نموذج اختبار في ديداكتيك مادة التخصص - اللغة الإنجليزية (ورقة الإجابة) - المركز الوطني للتقويم والامتحانات - وزارة التربية الوطنية 2020

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

امتحان الكلاءة المهنية لولوج الدرجة الأولى خاص بكتابة الامتحان. مسب 0 ‎se‏ من إطار ‎pa‏ التعطيم ‎Less‏ الإعدادي ‎aan ET‏ دورة دجتبر ‎rs EE PURES.‏ ‎D etai] USAGES‏ نارية ‎la‏ الزيا + ‎à‏ ‎ECO EST EEE‏ مد | + | التخصص : اللغة الانجليزية النفطة النهائية على 20 بالأرقام ‎Le dans.‏ اخاص بكتابة الامتحان المادة : لختبار في ديداكتيك مادة التخصسص (على المصحح التأكد من أن النقطة النهائية هي على 20) ‎TASKONE: Choose the best answer. Write any the corresponding letters in the spaces provided.‏ ننس سدسم« الب ا ‎1١ 12110 an explicit set of requirements to be met by learners before we can say that they‏ ‎have mastered a certain lenguage competency. ٠‏ ‎Specifications D, Criteria‏ ا ‎A. Benchmarks B. Placements‏ ‎2.A is an activity that Involves listening to a text, taking notes and reconstructing the text.‏ ‎A. Dictation B. Dictogloss C.Diction D.Cloze‏ ‎For Piaget, when the child is intemcting with his/her outside environment, cognitive development‏ .3 م ؟0 ‎oceurs through the process‏ ‎A. stimulus-response B, scaffolding‏ ‎Cassocialion D. deceneing‏ ‎k 4, In her classroom, Janet uses the target languege exclusively to maintain a cultural island in the‏ ‎make their own‏ ما ‎inductively taught and learners are encouraged‏ وا ‎classroom. Grammar‏ ‎gencrallzation about gramumer rules. Janet is opting 0+‏ ‎Grammar-Translation method B. the Audio-lingual method‏ معطا يل + ‎C. the Direct Method D. Suggestopedia‏ ‎An unexpected or unplanned opportunity to tench something as an aside to a lesson's moin focus is‏ .5 ‎called __‏ ‎À. an authentic moment B, a critical moment‏ ‎C. a teachable moment 8 D. a secondary moment‏ نماذج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏ n ‏بحنب‎ 3 ‏فى هذا الإطار‎ ‏سات ات امات يات اتات دإ‎ ES 12 ‏الصفحة : 2 على‎ gg pull 2020 pp ‏حدورة‎ es ‏التادوي‎ li ‏أمائطة‎ JL ‏الأولي من‎ La pal ‏لولوج‎ LUN oh ‏التيليزية‎ LAN ‏اتبار في <ديداشتيك ماحدة التنسي ؛‎ + Lei 6. Mrs. Sanders sdministered a test to her students after completing two units. A weck Later, she adrinistered another test 10 1116 same students targeting 1he same skills and knowledge. ‏بعالم‎ the correction, she found out that students’ scores were consistent in both tests, This is an indication that Mrs. Sandors’ test is 0 A. valid B. reliable ©. practical D. scorable 7. Leamers who analyze new information and link it to previous knowledge with the goal of long-term retention and understanding are engaging in 8 A. surface learning B. penonalized learning ©. deep learning D. goal lesming 8. À leaching approach in which students arc given an activity ‏ما‎ compiete using any English they know is called 8 A. activity acquisition CT) B. discovery approach | ‏نهل‎ ‎©. total physical response D. task-based learning 9. In a reading compréhension activity, Amina wants ‏ما‎ train her students on higher order comprehension skills. Which of the following is the most suitable ‏ما‎ meet Be eee A. Asking leamers to identify what a pronoun refers to in the text B. Asking leamers to give