Modèle : Concours enseignants nov. 2020 - Anglais - Spécialité et didactique

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مباراة توطياتم الأماتطة ‎pal‏

‏صيفياى بالنسبة للتعليم اللانوي بملشيه الإمضاحدي والتاميلي-دورة نوذير 2020- الموضوع‎
20 ‏التحسس ؛ اللغة الأربليزية - الاختبار: مامدة التحسس ودديساحتيك ماضة الندسس الصفحة: 2 على‎

SECTION I: READING COMPREHENSION (15 POINTS)
READ THE FOLLOWING TEXT AND DO THE RELATED TASKS.

[1] Before the pandemic, the world was already facing formidable challenges in fulfilling the
promise of education as a basic human right. Despite the near universal enrolment at early grades in
most countries, an extraordinary number of children — more than 250 million - were out of school, and
nearly 800 million adults were illiterate. Moreover, even for those in school, learning was far from
guaranteed. Some 387 million or 56% of primary school age children worldwide were estimated to lack
basic reading skills. From a financing point of view, the challenge was already daunting before
COVID-19. The early 2020 estimate of the financing gap to reach quality education in low and lower-
middle-income countries was staggering. It is estimated that the COVID-19 crisis will increase this
financing gap by up to one-third.

SANTO NEAC
(in millions of dollars)

je 1 0 0 .' = 5 18% AN

Total, Education | Financing “Total ‏ا‎ Education ‏ا‎ vs

- financing need budget ‘gap ‘financing need ‘budget : ge ur
2015 education costing projections ١ “2020 education costing projections, |. °
a 8 a 0 pre-COVID-I9

{… Source: UNESCO Global Education Monitoring Report (2020). New realite for education affected by COVID Co

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0 0 رن رن رس رمن سنا سنا سا سنا نا سا سن رسن رسن رو روم أو أ ل ع ع ا سا ا اا
2 لس ا اا

‎pra‏ الامائطة أمار الأشاصيفيات بالدمبة للتعليم الثادوي بملشية الإمتداسدي ‎Lay" lea lily‏ يودير 2020- الموضومي
‎se‏ = الاحتبار ؛ خاصة التحسس ودبسداشتيك غامنة التنسس الصفحة: 3 على 20

‏البنسي , اللغة الاتبليزية

‎[2] The COVID-19 pandemic has caused the largest disruption of education in history, having
already had a near universal impact on leamers and teachers around the world in all educational sectors,
By mid-April 2020, 94% of leamers worldwide were affected by the pandemic, representing 1.58
billion children and youth, from pre-primary to higher education, in 200 countries. The ability to
respond to school closures changes dramatically with level of development. For instance, during the
second quarter of 2020, 86% of children in primary education have been effectively out of school in
countries with low human development, compared with just 20% in countries with very high human
development.

‎[3] In Africa, particularly in the Sahel region, nationwide school closures due to COVID-19
came at a time when a very large number of schools had already been closed for several months
because of severe insecurity, strikes, or climatic hazards. COVID-19 is worsening the situation of
education in Sub-Saharan Africa where, prior to the pandemic, 47% of the world's 258 million out-of-
school children live.

‎[4] In the most fragile education systems, this interruption of the school year will have a
disproportionately negative impact on the most socially vulnerable pupils, Their presence at home can
also complicate the economic situation of parents, who must find solutions to compensate for the loss of
school meals. There is growing concern that if these learners are not properly supported, they may
never retum to school. This would further exacerbate pre-existing disparities, and risk reversing
progress on quality education as well as aggravating the already existing learning crisis.

‎[S] The disruptions caused by COVID-19 to everyday life meant that as many as 40 million
children worldwide have missed out on early childhood education in their critical pre-school year. They
thus missed a stimulating and enriching environment, lcaming opportunities and social interaction. This
is likely to compromise their longer-term healthy development. In technical and vocational education
and training systems, vulnerabilities including low levels of digitalization, have been brought to light
by the crisis. Disruptions in work places made it difficult to implement apprenticeship schemes and
work-based learning modes, key elements of a functional technical and vocational system.

‎[6] In the higher education sector, while online leaming has generally taken place through
recorded lectures and online platforms, some universities postponed leaming and teaching until further
notice due to their information technology infrastructure vulnerability. Questions also remain about

‎how to harmonize semesters and academic calendars, as some programs have been successfully
implemented online while others could not be.

