MINISTERUL EDUCAIEI

AGENIA DE EVALUARE I EXAMINARE

LIMBI STRINE

PROGRAMA PENTRU
EXAMENUL DE ABSOLVIRE A GIMNAZIULUI

2010

Aprobat de Ministerului Educaiei

al Republicii Moldova

Responsabili de ediie Brnz Eugenia, consultant, Agenia de Evaluare i Examinare, Ministerul

Educaiei

Autori:
Brnz Eugenia, grad didactic superior, consultant, Agenia de Evaluare i Examinare, Ministerul
Educaiei
Miron Valentina, grad didactic superior, Agenia de Evaluare i Examinare, Ministerul Educaiei
Guu Ion, doctor habilitat, USM, Chiinu
Zban Ludmila, doctor confereniar universitar, USM, Chiinu
Axenti Eufrosinia, doctor confereniar universitar, USM, Chiinu
Radu Zinaida, doctor confereniar universitar, ULIM, Chiinu
Lisnic Tamara, lector superior, USM, Chiinu
Refereni:
Abramov Oxana, profesor, grad didactic superior, liceul A. Pukin, Chiinu
Botnari Violeta, profesor, grad didactic superior, liceul D. Alighieri
Rotaru Alexandra, profesor, grad didactic superior, liceul D. Cantemir, Edine
Cazacu Angela, profesor, grad didactic I, liceul N. Iorga, Chiinu
Genunchi Elena, profesor, grad didactic superior, liceul Hyperion, Chiinu
Petcu Tatiana, profesor, grad didactic superior, liceul Gh.Asachi, Chiinu
Lica Valentina, profesor, grad didactic superior, liceul Gh.Asachi, Chiinu

I.

STATUTUL DISCIPLINEI

Disciplin obligatorie de studiu n Planul de nvmnt

Cerinele corespund nivelului de competen A2+ prevzut de Cadrul European Comun de Referin
pentru Limbile Strine.
II.

COMPETENE DE EVALUAT

COMPETENE GENERALE
Competenele generale snt:
receptarea mesajelor transmise n scris, identificarea i selectarea de informaii n
ndeplinirii unor sarcini de lucru;
producerea de mesaje scrise adecvate contextului de comunicare;
realizarea de interaciuni n comunicarea scris;
n scopul ndeplinirii unor sarcini de lucru variate;
transferul i medierea mesajelor scrise.

scopul

COMPETENE SPECIFICE
Competenele specifice se difereniaz astfel:
1. Receptarea mesajelor transmise n scris n diferite situaii de comunicare
1.1. Citirea unui text pentru identificarea rapid a informaiei.
1.2. Identificarea informaiei, ideei necesare pentru a ndeplini o sarcin de lucru .
1.3. Sesizarea ordinii evenimentelor relatate ntr-un text scurt i simplu.
1.4. Corelarea n mod coerent a informaiilor dintr-un text.
1.5. Identificarea sensului cu ajutorul contextului.
2. Producerea de mesaje scrise adecvate unor contexte de comunicare
2.1. Relatarea unei activiti, unor experiene/ntmplri personale.
2.2. Formularea rspunsului despre ceea ce place/nu place, pe o tem dat.
2.3. Redactarea unei scrisori personale simple.
3. Realizarea de interaciuni n comunicarea scris
3.1. Redactarea de mesaje scurte pe teme familiare.
3.3. Oferirea de rspunsuri i informaii la ntrebri simple
3.5. Redactarea unei scurte scrisori de rspuns la o scrisoare personal.

III. CONINUTURI
1. DOMENII TEMATICE
Temele pentru redactarea de mesaje snt alese din tematica prevzut de Curriculumul colar de
limba strin pentru ciclul gimnazial i snt inspirate din tot ceea ce reprezint realitatea
nconjurtoare, viaa de fiecare zi, experiena personal.
Domeniul personal
Persoane - nsuiri fizice, starea sntii, naionalitatea
Familia - membrii familiei, relaii interpersonale ntre acetea.
Organizarea timpului liber - activiti sportive/artistice, excursii, vacane, aniversri, etc.
Universul adolescenei - via cotidian, preocupri, idoli, vestimentaie, relaii ntre adolesceni
n activitatea colar, n timpul liber, coresponden, universul afectiv al elevilor.
Domeniul public

Orientarea n spaiu, situarea geografic, cltorii, mijloace de transport.

Mediul urban/mediul rural.
Lumea nconjurtoare - plante i animale.
Aspecte din viaa cotidian - alimentaie, cumprturi, magazine.

Domeniul ocupaional

Universul profesiilor - proiecte de continuare a studiilor i/sau de formare profesional.

Domeniul educaional

coala discipline de studii, orar, relaii cu colegii i profesorii.

Universul rii limba creia se studiaz - orae i locuri de interes cultural din ara limba creia
se studiaz, date de referin din istoria rii limba creia se studiaz, obiceiuri i tradiii,
srbtori tradiionale.
Repere geografice i culturale - ri, regiuni, orae, obiective turistice i culturale, instituii
culturale.
Personaliti marcante din sfera cultural/tiinific/sportiv.
2. FUNCII COMUNICATIVE
Se va evalua capacitatea candidailor de a folosi n mod corect i adecvat, n scris, n contexte relevante
elemente i structuri lexicale corespunztoare urmtoarelor funcii comunicative, prevzute de
Curriculumul de limbi strine pentru ciclul gimnazial:

a se prezenta, a vorbi despre sine

a oferi informaii de ordin personal
a da informaii diverse despre persoane/
obiecte/activiti/timp/or/program
de
lucru
a oferi informaii cu caracter de orientare
a identifica/a localiza persoane i obiecte
a descrie un obiect, o persoan, srbtori/
obiceiuri
a descrie o ntmplare/un eveniment
a situa un eveniment n timp

a exprima gusturi, preferine

a exprima o apreciere
a exprima ipoteze
a face comparaii
a exprima intenia
a exprima o dorin, un sentiment
a exprima satisfacia, insatisfacia
a exprima acordul, dezacordul
a exprima stri emoionale bucuria,
tristeea, mirare, anxietate, sentimente
a oferi o prere personal
4

