Modèle d'examen d'aptitude professionnelle (accès au 1er grade) — professeurs du secondaire qualifiant — didactique de l'anglais — session septembre 2019

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امتحان الكفاءة المهنية لولوج الدرجة الأولى خاص:بكتابة الامتحان
‎gsm l‏ ممم ‎nie‏ من إطار أساتذة التعليم الثانوي التأهيلي
‎je Fa ms |‏ دورة شتنبر 2019 :
المركز الوطني للتقويم والامتحانات والتوجيه
: التخصص م اللغة الانبليزية النقطة النهائية على 20 بالأرقام ‎dt‏ خاص بكتابة الامتحان
المادة : اختبار في ديداكتيك ‎n is Bale‏
‎sa‏ (على المصحح التأكد من أن النقطة النهائية هي على 20)
‎ses TEL] ١‏
| ببلت_ ثثا سس ب لللللل8لسساااسهسة
‎TASK ONE: Choose the correct answer. Write only the corresponding letters in the spaces |‏
‎provided. (8 pts; 1 pt each)‏
‎Some theorists recommend a period of time they call a in the initial phase of learning in which‏ .1
‎learners should focus on understanding rather than responding.‏
‎A. silent period B. critical period‏
‎C. preparation time D. transitory period 1 ١‏
‎The following statement: ‘By the end of the lesson students will be able to speak about what they are $‏ .2
ا ‎doing now using the present progressive” is an example of‏
‎A. a proficiency objective B. a content objective‏
‎C. a performance objective D. a psycho-motor objective‏
‎Which ofthe following is NOT an example of a bottom-up strategy?‏ .3
‎A. Decoding the meaning of words in a text.‏
‎B. Using contextual clues to understand the meaning of words. :‏
‎C. Linking the text to another text.‏
‎D. Understanding the meaning of discourse markers in the text. |‏
‎Asking students to repeat a dialog after an audio-recording is an example of‏ .4
‎A. contextualisation. B. elicitation.‏
‎C. memorizing. D. drilling.‏
‎Using a whole sentence to describe or talk about a word which 1 don’t know in English is called‏ .5
ا ‎A. illustration. B. circumlocution.‏
‎C. paraphrasing. D. metacognition. |‏
‎Which ofthe following tasks is NOT communicative? | |‏ .6
‎À. Describing my childhood life using pictures | |‏
‎B. Asking my friend about how she celebrated her birthday |‏
‎C. Talking about what I did last weekend {‏
‎D. Completing sentences with verbs in the past 1‏
83 مم 3 3 2 _ ‎à‏ الات َب ‎à ke 5 ER‏ ب د 7
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‏لا بكتب )6( شىء‎
‏اسي‎ Qi
Le Y| | Ç À
‎12 ‏اعتدان الشفاءة المسنية لولوع الدربة الأولي من إطار أماجدة التعليم النادوي التأميلي - دووة ختدبر 2019 - الموضوع الصفحة : 2 على‎
‏اللغة الأنبليزية‎ à ‏المادة ؛ احتبار في ديد احُتيك ماعدة التخصص‎
7. Being able to use language in different contexts taking into consideration the roles and status of the
interlocutors is
A. sociability competence. B. linguistic competence.
C. pragmatic competence . D. global competence. 7 ‏...ا‎ |
8. Which of the following is NOT a reading comprehension testing technique?
A. Skimming a text B. True/false statements
C. Completing sentences D. Chart filling [ 8 ‏...ا‎ |
TASK TWO: (4 pts; 2 pts each).
The following writing topic is suggested in unit 8 in one of the Moroccan 2" year Baccalaureate
textbooks:
Topic :
You have recently read a lot about the phenomenon of brain drain in a magazine. Write a letter
to the editor suggesting some measures that may solve the problem or at least reduce its negative
effects.
Fill in the chart below with 2 different pre-writing activities you would engage learners in before they start
writing their first draft. Justify your choice.
Pre-writing activity Cu Justification |
‏مسب‎ Re se tn")
‏ل له ال ل ا‎
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‏لا يكتب اى شىء‎
‏ِب‎ > ٠ LA
‏فى هذا الإطا‎
‏بي‎ £ 57
12 ‏امتدان الشفاءة المصدية لولوع العدرية الأولي من إطار أماتدة التعليم الثانوي التأميلي - «دوزة ختنبر 2019 - الموضوع الصفحة : 3 على‎
‏التنسس :؛ اللغة الآنبليزية‎ Lanta ‏اختبار في «ديداحتيك‎ à ‏الماصة‎
‎TASK THREE: (6 pts)
Many Moroccan teachers believe that because we have a unique syllabus, a prescribed textbook and we
have standardized tests and exams which ‏اله‎ students have to sit for, there is no need to differentiate Î
instruction in our classes.
