Modèle d'examen d'aptitude professionnelle – accès au 1er grade des professeurs de l'enseignement secondaire collégial – Ministère de l'Éducation nationale – session septembre 2014 – Épreuve de didactique de la discipline : Langue anglaise

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المملكة المغربية ‎١ VOLS‏ +عبي,ء -- امتحان الكفاءة المهنية لولوج الدرجة الأولى
وزارة للتربية ‎FONCÉ 0 LA‏ | ل0مه], ‎Ge‏ إطار أساتذة التعليم الثانوي الإعدادي
‎al (En‏ امف 5010 ‎À‏ دورة شتنبر 2014
‎jai‏ 2
المركز الوطني للتقويم والامتحانات والتوجيه الموضوع
هده
الإنجاز : | ساعات
HET
TASK 1: (14 points)
اختبار في ديداكتيك مادة التخصص : اللغة الانجليزية
“Reading is one of the key skills in language learning. ‏ل‎ reinforces the skills students acquire in
speaking, listening and writing. On the other hand, it really isn't enough just to put a text in front of
students and ask them to read.”
Michelle Maxom, Teaching English as a Foreign English for Dummies, 2009
1. How can reading reinforce the skills students acquire in speaking, listening and writing? (7 pts)
2. How can you help students practise the reading sub-skills instead of just putting a text in front
of them and asking them to read? (7 pts)
TASK 2: (12 points)
“most teachers have come across de-motivated students at some time in their careers and il’s often
worth addressing the problem when you recognise it before it escalates further. Don't however feel
personaily responsible for a student's lack of motivation. There are often many factors that contribute
towards a lack of motivation and these should be taken into account.”
http://www. britishcouncil.org'learning-connecting-classrooms-what. htm
In the light of theabove quote,
1. design an outline of an action research project to identify factors that contribute to the
students’ lack of motivation (6 pts)
2. state the steps you can take to remedy to this problem. (6 pts)
TASK3: (14 points)
"Each time [a teacher enters his or her classroc to teach an effective 165507... 0
teachers may teach the same lesson from a text. * lesson plan, yet go about it very
differently. Despite the fact that each teacher hc ridual teaching style, both lessons
may be quite effective. And sometimes learne n a great deal even though the
teacher's impression is that the lesson failed to he other hand, a teacher may feel
that he or she covered a lesson plan very effec. appear not to have learned very
much from it.” Jack C. Richards and David Bohike, Ureating Effective Language Lessons, CUP, 2011
1. Basing your ideas on the quote above, list and discuss four essential characteristies you
should take into consideration to plan an effective lesson. (6 pts)
Devise a lesson plan to teach a function from the textbook you use taking into account the
characteristics of an effective lesson. (8 pts)
NB. Your responses will be evaluated on the basis of the following criteria:
relevance to the tasks,
application of content knowledge and skills,
supporting evidence,
originality, clarity of ideas and organization.