their opinions about the Writer's attitude c. Asking lesmers to recall ideas stated in the text D. Asking lcamers Lo match subheadings with the appropriate paragraphs 10, Reda js teaching his students vocabulory learning 165, W! Sos ‏وفيا‎ Strategies, Which of these activities most clearly A. Rewriling words from 2 classroom word wall in alphabet; B. Deciding on the most appropriate Strategy lo learn ‏سج بيعو‎ 2 C. Looking up bolded words from a text in 1e book plossar "0 D. Localing synonyms for given words In the Thesaurus 2 wadifa-info.com ‏نمادج المباريات من موقع وظيفة إنفو‎ 12 ‏الصفحة : 3 على‎ gps pl 2020 pps ‏الأولى من إطار أماتنة التعليم الثادوي الإمداسني - حدورة‎ An pm ‏تدان الشقامة الممدية لولوج‎ ‏العامة + احتباز في ديصاشتبك عامدة التدسس , اللفة الانبليزية‎ TASK TWO: )4 pts; 1 pteach) | ١ Thornbury (2002, p. 34) mentions four criteria which determine the choice of words to include in a syllabus. These criteria are: usefuiness, frequency, learnability and teachability. —Explain-each.of.these criteria and provide examples o[-words which.meet-each-ofthe criteria in — comparison to other words. اا ااه م ا أ اي د وا ‎tee‏ ا ا د .12 عامجامام امي معام عام ع مع عاو ف وم ماقام ع وا م ورف زع قاعم عام ممه ل ماماماء عام ع ماع مالاماما افر .13 مرجمرم وريم ماهم عام هررم ماجرة اه عم عام م عام مامه عا واه وام عل عام لعواال ااا لاا 76/0 .14 TASK THREE: )5 pts; 1 pt ench) Complete the following passage with the missing words. The first letter is given. When managing their classroom, good teachers grade their own (15) ‏يت بت‎ 0 that it is appropriate for their learners. They respect their leamers' (16) ‏تت م‎ from the course, They also distinguish between useful and unhealthy noise and use the board effectively. Good teachers also give (17) ‏متت سمي‎ and manage learning activities effectively (set up pair work, etc). They use (18) Dress electively to facilitate understanding. They also help their leamers to develop (19) 8... to deal with news learning situations, نماذج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏ امتدان الشفامة الممدية لونوج الدرية إلا لاس ولي من ‎JE‏ أماتطة التعليم الزانوي ازين. = 7 أمري - عدورة يلير 2020 الصفحة : ‎all‏ احتبار في ديساشتيك ‎gate‏ التخسس ؛ + ‎LA‏ :الليزية ب قت ‎sd‏ ‎TASK FOUR: (6 pts: 2 pts each) z‏ ‎deal with different discipline problems. Complete‏ ما ‎teachers have‏ نالا ‎During their professional‏ ‎tbe following paragraphs.‏ مغر مزه عا بم اام الام اا ‎There are many reasons for discipline problems. Pi sera‏ .20 متت يت تت لب ‎To prevent discipline problems before they oceur, teachers‏ .21 ‎When a discipline problem occurs, the teacher... .,.,.., = D‏ .22 نماذج المباريات من موقع وظيفة إنفو ‎ifa-info.com‏ 12 5 : ‏الصفحة‎ -4 ‏الصفحة : 5 على‎ gpl 2020 ‏التعليم الثادوي الإمحاميى - دورة «دجذبر‎ Le JE ‏امتدان الشناءة الممدية لولوج الحرجة الاولي من‎ ‏الانبليزية‎ BAR ‏العامة ؛ احترار في <ديداختيك مامدة التدمس ؛‎ TASK FIVE: )4 pts; 1 pt each) Maslows hirarchy ofneeds is a motivational theory in paychology comprising five levels of human needs. Attaining self-actualisation requires the satisfaction of these needs. Identify the unsatisfied need in each situation. : LR ‏أ‎ Unsatisfiea need Adil walks about 5 