13. To what extent do you agree with these teachers? Explain. (2 pts)
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لا بكتب أى شىء
‎Er‏ اسي
فى هذا الاطًا
في £ ‎À‏
‏امتدان الشفاءة المسدية لولوج السدرجة الأولي من إطار أماتذة التعليم الثانوي التأسيلي - ‎Ligue‏ ختذبر 2019 - الموضوع الصفحة : 4 على 12
المادة ‎JA à‏ في ديد احُتيك ماحدة التنسس ‎à‏ اللغة الأنبليزية
‎Fill in the chart below by listing 2 strategies you would opt for to differentiate instruction in each skill.‏
‎pts; 1 pt each)‏ 4(
‎Strategies of differentiation a |‏ ا ‎Skills LL‏
‎CR |‏ ا ‎Presenting a‏
ال ا ا ل ا ل ل ل أ ال اا ا لا ا ‎A OA‏ ال
جد حا بات وت الو أ ا نا الأو الو ا ‎Assessment EL‏ |
‎TASK FOUR: (4 pts; 1 pt each)‏
While teaching vocabulary, some teachers stop at the level of teaching only the basie meaning of
the words they are teaching. Researchers, however, maintain that words are associated with a large body of
information besides their basic meaning.
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لا بكتب أاى شىء
‎rs re‏ يي سي
فى هذا الاطًا
في £ أي
أعتدان الشفاءة الممنية لولوج الدرجة الأولي من إطار أماتدة التعليم الثانوي التأسيلي - «دورة ‎ss‏ 2019 - الموضوع الصفحة : 5 على 12
‎Lula‏ ؛ ‎sat‏ في <ديداحتيك ‎dla‏ التنسس ‎à‏ اللغة الأنبليزية
‎What other aspects of the words/expressions below you would teach besides their basic meaning?‏
‎Example of 0 " 0 |‏ |
‎What aspects I would teach + justification |‏ |
‎word/expression | |‏ |
‎1١:6‏ ست ‎Te‏ 1
أ ساي و ع و لاملا 192 =
ا ا ا ‎call it a day‏ |
هيع جح عوجت جع و ع الها ااا اا ‎be looking forward to A PO‏ |
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لا يكتب أاى شِع
سم > يِ سي
فى هذا الاطا
أعتمان الفاءة المعدية لولوج الدربة الأولي من إطار أماتطة التعليم الثادوي التأميلي - ددورة ختنير 2019 - الموضوع الصفحة : 6 على 12
المندة ؛ اختبار في ديساحُتيك ماعدة التخسس ‎à‏ اللغة الانبليرية
‎TASK FIVE: (8 pts)‏
During yesterday’s reading class ] asked Mourad, one of my students, to answer the comprehension
questions after reading the text, but he failed to do so. 1 got angry and asked Latifa, the student next to
him, to answer the questions, which she successfully did without hesitation. At the end of the class Mourad
came to me and said “teacher, I think 1 don’t know how to read. To comprehend the text, 1 don’t just read
it once. In some parts of the text, 1 read quickly and in others I slow down and think about the idea in the
sentence before I move on to the next one. It also happens to me that I make notes or write other questions
next to the text whenever 1 remember something which is connected to the text. 1 remember you already
asked me not to do so many times and you want us to read the text quickly and answer the questions. I also
sometimes need to go back and re-read the previous line again and again. I need to check my dictionary for
the meaning of the words which 1 can’t understand in the text. That's why you think that 1 am always late
in reading the text”.
22. What can you infer about the teacher’s approach to teaching reading comprehension? (2 pts)
23. What can you infer about Mourad’s way of reading? (2 pts) ‏د‎
‎24. What should be changed, the teacher’s approach to teaching reading, Mourad’s way of reading or
both? Justify your answer by relying on the theories of reading comprehension. (4 pts)
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Sc (6 ‏لا بكتب‎
‏سي‎ CS ‏شلا‎
12 ‏الموضوع الصفحة : 7 على‎ - 2019 sg ‏عتدان الشفاءة المسذية لولوع الدرجة الأولي من إطار أساتطة التعليو الثانوي التأسيلي — ددووة‎
‏احتبار في ديساحُتيك ماددة التنسص ؛ اللغة الأنبليزية‎ à ‏الماصة‎
‎TASK SIX: (4 pts; 1 ‏(طعف أم‎
The following tasks appeared in the reading section of the national Baccalaureate exams. What reading
skill is each task assessing?
