator/observat se inverseaz. Este
indicat s se abordeze, n discuie, o alt tem/problem.
Ancheta este o cercetare sau o explorare orientat asupra unui
fapt, a unui aspect sau a unei probleme anume. Elevii pot opta
pentru o anume metodologie i coninut. Ancheta se ncheie, de
obicei, cu un raport care trebuie s corespund unor criterii
(form, numr de cuvinte etc.).
Un chestionar care ncurajeaz fiecare elev n parte s analizeze
materia parcurs i/sau s gseasc soluii pentru remedierea
problemelor nc existente
Profesorul aplic n fiecare col al slii o afirmaie n legtur cu o
ntrebare, o tem sau o problem. Afirmaiile de obicei
provocatoare i contradictorii reprezint un stimul pentru
participani. Participanii se adun n colul unde este afirmaia cu
care sunt de acord. Se formeaz astfel spontan grupuri de discuii
n care se dezbat poziiile fa de afirmaia respectiv: preri,
argumente, problematizri. La sfrit discuia are loc n plen.
Se alege tema i se prezint sarcina de lucru. Elevii stau n dou
cercuri concentrice fa n fa. Profesorul citete pe rnd
ntrebrile, iar elevii, care stau fa n fa i formeaz o pereche,
i expun pe scurt prerea sau ncearc s clarifice probleme legate
de subiectul respectiv. Profesorul sun din clopoel (sau bate din
palme) i cercul interior/exterior se rotete, mutndu-se cu un
partener/doi parteneri la stnga/dreapta i rediscut aceeai
problem sau trece la urmtoarea ntrebare n funcie de timpul
alocat/dificultatea subiectului/interesul elevilor, etc. La sfritul

Avantaje / Observaii
Favorizeaz asumarea
rspunderii de ctre
elevi
Dezvolt capacitatea de
autoevaluare
i
implicarea elevilor n
procesul de nvare
contient

Este un fel de miniproiect sau parte a unui

proiect.
Chestionarul trebuie s
fie suficient de precis
pentru a dirija atenia
spre soluii
Metod util pentru a
afla rapid o poziionare
a clasei pe o tem i
eventual pentru
pregtirea unei dezbateri

Util pentru flexibilizarea

lingvistic
i
comportamental
(schimb
rapid
de
parteneri de discuie,
concentrarea
pe
coninuturi)

21

Chestionarea/
Examinarea
oral

activitii elevii ofer prin feedback ideile principale/constatrile,

etc.
Ascultarea elevilor; constituie o form particular a conversaiei
prin care se verific gradul de nsuire a cunotinelor i
deprinderilor, priceperea de a interpreta i prelucra datele,
stpnirea operativ a materialului n cadrul aplicaiilor practice;

Chestionarul

Chestionarul este un interviu structurat redactat, constnd dintr-o

serie de ntrebri legate de o anume zon a performanei. Spre
deosebire de interviul personal, este administrat i evaluat n
condiii standard.

Coevaluare/
Evaluarea
reciproc
Completarea
spatiilor goale
(Cloze)

Elevii particip mpreun cu profesorul la evaluarea rezultatelor

colare ale colegilor de clas.

Contribuia la
discuii
Dezbaterea

Elevii trebuie s participe la o discuie care este observat de ctre

evaluator.
Valorific procedeul ntrebrilor orientat pedagogic n direcia
realizrii unui schimb organizat de informaii semnificative pentru
soluionarea unor probleme, dezvoltarea unor capaciti de
stpnire a materiei, de exprimare i de creaie n contextul unor
aplicaii sau analize de caz deschise perfecionrii. Posibil n
numeroase variante de organizare: n grup, tip seminar, de masa,
n echipe de lucru, tematic, dirijat, prin asalt de idei.
Mai muli elevi reprezentani ai unor orientri/preri diferite
discut o anumit tem. Ceilali formeaz publicul. Publicul
trebuie ncurajat s intervin n discuie, pentru a pune ntrebri,
sau pentru a accentua anumite aspecte. n formularea temei trebuie
accentuat contradicia sau controversa, de exemplu sub form de
ntrebare.
Eseul const n consemnarea unor idei, a conexiunilor dintre ele, a
prerii personale, ntr-o manier elegant (stil elevat, trimiteri
culturale numeroase, informaie bogat etc.).
Este debarasat de subiectivism i economisete timpul i efortul
evaluatorilor. Schimb raportul profesor-elev, prin creterea
ncrederii elevilor n obiectivitatea profesorilor; elevii nii se pot
autoevalua pe parcursul muncii independente pe care o depun
zilnic, beneficiind de feed-back.

Discuia pe
podium

Eseul

Evaluarea cu
ajutorul
calculatorului/
asistat de
calculator

Evaluarea
Cluster
Extemporalul

Exerciiul

Elevii trebuie s completeze un numr de spaii goale cu cuvinte

sau pri de cuvinte lips, n general n contextul unui paragraf.

Este o form utilizat

excesiv i cu tendina de
concentrare
pe
informaii,
nu
pe
competene.
Este util, de exemplu,
pentru a afla canalele
preferate de procesare a
informaiei i, prin
urmare, de nvare
Trebuie aplicat cu
atenie!
Folosit pentru aspecte
gramaticale i
lingvistice, dar i pentru
nelegerea textelor
Formularea temelor este
important!
Este o form de dialog
mai bine structurat
(organizat) i cu caracter
de competiie. Gradul de
motivare al elevilor
poate fi foarte mare
funcie de teme.
Asemntor dezbaterii,
necesit o cultur a
dialogului
anterioar,
altminteri este greu de
moderat.
Corespunde unei
dezvoltri intelectuale
generale.
Motivarea iniial poate
scdea repede n lipsa
unei interactiviti reale;
nu trebuie s se fac
exces n detrimentul
unor forme autentice de
comunicare.

evaluarea unui set de activiti conexe, proiecte i / sau programe;

Acesta const ntr-o serie de itemi de evaluare care vizeaz o
unitate de nvare sau o anume competen. n general, un
extemporal este folosit pentru a evalua o integrare a cunotinelor,
a nelegerii i a abilitilor.
Un exerciiu practic cere elevilor s probeze o serie de abiliti

De exemplu tezele

22

practic

Frisco

Grup de experi/
Mozaicul

practice. Evaluarea ar putea fi bazat pe rezultatul final al

activitii (produsul) sau pe efectuarea activitii (procesul) sau pe
o combinaie a celor dou.
Se alege tema i se propune spre analiz o situaie problem. Se
stabilesc rolurile: conservatorul, exuberantul, pesimistul i
optimistul.
Se trece la dezbaterea colectiv: conservatorul apreciaz meritele
soluiilor vechi, fr a exclude posibilitatea unor mbuntiri;
exuberantul emite idei aparent imposibil de aplicat n practic;
pesimistul va releva aspectele nefaste ale oricror mbuntiri;
optimistul va gsi posibiliti de realizare a soluiilor propuse de
exuberant. Se trag concluzii i se sistematizeaz ideile emise.
Se alege tema i se prezint sarcina de lucru. Profesorul
Formatorul stabilete tema de studiu i o mparte n 4 sau 5 subteme. Se organizeaz colectivului n echipe de nvare de cte 4
5. Fiecare elev studiaz sub-tema lui, citete textul corespunztor.
Apoi au loc discuii pe baza datelor i a materialelor avute la
dispoziie, se adaug elemente noi i se stabilete modalitatea n
care noile cunotine vor fi transmise i celorlali membrii din
celelalte echipe. Se formeaz noi echipe. Fiecare devine expert n
domeniul su i are sarcina de a prezenta echipei cele asimilate.
Experii transmit cunotinele asimilate, reinnd la rndul lor
cunotinele pe care le transmit colegii lor, experi n alte subteme. Elevii se rentorc n echipa iniial de nvare i raporteaz
cele nvate. Grupele prezint rezultatele ntregii clase.

Interviul

Metod alternativ n cadrul creia elevul intervieveaz o

persoan i apoi prezint/ comenteaz/interpreteaz datele
obinute n plen.

Interviu oral
(sau personal)

Are forma unei conversaii structurate, prin solicitarea informaiei

direct de la elevi.

Interpretarea

Elevii trebuie sa demonstreze competene ntr-un context deosebit,

de exemplu n teatru, sport, muzica, incluznd abilitile, tehnicile,
cunoaterea i nelegerea disciplinei. Interpretarea se poate face
individual sau n grup.

Investigaia

Ofer elevului posibilitatea de a aplica n mod creativ cunotinele

nsuite n situaii noi i variate. Const n solicitarea de a rezolva
o problem teoretic sau de a realiza o activitate practic pentru
care elevul este nevoit s ntreprind o investigaie pe un interval
de timp stabilit.
Elevii trebuie s specifice dac o afirmaie este adevrat sau
fals.

ntrebri
adevrat-fals (cu
rspunsuri
alternative)
ntrebri
afirmativ-logice

O variant a jocurilor de
rol cadrele didactice
sunt
ncurajate
s
ncerce diferite variante,
cunoscute de la activiti
de perfecionare sau din
alte surse i, mai ales, s
se inspire de la colegii
de alte specialiti.
De exemplu, este foarte
util pentru lucrul cu un
text
mai
lung i
complex, care poate fi
mprit n pri de
lungime i complexitate
asemntoare.
mprirea n grupe se
poate face, de exemplu,
cu bilete colorate i cu
numere: n prima faz
toi cei cu un numr sunt
ntr-o grup, apoi toi
cei cu o culoare.
O variant de joc de rol
+ notie gradul de
autenticitate al situaiei
este important.
Se poate desfura prin
jocuri de rol (v. mai
jos), cu 2 sau mai muli
elevi
Poate fi parte dintr-un
proiect. Poate motiva
elevii care au mai puin
succes cu metodele
tradiionale.
i ca parte a proiectelor.

Aceste ntrebri constau ntr-o afirmaie i o explicaie ajuttoare.

Elevii trebuie s decid dac afirmaia i explicaia sunt adevrate
individual i, dac da, dac explicaia reprezint un motiv valid

23

ntrebri cu
alegere multipl
ntrebri cu
rspuns extins
ntrebri cu
rspuns restrns
ntrebri cu
rspunsuri
multiple
ntrebrile de
completare
ntrebrile gril

ntrebrile
structurate
nelegerea

Joc de roluri

Jurnalul

Lucrrile
semestriale
/tezele
Mna mea

Metoda R.A.I.

Peretele de

pentru afirmaie.
Elevilor li se dau ntrebri sau afirmaii incomplete urmate de
patru sau cinci rspunsuri plauzibile dintre care trebuie s-l aleag
pe cel corect.
Elevii trebuie s dea un rspuns amplu, cu final deschis. Pot exista
limite de lungime i/sau de timp alocat.
Se solicit elevilor un rspuns limitat la un numr de cuvinte sau
un paragraf.
ntrebrile cu rspunsuri multiple reprezint o variant a alegerii
multiple. Elevii trebuie s selecteze toate rspunsurile corecte, n
general dintre patru sau cinci opiuni plauzibile.
Elevilor le este cerut s furnizeze cuvntul/cuvintele lips corect/e
pentru a completa o afirmaie dat.
Elevilor li se dau o serie de ntrebri corelate, cu o serie de
rspunsuri posibile prezentate ntr-o gril alturat. Ei trebuie s
aleag rspunsul corect pentru fiecare ntrebare. Dou ntrebri
diferite pot avea acelai rspuns. Unele rspunsuri vor fi
plauzibile, dar incorecte.
ntrebrile structurate constau dintr-un element central, care
descrie o situaie, urmat de o serie de ntrebri pertinente.
Elementul central poate fi un text, o diagrama, o imagine, o caset
video, etc.
Presupune o serie de ntrebri bazate pe un pasaj dintr-un text.
ntrebrile evalueaz nelegerea semnificaiilor cuvintelor,
sintagmelor, a termenilor de specialitate, ai pasajului n ansamblu.
Acesta este un exerciiu cu final deschis, care ofer oportuniti de
exersare a abilitilor comportamentale sau interpersonale ntr-un
context simulat.
Jurnalele de bord pot constitui mijloace utile de evaluare a
progreselor rezultatelor sau a performanei elevilor n cadrul unei
sarcini cum ar fi o tem, un proiect sau o anchet. Pentru a fi
eficient, elevilor ar trebui s li se dea instruciuni clare asupra
informaiilor eseniale ce urmeaz a fi consemnate n jurnal.
Acoper o anumit parte a materiei predate, sunt anunate i
eventual pregtite prin lecii recapitulative;

Distractorii (rspunsuri
greite dar plauzibile)
trebuie alei cu grij.

Distractorii (rspunsuri
greite dar plauzibile)
trebuie alei cu grij.
Dezvolt gndirea
critic i dau caracter de
autenticitate folosirii
limbii.

Jurnalul de nvare
poate fi parte a unui
dosar personal
(portofoliu) pentru o
perioad anume.
O recapitulare adecvat
evalurii poate reduce
mult stresul.
Se alege tema i se prezint sarcina de lucru. Fiecare elev, Form de recapitulare
individual, i deseneaz o mn pe foaia A4. n dreptul degetelor sau
de
planificare
trec cte o problem pe care o neleg, o pot aplica sau le este (reorganizare) pe baz
important. n palm trec 3-5 probleme care nu le sunt clare, dar de feedback.
care le sunt necesare. Elevii i prezint n perechi sau grup fia,
motiveaz alegerile fcute i ncearc s clarifice conceptele. La
sfritul activitii se ofer feedback general.
Se formuleaz problema i se explic modalitile de lucru. Elevul Form de recapitulare
care arunc mingea trebuie s formuleze o ntrebare, iar cel care sau de evaluare iniial a
prinde mingea rspunde la ntrebare, apoi o arunc mai departe grupei.
altui coleg, punnd o nou ntrebare. Elevul care nu tie rspunsul,
iese din joc, la fel ca i cel care este descoperit c nu cunoate
rspunsul la propria ntrebare. Problemele majore i neclaritile
constatate se discut n plen.
Profesorul scrie pe coli de flipchart teme din planul de Metodele alternative de

24

grafiti

Portofoliul/Dosa
rul progresiv

Prezentarea
oral

Potrivire
ntrebarerspuns

recapitulare. Elevii trec pe la fiecare foaie i noteaz pe scurt,

schematic noiunile adiacente fiecreia dintre teme, cu markere
colorate. Apoi se formeaz un numr de grupuri egal cu numrul
colilor, grupuri ce trebuie s analizeze i s completeze
eventualele omiteri, s formuleze concluziile.
Instrument de evaluare complex, integrator, reprezentnd o
alternativ viabil la testele standardizate. Include rezultate
relevante obinute prin alte tehnici de evaluare (proiectul, eseul,
autoevaluarea etc.). Aceste rezultate vizeaz probele orale, scrise
i practice, observarea sistematic a comportamentelor colare,
proiectul, autoevaluarea, precum i sarcini specifice fiecrei
discipline. Urmrete progresul de la un semestru la altul, de la un
an colar la altul sau chiar de la un ciclu de nvmnt la altul.
Elevii trebuie s susin un discurs pregtit sub forma unei
adresri, a unui raport sau a unei opinii considerate. O prezentare
oral poate fi oferit ca o alternativ la o prezentare scris din
acelai domeniu sau poate fi folosit ca instrument de evaluare de
sine stttor.
Acest tip de ntrebri sunt o variant a alegerii multiple n care
elevilor li se dau dou liste pe care trebuie s le potriveasc una cu
cealalt: o serie de cuvinte sau de afirmaii i o serie de
rspunsuri.

Proiectul

Proiectul este o creaie substanial n cadrul creia elevilor le este

cerut s efectueze cercetarea, planificarea, rezolvarea de probleme
i evaluarea de-a lungul unei perioade extinse de timp. Proiectele
includ o component practic, realizarea unui produs final.

Referatul

Referatul, ca document secundar tiinific, reflect tematica

documentului primar asupra cruia se refer, metodele, premizele
teoretice de baz i obiectivele cercetrii, precum i rezultatele
obinute. Sunt elaborate n baza unei bibliografii i pot cuprinde
tabele, scheme, grafice.
Elevilor li se indic un eveniment ntr-o situaie real sau simulat
pe baza cruia se pot evalua abiliti precum luarea deciziilor,
planificarea sau estimarea.
Se alege tema i se prezint sarcina de lucru. Datele eseniale de
care elevii sunt relativ siguri se trec n coloana "tiu" a tabelului.
Problemele neclare, ca i aspectele pe care ar fii curioi s le afle
se consemneaz n rubrica "Vreau s tiu". n rubrica "nv/Am
nvat" se trec cele mai importante lucruri pe care le-au aflat. Se
realizeaz apoi o discuie n plen.
Se anun tema pus n discuie i se prezint sarcina de lucru.
Fiecare grup/echip/pereche primete un cub ale crui fee conin
una dintre urmtoarele instruciuni: DESCRIE, COMPAR,
ANALIZEAZ, ASOCIAZ, APLIC, ARGUMENTEAZ;
Fiecare grup examineaz toate particularitile unui aspect
surprins pe una dintre feele cubului; Este recomandabil ca feele
cubului s fie parcurse n ordinea prezentat urmnd paii de la

Studiul de caz
tiu Vreau s
tiu Am
nvat

Tehnica cubului

recapitulare micoreaz
stresul
evalurilor
sumative
i
mbuntesc rezultatele.
Este, probabil, cel mai
important instrument
pentru nvare
autonom:
responsabilizeaz elevul
pentru parcursul
propriu. Este util
structurarea conform
modelului Europass.

Numrul de rspunsuri
poate fi mai mare dect
cel de ntrebri, pentru a
nu avea rspunsuri
gsite prin eliminare
Este important ca toi
profesorii s se
familiarizeze cu acest
mod de lucru i s nu se
mai confunde cu
referatele!
Este important s fie
susinut de o prezentare
oral!

Poate fi parte a unui

proiect, dar e bine s se
exerseze nainte.
Implicarea elevilor n
planificarea
nvrii
dezvolt competenele
de
nvare
i
autonomia.
Tehnicile centrate pe
lucrul
cu
anumite
coninuturi
dau
autenticitate
exersrii
limbii i sunt foarte
motivante i utile, mai
ales
n
cadrul

25

Tema de lucru

Testul auditiv
Turul galeriei

simplu la complex. La sfritul activitii cursanii ofer prin DNL/CLIL/DFU

feedback ideile principale/constatrile, etc.
(discipline studiate n
limba strin)
Tema este o sarcin care implic rezolvarea unei probleme cu
instruciuni, structur i lungime clare. O tem de lucru e mai
structurat i cu un final mai puin deschis dect un proiect.
Constituie o testare a abilitilor de ascultare, utiliznd stimuli n
Este insuficient practicat
direct sau nregistrai.
n orele de limbi strine!
n grupuri de 4 se rezolv o sarcin de lucru. Produsele activitii Orice form de lucru
se expun pe perei. La semnalul dat grupurile trec pe la fiecare care
presupune
exponat pentru a examina soluiile, ideile propuse de colegi i expunerea (prezentarea)
nscriu
pe
poster
ntr-un
loc
stabilit
anterior unui produs final al
comentariile/ntrebrile/etc. Dup terminarea turului, grupurile grupei motiveaz i
revin la locul iniial i rspund la ntrebri, reexaminndu-i dezvolt competenele
produsul.
sociale

Procednd la o abordare a construirii instrumentelor de evaluare n funcie de competenele vizate

prin programa colar din nvmntul liceal i de metodele de formare a acestor competene, putem
identifica o distribuie variat a metodelor de evaluare.
Considerm c urmtoarele metode complementare de evaluare necesit o prezentare detaliat.
PROIECTUL
Proiectul este o activitate complex de nvare care se preteaz foarte bine a fi folosit i ca
instrument de evaluare, att formativ, ct i sumativ. Proiectul este o activitate individual i/sau n grup,
dar sunt de preferat proiectele de grup deoarece ncurajeaz cooperarea i dezvolt competene de lucru n
echip. Un avantaj important al proiectului este c d posibilitatea elevilor de a lucra n ritm propriu, de a-i
folosi mai bine stilul propriu de nvare i permite nvarea i de la colegi.
Proiectul pune elevii n situaia de a lua decizii, de a comunica i negocia, de a lucra i nva n
cooperare, de a realiza activiti n mod independent, de a mprti celorlali cele realizate / nvate, ntr-un
cuvnt, l ajut s participe direct la propria lui formare
Metoda proiectului presupune lucrul pe grupe i necesit pregtirea profesorului i a elevilor n ideea
lucrului n echip, prin cooperare, att n clas, ct i n afara clasei.
Grupul poate fi alctuit din dou pn la zece persoane n funcie de mrimea clasei, natura
obiectivelor i experiena participanilor, dar un numr de patru-cinci participani reprezint mrimea ideal
pentru grupurile care au de ndeplinit obiective precise. Cu ct crete numrul membrilor, cu att scade
posibilitatea participrii efective la toate activitile a fiecruia, dar poate crete complexitatea obiectivelor
urmrite. Proiectele realizate de grupuri mari sunt de asemenea greu de monitorizat.
Proiectul este o activitate complex care i solicit pe elevi:
- s fac o cercetare (investigaie);
- s realizeze proiectul propriu-zis (inclusiv un produs care urmeaz a fi prezentat: dosar tematic,
ghid, pliant, ziar, afi publicitar, carte, film, expoziie, coresponden, spectacol / serbare etc.);
- s elaboreze raportul final;
- s fac prezentarea public a proiectului.
Etapele realizrii unui proiect sunt:
1. Alegerea temei;
2. Planificarea activitii:
- Stabilirea obiectivelor proiectului;
- Alegerea subiectului n cadrul temei proiectului de ctre fiecare elev / grup;
- Distribuirea responsabilitilor n cadrul grupului;
- Identificarea surselor de informare (manuale, proiecte mai vechi, cri de la bibliotec, pres,
persoane specializate n domeniul respectiv, instituii, organizaii guvernamentale etc.).

26

3. Cercetarea propriu-zis.
4. Realizarea materialelor.
5. Prezentarea rezultatelor cercetrii i/sau a materialelor create.
6. Evaluarea (cercetrii n ansamblu, a modului de lucru, a produsului realizat).
Dei proiectul presupune un grad nalt de implicare a elevului n propria sa formare, aceasta nu are
drept consecin non-angajarea profesorului. Dac elevii urmeaz s-i conceptualizeze, ndeplineasc i
prezinte eficient proiectele, atunci ei au nevoie de orientare, consiliere i monitorizare discret n toate fazele
activitii. Profesorul rmne aadar un factor esenial al procesului, mai ales dac proiectul este folosit i ca
instrument de evaluare a rezultatelor colare.
Sarcinile profesorului vizeaz organizarea activitii, consilierea (d sugestii privind surse sau
proceduri) i ncurajarea participrii elevilor; este esenial neimplicarea sa n activitatea propriu-zis a
grupurilor de elevi (lsnd grupul s lucreze singur n cea mai mare parte a timpului), intervenia sa fiind
minim i doar atunci cnd este absolut necesar. Luarea de decizii pentru rezolvarea pe cont propriu de
ctre elevi a dificultilor ntmpinate constituie o parte important a nvrii prin proiect. Este ns la fel de
important s se evite ca elevii s fie pui n situaia de a avea eecuri majore, cci eecul are o important
influen negativ asupra nvrii. Asigurarea i evidenierea succesului (chiar dac este vorba de succese
mici sau pariale!) fiecruia dintre elevi este una dintre sarcinile importante ale profesorului.
Este foarte important ca instruciunile emise de profesor s fie clare, specifice i s conin i o limit
de timp pentru ndeplinirea obiectivelor. Este foarte eficient s se scrie instruciunile pe tabl, foi de hrtie i
s se precizeze rolurile n grup (de ex. secretar scrie ideile emise de participani; mediator asigur
participarea tuturor membrilor grupului la discuii; cronometror urmrete ncadrarea n limitele de timp
stabilite; raportor prezint ntregii clase concluziile grupului).
Esena proiectului const:
1. ntr-un scop concret care s permit folosirea limbii strine pentru comunicare n contexte autentice;
2. ntr-o responsabilitate comun a elevilor i a profesorului n planificare i execuie;
3. ntr-o sarcin concret n care activitile lingvistice i activitile practice (scrisul, tiprirea, pictarea,
decuparea etc.) se ntreptrund;
4. ntr-o utilizare autonom a unor mijloace auxiliare (costume, computer, aparat foto, microfon, camer de
luat vederi, dicionare, scrisori, creioane, foarfece etc.)
5. n dobndirea unei experiene concrete, practice extins dincolo de clas.
Evaluarea cu ajutorul proiectului: Elevii pot fi notai pentru modul de lucru, pentru modul de
prezentare i / sau pentru produsul realizat.
Activitatea n proiect a elevilor poate fi evaluat pe cinci dimensiuni:
1) operarea cu fapte, concepte, deprinderi rezultate din nvare (dac cerina este ca elevii s-i
elaboreze proiectul pe baza cunotinelor i nelegerii dobndite n coal, ei au ocazia astfel s-i
selecteze i s decid ce date, fapte, concepte, deprinderi doresc s includ n proiect);
2) competenele de comunicare se pot urmri toate categoriile de competene de comunicare att pe
perioada elaborrii proiectului, ct i la prezentarea acestuia (proiectele ofer elevilor ocazii de
comunicare cu un public mai larg: cu profesorii, cu ali aduli i colegi ntr-un efort de colaborare i, nu n
ultimul rnd, cu ei nii);
3) calitatea muncii (sunt examinate n mod obinuit inovaia i imaginaia, judecata i tehnica estetic,
execuia i realizarea, dezvoltarea unui proiect pentru a pune n lumin un anumit concept);
4) reflecia (capacitatea de a se distana fa de propria lucrare, de a avea permanent n vedere obiectivele
propuse, de a evalua progresul fcut i de a face rectificrile necesare). Elevul ajunge cu timpul s
interiorizeze aceste practici astfel nct ajunge la performana de a-i aprecia singur munca. In plus, cnd

27

elevul continu s creeze ntr-un anumit gen, se familiarizeaz cu criteriile acestuia i nva progresiv s
gndeasc n acel domeniu.
5) produsul proiectului n msura n care se face evaluarea competenelor elevului aa cum sunt ele materializate
n produs, i nu aspecte ale proiectului nerelevante pentru nvarea care se dorete a fi evaluat.
Evaluatorul este interesat i de alte dou aspecte: profilul individual al elevului (ceea ce evideniaz
proiectul n domeniul capacitilor cognitive i al stilului de nvare ale elevului) i, respectiv, modul n care
elevul s-a implicat n comunicarea i cooperarea nu numai cu ali elevi, dar i cu profesori, persoane din
exterior, precum i folosirea judicioas de ctre acesta a diferitelor resurse (bibliotec, internet).
Experiena a artat c proiectele pot servi foarte bine mai multor scopuri: ele angajeaz elevii pe o
perioad de timp semnificativ, determinndu-i s conceap schie, s le revizuiasc i s reflecteze asupra
lor; pe baza lor se dezvolt relaii interpersonale, cooperare; ofer oportuniti de comunicare i utilizare a
limbii moderne n contexte autentice; ofer o ucenicie pentru tipul de munc ce va fi desfurat dup ncheierea
colii; permit elevilor s-i descopere punctele forte i s le pun n valoare: mobilizeaz un sentiment al
implicrii, genernd o puternic motivaie interioar; i, probabil, lucrul cel mai important, constituie un cadru
propice n care elevii pot demonstra nelegerea i competenele dobndite prin parcurgerea ului colar.
PORTOFOLIUL PENTRU LIMBI MODERNE este un document sau o culegere structurat de
documente n care fiecare titular (elev / persoan care studiaz limbi strine) poate s reuneasc de-a lungul
anilor i s prezinte ntr-un mod sistematic calificativele, rezultatele i experienele pe care le-a dobndit n
nvarea limbilor precum i eantioane din lucrri personale. Ca exemplu ar putea fi luat Portofoliul
European al Limbilor, EAQUALS ALTE.
La baza acestui portofoliu se afl dou obiective majore:
- motivarea elevului (celui care nva) prin recunoaterea eforturilor sale i diversificarea studierii limbilor
la toate nivelurile de-a lungul ntregii viei;
- prezentarea competenelor lingvistice i culturale dobndite (achiziionate)
Conceput ca un document personal n care elevul poate s nscrie calificativele i experienele sale
lingvistice, portofoliul conine trei pri:
- un paaport (carnet) care atest calificrile formale naionale;
- biografie lingvistic ce descrie competenele atinse n domeniul limbilor strine i experiena de nvare.
Se utilizeaz scri de evaluare i autoevaluare care se regsesc n cadrul european comun de referin;
- un dosar care conine alte materiale cu privire la procesul de nvare, obiectivele fixate de titular,
carnetul de bord, cu notaiile privind experienele de nvare, eantioane din lucrri personale i / sau
documente.
Portofoliul European al Limbilor ar putea fi folosit ca model pentru elaborarea portofoliilor
elevilor. n acest caz, dosarul care ar face parte din portofoliul lingvistic al elevului ar putea conine
documente cum ar fi:
- o list cu texte literare sau de alt natur citite ntr-o limb strin;
- o list de texte prezentate audio-vizual, ascultate / vzute (emisiuni de radio / TV, filme, casete audio-video, CDROM-uri etc.);
- interviuri scrise sau pe caset audio, integrale sau secvene; rspunsuri la chestionare, interviuri;
- proiecte / pri de proiecte realizate;
- traduceri;
- fotografii, ilustraii, pliante, afie publicitare, colaje, machete, desene, caricaturi (reproduceri / creaii
personale);
- texte literare (poezii, fragmente de proz);
- lucrri scrise curente / teste;
- compuneri / creaii literare personale;
- contribuii personale la reviste colare;
- extrase din pres i articole redactate pe o tem dat;
- coresponden care implic utilizarea unei limbi strine.

28

Portofoliul se realizeaz prin acumularea n timp, pe parcursul colaritii, a acelor documente

considerate relevante pentru competenele deinute i pentru progresul nregistrat de elev. Dosarul va prezenta
la nceput o list cu documentele existente, organizat fie tematic, fie tematic i cronologic. Documentele
dosarului se acumuleaz fie la cererea profesorului, fie la dorina elevului (care va include acele documente
pe care le consider ca fiind semnificative pentru propriul progres) i vor fi alese astfel nct s arate etapele
n evoluia elevului.
Portofoliul i permite elevului:
- s-i pun n eviden achiziiile lingvistice;
- s-i planifice nvarea;
- s-i monitorizeze progresul
- s ia parte activ la propriul proces de nvare.
Portofoliul i permite profesorului:
- s neleag mai bine obiectivele i nevoile elevului;
- s negocieze obiectivele nvrii i s stimuleze motivaia;
- s programeze nvarea;
- s evalueze progresul i s propun msuri i aciuni de remediere unde (i dac) este nevoie
- s evalueze activitatea elevului n ansamblul ei.
Profesorul poate proiecta un portofoliu n raport de obiectivele / competenele din Curriculumul
Naional i de situaia n care l va utiliza. Perioada de realizare a portofoliului de ctre elev va fi mai
ndelungat i i va fi adus la cunotin.

Un portofoliu la limba modern ar mai putea cuprinde:

lucrri scrise curente;
teste criteriale;
rspunsuri la chestionare/interviuri;
chestionare/interviuri elaborate personal sau n grup;
compuneri libere/redactri;
creaii literare proprii;
nregistrri audio-video ale elevilor;
prezentarea unor autori sau opere literare;
postere, colaje, machete, desene, caricaturi;
contribuii la reviste colare.