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‎ER‏ توطيك الأماتطة ‎Al‏ الأاسينيام با
التنمس ؛ اللفة الأنبليزية - الأخبار,

‏لنسبة للتعليم ‎ptit‏ بسلتيه الإعدامدى والنأميلي‹مبورة يودبر 2020

‏خاصة التنسس وصديداشتيك 10016 التنسس لكوع

‏الصفحة: 4 على 20

‎[7] An estimated 40% of the poorest countries failed to support leamners 2 ‏مد مسو‎
COVID-19 crisis, and past experiences show that both education and inequalities pie
in responses to disease outbreaks. Domestic chores, especially for girls, and the wor req se
housecholds or farms, can also prevent children from getting sufficient online lcaming time. i ren
with disabilities who were already marginalized before the outbreak are not always included in
strategies of distance leaming. Forcibly displaced children are further marginalized and deprived of
access to support services offered through schools, such as psychosocial support programs.

‎[8] Many learners in developing countries, especially the youngest and minority groups are not
fluent in the language of instruction. Even when they could access content they could understand,
economic stress and low education levels of parents, including digital skills, meant that many children
did not benefit from the stable environment and the learning support needed to adapt to these new
modes of instruction. In most European countries, children from lower socio-economic backgrounds
are more likely to lack reading opportunities, a quiet room, and parental support during school closure.
In low income and upper-middle income countries alike, children in the poorest households receive less

‎help with their homework.

‎[9] The learning loss, in the short and long term, is expected to be great. Researchers in Canada
estimate that the socio-economic skills gap could increase by more than 30% due to the pandemic.
Simulations on developing countries participating in the Programme for International Student
Assessment (PISA) suggest that without remediation, a loss of leaming by one-third might result in

‎students falling behind in their academic performance. The economic loss might reach $16,000 of lost
earnings over a student’s lifetime.

‎[10] UNESCO estimates that 23.8 million additional children and youth may drop out of school
next year due to the pandemic”s economic impact alonc. The total number of children not retuming to
their education after the school closures is likely to be even greater. School closures make girls and

‎Young women more vulnerable to child marriage, early pregnancy, and gender-based violence, all of
which decrease their likelihood of continuing their education.

‎Adapted from: www.un.org

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يملطية الإمراسدي والتاميلي-سدورة توتير 2020- الموضوم
التنمس وديصاشتيك نادة التنسس الصفحة: 5 على 20

A. Choosc the best answer. (11 pts; 1 pteach)

1. ‘staggering’ in paragraph ١ means ; ;
À. fading B. interesting C, shocking D. boring
2. ‘exacerbate* in paragraph 4 means (al. ]
À. alleviate B. soften C. aggravate D, reduce ‏لسلا‎
‎3. ‘brought to light' in paragraph 5 means ;
A.ex B. minimized C. upgraded D. improved
4. In paragraph 2, 20% refers to 6١
A. the percentage of countries which had school closures around the world. ‏ملفا‎

B. the percentage of developing countries which had school closures because of the pandemic.
C. the percentage of children who faced school closures around the world because of the pandemic.
D. the percentage of children affected by school closures in developed countries.

5. In poor societies, the presence of children at home during the pandemic is an additional burden for
parents because
A. they have to take them to school every day.
B. they have to afford nutrition for them.
C. they can’t leave them at home alone.
D. these children refuse to go back to school.

6. The pandemic affected trainees in work areas as

A. they were required to follow severe hygiene instructions.
B. their schools and institutions closed up.

C. they couldn’t think of effective training plans.

D. the situation in work areas was not stable.

7. During the pandemic, some universities had to put off teaching because
A. they lack the necessary tools and resources. [07 |... |
B. parents refused online teaching.
C. students insisted on attending their classes.
D. they couldn*t harmonize the semesters.

8. 40% of poor countries could not address the needs of children at risk during the pandemic because
A. these children were busy doing the chores at home.

B. these children couldn’t reach school due to their disabilities.
C. they ignored these children in their policies.

D. they lacked information about their parents’ revenues.

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ررد بوطيت الأساتطة أطر الأخاصيميارم با اكات اا اا
ريمس ؛ اللغة الاتبليزية - الاختبار + ماسنة

mic.

