CONCURSUL NAŢIONAL DE OCUPARE A POSTURILOR DIDACTICE/CATEDRELOR VACANTE/REZERVATE DIN 
ÎNVĂŢĂMÂNTUL PREUNIVERSITAR 
12 iulie 2023 
Probă scrisă 
LIMBA ŞI LITERATURA ENGLEZĂ 
Varianta 3 
• Toate subiectele sunt obligatorii. Se acordă zece puncte din oficiu. 
• Timpul de lucru efectiv este de patru ore 
 
Subiectul I 
 
a. Contextualizing the Text: 
Lewis Carroll&

#039;s "Alice's Adventures in Wonderland" was published in 1865 during the Victorian 
era in England. The story is a whimsical and fantastical journey of a young girl named Alice who 
falls down a rabbit hole into a surreal world filled with eccentric characters, such as the Mad 
Hatter, March Hare, and others. This period in history was characterized by rapid 
industrialization, scientific advancements, and a rigid social structure. However, it was also 
marked by a fascination with fantasy, nonsense literature, and a desire to escape the constraints 
of the rational world. 
Carroll, whose real name was Charles Lutwidge Dodgson, was a mathematician and a 
clergyman. His work often reflected the tensions and contradictions of the Victorian era. The 
text's emphasis on time, the absurdity of social rituals, and the playful language echo the broader 
cultural shifts of the time. The Hatter's watch, which tells the day but not the time, symbolizes 
the instability and fluidity of time in the Wonderland, challenging the structured and predictable 
nature of Victorian society. 
The Hatter's tea party, with its perpetual tea-time and unwashed dishes, may be seen as a 
commentary on the rigid social norms and rituals of the Victorian era. The nonsensical dialogue 
and characters in the story reflect a desire to break away from the constraints of logic and reason, 
mirroring the growing interest in fantasy and imagination during this period. 
b. Relevance of the Text: 
"Alice's Adventures in Wonderland" holds enduring relevance in terms of both content and style 
within Lewis Carroll's literary canon. Carroll's unique blend of fantasy, logic, and wordplay 
makes the text a classic example of literary nonsense. The story's enduring popularity lies in its 
ability to captivate readers of all ages with its imaginative and absurd world. 
In terms of content, the text challenges conventional ideas about time, reality, and social norms. 
The Hatter's questioning of time as a personified entity and the perpetual tea-time represent 
Carroll's fascination with the fluidity of time and his desire to subvert societal expectations. This 
exploration of unconventional ideas aligns with Carroll's background as a mathematician, where 
logic often intertwines with the illogical.

Stylistically, Carroll's use of language and wordplay is a hallmark of his works. The text is 
replete with puns, riddles, and whimsical dialogue, showcasing Carroll's linguistic creativity. The 
playful and nonsensical aspects of the language contribute to the story's timeless appeal, making 
it accessible and enjoyable for readers of various generations. 
In conclusion, "Alice's Adventures in Wonderland" remains relevant due to its exploration of 
societal norms, its imaginative content, and its distinctive literary style. Carroll's ability to blend 
the fantastical with the logical has ensured the enduring popularity and influence of this work in 
the realm of literature. 
Subiectul II 
 
a. Uses of the Subjunctive Mood: 
1. Wishes and Desires: 
o Example: I wish she were here with us. (Illustration: Expressing a desire for 
someone to be present, using the subjunctive form "were.") 
2. Suggestions or Recommendations: 
o Example: It's important that she go to the doctor. (Illustration: Advising or 
suggesting an action, using the base form of the verb without 's' or 'es.') 
3. Commands or Requests: 
o Example: The teacher insisted that they study for the exam. (Illustration: 
Asserting a command or request, using the base form of the verb.) 
4. Hypothetical Situations: 
o Example: If I were you, I would apologize. (Illustration: Describing an unreal or 
hypothetical situation, using the subjunctive form "were.") 
5. Expressions of Doubt or Uncertainty: 
o Example: It's crucial that he be here on time. (Illustration: Expressing doubt or 
uncertainty, using the base form of the verb.) 
b. Sentence Completion: 
1. The flight attendant’s answer made Susan lose her temper. 
2. Such was his popularity that everyone believed him. 
3. He’d rather not accepted their invitation. 
4. She can’t put up with his behavior any more. 
5. You have missed the bus again! 
c. Gap-fill: 
1. with 
2. or 
3. In 
4. has 
5. who

6. likely 
7. its 
8. which 
9. because 
10. from 
Subiectul III 
 
a. While-Reading Activity: "Character Analysis" 
 Learning Objective(s): Enhance understanding of characters, their motivations, and the 
development of the storyline. 
 Estimated Time: 20 minutes 
 Level of Students: Intermediate to Advanced 
 Activity Description: 
o Divide the class into small groups. 
o Assign each group a character from the text (e.g., Alice, Hatter, March Hare). 
o Instruct them to focus on the character's speech, actions, and interactions with 
others. 
o Each group creates a short presentation summarizing their character's traits, 
motivations, and contributions to the story. 
o After reading, each group presents its analysis to the class. 
o Encourage discussions and comparisons between groups. 
b. Exercises: 
Exercise 1: Indirect Speech - Statements 
 Content of the Exercise: 
o Provide five direct speech sentences from the text. 
o Ask students to rewrite each sentence using indirect speech. 
 Students’ Level: Intermediate 
 Learning Objective(s): Develop the ability to convert direct speech into indirect speech. 
 Answer Key: 
o Original: "I wish she were here with us." 
o Reported: She wished she were there with us. 
Exercise 2: Indirect Speech - Questions 
 Content of the Exercise: 
o Present five direct questions from the text. 
o Students are tasked with transforming each question into indirect speech. 
 Students’ Level: Intermediate 
 Learning Objective(s): Practice changing direct questions into reported questions. 
 Answer Key:

o Original: "What day of the month is it?" 
o Reported: He asked what day of the month it was. 
Exercise 3: Narrative Essay Writing 
 Content of the Exercise: 
o Provide a prompt related to the text (e.g., "Describe a whimsical adventure you 
experienced.") 
o Ask students to write a narrative essay. 
 Students’ Level: Advanced 
 Learning Objective(s): Enhance narrative writing skills. 
 Main Criteria for Marking Scheme: 
o Introduction and conclusion clarity (2 points) 
o Logical sequence of events (2 points) 
o Use of descriptive language and imagery (2 points) 
o Adherence to grammar and vocabulary conventions (1 point) 
o Overall coherence and creativity (1 point)