la centrul nr 3 din iasi s-a dat asa: 1. Consider the following text: "he said to her one day...

his preferences" (henry james, the portrait of a lady a contextualise the text from a historical and cultural point of !iew ,1" points how can u introduce h james#s major themes starting from this text$ , 1" points c enlarge on its rele!ance in connection with two other literary productions (irrespecti!e of the period focused on society#s attitude towards women, 1" points d define the concept of "open- ended %uestioning" and explain how it can &e used in teaching this text, ' points e how will u introduce the new !oca&ulary in the text &y using lexical-sets and the lexical relationships of synonyms and antonyms$, 1" points f starting from the text a&o!e, organise an acti!ity integrating two complementary s(ills: 1, specify the o&jecti!es and the estimated time, ' points ), descri&e the management of the class in each stage* 1" points 3, specify the teacher#s role in each stage. 1" points

su&iectul ). major and minor means of word formation, 1" points 3, the plural of nouns and the agreement &etween the predicate and the su&ject, 1" points

sper sa !a fie de folos* astept sa aflu si eu su&iectele din alta parte* la alt centru din iasi s-a dat he

Centrul +. ,oga -i&iu, 1. iulie -u&iectul 1: /rimele 3 paragrafe din 0uc( 1inn... , a Contextuali2e... (1" p , & 3naly2e the narrati!e point of !iew chosen &y 4ar( 5wain to enhance the !erisimilitude of the no!el (1" p , c 6e!ise a text-related tas( mentioning o&jecti!es, stages, timing and interaction at ad!anced le!el (1" p . -u&iectul ): 7elati!e clauses and non-finite clauses - a 6efining and non-defining relati!e clauses (definition and examples (. p , & 7elati!e pronouns introducing relati!e clauses (use and examples (8 p , c 9on-finite clauses containing and -:9, clause (use and examples (8 p , d 6e!ise an acti!ity to introduce defining and non-defining relati!e clauses to a class of upper-intermediate le!el - specify the o&jecti!es and the estimated time and descri&e the stages of the acti!ity (1"p -u&iectul 3: 6e!ise a three-stage se%uence of acti!ities to impro!e listening s(ills at ad!anced le!el (3" p

Centrul -aliste -i&iu, 8 iulie -u&iectul 1: 0emingway#s short story +ld man at the &ridge, a Contextuali2e the text from a historical and cultural point of !iew (1" p , & 6iscuss its rele!ance in connection with other contemporary literary productions. (1" p , c ;ou are supposed to use this text in one of your classes - define your target group:

form as a gerund and?or as a present participle 1" p :. d >xplain the concept of lead-in and dwell on what you would do to arouse your students< interest in this particular text (1" p .ma(ing extention to the no!el* 3.eu asa am facut si cred ca a fost &ine @a gramatica: conditionals-type 3. pre-r.. dupa aia warm-up.. e :dentify the new !oca&ulary in the text a&o!e . un fragment din "5he /ortrait of a @ady"(Aenry Aames :> /7>3 @B9. warm-up.)""8 . specify the teacher<s role and the results of the acti!ity (1' p -u& ): /resent and exemplify four strategies a teacher might use when faced with students< grammar errors 1" p -u& 3: 9ame and exemplify ten ways of expressing future 1" p -u& . timing.. organi2e an acti!ity integrating two complementary s(ills .... tas(ul era organi2area unei conferinte de presa cu supra!etuitorii.-tarting from the text a&o!e .>-* --/>C:1.de!ise an acti!ity that you would use to teach the selected !oca&ulary (1" p .: -pecify and illustrate ten uses of the -:9. f -tarting from the text a&o!e. etc -su&iectele de lim&a engle2a de la centrul de examen nr 15 din Cluj-Napoca ("G..deci recapitulau si 3rd type conditional. descri&e the stages of the acti!ity.si tre&uiau sa puna intre&ari de genul what would you ha!e done if.pana la. C3 -3-@ /+5 -C7:> 3CB4*!oi da inceputul si sfarsitul "0e had his ideal just as she had to ha!e hers. 1.write a lesson plan to teach /3-5 />71>C5 contrasted with -:4/@> /3-5*()" p --535> 50> +DA>C5:E>-* -6>-C7:D> 50> -53. 50> 5>3C0>7C.am mentionat numai. (literatura are insumat '" puncte ::.(1" p Gorj08-3m a!ut @ord of the 1lies.7+@> 396 1>>6-D3CF* :E.. class profile and course = justify your choice (' p . iar post readingul am detaliat cu o&iecti!e..: dentify the :1 C@3B-> in the text and illustrate all types of conditional clauses. while-reading(astea le-am mentionat numai si am descris mai in detalii post-readingul. Consider the following text: ":n the room where the dressing ta&le stood.present the narrati!e techni%ue and 0enry AamesCs contri&ution to the de!elopment of the no!el* define the target group and the age le!el for presenting the text and design ) acti!ities you would use."G. and where the wax candles &urnt on the wall.present the portrait of the @ady as it appears in the excerpt.:dentify ' new !oca&ulary items in the text a&o!e and de!ise 3 types of acti!ities that you would use to teach selecti!e !oca&ulary(1"p :::. : found 4iss .-pecify the o&jecti!es and the estimated time. unreal past(asta ha&ar nu am ce-i -i la metodica: types of tests 6a.la text related tas( am scris ce stiu deja ele!ii. prereading..focussing on reading comprehension and writing s(ills.define the theme and the point of !iew of the narration )..students< le!el..she had pleased him" poate gasiti fragmentul 1.

