Sunteți pe pagina 1din 26

GHIDUL

CANDIDATULUI

Limba

ENGLEZ

2010

CUPRINS

Teste ALPHA .................................................................................... Informaii generale Testul de Competen Lingvistic General (TCLG) Testul de Competen Lingvistic Speciala (TCLS) Grila de autoevaluare .................................................... ................. Programa pentru limba englez .................................................... Scriere (S) nelegere - citire (Ic) nelegere - ascultare (Ia) Vorbire - conversaie (Vc) Vorbire - exprimare (Ve) Bibliografie recomandat Modele de teste ALPHA ................................................................ Test de profil general (TCLG) Teste de specialitate (TCLS) Test de nelegere - ascultare. Proba audio Test oral

TESTE ALPHA
Centrul ALPHA organizeaz teste de competen lingvistic si elibereaz certificate acceptate sau necesare pentru diverse situaii academice i profesionale: admitere ia acuitate (pentru o alt linie de studiu dect linia roman) acces n licen admitere la masterat admitere la doctorat burse deplasri n strintate angajri, avansri pe post etc. Aceste teste i certificate sunt armonizate cu Cadrul european comun de referin pentru limbi i beneficiaz de recunoatere internaional. Certificatele ALPHA sunt valabile doi ani de la data eliberrii.

TIPURI DE TESTE Test de competen lingvistic general


Test de competen lingvistic special Test de plasare (pentru alctuirea formaiunilor de studiu)

Certificat x
x

Testele de Competen Lingvistic General i Special urmresc testarea a 5 competene lingvistice, conform Grilei de evaluare din Cadrul european comun de referin pentru limbi, astfel: Grila de evaluare
PROBA

Al
1

A2
2

Ia: nelegere -Asculta re


t

Bl 3

B2 4

C1 5

C2 6

Ic: Inelegere-Citire Vc: Vorbine-Conversatie Ve: Votbire-Exprimare S: Scriere


1 1 1 1

2 2 2 2

3 3 3

4 4 4 4

5 5
5 5

6 6 6 6

Punctaj: 5 competene x 6 puncte maxim = 30 puncte

STRUCTURA I SUCCESIUNEA PROBELOR TESTULUI DE COMPETEN LINGVISTICA ALPHA Probe Proba audio nelegere- Ascultare (Ia) Proba scris 1. nelegerea unui text scris (Ic) 2. Scriere (S) a. vocabular/structuri gramaticale b. redactare text Proba oral 1. Conversaie (Vc) 2. Exprimare liber (Ve) Timp
25 min. 35 min. 15 min. 25 min.

Punctaj 1-6
1-6 1- 6

3 min. 3 min.

1-6 1- 6

Punctajul minim necesar pentru admitere : 15; pentru licen, masterat, doctorat: 20 Punctaj maxim: 30

ACTELE NECESARE SUSINERII TESTULUI: 1. buletin/cane de identitate sau paaport; 2. carnet de student vizat pe anul n curs; 3. chitan n valoare de 60 RON pentru studenii i angajaii UBB/ 120 RON pentru ali solicitani. TAXA pentru susinerea testului se poate achita:
la casieria UBB, Str. I.C. Brtianu nr. 14 (orar: 12:00-14:00)/ Facultatea de Litere, str. Horea nr. 31 (Luni, Miercuri, Vineri ntre orele: 8,30 --12:00); prin mandat potal, n contul IBAN: R019TREZ2165003XXX006747, cod fiscal: 4305849. V rugm specificai pe chitan : pentru Centrul Alpha - UBB Cluj-Napoca i contul.

REZULTATELE: Se afieaz lista candidailor, cu punctajele obinute, la 4 zile dup susinerea testului, la Centrul ALPHA i pe Internet, la adresa www.alpha.ubbcluj.ro
Rezultatele nu se comunic telefonic !

ELIBERAREACERTIFICATELOR: Certificatele pot fi ridicate la 14 zile lucrtoare de la susinerea examenului, la sediul Centrului ALPHA., n fiecare zi lucrtoare, ntre orele 11:00 i 13:00. Certificatele se pot elibera si n regim de urgen, dup 2 zile lucrtoare de la depunerea taxei suplimentare, reprezentnd jumtate din valoarea taxei de test. Certificatele se elibereaz pentru persoanele care au susinut toate cele trei probe ale testului de competen lingvistic. Certificatele se pot ridica fie personal, pe baza actului de identitate (buletin, carte de identitate, paaport), fie de o alt persoan, cu copia actului de identitate al candidatului.

TESTUL DE COMPETENT LINGVISTIC GENERAL


Testele de competen lingvistic general, care se finalizeaz cu obinerea certificatului de competen lingvistic necesar pentru burse, angajri, promovri, sau alte situaii generale, se organizeaz astfel:

Limba Englez

de doua ori pe luna

Miercuri ORA 9.00

Limbile Francez German Rus Italian Spaniol Roman etc.

de doua ori pe luna

Miercuri ORA 9.00

Programare obligatorie Pentru acest tip de test, candidatul se va programa n avans cu cel puin 48 de ore, online, pe pagina web a Centrului: www.alpha.ubbcluj.ro
V recomandm s v prezentai pentru susinerea testului cu cel puin 15 minute mai devreme de ora programat.

Nu se permite accesul n sala de testare fr actele de identitate i chitana de plat a taxei.

Informaii suplimentare privind desfurarea testului se pot obine la sediul Centrului ALPHA i Ia adresa www.alpha.ubbcluj.ro. Modelele de teste ALPHA, pentru limbile englez, francez, german, rus, italian, spaniol si romn pot fi accesate pe Internet la adresa www.alpha.ubbcluj.ro Ghidul Candidatului se poate procura, contra cost, de la sediul Centrului.

* Vezi planificarea de pe pagina web. n lunile de var, iulie-august, Centrul ALPHA funcioneaz cu program special.

