نموذج مباراة توظيف أساتذة التعليم الثانوي (أطر الأكاديميات) - الأكاديميات الجهوية للتربية والتكوين - دورة دجنبر 2018 - الاختبار في مادة التخصص وديداكتيك مادة التخصص

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

— صفحة 1 —
مباراة توظيف الأساتذة أطر الأكاديميات خاص بكتابة المباراة
بالنسبة للتعليم الثانوي بسلكيه الإعدادي
والتاهيلي - دورة دجنبر 2018
ا الريا 010 انيثا
‎LEFT‏ دكا
‎TEA ‘ ee a‏
‎ul‏
‎CAT) 9 ١ ٠‏ ره بللا 7 ‎LL‏
+ Es a
لتخصص : اللفة الانجليزية لنقطة النهائية على 20 بالأرقام خاص بكتابة المباراة
‎A |]‏ : الل جل
الاختبار : اختبار في مادة التخصص (على المصحح التاكد من أن النقطة النهائية هي على 20(
وديداكتيك مادة التخصص
— 7 المصحح وتوقيعه : م مممةة مهم ع ممه تومه مويه مهو متي
ورقة الإجابة| '
EXAM INSTRUCTIONS
Read the following instructions carefully before you start the exam |
= Make sure you get the right number of pages mentioned on the first page
"The exam is divided into four independent sections:
° Section I: Reading Comprehension
° Section Il: Language
° Section 111: Teaching Methodology
‏ه‎ Section IV: Writing
» Use the exam sheets carefully. Only ONE set of exam sheets will be
provided.
» For multiple-choice or matching questions, select the correct answer from the
suggested choices and write the corresponding capital letter (A, B, ...(
or number (1, 2, ...( in the space provided for each question.
“ For “True, False or Not mentioned in the text” questions, write 1, F or N in
the space provided. No justification is required.
= ]f you have to change an answer, erase or cross out the incorrect letter and
then write the correct one.
= No other documents, electronic devices or communication with anyone is
allowed during the exam session. Evidence of cheating during the test
administration or test correction will automatically disqualify the candidate.

— صفحة 2 —
خباراة توطيوم الأماتة أطر الأكاديفياى بالسبة للتعليم الثابوي بملشية الإمسادي والتأسيلي-دورة ‎spam‏ 2018- الموضوع الصفحة: 2 على 16
التحصى ؛ اللغة الانبليزية - اللصبار ‎à‏ اختبار في ‎tua‏ التخصص وديداكتيك ‎il‏ التنحصصس
SECTION I: READING COMPREHENSION
READ THE FOLLOWING TEXT AND DO THE RELATED TASKS.
| (ll We are living through a fundamental transformation in the way we work. Automation and
“thinkine machines” are replacing human tasks and jobs, and changing the skills that organisations are
looking for in their people. These momentous changes raise huge organisational, talent and HR (Human
Resources) challenges — at a time when business leaders are already wrestling with unprecedented risks,
disruption and political and societal upheaval.
[2] The pace of change is accelerating. Competition for the right talent is fierce. And ‘talent’ no
longer means the same as ten years ago; many of the roles, skills and job titles of tomorrow are unknown
to us today. How can organisations prepare for a future that few of us can define? How will your talent
needs change? How can you attract, keep and motivate the people you need? And what does all this
mean for HR?
[3] This isn’t a time to sit back and wait for events to unfold. To be prepared for the future you
have to understand it. The future of work asks us to consider the biggest questions of our age. What
influence will the continuing march of technology, automation and artificial intelligence (AI) have on
where we work and how we work? Will we need to work at all? What is our place in an automated
world?
[4] Many commentators focus on technology and the role that automation is predicted to have on
jobs and the workplace. We believe the real story is far more complicated. This is less about
technological innovation and more about the manner in which humans decide to use that technology.
[5] The shape that the workforce of the future takes will be the result of complex, changing and
competing forces. Some of these forces are certain, but the speed at which they unfold can be hard to
predict. Regulations and laws, the governments that impose them, broad trends in consumer, citizen and
worker sentiment will all influence the transition toward an automated workplace. The outcome of this
battle will determine the future of work in 2030. When so many complex forces are at play, linear
predictions are too simplistic. Businesses, governments and individuals need to be prepared for a
number of possible, even seemingly unlikely, outcomes.
[6] The megatrends are the tremendous forces reshaping society and with it, the world of work: theeconomic shifts that are redistributing power, wealth, competition and opportunity around the globe; the
disruptive innovations, radical thinking, new business models and resource scarcity that are impacting
every sector. Businesses need a clear and meaningful purpose and mandate to attract and retain
employees, customers and partners in the decade ahead.
[7] Automation, robotics and AÏ are advancing quickly, dramatically changing the nature and
number of jobs available. Technology has the power to improve our lives, raising productivity, living
standards and average life span, and free people to focus on personal fulfilment. But it also brings the
threat of social unrest and political upheaval if economic advantages are not shared equitably.
[8] With a few regional exceptions the world’s population is ageing, putting pressure on business,
social institutions and economies. Our longer life span will affect business models, talent ambitions and
pension costs. Older workers will need to learn new skills and work for longer. ‘Re-tooling” will

