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641 17. Programa Bac 2013 Limbi Straina
641 17. Programa Bac 2013 Limbi Straina
LIMBA STRIN
Program pentru examenul de bacalaureat,
anul colar 2012-2013
Chiinu, 2012
Preliminarii
Programa pentru examenul de bacalaureat la limbile strine este elaborat n baza curriculumului
modernizat la Limbile strine pentru clasele a X-a - a XII-a i n conformitate cu prevederile Metodologiei
cu privire la organizarea i desfurarea examenului de bacalaureat pentru anul colar 2012-2013.
Programa reprezint un document reglator i normativ avnd ca obiectiv major asigurarea desfurrii
corecte i eficiente a examenului de bacalaureat.
Programa este destinat profesorilor, elevilor, managerilor unitilor de nvmnt, inspectorilor
colari, prinilor etc.
Statutul disciplinei
Disciplin obligatorie de studiu n Planul-cadru pentru nvmntul primar, gimnazial i liceal pentru anul
de studii 2012-2013.
n cadrul sesiunii de bacalaureat 2013, examenul la limbile strine este un examen obligatoriu, pentru
ambele profiluri. Examenul se va desfura n form scris.
Cerinele corespund nivelului de competen B1 prevzut de Cadrul European Comun de Referin
pentru Limbile Strine i B2 pentru absolvenii din instituiile cu Clase Bilingve.
Competenele-cheie transversale i competenele transdisciplinare pentru treapta liceal de
nvmnt
Competene de nvare / de a nva s nvei
Competene de a stpni metodologia de integrare a cunotinelor de baz despre natur, om i
societate n scopul satisfacerii nevoilor i acionrii pentru mbuntirea calitii vieii personale
i sociale.
Competene de comunicare n limba matern/limba de stat
Competene de a comunica argumentat n limba matern / de stat n situaii reale ale vieii att pe
cale oral ct i n scris.
Competena de utilizare adecvat n limba matern / de stat a terminologiei specifice disciplinelor
de nvmnt studiate la treapta liceal ntr-un limbaj tiinific argumentat.
Competene de comunicare ntr-o limb strin
Competene de a comunica ntr-o limb strin fr pregtire pe teme familiare i de activitate
cotidian.
Competene de a interaciona, media i argumenta ntr-o limb strin n situaii reale ale vieii.
Competene de baz n matematic, tiine i tehnologie
Competene de a organiza activitatea personal n condiiile tehnologiilor aflate n permanent
schimbare.
Competene de a dobndi i a aplica cunotine de baz din domeniul Matematic, tiine ale
naturii i Tehnologii n rezolvarea unor probleme i situaii din cotidian.
Competene de a propune idei noi n domeniul tiinific.
Competene acional-strategice
Competene de a-i proiecta activitatea, de a vedea rezultatul final, de a propune soluii de
rezolvare a situaiilor problem din diverse domenii.
Competene de a aciona autonom i creativ n diferite situaii de via pentru protecia mediului
ambiant.
Competene digitale, n domeniul tehnologiilor informaionale i comunicaionale (TIC)
Competene de a utiliza n situaii reale instrumentele cu aciune digital (telefonul, teleghidul,
calculatorul electronic etc.).
Competene de a crea documente n domeniul comunicativ i informaional i a utiliza serviciile
electronice de baz, inclusiv reeaua Internet, n situaii reale.
3
Standardul
de eficien
1.
Recepionare
de diferite
tipuri si
genuri de
texte literare
si nonliterare
pentru a se
informa, a se
orienta, a
aciona, a
discuta,
utiliznd
strategii
apropriate.
3. Producere
de mesaje
scrise
adecvate unor
anumite
situaii de
comunicare.
Domeniul Comunicare
Indicatori de progres
1.1. nelege sensul global al unui
text scris de dimensiuni moderate,
chiar dac acesta conine unele
cuvinte sau expresii noi.
1.2. Identific i deosebete diferite
tipuri de stiluri de texte/mesaje
scrise.
1.3. Identific punctul de vedere al
autorului i i asum o poziie
critic fa de el.
1.4. Analizeaz texte descriptive,
narative, informative,
argumentative cu scopul de a
nelege ideile principale i
specifice.
1.7. Face interferene, reieind din
informaia din text.
1.8. Utilizeaz varietatea de
strategii de comprehensiune a
lecturii n conformitate cu scopul
propus i tipul de text.
1.9. nelege varietatea de texte
informative provenite din surse
diferite.
1.10. Identific n text elementele
care i permit s aprecieze
evenimente sociale/culturale ale
rii alofone.
1.11.Identific
argumentele
i
concluziile
dintr-un
text
argumentativ pe teme cunoscute.
3.3.2. Exprim preri asupra
societi/culturii sale prin
intermediul textelor elaborate.
3.3.1.Scrie diferite texte cu volum
moderat i utilizeaz forme i
structuri gramaticale de o
complexitate mai avansat.
3.3.2. Structureaz elementele sale
innd cont de elementele formale
5
Obiectivele de evaluare
5. Realizare
de
interaciuni n
comunicarea
scris.
7. Mediere
lingvistic de
mesaje scrise
n situaii
variate de
comunicare.
ordonarea ideilor.
4.S realizeze un discurs scris simplu, pe teme
familiare n baza unor idei (locul i momentul
aciunii, protagonitii, deznodmntul), aplicnd un
vocabular i structuri gramaticale fundamentale,
dovedind deprinderi de ortografiere satisfctoare.
8. Aplicare de
norme
lingvistice a
limbii strine
n diverse
situaii de
comunicare
scris.
9. Respectare
de norme de
etichet
verbal n
variate situaii
de comunicare
scris.
10. Aplicare
de norme de
coeren i
coeziune a
mesajelor/text
elor scrise.
12. Utilizare
de diverse
strategii de
lectur a
textelor
literare i non
literare.
13. Utilizare
de diverse
strategii de
producere a
textelor scrise.
1. Analizeaz
opere ale
literaturii
alofone n
limita
standardelor
de coninut,
pentru a
nelege
textele i
cultura
alofon.
2.Distinge
valori
materiale i
spirituale,
aspecte
variate
specifice
societii
alofone.
Exemple de itemi
Standardele de eficien reprezint criteriile de evaluare a rezultatelor nvrii i asigur conexiunea
dintre Curriculum i Programa de examene. n baza standardelor de eficien au fost elaborate diferite
modele de subiecte.
Evaluarea rezultatelor colare la limbile strine au drept scop certificarea nivelului de cunotine i
capaciti (la disciplina respectiv) la sfritul treptei liceale.
1. Domeniul Comunicare
N/o
1.
Modele de subiecte
Citirea i nelegerea mesajului global dintr-un text necunoscut (Fr., Eng., Germ., Span.,
It.)
Citii integral textul propus i realizai cerinele testului (testul va conine un text)
9
2.
Intitulai textul
Rspundei, n scris, unde i cnd se produce aciunea descris n text
Selectai i scriei ideile eseniale din text
Gsii n text i scriei sinonimele cuvintelor
Fr.:
Une allocution
Un site
Ecouter
Informer Eng.:
NiceTo speak
To adore
Span.:
El viejo Un hogar Querer
Ruborizarse
Germ.:
Der Ding
Die EntwicklungSprechen Citii ntrebarea de mai jos i variantele de rspuns. ncercuii litera corespunztoare
variantei de rspuns corect (poate fi doar unul).
