نموذج مباراة التعليم دجنبر 2021 - اللغة الإنجليزية - اختبار في مادة التخصص

استُخرج هذا النص آلياً من صور الامتحان وقد يحتوي على أخطاء في القراءة — الصور أعلاه هي المرجع.

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التخصص : اللغة الانجليزية - الأختبار : احتبار في مادة التخصصس

SECTION I: READING COMPREHENSION )15 pts)
READ THE TEXT AND DO THE RELATED TASKS.

[1] There seems to be consensus that teacher quality is the most important variable in determining
how well a child learns. While such an observation hardly sounds like headline news, it is a milestone in
the development of teaching as a profession. It suggests where investments should be made if people
really are serious about student learning. It also explains why policymakers and the public should care
about what it means to be an effective teacher and what it will take to create and empower a teaching
workforce defined by accomplished practice. Teachers, administrators, and others whose work is to
support best practice in our schools must rethink every aspect of the trajectory people follow to become
accomplished teachers. Getting that path right and making sure all teachers follow it asserts the body of
knowledge and skills teachers need and leads to a level of consistent quality that is the hallmark of all true
professions.

[2] Before addressing the trajectory and the need to build à coherent continuum of experiences that all
teachers should follow as they become accomplished, we must ask a basic question: Is teaching a true
profession? If it is, it should be held to the same standards as other professions when it comes to the
quality of its practitioners; if not, then such expectations are nice but not necessary. Dan C. Lortie (1975)
explains that teaching, which has the potential to be a profession, lacks many of the characteristics of one.
For example, there is no period of mediated entry into practice that all new teachers follow. Perhaps more
important, there is no base of knowledge and skills that all teachers must acquire and none of the internal
structures common to other professions, such as a standards-based assessment created by practitioners of
the profession to certify when people have acquired the knowledge and skills. Because of the increased
interest in education since Lortie’s book was published, one might assume that the education community
has made some fundamental changes. However, little has changed that would move teaching toward
becoming more of a profession.

[3] Furthermore, policy makers seem to have made their voice even more dominant in key areas that
are traditionally left to the province of professions, deploying an agenda that in many ways treats teachers
less like professionals and more like traditional blue-collar workers. Evidence for such a shift can be
seen in the proliferation of alternate routes into teaching, the increase in accountability systems that focus
on the most narrow measures of effectiveness, and the move to empower non-educators to make decisions
that should be made only by those whose skills, knowledge, and experience provide the judgment such
decisions require. Medical practitioners, for instance, would not tolerate such an intrusion into their
domain. Perhaps there is no more telling sign that education has not yet become a profession than how
silent its practitioners have been in the face of these policies.

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— صفحة 2 —
مباريات لتوظيف الأطر النظامية الأكخاديميات : أساتطة التعليم الثانوي -دورة حجنير 2021- الموضوع
التخصص . اللغة الانجليزية - الأختبار : اختبار في ‎Ale‏ التنخحصس

[4] What are the characteristics of a “profession”? As Lee Shulman (2004), Lortie and others have
pointed out, a distinguishing operating principle of a profession is that those who are in it define the key
terms. Those terms include initial formal preparation, induction plan, the trajectory of development,
standards for success, code of behaviour and professional development schemes. That teaching does not
meet these conditions does not mean that it does not deserve to be a profession; only that its practitioners
have not coalesced around making that happen. Teaching is a complex undertaking. It almost certainly
has an identifiable body of knowledge that is connected to content, the teaching/learning process, and the
characteristics of children. There are also skills that must be acquired to help students develop in ways
that prepare them for further study and life. Many teachers have this knowledge and these skills, but their
numbers do not define the teaching workforce, which leads to inconsistent quality teaching. The lack of
consistency in the quality of teaching is most apparent in schools serving large numbers of poor children,
where the job of teaching is more difficult and requires greater knowledge and skills for success than it
does in schools serving more affluent children.