3. ELEMENTE DE CONSTRUCIE A COMUNICRII

Se va aprecia capacitatea candidailor de a folosi n mod corect i adecvat elementele i structurile
gramaticale studiate, conform Curriculumului de limbi strine pentru ciclul gimnazial.
Elemente de morfologie i sintax. Elemente i construcii gramaticale
Se va evalua capacitatea candidailor de a utiliza corect i adecvat elementele i structurile
gramaticale studiate, structurile lexicale, morfologice, sintactice i semantice studiate conform
Curriculumului de limbi strine pentru ciclul gimnazial. Verificarea cunotinelor de gramatic nu
constituie un scop n sine, ele fiind apreciate integrator ca instrument ce ajut la transmiterea mesajului.
Limba francez
Morfologie
Articolul (hotrt, nehotrt, cazurile de omitere a articolului);
Substantivul (gen, numr);
Adjectivul (acordul adjectivului calificativ, gradele de comparaie, adjectivele pronominale,
posesive, demonstrative i nehotrte);
Pronumele (pronumele personale subiecte - forme neaccentuate i accentuate; pronumele
personal cu funcie de complement direct i indirect i locul lor n fraz; pronumele demonstrativ
simplu ; pronumele interogativ (qui, que, o) i pronumele relative simple (qui, que, quoi, o,
dont) ; pronumele personal nehotrt on pronume demonstrative neutre: ceci, cela, a; pronumele
adverbial en i y ; pronumele on (personal, reflexiv, posesiv, demonstrativ, en i y);
Numeralul (cardinal i ordinal);
Verbul - modul indicativ: prezent, imperfect, perfect compus, mai mult ca perfectul, viitorul
simplu si viitorul apropiat; modul condiional: prezent; modul subjonctiv: prezent (cazuri
frecvente de utilizare); locuiuni verbale cu verbul avoir (avoir faim, avoir soif, avoir mal) i tre
(tre bien, tre mal, tre content) ;
Adverbul (gradele de comparaie).
Sintax
Sintaxa frazei - concordana timpurilor la modul indicativ.
Limba englez
Morfologie
Articolul (funciile articolului nehotrt i hotrt, cazurile n care nu se folosete articolul);
Substantivul (clasificarea substantivelor, formarea pluralului, cazul posesiv);
Adjectivul (gradele de comparaie);
Pronumele (clasificarea pronumelor);
Numeralul (cardinal i ordinal);
Verbul (timpurile verbului englez: diateza activ i pasiv; verbele modale; modul indicativ; infinitivul: construcii specifice cu infinitivul acuzativul cu infinitiv, nominativul cu infinitiv,
5

construcia for+substantiv sau pronume+infinitiv; participiul: formele participiului, construcii

participiale speciale acuzativul cu participiu, nominativul cu participiu, nominativul absolut;
gerunziul: formele gerunziului; substantivul verbal);
Adverbul (clasificarea adverbelor, gradele de comparaie);
Prepoziia.

Sintax
Subiectul (subiectul gramatical i subiectul logic) i predicatul;
Complementul;
Ordinea cuvintelor n propoziie.
Limba german
Morfologie

Articolul (hotrt, nehotrt);

Substantivul (gen, numr, declinare);
Adjectivul (declinarea, gradele de comparaie);
Pronumele (personal, reflexiv, posesiv, demonstrativ, nehotrt;
Numeralul (cardinal i ordinal);
Verbul (modul indicativ i conjunctiv pasiv: prezentul, imperfectul, perfectul, mai mult ca
perfectul, viitorul I; verbele modale, construciile infinitivale; pasivul; participiul I, participiul
II);
Adverbul (gradele de comparaie);
Prepoziia;
Conjuncia.
Sintax
Limba spaniol
Morfologie
Articolul (hotrt, nehotrt, omiterea articolului);
Substantivul (gen, numr);
Adjectivul (gen, numr, gradele de comparaie);
Pronumele (personale, formele accentuate i neaccentuate, posesive, demonstrative);
Verbul (timpurile modului indicativ: prezentul, perfectul compus, perfectul simplu; concordana timpurilor modului indicativ; timpurile modului potenial: simplu i compus;
timpurile modului conjunctiv: prezentul, imperfectul, perfectul compus, perfectul simplu,
mai mult ca perfectul; folosirea conjunctivului n propoziiile subordonate, concordana
timpurilor modului conjunctiv, conjunctivul n propoziii independente).
Sintax
propoziiile condiionale, utilizarea timpurilor n propoziii subordonate condiionale.

Limba italian
Limba italian
Articolul (hotrt, nehotrt); substantivul (gen, numr, substantivele invariabile); adjectivul (gen,
numr, gradele de comparaie, adjectivele posesive i demonstrative); pronumele (personale, de
politee, formele accentuate i neaccentuate, posesive, demonstrative, relative); verbul (timpurile modului indicativ: prezente, passato prossimo, futuro, futuro anteriore, imperfetto, trapassato prossimo,
passato remoto; timpurile modului condiional: condizionale semplice, condizionale composto;
timpurile modului conjunctiv: prezentul, imperfectul, passato, trapassato; imperativul, infinitivul, gerunziul, participiul, se- condiional); adverbul (gradele de comparaie); prepoziia (prepoziii articulate); vorbirea direct.
Se va urmri capacitatea de a folosi n mod corect i adecvat structurile lexicale, morfologice,
sintactice i semantice studiate conform programei la limba strin.
4. TEXTE PENTRU COMUNICAREA SCRIS
Tipuri de texte
fragmente / texte de informare general;
articole de pres, publicitate;
texte descriptive;
texte funcionale (brouri de informare, scrisori personale: carte potal, felicitare)
IV. STRUCTURA PROBEI DE EXAMEN
Proba de examen va fi constituit din trei subiecte.
Primul subiect - un text necunoscut, n baza cruia elevii vor efectua urmtoarele activiti:
s selecteze rspunsul corect la itemul cu rspuns multiplu;
s selecteze rspunsul A i F;
s poat gsi i scrie sinonime /antonime la cuvintele propuse din text;
s rspund la ntrebrile privitor la coninutul textului.
Ponderea acestui subiect va constitui 40% din nota final.
Al doilea subiect - exerciii de gramatic prin rezolvarea crora se va evalua capacitatea elevilor
de a aplica structurile gramaticale studiate conform Curriculumului de limbi strine pentru ciclul
gimnazial.
Ponderea acestui subiect va fi de 40% din nota final.
Al treilea subiect - construirea unui discurs logic, coerent i convingtor n baza unei teme/situaii
date. Se vor evalua capacitatea candidailor de a comunica corect, din punct de vedere gramatical i
lexical, ntr-o limb strin (greelile de ortografie nu se vor considera drept carene), utiliznd un
stil adecvat, abilitile de analiz, interpretare, descriere.
Ponderea acestui subiect va fi de 20% din nota final.
V. Texte
Organizndu-i activitatea pe domeniile testate, exersnd n permanen pe texte propuse la prima
lectur, profesorul va antrena elevii n activiti de realizare a oricrui subiect propus.
Textele studiate la ore vor constitui cele mai bune surse pentru ca elevii:
7