Exemplu:
Madame Planche veut son journal :
a) En Montagne b) La Campagne
c) La Montagne d) Le Franais dans le monde
It.:
Lo scrittore racconta lepisodio del treno perch
a) lo ritiene eccezionale b) lo ritiene molto frequente
c) lo ha infastidito d) lo ha impressionato
Span.:
El tema del texto es:
a) la amistad de los ancianos d) los ancianos y la sociedad
b) el amor de los hijos hacia los padres
c) la soledad de los ancianos privados de afecto
Eng.:
The speaker is ....
A) very well aquainted with the subject
B) recognized as an authority who knows a great deal in terms of the subject
C) someone who knows well enough about the subject which he has undertaken to do the
speaking
D) a person who has close awareness of the subject that he speaks about so much.
Germ.:
Wer kommt im Winter in den Bergen?
a) Skifahrer ?
10
3.
4.
5.
6.
7.
Germ.:
Die Kinder sind in den Wald gegangen und haben dort ein seltsames Tier gesehen,das.........
Elaborai un final implicnd alte personaje/circumstane
Scriei o scrisoare personal/administrativ o carte potal / o felicitare / integrnd
argumente, comentarii, un punct de vedere personal;
Redactai C.V. ;
Completai fiecare spaiu din fraza de mai jos cu pronumele/prepoziia/ articolul potrivit.
Eng.:
Who invented ....airplane? Our country is situated in ... Europe. ..... crowd ... the soccer
game was huge.
......exceeded 100000 people. As you make ......bed so must you lie....it.
Please take care ...... yourself. I think Thomas misses.....parents. Lets try to cheer ... up. Push
this button to turn the tape recoder.....and push that button to turn it .... Look, that is Mike.If we
run we can catch ....with him. ........orange is orange. ....elephant is the largest land mammal.
Span.:
_____ abuela est loca _______ _____ nieta que est soando _______ ser profesora
_____ espaol.
Completai textul de mai jos cu elemente gramaticale studiate:
Germ.:
1. In d____ Ferien besuchen wir oft unser____ deutschen Freund.
Peter kommt _________Russland. Er ist _________vielen Jahren ________seinen Eltern
11
_________Deutschland gekommen.
Fr.:
Complte par le, la, les, lui, leur.
Jai vu Anne hier. Tu veux ... voir aussi.
Elle a reu une lettre de ses parents, mais elle ne ... a pas rpondu.
Cette fille blonde, tu ... connais.
Si tu vois les Morel, dis que je invite dner lundi soir.
It.:
Completare con lo, la, li, le,ne.
I biglietti per lo spettacolo di questa sera ha presi la mia segretaria, ha fatti quattro.
Span.:
Completa con: grande, bueno ,malo, reciente, santo.
1. Esa .. casa tiene ventanas enormes.2. Juan es un ejemplo para
todos.3. Este asunto no me interesa.4. Los casados celebran su primer
aniversario de bodas. 5. . Juan de la Cruz es uno de los mejores poetas espaoles.
Eng.: Put the verbs in the correct form.
She (write)..............another book this year.
2. I (write).........my essay by the time you came to take me to the cinema.
3. Kate usually (sit) ...............in the front row during classes, but today she (sit) ....in the last
row.
4. You (miss)....too many classes this semester.
5. When my parents came home, my brother (sleep,already).......... .
Germ.:
8.
If you want to speak ... director youll have to wait ...he comes.
Completai spaiile libere din enunurile de mai jos cu informaia corect.
Fr.:
Sil fait beau (nous partirons/nous partirions/nous serions partis) ... la mer.
Je ne crois pas que y aller.
( je puisse / je peux / je pourrais)
It.:
Non sono sicuro che loro . superare l esame.
Possono / possano / potessero
Span.:
Si hiciera buen tiempo (iremos, iramos,vamos) . de excursin.
Cuando digo mentiras ( me ponga,me pongo,me pondr ) roja.
Eng.:
1)
......water in my glass is not cold.
2)
I always drink ........cold water.
3)
A classroom must have...good light, but ....light in this room is very poor.
4)
....Monday is ....first day of ....week.
5)
....fresh air is very good for young children.
Germ.:
....Wasser in meinem Glas ist kalt. ......Sonntag ist der letzte Tag der Woche.
Ich trinke ......kaltes Bier. ........frische Luft ist gut fr die Gesundheit.
Completai propoziiile de mai jos cu informaia corect, aplicnd regulile gramaticale
studiate:
Fr.:
1. La fille ... tu parles est ma soeur.
2. Dis-lui que nous (arriver) ... demain.
3. Je ne crois pas quils ...
4. Il faut que tu ...
5. Il doute que
Eng.:
1) Here is a new hat.You can (to put on, to wear, to have on, to dress) it with any coat.
2) Why are you all (alone, lonely) in the office ? I am not as a rule, but Mary is (away,
out) just now and Bill is (away, out) on business.
3) The train is coming (now/ every morning).
4) (Look/Sometimes) Your dog is eating my sandwich.
5) (Listen/Usually Peter is singing in the bathroom
Span.:
1.Tengo .libros de geogrfa de Espaa, pero no tengo .de historia.
2.La msica acabamos de escuchar es de Mecano.
3.Dle que (irse) rapidamente.
4.Lamento que .enfermo.
5.No pens que el proyecto (tener) tanto xito.
Trouve la bonne rponse.
Fr.:
Le programme Comenius, cest pour lenseignement ... secondaire/suprieur.
13
B
auf dem Flohmarkt
um Geld zu verdienen
die eigene Produkte herstellen
bei DaWanda
Span.:
Adevrat sau Fals
Citii afirmaia de mai jos. Dac afirmaia este adevrat, ncercuii litera A. Dac
afirmaia este fals, ncercuii litera F
Fr.:
A F Louis XIV est le fis deHenri IV.
A F Elisabeth est la soeur de Louis XIII.
A F Les verbes aller, venir, partir, mourir, se conjuguent avec lauxiliaire avoir
au pass compos et au plus-que-parfait.
A F Tous les verbes pronominaux se conjuguent avec lauxiliaire tre au pass compos.
A F Employ avec lauxiliaire tre le participe pass saccorde en genre et en nombre
avec le sujet.
A F Tous les verbes du premier groupe se conjuguent au pass compos avec lauxiliaire
avoir.
A F Les verbes du deuxime groupe ont le participe pass en i.
A F Tous les verbes du troisime groupe ont le participe pass en u.
A F Employ devant le nom quel est adjectif interrogatif.
A F Employ devant le verbe quel est pronom interrogatif.
A F Lequel, laquelle , auquel sont des pronoms interrogatifs.
It.:
14
A
A
F
F
A
A
Germ.:
A F Isabella nht sich selber, denn sie hat nicht genug Geld fr Markenkleidung.
A F Bei DaWanda kann man individuell bestellen.
nlocuii formele verbale subliniate cu alte forme verbale care se cer conform regulilor.
Fr.:
1. Je serais heureuse si tu peux venir.
2. Je regardais les enfants qui jouaient.
3. Ils esprent quils ont russi.
4. Je vous remercie de ce que vous tes venus.
endroit. cur se serra. Elle vint sasseoir sur une banquette oppose . Elle navait
une anne de plus, et je trouvais vieille. Elle tait vtue de noir. Elle ouvrit le sac et tira
une lettre froisse.
It.:
Fred ha ancora qualche difficoltcapire ci che dicono.persone con cui parlala
prima volta. Il problema che quando .persona ha un accento diverso.quello a cui
abituato,non capisce unacca. Mario dice di non preoccuparsi, perch spesso succede agli
stessi italiani di non capire una persona la . pronuncia diversa dalla loro. Fred
sorpreso di sentire che in famiglie si parla solo il dialetto, per cui a scuola bambini
imparano litaliano come una .. straniera.