11

TESTUL DE COMPETEN LINGVISTICA SPECIAL


Centrul ALPHA organizeaz proba de limb strin pentru eliberarea certificatelor de competen lingvistic acceptate pentru nscrierea la licen i necesare pentru admiterea la programele de masterat i doctorat din cadrul UBB, n urmtoarele domenii: Biologie-Geologie Chimie Drept Educaie Fizic Fizic Geografie Istorie-Filosofie Litere Matematic-Informatic Psihologie i tiinele Educaiei Sociologie i Asisten Social tiina Mediului tiine Politice, Administrative i ale Comunicrii Teatru i Televiziune Teologie Greco- Catolic Teologie Ortodox Teologie Reformat Teologie Romano-Catolic

PROGRAMAREA TESTULUI Testele de competen lingvistic special (pentru admitere, licen, masterat, doctorat) se organizeaz conform unei programri care se anun prin afiaj la sediile facultilor i al rectoratului UBB, la nceputul anului universitar. Programare obligatorie a candidailor Pentru acest tip de test, candidatul se va programa on-line, n avans cu cel puin 48 de ore, pe pagina web a Centrului.

V recomandm s v prezentai pentru susinerea testului cu cel puin 15 minute mai devreme de ora programat. Nu se permite accesul n sala de testare fr actele de identitate i chitana de plat a taxei.

ECHIVALAREA DE CERTIFICATE LINGVISTICE I ACTE DE STUDII


Deintorii urmtoarelor tipuri de certificate, conform Politicii lingvistice a Universitii Babe-Bolyai" Cluj-Napoca, le vor prezenta la Centrul ALPHA spre echivalare, n original i 2 copii xerox:
Cambridge FCE, CAE, CPE Certificatele eliberate

Limba englez:

TOEFL - nivel minim 600 (valabil 2 ani) IELTSAcademic nivel 7

de
Consoriul

Limba francez DALF Limba german: Goethe certificat: ZDF, ZDB Limba italian:
CELI l, 2, 3, 4, 5 CILS l, 2, 3, 4 Roma

Universitar Bucureti Iai Timioara

Limba spaniol: DELE-DSE, DBE, CIE


Se mai pot echivala i studii de minimum 6 luni, efectuate n strintate, ntr-o limb de circulaie (englez, francez, german, italian, spaniola, rus), pe baza actului din care rezult explicit perioada de studiu.

Costul unei echivalri - 10 lei. Plata se poate face, fie la Casieria UBB, str. I. C. Brtianu nr.14, ntre orele 10,00- 14,00 fie la Casieria Facultii de Litere, str. Horea nr. 31, parter, luni, miercuri i vineri ntre orele 8,30 - 12,00, fie la orice oficiu potal, n contul: RO19TREZ2165003XXX006747, cod fiscal 4305849, cu meniunea: Pentru Centrul ALPHA, UBB Cluj

Echivalarea se va primi dup 3 zile lucrtoare, de la depunerea actelor.

GRILA DE AUTOEVALUARE

(Conform Cadrului European

PROBA 1

A1=1 p

A2 = 2p Pot s neleg expresii i cuvinte uzuale frecvent ntlnite pe teme ce au relevan imediat pentru mine personal (de ex. informaii simple despre mine i despre familia mea, cumprturi, zona unde locuiesc, activitatea profesional). Pot s neleg punctele eseniale din anunuri i mesaje scurte, simple i clare. Pot s citesc texte foarte scurte i simple. Pot s gsesc informaii simple i previzibile n diverse materiale cotidiene (de ex. reclame, prospecte, meniuri, orare) i pot s neleg scrisori personale scurte i simple. Pot s comunic n situaii simple i uzuale care presupun un schimb de informaii simplu i direct pe teme i despre activiti familiare. Pot s particip la discuii foarte scurte, chiar dac n general nu neleg suficient pentru a purta o conversaie.

B1 (nivel prag) = 3 p Pot s neleg punctele eseniale n vorbirea standard clar pe teme familiare, referitoare la activitatea profesional, coal, petrecerea timpului liber etc. Pot s neleg ideea principal din multe programe radio i TV pe teme de actualitate sau de interes personal sau profesional, dac sunt prezentate ntr-o manier relativ clar i lent. Pot s neleg texte redactate n principal ntr-un limbaj uzual sau referitor la activitatea mea profesional. Pot s neleg descrierea evenimentelor, exprimarea sentimentelor i a urrilor din scrisori personale.

nelegere Pot s neleg expresii ascultare cunoscute i propoziii foarte simple referitoare la mine, la familia mea i la mprejurri concrete, cnd se vorbete rar i cu claritate. la

nelegere Pot s neleg nume cunoscute, cuvinte i citire propoziii simple, de exemplu din anunuri, afie sau cataloage. Ic

Vorbire

Pot s comunic ntr-o conversaie simpl, cu condiia ca interlocutorul s Participare la fie dispus s repete sau s reformuleze frazele sale ntrconversaie un ritm mai lent i s m ajute s formulez ceea ce ncerc s spun. Pot s Vc formulez ntrebri simple pe teme cunoscute sau de necesitate imediat i s rspund la asemenea ntrebri. Vorbire Pot s utilizez expresii i fraze simple pentru a descrie unde locuiesc i oameni pe care i cunosc.

Pot s fac fa n majoritatea situaiilor care pot s apar n cursul unei cltorii printr-o regiune unde limba este vorbit. Pot s particip fr pregtire prealabil la o conversaie pe teme familiare, de interes personal sau referitoare la viaa cotidian (de ex. familie, petrecerea timpului liber, activitatea profesional, cltorie i actualiti). Pot s leg expresii i s m exprim coerent ntr-o manier simpl pentru a descrie experiene i evenimente, vise, sperane i obiective. Pot s mi argumentez i s explic pe scurt opiniile i planurile. Pot s povestesc o ntmplare sau s relatez intriga unei cri sau a unui film i s-mi exprim reaciile.

Exprimare liber

Pot s utilizez o serie de expresii i fraze pentru o descriere simpl a familiei mele i a altor oameni, a condiiilor de via, a studiilor i a activitii profesionale prezente sau recente.

Ve

Scriere Exprimare Scris

Pot s scriu o carte potal scurt i simpl, de exemplu cu salutri din vacan. Pot s completez ormulare cu detalii sersonale, de exemplu numele, naionalitatea i adresa pe un formular de hotel.

Pot s scriu mesaje scurte i simple. Pot s scriu o scrisoare personal foarte simpl, de exemplu cu mulumiri.

Pot s scriu un text simplu i coerent pe teme familiare sau de interes personal. Pot s scriu scrisori personale descriind experiene i mpresii.

