TA B L E O F C O N T E N T S

Chapter 1 – HOW TO WRITE WELL ....................................................................................... 5

EVALUATION CRITERIA .........................................................................................................5
MODELS................................................................................................................................7
DOs & DON’Ts .....................................................................................................................21
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Chapter 2 – HOW TO READ EFFECTIVELY ............................................................................22
EVALUATION CRITERIA ........................................................................................................22
TASKS AND SUGGESTED ANSWERS ....................................................................................23
DOs & DON’Ts .....................................................................................................................32

Chapter 3 – HOW TO SPEAK TO IMPRESS ...........................................................................34

EVALUATION CRITERIA ........................................................................................................34
TASKS AND SUGGESTED ANSWERS ....................................................................................36
TAKING PART IN A CONVERSATION .....................................................................................39
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DOs & DON’Ts .....................................................................................................................44

Grammar and Vocabulary Mind Maps .................................................................................45

Discussion Clock .................................................................................................................54

Chapter 4 – TESTS ..............................................................................................................55

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Reading – Subiecte tip 1 (nivel A1-A2)................................................................................55
Answer Key .........................................................................................................................66
Reading – Subiecte tip 2 (nivel B1-B2)................................................................................71
Answer Key .......................................................................................................................107
Writing – Subiecte tip 1 (nivel A1-A2) ...............................................................................116
Suggested answers ..........................................................................................................117
Writing – Subiecte tip 2 (nivel B1-B2) ...............................................................................122
Answer Key .......................................................................................................................123
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Speaking – Subiecte tip 1 .................................................................................................130
Suggested answers ..........................................................................................................131
Speaking – Subiecte tip 2 .................................................................................................137
Suggested answers ..........................................................................................................138
Speaking – Subiecte tip 3 .................................................................................................143
Suggested answers ..........................................................................................................145

Bibliography .....................................................................................................................160
 StructurA exAMenuluI de BAcAlAureAt lA lIMBA enGleză
Evaluarea competenţelor lingvistice la limba engleză se face prin trei tipuri de probe:
I. proba de înţelegere a unui text audiat cu durata de 20 de minute;
II. proba scrisă cu durata de 120 de minute;
III. proba orală cu durata de 10-15 minute.
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I. Proba de înţelegere a unui text audiat
Candidatii audiază două texte autentice în limba standard:
• unul de dificultate redusă, cu durata de circa 2 minute;
• al doilea de dificultate medie, cu durata de 3-4 minute.
II. Proba scrisă cuprinde două părţi:
a) Prima parte evaluează competenţa de receptare a unui text citit. Pe baza a două texte-suport,
candidaţii răspund unui număr de întrebări. Primul text, pe o tematică accesibilă, are dimensiuni
reduse şi un grad redus de complexitate. Al doilea text, pe o temă de interes general, este mai
amplu, având un grad de complexitate mai ridicat.
b) Partea a doua evaluează competenţa de producere a unui mesaj scris. Candidaţii au de redactat
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două texte:
• primul text de dimensiuni relativ reduse şi cu un grad scăzut de dificultate (o scrisoare, un email,
o carte poştală etc.);
• al doilea text este de dimensiuni mai mari, având un grad de dificultate mai ridicat (un eseu, un
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articol etc.).
III. Proba orală
Fiecare bilet conţine câte trei întrebări de dificultate progresivă (exemplu: o întrebare referitoare la
universul personal; o cerinţă care să implice o scurtă relatare; o părere personală cu justificare/
argumentare pe o temă de interes).
Pe parcursul probei orale se recomandă ca profesorii examinatori să interacţioneze cu candidatul
în timpul desfăşurării probei.
Pe ansamblul celor trei probe, evaluarea candidaţilor se face separat pentru fiecare din cele cinci
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competenţe: înţelegerea textului audiat, înţelegerea textului citit, interacţiune orală (participare la
conversaţie), producere de mesaje orale, producere de mesaje scrise (conform Cadrului European
Comun de Referinţă pentru Limbi – CECRL).
Pentru fiecare din cele cinci competențe evaluate, nivelul de competenţă lingvistică se stabileşte
după cum urmează:
11 - 30 de puncte: A1 (introductiv, sau de descoperire)
31 - 60 de puncte: A2 (intermediar, sau de supravieţuire)
61 - 80 de puncte: B1 (nivel-prag, sau independent)
81 - 100 de puncte: B2 (avansat, sau independent)