— صفحة 3 —
خباراة توظيفم الأماجطة أطر الأكاديميات بالجعبة للتعلية الزايوي بملشية الإمسادي والتأميلي--دورة سجيبر 2018-
القدصى ؛ اللغة الانبليزية - الأصبار ؛ اختبار في مادة التحصص وديد اتيك فادة التنحصس
الموحوع الصفحة: 3 على 16
become the norm. The shortage ofa human workforce in a number of rapidly-ageing economies will
drive the need for automation and productivity enhancements.
[9] By 2030, the UN projects that 4.9 billion people will be urban dwellers and by 2050, the
world’s urban population will have increased by some 72%. Already, many of the largest cities have
GDPs (Gross Domestic Product) larger than mid-size countries. In this new world, cities will become
important agents for job creation. ?
[10] The rapidly developing nations, particularly those with a large working-age population, that
embrace a business ethos, attract investment and improve their education system will gain the most.
Emerging nations face the biggest challenge as technology increases the gulf with the developed world;
unemployment and migration will continue to be rampant without significant, sustained investment. The
erosion of the middle class, wealth disparity and job 105565 due to large-scale automation will increase
the risk of social unrest in developed countries.
[11] Demand for energy and water is forecast to increase by as much as 50% and 40% respectively
by 2030. New types of jobs in alternative energy, new engineering processes, product design and waste
management and re-use will need to be created to deal with these needs. Traditional energy industries,
and the millions of people employed by them, will see a rapid restructuring.
[12] Through the world of work runs the vein of automation and the implications of robotics andAI.
Will robots eventually replace us all at work? Or will we create a new world where people and machines
work alongside each other? It's the most fundamental — and difficult - question we must ask of the
future of work.
[13] As more individual
tasks become  automatable ‏طول‎ automation potential
through ‏لم‎ and sophisticated
algorithms, jobs are being ‏حاص‎
‎redefined and re-categorised. À TP» 2* 7% ‏يون جع‎ 2% 12°
third of people worldwide are LE
now worried about losing their
Psychlatrist
job to automation. It’s clear that Erecutive 2
automation will result in a ‏سسب‎ Accountant
1 H H lawver Electrician
massive  reclassification and Bookkesper
rebalancing of work. Some
sectors and roles, even entire
sections of the workforce will
lose out but others will be
created.
[14] Automation will not only alter the types of jobs available but also their number and perceived
value. By replacing workers doing routine, methodical tasks, machines can amplify the comparative
advantage of those workers with problem-solving, leadership, empathy and creativity skills. Those
workers performing tasks which automation can’t yet crack, become more pivotal - and this means
creativity, innovation, imagination, and design skills will be prioritised by employers.
‎A‏ لفسويرين