Span.:
Si me hallara en Espaa una semana
Se comporta como si
Si fuera millonario
II. . probable que hayis odo sobre la Universidad donde yo estudio, la Universidad
Complutense de Madrid, . en mil cuatrocientos setenta y seis. . ms de
cuarenta facultades y secciones. En la Universidad . ms de doce mil alumnos y
. ms de ciento sesenta profesores y ochocientos asistentes. . definitivamente una
universidad muy grande. Yo estudio filologa castellana la facultad de filologa de la
Universidad de Complutense. Me aproximadamente dos aos para terminar los
estudios.
I.
Germ.:
I Ich fahre nach Berlin,um.......
Frau Schmidt fragt nach dem Weg und......
Sie ist sicher,dass.......
II. Ich habe _____ ein interessantes Buch gekauft. Heute habe ich _____ meinem Freund
gezeigt. Er hat ______ gefragt, ob ich ______ das Buch fr einen Tag geben kann.
Natrlich gebe ich ______, habe ich geantwortet.
Continuai descrierea portretului fizic prezentat mai jos.
Fr.:
1.La jeune fille tait mince, blonde, aux yeux bleus.
____________________________________________________________________________
______________________________________________________
2. Il vient davoir trente ans. Au physique il est de taille moyenne, plutt petit. Il a des
cheveux chtains coups court, une nuque trs droite, un front dvelopp. Ses yeux sont bruns,
son teint est color.
____________________________________________________________________________
______________________________________________________
It.:
Fra le tanto foto ce nera una di mia nonna Sonia quando era giovane. Era bruna, di
carnagione bianchissima con sopracciglia e capelli neri come molti suoi connazionali, infatti
lei era nata in Cile. Lei si vantava di avere sangue indio nelle vene. Aveva gli occhi belli,
grandi, il sorriso invece duro, strafottente. (D.Maraini Baghiera)
Span.:
Seorita.S,insisto Seorita. Dicen que no soy fea.Carcter levadero. Y un da vendr el
17
experiena personal
preferinele
ocupaiile n timpul liber
ateptri (burs de studii, stagiu n strintate, etc.).
Descriei ce caliti ale caracterului se formeaz n timpul cltoriilor?
Descriei coerent i adecvat una dintre problemele principale ale societii (poluarea,
omajul, corupia). Realizai o reflecie coerent advecat situaiei
Descriei cum v imaginai liceul ideal.
Scriei cte i care ar trebui s fie disciplinele obligqtorii n liceu? Justificai-v opinia.
Credei n dragoste de la prima vedere? Justificai-v afirmaia.
Itemi integratorii
1.
Desde hace meses que esperas que llegue el verano y puedas hacer., un viaje
diferente, interesante, .pero, . , un viaje a tu gusto.Es tiempo de la
mochila e irte por Europa, .un avin e irte a ver China,India,Rusia o por qu no?, ir
a Estados Unidos o Canad a trabajar unos y perfeccionar tu. .
Germ.:
Fr viele junge Deutsche ist die Kleidung . ihrer Persnlichkeit. Man mchte sich
von der Masse abgrenzen und . sein. Deshalb nhen viele junge ihre Kleidung
wieder selbst. So wie Isabella. Der 27-jhrigen Philosophiestudentin ist ein eigener Stil
sehr.. Sie kauft deshalb auf Flohmrkten Stoffe ein. Isabella .das Prinzip, aus
alten Sachen etwas .zu machen.
(,individuell, Neues, wichtig ,Leute, gefallen, , Ausdruck)
2..
Verbul modul indicativ (timpuri simple i compuse) modul condiional (prezent, trecut) modul
conjunctiv (prezent, trecut) modul imperativ modul infinitiv modul gerunziu acordul participiului
trecut diatez activ, reflexiv i pasiv folosirea formelor perifrastice (aller, venir de,...) construcii
impersonale.
Adverbul adverbul de mod, de timp, de loc, de afirmaie i de negaie grade de comparaie; adverbe cu
grade de comparaie neregulat.
Prepoziia, conjuncia folosirea prepoziiilor i a conjunciilor conjuncia si.
Elemente de sintax
subiectul, inversiunea subiectului predicatul, acordul subiectului cu predicatul atributul
complementul (direct, indirect), complementele circumstaniale.
concordana timpurilor la indicativ concordana timpurilor la condiional (si condiional: I, II, III)
concordana timpurilor la conjunctiv (limba vorbit) folosirea conjunctivului: n propoziiile completiv i
relativ; dup verbe de dorin, voin, ndoial, sentimente, verbe de opinie la forma interogativ
/negativ; dup conjuncii, locuiuni conjuncionale, expresii impersonale; exprimarea: cauzei, scopului,
condiiei, consecinei, concesiei, necesitii/posibilitii.
Elemente de organizare a discursului, tipuri de texte
fraza activ, fraza pasiv fraza asertiv (afirmativ i negativ) fraza interogativ (direct i indirect)
fraza impersonal, imperativ, exclamativ; articulatori logici; discurs direct i indirect; diverse tipuri de
articulatori).
textul descriptiv, narativ, argumentativ
LIMBA ENGLEZ
Se va evalua la candidai nivelul de cunoastere si utilizare a elementelor i structurilor gramaticale studiate,
incluse in Curriculum pentru ciclul liceal (L1).
Elemente de lexic i semantic
vocabular, sintagme corespunztoare domeniilor tematice i funciilor comunicative.
relaii semantice (sinonime, antonime, omonime, paronime, familii de cuvinte)
cmp lexical.
particulariti ortografice ale prilor de vorbire.
Elemente de morfologie
Articolul hotrt, nehotrt, substantive nearticulate.
Substantivul gen, numr;
substantive compuse; substantive plurale neregulate; exprimarea posesiei.
Adjectivul (calificativ i pronominal).
poziia adjectivelor
gradele de comparaie.
utilizarea adjectivelor posesive, demonstrative, interogative, partitive, distributive.
Pronumele pronumele personale cu funcie de subiect i complement;
pronumele posesive;
pronume interogative,
pronume cantitative;
pronumele distributive;
pronume reflexive, accentuarea;
Verbul modul indicativ (diateza activ, diateza pasiv)(timpuri simple, continuu, perfect, perfect
continuu); modul imperativ (pozitiv, negativ); modul condiional (prezent, trecut);
modul conjunctiv (prezent, trecut, mai mult ca perfect - recunoatere n texte; exprimarea dorinei cu
wish.)
infinitivul (poziia lor ca subiect, complement);
22
gerunziul (ca subiect, complement, poziia dup anumite verbe i expresii); participiul I, II;
utilizarea verbelor modale; verbele complexe.
Adverbul adverbul de mod, de timp, de loc, de frecven i de opinie;
grade de comparaie; poziia adverbelor.
Prepoziia, conjuncia folosirea prepoziiilor i a conjunciilor.