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 Chapter 1 – HOW TO WRITE WELL

EVALUATION CRITERIA
Every piece of writing for an exam is accompanied by a set of rules that have to be respected
and a number of points granted accordingly. Before starting to tackle a particular task, students
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should be aware of the way their work is to be assessed so that they can organise it for the
highest level possible, not forgetting their potential at the same time.
There are a number of various written tasks expected to be performed by a high school
graduate. The most frequent are: emails, narratives, informal and formal letters, articles,
essays. Each of them has a particular structure that must be followed as such, so that the
piece can send the right message to the reader, which is actually the aim of writing it in the
first place. According to their length and level of the difficulty, some may fit into the A2 scale
(the equivalent of an intermediate level = a maximum of 60 points), such as emails, informal
letters and narratives, while others aim at B2 (the equivalent of an experienced user = a
maximum of 100 points).
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Here is the marking scheme for the A1-A2 scale used for the Baccalaureate exam:
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Subiectul I 40 de puncte
scrie un text adecvat situaţiei/ tipului
4 puncte
de text propus
respectă limita legată de
conţinut 4 puncte
numărul de cuvinte indicat
(20 de puncte)
scrie enunţuri simple pe tema propusă 4 puncte
exprimă în fraze scurte ceea ce simte 4 puncte
explică pe scurt acţiunile prezentate/ descrise 4 puncte
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ordonează corect cuvintele în enunţuri simple 5 puncte
Organizarea textului
leagă enunţuri scurte prin conectorii cel mai des
(10 puncte) 5 puncte
folosiţi, producând un text simplu şi coerent

corectitudine foloseşte relativ corect structuri sintactice şi forme gramaticale

gramaticală (5 puncte) simple, fără a afecta sensul global al mesajului

Vocabular foloseşte corect un repertoriu elementar de cuvinte

(5 puncte) şi expresii adecvate temei propuse

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Subiectul al II-lea 60 de puncte
scrie un text adecvat situaţiei / tipului
10 puncte
de text propus
conţinut respectă limita legată de numărul de
(30 de puncte) 10 puncte
cuvinte indicat
argumentează opiniile prezentate 10 puncte
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utilizează o gamă variată de conectori
Organizarea textului 5 puncte
pentru a evidenţia relaţiile dintre idei
(10 puncte)
foloseşte corect paragrafele 5 puncte
corectitudine
gramaticală foloseşte corect structurile gramaticale 5 puncte

foloseşte o gamă variată de structuri gramaticale 5 puncte

(10 puncte)
Vocabular foloseşte vocabularul în mod corect 5 puncte
(10 puncte) foloseşte un vocabular variat şi adecvat temei 5 puncte
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nivelul de competenţă se va acorda în funcţie de punctajul obţinut,
după cum urmează:
A1: 11 - 30 de puncte B1: 61 - 80 de puncte
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A2: 31 - 60 de puncte B2: 81 - 100 de puncte
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 models
1. EMAIL
You recently borrowed your best friend’s DVD player. Unfortunately it has been
broken. Write to him an email of 80-100 words explaining what happened and
suggesting ways to make up for your mistake.
STEP 1
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» Pay attention to the format of an email:
• Use a specific way to write the sender’s and the recipient’s addresses:
tO: (the email of the person to whom the email is addressed)
FrOM: (the address of the person who writes the email)
SuBJect: (what the email is about)
• It usually starts with Dear..., (the recipient’s first name) separated by the rest of the text, but
you can also use any other familiar greeting depending on the relationship you have with
the recipient: Hi!, Hello!, My dear… ;
• All the paragraphs start from the left side of the page because emails are a fast way of
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writing messages on computer requiring the least typing effort;
• The introduction should always include the reason for writing;
• The conclusion should always include closing greetings;
• Separated from the main body of the text, at the end we should include a greeting such as
With love, Hugs, Cheers..., followed by your first name;
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• Informal register.
STEP 2
» Identify the keywords and what you are expected to write:
• recently borrowed; it has been broken = you should include a short explanation of the
circumstances in which the DVD player was damaged;
• best friend = a highly familiar tone;
• explaining what happened = details of the location and the period of time involved;
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• suggesting ways = apologies and promises of making things right.