5 Probe x 6 p maxim la fiecare prob = 30 p maxim

Comun de Referin pentru Limbi)

B2 = 3p

C1 =5p

C2 = 6p

Pot s neleg conferine i discursuri destul de lungi i s urmresc chiar i o argumentaie complex dac subiectul mi este relativ cunoscut. Pot s neleg majoritatea emisiunilor TV de tiri i a programelor de actualiti. Pot s neleg majoritatea filmelor n limbaj standard.

Pot s neleg un discurs lung, chiar dac nu este clar structurat, iar conexiunile sunt numai implicite i nu semnalate n rnod explicit. Pot s neleg programe de televiziune i filme fr prea mare efort.

Nu am nici o dificultate n a nelege limba vorbit, indiferent dac este vorba de comunicarea direct sau n transmisiuni radio sau TV, chiar dac ritmul este cel rapid al vorbitorilor nativi, cu condiia de a avea timp s m familiarizez cu un anumit accent.

Pot s citesc articole i rapoarte pe teme contemporane, n care autorii adopt anumite atitudini i puncte de vedere. Pot s neleg proz literar contemporan.

Pot s neleg texte faptice i literare lungi i complexe, sesiznd diferenele stilistice. Pot s neleg articole specializate i instruciuni tehnice lungi, chiar dac nu se refer la domeniul meu.

Pot s citesc cu uurin orice tip de text, chiar dac este abstract sau complex din punctul de vedere lingvistic sau a! structurrii, de exemplu manuale, articole specializate i opere literare.

Pot s comunic cu un grad de spontaneitate i fluen care face posibil participarea normal la o conversaie cu interlocutori nativi. Pot s particip activ la o conversaie n situaii familiare, exprimndu-mi i susinndu-mi opiniile.

Pot s m exprim fluent i spontan fr a fi nevoie s-mi caut cuvintele n mod prea vizibil. Pot s utilizez limba n mod flexibil i eficient n relaii sociale i n scopuri profesionale. Pot s-mi formulez ideile i punctele de vedere cu precizie i s-mi conectez bine interveniile de cele ale interlocutorilor mei.

Pot s particip fr efort n orice conversaie sau discuie i sunt familiarizar) cu expresiile idiomatice i colocviale. Pot s m exprim fluent i s exprim cu precizie nuane de sens fine. In caz de dificultate, pot s reiau ideea i s-mi restructurez formularea cu abilitate , n aa fel nct dificultatea s nu fie sesizat.

Pot s prezint descrieri clare i detaliate ntr-o gam vast de subiecte legate de domeniul meu de interes.Pot s dezvolt un punct de vedere pe o tem de actualitate, artnd avantajele i dezavantajele diferitelor opiuni.

Pot s prezint descrieri clare i detaliate pe teme complexe, integrnd sub-temele, dezvoltnd anumite puncte i tefminndu-mi intervenia cu o concluzie adecvat.

Pot s prezint o descriere sau argumentaie cu claritate i fluen, ntr-un stil adaptat contextului, cu o structur logic eficient, care s ajute auditoriul s sesizeze i s rein punctele semnificative.

Pot s scriu texte clare i detaliate ntr-o gam vast de subiecte legate de domeniul meu de interes. Pot s scriu un eseu sau un raport ransmind informaii sau argumennd n favoarea sau mpotriva unui punct de vedere. Pot s scriu scrisori subliniind semnificaia pe care o atribui personal evenimentelor i experienelor.

Pot s m exprim prin texte clare, sine structurate, dezvoltnd sunetele de vedere. Pot s tratez subiecte complexe ntr-o scrisoare, eseu sau raport, subliniind aspectele pe care le consider mportante. Pot s selectez un stil adecvat destinatarului.

Pot s scriu texte clare, cursive, adaptate stilistic contextului. Pot s redactez scrisori, rapoarte sau articole complexe, cu o structur ogic clar, care s-l ajute pe cititor s sesizeze i s rein aspectele semnificative. Pot s redactez rezumate sau recenzii ale unor lucrri de specialitate sau opere literare.

C2 = nivel excelent de cunoatere a limbii

PROGRAMA - LIMBA ENGLEZ pentru Testele de Competen Lingvistic General i Special - TCLG i TCLS SCRIERE (S)
PROGRAMA
VOCABULARY Synonyms:

TIPURI de EXERCIII

e.g. Choose the alternative which is closest in meaning to the word on the left: gleam A. gather B. shine C. welcome D. clean PROBLEME DE LIMB I. Lexic 1. Deducerea nelesului cuvintelor din context. 2. Mijloace de mbogire a vocabularului de specialitate (compunere, derivare, abreviere). 3. Cuvinte cu mai multe nelesuri sinonime, antonime, omonime. II. Morfologie
1. Substantivul: gen, numr, caz. Substantive numrabile i nenumrabile. 2. Articolul hotrt, nehotrt i zero. Referin generic vs. referin specific. 3. Adjectivul i adverbul. Grade de comparaie. Locul i ordinea lor ta propoziie. 4. Pronumele personal, posesiv, demonstrativ, reflexiv i nehotrt. 6. Numeralul ordinal i cardinal. 6. Verbul: exprimarea relaiilor temporale, aspectuale i modale. 7. Prepoziii (loc, timp, sens). 5. Conjuncii (coordonatoare i subordonatoare).

Definitions:
e.g.1. loathe means A. dislike intensely

B. become seriously ill


C. search carefully

D. look very angry e.g. 2. A ......... is a person who looks after our teeth.
Multiple choice:

e.g. 1. The strong wind ....... the man's efforts to put up the tent.
A. disabled B. hampered C. deranged D. regaled

Completion: e.g. 2 Because of the snow, the football match was ... until the following week. Derivation or Word Formation: e.g. She had trained hard, so it was no surprise she won the race .......... EFFORT
GRAMMAR

Rephrase: e.g. 1 When I noticed him, somebody was on the point of


giving him a letter.

When I noticed him, he ....................................... e.g. 2.1 wish you weren't going on that trip. RATHER Completion: e.g. 1. How long have you known he was sick? Oh, I.......................last year. e.g. 2 Assistant; Good morning. Can(l).........................? Helen: Oh, yes please. I've come about the jumper.
Assistant: What (2) ............................................... ? Helen: Nothing. The jumper is fine, but it's too small.