REFERATUL
-

Referate bazate pe informare-documentare bibligrafic, utilizate la cercuri, sesiuni de comunicri,

teme de sintez
Referate bazate pe descrierea unor activiti desfurate n clas i pe analiza datelor obinute n
urma acestei activiti
Aceast metod:

Este un instrument de evaluare cu pronunat caracter formativ i creativ

Permite abordarea unor domenii noi ce reprezint extinderi ale coninutului trunchiului comun
Evaluarea are caracter strict individualizat i sumativ
Relev motivaia intrinsec de nvare (documentare) i gradul de implicare individual a unor elevi
Permite conexiuni intra, inter, transcurriculare, avnd caracter integrator
Acuratea cifrelor/desenelor/tabelelor/ diagramelor

29

AUTOEVALUAREA
Autoevaluarea are rol esenial n ntregirea imaginii elevului din perspectiva judecii de valoare pe
care o emite profesorul evaluator i tot odat are multiple implicaii n plan motivaional i atitudinal datorit
necesitii elevilor de autocunoatere.
Tehnici folosite:
- Autonotarea controlat - elevul i propune nota
- Notarea reciproc sau interevaluarea
- Completarea la sfritul unei sarcini importante de nvare a unui chestionar de forma:
- Am nvat..
- Am fost surprins de faptul c.
- Am descoperit c
- Mi-a putea mbunti performana dac .
- n realizarea acestei sarcini am ntmpinat urmtoarele dificulti..
- Cred c activitatea mea ar putea fi apreciat ca fiind ......................
Condiii pentru educarea capacitii de autoevaluare:
-

nelegerea de ctre elevi a criteriilor de apreciere dup care se conduce profesorul

Claritatea instruciunilor
Prezentarea obiectivelor / competenelor care trebuie atinse de ctre elevi
Asigurarea unui climat de cooperare profesor-elev, elev-elev

PROBE DE EVALUARE
TIPURI DE ITEMI

Avantaje

Dezavantaje

Condiii

ITEMI OBIECTIVI
Fidelitate = calitate a instrumentului de
Testeaz un numr i o varietate mare de
evaluare: consecvena cu care produce
elemente de coninut, dar, de cele mai
rezultate / punctaje constante n urma
multe ori, capaciti cognitive de nivel
aplicrii sale repetate (indiferent de cine este
inferior;
Fidelitate i validitate ridicate (sunt folosii corector sau de momentul n timp cnd se
face corectarea).
n teste standardizate);
Validitate = calitate a instrumentului de
Obiectivitate i aplicabilitate ridicate;
evaluare: msura n care testul msoar
Scheme de notare foarte simple;
ceea ce i propune / este destinat s
Timp scurt de rspuns i de corectare;
msoare.
Posibilitatea utilizrii unui numr mare de
Obiectivitate = calitate a instrumentului de
astfel de itemi ntr-un test
evaluare: gradul de concordan ntre
Familiarizarea elevilor cu aceast tehnic
evaluatori independeni asupra a ceea ce
i deci obinuirea cu un anumit tip de
constituie un rspuns bun la fiecare dintre
nvare
itemii unui test.
Necesitatea explicaiilor la nceput
Aplicabilitate = calitatea testului de a fi
administrat i interpretat
Posibilitatea ghicirii rspunsurilor
Elaborarea de distractori plauzibili i paraleli este dificil
Raionamentul prin care elevul ajunge la rspuns nu poate fi evideniat (urmrit)
S conin opiuni plauzibile i paralele
S existe un singur rspuns corect

30

Solicit rspunsuri de tip DA / NU, adevrat / fals, acord /

dezacord
Solicit stabilirea de corespondene / asociaii ntre elemente
aezate pe 2 coloane.
Criteriul sau criteriile pe baza crora se stabilete rspunsul
Itemi de tip pereche
corect sunt enunate explicit n instruciunile care preced
coloanele de premise i rspunsuri.
Solicit alegerea unui singur rspuns corect / unei singure
Itemi cu alegere multipl
alternative optime dintr-o list de soluii / alternative
Itemi cu alegere dual

Exemple

Avantaje

Dezavantaje

Exemple

ITEMI SEMIOBIECTIVI
Rspuns limitat ca spaiu, form, coninut prin structura enunului / ntrebrii
Sarcin foarte bine structurat; utilizeaz materiale auxiliare;
Elevii trebuie sa produc efectiv rspunsul;
Elevii trebuie s demonstreze, pe lng cunotine, i abilitatea de a structura cel mai
corect i mai scurt rspuns;
Uurin i obiectivitate n notare.
Nu verific realizarea unor capaciti i competene cu caracter foarte complex;
Libertate restrns de a reorganiza informaia i de a formula rspunsul n forma dorit;
Tip de item
Mod de prezentare
Condiii
ntrebare direct care
Rspunsul s fie scurt.
solicit un rspuns scurt
S nu existe dubii/ambiguiti n
Itemi cu
formularea propoziiilor.
rspuns scurt (expresie, cuvnt, numr,
simbol etc.)
Enun incomplet care
Spaiul liber nu va fi pus la nceputul
solicit completarea de
propoziiei.
Itemi de
spaii libere cu cuvinte care Dac ntr-o fraz exist mai multe
completare
s se ncadreze n contextul
rspunsuri de completare ce trebuie gsite,
dat
acestea trebuie s aib aceeai lungime.
1. Mai multe subntrebri
Rspunsul la fiecare subntrebare nu trebuie
(de tip obiectiv, semis fie dependent de rspunsul corect la
obiectiv sau mini-eseu)
subntrebarea precedent!
legate printr-un element
comun
2. Modul de prezentare
ntrebri
include
structurate
Un material / stimul
(texte, date, diagrame,
grafice, etc.)
Subntrebri
Date suplimentare
Alte subntrebri

ITEMI SUBIECTIVI
Uor de construit;
Avantaje
Solicit rspunsuri deschise;
Evalueaz procese cognitive de nivel nalt;
Verific obiective care vizeaz creativitatea, originalitatea.
Form tradiional de evaluare n Romnia.
Dezavantaje
Fidelitate i validitate sczut.
Necesit scheme de notare complexe i greu de alctuit.

31


Exemple

Corectarea dureaz mult.

activitate nou, diferit de activitile de nvare curente, menit

s rezolve o situaie problem;
Rezolvarea de probleme
se evalueaz elemente de gndire convergent i divergent,
(situaii problem)
operaii mentale complexe (analiz, sintez, evaluare, transfer,
etc.)
rspunsul ateptat este dirijat, orientat i ordonat
structurat /
Itemi de tip eseu
cu ajutorul unor cerine, indicii, sugestii; de
(solicit elevilor s
semiexemplu: Compunere / eseu dup un plan de idei
construiasc / produc un structurat
rspuns liber (text) n
valorific gndirea creativ, originalitatea,
liber
conformitate cu un set de
creativitatea
(nestructurat)
cerine date)
nu impune cerine de structur

Evaluarea competenelor. Exemple de probe de evaluare pentru limbile (n ordine alfabetic):

francez, englez, german.

Pentru evaluarea predictiva 3 exemple pentru 30 min+ bareme, 3 exemple pentru 60 min + bareme;
LIMBA FRANCEZ:

Test predictiv 1 -

Nivel A2+

1. Lisez le texte, puis rpondez aux questions. Justifez vos rponses en citant du texte. (25 points)
Margot se dirige vers lcole, inquite de paratre si peu la mode avec son cartable, terrifie lide
davoir des profs svres. Sa mre laccompagne.
Les enfants et les parents sont debout dans la cour de lcole. Margot cherche des visages familiers.
Elle voit deux copines de son ancienne cole et se dirige leur rencontre.
Soudain, une voix autoritaire commande aux lves de se grouper silencieusement lintrieur. Un
monsieur rond et moustachu lit les noms de la sixime. Margot se concentre trs fort. Son nom ne figurait sur
aucune liste. Soyez gentils, les enfants ! Le professeur appelle quatorze garons et puis Margot entend
comme par miracle son nom. Elle crie Prsente et rejoint les autres. Elle se sent rassure et
immdiatement chez elle.
Le prof principal a lair gentil, mais il nest pas son genre. Elle prfre les barbus. Elle sapproche
chaque mot quil prononce. Dabord, elle copie lhoraire dans son carnet de correspondance. Cest pas mal.
Elle a le mercredi libre.
(daprs Susie Morgenstern, La sixime)
Vrai

Faux

a) Margot pense que son cartable nest pas la mode.

Justification .
b) Margot se dirige vers lcole, accompagne par deux copines de son
ancienne cole.
Justification .
c) Margot est contente de son emploi du temps.
Justification..
d) Le professeur principal de Margot est barbu.
Justification.
e) Les parents des lves sont assis dans la cour de lcole.

32

Justification ..
2. Citez cinq mots du texte appartenant au champ lexical du mot tude. (15 points)
..

3. Julie part en vacances. Observez son agenda et dites ce quelle a fait, ce quelle fait, ce quelle fera,
en employant les verbes au pass compos, au prsent et au futur simple, selon le cas. Prcisez le jour et
lheure ou le moment de la journe. (20 points)

Jeudi, le 24 juin
9.00 h. - prendre le petit djeuner
11. 00 h. - aller chez le dentiste
laprs-midi - sortir en ville avec les amis
connatre la cousine de Chlo, son amie
le soir - regarder la tl
Aujourdhui, le 25 juin
10 h. - faire les derniers achats pour les
vacances
16 h. - prendre le train pour Nice
Samedi, le 26 juin
8.30 h. - aller sur la plage, pied
vers 5 heures - faire une balade en rollers
19.00 h. - voir un film

Hier, 9 heures du matin, elle

..................................

..
..
.

4. Prsentez votre meilleur ami dans un paragraphe de 80 100 mots (nom, ge, traits physiques et de
caractre, proccupations, passions). (30 points)
Se acord 10 puncte din oficiu.

Durata testului este de 30 de minute, iar nivelul este L2, A2+.

Accentul este pus pe nelegerea i producerea de mesaje n limba francez (itemi obiectivi, semiobiectivi i
subiectivi).
Competene de evaluat :
s selecteze informaii punctuale dintr-un text citit la prima vedere;
s integreze corect structuri gramaticale n contextele date;
s redacteze un text structurat n care s foloseasc un act de limbaj adecvat situaiei date.

Barem de corectare i notare

Subiectul 1 : 25 puncte (5 x 5 puncte)
Subiectul 2 : 15 puncte (5 x 3 puncte)
Subiectul 3 : 20 puncte (10 x 2 puncte)
Subiectul 4 : 30 puncte

33

Se evalueaz redactarea unui text cu oferirea n scris de detalii pe o tem familiar. Se vor
evalua abiliti, deprinderi folosite n rezolvarea unei sarcini de lucru complexe. Punctajul se repartizeaz
astfel :
Adecvarea rspunsurilor la specificul cerinei : 10 puncte
respectarea cerinei (dimensiune, tip de text) - 4 puncte
adecvarea actului de vorbire (a descrie persoane), prin oferirea de informaii, detalii, aprecieri
6 puncte
Calitatea exprimrii scrise : 20 de puncte
claritate, coeren, logica exprimrii 5 puncte
corectitudine morfo-sintactic 6 puncte
competen lexical 6 puncte
corectitudinea ortografiei i punctuaiei 3 puncte
Se acord 10 puncte din oficiu.

Test predictiv 2 - nivel A2 +

1. Remettez dans lordre le dialogue suivant. (30 points)
- Salut, Claire. Comment a va ?
- Pourquoi pas ? Je vais leur demander, dabord. Et si mes parents acceptent, quand est-ce que je pourrais
venir ?
- Alors, je pense que cest possible. Il faut que je demande mes parents.
- All, bonsoir, Monsieur. Est-ce que je pourrais parler Axelle, sil vous plat ? Je suis Claire, sa
correspondante de Grenoble.
- Super. Si tu as besoin que mes parents tlphonent aux tiens, appelle-moi.
- bientt, jespre !
- Trs bien, merci. Je tappelle parce que je voudrais te proposer quelque chose. Cest bientt les vacances.
a tintresserait de venir chez moi quelques jours cet t ?
- a irait trs bien, parce quau mois daot je dois aller chez mes grands-parents avec ma mre et mon
pre.
- Mais oui, ne quitte pas, je lappelle . Axelle ! Claire au tlphone.
- Au revoir et merci encore une fois.
- Chouette ! Jaimerais bien, mais tes parents sont daccord ?
- Quand tu veux. Nous, on est la maison tout le mois de juillet. Lidal, ce serait vers la mi-juillet.
- Daccord. Et merci, hein. Tu es sympa.
- Si tu veux, mes parents peuvent leur tlphoner pour les convaincre.
- Bien sr. Ce sont eux qui mont dit de tinviter.
2. Compltez la carte postale partir des notes de Louise. Utilisez le pass compos. (30 points)
dpart pour Dijon midi
arrive Dijon en fin daprs-midi
installation lhtel
visite de la ville
promenade dans le vieux Djon, o chaque monument possde son histoire
dcouverte de la ville moderne

34

djeuner dans un restaurant du centre-ville

le tour des muses (le muse des Beaux-Arts avec les tombeaux des ducs de Bourgogne)
prendre des photos
rencontre avec Geores et Hlne
repas au restaurant avec eux, le soir

Chers amis,
Le voyage de chez vous Dijon sest trs bien pass. Je suis partie pour Dijon midi.

Merci encore une fois pour votre accueil, ctait trs sympa.
bientt,
Louise
3. Vous avez oubli votre sac dos dans le train. Remplissez le formulaire ci-dessous, en

dcrivant lobjet gar le plus prcisment possible. (30 points)

AVIS DE PERTE
CATGORIE :

Description de lobjet :
..
..
Marque :
Grandeur : .
Couleur :
Contenu : ..

DTAILS
INDISPENSABLES : Date : .. .. Heure :.
Parcours : de . .
VOS COORDONNES :
Nom et prnom :
Adresse : .

Se acord 10 puncte din oficiu.

Durata testului este de 30 de minute, iar nivelul este L2, A2 +.

Testul vizeaz nelegerea i producerea de mesaje n limba francez (itemi obiectivi i semiobiectivi)
Competene de evaluat :
s coreleze informaii relevante pentru a rezolva o sarcin de lucru;
s redacteze un scurt text coerent, cu nceput i sfrit dat, utiliznd perfectul compus, pe baza
structurilor indicate;
s completeze un formular, realiznd o descriere simpl.

35

Barem de corectare i notare

Subiectul 1 : 30 puncte (15 x 2 puncte)

Subiectul 2 : 30 puncte (10 x 3 puncte)
Se va evalua competena de a formula corect propoziii simple, adecvate planului dat, cu verbe la
perfectul compus.
Subiectul 3 : 30 puncte
Se vor evalua abiliti, deprinderi, elemente de competen folosite pentru rezolvarea unei sarcini de
lucru complexe. Punctajul se repartizeaz astfel:
Adecvarea rspunsurilor la specificul cerinei : 15 puncte
respectarea cerinei (tip de text) - 7 puncte
coninutul de idei 8 puncte
Calitatea exprimrii scrise : 15 puncte
corectitudine morfo-sintactic 5 puncte
competen lexical 8 puncte
corectitudinea ortografiei i punctuaiei 2 puncte
Se acord 10 puncte din oficiu.
Test predictiv 3 - nivel B1
1. Lisez ces extraits dun guide touristique sur Lyon, puis rpondez aux questions.

(20 points)
Situ au confluent du Rhne et de la Sane, chef-lieu de la rgion Rhne-Alpes, Lyon est une ville
touristique, historique, industrielle, constituant la troisime agglomration urbaine de France, aprs
Paris et Marseille.
Lhistoire de Lyon est riche, la ville datant de la Rome antique (Lugdunum fut lancienne capitale
des Gaules au sein de lEmpire romain).
Le centre de Lyon est situ entre le Rhne et la Sane : beaux magasins, magnifiques immeubles du
XIX-e sicle.
La cit est domine par trois collines: la Fourvire ( la colline qui prie , qui accueille son
sommet la basilique Notre-Dame de Fourvire), la Croix-Rousse (surnomme la colline qui
travaille , car elle tait le lieu o rsidaient et travaillaient les canuts, ouvriers qui ont fait la
renomme soyeuse de la ville) et la Duchre.
Sa prosprit conomique a t porte successivement par le monopole de la soie, puis par
lapparition des industries, notamment textiles et chimique.s
Dans la vieille ville : cathdrale Saint-Jean du XIII-e sicle et la trs belle place Saint-Jean, avec ses
vieilles maisons.
Thtre romain de Fourvire (43 av. J.C.) et le Muse des antiquits romaines.
Du thtre, magnifique panorama sur Lyon.
Muse des Beaux-Arts avec sa magnifique collection de peintures (lune des plus importantes de la
France, aprs la collection du Muse du Louvre).

36

 Le patrimoine culturel et artistique de la ville est norme (deux arts sont ns Lyon : le cinma
invent par les frres Lumire et le thtre de Guignol dont les personnages de Guignol et de son
compre Gnafron ont t invents par Laurent Mourguet).
a. Dans quelle rgion de la France se trouve la ville?
b. O est le centre-ville ?
c. Quelles sont les villes franaises les plus peuples ?
d. Do est-ce quon peut voir toute la ville ?
e. Mentionnez trois points dattraction touristique de Lyon.
f. Quelles sont les industries le mieux reprsentes dans cette ville ?
g. Comment appelle-t-on la colline de Fourvire? Pourquoi?
h. Quels sont les arts qui ont rendu clbre la ville de Lyon ?
2. Expliquez avec vos propres mots le sens de la squence la renomme soyeuse de la ville .
(15 points)
3. Lyon est une ville ancienne. Justifiez cette affirmation en citant du texte. (15 points)
4. Rpondez au message lectronique de Simone (130 -150 mots). Votre message devra finir ainsi :
(40 points)
: Ana
Objet: Les vacances

Voil ce que je te propose, cest toi de choisir. Il faut se dcider vite, pour faire la rservation lagence de
voyage.
bientt,
Simone
Se acord 10 puncte din oficiu.

Durata testului este de 50 de minute, iar nivelul este L2, B1. Testul vizeaz nelegerea i producerea de
mesaje n limba francez (itemi semi-obiectivi i subiectivi).
Competene de evaluat :
s identifice informaii relevante dintr-un text informativ;
s reformuleze, cu proprile cuvinte, o informaie furnizat de textul suport;
s elaboreze un text structurat, cu final dat, cu folosirea unui limbaj adecvat.
Barem de corectare i notare :
Subiectul 1 : 20 puncte (8 x 2,5 puncte)
Subiectul 2 : 15 puncte
Subiectul 3 : 15 puncte
Subiectul 4 : 40 puncte
Punctajul se va repartiza astfel :

37

Adecvarea rspunsurilor la specificul cerinei : 25 puncte

respectarea cerinei - 7 puncte
adecvarea rspunsului (ofer detalii, informaii, argumente n susinerea unei alegeri)
10 puncte
coninutul de idei 8 puncte
Calitatea exprimrii scrise : 15 puncte
corectitudine morfo-sintactic 5 puncte
competen lexical 8 puncte
corectitudinea ortografiei i punctuaiei 2 puncte
Se acord 10 puncte din oficiu.

Test predictiv 4 - nivel B1

1. Parmi ces jeunes, qui pourrait tre intress par lune de ces publicit? (20 points)
a. Ski de fond en Finlande
1-er-15 mars.

b. Randonne dans les Alpes.

Camping la ferme.

c. Voyage scolaire en Italie :

d. Stage linguistique en Irlande.
Rome, Florence, Venise
Apprenez langlais dans la nature !
14-27 juillet
1. Blaise aime marcher.
2. Batrice adore la randonne, mais aime le confort des htels.
3. Nicolas a tudi lhistoire italienne au lyce.
4. Mathieu adore la nature et parle parfaitement langlais.
5. Julien est fou de neige et na pas peur de froid.
6. Delphine aime la nature et a du mal parler langlais.
7. Laurent aime le ski en haute montagne.
2. Lisez la lettre dElodie et rpondez aux questions. (35 points)
Ma chre Sarah,
Il faut que je te dise tout de suite : je suis tombe amoureuse, je suis folle de joie.
Voil, je texplique tout.
Samedi dernier, je suis alle avec mon frre voir un match de tennis. Par hasard, on a rencontr un groupe
de copains de mon frre. Et cest l que jai vu Romain. Il ma beaucoup plu tout de suite. Il tait un peu
timide, mais jaime bien a. Et puis jai tout de suite remarqu ses yeux ! Aprs le match, on est all boire un
verre. Il me regardait tout le temps. Moi, bien sr, comme dhabitude, je narrtais pas de rougir. Quand
mon frre ma demand ce que je voulais faire aprs, je navais plus de voix pour rpondre. Alors Romain a
dit : si on allait en discothque ? .
On y est all, et jai dans avec lui toute la soire. Je dois le revoir demain soir.je suis folle de ce garon !
Je te raconterai la suite ! Bisous !
Elodie
a. Elodie a eu le coup de foudre.
b. Elodie rougit facilement.

Vrai / Faux
Vrai / Faux

38

c.
d.
e.
f.
g.

Elodie trouve Romain trop timide.

Le frre dElodie est tomb amoureux aussi.
Romain joue au tennis.
Elodie a de beaux yeux.
Elodie est amoureuse de Romain.

Vrai / Faux
Vrai / Faux
Vrai / Faux
Vrai / Faux
Vrai / Faux

3. Compltez les phrases suivantes. (pass compos/imparfait)

(15 points)

a. Elleaux gens qui.le bus. (parler attendre)

b. La voitureun garon quila rue. (heurter traverser)
c. Jeavec le copain qui..avec moi. (se disputer voyager)
4. Pendant les vacances, vous avez fait un voyage trs intressant. Imaginez une lettre que vous crivez
un ami pour lui faire part de vos impressions. Dcrivez la priode, la dure du voyage, le moyen de
transport, litinraire, les lieux visits. Dites ce que vous avez aim et ce que vous navez pas aim. (150
180 mots)
(20 points)
Se acord 10 puncte din oficiu.

Durata testului este de 50 de minute, iar nivelul este B1.

Accentul este pus pe nelegerea i producerea de mesaje n limba francez (itemi obiectivi i subiectivi).
Competene de evaluat :
s identifice informaii relevante din fragmente de texte informative pentru a ndeplini o sarcin de
lucru;
s selecteze informaii punctuale dintr-un text la prima vedere;
s integreze corect structura gramatical adecvat contextului dat;
s redacteze o scrisoare informal n care s descrie pe scurt un eveniment / o experien personal.
Barem de corectare i notare
Subiectul 1 : 20 puncte (4 x 5 puncte)
Subiectul 2 : 35 puncte (7 x 5 puncte)
Subiectul 3 : 15 puncte (6 x 2,5 puncte)
Subiectul 4 : 20 puncte
Se evalueaz redactarea unui text cu oferirea n scris de detalii pe o tem familiar. Se vor evalua abiliti,
deprinderi folosite n rezolvarea unei sarcini de lucru complexe.
Adecvarea rspunsurilor la specificul cerinei : 8 puncte
respectarea cerinei (norme de redactare specifice unei scrisori amicale, dimensiunea textului)
- 4 puncte
coninutul de idei 4 puncte

39

Calitatea exprimrii scrise : 12 puncte

claritate, coeren, logica exprimrii 2 puncte
corectitudine morfo-sintactic 4 puncte
competen lexical 4 puncte
corectitudinea ortografiei i punctuaiei 2 puncte
Se acord 10 puncte din oficiu.

Test predictiv 5 - nivel B 2

1. Lisez le texte, puis rpondez par vrai, faux, on ne sait pas . (15 points)
En 1re L*, Cleste est dans son lment. En plus, elle se passionne pour la photo, quelle a prise en
option. Elle bosse rgulirement : Jai du mal travailler dans lurgence. Et elle dteste limprvu : Si,
le samedi matin, je nai aucun projet pour le soir, a me stresse.
Cette anne, le grand stress pour Cleste, cest lorientation. Mes parents mencouragent faire une
prpa littraire. a fait peur, car il parat quil faut beaucoup bosser et quil y a peu de temps pour les
loisirs. Mais on est super encadr et cest une voie sre qui laisse deux ans de plus pour rflchir
lavenir. En tout cas, Cleste ne se voit pas en fac**. Tout au plus est-elle tente par la filire de la cration.
Mais ma mre, ex-styliste, me le dconseille. Et je ne sais pas si je serais capable de crer quoi que ce soit.
Jai besoin dtre guide pour raliser quelque chose.
La communication lattire aussi : rencontrer des gens, monter des vnements. Mais elle ignore ce que
recouvrent ces mtiers. Cleste sait en revanche quelle vie elle veut. Pas question dexercer un mtier qui
mempche davoir une vie de famille, de sortir avec mes amis, de partir en vacances. Mais je veux aussi bien
gagner ma vie. Enfin, elle refuse la routine : Je rve dun mtier qui bouge , o japprendrai tous les
jours.
Phosphore no 293/2005
*
classe terminale, filire littraire
**
la facult
Vrai

Faux

On ne sait pas

Ses mthodes de travail sont efficaces.

Cleste est impatiente de devenir tudiante.

Sa mre, ex-styliste, lencourage dans ses choix. .

Son pre nest pas daccord avec ses ides.
.
Cleste aimerait aussi travailler dans la communication. .
2. Ralisez le profil de Cleste, tel quil se dgage du texte que vous avez lu.
(20 points)
Qualits
Dfauts
Passions
Projets davenir
3. Daprs vous, quelles professions conviennent Cleste, compte tenu de ses aptitudes, de ses envies ?
(3 5 lignes)
(15 points)
..

40

4. Pauline a envoy un mail son amie, Sylvie. Lisez-le, puis compltez le dialogue.
(15 points)
Je suis bien arrive Paris. Le voyage sest bien pass. Nous venons de nous installer, Julie et moi,
dans notre chambre dhtel. Le temps est magnifique. Nous rentrerons la maison samedi prochain. Je vous
en dirai plus demain au tlphone.
Pauline
Claude : - Tu as des nouvelles de Pauline ?
Sylvie : - Oui, elle ma envoy un mail.
Claude : - Quest-ce quelle a crit ?
Sylvie : - Elle a crit .. . Elle disait aussi

Claude : - Cest tout ?

Sylvie : - Non, elle a dit aussi ..

5. Quels sont vos projets davenir ? Quel mtier aimeriez-vous exercer ? Faites-nous part de vos
intentions dans un dveloppement de 180 200 mots. (25 points)
Se acord 10 puncte din oficiu.

Durata testului este de 50 de minute, iar nivelul este L1, B2.

Testul vizeaz nelegerea i producerea de mesaje n limba francez (itemi obiectivi, semiobiectivi i
subiectivi).
Competene de evaluat :
s identifice informaii specifice dintr-un text pentru a rezolva o sarcin de lucru;
s coreleze mai multe informaii din diverse pri ale unui text pentru a rezolva o sarcin de lucru;
s integreze corect structuri gramaticale variate, n funcie de contextul dat;
s elaboreze un text structurat, pe un subiect legat de domenii de interes profesional.
Barem de corectare i notare
Subiectul 1 : 15 puncte (5 x 3 puncte)
Subiectul 2 : 20 puncte (4 x 5 puncte)
Subiectul 3 : 15 puncte
Subiectul 4 : 15 puncte (15 x 1 punct)
Subiectul 5 : 25 puncte
Se evalueaz redactarea unui text cu oferirea n scris de detalii pe o tem de interes. Se vor evalua
abiliti, deprinderi folosite n rezolvarea unei sarcini de lucru complexe. Punctajul se repartizeaz astfel :
Adecvarea rspunsurilor la specificul cerinei : 10 puncte
respectarea cerinei (dimensiune, tip de text) - 4 puncte
coninutul de idei 6 puncte
Calitatea exprimrii scrise : 15 puncte

41

claritate, coeren, logica exprimrii 3 puncte

corectitudine morfo-sintactic 5 puncte
competen lexical 5 puncte
corectitudinea ortografiei i punctuaiei 2 puncte

Se acord 10 puncte din oficiu.

Test predictiv 6 - nivel A2

1. Consultez le programme du Centre sportif et compltez les phrases. (30 points)
Heure
1500h
1600h
1730h

Lundi
Mardi
Football Tennis de table
Tennis
Gymnastique
Football

Mercredi
Basket
Tennis
Athltisme

Jeudi
Vendredi
Samedi
Natation Escrime
Basket
Football Gymnastique Natation
Athltisme

Andr naime pas le tennis. Il prfre les sports dquipe mais il nest pas un bon footballeur. Il fait
du Le deuxime sport quil pratique est lescrime.
Philippe adore les sports individuels. Le tennis est sa grande passion. Il sort aussi jeudi et samedi
pour faire de la
Anne va au Centre sportif mardi et vendredi. Elle ne fait pas descrime. Les deux sports quelle
pratique sont
Alice a des entranements mercredi et samedi. Elle fait
Michel naime pas les sports individuels. Il ne va pas au Centre sportif mercredi, vendredi et samedi.
Le sport dquipe quil adore est .

2. Posez les questions adquates pour obtenir les rponses ci-dessous. (30 points)
a. ?
Chtelet. Cest simple ! Vous prenez la prochaine rue droite, puis vous traversez le pont et vous allez voir
le Thtre du Chtelet juste devant vous.
b. .. ?
Daccord, si le temps samliore.
c. . ?
Jen mange beaucoup, des pommes surtout.
d. .. ?
Je suis dsol, mais ce nest pas possible. Jai des cours jusqu 14 heures.
e. ?
Pour y aller, il faut environ une heure, en voiture.
f. ?
Je leur servirai des plats traditionnels.
3. Quels sont vos passe-temps prfrs ? Prsentez-les dans un paragraphe de 80 100 mots. (30
points)
Se acord 10 puncte din oficiu.

42

Durata testului este de 30 de minute, iar nivelul este L2, A2. Testul vizeaz nelegerea i producerea de
mesaje n limba francez (itemi obiectivi, semi-obiectivi i subiectivi).
Competene de evaluat :

s identifice i s coreleze informaii specifice, pentru a rezolva o sarcin de lucru;

s formuleze ntrebri adecvate unor contexte de interes general, pe marginea unor subiecte
familiare;
s redacteze un scurt text coerent, pe o tem familiar.

Barem de corectare i notare

Subiectul 1 : 30 de puncte (5 x 6 puncte)

Subiectul 2 : 30 de puncte (6 x 5 puncte)
Se va evalua competena de a formula corect i coerent ntrebri adecvate rspunsurilor date.
Subiectul 3 : 30 de puncte
Se vor evalua abiliti, deprinderi, elemente de competen folosite pentru rezolvarea unei sarcini
de lucru complexe. Punctajul se repartizeaz astfel:
Adecvarea rspunsurilor la specificul cerinei : 10 puncte
respectarea cerinei (dimensiune, tip de text) - 4 puncte
coninutul de idei 6 puncte
Calitatea exprimrii scrise : 15 puncte
claritate, coeren, logica exprimrii 3 puncte
corectitudine morfo-sintactic 5 puncte
competen lexical 5 puncte
corectitudinea ortografiei i punctuaiei 2 puncte
Se acord 10 puncte din oficiu.

43

LIMBA ENGLEZ:

TEST PREDICTIV 1
CLASA A IXA
NIVEL DE COMPETENE: B1
TIMP DE LUCRU: 50 MINUTE

NR.
ITEM
I

DESCRIEREA
SARCINII
DE
LUCRU
Vei asculta un fragment dintr-un
interviu radiodifuzat despre un
sondaj privitor la filme preferate.
Completai frazele de la 1 la 10.
(You will hear part of a radio
interview about a survey of popular
films. For questions 1-10, complete
the sentences.)
ncercuii varianta corect a, b, c,
sau d.
(Circle the correct option a, b, c, or
d.)

OBIECTIV

III

Completai spaiile libere selectnd

cuvinte din list.
(Fill in the gaps choosing words
from the list.)

IV

Completai a doua fraz astfel nct

aceasta s aib acelai neles cu
enunul iniial, folosind cuvntul
indicat n paranteze. Nu modificai
cuvntul dat. Folosii ntre 2 i 5
cuvinte, inclusiv cuvntul indicat.
(Complete the second sentence so
that it has a similar meaning to the
first sentence, using the word given
in brackets. Do not change the word
given. Use between two and five
words, including the word given.)

Testarea
folosirii 20 p
corecte a vocabularului
prin completarea unui
text lacunar selectnd
cuvinte date ntr-o list
Testarea deprinderii de 10 p
a reformula un enun
dat folosind un cuvnt
cheie.

II

PUNCTAJ

Testarea abilitii de 30 p
nelegere a unui text
vorbit.