s se familiarizeze cu diversele genuri i stiluri literare i nonliterare;

s abordeze/prezinte texte noi;
s-i mbogeasc vocabularul;
s-i mbogeasc cunotinele din domeniul culturii i civilizaiei rii, a crei limb o
studiaz;
s nsueasc structuri gramaticale noi, s le aplice, s le consolideze pe cele deja nsuite;
s nvee a analiza i a interpreta un text, exprimnd opinii i judeci personale;
s comunice n scris.
Textele selectate (mrimea 1/2 din pagin) nu vor depi gradul de dificultate al textelor studiate la
orele de clas i vor fi extrase din cri, ziare i reviste editate n rile a cror limb se studiaz.
VI. Teme pentru comunicarea scris
- Viaa personal i social: identitate, tinerii i idolii lor, relaii ntre tineri, sentimente, sntate,
mod i vestimentaie;
- Viaa cotidian: pe strad, la magazin, la pot, la banc, n mijloacele de transport; timpul liber
(sport, jocuri, muzic, dans, cinema,), activiti, cltorii (aeroport, gar); profesii, meserii;
- Spaiul moldovenesc/francofon/anglofon/germanofon/spaniol/italian: orae i provincii; tradiii
i srbtori;
- Spaiul cultural: monumente, locuri, personaliti marcante.
BAREM DE CORECTARE
Subiectul I
(Pentru toi itemii ce vizeaz nelegerea textului nu se vor lua n considerare greelile gramaticale
i nici cele ortografice. Totui toate greelile se subliniaz !!!)
Nr.
1
Rspuns corect
Rspuns greit
Lips de rspuns
2
Rspuns corect
Rspuns greit
Lips de rspuns
3
Rspuns corect
Rspuns greit
Lips de rspuns
4
Rspuns corect
Rspuns greit
Lips de rspuns
5
Rspuns corect
Rspuns parial corect
Rspuns greit
Lips de rspuns
6
Rspuns corect
Rspuns parial corect
Rspuns greit
Lips de rspuns
7
Rspuns corect

Barem

Punctaj
1
0
L
1
0
L
1
0
L
1
0
L
4
3
0
L
4
3
0
L
6
8

10

Rspuns parial corect

Rspuns greit
Lips de rspuns
Rspuns corect
Rspuns parial corect
Rspuns greit
Lips de rspuns
Rspuns corect
Rspuns parial corect
Rspuns greit
Lips de rspuns
Rspuns corect
Rspuns aproape corect
Rspuns parial corect
Rspuns greit
Lips de rspuns

3
0
L
6
3
0
L
6
3
0
L
10
8
4
0
L

Subiectul II exerciii de gramatic, grila de corectare

II.

Se acord:
2 puncte - pentru fiecare spaiu corect completat;
0 puncte - pentru un spaiu incorect sau lips de rspuns.

n
total
pentru
rspunsuri corecte se
acord 40 puncte

Subiectul III - prob de creativitate, grila de corectare

Respectarea sarcinii
respect tipul sarcinii cerute;
0
respect sarcina de lungime minimal indicat
0
Corectitudinea sociolingvistic
poate adapta rspunsul su la situaie i la nivelul de expresie, care
corespunde situaiei
0
Capacitatea de a prezenta poziia personal
poate identifica i descrie subiectul;
0
poate da exemple conform situaiei sau din experiena proprie;
0
poate caracteriza personaje, descrie evenimente
0
Coeren i coeziune
poate uni clar ideile exprimate sub forma unui text coerent
0
Competen lexical/ortografie lexical. Extinderea vocabularului
posed vocabularul pentru a descrie subiectul propus
Posedarea ortografiei
- ortografia este corect
Competen gramatical/ortografie gramatical. Gradul de elaborare al
frazelor
posed structuri de fraze.
Alegerea timpurilor i modurilor
utilizeaz corect timpurile verbului la descrierea subiectului
Morfosintaxa/ortografie gramatical
- poate s fac acord n gen i numr, utilizeaz corect pronumele, formele verbale