| Exam questions Target reading skills
| MATCH EACH PARAGRAPH WITH ITS CORRESPONDING IDEA. ‏ل‎
‎| Paragraph number Main idea |
| 1 4. 01111515 are worried about the future of artificial intelligence. |
| 2 b. Robots will replace humans in many jobs. | :
| 3 €. Robots may develop self thinking abilities. || 4 Scanning
| re 4 d._ Sophia looks like a human. ‏"م‎ | |
: b. skimming |
| 26. 5 |
| COMPLETE THE CHART WITH THE RIGHT INFORMATION FROM 1112 ‏عه‎ |
‏وا‎ — What they refer to ١ ّ |
‏ا‎ .... | Tommy's age when he joined the Drum Works project. d. understanding
| | 100 ‏ا‎ en ‏مضه لجا ال ناد رف اذذه‎ words in context
‏ع1 | مد‎ number of students in each music group. 1 |
27. e. locating referents |
FIND IN THE TEXT WORDS OR PHRASES THAT MEAN THE SAME AS
1. favorite ‏بلالا الا 721[ 2 9578ط)‎
2. gifted (paragraph ‏ااي اانا ال‎
| CHOOSE THE BEST ANSWER
| The writer is
| 1. Neutral about Noor Project.
| 2. Enthusiastic about Noor Project.
| 3. Worried about the future of Noor Project.
253 20: 2 2
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‏لا يكتب أى شىء‎
‏فى هذا الإطًا‎
à pi ‏في‎
‎12 ‏امتدان الُفاءة المصنية لولوع الدرجة الأولي من إطار أماتدة التعليم النانوي التأميلي - حدووة دير 2019 - الموضوع الصفحة : 8 على‎
‏التنسس : اللغة الأنبليزية‎ Roma ‏اختبار في ديد احتيك‎ à ‏المادة‎
‎TASK SEVEN: (5 pts)
After one of his lessons, Mr. Vounssi was asked to comment on what he was teaching in the lesson.
He said “it is a speaking session. The lesson is about discussing the causes and effects of dropping out of
school. My students were involved in group work discussion for the whole session.”
29. Would you consider what Mr Younssi was doing as an effective way of teaching speaking? Explain.(2 pts)
Fill in the chart below by providing 3 different speaking sub-skills and suggest an example of an activity
for each sub-skill. (3 pts; 1 pt each)
Speaking subskil Ü Classroom activity DE 7
© © © — © — ——Ÿ—_—_._——— |
Serena ‏ال‎ mn tonne naar ms
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‏لا يكتب أى شَىء‎
‏ب‎ > ٠ ‏بيب‎
‏فى هذا الاطا‎
12 ‏اعتدان الشفاءة المسنية لولوج الدرجة الأولي من إطار أماتدة التعليو الثانوي التأميلي — دورة ختدبر 2019 - الموضوع الصفحة : 9 على‎
‏اللغة الادبليزية‎ à ‏اختبار في ديصاحتيك مادة التخصص‎ à ‏الماصسة‎
‎TASK 116111: (5 pts)
With the widespread use of gadgets by students and the proliferation of free apps, the exploitation
of ICT in language classes has become a necessity.
33. Design a classroom activity in which students are required to make use of technology in language
learning.
| activity (1 pt) | ‏ل‎ PT D ‏اا ا ا‎ ER ‏ا ل ل‎ PU ‏اما ارت‎ RC INR CN ‏ا‎ I SCENIC UT CCE RCE OS PC on" SOC ÈS LC NY ‏راق‎ ur ME QU |
| Application/web- ‏ولام لوو ام ايا مالا ا اما يا‎ ne nd eme]
tool needed (1 pt) |
| | EPS CSC OU ER A ‏ل‎ PE NO AT NL 2 ‏ل‎ UE ‏ال‎ MC SA I EE OL DA NO LA ‏ل‎ AN UT MC CLIC ‏الم لا لما لمات السلا‎ TS LE RON ‏باب‎
‎nr Fe A.
