Modèle d'examen d'aptitude professionnelle pour l'accès au 1er grade des professeurs de l'enseignement secondaire qualifiant — Sciences de l'éducation et didactique de la discipline (composante didactique) — anglais — session 2025

Ce texte est extrait automatiquement des images de l'épreuve et peut contenir des erreurs de lecture — les images ci-dessus font foi.

الب م ب ا أ ليسا حا امي
والتعليم الأول والرياضة ‎RER‏ +488 280:04 16818 دورة 2025 16
المركز الوطني للامتحانات المدرسية وتقييم التعلمات الموضوع 3
__ل'ا__تت_با ليل لي
. . > - تعليمات وتوجيهات ‎ag‏ للمترشح(-__-
1. يتضمن الموضوع وضعيات اختبارية مكوّنة من 50 سؤالاً؛ من السؤال 021 إلى السؤال 070 ؛
21 لكل سوال خمس اختيارات لأجوبة مقترحة ‎(A, B, ©, D ,E)‏ واحد منها فقط هو الجواب الصحيح؛
3 تخصص ورقة إجابة واحدة لكل مترشح )3( لا يمكن تعويض ورقة الإجابة أو تغييرها؛
4. في ورقة الإجابة ‎«(Feuille Réponse)‏ يظلل المترشح(ة) الخانة المقابلة للجواب الصحيح كما
يآتي: ‎I‏ باستعمال قلم حبر جاف (أزرق أو أسود) ؛
5 لا يسمح مطلقاً بالتشطيب أو باستعمال المُبَيض ‎(Blanco)‏ في ورقة الإجابة ( ‎Feuille‏
‎‘(Réponse‏
‏6. يمنع منعا ‎US‏ حيازة الهاتف المحمول: ‎«sis‏ حامل لمعطيات رقمية أو مستندات ورقية داخل قاعة
الإجراء؛
| 7, يعتبر ملغيا كل جواب لا يحترم القواعد المذكورة أعلاه؛
8. تمنح نقطة واحدة (1) أو نقطتان (2) عن كل جواب صحيح حسب ‎alu‏ التنقيط» وصفر (0) في حالة
| عدم الإجابة؛
9. يعتمد تنقيط سالب عن كل إجابة خاطئة أو ملغاة.

امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة 2025 و
| الموضوع ا
الاختبار : علوم التربية وديداكتيك مادة التخصص ‏ المكون : الديداكتيك . التخصص : اللغة الانجليزية ‎ses‏
‎À. CHOOSE THE CORRECT OPTION. (20 pts; 1 pt each)‏
‎During an observed lesson with Common Core learners, Mr. Idrissi begins with a listening‏ . |
‎model of simple question-answer exchanges:‏ ل
‎“What’s your name?” - “My name is Sara.” ; Where are you from?” - “[’m from Morocco.”‏ 21
‎Q He asks the class to repeat chorally, then individually, rewarding accurate pronunciation with‏
‎Li praise. Errors are immediately corrected and re-drilled until responses are accurate and fluent.‏
‎learning theory best explains the rationale behind Mr. Idriss’s approach?‏ طهنط/ أ
‎Social Learning thcory‏
‎B. Cognitivism‏ |
ااا ‎|Behaviorism‏ ©
‎D |Nativism‏
‎None of the above |‏
‎During a project-based lesson, learners collaborate in small groups to design a short tourism‏ ال
‎brochure for their city. The teacher circulates, asking guiding questions and providing‏ 1
‎Q22 vocabulary prompts when needed. As groups progress, she gradually withdraws support,‏
‎them to complete the task independently.‏ 211017108 د ال
‎ire Which learning theory most Strongly underpins this teaching practice?‏
‎A | Social Constructivism‏
; سس سبل سلسلا
‎B | Cognitivism‏
‎C Behaviorism‏
‎D ١ Humanism‏
‎None of the above‏
‎Laila uses multiple assessment types such as projects, presentations, and portfolios to assess‏ ما
‎RTE progress. Which of the following is a challenge in this type of assessment?‏ 023
‎A | It doesn't allow the assessment of what Students can do in language.‏
‎B ١1115 not used to assess vocabulary and grammar, DE‏
الببتمبم_بب_ب__'_'بيت _ متسي_ي يت ال مي ا لجن جور ‎EE‏
‎١ 1118 not used for summative purposes.‏ ©
‎D | Itrequires much time and effort to grade." — |‏
‎CE [Noneoftheaboe 77 7 "» :‏
ج المبازيات من موقع وطيقة إدقو ‎wadifa-info.com‏

١ ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة 2025 د‎ 8
1 ‏الموضوح‎
‎١ ‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك .| التخصص : اللغة الانجليزية‎
‏ال‎ ln her class, Amal conducts a speaking-focused lesson centered on everyday preferences. She
‏ا‎ Dcgins by modeling short dialogues such as: “Do you like apples?”
5 - “Yes, I do.” She then prompts substitution drills (‘bananas,” “strawberries,” etc) while
‏طرق‎ monitoring pronunciation and accuracy. The entire exchange takes place in English, with no use
‏ا‎ of the lcarners’ first language. Amal provides immediate corrective feedback on form and
08 1 5 0 intonation. Toward the end, she briefly encourages pair practice using the same dialogue
‏الك‎ patterns. Which method is she primarily using?
A | The Direct Method
CB ‏م ا ااا ااا غلا في‎ + ةن٠نبإاا‎
© | Situational Language Teaching |
D' {| Total Physical Response
E | None ofthe above ج‎ . .. .“- ‏<+ظطسض -<ةح] 1 .راو ج”‎ 5<ا|]هاا7©©؟٠ا5اؤ75ا97س1©71ا8ا٠71٠ا>لفلفللم‎
‏ا‎ During pair-work speaking activities, Souad walks around listening carefully to students’ talk.
025 When students make errors, she notes them down and discusses them at the end of the SESSION, |
A without naming specific students. What type of feedback strategy is Souad 7
A | Immediate corrective feedback | D
B | Delayed collective ‏م 7 ا ااا ممطاع‎
© | Metalinguistic feedback
D | Recast as a way to give feedback de ‏ا ام‎ |
E | None ofthe above
‏اا‎ When Amina scaffolds a 1681116175 speaking task by first providing sentence starters and then
Q26 gradually withdrawing them, she is applying the principles of :
A | Vygotsky's Zone of Proximal Development ١
| ‏ع‎ |Piaget’s Cognitive Development Theory
c | Krashen’s Input Hypothesis "
Cp. Bloom’s Taxonomy of Cognitive Domains |
E | None ofthe above
Le Before introducing her vocabulary lesson, Sara invites learners to fill in a graphic organizer with
027 the strategies they use to learn, memorize and use vocabulary. In this task, learners are involved
a Cognitive proccss
B |a vocabulary retrieval process
C ١ 8 metacognitive process
D |an information transfer process 0
E | None ofthe above
wadifa-info.com ‏ج المباريات من موقع وظيفة إنفو‎

5 2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة‎ TE
| ‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك | التخصص : اللغة الانجليزية‎
‏ل‎ ln 21680178 lesson, Othman changes a text about what Indian kids do in their ‏مم0‎ time with a
7 28 ‏له‎ talking about how Moroccan teenagers spend their free time. This approach to materials
| 0 ‏ل‎ adaptation is referred to as ‏"م‎
‎A extension ‏.ب ا”لا؟ة]2ااظممّظ 7 ]اٍ لؤه]26لا7ماظ]<ر ]ه]ًهصطرممأااأألهاهاااى#ى#7““ 7““ف. . -2©]> ##50”"#" # “ .شس.سأىبى ت‎
B |reorganisation
C |simplification | | |
D |localisation
1 None of the above |
‏اك‎ 10 planning his lessons, Bilal aligns his lesson outcomes and objectives with national language
029 standards before designing activities and assessments, This process represents
A | backward design
‏ا‎ PPP mo ‏سع‎
‎C | improvised teaching
D | inquiry-based approach 7 ‏سسا‎
‎E | None ofthe above : ١١
‏ال‎ 11819 360 class, Ali 01788111265 a debate about how to reduce waste in their area. Students arc
‏الأ‎ divided into two groups discussing the topic and giving their arguments. At the end, each group
030 prepares a report about the arguments of the other side, deciding which ones are most
‏الع‎ convincing. Which 21st Century Skill is NOT targeted in this activity?
A | Communication
8 ‏مس7 ووم‎ LE LE ‏يا # مس ب ب‎ # .َ
‏م‎ Critical thinking | | ‏ا‎ ٍ
D | Problem-solving A —
E None of the above ‘
Rue 5 D In an advanced English class, Lina shows her Students two contrasting articles on the effects of
‏أو‎ social media on youth. She asks students to evaluate the articles, identify biases, compare
Q31 A arguments, and justify their own stance in a class debate. Students must Support their opinions
‏اق‎ with textual evidence and logic rather than personal preference. Which 21st Century Skill is Lina | à
‏ال‎ 011178111 fostering? ٠
A | Critical thinking HE | | En
B | Media literacy ‏ناآ‎ En
0€ |Collaboration ‏سا اناا‎ <١ " :
D {Allofthe above
CE None of the above EH :
‏المباردريات من مو قع و ظيفة إن رج‎ > lai
wadifa-info.com ‏ج المباريات من موقع وظيفة إنفو‎