والتاعيلي-دورة فودير 2020 الموموع
الصفحة: 6 على 20

9. In paragraph 9. 16.000 dollars is

A. the amount of money lost in fighting tele un rider
B. the amount of loss which is caused to cc 00)

h child who fails at sc

; reac
‏بطع‎ amount of money last h child who finishes school.

D. the amount of money eamed by cac

at 23.8 million children will not be able to return to school as a result of

10. UNESCO estimates th
A. getting married at an early age.
B. the economic effects of the pandemic. ETUI
C. permanent school closures.
D. lacking necessary school equipment.

11. This text is mainly about
À. the economic effects of the pandemic on poor countries. CT
B. the situation of education prior to the pandemic.
C. the situation of education during and beyond the pandemic.
D. the future of education after the pandemic.

B. Complete the following sentences with information from the text. (3 pts, 1 pt each)

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بير 20:20- الموضو»
الصفحة: 7 على 20

‎alpages LR AA aa pen CE CICR‏ بالنسبة للتصليم الثاذوي ‎apdle,‏ الإبدادي واليأمبليي-‹دورة دو
‎Ga‏ ؛ اللفة الاتيليزبة - ‎«SEE‏ فاصة التحسس وسديداشتيك مادة التخدمس

C. Answer this question. (1 pt)
15. Based on the graph, explain the financing gap in education between 2015 and 2020.

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EEE EE TE RE EE
EE EE IE CE SEPT
A EE ‏بل في‎ EEE EEE

aa aa ARE EE SE PERRET

SECTION 11: LANGUAGE (25POINTS)
Choose the correct option. (1 pt each)

16. The problem is difficult to under control. 16].
A. keep B. hold C. do D. make

17. Our teacher, Mrs. Rachidi wrote our names down on the desks she should forget.
A. because B. otherwise C. lest D. so as not to

18. James lied so many times that we can no longer place any on what he says,
A. conviction B. reputation C. regard D. credibility

19. Martin Luther King is known his famous speech “ / have a dream”.
A. to B. about C. for D. with

20. Peter’s parents died when he was a baby and he was by his aunt.
A.broughtout 7 B.broughtup C.broughtabout | D.grownup
21. Bill: “Have you seen any interesting comedy lately, Nancy?”
Bill asked Nancy

A. if she would see any interesting comedy lately, | B. if she saw any interesting asie ae
5 if she has seen any interesting comedy lately. | D. if she had seen any interesting

hadn’t got there on time, the building :
PR ‏بتي و‎ B. would have been dora
à will have been destroyed D. would be destroye

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1

1

يه الأماتطة مر الأفاديميام بالنسبة
ريع الادبليزية - الاختبار, ‎Liste‏

4

ny it in the newspapers yesterday,
that's Why EP

jal news _— in an hour Or 5 p. will bring / don't publ ish |
23. The spec «1n*t publish “1 be brought / didn’t publish
A. brings / didn't pu D. vil
C. will be brought / wasn*t publis ; ,
: vere many participants in the polaire vec ‏ا‎
‎24, There se 2 B. were there ;
A. weren ur ;
; me at this difficult time. 18
25. | really appreciate your ‏ال‎ help

À. to help B. helping '
but it was so boring.

pe B. TV show during thirty minutes

À. thirty-minute TV show

auu ‏برع و و و‎ Hô

© thirty minutes TV show D. TV show thirty minutes long
27. 1 met Liz at yesterday's party, but1___ her by sight for years before that.
A.haveknown | B.hadknown — C. will have known D. had been known
28. Before his illness, Tony anything but nowhe _____ very careful with his diet.
À. could eat / can be B. must have eaten / had to be
C. could eat / has to be D. couldn’t eat / has to be
29. Wreckage from the plane was scattered à wide area.
À. over B. from C. on D.at
‏م‎ enjoyed their stay at the coast of __ Black Sea last summer.
e/the
ne B. O/the C. The/ D D. The/a
‏م مله‎ angry because he couldn’t find the report ; |
were Banywhere = C.somewh
٠ ere D. nowhere