1
1

1
1
1

1
9

MODELE DE TESTE
LIMBA FRANCEZ
I. Lisez le texte : LAssociation Les Moldaviens
Moldavien est un mot invent qui veut dire moldavophile. Les Moldaviens est une association
damiti franco-moldave cre et prside par Jean-Jacques Combarel. Cest une association non
gouvernementale, non partisane et non religieuse qui a pour but essentiel de favoriser les liens entre la
socit moldave et la socit franaise et, plus largement, les socits francophones.
Nos actions : Sans oublier les besoins sociaux, nous avons choisi de travailler surtout sur la partie
culturelle pour apporter notre contribution au dveloppement harmonieux de la Moldova.
Nous travaillons sur les points suivants: La fiert dtre Moldave et le respect de la tradition
Organisation des ftes de Nol Paris pour les familles moldaves.
Organisation de ftes franco-moldaves 2 fois par an Paris.
Limage de la Moldova: Portail Internet www.moldavie.fr qui reoit environ 20.000 connections par
mois en progression constante. Ce site francophone a pour objectif de prsenter une image vraie de ce
pays. Cest important pour les Franais et les francophones qui ne connaissent souvent la Moldova
quau travers de quelques articles ou missions TV avec toujours les mmes thmes : Moldova, pays
le plus pauvre dEurope . Cest important aussi pour les Moldaves, qui ont construire ce pays,
davoir une image positive deux-mmes. Cest important pour lconomie pour que les investisseurs
potentiels aient une image relle de ce pays.
Le site www.moldavie.fr est devenu le site de rfrence dans son domaine.
Promotion du multilinguisme et de la francophonie : La Moldova fait partie de lorganisation des
pays francophones. Les Moldaves sont majoritairement francophiles et 25% de la population parle le
franais.
www.coe.int
I. b) Lisez la consigne, faites ce quon vous demande: cochez la bonne rponse ou rpondez
aux questions.
Nr.
Item
Score
I.
L
Les Molaviens est une association:
1.
a) des travailleurs
0
b) des professionnels
1
c) damiti
d) des sportifs
2.

Quel est le but essentiel de lassociation Les Moldaviens ?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

L
0
1
2
3
4
10

3.

A quoi contribue en particulier cette association Les Moldaviens ?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4.

Ecrivez les priorits de lassociation Les Moldaviens?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5.

Quel est lobjectif principal du site francophone ?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6.

Quelle est la contribution de la francophonie pour les Moldaves ?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7.

Ecrivez un synonyme aux expressions proposes Avoir pour but Apporter la contribution -

8.

Reliez les deux colonnes selon le sens.

Moldavien est un mot
a cr lassociation Les Moldaviens
Jean-Jacques Combarel
qui veut dire moldavophile
La Moldova
je veux prsenter au public
est un pays francophone

L
0
1
2
3
4
L
0
1
2
3
4
5
L
0
1
2
3
4
5
L
0
1
2
3
4
5
L
0
1
2
L
0
1
2
3

9.

Indiquez, pour chacune des phrases suivantes, si linformation donne est vraie (V)
ou fausse (F).
1. Pour les Moldaves cest important davoir une image positive deux-mmes dans le
monde entier.

L
0
2
4

2. Lassociation Les Moldaviens est lunique qui apporte sa contribution ldifice de

la francophonie en Moldova.
10.

Comment comprenez-vous Promotion du multilinguisme et de la francophonie ?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

L
0
1
2
11

________________________________________________________________________

II.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

3
4
5
6
7

Grammaire
a) Choisissez la variante correcte.
Les assiettes sont sur ______ table.
le la les l
Cest le garon _______ je tai parl.
o, que, qui, dont
Je vous embrasse ______ les deux bien fort.
tout, toutes, toute
Il ne rpte jamais deux fois _____ phrases.
la mme le mme les mmes
Ce film, je _______ ai regard plusieurs fois.
le la les l
Il est _______ temps dans la classe.
entre entrs entres entr
Merci ______ ce beau cadeau.
par pour cause de
As-tu essay ce produit pour _______ on fait beaucoup de publicit.
qui lequel que auquel
_____ veut aller la chasse.
tu, il, nous, vous
Il a achet beaucoup ______ escargots.
de, du, des, d
Pierre _____ son aise.
est es sommes tes
Il parle trs ________ .
lent, lente, lents, lentement
Cest la fille ____ ma racont cette histoire.
dont, que, qui, o
______ arbre est petit.
ce, cet, cette, ces
Une histoire longue, un chemin _______.
longue, long, longues, longes

A
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0

Ouvrez les parenthses.

1.

Si jai froid je________________ (fermer) la fentre.

2.

Sil est libre, il_________________ (mettre) tout en ordre.

3.

Je veux quil_____________________ (venir) temps.

4.

Je pense quil________________ (tenir) sa promesse.

2
0
2
0
2
0
2
12

5.

0
2
0
40p.

Je suis sr que le spectacle____________________ (finir) avant minuit.

III. Crativit

20p.

Votre famille a dmnag et vous tes trs content de votre nouvelle maison (un endroit
calme, tranquille, des pices claires et spacieuses, une chambre personnelle, un grand
jardin).
Ecrivez un texte en 10 lignes pour dcrire votre nouvelle habitation.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

A
0
1
2
3
4
5
6
7
8
9
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20

LIMBA ENGLEZ
I. a) Read the text attentively.
Deep in the Ocean
What do you think is the most unexplored part of our planet? Its not the depths of the rainforest.
Its not the burning deserts. Its not even the frozen Arctic wastes. The most unexplored parts of our
planet are our oceans! Were just beginning to realize what kind of incredible mysteries are hidden in
the deep, dark waters. Our oceans make up a huge part of our planet over 70% of the Earths surface
is covered by them! They help control the temperature of the planet, shape the weather, and are home
to millions of living things.
The deepest part of our planet is the Mariana trench, near Japan and the Philippines. At its deepest
point, it reaches 10,924 meters (or 6.78 miles) deep. That means if you were to take Mount Everest, the
highest mountain on Earth, and stick it at the deepest part of this trench, there would still be more than
2 kilometers of water over the top of it! Fortunately, scientists have invented special deep water
research cameras and vehicles that can reach into the cold, dark, high-pressure world of the deep sea.
And what were starting to discover is that these dark, deep, freezing waters are filled with living
things. Go down deep enough, and the living things you find look like aliens from another world; its
discovering these strange creatures that make science fun!
13

One of the most fearsome creatures in the ocean is the famous giant squid. For many years,
people thought the giant squid was just a legend. Then whale watchers started to notice marks on the
sides of some whales, like they had been caught by a suction cup that was the size of a dinner plate!
Finally, the bodies of some squid washed up on the shores of Newfoundland, and the squid went from
science fiction to science fact! They can grow up to 13 meters long, and are wicked predators with
sharp beaks.
Even though we think weve explored the planet, weve really just scratched the surface. Theres
a whole world left to explore under the sea!

Nr.

1.

2.

3.

4.

5.