١ 59 2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة‎
4 ‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك .| التخصص : اللغة الانجليزية‎
‏ل‎ 8 designs a 20-item multiple-choice test on phrasal verbs. After scoring, she compares each
Q32 student’s score to the class average to identify high and low performers. She uses the results to
‏ا‎ rank students from highest to lowest achievement and provides grades accordingly. Which type
‏ال‎ of assessment is illustrated in this practice?
EEE ‏ا # س بت ا ب ل ل > يبيل ب‎
Criterion-referenced assessment
B | Norm-referenced assessment ‏ا‎ 0 0 |
C | Formative assessment
D ١ Portfolio assessment
©“ | None ofthe above ‏ااا‎
‏أن‎ In a conversation task about technology, Hana observes that one student forgets the word
033 “keyboard.” The student says, “It's the thing you use to type on the computer.” Hana praises this
0 ‏ل‎ and notes it as an aspect of communicative compétence, Which communication strategy did the
‏أ‎ student successfully use?
A Code-switching
8 Approximation | | |
0 | Circumilocution | |
D |Clarification request
None ofthe above 0 | |
5 si D Hajar notices that her learners” fluency improves when she provides short, slightly above-level
0 ‏رأ‎ podcasts accompanied by visuals. Which theory underpins this strategy?
A Krashen’s Input Hypothesis 0 0 |
B Piaget’s Cognitive Theory | ١
‏مي . .. . .7 7 - ساو اد‎ ١.١ 5... ‏ا ل ا اا‎ 2 ——."—.—_—_—_————. re ‏نس‎ ù
C Bandura’s Social Learning Theory
D Ausubel’s Meaningful Learning Theory
‏ا اف اث اك ص —_— روس سج حا‎ 9
E None of the above
SR While devising tests, Sara avoids tricky questions and ensures the test covers only the items dealt
035 © within class. Her testing practice is guided by the principle of :
A | intra-rater reliability 2 ‏م" ل"‎
B | content validity
———— —— — qq oo, ‏بنتت___تت .جو بتمتسبصصش؟”* اسسيتسسسسي .سب > لإ لإ‎ 3
D |construct validity
E | None ofthe above |
‏إن تدا‎ AG ‏نماذج المباريات من مو قع و‎
wadifa-info.com ‏ج المباريات من موقع وظيفة إنفو‎

امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة 2025 ف
الاختبار : علوم التربية وديداكتيك مادة التخصص ‏ المكون : الديداكتيك | التخصص : اللغة الانجليزية
‎post-reading activity, Nawal asks students to discuss the following topic: “Is it‏ 8 ا
‎D acceptable to cheat on classroom exams?” She encourages students to articulate different‏ 36
‎Q A viewpoints but carefully reminds them to respect cach other’s opinions, even when disagreeing.‏
‎Which aspect of ethics and values is Nawal emphasizing in this lesson? | |‏ فيه
‎A | Punctuality‏
لا ‎B |Tolerance‏
‎c | Commitment‏
‎apart alt de‏
‎None of the above |‏
‎A Before class, Samir shares a podcast episode on cultural differences in greetings. Students are‏ 0 1
‎required to listen and do the tasks at home. In class, he facilitates a role-play activity where‏ أو
‎MEYAS Students simulate grectings in different cultural contexts, discuss challenges, and practice‏
‎negotiation strategies. Class time is Spent applying knowledge rather than introducing new‏ ل
‎content. Which teaching method is evident here?‏ ل
‎A | Flipped Classroom‏
للللنلنلل.". 7 - > --ا9----- ‎B | Experiential Leaming‏
‎C Coopérative Language Learning |‏
‎Content-Based Instruction‏
‎None ofthe above‏
‎١ BR Following the introduction of a new national exam emphasizing grammar accuracy, teachers in‏
‎school begin spending most of their class time on grammar drills and written error‏ 12 ل 038
‎en BA correction. This situation best illustrates the testing principle of :‏ |
‎À Positive washback‏
‎_B | Negative washback — _ Le‏
‎Construct validity‏ 0
‎D Lack of practicality :‏
‎l D |‏ رفظ ‎E | Noneofthe‏
‎RS In a Speaking lesson, Jamila assigns group roles — facilitator, note-taker, and presenter — as‏
‎lcarners plan a short campaign on recycling. She observes how well they negotiate ideas, share‏ 039
‎responsibilities, and reach consensus. Which learner intelligence is most emphasized? à‏ اا
‎A | Logical-Mathemaical Intelligence 22 -"‏
‎B | Intrapersonal Intelligence‏
‎Interpersonal Intelligence‏ | ©
| : ا 7 ‎D |Linguistic Intelligence‏
‎E | None ofthe above‏
ج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏

امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة 2025 ” :
الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك | التخصص : اللغة الانجليزية
‎a reading class, Amine notices that several students are chatting and not following the '‏ 10111108 ع
‎task instructions. He pauses the activity, moves closer to the distracted students, and‏ ا10ع ل
‎(ZT calmly reminds them of the group norms. He then subtly signals them to rejoin their groups
‎without raising his voice. Which classroom management strategy is Amine primarily‏ او
‏7 الأ
‎Positive reinforcement
| B | Visual cues for behavior management
Preventive management
Proximity control " 003 ‏ل‎ 0 0 08 |
None of the above
B. CHOOSE THE CORRECT OPTION. (60 pts; 2 pts each)
ee 5 During a speaking class, Zineb divides students into small groups of four. Each group is assigned
‏الك‎ à different travel destination and must create a 3-minute promotional presentation for their peers,
‏لل‎ highlighting attractions, weather, and local cuisine. She provides guidelines for collaboration,
LS recommends internet resources to use, éncourages equal participation, and circulates to support
‏لقع ال‎ speakers. Students are later asked to share with the class and get feedback. What
‏ال‎ cooperative learning strategy is Zineb primarily implementing?
A ‏لل7وررلحض ) 7>انر« <(سؤظحظ©ادط] د+اا رتط|.١.. ل لم ]1 [ؤوان ونه انط‎
8 Jigsaw technique 0
C | Group Investigation
p | Team Competition
E | None ofthe above ‏اسمس‎
‎De ‏و‎ During a mixed-level English class, Hassan asks students to read a short story. He provides
D 801781060 readers with a follow-up task to summarize the story in their own words, while lower-
‏ريا‎ level students work with a guided comprehension worksheet containing sentence starters.
De lhroughout the session, he moves around, providing scaffolding according to cach learner’s
‏أو‎ 16761. What approach to differentiation is Hassan using?
‎A | Differentiation Dy content" ‏لسالس‎
‏تع‎ Differentiation by process | | ١ ‏ا‎
‎Diffcrentiation ‏ترط‎ 585 style
‎0 |Allofthe above 0
‎E | 1006 ofthe above
‎lai‏ > المباردريات من مو قع و ظيفة إن تالدع
‏ج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏

