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OLIMPIADA DE LIMBA ENGLEZĂ

ETAPA JUDEŢEANĂ – 22 februarie 2015

CLASA a VII-a

BAREM DE CORECTARE ŞI NOTARE

SUBJECT I (1 point x 10 gaps = 10 points)

1. will you translate; 2. was raining; 3. are climbing; 4. have not / haven’t arrived; 5. doesn’t often

come; 6. did the boys spend; 7. kept; 8. will not / won’t matter; 9. are you laughing; 10. were getting.

SUBJECT II (1 point x 10 gaps = 10 points)

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

SUBJECT III (1 point x 10 sentences = 10 points)

1. I’ve been here for three months.

2. You speak English well.

3. I didn’t meet anybody.

4. Please explain to me how to improve my English.

5. You cannot buy all that you like!

6. You are very nice, like your mother.

7. The woman whose car is red works in this building.

8. She felt bored in the class.

9. I must call him immediately.

10. I look forward to meeting you.

SUBJECT IV (2 points x 10 sentences = 20 points)

1. How long will he have to wait?

2. Where have you returned from?

3. Who are you going to invite?

4. What were you doing when the earthquake began?

5. When did the course begin?

6. How often does she read magazines?

7. How many conferences are they organizing this month?

8. Who is the school’s best athlete?

9. What is Carol like?

10. Whose sister has won the competition?



CLASA a VIII-a


SUBJECT I. (1 point x 10 gaps = 10 points)

1. will not / won’t believe; 2. has happened; 3. wrote; 4. was walking; 5. found; 6. had probably thrown; 7.

would / ‘d feel; 8. have/’ve been; 9. am/’m now telling; 10. had.

SUBJECT II. (1 point x 10 gaps = 10 points)

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

SUBJECT III. (1 point x 10 sentences = 10 points)

1. You can have either the cheese cake or the coconut tart. / You can have both the cheese cake and

the coconut tart.

2. He warned me not to sit on that chair because it was broken.

3. There’s a little carrot cake left but not enough for all of your friends.

4. Although / In spite of the fact that the train was late, he got to work on time. / In spite of the train

being late, he got to work on time.

5. Dad was right! I really wish I had taken his advice!

6. This exercise isn’t as easy as it may seem.

7. Unless you start taking your medication, you won’t feel better.

8. Could you tell me what time it is, please?

9. The children are looking forward to seeing their cousins from Mexico.

10. Robert’s father discouraged him from becoming an artist.

SUBJECT IV. (1 point x 10 sentences = 10 points)

1. Why did they go home?

2. Where are the children sitting?

3. When does Peter run with his dogs?

4. How many books are you going to buy?

5. Whom was she helping when you called her?

6. Which car has he favoured for years? / What colour is the car he has favoured for years?

7. What would you do if you were rich?

8. Who asked you where your brother was?

9. How long will the journey take?

10. How much juice had Craig already bought?

SUBJECT V. (1 point x 10 gaps = 10 points)

1. had not / hadn’t forgotten his wallet; 2. had their new computer installed; 3. started teaching three years;

4. were not old enough to; 5. should have helped; 6. is being served; 7. had not / hadn’t finished; 8. me not to

park; 9. will probably win; 10. had / ‘d better told your parents.