. :t will not surprise you.0a!isham and >stella* 4iss 0a!isham seated on the settee near the fire. Hrite a&out three major stages in teaching producti!e s(ills and gi!e examples for each of them.." (... >stella was (nitting. that she percei!ed : had disco!ered my real &enefactor. from the loo( they interchanged.Centrul nr 3 . Charles 6ic(ens a. specify and illustrate at least ' types of !oca&ulary practice acti!ities -IASI.)" points c. said 4iss 0a!isham.. : as unhappy as you can e!er ha!e meant me to &e. >stella.descri&e a text-related tas( within timing and o&jecti!es at upper-intermediate or ad!anced le!el ). "Hhat : had to say to >stella.pana la ": don#t want to go any further..specify and illustrate types of conditional clauses 3.in a few moments.... 4odal !er&s expressing o&ligation. : will say &efore you. ()"" words . ... . 3ngel.1' points -judetul harghita.. 7efer to uses and illustrate ith examples . Contextuali2e the text from a historical and cultural point of !iew .discuss the rele!ance of the text. as plainly as if she had told me in the dum& alpah&et. 6e!ise a text-related tas( mentioning o&jecti!es ) a.. : deri!ed that.a. and &oth saw an alteration on me. contextuali2e the text from the historical and cultural point of !iew &. and then going on.." . "&lows you here... : saw that she was rather confused.. 7efer to the narrati!e techni%ue ? point of !iew and to the character portrayal used in this literary wor( (Choose one of the characters .. in comparison with other contemporary literary productions c.. : fancied that : read in the action of her fingers. it will not displease you.... and 4iss 0a!isham was lo(ing on. 30!0"!08 Su#iectul I Consider the following text: "4rs. in tterms of style and content... >xpressing lac( of necessity and prohi&ition. pausing a moment in her (nitting with her eyes upon me.. and >stella on a cushion at her feet.reat >xpectations. she said stretching out her hand for his"(5homas 0ardy-5ess 1..)" points &. I. odorheiu secuiesc(judet pilot08 5extul:1eeling sideways.1" points &.. 5hey &oth raised their eyes as : went in. /ip$" 5hough she loo(ed steadily at me. . "3nd what a wind".. presently . 4iss 0a!isham..J in the triumph and the jingle and the strange high singing of some aeroplane o!erhead was what she lo!ed* life* @ondon* this moment of Aune..1" points 3. 6alloway said she would &uy the flowers herself.