Testarea
folosirii 30 p
corecte a timpurilor
verbale prin exerciiu de
alegere multipl

Punctaj din oficiu: 10p

44

I) You will hear part of a radio interview about a survey of popular films. For questions 1-10,
complete the sentences. (30 points)
An Internet questionnaire was completed by (1) __________________ people.
By far the most popular type of film was (2) ______________.
There were two popular themes: (3) ____________________ and good versus evil.
As regards location, people liked (4) ____________________ places such as jungles.
The most popular setting in terms of time was the (5) _______________________ .
The male starts chosen, like Robert de Niro, were more (6) ___________________ than the
females stars.
Popular female stars had (7) ______________________ as well as glamour.
Titles of the most popular films often consisted of (8) _____________________ .
The film titles often included the name of a place or a (9) _______________________ .
Listeners now have to vote for the best films of the (10) _____________________________.
II) Circle the correct option a, b, c, or d. (30 points)
1. Who ..........? ............... to get through to Helen.
a) do you phone.........Im trying
b) are you phoning......Im trying
c) are you phoning......I try
d) do you phone.........I try
2. ............ to Turkey every year for your holidays?
a) Are you going
b) Were you going
c) Have you gone
3. Kathy ............ a few minutes ago.
a) has left
b) leaves
c) left

d) Do you go

d) had left

4. We ........... to the tennis club since we moved here.

a) have belonged
b) belong
c) belonged d) are belonging
5. When he realised I ............... at him, he ............. away.
a) looked............was turning
b) was looking.........turned
c) was looking..........was turning
d) looked..........turned
6. I was sure that I ........ him before.
a) had met
b) am meeting
c) meet
7. Your eyes are red - ...........?
a) did you cry
b) have you been crying

d) met

c) have you cried

d) do you cry

8. When I saw the vase in the shop window, I knew it was exactly what I ................ .
a) looked for b) look for
c) had been looking for
d) have looked for
9. I ............. one of my special desserts for dinner, if you like.
a) make
b) m going to make c) ll make
d) m making
10. .............. to do in Birmingham at Christmas?
a) What there are
b) What is there
c) What are there

d) What there is

11. She described ................... .

a) situation
b) the situation to me c) me the situation

d) the situation me

45

12. The ............. faulty.

a) equipments are
b) equipment was

c) equipments were

d) equipment were

13. There isnt ....... traffic along the street where I live.
a) many
b) much
c) much of
d) many of
14. We should use ............... time we have available to discuss Johns proposal.
a) the little of
b) the little
c) the few
d) little
15. It was ........... as we went into the room.
a) strange quiet
b) strange quietly
c) strangely quiet

d) strangely quietly

III) Fill in the gaps choosing words from the list. (20 points)
to; with; attractive; such; too; who; generally; flashy; if; efficient
One of the pleasures of living in a small, old-fashioned New England town is that it (1) ....... includes
a small, old-fashioned post office. Ours is particularly agreeable. It's in an (2) ............. Federal-style
brick building, confident but not (3) .........., that looks like a post office ought (4) .... . It even smells
nice - a combination of gum adhesive and old central heating turned up a little (5) ....... high. The
counter employees are always cheerful, helpful and (6) ..........., and pleased to give you an extra
piece of tape if it looks as (7) ..... your envelope flap might peel open. Moreover, post offices here
by and large deal only with postal matters. They don't concern themselves (8) .......... pension
payments, car tax, TV licenses, lottery tickets, savings accounts, or any of the hundred and one
other things that make a visit to any British post office (9) ......... a popular, all-day event and
provide a fulfilling and reliable diversion for chatty people (10) ....... enjoy nothing so much as a
good long hunt in their purses and handbags for exact change. Best of all, once a year every
American post office has a Customer Appreciation Day.
IV) Complete the second sentence so that it has a similar meaning to the first sentence,
using the word given in brackets. Do not change the word given. Use between two and five
words, including the word given. (10 points)
1. Tony finds history easier than geography. ( not) Geography _____________ history for Tony.
2. My sister is too short to be a fashion model. (not) My sister ..................... to be a fashion
model.
3. You have to wear safety helmets at all times. (worn) Safety helmets _______________at all
times.
4. We arrived at the cinema too late for the start of the film. (already) The film_____________
the time we arrived at the cinema.
5. Ill never forget the way we met, he said. (would)He _____________________ the way they
had met.

46

KEY AND MARKING SCHEME

10 points granted
I) 30 points = 15 2p
1. 50,000; 2. drama; 3. boy meets girl; 4. exotic; 5. future; 6. predictable; 7. character; 8. two words;
9. person; 10. 21st century
II) 30 points = 15 2p
1B
2D
3C
4A
5B

6A
7B
8C
9C
10 B

11 B
12 B
13 B
14 B
15 C

III) 20 p = 10 2p
1. generally
2. attractive

3. flashy
4. to

5. too
6. efficient

7. if
8. with

9. such
10. Who

IV) 10 p = 5 2p
1. ..is not as easy as
2. ...is not tall enough
3. ...have to/must be worn
4. ...had already started by
5. ...said he would never forget

47

48

Test 2
TEST PREDICTIV, NIVELUL B1
NR
ITEM
1

DESCRIEREA SARCINII DE LUCRU

OBIECTIV

PUNCTAJ

Citii textul urmtor i folosii verbele

din parantez la timpul potrivit.
(Read the following text and put the
verbs in brackets into the right tense.)

Testarea folosirii corecte a

timpurilor verbale.

20 p

Citii textul urmtor i folosii cuvintele

scrise cu majuscule pentru a forma prin
derivare cu sufixe i prefixe cuvintele
care completeaz spaiile goale.
Cuvintele sunt date n ordinea n care
le vei folosi n text.
(Read the text and use the words given
in capitals to form words that fit in the
numbered gaps. The words are given
in the order in which you need to use
them.)
Incercuii varianta corect.
(Circle the correct item.)

Testarea folosirii corecte a

vocabularului prin
completarea unui text
lacunar cu forma derivat
corect a unui cuvnt dat.

20 p

Testarea folosirii corecte a

verbelor modale printr-un
exerciiu cu alegere
multipl.
Testarea deprinderii de a
produce un text scris
exprimnd o opinie
personal.

25 p

Scriei un paragraf de 120-150 de

cuvinte exprimndu-v opinia cu
referire la propoziia urmtoare.
(Write a paragraph (120 150 words)
to give your opinion on the following:
There is nothing wrong with mass
tourism.)

25 p

Punctaj din oficiu: 10 p

Name:
Class:
Diagnosis Test
1. Read the following text and put the verbs in brackets into the right tense. (20 points)
The adventure started in 1995, as Victoria Riches ____________________ (make) her way to work
by Underground. She was bored because she _______________________ (do) the same thing
every day for a year. Then, something _____________________ (happen) to change her life.
She ____________________ (read) the paper on the train, when she ______________________
(see) an unusual article. A group of women ____________________ (look) for adventurers to join

49

their all-woman team. They were planning to walk to the North Pole, something that no woman
_____________________ (ever/ achieve) before!
Victoria wasnt sure why she _________________ (be) keen to join the expedition. Before reading
the article, she ______________________ (never/ want) to pull a sledge over sea ice or endure
temperatures of minus 40 degrees Celsius! So why _________________________ (she/wish) to
do it now?
2. Read the text and use the words given in capitals to form words that fit in the
numbered gaps. The words are given in the order in which you need to use them. There is
an example at the beginning. (20 points)
0 BEAUTY; 1 TOURIST; 2 SUCCEED; 3 TRADITION; 4 ATTRACT; 5 LEGEND; 6
VISIT; 7 LARGE; 8 FAME; 9 COAST; 10 COMBINE
The 0 beautiful Cornish peninsula, on Britains south-western tip, is one of the countrys most
popular areas as far as 1_______________ is concerned. Thousands of years ago, Cornwall was a
centre of Celtic culture. The Romans tried without 2_________________ to conquer the region,
and it managed to keep its 3_______________________ way of life and its own language. One of
the areas main tourist 4___________________ is the now ruined castle of Tintagel, where the
5__________________ King Arthur and his Knights of the Round Table are said to have lived.
6________________ can still see the remains of the hall, which is 7_____________________
intact. Cornwall is also 8_______________ for its beaches on the English Channel, to the southeast, and its spectacular 9________________ scenery on the Atlantic. The 10_________________
of a rich history and outstanding natural beauty make this area well worth visiting.
3. Circle the correct item. (25 points)
1. Im freezing.
You _____________ more warmly.
A. could dress; B. should have dressed; C. may have dressed; D. must have dressed
2. Oh, this looks familiar.
I ________________ it to you before.
A. had to show; B. may have shown; C. neednt have shown; D. didnt need to show
3. Louisa is still in Palma, so you __________________ her at the library.
A. couldnt see; B. mustnt have seen; C. werent able to see; D. cant have seen
4. Whose are these keys?
Oh, theyre Marys. She __________________ them.
A. must have left; B. should have left; C. ought to be left; D. might be left
5. Do you think Sally will be offered a place at the University?
Definitely. In fact, shes very likely _______________ the scholarship.
A. that she will get; B. to be getting; C. that she gets; D. to be got
4. Write a paragraph (120 150 words) to give your opinion on the following: There is
nothing wrong with mass tourism. (25 points)
KEY AND MARKING SCHEME
10 points granted
1. 10 gaps 2p = 20 p

50

was making; had been doing; happened; was reading; saw; were looking; had ever achieved; was;
had never wanted; did she wish
2. 10 words 2p = 20p
1. tourism; 2. success; 3. traditional; 4. attractions; 5. legendary; 6. Visitors; 7. largely; 8. famous; 9.
coastal; 10. combination.
3. 5 gaps 5p = 25p
1 B; 2 B; 3 D; 4 A; 5 B;
4. Paragraph writing: 25 points divided as follows
- task achievement: 5p
- accuracy: 5p
- range of vocabulary: 5p
- organisation: 5p
- effect on reader: 5p

Test 3
INITIAL TEST , NIVELUL A2
I. Fill in the blanks with the right tense of the verb in brackets: (30p.)
(hurt) He himself badly last week. (3p)
(tell) I you about it tonight.
(meet) We just him.
(play) He the piano now.
(play) He . the piano at this time yesterday.
(stay up) They . late every evening.
(work) They .. .very hard next year.
(get up) She .. early every day.
(see)
I .. a good film two days ago.
(rain)
It.. now.
II. Put down the other two forms (the past tense and the past participle) of the following verbs:
(30p.)
1st
2nd
3rd
1. to be

.. (2p)
2. to have

.
3. to give

4. to choose

5. to begin

6. to say

7. to see

8. to become

9. to make

10. to do

11. to take

12. to know

13. to lose

14. to forget

15. to eat

III. Choose the right word: (30p.)

1. How many have you got lately?
a. pieces of information b. information c. informations
51

2. The news we have just received .. not very good.

a. were
b. is
c. are
3. I need to be not to mention anything about his recent resignation.
a. remembered
b. reminded
c. said
4. The cheaper the price, the the quality.
a. bad
b. worse
c. worst
5. If I had had more many, I a trip to France.
a. would have made b. would make c. would have make
6. I would visit you if I more spare time.
a. have
b. had
c. would have
7. If I you again, I will bring you a bunch of flowers.
a. will see b. see
c. saw
8. brought you this present?
a. Who
b. Whose
c. Which
9. This is the . region on earth .
a. dryest
b. driest c. dryer
10. These turned everybody upside down.
a. phenomenon
b. phenomena
c. phenomenons
11. For information consult the director of the company.
a. further b. farther
12. crises brought about a lot of problems.
a. this
b. these
13. He published his book last year and this year hes about to publish a new one.
a. last
b. latest
14. John and George traveled abroad. The went to Spain and the latter to Japan.
a. former
b. first
15. does this every day.
a. he
b. we
c. I
TIP TEST: PREDICTIV
TIMP: 30
KEY
I.
1.HURT
2.TOLD
3.HAVE MET 4.IS PLAYING
5STAYUP
WILL WORK 7 GETS UP
8. SAW
9. IS RAINING

II. be , was/were, been

Had, had
Gave, given
Chose, chosen
Began,begun
Said,said
Saw, seen
Became, become
Made, made
Did, done
52

Took,taken
Knew, known
Lost,lost
Forgot, forgotten
Ate, eaten
III.1a,2b,3a,4b, 5a, 6b,7b,8a,9b,10b,11a,12a,13a,14a,15a
COMPETENTE VIZATE :
Identificarea de informaii cheie din texte autentice
Completarea de formulare
Redactarea de texte funcionale simple
Sintetizarea sub form de schem / notie a coninutului unui text scris /
Test 4
PREDICTIVE TEST, NIVELUL B1
I. Choose the best alternative to complete these sentences. (30 marks)
1. I always leave home early.miss the morning rush hour.
A in order to
B in order that
2.I turned my music down..annoy my neighbours .
A so as to
B in order not to
3.I try to save a bit of money each month.I have some spending cash for my holiday.
A in order to
B so that
4. I put on a thick coat.get cold outside.
A in order to
B in order that I wouldnt
5. I go jogging and swimming most day I keep fit.
A in order that
B in order to
II. Correct the mistake in each sentence.
(30 marks)
I took part for a competition to see who could eat the most hot dogs.
Im afraid I cant bring the pressures of studying for so long every day.
Tom asked Jan if she had be abroad before.
I used to playing tennis a lot when I was younger.
What sorts of things do you take account when you buy a new computer .
III. Complete these sentences with a suitable word or phrase. (30 marks)
1. Do you play any musical.?
2. I really like ..music, especially Mozart and Beethoven.
3. In our school rock band, John play the guitar, Bill plays the drums and Joe, whos very good at
piano , plays the. .
4. Bricks and Lemons , a collection of 12 brand new tracks , is the first..by the
rock group Dead Before Dawn.
5. Bob Scruff is the..with boy band Ping Pong. Hes got a really great voice!
Competente vizate :
Identificarea unor informaii specifice dintr-un text citit / ascultat pe subiecte familiare, articulat clar
i cu vitez normal
Redactarea unor mesaje de rspuns
Inregistrarea informaiilor receptate oral sau n scris sub form de notie cu suport dat
Deducerea nelesului unor elemente lexicale necunoscute cu ajutorul contextului
53

Selectarea unor informaii relevante din fragmente de texte informative, instruciuni, tabele, hri,
pentru a ndeplini o sarcin de lucru

Barem de corectare si notare

1. 30 marks- 6 marks each
2. 30 marks- 6 marks each
3. 30 marks- 6 marks each
10 extra marks
30+30+30+10=100
1. 1 A 2 B 3 B 4 B 5 A
2. 1 took part in 2 cant take the pressures 3 if she hadnt been abroad 4 used to play tennis 5
do you take into account
3. 1 instruments 2 classical 3 keyboards (or any other instrument connected with rock music) 4
album / record / CD 5 (lead) singer
LIMBA GERMAN:

Test 1
Test evaluare predictiv, nivelul A1
I. Die Sekretrin war nicht aufmerksam. Sie hat die folgenden drei Stze geschrieben, ohne die
Leertaste (tast spaiu) zu drcken. Achte auf die Groschreibung der Substantive!
Dielehrerinsprichtschnellundaufgeregt.
Waswolltihrheutenachmittagtun?
Peterundannahabeneineweiekatze.
II. Was passt zusammen? Schreibe die erhaltenen Wrter!
Regen
Schach
Turnen
Schule
Kaufen
Bilder
Radio

Spiel
Tasche
Buch
Sendung
Mantel
Schuhe
Laden

III. Du hrst einen kurzen Test Setze die fehlenden Informationen ein! Du hrst den Text 2 mal.
Peter geht in die ......... Klasse.
Seine Lieblingsfcher sind .......................... und ........................... .
Sein bester Freund heit .......................
Jeden ........................ spielen sie Fuball.
54

IV. Welche Aussage stimmt? Kreuze die richtige Antwort an! (Es gibt nur eine einzige richtige
Antwort)
1. Whrend der Stunde hren wir viele ............................ Sachen.
a. interessantes
b. interessanter
c. interessante
2. Die Mutter spricht .. Telefon.
a. im
b. am
c. mit
3. Was spielt denn so interessiert?
a. ihr
b. wir
c. sie
4. Unsere Lehrerin ist sehr .................... .
a. jnger
b. junge
c. jung
5. Das Bild ber dem Sessel.
a. hngen
b. hngt
c. hnge
6. Der Schler steht .. der Tafel.
a. an
b. um
c. in

7. Peter 15 Jahre alt.

a. bin
b. ist
c. hat
8. Wann du morgen nach Hause?
a. komme
b. kommen
c. kommst
9. Wir viel zu lernen.
a. habt
b. habe
c. haben
10. .. schreibt die Aufgabe.
a. die Schler
b. der Schler
c. den Schler
55

V. Inge hat einen Brief von ihrer Freundin bekommen, doch die Katze hat leider ein Glas Wasser
ber den Brief umgeschmissen und man kann nicht alles lesen. Setze die fehlenden Wrter
ein!
Liebe Inge,
Danke fr Deinen lieben Brief. Ich
mich sehr gefreut. Wie geht es Dir? Ich
Jetz t jetzt 15 Jahre alt und gehe in die 9.
Wir haben sehr viel zu lernen . Hast
auch so viel zu lernen? Aber mir macht es
besonders bei Deutsch. Welches ist Dein
Ich freue mich, bald wieder von Dir
hren. Bitte, schreibe mir bald. Liebe Gre
Deine Eltern und Geschwister. Viel Spa in
Schule.
Herzliche
Deine
Helga

1.......................
2.......................
3.......................
4.......................
5.......................
6.......................
7.......................
8.......................
9.......................
10...................

Timpul afectat: 30 minute

Soluii i barem:
I. Die Lehrerin spricht schnell und aufgeregt.
Was wollt ihr heute Nachmittag tun?
Peter und Anna haben eine weie Katze.
6 puncte
II. Regenmantel, Schachspiel, Turnschuhe, Schultasche, Kaufladen, Bilderbuch, Radiosendung.
14 puncte
III. 8., Geografie, Physik, Walter, Donnerstag
Transcrierea textului de ascultat:
Peter geht in die achte Klasse.
Seine Lieblingsfcher sind Geographie und Physik.
Sein bester Freund heit Walter.
Jeden Donnerstag spielen sie Fuball.
56

10 puncte

IV. 1a, 2b, 3a, 4c, 5b, 6a, 7b, 8c, 9c, 10 b.
30 puncte
V. 1. habe, 2. bin, 3. Klasse, 4. Du, 5. Spa, Freude 6. Lieblingsfach, 7. zu, 8. an, 9. der, 10.
Schule.
30 puncte
+ 10 puncte din oficiu = 100 puncte
Testul i-a propus ca scop stabilirea nivelului de cunoatere a limbii germane. Testul acoper
aproape ntreaga arie de competene, pornind de la un exerciiu simplu de delimitare a cuvintelor n
propoziie (de recunoatere) pn la completarea unor cuvinte, care lipsesc dintr-un text.
Test 2

Test predictiv de evaluare oral, nivelul A2

1.

2.

3.

4.

5.

6.

57

(Bilder: www.fotosearch.de)
Aufgabe 1: Bringe die Bilder in eine logische Reihenfolge, so dass eine kurze Geschichte entsteht!
A B C D E F
Aufgabe 2: Erzhle die Geschichte!
Testul urmrete evaluarea capacitii de producere a unui text oral coerent scurt, exprimarea unor
legturi logice pe baza unor imagini, folosirea corect a cuvintelor de legtur.
Soluie: fiind un exerciiu de tip deschis exist mai multe soluii. Important este stabilirea unor
relaii logice dintre imagini, folosirea corect a limbii.
Barem: Baremul este reprezentat de CECRL prevederile de la competenele de vorbire
corespunztoare pentru nivelurile A1 i A2. Profesorul constat la ce nivel de competen se
ncadreaz elevul. n cazul n care elevul pare s depeasc nivelul A2, este nevoie de sarcini de
lucru suplimentare pentru ncadrarea acestuia.
Test 3

Test predictiv A 2
I .Wie ist es richtig?
1. Wir fahren . Schweiz.
a) in die
b) in der
c) nach
3. Wie gefllt dir mein . Hut?
a) gelbes
b) gelben
c) gelber

2. Mein Fahrrad steht hinter..

Garage.
a) die
b) der
c) dem
4. Wo seid ihr gerade?
. Bodensee?
a) Am
b) An den
c) An der

58

5.Sara ............. das Buch ins Regal.

6. Tobias sitzt in ...........Zelt.

a) liegt
b) steht
c) legt

a) seinem
b) seiner
c) seinen

7. Ich mchte ...........zu meiner

Party einladen.
a) euch
b) uns
c) dir
9. Herlichen Glckwunsch ..........
a) zum Geburtstag
b) zum Neuen Jahr.
c)zu Ostern.

8. Die Temperatur ist plus

25 Grad. Es ist.........
a) gut
b) warm
c) kalt
10. Ist das ein Geschenk .......
deinen Freund?
a) mit
b) fr
c) ohne

II.Setzen Sie die richtige Form eines der folgenden Verben in die Lcke
ein:bekommen, geben, machen:
1. Welchen Fehler habe ich denn ........?wollte Madame Dumas wissen.
2. Wissen Sie, wem er das Geld ......... hat?
3. Knnte ich vielleicht eine Tasse Kaffee von Ihnen .........?
4. Vor drei Jahren ........ er einen dunkelblauen Peugeot von seinen Eltern.
5. Was hat er denn mit diesem Auto ....... ?
6.Das hat er nach einem Jahr seiner Frau ........ .

III. Was passt zusammen? Im Zirkus.

1.
2.
3.
4.
5.

Der Panther bewegte sich ................. im Kfig.

Seine grnen Augen leuchteten ....................... in der Dunkelheit.
.Sein schwarzes Fell gab ihm ein .......................... Ausssehen.
Doch seine .................... Zhne zeigten, dass es ein Raubtier war.
Jetzt fauchte er .................... die neugierigen Zuschauer an.
.

gefhrlich

wie eine Katze

wunderschnes

gereizt
krftigen

59

IV Bringen Sie den Text in die richtige Reihenfolge!

a. Nur einige Skulpturen des Mausoleums berlebten und sind im British Museum in
London zu bewundern. Am Standort des Mausoleums erinnert heute aber nur noch das
Fundament an das ehemals beeindruckende Weltwunder.
b. Der Name Mausoleum( Grabsttte bedeutender Persnlichkeiten) geht brigens in
seinen Ursprngen auf Mausolos Grab zurck. Knig Mausolos war ein groer Verehrer
der gypter und ihrer Kultur.
c. Das Mausoleum von Halikarnassos erregte schon in der Antike Aufsehen. Es wurde
ungefhr zwischen 370 und 350 vor Christus gebaut und galt als eine Mischung aus
griechischem, gyptischem und persischem Bauwesen.
d. Wie es einst die Pharaonen getan hatten, so wollte auch er durch sein Grabmal
unsterblich werden.
ber 16 Jahrhunderte war das Mausoleum im guten Zustand, doch dann wurde es durch
ein Erdbeben im 12. Jahrhundert schwer beschdigt.
(Das Mausoleum von Halikarnassos)
V. Beantworten Sie folgende Fragen:
a) Woher stammt das Wort Mausoleum?
b) Wen verehrte der Knig?
c)Wann wurde das Mausoleum gebaut?
d) Was beschdigte es im 12.Jahrhundert?
e) Was ist noch heute erhalten?

Solutii si bareme:
I a. 1, b. 2, c 3, d 1, e. 3, f. 1, g. 1, h. 2, i. 1, j.2
30 de puncte

II a. gemacht, b) gegeben, c) bekommen, d) bekam, e) gemacht, f)gegeben

18 puncte
III. 1. gereizt
2. gefhrlich
3. wunderschnes
4. krftig
5. wie eine Katze
15 puncte
IV. IV. c, b d, a
12 puncte

60

V 15 puncte
10 puncte din oficiu

Testul acopera aproape toate competentele incluzand exercitii variate de la

alegerea solutiei pana la cautarea de informatii cheie din text.
Test 4
Name: .

Einstufungstest Niveau B1

Klasse:
Datum:

Kreisen Sie die richtige Antwort ein.

1. Sie ist noch zu jung, tanzen zu gehen.
a. darum
b. dazu
c. deshalb
d. fr
e. um
2. Rat mal, ... ich gestern gesehen habe!
a. dem
b. den
c. wem
d. wen
e. wenn
3. In ... griechischen Mythologie wird das Meer durch den Gott Poseidon personifiziert.
a. das
b. dem
c. den
d. der
e. die
4. Bei Regen ist es ..., einen Schirm mitzunehmen.
a. ratlos
b. ratsam
c. rationalisiert
d. rtselhaft
e. rtselhaftig
5. Wer ... den Olympiasieger?
a. kann
b. kannt
c. kennt
d. wei
e. weit
6. Was passt nicht? Trnen ... ber ihr Gesicht.
a. flieen
b. hngen
c. rieseln
d. rollen
e. strmen
7. In der letzten Probe hat er nur eine ... geschrieben.
a. fnf
b. Fnf
c. Fnfe
d. fnfer
e. Fnfer
8. Hast du Angst ... Spinnen?
a. auf
b. fr
c. von
d. vor
e. wegen
9. Pltzlich erkannte er den Mann, den er vor langer Zeit ... .
a. kennenlernte
b. kennen lernte
c. kennengelernt hat
d. kennen gelernt hat
e. kennen gelernt hatte
10. Seine Kenntnisse auf dem ... der Atomphysik waren verblffend.
a. Bereich
b. Fach
c. Gebiet
d. Sektor
e. Thema
11. Welches ist das Synonym? Es wird allmhlich dunkel.
a. ab und zu
b. eh und je
c. hie und da
d. klipp und klar
e. nach und nach
12. Ein Appetitzgler ist ein Medikament, das bewirken soll, dass man weniger ... .
a. et
b. esst
c.ist
d. it
e. isst
13. Was bedeutet jeder hat sein Bndel zu tragen?
a. Jeder bestimmt sein Schicksal.
b. Jeder hat in seinem Leben Probleme und Kummer.
c. Jeder ist stark und krftig.
d. Jeder kann mchtig werden.
e. Jeder kann sein Ziel erreichen.
14. Das Mdchen mit der weien Bluse sitzt schon ... drei Stunden hier.
a. bis
b. fr
c. seit
d. um
e. von
15. Sie schob die Kinder ... Auto.

61

a. herein
b. hinein
c. im
d. in
e. ins
16. Da liegst du aber ganz schn schief. Was bedeutet schief liegen?
a. ausrutschen
b. keine Ahnung haben
c. Recht haben
d. sich irren
e. vom Bett fallen
17. Was ist nicht richtig? Zum Geburtstag ... er mir einen Strau Blumen.
a. bringte
b. holte
c. sandte
d. schenkte
e. schickte
18. Die Felswand ist extrem steil, fast ... .
a.diagonal
b. gerecht
c. parallel
d. senkrecht
e. waagerecht
19. Aras und ... sind Papageien.
a. Eidechsen b. Hamster
c. Meerschweinchen
d. Schildkrten
e. Wellensittiche
20. Ich erschrak ... der Hund pltzlich zu bellen anfing.
a. als
b. ob
c. wann
d. wen
e. wenn
21. Was passt nicht? Erwin ... ber Autos und Motorrder.
a. erzhlt
b. hlt eine Rede c. redet
d. sagt
e. spricht
22. Was passt nicht? Holger ... einen Schrank vor die Tr, damit niemand reinkonnte.
a. rckte
b. stand
c. stellte
d. schob
e. zog
23. Was ist kein Vogel?
a. Greifvogel b. Pechvogel c. Raubvogel
d. Singvogel
e. Zugvogel
24. Was ist kein Beruf?
a. Anwalt
b. Keller
c. Schneider
d. Schuster
e. Tischler
25. Ich habe mich sehr ber das Geschenk gefreut. Was ist das Synonym fr sehr?
a. fein
b. gut
c. unheimlich
d. viel
e. voll
26. Was passt nicht in die Reihe?
a. in groer Zahl
b.in Hlle und Flle
c. massenhaft
d. mageblich
e. wie Sand am Meer
27. Was gehrt nicht zum Auto?
a. Bremse
b. Hupe
c. Kofferraum
d. Rampenlicht
e. Rcklicht
28. Was ist kein Obst?
a. Apfelsine
b. Aprikose
c. Glhbirne
d. Melone
e. Pflaume
29. Was machen die Hhne?
a. gackern
b. krhen
c. schnattern
d. schnurren
e. zwitschern
30. Welches Adjektiv passt nicht? Gut, dass der Fernseher ... ist, ich kann ihn mir kaufen.
a. billig
b. erschwinglich c. gnstig
d. kostspielig
e. preiswert
Alle Themen sind verbindlich.
Arbeitszeit: 50 Minuten
Bewertung:
0,3 Punkte / richtige Antwort
Von Amts wegen: 10 Punkte

Bewertungsbogen
1. e; 2. d; 3. d; 4. b; 5. c; 6. b; 7. b; 8. d; 9. e; 10. c; 11. e; 12. e; 13. b; 14. c; 15. e; 16. d; 17. a; 18. d; 19. e;
20. a; 21. d; 22. b; 23. b; 24. b; 25. c; 26. d; 27. d; 28. c; 29. b; 30. d;
Test 5

Test predictiv A2
62

1. Wie ist es richtig? (Cum este corect).

a. Wir fahren .. Schweiz

b. Mein Fahrrad steht hinter .

Garage.
1. die
2. der
3. dem

1. in die
2. in der
3. nach
c. Wie gefllt dir mein Hut?
1. gelbes
2. gelben
3. gelber
e. Sara das Buch ins Regal.
1. liegt
2. steht
3. legt

d. Wo seid ihr gerade?

.. Bodensee?
1. Am
2. An den
3. An der
f. Tobias sitzt in Zelt.
1. seinem
2. seiner
3. seinen

g. Ich mchte zu meiner

Party einladen.
1. euch
2. uns
3. dir

h. Die Temperatur ist plus 25

Grad. Es ist
1. bewlkt
2. warm
3. kalt

i. Herzlichen Glckwunsch ..
1. zum Geburtstag
2. zum neuen Jahr.
3. zu Ostern.

j. Ist das ein Geschenk.

deinen Freund?
1. mit
2. fr
3. ohne

2. Ergnze die Modalverben (Completeaza verbele modale).

Die 7c ist auf Klassenfahrt am Bodensee. Franziska und ihre zwei Freundinnen haben ein Zimmer
zusammen. Jeden Morgen(1) sie die Betten machen. Lara (2) das gar nicht. Die
anderen.. (3) ihr immer helfen. Aber sie haben keine Lust. So . ( 4) Lara es allein
versuchen. Das ist jeden Morgen ein Theater! Die Mdchen (5) immer furchtbar lachen.
Dann ist Lara immer sauer.
Am Abend sind die vier im Zimmer, reden, essen Kuchen und trinken Limonade. Eigentlich.
(6) man in den Zimmer nichts essen und trinken. Aber das ist ihnen egal. Nur Lara (7) immer
frh schlafen. Um zehn Uhr . (8) das Licht aus sein. Sie machen auch das Licht aus. Aber sie
(9)nicht gleich einschlafen. Schlafen .(10)sie ja wieder, wenn sie zu Hause sind.
3. Wieder zu Hause, schickt Franziska ihrer Kusine Thea eine E-mail.
Schreib so: (Continua Mail-ul inceput de Franziska) (Cel putin 10
propozitii)
Wir waren auf Klassenfahrt. Ich und meine .
Barem de corectare:
Ex 1: a. 1
b. 2
c. 3
d. 1
e. 3
f. 1
g. 1
h. 2
i. 1
j. 2

Total 10 puncte
63

Ex 2: 1 mssen,
2 kann
3 mssen
4 muss
5 knnen
6 darf
7
will
8 soll
9 wollen
10 sollen
Total 10 puncte
Ex 3: (redactarea unui e-mail)15 puncte
Se au in vedere urmatoarele criterii de evaluare:
- indeplinirea sarcinii de lucru
Indeplinirea sarcinii de lucru cu un plus de originalitate
+1
indeplinirea sarcinii de lucru
0
indeplinirea partiala a sarcinii de lucru (90%)
-1
indeplinirea a cca 80% din sarcina de lucru, folosind doar citate din textul anterior
-2
indeplinirea a cca. 70% din sarcina de lucru cu lacune si citate din text
-3
indeplinirea a mai putin de 60% din sarcina de lucru
Nu poate
scrie un text
simplu.
Daca este cazul sa fie scazute puncte pentru sarcina de lucru, acestea se scad din cele 15 de puncte.
- construirea unui mesaj logic si inteligibil
Textul este coerent, bine redactat, inteligibil
3
Caracteristicile de mai sus sunt partial respectate, dar nu este afectata intelegerea
2
mesajului
Caracteristicile de mai sus sunt partial respectate, si este afectata intelegerea
1
mesajului
Textul este fragmentat, greu inteligibil
0
- vocabular adecvat
Vocabularul ales este adaptat cerintei, este variat, complex
Vocabularul ales este uneori inadecvat, exista redundante
Vocabularul este nepotrivit, cuvintele se repeta
Vocabularul nu corespunde cerintei

4
3
2-1
0

- corectitudinea redactarii (se depuncteaza greselile gramaticale si de

scriere, greselile repetate se depuncteaza o singura data).
Textul este aproape corect din punct de vedere morfologic si sintactic. Ortografia si
4
ortoepia sunt aproape perfecte
Exista cateva greseli
3
Exista mai multe greseli
2-1
Textul este plin de greseli, nu poate fi inteles
0
Nota:
Realizarea unui punctaj sub 10 puncte este echivalent cu neincadrarea in nivelul A2 in
conformitate cu Cadrul European Comun de Referinta pentru Limbi.
Total 35 de puncte

Pentru evaluarea curent 5 exemple pentru oral : min.1 min max. 5 min + bareme ; 5 exemple
pentru scris+ bareme ;

64

LIMBA FRANCEZ:

Evaluare formativ 1 - nivel A2

(valuation formative - Production orale)
Faites parler les personnages de lune des images ci-dessous, en intgrant les actes de langage
suivants :
- prsenter/se prsenter;
- demander/donner des informations;
- accepter/refuser une invitation;
- remercier.
Jouez la scne par deux.

a)

b)

Durata probei este de 5 minute, iar nivelul este A2.

