OLIMPIADA DE LIMBA ENGLEZĂ - ETAPA LOCALĂ

23 FEBRUARIE 2019
CLASA a IX-a SECŢIUNEA A Varianta 1

BAREM

 Se punctează oricare alte modalităţi de rezolvare corectă a cerinţelor.

SUBIECTUL A - USE OF ENGLISH

I. 10 x 1p = 10p Cerinta subiectului nu a fost completa, trebuia specificata si posibilitatea folosirii

verbelor modale.
1) had to; 2) could; 3) am going; 4) have had; 5) do you think; 6) have examined/examine; 7) was working;
8) had stopped; 9) get/got; 10) may/must have hurt.

II. 10 x 1p = 10p
1) assumption; 2) desirable; 3) sculpture; 4) pilgrimage; 5) odourless; 6) expansion; 7) citizenship; 8)
initiative; 9) plantation; 10) readership.

III. 1) D; 2) A 3) C; 4) C; 5) C; 6) D; 7) D, 8) A; 9) B; 10) C.

IV. 10p OBS. Se vor lua în considerare oricare alte variante corecte.

Suggested answer :

The prince said swallow, swallow, little swallow, wondering whether it would not stay with him one night
longer.
The swallow answered it was waited for in Egypt. The next day its friends would fly up to the Second
Cataract. The river-horse couched there among the bulrushes, and on a great granite throne sat the god
Memnon. All night long he watched the stars, and when the morning star shone he uttered one cry of joy and
then he was silent. At noon the yellow lions came down to the water’s edge to drink. They had eyes like
green beryls, and their roar was louder than the roar of the cataract.
The prince said swallow, swallow, little swallow, far away across the city he saw a young man in a garret.
He was leaning over a desk covered with papers, and in a tumbler by his side there was a bunch of withered
violets. His hair was brown and crisp, and his lips were red as a pomegranate, and he had large (and dreamy
eyes. He was trying to finish a play for the director of the theatre, but he was too cold to write)* any more.
There was no fire in the grate, and hunger had made him faint.
The swallow said it would wait with him one night longer, who really had had a good heart. It wondered
whether it should take him another ruby.

* Rand lipsa in text pe subiect – Va rugam nu scadeti punctajul!

SUBIECTUL B - INTEGRATED SKILLS

I. 1) A; 2) D; 3) C pe subiect,  «  line 29 »  de inlocuit cu  « line 15 » ; 4) D; 5) B

II. NARRATIVE ESSAY MARKING SCHEME (160-180 words) (50p)
See the general marking scheme

MARKING SCHEME FOR THE NARRATIVE ESSAY

Analytical Exemplary Proficient Partially Weak Incomplete Points

criteria Proficient
10p 8p 4p 2p
6p
CONTENT The essay is The essay is The essay is The essay is The essay is
completely fairly partially faulty, incomplete,
relevant to completed completed including the
topic, with all the with slight serious logical sequencing of
describing sequencing logical impediments the narrative
places/events elements impediment in the moments
/characters/at of a s in sequencing of being
mosphere/ narrative. sequencing events. inconsistent.
the
reaching moments of
climax,
the
including the narrative.
final reactions
of the
protagonist.

ORGANIZAT There is There is a There is There is Paragraphs

ION AND complete fairly partial serious are
COHESION logical completion completion inconsistency incomplete,
connection of of of the task. in the both linking
paragraphs paragraph Paragraphs organization devices,
due to a organizatio are partially of the mechanics,
judicious use n due to complete paragraphs and length
of linking scarce due to due to the requirements
devices, misuse of unfinished misuse of the having been
mechanics, linking ideas and linking disrespected.
and length devices, scarce use devices,
requirements. mechanics, of linking mechanics,
and length devices, and length
requiremen mechanics, requirements
ts. and length
requirement
s.

VOCABULA A wide range A range of The range of A limited A very narrow

RY of vocabulary vocabulary vocabulary range of range of
is used is used is vocabulary is vocabulary is
appropriately appropriat adequately present present;
and accurately ely and used in the within the errors in word
throughout accurately essay; errors essay; less choice/forma
the essay; in the in word common tion
precise essay; choice items of predominate;
meaning is occasional /formation vocabulary spelling errors
conveyed; errors in are present are rare and can make the
minor errors word when more may be often essay obscure
are rare; choice/for sophisticate faulty; at times. The
 spelling is very mation are d items of spelling errors register used
well possible; vocabulary can make text in the
controlled. spelling is are understandin narrative
well attempted; g difficult. The essay is
The register of
controlled spelling can register of the inappropriate
the narrative with be faulty at narrative is for this type
essay is totally
occasional times. inconsistent writing.
relevant to slips. The due to the
the task, being The register
register of mixture of
organically of the
the styles
integrated all narrative
narrative
along the essay is
essay is
discourse partially
relevant to
relevant to
the task
the task
with
with a
slightly
narrow
incongruen
inconsistenc
t lapses
y of style,
within the
leading to
discourse
halts in the
logical
developmen
t of ideas.

STRUCTURE A wide range A range of A mix of A limited A very narrow

S of grammatic complex and range of range of
grammatical al simple grammatical grammatical
structures is structures grammatical structures is structures is
used is used structures is present along present within
accurately and accurately present the essay; the essay;
flexibly and with throughout complex errors
throughout some the essay; language is predominate;
the essay; flexibility errors are rare and may punctuation
minor errors along the present be often errors make
are rare; essay; when faulty; the text
punctuation is occasional complex punctuation obscure at
very well errors are language is errors can times.
controlled. possible; attempted; make text
punctuatio punctuation understandin
n is well can be g difficult.
controlled faulty at
with times.
occasional
slips.

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