Elemente de sintax
acordul subiectului cu predicatul;
atributul; complementul (direct, indirect), complementele circumstaniale.
concordana timpurilor la indicativ;
concordana timpurilor la condiional ( I, II, III);
concordana timpurilor la conjunctiv (limba vorbit);
adresarea ntrebrilor de dorin, voin, ndoial; ntrebri speciale; inversia;
vorbirea indirect;
Elemente de organizare a discursului, tipuri de texte
fraza activ, fraza pasiv fraza asertiv (afirmativ i negativ) fraza interogativ (direct i indirect)
fraza impersonal, imperativ, exclamativ; articulatori logici; discurs direct i indirect;
textul descriptiv, narativ, argumentativ;
consecutivitatea ideilor; limbajul adecvat nivelului;
LIMBA GERMAN
Se va urmri capacitatea candidailor de a folosi n mod corect i adecvat elementele i structurile
gramaticale studiate, conform Curriculum pentru ciclul liceal(L1).
Elemente de lexic i semantic
cuvinte, sintagme corespunznd domeniilor tematice i funciilor comunicative specificate mai sus.
relaii semantice (sinonime, antonime, omonime, paronime, familii de cuvinte) cmp lexical.
particulariti ortografice ale verbelor registre ale limbii.
Elemente de morfologie
Articolul hotrt, nehotrt.Particulariti de utilizare. Omiterea articolelor (naintea numelor proprii,
denumiri de ri, orae etc.) Contopierea articolului cu prepoziii (in +das=ins, bei +dem= beim)
Substantivul genul, numr (inclusiv cazuri particulare) exprimarea cazurilor.
Adjectivul (calificativ i pronominal).
acordul adj. calificativ gradele de comparaie pozitiv, comparativ i superlativ (regulate i
neregulate).Topica adjectivului, declinarea adjectivului
adjective pronominale (posesive, demonstrative i nehotrte).
Numeralul Numerale cardinale i ordinale exprimarea procentelor; numerale fracionare.
Pronumele pronumele personale cu funcie de subiect pronumele es pronumele personale
complemente (locul lor n fraza asertiv, interogativ i imperativ), pronumele personale complemente
combinate (locul lor n fraza asertiv i imperativ) pronumele reflexiv sich, posesiv mein,dein...,
demonstrativ, relativ (der, die, das, die, dessen,deren,denen), interogativ (wer,was, welcher), nehotrt
pronume nehotrt man
Verbul modul indicativ (timpuri simple i compuse) modul condiional (prezent, trecut) modul
conjunctiv (prezent, trecut, imperfect , mai mult ca perfect - recunoatere n texte) modul imperativ
modul infinitiv modul gerunziu acordul participiului trecut diatez activ, reflexiv i pasiv
folosirea formelor perifrastice construcii impersonale, corespondena timpurilor, (prezent, imperfekt,
perfect, mai mult ca perfectul,viitorul I i viitorul II)
Adverbul adverbul de mod, de timp, de loc, de afirmaie i de negaie grade de comparaie; adverbe cu
grade de comparaie neregulat.
Prepoziia, conjuncia folosirea prepoziiilor i a conjunciilor
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Elemente de sintax
subiectul, inversiunea subiectului predicatul, acordul subiectului cu predicatul atributul
complementul (direct, indirect), complementele circumstaniale.
concordana timpurilor la indicativ concordana timpurilor la condiional concordana timpurilor la
conjunctiv (limba vorbit) folosirea conjunctivului: n propoziiile comparative i conditionale; dup
verbe de dorin, voin, ndoial, sentimente, verbe de opinie la forma interogativ/negativ; dup
conjuncii, locuiuni conjuncionale, expresii impersonale; exprimarea: cauzei, scopului, condiiei,
consecinei, concesiei, necesitii/posibilitii.
Elemente de organizare a discursului, tipuri de texte
fraza activ, fraza pasiv fraza asertiv (afirmativ i negativ) fraza interogativ (direct i indirect)
fraza impersonal, imperativ, exclamativ; articulatori logici; discurs direct i indirect;
diverse tipuri de articulatori).
textul descriptiv, narativ, argumentativ
LIMBA SPANIOL
Articolul (hotrt, nehotrt, omiterea articolului); substantivul (gen, numr); adjectivul (gen, numr,
gradele de comparaie, pronominale (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), propoziiile condiionale, folosirea timpurilor n propoziii subordonate
condiionale.
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, concordana
timpurilor modului indicativ i conjunctiv, se- condiional); adverbul (gradele de comparaie); prepoziia
(prepoziii articulate); vorbirea direct i indirect.
Se va urmri capacitatea de a folosi n mod corect i adecvat structurile lexicale, morfologice, sintactice
i semantice studiate conform programei la limba strin.
LIMBA TURC
Elemente de fonetic lexic i semantic
Semnificaia termenilor
Substantive concrete
Substantive abstracte
Particulariti de utilizare a unor litere, silabe n anumite cuvinte
Alternana vocalelor la verbe
Pronunarea mpreunat a dou cuvinte cnd prima se termin n consoan i cealalt ncepe cu o vocal
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Elemente de morfologie
Substantivul
Formarea pluralului
Substantive colective
Sufixele
Formarea substantivelor cu ajutorul sufixelor
Formarea verbelor de la substantive
Formarea substantivelor de la verbe
Formarea verbelor de la verbe
Numeralul
Numeralul distributiv
Numeralul fracionar
Adjectivele
Adjectivul pronominal
Numeralul adjectival
Adjectivul nehotrt
Adjective interogative
Formarea adjectivelor la gradul superlativ relativ cu ajutorul prefixelor
Pronumele
Pronumele nehotrt
Subiectul exprimat prin pronume
Utilizarea cuvntului singur ca pronume
Verbul
Forma subiectiv a verbelor (se spune, se presupune)
Marcherii, n structura unor verbe, ce indic realizarea unei condiii (dac...)
Adverbul
Adverbe de mod
Prepoziiile
Prepoziiile iin, yalnz, yana, ancak, sonra, dolay, ramen
ve, ama, fakat, lakin, ancak, yalnz, nk, bile
Sintaxa
Vorbirea direct n enunurile interogative
Vorbirea direct n enunurile enuniative
Vorbirea direct n enunurile imperative
4. TEXTE PENTRU COMUNICAREA SCRIS
Textele vor fi alese lund n considerare caracteristici comune precum:
a) Sursa: articole de pres, brouri, pliante etc.;
Tipuri de texte
text autentic neliterar; texte autentice de informare general, pagini Internet;
articole de pres, texte publicitare;
articole de enciclopedie/ lucrri de popularizare
Organizndu-i activitatea pe domeniile testate, exersnd n permanen pe texte propuse la prima
lectur, profesorul va antrena elevii cu un suport comportamental de realizare a oricrui subiect propus.
Textele studiate la ore vor constitui cele mai bune surse pentru ca elevii:
25
Domenii cognitive
Domenii de coninut
I. Comunicare :
1. 1Receptarea textelor
scrise.
Cunoatere
Aplicare
Integrare
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100
1. Attention is probably the most important gift you possess. It is the act of taking possession by the
mind, in clear and vivid form, of one of several simultaneously possible objects or trains of thought. It
implies withdrawal from some things in order to deal effectively with others.
2. Our faculty of attention affects us in countless ways. Our very perception of reality is tied closely
to where we focus our attention. Only what we pay attention to seems real to us, whereas whatever we
ignore no matter how important it may be seems to fade into insignificance.
Each of us chooses, by our way of attending to things, the universe we inhabit and the people we
encounter. But for most of us, this choice is unconscious, so its not really a choice at all. When we think
about who we are, we cant possibly remember all the things weve experienced, all the behaviors and
qualities we have exhibited. The same goes for our impressions of other people. The reality that appears to
us is not so much whats out there, as it is those aspects of the world we have focused on.
