PRE-UNIVERSITY EDUCATION GENERAL DIRECTION THE … · 2016. 7. 20. · PRE-UNIVERSITY EDUCATION GENERAL DIRECTION 1 THE INTERNATIONAL READING OLYMPIAD September 3rd 2015 Level th2

PRE-UNIVERSITY EDUCATION GENERAL DIRECTION

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THE INTERNATIONAL READING OLYMPIAD September 3rd 2015

Level 2 – VIIth and VIIIth grades

Before answering the tasks, read the following guidelines carefully:

All tasks are compulsory.

For the tasks requiring a certain line limit, you must number each line you write.

If there is a maximum line limit, no extra lines will be taken into account.

The allotted time is 3 hours.

Read each text of the three subjects and the rubrics carefully and give an answer to each of them. SUBJECT I 30 points

THE LITTLE PRINCE

by Antoine de Saint-Exupéry

XII The next planet was inhabited by a tippler. This was a very short visit, but it plunged the little prince into deep dejection: "What are you doing there?" he said to the tippler, whom he found settled down in silence before a collection of empty bottles and also a collection of full bottles. "I am drinking," replied the tippler, with a lugubrious air. "Why are you drinking?" demanded the little prince. "So that I may forget," replied the tippler. "Forget what?" inquired the little prince, who already was sorry for him. "Forget that I am ashamed," the tippler confessed, hanging his head. "Ashamed of what?" insisted the little prince, who wanted to help him. "Ashamed of drinking!" The tippler brought his speech to an end, and shut himself up in an impregnable silence. And the little prince went away, puzzled. "The grown-ups are certainly very, very odd," he said to himself, as he continued on his journey. […]

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The sixth planet was ten times larger than the last one. It was inhabited by an old gentleman who wrote voluminous books. "Oh, look! Here is an explorer!" he exclaimed to himself when he saw the little prince coming. The little prince sat down on the table and panted a little. He had already traveled so much and so far! "Where do you come from?" the old gentleman said to him. "What is that big book?" said the little prince. "What are you doing?" "I am a geographer," said the old gentleman. "What is a geographer?" asked the little prince. "A geographer is a scholar who knows the location of all the seas, rivers, towns, mountains, and deserts." "That is very interesting," said the little prince. "Here at last is a man who has a real profession!" And he cast a look around him at the planet of the geographer. It was the most magnificent and stately planet that he had ever seen. "Your planet is very beautiful," he said. "Has it any oceans?"


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"I couldn't tell you," said the geographer. "Ah!" The little prince was disappointed. "Has it any mountains?". "I couldn't tell you," said the geographer. "And towns, and rivers, and deserts?" "I couldn't tell you that, either." "But you are a geographer!" "Exactly," the geographer said. "But I am not an explorer. I haven't a single explorer on my planet. It is not the geographer who goes out to count the towns, the rivers, the mountains, the seas, the oceans, and the deserts. The geographer is much too important to go loafing about. He does not leave his desk. But he receives the explorers in his study. He asks them questions, and he notes down what they recall of their travels. And if the recollections of any one among them seem interesting to him, the geographer orders an inquiry into that explorer's moral character." "Why is that?" "Because an explorer who told lies would bring disaster on the books of the geographer. So would an explorer who drank too much." "Why is that?" asked the little prince. "Because intoxicated men see double. Then the geographer would note down two mountains in a place where there was only one." "I know some one," said the little prince, "who would make a bad explorer." "That is possible. Then, when the moral character of the explorer is shown to be good, an inquiry is ordered into his discovery." "One goes to see it?" "No. That would be too complicated. But one requires the explorer to furnish proofs. For example, if the discovery in question is that of a large mountain, one requires that large stones be brought back from it." The geographer was suddenly stirred to excitement. "But you--you come from far away! You are an explorer! You shall describe your planet to me!" And, having opened his big register, the geographer sharpened his pencil. The recitals of explorers are put down first in pencil. One waits until the explorer has furnished proofs, before putting them down in ink. "Well?" said the geographer expectantly. "Oh, where I live," said the little prince, "it is not very interesting. It is all so small. I have three volcanoes. Two volcanoes are active and the other is extinct. But one never knows." "One never knows," said the geographer. "I have also a flower." "We do not record flowers," said the geographer. "Why is that? The flower is the most beautiful thing on my planet!" "We do not record them," said the geographer, "because they are ephemeral." "What does that mean--'ephemeral'?" "Geographies," said the geographer, "are the books which, of all books, are most concerned with matters of consequence. They never become old-fashioned. It is very rarely that a mountain changes its position. It is very rarely that an ocean empties itself of its waters. We write of eternal things." "But extinct volcanoes may come to life again," the little prince interrupted. "What does that mean-- 'ephemeral'?" "Whether volcanoes are extinct or alive, it comes to the same thing for us," said the geographer. "The thing that matters to us is the mountain. It does not change." "But what does that mean--'ephemeral'?" repeated the little prince, who never in his life had let go of a question, once he had asked it. "It means, 'which is in danger of speedy disappearance.'" "Is my flower in danger of speedy disappearance?" "Certainly it is."


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"My flower is ephemeral," the little prince said to himself, "and she has only four thorns to defend herself against the world. And I have left her on my planet, all alone!" That was his first moment of regret. But he took courage once more. "What place would you advise me to visit now?" he asked. "The planet Earth," replied the geographer. "It has a good reputation." And the little prince went away, thinking of his flower.

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So then the seventh planet was the Earth. […] To give you an idea of the size of the Earth, I will tell you that before the invention of electricity it was necessary to maintain, over the whole of the six continents, a veritable army of 462,511 lamplighters for the street lamps. Seen from a slight distance, that would make a splendid spectacle. The movements of this army would be regulated like those of the ballet in the opera. First would come the turn of the lamplighters of New Zealand and Australia. Having set their lamps alight, these would go off to sleep. Next, the lamplighters of China and Siberia would enter for their steps in the dance, and then they too would be waved back into the wings. After that would come the turn of the lamplighters of Russia and the Indies; then those of Africa and Europe; then those of South America; then those of South America; then those of North America. And never would they make a mistake in the order of their entry upon the stage. It would be magnificent. Only the man who was in charge of the single lamp at the North Pole, and his colleague who was responsible for the single lamp at the South Pole--only these two would live free from toil and care: they would be busy twice a year.

