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*+HG G( 35(*ą7H5(

în vederea sustinerii probei C

din cadrul Examenului national de bacalaureat -Evaluarea competentelor lingvistice

într-R OLPNĆ GH ŃLUŃXOMtie

internatLRQMOĆ-

18 ² 19 iunie 2020

CUPRINS

1. ăoba C din cadrul examenului

2. Structura probelor. Ră ܊

3. Programele pentru examenul de bacalaureat 2020 -

proba C

4. Modelele ܈

bacalaureat 2020

5. ܈

subiectelor

6. ă

1. ă

national de bacalaureat 2020.

La proba C, de ܊într-ă܊

2-a sau limba a 3-a ăăegim normal, intensiv, bilingv

a. ܊ b. ă c. ă prin note sau prin calificativ admis/respins, ci prin sta܊ (corespuă܊

Pe ansamblul celor trei probe, evaluarea Ġ

ĠăĠe), producere de mesaje orale, producere de mesaje scrise (conform CECRL).

Pentr Ġ Ġă

0 - 10 de puncte: -

11 - 30 de puncte: A1 (introductiv / de descoperire)

31 - 60 de puncte: A2 (intermediar / Ġ

61 - 80 de puncte: B1 (nivel-prag / intermediar)

81 - 100 de puncte: B2 (avansat / independent)

examene, l ܈

5.219/2010.

Lista ă în vigoare a examenelor

ĠăĠăcare pot fi

Ġ ce într-o

ă OMEN nr. 3687 / 2019 pentru

modificarea anexei nr. 2 la OMECTS nr. 5.219/2010.

2. Structura probelor. Ră pentru candida܊

a. Proba de întelegere a unui text audiat = 20 minute

܊ă materiale audio diferite, ă܈

materiale - ă ă ă ܈ ările sunt formulate în limbăăă܈܊ ales-܊ minut pentru a citi (î܊ ă - ă ă treze atunci când vor asculta

înregistrarea.

Prima ascultare a materialului auă- cel de nivel

A1/A2, conform CECRL (܊

document audio. material pe care l-au ascultat ă de dificultate mai mare - nivel B1/B2).

܊ celor 6 niveluri ale ܊

CECRL se poate utiliza Grila de autoevaluare conform CECRL (Cadrul European

܈ăile, ă܊܊

cuvintelor- ă ă ăsau ceea ce cred ei. De exemplu, la înregistrare s-

ăLEN Maria do

home watching TV/ LFR maison en regardant la téléoaia ă܊

LEN ve person. / LFR

Firstly / LFR LEN after that / LFR LEN so finally / LFR alors

ă ă ă -o înainte de

܊n ac܈

audio pe care îl asc܊ întrebarea care te-a pus în dificultate. Acest lucru te ăă܈ b. 3URNM VŃULVĆ vQtelegerea mesajului scris + producerea de mesaje scrise) = 120 minute

Proba ă cuprinde ăăĠ

I. ăĠă

texte-suport ăăla ă܊ de complexitate (nivel A1/A2, conform CECRL), iar pentru ܊

ăăănte acestui

prim text) ă;

Al ă

complexitate mai ridicat (nivel B1/B2 conform CECRL), iar pentru ܊ acestuia ăăcorecte la ănte acestui text) ă100 de puncte.

II. ăĠĠ

ă ăăla care ă܊

primul text este de dimensiuni relat ăe dificultate (nivel A1/A2, conform CECRL): ă, iar pentru redactarea acestuia se ă; al doilea text este de dimensiuni mai mari, având un grad de dificultate mai ridicat (nivel B1/B2 conform CECRL): un eseu, un articol etc., iar pentru redactarea acestuia ăi de notare, maxim 100 de puncte.