3. What we look at may not be what we attend to. It is possible to look in one direction but actually
notice changes in another direction. Overt attention is the act of directing our eyes or ears towards a
stimulus source. Covert attention is the act of mentally focusing on a particular stimulus. Basically, you can
direct your attention towards the outside world or towards the world within.
4. Mastering and controlling your attention gives you the freedom to choose what happens in your
life. The more you can control your attention the more you attract only the things in your life that you
really want. If you don't pay attention to negative things in your life it will not create that reality. This
doesn't mean you should ignore the parts of the world that do not produce peace and happiness for you; it
simply means not to give them too much attention. Don't get absorbed in them decide when enough is
enough and move on to something you want your attention to be focused on, for example, the important
goals and dreams of your life.
5. Exhausting your attention is a very interesting occurrence that happens quite often and naturally
in your daily life. Training your mind not to exhaust itself will sharpen your focus and free up your
attention significantly. The more free attention you have, the happier you feel and the more power you have
to control what is happening in your life. Be aware of how you use your attention. Learn to deliberately
choose where you want to place your attention. Become aware of what draws you away from enjoying
yourself here and now and gently come back to yourself in the present moment without judgment.
Nr
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a) b) We shouldnt be engrossed in bad things.
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Explain in your own words, what the writer means by the sentence:
Training your mind not to exhaust itself will sharpen your focus and free up your
attention significantly.
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II.
Grammar.
Put the verbs in brackets in the right tense form and insert other words were
necessary (pronouns, adverbs, articles, prepositions, adjectives, numerals).
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Do you think it is a dangerous thing to judge about a nation by existing stereotypes?
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Use specific reasons and examples to support your answer.
(15 lines)
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There (to be ) __________ once an old, (to die) __________ farmer who (to work )
__________ hard in __________ vineyard all his life. __________ he died he (to
want) __________ to teach his __________ sons how __________ (to be) good
farmers. So he (to call) __________ them to him and (to say) __________ , My
boys, before I die I want you (to know) __________ that there is a great treasure (to
bury) __________ in __________ vineyard. Promise __________ that __________
will look for it when I (to be dead) __________.
The sons promised and as soon as their farther (to die) __________ they began (to
look) __________ for the treasure. They worked very hard __________ the hot sun.
In their minds they pictured boxes __________ gold coins, diamond necklaces and
other such things. Soon they (to dig) __________ up every inch of the vineyard. But
they found not a single penny. They (to be) __________ very upset. They felt that all
their hard work (to be) __________ for nothing. But then the grapes started to appear
__________ the vines and their grapes were the __________ and the best in the
neighbourhood, and they sold them for a lot of money.
Now they understood what their farther (to mean) __________ by the great treasure
and they lived happily and wealthily ever after.
III
Civilization topic.
20 p.
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_____________________________________________________________________
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IV
30 p.
(20 lines)
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LIMBA GERMAN
a) Lesen Sie den Text :
Sagen Sie mal, was ist denn fr Sie eigentlich Glck? Ach, werden Sie sagen, ein Lottogewinn,
ein schnes Haus, ein attraktiver Mann, kluge Kinder. Oder muss es gleich der Nobelpreis sein? Na ja,
irgendwie macht das alles glcklich. Aber ein Lottogewinn kann Ihnen keinen kaputten Rcken ersetzen
und der Nobelpreis heilt auch nicht Ihr Magengeschwr. Was lernen wir also daraus? Ja, richtig. Glck
bedeutet fr jeden Menschen in verschiedenen Lebensphasen etwas anderes. Wissen Sie, als Kind war ich
glcklich ber eine groe bunte Glasmurmel. ber ein neues Spielzeug konnte ich mich monatelang
30
freuen. Bcher habe ich gehortet wie einen kostbaren Schatz. Heute bekomme ich Bcher zu allen
Gelegenheiten, sodass ich mich ber jedes einzelne gar nicht mehr freue und manchmal sogar denke:
Schon wieder so ein Buch. Wohin mit dem Zeug? Wenn ich mich bei einem solchen Gedanken ertappe,
sage ich zu mir selbst: Schade, dass es so weit gekommen ist. Dir gehts einfach zu gut.
Ja, gut geht es mir heute. Ich habe eine liebe Familie, einen guten Beruf, ein schnes Haus. Aber
bin ich deswegen glcklich? Oder machen mir meine 11 Kilo bergewicht immer noch so zu schaffen wie
mit 22? Sie werden es mir nicht glauben, aber sie stren mich nicht mehr. Im Laufe der Jahre habe ich
nmlich eines verstanden: Glck ist kein Dauerzustand, sondern eine Ansammlung von Momenten. Es gibt
Augenblicke im Leben, in denen man nichts Auergewhnliches erwartet, und gerade dann begegnet einem
das Glck. Vor kurzem stand ich an einem regnerischen Samstag an einer Bushaltestelle und pltzlich hielt
vor mir ein Auto. Ein Mann stieg aus. Ich dachte, er wollte nach dem Weg fragen. Aber er hielt einen
riesigen Blumenstrau in der Hand, berreichte ihn mir, wnschte mir ein schnes Leben und fuhr davon.
Mein Gott, wie habe ich mich gefreut! Oder der erste Schnee, der das kalte Grau der groen Stdte mit
einem zarten Wei berdeckt und Kindertrume vom Schneemannbauen weckt. Dann wird es einem ganz
warm ums Herz. Dann ist er wieder da der Moment des Glcks und alle Probleme des Alltags sind
vergessen.
Man kann auch Glck in unglcklichen Situationen empfinden. Es ist schon ein paar Jahre her, da
wurde ich ans Bett meiner schwer kranken Mutter gerufen. Es sollte unsere letzte gemeinsame Stunde sein,
wir sprachen mit den Augen und hielten unsere Hnde. Trotz unserer Trauer war dieser gemeinsame innige
Moment ein Augenblick tiefsten Glcks. Nun werden Sie sagen, man muss die glcklichen Momente also
nur suchen, dann kann jeder glcklich sein. Nein, fr ein glckliches Leben mssen glckliche Umstnde
aufeinander treffen. Und dies erleben viele Menschen in ihrem ganzen Leben nicht. Aber selbst, wenn man
sie hat, diese glcklichen Umstnde, zeigt sich das Glck nur in einem flchtigen Moment. Anders gesagt:
Aus einer Kette von aneinander gereihten glcklichen Augenblicke kann es am Ende hervorgehen: das
glckliche Leben.
I. b) Bearbeiten Sie die Aufgaben zum Text.
Nr.
Item
Score
1. 2___________________________________________________________________
.___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Schreiben Sie die Antonyme zu den folgenden Wrtern
2. 3und bilden Sie die Stze damit.
.Trauer
______________________________
verstehen
______________________________
1.
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2.
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Lesen Sie die Stze und schreiben Sie richtig (R ) oder falsch (F). Begrnden
___________________________________________________________________
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2. Man empfindet das Glck auch in unglcklichen Momenten.
___________________________________________________________________
___________________________________________________________________
Betiteln Sie die Abschnitte 1 und 2.
5. 6
1. _______________________________________________________________
.2. _______________________________________________________________
6. 7___________________________________________________________________
.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Wie verstehen Sie die Aussage. Formulieren Sie es mit eigenen Worten.
7. 8
. "Glck ist kein Dauerzustand, sondern eine Ansammlung von Momenten "
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
II.
Grammatik.
20p.
Ergnzen Sie Pluralendung, Perfekt, Prsens, Prteritum, den bestimmten und
unbestimmten Artikel, Prpositionen, Modalverben, Adjektive und
Konjunktionen in richtiger Form.