km ta reach 23 school. He oflen gets to class late and PEN SORTE tired. Anitas parents struggle every moming to take her to schoo!, She is often bullied by one of her classmates. | Sarah wants to participate in schoo! clubs but she is often discarded, This has created a permanent feeling of loneliness for her. Amine makes a lot of efforts in class, but the teacher rarely praises him ‏عه‎ ‎recognizes his contributions. Consequently, he has developed a feeling of inferiority. . wadifa-info.com ‏نماذج المباريات من موقع وظيفة إنفو‎ امتمان الشيامة الممدية لولوج ‎Le poil‏ الأولي من ‎JE‏ أماتطة التعليه الثانوي الإماي — ‎Loge‏ حدجدير 2020 الموسوع الصفحة : 6 على 12 الماحة ‎JURA à‏ فى <يحاحشتبيك عاحدة التنسس ‎BA à‏ الأنيليزية TASK SIX: (7 pts) Study the following quote and answer ‏قلا‎ questions below. According to Larsen-Freeman and Anderson (2011), Communicative Language Teaching (CLT) aims broadly ٠م‎ make communicative competence the goal of language teaching. Activities ere truly communicative when they have three features in common: information gap, choice, and feedback. a. Explain in your own words each of these three features of a communicative activity. )1 pt €ach) 27: 1011071 7 ‏ا‎ es ne SA ‏لالس لا‎ roma ‏واه اس‎ ‏ين ا‎ 29.1600: ‏امومع عه مم اع مامالا الما اا اا‎ sons eus ‏مااع وأ اماه لامعا واه‎ b. Use the following train schedule to design an information gap activity for your students. Cotation Tape [A LT Nue Pre Name RS He [GE | Tito | Same | CE 1 ‏ا‎ ‎[ET 5 نماذج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏ 12 ‏الموموع الصفحة : 7 على‎ 2020 = Cat De ‏أماتخة التعلين التانوي الإمدادي - حورة‎ JL ‏الممذبة لولوج الحرمة الأولي عن‎ LH ‏امتمان‎ ‏الاتبليزية‎ LA à ‏في ديداغتيك ماحة النحسي‎ JUL à ‏الماصة‎ ‎Information gap ssossosscnetr ‏ا ل ا‎ ee se es Gnts) ‏وج ا‎ TASK SEVEN: (4 pts; 1 pt each) Howard Gardner claims that individuals have at least cight distinet intelligences that can be developed over a Jifetime. His theory of multiple intelligences has been influential in language teaching and lesming. You want to teach your students the “Present Contiauous”. Provide examples of classroom activities which ean be more appropriate for lcarners with the following types of intelligences. wadifa-info. Nr , : fo.com sB AUD; 2550 Ce Ci judli æila أمتمان الفراءة المعدية ‎à‏ الدربة الأولى من ‎DES‏ أماتئة الصليم النادوي ‎left‏ - مدورة ‎pains‏ 2020 7اًالموحوع الصفحة : 8 على 12 الناسة ‎٠١‏ حبار في مديسداشتيك ‎à Gym Ha‏ اللغة اللنبليزية ‎EN ENT ESS ED‏ أ'تت'>بتتت ‏ تبلج اق انه عانم للمحتيمًا به لدعو دالا ‎ni ares tien‏ وال ‎Las‏ 7 المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏

— صفحة 9 —
12 على 9 : Labo الموسوع 2020 pate الإنحاءبي - مدورة al امتدان الثشناءة الممدية لولوج الحرية الأولي من إطار !ماتطة التعاوو
اللفة الأنبليزية à ملسضة الجنسس ct gts في USA الباحة ؛
TASK EIGHT: )4 pts; 1 pteach)
Bloom has come up with his laxonomy of instructional objectives. This taxonomy ranges from lower 10
higher levels of cognitive thinking, It can be of great help to teachers in designing questions to target
different levels of thinking.
Using the following reading text, match each task to the appropriate thiaking level from Bloom’s
taxonomy.
