OLIMPIADA DE LIMBA ENGLEZĂ– LICEU

ETAPA LOCALĂ - 15 FEBRUARIE 2020

CLASA a XI-a, SECȚIUNEA B
Varianta 2
BAREM DE CORECTARE ȘI NOTARE

SUBIECTUL A – USE OF ENGLISH (40p)

I. (7 x1p = 7p)
1B 2C 3D 4A 5B 6B 7A
II. (8 x 1p = 8p)
1 THE 2 WERE 3 ON 4 (AL)THOUGH 5 UP 6 SINCE/AFTER 7 ONE 8 WHOM

III. (10 x 1p = 10p)

1 ELITIST 2 MESSENGER 3 APPROACHING 4 INCORRECT 5 ANUALLY
6 DEDICATION 7 SUCCESSFULLY 8 CONSISTENTLY 9 HEALTHY 10 OVERWEIGHT
IV. (5 x 1p(0,5+0,5) = 5p)
1 … first time // they had (ever) seen …
2 … can’t have been Sam // who …
3 … no possibility of // me staying …
4 … was not until lunch time // that …
5 … put some off // losing weight was

V. (10p) – suggested answer

The girl was aware her mother would come to her if she knew, but she wasn’t waiting for her. She had
thought several times of sending somebody to her as soon as she felt better. “It doesn’t matter”- she kept
telling herself – “this will be over, too; why should I bother/disturb her for no reason? I was the one who
did this, I shall be the one to bear the burden!” But, every time she would remember/ remembered the
injustice that had been done to her, she could hardly feel her heart beating. Big teardrops would start/
started rolling down her cheeks and she would promise/ promised herself she would go to her mother’s
house the next day… just to hold her in her arms.
 Marking scheme for translation

Level of
achievement / Description
score

High / No errors in comprehension of the passage. Rendition of the passage into

Romanian conveys, as far as it is possible for a translated text, all aspects of the sense of
9-10 points
the original, including nuances of style, register, metaphor and cultural reference.
Good / Virtually no problems of comprehension of the passage. The Romanian
version shows flair in use of the language, which accurately renders the original in an
8-8.9 points
appropriate register. The student correctly identifies all points of difficulty in the translation
and shows imagination in dealing with them. Only one or two imperfections. Work which
would be judged as excellent or very good at the next highest level of study.
Low 1st / Fairly good comprehension of the passage; any problems are handled
resourcefully, resulting in a Romanian version that reads clearly and convincingly
7-7.9 points
with no mistranslations or awkwardness of style.
Low 2:1 / Good comprehension of the majority of structures and no significant
difficulties with vocabulary. Demonstrates sensitivity to the mismatch between
6-6.9 points
structures existing/in common use in the English and those existing/in common use in
Romanian. There may be a few mistranslations and one or two examples of
awkwardness of style.
Low 2:2 / Good comprehension of the majority of structures and vocabulary, but
attempts to overcome translation problems posed by the passage are not always
5-5.9 points
successful. Romanian version reads well but shows some areas of unsuitable register,
mistranslations and awkwardness of style. The student sometimes assumes wrongly that
a grammatical or idiomatic structure that exists in the language of study also exists, or is
in common use, in Romanian.
Low 3rd / General comprehension of a reasonable range of structures and vocabulary,
but with evidence of inability to handle some or the more difficult areas. Evidence of a
4-4.9
reasonable attempt to handle areas of difficulty should be awarded a mark at the top of the
range. Romanian version shows awkwardness and tendency to literal translation. Where
some of the Romanian lacks sense and there is a lack of ability to handle some basic
grammar in the language of study, the work should be awarded a mark at the bottom of the
range.
Fail / Satisfactory understanding of the original but shows inability to handle
relatively common structures and vocabulary. There may be serious misunderstanding of
2.5-3.9 points
part of the passage. The translation is literal, showing several instances of failure to
produce a comprehensible Romanian text.
Lowest fail / Understanding of a minority of the passage demonstrating inability to
comprehend basic grammatical structures and vocabulary in context. Romanian version not
0-2.4 points
able to convey the gist of the passage, lacks sense and is disjointed.

SUBIECTUL B –INTEGRATED SKILLS (60p)

I. (5 x 2p= 10p)
1A 2B 3A 4A 5B

II. (50 p)
 th
MARKING SCHEME FOR THE FOR-AND-AGAINST ESSAY - 11 Grade

Analytical criteria Exemplary Proficient Partially Weak Incomplete

Proficient
Points 10p 8p 6p 4p 2p

CONTENT The essay is The essay is The essay is The essay is The essay is
completely fairly completed, partially relevant faulty, wholly inadequate, there
is no thesis in the first
relevant to topic, the thesis in the to topic, there is including
paragraph, while the
all arguments introduction no thesis serious logical arguments lack logical
are well- being further formulated in the impediments development.
rounded and developed with first paragraph, in the
well-grounded, arguments which leads to understanding
developing the and relevant inconsistencies in of the
thesis of the ideas. the logical development
introduction; the development of of ideas.
conclusion arguments.
contains the
ORGANIZATION summary
There is of There is a fair There is partial There is Paragraphs are
AND COHESION complete logical completion of completion of the serious incomplete, with linking
connection of paragraph task. Paragraphs inconsistency devices, mechanics,
paragraphs due organization due are partially in the and length requirements
to a judicious to scarce misuse complete due to organization having been
use of linking of linking unfinished ideas of the disrespected.
devices, devices, and scarce use of paragraphs
mechanics, and mechanics, and linking devices, due to the
length length mechanics, and misuse of the
requirements. requirements. length linking
requirements. devices,
mechanics,
and length
requirements.

VOCABULARY A wide range A range of The range of A limited A very narrow range of
of vocabulary vocabulary is vocabulary is range of vocabulary is present;
is used used adequately used in vocabulary is errors in word
appropriately appropriately the essay; errors in present within choice/formation
and accurately and accurately in word choice / the essay; less predominate; spelling
throughout the the essay; formation are common errors can make
essay; precise occasional errors present when more items of the essay obscure at
meaning is in word sophisticated items vocabulary times. The register used
conveyed; choice/formation of vocabulary are are rare and in the discursive essay
minor errors are are possible; attempted; spelling may be often is inappropriate for the
rare; spelling is spelling is can be faulty at faulty; type of functional
very well well controlled times. The register spelling errors writing.
controlled. The with occasional of the discursive can make text
register of the slips. The essay is partially understanding
discursive essay register of the relevant to the task difficult. The
is totally discursive essay with a narrow register of the
relevant to the is relevant to the inconsistency of discursive
task, being task with style, leading to essay is
organically slightly halts in the logical inconsistent
integrated all incongruent development of due to the
along the lapses within the ideas. mixture of
discourse. styles.
STRUCTURES A wide range A range of A mix of complex A limited A very narrow range of
of grammatical and simple range of grammatical structures is
grammatical structures is grammatical grammatical present within the essay;
structures is used accurately structures is structures is errors predominate;
used and with some present throughout present along punctuation errors make
accurately and flexibility along the essay; errors are the essay; the text obscure at
flexibly the essay; present when complex times.
throughout the occasional errors complex language language is
essay; minor are possible; is attempted; rare and may
errors are rare; punctuation is punctuation can be be often faulty;
punctuation is well controlled faulty at times. punctuation
very well with occasional errors can
controlled. slips. make text
understanding
difficult.

EFFECT ON The interest of The text has a The effect on the The effect on The text has a negative
TARGET the reader good effect on reader is the reader effect on the reader.
READER is aroused the reader. satisfactory. non-relevant.
and
sustained
throughout.