Items
I. b) Accomplish the tasks below, using the following instructions:
tick the correct variant;
answer the questions;
match the words with their definitions;
find / give antonyms or synonyms;
express your point of view;
agree or disagree.
According to the text the most unexplored parts of our planet are:
o the depths of the rainforest.
o the oceans.
o the burning deserts.
o the frozen Arctic wastes.
The surface of our planet is covered by:
o more than 70% of water.
o less than 75% of water.
o approximately 75% of water.
o over 70% of land.
The Mariana trench is:
o the most picturesque place on the planet.
o the deepest lake on the Earth.
o the shallowest part of our planet.
o the deepest place of our planet.
The object of fears of the majority of sailors in the past was:
o pirates ghost ships.
o mermaids.
o the sea wolf.
o the giant squid.
How do some living beings inhabiting the oceans look like?
________________________________________________________________
________________________________________________________________
________________________________________________________________

6.

How did scientists obtain the proof of the existence of giant squids?

Results

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________________________________________________________________
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7.

Find in the text the words that match the definitions below:

8.

___________- an elongated, fast-swimming cephalopod mollusk with eight arms

and two long tentacles.
___________- a) an animal that preys on others; b) a person who exploits
others.
Find in the text antonyms for the following words:

9.

- shallow- ______________
- melting- ______________
Find in the text the synonyms for:
- large - ___________________
- evil, wrong - ______________

10. According to the text all mysteries of oceans have been explained.
True/ False, because
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II.

1.
2.

4.
5.

6.
7.
8.

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Grammar
a) Choose the correct item.

The people ___________________ called yesterday want to buy the car.

a. whose
b. what
c. which
d. who
- Did ________letters come for me yesterday? No, ___________came for you.

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a. some/any
3.

2
3
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5

b. no/some

c. any/nothing

d. any/any

I know he will never give _____________ playing the guitar.

a. into b. up
c. onto
d. off
He works _______________ and makes good progress.
a. hard
b. hardly
c. good d. badly
You can have ________ comfortable journey, if you get ________ express.
a. a/an
b. the /an
c. an/a
d. a/a

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______________ ancient Greeks believed in Gods.

a. b. an
c. the
d. a
He could _________________ believe_______________ news.
a. hard /those b. these/hardly c. hardly/this d. harder/these
The plane leaves from London, ____________________?

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15

9.

10.

11.

12.

13.

14.

a. dont he b. isnt it c. does it d. doesnt it

a. I bought a pink and white cotton summer dress for my holiday.
b. I bought a pink and white summer cotton dress for my holiday.
c. I bought a summer pink and white cotton dress for my holiday.
d. I bought a pink summer and white cotton dress for my holiday.
We went to the forest yesterday and picked up tens of _____________.
a. forget -me -not b. forgets me not c. forget-me-nots
d. forget-medont
Tracy Evans _______________ be at work till ten, so she ignored her alarm
clock.
a. didnt have to b. didnt has to c. dont have to d. hasnt to
The doctor prescribed some medicines that are supposed to ease the
____________ in my chest.
a. ache;
b. wound;
c. pain;
d. hurt.
I dont know whos on the phone. Its ____________ your mother _________
your aunt.
a. either/neither b. neither/neither c. either/nor d. either/or
His excuse for being late sounds______________.
a. incredibilly b. incredably
c. incredible
d. incredibly

15. The ___________________ bicycle was near the gate.

a. childs
b. chidrens
c. childs d. children
16. A lot of people ____________________ signed the position.
a. have b. has c. was d. were
17. They sat ________________ down and waited.
a. themselves b. them c. they d. themselfs
18. Can you tell me how much money __________________ lent?
a. have been b. has been c. are being d. were
19. Is that collection ________________? No, it isnt ________________.
a. my/your
b. yours/mine c. their/mine
d. mine/her
20. ____________________ effort has been put into this project.
a. many b. few
c. a lot of
d. a few

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b) Open the brackets using the verbs in the appropriate form.

1.
2.

Im getting fat! I wish I (to be) ___________________ slimmer.

When I came home, my daughter (to tidy) _________________the room.

3.

The mail (to write) ________________________. You just have to send it.

4.
5.

When I came home, my son (to watch) _________________________ TV for

two hours.
You (to drive) ____________________________ all day. Let me drive now.

6.

If you had asked me I (to help)_____________________________ you.

7.

He (to give) _______________________ him some advice if Frank asked for.

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16

8.
9.

The children promised they (not to play) _________________________in the

street.
I promise I will call you as soon as I (to arrive)____________________ in town.

10. Where you (to eat) last night?

Where__________________________________________________________?

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Creativity
III.

Outline in writing your opinion on the following topic.

What are the qualities of an ideal teacher? Write about your favourite teacher.
Why do you like him/her?
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LIMBA GERMAN
A. Lesen Sie den folgenden Text.
Mozarts esrste Komposition
Ein Freund der Familie Mozart erzhlte folgendes:
Einmal ging ich mit Vater Mozart nach Hause.Da sass sein Sohn, der sechsjhrige Wolfgang, an Tisch
und schrieb fleissig.
Der Vater fragte:,,Was machst du da?
Wolfgang antwortete :,,Ein Konzert fr Klavier.Der erste Teil ist bald fertig.
Der Vater:,,Zeig es mir
Wolfgang:,,Es ist doch nicht fertig!
Der Vater :,,Es muss ja etwas Feines sein!Zeig es doch!
Der Vater nahm ihm das Blatt weg und zeigte es mir.
17

Die Noten waren schmutzig geschrieben, das Papier war mit Tintenklecksen bedeckt.Wolfgang konnte
noch nicht mit Feder und Tinte schreiben.Er machte viele Kleckse.
Vater Mozart sah die Noten genau an.Lange Zeit sprach er kein Wort.
Trnen standen in seinen Augen.Wolfgang schrieb ein richtiges Musikstck!
,,Das Stck ist schn, aber es ist schwer, dass man so lange ben, bis es spielen kann.Dafr ist es ein
Konzert.
Und er sezte ans Klavier und spielte.Dabei machte er zwei Fehler; aber wir konnten doch erkennen, wie
sich Wolfgang das Stck vorstellte.
(Nach Andreas Schachter)

1.