32
III .Landeskunde
20Punkte
sterreich ist ein sehr malerisches Land. Was knnen Sie ber dieses deutschsprachige
Land erzhlen?
( etwa 15 Zeilen)
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IV. Kreative Arbeit
30 Punkte
Der Schutz unserer Umwelt ist eine der wichtigsten Aufgaben des Staates und des Volkes.
" Wie erfllen die Jugendlichen diese Verfassungspflicht? (etwa 20 Zeilen)
_______________________________________________________________
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LIMBA FRANCEZ
I. a) Lisez le texte. Le thtre a continuellement fait briller la flamme de leur vie
Il existe Chiinu une dynastie dacteurs qui a toujours su susciter notre admiration. Le
personnage le plus reprsentatif de cette grande famille est certainement Paulina Zavtoni, qui, depuis 51
ans, a uvr et continue de travailler au Thtre Luceafrul de Chiinu. Lpoux de lactrice, lacteur
Spiru Haret, a jou ses cts dans plusieurs spectacles produits dans ce mme thtre. Leur fils,
Constantin Haret, est directeur du thtre dramatique russe Anton Tchekhov, tandis que sa femme, Alea
Tuz-Haret, est actrice dans la mme institution. La fille de Mme Zavtoni, Lucia, est professeur
lAcadmie de Musique, Thtre et Beaux-Arts, tandis que ses petits-enfants - Anatol, Dumitru et Dnu entreprennent leur tour des tudes au Lyce de thtre.
Paulina Zavotni est la seule actrice de la premire gnration dacteurs du thtre Luceafrul qui
continue toujours travailler dans ce thtre. Comme elle aime souvent le dire, elle a russi maintenir
sa droiture, sa jeunesse et sa beaut grce son amour pour la vie et le thtre. Elle a commenc prendre
got au thtre sur les bancs de lcole.
Tout au long de sa carrire, Paulina Zavtoni a jou plus de 100 rles. Le thtre lui a toujours
permis de vivre sa vie avec passion et cest pourquoi lactrice continue aujourdhui de se montrer si
optimiste, encourageant les jeunes acteurs de son thtre, tout comme ses tudiants de lAcadmie de
Thtre, Musique et Beaux-Arts dcouvrir les bienfaits de cet art.
Spiru Haret, le jeune acteur, a dbut au thtre Luceafrul par le rle de Leona dans la pice
Chiria dans la province , aux cts de Lulu, rle alors interprt par Paulina Zavtoni, qui devint pour
lui la fois son pouse. Constantin Haret, fils du fameux couple dacteurs et directeur du thtre
dramatique russe A. P. Tchekhov , a commenc sa carrire dacteur au thtre musical Ginta Latin .
Tout au long de sa carrire, il a interprt une cinquantaine de rles au thtre et au cinma. Il est
aujourdhui aussi matre de confrences lAcadmie de Musique, Thtre et Beaux-Arts.
34
http://www.timpul.md
Item
Score
1. 2
Pourquoi Paulina Zaftoni reste-t-elle le personnage tellement reprsentatif du
thtre moldave ?
___________________________________________________________________
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2. 3
Pour chaque expression, cidessous, donnez un synonyme que vous utiliserez
.dans une phrase.
Susciter ladmiration__________________________________________________________________
__________________________________________________________________
A la fois ___________________________________________________________________
___________________________________________________________________
3. 4
Pour chaque expression, donnez un antonyme que vous utiliserez dans une
.
phrase.
Tout au long de sa vie
Maintenir sa droiture
__________________________________________________________________
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4. 5
Indiquez, pour chacune des phrases suivantes, si linformation donne est vraie
. ou fausse (F). Justifiez votre rponse.
(V)
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7. Comment
8
comprenez-vous la phrase?
Constantin Haret continue avec A
dterminisme
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propres
mots. 1
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II.
Grammaire
(20 points)
Compltez les blancs avec des prpositions, pronoms, mettez au fminin ou au
pluriel, mettez le verbe la forme convenable, accordez le participe pass, sil
le faut. (Plusieurs solutions sont quelquefois possibles.)
La pratique de la langue (parl) ____________ na pas besoin dtre (enseign )
___________ partir d_______ analyse scientifique des faits qui ne peut
intresser ___________ des intelligences dj (form) ___________ ___________
mthode et _________ raisonnement. Par contre, il est utile que les enseignants
(avoir) _______________, ________ - aussi, des notions de ce ___________ se
passe rellement quant ils parlent et quand (parler) ___________ ___________
lves.
Ils enseigneront des choses quils (savoir) ____________. Sous ________
forme? Avec _________ procds?
Quils noublient pas que lavenir de la langue franaise (dpendre) ___________ de
lefficacit de___________ enseignement. Ce sont eux qui (gagner)___________,
ou perdront la bataille du franais.
(Avoir) ___________ du courage! Si vous parliez plusieurs langues vous (pouvoir)
___________ voyager sans ___________ difficult de communication.
20 points
_______________________________________________________________
36
A
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A
0
1
2
3
A
0
1
2
3
4
5
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7
8
9
10
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14
15
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A
0
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_______________________________________________________________
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________________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A
0
1
2
3
4
5
6
7
8
9
10
11
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14
15
16
17
18
19
20
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________ 21
22
_______________________________________________________________ 23
37
21
22
23
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
_______________________________________________________________________
_______________________________________________________________
24
25
26
27
28
29
30
24
25
26
27
28
29
30
LIMBA SPANIOL
I. a) Lee el texto: Mario Vargas Llosa presidir el Instituto Cervantes
Cuando el domingo pasado son el telfono de Mario Vargas Llosa y el Nobel escuch la propuesta de su
interlocutor, la respuesta pareca clara. Fue el rey Juan Carlos quien llam al escritor para pedirle que
presidiera el Instituto Cervantes. El autor de Conversacin en la Catedral pidi unos das para pensrselo,
aunque agradeci al jefe del Estado el honor.
El presidente del Gobierno, Mariano Rajoy, pidi personalmente al monarca que hiciera la propuesta en
nombre del Gobierno. El Rey que siempre ha situado las polticas lingsticas entre sus temas de
preferencia, y que ha mostrado un claro compromiso con los avances que en este sentido ha hecho la Real
Academia Espaola en su estrategia panhispnica y el Cervantes, no lo dud, apuntan fuentes de Exteriores
y del entorno de Vargas Llosa.
Los planes del Partido Popular para la institucin que debe ensear y promocionar el idioma y la cultura en
espaol por todo el mundo son ambiciosos. Sus dirigentes pretenden que la lengua se convierta en la pieza
clave de la accin cultural exterior, como ha apuntado en su estrategia tanto el ministro de Educacin,
Cultura y Deporte, Jos I. Pert, como el secretario de Estado de Cultura, Jos M, Lassalle.
Es un plan que ya estaba en el nimo de gobiernos anteriores pero que se ha revelado difcil de coordinar.
Hasta la fecha han existido multitud de organismos el ms importante de todos, el propio Cervantes pero todos han dependido de distintos ministerios. Nadie quera renunciar a sus cuotas de poder a favor del
otro y eso generaba pugnas, tiranteces y hasta batallas. Ahora, con su nuevo cargo, J. M. Lassalle no ha
querido que el nuevo Gobierno cometa el mismo error. Por eso pretende que el Cervantes se convierta en
una institucin clave y que quede controlada por la rbita de presidencia del Gobierno, ms que por un
ministerio concreto.
