ȘCOALA GIMNAZIALĂ NR.
11 ORADEA
Str. Moldovei Nr. 55, Oradea, Bihor
Tel/fax :0359413170; 0359413169
Email:scoala11.oradea@yahoo.com
OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA LOCALĂ – 23 ianuarie 2025
CLASA a VIII-a Varianta 1
Toate subiectele sunt obligatorii.
Nu se acordă puncte din oficiu.
Timpul efectiv de lucru: două ore.
SUBIECTUL I – USE OF ENGLISH (50 points)
I.1. Read the following text and fill in the blanks with the correct verb forms and voice. (20 points)
One study in Japan concludes that computer and video games (1) (create) a new generation of
children who are far more likely to use violence than their parents’ generation. The tendency to lose control
is due to the fact that playing games always (2) (prevent) the proper development of the brain.
Professor Kawashima (3) (expect) then to find that playing computer games and video games
stimulated brain activity. However, he (4) (surprise) by what he discovered. He (5)
(find) out that playing computer games only stimulated the parts of the brain associated with
vision and movement. The arithmetical exercise, on the other hand, stimulated brain activity in the frontal
lobe, which is the part of the brain that stops antisocial and violent behaviour. `This is a very important
discovery`, the professor told reporters. `These students (6) (not develop) proper self control in
the future if they (7) (continue) playing games instead of learning arithmetic`. However, another
study (8) (just, conclude) that children who become addicted to computer and video games could
actually be more intelligent than average. It’s certain that more research (9) (be) needed before
they 10 (make) any definite conclusions about whether playing computer games is good or bad
for children.
I.2 Read the following text and decide which answer (A, B, C or D) best fits in each gap. (20 points)
The End of an Era
`May the Force be with you! Always!` is (1) ........ of the most recognizable quotes of all time. First (2) ........
in 1977, it marked the beginning of a beloved franchise that lasted for more than forty years, (3) ........
culminated with its last instalment in 2019. It is, of course, `Star Wars`.
Its creator, George Lucas, stated that he wanted to build a sci-fi universe like no (4)..........before. And so he
did. Lucas managed to create a world (5) ........ colourful and complex that fans were absolutely shocked
when the first movie ` Star Wars 1: A New Hope` premiered in 1977.
After that, eight more movies appeared in the Star Wars universe, each of them bringing something new
(6) ........ the story. The films introduced some unforgettable characters such (7) ........ Han Solo, Obi Wan
Kenobi and, of course, Darth Vader, who is widely considered one of the most imfamous (8) ........ of all
time.
With `Star Wars 9: The Rise of Skywalker`, fans saw the saga (9) ........ to an end in spectacular fashion.
But...who knows? The Star Wars franchise may still have (10) for its fans. Or is it wishful thinking?
ȘCOALA GIMNAZIALĂ NR.11 ORADEA
Str. Moldovei Nr. 55, Oradea, Bihor
Tel/fax :0359413170; 0359413169
Email:scoala11.oradea@yahoo.com
1. A. one B. what C. - D. this
2. A. pushed B. telling C. uttered D. say
3. A. which B. whose C. who D. whom
4. A. none B. neither C. all D. other
5. A. such B. so C. that D. as
6. A. at B. to C. by D. -
7. A. as B. like C. of D. than
8. A. character B. stories C. villains D. hero
9. A. enter B. leave C. come D. read
10. A. nothing B. any C. something D. some
I.3. Use the word given in brackets to form a word that fits in each sentence. (10 points)
1. I’d like to take a job as a TV when I leave school. PRESENT
2. She works for a magazine. WEEK
3. People had to leave their homes at the of the century. BEGIN
4. Mr. Park’s lessons are really . I really hate them. BORE
5. Unless you , I won’t forgive you. APOLOGY
SUBIECTUL II – READING COMPREHENSION (25p)
Read the text below and choose the correct answer (A, B, C or D)
HEALTHY EATING IN SCHOOLS by Kate O’Donnell
When I started secondary school, I thought it would be great having a shop in school where we could
buy what we wanted for lunch. In primary school, we only had the choice of school meals or a packed lunch
which we brought from home. However, the new reality was different. The shop offered mainly chocolate,
crisps and fizzy drinks, which are not exactly healthy options for lunch, so I started bringing a packed lunch
to school, but some colleagues made fun of me because they thought I couldn’t afford to buy lunch from the
shop.