Evaluarea vizeaz competena de producere de mesaje orale n limba francez.
Competene de evaluat:
s elaboreze un dialog structurat, integrnd actele de vorbire adecvate;
s interacioneze, s schimbe idei i informaii n scurte conversaii, pe subiecte familiare, ntr-o
situaie previzibil a vieii cotidiene.

BAREM DE NOTARE
1. Competena de comunicare 50 puncte
Adaptarea la situaia propus (respectarea situaiei de comunicare i a codurilor sociolingvistice)
10 puncte
Adecvarea actelor de vorbire la situaia dat 15 puncte
Capacitatea de a rspunde solicitrilor interlocutorului 15 puncte
Capacitatea de a interaciona, de a iniia/relansa dialogul 10 puncte
2. Competena lingvistic 40 puncte
Pronunie, fluiditate n exprimare 10 puncte
Competen morfo-sintactic 15 puncte
Competen lexical 15 puncte

65

Se acord 10 puncte din oficiu.

Evaluare formativ 2, nivel B1

(valuation formative - Production orale)
Jeu de rle
Vous cherchez un cadeau original pour un(e) ami(e). Vous entrez dans un magasin et vous expliquez au
vendeur ce que vous cherchez (modle, couleur, prix). Vous discutez les modles et les prix quil vous
propose. Vous demandez des renseignements. Finalement, vous achetez un cadeau.
Jouez la scne par deux.

Durata probei este de 5 minute, iar nivelul este B1.

Evaluarea vizeaz competena de producere de mesaje orale n limba francez.

Competene de evaluat:

s elaboreze un dialog structurat, integrnd actele de vorbire adecvate (a descrie un obiect / a cere i a
da informaii practice;
s integreze structuri lexicale i gramaticale adecvate situaiei de comunicare;
s formuleze enunuri corecte ca rspuns la solicitrile interlocutorului, ntr-o situaie obinuit a
vieii cotidiene.

BAREM DE NOTARE
1. Competena de comunicare 50 puncte
Adaptarea la situaia propus (respectarea situaiei de comunicare i a codurilor sociolingvistice)
10 puncte
Adecvarea actelor de vorbire la situaia dat 15 puncte
Capacitatea de a rspunde solicitrilor interlocutorului 15 puncte
Capacitatea de a interaciona, de a iniia/relansa dialogul 10 puncte
2. Competena lingvistic 40 puncte
Pronunie, fluiditate n exprimare 10 puncte
Competen morfo-sintactic 15 puncte
Competen lexical 15 puncte
Evaluare formativ 3 , nivel A2 +
(valuation formative - Production orale)

a) Michel raconte son copain ce quil ferait si .

Dis-le sa place.
Modle : Si je pouvais, jirais me baigner.

66

aller la montagne faire des escalades

avoir de largent acheter une voiture
tre cinaste tourner des films daventures
habiter en Italie manger des pizzas tous les jours
pouvoir choisir o aller en vacances aller au Maroc
avoir des copains musiciens monter un petit orchestre

b) Et toi, que ferais-tu dans les circonstances voques par Michel ?

Durata probei este de 3 minute, iar nivelul este A2 +.

Evaluarea vizeaz competena de producere de mesaje orale n limba francez.

Competen de evaluat:
s integreze corect structura gramatical specific frazei condiionale n contextul dat.
BAREM DE NOTARE
a) 45 puncte ( 7,50 puncte pentru fiecare fraz corect construit )
b) 45 puncte ( 7,50 puncte pentru fiecare fraz corect construit )
n cadrul fiecrei fraze se va lua n considerare :
- adaptarea la situaia propus 2 puncte
- folosirea corect a modurilor i a timpurilor n exprimarea ipotezei 4 puncte
- creativitate, originalitate 1,50 puncte
Se acord 10 puncte din oficiu.

Evaluare formativ 4 , nivel B1

(valuation formative - Production orale)

67

Regardez attentivement cette photo. Imaginez qui sont ces personnes et dcrivez-les. Imaginez
quand et quelle occasion elle a t prise et donnez deux trois arguments pour soutenir votre
opinion. Prcisez quels sentiments vous inspire cette photo.

www.travelpod.com
Timp de pregtire : 5 minute

Timp de prezentare: 3 minute

Durata de desfurare a probei este de 8 minute (5 minute timp de pregtire i trei minute timp de prezentare),
iar nivelul este B1.
Evaluarea vizeaz competena de producere a unui mesaj oral n limba francez, pornind de la un stimul
vizual.
Competene de evaluat:
s elaboreze un text coerent, integrnd actele de vorbire, structuri gramaticale i lexicale specifice
adecvate, pe baza unui suport vizual;
s formuleze ipoteze n legtur cu imaginea prezentat i s le susin cu argumente.

68

Barem de notare:
Descrierea imaginii: 10 puncte
Prezentarea i descrierea personajelor: 10 puncte
Coerena povestirii: 20 puncte
Enunarea a minimum 2 argumente: 10 puncte
Exprimarea sentimentelor: 5 puncte
Utilizarea unui vocabular adecvat: 10 puncte
Corectitudinea morfo-sintactic: 5 puncte
Corectitudinea pronuniei, fluena exprimrii: 10 puncte
Creativitate, originalitate: 10 puncte
Se acord 10 puncte din oficiu.

Evaluare formativ 5, nivel B2

(valuation formative - Production orale)
Vous dgagerez le thme soulev par le document ci-dessous. Vous prsenterez ensuite votre
opinion sous la forme dun expos de 5 minutes environ.
Lcole des parents
Compos dune trentaine dassociations dans toute la France, le rseau des coles des parents et des
ducateurs accueille des parents et des professionnels de lenfance, intresss par les questions
concernant le groupe familial, lducation, lenfance et ladolescence. Ces associations constituent un
espace de rflexion et dchange et offrent des lieux daccueil parents/enfants et des animations. Cest
dans ce cadre que sest ouvert le Caf de lcole des parents, sur un grand boulevard parisien. En
apparence, on pourrait croire un caf banal, mais les livres et les ordinateurs disposs dans la salle
indiquent que lon nest pas dans un dbit de boisson comme les autres. En discutant avec la personne qui
a prpar, on dcouvre quelle est en fait psychologue. Pas de professionnels lcoute des diffrents
problmes que peut rencontrer tout parent dans sa mission dducation auprs de ses enfants.
Sbastien Langevin, Lcole des parents

Timp de pregtire : 10 minute

Timp de prezentare : 5 minute

Durata de desfurare a probei este de 15 minute (10 minute timp de pregtire i 5 minute timp de
prezentare), iar nivelul este B2.
Evaluarea vizeaz competena de producere a unui mesaj oral n limba francez, pornind de la un scurt textsuport.
Competene de evaluat:
s formuleze un punct de vedere personal, susinut de exemple relevante, ntr-un discurs coerent,
structurat, pe o tem dat;
s integreze structuri lexicale i gramaticale adecvate situaiei de comunicare;
s formuleze enunuri corecte ca rspuns la solicitrile interlocutorului.

69

BAREM DE NOTARE
I.
Competena de comunicare 50 puncte
1. Coninutul de idei 30 puncte
a. Identificarea temei textului support 5 puncte
b. claritatea i precizia coninutului 10 puncte
c. capacitatea de a exprima i argumenta o opinie 15puncte
2. Expunerea : coerena, coeziunea discursului - 20 puncte
a. planul structurat al expunerii 10 puncte
b. folosirea articulatorilor logici 10 puncte
II.

Competena lingvistic 40 puncte

a. corectitudinea pronuniei, fluiditate 10 puncte
b. competena morfosintactic 15 puncte
c. competena lexical 15 puncte

Se acord 10 puncte din oficiu.

II.2. PROBE SCRISE

Test formativ 1, nivel A2
(valuation formative - Comprhension orale)
Yvonne invite des copines aller la piscine
1. Vous allez entendre un document sonore. Remplissez les trous, en employant les mots suivants afin
de complter correctement les dialogues:
a) grave; veux ; fais; peux
Yvonne: All. Bonjour, Marie. Cest Yvonne. ................- tu aller la piscine ce soir?
Marie: Dsole. Je ne .............. pas. Je ................... mes devoirs ce soir. J'en ai beaucoup.
Yvonne: Ce n'est pas .................. Bon courage!
b) as envie; vais; dommage; suis
Yvonne: All, Sophie. Je ......................... la piscine ce soir. Tu en .......................?
Sophie: Ce nest pas possible, Yvonne. Je .................... enrhume. Je vais au lit dans une demi-heure.
Yvonne: C'est ................................. Je vais appeler Jeanine. Au revoir!
c) se; vais; la piscine; larrt
Yvonne: All, Jeanine. Cest Yvonne lappareil. a t'intresse d'aller ...................... ce soir? Sophie
est malade, elle ny va pas. Tu viens?
Jeanine: Oui, pourquoi pas. On .............. retrouve quelle heure?
Yvonne: six heures moins le quart .................... de bus?
Jeanine: Euh non. Je ............................ directement la piscine. On se retrouve l-bas. bientt!

70

2. Rpondez aux questions suivantes:

a. Quels sont les personnages?
.
b. Sous quelle forme est prsent le texte de lenregistrement?
.
c. Dans quelle situation de communication sont mis les personnages?
..

Durata testului este de 5 de minute, iar nivelul este L2, A2.

Testul vizeaz receptarea mesajelor transmise oral ntr-o situaie concret de comunicare.
Competene de evaluat :
s identifice forma i informaiile generale dintr-un text ascultat;
s selecteze informaii punctuale dintr-un text ascultat.
BAREM DE CORECTARE I NOTARE
1. 36 puncte : a) 4 x 3 puncte = 12 puncte
b) 4 x 3 puncte = 12 puncte
c) 4 x 3 puncte = 12 puncte
2. 54 puncte (3 x 18 puncte)
Se acord 10 puncte din oficiu.
Test formativ 2, Nivel B2
(valuation formative Comprhension orale)

Vous allez entendre un document sonore. Vous aurez :

- une minute pour lire les questions;
- une premire coute, puis une minute de pause pour commencer rpondre aux questions;
- une deuxime coute, puis deux minutes de pause pour complter vos rponses.
1. coutez linterview, ensuite cochez la bonne rponse :
a. Pierre est un
peintre
 lve

 tudiant

b. Il a particip un projet sur

 la violence
lintgration des personnes handicapes  les nergies renouvelables
c. Il a fait partie
dune troupe de thtre

dune quipe de jeunes informaticiens

dun atelier de peinture

71

d. Ce projet a permis aux participants de

 lutter contre les ingalits sociales
 militer pour la non violence
de lenvironnement

 promouvoir la prservation

2.Vrai ou faux ? Cochez la case correspondante.

Vrai

Faux

a) Les lves participants au projet ont travaill par groupes.

b) Cette activit repose sur la collaboration entre deux groupes partenaires de deux
pays.
c) Le travail en quipe a appris aux participants la coopration.
d) Ce projet ducatif a beaucoup dinconvnients.
e) Les lves pensent que cest une exprience vraiment enrichissante.
3. Rpondez aux questions :
a) Sous quelle forme est prsent le texte de lenregistrement ?
b) Quel est lobjectif du projet ducatif prsent ?
c) Mentionnez trois avantages de lactivit prsente.

Durata testului este de 5 de minute, iar nivelul este L2, B2.

Accentul este pus pe receptarea mesajelor transmise oral.
Competene de evaluat :
s identifice informaii generale dintr-un text ascultat;
s selecteze informaii punctuale dintr-un document sonor nregistrat.
BAREM DE CORECTARE I NOTARE
1.
2.
3.
a)
b)
c)

20 de puncte (5 puncte x 4 rspunsuri)

25 de puncte (5 puncte x 5 rspunsuri)
45 de puncte repartizate astfel :
5 puncte
10 puncte
30 puncte (10 puncte pentru fiecare avantaj corect identificat)

Se acord 10 puncte din oficiu.

Transcription du document audio :
-Pierre, tu es lve en terminale, tu as particip lan dernier un projet ducatif sur le thme de la
violence. Quel tait lobjectif de ce projet ?
-Lobjectif principal du projet visait sensibiliser les jeunes sur limportance du respect dautrui, de soimme et de lenvironnement scolaire.
-Concrtement en quoi a consist votre projet ? Et qui y a travaill ?
-Ce projet a engag pratiquement la majorit des lves de mon lyce, car on a choisi de travailler par
groupes : moi, par exemple, jai fait partie dun atelier de peinture dirig par notre professeur darts plastiques
et nos productions ont t prsentes dans le cadre dune exposition ouverte nos copains, aux parents, aux
enseignants, aux autorits locales Dautres ont donn une reprsentation thtrale sur les gestes et les
comportements quil convient dadopter. Quelques lves ont produit un court mtrage quils ont fait

72

connatre sur le site Internet du lyce. Enfin, tout le monde a travaill de concert pour assurer le succs de
cette dmarche.
-Quel a t le rsultat et limpact de votre action ?
-Lexprience a t vraiment enrichissante pour tous les participants. Travailler au projet a permis aux jeunes
de mieux cerner les causes de la violence, de comprendre et de faire comprendre les consquences qui en
dcoulent, de militer pour une socit de la non violence.
- Vous avez eu pour ainsi dire lintention de changer le monde
-On a justement voulu prouver que changer le monde ntait pas un slogan dmod, mais un projet
mme de mobiliser des nergies. Car ce fut premirement un exercice de communication, de travail en
commun. On a partag ses talents, ses dcouvertes, ses ides, ses proccupations, on a t lcoute de celles
dautrui, bref, on a appris la coopration. On a appris aussi rendre des comptes, respecter ses
engagements, tre actif dans la recherche de solutions.

Test formativ 3, Nivel B1

Votre correspondant(e) franais(e) vous a crit pour vous inviter passer vos vacances chez lui/elle.
Vous le remerciez, mais vous ne pouvez pas accepter son invitation. Vous lui expliquez pourquoi et
vous lui proposez autre chose. Rdigez la lettre. (150 180 mots)

Durata testului este de 30 de minute, iar nivelul este L2, B1.

Accentul este pus pe producerea de mesaje n limba francez.
Competene de evaluat :
s redacteze o scrisoare amical, respectnd normele specifice unui asemenea tip de text;
s integreze corect actele de vorbire adecvate;
s integreze corect structurile lexicale i gramaticale necesare.
BAREM DE CORECTARE I NOTARE
Adecvarea textului la situaia dat - 50 puncte
Respectarea cerinei - 15 puncte
- Respectarea normelor de redactare specifice unei scrisori amicale (formule de adresare,
aezare n pagin) - 10 puncte
- Respectarea numrului de rnduri - 5 puncte
Capacitatea de a refuza o invitaie / de a mulumi pentru o invitaie / de a formula o
propunere - 25 puncte
Claritate, coeren, logica exprimrii - 10 puncte

I.

II.

Competena lingvistic 40 puncte

utilizarea corect a timpurilor verbale / a indicatorilor spaio-temporali 15 puncte
competena morfo-sintactic 10 puncte
competena lexical 10 puncte
ortografie, punctuaie 5 puncte

Se acord 10 puncte din oficiu.

Test formativ 4 , nivel A2 +

73

(valuation formative Comprhension des crits et Production crite)

1. Lisez le texte, puis rpondez aux questions. (25 puncte)

Clbre le 6 janvier, lpiphanie correspond la prsentation de Jsus enfant aux Rois Mages. La
tradition veut que, le jour de la Fte des Rois mages, on partage un gteau dans lequel est dissimule une
fve. La galette des rois, servie cette occasion, est une tradition typiquement franaise qui avait dj cours
au XIV-e sicle.
La galette tait partage en autant de portions que de convives, plus une. Cette portion
supplmentaire, appele part du Bon Dieu ou part de la Vierge, tait destine au premier pauvre qui se
prsenterait. La fve dans la galette remonte au temps des Romains. Cest une fve blanche ou noire qui tait
dpose pour les scrutins. Au dbut de janvier, les Saturnales de Rome lisaient le roi du festin au moyen
dune fve. Si la tradition est dorigine religieuse, elle est devenue une tradition familiale o on se rassemble
pour dcouper la fameuse galette. Celui qui trouvera la fve sera couronn roi et choisira sa reine.
www.joyeuse-fete.com

Quand est-ce quon fte lpiphanie?

Pourquoi lpiphanie est appele aussi la Fte des Rois?

Comment sappelle le gteau traditionnel prpar cette occasion?

Comment appelle-t-on le morceau de gteau offert un visiteur imprvu?
Les coutumes lies cette fte sont trs anciennes. Quelles phrases du texte le prouvent?

2. Cochez la bonne case: (15 puncte)

a) En France, on clbre seulement les ftes religieuses seulement les ftes civiles la fois les ftes
religieuses et civiles
b) Comment appelle-t-on la soire du 31 dcembre ? la veille du Jour de lAn le rveillon du Jour de
lAn le Jour de lAn
c) Les Franais offrent des chrysanthmes le jour de la Toussaint lpiphanie la fte du travail.
d) Quest-ce quon clbre le 14 juillet, en France ? la rvolution franaise le dbut de la monarchie
franaise une fte dinspiration religieuse
e) Le 1 er mai, on soffre des fleurs porte-bonheur : du lilas des roses des brins de muguet

3. Compltez les points par le mot convenable: bche, veille, ouvrable, repas, fixe, plats, fri,
cadeaux, mobile, dinde. (15 puncte)
Nol revient chaque anne la mme date ; cest une fte.. . Par contre, Pques est une fte
: cest toujours un dimanche, mais la date varie. La .. de Nol on fait un grand .. et
on change des .. . On mange des .. traditionnels comme le foie gras ou de la
. farcie aux marrons et un dessert, un gteau : la .. . On appelle jour . le
jour o lon ne travaille pas en raison dune fte lgale. Le jour consacr normalement au travail sappelle
jour ...
4. Quels vux peut-on adresser dans les situations suivantes ? Compltez les phrases. (15 puncte)
Cest le Jour de lAn. Vous rencontrez des amis. .
Cest le 25 dcembre. La famille se runit dans le salon.
Anne et Paul se sont maris.
Claude fte son anniversaire. ..
Michel vient dternuer.
5. Quelle fte aimez-vous le plus ? Prsentez-la dans un paragraphe de 80 100 mots. Noubliez pas de
mentionner quelques traditions qui lui sont lies et de justifier votre prfrence.
(20 puncte)

74

Se acord 10 puncte din oficiu.

Durata testului este de 50 de minute, iar nivelul este L2, A2 +.

Itemii (obiectivi, semiobiectivi i subiectivi) vizeaz verificarea cunotinelor de vocabular specifice temei
(srbtori, elemente de civilizaie francez), receptarea i producerea de mesaje n limba francez.
Competene de evaluat :
s identifice informaii generale dintr-un text scris, citit la prima vedere;
s coreleze mai multe informaii din diverse pri ale unui text pentru a rezolva o sarcin de lucru;
s elaboreze un text structurat, pe un subiect legat de domenii de interes profesional;
s integreze corect structuri lexicale i gramaticale.

BAREM DE CORECTARE I NOTARE

Subiectul 1 : 25 puncte (5 x 5 puncte)
Subiectul 2 : 15 puncte (5 x 3 puncte)
Subiectul 3 : 15 puncte (10 x 1,5 puncte)
Subiectul 4 : 15 puncte (5 x 3 puncte)
Subiectul 5 : 20 puncte
Punctajul se repartizeaz astfel :
Respectarea cerinei : 3 p.
Coninutul de idei : 5 p.
Capacitatea de argumentare : 3 p.
Corectitudinea gramatical : 3 p.
Corectitudinea i bogia vocabularului : 4 p.
Corectitudinea grafiei i punctuaiei : 2 p.
Se acord 10 puncte din oficiu.

Test formativ 5, Nivel B2

(valuation formative comprhension de lcrit)

Lisez attentivement le texte ci-dessous :

Les accros du portable
Loin de faire lunanimit, le tlphone mobile est souvent compar un cordon ombilical qui entrave
lautonomie, maintient la dpendance, infantilise. De plus, les sonneries stridentes, les hurlements, dans le
train, dans le bus, donnent envie de les casser, comme lcrit une adolescente de 12 ans au journal Okapi .

75

On est frapp par le jugement acerbe qumettent certains adolescents quand ils voquent les
possesseurs de portable de leur ge. Le sans-gne est critiqu, et aussi le port la ceinture. Est galement
stigmatise la nature des changes loccasion de courses au supermarch, par exemple pour questionner
sur la marque de yaourts . En revanche, il est reconnu utile pour les adultes qui travaillent, surtout pour les
mdecins, les reporters, ceux qui doivent voyager, ou encore en cas daccident ou de panne sur lautoroute.
Lenvie den avoir un ne manque pas, ou encore la joie dexprimer quon en possde un et le bonheur que cela
procure.
Lucides, les adolescents affirment aussi que pour eux, lusage du mobile nest pas si simple: ce nest pas
toujours fiable , on nentend pas bien et, telle une litanie, cest cher . Mais, pass les restrictions prliminaires, ils
trouvent a gnial . La libert na alors pas de prix : Pouvoir tre joint ou appeler de nimporte quel endroit, ou
presque ; pouvoir dcider la dernire minute ce quon va faire le soir , tre appel mme la nuit, sans rveiller
personne ou, enfin, tre sr que ses messages ne sont pas couts, parce quils natterrissent plus sur le rpondeur
familial . Quant aux parents, ils se sentent scuriss de savoir que leurs enfants peuvent appeler en cas durgence.
Tout cela rintroduit du secret, de loxygne et du ciel bleu dans la cohabitation entre parents et
enfants, qui peuvent ainsi se tolrer mutuellement et maintenir la convivialit et les liens familiaux. Plus
gnralement, le portable accompagne le bouillonnement et le dsir de communication immdiate de
ladolescence. () Les parents qui ont du mal couper le cordon stonnent que leurs enfants prfrent
brancher parfois leur bote vocale et ne rpondent pas leurs appels. Loin dtre forcment une manifestation
de dsobissance, cela est plutt une saine raction dindpendance.
Christine Castelain-Meunier, Le Nouvel Observateur n041 / 2001
1. Choisissez la rponse correcte, en cochant la bonne case.

(5 points)

b. Lattitude des jeunes en ce qui concerne les portables est

itique

2. Citez cinq mots du texte appartenant au champ lexical de tlphone . (5 points)

3. Lisez attentivement les affirmations ci-dessous. Dites si elles sont vraies ou fausses, en cochant la
case correspondante, puis justifez vos rponses an citant du texte.
(20 points)
Vrai
Faux
a) La plupart des jeunes Franais pensent que le telephone portable est synonyme de
libert.
Justification .
b) Le portable permet aux jeunes de garder un espace priv au sein de la vie
familiale.
Justification .
c) Le portable a rendu lentente entre parents et enfants plus difficile.
Justification..
d) Les parents sont mcontents de savoir que leurs enfants utilisent les portables.
Justification .
e) Le portable favorise la communication entre les jeunes, trs importante leur ge.
Justification ..
4. Relevez deux dfauts que les jeunes reprochent aux utilisateurs de portables.
5. Relevez deux avantages et deux inconvnients du portable.

(10 points)

(10 points)

6. Pour quelles raisons les enfants ne rpondent-ils pas parfois aux appels des parents? Rpondez avec
vos propres mots, sans reprendre les phrases du texte. (4 5 lignes) (15 points)

76

7. Dgagez les ides essentielles du texte ci-dessus. Reformulez-les avec vos propres mots. (25 points)

Durata testului este de 50 de minute, iar nivelul este L2, B2.

Itemii (obiectivi i semi-obiectivi) vizeaz receptarea unui mesaj scris n limba francez (textul suport este un
text la prima vedere).
Competene de evaluat :
s identifice informaii generale dintr-un text scris la prima vedere;
s selecteze informaii punctuale din textul dat n funcie de cerin;
s reformuleze, cu propriile cuvinte, o informaie furnizat de textul suport.

BAREM DE CORECTARE I NOTARE

I.1. 5 puncte (2 x 2,5 puncte)
I.2. 5 puncte (5 x 1 punct)
I.3. 20 puncte (5 x 4 puncte)
Fiecare dintre cele 5 rspunsuri va fi notat cu maximum 4 puncte dac va fi nsoit de justificarea
corespunztoare. n lipsa justificrii sau n cazul unei justificri eronate, rspunsul nu va fi punctat.
I.4. 10 puncte (2 x 5 puncte)
I.5. 10 puncte (4 x 2,5 puncte)
1.6. 15 puncte
Punctajul se repartizeaz astfel :
Respectarea cerinei : 2 puncte
Identificarea n text a informaiei solicitate 3 puncte
Reformularea corect i coerent a informaiei 10 puncte (corectitudine lexic-gramatical 4
puncte, vocabular adecvat 3 puncte, coeren 3 puncte)
1.7. 25 puncte

Punctajul se repartizeaz astfel :

Respectarea cerinei (dimensiune, tip de text) : 3 puncte
Identificarea ideilor 4 puncte
Coerena discursului (conectori, plan logic / structurat) 5 puncte
Corectitudine gramatical 5 puncte
Corectitudine lexical 5 puncte
Corectitudine ortografic 3 puncte

Se acord 10 puncte din oficiu.

LIMBA ENGLEZ:

Test 1
TEST DE PROGRES
Nivel B1

77

OBIECTIVELE TESTULUI:
1. Testarea nelegerii de detalii dintr-un text audiat prin completarea de propoziii lacunare.
2. Testarea nelegerii globale i de detaliu a unui text citit rspunznd la ntrebri.
3. Testarea folosirii corecte a determinanilor.
4. Testarea deprinderii de producere a unui text scris (scrisoare ctre prieten) cu scopul de a da
sfaturi.
Name:
Class:
Progress Test
I. You are going to listen to part of a radio interview with a personal trainer. For questions 15, complete the sentences with one, two or three words. (30 points)
1. John King used to work as ________________.
2. He studied_________________ at the University of Florida.
3. In his gym he gives clients training programmes and also _______________.
4. He suggests that people begin by working with a trainer ___________ a week.
5. John says that the success of a personal training programme depends on whether people are
willing to do the exercises and follow __________________.

II. Read the following text and answer the questions below. (15 points)
The twentieth century will probably be largely remembered for having the highest increase in life
expectancy in recorded history. The average life span for men and women has now almost
doubled. Whats more, this seems to be a continuing trend. Not only are we living longer, but we
are also living a far healthier lifestyle. With record numbers of fit, healthy people reaching the age of
90 and over, it is becoming clear that negative predictions of greying population troubled by
increasing number of diseases as well as huge medical bills, have been exaggerated.
We can see that there are many different aspects affecting the ageing process, including lifestyle,
attitude, social circumstances and diet. Studies carried out on mice for example, have shown that
intake of fewer calories allowed mice to live up to 40% longer than those who ate as much as they
wanted. In human years, this is equal to 30 or 40 more years of life. The mice also stayed energetic
longer, had better memories and lower levels of cancer. Japanese people living on the island of
Okinawa, in fact, consume 20% fewer calories than the rest of the population of Japan and, as a
result, have the highest population of centenarians anywhere in the world!
The challenge the rest of us now face is how to delay the ageing process. There are, in fact, two
different aspects to ageing that we need to be aware of, the one involving the natural passing of
time, and the other involving the natural, physical ageing of the body. While we have no control
over our chronological age, we can, up to a point, do a lot to slow down biological ageing by taking
nutritional advice.
1. Which is the reason why life in old age is improving, according to the writer?
2. Which aspects of ageing can be controlled?

78

3. What has research on mice shown?

III. Read the text and look carefully at each line. Some of the lines are correct, and some
have a word which should not be there. If a line is correct, put a tick. If a line has a word
which should not be there, write the word at the end of the line. There are two examples at
the beginning. (15 points)

0 Allergies can dramatically the lives of millions of people

many
00 Fresh flowers, a friends cat or dog and even many house

1 dust can make people itch, sneeze and scratch. But there

2 are hardly lots of foods that cause allergies too. These can be

3 dangerous, so few knowledge of which foods are likely to

4 create allergies can save someones life. Only a small number of

5 foods cause the majority of allergic reactions, any including milk,

6 eggs, peanuts, wheat, a fish and shellfish. Some symptoms

7 of food allergies include the skin rashes and sickness. Some

8 people can sneeze a lot or find it difficult to breathe. Occasionally,

9 sufferers can experience much severe reactions as soon

10 as they have eaten the food they are allergic to. If their throat

11 swells, they may not be able to breathe and it is very absolutely

12 essential to get an expert medical advice immediately.

13 In fact, no few people who believe they have food allergies really

14 do have them. Most of are actually suffering from what a lot of

15 doctors call some food intolerance rather than an allergy.

IV. One of your friends has recently written to you complaining that he/she is really out of
shape. Since he/she is about to go on a holiday at the seaside he/she has asked for your
advice to lose some weight and tone up. Write a reply to the letter and give your friend at
least two pieces of advice (120 180 words). (30 points)
KEY AND MARKING SCHEME
GRANTED: 10 points
I. 5 sentences 6 points = 30 points
1. a chef
2. physical education
3. advises about nutrition
4. twice
5. the nutritional advice
II. 3 questions 5 points = 15 points
1. Life expectancy has increased as a result of a healthier lifestyle.
2. We cannot control our chronological age but we can slow down our ageing process.
3. If we eat less, we live longer, have better memories, etc.
III. 15 lines 1 point = 15 points
1.
2. hardly
3. few
4.
5. any
6. a
7. the

8.
9. much
10.
11. very
12. an
13. not
14. of
15. some

79

IV. 30 points divided as follows:

- task achievement (letter to friend, length): 5 points
- layout and organisation: 5 points
- coherence and cohesion: 5 points
- range of vocabulary: 5 points
- accuracy: 5 points
- effect on reader: 5 points

80

81

Test 2
TEST DE PROGRES , NIVELUL

A2

OBIECTIVELE TESTULUI:
1. Testarea nelegerii de detalii dintr-un text audiat prin completarea de propoziii lacunare.
2. Testarea nelegerii globale i de detaliu a unui text citit rspunznd la ntrebri.
3. Testarea folosirii corecte a determinanilor.
4. Testarea deprinderii de producere a unui text scris (scrisoare ctre prieten) cu scopul de a da
sfaturi.
Name:
Class:
Progress Test
I. You are going to listen to part of a radio interview with a personal trainer. For questions 15, complete the sentences with one, two or three words. (30 points)
1. John King used to work as ________________.
2. He studied_________________ at the University of Florida.
3. In his gym he gives clients training programmes and also _______________.
4. He suggests that people begin by working with a trainer ___________ a week.
5. John says that the success of a personal training programme depends on whether people are
willing to do the exercises and follow __________________.
II. Read the following text and answer the questions below. (15 points)
The twentieth century will probably be largely remembered for having the highest increase in life
expectancy in recorded history. The average life span for men and women has now almost
doubled. Whats more, this seems to be a continuing trend. Not only are we living longer, but we
are also living a far healthier lifestyle. With record numbers of fit, healthy people reaching the age of
90 and over, it is becoming clear that negative predictions of greying population troubled by
increasing number of diseases as well as huge medical bills, have been exaggerated.

82

We can see that there are many different aspects affecting the ageing process, including lifestyle,
attitude, social circumstances and diet. Studies carried out on mice for example, have shown that
intake of fewer calories allowed mice to live up to 40% longer than those who ate as much as they
wanted. In human years, this is equal to 30 or 40 more years of life. The mice also stayed energetic
longer, had better memories and lower levels of cancer. Japanese people living on the island of
Okinawa, in fact, consume 20% fewer calories than the rest of the population of Japan and, as a
result, have the highest population of centenarians anywhere in the world!
The challenge the rest of us now face is how to delay the ageing process. There are, in fact, two
different aspects to ageing that we need to be aware of, the one involving the natural passing of
time, and the other involving the natural, physical ageing of the body. While we have no control
over our chronological age, we can, up to a point, do a lot to slow down biological ageing by taking
nutritional advice.
1. Which is the reason why life in old age is improving, according to the writer?
2. Which aspects of ageing can be controlled?
3. What has research on mice shown?
III. Read the text and look carefully at each line. Some of the lines are correct, and some
have a word which should not be there. If a line is correct, put a tick. If a line has a word
which should not be there, write the word at the end of the line. There are two examples at
the beginning. (15 points)

0 Allergies can dramatically the lives of millions of people

many
00 Fresh flowers, a friends cat or dog and even many house

1 dust can make people itch, sneeze and scratch. But there

2 are hardly lots of foods that cause allergies too. These can be

3 dangerous, so few knowledge of which foods are likely to

4 create allergies can save someones life. Only a small number of

5 foods cause the majority of allergic reactions, any including milk,

6 eggs, peanuts, wheat, a fish and shellfish. Some symptoms

7 of food allergies include the skin rashes and sickness. Some

8 people can sneeze a lot or find it difficult to breathe. Occasionally,

9 sufferers can experience much severe reactions as soon

10 as they have eaten the food they are allergic to. If their throat

11 swells, they may not be able to breathe and it is very absolutely

12 essential to get an expert medical advice immediately.