CLASA a IX-a


QUESTION III

A. (1 point x 10 gaps =10 points)

1. weren’t/ were not

2. See / Let’s see

3. have missed

4. have been prevented

5. asking

6. Do you have / have you got

7. are arriving

8. met

9. is / will be

10. would not have had

B. (1 point x 5 gaps = 5 points)

1. original

2. archeologists / archaeologists

3. built

4. construction

5. concessions

C. (2 points x 5 gaps = 10 points)

1. was far more

2. was put off

3. the best essay she had

4. far as I am / ‘m concerned

5. wish I had told



CLASA a X-a


QUESTION III


1. like

2. while/whereas/but

3. have

4. as

5. because/when

6. in

7. between

8. together

9. how/why

10. in


1. funds

2. competitive

3. numerous

4. advancement

5. formative

6. instinctive

7. bilingual

8. converse

9. easily

10. advantageous

C. (1 point x 5 gaps = 5 points)

1. Does this sweater need washing before I wear it?

2. If Lucy had got the job, she would be living in Paris now.

3. There’s hardly anyone who thinks (that) he is a good president.

4. They have decided to cut down on / cut back on the number of phone calls they make.

5. When my sister heard she’d failed her driving test, she broke down in / broke into tears.



CLASA a XI-a


QUESTION III (25 points)


1. did; 2. longer; 3.on; 4. which; 5. having; 6. There; 7. what; 8. to; 9 that; 10. with.


1. resented being treated as if /though

2. was Cindy who objected to tidying

3. we climbed/ we climb, the harder breathing would/will

4. denied (ever) being involved in

5. have been easy to come up

C. (1 point x 10 gaps = 10 points)

1. analysts 2. shelved 3. materialised 4. irreparably 5. spacious 6. residents 7. inhabitable 8.

objections 9. densely 10.architectural



CLASA a XII-a


QUESTION III (10 + 5 + 10 = 25 points)

A. (1 point x 10 gaps = 10 points)

1. In; 2. forward; 3. without; 4. worth; 5. from; 6. hire; 7. needed; 8. only; 9. certain/limited; 10.

eyes.

B. (1 point x 5 words = 5 points)

1. draught; 2. nip; 3. mint; 4. scoop; 5 armour.

C. (2 points x 5 sentences = 10 points)

1. remains to be seen (fixed phrase)

2. by no means uncommon (fixed phrase negative adjective)

3. insisted on having

4. expected to turn out for / up for / up to / up at

5. who (had) performed faultlessly, was given

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ETAPA JUDEȚEANĂ – 22 februarie 2015

CLASA a IX-a


SUBJECT I. (10 gaps x 1 point=10 points)

1. arrived 2. have not seen 3.had rained 4. would be 5. won 6. had won 7. boils 8. have been trying

9. had been looking 10. have been chatting

SUBJECT II. (10 gaps x 1 point=10 points)

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

SUBJECT III. (10 gaps x 1 point=10 points)

1. will look

2. past – passed

3. who’s – whose

4. besides – beside

5. of – off

6. remember – remind

7. custom – habit

8. last – latest

9. billiard – billiards

10. poetry – poem

SUBJECT IV. ( 5 gaps x 2 points=10 points)

1. The region has a lot of resources to offer in terms of natural resources.

2. Paula said that she would not wear her sister’s old dress.

3. Susan had great difficulty in persuading her boss to give her a pay rise.

4. “Excuse me madam, but does this bag belong to you?” the policeman asked.

5. Pearl is not old enough to read this book.

SUBJECT V. (10 gaps x 1 point=10 points)

1. actually; 2. magazine; 3. staring; 4. vows; 5. valuable; 6. swamp; 7. grabbed; 8. fake; 9. vital; 10.

giggle




CLASA a X-a


SUBJECT I – 1x10=10 points 1. are you getting on; 2. Has anything happened; 3. ‘ve/have been; 4. Have you been doing; 5. ‘re /

are getting; 6. leaves; 7. ‘ll / will probably get; 8. bought; 9. ‘ve/have bought; 10. ‘ll/will see.

SUBJECT II – 1x10=10 points

1. few; 2. not to; 3. never; 4. is; 5. by (any chance); 6. incredibly; 7. getting; 8. were; 9. muddy; 10.

been (advised).

SUBJECT III – 1x10=10 points

1.amount; 2.on; 3.ought; 4.habits; 5.enough; 6.place; 7.plenty; 8.as; 9.If; 10.journey.