III. Sintax 1. Propoziia simpl afirmativ, interogativ i negativ. Ordinea cuvintelor n propoziie. Inversiunea i accentuarea. 2. Fraza prin coordonare cu ajutorul conjunciilor and, but i or. 3. Fraza prin subordonare. Tipuri de propoziii subordonate.
4. Vorbirea direct i indirect. Transformri. Corespondena

Assistant: I see. Would (3) ................................... ? Helen: No, I don't want the money. I'd just like a bigger one.
Multiple choice: e.g. He .......... for he didn't answer the phone. a. must be sleeping b. must have been sleeping c. must have slept d. might have slept Cloze: e.g. She walked into the sitting room. She ... (1) not even begun to tidy up, but somehow she couldn't......... (2) the energy for it this morning. She had had a terrible night and had been ,.. (3) by the baby so many times that... (4) she wanted to.... (5) was go back to sleep.

impurilor.

Filling in application forms: e.g. You are in the U.K. You know you will need a cheap air-ticket to visit your home country. You decide to join a travel club so that your journey will be as cheap as possible. Complete the application form below. Formal/informal letters, postcards, notes, notices: e.g- I. An English friend of yours living outside the U.K. has given you 10. 00 to buy a couple of books for her. She definitely wants The Guiness Books of Records and she'd also like a new pocket Oxford English Dictionary if the money she has given you is enough. Write to the bookshop advertised below ordering The Guiness Book of Records. Find out from them whether 10. 00 will be enough to pay for the dictionary your friend wants. Make sure they send you full details of prices. Check on what methods of payment they will accept and get them to confirm the latest delivery date (your friend wants the books by the beginning of August). e.g. 2. You are leaving the U.K. for a few weeks. When you arrive at the airport you remember something you forgot to do before leaving home. You can't contact anybody on the phone. Write a brief note to a friend. Apologize for the trouble you are causing. Explain to him what you want him to do. Thank him for helping you. Write the message and your friend's address on the card below. e.g. 3. You have recently heard that each year the Axel Corporation offers the opportunity for a small number of people to spend between three and six months working in one of their offices in Australia, New Zealand, the United States, or Britain. The aim of the scheme is to promote international understanding, and to foster an unawareness of different working methods. Candidates for the scheme are asked to write an initial letter of application, briefly outlining their general background and, more importantly, giving the reasons why they feel they would benefit from the scheme. In addition, they should indicate in which country they would like to work. Write the letter of application. Using illustrations, graphs, pictures: e.g. I. The diagram below shows three types of bee. Compare and contrast the three bees, e.g. 2. Use the pictures below to construct a narrative. e.g. 3. Suppose you are writing a report in which you must interpret the three graphs shown above. Write the section of that report in which you discuss how the graphs are related to each other and explain the conclusions you have reached from the information in the graphs. Be sure the graphs support your conclusions.
Dictation Note taking

REDACTARE I. Forme ale textului scris Exploatarea unui subiect din domeniul de specialitate prin utilizarea procedeelor specifice limbajului academic: descriere, naraiune, definiie, exemplificare, clasificare, comparaie, cauzaefect, generalizare etc. n. Funcii comunicative A exprima mulumiri, cereri, opinii, comentarii, atitudini, scuze, confirmri, necesiti. A solicita informaii, ndrumri, servicii. III. Genuri ale scrisului academic
Raport de studiu/activitate

Articol/lucrare tiinific Curriculum Vitae Scrisori formale/cereri Rezumat Recenzie Eseu analitic i argumentativ Sondaj i chestionar (interpretare De date) IV. Competene n urmtoarele domenii generale de comuni care: - contact social cu vorbitori nativi sau noimativi ai limbii engleze; - adresarea ctre instituii oficiale; - cumprturi i servicii; - vizitarea uiior locuri de interes i agrement; - cltoriile i rezolvarea problemelor de cazare; - folosirea media pentru informare i divertisment; - probleme medicale i de sntate; - studii n scopuri academice, profesionale sau sociale etc.

NELEGERE-CITIRE (Ic)
PROGRAMA TIPURI de EXERCIII All the exercise types below are based on the Reading Selections in the Tests. True or False statements. I. Competene A. Citirea rapid a unui text pentru: 1. nelegerea de ansamblu. 2. obinerea de informaii specifice. 3. identificarea etapelor unei argumentaii. 4. identificarea exemplelor aduse n sprijinul unei argumentaii. B. Citirea unui text de mai mare ntindere, utiliznd strategii diverse, C. Utilizarea materialului nonverbal i a aparatului de referin (ilustraii, diagrame, grafice). D. Deducerea nelesului cuvintelor din context. II. Elemente de nelegere a textului. A. Lexic. Cuvinte cu mai multe nelesuri, sinonime, antonime, omonime. B. Structura propoziiei, a frazei i a discursului. 1. Conjuncii coordonatoare, subordonatoare i ali conectori logici. 2. Elemente de coeziune (referina, substituie, elips). 3. Mrci discursive (semnalarea succesiunii episoadelor, organizarea discursului i punctul de vedere al autorului). III. Tipuri de texte extrase din manuale, romane, reviste, ziare, reviste de specialitate: articole, interviuri, rezumate, scrisori, orare oficiale etc. T F e.g. James Bond was afraid of the Russian spy. Unique answers: e.g. 1. In which city do the villagers described in the Urban Villagers live? ................... e.g. 2 ................was the man responsible for the first steam railway. Short answers: e.g. According to the author, what does the increase in divorce rates show about people's expectations of marriage and marriage patterns? Summary cloze: A reading passage is summarized by the tester, and then gaps are left in the summary for the candidate to fill in. e.g. The Independent Scientific Committee on Smoking and Health has just issued an interim report. It says that ............ smoking (that is, breathing in other people's ......... smoke) is consistent with an increase in .................... of between 10 and 30 per cent amongst people who do not ......... Information transfer; e.g. Completion of a reading task by supplying simple information in a table, following a route on a map, labelling a picture, etc. Identifying order of events, topics or arguments: e.g. In what order does the writer do the following in her article? To answer this, put the number 1 in the answer column next to the one that appears first, and so on. a. She gives some of the history of migraine. b. She recommends specific drugs. c. She recommends a herbal cure. d. She describes migraine attacks. e. She gives general advice to migraine sufferers. Identifying referents: e.g. What does the word it in line 25 refer to? .............. Guessing the meaning of unfamiliar words from the context: e.g. . 1 Find a single word in paragraph 1 which has the same meaning as the making of laws .................. e.g. 2. Multiple choice The word fortuitous in line 26 is closest in meaning to: a. random b. crammed c. pressed d. fortunate