2.

3.

4.

5.

6.

Items
-Beantworten sie die Fragen;
-Whlen Sie die richtige Antwort.Jede Frage hat nur eine richtige Antwort
-Kreuzen sie die richtige Antwort.
-ussern Sie Ihre Gefhle und Eindrcke
a)den Umfang und die Textart
b)die logische Struktur
c)die grammatische richtigkeit.Originalitt und Kreativitt
1.Was erzhlt ein Freund der Familie Mozart?
a)ein Mdchen
b)eine Geschichte
c)einen Fall
2.Was machte Mozarts Sohn zu Hause?
a)arbeitete im Garten
b)half der Mutter
c)schrieb ein Konzert fr Klavier
3.Wie waren die Noten geschrieben?
a)sauber
b)schn
c)schmutzig
Konnte Wolfgang schon mit Feder und tinte schreiben?
a)er schrieb schon gut mit Tinte
b)er zeichnete gut die Noten
c)er machte viele Kleckse
Wie reagirte der Vater auf die Noten?
a)er lachte
b)er weinte
c)er war bse
Wie war das Musikstck?
________________________________________________________________
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________________________________________________________________

Was machte Wolfgang?

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Ergebnise
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________________________________________________________________

Spielte er ohne Fehler?

________________________________________________________________
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________________________________________________________________

Verstand Mozart und sein Freund das Konzert?

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________________________________________________________________

10

Beschreiben Sie Wolfgang.

________________________________________________________________
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II.Grammatik
I

Ergnzen Sie den Artikel!

1. MitBus kann man hoch in die Berge kommen.
a) einer
b) einem
c) ein
d) den
2. InBRD leben 79,1 Millionen Menschen.
a) die
b) der
c) den
d) das

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II.

III
.

IV
.

V.

3. UmTisch herum sassen drei Deutsche.

a) dem
b) den
c) das
d) die
Ergnzen Sie Adjektive!
1. Unser Schulhof ist einSportplatz.
a) riesiger
c) riesiges
b) riesige
d) riesigen
2. Wir gehen bei Wetter spaziren.
a) gutes
c) gutem
b) guten
d) gute
Ergnzen Sie die richtige Zeitformen!

A
0
2

1. Mein Freundrechtzeitig nach Hause gekommen.

a) hat
c) bin
b) ist
d) sind
2. Die Studenten gehen an die Haltestelle und voneinander.
a) verabschiedeten sich
c) verabschieden sich
b) haben sich verabschiedet
d) verabschiede mich
3. Herr Schulz war Gestern sehr mde,weil er viel
a) hat gearbeitet
c) arbeiten wird
b) gearbeitet hatte
d) arbeitete
4. Jeden Morgenwirmit kaltem Wasser.
a) waschen sich
c) waschen euch
b) waschen uns
d) wschst dich
Ergnzen Sie die Possessivpronomen!

A
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2
A
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A
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A
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2

1. Hier ist Peter.Das istMutter!

a) ihre
c) unsere
b) seine
d) eure
2.Dort ist Monika.Das istZimmer
a) sein
c) ihr
b) euer
d) dein
3.Frau Krause kauft fr Dohn ein Hemd
a) seinen
c) ihren
b) unseren
d) dein
Setzen Sie richtig ein!
1. Wann haben sie den Brief
a) bekommen
b) bekam
c) bekommt
2. WerIhnen dieses Buch?

A
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A
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a) empfehlen
c) empfohlen b) empfahl
3. Diese Manschaft hat im vorigen Jahr
a) gewinnen
c) gewonnen b) gewinnt
4. Was du damals werden?

A
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20

a) wolltest

b) wollteste

c) wollste

d) willtest

5. Wohin die Leute gestern?

a) fuhren b) fahrten c) fahren d) fuhrten
6. Was fr Mantel sucht er?
a) eine b) einen c) ein d) einem
7. Die Lampe steht
a) zwischen die Bcher
b) zwischen den Bchern c) zwischen der Bcher d)
zwischen den Bchern.
8.Ergebnisse haben Kurt und Gudrun in dieser Klasse.
a) die beste b) die gute c) die bessere
III.
Kreative Arbeit
Der Mensch lebt nicht vom Brot allein,er hat verschidene Interessen und verschiedene Hobbys.

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21

LIMBA ITALIAN
I. Prova di comprensione di testi scritti.
a) Leggi attentamente il testo che segue.
A Milano c il cane antirapina
Si chiama Fellow e non ha nulla da invidiare a Rex, il detective a quattro zampe dalla fortunata
serie televisiva. Il serial tedesco Il commissario Rex gode di una grande popolarit fra le persone di
varia et del nostro Paese.
Fellow in servizio tutti i giorni dalle 8.00 alle 16.00, in compagnia di una guardia giurata,
questo splendido esemplare di pastore tedesco tiene alla larga i malintenzionati dalle banche milanesi.
Fa parte della prima squadra di cani antirapina del nostro Paese.
Questa iniziativa dellIstituto di vigilanza Citt di Milano, corpo di polizia privata. Un cane
un ottimo deterrente: i ladri ne hanno paura; temono infatti di essere non solo immobilizzati ma
anche sbranati spiega Valerio Baldoni dellIstituto.
Gli otto pastori tedeschi della squadra e le guardie con cui lavorano sono stati preparati da
specialisti. Questi animali, racconta Leonardo Roman, laddestratore che ha seguito il singolare pool
intervengono a un semplice comando. Ma usano anche il loro fiuto e avvertono il collega se notano
movimenti anomali.
Risultati? Neanche lombra di un ladro nelle 12 banche in cui presta servizio la squadra cinofila.
E ora arrivano le richieste da altre banche: vogliono anche loro il cane antirapina.
(da Donna Moderna, 1998)

Nr.

Item
I. b) Esegui i compiti rispettando le seguenti condizioni:
Indica con una crocetta la risposta corretta;
Rispondi alle domande;
Trova nel testo la parola che corrisponde alla definizione data;
Trova nel testo sinonimi / contrari delle parole date;
Esprimi il tuo parere;
Esprimi il tuo accordo o disaccordo.
1. Indica se laffermazione vera o falsa:

2.