13 In fact, no few people who believe they have food allergies really

14 do have them. Most of are actually suffering from what a lot of

15 doctors call some food intolerance rather than an allergy.

IV. One of your friends has recently written to you complaining that he/she is really out of
shape. Since he/she is about to go on a holiday at the seaside he/she has asked for your
advice to lose some weight and tone up. Write a reply to the letter and give your friend at
least two pieces of advice (120 180 words). (30 points)
KEY AND MARKING SCHEME
GRANTED: 10 points
I. 5 sentences 6 points = 30 points
1. a chef
2. physical education
3. advises about nutrition
4. twice

83

5. the nutritional advice

II. 3 questions 5 points = 15 points
1. Life expectancy has increased as a result of a healthier lifestyle.
2. We cannot control our chronological age but we can slow down our ageing process.
3. If we eat less, we live longer, have better memories, etc.
III. 15 lines 1 point = 15 points
8.
1.
9. much
2. hardly
10.
3. few
11. very
4.
12. an
5. any
13. not
6. a
14. of
7. the
15. some
IV. 30 points divided as follows:
- task achievement (letter to friend, length): 5 points
- layout and organisation: 5 points
- coherence and cohesion: 5 points
- range of vocabulary: 5 points
- accuracy: 5 points
- effect on reader: 5 points

84

85

Test 3
FORMATIVE TEST, NIVELUL A2

I To many visitors to Britain , is where its all going on .The man who is tired of London is tired
of life, dr. Jonson said in 1750. Or as an updated version has it ,London is where the action is .Well
that s how its put down in the guide book any way
Of course , to Londoners the word city means the City with the capital C, that square mile
eventually marked out and waled in by the Romans after they had set up their original camp by the
Thames about 50 AD. Some Londoners still live there, but as you look at the area today , you come
up against the real story of many of the worlds capital cities growth and identity .
Most Londoners are not Londoners and do not live in the London they work in . Their home is
one of the large villages that make up London as it began spilling and pushing up in the late 18th
and 19th centuries . They live either in the inner suburbs of the Metropolitan area of the outer
suburbs of the Greater London area. Its all very expensive and overcrowded and yet more and
more people are piling in and looking for a nest . For every one who finds it too expensive and
moves out , at least three are waiting to move in.
Which brings in the identity problem . Where does Britain really begin? In London? Well, does
France begin in Paris? Only a Parisian or a Londoner would make the claim and Londoners are
scarcer than Parisians these days . What?! With 9million inhabitants? You might ask in
astonishment .But what is meant by that is that these days in London if you are in a room full of
people the chances of coming across a second generation Londoner are about one in a hundred . And
a third- generation Londoner is something to make peoples eyes pop.
1 According to the passage, tourists think of capital cities
as a place full of sights
in terms of landmarks
in terms of guidebooks
as places where its all going on
2 We are told that in 50 AD the Romans
built the first city in London
put a wall round London
stopped in London
attacked London
3 It is suggested that
the suburbs are really villages
the suburbs are larger than villages
86

the suburbs are getting larger

all real Londoners live in the suburbs
4Which of these is true , according to the writer?
London is becoming increasingly overcrowded
London cannot contain any more people
London is too expensive for most people
London is less expensive in the suburbs
5The passage suggest that few people
have parents born in London
have been born in London
know any second generation Londoner
know any Londoner
II. Five sentences have been removed from this text. Choose from sentences a g the one that
fits each gap. There are two sentences you do not need.
One reasons why many Americans feel acquainted with Europe is that many ideas, beliefs and
traditions originate in EuropeWestern culture began in the countries around the
Mediterranean Sea. The first written records of European civilization came from ancient Greece.
One of the earliest Greek cultures was on the island of Crete in the Mediterranean
Sea..In time other great civilizations developed along the coast of western Asia
and on the peninsula of Greece.
...... They also started new ideas and ways of thinking. They made beautiful
temples and statutes. And they wrote great plays based on their beliefs and way of life. The next
great European civilization to appear was that of Rome. The Romans were great soldiers, planners,
and builders. In time the Roman empire covered western Europe, North Africa , and much of the
Near Est. The Romans where also borrowers.
And they took a religion , Christianity, from people of the Middle East. The Romans combined these
things into a new civilization.
Even after Romes power was gone, Roman culture remained strong.And many
European countries have a system of law based on Roman law.
a)The civilization spread to lands along the Mediterranean and Aegean seas.
b)These things are knows as Western culture .
c)The nations that grew up in Europe remained small and divided.
d)They borrowed ideas for building from the Etruscans, a neighbouring people in Italy.
e)The Roman empire fell about the years 500.
f)Many European languages are based on Latin, the Roman language.
g)The Greeks began an early from of democratic government in Athens.
III. Tick the sentences which are true.
a)No European idea or tradition has ever been known in America.
b)Ancient Greece is the birthplace of European civilization.
c)Cretan civilization came to be know by people inhabiting the lands along the Mediterranean and
Aegean seas.
d)The Greeks were against any form of democracy.
e)Roman civilization is completely original.
f)Christianity was also a Roman creation.
g)Roman law serves as serious foundation for the law system of many European countries.
87

IV. Rephrase the sentences using Conditional Clauses, Reported Speech, Passive Voice and
wish:
1.Millions of people watch this programme.
This programme.
2.They are rebuilding the damaged stadium.
The damaged stadium..
3.They have closed the mountain road.
The mountain
road
4.I think you should buy a bike . Thats what Id do.
If
..
5.We forgot to take a map, so we got lost in the mountain,
If

6.Have you done your homework or not ?

My mother asked me

7.When I finished the book, Im going to watch TV.

Carol
said

8.How about going for a walk ?

George
invited
..
9.You promised not to tell anyone, but you did.
I wish

10.You are very busy because you have lots of school work, and you also play in two teams. A
friend ask you to join the computer club. You say:
If
I

KEY
10 for granted
I.
1d ,2a,3c,4a,5a 5 *5=25 ;
II.
b, a, g ,d, f
5*2=10
III.
b, c, g
3*5=15 ,
IV
4*10=40
1 This programme is watched by millions of people
2.The damaged stadium is being rebuilt .
3The mountain road has been closed
4 If I were you I would buy that bike.
5 If I hadnt forgotten the map, I wouldn t got lost in the mountain.
6 My mother asked me if I had done my homework
88

7. Carol said when I had finished the book , I was going to watch tv .
8 George invited me for a walk.
9 I whish you hadnt told anyone .
10. If I werent so busy I would join the computer club.

Test 4
TEST PAPER, NIVELUL B1
I. Fill in the correct word.
1. Her flat is centrally__________.
2. Could you __________ the lawn, please?
3. Hi, Rick. Havent seen you for________.
4. Id rather not travel __________boat.
5. Thieves __________ into her flat and stole all her jewellery.
6. Its __________ hot in Madrid today with a temperature of 38C.
7. Where do you want to __________ your holiday this year?
8. Ill call you _________ Prague.
9. The city is _________ the heart of the country.
10. Is there central _________ in your house.
(10 marks)
II. Circle the correct item.
1. A kettle is a household . .
A tool
B furniture
C appliance
D gadget
2. We havent a hotel room yet.
A rented B booked
C hired
D reached
3. The island has got some nice .......... beaches.
A secluded B winding
C rocky
D narrow
4. Mexico City is a(n) ......... city with a population of over 20 million people.
A deserted B unspoilt
C mixed
D crowded
5. Los Angeles is for its exciting nightlife.
A maintained B renowned C marvelled
D experienced
6. All guests are requested to . out before 12 noon.
A check
B call
C break
D turn
7. While on holiday Jim only eats the . cuisine.
A public B national
C tropical
D local
8. We .. Ann tomorrow as usual.
A will be able to meet
C will be meeting
B meet
D will meet
9. We havent seen him .. he moved to Ankara.
A since
B for
C when
D until
10. Ill talk to him when he . .
A comes
C will be coming
B will come
D has come
(20 marks)
III. Use two to five words to complete the second sentence using the word in bold.
89

1. Laura hasnt found a house yet. (looking)

Laura . a house.
2. If he doesnt come on time, well leave without him. (he)
Well leave without him .. on time.
3. Tony is sure to be very upset when he finds out.(doubt)
Theres .. very upset when he finds out.
4. Hes still working on the project.(finished)
He .. yet.
5. Its a month since he moved to Prague. (been)
He . for a month.
(10 marks)
IV. You will hear a customer service representative talking to a group of customers about a
new electrical appliances department in a shopping complex. For questions 1 6 fill in the
missing information.
4th floor Electrical Appliances Centre
Enquiries
Near the elevators you can find the customer service desk. You can recognise it from the red.
(1) there.
Products
Different makes and coloured electrical goods, like fridges and (2) are found in section
A. section B consists of items like toasters and electric carving knives, which are referred to as
..(3) by its particular centre. If youre looking for a present, you will find useful
electrical goods in (4).
Payment
Pay in cash and receive a ..(5).
Delivery
Delivery is ..(6) if you live within five kilometres of the shopping centre.
(30 marks)
V. Complete the exchanges.
1 A: _______________ Mrs Smiths office is, please?
B: Yes, of course. Second door on the right.
2 A: Brown Co. How _________________?
B: Hello. Ive got a problem with the pipes.
3 A: Id like to make a complaint.
B: What ___________________, Mr Harris?
4 A: How ____________________?
B: Thats 35 altogether.
(20 marks)
COMPETENTE SPECIFICE VIZATE :
1.2 Identificarea sensului global al unui mesaj
2.4 Completarea de formulare
4. 1 Transformarea unor mesaje din vorbire direct n vorbire indirect (relatarea la prezent a unor mesaje
audiate)
4. 2 Adaptarea formei mesajului la situaia de comunicare n funcie de stilul formal/ informal folosit de
interlocutor

90

ANSWER KEY
1. 1. located/situated
2. mow
3. ages
4. by
5. broke
6. boiling
7. spend
8. when
9. in
10. heating
2. 1. C
2. B
3. A
4. D
5. B
6. A
7. D
8. C
9. A
10. A
3. 1. is still looking for
2. unless he comes
3. no doubt Tony will be
4. hasnt finished the project
5. has been living in Prague
4. Tape script :
Enquiries
Near the elevators you can find the customer service desk. You can recognise it
from the red. Help sign there.
Products
Different makes and coloured electrical goods, like fridges and cookers are found in section
A. section B consists of items like toasters and electric carving knives, which are referred to as
kitchen helpers by its particular centre. If youre looking for a present, you will find useful electrical
goods in (area/section) C.
Payment
Pay in cash and receive a 5% discount.
Delivery
Delivery is free if you live within five kilometres of the shopping centre.
1. Help sign
2. cookers
3. kitchen helpers
4. (area/section) C
5. 5% discount
6. free
5. 1. Could you tell me where
91

2. can I help you

3. seems to be the problem
4. much is it/does it cost
Test 5

NIVELUL B2
I. Only one of these sentences with modal verbs is correct. Find the mistakes in the others and
correct them.
1. He might gone out to the cinema.
2. You should tried to give up smoking. You must be spending a fortune on cigarettes.
3. You must have know the caf Im talking about. Everyone goes there.
4. They mustnt have forgotten about the party. I rang and reminded them yesterday.
5. I may go to Cyprus in April but I havent decided yet.
6. Nothing might possibly stop me loving Anthony.
7. You only need saying the word and Ill come and help you.
8. You havent to bring a bottle of wine or anything. Therell be more than enough to eat and
drink.
II. Complete the compounds to fill in the gaps in these sentences.
1. Im so ............-minded lately. Yesterday I found my wallet in the fridge!
2. The air-........... in the cinema was turned up so high we almost froze to death.
3. Shes a ............-made Internet entrepreneur.
4. It was a last-............ decision to go on holiday so we didnt have much choice of resorts.
5. She was wearing a very ............-fitting jacket and trousers.
6. Im not worried about Cindy travelling on her own. Shes a very ............-headed girl.
7. Most people cant tell the difference between mass-............ furniture and something crafted
by an individual carpenter.
8. Those so-............ 'super-models' dont strike me as being that special.
9. He wasnt badly injured because he was wearing a bullet-........... vest.
10. Hes had a ............-standing disagreement with a neighbour over where the boundary lies
between their gardens.
III. Rewrite these sentences beginning with the words given.
1. If you won the lottery, would you give up your job?
Supposing ...
2. If she had known what negative reactions her book was to receive she would probably never
have written it.
Had ...
3. If you came to Holland again, would you come to visit me?
If you were ...
4. If you take a seat, the doctor will see you in a few moments.
If youll ...
5. If you discovered it was possible to live for five hundred years, would you want to?
Imagine ...
6. If you are going past the Odean can you give me a call if The Beach is on.
If you happen ...
IV. Complete the collocations in these sentences.
1. How long can you ............ your breath under water?
92

2. He kept ............ his fingers on the table.

3. Why dont you answer me instead of just shrugging your ............?
4. Dont wrinkle your ............ like that. You used to love liver.
5. If you dont stop ............ your knuckles, Im going to scream!
6. She pursed her ............ in annoyance.
7. She sat rigidly in the dentists chair with her fists tightly ............ .
8. She slipped over on an icy pavement and ............ her ankle.
9. I think I might have ............ a muscle in my back. Its really sore.
10. Why are you raising your ............ like that? The shop assistant said it really suited me.
11. I asked the boy where his parents were but he just ............ his head.
12. The two cats were sitting staring at the goldfish bowl, really licking their ............ .
V. Notes and messages
1. In each of the following notes, one of the highlighted sentence elements cannot be left out.
Which one?
1. Hi Tom,
I wont be back before 11.30. I have got a training session at the pool. Sorry! I forgot to mention
it this morning. The lasagne is in the oven. There is stuff for a salad in the fridge. Can you record
Ally McBeal for me? Theres a video in the machine. I will see you later.
Love,
Marry
2. Clara,
Peter phoned. He wont be able to come to the concert tonight. He said something about having
to finish a project. He says you can use his season ticket if you want to. You should phone him
before five this afternoon and let him know.
Tina
3. Dear Alan,
Dont forget! Its Dads birthday on 21st September. Do you fancy going in with me on a
present for him? I thought a subscription to 'History Today' might be good. Let me know as soon
as possible. Ill be at home all weekend.
Love,
Elisa
2. Rewrite the notes leaving out the other sentence elements and using abbreviations for the
underlined words and phrases.
3. Write notes of no longer than 50 words for the following situations.
1. Your flatmates mother phoned to remind her/him about her/his fathers birthday. She said
she wanted your flatmate to call her back soon.
2. You are having a flat-warming party next month. Send your friends an e-mail message
telling them the necessary details, asking them to bring their own drinks and to tell if
they can come to the party.
TIP TEST : FORMATIV/ Use of English
NIVEL : B2
COMPETENTE SPECIFICE VIZATE :
1.1 Identificarea ideilor principale n mesaje orale i/sau scrise, referitoare la subiecte despre viaa cotidian
i despre domeniul de specializare

93

1.2 Identificarea, n mesaje orale i/sau scrise, de informaii punctuale relevante pentru a rezolva o sarcin
de lucru
1.3 Decodarea semnificaiei unor elemente de vocabular nefamiliare, din context, prin asocieri / conexiuni
sau folosind materiale de referin
1.4 Corelarea, n mod coerent, a mai multor informaii din diverse pri ale unui text/ din texte diferite,
pentru a rezolva o sarcin de lucru

2.1 Oferirea i solicitarea, oral / n scris, de informaii i instruciuni clare i precise pentru
ndeplinirea unei sarcini de lucru
3.2 Verificarea nelegerii i solicitarea / oferirea de reformulri / clarificri / explicaii, atunci cnd informaia nu
este clar neleas

KEY:
I.
1.
2.
3.
4.
5.
6.
7.
8.

He might have gone out to the cinema.

You should try to give up smoking. You must be spending a fortune on cigarettes.
You must know the caf Im talking about. Everyone goes there.
They cant have forgotten about the party. I rang and reminded them yesterday.
correct
Nothing can/could possibly stop me loving Anthony.
You only need say/to say the word and Ill come and help you.
You dont have to bring a bottle of wine or anything. Therell be more than enough to eat
and drink.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

absent
conditioning
self
minute
tight
level
produced
called
proof
long

II.

III.
1. Supposing you won the lottery, would you give up your job?
2. Had she known what negative reactions her book would receive she would probably never
have written it.
3. If you were to come to Holland again, would you come to visit me?
4. If youll take a seat, the doctor will see you in a few moments.
5. Imagine it was possible to/you could live for five hundred years, would you want to?
6. If you happent to be going past the Odeon, can you give me a call if The Beach is on.
IV.
1. hold
2. drumming
3. shoulders
4. nose
5. cracking
94

6.
7.
8.
9.
10.
11.
12.

lips
clenched
twisted
pulled
eyebrows
shook
lips

V.
1. a) for (a salad)
b) Peter
c) Let me
2. a) We wont be back before 11.30. Training session at the pool. Sorry! Forgot to mention it in this
a.m. Lasagne in oven. Stuff for a salad in fridge. Can you record Ally McBeal for me? Video in the
machine. See you later. Love, Mary
b) Clara, Peter phoned. Wont be able to come to the concert tonight. Something about having to
finish a project. Says you can use his season ticket if you want to. Phone before 5 p.m. and let him
know. Tina
c) Dear Alan, Dont forget its Dads birthday on 21/9. Fancy going in with me on a present for
him? Thought a subscription to History Today might be good. Let me know asap. Home all
weekend. Love, Elisa.
3. (suggested answers)
1. Your mum phoned to remind you about your dads birthday. Phone her back asap.
2. Hi. Just to let you know Im having a party on 23/7 ... from 9 p.m. onwards. Flat 5, 23 Westfield
Terrace, London, SW15. BYOB. RSPV. Rod
LIMBA GERMAN:

Evaluare curenta Leseverstehen A2

I. Bringen Sie die Textfragmente in einer logischen Ordnung.
1.Als der Knig starb, berlegten sich die Untertanen wie sie die Verdienste des Verstorbenen
wrdigen knnten. Und weil die Sonnenuhr ein Symbol fr die Gnade (Gnade = Gunst,
Wohlwollen) des Knigs und die Ursache des Erfolgs der Brger war, beschlossen sie, um die
Sonnenuhr einen prachtvollen Tempel mit goldenem Dach zu bauen.
2.Im Orient wollte einst ein Knig seinen Untertanen eine Freude bereiten und brachte ihnen, die
keine Uhr kannten, von einer Reise eine Sonnenuhr mit. Sein Geschenk vernderte das Leben der
Menschen im Reich. Sie begannen, die Tageszeiten zu unterscheiden und ihre Zeit einzuteilen. Sie
wurden pnktlicher, ordentlicher, zuverlssiger und fleiiger und brachten es zu groem Reichtum
und Wohlstand.
3.Doch als der Tempel vollendet war und sich die Kuppel ber die Sonnenuhr wlbte, erreichten
die Sonnenstrahlen die Uhr nicht mehr. Der Schatten, der den Brgern die Zeit gezeigt hatte, war
verschwunden, der gemeinsame Orientierungspunkt, die Sonnenuhr, verdeckt. Der eine Brger
war nicht mehr pnktlich, der andere nicht mehr zuverlssig, der dritte nicht mehr fleiig. Jeder
ging seinen Weg. Das Knigreich zerfiel.
(Nossrat Peseschkian Schatten auf der Sonnenuhr)

II.Richtig oder falsch? Kreuzen Sie an.

F
95

a) Die Brger bauten einen groen Tempel.

b) Der Knig brachte eine Monduhr mit.
c) Die Brger wurden pnktlicher und ordentlicher.
d) Die Sonnenuhr war ein Symbol.
e) Der Tempel hatte keinen Schatten
f) Der gemeinsame Orientierungspunkt war noch da.
g) Die Brger waren trotzdem pnktlich.
h) Jeder ging seinen Weg.
III. Schreiben Sie das Gegenteil folgender Wrter
pnktlich ordentlich fleiig prachtvoll gemeinsam Erfolg Beginnen IV Beantworten Sie folgende Fragen :
a)Welches Geschenk machte der Knig den Menschen aus seinem Land?
b)Wie verendete dieses Geschenk das Leben im Lande?
c)Was berlegten sich die Untertanen des Knigs?
d) Wo befand sich die wichtige Sonnenuhr ?
e)Warum zerfiel das Knigreich?
Solutii si barem:
I. 2, 1, 3
4 x 3= 12 puncte
R
II. a) Die Brger bauten einen groen Tempel.
x
b) Der Knig brachte eine Monduhr mit.
c) Die Brger wurden pnktlicher und ordentlicher.
x
d) Die Sonnenuhr war ein Symbol.
x
e) Der Tempel hatte keinen Schatten.
f) Der gemeinsame Orientierungspunkt war noch da.
g) Die Brger waren trotzdem pnktlich.
h) Jeder ging seinen Weg.
x
4 x 8 = 32 puncte
III. pnktlich - unpnktlich
ordentlich - unordentlich
fleiig - faul
prachtvoll - schlicht
gemeinsam allein
Erfolg- Misserfolg
beginnen- beenden
3 x 7 = 21 puncte
IV 5 X 5 = 25 puncte
10 puncte din oficiu
Obiectivul testului : verificarea intelegerii unui text . Itemii testului urmaresc o
abordare gradata a textului.

F
x

x
x
x

96

Test 2

Test evaluare curent, nivelul A 2

Aria tematic: Feste und Feiertage / Srbtori
I. Bilden Sie acht zusammengesetzte Substantive mit folgenden Wrtern:
Lied, Hase, Narr, Kranz, Ostern, Christ, Weinhachten, Karneval, Fest, Bier, Spiel, Zelt, Krippe,
Oktober, Kindl, Advent
Anmerkung: manche Wrter knnen mehrfach zusammengesetzt werden!
II. Welches Fest wird an welchem Tag gefeiert? Was ist typisch fr dieses Fest?
Tag der deutschen Einheit
Weihnachten
Oktoberfest
Heiliger Nikolaus
Silvester
Advent

Ende September
die letzte Nacht im Jahr
vier Wochen vor Weihnachten
3. Oktober
6. Dezember
25. Dezember

III. Hren Sie folgendes Lied und setzen Sie die fehlenden Wrten ein:
Stille Nacht, heilige .......................!
Alles schlft, ..................... wacht
nur das traut, hochheilige Paar,
holder Knabe im lockigen ...............,
schlaf in himmlischer ...............,
schlaf ....... himmlischer Ruh!
................ Nacht, heilige Nacht!
Hirten ............. kundgemacht,
durch den .............. Halleluja
tnt es ............ von fern und nah:
................., der Retter ist da.
Christ, der Rettter ist da.
IV. Nennen Sie drei Familienfeste und schreiben Sie, was typisch fr diese Feste ist!
V. Setzten Sie die in Klammern stehenden Verben in die richtige Form!
Karsamstag (Frbersamstag)
Am Karsamstag ........................... (stehen) die Vorbereitung auf Ostern im Vordergrund. Das Haus
wird ..................... (putzen) und das Essen fr das Osterfest wird ........................... (vorbereiten). Der
Name "Frbersamstag" ...................... (lassen) sich wohl daher ableiten, dass an diesem Tag die
97

Ostereier .......................... (frben) werden. In der Osternacht von Karsamstag auf Ostersonntag dem eigentlichen Hhepunkt des Osterfestes - wird das Feuer fr die Osterkerze ...........................
(entfachen) und zusammen mit Weihrauchkrnern (boabe de tmie) ....................... (weihen).
Schlielich werden in dieser Nacht auch das Taufwasser geweiht und Taufen ..........................
(durchgefhren).
(Textquelle - www.ostern-mt-dem-osterhasen.de)
VI. Wenn Sie die Teile der folgenden Stze richtig zuordnen, erhalten Sie einen Text zu einem
wichtigen Feiertag aus Deutschland. Wie heit der Feiertag? Was machen die Kinder an
diesem Tag?
Hinweis: die nummerierten Teile beachten die logische Folge des Textes!
1. Besonders auf dem Lande war frher

a. einen fetten Gnsebraten zu servieren

wurden diese Gnse nach dem Namen des
Tages, also Martinsgans genannt.
2. An diesem Tage erhielten die Mgde und b. von landwirtschaftlichen Produkten, z.B.
Knechte ihren Lohn,
einer Kuh, einem Schwein oder einer Gans.
3. Der Martinstag bedeutete somit
c. und Laternenlieder zu singen ist weit
verbreitet.
4. Gleichzeitig mussten aber auch
d. da jetzt die Ernte eingebracht und der Wein
schon im Fass war.
5. Viele Bauern leisteten ihre Abgaben nicht e. z. B. Martinshrner, Martinsbrezel.
finanziell, sondern in Form
6. Weil die Gnse oft vorher geschlachtet f. auch heute noch kleine Geschenke zum
wurden, um dem Gutsherren
Martinstag.
7. In vielen Gegenden erhalten die Kinder
g. der Martinstag von besonderer Wichtigkeit.
8 Auch spezielle Backwaren findet man zum h. den Abschlu eines Wirtschaftsjahres.
Martinstag:
9. Ein anderer Brauch am Vorabend mit der i. ein Reiter als St. Martin an.
Laterne herumzuziehen
10. In einigen Gegenden fhrt diesen j. die Abgaben (drile) an Zinsen (dobnzi)
Laternenzug
und Pacht (arend) bezahlt werden
(Textquelle www.weihnachsstadt.de)
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Soluii i barem:
Timp la dispoziie: 45 de minute

98

I. Soluii posibile:
Weihnachtslied, Weihnachtsfest
Osterhase, Osterfest,
Christkindl, Christfest,
Karnelvalnarr, Karnevallied
Festzelt
Oktoberfest,
Bierzelt, Bierfest,
Adventskranz, Adventslied, Adventsspiel
2

x 8 = 16 puncte

II.
Tag der deutschen Einheit

3. Oktober

Weihnachten

25. Dezember

Oktoberfest

Ende September

Silvester

Die letze Nacht im Jahr

Advent

Vier Wochen vor Weihnachten

Heiliger Nikolaus

6. Dezember

Deutscher Nationalfeiertag,
Gedenkfeiern
Weihnachtsbaum, Geschenke,
Kerzen, Kugeln,
Weihnachtsgans
Bier, Bierwagen, Volksmusik,
Bierzelte, Brezel, Wurst
Sekt, Feuerwerk,
Glckwnsche
Adventskranz, Adventslieder,
Adventskalender, Kerzen,
Kleine Geschenke, pfel,
Nsse

5 + 15 = 20 puncte
III.
Stille Nacht, heilige Nacht!
Alles schlft, einsam wacht
nur das traut, hochheilige Paar,
holder Knabe im lockigen Haar,
schlaf in himmlischer Ruh,
schlaf in himmlischer Ruh!
Stille Nacht, heilige Nacht!
Hirten erst kundgemacht,
durch den Engel Halleluja
tnt es laut von fern und nah:
Christ, der Retter ist da.
Christ, der Rettter ist da.
99

10 puncte
IV.
De ex.: Hochzeit, Geburtstag, Namenstag, Verlobung
3+6=9
V.
steht, geputzt, vorbereitet, lsst, gefrbt, entfacht, geweiht, durchgefhrt
2 x 8 = 16puncte
VI.
1.
g

2.
d

3.
h

4.
j

5.
b

6.
a

7.
f

8.
e

9.
c

10.
i

Das Fest heit Martinstag.

Die Kinder erhalten kleine Geschenke und ziehen am Abend mit Laternen durch den Ort.
1,5 x 10 + 2 x 2 = 19 puncte
10 puncte din oficiu
Obiectivul testului: verificarea nelegerii srbtorilor tipice germane. Testul cuprinde itemi privind
vocabularul, cunotiinele de gramatic, nelegerea unui text, stabilirea unor legturi logice ntr-un
text, folosirea productiv a limbii.
Test 3

Test evaluare curent, nivelul B 2

Aria tematic: Sachtexte/ texte neliterare

Was ist eine Eiszeit

Mit Eiszeit oder Kaltzeit bezeichnet man eine geologische Zeitspanne, in der die durchschnittlichen
Temperaturen weltweit um etwa 7-13 C niedriger liegen als heute. Dadurch treten in Gebirgen und
in den hheren Breiten der Nord- und Sdhalbkugel ausgedehnte Vergletscherungen auf.
Gegenwrtig bedecken in Gebirgen und an Nord- und Sdpol etwa 40 Mio. km3 Eis eine Flche von
15 Mio. km2. Whrend der grten Eisausdehnung in der Eiszeit (Pleistozn) waren dagegen rund
44 Mio. km2 vergletschert. Diese Flche entspricht rund 32 % der Landoberflche der Erde (heute:
10 %)
Gletscher nehmen ihren Ausgang meist vom Zentrum hochragender Gebirge. Zur Gletscherbildung
mssen jedoch mehr Niederschlge in Form von Schnee auf die Gletscher niedergehen, als an
ihrem Ende Eis abtaut. Durch rasches Wachstum und Mchtigkeiten bis 3000 m geraten die
Gletscher in eine Fliebewegung (30 m 7,5 km/Jahr). Im Laufe der Zeit bedecken sie so riesige
Teile der Flachlnder oder Meere. Angrenzende, nicht vergletscherte Gebiete bilden Kltesteppen
100

oder Tundren. Da die Eisschilde ungeheure Wassermengen binden, sinkt der Meeresspiegel weltweit
um bis zu 100 m. Kaltzeiten hatten stets magebenden Einfluss auf die Entwicklung und
Verbreitung von Tieren und Pflanzen, zuletzt auch auf den Menschen. Ferner prgten sie die
nacheiszeitlichen Landschaftsformen
In der Erdgeschichte gab es drei, bzw. vier Eiszeiten im Abstand von etwa 300 Mio. Jahren, dem
"Galaktischen Jahr": im jngeren Prkambrium, an der Grenze Ordovizium/Silur, am bergang
Karbon/Perm und im Pleistozn (vor 2,5 Mio. bis 10.000 Jahren). Dazwischen liegen Perioden eines
ausgeglichenen, subtropisch feucht-warmen Klimas mit einem Hchststand der Meere. Die
Polkappen waren unter einem solchen Treibhausklima eisfrei.
(Textquelle: www.findling-oderberg.de)
I. Schreiben Sie aus dem Text alle Wrter, die mit Eis in Verbindung stehen!
II. Suchen Sie die passenden Adjektive zu folgenden Substantiven:
Gebirge
Kugel
Einfluss
Zeitspanne
Temperaturen
Wachstum
III. Richtig oder falsch?
Richtig Falsch
Mit Eiszeit bezeichnet man eine geologische Zeitspanne, in der die
durchschnittliche Temperaturen weltweit um etwa 17 - 23C niedriger liegen
als heute.
Die Gletscher befinden sich heute in hohen Gebirgen und am Nord- und
Sdpol.
Die Gletscher entstehen durch reichen Schneefall und kalte Temperaturen.
Durch langsames Wachsen und mindere Mchtigkeiten beginnen die Gletscher
zu flieen.
Eine Eiszeit hat einen entscheidenden Einfluss aus die Pflanzen- und Tierwelt.
Zwischen den Eiszeiten gab es mehrere Zeitspannen mit einem feuchten,
ausgeglichenen, subtropischen feucht-warmen Klima.