— صفحة 4 —
مباراة ‎glass‏ الأساتطة أطر الأحاديميام بالبسية للتعليو النابوي بملشية الإمساعدي والبأميلي-عدووة ‎san‏ 2018- الموضوع الصفحة: 4 على 16
التدسس ‎à‏ اللغة الانبليزية - ‎٠ plat‏ أختبار في مادة التنخصص ‎calage‏ مادة التنخصصس
]15[ This view is supported by business leaders worldwide who responded to our most recent
survey. While CEOs (Chief Executive Officer) are keen to maximise the benefits of automation — 52%
told us that they’re already exploring the benefits of humans and machines working together and 39%
are considering the impact Of AT on their future skills needs — the majority (52%) were also planning to
increase headcount in the coming 12 months. Finding the skills they need has become the biggest threat
to their business, they say, but the skills they’re looking for are particularly telling: problem-solving,
adaptability, collaboration, leadership, creativity and innovation top the list.
Adapted from: www.pwc.com
Choose the correct option. (1 pt each)
01. The best title for the text is
A. The future of technology B. Workforce of the future
C. The future of Automation D. The issue of unemployment
02. “momentous changes” (paragraph 1) means changes that are
A. temporary B. significant C. trivial D. brief
03. “wait for events to unfold” (paragraph 3) means wait for events
A. to start B. to be told C. to happen D. to end
04. “linear predictions are too simplistic” (paragraph 5) implies that
A. it becomes easy to make confident guesses B. it is naive to make plain guesses
HAE
C. it is preferable to make simple guesses D. step by step guesses are unproblematic
05. “Re-tooling” (paragraph 8) means
A. recruiting younger workers B. dismissing older workers 0
C. updating workers’ skills D. constantly diagnosing the tools
06. The sentence “Through the world of work runs the vein of automation and the implications of
robotics and AL” (paragraph 12) is an example of
A. metaphor B. simile C. allusion D. personification
Are the following statements true (T), false (F) or not mentioned (N) in the text? (1 pt each)
| 07. [ For the writer, the focus should be on how to use technology rather than on technology itself.
08. | The graph shows that retail salesperson job in the USA is the most susceptible to automation.
09. | 51 % of workers in the world are afraid of becoming jobless due to automation.
10. | The economic performance of some cities may exceed that of a whole country.
| 11. | The need for energy is estimated to exceed the need for water by 2030.
00... 08 |...

— صفحة 5 —
خبارلة توطيج ‎Lt‏ لاد يمام والبمبة للعليم ‎gl‏ وملشيه المدادي والاأميلي دورة حجدير 2018- الموحوع الصفحة: 5 على 16
التدصى ؛ اللغة الأنبليزية - الأحتبار؛ اختبار في يادة التخصص ‎plages‏ فادة التذ
Match the ideas with the corresponding paragraphs (The paragraphs concerned are 7, 8,9, 10,
9%979
and 11) (1 pteach)
Shortage of resources and climate change
13 Demographic shifts
14 Rapid urbanisation
| 15 Technological advances
[16 Power divide between developed and developing countries |
Answer the following questions. (1 pt each)
17. Will robots completely replace humans at work? Explain.
SECTION II: LANGUAGE
Underline the mistakes and correct them in the space provided. (1 pt each)
21. | People nowadays can access informations easily. 21) ..............,.....
22. | [have been swimming since a long time. | 22/1 ....................
23. | vou should do like you are told. 23 ....................
24. | Our teachers never stopped giving us advices. 24 | ss...
25. | [ knocked at the door, but there wasn’t someone in. 25 | ....................
26. | This day isn°’t warm enough going to the beach. 26 | _....................
27. | “Can you explain me the situation?”