32. The lift is out of ;
À. function ‏اجا‎ so we’Il have to walk up the stairs.

. uty 0

33:11 » order D. work

A. bill Orced to Bet off the bus because he couldn’t 15
34. Don't ‏الا ا‎ 6.16 pay the

* W6% have to wait a little ln, D. fare ;
At 8 little lon 1
ap B. tumin 0 0 vu l'm sure he'l_______ soon.
٠* 010 into

D. turn down

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77701777 بالبمية للعليم الثادوري بملشية الإعداددي والتاميلبي-سورة توذير 2020- الموضوع
مابطة

الصفحة:
مباراة لموظي مسج ول ودبساشتيك قادة الننسس 9 على20

التحسس ,؛ اللغة الانيليزية

35, The teacher should give us more time; ____, we won't be able to finish all the tasks
A. however 13. otherwise C. yet D. iberefore ;

36. In her speech she expressedher ________ for all the help she had been giv
A. thankfulness | B.thanking C, gratefulness D. ae 8

37. Excuse me, to docs that car belong?
A. which B. that C. whom D. who

38. Most of the telephone lines were destroyed by the storm last night and so it's al ; ;
‏ل‎ through to anybody today. almost impossible to
A. go B. get C. make D. take 38 |

39. Most politicians pretend to ignore opinion ;
A. votes B. figures C. questionnaires D. polls 391...

40. She always chooses some very pretty paper for her presents.
A. wrapping B. invoiving C. sealing D. covering

SECTION II: TEACHING METHODOLOGY (40 POINTS)
A. Match each learner to his/her learning style. (1 pt each)

A. Visual B. kinaesthetic C. Auditory D. field independent

Learner
41. Rachid always asks his teacher to repeat instructions in the classroom.

He also enjoys listening activities and rehearsing English songs at home.

42, Nadia is difficult to control in the classroom. She always moves around
and prefers to leam while playing à game.

43. Soumaya always needs her teacher to show her a

to understand better, She also prefers to draw charts

language classes. She is usually better at reading 0

picture or two in order
and timelines in her

rehension tasks.

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بي ‎Al anale‏ الأحما

بريه إل ديمياي با
يالا , اللغة الانيليزية

Lai)
cp ve pit ‏ماسر‎ IE

BR. Match cach of the followin
of Icarning objectives- (1 ‏عه نر‎

A Applvine - © Analyzing -

Classroom activi em
‏م‎ voice, the teacher »", a
| 44. 1n a grammar lesson about the passive vos te then provides learners with

| reviewine the past participle form of some sorts get structure (the passive
| short text which contains à few examples ‏م‎

D. Remembering E, Evaluating

learning Objective)
ans the lesson by 5

| voi “ch demonstrate
| + teacher attracts the learners” antention to the sentences which

“des some support about
| the passive voice by underlining the va Pas opté
the doer of the action by asking leamers ‏لكوت‎ :
6 Leamers are asked to work in pairs. They extract the sentences sn in text
and then try to figure out how the passive 101066 5 formed by examining

sentences and trying to find who did what, to whom and when. They then come Up
with their own rule of the passive voice. ; ; :
47, The learners are asked to re-write the sentences in the text in their equivalent
active forms. They also do another exercise in which they put the verbs in the
passive form. The teacher finally provides learners with a picture and asks them to

write wo sentences in which they use the passive voice, describing the actions in
the picture.

C. Fill in the blanks with appropriate words. The first letter of each word is given. (1 pt each)

The learners’ task in the teaching and leaming equation is to construct the system of the target
language. They have to find and remember how (48) w

mean, how (49) g
stress and (51) i

0 ‏ممم‎ are joined together and what they
paltems ft together and how phonological (50) ‏.................؟‎ 5

‎are used. The system the learn‏ ا
بل ‎constructs‏ ]© :
‎come from direct, conscious )52( 1... of new bi usine‏ ب ‎parts‏
‎5e K w bits of language, and others may be‏ ع )53( ‎subconsciously picked up from‏
‎target language.‏ 6

‎MALTE ‏ووو‎

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أواله

‎AA ant MAR US‏ الأفاديغها

‎Type of language test

‏ل لل

‎p. Name the type of the language test used In each situation in the chart. (1 pt ench)

‎atr Johnson is the director of a private language school called John & Jonny*s School. In this school
ifferent tests for different