Y es ah donde sin duda podra jugar un papel de representacin crucial el premio Nobel. Vargas Llosa,
dueo de una agenda internacional privilegiada tanto en el plano cultural como en el poltico, presidira el
Cervantes con un perfil marcadamente simblico. Como presidente del instituto, actuara como una especie
de embajador plenipotenciario de la lengua espaola en el mundo y se sentara en el patronato junto al Rey,
que es su presidente de honor.
Texto adaptado de http://elpas.com/cultura
I. b) Lee la tarea, haz lo que te dice: encuentra la buena respuesta o contesta a la pregunta.
Nr.
Item
1.
Qu prev la nueva Estrategia elaborada por el secretario de Estado de
Cultura?
___________________________________________________________________
___________________________________________________________________
2.
Escribe un sinnimo para cada una de las palabras dadas y compn una frase
con cada uno de ellos
a) pugna: b) promocionar: 38
Puntaje
F
0
2
3
F
0
2
3
F
0
1
2
3
F
0
1
2
3
3.
F
0
1
2
3
4
F
0
1
2
3
4
Indica para cada una de las frases siguientes si la informacin es verdadera (V)
o falsa (F). Justifica la eleccin.
1. Mario Vargas Llosa consinti de una vez la propuesta de presidir el
Cervantes. V / F
________________________________________________________________
________________________________________________________________
2. La nueva estrategia apunta que el Cervantes ser controlado por un ministerio
concreto V / F
___________________________________________________________________
___________________________________________________________________
F
0
1
2
3
4
F
0
1
2
3
4
F
0
1
2
3
4
F
0
2
3
4
F
0
3
5
6
F
0
1
2
3
4
F
0
2
3
4
F
0
3
5
6
1.________________________________________________________________
_________________________________________________________________
2.________________________________________________________________
_________________________________________________________________
Escribe un antnimo para cada una de las palabras dadas partiendo del
contexto y compn una frase con cada uno de ellos.
a. clara: b. honor: 1.__________________________________________________________________
___________________________________________________________________
2.__________________________________________________________________
___________________________________________________________________
4.
5.
5. _______________________________________________________________
_______________________________________________________________
6.
7.
39
II.
F
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
F
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
F
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
F
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
40
F
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
F
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
LIMBA ITALIAN
I. Prova di comprensione di testi scritti.
a) Leggi attentamente il testo.
Una grande mostra a 400 anni dalla morte di Caravaggio
Il 20 febbraio iniziata a Roma una mostra dedicata a uno dei massimi pittori del 600: Michelangelo
Merisi, detto Caravaggio. Un grande evento, organizzato a 400 anni dalla morte di uno dei pittori italiani
pi conosciuti e studiati, capace di introdurre nella pittura innovazioni prima sconosciute. La mostra stata
allestita alle scuderie del Quirinale, una parte recentemente restaurata del Palazzo che ospita il presidente
della Repubblica. La mostra rimarr aperta fino al 13 giugno tutti i giorni, tranne il luned.
Caravaggio mor a solo 39 anni ma durante la propria vita dipinse moltissimi quadri. Per questo, come per
molti altri maestri, non sempre si sicuri se sia effettivamente lautore di opere che gli vengono attribuite.
La scelta di privilegiare lautografia sicura dei dipinti ha portato a escludere la produzione riferita alla sua
41
bottega si legge nel sito Internet ufficiale della mostra. La mostra di Roma dunque esclude opere
famosissime attribuite alla sua bottega la cui paternit rimasta incerta.
La mostra permetter di vedere alcune tra le opere pi rappresentative dellartista lombardo come la
Canestra di frutta proveniente dalla biblioteca Ambrosiana di Milano, il Bacco, dalla Galleria degli
Uffizi di Firenze, Davide con la testa di Golia dalla Galleria Borghese di Roma, I musicidal
Metropolitan Museum di New York, il Suonatore di liuto dal Museo dellHermitage di San Pietroburgo,
lAmor vincit omnia dal museo statale di Berlino e altri capolavori dai pi importanti musei dItalia e del
mondo.
Lopera di Caravaggio fu rivoluzionaria fin dallinizio. Il pittore nacque a Milano ma a venti anni si trasfer
a Roma presso il Cavalier dArpino, che gli chiese di eseguire quadri che rappresentavano fiori o frutta,
genere disprezzato dagli accademici del tempo perch ritenuti soggetti inferiori rispetto ai dipinti in cui
venivano rappresentate figure umane. Caravaggio coglie loccasione per inventare un suo particolare
repertorio. Inizia, infatti, a dipingere giovani presi dalla strada, messi in posa, accompagnati da cesti di
frutta, calici e oggetti di vetro.
La scelta di questi personaggi di strada come modelli dei propri quadri ha provocato a Caravaggio molti
problemi.
Spesso lartista lombardo (era nato a Milano nel 1571) usava persone di strada come modelli anche per
realizzare incarichi pubblici ufficiali. Personaggi vecchi e deformi venivano usati per raffigurare dei santi,
oppure prostitute e umili donne diventavano col pennello di Caravaggio importanti figure femminili della
storia della chiesa. Gli artisti che lo avevano preceduto avevano realizzato soggetti biblici sempre
bellissimi, esaltando cos la chiesa. La prima opera che Caravaggio realizz per una chiesa (San Matteo e
lAngelo) fu invece rifiutata perch ritenuta irrispettosa. San Marco era stato dipinto appunto come un
popolano seduto a gambe scoperte e incrociate, una cosa impensabile per il tempo.
A Roma ci saranno anche alcuni quadri che raffigurano teste tagliate. Caravaggio fu infatti condannato alla
decapitazione per aver ucciso un uomo. Da quel momento in molti suoi quadri iniziano a comparire uomini
decapitati, e spesso luomo decapitato un autoritratto. Allinizio del900 venne definito uno dei
precursori della pittura moderna. La mostra destinata ad avere un grande successo: prima
dellinaugurazione erano venduti 50.000 biglietti.
________________________________________________
________________________________________________
2.
Trova nel testo i contrari delle parole date sotto e formane una frase.
1. Apprezzato - _______________________
______________________________________________________
______________________________________________________
2. Di rado - __________________________
_______________________________________________________
_______________________________________________________
42
Punteggio
A
A
0
0
2
2
3
3
A
A
0
0
1
1
2
2
3
3
4
4
3.
Scrivi i contrari delle parole date dal testo e formane una frase:
1. Grande - ___________________________
______________________________________________________
______________________________________________________
2. Iniziano - ___________________________
______________________________________________________
______________________________________________________
4.
5.
6.
7.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
43
A
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1
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A
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A
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A
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A
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A
0
3
4
5
6
III. Civilt
20 punti
LItalia famosa per i suoi artisti...
Sai indicarne qualche nome? Chi dei pittori italiani, secondo te, pi conosciuto
nel tuo paese?
(volume 10 15 righe)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
44
A
0
1
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20
A
0
1
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10
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13
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17
18
19
20
A
0
1
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17
A
0
1
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8
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10
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14
15
16
17
____________________________________________________
____________________________________________________
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19
20
18
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A
0
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A
0
1
2
3
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30
30 punti
(volume 20-25 righe)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
LIMBA TURC
I.
ANNELER GN
Anneliin, btn dnyada ok nemli bir yeri vardr.Btn milletler,anne sevgisini,
bayramlarla gstermek istemilerdir.Bugn kutlanan Anneler Gn Amerika Birleik
Devlerlerinde yaanan bir olaydan sonra ortaya kmtr.