SUBJECT IV – 2x5=10 points

1. a waste of time;

2. have any objection to;

3. if she had been/whether she had been/if she'd been/whether she'd been;

4. not mature enough to make;

5. far as I am concerned/far as I'm concerned

SUBJECT V – 2x5=10 points

1. refusal; 2. lessen; 3. savings; 4. ensured; 5.prioritise




CLASA a XI-a


SUBJECT II

A.2x10=20 points

1. incredibly; 2. majestic; 3. keeping; 4. lifelong; 5. abilities; 6.beneficial; 7.stimulation; 8.

captivity; 9. extensive; 10. daily

B. 2x5=10 points

1. denied having cheated/that he had cheated;

2. you happen to be

3. had Paula reached the gate then

4. it was Mark who wrote

5. as it may be

C. 2x5=10 points

1. Where will we have to get?

2. How were the roads?

3. How many of the guests were wearing evening dresses?

4. Whose friend is he?

5. What did he insist on?

D. 1x10=10 points

1. ruins; 2. delay; 3. helping; 4. wound; 5. point; 6. profession; 7. vacancy; 8. perks; 9. attack;

10.winding





CLASA a XII-a

Subject III (5+10+10=25 points)

A (1 point x 5 gaps ) = 5 points

1. ...what the width....

2. ...whether I had read.....

3. ...only a matter of time until/before...

4. ...little chance of Jim being......

5 ...ended up doing......

B (1 point x 10 gaps) =10 points

1. ever; 2.on; 3.each/every; 4.take; 5.fact/short; 6.yet; 7.aware;8.precisely/exactly;9.

could/should.; 10.getting/doing

C (1 point x 10 gaps) =10 points

1.geographical; 2.serenity; 3.unimaginable; 4.unpredictability; 5.widened; 6.fascination;

7.awareness; 8.coastal; 9.reclamation; 10.urbanisation

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MARKING SCHEME FOR THE NARRATIVE ESSAY

9th Grade

Analytical criteria

Excellent

10p

Good

8p

Adequate

6p

Weak

4p

Inadequate

2p

Points

CONTENT The essay is completely relevant to topic, describing places/events/characters/atmosphere/reaching climax, including the final reactions of the protagonist.

The essay is fairly completed with all the sequencing elements of a narrative.

The essay is partially completed with slight logical impediments in sequencing the moments of the narrative.

The essay is faulty, including serious logical impediments in the sequencing of events.

The essay is incomplete, the sequencing of the narrative moments being inconsistent.

ORGANIZATION AND COHESION

There is complete logical connection of paragraphs due to a judicious use of linking devices, mechanics, and length requirements.

There is a fairly completion of paragraph organization due to scarce misuse of linking devices, mechanics, and length requirements.

There is partial completion of the task. Paragraphs are partially complete due to unfinished ideas and scarce use of linking devices, mechanics, and length requirements.

There is serious inconsistency in the organization of the paragraphs due to the misuse of the linking devices, mechanics, and length requirements .

Paragraphs are incomplete, both linking devices, mechanics, and length requirements having been disrespected.

VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the narrative essay is totally relevant to the task, being organically integrated all along the discourse

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the narrative essay is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the essay; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the narrative essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas.

A limited range of vocabulary is present within the essay; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of style

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the narrative essay is inappropriate for the type of functional writing.

STRUCTURES A wide range of grammatical structures is used accurately and flexibly throughout the essay; minor errors are rare; punctuation is

A range of grammatical structures is used

A mix of complex and simple grammatical structures is present

A limited range of grammatical structures is present

A very narrow range of grammatical structures is present within the

very well controlled. accurately and with some flexibility along the essay; occasional errors are possible; punctuation is well controlled with occasional slips.

throughout the essay; errors are present when complex language is attempted; punctuation can be faulty at times.

along the essay; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult.

essay; errors predominate; punctuation errors make the text obscure at times.

EFFECT ON TARGET READER

The interest of the reader is aroused and sustained throughout.

The text has a good effect on the reader

The effect on the reader is satisfactory

The effect on the reader non-relevant

The effect on the reader non-relevant.