ieri 1. )"p &.)" lines . Hoolf. a. "4rs. in which to integrate most of the language s(ills. 3! . 1'p )." (1.reat . the institution.(E." 0umpty 6umpty continued thoughtfully.)" lines 1"p &. 1"p 3." .IASI.ats&y" a.!ariety and flexi&ility . 10p Su#iectul III 3! -pecify the two &asic principles go!erning lesson planing and the three main areas teachers should (now &efore planning their classes. (1' . >xplain and illustrate the use of tenses after wish. #! >xplain the difference in aspect of the two tenses.&NG'&(A.the jo& of teaching. "the jo& of teaching". 1'p . in comparison with other literary productions. style and content.. 10p #! 6iscuss the rele!ance of the text. Centrul nr! 15. 15p $are%ul pentru su&iectul de mai sus mentiona ce!a foarte ciudat.. "they ga!e it me . )!0)!08. Centrul 1G. 3nd the three main areas as 7oxana said.. -cott 1it2gerald.3" lines )"p c. >nlarge upon error correction strategies.. -pecify and illustrate the !alues of the /resent /erfect -imple and Continuous. 3s soon as : arri!ed : made an attempt to find the host. 6e!ise a text-related tas( within timing and o&jecti!es at upper-intermediate le!el.for an un-&irthday present. ()" . the students 7: 5he most important principles &ehind good lesson planning are" !ariety" and "flexi&ility". "the institution" and "the student". 6alloway" a! Contextuali2e the text from a historical and cultural point of !iew. Consider the following text: "5here was music from my neigh&our#s house through the summer night. Contextuali2e the text from a historical and cultural point of !iew. 15p Su#iectul II a! -pecify and illustrate the !alues of the /3-5 -:4/@> and those of the /3-5 C+95:9B+B-. "5he . (1' . as he crossed one (nee o!er the other and clasped his hands around it. IASI. 0p !. &NG'&(A 1! Consider the following text: " "5hey ga!e it me. ()"-3" lines 0p c! 6e!ise a text-related tas( within timing and o&jecti!es at upper-intermediate le!el. 6iscuss the rele!ance of the text in terms of narrati!e techni%ue. . in terms of style and content. in defining the character(s .

and where the wax candles &urnt on the wall. "Hhat : had to say to >stella... 10p c! . and 4iss 0a!isham was lo(ing on.. and &oth saw an alteration on me. 15p 3! -pecify and define at least three types of tests and the characteristics of good tests. 15p Daremul e de asemenea foarte interesant. "3nd what a wind". class profile and course and justify your choice. :n ce pri!este alte materii. presently ." (.. 6efine your target group (students# le!el. it will not displease you. " (@ewis Carroll .. daca am sa ma simt suficient de &ine am sa incerc sa iau si de acolo &aremele sa le poste2. 10p #! 6iscuss its rele!ance in connection with other contemporary literary productions. "&lows you here.lass" a! Contextualise the text from a historical and cultural point of !iew.. 6oar de la matematica nu-ti dai seama de nimic.. 5p ! -pecify and illustrate the differences &etween defining and non-defining relati!e clauses. as plainly as if she had told me in the dum& alpah&et. from the loo( they interchanged. :t will not surprise you. . pausing a moment in her (nitting with her eyes upon me. 10p *! -tarting from the text a&o!e. 5hey &oth raised their eyes as : went in. said 4iss 0a!isham. and then going on. Consider the following text: ":n the room where the dressing ta&le stood.. : deri!ed that.... /ip$" 5hough she loo(ed steadily at me..ou are supposed to use this text in one of your classes.reat >xpectations. : fancied that : read in the action of her fingers. 6e!ise an acti!ity that you would use to teach the selected !oca&ulary. de!ise an acti!ity integrating two complementary s(ills: (i specify the o&jecti!es and the estimated time* 5p (ii descri&e the stages of the acti!ity* 10p (iii specify the teacher#s role and the results of the acti!ity. in rest sunt destul de detaliate -su&iectele de lim&a engle2a de la centrul de examen nr 1' din Cluj-Napoca (0)!0)! 008+! 1. >stella...."5hrough the @oo(ing .in a few moments. and >stella on a cushion at her feet. : will say &efore you... dar mi-e prea somn acum sa-l scriu. that she percei!ed : had disco!ered my real &enefactor... 5p d! 6efine the concept of lead-in and dwell on what you would do to create expectation and arouse your students# interest in this particular text....(3lice didn#t !enture to as( what he paid them with* and so you see : can#t tell you.. 4iss 0a!isham.. >stella was (nitting... 5p e! :dentify the new !oca&ulary in the text a&o!e. Charles 6ic(ens . : as unhappy as you can e!er ha!e meant me to &e.. : saw that she was rather confused... : found 4iss 0a!isham and >stella* 4iss 0a!isham seated on the settee near the fire.