INELEGERE-ASCULTARE (Ia)
PROGRAMA TIPURI de EXERCIII Multiple choice: e.g. When stopped by the police, how is the motorist advised to behave? A. He should say nothing until he has seen his lawyer. B. He should give only what additional information the law requires. C. He should say only what the law requires. D. He should in no circumstances say anything. Sentence completion: e.g. ..............is one of the best known artists of all times. Information transfer: Labelling diagrams, completing forms, showing routes on the map, etc. e.g. The candidate visits his friend Tom who has hurt his hand, and the candidate (listening to the tape recording) has to help Tom write his report of the accident. Tom also has to draw a sketch of the map of the accident. He has drawn the streets, and he asks you to fill in the details. Listen to Tom and write on the map what he tells you. Dictation Note taking

Competene: - distingerea ideilor generale de cele secundare; - sesizarea informaiei solicitate; - identificarea funciilor i tiparelor de intonaie. Tipuri de texte: - monolog; - dialog; - dialog cu participani multipli; - anun; - prezentare tip curs sau conferin; - instruciuni sau ndrumri.

VORBIRE-CONVERSAIE (Vc) SI VORBIRE-EXPRIMARE (Ve)


PROGRAMA I. Competene lingvistice (lexical, gramatical, semantic i fonologic). II. Competeni sociolingvistic (adaptarea exprimrii la relaiile sociale; registru oficial i neoficiat; exprimarea politicoas). III. Competen pragmatic a. discursiv: organizare tematic i coeren discursiv b. funcional: microfuncfii: a da i a cere informaii, a exprima i a descoperi atitudini, a cere/a sugera macrofuncii. descrierea, naraiunea, comentariul, explicaia, demonstraia, expunerea, argumentaia, persuasiunea etc. scheme de interaciune: ntrebare - rspuns declaraie - acord/refiiz cerere/ofert/scuze acceptare/refuz salutri/ toast - rspuns Teme interviu: Prezentarea candidatului, familia, studii, localitatea de origine, locuina, intenii profesionale, pasiuni, preocupri, o zi de munc-studiu, lecturi etc. Teme discuie: Prietenie, timp liber, sport i micare, profesii, mijloace de transport, comunica-rea n lumea modern, problemele lumii contemporane, planuri i realizri etc. TIPURI de EXERCIII

Questions and requests for information Interview Pictures: - single pictures for descriptions; - sequences of pictures for narration. Role play: e.g. You want your mother (played by the tester) to increase your pocket money. She is resistant to the idea. Try to make her change her mind. Discussion: (between candidates) e.g. I. There is too much sport on television. e.g. 2. Your school has a substantial budget to spend on improving facilities. The following have been suggested as possible purchases for school video equipment; a swimming pool; computer equipment; a mini-bus; a sauna. Discuss the advantages and disadvantages of each suggestion with your partner and try to reach an agreement on the most suitable. Make other suggestions if you wish.

BIBLIOGRAFIE RECOMANDAT Chilrescu, Mihaela, Paidos, Constantin, Proficiency in English, Iai, Institutul European, 1996 Gleanu-Frnoag, Georgiana, Comisei, Ecaterina, Gramatica limbii engleze, Omega Pres-Lucman, 1996 Jordan, R.R., Academic Writing Course, Nelson, 1992 Leech, G., Svartik, J., A Communicative Grammar of English, Longman, 1972 Smith, Mike and Glenda. A Study Skills Handbook, Oxford, Oxford University Press, 1991 Soars, John and Liz, Headway Intermediate, Oxford, Oxford University Press, 1995 Soars, John and Liz, Headway Upper-Intermediate, Oxford, Oxford University Press, 1995 Vince, Michael, Advanced Language Practice, Heinemann, 1991 Vince, Michael, Intermediate Language Practice, Heinemann, 1997

General English

Alpha Test of English Language Proficiency


Use of English (15 minutes)
Write in the boxes on the right the letter (A-D) of the correct word or phrase from those given below that best completes the sentence. Only one answer is correct.
1. The notice says that people ... not throw waste packaging away. A. will; B. could; C. should; D. might. 2. Food ... much more expensive in Britain since they joined the EEC. A. becomes; B. has become; C. became; D. is becoming. 3.... we do our best or nothing will improve in this respect. A. Or; B. Even; C. Either; D. Whether 4. It was ... hot and they all longed for a swim in the sea. A. unbearable; B. barely; C. unbearably; D. bearably.

Your answers 1 2 3 4

Rewrite in the boxes on the right the following sentences beginning as shown so that the meaning stays the same.
5. The quality of the two products' packaging was identical. 6. Most people know about the necessity of re-cycling materials, but they simply neglect it. 7. We hardly ever throw paper away. There was

Your sentences

Even if.

Seldom.

8. Take producte' wrapping to the nearest collecting points.

We recommend.

Reconstitute the following text by giving the correct form of the verbs in brackets In the boxes on the right
It is a pity that so much material (9. waste) all the time due to people's negligence or lack of proper education. Nobody (10. deny) that if more concern (11. give) to a really harmonious collective life, the benefit (12. be, definitely) sensibly greater for each and all of us.
9

Your verb forms

10 11 12

Reading Comprehension (35 minutes)


Read the following text and then answer the questions on the next page.