45
Nr.
SORULAR
Jarvis kimin tlerinden ok etkilenmitir ?
1. 2
_____________________________________________________________________
_____________________________________________________________________
Aadaki kelimelerin zt anlamlarn bulunuz ve zt anlamn bulduunuz
2. 3
kelimeyi cmle iinde kullannz.
.
1. zlmek :
___________________________________________________________________________
__________________________________________________________________________
2.Hatrlamak :
_____________________________________________________________________
_____________________________________________________________________
Aadaki cmlelerin e anlamlarnz yaznz.
3. 4
1.Birlikte :
.
_____________________________________________________________________
_____________________________________________________________________
2.t
:
_____________________________________________________________________
_____________________________________________________________________
Okuduunuz metne gre doru olan cmlenin bana (D) ; yanl olan
_____________________________________________________________________
_____________________________________________________________________
46
Score
A
0
2
3
A
0
2
3
A
0
1
2
3
4
A
0
1
2
3
4
A
0
1
2
3
4
A
0
1
2
3
4
A
0
1
2
3
A
0
1
2
3
A
0
1
2
3
4
A
0
2
3
4
A
0
1
2
3
4
A
0
2
3
4
A
0
3
4
5
A
0
3
4
5
A
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A
0
1
2
3
4
5
6
7
A
0
1
2
3
4
5
6
7
5. 66. _________________________________________________________________
.
7. _________________________________________________________________
6. 7
_____________________________________________________________________
.
_____________________________________________________________________
_____________________________________________________________________
Parantez iindeki cmleden ne anladnz? Kendi cmlelerinizle anlatnz.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
II.
Dilbilgisi
Aadaki boluklar doldurunuz
1. Benim karde..... pazar gn okul...... gitmeyecek
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8
9
10
11
12
13
14
15
16
17
18
19
20
8
9
10
11
12
13
14
15
16
17
18
19
20
A
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
A
0
1
2
3
4
5
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17
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21
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30
48
Nr.it.
Specificri
Puncte
BAREM DE CORECTARE
Subiectul I ( 30 de puncte)
Pentru toi itemii ce evalueaz nelegerea textului nu se vor lua n considerare greelile
gramaticale i ortografice. Toate greelile se subliniaz.
Punc
taj
total
3
2
1
0
A
4
3
2
1
0
A
3
pun
cte
4
3
2
1
0
A
4
pun
cte
4
pun
cte
Rspuns incorect
Se acord 0 puncte.
Lips de rspuns
4. 5Rspuns corect (2 rspunsuri i 2 justificri). - 6 p.
Se acord cte un punct pentru fiecare rspuns corect adevrat sau
fals(1+1=2p.).
Se acord cte dou puncte pentru fiecare justificare corect printr-un enun din
textul analizat (2+2=4p.).
Rspuns corect i parial complet (2 rspunsuri i 1 justificare). - 4p.
Se acord cte un punct pentru fiecare rspuns corect adevrat sau
fals(1+1=2p.).
Se acord dou puncte pentru o justificare corect printr-un enun din textul
analizat (2p.).
Rspuns corect i incomplet (2 rspunsuri i lips de justificare). 2p.
Se acord cte un punct pentru fiecare rspuns corect adevrat sau
fals(1+1=2p.).
Rspuns corect i incomplet (1 rspuns i lips de justificare). 1p.
Se acord un punct pentru un rspuns corect adevrat sau fals(1p.).
Rspuns incorect
Se acord 0 puncte.
Lips de rspuns
5. 6
Rspuns corect (2 titluri corecte)
Se acord cte dou puncte pentru formularea fiecrui titlu adecvat sensului
paragrafului indicat (2+2=4p.).
Rspuns corect i incomplet (1 titlu corect)
Se acord dou puncte pentru formularea unui titlu adecvat sensului paragrafului
indicat (2p.).
Rspuns parial corect sau incomplet
Se acord cte un punct pentru formularea unui titlu care reflect parial sensul
paragrafului indicat (1+1=2p.).
Rspuns incorect
Se acord 0 puncte.
Lips de rspuns
6. 7
Rspuns corect (2 ntrebri corecte)
Se acord cte dou puncte pentru formularea fiecrei ntrebri adecvate sensului
textului (2+2=4p.).
Rspuns incomplet (1 ntrebare corect)
Se acord dou puncte pentru formularea unei ntrebri adecvate sensului textului
(2p.).
Rspuns parial corect sau incomplet
Se acord cte un punct pentru formularea unei ntrebri care reflect parial
sensul textului (1+1=2p.).
Rspuns incorect
Se acord 0 puncte.
Lips de rspuns
7. 8
Rspuns corect
Se acord 5 puncte pentru text clar, coerent, organizat, care prezint explicit
50
6
5
4
2
1
0
A
6
pun
cte
4
2
1
0
A
4
pun
cte
4
3
2
1
0
A
4
pun
cte
5
4
5
pun
3
2
0
A
cte
Se acord:
Un punct - pentru fiecare spaiu completat corect;
0 puncte - pentru un spaiu completat incorect sau lips de rspuns.
n
total
pentru
rspunsuri corecte se
acord 20 de puncte.
0
0
1
1
2
2
Ortografia lexical
- ortografia lexical i punctuaia sunt corecte.
Competen gramatical/ortografie gramatical. Gradul de elaborare
al frazelor
- folosete structuri de fraze simple i fraze complexe uzuale.
Alegerea timpurilor i modurilor
- utilizeaz corect timpurile i modurile verbului la descrierea temei.
Morfosintaxa/ortografie gramatical
- poate s fac acord n gen i numr, utilizeaz corect pronumele, formele
verbale.
0
0
1
1
0
0
0
0
1
1
1
1
2
2
2
2
0
0
1
1
2
2
3
3
3
3
Bibliografie recomandat
BIBLIOGRAFIE UTILIZAT N ELABORAREA PROGRAMEI
1.
2.
3.
4.
5.
6.
7.
Bennet E., Randy W., William C. Construction Versus Choice in Cognitive Measurement: Issues in
Constructed Reponse, Performance Testing, and Portfolio Assessment. Hillsdale, New Jersey, Hove
and London, Lawrence Erlbaum Associates Publishers, 1993.
8. Beriat D., Exiga A. Les tests en proces. Les abus de la psichotechnique. Paris: Aumod, 1970.
9. Cadrul European comun de referin. (tradus n romn). Chiinu: Tipografia Central, 2003.
10. Colardyn D. La gestion des comptences. Perspectives internationale. Paris: P.U.F., 1996.
11. De Landsheeere G. Evaluarea continu a elevilor i examenele. Manual de docimologie. Bucureti:
E.D.P., 1975.
12. Dulam M.-E. Cum i nvm pe alii s nvee. Clusium 2009.
13. Dulam M.-E. Metodologie Didactic. Clusium, 2008.
14. Guu I. Curriculum de franais, pour les classes bilingues. Chiinu: Neocartica, 2008.
15. Guu Vl., Achiri I. Evaluarea curiculumului colar: Ghid metodologic. Chiinu, 2009.
16. Holban I. Testele de cunotine. Bucureti: E.D.P., 1995.
17. Implementation of ,,Education & Training 2010 Work programme, Working Group, Basic
Skills,Entrepreneurship and Foreign Languages/Progress Report, European Commission, nov. 2003.
18. Jigu M. Factorii reuitei colare. Bucureti: Editura Grafoard, 1988.
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IX.1. BIBLIOGRAFIE RECOMANDAT CANDIDAILOR
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