2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة‎ TT
LE ‏الموضوع‎ :
‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك | التخصص : اللغة الانجليزية ن"‎
‏ال‎ 10 0116 06: lessons, Lina pairs stronger students with weaker ones to collaboratively create a
‏لا‎ dialogue. Meanwhile, she gives faster learners an optional extension task to write a short
Q43 monologue using the target language. While monitoring, she gives targeted feedback to both
‏ا‎ sroups. Which differentiation Strategy is Lina implementing?
A | Differentiation by learning style
B |Differentiation by interest
٠ ٠ ٠ . A TT
C | Differentiation by readiness
D Differentiation by content
| E. None of the above
‏ان‎ Adi! uses a flipped-classroom approach. Students watch grammar tutorials at home and apply
Q44 D rules in class through communicative tasks. The main advantage is --0
A |reducing repetitive misbehavior
B | maximizing in-class active learning time DE DE
C increasing teacher talking time ‘
D | encouraging individual accountability
E | None of the above
0 | During a high-intermediate English class, Tariq notices that some students are whispering to |
AT cach other while he explains a complex reading activity. He calmly stops, raises his hand to
‏الف‎ signal silence, and redirects the class’s attention by asking a content-related question that
M Cngages multiple students. He then assigns clear roles for group reading and peer discussion.
‏ال‎ Which classroom management strategy 15 Tariq primarily demonstrating?
A | Préventive management through clear rules and routines
B | Implementing behaviorist reinforcement techniques
0 Ignoring minor disruptions to encourage self-regulation
D | Using proximity and non-verba] cues to maintain focus
E | None ofthe above
‏ل‎ During a discussion activity, Idder notices students Struggling to understand each other’s
046 Opinions. Instead of giving the correct phrasing, he models clarification Strategies by saying,
7 “Sorry, do you mean...?” and “Can you explain that again?” Students begin to mimic these
‏شن‎ Stratcgies naturally in later turns. Which Communication strategy is Idder fostering?
A | Paraphrasing for fluency
_B__ | Discourse analysis 7 ‏د وس‎ ||]
‏ا سب بو بي بك ب به أ اده حب‎
D {|Approximation
E |Noneoftheabove RES
‏نماذج المباريات من موقع وظيفة إن اج‎
wadifa-info.com ‏موقع وظيفة إنكو‎ €

- 2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة‎
1 ‏الموضوع‎ |
‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك التخصص : اللغة الانجليزية‎
‏ال ا‎ Arinas uses a board game for her intermediate learners to practice question forms. Each student
‏ال‎ movesatokenona path after correctly forming a question. Incorrect answers require students to
Ho YA Step back. The game encourages peer correction and discussion, and Arinas emphasizes
‏ال‎ cnjoy ment and collaboration alongside accuracy.
‏ال‎ What gamification principle is central to the teacher’s approach”?
A | Mechanics of movement and progress through challenges
| B Unlockable levels based on mastery |
. ٠ ٠. . ‏اا‎
‎c | Application of adaptive learning pathways
D | Sequential missions with badge rewards
LE. None of the above | | | |
‏اد‎ !n à 1‘ year BAC English class, Karim introduces the present perfect tense by first eliciting
‏ال‎ lcarners’ experiences (“Have you ever visited Paris?”), He writes examples on the board,
‏اكنال‎ highlights the auxiliary and past participle forms, and contrasts them with the simple past.
Q48 NH Learners then are guided to identify the patterns in short texts before producing sentences about
‏أ‎ their own experiences. Karim ci rculates, offering corrective feedback on form but allowing
‏ال نا‎ meaning-focused errors to persist. Which approach is Karim primarily using?
= ‏الك‎ 1 ٠ . ٠ ١ 0 0 . . 2 dE 1
A | Explicit instruction with deductive teaching
B | Task-based learning with incidental grammar focus | :
0 ! Impl icit communicative approach
Inductive, guided discovery approach
None ofthe above | DE |
es | D During a listening lesson, Youssef asks students to play an English podcast on their devices. i
‏ووو‎ [hey pause the audio at intervals and the teacher asks them to submit answers to comprehension
049 questions via an app. Results appear live on the screen, allowing him to correct
‏الأ‎ isunderstandings and give feedback. Which approach best describes 77011556175 use of
‏اله‎ 60107 |
A | Technology as a passive listening aid replacing teacher explanations
B | Technology as an interactive formative assessment tool integrated with content à
‏ع‎ | Technology as a simple playback device without added interaction
D | Technology used to monitor attendance and participation
E | None ofthe above
wadifa-info.com ‏ج المباريات من موقع وظيفة إنفو‎

