la centrul nr 3 din iasi s-a dat asa: 1. Consider the following text: "he said to her one day...

his preferences" (henry james, the portrait of a lady a contextualise the text from a historical and cultural point of !iew ,1" points how can u introduce h james#s major themes starting from this text$ , 1" points c enlarge on its rele!ance in connection with two other literary productions (irrespecti!e of the period focused on society#s attitude towards women, 1" points d define the concept of "open- ended %uestioning" and explain how it can &e used in teaching this text, ' points e how will u introduce the new !oca&ulary in the text &y using lexical-sets and the lexical relationships of synonyms and antonyms$, 1" points f starting from the text a&o!e, organise an acti!ity integrating two complementary s(ills: 1, specify the o&jecti!es and the estimated time, ' points ), descri&e the management of the class in each stage* 1" points 3, specify the teacher#s role in each stage. 1" points

su&iectul ). major and minor means of word formation, 1" points 3, the plural of nouns and the agreement &etween the predicate and the su&ject, 1" points

sper sa !a fie de folos* astept sa aflu si eu su&iectele din alta parte* la alt centru din iasi s-a dat he

Centrul +. ,oga -i&iu, 1. iulie -u&iectul 1: /rimele 3 paragrafe din 0uc( 1inn... , a Contextuali2e... (1" p , & 3naly2e the narrati!e point of !iew chosen &y 4ar( 5wain to enhance the !erisimilitude of the no!el (1" p , c 6e!ise a text-related tas( mentioning o&jecti!es, stages, timing and interaction at ad!anced le!el (1" p . -u&iectul ): 7elati!e clauses and non-finite clauses - a 6efining and non-defining relati!e clauses (definition and examples (. p , & 7elati!e pronouns introducing relati!e clauses (use and examples (8 p , c 9on-finite clauses containing and -:9, clause (use and examples (8 p , d 6e!ise an acti!ity to introduce defining and non-defining relati!e clauses to a class of upper-intermediate le!el - specify the o&jecti!es and the estimated time and descri&e the stages of the acti!ity (1"p -u&iectul 3: 6e!ise a three-stage se%uence of acti!ities to impro!e listening s(ills at ad!anced le!el (3" p

Centrul -aliste -i&iu, 8 iulie -u&iectul 1: 0emingway#s short story +ld man at the &ridge, a Contextuali2e the text from a historical and cultural point of !iew (1" p , & 6iscuss its rele!ance in connection with other contemporary literary productions. (1" p , c ;ou are supposed to use this text in one of your classes - define your target group:

students< le!el, class profile and course = justify your choice (' p , d >xplain the concept of lead-in and dwell on what you would do to arouse your students< interest in this particular text (1" p , e :dentify the new !oca&ulary in the text a&o!e - de!ise an acti!ity that you would use to teach the selected !oca&ulary (1" p , f -tarting from the text a&o!e, organi2e an acti!ity integrating two complementary s(ills - -pecify the o&jecti!es and the estimated time, descri&e the stages of the acti!ity, specify the teacher<s role and the results of the acti!ity (1' p -u& ): /resent and exemplify four strategies a teacher might use when faced with students< grammar errors 1" p -u& 3: 9ame and exemplify ten ways of expressing future 1" p -u& .: -pecify and illustrate ten uses of the -:9, form as a gerund and?or as a present participle 1" p

:. un fragment din "5he /ortrait of a @ady"(Aenry Aames :> /7>3 @B9, C3 -3-@ /+5 -C7:> 3CB4*!oi da inceputul si sfarsitul "0e had his ideal just as she had to ha!e hers...pana la...she had pleased him" poate gasiti fragmentul 1.define the theme and the point of !iew of the narration ).present the portrait of the @ady as it appears in the excerpt,ma(ing extention to the no!el* 3.present the narrati!e techni%ue and 0enry AamesCs contri&ution to the de!elopment of the no!el* define the target group and the age le!el for presenting the text and design ) acti!ities you would use,focussing on reading comprehension and writing s(ills. (literatura are insumat '" puncte ::.:dentify ' new !oca&ulary items in the text a&o!e and de!ise 3 types of acti!ities that you would use to teach selecti!e !oca&ulary(1"p :::.-tarting from the text a&o!e ,write a lesson plan to teach /3-5 />71>C5 contrasted with -:4/@> /3-5*()" p --535> 50> +DA>C5:E>-* -6>-C7:D> 50> -53,>-* --/>C:1; 50> 5>3C0>7C- 7+@> 396 1>>6-D3CF* :E.: dentify the :1 C@3B-> in the text and illustrate all types of conditional clauses.(1" p Gorj08-3m a!ut @ord of the 1lies- la text related tas( am scris ce stiu deja ele!ii, dupa aia warm-up, prereading, while-reading(astea le-am mentionat numai si am descris mai in detalii post-readingul. tas(ul era organi2area unei conferinte de presa cu supra!etuitorii...si tre&uiau sa puna intre&ari de genul what would you ha!e done if...deci recapitulau si 3rd type conditional...eu asa am facut si cred ca a fost &ine @a gramatica: conditionals-type 3. unreal past(asta ha&ar nu am ce-i -i la metodica: types of tests 6a, warm-up, pre-r...am mentionat numai, iar post readingul am detaliat cu o&iecti!e, timing, etc