Put a Stop to Waste To eat a chocolate the box has to be taken out of a paper bag, the cellophane wrapper has to be torn off, the lid opened and the paper removed. The chocolate itself has to be unwrapped from its own piece of paper. But this insane amount of wrapping is not only for luxuries. It is more and more difficult to buy anything that is not done up in cellophane, polythene or paper. The shopper is not interested in the wrapping. Useless wrapping accounts for much of the garbage of each London household. So why is it done? Some of it, like the cellophane on meat, is necessary, but most of the rest is simply competitive selling. This is absurd. Packaging is using up the scarce energy and resources and is messing up the environment. Not much research is being carried out on the costs of alternative types of packaging. How easy is it for local authorities to salvage paper, pulp it, and recycle it as egg-boxes? Would it be cheaper to plant another forest? Paper is the material most used for packaging - twenty million paper bags are apparently used in Great Britain each day - but very little is salvaged. A machine has been developed that pulps paper then makes it into packaging, e.g. egg-boxes and cartons. This could be easily adapted for local authority use. It would mean that people would have to separate their garbage into paper and non-paper, with a different dust bin for each. Paper is the material most easy to re-cycle, and now with massive increases in paper prices, the time has come when collection by local authorities could be profitable. Re-cycling already happens with milk bottles, which are returned to the dairies, washed and refilled. But both glasses and paper are being threatened by the growing use of plastic. More and more dairies are experimenting with plastic bottles and it has been estimated that if all the milk bottles necessary were made of plastic, then British dairies would be making enough plastic tubing to encircle the Earth every five or six days. The problem is plastic does not rot. Some environmentalists argue that the only solution to the problem of ever growing mounds of plastic containers is to do away with plastic altogether in the shops, a suggestion unacceptable to many manufacturers who say there is no alternative to their handy plastic packs. It is evident that more research is needed into the recovery and re-use of various materials and into the cost of collecting and re-cycling containers as opposed to producing new ones. Unnecessary packaging intended to be used just once, and making things look better so more people will buy them, is clearly becoming increasingly absurd. But it is not so much a question of doing away with packaging as using it sensibly. What is needed now is a more sophisticated approach to using scarce resources for what is, after all, a relatively unimportant function.
(SOURCE: The Sunday Times, January, 1998)

Decide whether the following statements are true or false according to the text and then write the letter T if they are true or F if they are false in the boxes on the right. 1. Too many products nowadays are wrapped in unnecessary packaging.

Your decision: T or F
1 2 3
4 5 6

2. Most London families refuse to throw away packaging. 3. The countryside is being spoilt by the overproduction of packaging. 4. In future paper and glass will replace plastic wrapping and containers. 5. Most of the 20 million paper bags used each day are recovered and re-used. 6. There is no danger that plastic will ever replace glass and paper.
Write in the boxes on the right the letter (A-D) of the answer which best reflects the meaning of the text. Only one answer is correct.

7. The local authorities in line 13 are:


A. the town council B. the police C. the paper manufacturers D. the most influential citizens 8. If wrapping paper is to be re-cycled: A. more forests will have to be planted. B. the use of paper bags will have to be restricted. C. people will have to use different dustbins for their rubbish. D. the local authorities will have to reduce the price of paper. 9. British dairies are: A. producing enough plastic tubing to go round the world in less than a week. B. giving up the use of glass bottles. C. increasing the production of plastic bottles. D. re-using their old glass bottles,

Your answers
7 8 9 10 11 12

10. This insane amount of wrapping is not only for luxuries in paragraph 1 means that: A. not enough wrapping is being used for luxuries.
B. more wrapping is being used for luxuries.

C. it is not only for luxury products that too much wrapping is used. D. the wrapping used for luxury products is not necessary. 11. The environmentalists think that: A. more plastic packaging should be used,
B. plastic is the most convenient form of packaging.

C. too much plastic is wasted.


D. shops should stop using plastic containers. 12. The author thinks that: A. the function of packaging is not important.

B. people will soon stop using packaging altogether. C. not enough research has been done into the possibility of re-cycling.
D. the cost of re-cycling is so great that it is better to produce new materials than re-use old ones.

Composition/Essay (25 minutes)


For Write a 200 word composition on ONE of the following topics. Use the space correctors provided below. use only 1. What are the advantages of spending a year abroad before starting your job? 2. Write a report to your Town Hall about the necessity and possibilities of recycling in your hometown. TC CL VS

KEY
Use of English (12x0.25=3 points)

Multiple Choice C 1
2 3 4 B C C

Rephrase 5. There was absolutely no difference/no difference at all/ whatsoever in quality between the two products' packaging. 6. Even if they know about the necessity of re-cycling materials, most people simply neglect it. 7. Seldom do we throw waste paper away. 8. We recommend that you take the products' wrapping to the nearest collecting point. Verb Forms

9 10 11 12

is wasted can deny were given would definitely be

Composition/essay ((10+10+10)/10=3 points)

Composition Purpose achieved and fluency [Tematic si coeren] (1 to 10) Mechanics [Corectitudinea limbii] (1 to 10)
Variety of vocabulary and style [Vocabular l stil] (1 to 10)
Use of English + Composition/ essay(3+3=6 points) TC CL
VS

Reading Comprehension (12x 0.5=6 points) True or False Multiple choice


1 2 3
4 5 6 T F T F

Ic

7 8 9 10 11
12

A C D

C
D

F F

Special English:

GEOGRAPHY

Alpha Test of English Language Proficiency


Use of English (15 minutes) Write in the boxes on the right the letter (A-D) of the correct word or phrase from those given below that best completes the sentence. Only one answer is correct. 1. As he was taking pains to dig up a piece of rock, I took him ... a geologist. A. as; B.like; C. of; D. for. 2. The place is ... interest for the discovery of new oil deposits. A. for; B, of; C. about; D. on. 3. Now I regret... money in that project. A. to invest; B. invested; C. having invested; D. hadn't invested. 4. ... for the engineer, all the members of the working team arrived on time. A. Other; B. Except; C. Apart; D. Besides. Rewrite in the boxes on the right the following sentences beginning as shown so that the meaning stays the same. 5. Please help me find my way out. Would They

Your answers 1 2 3 4

Your sentences

6. To their amazement be ran out of the house.

7.I find it hard to believe he'll object.

Surely

8. Remember, tomorrow's trip will be a difficult one, the project manager warned them.

The project manager

Reconstitute the following text by giving the correct form of the verbs in brackets in the boxes on the right. Strang said he had enjoyed (9. stay) with Mr. Magson and his family in England, but that sooner or later, he and his company (10. have to) pay quite a price for this piece of luxury. He gave me a drink, he thanked me profusely for everything and let me understand he (11. expect) to dinner at some of his friends' house. He also comforted me (12. say) he would visit me one of these days.

Your verb forms 9 10 11


12

Reading Comprehension (35 minutes)


Read the following text and then answer the questions on the next page.