3.

Fellow il protagonista di una serie televisiva.

o F.
o V.

A
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3

A che cosa si riferiscono le parole evidenziate nel testo?

questo splendido esemplare
o Rex
o Fellow
o guardia giurata
o addestratore

A
0
3

A che cosa si riferiscono le parole evidenziate nel testo?

i ladri ne hanno paura
o del cane.
22

4.

o della polizia.
o della guardia giurata.
o degli addestratori
A che cosa si riferiscono le parole evidenziate nel testo?
vogliono anche loro
o
o
o
o

5.

le altre banche.
gli addestratori.
i cani.
gli otto pastori tedeschi.

Chi Fellow?
________________________________________________________________
________________________________________________________________
________________________________________________________________

6.

Come lavorano i cani antirapina?

________________________________________________________________
________________________________________________________________
________________________________________________________________

7.

Trova nel testo le parole che corrispondono alle definizioni date sotto:
___________________- gruppo o formazione con compiti e funzioni comuni.
___________________- persone che sembrano decise a far del male ad altri.

8.

Trova nel testo il significato contrario delle parole:

luce - __________________
sfortunata- ______________

9.

Trova nel testo il sinonimo delle parole:

ordine - ___________________
fermi - ____________________

10. Indica se laffermazione vera o falsa. Argomenta la tua scelta con la frase
del testo.
Lutilizzazione dei cani antirapina ha dato risultati positivi.

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 V.
F.
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III.

Prova di grammatical
Indica la forma corretta per completare le frasi

1.
2.

ancora posto su questa macchina.

a. C
b. E
c. Ci sono
E . attore molto famoso.
a. una

3.
4.
5.

6.
7.
8.
9.
10.
11.
12.
13.
14.

3
4
5
6

b. un

c. un

A
d. Sono

d. la

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2

.. lavora per una grossa azienda.

a. Mia madre
b. La mia madre
c. Madre
d. Mia mamma
Chiara e Silvia sono andate anche ieri .. discoteca.
a. alla
b. in
c. a d. nella
I miei amici sono stati .. Praga.
a. in
b. a
c. di
d. alla

0
2
0
2
0
2

.. darmi un consiglio ?
a. Potresti
b. Possa
c. Potrei
d. Potessi
Credevo di incontrare Nicoletta alla festa . non lho vista.
a. poich b. quindi
c. allora
d. per
Che cosa facevi tu . io lavoravo?
a. mentre b.invece c. perci
d. durante
Stefano? Non .. voglio vedere!
a. la
b. lo
c. ne
d. li
Non mi piacciono quei pantaloni . .
a. rosso
b. verde c. rosa
d. nero
Ha scritto un tema molto ..
a. interessante
b. lunga c. approfonditi d. belle
Io non parlare ancora bene litaliano.
a. sapessi
b. so
c. sapresti
d. sai
Quando Marco?.
a. hai incontrato b. sei incontrato c. ai incontrato d. sono incontrato
Lucia e Maria .anche ieri in biblioteca.
a. sono andate b. sono andati
c. sono andata
d. hanno andate

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15. Piove e non . lombrello e limpermeabile.

a. sono preso
b. ho preso
c. sono presa d. ho presi
16. Ha letto larticolo mentre lautobus.
a. aspetter b. aspettato c. aspettava d. aspetterebbe
17. Domani alla festa anche Francesco.
a. verr b. venuto c. ver d. verranno

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18. Ho visto il film di cui mi molto.

a. hai raccontato b. avrai raccontato c. sei raccontato d. avevi raccontato
19. Ti ricordi del nostro professore di storia? Certo, che ricordo.
a. me lo b. me gli c. mi lo d. melo
20. Mi presti il libro, per favore? S, presto volentieri.
a. ti lo
b. me lo
c. telo
d. te lo

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III. Produzione di testi scritti

Esprimi la tua opinione.

Come devessere, secondo te, un professore ideale?

Descrivi il tuo professore preferito.
Cosa ti piace in particolar modo di lui/ di lei?
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25

LIMBA TURC
I.a) Metni dikkatlice okuyunuz
Ktalarn Bulutuu Yer
stanbul, Trkiyenin en kalabalk ehirlerinden biridir.Nfusu on be milyondan
fazladr.ok eski ve mehur bir ehirdir.
stanbulun Asya ve Avrupa ktalarnda topraklar vardr.stanbul Boaz ehri ikiye
ayrr.Bu boaz zerinde iki kpr vardr.Bu kprlerden birincisi Boazii Kprs; ikincisi ise
Fatih Sultan Mehmet Kprsdr.Bu kprler Asya ve Avrupa ktalarn birbirine
balar.Boazii Kprs, Avrupada birinci; dnyada drdnc byk kprdr.
stanbulun en mehur saraylar Dolmabahe ve Topkap Saraydr.stanbulda nl
semtler de vardr.Beyolu,Taksim,Bebek,Kadky nl semtlerdendir.
stanbulda gezmek iin pekok yer vardr.Bunlardan bazlar unlardr :
Topkap Saray : Yaklak be yz yllk bir tarihi vardr.Hali ile Marmara denizi
arasndadr.inde pek ok paha biilmez tarih eser vardr.Her yl binlerce yerli ve yabanc
turist bu saray ziyaret etmektedir.
Sultan Ahmet Camisi : Dnyadaki alt minareli tek camidir.Drt yz yllk bir tarihi
vardr.Yannda Ayasofya Mzesi ve dikili ta vardr. Her yl binlerce yerli ve yabanc turist
buray
ziyaret
etmektedir.
Kapal ar : Kapal ar ok eski ve mehur bir alveri merkezidir.inde drt bin tane
dkkn vardr.
Rumeli Hisar : Rumeli Hisar, stanbul Boaznn kysndadr.Rumeli Hisarnda kule ve on
tane bur vardr.Hisarn, be tane giri kaps vardr.
stanbulu gezmenizi ve grmenizi tavsiye ederiz.
Nr.