A. (4 points: 1 point for each correct answer) Write on the answer sheet the letter corresponding to the right answer.

1. From of the perspective of the old gentleman on the sixth planet: a. The explorer is a scholar who knows where the seas are; b. The explorer is never allowed to leave his office; c. There is a great difference between the geographer’s role and the explorer’s role; d. The geographer’s role is the same as the explorer’s role. 2. The investigation over the explorer’s discovery presupposes: a. moving from the current location; b. describing the discovery; c. marking down his memories; d. asking for proof. 3. The following are put down in ink: a. all the interesting stories of the explorers who bring proofs; b. all the interesting stories of the explorers sent for proof; c. all the interesting stories of the explorers whose morality seems to be good; d. all the interesting stories of the explorers, irrespective of their morality. 4. From the narrator’s presentation we can infer that the lamplighters from Argentina would set their street lamps alight: a. at the same time with those from North America; b. after those from China; c. before those from New Zealand; d. before those from Russia.


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B. (4 points: 0,5 points for each idea correctly placed) Establish the logical and temporal order of the following ideas of the text, then write on the answer sheet only the corresponding number in a box similar to the one given below:

1. The little prince dicovers the identity of the old gentleman. 2. The little prince arrives on the sixth planet. 3. The little prince becomes compassionate. 4. The little prince is advised to visit the Earth. 5. The little prince meets a tippler. 6. The little prince describes his planet. 7. The little prince experiences disappointment. 8. The little prince experiences regret.

C. (12 points: 3 points for the correct answer for each of the rubrics) On the answer sheet make statements in answer to the following rubrics: 1. Write down two items the tippler collects. 2. Mention the reason why the tippler drinks alcohol. 3. Mention who the little prince refers to when he says that he knows someone who would be a bad explorer. 4. Explain the significance of the sequence: „The movements of this army would be regulated like those of the ballet in the opera. First would come the turn of the lamplighters of New Zealand and Australia. Having set their lamps alight, these would go off to sleep. Next, the lamplighters of China and Siberia would enter for their steps in the dance. Then they too would be waved back into the wings. After that would come the turn of the lamplighters of Russia and the Indies; then those of Africa and Europe; then those of South America; then those of North America. And never would they make a mistake in the order of their entry upon the stage. It would be magnificent.” D. (10 points) Imagine that one of your classmates believes, like the geographer, that ephemeral things do not matter. Write a text of 20-30 lines in which you should try to convince him/her that he/she is not right, bringing two arguments. SUBJECT II 20 points

WHY I BELIEVE EACH STUDENT SHOULD HAVE A BLOG

It is not as if the subject has not been debated on, but it is one as many people as possible should hear about. Given the fact that my readers’ average age is 16-18, such an article would be appropriate.

Thus, here is why I believe each student should have a blog: 1. Visibility You become better known and more appreciated among your friends, high-school

colleagues, teachers etc., and this might bring some advantages at a certain point. At the same time, if you want to find a job, and the employer is someone who is quite acquainted with the online, you should not be surprised if he/she will search for your name on Google. It is one thing for


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him/her to find only your Facebook account – a place where you store the possible nonsense and on whose wall you publish everything games urge you to – and it is another thing for him/her to find a blog with some pertinent opinions. You never know what might happen.

2. You develop writing abilities By writing I mean both page layout and the way you express yourself. You will notice that

after 100-200 articles you will express yourself much better and words will come easily. In addition, you will learn how to use text layout so that it looks airy, tireless and, most importantly, you will correct a lot of writing mistakes you had no idea about before starting a blog.

3. You change your way of thinking For the better, of course. Trying to write texts which are better and better, out of the desire

to attract as many readers as possible and to please the already existent ones, you will work at the way you express yourself and, implicitly, the way you approach topics. This is what development means. And who doesn’t want it?

4. You become a more calculated and more methodical person After a certain time, blogging becomes something you do especially for your readers. It’s

some sort of a job you really love and whose payment is represented by the feedback you receive from the others. At this level, you cannot afford not to write on your blog for days or weeks. It’s like refusing to bathe yourself for a whole week because you are don’t feel like it. The principle is the same: out of respect for the people around you, you finally bathe yourself. Here, the fact that you write something new on your blog (almost) daily, will not discipline you. You will only realize this in time.

5. You make connections, acquaintances and a lot of friends One of the nicest things about having a blog is, besides the fact that you interact online with

all sorts of people, at a certain time you have to meet them offline. Well, this is much nicer than it sounds from what I am writing here. Even if you are the type of antisocial person I can guarantee you that after a blogmeet you will be so enthusiastic by the people you meet, that you will want to organize another meeting the very next day. You will be pleased by the fact that you encountered people who are passionate by the same area as you and you will want to keep them as close as possible because this is what friends are.

Text taken from http://cristianflorea.ro/

A. (10 points: 2 points for each correct answer) Make statements in answer to each of the following rubrics by using the given text: 1. Mention the observation which led to the writing of the article. 2. Mention what Facebook is from the author’s perspective. 3. Write down two aspects which, from the author’s perspective, have to do with the writing ability. 4. Explain, valorizing the given text, what a blogmeet is. 5. Justify the use of numbering in the given text. B. (10 points) Write a text of no more than 20 lines which would represent the first post on your blog. In your text you will also specify the topic/topics the blog will be approaching, the reason you decided to have a blog and the public you are addressing. SUBJECT III ____________________________________________ 10 points Look carefully at this wrapping of the Milka chocolate.

1. Specify the significance of the notation. 2. Specify the number of languages providin information on the ingredients of the chocolate. 3. Explain the reason why a purple cow is drawn on the wrapping. 4. Mention the relationship between the significance of the drawings below and the place they are located on the wrapping of the chocolate:


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a. b.

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Level 2 – VIIth and VIIIth grades

MARKING SCHEME

For the tasks requiring a certain line limit, the students are asked to number each line they write.


SUBJECT I 30 points A. 4 points: 1 point for each correct answer. 1. c 2. d 3. a 4. b B. 4 points: 0,5 p. for each idea correctly placed.

5 3 2 1 7 6 8 4

C. 12 points: 3 points for the correct answer to each of the rubrics 1. Mention of two things that the tippler collects: empty bottles, filled bottles. 3 points

The correct answer included in the statement: (1,5 points+1,5 points) 3 points. The correct answer not included in the statement: (1 point+1 point) 2 points. Wrong answer or lack of answer: 0 p.