-su&iectele de lim&a engle2a de la centrul de examen nr 15 din Cluj-Napoca ("G."G.)""8 . 1. Consider the following text: ":n the room where the dressing ta&le stood, and where the wax candles &urnt on the wall, : found 4iss

0a!isham and >stella* 4iss 0a!isham seated on the settee near the fire, and >stella on a cushion at her feet. >stella was (nitting, and 4iss 0a!isham was lo(ing on. 5hey &oth raised their eyes as : went in, and &oth saw an alteration on me. : deri!ed that, from the loo( they interchanged. "3nd what a wind", said 4iss 0a!isham, "&lows you here, /ip$" 5hough she loo(ed steadily at me, : saw that she was rather confused. >stella, pausing a moment in her (nitting with her eyes upon me, and then going on, : fancied that : read in the action of her fingers, as plainly as if she had told me in the dum& alpah&et, that she percei!ed : had disco!ered my real &enefactor. ........................... "Hhat : had to say to >stella, 4iss 0a!isham, : will say &efore you, presently - in a few moments. :t will not surprise you, it will not displease you. : as unhappy as you can e!er ha!e meant me to &e." (,reat >xpectations, Charles 6ic(ens

a. Contextuali2e the text from a historical and cultural point of !iew - 1" points &. 7efer to the narrati!e techni%ue ? point of !iew and to the character portrayal used in this literary wor( (Choose one of the characters . - )" points c. 6e!ise a text-related tas( mentioning o&jecti!es ) a. 4odal !er&s expressing o&ligation. 7efer to uses and illustrate ith examples - )" points &. >xpressing lac( of necessity and prohi&ition. - 1" points 3. Hrite a&out three major stages in teaching producti!e s(ills and gi!e examples for each of them. ()"" words - 1' points

-judetul harghita, odorheiu secuiesc(judet pilot08 5extul:1eeling sideways...pana la ": don#t want to go any further, 3ngel, she said stretching out her hand for his"(5homas 0ardy-5ess 1.a. contextuali2e the text from the historical and cultural point of !iew &.discuss the rele!ance of the text, in tterms of style and content, in comparison with other contemporary literary productions c.descri&e a text-related tas( within timing and o&jecti!es at upper-intermediate or ad!anced le!el ).specify and illustrate types of conditional clauses 3. specify and illustrate at least ' types of !oca&ulary practice acti!ities -IASI,Centrul nr 3 , 30!0"!08 Su#iectul I Consider the following text: "4rs. 6alloway said she would &uy the flowers herself. I...J in the triumph and the jingle and the strange high singing of some aeroplane o!erhead was what she lo!ed* life* @ondon* this moment of Aune."

(E. Hoolf, "4rs. 6alloway" a! Contextuali2e the text from a historical and cultural point of !iew. (1' - )" lines . 10p #! 6iscuss the rele!ance of the text, in terms of style and content, in comparison with other literary productions. ()"-3" lines 0p

c! 6e!ise a text-related tas( within timing and o&jecti!es at upper-intermediate le!el. 15p Su#iectul II a! -pecify and illustrate the !alues of the /3-5 -:4/@> and those of the /3-5 C+95:9B+B-. #! >xplain the difference in aspect of the two tenses. 10p Su#iectul III 3! -pecify the two &asic principles go!erning lesson planing and the three main areas teachers should (now &efore planning their classes. 15p $are%ul pentru su&iectul de mai sus mentiona ce!a foarte ciudat. 3! - !ariety and flexi&ility - the jo& of teaching, the institution, the students 7: 5he most important principles &ehind good lesson planning are" !ariety" and "flexi&ility". 3nd the three main areas as 7oxana said, "the jo& of teaching", "the institution" and "the student". 0p