[S] Can teachers and those who are devoted to education and whose work supports what happens at
the confluence of teacher and student create the conditions that lead to accomplished practice? Can such
practice become the norm rather than the exception? The answer to both questions is yes. Furthermore,
these conditions must be created and they must become the norm. The need for good teaching in all
classrooms and for all children regardless of their age and mental capacity is equal to, if not more
compelling than, what is required for other professions. The negative long-term consequence when poor
or mediocre instruction of children is the norm is clear: no society can prosper if it fails to develop its
most important asset. Just as nations cannot become great or even good without healthy populations and
dependable infrastructure, they cannot do so without an educated citizenry. Some people think it is not
possible for teaching to reach such a level. Furthermore, teachers do work that most people believe
anyone can do. That belief stems in large part from the fact that today almost all adults have spent too
many hours as students watching teachers. No other occupation is observed so extensively, and this
familiarity undoubtedly adds to the belief that teaching just is not that hard. Still others do not want
teaching to be a profession or, put more generously, do not believe it needs to be. They pursue strategies
designed to “teacher-proof” schools, and they imagine classrooms led primarily by young people who
“do” teaching for two to three years on their way to a real job. Such a scheme ensures that salaries stay
low and retirement costs mostly disappear. This attitude toward teachers should be unmasked for what it
is: an effort to ensure that poor children never get the education they need.

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— صفحة 3 —
Choose the correct answer. (1 pt each)

01. The best title for the text is

A. Teacher professional development = B. The teaching profession at risk

C. Sustaining the teaching profession | D. The effect ofteacher quality on learning
02. “accomplished practice” (paragraph 1) refers to practice which

A. can be measured objectively.

B. is completed as required.

C. leads to financial gains.

D. results in professional qualifications.

03. The main idea of paragraph 2 is:
A. Teaching has the same standards as other professions.
B. Teaching is still far from becoming a profession.
C. The trajectory of the teaching profession is satisfactory.
D. Teacher training is not based on knowledge and skills.

04. In paragraph 3, teachers are compared to “blue-collar workers” because
À. their job includes manual work.
B. their job is accessible to anyone.
C. they don°t take part in decision-making.
D. they are similar to medical practitioners.

05. “induction plan” (paragraph 4) refers to the process used within a profession to
À. track the progress of employees over time to guarantee their promotion.
B. introduce new employees to the profession and prepare them for their new role.
C. set a number of principles and rules that employees are expected to abide by.
D. evaluate the performance of employees after certain years of work.

06. “coalesced” (paragraph 4) means
A. contributed. B. converged. C. negotiated. D. allied.
07.“The lack of consistency in the quality of teaching …” (paragraph 4) is due to
A. the bad working conditions in most schools.
B. the shortage in the number of qualified teachers.
C. the large number of poor children in schools.
D. the gap between schools in poor and rich areas.

08. “most important asset” ( paragraph 5) refers to
A. educated children. B. devoted policy makers.
C. healthy populations. D. accomplished educators.

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— صفحة 4 —
مباريات لتوطيف الأر النظامية الأخاديميات « أساتضة التعليو الثانوي -سورة ونير 1 202- الموضوع
التخصص + اللغة الانجليزية - الأتبار ؛ اختبار في فاحة التخحس

09. “put more generously” (paragraph 5) shows that the writer
A. is not sure about his opinion.
B. is less direct in saying what others think.
C. is supportive of others’ opinion.
D. doesn’t want teaching to be a profession.
10. Some people “pursue strategies designed to “teacher-proof” schools.” (paragraphS) means that they
have plans
A. to strengthen the role of teachers in schools.
B. to make schools more attractive to teachers. | 101...
C. to trivialize the role of teachers in schools.
D. to recruit more young teachers.
11. “it is not unusual even for teachers to weigh in passionately on the side of art.” (paragraph 6) means
that teachers
À. support the idea that teaching is an art.
B. consider teaching both a science and an art.
©. object to the idea that art is a natural gift.
D. insist on the importance of teaching art in schools.
12. “dreary backdrop” (paragraph 7) means
A. unhappy moment. B. challenging task.
C. gloomy situation. D. depressing situation.

13. The main idea of paragraph 7 is that the success of any profession stems from
À. the coalition between governments and professionals.
B. the continuous internal efforts of its practitioners.
C. the joint efforts of all stakeholders.
D. the knowledge and skills of individual practitioners.