2. Mention of the reason why the tippler drinks alcohol: in order to forget that he feels ashamed of the fact that he drinks. 3 points.

The complete answer included in the statement: 3p. The complete answer not included in the statement: 2p. The incomplete answer included in the statement: 1p. The incomplete answer not included in the statement: 0,5p. Wrong answer or lack of answer: 0 p.

3. Mention of the person that the Little Prince refers to: the tippler. 3 points

The complete answer included in the statement: 3p. The complete answer not included in the statement: 2p. Wrong answer or lack of answer: 0 p.

4. Explanation of the significance of the sequence: for example, the sequence shows the rotary motion of the Earth. Clear and detailed presentation: 3 points. Hesitant presentation: 2 points. Wrong answer or lack of answer: 0 p.

D. 10 points Numbering the lines: 1p. Statement of the point of view which is to be enlarged on (ephemeral things do matter): 1p. Development of the two arguments: 6p. •statement of two relevant arguments: 2p (1p+1p); •development of the arguments 2 p+2p (convincing development 2 p; attempt to develop: 1p) Coherence and adapting to the target reader: (0,5 p. + 0,5 p.) 1 p. Spelling and punctuation: (0,5 p. + 0,5 p.) 1 p. The unjustified use of literary theory concepts and critical jargon is not to be marked.


SUBJECT II ______________________________________________ 20 points A. 10 points: 2 points for each correct answer 1. Mention of the observation which led to the writing of the article: the average age of the readers of the blog is 16-18 years. 2 points

The correct answer included in the statement: 2 p. The correct answer not included in the statement: 1 p. Wrong answer or lack of answer: 0 p.

2. Mention of the author’s perspective regarding Facebook: a place where all nonsense is to be stored and on whose wall one can post everything that games urge him to.

The correct answer included in the statement: 2 p The correct answer not included in the statement: 1 p Wrong answer or lack of answer: 0 p.

3. Mention of two aspects which, from the author’s perspective, relate to the writing ability: arranging texts in a page and the way of expressing himself.

The correct answer included in the statement: (1 p. + 1 p.) 2 p. The correct answer not included in the statement: (0,5 p. + 0,5 p.) 1 p. Wrong answer or lack of answer: 0 p.

4. Explanation of the significance of a blogmeet: bloggers’ offline meeting (face-to-face). 2 points

The correct answer included in the statement: 2 p The correct answer not included in the statement: 1 p

Wrong answer or lack of answer: 0 p 5. Justification for the use of numbering in a given text, for example, numbering is used for ordering the author’s arguments.

Clear justification of the aspect required by the task: 2 p. Hesitant justification of the aspect required by the task: 1 p. Wrong answer or lack of answer: 0 p.

B. (10 points) Numbering the lines:1p. Statement of the topic/topics: 1p. Statement of the reason: 1p. Statement of the target reader: 1p. Adapting to the target reader: 1p. Natural expression:1p. Clear expression:1p. Coherence:1p. Spelling and punctuation: 1p. SUBJECT III ______________________________________________ 10 points 1. Mention of the significance of the notation: the expiry date. 2points


Wrong answer or lack of answer: 0 p 2. Mention of the number of languages providing informationon the ingredients of the chocolate: three 2p


Wrong answer or lack of answer: 0 p

3. Justification for the image of Milka Cow on the package: it is the symbol of Milka chocolate: 2p. The correct answer included in the statement: 2 p The correct answer not included in the statement: 1 p

Wrong answer or lack of answer: 0 p

4. Presentation of the relation between the significance of the drawings and the places in which they appear on the wrapping.


Statement of the significance of the drawings: (1 p. + 1 p) 2 p. Presentation of the relationship between the drawings and the place they are located on the wrapping: (1 p. + 1 p) 2 p.


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Level 3 – IXth and Xth grades Before answering the tasks, read the following guidelines carefully:




The allotted time is 3 hours. Read each text of the three subjects and the rubrics carefully and give an answer to each of them.

SUBJECT I ____ 30 points

THE ANT

by Ilf and Petrov

During the so-called rush hours, a tram station is far from being something attractive. You can't hear the citizens making fine observations about this or that, you can't see elegant gestures. On the contrary, the citizens' moves are sudden, their eyes burn with an ill-fated light, the hand becomes a fist unawares. And just as the tram appears round the corner, the people waiting for it start dancing on the spot, just like a nervous gatekeeper in his gate, at soccer.

One could hear people shouting rudely that there is more room at the front and other comments in such cases. Oh, how one hates taking the tram at rush hours! It's much more pleasant to contemplate the sky at sunset.

The crowds waiting for the tram have strange conversations. 'Bernardov, is that you?' 'Ah, how do you do, my dear? Have you been long in Moscow?' 'No. What about you?' 'Me, I'm just having a walk.' 'Where did you get this suit?' 'Why? Do you like it?' 'I do. How much did you pay for it, in gold?' 'I don't know how much it's worth in gold. I took it from the delivery man for the workers in

water transport. It's worth sixty-five rubles.' 'So, are you in the water transport now?' 'No, I'm not in the water transport business. I'm in the writers' city committee.' 'That must be very interesting, novels, stories... You know, I also sort of work in the field of

literature. But can I compare myself with you? I write mainly for leaflets while you are a true artist of the word, a writer.'

'No, I'm not a writer.' 'But you said so.' 'No, I only pose as a writer, I have lunch at the writers' cafeteria.' 'So where do you work?' 'Generally, I am on the payroll at the Enkapees.' 'Oh, you're in the railways business.' 'No, I'm not in this business, I only get a free permit for the railways, but my main job is with

the Building Inspection.'


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'Are you a builder? An engineer? A technician? How I envy you! Do you lay the foundation for a new life? Do you design cities?'

'Not at all. That's where I have a new flat with central heating from. That's all I can do for them. I am very busy. The garage takes up most of my time.'

'Oh, are you running a garage?' 'No, a friend of mine runs a garage. So I waste a lot of time having the furniture delivered to

my new flat free of charge.' 'So, this means you don't work in the transportation field.' 'No way, I told you already. Actually, I'm closest to the firefighters' field.' 'Do you put out fires?' 'No, I just get milk from there.' 'Milk?' 'Yes, milk. But it's exhausting to carry the cans daily to Sușcevskaia for that milk...