ERA
Tue led here ler live years now. | M yon wa cour, pou con go فا le curders, and wallong ص the streets
really ععثلا I. ١ came here 10 work. monde sas sui ١ can also woich ls dangerous, but l've never seon
There are lots of jobs in compulors Lee-Lociey quon اعبط ١ love. ما anytiung like that. 1 love ray door
and technology 200 wages ناه Hscs, us great for sport here. The only للش house and no-one
blgher than in my country. People probtess جا ١ work long hours, 20 1 hos over smolen anytiuag. As for
here are very telased and open They don’ have uno 10 Lake 0006 cf heañhcare, well, st dopends ١! you
ofien invite you to their nomes lora امسن بيلس have medical insurance, because
| barbecue. Balore | came hote, | heard tresunant's exponrive. Lucialy, my
| Lecstiy don't ملت asyUung crime فق bad and Mat وا were company pays for mine and l've + -
| about my country. We dont 0370 problems wrdi besttheate, but ! Tound the lacitres fantaque > 7
ران _ wrinters here — is Haven't hoc any problems. Cenainly, efhcient.
bosically worra all year round. But In فط big cities, there are à lot of
Tige] [a
. Classify the information which John provided about the new.
36.Comprehension 8 country from the most م the least important.
37, Analysis «| Based on the text, outline the main reasons which would push
someone lo leave their country.
fc. What was John told about the new countey before ع1 7
5 Using the ideas in the text, write an email ما a policy maker
suggesting ways 10 make life better in your country.

— صفحة 10 —
12 ا الموموع الصفحة : 10 على 2020 ppp حدورة - guet AA امتدان الشوامة المعتية لونوج الحردة الأولى من إطار أمائطة التعليم
AD اللغة SR Lula الناسة ؛ ايتبار في <رضاختبك
TASK NINE: (4 pts; 1 pt each)
When students Make mistakes In speaking activities, teachers use different strategies to correct them. |
Study the situations in the chart and provide an appropriate correction Strategy. Give a different strategy
for each situation, |
Student: My sister usually go to school on ARS عا TE Rare rues reed Sie
Student: Thavo got a green shonts. nu men DU
Students Amine 13 3000 but Ana كا og, يي و12 iii etienne
TASK TEN: (6 pis; 2 كام each)
The participants in à teacher training course were asked to leach à listening lesson. lesson
wrote a commentary on what happened, . Ê - disent de
Read the extracts from the commentaries and discuss them 8iving our opinion for or against the
tcacher's practice,
Deus Eten
Mann resta ومح
John: First, 1 played the listening |... CES COIN
track. Then 1 asked the learners a few |....,,,,,.,... ess sooross 0
questions, Most of the students could | اي يتخ DU
nel answer the questions, UT
Z 5 a جل â ‘a نماذج المبار بات

— صفحة 11 —
12 الموسوع الصفحة : 11 على 2020 jpg مدورة - gant Qu أساتسنة التعليم DES اعتدان الشفاءة الممذبة لولوج الحرمة الأولي من
النحسي ؛ الآغة الأنيليزية Lula حبار في ديسا ترك à العامة
CT RSR RCE
Jan While the. students were| 6,4. sanenssssassssssceecnesccerecenres
دياز 1 tied 10 help Bob اه ام لج ده وا ايه تاج جاع ع عو مع ع ترا
explaining a few challenging words |. ممعا لاما ااا تا تت
from the listening text. 9 Nan Ton TEE
Naneys:T 11:31 told le :stiniénte (han ls اماع اوه اماه معام ماما لا ماو تاماه sets de
they would listen to the track tWics, | ................eocvosesssssoessosesersssscseus
but they found it quite difficull. So T ١ لاوم see ss sescocrosccssoneocsese
ended up playing it three times. sonne اام مهرم ام امام متعرة هوه قاع رام مراع اماع عا اوري فاع اماع
TASK ELEVEN: (6 pts; 1 pteach)
COVID-19 pandemic has compelled teachers to opt for a combination of in-class teaching and home
self-study. Which of the components of the following lesson types would you carry out in class, and
Which ones should be left for students to do at home (self-study)? Justify your choice.
CT [sus 7

— صفحة 12 —
امتدان الشقاءة الممنية لولوج السنرية الأولي من إطار al التعليم النانوى الإمدادري - مدورة دجبو 2020 ا الموسو الصفحة : 12 على 12 ,
القاصة à اخبار في تيداعتبك Lila التخسس ؛ اللغة ADN
م جاع تاه لك اا ME vues — لق
has been adapted from différent sources معت كل The content of