Professional Documents
Culture Documents
III. Fill in the gaps with the Past Simple or Present Perfect of the verbs given. -12p
1. I___________________________(to see) Mike last week.
2. He______________________________(not/ watch) TV yesterday.
3. ____________________________________(Sheila/ go) to Madrid last week?
4. Mr Harris________________________(to be) a teacher for twelve years.
5. The volunteers _______________________( work) for Greenpeace since 2004.
6. _______________________________________(they/ visited) their parents ?
7. I_______________________________(not/ receive) a letter from them for a few months.
8. They ____________________________ (know) each other since they were kids.
9. She _____________ (write) some letters yesterday. She _____________________ (not/write)
any letters for a month.
10. I ______________ (meet) Laura last week. She ___________________ (change) a lot!
IV. Read the text carefully and answer the questions. 18p
Sheila is a very determined young girl. She is only sixteen but she knows exactly what she wants
to do. She wants to make a difference!
When the school year started I joined a dancing group and the school newspaper. I love
writing so I’m a reporter. I have to write an article every week and that keeps me very busy.
Although I’m quite a busy girl, I decided to join Greenpeace which is an international
environmental organisation founded in 1969 by a group of Canadian environmentalists. My school
has a Greenpeace group which gets together twice a week to make leaflets, organise protests and
write long, angry letters to the President of The United States asking him to do something about
global warming. Recently we have sent our letters to North Korea, begging them to stop their nuclear
tests. I love doing this kind of work. I feel I can help save the planet and that makes me feel a better
person already!
Since I’m quite good at French and, of course, English, the people at Greenpeace headquarters
asked me to translate some leaflets from French into English. They talked about wildlife
conservation, that is, the imminent extinction of the giant panda and what we can do about it. I felt
very sorry for the giant panda. It’s a cute animal and its extinction makes me very sad. Working for
Greenpeace has opened my eyes to a lot of environmental problems and I’m happy I can make a
difference. Lately I have developed new skills and I have gained a lot of working experience in this
specific area. Besides it’s important to follow our own interests. I receive much satisfaction from
giving my time to the Greenpeace group and it will help me choosing my future career.
V. Writing. - 30p
Write an opinion essay about the future of school. (100 words) Think about places,
people students and teachers, technology and learning-teaching process. Use the
language below.
In the future, …/Some people think that …/Others say that …/I’m sure that …/In my opinion,
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+20points BONUS
BAREM DE NOTARE
I. Use the correct form of THE FUTURE (Future Simple/be going to/ Present Continuous) in
order to express the following: - 10p
III. Fill in the gaps with the Past Simple or Present Perfect of the verbs given. -12p
IV. Read the text carefully and answer the questions. 18p
Possible answers:
1. Sheila is sixteen.
2. She has joined Greenpeace.
3. The school Greenpeace group gets together twice a week to make leaflets, organise protests and write long,
angry letters to the President of The United States asking him to do something about global warming.
4. She is quite good at French and English.
5. Greenpeace headquarters asked her to translate some leaflets from French into English.
6. They talked about wildlife conservation, that is, the imminent extinction of the giant panda and what we can
do about it.
7. Working for Greenpeace Sheila could see a lot of environmental problems and she can make a difference.
She believe that the Greenpeace group will help her choosing her future career.
V. Writing. - 30p
Write an opinion essay about the future of school. (100 words) Think about places,
people students and teachers, technology and learning-teaching process. Use the
language
In the future, …/Some people think that …/Others say that …/I’m sure that …/In my opinion,
Intelegere scris A1 - A2
4 points for appropriately beginning and ending:
6 points for correct grammar structures and connectors
5 points for the use of appropriate vocabulary
10 points for covering the aspects demanded by the task
3 points for a balanced structure (greeting/introduction, content, conclusion)
2 points for the general impression
Matrice de specificaţii
Copilul şi lumea 30 p
înconjurătoare - opinion Ex V
essay
Verbul - timpuri 22p
verbale: Future (will/be Ex. I, III
going to/Present
Continuous), Present
Perfect, Past Simple
Question-tags 10p
Ex. II
Reading Comprehension 18p
ex. IV
TOTAL 10 p 22 p 18p 30 p
Test iniţial Limba engleză
Clasa a VI-a A
Testul sumativ are în vedere verificarea nivelului de pregatire al elevilor (se anexeaza o copie a
acestui test). Prin acest test s-au verificat concepte operationale precum: timp verbal & structuri
verbale.