IV. Beantworten Sie folgende Fragen:

1. Was versteht man unter einer Eiszeit?
2. Unter welchen Bedingungen bilden sich Gletscher?
3. Wo befinden sich Gletscher?
4. Wieso geraten die Gletscher in eine Fliebewegung?
5. Weshalb sinkt der Meeresspiegel bei massiver Vergletscherung?
6. Wie heien die angrenzenden nicht vergletscherten Gebiete?
7. Wieviel Eiszeiten hat es bis heute gegeben?
101

Timp de lucru: 50 minute

Soluii i barem:
I. Soluii:
Eiszeit, Kaltzeit, Vergletscherungen, Eis, Eisausdehnung, Pleistozn, vergletschert, Gletscher,
abtauen, Gletscherbildung, Eisschild, nacheiszeitlich, eisfrei
3

x 13 = 26 puncte

II.
hochragende,
Halbkugel, Sdhalbkugel, Nordhalbkugel
magebender
geologische
durchschnittliche
rasches
3 x 6 = 18 puncte
III.
Richtig Falsch
Mit Eiszeit bezeichnet man eine geologische Zeitspanne, in der die
durchschnittliche Temperaturen weltweit um etwa 17 - 23C niedriger liegen
als heute.
Die Gletscher befinden sich heute in hohen Gebirgen und am Nord- und
Sdpol.
Die Gletscher entstehen durch reichen Schneefall und kalte Temperaturen.
Durch langsames Wachsen und mindere Mchtigkeiten beginnen die Gletscher
zu flieen.
Eine Eiszeit hat einen entscheidenden Einfluss aus die Pflanzen- und Tierwelt.
Zwischen den Eiszeiten gab es mehrere Zeitspannen mit einem feuchten,
ausgeglichenen, subtropischen feucht-warmen Klima.

3 x 6 = 18 puncte
IV.
4 x 7 = 28 Punkte
102

10 puncte din oficiu

Obiectivul testului: verificarea nelegerii unui text neliterar (tiinific), n genul celor abordate n
cadrul studiului Pisa. Itemii obiectivi ai testului urmresc o abordare gradat a textului, avnd n
vedere dificultatea textului.
Test 3

Test evaluare curent, nivelul A2

Tema: petrecerea timpului liber
I. Aus den folgenden Wrtern fehlen einige Buchstaben, setzt du die richtigen Buchstaben ein,
erhlst du einige Hobbys oder die Bezeichnung der Leute, die ein Hobby haben.
S_hifa_r_en, Br_efma_k_nsa_ml_r, Ber_ste_ger, K_ch_n, Sc_wi_men, L_s_n
II. Welche Hobbys erkennst du?

1.

3.

2.

5.

4.

7.

10.

103

6.

8.

9.

11.

12.

(Bilder: www.fotosearch.de)
1.________________________ 2.________________________ 3.________________________
4.________________________ 5.________________________ 6.________________________
7.________________________ 8._______________________

9.________________________

10._______________________ 11._______________________ 12._______________________

III. Wo kann man folgende Hobbys betreiben? Die jeweiligen Orte sind im Buchstabenquadrat
versteckt. Finde sie und bilde Stze nach dem Muster:
Man luft Schlittschuh auf dem Eis.
Die Hobbies sind: Wandern, Kochen, Schifahren, Reiten, Angeln, Radfahren, Basteln,
G F H U S T
I W M
S

IV. Von welchem heute ffentlichen Dienst ist die Rede in dem folgenden Text und welches
Hobby ist damit verwandt?
Schon im frhen Altertum wurden Nachrichten in briefhnlichen Schriftstcken versendet. So
wurden schon um 2000 v.Chr. Schriften auf Papyrusrollen verfasst.
Die lteste bekannte Poststelle wurde 255 v. Chr. eingerichtet. Die alten Griechen und Rmer
transportierten ihre Postsachen bereits mit Schiffen und durch Reiter.
Auch die Mongolen unterhielten schon im 12. / 13. Jahrhundert unter Dschingis-Khan und seinen
Nachfolgern ber 10 000 Poststationen.
Im Mittelalter berbrachten in Europa meist Kaufleute und Mnche die Briefe.
Der Frst Franz von Thurn und Taxis richtete um 1500 die ersten regelmigen Postverbindungen
im heiligen rmischen Reich deutscher Nation ein. Die von den Thurn und Taxis aufgebaute
Postagentur verwaltete seit 1615 das Generalpostmeisteramt und bestand bis 1867.
(Textquelle: http://sammler.com/bm/history.htm)
104

V. Schreibe mindestens 6 Stze ber dein Hobby!

Timp de lucru: 35 minute
Soluii i barem:
I.
Schifahren, Briefmarkensammler, Bergsteiger, Kochen, Schwimmen, Lesen
4

x 6 = 12 puncte

II.
1. Angeln/ Fischen
2. Musizieren/ Musik machen
3. Malen
4. Tanzen
5. Radfahren/ Radeln/ Fahrradfahren
6. Wandern
7. Fotografieren
8. Lesen
9. Reiten
10. Reisen
11. Schach spielen
12. Stricken/ Handarbeit machen
2 x 12 = 24 puncte
III.
F
R
W

Man wandert im Gebirge.

105

Man kocht in der Kche.

Man fhrt Schi im Schnee.
Man reitet in der Reithalle.
Man fhrt Rad im Freien.
Man bastelt in der Werkstatt.
7x 1 + 7 x 3 = 28 puncte
IV.
Soluie posibil:
Es ist die Rede vom Postdienst. Das Hobby ist Briefmarkensammeln.
8 puncte
V. Er
6 x 3 puncte = 18 puncte
10 puncte din oficiu
Obiectivul testului: verificarea vocabularului legat de activitile din timpul liber, a folosirii
pronumelui impersonal man.

Test 4
Test evaluare curent, oral
nivel A2+
Coninuturi: Srbtori i obiceiuri
1. Beschreiben Sie die Grafik.
2. Wie ist die Situation in Rumnien? Warum? (wenigstens 3 Argumente).

106

107

Quelle: http://www.nagel-syben.de/html/docs/DaF/Sprachkurs_DaF/UeBUNGEN_Grafik_TestDaF.doc

Timp de pregtire: 5 min.

Timp de prezentare: 3 min.

Obiectivele testului
Testul are ca obiectiv central evaluarea capacitii de a produce un mesaj oral scurt i coerent n legtur cu o
tem dat.
Competene specifice vizate:
1.1 Identificarea elementelor eseniale ntr-un grafic, de informaii punctuale relevante pentru a rezolva o
sarcin de lucru;
1.2 corelarea, n mod coerent, a mai multor informaii din grafic/ din propria experien de via pentru a
rezolva o sarcin de lucru;
2. oferirea oral de informaii clare i precise pentru ndeplinirea unei sarcini de lucru;
3. exprimarea unor argumente folosind expresii specifice.
Barem
Descrierea graficului: 20 p
Descrierea comparativ a situaiei: 20 p
Enunarea a minimum 3 argumente: 20 p
Corectitudinea exprimrii i utilizarea unui vocabular adecvat: 30 p
Din oficiu: 10 p
Test 5

Name: .

Formative Evaluation Niveau B1

Lesen Sie den Text und lsen Sie die folgenden Aufgaben:

Klasse:
Datum:

Claudia heit bei ihren Eltern Muschen. Frank nennt seine Annika Prinzessin. Nicole ruft ihren Steffen
am liebsten Schnuppel. Drei klare Flle von Kosenamen. Und wie lautet deiner? Was, du hast keinen?
Schade! Oder soll ich besser sagen Glck gehabt? Egal, beim Thema Kosenamen scheiden sich die Geister.
Obwohl sie doch eigentlich eine nette Angelegenheit sind...
Kosenamen und Spitznamen sind zwei grundverschiedene Dinge. Sagt ja schon ihr Name. Spitznamen
sind Spitzen in Wortform, die meistens weh tun. Weil sie eine Eigenart von uns aufs Korn nehmen, auf die
wir in der Regel nicht gerade stolz sind. Weil Oliver abstehende Ohren hat, wird er von seinen Kumpels
"Dumbo" gerufen. Inzwischen hat er sich zwar daran gewhnt, aber toll findet er das stndige ErinnertWerden an seinen Makel nicht. Liebend gerne htte er seinen Spitznamen wieder los. Ebenso wie Judith, die
alle nur noch "Schnecke" nennen, weil sie einmal einen Pulli mit diesem Motiv anhatte. Aber leider besitzen
die verhassten Spitznamen gerade die gemeine Eigentmlichkeit, dass sie gnadenlos an ihren unglcklichen
Opfer kleben bleiben und diesen nichts anderes brig bleibt, als sich Zhne knirschend mit ihnen zu
arrangieren.
Bei den Kosenamen dagegen sieht die Sache ganz anders aus. Wie ja bereits ihr Name verrt, sind sie
eine verbale Liebkosung zwischen zwei Menschen, die in der Regel ein enges Verhltnis zueinander haben.

108

Wie bei Liebespaaren eben oder auch unter Familienmitgliedern. Sie sind nicht boshaft, sondern liebevoll
gemeint. Eine Zrtlichkeit der besonderen Art, ganz persnlich auf einen Menschen, an dem uns viel liegt,
zugeschnitten. Darum verwenden und hren wir sie ja auch so gerne. (Juppidu - Das Jugendmagazin)
1. Finden Sie die Antonyme im Text zu:

1 Punkt

a. gleich

f.

b. Pech haben

g. weit

c. zum Glck

h. lieblos

d. Feind

i.

gnadenvoll

e. bescheiden

j.

beliebt

2. Finden Sie die Synonyme im Text zu:

a. Muster
b. Beziehung
c. wrtlich
d. den wir gern haben
e. Besonderheit
f.

immer

g. verrgert
h. genau beobachten und mit Spott und
Witz kritisieren
i.

Fehler/Mangel

j.

ber dieses Thema gibt es verschiedene

Meinungen

109

glcklich

2 Punkte

3. Beantworten Sie die Fragen.

2 Punkte

1. Hast du einen Kosenamen? Gefllt er dir? Wenn nicht, mchtest du einen haben? Begrnde.
...................................................................................................................................................................
...................................................................................................................................................................
2. Hast du einen Spitznamen? Gefllt er dir? Wenn nicht, mchtest du einen haben? Begrnde.
.................................................................................................................................................................
.................................................................................................................................................................
3. Welche Unterschiede gibt es zwischen Kose- und Spitznamen?
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
4. Inwieweit sollte man diese verwenden?
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
4. Fassen Sie den Text in hchstens 3 Stzen zusammen.
2,5 Punkte
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
5. Sechs Vgel haben eben ihre Mahlzeit erhalten. Jeder hat eine Raupe im Schnabel. Zeichnen Sie
diese und malen Sie sie richtig aus.
1,5 Punkte

110

Zwei Raupen sind gelb. Zwei Raupen sind rot. Eine ist blau und die andere grn.
Der erste Vogel ist eine Taube. Der zweite ist ein Wasservogel. Die ersten zwei Vgel haben gleichfarbige
Raupen.
Der dritte hat keine blaue Raupe.
Der vierte ist der kleinste. Er hlt eine grne Raupe im Schnabel.
Der fnfte hat den lngsten Schnabel. Er hat eine rote Raupe.
Der sechste Vogel hat den lngsten Schwanz. Die letzten zwei haben keine gleichfarbigen Raupen.
Alle Themen sind verbindlich. Arbeitszeit: 50 Minuten. Von Amts wegen: 1 Punkt

Bewertungsbogen
1. (10 Antonyme x 1 Punkt)

1 Punkt

a. gleich grundverschieden, anders

b. Pech haben Glck haben
c. zum Glck leider
d. Feind Kumpel

111

e. bescheiden stolz
f.

glcklich unglcklich

g. weit eng
h. lieblos liebevoll
i.

gnadenvoll gnadenlos

j.

beliebt verhasst

2. (10 Synonyme x 2 Punkte)

a. Muster Motiv

2 Punkte

b. Beziehung Verhltnis
c. wrtlich verbal
d. den wir gern haben an dem uns viel liegt
e. Besonderheit Eigenart, Eigentmlichkeit
f.

immer stndig

g. verrgert Zhne knirschend

h. genau beobachten und mit Spott und Witz kritisieren aufs Korn nehmen
i.

Fehler/Mangel Makel

j.

ber dieses Thema gibt es verschiedene Meinungen da scheiden sich die Geister

3. (4 Antworte x 0,5 Punkte)

2 Punkte

4. Zusammenfassung

2,5 Punkte

5. (6 Antworte x 0,25 Punkte)

1,5 Punkte

1.gelbe Raupe; 2.gelbe Raupe; 3.rote Raupe; 4.grne Raupe; 5.rote Raupe; 6.blaue Raupe;
Alle Themen sind verbindlich. Arbeitszeit: 50 Minuten. Von Amts wegen: 1 Punkt

Obiectivele testului

Realizarea unei verificri curente

Verificarea nelegerii unui text scris i a exprimrii n scris
(dac este cazul) Stabilirea unor soluii de remediere a situaiei

Analiza testului curent

Vizeaz verificarea nelegerii textului i lucrul pe text i implic deprinderile citire i scriere.
Cuprinde 5 exerciii, aprox. 1/3 concentrndu-se pe vocabular (un aspect extrem de important la acest
nivel).
Ex.1 (antonime) i 2 (sinonime) sunt itemi obiectivi care se bazeaz pe cunotine lexicale i deducerea
nelesului din context.

112

Ex.3 cuprinde itemi semiobiectivi (ntrebri contextuale) i subiectivi (ntrebri personale).

Ex.4 cere povestirea textului pe scurt (max.3 prop.) i este cel mai dificil exerciiu pentru acest nivel.
Ex.5 antreneaz gndirea logic.
Avnd n vedere nivelul i faptul c au lucrat mai puin cu astfel de texte, se va utiliza notarea holistic la
punctele 3 i 4 pentru a nu demotiva elevii.

Test 6
Name: .

Formative Evaluation Niveau A1

1. Ergnzen Sie die fehlendenletzten Buchstaben.

Klasse:
Datum:
1,6 Punkte

Kinder allesamt
Hans Manz
Vo_ deine_ Vate_ ,
deine_ Mutte_
bist du
da_ Kin_ .

Vo_ deine_ Urgrovter_,

deine_ Urgromtter_
sind dein_ Groelter_
di_ Kinde_.

Vo_ deine_ Grovter_,

deine_ Gromtter_
sind dein_ Elter_
di_ Kinde_.

Als_ sind
dein_ Groelter_,
dein_ Elter_
und du
allesam_ Kinde_.

2. Der Imperativ ist wichtig. Viele sprechen lauter und falscher als sie sollten. Setzen Sie, die in der
Stadtverwaltung gebrauchten unhflichen Forderungen in die Hflichkeitsform um.
3 Punkte
1.
2.
3.
4.
5.
6.

Lesen, aber genau! .............................................................................................................................

Herkommen! ......................................................................................................................................
Jetzt Gebhr bezahlen, Schalter acht! ...............................................................................................
Papier nicht verlieren! .......................................................................................................................
Auch Pass mitbringen! ......................................................................................................................
Quittung zeigen! ................................................................................................................................

3. In den meisten Zeilen gibt es ein Extrawort. Lesen Sie den Text aufmerksam und schreiben Sie die
Wrter, die nicht in die Zeile gehren, auf.
1 Punkt
(0) Ein Mann kommt an einem Brunnen in dem Irland vorbei. Er schaut ihn sich an und berlegt, ...dem..
(1) wie tief er wohl ist. Also hebt er einen kleinen Stein auf und wirft ihn dort hinein. Und er
.............
(2) lauscht, hrt aber den Aufprall nicht. Also berlegt er sich: "Ich werde wohl einen greren .............
(3) Stein zu brauchen!" Gesagt getan. Er findet einen riesengroen Stein, wuchtet ihn mit
.............
(4) letzter Kraft hoch und wirft ihn in den einen Brunnen. Und whrend er noch auf den Aufprall ............
(5) horcht, sieht er auf einmal eine Ziege, die sie in einem unglaublichen Tempo auf ihn zurennt ............
(6) und in den Brunnen springt. Er denkt sich: 'Mensch, ist das hier ein seltsames Land, wo bin ............
(7) ich denn hier gelandet? Nach einer klein Weile kommt ein zweiter Mann hinzu und fragt:
............

113

(8) "Hast du meine Ziege gesehen?" "Ich wei ja nicht, ob es deine war, das war ein seltsames
(9) Vieh, die ist doch echt in den Brunnen herein gesprungen!" "Nein, meine kann das nicht
(10) gewesen sein, die hab ich an einem Stein festgebunden..."

.............
.............
.............

4. Ergnzen Sie den Text mit den fehlenden Wrtern. Drei Wrter kann man nicht einsetzen.
1,4 Punkte
Anfang, bse, Cola, Gesprch, holt, Hunger, innerlich, lffelt, merkt, mitzunehmen, nett, Rentnerin, Schluss,
sitzt, Studentin, taucht, Tisch;
Die geteilte Suppe
R.W.Brednich
Eine junge Frau, eine ..................... 1, geht zu Karstadt ins Restaurant und kauft sich eine Suppe und eine
..................... 2. Sie trgt beides an einen ..................... 3, und als sie dort angekommen ist, ..................... 4 sie, dass
sie vergessen hat, einen Lffel ..................... 5. Sie geht zurck und ..................... 6 sich den Lffel. Als sie
wiederkommt, ..................... 7 an ihrem Tisch ein Schwarzer und ..................... 8 in ihrer Suppe. Im ersten Moment
regt sie sich ..................... 9 auf, dann denkt sie: Naja, besser mit Humor nehmen, der hat vielleicht ..................... 10
und nicht so viel Geld, setzt sich dazu, ..................... 11 ihren Lffel auch ein und unterhlt sich mit ihm. Sie
kommen ins ..................... 12 und teilen sich noch die Cola, und es ist richtig ..................... 13. Zum ..................... 14
sagt sie dann, sie msse gehen; als sie aufsteht, ...
5. Wie geht die Geschichte weiter? Kreisen Sie die Lsung ein. Begrnden Sie Ihre Wahl!
1 Punkt
a. steht auch der Fremde auf, stellt sich vor und ldt sie zum Abendessen ein.
b. bedauert es der Schwarze sehr, bedankt sich fr das Mittagessen und will es bezahlen. Sie lehnt es
grozgig ab.
c. merkt sie, dass ihre Jacke nicht da ber dem Stuhl hngt, guckt sich um und sieht auf dem Nebentisch ihre
unangetastete Suppe und ihre Jacke ber der Stuhllehne.
d. kommt ein Fermsehteam an den Tisch und fragt sie, wie sie sich bei der Sache gefhlt hat. Sie haben alles
fr Bitte lcheln! gefilmt.
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
6. Was passt nicht in die einzelnen Reihen? Streichen Sie das Wort durch!
1.
2.
3.
4.
5.

1 Punkt
s Mousepad, e Tastatur, r Lautsprecher, s CD-ROM-Laufwerk, r Container, r Rechner, e Diskette, e CD
e Melone, e Birne, e Pflaume/Zwetsche, e Apfelsine/Orange, r Zweig, e Aprikose, r Pfirsich, r Apfel
s Hemd, r Mantel, e Jacke, r Schirm, e Hose, r Badeanzug, s T-Shirt, r Anzug, r Rock, s Kleid, e Bluse
r Rennfahrer, r Bauer, r Kranke, r Arzt, r Koch, r Pfarrer, r Frisr, r Schneider, r Tischler, r Ingenieur
e Schule, e Apotheke, e Buchhandlung, e Kirche, s Kino, s Theater, e Bckerei, r Zaun, s Rathaus
Alle Themen sind verbindlich. Arbeitszeit: 50 Minuten. Von Amts wegen: 1 Punkt

Bewertungsbogen
1. (32 Endungen x 0,05)
Von deinem Vater,

1,6 Punkte
Von deinen Urgrovtern,

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deiner Mutter
bist du
das Kind.

deinen Urgromttern
sind deine Groeltern
die Kinder.

Von deinen Grovtern,

deinen Gromttern
sind deine Eltern
die Kinder.

Also sind
deine Groeltern,
deine Eltern
und du
allesamt Kinder.

2. (6 x 0,5 richtige Lsung)

3 Punkte

Mgliche Lsungen:
1. Lesen Sie das bitte genau!
2. Kommen Sie bitte her!
3. Bezahlen Sie die Gebhr jetzt am Schalter acht, bitte!
4. Bitte verlieren Sie das Papier nicht!
5. Bringen Sie auch Ihren Pass mit!
6. Zeigen Sie mir bitte die Quittung!
3. (10 x 0,1 richtige Entscheidung)

1 Punkt

1. dort; 2. ; 3. zu; 4. einen; 5. sie; 6. ; 7. klein; 8. ; 9.herein; 10. ;

4. (14 Wrter x 0,1)

1,4 Punkte

1.Studentin; 2. Cola; 3. Tisch; 4. merkt; 5. mitzunehmen; 6. holt; 7. sitzt; 8. lffelt; 9. innerlich; 10. Hunger; 11.
taucht; 12. Gesprch; 13. nett; 14. Schluss;
5. Jede logische Begrndung wird akzeptiert.

1 Punkt

c. ...merkt sie, dass ihre Jacke nicht da ber dem Stuhl hngt, guckt sich um und sieht auf dem Nebentisch ihre
unangetastete Suppe und ihre Jacke ber der Stuhllehne.
6. (5 Wrter x 0,2)

1 Punkt

1. r Container; 2. r Zweig; 3. r Schirm; 4. r Kranke; 5. r Zaun;

Alle Themen sind verbindlich. Arbeitszeit: 50 Minuten. Von Amts wegen: 1 Punkt
Obiectivele testului

Realizarea unei verificri curente

Verificarea nelegerii unui text scris i a exprimrii n scris
(dac este cazul) Stabilirea unor soluii de remediere a situaiei

Analiza testului curent

Vizeaz verificarea nelegerii textului i lucrul pe text i implic deprinderile citire i scriere.

Cuprinde 6 exerciii, dintre care 5 conin itemi obiectivi.

Avnd n vedere nivelul i faptul c au lucrat mai puin cu astfel de texte, se va utiliza notarea holistic la
punctul 5 pentru a nu demotiva elevii.

115

Test 7

Evaluare curenta scrisa, A 1 Jahreszeiten (de exemplu clasa a V-a L2)

1. Hier verstecken sich die 12 Monate. Grenzt sie ab. Schreibe sie auf.
HIERJANUARFEBRUARDORTMRZMUTTERAPRILMAISOMMERJUNIJULYAUGUSTNIC
HTSEPTEMBERFOTOOKTOBERNOVEMBERDEZEMBER
a)
d).
g)
j) .

b)..
e) ..
h)..
k).

c).
f)
I) ..
l)..

2. Beantworte folgende Fragen:

a) Welche Monate sind im Winter?
..
b) Welche Monate sind im Sommer?
..
c) Welche Monate sind im Herbst?

d) Welche Monate sind im Frhling?

3. Setzt die fehlenden Wrter richtig ein:

Ich kenne eine Mutter, die hatte Kinder.
Den Fr., den S., den . ,den W.. .
Der Fr. bringt Blumen, Sommer den Klee.
Der Herbst . Trauben, der . den Schnee.

4. Richtig oder falsch? Kreuzt an.

R

Im Winter ist es kalt.

Die Kinder baden im Sommer.
Der Frhling hat zwei Monate.
Wir bauen einen Schneemann im August.
In Mai haben wir Sommerferien.
Im Herbst reifen die Birnen und die pfel.
Der Iuni hat 30 Tage.
Februar hat immer 29 Tage.
In April kommt der Osterhase.
Das Jahr hat drei Jahreszeiten.
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5. Hanne schreibt eine E-Mail und spricht ber den Frhling. Sie beginnt so:
Ich mag den Frhling. Jetzt ist es nicht mehr kalt. Die Blumen
Schreibe weiter noch 5 Stze mit folgende Wrter: Bume, blhen, Wetter, schn, Sonne,
scheinen, Vgel, singen, Osterhase, April, kommen.
Solutii si barem
I. 2 x12 =24 puncte
Januar, Februar, Mrz, April, Mai, Juni, Juli, August, September, Oktober, November,
Dezember.
II. 2 x 4 = 8 puncte
Winter: Dezember, Januar, Februar.
Sommer: Juni, Juli, August
Herbst: September, Oktober, November
Frhling: Mrz, April, Mai
III. 3 x 9 = 27 puncte
Ich kenn eine Mutter, die hatte vier Kinder:
Den Frhling, den Sommer, den Herbst ,den Winter .
Der Frhling bringt Blumen, der Sommer den Klee.
Der Herbst bringt Trauben, der Winter den Schnee.
IV.

1 x 11= 11 puncte
Daca sunt formulate propozitii corecte.

Testul urmareste cunoasterea elementelor lexicale referitoare la lunile anului si la anotimpuri.

Itemii folositi au fost organizati gradat, mergand dela simplu la complicat. Ultimul exercitiu ofera
elevilor posibilitatea de a fi creativi.

Pentru evaluarea sumativ 4 exemple i bareme

LIMBA FRANCEZ:
Test sumativ 1 (la sfritul unitii de nvare)
Nivel B1

SUBIECTUL I (50 puncte)

Lisez attentivement ce texte.
Les scandales rcents sur les habitudes alimentaires des Franais ont renforc leur aspiration manger
beau, et les ont pousss prfrer les marques et enseignes capables de leur offrir une exprience gustative
mmorable. Lasss de voir la nourriture systmatiquement associe au danger dans les mdias, les Franais ont
rhabilit le temps du repas, vcu comme un moment fort, convivial, unique , dcrit Marc Bourgery, directeur
dune agence parisienne qui analyse les aspirations des consommateurs partir des produits qui marchent. La mode

117

actuelle des bars sushis ne sexplique pas autrement : joliment prsent sur des plateaux bien ordonns, les
poissons crus japonais en appellent lil autant quau palais.
Cest sans doute parce quils nont pas compris cette donne psychologique que les hypermarchs subissent
le dsamour des Franais. Depuis 1994, les grandes surfaces alimentaires perdent des parts de march au profit des
enseignes spcialises et des magasins de proximit. En 2001, les Franais ne se sont rendus en moyenne que 37,7
fois dans un hypermarch, au lieu de 39,6 fois lanne prcdente. Le temps quils y ont consacr est pass dune
heure il y a dix ans trois quarts dheure. Lhypermarch ne peut simposer quen traitant tous les clients de
manire homogne, dans le but avou de raliser des conomies dchelle. Or, le public rclame aujourdhui une
attention quasi-individuelle, une offre spcifique, plus de service et de conseil.
Le Franais dans le monde no 324/2002
1. Comprhension crite (15 points)
Compltez les phrases ci-dessous en utilisant les informations fournies par le texte.
En matire daliments, les Franais choisissent en gnral les marques mme de leur
procurer
Le temps du repas est actuellement peru comme
Par exemple, la prfrence des Franais pour le sushi, un produit la mode, sexplique par le fait
que
Les hypermarchs sont devenus moins frquents parce quils...............
Les sondages montrent en effet que ............................................................................
Les acheteurs demandent aujourdhui
2. Vocabulaire (15 points)
a) Expliquez le syntagme manger beau . (5 points)
b) Donnez les homonymes des mots : dans, temps. Faites-les entrer dans des phrases de votre choix. (10 points)
3. Grammaire (20 puncte)
a) Compltez les phrases suivantes avec larticle partitif convenable ou la prposition de. (1o points)
Julie et Simone sont au march. Elles veulent acheter . lait, . crme, .. sucre et .. beurre. Elles cherchent
aussi .. huile et .. farine. Elles ne prennent pas . lgumes. Julie veut faire une tarte aux fruits. Elles achtent
deux kilos .. abricots et une bouteille eau. la fin elles trouvent . belles pommes.
b) Rponds aux questions en employant les pronoms adverbiaux : (10 points)
Pensez-vous au carnaval ? Non, .
Tu tintresses cette histoire ? Non, .
Est-il sorti de son bureau ? Oui, .
Es-tu all la bibliothque hier ? Oui,
Est-ce quil a bu du jus doranges ? Non,
SUBIECTUL II (40 puncte)
Sylvie va faire des courses dans la boutique du quartier. Imaginez le dialogue avec le vendeur.
(10 12 rpliques)

Se acord 10 puncte din oficiu

Durata testului este de 50 de minute, iar nivelul este L2, B1.

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Accentul este pus pe receptarea mesajelor transmise n scris n diferite situaii de comunicare i pe producerea de
mesaje scrise adecvate unor anumite contexte.
Competene de evaluat :
s identifice informaii generale dintr-un text scris, la prima vedere, pe baza unor ntrebri de sprijin;
s integreze corect i adecvat structuri lexicale i gramaticale n diferite contexte;
s redacteze un dialog n care s exprime opinii personale/sentimente/reacii referitoare la evenimente/
situaii/ experiene trite sau aflate.

BAREM DE CORECTARE I NOTARE

SUBIECTUL I. 50 puncte
1. Comprhension crite 15 p. (2,50 x 6 completri)
2. Vocabulaire 15 p.
a) 5 p.
b) 10 p. 2 puncte pentru fiecare omonim = 4 puncte
- 3 puncte fiecare fraz = 6 puncte
3. Grammaire 20 p.
a) 10 p. (1 p. x 10)
b) 10 p. (2 p. x 5)
SUBIECTUL II. 40 puncte
Se evalueaz capacitatea de exprimare n scris.
- respectarea cerinei, ncadrarea n subiect, numr de replici
- coerena i logica exprimrii
5 puncte
- adecvarea vocabularului
10 puncte
- corectitudinea gramatical
10 puncte
- corectitudinea grafiei i a punctuaiei
5 puncte
- originalitate
5 puncte

5 puncte

Se acord 10 puncte din oficiu.

Test sumativ 2 (la sfritul unitii de nvare)
Nivel B1
I. 1. Lisez ce texte, puis rpondez aux questions.
Certains mtiers peuvent tre exercs en horaires fixes, sans dpasser les trente-cinq heures hebdomadaires.
Dautres se vivent cent lheure, avec des horaires de fous. Dans le premier cas, on peut sorganiser une vie bien

119

remplie ct de son boulot, mais le risque de la routine pse. Dans lautre, la stimulation et les bons salaires sont
souvent au rendez-vous, mais les loisirs passent clairement au second plan
Avant de foncer tte baisse vers un mtier et une filire donne, dfinissez prcisment vos gots et vos
envies. Cest indispensable, vu que vous consacrerez votre future activit le plus clair de vos journes. Faire feu
de tout bois en matire de moyens dinformation est indispensable Bref, pour garder le fil, nhsitez pas aller
surfer sur Internet, regarder les missions de tlvision traitant des mtiers ou dconomie, visionner des vidos,
lire la presse, des livres spcialiss, des guides. Et noubliez jamais de faire parler votre entourage de ce quils
font rellement comme mtier. Demandez conseil vos profs, vos copains. Ils peuvent vous faire dcouvrir des
qualits de votre personnalit que vous ignoriez ! Ce sera aussi une occasion de partager leur exprience du monde
du travail.
Phosphore no 270 / 2003
Dgagez les avantages et les inconvnients dun mtier en horaire fixe / en horaire de fou .
Quelles sont les tapes suivre pour faire le bon choix du mtier ?
(20 points)
I. 2. Identifiez dans le texte 5 mots appartenant au champ lexical du mot profession.
(2,50 points)
I. 3. Indiquez deux mots de la famille lexicale de chacun des noms suivants :
travail, conseil. Faites-les entrer dans des phrases. (5 points)
I. 4. Explquez avec vos propres mots le sens de la squence : Faire feu de tout bois en
matire moyens dinformation est indispensable . (2,50 points)
II. Mettez les verbes de la proposition principale au temps indiqus entre parenthses et
rcrivez les phrases en respectant la concordance des temps. (30 points)
Je ne sais pas si elle pourra venir au concert. (imparfait)
Elle est sre que tu lui montreras ton projet. (imparfait)
On annonce que le train a du retard. (pass compos)
Il me dit que vous tes tomb malade. (plus-que-parfait)
Je pense quils sont dj arrivs. (imparfait)
Jespre quil recevra ma lettre. (imparfait)
III.

Votre ami vous prsente ses projets davenir. Vous lui posez des questions sur
ses attentes concernant lavenir professionnel, sur ses passions et ses intrts.
Imaginez le dialogue. (10 -12 rpliques) (30 points)

Se acord 10 puncte din oficiu.

Durata testului este de 50 de minute, iar nivelul este L2, B1.

Accentul este pus pe receptarea mesajelor transmise n scris n diferite situaii de comunicare i pe producerea de
mesaje scrise adecvate unor anumite contexte.
Competene de evaluat :
s selecteze informaii punctuale dintr-un text la prima vedere n funcie de cerin;
s reformuleze, cu propriile cuvinte, o informaie furnizat de textul suport;
s integreze corect structuri lexicale i gramaticale ;

120

s redacteze un dialog pe o tem de interes general.