‎TE‏ امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة 2025 م
الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك ‏ التخصص : اللغة الانجليزية
‎ea BAC English class, Mehdi designs a 45-minute lesson on expressing opinions.‏ 1112279 ل ل
‎begins with a short Warm-up where students vote on simple statements (“I enjoy reading‏ 116 أن
‎MA books,” “I like Watching TV”) using hand gestures. Immediately after, he writes a chart with‏
‎Q50 À expressions used to give and respond to opinions. Then, he assigns a role-play task asking‏
‎M learners to write a dialogue expressing their opinions about an issue of their choice. As students‏
‎Struggie to generate ideas and structure their dialogues, Mehdi spends much.of the time‏ ال
‎Correcting grammar errors. Which of the following can best describe Mehdi’s lesson?‏ ال
‎Overemphasis on communicative fluency‏
| ا 0 ‎B | Appropriate skill integration‏
‎|Theuseof appropriate input 0 0‏ ©
‎D Excessive use of practice activities‏
ح.كبٍلٍلك7/7/7اظار ‏ .7غ ‎ ]:‏ ل0ل(#لؤاؤؤ<ؤر ... --.ق5”[[”« .ه .ييزيين6ي.3ؤكور ‎ES NORE OF ERE‏
‎Fatima prepares a lesson on past simple verbs for common core learners. She begins by eliciting‏ أن 0
‎students and writing them on the board. Students are asked to categorize verbs into‏ 70051007 ور
‎EYE rogular and irregular, then they practice in controlled sentence completion exercises. Then, she‏
‎a short communicative task at the end. Which of the following is missing in Fatima”’s‏ 2551805 0
7 تال
‎Sequenced activities |‏
‎À‏ يمافظ | 8 |
ااا ااا ا ‎Contextualization‏ | €
‎D | Connection to the syllabus‏
‎E | None ofthe above |‏
‎listening lesson, Jalal plays a recording of a short conversation at 2 He asks students to‏ 10.3 اها
‎listen and identify what each speaker orders. He plays the recording twice to make sure students |‏ لسري
‎do the task. Which listening sub-skill is primarily being developed?‏ لوو
‎Listening for the gist‏
‎B | Listening for specific information‏
‎Listening for inference‏ | ع
من | ‎D |Allofthe above‏
‎None ofthe above‏ م"
‎Ina listening activity, learners are asked to listen to a short announcement, then answer a‏ ل ب
‎è Q53 à question about the speaker's attitude. This activity mainly targets‏
‎A | Top-down processing‏
‎D 1 ٍ‏ ا | ‎B | Bottom-up processing‏
| | ل ‎Note-taking skills‏ | €
‎p | Dictation practice DE‏ /
‎١ 0‏ در" 0 ‎|Noneoftheabove‏ ع
نماذج المباريات من موقع وظيفة إن د الع
ج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏

9 2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة‎
XX ‏الموضوع‎ |
FE ‏الانجليزية‎ AU : : ‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك | التخصص‎
‏ا‎ During a reading lesson, Houssein introduces a storytelling activity. He divides the class into
Le small groups and asks them to write a story. Each group tells their story to the whole class.
‏جز‎ Throughout, he praises effort and highlights interesting contributions. He also uses a point-based
sas system where groups earn tokens for their creativity. Which type of motivation is boosting
‏ام‎ engagement in this lesson?
A | mstrumental motivation
B À intrinsie motivation
© | Extrinsie motivation
D. ‏الخ‎ of the above
| E. None ofthe above | | 0
BR During a professional development workshop, Mrs. Monadi demonstrates how to integrate
He PA à digital storytelling tools into EFL classrooms. She shares lesson plans, models a storytelling
M activity, and invites teachers to create short stories at home using these tools and share them later
Q55 Don: roup. Afterwards, she facilitates a whole-group reflective discussion on
‏ا‎ Challenges faced and strategies to overcome them. Which teacher professional development
‏ال أ‎ 011121016 is primarily demonstrated?
A | Competitive performance evaluation among teachers : | |
0 B Collaborative learning through peer observation 0 ‏أ‎
‎Bi C. ‘Action research and reflective experimentation
7 D Collaborative reflection on innovative instructional practices |
E | Noncofthe above
‏ل‎ ln a rcading lesson, Rachid gives students a travel blog. Students are asked to do the following
‏أ‎ 18516: 1. What is the overall itinerary of the trip?
‘056 2. What are the prices and opening times?
3 rt 3. What are the blogger’s feelings about each destination?
> ‏الك‎ Which combination of reading sub-skills is being targeted?
A À Skimming ‏نت‎ ١١ ‏صصص نسساتستناننننااااً) اللا‎
8 |Summarizing - Predicting - Visualizing
C | Skimming - Predicting - Making connections
D Understanding cohesion - Predicting a |
— us Le ‏ا‎
‎E None of the above
wadifa-info.com ‏نماذج المباريات من موقع وظيفة إنفو‎