MARKING SCHEME FOR THE DESCRIPTIVE ESSAY

10th Grade

Analytical criteria

Exemplary

10p

Proficient

8p

Partially Proficient

6p

Weak

4p

Incomplete

2p

Points

CONTENT The essay is completely relevant to topic, describing persons/places/events and objects, ascribing the whole description to an engendering idea.

The essay is fairly completed with the descriptions of persons/places/events and objects, being ascribed to an engendering idea.

The essay is partially completed with slight logical impediments in the logical development of the descriptions around an engendering idea.


The essay is wholly inadequate the quality of the descriptions failing the requirements of the task.





There is serious inconsistency in the organization of the paragraphs due to the misuse of the linking devices, mechanics, and length requirements.


VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the descriptive essay is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the descriptive essay is relevant to the task with slightly incongruent lapses within the discourse.

The range of vocabulary is adequately used in the essay; errors in word choice / Formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the descriptive essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas

A limited range of vocabulary is present within the essay; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles.

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the descriptive essay is inappropriate for the type of functional writing.

STRUCTURES A wide range of grammatical structures is used accurately and flexibly throughout the essay; minor errors are rare; punctuation is very

A range of grammatical structures is used accurately and with some flexibility along the essay; occasional errors are possible; punctuation is

A mix of complex and simple grammatical structures is present throughout the essay; errors are present when complex language is attempted; punctuation can be faulty at times.

A limited range of grammatical structures is present along the essay; complex language is rare and may be

A very narrow range of grammatical structures is present within the essay; errors predominate; punctuation errors make

well controlled. well controlled with occasional slips.

often faulty; punctuation errors can make text understanding difficult.

the text obscure at times.


The interest of the reader is aroused and sustained throughout

The text has a good effect on the reader.

The effect on the reader is satisfactory.


The text has a negative effect on the reader.



MARKING SCHEME FOR THE ARGUMENTATIVE ESSAY

11th Grade

Analytical criteria

Exemplary

10p

Proficient

8p


6p

Weak

4p

Incomplete

2p

Points

CONTENT The essay is completely relevant to topic, all arguments are well-rounded and well-grounded, developing the thesis of the introduction and leading to an open-ending.

The essay is fairly completed,the thesis in the introduction being further developed with arguments and relevant ideas.

The essay is partially relevant to topic, there is no thesis formulated in the first paragraph, which leads to inconsistencies in the logical development of arguments.


The essay is wholly inadequate, there is no thesis in the first paragraph, while the arguments lack logical development.







VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the argumentative essay is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the argumentative essay is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the essay; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the argumentative essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas


A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the argumentative essay is inappropriate for the type of functional writing.

STRUCTURES A wide range of grammatical structures is used accurately and flexibly throughout the essay; minor errors are rare; punctuation is very well controlled.

A range of grammatical structures is used accurately and with some flexibility along the essay; occasional errors are possible; punctuation is well controlled with occasional slips.


A limited range of grammatical structures is present along the essay; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult.

A very narrow range of grammatical structures is present within the essay; errors predominate; punctuation errors make the text obscure at times.









MARKING SCHEME FOR THE REFLECTIVE ESSAY

12th Grade

Analytical criteria Exemplary

10p

Proficient

8p


6p

Weak

4p

Incomplete

2p

Points

CONTENT The essay is completely relevant to topic, the introduction being an essay in miniature, whilst the contents offer a triadic perspective on the subject and leads to an open-ending.

The essay is fairly completed, the thesis of the first paragraph organizes the topic which is further developed through three perspectives that become rather relevant to the end.

The essay is partially relevant to topic, there is no thesis formulated in the first paragraph, which leads to inconsistencies in the logical development of the triadic approach.


The essay is wholly inadequate, there is no thesis in the first paragraph, while the perspectives offered lack logical development.







VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the reflective essay is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the reflective essay is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the essay; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times The register of the reflective essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas.

A limited range of vocabulary is present within the essay; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the reflective essay is inappropriate for the type of functional writing.