Honestly, I will ask them to move me to the centre, at the Kropotkinkoe depot. You become so tired...'

'Tired?' 'Well, this being on the move tires you terribly, not to mention the crowd and the noise. You

may not believe me but after this nothing is more pleasant than going to your place, the deaf-mute club, to have dinner.'

'But are you deaf-mute? I don't understand, how come deaf-mute?' 'I'm not in the least. I'm just a member of the deaf-mute section. It's very convenient. First of

all, we, the deaf-mute, have a first-rate club and a four-course dinner costs fourteen kopecks. Second of all, it's quiet. Do you know what it means to be deaf-mute? To put it openly, they are no orators. They keep quiet all night long. What?'

'Nothing, I said nothing.' 'Farewell, then. My tram is here.' 'Why are you getting on at the front? You will be fined.' 'Me? I travel as a member of the Council of Moscow.' 'Finally, I see. You're a member of the Council of Moscow.' 'No, I'm not a member of the Council of Moscow. I just travel as a member of the Council of

Moscow. But, as you can see, this may also be terribly tiresome. And but for the rest at the Sovnarkom sanatorium, I'd be quite unfit.'

'Then, are you a member of the government?' 'No way, I'm not a member of the government. I have already explained it to you: I'm a

member of the writers' city committee in the section of the titans of artistic thought entitled to free dental treatment.'

'And what do you do? Do you think?' 'Only while I'm having my teeth checked.' 'So are you a writer then?' 'Not in the least. I have been trying to explain it to you for half an hour and you can't seem

to understand. Farewell!' And the tram quickly heads for the blue greyish spring horizons. These trams might bring about so many things!...

A. (4 points: 1 point for each correct answer) Write the letter corresponding to the right answer on the answer sheet. 1. The conversations in the tram station are: a. elegant. b. pleasant. c. deep. d. strange. 2. A tram station is far from being something attractive because:


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e. you hear fine observations about anything; f. you get blows with the fists from those around you; g. you sense the sudden moves of the citizens; h. you see the people's courteous gestures. 3. Bernardov's interlocutor: a. has just arrived in Moscow. b. has travelled to the Sovnarkom sanatorium. c. has lived in Moscow since childhood. d. has come to Sușcevskaia from the provinces. 4. Bernardov's main job is: a. in the teachers' city committee. b. with the Building Inspection. c. near a garage. d. with the Council of Moscow. B. (4 points: 0,5 points for each idea correctly placed) Establish the logical and temporal order of the following ideas of the text, then write on the answer sheet only the corresponding number in a box similar to the one given below:

1. The tram Bernardov has been waiting for arrives. 2. Bernardov meets an acquaintance at the tram station. 3. Bernardov heads for the front door of the tram. 4. The trams quickly leaves. 5. Bernardov says he paid sixty-five rubles for the suit. 6. Bernardov's friend asks him if he puts out fires. 7. Bernardov gets upset because his friend hasn't understood anything he has been explaining to

him for half an hour. 8. Bernardov states he only poses as a writer. C. (12 points: 3 points for the correct answer for each of the rubrics) On the answer sheet make statements in answer to the following rubrics: 1. Write down two reasons why Bernardov states that it is pleasant to go to the deaf-mute club. 2. Mention two features of Bernardov's friend that arise from the dialogue. 3. Present the relationship which can be established between the following sequences of the text:

a. 'No, I'm not in the water transport business. I'm in the writers' city committee.' 'That must be very interesting, novels, stories... You know, I also sort of work in the field of

literature. But can I compare myself with you? I write mainly for leaflets while you are a true artist of the word, a writer.' b. 'No way, I'm not a member of the government. I have already explained it to you: I'm a member of the writers' city committee in the section of the titans of artistic thought entitled to free dental treatment.'

'And what do you do? Do you think?' 'Only while I'm having my teeth checked.' 'So are you a writer then?' 'Not in the least. I have been trying to explain it to you for half an hour and you can't seem

to understand. Farewell!' 4. Explain in no more than 6 lines the role and significance of the title referring to the message of the text. D. (10 points)


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Imagine you are the friend Bernardov met at the tram station. Write a letter of 20-30 lines, addressed to your family, presenting the impression the meeting with Bernardov produced, making use of the information provided by the given text. Note! The letter will be signed as Igor Petrov, you live in Moscow, and the date you are writing the letter is September 3rd 2015. SUBJECT II___________ 20 points

MALALA'S SPEECH ON BEING AWARDED THE NOBEL PRIZE

Your Majesties, Your Royal Highnesses, distinguished members of the Norwegian Nobel Committee, Dear sisters and brothers, today is a day of great happiness for me. I am humbled that the Nobel Committee has selected me for this precious award. Thank you to everyone for your continued support and love. Thank you for the letters and cards that I still receive from all around the world. Your kind and encouraging words strengthen and inspire me. I would like to thank my parents for their unconditional love. Thank you to my father for not clipping my wings and for letting me fly. Thank you to my mother for inspiring me to be patient and to always speak the truth- which we strongly believe is the true message of Islam. And also thank you to all my wonderful teachers, who inspired me to believe in myself and be brave. I am proud, well in fact, I am very proud to be the first Pashtun, the first Pakistani, and the youngest person to receive this award. Along with that, I am pretty certain that I am also the first recipient of the Nobel Peace Prize who still fights with her younger brothers. I want there to be peace everywhere, but my brothers and I are still working on that. I am also honoured to receive this award together with Kailash Satyarthi, who has been a champion for children's rights for a long time. Twice as long, in fact, than I have been alive. I am proud that we can work together, and show the world that an Indian and a Pakistani, they can work together and achieve their goals of children's rights. Dear brothers and sisters, I was named after the inspirational Malalai of Maiwand who is the Pashtun Joan of Arc. The word Malala means "grief stricken", "sad", but in order to lend some happiness to it, my grandfather would always call me "Malala – The happiest girl in the world" and today I am very happy that we are together fighting for an important cause. This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change. I am here to stand up for their rights, to raise their voice… it is not time to pity them. It is not time to pity them. It is time to take action so it becomes the last time, the last time, so it becomes the last time that we see a child deprived of education. I have found that people describe me in many different ways. Some people call me the girl who was shot by the Taliban. And some, the girl who fought for her rights. Some people, call me a "Nobel Laureate" now. However, my brothers still call me that annoying bossy sister. As far as I know, I am just a committed and even stubborn person who wants to see every child getting quality education, who wants to see women having equal rights and who wants peace in every corner of the world. Education is one of the blessings of life—and one of its necessities. That has been my experience during the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new things. I remember when my friends and I would decorate our hands with henna on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations. We had a thirst for education, we had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our