1.

2.

3.

Maddeler
I. b) Snav ierii
*boluk doldurma;
*eletirme;
*doru/yanl;
*eanlam/ztanlam;
*yazma;
*rneklemeler;
*soru cevap;
Trkiye'nin en kalabalk ehri hangisidir?
a) Ankara
b) stanbul
c) Ordu
d) Samsun
Aadakilerden hangisi stanbuldaki mehur saraylardan biridir?
a) Yerebatan Sarnc
b) Glhane
c) Sultan Ahmet Camii
d) Topkap
Aadakilerden hangisi stanbuldaki mehur yerlerden biri deildir?
a) Sultan Ahmet Camii

Sonular

A
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A
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26

4.

5.

b) Topkap Saray
c) Rumeli Hisar
d) Beyazt
tane kulesi ve on tane burcu olan yer neresidir?
a) Beyazt
b) Kapal ar
c) Rumeli Hisar
d) Hali
stanbul nasl bir ehirdir?

A
0
1

A
0
1
2
3
4
5
6.

stanbul'da bulunan mehur bir yeri anlatnz?

7.

Tanmlar verilen kelimeleri yaznz.

______________ : ki toprak parasn birbirine balayan ve zerinden
arabalarn gemesini salayan nesne.
______________: Dier lkelerden turistik maksatla gelen insanlara denir.

8.

Az : ____________________

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Aada verilen kelimenin metinden eanlamn bulunuz.

asr: ________________

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stanbul'a ok yabanc turist gelmektedir.

popler:______________

10.

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Aada verilen kelimenin metinden zt anlamn bulunuz.

Yeni: ___________________

9.

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Doru / yanl , nk

II.
1.
1.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

Dil Bilgisi
a)Doru cevab iaretleyin
Sizinle ............... konuabilir miyiz?
a. dn
b. aa
c.dar
d.biraz
Babas stanbul'a ............ geldi.
a.yarn
b.dn
c.ok
d.ieri
..................... ders almazsan annen zlr.
a. ile
b.oysaki
c.eer
d.gibi
Aslan .............. kardeim benim.
a.gibi
b.veya
c.zere
d.iin
Ahmet mhendis, Mehmet ............... retmen.
a. ve
b.ise
c. ama
d.iin
Anneme ....... babama hediye aldm.
a.ise
b.ile
c.iin
d.ve
Paramz olmasna ............... bizi ieriye almadlar.
a. ramen
b. yznden c. Ancak
d. fakat
Ahmet syledi ........ senin ban aryormu?
a.ve
b. ile
c.ki
d. ancak
Bana ...... Biraz sonra yamur yaacak.
a. imdi
b.gre
c.ancak
d.ce
Ahmet ........ Mehmet sinemaya gidecekler.
a.ile
b.ki
c.ce
d.de
Hava gzel ....... kalm m?
a. dn
b.dar
c.ieri
d.fazla
Ahmet snftan ................ kt.
a. hzl
b. az
c. biraz
d. en
O ........ konuuyor.
a. Kendi kendine
b. Kendisi kendisine
c.kendimiz kendisine
d.kendimiz
Bu eyalar ................ ykayabiliriz.
a. Kendim
b.Kendisi
c.Kendimiz
d.Kendiniz
Arkadam Ahmet seyahat ................ holanmaz.
a. etmek
b.etmeyi
c.etmekten
d.etmesi
...................... hafta son model bir araba alacam.
a.gelesi b. gelmi c.gemi d.gelecek
Arabas bozul....... okula yry....... gittti

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1.

a. Inca / arak
b.ince/erek
c.nca/ erek
d.unca /erek
Osman futbol oynar......... ayan krd.
a. Kan
b.ken
c.dnda
d. diinde
Snftaki rencilerin ............ retmeni dinlemedi.
a.baz
b.bazs
c.bazen
d.bazmz
renciler bu habere ok .....................
a.sevdi
b.beendi
c.sevindi
d.sevindik
b) Aadaki cmleleri uygun fiillerle tamamlaynz.
Aye arkadalaryla dn akam ay (imek) ....................

2.

Dolar (almak) ...................... Euro alacaktm.

3.

Bu saatin fiyatn baka dkkanlardan (sormak) ...........................

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4.

Teyzemi grdke annemi (hatrlamak) ..............................

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5.

lkada insanlar gvercinle (haberlemek) ...............................

6.

Edison elektrii (bulmak )............................. imdi karanlkta kalrdk.

7.

Bir bulu yapmak (istemek) ............................ nl mucitlerin hayatlarn

okumalsn.

8.

Sigaray (brakmak) .............................. sana hediye alacam.

9.

Okul (bitmek) .............. tatile gideceiz.

10.

Dn leden sonra lokantada yemek (yemek) ..........................

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18.
19.
20.

III.

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Kompozisyon Bo zamanlarnzda neler yaparsnz?

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IX. BIBLIOGRAFIE
IX.1. BIBLIOGRAFIE UTILIZAT N ELABORAREA PROGRAMEI
Cadrul European Comun de Referin., 2005
Curriculum la limbile strine, 2010
Stoica, A., Mustea, S. Evaluarea rezultatelor colare. Ghid metodologic. Chiinu,1997.
Programa pentru testarea ciclului primar. Ministerul Educaiei al Republicii Moldova. Direcia
Evaluare i Examene. Chiinu, 2000.
5. Lioiu, N. Ghid de evaluare. Limbi moderne. Bucureti, 2001.
6. Cabac, V. Evaluarea prin teste. Bli,1999.
7. Alic, L. Tests de langue franaise pour le bac. Chiinu,1999.
8. Ghid general de evaluare i examinare. Bucureti, 1996.
9. Barta, A. Ghid de evaluare pentru nvmntul primar. Bucureti, 1999.
10. Dinescu, C. Exerciii de limba francez pentru examenul de bacalaureat. Bucureti, 2001.
11. Kiina, L. Inostranne iazki. Variant i otvet. Posobie dlea podgotovki k testirovaniu.
Omsk,1999.
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2.
3.
4.

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