Pentru rezolvarea primeă܊ ܊

scris)ăăfiecare ătexte, cuvintele-cheie care-l vor ajuta să ă

Pentru rezolvarea celei de-a doua ă܊

mesaje scrise ăă ă), este recomandabil ca fiecare candidat ă observe, citind ܈d ܊ scrisoare informală / formală, eseu narativ/descriptiv/de opinie, articol etc.). Acest lucru este foarte important, întrucât fiecare tip de text ă trimite mesajul corect cititorului (acesta fiind, de fapt, chiar scopul scrierii acelui text). Tă܊ un anumit stil, anumi ăă, ăsuccesiune a paragrafelor, anumite tipuri de verbe / forme verbale, anumite adjective etc.

ă-l redacteze, c ܊

rezerve ultimele 5-10 minute (din cele 120 alocate probei scrise), pentru a lectuă

ăătot ܈

c. 3URNM RUMOĆ = 10-15 minute / elev Fiecare candidat extrage un bilet de exam ă܈ ܊

ă. Biletul extras nu poate fi înlocuit.

întrebare referitoare la universul pĠăăă bilet, începând cu notarea ă cât mai multor idei ă clare, bine structurate, coerente ܈ parte a unui monolog sau a unui dialog - realizându-se îăă bacalaureat.

3. Programe proba C_Bacalaureat 2020

Programel܈

anume:

Programa pentru proba C - bacalaureat 2020 - Ă

Programa pentru proba C - bacalaureat 2020 - Ă

4. Modele ܈

Modele ܈- proba C - ܊

5. ܈

subiectelor

LIMBA ENGLE=ą

GHID METODOLOGIC pentru PROBA DE ÎNTELEGERE A UNUI TEXT AUDIAT elaborat de prof. Lucia Dumitru pentru

Examenul Ġ 2020

Proba C

Suggestions for approaching / solving Subject I (A 1 A 2 level) and Subject II (B 1 B 2 level) Before the recording starts, read the questions for each section carefully. This will help you to follow the recording and identify the answers.

Remember that you

the first time. After completing a section, it is better to look ahead to the next section and read the questions, than to worry about the last section. Try to listen for key words or synonyms (words that have the same or similar meaning as another word) from the question to help you identify the answer, particularly when people are expressing opinions or beliefs. For example, on the doing to the gym and usually just stays Listen carefully for words that indicate which stage of the recording you are listening l question you have reached. As you are listening to the recording, cross out opti If you have to choose dates as an answer to any question, remember to listen carefully to the pronunciation of the numbers Even after the second listening, if there are questions you are not sure about, choose the best answer and move on. This will help you to stay calm and positive. You can go back to those questions at the end, if you have time.

MODEL SUBIECT

Examenul Ġ 2020

Proba C

ÎNTELEGEREA UNUI TEXT AUDIAT - LIMBA ENGLEZA

SUBIECTUL I (40 de puncte)

You will hear a man and a woman talking about her job in the aviation industry. For questions 1 4 choose the best answer (A, B, C or D).

1. What did the woman write for her company?

A. letters

B. memos

C. reports

D. contracts

2. What is leasing a plane similar to?

A. building a house

B. renting a car

C. taking a trip

D. sailing a boat

3. When do companies lease planes?

A. When their planes are being repaired.

B. When their planes are new.

C. When they want to save money.

D. When they want to increase profit.

4. What can you get with a wet lease?

A. two planes

B. a spare engine

C. a full crew

D. two pilots

SUBIECTUL al II-lea (60 de puncte)

You will hear an interview with Hillary Clinton, about her book, after losing the 2016 presidential election. For questions 5 10, choose the best answer (A, B, C or D).

5. At the very beginning of the interview, we learn that

A. the Clintons bought a house in Washington.

B. Hillary Clinton had many supporters.

C. the Clintons had many friends.

D. Hillary Clinton was very optimistic about her chances of winning.

6. After losing the elections, Hillary Clinton

A. regrets the time spent at home doing chores.

B. appreciates her family more.

what she wanted.

