نموذج مباراة ولوج مسلك تأهيل أساتذة التعليم الثانوي التأهيلي بالمراكز الجهوية لمهن التربية والتكوين 2012 - مادة التخصص المدرسة: اللغة الإنجليزية

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: المملكة المغريية مباراة الدخول إلى مسلك تأهيل أساتذة التعليم
الثانوي التأهيلي بالمراكز الجهوية لمهن سر
التربية والتكوين - دورة يوليوز 2012 2
| ونارة التربية الوأمنية الموضوع
المركز الوطني للتقويم والامتحانات
مادة التخصص المدرسة : اللغة الانجليزية ‎LA À‏
مدة َ
ساعاث
بسب©7ببسلللسسس“ل“الس“ندظللل ل(#[ب[بسس لسللللسبالسصا اللابابلبللبابللل7ى6اشل لسسلستتبَااطظمبللسسوْءً.............. سدسيسسمجس ممست
‎Kim Hughes studies a bar of chocolate in the way that most of us would examine a diamond necklace. She has‏ [1]
‎no thought of eating it, but admires its design and the effort that has gone into its construction. Having completed‏
‎her graduate training programme in food industry last year, she is now a "focused improvement specialist"‏
‎charged with reviewing confectionery production systems. Hughes competed against hundreds of other hopefuls‏
‎in a gruelling recruitment process to gain her place at an international chocolate company, but acknowledges she‏
‎was lucky to have graduated before her chances of finding work receded dramatically.‏
‎Latest figures from the Higher Education Statistics Agency show that among the graduate class of 2010, only‏ ]2[
‎were in work six months after leaving university, with a further 7% combining work and further study. This‏ 62%
‎is an improvement on the previous year, but is still well below pre-credit crunch levels. The universities minister,‏
‎David Willetts, seized on the figures to justify proposals, outlined in the higher education white paper, to make‏
‎universities work with employers to develop and "kitemark" courses, and boost enterprise skills training for‏
‎students. He also pointed to the wide discrepancy between individual universities, ranging from a 100%‏
‎employment record at the University of Buckingham to 78% at the University of East London, as evidence that‏
‎poorly performing courses should be named and shamed, so that students could make informed choices about‏
‎what and where to study.‏
‎However, many academics are less than enthusiastic about the prospect of training students for work. Dr‏ ]3[
‎Wendy Piatt, director general of the elite Russell Group, says its member institutions aim to provide students with‏
‎fundamental skills, such as problem-solving, analytical techniques, creative thinking and innovation, so that they‏ .
‎are adaptable to new work environments. "Developing these high-level skills and qualities, rather than training for‏
‎a specific job, is one of the vital roles universities should play," she says.‏
‎Professor John Brennan, director of the Centre for Higher Education Research and Information at the Open‏ ]4[
‎University, has studied graduate employability for the past 20 years and sees real danger in “training for work"‏
‎displacing "education for life"_in the student experience. "Employability of graduates is a shared responsibility‏
‎between employers and universities, but you really have to consider whether you are in the business of preparing ١‏
‎students for their first job or for lifelong careers." he says. "I would say that in the UK, there is very often a four-‏
‎or five-year transition period between a graduate leaving higher education and becoming established in his or her‏
‎career." În one research project, Brennan compared UK and German Higher Education systems, concluding that‏
‎graduates in each country might be at "about the same point" by their late 205, the German having spent a long‏
‎period in vocational higher education, while the Briton gained experience of employment after a much shorter ١‏
‎degree course.‏
‎"There are real advantages to the UK system of having a short study period at university," says Brennan, “but |‏ ]5[
‎you have to ask, what can reasonably be taught during a three-year degree and what is best left until graduates‏
‎begin their career?" Brennan is the first to admit that providing relevant work experience, such as placements and‏
‎internships, can be of great benefit. The real concern, apparently shared by graduates, is the government's‏
‎intention to allow businesses to influence the core content of degree courses.‏
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مباراة الدخول إلى مسلك تأهيل أساتذة التعليم الثانوي التأهيلي بالمراكز الجهوية لمهن التربية والتكوين
1 دورة يوليوز 2012
العوضوم 0 “
المجال : مادة التخصص المدرسة - اللغة الانجليزية
‎Before joining the chocolate company, Hughes completed a five-year course in biomolecular and medicinal‏ [6]
‎chemistry at Strathclyde University, which included a year in industry. "Experience of the workplace definitely‏
‎helped me to get on to the food training scheme," she says. "Even the part-time job 1 had as a student taught me‏