— صفحة 6 —
مبارأة توظب الأماتطة أطر الأكاديفياج بالجسبة للتعليم الثانوي بملكية الإعصادي والتأميلي-دورة ‎spam‏ 2018— الموضع الصفحة: 6 على
Choose the sentence which means the same as: (1 pt each)
28. Mary didn’t know what happened. She didn’t talk to me about the issue. 28]
A. Had Mary known what happened, she would talk to me about the issue.
B. Had Mary known what happened, she will talk to me about the issue.
©. 1 Mary knows what happens, she will talk to me about the issue.
D. Had Mary known what happened, she would have talked to me about the issue.
29. James built his own house. He designed it himself.
A. Not only did James build his own house, but he also designed it himself. 29]
B. Not only does James build his own house, but he also designed it himself.
C. Not only did James build his own house, but he also designs it himself.
D. Not only did James built his own house, but he also designed it himself.
A. Neither did I know why the kids are shouting nor I don’t care.
B. Neither do I know why are the kids shouting nor I don’t care.
C. Neither do I know why the kids are shouting nor do I care.
D. Neither do I know why the kids are shouting nor I care.
30. 1 don't know why the kids are shouting. I don't care. .
307
31. Gadgets are very accessible these days. Peter has never bought any device.
A. Despite Peter has never bought a device, gadgets are very accessible these days. ES
B. Gadgets are very accessible these days, despite Peter has never bough any device.
C. Despite the fact that Peter has never bought any device, gadgets are very accessible these days.
D. Despite the accessibility of gadgets these days, Peter has never bought any device.
32. Luckily 1 have already called you, otherwise, I would be embarrassed.
A. If1 had already called you, ] would be embarrassed.
B. If] have already called you, I wouldn”’t be embarrassed.
© IfI hadn’t already called you, 1 wouldn’t be embarrassed.
D. IfI hadn’t already called you, 1 would be embarrassed.
33. It's almost midnight; I think we ought to leave.
A. It's high time we leave. B. 11:5 high time we will leave.
C. Is high time we should leave. D. It’s high time we left.
34. I will attend the meeting if [ have enough time.
A. I will attend the meeting unless 1 have enough time.
B. Unless I have enough time, I will attend the meeting.
C. ['will attend the meeting unless ] am busy.
D. Unless 1 don’t have enough time, 1 won't attend the meeting.
ير ني
يي سس

— صفحة 7 —
خباراة توطيف الأماتطة أطر الأكاديفياجى بالنمبة الصليم النانوى بملكية الإنصساسي والتأميلي-دورة ‎pan‏ 2018- الموسوع الصفحة: 7على 16
الندسي ‎à‏ اللغة الانبليزية - الأتبار ‎à‏ اختبار في مادة التنحصصسص وديد اتيك مادة التخصصس
Choose the correct option. (1 pt each)
35. The new students hope in many of the school's social activities.
A. including 3. beingincluded  C. to include D. to be included
36. The defender didn’t perform well in the last match, but he’s playing again today. He's
lucky a second chance.
A. to give B. having given C. to have given D. to be given
37.1f had called during my absence, the secretary would have left a message.
37
A. anybody B. nobody C. everybody D. no one
38. The policeman has shown a lot of courage helping the injured people.
Aon  B.in C.at D. with 38
39. I will inform you about the place and date of the ceremony due time. 9
A. on B. at C.in D. with
40. When I was a student at university, 1 your brother several times.
A.met  B.hadmet  C.had been meeting D. have met
41. Before the match there was total chaos outside the stadium.
A. started B. had started C. was starting D. has started
Le
D
42. Now that I my work, you can have a look at it.
A.finish B.lmfinishing  C. have finished D. finished
43. I sent a letter to the dean explaining why I needed him.
A.tosee B.seeing  C.to have seen D. see
44. The poor child over by a bus yesterday. 44
A. run B. has run C. was run D. had run
45. My friend Mohamed goes to Greece every summer. ‏.سب فلا‎ likeit. 45
ع 8 888 8 83 388 1
A. will B. may C. might D. must
|