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parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can. But things did not remain the same. When I was in Swat, which was a place of tourism and beauty, suddenly changed into a place of terrorism. I was just ten that more than 400 schools were destroyed. Women were flogged. People were killed. And our beautiful dreams turned into nightmares. Education went from being a right to being a crime. Girls were stopped from going to school. When my world suddenly changed, my priorities changed too. I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed. I chose the second one. I decided to speak up. […] We survived. And since that day, our voices have grown louder and louder. I tell my story, not because it is unique, but because it is not. It is the story of many girls. Today, I tell their stories too. I have brought with me some of my sisters from Pakistan, from Nigeria and from Syria, who share this story. My brave sisters Shazia and Kainat who were also shot that day on our school bus. But they have not stopped learning. And my brave sister Kainat Soomro who went through severe abuse and extreme violence, even her brother was killed, but she did not succumb. Also my sisters here, whom I have met during my Malala Fund campaign. My 16-year-old courageous sister, Mezon from Syria, who now lives in Jordan as refugee and goes from tent to tent encouraging girls and boys to learn. And my sister Amina, from the North of Nigeria, where Boko Haram threatens, and stops girls and even kidnaps girls, just for wanting to go to school. Though I appear as one girl, though I appear as one girl, one person, who is 5 foot 2 inches tall, if you include my high heels. (It means I am 5 foot only) I am not a lone voice, I am not a lone voice, I am many. I am Malala. But I am also Shazia. I am Kainat. I am Kainat Soomro. I am Mezon. I am Amina. I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls. […]

http://www.nobelprize.org/nobel_prizes/peace/laureates/2014/yousafzai-lecture_en.html A. (10 points: 2 points for each correct answer) Make statements in answer to each of the following rubrics by using the given text: 1. Mention the role of the first statement in the text. 2. Explain the repetition of the sequence Dear sisters and brothers. 3. Mention the cause to which Malala Yousafzai committed herself to. 4. Present the purpose of the text in 4-6 lines. 5. Give reasons in a text of 4-8 lines for the use of the antithesis in the sequence I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed. B. (10 points) Write a text of 20 lines at the most in which you support with two arguments the point of view on the significance of the sequence I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls. SUBJECT III___________________________________________________ 10 points Study the weather map below carefully. 1. Write down what temperature is recorded in Bucharest(Bucuresti) and Istanbul. 2. Mention the role of the yellow lines in the image.


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3. You are preparing to go on a trip to Belgrad, from where you will be taking the plane to Budapest. Explain the difference between the weather conditions in the two cities, according to the information provided by the map. 4. Present in 10 lines at the most the usefulness of the weather map.


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Level 3 – IXth and Xth grades MARKING SCHEME



SUBJECT I 30 points A. A. 4 points: 1 point for each correct answer. 1. d 2. c 3. a 4. b B. 4 points: 0,5 p. for each idea correctly placed.

2 5 8 6 1 3 7 4

C. 12 points: 3 points for the correct answer for each of the rubrics 1. Mention of two reasons why Bernardov states that it is pleasant to go to the deaf-mute club: it is very convenient in point of price and it is quiet.

1 point + 1 point for each reason 1 point for the answer written in a full statement.

2. Mention of two features of Bernardov's friend which arise from the dialogue: curiosity, inability of understanding the complicated existence of his friend, etc.: 3p

1 point + 1 point for each reason 1 point for the answer written in a full statement.

3. Presentation of the relationship that can be established between the sequences taken from the text: the opposition between the two characters from the perspective of approaching life - one is curious, dreamy, modest, even limited, the other is pragmatic, cynical, with social intelligence, etc.

Clear and detailed explanation: 3 p. Hesitant, incomplete explanation: 2 p. Unconvincing attempt to explain: 1 p. Lack of answer or wrong answer: 0 p.

4. Explanation, in no more than 6 lines, of the role and significance of the title: the title is a metaphorical/ ironical one, illustrating the typology of the character perfectly adjusted to the world he lives in and who takes full advantage of an 'upside-down' world, etc.

Clear and detailed presentation: 3 p. Hesitant presentation, a tendency to rephrase the ideas: 2 p. Unconvincing attempt to explain: 1 p. Lack of answer or wrong answer: 0 p.

D. 10 points Numbering the lines: 1p. Presentation of the impression produced by the meeting with Bernardov: 2p. Detailed support of the perspective: 4p; hesitant support: 2p; attempt to support: 1p Formal characteristics of a letter (structure, formulae etc.): 1p Coherence and correctness of writing: 1p. Spelling and punctuation: 1p. The tendency of excessive commentary on the text, the unjustified use of literary theory concepts are not to be marked.


SUBJECT II ______________________________________________ 20 points A. 10 points: 2 points for each correct answer 1. Mention of the role of the first statement in the text: the answers that refer to the role of courteous addressing formula to the auditorium of the discourse are to be taken into account.

Correct answer, written in a full statement: 2p Answer not written in a full statement: 1p Wrong answer or lack of answer: 0 p.

2. Explanation of the repetition of the indicated sequence in the text: the answers regarding the role of addressing formula with a view to inducing the feeling of belonging to a common cause of humanity are to be taken into account.

Answer written in a full statement: 2p Answer not written in a full statement: 1p Wrong answer or lack of answer: 0 p.

3. Mention of the cause to which Malala Yousafzai committed herself to: the answers regarding the fight for access to education of children/ girls, etc. are to be taken into account.

Answer written in a full statement: 2p Answer not written in a full statement: 1p Wrong answer or lack of answer: 0 p.

4. Presentation of the purpose of the text: the answers that point to the quality of the text as a thank-you discourse for receiving the Nobel Peace Prize, text that puts forward principles and values are to be taken into account.

Convincing and detailed presentation: 2 p. Partial, hesitant presentation: 1 p. Wrong answer or lack of answer: 0 p.