Au fost totodata verificate cunostintele gramaticale ale elevilor prin cererea elevilor, la anumite
puncte, de a alege formele corecte ale verbelor în context diferite, prin indicarea elevilor de a conjuga
verbele folosind Moduri de exprimare a viitorului (Future Simple, be going to, Present Continuous
as future), Past Simple Tense sau Present Perfect Simple și Question-tags în context.
Testul a vizat de asemenea si capacitatea de exprimare liberă în scris a elevilor prin cerinţa de a
elabora propozitii pornind de la anumite întrebări date şi de a redacta un text.
Obiective operaţionale
O1 - să recunoască noţiunile/structurile gramaticale învăţate şi să le aplice corect;
O2 - să descrie, cu mijloace simple, formaţia sa profesională, mediul său înconjurător apropiat şi
să evoce subiecte care corespund nevoilor sale imediate.
O3 – să utilizeze corect timpurile verbale învăţate;
O4 – să relateze un eveniment sau o experienţă, şi să expună, pe scurt, argumente sau explicaţii
cu privire la un plan sau la o opinie.
O5 - să redacteze cu usurinta un text.
Descriptori de performanţă :
INSUFICIENT SUFICIENT BINE FOARTE BINE
1-4 5-6 7-8 9-10
x Nu oferă Oferă foarte puţine Oferă paţial Oferă integral
informaţii clare informaţii clare informaţii clare informaţii clare
despre sine; despre sine; despre sine; despre sine;
x Nu recunoaşte Recunoaşte foarte Recunoaşte partial Recunoaşte
noţiunile/structur puţin din din integral
ile gramaticale noţiunile/structurile noţiunile/structuril noţiunile/structuri
învăţate; gramaticale e gramaticale le gramaticale
x Nu utilizează învăţate; învăţate; învăţate;
corect timpurile Utilizează foarte Utilizează parţial Utilizează corect
verbale învăţate ; puţin corect verbele corect timpurile verbale
x Nu utilizează la timpurile timpurile verbale învăţate
corect ajectivele învăţate; învăţate Utilizează corect
şi gradele de Utilizează foarte Utilizează parţial ajectivele şi
comparaţie; puţin corect corect gradele de
x Nu reuşeşte să ajectivele şi gradele ajectivele şi comparaţie;
formulize de comparaţie; gradele de Reuşeşte integral
enunţuri logice ; Reuşeşte foarte comparaţie; să formulize
x Nu reuşeşte să puţin să formulize Reuşeşte parţial să enunţuri logice
redacteze o enunţuri logice formulize enunţuri Redacteaza o
scrisoare Redactează cateva logice scrisosare integral
cuvinte/propoziţii Redactează parţial şi corect .
dintr-o scrisoare. o scrisoare.
Rezultate obţinute:
NOTA 1-4 5-6 7-8 9-10
NR.ELEVI 17 4 4 2
CALIFICATIV INSUFICIENT SUFICIENT BINE FOARTE
BINE
PROCENTE 62.96% 14.82% 14.82% 7.40%
12
10 7 &8
15%
8
6
4 5&6 1,2,3&4
15% 63%
2
0
1,2,3&4 5&6 7 &8 9 & 10
S-au observat lacune in folosirea timpurilor verbale, elevii nestiind cum sa le formeze si
cand sa le foloseasca.
S-a constatat ca elevii nu stăpânesc limba engleză în folosirea structurilor gramaticale
studiate, deseori nu fac diferenta intre Past Tense si Present Perfect
S-a observat de asemenea ca unii elevii probleme la formularea enunţurilor/propozitiile în
limba Engleza si ordonarea logică a acestora într-un text narativ.
S-a observat de asemenea ca unii elevii problem de comunicare în scris, nereuşind să
redacteze un text narativ coerent şi corect din punct de vedere al exprimării lingvistice.
În ceea ce priveste limba cele mai multe dificultati sau greseli intampinate sunt:
Vocabular destul de redus la unii elevi
Nerecunoasterea unor cuvinte/sintagme din limba Engleza
Imposibilitatea exprimării logice în limba engleză
Folosirea foarte precară sau deloc a unor cuvinte de legătură, sintagme şi structure cu
grad de dificultate sporit în redactarea unui text narativ.