‏ان ا ل الع ع لع — —
يه عا .م .تا له .با -_-
ذأ رم ما ا سا سا -

‎lea paille‏ الثاني ‎alles‏ الإنداددي والتأميلي-جورة تودير 2020 - الفوموع

‏الصفحة: 11 على وو

‎and durine the school vear, the tcachers have to prepare and administer d
jeamers and purposes.
Situation
"€ Beth and three other adult leamers are new students at John & Jonny's
School. Their new jobs require the use of English and that‘s why they have
come to register in a short term language program. The administration
decides to give them a test to determine the language level of each of them.
55 Linda is a teacher in the school. Her students have already finished
stuéving two units in the first semester. She hasn't yet checked if they have
| benefited from her classes. So, she decides to give them a test.
56. Every beginning of the year and before starting to teach a new course to
his classes, Mr. Bradley proceeds to evaluate his students’ knowledge of
| English. The results of the test would allow him to provide his learners with
remedial activities according to their needs.
57. Brahim got his Baccalaureate with distinction, and he decided to study
2 an American university. Part of the registration requirements is to take
the TOEFL test to check if he can successfully carry on his studies without
any language-related difficulties. One of the teachers at John & Jonny's

‎School is helping him to prepare for this test.

‎… Choose the right answer. (1 pt each) ; ; 1
88. In 122615 theory of learning, when à child is changing his own intemal knowledge structures,
À. assimilating B.adapting
C. adopting D. accommodating
59. In lan 1 jacency pair is
guage teaching, an adjacency p

‎y in à written text

‎À. à sequence of two utterances by the same speaker

‎B, a sequence of two utterances by two different speakers
C. à sequence of two words occurring next to each other
D. two sentences occurring one next to the othe

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— صفحة 11 —
0 أ
2 - › ا ةا ات ات ات م ا

مبازلة توظيفم الأماتطة ‎dal‏ الأب ته ‎ail‏
‏التنصس ؛ اللغة الانبليزية - الأختبار امير

tudents’
asc (GE
to S ‏لي‎ that Nathalie 5

72e

y uses short qu
s, In this situati

ve purposes
rposes

ie, a teacher of English» usuel
‏,ع‎ but without assigning gra

60. Nathal
learnin

quizzes arè f_or_— B. formative
A. summative purposes p. diagnostic ‏ام‎

C. proficiency purposes
j ivate |

her is expected to activa
we +. Which of the following ac

earners” background
tivities is the most suitable

61.1n reading/listening compréhension,

knowledge for better understanding of
for activatin background know ge’ ;
g backgro re they deal with the questions

A. Asking leamers to read t €
B. Asking learers to underline difficult porte the text
C. Asking leamers to 5 aluate the text ‘
D. Tel ‏ب‎ the learners the topic of the text and the life of a person they
know
62. Which of the following le

arning theories ignores the role of the human mind in developing
knowledge (including knowledge of language)

and assumes that learning can be studied
62 | a

only in terms of physical processes?
A. Behaviorism B. Cognitivism C. Constructivism D. Humanism
63. In blended learning contexts, the teacher presents [8[-

A the vip course online only in emergency situations.
= pa of sous pue vou language and the other part in the learners’ native language
Caro dec» ee with the use of technological devices.
evices such as computers, the inte
1 met, etc.

64. Which of the following activities i
; s related to top- ine i
nt tiers in the text 0 top-down processing in reading comprehension?
5 SORTE the components of sentences
À Dos #5 word such as ‘process’ is a noun or a verb j
; g of a story you already read and which has HG sentence
65. Which of the following tasks targets assessin ‏وت‎

‎ents’ inferential comprehension skills?‏

À. Pick out from th ‘ecti
Re de ja two adjectives which show the wri
underline the three main causes of. Meter attitude to child labor 65
child labor. 0

00 ;
omplete the chart with the percentage of child lab
abor

about child labor.