5. Presentation of reasons for the use of the antithesis in the indicated sequence.

Convincing and detailed presentation of reasons: 2 p. Hesitant, incomplete presentation of reasons: 1 p. Wrong answer or lack of answer: 0 p.

B. (10 points) Numbering the lines: 1p. Statement of an opinion on the significance of the indicated sequence: 1p. Statement of two arguments that support the stated opinion: 6p. (3 p. + 3 p.)

for each argument for/ against that is unconvincing/ unclear 1p is granted. Coherence of ideas: 1p. Spelling and punctuation: 1p. SUBJECT III ______________________________________________ 10 points 1. Mention of the temperature recorded in Bucharest(Bucuresti)(14̊ F/-10̊ C) and Istanbul (37̊ F/3̊ C): 2 p (1 p. + 1 p.)

Wrong answer or lack of answer: 0 p. 2. Indication of the role of the yellow lines (they mark the borders of each country): 2p


3. Explanation of the reasons of the difference between the weather conditions in the two cities (although the temperatures are almost the same, it is sunny in Belgrad and sleety/ rainy in Budapest): 2p

Correct answer, written in a full statement: 2p


Answer not written in a full statement: 1p Wrong answer or lack of answer: 0 p.

4. Presentation of the usefulness of a weather map: it offers brief, clear information on the weather, it guides the way we adjust our clothes to the weather conditions, etc.

Numbering the lines: 1p Clear, detailed presentation: 3 p. Hesitant presentation: 1 p. Wrong answer or lack of answer: 0 p


1


Level 4 – XIth and XIIth grades

Before answering the tasks, read the following guidelines carefully:




The allotted time is 3 hours. Read each text of the three subjects and the rubrics carefully and give an answer to each of them.

SUBJECT I ____ 30 points

The Silence

by Raymond Carver

I was at the barber's shop. I was sitting on a chair and three men were sitting along the wall in front of me. Among the people waiting, there were two I had never seen before. Still, I knew one of them, though I could not say precisely where from. I kept looking at him while the barber was doing my hair. The man kept chewing a toothpick, a well-built man with short curly hair. Then I saw him wearing a cap and uniform scanning the hallway of a bank with his small eyes. Of the other two, the one with grey curly hair was considered older. He was smoking. The third one, though not very old, was almost bold on top of his head, but his hair fell sideways over his ears. He was wearing a pair of woodcutter boots and his trousers looked shiny because of engine oil. The barber put his hand on my head and turned it sideways to take a better look and said to the night watch: ‘Did you shoot that deer, Charles?’ I liked this barber. We did not know each other well enough to call him by his first name. But when I entered to have my hair cut he recognized me immediately. He knew I used to fish so we talked about fishing. I don't think he was a hunter. But he was able to talk on the topic. From this point of view he was a good barber. ‘Bill, this is a weird story, bloody thing,’ said the night watch. He took the toothpick out of his mouth and put it in the ashtray. He shook his head. ‘I shot it and I didn't shoot it. So the answer to your questions is both yes and no.’ I didn't like his voice. It didn't suit him. It wasn't the kind of voice one would have expected. The other two men lifted their eyes. The oldest one was thumbing through a magazine while smoking and the other one was holding a newspaper. They put down whatever they were looking at and turned around to listen to the night watch. ‘Go ahead, Charles,’ said the barber. ‘Let's hear!’ The barber turned my head again and started to trim my hair. ‘I was on the Fickle mountain. The old man, me and my kid. We were hunting through those valleys. The old man sat at one end and my kid and I at the other. My kid was dizzy, damn him! His face was all green and he had been drinking water all day long, both mine and his. It was midday and we had set off at dawn. But we had plenty of reasons to be hopeful. We reckoned the hunters down the valley could have scared a deer away towards us. So we hid behind a log and were scanning the territory when we heard the shots in the valley.’ ‘There are orchards down there,’ said the man holding the paper.


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He was fidgeting a lot and kept crossing his legs, swinging his boot for a time, and then crossing his legs the other way.

’Those deer hang out around those orchards.’ ’That’s right', said the nightwatch. 'They’ll go in there at night, the bastards, and eat those

little green apples. Well, we heard some shots and we were just hiding there when this big old buck comes out of the underbrush not a hundred feet away. The kid sees him the same time I do, of course, and he loads the gun and starts shooting. Stupid kid. That old buck wasn’t in any danger. Not from the kid, anyway. But he can’t see where the shots are coming from. He doesn’t know which way to jump. Then I pull the trigger. But in all the commotion, I only manage to baffle him.'

'Baffle him?' 'You know... baffle him', the nightwatch said. 'It was a gunshot. It kind of baffled him. So he

drops his head and begins trembling. He keeps trembling. The kid’s still shooting. Me, I was like back in Korea. So I shot again, but I missed. Then, the old buck returns to the underbrush. Only now, and I swear to God, he hasn’t got any energy. The kid finished his ammo with no result. Me, on the other hand, I had a straight shot. I shot him right in the bellows. That is what I wanted to say by baffling him.'

'And afterwards?', asked the man with the newspaper, which was folded and he used it to tap on his knee. 'And then? You must have tracked him. They always look for an isolated place to die.'

'But did you follow his tracks?' asked the old man, although it wasn’t a real question. 'Yes. We tracked him, the kid and I. As for the kid, he wasn’t such a big help. He kept

feeling sick and he was slowing us down. The stupid kid.' The night watch burst into laughter, thinking about the whole event. 'Drinking beer and hanging out after girls, then say you can hunt deer. That was a lesson to

remember, for sure. But we did follow his tracks. And what tracks! Blood on the ground and on the leaves. Blood all over the place. I had never seen a buck bleeding so much. I don’t know how the knothead managed to move.'

'Sometimes they walk non stop', said the man with the newspaper. 'They’re always looking for an isolated place to die.'

'I scolded the kid for missing and playing smart with me, I hit him. Right there.' The nightwatch indicated a side of his head. 'I hit him over the ears, the damn fellow. He isn’t too old for this. He needed it. The fact was

that it had got too dark to mention the kid, who was constantly stopping to throw up and so on.' 'Oh, well, the coyotes must have captured the buck', said the man with the newspaper. The

coyotes, the ravens and the eagles.” He unfolded the newspaper, pressed it and put it aside. He crossed his legs again. He

looked around and shook his head. The old man had turned around in his chair and was looking through the window. He lit a cigarette.