STRUCTURES A wide range of grammatical structures is used accurately and flexibly throughout the

A range of grammatical structures is used accurately and with some flexibility

A mix of complex and simple grammatical structures is present throughout the essay;


A very narrow range of grammatical

essay; minor errors are rare; punctuation is very well controlled.

along the essay; occasional errors are possible; punctuation is well controlled with occasional slips.

errors are present when complex language is attempted; punctuation can be faulty at times.

along the essay; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult.

structures is present within the essay; errors predominate; punctuation errors make the text obscure at times.







MARKING SCHEME - STORY

7th / 8th Grade

Analytical criteria

Excellent

10p

Good

8p

Adequate

6p

Weak

4p

Inadequate

2p

Points

CONTENT The story is completely relevant to topic, describing places/events/characters/atmosphere/reaching climax, including the final reactions of the protagonist.

The story is fairly completed with all the sequencing elements of a narrative.

The story is partially completed with slight logical impediments in sequencing the moments of the narrative.

The story is faulty, including serious logical impediments in the sequencing of events.

The story is incomplete, the sequencing of the narrative moments being inconsistent.





There is serious inconsistency in the organization of the paragraphs due to the misuse of the linking devices, mechanics, and length requirements .


VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the story; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the narrative story is totally relevant to the task, being organically integrated all along the discourse

A range of vocabulary is used appropriately and accurately in the story ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the narrative story is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the story; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the narrative story is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas.

A limited range of vocabulary is present within the story; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of style

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the story obscure at times. The register used in the narrative story is inappropriate for the type of functional writing.

STRUCTURES A wide range of grammatical structures is used accurately and flexibly throughout the story; minor errors are rare; punctuation is very well controlled.

A range of grammatical structures is used accurately and with some flexibility along the story; occasional errors are

A mix of complex and simple grammatical structures is present throughout the story; errors are present when complex language is

A limited range of grammatical structures is present along the story; complex language is rare and may be often faulty; punctuation

A very narrow range of grammatical structures is present within the story; errors predominate; punctuation errors make the text obscure at

possible; punctuation is well controlled with occasional slips.

attempted; punctuation can be faulty at times.

errors can make text understanding difficult.

times.



The text has a good effect on the reader

The effect on the reader is satisfactory

The effect on the reader non-relevant




MARKING SCHEME FOR THE DESCRIPTIVE STORY

10th Grade

Analytical criteria

Exemplary

10p

Proficient

8p


6p

Weak

4p

Incomplete

2p

Points

CONTENT The story is completely relevant to topic, describing persons/places/events and objects, ascribing the whole description to an engendering idea.

The story is fairly completed with the descriptions of persons/places/events and objects, being ascribed to an engendering idea.

The story is partially completed with slight logical impediments in the logical development of the descriptions around an engendering idea.


The story is wholly inadequate the quality of the descriptions failing the requirements of the task.







VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the story; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the descriptive story is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the story ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the descriptive story is relevant to the task with slightly incongruent lapses within the discourse.

The range of vocabulary is adequately used in the story; errors in word choice / Formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the descriptive story is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas

A limited range of vocabulary is present within the story; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles.

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the story obscure at times. The register used in the descriptive story is inappropriate for the type of functional writing.


A range of grammatical structures is used accurately and with some flexibility along the story; occasional errors are possible; punctuation is well controlled with occasional slips.

A mix of complex and simple grammatical structures is present throughout the story; errors are present when complex language is attempted; punctuation can be faulty at times.

A limited range of grammatical structures is present along the story; complex language is rare and may be often faulty; punctuation errors

A very narrow range of grammatical structures is present within the story; errors predominate; punctuation errors make the text obscure at times.

can make text understanding difficult.









MARKING SCHEME FOR THE ARGUMENTATIVE STORY

11th Grade

Analytical criteria

Exemplary

10p

Proficient

8p


6p

Weak

4p

Incomplete

2p

Points

CONTENT The story is completely relevant to topic, all arguments are well-rounded and well-grounded, developing the thesis of the introduction and leading to an open-ending.