D. is preparing to take revenge.

7. In her book,

A. does not put the blame on anybody for losing the elections. B. admits she is responsible for not connecting with voters.

C. analyses mainly her political career.

D. reveals the identity of those who betrayed her.

8. Despite the fact that Hillary Cl

A. she did not mention them.

B. she blamed them.

C. she advised them.

D. she did not react more emotionally.

9. When referring to the fact that the majority of the Americans did not trust her, Hillary states that

A. she was not aware of that.

B. she did try to win their trust.

C. she was advised to ignore them.

D. her campaign advisers could not find solutions.

10. What reason does she give when she explains why a great number of women did not vote her?

A. Women like only male presidents.

B. Successful women are not so popular.

C. Women are very stubborn.

D. Men are better presidents.

MODEL BAREM DE EVALUARE

Examenul Ġ 2020

Proba C

PROBA DE ÎN܉

SUBIECTUL I (40 de puncte)

1-D; 2-B; 3-A; 4-C.

SUBIECTUL al II-lea (60 de puncte)

5-D; 6-C; 7-B; 8-D; 9-B;10-B.

urmeaă - : 0-10 puncte

A1 : 11 - 30 puncte

A2 : 31 - 60 puncte

B1 : 61 - 80 puncte

B2 : 81 - 100 puncte

GHID METODOLOGIC pentru partea de ÎNTELEGERE A MESAJELOR SCRISE din cadrul PROBEI SCRISE la Ă elaborat de prof. Lucia Dumitru pentru

Examenul Ġ

Proba C

ăăĠălui liceal

GENERAL GUIDELINES

The reading paper consists of two parts: one text followed by five multiple choice questions for the A1-A2 level, and a second text followed by ten multiple choice questions for the B1-B2 level. Candidates are required to solve both the first and the second task. In real life, people read in different ways according to the purpose they have. If they want to know the price of a car, they will surely scan the classified ads in the newspaper. If they have just received an email from their best friend, they will probably skim it to see what it is about. These two reading strategies, scanning and skimming, are very important in real life situations and they will come in handy during the examination. Scanning is reading quickly to find specific information. Your focus here is to find a certain detail. Skimming is reading quickly through a text to understand the main ideas and get an overview. Your focus here is to get the main idea of the text. Suggestions for approaching / solving Subject I (A 1 A 2 level)

9 The questions always follow the order of the text

9 Skim the text first. Try to get an idea of what the text is about.

9 If there are words you do not know, try to deduce their meaning from the context. It is

not important to understand every word or phrase.

9 Read the five statements carefully and underline the keywords. Keep in mind that the

information in the sentences is worded differently than the information in the text, so look for sentences with the same meaning, not with the same words.

9 Scan the text and mark the part where you will find the answer for each sentence.

Read this part of the text carefully and choose the correct answer.

9 Your knowledge of the subject is not important. Stick to the text!

9 Double-check your answers before you write them on the exam sheet.

Suggestions for approaching / solving Subject II ( B 1 B 2 level)

9 Skim the text quickly to get a general understanding of the main ideas. They set the

background for the actual questions.

9 Read the questions (in fact, we have the first part of a statement). Scan the text and

make a note of paragraph/ the parts which are relevant to the questions. Try to complete them without reading the answers.

9 Look at the answers provided and choose the one which is closest to your first

answer.

9 Cross out the answers that are clearly irrelevant or wrong.

9 Pay extreme attention to the answers which are too similar to the text; they are called

distracters because they distract you from the right answer.

9 Be careful, as there may be answers which are generally true. You have to answer

the questions according to what the text says or implies.

9 If there seems to be more than one correct answer, read the text again and make

sure you answer the exact question. Do not let yourself be distracted by the answers, take into consideration the question. DOs

9 Keep an eye on the watch. You have 120 minutes to solve both the reading and the

writing tasks and to write your answers on the examination sheet.