'That’s exactly what I think', said the night watch. 'And it’s a shame. It was a huge buck. So as in answer to your question, Bill, I caught and then didn’t catch the deer. We still had venison on the table. As it turned out, in the meantime, my old man had caught an old goat. He had already brought it to the camp and was well eviscerated, with the liver, heart and kidneys wrapped in waxed paper and getting solid in the refrigerating bag. A goat. A small bastard. But the old man was very pleased'.

The night watch was looking around in the barber's shop as if he had remembered something. Then he took his toothpick and put it back in his mouth.

The older man put out his cigarette and turned towards the night watch. He took a deep breath and said:

'You should be searching for the buck, not coming here for a haircut!' 'How dare you speak to me like this?' said the night watch. 'You old fool! I know you from

somewhere!' 'I know you from somewhere, too,' the old man said.


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'Guys, that’s enough. This is my barber's shop', said the barber. 'I should hit you over the ears', said the old man. 'You just try it', said the night watch. 'Charles', said the barber. The barber put the comb and the scissors on the board and put his hands on my shoulders,

as if he had expected me to jump off the chair in the middle of the crowd. 'Albert, I have been cutting Charles’s and this boy’s hair for ages. I wish you would stop.’ The barber was looking at the two people in turn and kept his hands on my shoulders. ’Settle it outside’, said the man holding a newspaper, blushing and hoping to see something

coming out of it. ’I said enough’, said the barber. ’Charles, I don’t want to listen to a word about this subject.

Albert, it’s your turn. Now.’ The barber turned towards the one with the newspaper. ’I don’t have any idea who you are, sir, but I would appreciate it if you didn’t meddle.’

The night watch stood up. He said: ’I think I’ll come later to have my hair cut. I don’t feel comfortable in such company.’ The night watch got out of the room slamming the door behind him. The old man was smoking his cigarrette. He was looking out of the window. He examined

something on his hand. He stood up and put his hat on. ’I am sorry, Bill,’ said the old man. 'My haircut can wait for a few days.’ ’It’s OK, Albert,’ said the barber. After the old man had got out, the barber went to the window to watch him leave. ’Albert is on his deathbed because of some pulmonary emphysema,’ said the barber next to

the window. ’We used to go fishing together in the old days. He taught me everything about salmon. Women. They were completely mad about him. But I know he lost his temper. And to tell you the truth, he was provoked.’

The man with the newspaper coudn’t stay still. He was standing and walking to and fro, examining everything, the hallstand with hats, the photos showing Bill and his friends, the calendar with pictures for eah month in the ironmonger's shop. He turned all the pages. He even checked Bill’s framed barber’s licence on the wall. Then he turned around and said:

’I'm leaving, too.’ Then, he just left. ’Let me finish cut your hair, will you?’ said the barber, as if I had been guilty for everything. The barber turned my seat towards the mirror. He grabbed each side of my head with his

hands. He positioned me for the last time and then, he drew his head close to mine. We both looked in the mirror while his hands were still on my head. I was looking at myself, and he was staring at me. But even if he had noticed anything, the

barber didn’t say a word. He passed his fingers through my hair. He did it so slowly, as if he had had other thoughts

in mind. He passed his fingers through my hair. He did it tenderly like a lover. This happened in Crescent City, California, near the border with Oregon. Shortly after, I left

that place. But today, I was thinking about that city, about Crescent City, and about how I was trying to begin a new life with my wife there, and how on that morning, on the barber’s chair, I decided to leave. I was thinking about the peace I felt when I closed my eyes and I allowed the barber to pass his fingers through my hair, about the gentleness of his fingers and about my hair which was already beginning to grow.

A. (4 points: 1 point for each correct answer) Write the letter corresponding to each correct answer on the exam sheet. 1. The night watch was a man:

a. with an appropriate voice for his job. b. older, with grey and wavy hair. c. not that old, almost bald on top. d. solid, with short and wavy hair.


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2. In the narrator's view, Bill was a skilled barber because: a. he was a skilled fisherman and hunter. b. he and his customers called each other by their first names. c. he was able to talk to his customers on any topic. d. he never recognized his former customers. 3. From the viewpoint of the man with the newspaper, the wounded buck: a. is running towards the orchards at the valley's end. b. is looking for an isolated place to die. c. is running towards the hunters down the valley. d. is heading for the camp in the woods. 4. The night watch motivates his leaving by: a. having something else to do. b. not feeling comfortable in that company. c. losing his patience. d. losing his temper. B. (4 points: 0,5 points for each idea correctly placed) Establish the logical and temporal order of the following ideas of the text, then write on the answer sheet only the corresponding number in a box similar to the one given below:

1. Albert does not want to have his hair cut any longer. 2. Albert and Charles start fighting. 3. The man with the newspaper keeps fidgeting. 4. Charles is telling how he killed the buck. 5. The barber is talking to the customers while doing his job. 6. The barber insists that the two men stop quarrelling. 7. The narrator decides to leave Crescent City. 8. The night watch leaves the barber's shop.

C. (12 points: 3 points for the correct answer for each of the rubrics) On the answer sheet make statements in answer to the following rubrics:

1. Explain why Charles says the hunt of the buck was a weird story. 2. Mention a reason why Charles is upset with his son. 3. Present the relationship between the barber and Albert, according to the text. 4. In the text there is the following sequence:

But today, I was thinking about that city, about Crescent City, and about how I was trying to begin a new life with my wife there, and how on that morning, on the barber’s chair, I decided to leave. I was thinking about the peace I felt when I closed my eyes and I allowed the barber to pass his fingers through my hair, about the gentleness of his fingers and about my hair which was already beginning to grow.

Present, in six lines at the most, the reason why the narrator decided to leave Crescent City.

D. (10 points) Imagine you are a young reporter at the local newspaper looking for interesting topics, willing to assert yourself. You heard about the story of the buck hunt and would like to find out more information to write an article. Write a dialogue of 6-8 lines you are having with one of the characters you consider might be able to provide you with the most useful information regarding the story.


