نموذج مباراة ولوج مسلك تأهيل أساتذة التعليم الثانوي الإعدادي والتأهيلي - اختبار في ديداكتيك مادة التخصص - اللغة الإنجليزية - دورة نونبر 2025

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

اراة ولوج سلك تاهيل أطر الن = ٍ الصفحة
ولوج سلك تاهيل أطر التدريس بالمراكز لمهن التربية والتكوين
ملك تاهيل اساتذة التعليم الثانوي الإعدادي ومسلك تأهيل أساتذة التعليم الثانوي التاهيلي — دورة نونبر 2025 7
ََ :8 الموضوع
الاختبار: اختبار في ديداكتيك مادة أو مواد التخصمص التخصص: اللغة الإنجليزية
‎Choose the correct answer. (60 pts; 1 pt each)‏
‎Which of the following BEST characterizes the Task-Based Language Teaching approach?‏ 01
‎Emphasizing grammar accuracy tasks‏
‎V/B | Prioritizing real-worid tasks‏
‎Making use of vocabulary retainment tasks‏
‎D. Emphasizing reading and writing tasks‏ |
‎None of the above‏ | © |
‎Q2 In the context of planning of learning, a contingency plan is .‏
‎a detailed teaching plan adopted by teachers‏
‎[uB | a plan designed for curriculum implementation —‏
‎a plan designed for alternative actions‏
‎D. a weekly logbook of lesson reflections‏ |
‎E | None of the above‏ |
‎GK The term 'learner autonomy" in language education refers to :‏
‎learners choosing what to learn without guidance‏
‎learners having full control over assessment design‏ | 3 |
‎learners being encouraged to monitor their own learning‏
‎EX learners completing tasks without peer or teacher support‏
‎LE | None of the above‏
‎Which of the following is NOT an element of formative assessment?‏ ب
‎Immediate feedback‏
‎ES Diagnostic purpose‏
‎Planning future instruction‏
‎None of the above‏
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7 ‏مباراة ولوج سلك تاهيل‎
‏دورة توثر 2015 رد‎ A ‏تمل نهد اتيم لشي‎ an op ‏ملك تايل‎
2 ‏التخصص: اللفة الإنجليز‎ Ne ‏في ديداكتيك مادة أو مواد‎ JS ‏الاختبار:‎
‎5 ADIID?
| 0 | Structuring tasks into manageable, focused steps
memes
SUR the principle of providing multiple means of engagement?
‎ِ foteraction with more knowledgeable individuals within a cultural context?
Cognitive constructivist theory
«١ ‏متحت مس اساسا ااا‎
‏ال‎ To determine a student's final achievement level
‏عي‎ | To monitor learning progress through ongoing feedback
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مباراة ولوج سلك
ملك هبل أطر التدريس بالمراء” لمهن التربهة والتكوين
تأهيل أساتذة التعليم الثانوي الإعدادي ومسلك تاهيل أساتذع التعليم الثانوي التاهيلي = دورة نونبر 2025
لا رفي بحي مف ‎ap‏ يمي ف من 2
‎AR Which of the following best supports critical thinking in n speaking activity?‏
‎Es Rehcarsing scripted conversations 10 improve fluency‏
‎prsdicable interaction at an airport check-in desk‏ مستت ل |
‎Engaging in a structured debate on a current socictal issue‏ |
‎ER Transcribing comprehension questions from a coursebook‏
‎[x] None of the above‏
‎infer the meaning of unfamiliar words in a text, which of‏ ذا ‎When à teacher asks learners‏
‎fotlowing cognitive processes is primarily being en ployed?‏ عر ‎OUR‏
‎[A | Decoding vocsbulary through morphological analysis‏
‎Top-down processing that draws on contextual understanding‏
‎Segmenting text into phonological units for pronunciation accuracy‏ ع |
‎locale discrete factual details‏ م1 ‎Ex Scanning the text‏
‎Which of the following best reflects the principles of a learner-centered classroom?‏ 011
‎Es Delivering content based on pre-established lesson objectives‏
‎ensure complete content coverage‏ ما ‎Following the textbook closely‏ | © |
‎Emphasizing teacher authority as the primary source of knowledge and feedback‏ | 0 |
‎None of the above‏
‎The primary aim of scaffolding in teaching is to 8‏ :01 |
‎minimize mental effort by reducing task demands permanently‏ ا
‎encourage sustained dependence on external guidance‏ | 9 |
‎support leamers incrementally to help them perform tasks‏
‎simplifÿ learning activities in ways that mit cognitive challenge‏ |0 .|
‎Es None of the above‏
‎wadifa-info. ee‏
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M ‏عحعسسسسس »اسمس‎ سسسلالال66١1ل06لا06‎ ١
GA ‏مباراة ولوج سنك‎
Ro ‏مسلك نا التدريس بالمراكز الجهوبة لمهن التربية‎
‏هيل أسائذة التعليم الثانوي الاعدادي ومسلك تأهيل أساتذة التعليم انثانوي الناهيلي = دورة نونبر 2025 ب‎
‏لف الموضو‎
7 ‏الاختبار: اختبار في ديداكتيك مادة أو مواد التخصص 5 التخصص: اللغة الإنجليزية‎
10100177 the task thai most clearly reflects an Integrated skills approach In language
(USE instruction.