9 Make sure you are familiar with the text before answering the questions.

9 Read the questions carefully.

9 Make a note of keywords and phrases when you read and pay attention to keywords in

the questions.

9 Go to the next question if you cannot answer a particular question. You can come back

to it after you have finished the other questions and by that time you may know the text better.

9 Look for synonyms and paraphrases (= a restatement of a passage/idea using

different words).

DON·Ts

9 Do not go to the beginning of the text for each question you have to answer. This is a

waste of time since the questions come in the order of the information in the text.

9 Do not leave any questions unanswered. If you do not know the answer, take a guess.

9 Do not write two answers for the same question.

9 Do not forget to transfer your answers to the exam sheet!

MODEL SUBIECT - LIMBA ENGLEZA

PROBA SCRISą

Proba C

Toate subiectele sunt obligatorii.

ÎNTELEGEREA TEXTULUI CITIT

SUBIECTUL I (40 de puncte)

Read the text below. Are the sentences 1-5 'Right' (A) or 'Wrong' (B)? If there is not enough information to answer 'Right' (A) or 'Wrong' (B), choose 'Doesn't say' (C).

Mark A, B or C on your exam sheet.

In theory, a video could go viral just because one person posts a video, two people share it, four or their friends share it and so on. This perhaps might have happened occasionally with funny cat videos, but in reality, making a video viral is much more difficult than you think. Richard Fisher of New Scientist tried to deliberately create a viral video in 2009, describing his experiments in Atomic dogs: The making of an Internet sensation. After experimenting different methods, he discovered that even if a video is good the only way to make it go viral is to get some help from a person who has real influence. One share by a "sneezer" like this can give a video the push it needs to start trending, triggering a self- sustaining chain reaction. In the New York Times article, they reveal that what made Kony2012 reach 40 million views in just a few days were the tweets by people like Oprah Winfrey and Justin Bieber, who have millions of loyal followers. There is another way to make a video go viral. Many people remember the legendary "Tipp- Ex A Hunter Shoots A Bear" video on YouTube, viewed at least 20 million times. This was actually a very expensive ad, relying on a custom YouTube page, some clever application design work and quite a lot of work with a film crew, talent and a guy in a bear suit. (http://andrewhennigan.blogspot.ro)

1. It is certain that a video will go viral when people share it.

A. Right B. Wrong C. Doesn't say

2. The author of the article tried to make a video go viral and failed.

A. Right B. Wrong C. Doesn't Say

3. a person who can help make a video go viral.

A. Right B. Wrong C. Doesn't Say

4. The tweets of famous people definitely helped Kony2012 have 40 million views.

A. Right B. Wrong C. Doesn't say

5. The help of famous people is the only way to make a video go viral.

A. Right B. Wrong C. Doesn't say

SUBIECTUL al II-lea (60 de puncte)

Read the text below. For questions 1-10, choose the answer (A, B, C or D) which you think fits best according to the text. It all seemed so simple in 2008. All we had was financial collapse, a cripplingly high oil price and global crop failures due to extreme weather events. In addition, my climate scientist colleague Dr Viki Johnson and I worked out that we had about 100 months before it would bal average surface temperatures could be held below a 2C rise, compared with pre-industrial times. mple answer is that it is a target that could be politically agreed on the international stage. It was first suggested in 1975 by the environmental economist William Nordhaus as an upper threshold beyond which we would arrive at a climate unrecognisable to humans. In 1990, the Stockholm Environment Institute recommended 2C as the maximum that should be tolerated, but noted: increases beyond 1C may elicit rapid, unpredictable and non-linear responses that could lead to extensive ecosystem damage To date, temperatures have risen by almost 1C since 1880. The effects of this warming are already being observed in melting ice, ocean levels rising, worse heat waves and other extreme weather events. There are negative impacts on farming, the disruption of plant and animal species on land and in the sea, extinctions, the disturbance of water supplies and food production and increased vulnerability, especially among people in poverty in low- income countries. But effects are global. So 2C was never seen as necessarily safe, just a guardrail between dangerous and very dangerous change. To get a sense of what a 2C shift -view mirror. When the planet was 2C colder than during the industrial revolution, we were in the grip of an ice age and a mile-thick North American ice sheet reached as far south as New York. The same warming again will intensify and accelerate human-driven changes already under way and has been described by James Hansen, one of the first scientists to call global attention to -term -free Arctic. Nevertheless, in 1996, a European Council of environment ministers, that included a young Angela Merkel, adopted 2C as a target for the EU. International negotiators agreed the same in 2010 in Cancun. It was a commitment repeated in the Paris Climate Accord of