— صفحة 8 —
الموضوع الصفحة: 8 على 16
46. When l'was in Europe last Summer, Rachid called me from Morocco. HE ‏بس‎
‎holiday somewhere in Morocco, but Im not sure anyway.
A. might have spent B, couldn’t have spent  C. must have spent D. should have spent
47. This exercise is too d ifficult, One
be a genius to answer it correctly.
A. has to
B. might C. could D. can’t
48. Lucy declined the job offer because she has children to take care of and she
really work 40 hours a week.
A. should B. may
C. can't D. must
49.IfonlyI to my father’s advice, l’d be a successful lawyer by now.
A. had been listened B. had listened  C. listened D. listen
50. During the 2012 competition, Marcus, the silver medalist, was
Starting the sprint a little bit before other athletes started.
for
A. banned B. disqualified C. disallowed D. outlawed
S1. AN TV programmes must satisfy the stringent of the authorities.
A. needs B. requirements C. terms D. qualifications
52. The audience was by the performance of all the students in the show.
A. impressed  B. impounded C. imprisoned D. impelled
53. Because he failed the driving test, Nick lost his and started shouting.
A. temper B. mind C. brain D. heart
54. Driss was given a role in the preparation of oùr new school project.
&
A. consultation B. consulting C. consultative D. consulted

— صفحة 9 —
خباياة توظيوم الأساطة أطر الأخاديميام بالجسية للتعليم ‎gui‏ بملشيه الإمساعديى والتأسيلي-دورة ‎sax‏ 2018- الموضوع الصفحة: وعلى 16
‎٠ cuil‏ اللغة الانبليزية - الأصبار ؛ اختبار في مادة التخصص وذيد اكتيك فادة التخصصس
SECTION III: TEACHING METHODOLOGY
Match each concept with the most appropriate example or definition. (1 pt each)
[____ Techniques Examples or definitions
A.To show what a character does by using gestures and body movements.
55. drills B. Asking students to work in groups and'do a language task.
C.Objects like pens, fruits, clothes etc., which a teacher can use to present
56. functions new vocabulary items.
0" D. Texts, audio-tracks, videos etc., which are originally created for real-life
57. miming uses.
58. authentic materials E. Techniques used to evaluate learners’ knowledge such as a quiz 8
test.
59. notions F. Exercises which are meant to practice a certain language item such as
repetition or sentence transformation.
60. realia ©. Language items such as ‘telling time” or ‘speaking about distance”.
H. Language items such as ‘requesting’, ‘asking for advice’ and
‘suggesting’.
...591 ...]58 .. ب [...551]
Provide the missing words. The first letter is given. (1 pt each)
The goal of communicative language teaching “is to enable students to communicate in the target
language. To do this students need knowledge of the linguistic forms, meanings and (61) f............
They need to know that many different forms can be used to perform a function and also that a single
form can often serve a variety of functions. They must be able to choose from among these the most
appropriate form, given the social function and the roles of the (62) i............. They must also be
able to manage the process of negotiating (63) m............ with their interlocutors. Communication
is a process; knowledge of the forms of language is insufficient. [...] The teacher facilitates
communication in the classroom. In this role, one of his major responsibilities is to establish situations
likely to promote (64) c............. During the activities he acts as an (65) a
answering students’ questions and (66) m............ their performance.”

