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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. 2

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. 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; 4

TENDINTE IN MODERNIZAREA EVALUARII SCOLARE

- 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). 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 6

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 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. 7

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. 8

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 12

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 14

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. 16

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.

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B.

Evaluarea competenelor la limbi moderne


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

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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

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

Metode de evaluare a competenelor Activitatea de proiectare

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

Acvariul

Anchetele

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

Autoevaluarea

Cele 4 coluri

Cercurile concentrice /Caruselul

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

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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 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. Elevii particip mpreun cu profesorul la evaluarea rezultatelor colare ale colegilor de clas. Elevii trebuie s completeze un numr de spaii goale cu cuvinte sau pri de cuvinte lips, n general n contextul unui paragraf. 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. 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

Chestionarul

Coevaluare/ Evaluarea reciproc Completarea spatiilor goale (Cloze) Contribuia la discuii Dezbaterea

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.

Discuia pe podium

Eseul

Evaluarea cu ajutorul calculatorului/ asistat de calculator

Evaluarea Cluster Extemporalul

De exemplu tezele

Exerciiul

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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. Metod alternativ n cadrul creia elevul intervieveaz o persoan i apoi prezint/ comenteaz/interpreteaz datele obinute n plen. Are forma unei conversaii structurate, prin solicitarea informaiei direct de la elevi. 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. 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. 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

Interviul

Interviu oral (sau personal)

Interpretarea

Investigaia

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.

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

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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

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.

Metoda R.A.I.

Peretele de

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

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grafiti

Portofoliul/Dosa rul progresiv

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 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, 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

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.

Prezentarea oral

Potrivire ntrebarerspuns

Proiectul

Referatul

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!

Studiul de caz tiu Vreau s tiu Am nvat

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

Tehnica cubului

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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.).

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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

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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.

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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

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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 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

Dezavantaje Condiii

Avantaje

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Exemple

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 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

Avantaje

Dezavantaje

Exemple

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.

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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 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. Faux

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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) Hier, 9 heures du matin, elle .................................. .. .. .

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

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

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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

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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.

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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).

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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 :

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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

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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 (15 points)

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

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

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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) ..

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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

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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.

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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.

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LIMBA ENGLEZ:

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

NR. ITEM I

II

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.) Completai spaiile libere selectnd cuvinte din list. (Fill in the gaps choosing words from the list.) 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.)

OBIECTIV

PUNCTAJ

Testarea abilitii de 30 p nelegere a unui text vorbit.

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

III

IV

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.

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 11. She described ................... . a) situation b) the situation to me c) me the situation

d) What there is

d) the situation me

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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.

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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 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 6A 7B 8C 9C 10 B 11 B 12 B 13 B 14 B 15 C

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

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48

Test 2
TEST PREDICTIV, NIVELUL B1 NR ITEM 1 DESCRIEREA SARCINII DE LUCRU 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.) 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.) 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.) OBIECTIV Testarea folosirii corecte a timpurilor verbale. PUNCTAJ 20 p

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

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

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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

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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.

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(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. a) liegt b) steht c) legt 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.

6. Tobias sitzt in ...........Zelt. a) seinem b) seiner c) seinen 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 krftigen

gereizt

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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

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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: . Klasse: Datum:

Einstufungstest Niveau B1
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.

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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 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 g. Ich mchte zu meiner Party einladen. 1. euch 2. uns 3. dir i. Herzlichen Glckwunsch .. 1. zum Geburtstag 2. zum neuen Jahr. 3. zu Ostern.

b. Mein Fahrrad steht hinter . Garage. 1. die 2. der 3. dem 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 h. Die Temperatur ist plus 25 Grad. Es ist 1. bewlkt 2. warm 3. kalt 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 ;

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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

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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.

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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)

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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.

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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.

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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!

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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

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d. Ce projet a permis aux participants de  lutter contre les ingalits sociales  militer pour la non violence de lenvironnement 2.Vrai ou faux ? Cochez la case correspondante.

 promouvoir la prservation

Vrai 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.

Faux

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

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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 I. 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 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

II.

Se acord 10 puncte din oficiu. Test formativ 4 , nivel A2 +

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(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)

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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 .

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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)

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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

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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?

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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

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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

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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.

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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

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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

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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

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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

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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. II. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 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 absent conditioning self minute tight level produced called proof long 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.

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

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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

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I. Soluii posibile: Weihnachtslied, Weihnachtsfest Osterhase, Osterfest, Christkindl, Christfest, Karnelvalnarr, Karnevallied Festzelt Oktoberfest, Bierzelt, Bierfest, Adventskranz, Adventslied, Adventsspiel 2 II. Tag der deutschen Einheit Weihnachten 3. Oktober 25. 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 x 8 = 16 puncte

Oktoberfest Silvester Advent Heiliger Nikolaus

Ende September Die letze Nacht im Jahr Vier Wochen vor Weihnachten 6. Dezember

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 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. x 13 = 26 puncte

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.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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(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 W R L F I B R R E I E N C J E A R N G S D S I B K U E C H E T L S M B H U E H E T E R N R C A I A X I E P T L S T P G E Z P L Y T O E P U A E

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 E I E N G S R K U E C H S R E I E T E H A L L E B H R N I E G E E S E T I A S T T

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. Obiectivele testului

Timp de prezentare: 3 min.