STEP 3
• use connectors to make your ideas easy to follow: because, firstly, so, that’s why, if,
contrary to, in the end.
• use paragraphs to organise your explanations.
• use varied grammatical structures so that your language makes a good impression
upon the reader.
• use vocabulary related to technology, giving explanations and apologising.

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P SUGGESTED AnSwER:

HelP MOdel HelP

PArAGrAPHS eMAIl GrAMMAr
Addresses: to: jane...@yahoo.com
From: doreen...@yahoo.com
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Subject: sincere apologies

Greeting My dear Jane,

Reason for writing I’m writing to tell you how sorry I am that I’ve broken Connectors for
the DVD player that you lent me last week! organising ideas

Factual details It must have been my baby brother who tried to and events
watch some cartoons when I was not at home. I
Expressing regret shouldn’t have let the DVD player within his reach! Modal verbs
Offer of reparation I have already talked to my uncle who is an engineer
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and he promised to take care of it, but it may take
some time. Please, rest assured that you’ll have it
back alright, or I’ll buy you another one.

Closing greetings Kisses and apologies,

and apologies
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Doreen
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 2. OPInIOn ESSAY

Write an opinion essay in response to the following statement: Success in life comes
with taking risks or chances. Write your answer in 180-200 words.

STEP 1
» Pay attention to the format of an opinion essay:
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• In the introduction you present the topic and your opinion on the matter;
• The main body
- several paragraphs to develop your opinion from different angles;
- no matter what your opinion is, the last paragraph of the main body should deal with a
different perspective than yours and the reasons why you consider it unconvincing;
• The conclusion should reinforce your opinion, but using different words;
• Formal register.

STEP 2
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» Identify the keywords and what you are expected to write:
• success = vocabulary related to fame, being successful, winning, positive evaluation;
• taking risks/chances = going for something you are not very sure of, but which seems
like a good opportunity.
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STEP 3
» use connectors to link both sentences and paragraphs in a coherent way, such
as: in my opinion, from my point of view, firstly, secondly, in addition,
moreover, after all, however, either way, not to mention, to conclude;
• Every paragraph should deal with one idea, that is to be presented in a topic sentence
at the beginning of the paragraph;
• “dress up” your topic sentences with relevant explanations and examples!
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+ ChECK:
• The tense most often used in an opinion essay is the Present Simple,
BUT: - if a particular thing is undergoing a transformation you should use the
Present Continuous;
- if you want to give an example from your personal experience, you should use
the Past Simple and mention the time when the events took place;
• Use varied grammatical structures for a better impression;
• Use vocabulary related to success, risks, explaining, evaluating.

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P SUGGESTED AnSwER:

HelP MOdel HelP

PArAGrAPHS OPInIOn eSSAY GrAMMAr

Introducing the It is hard to believe that nowadays we can find Modal verbs
topic of the essay people who do not desire success, either in their field
of work, their hobbies or at least among their group
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of friends. unfortunately, the more people strive for
success, the more they realise how hard it is to Connectors
achieve it, mainly because it implies a great amount
of chance.

Passive voice
Developing each There are many ingredients for success, such as hard
idea into a work, good connections, talent, interpersonal skills,
separate charisma, or simply being in the right place at the
paragraph right time. while the first ones are achievable by will,
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effort and dedication, the last one is of a totally
Gerundial
different kind; it can be done only by being able to
constructions
take your chances when you recognise them and also
to take risks from time to time.
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Undoubtedly no one can guarantee success even if
risks and chances are taken, but it is a sure thing that Developed
without them, there is no way to reach it, as life is adjectives
full of surprises of all kinds that have to be welcomed
and exploited.