The story is fairly completed,the thesis in the introduction being further developed with arguments and relevant ideas.

The story is partially relevant to topic, there is no thesis formulated in the first paragraph, which leads to inconsistencies in the logical development of arguments.


The story is wholly inadequate, there is no thesis in the first paragraph, while the arguments lack logical development.







VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the story; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the argumentative story is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the story ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the argumentative story is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the story; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the argumentative story is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas

A limited range of vocabulary is present within the story; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles.

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the story obscure at times. The register used in the argumentative story is inappropriate for the type of functional writing.


A range of grammatical structures is used accurately and with some flexibility along the story; occasional errors are possible; punctuation is well controlled with occasional slips.

A mix of complex and simple grammatical structures is present throughout the story; errors are present when complex language is attempted; punctuation can be faulty at times.

A limited range of grammatical structures is present along the story; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult.

A very narrow range of grammatical structures is present within the story; errors predominate; punctuation errors make the text obscure at times.









MARKING SCHEME FOR THE REFLECTIVE STORY

12th Grade


10p

Proficient

8p


6p

Weak

4p

Incomplete

2p

Points

CONTENT The story is completely relevant to topic, the introduction being an story in miniature, whilst the contents offer a triadic perspective on the subject and leads to an open-ending.

The story is fairly completed, the thesis of the first paragraph organizes the topic which is further developed through three perspectives that become rather relevant to the end.

The story is partially relevant to topic, there is no thesis formulated in the first paragraph, which leads to inconsistencies in the logical development of the triadic approach.


The story is wholly inadequate, there is no thesis in the first paragraph, while the perspectives offered lack logical development.







VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the story; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the reflective story is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the story ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the reflective story is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the story; errors in word choice / formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times The register of the reflective story is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas.

A limited range of vocabulary is present within the story; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult. The register of the narrative is inconsistent due to the mixture of styles

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the story obscure at times. The register used in the reflective story is inappropriate for the type of functional writing.

STRUCTURES A wide range of grammatical structures is used accurately and flexibly throughout the

A range of grammatical structures is used accurately and with some flexibility

A mix of complex and simple grammatical structures is present throughout the story;


A very narrow range of grammatical

story; minor errors are rare; punctuation is very well controlled.

along the story; occasional errors are possible; punctuation is well controlled with occasional slips.

errors are present when complex language is attempted; punctuation can be faulty at times.

along the story; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult.

structures is present within the story; errors predominate; punctuation errors make the text obscure at times.









MARKING SCHEME - ARTICLE

Analytical criteria

Excellent

10p

9p

Good

8p

7p

Adequate

6p

5p

Weak

4p

3p

Inadequate

2p

1p

Task not attempted

0p

Task achievement

The content of the article is completely relevant to the task, fully responding to its requirements; the format of the article is fully observed; an introduction/ a conclusion is present; the register is appropriate throughout.

The article covers the requirements of the task but the key ideas could be better substantiated; the format of the article is observed; an introduction/ a conclusion is present but not fully linked to the topic; the register is appropriate, although minor inconsistencies are possible

The article addresses the requirements of the task but not all key ideas are relevant; the format may be faulty at times (e.g. the introduction or the conclusion may be missing/ unclear); there are inconsistencies in register

The article does not cover the requirements of the task; the format is faulty (e.g.the introduction and the conclusion are missing or totally irrelevant; many irrelevant details are included; there are major inconsistencies in register

The article does not relate to the task


There is a logical progression throughout; the paragraphs are well built, well extended, the topic sentence is clear; a wide range of cohesive devices is used effectively.

There is a logical progression although minor inconsistencies are possible; the paragraphs are well built but could be more extended or balanced;; a range of cohesive devices is used effectively.

The text is generally coherent but the internal organization of some paragraphs may be faulty; the topic sentence is not always clear or may be missing; cohesive devices are present but sometimes they are not accurate.