14. In paragraph 8, the writer is making an analogy between teaching and medicine so as to
A. prove that twenty-two-year-olds cannot be good at their job.
B. show the importance of residency schools in medicine.
C. criticize teacher preparation programs in universities.
D. stress the importance of practical training in teaching.

15. The writer believes that
À. teaching can never reach the status of an established profession.
B. a set of measures should be taken for teaching to be a profession.
©. decisions about the teaching profession should be left to policy makers.
D. the variability of routes to teaching will make of it a profession.

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— صفحة 5 —
23. Choose the best option to complete the exchange.
Father: “When Jane left the party, the house became dull and boring.”
Mother: ‏تت ا‎
A. 1 wish she would stay longer withus. 3. I wish she stayed longer with us.
C. I£ only she had stayed longer withus. | D. If only she could stay longer with us.

24. “She needn’t have discussed all the details. means:
A. She didn’t discuss all the details as it was not necessary.
B. She unnecessarily discussed all the details.
C. I regret that she didn°t discuss all the details.
D. It was wrong of her not to discuss all the details.

25. When James stopped.......…. … be realized that the area was for non-smokers.
A. smoke B. smoking

C. to smoke D. for smoking
B. Choose the right option. (20 pts ; 2 pts each)

26. She was expecting help from her friends, but they
A.letherdown B.leftherdown = C.turnedher down D. set her down

27. The document is still confidential. Once we
A. get hold of B. put our finger on
C. get grasp of D. hold on to

28. Students who participate in extra-curricular activities usually... . perform their peers in speaking.
A. un B. super C. mis D. out

29. 1 saw a huge hairy spider across the ceiling over my bed.
À. scraping B. craving C. crawling D. creeping

30. Reforms that do not value the role of the teacher will certainly keep
A. biting the dust B. hitting the road
C. blowing smoke D. sitting on the fence

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— صفحة 6 —
خباريات ‎made sal‏ الأطر النطامية الأخاديميات : أساتطة التعليو الثانوي -دورة حجنير 1 202- الموضوع
التخصص :؛ اللغة الانبليزية - الأحتبار : احتبار في فادة التخسس
‎When students feel they at school, they are more likely to learn better.‏ .31
‎A. suit B. belong C. fit in D. enroll‏
‎The couple doing anything that was illegal‏ .32
‎A. complained B. denied C. admitted D. refused‏

of the mayor calling an early election is quite slim.
A. likely B. likeliness C. likelihood D. likeness

34. He is such an arrogant colleague. I can°t his behaviour any longer.
À. believe in B. live up to C. make up D. put up with

35. The decreasing global oil reserves and concerns
the search more sustainable sources.
A. about / with B.over/into = C.about/at D. over / for

C. Choose the right option (5 pts ; 1 pt each)

36. In a language, words with the same spelling and the same pronunciation but different meanings are
called

A.allophones  B.homonyms C. homophones D. cognates

37. Non-fiction texts that give facts and information about a topic are called

A. demonstrative 13. exploratory C.expository D. persuasive

38. Which of the following words is NOT a preposition?
A. throughout B.including ‏ل‎ considering D. whether

39. Which quantifier is used only with countable nouns?
À. a few B. a little C. some D. a lot of

40. Which conditional expresses a hypothetical situation about the past?
A. conditional 0 | B.conditional1 C.conditional2 D. conditional 3

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— صفحة 7 —
عباريات لتويك الأطر النظامية الأخاديميات : أماتضة التعليم الثانوي -حصوزة حجنير 2021- الموضوع
التخصص ‎All»‏ الاتجليزية - الأحتبار + احتبار في مادة التنخحصس

SECTION IV: WRITING (15pts)

41. Today's generation are spending too much time playing computer games, chatting aimlessly on social

networking sites or simply watching TV, and too little time doing things which involve physical
activity.

To what extent do you agree or disagree with this statement? Give reasons for your answer and
include any relevant examples from your own experience.

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— صفحة 8 —
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— صفحة 9 —
خباريات لتوحيك الأطر النظامية الأكاديميات : أماتطة التعليو الثانوي -صورة حجنير 2021- الموضوع

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