2015 where, pushed by a new group of countries called the Climate Vulnerable Forum,

ambitions went one step further, agreeing to hold tem pre-industrial levels and to pursue efforts to limit the temperature increase even further to Is it still likely that we will stay below even 2C? In the 100 months since August 2008, I have been writing a climate-change diary for the Guardian to raise questions and monitor progress, or the lack of it, on climate action. To see how well we have fared, I asked a number of leading climate scientists and analysts for their views. The responses were as bracing as a bath in a pool of glacial melt water. (www.theguardian.com)

1. How does the article present the situation in 2008 in the first two sentences?

A. overwhelmingly positive

B. neutral

C. challenging

D. terrifying

2. What is 2C?

A. the minimum temperature required for life on Earth

B. a political device

C. the maximum temperature that could be reached at the Poles

D. the bearable maximum rise in temperature

3. Temperature increases beyond 1C

A. are certain to damage the ecosystem.

B. are likely to damage the ecosystem.

C. are bound to damage the ecosystem.

D. are to damage the ecosystem.

4. The effects of the rise in temperature have already been noticed in

A. climate change.

B. climate change and species extinction.

C. climate change, species extinction and level of poverty. D. climate change, species extinction, level of poverty and mood of the people.

5. In order to properly understand what the effects of 2C are, one needs to

A. analyse the evolution of the climate in the past years.

B. take into account the current situation.

C. be aware of all the climate changes starting millions of years ago.

D. compare recent climate changes.

6. Another warming of the climate by 2C after the industrial revolution will lead to

A. a worsening of the current problems.

B. new and problematic changes.

C. a definite improvement in the global temperature.

D. unknown consequences.

7. The Paris Climate Accord of 2015 was characterised by

A. a more negative attitude towards the climate changes. B. confidence that temperatures can reach the pre-industrial levels.

C. lack of constructive feedback.

D. a positive and constructive attitude.

8. The author of the article has been in charge with

A. analysing climate action.

B. finding solutions to climate change.

C. an ongoing monitoring of current issues.

D. environmental articles.

9. The purpose of this article is to inform the readers about

A. the lack of action when it comes to climate change. B. worrying uncertainty of the future when it comes to climate change. C. the predominantly negative attitude of people towards climate change. D. the need for people to join the fight against climate change.

10. The final sentence of this article is

A. ironic and worrying.

B. positively reassuring.

C. overgeneralising the topic.

D. matter-of-fact.

MODEL BAREM DE EVALUARE - LIMBA ENGLEZA

PROBA SCRISA

ăarem.

Nu se acordăĠuni de punct.

ÎNTELEGEREA TEXTULUI CITIT

SUBIECTUL I (40 de puncte)

1-B; 2-C; 3-A; 4-A; 5-B.

SUBIECTUL al II-lea (60 de puncte)

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

- : 0 - 10 puncte

A1: 11 - 30 puncte

A2: 31 - 60 puncte

B1: 61 - 80 puncte

B2: 81 - 100 puncte

GHID METODOLOGIC pentru partea de PRODUCERE A MESAJELOR SCRISE din cadrul

PROBEI SCRISE la Ă

elaborat de prof. Lucia Dumitru pentru

Examenul Ġ

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