There is serious inconsistency in the organization of the text; the sequencing of ideas can be followed with difficulty; paragraphing may be missing; cohesive devices are limited or most of them are faulty.

The text is not logically organized and does not convey a message; no control of cohesive devices.

VOCABULARY A wide range of vocabulary is used appropriately and accurately; precise meaning is conveyed; minor errors are rare; spelling is very well controlled.

A range of vocabulary is used appropriately and accurately; occasional errors in word choice/ formation are possible; spelling is well controlled with occasional slips.

The range of vocabulary is adequate; errors in word choice/ formation are present when more sophisticated items of vocabulary are attempted;

A limited range of vocabulary is present; less common items of vocabulary are rare and may be often faulty; spelling errors can make text understanding difficult.

A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors make the text obscure at times.

spelling can be faulty at times.

STRUCTURES

A wide range of grammatical structures is used accurately and flexibly; minor errors are rare; punctuation is very well controlled.

A range of grammatical structures is used accurately and with some flexibility; occasional errors are possible; punctuation is well controlled with occasional slips.

A mix of complex and simple grammatical structures is present; errors are present when complex language is attempted; punctuation can be faulty at times.

A limited range of grammatical structures is present; complex language is rare and may be often faulty; punctuation errors can make text understanding difficult.

A very narrow range of grammatical structures is present; errors predominate; punctuation errors make the text obscure at times.





The text has not a relevant effect on the reader.




MARKING SCHEME - FORMAL/ INFORMAL LETTER

Analytical criteria

Excellent

10p

9p

Good

8p

7p

Adequate

6p

5p

Weak

4p

3p

Inadequate

2p

1p

Task not attempted

0p

Task achievement

The letter is completely relevant to the task, fully developing all content points; the format of the letter is fully observed; the purpose of the letter is clearly and fully explained; the register is appropriate throughout.

The letter covers the requirements of the task but the content points could be more fully extended; the format of the letter is observed; the purpose of the letter is presented; the register is appropriate , although minor inconsistencies are possible.

The letter addresses the requirements of the task but not all content points are included; the format may be faulty at times; the purpose of the letter is presented but it is not very clear; there are inconsistencies in register.

The letter does not cover the requirements of the task; bullet points are attempted but many irrelevant details are included; the format is faulty; the purpose for writing is missing; there are major inconsistencies in register.

The letter does not relate to the task.



There is a logical progression although minor inconsistencies are possible; the paragraphs are well built but could be more extended; a range of cohesive devices is used effectively.

The text is generally coherent but the internal organization of some paragraphs may be faulty; the topic sentence is not always clear or may be missing; cohesive devices are used but sometimes they are not accurate.


The text is not logically organized and does not convey a message; No control of cohesive devices.



The range of vocabulary is adequate; errors in word choice/ formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times.



STRUCTURES

A wide range of grammatical structures is used accurately and flexibly; minor errors are rare; punctuation is very well controlled.













MARKING SCHEME - REPORT/PROPOSAL

Analytical criteria

Excellent

10p

9p

Good

8p

7p

Adequate

6p

5p

Weak

4p

3p

Inadequate

2p

1p

Task not attempted

0p

Task achievement

The report/proposal is completely relevant to the task, fully developing all content points; the format of the report/ proposal is fully observed; the purpose of the report/proposal is clearly and fully explained, the information is appropriately categorized, a relevant conclusion is drawn; the register is appropriate throughout.

The report/proposal covers the requirements of the task but the content points could be more fully extended; The format of the report/ proposal is observed; the purpose of the report/ proposal is presented; the information is appropriately categorized in spite of minor inaccuracies; the conclusion drawn could be better substantiated; the register is appropriate, although minor inconsistencies are possible.

The report/ proposal addresses the requirements of the task but not all content points are included; the format may be faulty at times; the purpose of the report/ proposal is presented but it is not very clear; there are lapses in the categorization of the information; the conclusion is not logically linked to the content; there are inconsistencies in register.