9 2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة‎ |
‏الاختبار : علوم التربية وديداكتيك مادة التخصص المكون : الديداكتيك التخصص : اللغة الانجليزية‎
‏ل‎ DA During an intermediate English class, Karimi notices that one student with ADHD (Attention-
Deficit Hyperactivity Disorder) struggles to Stay On task during a group storytelling activity. He
Q57. responds by giving the student a visual checklist with step-by-step instructions. He also allows
‏الأ‎ 01161( structured movement breaks. Which approach is Karim using?
Multisensory learning | 0
B | Differentiated instruction
EE | —————— ‏صب‎ " "" î
C | Gamification for engagement
D | Peer-mediated support
None of the above
‏ا‎ 113 ‘year BAC class, Nada introduces vocabulary related to environmental issues. She asks |
Q58 A students to predict meanings based on word parts. She then invites them to match the words to
‏لا‎ 11713805. Which aspect of vocabulary knowledge is Nada targeting in this activity?
A | Connotation
‏اميه | و‎ > ٠ ٠... ‏ببمسسسيت[..‎ "> |
"' Chunks a |
D | Form
None of the above de |
pars During à writing class, Mr. Jawadi asks students to write a short paragraph describing their last
‏الوأ‎ holiday. He first brainstorms ideas on the board, modeling linking words like first, then, finally,
‘059 A and reminds students to include Past tense verbs. He circulates while students write, giving
DA P'ompts and scaffolding sentences when needed. In the end, students peer-review each other's
Work for sequencing and mechanics before writing their final drafts. Which writing-focused :
‏ا‎ 80010261 is Mr. Jawadi primarily using?
A | Product-oriented approach de
0 B | Genre-based approach a |
c | Process-oriented approach
‏بيب ا ا د سس مد سيا‎
8 None ‏عط آه‎ above
wadifa-info.com ‏ج المبازيات من موقع وطيقة إدقو‎

: ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة 2025 رين‎
‏الاختبار : علوم التربية وديداكتيك مادة التخصص__ المكون : الديداكتيك التخصص : اللغة الانجليزية‎
: 5 ‏م‎ 5 Salma gives her Common Core learners à worksheet with jumbled sentences about a typical
Le 0 5011001 day. She instructs them to arrange the sentences into a paragraph, paying attention to
Q6 ‏ل‎ linking words. She monitors and provides mini-lessons on sentence connectors in which |
‏ال‎ mistakes are frequent. What writing sub-skill is being primarily targeted?
Vocabulary range and precision
‏ا‎ 8# | Cohesion and paragraph structure |
C | Mechanics of writing
D | Register and tone awareness
EE em
None ofthe above
DE Before listening to a podcast, the teacher used à m ind map to generate ideas about the topic and
061 ibtroduce new vocabulary. Teachers prim arily use this technique to : :
A | facilitate comprehension
B | assess students’ knowledge about the topic
ES ne ‏ات 7 7 ااا علس‎
D {break the ice
CE ‏ص اسم الا لاا اااا) للا لتنا‎
SE ‏او‎ During a speaking activity, Dounia notices that Stronger students dominate while weaker ones
PA remain silent. To ensure cqual participation and mcaningful interaction, she divides the class into
062. pairs and assigns rotating speaking roles (questioner/respondent). What principle is she
A | 166 communicative interaction
B |Teacher-centered monitoring ‏ا‎ |
© | Product-focused assessment ‏م‎ | 1"
9071100160 RS ‏ل__‎ 1|]
D |Structured interaction
E |Noneoftheabove. … ‏»سب >:/7140-:7555717515:1: ا‎
| | Se M During a communicative task, learners record short podcasts introducing their city to tourists.
‏ارهز‎ They later listen, evaluate pronunciation, and share reflections. This activity primarily
‏ل‎ devclops
1 : ‏مودو اتا وواللا وميس ا ل ا ا و سس :د 575[2-(51111771777757575ا‎ , |
A | Discrete-item assessment
B | Controlled oral flueny 7 7 - 7 =
© [Integrated skills ‏ما‎ | de
‏ات‎ —— TR. … Rem TE EE 5
D | 10111-10001560 instruction
E None ofthe above
wadifa-info.com ‏موقع وضيفة إنفو‎