Ex Listening to a dialogue and composing a wrilien response
| # | Listening ‏ما‎ s short lecture and completing a comprehension quiz
Reading a short article and identifying he main ideas in each paragraph
| 0 | Waiching a video and noting down unfamiliar vocabulary
CE | None of the above
014 Which of the following does NOT represent 4 core principle of effective feedback In
EN Timeliness that enables learners to reflect and revise promptly
EN Feedback that is specific and directly linked 10 leaming objectives
| © | Consuuctive input that highlights strengths and guides improvement
ES Clarity that ensures the message is easily understood and actionable
| 8 | None of the above
De The primary didactic justification for using authentic material in language teaching is that
‏دال‎ they ;
present coment that is generally more accessible than simplificd textbook texts
provide exposure ‏ما‎ certain language aspects as they are used in real-life contexts
allow instructors to minimize lesson preparation and adaptation
EX replace the need for suctured skill-focused practice activities
| E [None ofthe above
Wbich classroom practice best promotes the development of metaco
016 ‏يمتها‎ hériing? P of m gnitive strategies in
‏تت‎ leamers to compare how they approached a task and reflect on he process adopted
| © | ‏ومتواعة‎ 16110655 a choice of reading materials ‏ما‎ enhance motivation and 00517 211000: —
| © | Asking learners to analyze sentence patterns and apply them in controlled practi
Encouraging learners 10 track their vocsbulary isi =.
acquisition using a digital flashcard
‏ب‎ None of ‏عط‎ above > ‏شع .الام‎ HP
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مباراة ولوج سلك
مسلك تاهيل اسائذة التعليم الثاذوي الإعدادي ومسلك تأهيل أساتذة التعليم الثانوي التاهيلي - دورة نونبر 2025 7
" الموضو.
الاختبار: اختبار في ديداكتيك مادة أو مواد التخصصس | ‎un nus‏ 7
‎In à reading lesson, the use of a KWL (Know-Want to Know-Learned) chart primarily‏
‎PA 7‏ 017
‎activation of prior Imowledge while fostering goal-setting and post-task reflection‏ ع ‎Hi‏
‎replace traditional pre-reading activities by directly moving into comprehension tasks‏
‎EX diagnose leamers’ spelling difficulties and inform targeted word-level instruction‏
‎AT \Which of the following is an essential feature of inclusive education?‏
‎VA | Differentiating content, instruction, and assessment to meet learner variability‏
‎B | Grouping learners based on comparable ability levels to streamline instruction‏ |
‎UC | Delivering individualized instruction to each learner in isolation from peers‏
‎D | Minimizing reliance on assistive lools Lo promote independence and uniformity‏ |
‎In a listening lesson where learners are asked to identify main ideas and supporting details,‏ 019
‎the activity is primarily designed to develop which of the following? nu‏ :
‎|A. Sensitivity to phonological contrasts and suprasegmental features of speech‏
‎Discourse-level processing skills associated with constructing meaning from spoken input‏ | © |
‎Awareness of morphosyntactic patterns lo support grammatical accuracy in oral production‏
‎VD | Cognitive strategies for navigating extended written texts and retaining key information‏
‎Which of the following classroom practices is NOT aligned with t rinciples‏ 0
‎Standards-Based Instruction (SBI)? + #‏ الفلا
‎Designing instruction around clearly articulated learning outcomes —‏
‎Icarer creativity while maintaining alignment with learning goals >‏ اتيت مم | «© |
‎coherence between assessment tools and proficiency benchmarks‏ يمع | © |
‎Embedding relevant descriptors into instructional planning and delivery‏ | ا
‎None of the above‏ ان
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. ‏مباراة ولوج سلك‎ |
: ‏هيل أطر التدريس بالمراكز الجهوية لمهن التربية والتكوين‎
7 2025 ‏مسلك تاهيل اساتذة لتعليم الثانوي الإعدادي ومسلك تأهيل أساتذة التعليم الثانوي التاهيلي - دورة نونبر‎ |
‏الموضو‎ 0: 0
2 ‏الاختبار : اختبار في ديداكتيك مادة أو مواد التخصص ٍ التخصص: اللغة الإنجليز‎
In the context of instructional design, the backward design model starts with
Q21
22 1
| | selecting instructional resources that align with student interests and syllabus coverage ,-
EX organizing the physical environment 0 facilitate classroom management and group work
| © articulating desired learning outcomes after planning assessment tools
| « | planning assessment procedures after finalizing content delivery methods
| © | None of the above
‏عر‎ Which of the following teacher behaviors does NOT reflect ethical assessment practice?
