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U�IVERSITATEA DI� CRAIOVA PRORECTORAT PROGRAME DE STUDII ŞI I�SERŢIA PROFESIO�ALĂ A

ABSOLVE�ŢILOR

EXAME� DE GRADUL II sesiunea august 2014

Test metodica specialităţii, cu abordări interdisciplinare şi de creativitate LIMBA E�GLEZA

MODEL

• Toate subiectele sunt obligatorii. Se acordă 10 puncte din oficiu. • Timpul de lucru efectiv este de 3 ore. SUBIECTUL 1 (45 puncte)

A. (10 p) You have to design an integrated lesson plan based on the following text. The text may be

exploited using various techniques, with different aims. Below there are four lesson aims:

decide for which lesson aims the text is an adequate/inadequate input and justify your

choice(s).

1. By the end of the lesson, the learners will have developed descriptive essay writing skills. 2. By the end of the lesson, the learners will have developed the skills of interpreting and

relating (intercultural communicative competence). 3. By the end of the lesson, the learners will be able to better understand and use non-finite

moods. 4. By the end of the lesson, the learners will be able to better understand and use key literary

terms such as point of view and setting.

“One feels even in the midst of the traffic, or waking at night, Clarissa was positive, a particular

hush, or solemnity; an indescribable pause; a suspense before Big Ben strikes. There! Out it

boomed. First a warning, musical; then the hour, irrevocable. The leaden circles dissolved in the

air. Such fools we are, she thought, crossing Victoria Street. For Heaven only knows why one

loves it so, how one sees it so, making it up, building it round one, tumbling it, creating it every

moment afresh; but the veriest frumps, the most dejected of miseries sitting on doorsteps (drink

their downfall) do the same; can't be dealt with, she felt positive, by Acts of Parliament for that

very reason: they love life. In people's eyes, in the swing, tramp, and trudge; in the bellow and

the uproar; the carriages, motor cars, omnibuses, vans, sandwich men shuffling and swinging;

brass bands; barrel organs; in the triumph and the jingle and the strange high singing of some

aeroplane overhead was what she loved; life; London; this moment in June.” (Virginia Woolf, Mrs. Dalloway)

B. (25 p) You observe a teacher who is teaching reading skills to advanced students. The teacher starts the

lesson by providing the sentence “… she loved; life; London; this moment in June” and having

students imagine 3 reasons.

a. Decide if the teacher has adopted a top-down or a bottom-up approach. 5 p

b. Re-design this lesson sequence so as to fit the approach that you eliminated above. 5 p

c. Next, the teacher divides the students into groups of 4 and provides each group with a

literary text. Students are asked to rewrite the text from a different point of view and identify the

overall effect on the reader. While performing the task, the students ask the teacher the meaning

of unknown words. The teacher provides the Romanian equivalents. Besides, the teacher

interrupts each group and tells them to answer the questions “Who is telling the story? Does our

narrator have direct knowledge of the story because he or she is a participant? What are the

limitations of the narrator's point of view?”. Discuss the effectiveness and efficiency of the

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teacher’s way of conducting the activity and state what roles s/he and the students should perform

during the activity and group work. . 10 p

d. Design the follow-up of the activity at point c. 5 p C. (10 p) Consider the following activities:

1. The learners, while performing the information gap activity, negotiate meaning and rank a

number of jobs according to their prestige.

2. The learners read a book in order to summarize it.

3. The learners provide another end to a literary text.

4. Individual learners are writing a complaint letter to a travel agency based on the clues

(situation, target readership’s expectations, level of formality, etc) provided by the teacher.

a) Select the items which you consider to have, in terms of real-life purposes, useful and

appropriate procedures for the development of writing skills. Give reasons for your choice(s).

5 p b) Read the list below and identify the reasons which teachers should consider important in

learning materials selection and evaluation. Rank these reasons in their decreasing order of

importance. 5 p a. The students like the layout.

b. The textbook is appropriate for their level of proficiency.

c. The textbook complies with the text syllabus to a large extent.

d. The textbook underpins an integrated approach to language skills.

e. The textbook also raises intercultural awareness.

SUBIECTUL 1I (45 puncte)

A. (10 p) Discuss 2 advantages and 2 disadvantages of using direct items vs. indirect items in progress test.

B. (10 p) Specify the language systems or/and the skills targeted by the following item content, discuss the

quality of the task in terms of validity and mention the type of test in which you would include the

item.READING

Read the following book description. Which do you think would be worth reading? Why / Why

not?

Zahra (aged 3) and Hawra (a few months old) have lost their family in a Baghdad missile strike.

“Sunday Times” war correspondent Hala Jaber sets her heart on doing everything she can to

help. In this beautiful account, Jaber (a Lebanese and a Muslim, but at the same time working for

a London newspaper) tells her compelling Iraq story, with the unique insight of a writer able to

understand both worlds.

C. (25 p) a. Devise an achievement test based on two types of ‘indirect’ items (five items per each

exercise) and one ‘direct’ item designed to measure students’ ability to express criticism in

relation to authentic texts. 12 p b. Specify the time limit and the students’ level. 2 p c. Mention the learning objectives and competences targeted by the test format. 3 p d. Design the marking scheme. 5 p e. Provide an alternative assessment technique for a targeted language skill. Specify teacher’s

role(s) and learners’ role(s). 3 p