‎more Work skills than my course, but I don't see employability_as something that should be taught in academic‏
‎the education charity, published shortly before the white paper, recommends that‏ فو ‎[A |A report by‏
‎_universities should consult employers on the design of degree courses and put employability at the centre of‏
‎Strategic planning. According to the report, employers expect graduates to have attributes including team-‏
‎working, communication, leadership, critical thinking, problem-solving and even managerial abilities, in addition‏
‎to a knowledge of their degree subject,‏
‎"There is a tendency for employers to want their graduates 'oven-ready' and it is not fair that some are let down‏ ]8[
‎by their universities and are at a disadvantage to other graduates when applying for jobs," says David Harbourne,‏
‎director of research at Edge, which commissioned Glasgow University to conduct the study. "Some academics‏
‎regard employability as a function of the university careers office and will not sully their hands with it. There is a‏
‎balance to be struck, but you cannot argue that a student of English literature is not going to think about the job‏
‎they are going to do when they graduate." Some universities have embraced the principle of employability skills‏
‎in their mission statements and websites. For example the University of Hertfordshire proclaims that‏
شغ" ‎“employability is at the heart of everything-we-do"‏
‎A different approach is being taken by AC Grayling's proposed New College for the Humanities in London,‏ ]9[
‎which pians 16 charge fees of £18,000. Its graduates will come away with a degree and a separate diploma for an‏
‎additional course that includes practical professional skills such as financial literacy, teamwork, presentation and‏
اا ل , ‎strategy.‏
‎ur ta gite er :ُ‏ #90 ب 1
‎Professor Alan Smithers, director of the Centre for Education and Employment Research at the University of‏ ]10[
‎Buckingham, says many employers have only vague, or unrealistic, ideas of what they expect universities to‏
‎teach. "For example, how do you teach teamwork?" he asks. There are risks in allowing employers to influence‏
‎course design, he says. "Sandwich courses were set up by universities working with industry, but many of them‏
‎were popular with neither students nor employers. Students were put off their subject because, for example in‏
‎١ engineering, they spent a year filing bits of metal in a factory, and it turned out most employers recruited‏
‎engineering graduates from more academic universities anyway."‏ |
‎[11].Professor Roger Brown, co-director of the Centre for Higher Education Research Development at Liverpool‏
‎Hope University, says: "Universities should aim to provide a good rounded education that equips students for the‏
‎rest of their lives … The employability proposals in the white paper are dangerous nonsense because they are‏
‎based on extraordinarily unreliable and poor-quality information." But universities needn't worry too much, he‏
‎says. "These sorts of ideas have been a theme of government policy since the 1980s and have never really been‏
‎implemented successfully."‏
‎COMPREHENSION AND TEXT ANALYSIS (5 POINTS) |‏ .1
‎À. ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY € pts)‏
‎According to the article 62% of the graduates, who are at work after university, is a good‏ .1
‎percentage.‏
‎According to Edge report, having a university degree is enough to get employed.‏ .2
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‎51e fl.‏ الدخول إلى مسلك تأهيل أساتذة التعليم الثانوي التأهيلي بالمراكز الجهوية لمهن التربية والتكوين
دورة يوليوز 2012
الموضوع إٍ
المجال : مادة التخصص المدرسة - اللغة الانجليزية
‎B. ANSWER THE FOLLOWING QUESTIONS ACCORDING TO THE TEXT? (8 pts)‏
‎How do you interpret “Hughes competed against hundreds of other hopefuls in a gruelling‏ .1
‎recruitment process to gain her place at an international chocolate company”? (1 pt)‏
‎What does the author mean by “ will not sully hands with it” ($ 8)? (1 pd‏ .2
‎What does the author want to illustrate by the New College for the Humanities in London?‏ .3
‎Do you think Professor Alan is right in questioning the feasibility of teaching feamwork?‏ .4
‎Justify. (2 pts)‏
‎State the Hifferent approaches of the university functions according to different stakeholders,‏ .5
‎mentioned in the article. (write your answer in less than 5 lines) 3 pts)‏
‎C. WHAT DO THE UNDERLINED WORDS OR PHRASES IN THE ARTICLE REFER TO? (2 pts)‏
‎the previous year ($ 2) : ............................‏ .1
ال مه لود :[10 5 ‎many of them‏ .2
‎D. CHOOSE THE CORRECT MEANING ACCORDING TO THE ARTICLE. (3 pts)‏
‎boost ($ 2)‏ .1
‎a) qualify b) interpret c) adopt d) improve‏
ا )3 $( ‎vital‏ .2
‎a) legitimate b) necessary c) artificial d) optional‏ |
‎“oven-ready” ($ 8)‏ .3
‎a) hot b) challenging c) prepared d) cooked |‏
‎LANGUAGE (25 POINTS)‏ .11