BAREM DE CORECTARE I NOTARE

I. 1. 20 puncte (2 x 10 puncte)
2. 2,50 puncte (5 x 0,50 puncte)
3. 5 puncte : 0,25 x 4 = 1 punct
1 x 4 = 4 puncte
4. 2,50 puncte
II. 30 puncte (6 x 5 puncte)
III. 30 puncte
Respectarea cerinei (dimensiune, tip de text) 5 puncte
Coninutul de idei 7 puncte
Claritatea, coerena, logica exprimrii 5 puncte
Competen morfo-sintactic 5 puncte
Competen lexical 5 puncte
Corectitudinea ortografiei i punctuaiei 3 puncte
Se acord 10 puncte din oficiu.
Test sumativ 3 (test la sfritul unitii de nvare)
Nivel B2
I. Comprhension crite
Lisez ce texte, puis rpondez aux questions.
Les nouveaux venus en Provence ont des faiblesses pour le mistral. Ils trouvent ce vent sec et frais, tonique,
sportif, sain, jovial. Ils apprcient quil chasse les nuages et les miasmes chargs de moustiques, venus des
marcages de Camargue, et nettoie le ciel quil fait briller de soleil, comme un grand plat de cuivre durement frott.
Le temps de mistral, un mauvais temps? Allons donc! Comment le mauvais temps pourrait-il tre ensoleill? Pour
les gens du Nord, qui dit mauvais temps dit nuages et pluie.
Ce nest pas ainsi que lentendent les Provenaux : je me souviens dune petite scne qui se passait un matin
sur la place du Forum Arles, lun des lieux les plus intimes et les plus protgs de la ville, o veille la statue
paternelle de Frdric Mistral. La douceur de lair tait adorable. Les premiers rayons du soleil filtraient travers le
jeune feuillage des platanes. Jtais arriv dans la nuit aprs avoir quitt un Paris frissonnant dans lobscurit
humide dun hiver qui ne voulait pas finir.
Je mpanouis. Je cherchai des yeux un compagnon qui partaget avec moi cette heure bnie des dieux. A ce
moment un vieux Provenal, comme on en voit sur les cours disputer des parties de ptanque passionnes, vint se
placer ct de moi. Il leva un regard courrouc vers le ciel, secoua la tte et grogna : Le mauvais temps
continue! Et il partit se rfugier dans un caf, en maudissant les rigueurs du climat provenal. Le mauvais temps?
Et oui ; car il avait discern un lger souffle du nord dans les feuilles des platanes, et cette prsence, mme infime,
du mistral avait suffi le hrisser. Je haussai les paules.
(Michel Tournier, Des cls et des serrures)

Vocabulaire :
1. Identifiez dans le texte 5 mots appartenant au champ lexical de la mto. (10 p.)

121

2. Donnez le contraire du verbe en maudissant et introduisez-le dans une phrase ( Et il partit se rfugier dans
un caf, en maudissant les rigueurs du climat provenal .) (10 p.)
3. Indiquez encore 4 mots de la mme famille lexicale que le mot feuille. (10 p.)
Grammaire :
4. Prcisez le mode et le temps des formes verbales suivantes : avoir quitt, (il) partaget, (il) pourrait, en
maudissant,(je) haussai. (5 p.)
5. Les nouveaux venus en Provence ont des faiblesses pour le mistral. Ils trouvent ce vent sec et frais, tonique,
sportif, sain, jovial. Reliez les deux phrases en employant un pronom relatif. (5 p.)
Comprhension :
6. Dgagez les ides essentielles du texte. (20 p.)
II. Production crite
Prsentez un lieu qui vous est cher, en insistant sur les sentiments quil fait natre en vous. (180 200 mots)
(30 p.)
Se acord 10 puncte din oficiu.

Durata testului este de 50 de minute, iar nivelul este L1, B2.

Testul vizeaz receptarea mesajelor transmise n scris i producerea de mesaje scrise adecvate unor anumite
contexte.
Competene de evaluat :
s identifice informaii generale dintr-un text scris la prima vedere;
s selecteze informaii punctuale din textul dat n funcie de cerin;
s reformuleze, cu propriile cuvinte, o informaie furnizat de textul suport;

s redacteze un text coerent, susinut de exemple relevante, n care s descrie un loc.

BAREM DE CORECTARE SI NOTARE

Subiectul I
1. 10 puncte (2 x 5 puncte)
2. 10 puncte (4 antonimul + 6 puncte fraza)
3. 10 puncte (4 x 2,5 puncte)
4. 5 puncte (5 x 1 punct)
5. 5 puncte (1 x 5 puncte)
6. 20 puncte :
Punctajul se repartizeaz astfel :
Respectarea cerinei : 2 puncte
Identificarea n text a informaiei solicitate 6 puncte
Reformularea corect i coerent a informaiei 12 puncte (corectitudine lexico-gramatical- 5 puncte,
vocabular adecvat- 5 puncte, coeren- 3 puncte)
Subiectul II - 30 puncte
Punctajul se repartizeaz astfel :

122

Respectarea cerinei (dimensiune, tip de text) : 4 puncte

Coerena discursului (conectori, plan logic / structurat) 10 puncte
Exprimarea sentimentelor 3 puncte
Corectitudine gramatical 5 puncte
Corectitudine lexical 5 puncte
Corectitudine ortografic 3 puncte

Se acord 10 puncte din oficiu.

Test sumativ 4
Nivel B2 (teza semestrial)
I. Comprhension crite (30 points)
1. Lisez le texte et dites si les phrases suivantes sont vraies (V), fausses (F) ou lon ne sait pas (NSP) : (18
points)
Le regard de Bettina
Avant de se lancer dans la photographie, Bettina Rheims a t mannequin New York, puis a dirig une
galerie dart Paris. Elle a finalement trouv sa propre voie en revenant ses premires amours dadolescente pour
la chambre noire.
Elle a fait ses dbuts de professionnelle comme portraitiste. Depuis une quainzaine dannes, des stars
comme Tina Turner, Michael Douglas, Annie Lennox ou Madonna se sont prtes au jeu du face--face implacable
avec cet as de la mise en scne, la fois sobre et sophistique. Paralllement, Bettina Rheims, travers des
expositions et des publications, poursuit une dmarche sans concessions autour de laquelle plane un lger parfum de
scandale. A travers des sujets comme Modern Lovers , montrant des garons qui ont lair de filles et des filles
qui ressemblent des garons, ou travers lalbum Chambre close , pour lequel elle a invit des jeunes femmes
inconnues poser dans des chambres dhtel, elle interroge inlassablement ses modles comment ils vivent leur
intriorit et leur apparence.
Elle pose sur eux un regard qui va lencontre des ides reues et nous tend travers ses photos un miroir
qui ne ment pas. Une uvre forte, dont, depuis plusieurs annes, Jacques Chirac est lun des plus fidles
admirateurs.
Cest pourquoi, il lui a demand de raliser la photographie officielle du Prsident de la Rpublique.
Paris Match, juin 2004
V F NSP
1- Bettina Rheims est toujours mannequin.

2- Elle a fait ses dbuts dans le cinma.

3- Ses uvres entranent des scandales.

4- Ses photographies sont trs originales.

5- Elle fait toujours des photos en noir et blanc.

6- Elle a ralis son album Chambre close New York.

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7- Dans son uvre photographique elle met souvent sa vie en vidence.

8- Elle a tourn un film sur la vie de Jacques Chirac.

9- Pendant sa carrire, elle a fait des albums sur la vie Paris.

2. Relisez le texte et rpondez aux questions suivantes. (6 points)

a) Pour quelle raison Bettina a-t-elle renonc ces mtiers ?
b) Quelles sont les caractristiques de son art ?
3. Retrouvez dans le texte les phrases ou les lments de phrases ainsi reformuls :

(6 points)

a) Elle a commenc sa carrire en faisant des portraits.

b) Elle les regarde sans avoir de prjugs et nous montre travers ses photos lauthenticit.
II. Expression crite (30 points)
Vous avez crit un livre. Vous dcidez de le faire publier. Vous crivez un diteur pour lui prsenter
louvrage et lui demander sil accepterait de le publier. Vous lui posez ensuite les deux questions qui vous
semblent les plus importantes.
Respectez le canevas suivant :
Une phrase dcrivant le sujet de louvrage.
Une phrase demandant la publication.
Une phrase par question.
Une phrase de remerciements et de salutations finales.
III. Comptence linguistique

(30 points)

1. Retrouvez la phrase originale en style direct. (9 points)

Yvonne a rpondu quelle avait bien reu le catalogue, quelle allait regarder les offres de sjours et quelle lui
passerait un petit coup de fil trs vite.
Merci,

2. Compltez avec un connecteur afin dexprimer le but et la condition.
(15 points)
1.
2.
3.
4.
5.

..tout soit prt 19 heures, jai commenc faire la cuisine 15 heures.

Je me suis adress une agence immobilire..dacheter une maison.
On peut devenir franais.avoir pass trois ans en France.
Je peux bien taider..toi aussi, tu fasses un effort.
..tre mal compris, le ministre a prsent son nouveau programme dans une
emission spciale aprs le journal de 20 h00.

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3. Faites des phrases avec un lment de chaque colonne. (6 points)

1. Voici la photo

A. dont Yves parle comme dun endroit idal.

2. Ce qui mintresse

B. je vous propose de goter celui-ci.

3. Donne-moi ton passeport

C. laquelle je pensais pour la couverture.

4. Nous avons de trs bons vins,

D. le mien est dans le sac.

5. Je ne crois pas que

ce soient les enfants de Robert,
6. Cest le village

E. cest de dcouvrir de nouveaux pays

H. les siens sont beaucoup plus petits

Durata testului este de 50 de minute, iar nivelul este L1, B2.

Accentul este pus pe receptarea mesajelor transmise n scris n diferite situaii de comunicare i pe producerea de
mesaje scrise adecvate unor anumite contexte.
Competene de evaluat :
s selecteze informaii relevante dintr-un text citit la prima vedere ;
s redacteze un text coerent, susinut de exemple relevante, pornind de la un plan dat ;
s integreze corect structuri gramaticale studiate n contexte date.

BAREM DE CORECTARE I NOTARE

I. Comprhension crite (30 puncte)
1. 18 puncte (9 x 2 puncte)
2.
6 puncte (3 x 2 puncte)
3.
6 puncte (3 x 2 puncte)
II. Production crite (30 puncte)
Respectarea cerinei (dimensiune, tip de text, structur) 5 puncte
Coninutul de idei 7 puncte
Claritatea, coerena, logica exprimrii 5 puncte
Competen morfo-sintactic 5 puncte
Competen lexical 5 puncte
Corectitudinea ortografiei i punctuaiei 3 puncte
III. Comptence linguistique (30 puncte)
1.
9 puncte (3 x 3 puncte)
2.
15 puncte (5 x 3 puncte)
3.
6 puncte (6 x 1 punct)
Se acord 10 puncte din oficiu.

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LIMBA ENGLEZ:

Test 1
TEST SUMATIV, NIVELUL A2
OBIECTIVELE TESTULUI:
1. Testarea nelegerii globale i de detaliu a unui text citit prin completarea spaiilor goale cu propoziii
date
2. Testarea formrii corecte de ntrebri
3. Testarea deprinderii de a reformula un enun dat folosind un cuvnt-cheie
4. Testarea folosirii corecte a adverbelor i a verbelor modale
Name:
Class:
FINAL TEST
I. A) You are going to read part of the introduction to a book about very unusual words. Seven
sentences have been removed from the passage. Choose from sentences A H the one which
fits each gap (1-7). There is one extra sentence that you do not need to use. Ignore the fact that
some words are underlined. (21 points)
I have called this book The Insomniacs Dictionary partly because it was born in the dark hours of night
during my own periods of sleeplessness. (1) ___ For one thing, it doesnt require much in the way of
mental or emotional commitment. And secondly, its not meant to be read though at once. I encourage
everyone to skim and skip around a bit.
The Insomniacs Dictionary presents nearly 3,000 strange and intriguing words, all of which are grouped
together by categories. (2) ___ Its been more than a dozen years since I first discovered the joys of
dictionary reading. From the very beginning, I was amazed by the richness of our language. I quickly
became enchanted with words like kakistrocracy (government by the worst citizens), and I wanted more.
(3) ___ It didnt take long to realise I was stymied there were books that included these delightful words
but none that grouped them together to be enjoyed as a whole. (4) ___
The results are here for you to enjoy. Some of the thematic lists are as all-inclusive as I could make
them. Every chapter has been thoroughly and painstakingly researched. I cannot claim the resulting lists
are absolutely complete but can state that they are more complete than any lists that can be found in any
other reference books.
(5) ___ Such chapters are intended merely as introductions to their respective subjects. By way of
example, our language contains over 20,000 eponyms (words which are based on a persons name).
Most of these are obscure scientific terms or measurements and its obviously beyond the scope of this
book to list them all. (6) ___
Most of the word lists are pretty long, and Ive therefore chosen to divide them into smaller groups. I
admit these sub-categories are totally arbitrary, they are a means of presenting the words in easier-todigest servings and should not be construed as definitive classification. (7) ___ Remember, this book is
best enjoyed by browsing, not straightforward reading.
A. Thus my research began.
B. And speaking of digestibility, I would not recommend reading some of the longer chapters at one
sitting.
C. It wouldnt be much fun either.
D. On the other hand, some of the chapters make no attempt to be all-inclusive.

126

E. More to the point, its the perfect book for insomniacs, book browsers and anyone else with a little
time to while away.
F. By way of explaining why Ive chosen this format, Id like to briefly relate my inspiration for writing this
book.
G. I wanted to see all the weird and wonderful words there were.
H. Though it may be hard to believe, all entries in The Insomniacs Dictionary are real words.
B) Look back at the text. Find the underlined words in the text and write the questions to which
these words are the answers. (9 points)
II. A) Complete the second sentence so that it has a similar meaning to the first sentence, using
the word given. Do not change the word given. (15 points)
1. You didnt phone Jane and she was very upset.
should
You ___________________________________________________________________________.
2. It is not necessary for you to wake me up in the morning.
have
You ___________________________________________________________________________.
3. Id better get up early so I dont miss the bus.
must
I ______________________________________________________________________________.
4. Its possible that another company has offered him a job.
have
Another company _______________________________________________________________.
5. Its a good idea to see a doctor if that splitting headache persists.
ought
You ___________________________________________________________________________.
B) Complete 1-5 using a sentence containing a suitable modal. Several alternatives may be
possible. (25 points)
1. If you looked at the instructions more carefully you

2. He hasnt phoned yet but its still early. He

3. I hate taking pills, but when I was ill I

4. If you see a sign saying No admittance, you
5. We made a mistake about the time of the appointment. I knew we

III. Some of these sentences contain mistakes with either modal verbs (A) or adverbs (B). Find
the mistakes and correct them. (20 points)
A)
1. The teacher said I could leave the room.
2. When we were at school, we had to wear a uniform.
3. Must you have your hair cut before the interview last week?
4. Although it rained heavily, the children could set up their tents.
5. She didnt look well; that medicine she was taking certainly shouldnt have done her any good.
B)
1. He was publically humiliated.
2. The soldiers fought heroicly.
3. She walked shyly in the room.
4. He lived his life lonely.
5. You can easyly deduce the meaning of this word from context.
KEY AND MARKING SCHEME
10 points granted
I. A) 21 points: 1 E; 2 F; 3 G; 4 A; 5 D; 6 C; 7 B.
B) 9 points:1. What does the author encourage everyone to do?
2. How long has it been since the author first discovered the joys of dictionary reading?

127

3. Whats the best way to enjoy this book? / How can one enjoy best this book?
II. A) 15 points:1. You should have phoned Jane.
2. You dont have to wake me up in the morning.
3. I must get up early in order not to/so as not to miss the bus.
4. Another company might have offered him a job.
5. You ought to see a doctor if that splitting headache persists.
B) 25 points:
1. wouldnt/ might not have made that mistake
2. may/might phone her
3. had to/needed to
4. mustnt/shouldnt go in
5. should have checked
III. A) 10 points: 1 correct; 2 correct; 3 Did you have to; 4 were able to; 5 cant/couldnt have
B) 10 points: 1 publicly; 2 heroically; 3 correct; 4 in a lonely way/fashion/manner; 5 easily.

Test 2
TEST SUMATIV, NIVELUL B1
OBIECTIVELE TESTULUI:
1. Testarea folosirii corecte a construciilor cu USED TO
2. Testarea folosirii corecte a cuvintelor funcionale (determinani).
3. Testarea folosirii corecte a diatezei pasive (construcii cauzative) prin exerciii de reformulare.
4. Testarea deprinderilor de producere a unui text scris (articol).
Name:
Class:
FINAL TEST
I) Complete the sentences with used to and be/get used to in an appropriate form. (20 p)
1. My parents hated living in a big city but they eventually ___________________ it.
2. Michael doesnt smoke now but he _________________.
3. Leaving home was difficult for Frank. His mother had always done everything for him and he just
_____________________ looking after himself.
4. ________ your brother _________ live in the USA?
5. It was a question of ________________________ a different way of life.
II) Complete the sentences with a word or phrase from (i) followed by a word or phrase from (ii).
Use each word or phrase once only. (15 p)
(i)
(ii)
No
a drop
none of
wrong
Nothing
going to get
Never
the hotels
Not
point
None
in the cupboard
Example: Where are the biscuits? Theres none in the cupboard.
1 ____________________ was spilt as she poured the liquid into the flask.
2. Jack was determined to leave and I knew there was _____________________ in protesting.
3. I found that ________________________ in the city centre had any rooms left.
4. Toms so lazy. Is he ___________________________________ a job?

128

5. The doctors reassured Emily that they could find __________________________ with her.
III) Complete the second sentence so that it has a similar meaning to the first sentence, using the
word given. Do not change the word given. Each of the new sentences uses a causative form.
(25p)
1. They will shorten trousers for you at the cleaners.
have
You can ................................................................................................ at the cleaners.
2. Your central heating boiler should have an annual service.
get
You should ................................................................................................. annually.
3. I shall ask a professional photographer to take my passport photo.
get
I shall .....................................................................
a professional photographer.
4. We will be employing a catering company to prepare the food for the party.
having
Well ......................................................................................by a catering company.
5. Hasnt that film been developed yet?
had
Havent you ................................................................................................... yet?
IV) An English language magazine is interested in the forms of exercise that young people do in
different countries. The editor has asked people from around the world to write in and tell other
readers about the most popular sporting activities in their own country. Write your article in
approximately 250 words. (30 points)
KEY AND MARKING SCHEME
10 points granted
I. 5 gaps 4p = 20p
1. got used to; 2. used to; 3. wasnt used to; 4. Did use to; 5. getting used to
II. 5 gaps 3p = 15p
1. not a drop; 2. no point; 3. none of the hotels; 4. never going to get; 5. nothing wrong.
III. 5 sentences 5p = 25p
1. have your trousers cleaned
2. get your central heating boiler serviced
3. get my passport photo taken by
4. be having the food prepared
5. had the film developed
IV. 30 points divided as follows
- Content: 5p
- Layout and organisation: 5p
- Register: 5p
- Accuracy: 5p
- Range of vocab: 5p
- Target reader: 5p

Test 3
TEST FINAL PENTRU EVALUARE ORALA , NIVELUL B2
Biletul nr. 1
1. How often do you write e-mails and on what occasions?
2. Talk about a party you went to which you enjoyed. Say where the party was, who was at the party and
why you enjoyed it.
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3. Do you think advertisements should be censored? Why / Why not?

Biletul nr. 2
1. How much time do you spend with your friends?
2. Describe a festival/concert you attended. Say where the event took place, who you went with and how
you felt.
3. Do you think parents should control how much television their children watch?
Biletul nr. 3
1. What chores do you do every day?
2. Describe a holiday you would like to go on. Say what place you would like to go to, how you would
like to get there and what you would like to do while you were there.
3. Do you think it is a good idea for colleagues at work to spend time socially together? Why (not)?
Biletul nr. 4
1. What do you do to keep fit?
2. Describe a town you have enjoyed visiting. Say why you went to the town, who you saw there and what
you did there.
3. Do you think governments should spend more money researching alternative forms of energy? What
might be their reasons for choosing not to do so?
Biletul nr. 5
1. What sorts of food do you enjoy eating most?
2. Talk about a film you found interesting. Say when you saw this film, why you decided to see it, and
what happened in the film.
3. Do you think emails are a good way to communicate with others? Why / Why not?
Biletul nr. 6
1. Do you and your friends share the same interests/hobbies? Which ones?
2. Describe the job you would most like to have. Say what this job would be, where you would work and
which qualifications you would need.
3. Do you think that cinema films should have an educational value?
Pentru evaluarea performanei la proba oral se vor aplica urmtoarele criterii:
ntelegerea subiectului i fluena exprimrii:
40 p elevul se exprim fluent i spontan; rspunsul dovedete ntelegerea n detaliu a temei; exprim
ideile structurat folosind multe cuvinte de legtur correct;
30 p elevul se exprim fluent, cu pauze aproape insesizabile pentru a-i cuta structura
lexical/gramatical potrivit; rspunsul dovedete o bun ntelegere a temei; folosete suficiente cuvinte
de legtur;
20 p elevul se exprim inteligibil, cu mici pauze pentru a-si cuta structura lexical/gramatical
potrivit; rspunsul dovedete o ntelegere global satisfctoare a temei; folosete cteva cuvinte de
legtur;
10 p elevul folosete enunuri incomplete, cu pauze lungi i dese ezitri; rspunsul dovedete o
defectuoas nelegere a temei; discursul nu este coherent;
0 p elevul nu poate produce dect enunuri scurte, fr legtur cu contextul, cu pauze mari
ntre ele; rspunsul dovedete c nu a nteles tema.
Vocabular i elemente de construcie a comunicrii:
40 p elevul folosete bine un numr mare de uniti lexicale/structuri gramaticale, care i permit s-i
exprime bine ideile; face puine greeli;
30 p elevul folosete un numr suficient de mare de unitti lexicale/structuri gramaticale, se
130

exprim clar, fr a-i cuta cuvintele; greelile fcute nu mpiedic comunicarea;

20 p elevul are cunotine lexicale/structuri gramaticale satisfctoare, exprim idei cu oarecare
ezitare/greeli, dar realizeaz comunicarea;
10 p elevul folosete puine structuri lexicale/structuri gramaticale, face multe greeli, comunicarea este
dificil;
0 p elevul are un bagaj lexical/gramatical insuficient, face foarte multe greeli, nu poate
realiza comunicarea;
Pronunia i impresia global
20 p elevul are o pronunie apropiat de pronunia standard; discursul este logic i foarte bine
argumentat i ilustrat; limbajul non-verbal este n concordan cu ideile exprimate;
15 p elevul are o pronunie bun, cu puine abateri de la norm; discursul este logic i bine argumentat i
ilustrat; limbajul non-verbal este n concordan cu ideile exprimate;
10 p elevul are o pronunie acceptabil, care permite realizarea comunicrii cu uurin; elevul are
probleme de argumentare i/sau ilustrare a discursului, dar transmite mesajul general; limbajul non-verbal
nu corespunde ntotdeauna ideilor exprimate;
5 p elevul are o pronunie defectuoas, care mpiedic comunicarea; discursul este incoerent; limbajul
non-verbal nu corespunde ideilor exprimate;
0 p pronunia elevului nu permite comunicarea; nu aduce argumente n sprijinul prerilor exprimate;
limbaj non-verbal deficitar.

Test 4
TEST SUMATIV NIVELUL A2
10 itemi
Test Items
I. Read the text below and then answer the questions:
Virtual reality is an artificial, three-dimensional environment, produced by a computer.
Objects in virtual reality seem to have height, length and width. We can pick them up and turn
them around. We can see, hear and feel things that dont exist.
Today, virtual reality is mainly used in video games. In the future, we will see more serious
uses for virtual reality. Surgeons could plan and practice an operation on a virtual patient.
Engineers could test machines which do not even exist. Architects could show people around
houses that have not been built and tennis players could play against opponents before the real
match begins.
Questions:
1. What is virtual reality?
2. Do objects in virtual reality seem to have length?
131

3. What fields will benefit from virtual reality in the future?

4. Decide whether the following sentences are true or false. Write T (true) or F (false) at the
end of each one:
a. Virtual objects do not seem to have length, height and width.
b. In virtual reality people can feel things that are not real.
c. Today, virtual reality is used mostly for recreational purposes.
d. Virtual reality will not have any uses in the future.
II. In the following sentences, the words in capital letters are wrong. Write the correct word at
the end of each sentence, also in capital letters.
1. Put a raincoat OFF if you go outside. It looks like rain.
2. Mother told George to pick DOWN all the toys from the floor.
3. We cant keep this expensive gift. We must send it ON.
4. Glue is used to link two pieces AWAY.

III. Complete the table with the British English or American English equivalents of the given
words:

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

American
English

crisps
biscuits
subway
dustbin
sidewalk
elevator
toilet
stroller

IV. Circle the correct answer:

1. Steve is not very well. He has been sleeping /has slept in his room since two oclock.
2. She has been doing /has done her homework, so now she can go out with her friends.
132

3. The weather is terrible. Its rained/been raining since yesterday.

4. Jerry hasnt been playing/hasnt played with his new toys yet.

V. Do animals have rights? Express your opinion regarding this topic in 120 150 words.
Subiectul I : 20 Puncte
Subiectul II : 10 Puncte
Subiectul III : 20 Puncte
Subiectul IV : 20 Puncte
Subiectul V : 20 Puncte

BAREMUL DE CORECTARE I NOTARE

1. ITEM SOLVING AND GRADING
Item
1.
I.

2.

3.

4.

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

a.
b.
c.
d.

Correct answer
Virtual reality is an (artificial, three
dimensional) environment (created by a
computer).
Yes, objects in virtual reality have length.
or
Yes, they do.
Medicine, engineering, architecture and
sports will benefit from virtual reality in the
future.
or
The fields that will benefit from virtual reality
in the future are: medicine, engineering,
architecture and sports.
F
T
T
F
OFF
UP
BACK
TOGETHER
chips
cookies
underground
pavement
trashcan
lift
restroom
pushcart

Points

Total
2.5

20

2.5

2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5

10

20

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IV.

V.

1.
2.
3.
4.
1.

has been sleeping

has done
been raining
hasnt played
using the appropriate language (grammar,
vocabulary, spelling)
coherence of speech in English
expressing a coherent and articulate opinion
meeting the length limitation requirements

2.
3.
4.
Granted points
TOTAL
Minimum level of points necessary

5
5
5
5
10

20

20

5
3
2
10
100
50

Test 5
TEST PAPER, NIVELUL B1
I.Complete the conditional sentences using a suitable form of the verbs in brackets.
1. If Fleming. (not leave) bacteria in a dish, he wouldn`t have discovered penicillin.
2. Have you seen your horoscope? I (not go) out this afternoon if I were you!
3. If you. (not go out) in the rain, you wouldn`t have caught a cold.
4. Many athletes (not break) records if they hadn`t used drugs.
5. Unless we control doping, the original spirit of the Olympics (disappear).
6. If you laid out flat the grey matter of a human brain, it (cover) an office desk!
7. If you have a headache, why..you (not take) an aspirin?
8. If farmers used the new types of plants, they. (have) crops that can resist disease.
9. If plants were engineered in the right way, they .. (have) the taste and consistency of meatgood news for vegetarians!
10. If we had no bred form the wolf, the astonishing range of dogs.. (not exist).
II.Write sentences about what life would be like now if these things had not been invented or
discovered. Use mixed conditional sentences.
Electric lightbulbs, a vaccine for cholera, printing, penicillin, the atomic bomb, computers, guns, the
wheel, cloning, cars
Example: If electric lightbulbs hadn`t been invented, we would still have to use candles.
III.Complete these sentences saying what things would have happened in the past if the world
was different. Use mixed conditionals.
Example: 1 If the Earth was covered by sea, humans would not have evolved.
If the Earth was covered by sea,
If humans had small brains,
If spaceships could travel at the speed of light,
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If humans lived 200 years,

If there were intelligent robots,
IV. Look at some of the ideas NASA. Write predictions about them.
Example: Personally, I dont think that in fifty years` time we`ll have developed a
NIAC: the Nasa Institute for Advanced Concepts
~ A lift to take us into space
~ astrolets -space rockets like hotels going between the Earth, the moon and Mars
~The perfect telescope to observe the universe
~Plants we can program and give commands to, e.g. start growing, produce fruit Using plants
for producing atmospheres on other planets, like Venus or Mars
~Using robots to explore other planets
~Using robot fish to explore the oceans of Europa , Jupiter`s second moon

V.Write predictions about your own life. What do you think:

You will be doing in five years` time?
You will be doing in ten years` time?
You will have achieved by the time you are thirty-five?
VI.Complete the second sentence so that it has a similar meaning to the first one. Use the word given
and up to four more words.
1. I doubt if winning the marathon was easy for her.
Must
Winning the marathon.for her.
2. We should give them a ring in case they think we`ve had an accident.
Will
We should give them a ring.had an accident.
3. It was very kind of you to come and collect me but it wasn`t necessary.
Need
It was very kind of you, but you.and collect me.
4. I cut my hand but luckily stitches weren`t necessary.
Need
I cut my hand but.
5. She`s probably feeling a bit depressed after getting her exam results.
Can`t
She.after getting her exam results.
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VII.Complete the sentences with these words.

Off, out(x3), out of, over (x2), up (x2)
1.I always put ..tidying my room as long as possible!
2.I pickeda `flu bug while I was away. It took me two weeks to get it.
3.You shouldn`t give so easily-keep trying!
4.It took us a long time to carry.the research, but we got a lot.the project.
5.I used the Internet to find .about genetically modified food, but I still can`t workexactly
how they do it.
6.Some people think computers are takingour lives.
VIII.Complete the compound words in these sentences.
1. The nearest star to our solar.is over four light .away.
2. Are you sure that`s correct? Can you double-.it?
3. In the museum there are life-.models of dinosaurs.
4. Many things are mass-..in factories nowadays/
5. They showed a slow replay of the goal.
6. I am against genetic .of plants and animals.
7. She is record-..athlete, but has been under suspicion of taking performance-drugs.
8. After several set.years of time-.experiments, the scientists finally made a major
break .. in the field of artificial
9. British-, fifteen-.-Jon Kaspar is a software engineer.
10. Neuro .. have first.knowledge of the data.abilities of the brain through
studying its electrical impulses.
IX. Complete the sentences with the words below:
`flu, malaria, measles, pneumonia, polio, tetanus, TB
1.Phil has a pain in his lungs and finds it difficult to breathe. He could haveor. .
2.Sonia has a very bad cold and a high temperature. She may develop.. .
3.Mary has a temperature and small red spots on her skin. She may have caught . .
4.Stewart is in the tropics and has got a very high temperature. He could be suffering from.
Ian contracted.. when he was a child; it affected the nerves in his spine and now he can`t move
the muscles in one of his legs.
5.I cut my hand recently and now I can`t move my jaw. Do you think it may have picked up?
136

COMPETENTE SPECIFICE VIZATE :

1.1 Identificarea sensului global al unui mesaj
1.2 Identificarea de informaii cheie din texte autentice
1.3 Descrierea (oral / n scris) a unor activiti cotidiene, obiceiuri
1.4 Redactarea de paragrafe / texte pe o tem de interes
1.5 Completarea de formulare
1.6 Redactarea de texte funcionale simple
1.7 Formularea de idei/ preri pe teme de interes n cadrul unei discuii / n mesaje de rspuns
3.2 Adaptarea formei mesajului la situaia de comunicare n funcie de stilul formal/ informal folosit de
interlocutor
BAREM : Subiectul I: 10 itemi*1= 10 PUNCTE
2. Subiectul II : 5 itemi *2= 10
3. Subiectul III : 5 itemi *2 = 10
4. Subiectul IV: 1* 10 = 10
5. Subiectul V : 1*10=10
6. Subiectul VI :5*2=10
7. Subiectul VII: 5*2=10
8. 1* 10 = 10
9. 5 * 2 = 10 Oficiu 10 puncte : TOTAL 100 PUNCTE

137

KEY

1. 1.hadn`t left
2.wouldn`t go
3. hadn`t gone out
4. wouldn`t have broken
5. will disappear
6. would cover
7. don`t you take
8. would have
9. would have
10. wouldn`t exist
6. 1 .must have been difficult
2. or they will think we`ve
3. needn`t have come
4.didn`t need stitches
5. can`t be feeling happy
7. 1. Off
2.up/over
3. up
4. out/out of
5. out/out
6. over
8. 1.system/years
2.Check
3. like
4. produced
5. action
6. engineering
7. break/enhancing
8. backs/consuming/through/intelligence
9.born/year-old
10.scientists/-hand/processing
9. 1.pneumonial/TB
2.`flu
3. measles
4. malaria
5. polio

138

Test 6
TEST SUMATIV, NIVELUL B2

Test:1 READING
I.