5he roles of the teacher -Centrul . 1.: -pecify and illustrate ten uses of the -:9. class profile and course = justify your choice (' p .)" points &. (1" p . >xpressing lac( of necessity and prohi&ition.)" points c. Contextuali2e the text from a historical and cultural point of !iew .a 6efining and non-defining relati!e clauses (definition and examples (. iulie -u&iectul 1: /rimele 3 paragrafe din 0uc( 1inn.. (7ada Dalan. clause (use and examples (8 p . c 9on-finite clauses containing and -:9. form as a gerund and?or as a present participle 1" p ). c .ou are supposed to use this text in one of your classes . descri&e the stages of the acti!ity. 6e!ise a text-related tas( mentioning o&jecti!es. eu l-am mai citit pe /enny Br.1' points --i am aflat si su&iectul de ieri de la cluj. 7efer to uses and illustrate ith examples . >leonora +laru . . dar are un format putin mai atragator. stages. in sensul ca are di!erse exercitii . . e :dentify the new !oca&ulary in the text a&o!e . >l2a . 5he role of fate in the no!el.. -u&iectul ): 7elati!e clauses and non-finite clauses . c 3 text related tas( . timing and interaction at ad!anced le!el (1" p . organi2e an acti!ity integrating two complementary s(ills .! Goga Si#iu. 4odal !er&s expressing o&ligation. c 6e!ise a text-related tas( mentioning o&jecti!es. a Contextuali2e.1" points &. & 7elati!e pronouns introducing relati!e clauses (use and examples (8 p . . si ":n--er!ice 6istance 5raining Course for 5eachers of >nglish". f -tarting from the text a&o!e. specify the teacher<s role and the results of the acti!ity (1' p -u& ): /resent and exemplify four strategies a teacher might use when faced with students< grammar errors 1" p -u& 3: 9ame and exemplify ten ways of expressing future 1" p -u& ... a Contextuali2e the text from a historical and cultural point of !iew (1" p ./e langa 0armer..de!ise an acti!ity that you would use to teach the selected !oca&ulary (1" p . ()"" words . Contrasti!e approach: present perfect ?!s? past simple 6egrees of adjecti!es 3.specify the o&jecti!es and the estimated time and descri&e the stages of the acti!ity (1"p -u&iectul 3: 6e!ise a three-stage se%uence of acti!ities to impro!e listening s(ills at ad!anced le!el (3" p -Centrul Saliste Si#iu.a. d >xplain the concept of lead-in and dwell on what you would do to arouse your students< interest in this particular text (1" p . d 6e!ise an acti!ity to introduce defining and non-defining relati!e clauses to a class of upper-intermediate le!el . 1' points ) a.1" points 3. Hrite a&out three major stages in teaching producti!e s(ills and gi!e examples for each of them... 7efer to the narrati!e techni%ue ? point of !iew and to the character portrayal used in this literary wor( (Choose one of the characters . materials and timing at upper-intermediate le!el... ). & 3naly2e the narrati!e point of !iew chosen &y 4ar( 5wain to enhance the !erisimilitude of the no!el (1" p .. p . Cea din urma e aproape la fel cu 0armer.heorghiu.-pecify the o&jecti!es and the estimated time. 5ext din 5ess of the 6#Br&er!illes a Contextuali2a the text . (1" p . & 6iscuss its rele!ance in connection with other contemporary literary productions. de la centrul nr!1 (asa in mare : 1. 4ihaela 6ascalu. Cristina Ciuta...define your target group: students< le!el. Dritish Council. 8 iulie -u&iectul 1: 0emingway#s short story +ld man at the &ridge.

rammar of >nglish# &y 7andolph Muir(.-carlet letter (la ) centre .. -types of tests -ways of presenting grammar and ways of practicing it . )1L..ramatica lim&ii engle2e# (. +B/ (tot la Dritish Council #.#. >d.4el!ille cu 4o&y 6ic( :ar la metodica..""" 7+@ #:n--er!ice 6istance 5raining Course . @ongman (o gasesti la Dritish Council #3 /ractical >nglish .rammar Bsage# &y . #5he practice of >nglishlanguage teaching#. cred ca stocul editurii e epui2at iar pentru gramatica iti 43: recomand: #3 Bni!ersity .eoffrey @eech . .class management techni%ues -types of communicati!e acti!ities and teacher#s role in learner-centered class ... .-1arnoaga.""" 7+@ Su# in 00) uitandu-ma pe la judetele pilot...5he +ld 4an and the -ea -9. 0awthorne . Comisel.pt. >. >u 2ic ca merita sa o ai in &i&lioteca. la fel si pe 0armer. @ucman #3n 3-O >nglish .. /olirom.rammar# &y 5homson N 4artinet.""" 7+@ (se gaseste si in li&rarii...!ad ca au dat ca% asa: -la ) centre 5homas 0ardy cu 5ess.!oca&ulary teching techni%ues(la ) centre .. consolidarea a ceea ce implica capitolele de teorie. -i deocamdata nu am !a2ut nici un su&iect dat la examenele de titulari2are pe care sa nu-l gasesti in cartile astea Aeremy 0armer..0emingway . 'KK. @ongman...specialist recepti!e s(ills which readers and listeners employ .Eirginia Hoolf -4ar( 5wain . @ongman.)'.