!- &NG'&(A, IASI, Centrul 1G, ieri 1. Consider the following text: "5here was music from my neigh&our#s house through the summer night. ... 3s soon as : arri!ed : made an attempt to find the host..." (1. -cott 1it2gerald, "5he ,reat ,ats&y" a. Contextuali2e the text from a historical and cultural point of !iew. (1' - )" lines 1"p &. 6iscuss the rele!ance of the text in terms of narrati!e techni%ue, style and content, in defining the character(s . ()" - 3" lines )"p c. 6e!ise a text-related tas( within timing and o&jecti!es at upper-intermediate le!el, in which to integrate most of the language s(ills. 1'p ). a. -pecify and illustrate the !alues of the /resent /erfect -imple and Continuous. )"p &. >xplain and illustrate the use of tenses after wish. 1"p 3. >nlarge upon error correction strategies. 1'p

- IASI, Centrul nr! 15, )!0)!08, &NG'&(A 1! Consider the following text: " "5hey ga!e it me," 0umpty 6umpty continued thoughtfully, as he crossed one (nee o!er the other and clasped his hands around it, "they ga!e it me - for an un-&irthday present."

...(3lice didn#t !enture to as( what he paid them with* and so you see : can#t tell you. " (@ewis Carroll - "5hrough the @oo(ing ,lass" a! Contextualise the text from a historical and cultural point of !iew. 10p #! 6iscuss its rele!ance in connection with other contemporary literary productions. 10p c! ;ou are supposed to use this text in one of your classes. 6efine your target group (students# le!el, class profile and course and justify your choice. 5p d! 6efine the concept of lead-in and dwell on what you would do to create expectation and arouse your students# interest in this particular text. 5p e! :dentify the new !oca&ulary in the text a&o!e. 6e!ise an acti!ity that you would use to teach the selected !oca&ulary. 10p *! -tarting from the text a&o!e, de!ise an acti!ity integrating two complementary s(ills: (i specify the o&jecti!es and the estimated time* 5p (ii descri&e the stages of the acti!ity* 10p (iii specify the teacher#s role and the results of the acti!ity. 5p

! -pecify and illustrate the differences &etween defining and non-defining relati!e clauses. 15p 3! -pecify and define at least three types of tests and the characteristics of good tests. 15p Daremul e de asemenea foarte interesant, dar mi-e prea somn acum sa-l scriu. :n ce pri!este alte materii, daca am sa ma simt suficient de &ine am sa incerc sa iau si de acolo &aremele sa le poste2. 6oar de la matematica nu-ti dai seama de nimic, in rest sunt destul de detaliate

-su&iectele de lim&a engle2a de la centrul de examen nr 1' din Cluj-Napoca (0)!0)! 008+! 1. Consider the following text: ":n the room where the dressing ta&le stood, and where the wax candles &urnt on the wall, : found 4iss 0a!isham and >stella* 4iss 0a!isham seated on the settee near the fire, and >stella on a cushion at her feet. >stella was (nitting, and 4iss 0a!isham was lo(ing on. 5hey &oth raised their eyes as : went in, and &oth saw an alteration on me. : deri!ed that, from the loo( they interchanged. "3nd what a wind", said 4iss 0a!isham, "&lows you here, /ip$" 5hough she loo(ed steadily at me, : saw that she was rather confused. >stella, pausing a moment in her (nitting with her eyes upon me, and then going on, : fancied that : read in the action of her fingers, as plainly as if she had told me in the dum& alpah&et, that she percei!ed : had disco!ered my real &enefactor. ........................... "Hhat : had to say to >stella, 4iss 0a!isham, : will say &efore you, presently - in a few moments. :t will not surprise you, it will not displease you. : as unhappy as you can e!er ha!e meant me to &e." (,reat >xpectations, Charles 6ic(ens

a. Contextuali2e the text from a historical and cultural point of !iew - 1" points &. 7efer to the narrati!e techni%ue ? point of !iew and to the character portrayal used in this literary wor( (Choose one of the characters . - )" points c. 6e!ise a text-related tas( mentioning o&jecti!es, materials and timing at upper-intermediate le!el. 1' points ) a. 4odal !er&s expressing o&ligation. 7efer to uses and illustrate ith examples - )" points &. >xpressing lac( of necessity and prohi&ition. - 1" points 3. Hrite a&out three major stages in teaching producti!e s(ills and gi!e examples for each of them. ()"" words - 1' points