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| ‏سم“ سابأبل“لللللللللللللاللاللللللتسللم>تكتآ ال ًالييب9886)6#8(]لالآآذآأ-أآأأ”زآآكآكزآأآأزأزأألأللأللاللللللطلأللاللاللكللكككركرركآتكاحكتأتأألأكطاكا|ألأللللأك فا لط لىإلالَألا فلأ الخال انان[اانننناالاا[الال7االاا الت‎
‏لا بكتب أى شىء‎
‏ي اسي‎ ( nes
Yi ‏فى هذا‎
12 ‏-الموضوع الصفحة : 10 على‎ 2019 sin Ligne - ‏اعتدان الشفاءة المصنية لولوع العدربة الأولى من إطار أساتطة التعليم النانوي التأميلي‎
‏اختبار في <دبداحتيك مادة التنسص : اللغة الانبليزية‎ à ‏المادة‎
‎TASK NINE: (6 pts; 3 pts each)
Fill in the chart below by briefly outlining at least one potential problem in the fulfillment of each task.
Provide a solution to overcome it and justify your choice.
| Task | Potential problem | Alternative |
stage of teaching the ‏لت لا ال‎ ON ‏ا ا ل‎ |
function of ‘asking EE EE LEE EE LE ZE
teacher asked students to D ‏الج جاه وو بم | مسي‎
l'Wôrk in groups ‏ا ال ل ل اومان م ممم سمه ممم افق 400 4ه‎
| ‏اواك املو توا اواك واوا جوتي ل‎ PRE
| 35. In a reading lesson, the ‏ل‎
‎| teacher asked students to ‏ال ل ال ل ل ا اا‎
| work in groups of 4 and fill ne uen ‏ا‎ nement lose nn ane eee al
in a spider diagram about ‏ا‎ D alle US |
the different social | SA Ed AN
| problems in their | ‏ل لمع مي‎ 2
| community. The teacher 0 ‏ال ا ل‎ CSS
then asked them to keep | RE EC ON A
working together and fesses | CA
preview the reading text for | TT
the general idea. | |
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‏لا بكتب أى شىء‎
‏سبي‎ G + +
‏فى هذا الاطا‎
‎12 ‏الدربة الأولي من إطار أماجذة التعليم الثانوي التأميلي — ددورة ختنبر 2019 - الموضوع الصفحة : 11 على‎ sis ‏امتمان الشهاءة المسبية‎
‏اللغة الأنبليزية‎ à ‏التحصص‎ nl ‏احتبار في ديداحتيك‎ à ‏الماصة‎
‎TASK TEN: (4 pts; 2 pts each)
On a social networking site one of the Moroccan ELT practitioners made the comment below about the
| national Baccalaureate exam (2019) for the Arts stream. Answer the questions below.
OÙù5 5 comments
lbelieve the National Exam of Arts is
irrelevant to their level in terms of
difficulty; it is too easy. Today, many
students left the exam rooms by half of
the period and all of the Arts rooms were
empty before the allocated time for the
exam finished.
What do you guys think?
QU 34 49 comments
36. Do you think that leaving the exam room t00 early is an indicator that the exam is easy? Justify.
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لا بكتب )6( شىء
فى هذا الاطا
فى £ لي
اعتدان الخفاءة المسنية لولوج الدرجة الأولي من إطار أماتطة الجعليم الثانوي التأميلي — ددورة ختنبر 2019 - الموضوع الصفحة : 12 على 12
العادة ‎à‏ احتبار في «ديسداحتيك ماحدة التنسس ‎à‏ اللغة الأنبليزية
37. What indicators would you rely on to evaluate the difficulty/easiness of a test or an exam?
TASK ELEVEN: (6 pts; 1 pt each)
Complete the following passage with the missing words:
Some teachers think that simply telling students about a text is a sufficient pre-reading
strategy, but it is incorrect to assume that only a brief lecture about the reading will push
struggling readers to e................. (38) with the text in their own minds. In fact, relying
solely on such a practice will only enable struggling readers to continue to be dependent on the
teacher to make m...............(39) ofthetext. In addition to fostering self-sufficiency, you
must remind struggling readers that ce. ............... (40) begins prior to reading and extends
into the discussions they have after they’ve finished reading. Many teachers think of
comprehension only as answering questions correctly after reading the text. That’s too late. Pre-
reading strategies that focus on active engagement with the text help struggling readers do what
proficient readers do—think all throughout the reading p................ (41), not just at the
conclusion. Effective pre-reading strategies also stimulate students’ Dis as (42)
knowledge about a topic; when the knowledge that we already have in our heads about a topic or a
related topic is pushed to the forefront of our minds, it is easier to make €. ............. .(43)
between what we are learning from the text and what we already know.
From: Cross-Talk in Comp Theory: À reader. Villanueva, V.(ed), 2003.
(The content of this exam has been adapted from different sources)
= = | 2: ٠ ‏ب 18 ا‎ | * ,
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