Multicultural Britain

The following are extracts from a speech given by Robin Cook, the British Foreign Secretary, in April
2001.
(A) Tonight I want to celebrate Britishness. Sadly, it has become fashionable for some to argue that
British identity is under siege, (1)............ . I want to argue that where the pessimists identity a
threat, we should instead see developments that will strengthen and renew British identity.
(B) The first element in the debate about the future of Britishness is the changing ethnic composition
of the British people. The British are not a race, but a gathering of countless different races and
communities. It is not their purity that makes the British unique, but the sheer pluralism of their
ancestry.
(C) London was first established as the capital of a Celtic Britain by Romans from Italy. They were in
turn driven out by Saxons and Angles from Germany. The great cathedrals of this land were built
mostly by Norman bishops, (2)............ . Outside our Parliament, Richard the Lionheart proudly
sits astride his steed, a symbol of courage and defiance. Yet the spoke French much of his life, and
depended on the Jewish community of England to put up the ransom that freed him from prison.
(D) The idea that Britain was a pure Anglo-Saxon society before the arrival of communities from the
Caribbean, Asia and Africa is fantasy. But if this view of British identity is false to our past, it is
false to our future too. The global era has produced population movements of a breadth and
richness without parallel in history. Todays London is a perfect hub of the globe. It is home to
over thirty ethnic communities of at least 10,000 residents each. In this city tonight, over 300
languages will be spoken by families over their evening meal at home. This pluralism is not a
burden we most reluctantly accept. It is an immense asset that contributes to the cultural and
economic vitality of our nation.
(E) Legitimate immigration is the necessary and unavoidable result of economic success, which
generates a demand for labour faster than can be met by the birthrate of a modern developed
country. Our cultural diversity is one of the reasons why Britain continues to be the preferred
location for multinational companies setting up in Europe.
(F) (3)............ . Our lifestyles and cultural horizons have also been broadened in the process. It
reaches into every aspect of our national life.
(G) Chicken Tikka Massala is now a true British national dish, not only because it is the most popular,
(4)............ . Chicken Tikka is an Indian dish. The Massala sauce was added to satisfy the desire of
British people to have their meat served in gravy.
(H) The modern notion of national identity cannot be based on race and ethnicity, (5)............ . Some of
the most successful countries in the modern world, such as the United States and Canada, are
immigrant societies. Their experience shows how cultural diversity, allied to a shared concept of
equal citizenship, can be a source of enormous strength. We should draw inspiration from that
experience.
I. Read the text carefully. Match the sentences (a-f) with the gaps in the text (1-5). There is one extra
sentence that you do not need. (4 marks each)= ( 20 POINTS)
a) And it isnt just our economy that has been enriched by the arrival of new communities
139

b)
c)
d)
e)
f)

perhaps even in a state of terminal decline

because of the linguistic variety of the population
but because it is a perfect illustration of the way Britain absorbs and adapts external influences
but the religion in them was secured by the succession of a Dutch prince
but must be based on shared ideals and aspirations

II. Choose the best answer according to the test a, b, c or d. (4 mark each)
( 20 POINTS)
1. What, according to the speaker, makes British people unique?
a) their racial purity
b) their recent history
c) their mixture of races
d) their fashion
2.
a)
b)
c)
d)

In paragraph C, why does the speaker talk about British history?

To show how the English language developed.
To show that the British are not a pure race.
To show Britain as a parliament.
To show important changes in governments.

3.
a)
b)
c)
d)

What should the British attitude to immigration be?

It is inevitable and so should be accepted.
It improves cultural and economic life.
It leads to a population increase.
It is changing pure Anglo-Saxon society.

4.
a)
b)
c)
d)

Immigration is necessary for Britain because

multinational companies want to do business in Europe.
it leads to a successful economy.
it had an empire in Asia and Africa
there arent enough people to do the work.

5.
a)
b)
c)
d)

The speaker uses the United States and Canada as examples of successful countries because
immigrants have contributed to their development.
they have a similar national identity.
modern societies much have a mixture of races.
they share the same ideals and aspirations.

III.Find words in the text which have a similar meaning. Paragraph references are given in brackets. (2
marks each) ; 20 POINTS
1.
2.
3.
4.
5.
6.

attack (A) ............

argument (B) ............
horse (C) ............
money (D) ............
centre (D) ............
something heavy (D) ............
140

7. very large (D) ............

8. legal (E) ............
9. part (F) ............
10. idea (H) ............
IV. SPEAKING : 30 POINTS
Globalization has a negative impact on national characteristic
COMPETENTE VIZATE
2 Identificarea, prin citire rapid, de informaii / detalii specifice dintr-un text mai lung, n vederea rezolvrii unei
sarcini de lucru
1.3 Corelarea, n mod coerent, a mai multor informaii din diverse pri ale unui text/ din texte diferite, pentru a
rezolva o sarcin de lucru
2 Prezentarea, oral / n scris, de filme, cri, evenimente, experiene, cu exprimarea sentimentelor/ reaciilor
personale n legtur cu acestea
2.3 Prezentarea, oral / n scris, de descrieri clare i detaliate pe subiecte legate de domenii de interes propriu i de
domeniul de specializare

KEY:
READING
I.1. b
2. c
3. a
4. d
5. f
II.
1. c
2. a
3. b
4. b
5. a
III.
1. seige
2. debate
3. steed
4. ransom
5. hub
6. burden
7. immense
8. legitimate
9. aspect
10. concept
III. SPEAKING
Assessment form for oral presentations
141

Poor
1. Discourse management
Relevance of ideas
Coherence and cohesion
Time constraints
Fluency
2. Grammatical resource
Accuracy
range of structures
3. Vocabulary resource
Appropriacy
Range
4. Pronunciation
Pronunciation and intonation
Stress and rhythm

Average

Excellent

4
4
4
4

5
5
5
5

6
6
6
6

7
7
7
7

8
8
8
8

9
9
9
9

10
10
10
10

4
4

5
5

6
6

7
7

8
8

9
9

10
10

4
4

5
5

6
6

7
7

8
8

9
9

10
10

4
4

5
5

6
6

7
7

8
8

9
9

10
10

Assessment descriptors for oral presentations

1. Discourse management
Excellent: all ideas relevant to topic, stages of presentation clear, clear signposting, wide range of linkers,
flow maintained throughout the presentation (without hesitations to look for words), consistently coherent,
within the time limit.
Average: most ideas relevant, unbalanced presentation (e.g. too long introduction), development of
presentation mostly unmarked, linkers just adequate, hesitations due to lack of words, sometimes
rambling, either too short or too long (e.g. by one minute).
Poor: most ideas irrelevant, absence of structure, lack of specific linkers, frequent hesitations, overall
aspect-rambling, complete disregard of time constraints
2. Grammatical resource
Excellent: Few if any errors of any kind, over a wide range of structures in all contexts.
Average: Structures adequately controlled, somehow limited in range, some errors.
Poor: Frequent basic errors, limited range.
3. Vocabulary resource
Excellent: Wide-ranging, varied, precise and appropriate in all contexts.
Average: Adequate for all but specialized tasks, though paraphrase may sometimes be necessary.
Poor: Vocabulary too slight to achieve the task.
4. Pronunciation
Excellent: Pronunciation of individual sounds, stress, rhythm, intonation to make comprehension easy
and listening pleasurable.
142

Average: Pronunciation of individual sounds, stress, rhythm, intonation sufficiently controlled.

Poor: Foreign speech patterns make the student difficult to understand.

Speaking Analytical scales

1) Discourse management
- relevance if ideas
- coherence and cohesion
- time constraints
- fluency

40 marks
10 marks
10 marks
10 marks
10 marks

2) Grammatical resource
- accuracy
- range of structures

20 marks
10 marks
10 marks

3) Vocabulary resource
- appropriacy
- range

20 marks
10 marks
10 marks

4) Pronunciation
- pronunciation and intonation
- stress and rhythm

20 marks
10 marks
10 marks

Total

100 marks

Discourse management refers to the students ability to link utterances together to form coherent speech,
without undue hesitation. The utterances should be relevant to the tasks and should be arranged logically
to develop the themes or arguments required by the tasks.
Grammatical resource refers to the accurate and appropriate use of a range of both simple and complex
forms. Performance is viewed in terms of the overall effectiveness of the language used in spoken
interaction.
Vocabulary resource refers to the students ability to use a range of appropriate vocabulary to meet task
requirements.
Pronunciation refers to the students ability to produce intelligible utterances to fulfil the task
requirements. This includes stress, intonation, rhythm as well as individual sounds.
LIMBA GERMAN:
Test 1
T E S T S U M A T I V (la sfritul unitii de nvare)
nivel B1
Coninuturi: Probleme ale vieii cotidiene
I. a Geben Sie 4 Elemente, die das Zusammenleben in einem groen Haus beeintrchtigen knnen.
12 Punkte
____________

___________

____________

_____________

143

I. b Sagen Sie es hflicher:

10 Punkte
1. Raus mit den Haustieren aus diesem Haus!
2. berall stinkt nach Ihrem Mll!
3. Es gibt auch Restaurants zum Feiern!
4. Ihre Kinder schreien den ganzen Tag!
5. Der Innenhof ist kein Parkplatz!
I. c Sie haben Probleme mit Ihren Nachbarn und wollen auf keinem Fall zu einem Streit kommen. Schreiben
Sie 5 Wege, die zur Lsung des Problems fhren knnten.
10 Punkte
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
II. a Lesen Sie folgenden Text und charakterisieren Sie die zwei Personen (2 Adjektive/ Person; 4 x 3,00
Punkte = 12 Punkte). Finden Sie dann Antonyme zu den Adjektiven und schreiben Sie damit 4 Stze (4 x 4,00
Punkte = 16 Punkte).
Ein Franzose ritt eines Tages auf eine Brcke zu, die ber ein Wasser ging und so schmal war, dass sich zwei
Reitende kaum darauf ausweichen konnten. Ein Englnder ritt von der andern Seite auf die Brcke zu. Als sie auf
der Mitte zusammentrafen, wollte keiner dem andern Platz machen. Ein Englnder geht keinem Franzosen aus
dem Weg, sagte der Englnder. Par Dieu, erwiderte der Franzose, mein Pferd ist auch Englnder. Es ist schade,
dass ich hier keine Gelegenheit habe, es umzukehren und Euch seinen Stumpfschweif zu zeigen. Also lasst doch
wenigstens Euern Englnder, auf dem Ihr reitet, meinem Englnder, wo ich drauf reite, aus dem Wege gehen.
Euerer scheint ohnehin der jngere zu sein; meiner hat noch unter Ludwig XIV. gedient, in der Schlacht bei
Kferolse Anno 1702.
Allein der Englnder machte sich wenig aus diesem Einfall, sondern sagte: Ich kann warten. Ich habe jetzt die
schnste Gelegenheit, die heutige Zeitung zu lesen, bis es euch gefllt, Platz zu machen. Also zog er kaltbltig,
wie die Englnder sind, eine Zeitung aus der Tasche, wickelte sie auseinander wie ein Handtuch, und las darin eine
Stunde lang, auf dem Ross und auf der Brcke, und die Sonne sah nicht aus, als wenn sie den Toren noch lange
zusehen wollte, sondern neigte sich stark gegen die Berge. Nach einer Stunde aber, als er fertig war und die Zeitung
wieder zusammenlegen wollte, sah er den Franzosen an und sagte: Eh bien! Aber der Franzose hatte den Kopf
auch nicht verloren, sondern erwiderte: Englnder, seid so gut, und gebt mir jetzt Eure Zeitung auch ein wenig,
dass ich ebenfalls darin lesen kann, bis es Euch gefllt auszuweichen.
Als aber der Englnder diese Geduld seines Gegners sah, sagte er: Wisst Ihr was, Franzos? Kommt, ich will Euch
Platz machen. Also machte der Englnder dem Franzosen Platz. (Johann Peter Hebel: Gute Geduld)
II: 20 Min.; 28 Punkte
III. Sie haben eine Anzeige in einer Zeitung gelesen, die Werbung fr ein Hotel in den Alpen macht.
Sie fahren hin und stellen fest, dass die Realitt mit der Werbung nichts zu tun hat. Was
wrden Sie der Gastgeberin vorwerfen?
Schreiben Sie ihr einen Brief und drcken Sie Ihre Stimmung nach dem Aufenthalt in diesem
Hotel aus. (100 Wrter)
III: 20 Min.; 30 Punkte
Die Benotung beginnt mit 10 Punkten

144

Soluii
1.a Rspunsuri posibile: schreiende Kinder; Haustiere in der Wohnung; schmutziges Treppenhaus; laute Musik.
1.b Rspunsuri posibile: Haustiere sind in unserem Haus verboten./ Wollen Sie bitte den Mll richtig lagern!/
Wenn Sie bis spt feiern wollen, bitten Sie die Mitbewohner um Erlaubnis!/ Ihre Kinder knnten mehr Zeit auf dem
Sportplatz verbringen!/ Sie knnten Ihr Auto in die Garage fahren, so htten wir mehr Platz im Hof.
1.c Rspunsuri posibile: Probleme konkret ansprechen; tolerant sein; neutrale Reaktionen haben; hflich sein;
Kompromisse machen.
2. Rspunsuri posibile: Adjektive stolz/ hochnsig/ geduldig/ kreativ. Antonyme scheu, bescheiden/
schchtern/ ungeduldig/ geistlos.
Obiectivele testului
Testul n totalitatea sa urmrete evaluarea unor valori i atitudini, a capacitii de raportarea critic la o situaie
dat, a capacitii de a accepta diferenele de gndire i de a manifesta toleran.
Accentul este pus pe nelegerea i producerea de mesaje n limba german (itemi semiobiectivi i subiectivi).
-

Nivelul este B1.

Exerciiul I.a: vizeaz verificarea cunotinelor de vocabular specifice temei itemi obiectivi.
Exerciiul I.b: verific utilizarea unor acte de limbaj adecvate situaiei itemi semiobiectivi.
Exerciiul I.c: verific acte de limbaj n domeniul exprimrii unei opinii personale itemi subiectivi.
Exerciiul II: verificarea nelegerea unui text citit i a unor unor elemente de vocabular, capacitatea de a
caracteriza o persoana, precum i utilizarea elementelor de construcie a comunicrii itemi obiectivi.
Exerciiul III: cere redactarea unui text de aprox. 100 de cuvinte (cu limit de timp) pornind de la un impuls
verbal i verific transferul i medierea mesajelor item subiectiv.

Test 2
Test de evaluare sumativ, nivel B2
Coninuturi: Cultur i civilizaie german
1. Verbinden Sie, was zusammen gehrt!
(10 Min.; 16 Punkte)
a. Wann begann der Zweite Weltkrieg?
b. Wann kapitulierte die deutsche Armee?(Monat / Jahr)
c. Wann genau wurde die Bundesrepublik Deutschland
gegrndet?(Jahr)
d. Wann wurde die Berliner Mauer gebaut?
e. Wann genau fiel die Berliner Mauer?
f. Wann wurde aus beiden deutschen Staaten wieder ein Land?
g. Ab wann genau war die D-Mark Zahlungsmittel in der DDR?
h. Wann feiern die Deutschen ihren Nationalfeiertag?
a

A. 1949
B. 3. Oktober
C. 9. November 1989
D. 1939
E. Mai 1945
F. August 1961
G. 1. Juli 1990
H. 3. Oktober 1990
f

2. Lesen Sie den Text und whlen Sie das passende Wort aus!
(10 Min.; 20 Punkte)

145

Insgesamt leben hier etwa fnf Millionen Mnner/ Menschen/ Frauen (1). Die grten
Stdte/Grostdte/Bundeslnder (2) im Ruhrgebiet sind Dortmund und Essen. Die Region hat ihren Namen vom
Berg/ Wissenschaftler/ Fluss (3)Ruhr.
Vor 200 Jahren lebten hier nur wenige Leute, die meisten waren Ingenieure/ Bauern/ Arbeiter (4). Dortmund war
mit mehr als 5.000 Bergwerken/ Einwohnern/ Husern (5) eine der grten Stdte. Heutige Grostdte wie
Gelsenkirchen waren kleine Drfer. Weil es im Ruhrgebiet viel Kohle gab, wurde die Region in der Zeit der
Industrialisierung sehr wichtig. In Bergwerken wurde die Kohle aus der Erde gefrdert. In der Nhe wurden
Stahlwerke und andere Huser/ Bros/ Fabriken (6) gebaut. Durch die Industrie kamen viele Arbeiter/
Touristen/ Bauern (7) ins Ruhrgebiet. Die kleinen Drfer wurden in kurzer Zeit zu Metropolen/ Grostdten/
Hauptstdten (8) . Bochum hatte im Jahr 1800 noch 2200 Einwohner. Einhundert Jahre spter lebten hier schon
65.000 Menschen und 1905 sogar 117.000. Seit 1960 litt die Industrie im Ruhrgebiet immer strker unter
wirtschaftlichen Manahmen/ Umstnden/ Krisen (9). Die Bergwerke frderten weniger Kohle und viele
Stahlwerke mussten schlieen. Im Jahr 2009 gab es nur noch vier aktive Bergwerke/ Drfer/ Arbeiter (10).
Das Ruhrgebiet ist im Jahr 2010 unter dem Namen RUHR.2010 neben Pcs (Ungarn) und Istanbul
Kulturhauptstadt Europas.
3. Hren Sie, was zwei Wendekinder erzhlen und kreuzen Sie die passende Variante an.
(10 Min.; 20 Punkte)
richtig

falsch

1. Christina hatte eine glckliche Kindheit aber es waren zu viele Steine

auf dem Weg nach Hause.
2. Die vormilitrische Erziehung hat ihr Spa gemacht.
3. Sie war gut in Fremdsprachen und wollte eine Spezialschule besuchen.
4. Die Wiedervereinigung Deutschlands fand sie prioritr.
5. Die Wende hat viel Gutes in ihrem Leben gebracht.

4. Beschreiben Sie das Bild und stellen Sie sich vor, was hinter dieser Mauer und den zwei Fenstern steckt.
Schreiben Sie eine kurze Geschichte zum Bild. (mindestens 100 Wrter; Zeit: 20 Min.; 34 Punkte)

Die Benotung beginnt mit 10 Punkten.

Soluii

146

1.
a
D

b
E

C
A

d
F

e
C

f
H

g
G

h
B

2.
1 Menschen; 2 Stdte; 3 Fluss; 4 Bauern; 5 Einwohnern; 6 Fabriken; 7 Arbeiter; 8 Grostdten; 9
Krisen; 10 Bergwerke.
3.
1 f; 2 f; 3 r; 4 f; 5 r.
Transkript
Das geteilte Leben
Die sogenannten Wendekinder haben die erste Hlfte ihres Lebens in der Diktatur der DDR erlebt die andere
Hlfte im wiedervereinigten demokratischen Deutschland. Als die Mauer fiel, waren sie Kinder oder Teenager
heute sind sie um die 30 Jahre alt. Wie sehen sie die Wende im Rckblick?
Christina Z., 34, Fr mich htte sich die Situation verschrft
Ich komme aus dem Prenzlauer Berg in Berlin, der in meiner Kindheit sehr grau war. Wenn ich an die Schulzeit
denke, fallen mir die jhrlichen 'Manver' meiner Schule ein. Wir mussten uns in Gruppen im Wald orientieren,
'Verletzte' tragen usw. Das war vormilitrische Erziehung und mir damals schon suspekt. Ich habe frh gewusst,
dass es auf der einen Seite Leute wie meine Familie gibt, die kirchlich sind, und auf der anderen Seite die
'staatlichen' Leute, wie ich es als Kind nannte. Mir war bewusst, dass sie mir gefhrlich werden konnten und dass
ich aufpassen musste, was ich sagte. Einmal wurden mir aus politischen Grnden Steine in den Weg gelegt. Ich war
in der achten Klasse und wollte auf eine Sprach-Spezialschule wechseln, wo man das Abitur machen konnte. Aber
meine Bewerbung wurde trotz des Einser-Zeugnisses 'aus Mangel an Pltzen' abgelehnt. Nach der Wende fand mein
Vater den eigentlichen Grund heraus: Er hatte sich einmal ber dmmliche uerungen meiner
Staatsbrgerkundelehrerin beschwert! Ich denke, die Situation htte sich fr mich irgendwann verschrft. Aber es
kam ja die Wende. Da gab es auf einmal einen Raum, wo die Leute frei diskutierten, wie es mit der DDR
weitergehen sollte. An die Wiedervereinigung Deutschlands hat damals brigens niemand gedacht. Als ich 1989
von Westdeutschen einmal nach meiner Meinung dazu gefragt wurde, schockierte mich diese Frage zutiefst. Ich
war dann aber dankbar fr die rasante Entwicklung, durch die ich 'Westgeld', also die D-Mark, hatte und durch die
ich im Westen studieren konnte. Heute kann ich sagen, dass alles, was passiert ist, fr mich ein groes Glck war.
Die Wende kam fr mein Leben genau zum richtigen Zeitpunkt.
(Textquelle: http://www.goethe.de/ges/pok/dos/dos/mau/erf/deindex.htm)
4. Barem
Descrierea imaginii: 10 p
Coerena povestirii: 6 p
Creativitate: 8 p
Corectitudinea exprimrii i utilizarea unui vocabular adecvat: 10 p
Obiectivele testului
-

Nivelul este B2.

Exerciiul 1: vizeaz verificarea cunotinelor de cultur i civilizaie german prin itemi obiectivi.
Exerciiul 2: verificarea nelegerea unui text citit i a unor unor elemente de vocabular prin itemi obiectivi.

147

Exerciiul 3: verific nelegerea dup auz prin itemi obiectivi.

Exerciiul 4: cere redactarea unui text de aprox. 100 de cuvinte (cu limit de timp) pornind de la un impuls
vizual i verific folosirea productiv a limbii germane (item subiectiv).

Test 3

Evaluare Sumativa B1

I Lesen Sie zuerst den Zeitungsartikel und lsen Sie dann die fnf Aufgaben zum Text.

Partnerschaft fr saubere Energie

Sonne, Wind,und Wasser sind Energiequellen, die oft noch nicht ausreichend genutzt werden:
Deutschland untersttzt die nachhaltige Energieversorgung auch in anderen Lndern
Windkraft fr gypten, Erdwrme fr Kenia, Biogas fr Nepal, Wasserkraft fr Indonesien: vier Lnder,
vier Beispiele fr internationale Energiepartnerschaften mit Deutschland. Das Ziel dieser Kooperationen:
die erneuerbaren Energien und die Energieeffizienz zu frdern. Weltweit, schtzt die Internationale
Energieagentur, wird der Energieverbrauch steigen. Auch in den Entwicklungslnder ist der Energiebedarf
gro. Dort leben rund zwei Milliarden Menschen ohne Energie. Sie kochen und heizen mit Holz oder
Holzkohle. Sie wohnen in lndlichen Bebieten Afrikas, Asiens oder auch in einigen Regionen
Lateinamerikas, wo die Energiesysteme teils veraltert sind oder es gar nicht Strom gibt. Gerade fr diese
Regionen bieten Sonne, Wind und Wasser klimafreundliche Energiequellen mit groem Potenzial.
Weltweit werden 132 Projekte gefrdert.
Solareneergie und moderne Kraftwerke (= centrale) in China. Die wirtschaft boomt. China erlebt
ein enormes Wachstum. Das Land muss den enormen Energiebedarf seiner Industrie und seiner 1,3
Milliarden Einwohner stillen. Doch nicht fr alle in China gehrt Strom zum Alltag. In den dnn
besiedelten Provinzen leben immer noch 30 Millionen Menschen ohne Strom. Das soll sich ndern- mit
Hilfe erneuerbarenr Energien. Bis 2010 soll niemend in China mehr auf Strom verzichten mssen, den
dann Kleinkraftwerke mit Sonnen- Wind- und Wasserenergie liefern. Untersttzung kommt auch aus
Deutschland. Die Gesellschaft fr Technische Zusammenarbeit hilft bei der Einrichtung der Anlagen und
dabei, dass ein Markt fr erneuerbare Energie entstehen soll.
(Deutschland 3/ 2007, S.18-29, leicht bearbeitet und gekrzt)
1. Vier Lnder, vier Beispiele
a) fr internationale Energiepartnerschaften mit Deutschland.
b) fr menschliche Zusammenarbeit.
c) fr die falsche Methode etwas zu beginnen.
2. Das Ziel dieser Kooperationen:
a) der Bau neuer Atomkraftwerke.
148

b)totale Kontrolle ber andere Mrkte

c)die erneuerbaren Energien und die Steigung der Effizienz.

3. Gerade fr diese Regionen bieten

a) Sonne Mond und Wasser ideale Bedingungen
b)Sonne, Wind und Wasser klimafreundliche Energiequellen mit groem
Potenzial.
a) die menschliche Aktivitten optimale Bedingungen.
4. China erlebt ein enormes Wachstum und
a) muss seinen riesigen Strombedarf decken
b) soll keine Kraftwerke bauen
c) setzt nur auf klassische Resourcen
5. Bis 2010 soll niemend in China mehr
a) auf Strom verzichten mssen, den dann Kleinkraftwerke mit SonnenWind- und Wasserenergie liefern.
b) auf moderne elektrische Gerte verzichten.
c) Auf moderne Technologie verzichten.
II. Ergnzen Sie die Lcken sinngems
Wer nicht sehr genau hinsieht, (1) Willard Wigans Mikrokunstwerke wahrscheinlich verpassen.
Selbst mit einer Luppe sind sie verschwindend klein. Und bei jedem Atemzug ..(2) die Gefahr, sie
auer Sichtweite zu blasen. Denn sehr viele von Mr. Wigans Figuren passen in ein Nadelhr. Wie das
sprichwrtliche Kamel. In sorgfltiger Przisionsarbeit entstanden so schon Schneewittchen und die
sieben Zwerge, die amerikanische Freiheitsstatue oder Shakespeare neben vielen anderen .
Kunststcke, bei einer (3) von nicht mal einem Millimeter!
Bereits im Alter von fnf Jahren entdeckte Mr. Wigan sein Talent, winzige Gebilde zu formen. Heute
arbeitet er sehr ernsthaft mit seiner Begabung. Damit so ein klitzekleines (ganz kleines) Kunstwerk
entsteht, ..(4) er oft 24 Stunden durch; ganz fr sich und abgesondert in seiner Wohnung auf dem
Land. In der Stadt .(5) die Erschtterungen durch den Verkehr zu stark. Manches Objekt verlangt
den Knstler einige Monate, um es fertig ..(6) stelllen. Wiederholt muss Mr. Wigan whrend seiner
Arbeit .(7) drei Minuten die Luft anhalten. .( 8) Luftzug und die Arbeit von Wochen wrde
zerstrt sein.
Die Materialien, mit denen er schnitzt und baut, bestehen .(9 ) winzigen Stckchen Sgemmehl
(rumegus), dem Flgel einer Fliege, Zuckerkrnchen oder die Fden eines Spinnennetzes.
Ungewhnlich sind auch seine .(10), kleine Glasscherben oder ein einzelnes Wimpernhrchen
als Pinsel.
Fr all jene, die sich Zeit nehmen, Mr. Wigans Skulpturen zu betrachten, hat er auch eine Botschaft:
Unterschtze niemals die anderen.

149

( J Jugendmagazin, Mai 2002, leicht bearbeitet und gekrzt)

III. Was passt? Ordnen Sie zu

1.Familienanschluss

a) ein Gesprch fhren

2. die mittlere Generation

b) Hier knnen Kinder spielen.

3. Seniorenzentrum

c) Hilfe bekommen

4. Kinderbetreung

d) Menschen zwischen 30 und 60 Jahre

5. Spielplatz

e) Hier treffen sich ltere Menschen

6. Ein-Eltern-Familie

f) engen Kontakt zur Familie haben.

7. Kleidungsstck

g) sich auf jemanden verlassen

8. Untersttzung bekommen

h) Man kmmert sich um Kinder

9. sich austauschen

I) was man anzieht

10. Zuverlsssigkeit

j) Kinder leben bei der Mutter oder

beim Vater

IV. Bescreiben Sie kurz ihren Traumurlaub. Fnf Stze.

V. Sie haben bei einem Besuch in Bremen einen Freund kennen gelernt. Er hat Ihnen einen Brief
geschreiben.
Liebe(r)..,
Wie geht es dir? Ich habe schon lange nichts mehr von dir gehrt. Deshalb schreibe ich dir heute.
Auerdem habe ich eine nette berraschung fr dich: ich bekomme doch meinen Urlaub in Juni. Da
wollte ich wissen ob deine Einladung noch gltig ist? Ich wrde dich gerne besuchen und dabei deine
Familie und dein Land kennne lernen. Ich war noch nie in Rumnien und so bin ich neugireig wie es dort
aussieht.
Hier bei uns regnet es gerade. Wie ist es bei euch? Trotzdem muss ich mit Tim, unser Hund, hinaus
gehen. Knnte ich ehn mittbringen?
Ich freue mich auf deine Antwort!
Liebe Gre!
Walter
Schreiben Sie Ihrem Bekannten einen Antwortbrief, folgende Punkte enthlt:
- wiederholen Sie die Einladung
- erklren Sie Walter wie er sich vorbereiten kann
150

was knnte man gemeinsam unternehmen

wie stehen Sie zum Thema Hund mittbringen.

Vergessen Sie auch Datum und Anrede nicht.

Solutii si bareme:
I 1. a

2. c 3. b

4. a

5. a

5 x 2=10 puncte
II 1wird, 2. besteht, 3. Gre, 4 verbringt, 5 sind, 6 zu, 7 fr, 8 Ein, 9 aus, 10 Werkzeuge.
10 x 2 = 20 punce
III. 1 f, 2 d, 3 e, 4 h, 5 b, 6 j, 7 e, 8 c, 9 a, 10 g
10 x 2= 20 puncte
IV. 10 puncte
V. 30 de puncte
Testul urmareste testarea cunostiintelor elevilor pentru nivelul de B1; itemii acopera aproape toate
competentele oferind elevilor si posibilitatea de a fi creativi.
Test 4

Evaluare sumativa A1 - primul an de studiu (de exemplu clasa a V-a L2)

I.Wie ist es richtig ? Kreuzt (x) an! (Cum este corect)
1. Wie heit du?
a) Sie heit Petra.
b) Wir heien Popescu.
c) Ich heie Ralf .

2. Wo wohnst du?
a) Ich wohne in Temeswar.
b) Du wohnst in Arad.
c) Er wohnt hier.

3. Wie heit sie?

a) Sie heit nicht.
b) Sie heit schnell.
c) Sie heit Anita.

4. Bist du ein Schler ?

a) Ja, ich bin Lehrer.
b) Ja, ich bin Schler.
c) Hier!

5. Hast du mein Heft?

a) Ja, er ist.
b) Ja, du hast sie.
c) Ja, ich habe es.

6. Wie lernst du?

a) Buch.
b) Gut.
c) Wir.

7. Wo ist dein Freund?

a) Er ist im Hof.
b) Ja, er ist.
c) Nein er ist nicht .

8. Was macht ihr?

a) Wir spielen.
b) Nein, wir nicht.
c) Ja, wir.

9. Schmeckt dir Pizza?

10. Wann ist August?

151

a) Ja, sicher !
b) Ja, ich habe.
c) Ja, sie ist .

a) Im Frhling.
b) Im Sommer.
c) Im Winter.

11. Magst du Computerspiele?

12. Wann kommst du?
a) Nein !
a) Nicht.
b) Ich esse sie.
b) Heute.
c) Ja, natrlich!
c) Ja, du kommst.
II. Schreibt 5 Stze mit folgenden Wrter (Scrie 5 propozitii folosind urmatoarele cuvinte)
Gromutter lieb
wohnen
Temeswar
und
Grovater
sind Sie
ich
in
mag Pizza Du
spielst
Vater
Gitarre
ist
in
Berlin
III. Was antwortest du? (Ce raspunzi?)
a. Wie heit du? ..
b. Wer ist hier?
c. Was ist in der Kche?
d. Was magst du? ......
e. Was magst du nicht? ............
IV Richtig oder falsch? (Adevarat sau fals?)
R
/
F
a. Du bist Theodor.
b. Petra ist fnf Jahre alt.
c. Du kommst aus Berlin
d. Hannes und Uwe spielen gut Fuball.
e. Oma und Opa sind in Wien.
Barem de notare:
Ex .1: 1 c. 2 a, 3 c, 4 b, 5 c, 6 b, 7 a, 8 a, 9 b, 10 c, 11 c, 12 b
12 puncte
Ex. 2: 5 puncte pentru toate propozitiile corecte. Se scade cate un punct pentru
fiecare propozitie incorecta ( incorect inseamna o topica incorecta, formulare
nepotrivita, combinatii de cuvinte care nu se potrivesc.)
Ex.3: 10 puncte pentru toate raspunsurile corecte. Se scad puncte pentru
raspunsurile care nu corespund intrebarilor si care nu sunt construite inteligibil.
Ex. 4: a F, b R, c F, d R, e F
5 puncte
Total 32 de puncte

152

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