Earthquakes Let us take a brief look at the planet on which we live. As Earth hurtles through space at a speed of 70, 000 miles an hour, it spins, as we al know, on its axis, which causes it to be flattened at the Poles. Thus if you were to stand at sea level at the North or South Pole you would be 13 miles nearer the centre of the Earth than if you stood on the Equator. The Earth is made up of three major layers - a central core, probably metallic, some 4 000 miles across, a surrounding layer of compressed rock, and to top it all a very thin skin of softer rock, only about 20 to 40 miles thick that's about as thin as the skin of the apple, talking in relative terms. The pressure on the central core is unimaginable. It has been calculated that at the centre it is 60 million pounds to the square inch, and this at a temperature of perhaps 10, 000 degrees Fahrenheit. Oil borings down to 20, 000 feet have shown that the deeper they go, the hotter it becomes. The temperature of the earth at the centre is estimated to be anything between 3, 000 and 11, 000 degrees Fahrenheit. But even so the deepest man has yet penetrated is about 10, 000 feet. This hole, the Robinson Deep Mine in South Africa, barely scratches the surface; so great is the heat at the 10, 000 feet that were it not for an elaborate air-conditioning system, the miners working there would be roasted. The Earth's interior, therefore, would seem to be of liquid metal - and evidence for this is given by the behaviour of earthquakes. When an earthquake occurs, shock waves radiate from the centre just as waves radiate outwards from the point where a stone drops into a pond. And these waves pulsate through the earth's various layers. Some waves descend vertically and pass right through the earth, providing evidence for the existence of the core and an indication that it is fluid rather than solid. Thus, with their sensitive instruments, the scientists who study earthquakes, the seismologists, can in effect X -ray the earth. Northern India, and more especially that part of Northern Pakistan known as Baluchistan, is a particularly seismic area. In Baluchistan one of the greates t earthquake disasters of modern times occurred in 1935, when the town of Quetta was destroyed and 30,000 people lost their lives. Today, Quetta is the home of a geophysical observatory where scientists make a special study of earthquakes. One of the practical tasks of the seismologists in Quetta has been to calculate ways of making buildings safe against earthquake tremors, and nowadays all houses in the town are built according to seven approved designs. As a result, in a great earthquake near Quetta only a few years ago, practically all the buildings stood up and no lives were lost. Iceland is one of the most active volcanic regions of the world. And it was to Iceland that Jules Verne sent the hero of his book A Journey to the Centre of the Earth, This intrepid explorer clambered down the opening of an extinct volcano and followed its windings until he reached the Earth's core. There he found great oceans, and continents with vegetation. This conception of a hollow earth we now know to be false. In the 100 years since Jules Verne published his book, the science of vulcanology, as it is called, has made great strides. So, scientists believe that this tremendous heat is caused by the breaking down of radio-active elements, which release large amounts of energy and compensate for the loss of heat from the earth's surface. If this theory is correct, then we are living on top of a natural atomic powerhouse.

(SOURCE: Radio UNESCO)

Decide whether the following statements are true or false according to the text and then write the letter T if they are true or F if they are false in the boxes on the right. 1. If you stand at the Equator you will be closer to the centre of the Earth than if you stand at the Poles. 2. The shock waves from an earthquake cannot pass through the Earth's central core. 3. Earthquakes often occur in Baluchistan. 4. All houses in Quetta have the same design. 5. Jules Verne suggested that the center of the Earth is hollow. 6. It is not known exactly how hot it is at the centre of the Earth. Write in the boxes on the right the letter (A-D) of the answer which best reflects the meaning of the text. Only one answer is correct. 7. The outer layer of the Earth is compared to the skin of an apple because: A. it is only 20 to 40 miles thick. B. it is thin in proportion to Earth's mass. C. it is relatively thin compared with the central core. D. it is softer than the other layers. 8. Which of the following is not true? It is thought that the interior of the Earth is not solid because A. there is great pressure at the centre. B. earthquake waves can move vertically, C. the outer layer is made of rock. D. the heat at the centre is too great. 9. The Robinson Deep Mine in South Africa is A. too deep to work in. B. too hot to work in. C. no longer in use. D. very close to the surface. 10. Since the publication of Jules Verne's book it has been proved that: A. the centre of the Earth is not hollow. B. oil borings cannot go deeper than 20,000 feet C. the earth is hot at the centre because heat is lost at the surface. D. the earth is in danger. 11. Which of the following is closest in meaning to hurtles in the text (line 2)? A. travels B. moves at great speed C. revolves D. wanders 12. Which of the following is closest in meaning to intrepid in the text (line 37)? A. intelligent B. inspired. C. dauntless. D. careful.

Your decision: T or F
1 2 3
4 5 6

Your answers
7 8 9 10 11 12

Composition/essay (25 minutes)


What are the arguments that your specialty can and does contribute to the development of national and international economies? (150-200 words)

For correctors use only TC CL VS

KEY
Use of English (12x0.25=3 points)

Multiple Choice D 1
2 3
4 B

C B

Rephrase
5 6 7 8

Would you mind helping me find my way out? They were amazed to see him running out of the house. Surely he won't object. The project manager warned them that the following day's trip would be a difficult one.

Verb Forms

9 10 11
12

staying would have to was expected saying

Composition/essay ((10+10+10)/10=3 points)

Composition

Purpose achieved and fluency [Tematic si coerena] (1 to 10)


Mechanics [Corectitudinea limbii] (1 to 10)

TC CL VS

Variety of vocabulary and style [Vocabular i stil] (1 to 1 0)


Use of English + Composition/essay (3+3=6 points) Reading Comprehension (12x 0.5=6 points)

True or False

Multiple choice
1 2
3 4 5 6 F F T F T T

7
8 9 10 11
12

B B D A B

MODEL TEST NELEGERE - ASCULTARE

TEST NELEGERE - ASCULTARE* Listening Comprehension (Approx. 20 minutes)


You will hear a text on the topic below divided into two parts. Each part will be repeated twice

The Missing Link


PART ONE: You have one minute to look at questions 1 to 6. Write the letter of the correct answer in the boxes provided, according to what you hear. Only one answer is correct. You have 1 minute.
Your answers 1 2 3 4 5 6

I.The main idea in Darwin's 1871 book is: A. apes and humans are very much alike B. humans are descended from apes C. apes and humans have identical ancestry 2. Most present day scientists A. agree with Darwin's theory. B. are familiar with Darwin's theory. C. approve of Darwin's theory. 3. The common ancestor humans and apes are believed to share is considered to have lived: A. 5 centuries ago. B. 5 millennia ago. C. 5 hundred years ago. 4. Why can't Darwin's theory be proved? A. Because more bones are needed before a definite conclusion can be reached. B. Because no 5 million year old DNA is available. C. Because the theory is wrong from the start. 5. Some scientists say there still is hope for the theory to be verified by researching; A. remains of homo sapiens. B. remains of a human subspecies existing prior to homo sapiens. C. bones from a human subspecies that lived before and for some time concomitant with homo sapiens. 6. Neanderthal is: A. a mine in Germany B. a valley in Germany C. an archeological site in Germany

You will hear part one again. Then you will have one minute to give your final answers. PART TWO: You have one minute to look at questions 7 to 12. Complete the sentences, in the boxes provided, according to what you hear. You have 1 minute.