— صفحة 10 —
16 ‏الموضوع الصفحة: 10 على‎ -2018 pan ‏الأمائطة أطر الأحاديفيا بالنسية العليم الثانوي يسلشيه الإمساعدي والبأميلي-«دورة‎ass il
١ ١ ‏مبارأة بي‎
‏؛ اختبار في فادة التخصص وذبيط اكتيك فادة التنصص‎ ANT ‏الزتسس , اللغة الانبتيزية‎
Match each lesson procedure with the appropriate teaching method. (1 pt each)
Lesson proced
fe ures 1
1
67. The teacher asks each student to read an extract from a novel by Hemingway. After FAURE methode
this, the class is asked to translate the first two paragraphs into French De teacher
helps the students by writing the words they don't know in French on the board. When
the srudents fist the translation, they are asked to read their translated texts Inthe
end the students are asked to answer some comprehensi ions i
d nsion que
write down the answers. ? questions in English and
68. The teacher starts the lesson by writing the title ‘Looking at a Map’ on the board. He |A. The Direct Method
then sticks a map of USA on the board and starts asking the class questions about the
map. The teacher asks first: ‘Are we looking at a map of Canada?. The class says
No’. The teacher reminds them that they should answer in complete sentences. So, the |B. The audio-Li 1
students all answered ‘No, we are not looking at a map of Canada. We are looking at a ١ ‏سس‎
‎map of the United States’. Each time the teacher adds other elements to the map, he Method
asks further questions. The teacher invites the students to ask more questions about the
map. In the next activity, the teacher asks the students questions which target the use of
the prepositions ‘next to”, ‘behind’, ‘in front of” etc... Finally, the students are asked to C. Suggestopedia
do a gap-filling exercise using the target prepositions. Whenever they ask him about
the meaning of a word, he draws what it means on the board or shows an object to
illustrate it. The use of LI is not allowed. D. Total Physical
69. The students first listen to a dialog, which is repeated many times. The teacher Response
n the dialog. The teacher then asks the whole class to listen and
dialog until they have memorized the whole dialog. The teacher
Id-up drills to help the students memorize the dialog line by line. | ‏يج‎
‎After they have memorized the dialog, pairs of students are asked to come to the front | ” rammar-
of the class and rehearse the dialog once more. The teacher extracts ‘l’m going to...” | Translation method
from the dialog, provides further example and asks the class to do related exercises.
explains the situation i
repeat each line of the
relies on backward bui
the teacher points to a chart hanging on the blackboard. The :
f “he English language and each category of sounds F.The Silent Way
a different color. The teacher points to the first
sound two times while everybody is silent. The third time the teacher points, he says
læl. The teacher does the same thing for all the other sounds before asking the students
to repeat after him. He keeps repeating and demonstrating each sound until he is sure
that the students know how to pronounce it. The teacher points to some objects in the
classroom and the students say how they are pronounced.
70. Using a metal pointer,
chart contains different sounds ‏ه‎
‎(vowels and consonants) is written in

— صفحة 11 —
مباولة توي الأمائطة أطر ‎AM‏ باليسية للصليو ‎ei‏ بماشية الإمداعدي ‎pa las‏ عنهدير ‎BOIS‏ الموحوع الصفحة: 11 على 16
Choose the correct option. (1 pt each)
71. An example of a ‘substitution exercise’ is an exercise in which students 71 :
A. read a story and answer questions using the simple past,
B. fill in gaps with the correct form of the given words.
C. put the verbs between brackets in the correct form.
D. use ‘there are’ instead of ‘there is’ in given sentences.
72. In a ‘choral repetition’ activity, students
A. write down what the teacher is saying before they re-say it to others
B. repeat what the teacher is saying together as a whole class.
C. orally repeat what the teacher is saying one after another.
D. try to remember and repeat what the teacher said during the last session.
73. The concept of ‘washback effect” is used to refer to [73 [--. |
A. the effect of not having enough prior knowledge on text comprehension.
B. the effect of an assessment procedure on learning and teaching.
C. the negative effect of thinking about one’s paston learning.
D. the positive effects of memorizing vocabulary on language performance.
74. A follow up of the unsatisfactory performance of learners in a diagnostic [al]
test is to
A. re-test the learners using the same items again in order to help them perform better.
B. sort out students into different ability groups and test them again using a different testing format.
C. prepare a new test with different items and administer it to the whole class again,
D. design activities which focus on problematic areas before teaching new content.
75. Using a word or a construction in a meaningful and communicative sequence is called [75].
A. brainstorming B. sequencing C. contextualizing D. pacing
76. When a learer does not have the necessary word to describe an object or talk about a concept, he
tries to use a whole phrase or sentence or describes the object/concept in a different way. An
example is saying ‘the thing we use to eat food with’ for the word ‘spoon’. Which of the following
communication strategies is the learner using in this case?
A. code-switching B. word coining  C.borrowing D. circumlocution 16 |.)