‎RS |‏ ال ‎de‏ وحص تاتس أ
الاختبار : علوم التربية وديداكتيك مادة التخنصص المكون : الديداكتيك .| التخصص : اللغه الانجليزية
‎nee After group presentations, Salma gives each group a rubric focusing on clarity, organization, and‏
‎language use, then allows peer scoring and reflection. This activity promotes 0‏ | 064 1
‎À | Competitive assessment |‏
‎|Metacognitive awareness |‏ ع
‎Summative evaluation a |‏ | ع -
‎D | Teacher-centered evaluation |‏
‎DE None of the above‏
‎M Toteach new vocabulary about “culture” Houda shows pictures, elicits words, groups them by‏
‎thcme, and lets learners add personal examples. This sequence supports‏ 065
‎A | Contextualized leaming‏
ممست » سان ‎Form-focused instruction‏ | ©
‎D “Implicit instruction‏
مب-االال[لة“شوظد#رٍ<رر< 7ك . آردخ اؤل ل هى.ى.. ‏ يي م ‎E | Noneofthe above‏
‎Fee Ismail introduces a set of formulaic expressions. After some practice activities, he invites‏
‎(TR Students to work in pairs and use the target expressions in situations which require different‏
‎levels of formality. This activity is likely to develop students’ ;‏ و
ب" 7 7 ‎A |Grammatical knowledge‏
الللللالفا”””٠ا”٠ا”رططااهظ9َ5ط١‏ محظر ءا/ا©اا ا]اماطٍطظماؤّا1 مممبوواإ] إ | أ ص ‎Word-formation‏ 8
‎|Syntacticknowledge‏ ع
نط سسا ه[ز5) تا اا ل لس ا
‎ie 05 In his teaching practice, Adil usually tries to push learners to deduce word meanings from‏
‎D context clues in their reading/listening passages. He rarely pre-teaches any vocabulary. Adil’s‏ 067‘
‎2pproach to vocabulary teaching is likely to‏ لذ
مس ااا ااا اا ا --- ‎A | push the teacher to withdraw from teaching‏
"0 "م" — ‎B | tcach learners to ovar-relÿ on contextual clues‏
ا ::»»» سس اناا الا الت لا €
: م ا ا ا ا ا - مي اسمم1 ‎D ١ lead to insuffic int VOCADUIATy‏
! رن ‎E | None ofthe above‏
نماذج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏

: 2025 ‏امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة‎
ُ' ‏الاختبار : علوم التربية وديداكتيك مادة التخنصص المكون : الديداكتيك التخصص : اللغة الانجليزية‎
‏ا‎ After reading an article on renewable energy initiatives, Mohamed suggested four possible
ALT follow-up tasks for the reading class. Which task best matches Evaluation in Bloom’s
A Taxonomy of cognitive objectives?
Extracting and listing renewable energy Sources mentioned in the text
B Considering the adequacy of evidence by noticing strengths and limitations
| € | Mapping arguments into main claims and supporting details
| D. Designing a leaflet with slogans to promote renewable energies ‏طسب‎
‎|E. NORE OF ADO ‏سس‎ »”» ‏ص‎
‎ee A À syllabus designer adopts a Competency-based framework, emphasizing measurable outcomes
Q69 à and performance in authentic contexts. Which of the following activities would be least
ne consistent with this framework?
A | Learners conduct a community survey and report findings orally.
B | Students role-play a workplace meeting to practice turn-taking and decision-making.
C | Pairs collaborate on drafting a formal letter of complaint to à local service provider.
p |Learners complete a set of discrete-item drills on irregular verb conjugations. |
CE None ofthe bo ‏ا ا الاح ننتاا!١ تنا‎
: ًٍْ ‏ا‎ Da writing task, à student with dysgraphia generated strong ideas orally but struggled with
070 ُ handwriting, spelling, and completing writings. The teacher considered ways to support his
‏يي‎ 1777117 515115 without the need to individualize instruction for this learner. Which of the
‏ال‎ 1011017108 strategies fulfills this objective?
Integrate assistive technology like specch-to-text and predictive typing | ‏نب(‎
‎B | Use handwriting drills to improve fine-motor skills
C | Replace writing with oral présentations to reduce stress
D | Shorten all written assignments permanently "> ‏ب"‎
‏ا تاسيب‎ M SS
E | None ofthe above
wadifa-info.com ‏ج المبازيات من موقع وطيقة إدقو‎

1 امتحان الكقاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي - دورة 2025 .
الاختبار : علوم التربية وديداكتيك مادة التخصص ‏ المكون : الديداكتيك . التخصص : اللغة الانجليزية ‎à‏
‏نماذج المباريات من موقع وظيفة إنفو ‎wadifa-info.com‏