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‎Te‏ "وين إوببارزية. ‎tale «As‏

6 In an ‏مسي بت‎ class, cloze is used ns n = -
technique 1
5 sos que B. grouping technique 7
c. plan D. fecdbnek technique (im)
iting process when a student i 1 :
g7.1n the WT! nt 15 asking questions such as ‘
: as “How can ! make this
s point

clear?/ Is this argument convincing?". He/ She |
| A. publishing B. inventing $ in the stage of

C. editing D. revising ‏اتات‎
‎8 ofa lesson that gives learners the chance to use what they've just | in si =
“ituations is called ; Just 1687080 in simulated real
A. guided practice B. free practice
C. teaching practice D. controlled practice
‏,وي‎ The ability to read and speak well and to express oneself without effort is called
A. compréhension B. fluency C. production D. accuracy

70, In their teacher training program, Jamal and his group were asked to pre
resentation on language pedagogy. The latter is an area of 8 pare a [9 [--]

À. theoretical linguistics B. sociolinguistics Fo]

C. applied linguistics D. psycholinguisties
71, Which of the following is the most appropriate technique for a pre-writing activity?
A. Using a graphic organizer to generate ideas

B. Asking students to comment on each other’s draft
C. Checking the meaningfulness of sentences
D. Using a checklist to edit a written essay

2. Which of the following is considered contrived or non-authentic materials in a language class?
B. a newspaper article ‏اي‎

À. a teacher prepared dialogue

C. a video recorded in a restaurant D. a speech of Obama

During our first classroom observation, our host teacher started with an se in which hi
students shared their thoughts about the problem of violence at school. This ! | 73

called : D. brainstorming

À drlling B. role playing C. gap filling

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جاراة ووه الأمائطة أطر الأطاسيعيات بالنسبة للتعليم اللادوي بملشيد الإمدادسبي والتأميلي-جوزة ‎pass‏ 2020- الموضوعم
, اللغة الاتبليزية - الاحتيان ماس التخسس ‎al pi age‏ الندسس الصفحة: 14 على 20

› A ‘ ‏صما‎ that teachers should a\j
74, In second or foreign language teaching, advocates ofthe ___— € Callow ‏ج‎

silent period ‏جاب‎ PTE the leamers with the necessary input before they start producing the
language. ;
A. natural approach B. grammar-translation method [7417
C. direct method D. audio-lingual method 1

75. In her grammar lessons, Betsy prefers ‏ما‎ give her students the rules first and then provides them

with examples and exercises. She believes that this __________ is more suitable for her adult

lcarners.
A. discovery approach B. product approach :
C. deductive approach D. inductive approach ‏[:-351ا‎

F. Fill in the chart with the appropriate teacher roles from the list. (1 pt each)
In his pre-practice teaching period Mr. Zahiri observed different classes and noticed that teachers
adopt different roles.
A.organizer B. performer C.counsellor D. controller E. administrator F. observer G. reflector
Teacher |
76. At the end of each class, Mrs. Yousf would sit down and think

about what was successful and what was less successful in her
lesson.

77. Mr. Rahmouni walked around in his class and watched his students
work in groups.

78. Miss Tanjaoui mimed a series of actions to help her students
understand some action verbs.
79. Mrs, Naji listened carefully to her students and when they used their
native language, she told them to use the target language.

Role adopted

80. Before his lesson, Mr. Sentissi sits down and thinks about how long
his pair work activity should take, what instructions his students
need and how he can make them clear, how his students should sit
and what to do if a student doesn't have a partner.

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— صفحة 14 —
2020—
= 5 بهاسيميادة بالنسية لمعم دة ‎mil‏ الصفحة: 15
‎“un‏ لساب بار الا ‎Lu‏ التحمس وديساح تيك ماحدة 1 ‎a‏
‎Ma‏ تمليزوة — الاختبار ؛
تتتحسس ؛ اللغة ‎pa‏

gcT1ON [v: WRITING (20 POINTS)

eli ;
g1. Some people b eve that controlling and censoring the use of soci
phile others argue that it is a violation of human rights of social media is a necessity,

Write an essay in which you discus this statement. Give
‏ي‎ pts) arguments to support your opinion.

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— صفحة 15 —
أرأة توظبا الأماتطة أطر الأخاديميات بالنسبة للتعليم الثانوي بملكية ‎slt Ÿl‏ والتأصيلي

—2020 3544 ‏طورة‎
‎PRE ‏التنصص وديصاحتيك ماصة‎ CON PO 1 A

Morocco as a foreign language. Students have limited opportunities and

‎English is taught in‏ نو
‎resources to practice this language.‏

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