‎A. CHOOSE THE CORRECT ANSWER. (4 pts)‏ |
‎You have four hours to complete this exam. ..….....................early, you may turn in your‏ .1
‎papers and leave the room.‏
‎a- Should you finish b- Should finish‏
‎c- You should finish d- Should you have finished‏
‎The committee proposed the report.….......................sent to the president immediately.‏ .2
‎a- tobe b- were c- be d- is‏
‎Chakib will have to take the exam again because his results were ................. awful.‏ .3
‎a- quite b-a bit c- absolutely d-fairly :‏
تت تت ‎Let’s have a cup of coffee and chat a bit,‏ ,4
‎a- do we b- shall we c- would we d- have we‏
‎٠. Lu : . '“ | 5 .‏ + * .“ = —
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| _مباراة الدخول إلى مسلك تأهيل أساتذة التعليم الثانوي التأهيلي بالمراكز الجهوية لمهن التربية والتكوين
دورة يوليوز 2012
‎ea‏ 2
المجال : مادة التخصص المدرسة - اللغة الانجليزية
‎B. FILL IN THE GAPS WITH APPROPRIATE WORDS BEGINNING WITH THE FIRST LETTER‏
‎GIVEN. (5 pts)‏
‎Speech is one of the most important (1) w of communicating. It consists of far more‏
‎than just making noise. To talk and also be (2) u by other people, we have to speak‏
‎a language, that is, we have to use combinations of (3) s that stand for a particular‏
‎object or idea. Communication would be impossible if everyone made their own language.‏
‎Learning a language properly is very important. The basic (4) v of English is not‏
‎very large, and only about 2.000 words are needed to (5) s it quite well. But the‏
‎more words you know, the more (6) i you can (7)e and the more‏
‎precise you can be about their meaning. Words are the most we use in communicating what we want‏
‎to say. The way we (8) s the words is also important. Our tone of (9)‏
‎v can express many emotions which show (10) w we are pleased‏
‎or angry, for instance.‏
‎C. PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE OR FORM. (5 pts)‏
‎Many children start (go) (1) ................ for dental check-ups at an early age, but Kelly (be) (2)‏
‎re... fourteen years old when she (go) (3) ..........…. for the first time. It‏
‎(not/be)(4).…............ a happy experience. Until then Kelly (be) (5)... lucky. She‏
‎(always/have) )6(. ............... good teeth and (never/suffer) )7(................ 00 toothache. But for‏
‎two or three months Kelly (get) (8)................on and off, in one of her teeth. So her mother‏
‎(decide) )9(................ that a trip to the dentist (be) )10(................ necessary.‏
‎D. CORRECT THE FIVE ERRORS IN THE PHRASAL VERBS IN THE FOLLOWING TIPS. (5 pts)‏
ال 7
‎FN How to perform well on-än exam‏
‎e Don’t put#5 studying until the last minute. Set aside an hour each night to study for a few‏
‎weeks before the exam. Brush up on any materials that you don’t understand well.‏ . 28
‎e{ Showsff at the examination room a few minutes early.‏ انا
‎D FWait-dn-the teacher to give you directions before you begin. & 4"‏
‎e Think up each question before you answer it. If you can’t figure ug-the answer to a question,‏
‎don’t waste too much time on it. Otherwise you might run out of time.‏
‎E. REWRITE THE FOLLOWIN SENTENCES USING THE WORDS IN BOLD SO THAT‏
‎THEY EXPRESS THE SAME MEANING. (2 pts)‏
‎Alice parked her car four hundred metres away from the hotel.‏ .1
‎distance 7‏
‎newspaper revealed,some interesting facts about global warming.‏ 5 10087 .2
‎revelations <‏
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: مباراة الدخول إلى مسلك تأهيل أساتذة التعليم الثانوي التأهيلي بالمراكز الجهوية لمهن التربية والتكوين
‏الموضوع
‏المجال : مادة التخصص المدرسة - اللفة الانجليزية
‎F. CHOOSE THE CORRECT ANSWER. (2 pts)‏
‎In a letter you have written, you want the recipient to do something and are thanking them in‏ .1
‎advance of their action. What do you say?‏
‎a. Thanks for doing something about it.‏
‎b. Thank you for your attention in this matter.‏
‎T'am gratified that you will take appropriate action.‏ .>
‎You have applied for a job, but you would like the company to send you more information.‏ .2
‎What do you say?‏
‎a. I would be grateful if you send me more information.‏
‎b. Send me more information, if you don’t mind.‏
‎c. 1 want you to send me more information.‏
‎G. WHICH OF THE FOLLOWING SENTENCES ARE CORRECT? (2 pts)‏
‎archaeologists were astonished to find such an incredibly rare beautiful artifact at that‏ 116 .1
‎particular site.‏
‎Only after they had completed the analysis to that degree did they begin to ask how to apply‏ .2*:
‎technology to the needs of our enterprise.‏
‎The ostrich, which meat contains less cholestero!, is getting more and more popular.‏ .23
‎The judges had an extremely hard time deciding whose painting was the best.‏ .4
‎WRITING (20 POINTS)‏ .111
‎Some people think that technology has made life easier; others claim the opposite.‏
‎Write an essay expressing your opinion on this issue.‏
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