— صفحة 12 —
مرارأة توظيم الأمائطة أطر الأاديعياى باليسبة للتعليو الثانوي بملغية الإمدادي والبأميلي-دورة جنير 2018- الموضع الصفحة: 2؛ على 6
‎mul‏ ؛ اللغة الأنبليزية - الأصبار ؛ اختبار في مادة التخصص وديدصاكتيك فادة التنحصس
77. An instrumentally motivated student is a student who is motivated to learn English because
A. he frequently goes to the States in summer. [77 |. |
B. his father has hotels which he will manage once he completes his studies.
C. he studies in a university where most students use only English
D. he has a lot of English friends on Facebook and he usually interacts with them.
78. When you ask learners to read a text and choose th Î ini [78 [--
the text, the target reading strategy is ‏ملم رم بريه اقم‎ main KE ِ .
A. scanning. B. skimming C. inferring D. hypothesizing
79. Which of the following is an example of a i ivi
pre-reading activity? [79 | ,
79]... [
A. Distinguishing fact from opinion.
B. Evaluating the author’s attitude.
© Activating learners’ prior knowledge.
D. Locating specific information in the text.
80. An example of ‘mechanical practice” is asking students to
A. repeat a sentence.
B. substitute pronouns.
C. play roles.
D. transform sentences.
81. In a ‘fluency-oriented” activity, it is advisable for the teacher
A. to correct all the mistakes of his learners.
B. to correct only mistakes of grammar.
C. to correct only the mistakes which affect message.
D. not to correct mistakes at all.
82. Which of the following documents deals with the procedures of classroom assessment? [82 [|
A. Textbooks adopted by the ministry of education
B. The National Baccalaureate Exam Specifications
C. English Language Pedagogical Guidelines
D. The National Charter for Education and Training

— صفحة 13 —
مبارأة توطيهم الاماجدة ار الأخاديمياى والجمية للعليم اليابوي بساخيه اللمدادي والتأميلي-دورة ‎pan‏ 2018 الموضوم الصفحة: 13 علىم
‎a‏ اللغة الانبليزية - الأيار؛ اختبار في فادة التخصص وديد اتيك فادة التخصصس
SECTION IV: WRITING
83. As most people spend a major part of their adult life at Work, job satisfaction is an important element
of individual wellbeing. In your opinion, what factors contribute to teacher job satisfaction ? Write a
two-paragraph essay of about 200 words. (6 pts)

— صفحة 14 —
برارة ‎a‏ الأمائطة أطر الأشاديفياى بالنسية للتعليم ‎pitt‏ بملشيه الإمساحدي والتأميلي-عدورة عنجدير 2018- الموسوع الصفحة: 14 على 16
84. In many English teaching situations, the textbook is used as the only teaching materials. Do you
think the language teacher should always use the materials in the textbook as his/her only resources?
Provide enough arguments and examples to support your opinion. (6 pts)
Done een RS ee Ten ÉTÉ RÉ ne ‏ل‎ nee ee den ns res com nr eme dés dusédes

— صفحة 15 —
خباراة توطي الأماجدة أطر الأحاسيفيارم بالجمية ‎Ma‏
القدسس ‎à‏ اللغة الانبليزية ‎ait‏ ؛ اختبار في يادة التخصص
‎he following writing task is taken from one of the Moroccan 1 Year baccalaureate textbooks:‏
85. The fo
“Write an article to your school mag
azine about ‏و‎
‎Describe what happened and express your
Celebration you attended.
Jeelingsabout it.”
d 1 re-writin 8 acti C ‏ا‎ rat can be used for this task. (6 pts;
est and © xplain th ee 0
2 pt each)
nos
ST
1 different source.
Note: Some items in this exam are adapted from diff
ote: | f