7. The famous Neanderthal bones were initially thought to be the remnants of 8. At first scientists were sure they had found the .
9. Later scientists the idea.

10. In order to reach a definite conclusion, Abel extracted a sample from the

11. Cells and the they contain deteriorate fast after death. 12. A professional scientist always his findings.
You will hear part two again. Then you will have one minute to give your final answers.

*Proba audio pentru TCLG i TCLS

The Missing Link (Tapescript) In 1871, Darwin wrote a book called The Descent of Man where he makes it very clear that humans and today's apes share a common ancestor. So, in some senses, as one of our contemporaries said, the Darwinian man, though well behaved, is only but a monkey shaved. Today many scientists subscribe to Darwin's theory. Indeed, they place the missing ancestor as living 5,000,000 years ago. But the theory remains impossible to prove. The reason? We have no DNA yielding evidence. 5,000,000 year old bones have never been found. But remains do exist of other more recent human subspecies... Abel was on his way to do what he does best: hunt for ancient DNA. He is looking to get samples from the bones of a very early human, not homo sapiens but a predecessor and one time neighbour. Those bones have been found here, in the German valley of Neanderthal. He came to this archeological site which in the 19 th century was a major open cast mine. *** In 1856, local miners found bones littered across the floor of a cave. At first they thought they were from a wild animal. But then, scientists declared they belonged to a primitive human-like creature. Subsequent studies revealed the bones to be over 30, 000 years old. The species was given the name of the place in which it was found: Neanderthal, and at first, in the 1850's at least, it seemed to verify the early theories of the missing link. The Neanderthal belonged neither to modern homo sapiens nor to primates, but to something separate: a creature half human, half ape. But scientists have since disputed the idea. Abel believed he could offer a final answer. In 1991 he took a sample form the original Neanderthal skeleton to test its DNA. Testing methods at the time were comparatively basic. Cells decay quickly after death as does most of their DNA. Abel's preliminary conclusions were startling. It seemed the Neanderthal man belonged genetically neither to modern humans nor to apes. But like any good scientist, Abel needed to verify his findings. That meant obtaining more samples. (SOURCE: The Discovery Channel, January 2004) KEY
Listening Comprehension (12x1X5*6points) _______________________________________________________

PART ONE
1. 2. 3. 4. 5. 6.

C
A B B 7. 8.

PART TWO
a wild animal missing link disputed original Neanderthal skeleton DNA verifies

C
B

9. 10. 11.
12.

SPEAKING TEST 1: MEANS OF TRANSPORT TASK 1: Describe and compare the means of transport in the pictures and say why the people in the photographs have decided to use them. (1-2 minutes) TASK 2: You have been informed that cycling will become compulsory in schools as a sport class. Talk together about the advantages and disadvantages of this initiative. (4 minutes) SPEAKING TEST 2: HOLIDAYS ____________________________________________________ TASK 1: Describe and compare how the people in the pictures spend their holidays and decide which appeals to you more. (1-2 minutes) TASK 2: Talk together about how you spent your last summer vacation. (4 minutes)

Examinarea oral dureaz aproximativ 12-15 minute i este asigurat de doi profesori cu rol de examinator i evaluator. Candidaii intr n grupuri de cte doi. Examenul oral are trei pri: interviu, exprimare oral, conversaie. Interviu-ntrebri generale: localitatea natal, familia, pasiuni, interese profesionale, planuri de viitor. Aceast parte se desfoar n interaciune cu examinatorii. Nu se evalueaz. (3 minute) Cerina 1: Exprimare cursiv pe baza unui suport vizual, timp de 1-2 minute de candidat, fr ntrebri ajuttoare. Fiecare candidat primete cte un suport cu 2-5 imagini grupate tematic. Candidatul nu va vorbi obligatoriu despre toate imaginile, ci va alege cel puin dou sau trei care i se par cele mai accesibile i/sau cele mai interesante, n aceast parte a examenului, candidatul va descrie i va compara ceea ce vede n imagini raportat la tema anunat. Candidatul va ncerca s explice situaiile din imagini, cauzele sau efectele lor posibile, sau s-i exprime o opinie personal. Dac i se cere s aleag imaginea care i se pare cea mai interesant, va trebui s explice alegerea. ATENIE! Nu se acord timp de pregtire (nu se fac notie). Cerina 2: Conversaie ntre cei doi candidai, timp de 3-4 minute, n general examinatorii aleg doar una dintre cele dou teme de conversaie bazate pe cele dou tematici alese- (De aceea este important ca fiecare candidat s fie atent la ce rspunde partenerul de examen la prima cerin.) n cazul n care conversaia pe tema aleas nu se desfoar corespunztor ntre candidai sau se ncheie prea devreme, examinatorii o pot propune i pe a doua. n aceast parte candidatul va pune partenerului ntrebri, cerndu-i informaii, va rspunde la rindul su acestuia, explicnd i justifcnd opinii, fcnd sugestii i discutnd posibiliti, exprimndu-i acordul sau dezacordul. ATENIEI Nicumul dintre candidai nu va monopoliza conversaia. A nu se uita c n aceast parte a examenului se evalueaz capacitatea candidatului de a purta un dialog. Nu se acord timp de pregtire. IMPORTANT! Dac nu nelegei instruciunile, cerei s vi se repete ntrebarea. Aceasta nu va constitui un motiv de depunctare. Varietatea i corectitudinea sintactic i lexical, fluena si pronunia. (1-6 puncte: Ve) Interaciunea n conversaie, ncadrarea n tematic i coerena. (1-6 puncte: Vc).
SE EVALUEAZ: PARTEA I

INSTRUCIUNI SI RECOMANDRI PENTRU PROBA ORAL (Ve + Vc):

PARTEA a II-A (exprimarea oral Ve)

PARTEA a III-a (conversaie Vc)