Luckily, the situation changed in my second year. As part of a healthy-eating project, our school set
up a group whose aim was to change students’ eating habits. The group consisted of five students (I was one
of them), two parents and two teachers. Before any changes were made, we did two things. Firstly, all
classes had lessons on healthy eating. Then we asked all students, parents and teachers (they have to eat at
school, too!) to fill in a questionnaire about what they thought of the food available in school as well as
healthier options they thought would be popular.
The results were spectacular. Sales of chocolate and crisps fell immediately as students chose to eat
more fruit and cereal bars. Students started drinking water and fruit juice when the shop stopped selling
fizzy drinks; the new options of soup, salads and healthy sandwiches are very popular with students and
teachers alike. The project was such a success that our group was asked to visit schools that hadn’t started
the project to talk about our experience and we visited schools all over the country.
1. What was Kate looking forward to at secondary school?
A. spending money in the school shop.
B. being able to choose whatever she wanted to eat.
ȘCOALA GIMNAZIALĂ NR.11 ORADEA
Str. Moldovei Nr. 55, Oradea, Bihor
Tel/fax :0359413170; 0359413169
Email:scoala11.oradea@yahoo.com
C. having the option of taking a packed lunch to school.
D. eating more chocolate and crisps.
2. In Kate’s opinion, the food options available at her secondary school were
A. better than those at primary school.
B. so expensive that some students couldn’t afford them.
C. not as healthy as they should have been.
D. various and healthy.
3. The questionnaire asked the people
A. their opinion on what was sold in the school shop.
B. what they liked buying at the school shop.
C. if the school shop should be closed.
D. what they usually eat at home.
4. What changes happened as a result of the project?
A. Nobody bought food from the school shop.
B. New, healthier choices were available in the shop.
C. They all brought a packed lunch from home.
D. The food available in the shop after the questionnaire wasn’t popular.
5. What might Kate say when she visits a school?
A. `EAT WHATEVER YOU WANT, WHENEVER YOU WANT `.
B. ` ALTHOUGH I ENJOYED THE PROJECT, IT WASN’T A SUCCESS`.
C. ` THE CHANGES WE MADE WERE BASED ON HEALTHY EATING LESSONS ALONE`.
D. `IT’S IMPORTANT TO ASK EVERYONE FOR THEIR OPINIONS BEFORE MAKING ANY
DECISIONS`.
SUBIECTUL III - WRITING (25p).
Write a narrative essay ending like this: Sometimes, I wonder whether perhaps, just perhaps, I should
have accepted their offer. Write your story in 150-180 words (do not count the words given) and give it an
appropriate title.
Pay attention to the following:
You don’t need to write long descriptions.
Use dialogues only if they are relevant to your characters or events.
Don’t count the words given to end the essay.
You should use this plan:
Introduction (paragraph 1 – set the scene)
Main body (paragraph(s) 2/3 – develop the story)
Conclusion (paragraph 4 – end the story)
ȘCOALA GIMNAZIALĂ NR.11 ORADEA
Str. Moldovei Nr. 55, Oradea, Bihor
Tel/fax :0359413170; 0359413169
Email:scoala11.oradea@yahoo.com
OLIMPIADA DE LIMBA ENGLEZĂ
ETAPA LOCALĂ – 11 februarie 2024
CLASA a VIII-a Varianta 1
BAREM DE CORECTARE
Se punctează oricare alte modalităţi de rezolvare corectă a cerinţelor.
SUBIECTUL I – USE OF ENGLISH – 50 p
I.1. Read the following text and fill in the blanks with the correct verb forms. – 20 points
10 verbs x 2p = 20 points
1. have created / create / are creating; 2. prevents; 3. expected; 4. was surprised; 5. found; 6. won’t develop;
7. continue; 8. has just concluded; 9. is / will be; 10. make.
I.2. Read the following text and decide which answer A, B, C or D best fits in each gap. – 20 points
10 x 2p = 20 points
1-A one, 2-c uttered 3-A which, 4-D other, 5-B so, 6-B to, 7-A as, 8-C villains, 9-C come, 10-C something.
I.3. Use the word given in brackets to form a word that fits in each sentence. – 10 points
5 words x 2p = 10 points
1- PRESENTER, 2-WEEKLY, 3-BEGINNING, 4-BORING, 5-APOLOGIZE
SUBIECTUL II - READING COMPREHENSION - (25p) 5 x 5 p = 25 p
1.B 2. C 3. A 4. B 5. D
SUBIECTUL III – WRITING (25p).