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SUBJECT II_______ ____ 20 points

Raymond Carver, What We Talk About When We Talk About Love Copyright © Raymond Carver, 1981; © Tess Gallagher, 1989 All rights reserved © 2005, 2015 by POLIROM Edition, for the translation into Romanian This book is protected by copyright. No part of this book may be reproduced entirely or partially or transmitted in any form or by any means, including photocopying or scanning or storing it in other electronic or audio formats, or used for public disposal, including through the internet or other networks, permanent or temporary storage on devices or systems with information back-up facility, with commercial purpose or free, and other similar actions without the written permission of the copyright owner means breaking the law regarding the protection of intellectual property and is liable to penal and/or civil punishment under the laws in force. Cover photograph: from the Historical Society of Washington Archive www.polirom.ro POLIROM publishing house Iași, B-dul Carol I nr. 4; P.O. BOX 266, 700506 București, Splaiul Unirii nr. 6, bl. B3A Sc. 1, et. 1, sector 4, 040031, O.P. 53 CIP description of the Romanian National Library: CARVER, RAYMOND Despre ce vorbim cand vorbim despre iubire/ Raymond Carver; Translation from English to Romanian by Liviu Bleoca. – Iași: Polirom, 2015 ISBN: 978-973-46-5365-2 I. Bleoca, Liviu (translator.) 821.111(73)-32=135.1 Printed in ROMANIA A. (10 points: 2 points each correct answer) Make statements in answer to each of the following rubrics by using the given text: 1. Mention the source of the photograph on the cover of the volume. 2. Name two forms of breaking the law regarding the protection of intellectual property. 3. Mention the year the volume was first published in English and the name of the publishing house for the translation into Romanian. 4. Explain, in no more than 6 lines, the purpose of the warning regarding the copyright of the book. 5. Present, in no more than 6 lines, your opinion on the relevance of the information in the CIP description of the National Library.

http://www.polirom.ro/


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B. (10 points) Any published book contains such a technical page. Write a text of 20 lines at the most in which you support with two arguments the usefulness of reading the information provided. Subject III _________________10 points (2 points for each of the tasks 1-3; 3 points for task 4) Study the web page below carefully. 1. Mention one non-verbal element showing that there are notifications in the mail box. 2. Mention two pieces of information referring to each received mail. 3. You have opened a mail address. Indicate a way through which you can organise the content of a mail box to make its access more efficient. 4. Present the usefulness of a mail address in no more than 10 lines.



Level 4 – XIth and XIIth grades MARKING SCHEME



SUBJECT I ____ 30 points A. 4 points: 1 point for each correct answer. 1. d 2. c 3. b 4. b B. 4 points: 0,5 p. for each idea correctly placed.

5 4 3 2 6 8 1 7

C. 12 points: 3 points for the correct answer for each of the rubrics 1. Explanation of the reason why shooting the deer is a strange story: he shot a deer but couldn’t find it

Clear and detailed explanation: 3 p. Hesitant, incomplete explanation: 2 p. Unconvincing attempt to explain: 1 p. Lack of answer or wrong answer: 0 p

2. Mention of a reason why Charles is angry with his son, such as: he was tired, dizzy and slowed down the search for the buck, etc. 3 p.

Correct answer: 2p 1 point for writing the answer in a full statement

3. The presentation of the relationship between the barber and Albert: they have known each other for a very long time, they used to go fishing together, Albert was the barber’s mentor in fishing, etc.

Clear and detailed presentation: 3 p. Hesitant, incomplete presentation: 2 p. Unconvincing attempt to present: 1 p. Lack of answer or wrong answer: 0 p

4. Presentation, in 6 lines at the most, of the reason why the narrator decided to leave Crescent City.

Clear and detailed presentation: 3 p. Hesitant presentation, a tendency to rephrase the ideas: 2 p. Unconvincing attempt to present: 1 p. Lack of answer or wrong answer: 0 p

D. 10 points Writing 6-8 lines: 1p. Relevance of the content of the lines: 6 p.; partial relevance: 3p; irrelevant content: 1p. Formal characteristics of a dialogue (beginning and addressing formulae, elements of orality, etc. ): 1p Coherence and correctness of writing: 1p. Spelling and punctuation: 1p. The tendency of excessive commentary on the text, the unjustified use of literary theory concepts are not to be marked.


SUBJECTII_________________________________________________________________________20 points A. 10 points: 2 points for each correct answer 1. Mention of the source of the photograph: the Historical Society of Washington Archive 1 p. + 1p. 2. Mention of two ways of breaking the law regarding the protection of intellectual property: for example, the total or partial reproduction, the copy by any means and form, such as the photocopying, the scanning and storing it in electronic or audio formats.

Answer written in a full statement: 1p. + 1p Answer not written in a full statement: 1p Wrong answer or lack of answer: 0 p.

3. Mention of the year when the book was published in English for the first time and the name of the publishing house which published the translation into Romanian: 1981, Polirom publishing house

Answer written in a full statement: 1p. + 1p Answer not written in a full statement: 1p Wrong answer or lack of answer: 0 p.

4. Explanation of the role that the warning regarding the copyright of a book has: one should take into consideration the answers regarding the prevention of violating the copyright, etc.

Convincing and detailed presentation: 2 p. Partial, hesitant presentation: 1 p. Wrong answer or lack of answer: 0 p.

5. Presentation of the opinion on the relevance of the information in the CIP Description of the National Library.

Appropriate and persuasive expression of opinion: 2 p. Hesitant expression of opinion: 1 p.

B. (10 points) Numbering the lines: 1 p. Expressing an opinion about the usefulness of reading the information: 1 p. Statement of two arguments that support the stated opinion: 6p. (3 p. + 3 p.)

for each argument for/ against that is unconvincing/ unclear 1p is granted. Coherence of ideas: 1 p. Spelling and punctuation: 1 p. SUBJECT III________________________________________________________________________ 10 points 1. Mention of a nonverbal element showing that there are notifications in the mailbox: the bell with the red number 4


2. Mention of two pieces of information about each received mail: the sender and the date

Correct answer, written in a full statement: 1p. + 1p. Answer not written in a full statement: 1p Wrong answer or lack of answer: 0 p.

3. Mention of a way through which one can organise the content of a mailbox to make its access more efficient: folder organisation, etc. 2p


4. Presentation of the usefulness of a mail address

Numbering the lines: 1 p. Clear and detailed presentation: 3 p. Hesitant presentation: 1 p. Wrong answer or lack of answer: 0 p.

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