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.

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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: a. gleich b. Pech haben c. zum Glck d. Feind e. bescheiden 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. j. Fehler/Mangel ber dieses Thema gibt es verschiedene Meinungen f. glcklich 1 Punkt

g. weit h. lieblos i. j. gnadenvoll beliebt 2 Punkte

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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) a. gleich grundverschieden, anders b. Pech haben Glck haben c. zum Glck leider d. Feind Kumpel 1 Punkt

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e. bescheiden stolz f. glcklich unglcklich g. weit eng h. lieblos liebevoll i. j. gnadenvoll gnadenlos beliebt verhasst 2 Punkte

2. (10 Synonyme x 2 Punkte) a. Muster Motiv 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. j. Fehler/Mangel Makel

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

3. (4 Antworte x 0,5 Punkte) 4. Zusammenfassung 5. (6 Antworte x 0,25 Punkte)

2 Punkte 2,5 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.

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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. Kinder allesamt Hans Manz Vo_ deine_ Vate_ , deine_ Mutte_ bist du da_ Kin_ . Vo_ deine_ Grovter_, deine_ Gromtter_ sind dein_ Elter_ di_ Kinde_. Vo_ deine_ Urgrovter_, deine_ Urgromtter_ sind dein_ Groelter_ di_ Kinde_. Als_ sind dein_ Groelter_, dein_ Elter_ und du allesam_ Kinde_.

Klasse: Datum: 1,6 Punkte

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: ............

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(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, Von deinen Urgrovtern, 1,6 Punkte

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deiner Mutter bist du das Kind. Von deinen Grovtern, deinen Gromttern sind deine Eltern die Kinder. 2. (6 x 0,5 richtige Lsung) Mgliche Lsungen:

deinen Urgromttern sind deine Groeltern die Kinder. Also sind deine Groeltern, deine Eltern und du allesamt Kinder. 3 Punkte

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. 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 Punkt

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. 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 1 Punkt

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.

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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. 116 F

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

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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 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 5 puncte

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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 ;

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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.)

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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 :

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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. 1 2 3 4 5 6

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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.

7 8 9

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 : 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) (6 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 2. Ce qui mintresse 3. Donne-moi ton passeport 4. Nous avons de trs bons vins, 5. Je ne crois pas que ce soient les enfants de Robert, 6. Cest le village A. dont Yves parle comme dun endroit idal. B. je vous propose de goter celui-ci. C. laquelle je pensais pour la couverture. D. le mien est dans le sac. 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.

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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?

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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?

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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. 129

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. crisps biscuits

American English

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. 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 2.5 Total 20

2.

2.5

3.

4.

a. b. c. d.

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

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.

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

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

5 5 5 5 10 5 3 2

20

20

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, 134

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. 135

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

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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

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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) 3. a) b) c) d) 4. a) b) c) d) 5. 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. 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. 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. 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 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6

Average 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9

Excellent 10 10 10 10 10 10 10 10 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 2) Grammatical resource - accuracy - range of structures 3) Vocabulary resource - appropriacy - range 4) Pronunciation - pronunciation and intonation - stress and rhythm Total 40 marks 10 marks 10 marks 10 marks 10 marks 20 marks 10 marks 10 marks 20 marks 10 marks 10 marks 20 marks 10 marks 10 marks 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 ____________ ___________ ____________ _____________

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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

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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 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 b C d e f 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 g h

Test 2

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

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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 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. falsch

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

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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.

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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 2. die mittlere Generation 3. Seniorenzentrum 4. Kinderbetreung 5. Spielplatz 6. Ein-Eltern-Familie 7. Kleidungsstck 8. Untersttzung bekommen 9. sich austauschen 10. Zuverlsssigkeit a) ein Gesprch fhren b) Hier knnen Kinder spielen. c) Hilfe bekommen d) Menschen zwischen 30 und 60 Jahre e) Hier treffen sich ltere Menschen f) engen Kontakt zur Familie haben. g) sich auf jemanden verlassen h) Man kmmert sich um Kinder I) was man anzieht 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 . 3. Wie heit sie? a) Sie heit nicht. b) Sie heit schnell. c) Sie heit Anita. 5. Hast du mein Heft? a) Ja, er ist. b) Ja, du hast sie. c) Ja, ich habe es. 7. Wo ist dein Freund? a) Er ist im Hof. b) Ja, er ist. c) Nein er ist nicht . 9. Schmeckt dir Pizza? 2. Wo wohnst du? a) Ich wohne in Temeswar. b) Du wohnst in Arad. c) Er wohnt hier. 4. Bist du ein Schler ? a) Ja, ich bin Lehrer. b) Ja, ich bin Schler. c) Hier! 6. Wie lernst du? a) Buch. b) Gut. c) Wir. 8. Was macht ihr? a) Wir spielen. b) Nein, wir nicht. c) Ja, wir. 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

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