Conclusion: In conclusion, I think that two directions should be

followed: we should work to achieve our dreams and Adverbs
reinforcing your
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personal opinion be alert to whatever life presents us with.

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 3. FORMAL LETTER

Your class is organising a graduation celebration at the end of high school and you want
to invite your headmaster. Write the letter in about 150 words.

STEP 1
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» Pay attention to the format of a formal letter – there is a specific way
of writing the sender’s and the recipient’s addresses:
• It always starts either with Dear…, (the recipient’s full name or Mr./Mrs. and the surname)
if you know the person to whom you are writing to or with Dear Sir/Madam in case you
don’t know him/her, separated by the rest of the letter;
• The introduction must contain the reason for writing the letter and state the position you
hold for writing the letter;
• the conclusion always contains closing remarks showing that you expect a reply to
the letter, such as “I look forward to receiving an answer from you...”;
• At the end, separated from the main body of the letter, in the bottom right corner, every
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formal letter ends either with Yours sincerely, (if you used a name at the beginning of the
letter) or with Yours faithfully, (if you used Sir/Madam as a salutation) followed by your
first name and surname on the line below it;
• Formal register.
STEP 2
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» Identify the keywords and what you are expected to write:
• A letter to a school headmaster is a formal letter as the recipient holds a particular
position in an institution;
• when you make an invitation it is necessary to write about the event and its importance
first and then to try to convince the reader about your desire for him/her to attend it.

STEP 3
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» use connectors to make your ideas easy to follow by the reader, such as: the
reason why, firstly, secondly, as, because, as well as, in conclusion;
» use paragraphs to organise your letter and your ideas.

+ ChECK:
• Use a variety of grammatical structures for a better impression;
• Use vocabulary related to keywords such as: invitation, celebration, class.

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P SUGGESTED AnSwER:

HelP MOdel HelP

PArAGrAPHS FOrMAl letter GrAMMAr

Sender’s 23 Florilor Street, apart. 158

Address Bucharest, 6th district
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10th June, 2016

Recipient’s Dan Ionescu Formal style

Address headmaster of “no 50” high school
14 west Avenue
Bucharest, 6th district

Salutation Dear Mr. Ionescu, Passive voice

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The purpose of My name is Radu Popescu, the students’
the letter and representative for the 12th A grade, and I am writing
the position of this letter on behalf of my colleagues to invite you
to our graduation party.
the sender
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We would be extremely honoured to have you with
Giving the
us. As the event is scheduled for 5 p.m. on 17th June
necessary at “Drumeţului” Restaurant, we hope that the week’s Connectors
details notice will allow our celebration to fit your
agenda.

we look forward to receiving an answer from you,

Conclusion
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as well as hearing how we can help you reach the
venue.
Closing Yours sincerely,
Radu Popescu

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 4. ARTICLE

Your school magazine is organising an essay competition. The given title is

“Remembering my first day in high school”. Write your article in 180-200 words.

STEP 1
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» Pay attention to the format of an article:
• A catchy introduction able to make the reader want to continue reading your article;
• Semi-formal register;
• Ideas to engage the reader into your writing, to transmit a positive and memorable
message;
STEP 2
» Identify the keywords and what you are expected to write:
• remembering = a narrative, using past tenses and respecting the rules of the sequence of
tenses;
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• my = first-person narrative, feelings and vocabulary related to feelings;

STEP 3
• use connectors to make your story coherent, such as: at the beginning, first of all,
after all, although, even if, if, as, needless to say, moreover, however, and yet, in the end,
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as a result, to conclude, therefore, contrary to, not to mention, in the meantime, in the
end, for example;

+ ChECK:
• Use only one idea per paragraph and “dress it up” with reasons and examples.
• Use a variety of grammatical structures for a better impression;
• Use vocabulary related to keywords such as: memories, feelings, school.
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