The report/ proposal does not cover the requirements of the task; the content points are attempted but many irrelevant details are included, the format is faulty; the purpose for writing/ the conclusion is missing or the information is inappropriately categorized; there are major inconsistencies in register

The report/ proposal does not relate to the task



There is a logical progression although minor inconsistencies are possible; the paragraphs are well built but could be more extended or balanced; a range of cohesive devices is used effectively.

The text is generally coherent but the internal organization of some paragraphs may be faulty; the topic sentence is not always clear or may be missing; cohesive devices are present but sometimes they are not accurate.


The text is not logically organized and does not convey a message; no control of cohesive devices.



The range of vocabulary is adequate; errors in word choice/ formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times.



STRUCTURES A wide range of grammatical structures is used accurately and flexibly; minor errors are rare; punctuation is very well controlled.











MINISTERUL EDUCATIEI CERCETARII SI TINERETULUI OLIMPIADA NATIONALA DE LIMBA ENGLEZA

MARKING SCHEME FOR THE NARRATIVE-DESCRIPTIVE ESSAY 10th Grade/ Section B


10p

Proficient

8p


6p

Weak

4p

Incomplete

2p

CONTENT The essay is completely relevant to topic, describing people/places/events/atmosphere, having a clear development and including the final reactions of the protagonist

The essay is fairly completed with the description of people/places/events/atmosphere, having a clear development

The essay is partially completed with slight logical impediments in the logical development of the description.


The essay is wholly inadequate the quality of the descriptions failing the requirements of the task.







VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the descriptive essay is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the descriptive essay is relevant to the task with slightly incongruent lapses within the discourse.

The range of vocabulary is adequately used in the essay; errors in word choice / Formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register of the descriptive essay is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas


A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the descriptive essay is inappropriate for the type of functional writing.









The effect on the reader is satisfactory. The effect on the reader non-relevant.



MARKING SCHEME FOR THE ‘SOLUTIONS TO PROBLEMS’ ESSAY (SECTION B)

11th / 12th Grade

Analytical criteria

Exemplary

10p

Proficient

8p


6p

Weak

4p

Incomplete

2p

CONTENT The essay is completely relevant to topic, all arguments are well-supported, clearly developing the thesis in the introduction; the solutions are relevant and feasible.

The essay is fairly completed, the thesis in the introduction being further developed with arguments and reasonably relevant ideas; the solutions are relevant, but their effectiveness is not clearly highlighted.

The essay is partially relevant to topic, there is no clear thesis formulated in the first paragraph, which leads to inconsistencies in the logical development of arguments; the solutions provided are partly or hardly relevant and rather unrealistic

The essay is faulty, including serious logical impediments in exploring the problem; the solutions are irrelevant and confusing, with little or no supporting explanation.

The essay is wholly inadequate, there is no thesis in the first paragraph, while the arguments lack logical development; there are no solutions.







VOCABULARY A wide range of vocabulary is used appropriately and accurately throughout the essay; precise meaning is conveyed; minor errors are rare; spelling is very well controlled. The register of the argumentative essay is totally relevant to the task, being organically integrated all along the discourse.

A range of vocabulary is used appropriately and accurately in the essay ; occasional errors in word choice/formation are possible; spelling is well controlled with occasional slips. The register of the argumentative essay is relevant to the task with slightly incongruent lapses within the discourse

The range of vocabulary is adequately used in the essay; errors in word choice /formation are present when more sophisticated items of vocabulary are attempted; spelling can be faulty at times. The register is partially relevant to the task with a narrow inconsistency of style, leading to halts in the logical development of ideas


A very narrow range of vocabulary is present; errors in word choice/formation predominate; spelling errors can make the essay obscure at times. The register used in the argumentative essay is inappropriate for the type of functional writing.












OLIMPIADA DE LIMBA ENGLEZĂ ETAPA JUDEŢEANĂ – 22 februarie ... si... · OLIMPIADA DE LIMBA...

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