Write a narrative essay ending like this: Sometimes I wonder whether perhaps, just perhaps, I should
have accepted their offer. Write your story in 150-180 words (do not count the words given) and give it an
appropriate title.
Pay attention to the following:
You don’t need to write long descriptions.
Use dialogues only if they are relevant to your characters or events.
Don’t count the words given to end the essay.
You should use this plan:
Introduction (paragraph 1 – set the scene)
ȘCOALA GIMNAZIALĂ NR.11 ORADEA
Str. Moldovei Nr. 55, Oradea, Bihor
Tel/fax :0359413170; 0359413169
Email:scoala11.oradea@yahoo.com
Main body (paragraph(s) 2/3 – develop the story)
Conclusion (paragraph 4 – end the story)
ȘCOALA GIMNAZIALĂ NR.11 ORADEA
Str. Moldovei Nr. 55, Oradea, Bihor
Tel/fax :0359413170; 0359413169
Email:scoala11.oradea@yahoo.com
MARKING SCHEME FOR THE NARRATIVE ESSAY
Partially
Exemplary Proficient Weak Incomplete
Analytical Proficient
Points
criteria
5p 4p 3p 2p 1p
The essay is
completely The essay is
relevant to The essay is The essay is
partially The essay is
topic, fairly incomplete,th
completed with faulty, including
describing completed e sequencing
CONTENT slight logical serious logical
places/events with all the of the
impediments in impediments in
/characters/atmos sequencing narrative
sequencing the the sequencing of
phere/ reaching elements of a moments
moments of the events.
climax, including narrative. being
narrative.
the final reactions inconsistent.
of the
protagonist.
There is partial
There is There is a fair completion of There is serious Paragraphs are
complete completion of the task. inconsistency in incomplete,bot
logical paragraph Paragraphs are
the organization h linking
connection of organization partially
ORGANIZATION of the paragraphs devices,
paragraphs due due to scarce complete due to
AND COHESION due to the misuse mechanics,
to a judicious misuse of unfinished ideas
of the linking and length
use of linking devices, and scarce use of
devices, requirements
linking mechanics, and linking devices,
mechanics, and having been
devices, length mechanics, and
length disrespected.
mechanics, requirements. length
requirements. requirements.
and length
requirements
.
A wide range The range of
of vocabulary vocabulary is
A range of
is used adequately used
vocabulary is A very narrow
appropriately in the essay;
used range of
and accurately errors in word A limited range of
appropriately vocabulary is
throughout the choice / vocabulary is
and accurately present; errors
essay; precise formation are present within the
in the essay; in word
meaning is present when essay; less
occasional choice /
conveyed; more common items of
errors in word formation
minor errors sophisticated vocabulary are
VOCABULARY choice/formatio predominat;
are items of rare and may be
n are possible; spelling errors
rare; spelling is vocabulary are often faulty;
spelling is well can make the
very well attempted; spelling errors can
controlled with essay obscure
controlled. spelling can be make text
occasional slips. at times. The
The register of faulty at times. understanding
The register of register used
the narrative The register of difficult. The
the narrative in the narrative
essay is totally the narrative register of the
essay is essay is
relevant to the essay is partially narrative is
relevant to the inappropriate
task, being relevant to the inconsistent due
task with for this type
organically task with a narrow to the mixture of
slightly writing.
integrated all inconsistency of styles.
incongruent
along the style, leading to
lapses within
discourse. halts in the logical
the discourse.
development
of ideas.
A range of
grammatical A very narrow
A wide range of A mix of complex A limited range of range of
grammatical structures is grammatical
and simple grammatical
structures is used accurately structures is
grammatical structures is
used accurately and with some present along the
structures is present within
and flexibly flexibility along essay; complex
present the essay;
ȘCOALA GIMNAZIALĂ NR.11 ORADEA
Str. Moldovei Nr. 55, Oradea, Bihor
Tel/fax :0359413170; 0359413169
Email:scoala11.oradea@yahoo.com
STRUCTURES throughout the the essay; throughout the language is rare
essay; minor occasional essay; errors are and may be often errors
errors are rare; errors are present when faulty; punctuation predominate;
punctuation is possible; complex language errors can make punctuation
errors make
very well punctuation is is text understanding the text
controlled. well controlled attempted; difficult. obscure
with punctuation can be at times.
occasional faulty
slips. at times.
EFFECT ON The interest of The text has The effect The effect
the reader is The effect on the on the
TARGET aroused and a good on the reader
READER effect on reader is reader quite poor.
sustained non-
throughout. the reader. satisfactory relevant.