--i am aflat si su&iectul de ieri de la cluj, de la centrul nr!1 (asa in mare : 1. 5ext din 5ess of the 6#Br&er!illes a Contextuali2a the text ..... 5he role of fate in the no!el. c 3 text related tas( ..... ). Contrasti!e approach: present perfect ?!s? past simple 6egrees of adjecti!es 3. 5he roles of the teacher
-Centrul ,! Goga Si#iu, 1. iulie -u&iectul 1: /rimele 3 paragrafe din 0uc( 1inn... , a Contextuali2e... (1" p , & 3naly2e the narrati!e point of !iew chosen &y 4ar( 5wain to enhance the !erisimilitude of the no!el (1" p , c 6e!ise a text-related tas( mentioning o&jecti!es, stages, timing and interaction at ad!anced le!el (1" p . -u&iectul ): 7elati!e clauses and non-finite clauses - a 6efining and non-defining relati!e clauses (definition and examples (. p , & 7elati!e pronouns introducing relati!e clauses (use and examples (8 p , c 9on-finite clauses containing and -:9, clause (use and examples (8 p , d 6e!ise an acti!ity to introduce defining and non-defining relati!e clauses to a class of upper-intermediate le!el - specify the o&jecti!es and the estimated time and descri&e the stages of the acti!ity (1"p -u&iectul 3: 6e!ise a three-stage se%uence of acti!ities to impro!e listening s(ills at ad!anced le!el (3" p -Centrul Saliste Si#iu, 8 iulie -u&iectul 1: 0emingway#s short story +ld man at the &ridge, a Contextuali2e the text from a historical and cultural point of !iew (1" p , & 6iscuss its rele!ance in connection with other contemporary literary productions. (1" p , c ;ou are supposed to use this text in one of your classes - define your target group: students< le!el, class profile and course = justify your choice (' p , d >xplain the concept of lead-in and dwell on what you would do to arouse your students< interest in this particular text (1" p , e :dentify the new !oca&ulary in the text a&o!e - de!ise an acti!ity that you would use to teach the selected !oca&ulary (1" p , f -tarting from the text a&o!e, organi2e an acti!ity integrating two complementary s(ills - -pecify the o&jecti!es and the estimated time, descri&e the stages of the acti!ity, specify the teacher<s role and the results of the acti!ity (1' p -u& ): /resent and exemplify four strategies a teacher might use when faced with students< grammar errors 1" p -u& 3: 9ame and exemplify ten ways of expressing future 1" p -u& .: -pecify and illustrate ten uses of the -:9, form as a gerund and?or as a present participle 1" p

)./e langa 0armer, eu l-am mai citit pe /enny Br, si ":n--er!ice 6istance 5raining Course for 5eachers of >nglish", Dritish Council, (7ada Dalan, Cristina Ciuta, 4ihaela 6ascalu, >l2a ,heorghiu, >leonora +laru . Cea din urma e aproape la fel cu 0armer, dar are un format putin mai atragator, in sensul ca are di!erse exercitii

pt. consolidarea a ceea ce implica capitolele de teorie. >u 2ic ca merita sa o ai in &i&lioteca, la fel si pe 0armer. -i deocamdata nu am !a2ut nici un su&iect dat la examenele de titulari2are pe care sa nu-l gasesti in cartile astea Aeremy 0armer, #5he practice of >nglishlanguage teaching#, @ongman, 'KK.""" 7+@ #:n--er!ice 6istance 5raining Course ...#, /olirom, )1L.""" 7+@ (se gaseste si in li&rarii, cred ca stocul editurii e epui2at iar pentru gramatica iti 43: recomand: #3 Bni!ersity ,rammar of >nglish# &y 7andolph Muir(, @ongman (o gasesti la Dritish Council #3 /ractical >nglish ,rammar# &y 5homson N 4artinet, +B/ (tot la Dritish Council #,ramatica lim&ii engle2e# (,.,.-1arnoaga, >. Comisel, >d. @ucman #3n 3-O >nglish ,rammar Bsage# &y ,eoffrey @eech ..., @ongman, .)'.""" 7+@

Su# in 00) uitandu-ma pe la judetele pilot...!ad ca au dat ca% asa: -la ) centre 5homas 0ardy cu 5ess... - Eirginia Hoolf -4ar( 5wain - 0emingway - 5he +ld 4an and the -ea -9. 0awthorne - -carlet letter (la ) centre - 4el!ille cu 4o&y 6ic( :ar la metodica... -types of tests -ways of presenting grammar and ways of practicing it - !oca&ulary teching techni%ues(la ) centre - specialist recepti!e s(ills which readers and listeners employ - class management techni%ues -types of communicati!e acti!ities and teacher#s role in learner-centered class