Es Designing assessments that align with the leaming outcomes and performance criteria
| 3 | Applying grading rubrics consistently while allowing for documented accommodations
Providing timely, constructive feedback to support student reflection and improvement
EX Using multiple forms of evidence to make fair judgments about learner achievement
DE | None of the above
5 À learner demonstrates persistent difficulty with speaking fluency. Which of the following
OR ‏كد تزجعو‎ is most likely to support meaningful improvement in this subskill?
Engaging in timed storytelling tasks with limited preparation time
| © | Employing tasks that target sentence patterns
Reading conversational dialogues aloud multiple times
EM Targeting vocabulary development through word definitions
5: Which of the following lists correctly represents the six levels of Bloom’s revised taxonomy
‏لش‎ in order from lowest to highest?
Remembering, Understanding, Applying, Evaluating, Analyzing, Creating
gs | Understanding, Remembering, Applying, Analyzing, Evaluating, Creating
‏3ع‎ Recalling, Comprehending, Practicing, Analyzing, Synthesizing, Evaluating
‏لاي‎ | Remembering, Understanding, Applying, Analyzing, Evaluating, Creati
EX None of the above
W 13-1 te 5 8: 8
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‎FU‏ ولوج سلك تأهيل أطر التدريس بالمراكز لمهن التربية والنكوين
مسلك تاهيل أساتذة التعليم الثانوي الإعدادي ومسلك تأهيل أساتذة التعليم الثانوي التاهيلي - دورة نولير 2025 7
الموضوع
الاختبار: اختبار في ديداكتيك مادة أو مواد التخصص التخصص: اللقة الإنجليز 7
‎following classroom practices DOES NOT develop eross-cultural awareness in‏ عط ‎M Which of‏
‎١ 7‏ 0
‎Exploring how social norms vary across countries through guided class discussions —‏
‎ER Interpreting literary texts that highlight cultural values from different socicties —‏
‎Ka Examining culturally specific idiomatic expressions and their contextual meanings -‏
‎vo | Comparing students’ assumptions about everyday behaviors in multiple cultures —‏
‎E | None ofthe above‏ |
‎What is the PRIMARY function of sentence starters in writing tasks?‏ وأ
‎Es To encourage repelition of controlled sentence structures ——‏
‎To provide fixed templates to limit language errors‏ | «© |
‎To replace direct instruction in syntactic forms‏ | © |
‎To offer language prompts to guide written responses.‏ | «© |
‎E | None of the above‏ |
‎FA À principle of effective speaking instruction involves the following classroom practice,‏
‎Emphasizing tbe repetition of pre-written dialogues to reinforce target structures‏
‎VB | Integrating tasks that require verbal negotiation and information exchange‏
‎Prioritizing structured note-taking to support later spoken production‏ | © |
‎Modeling pronunciation and intonation patterns through teacher-led input‏ | © |
‎None of the above‏ | © |
‎A teacher’s rubric for oral presentations includes: “voice projection,” “pronunciation,”‏
‎“fluency," and “engagement.” The primary function of this tool is to .‏ 8"
‎provide a checklist of speaking topics for student reference‏ اهم
‎offer structured criteria for evaluating students’ spoken performance‏
‎sequence presentation tasks to structure students’ performance over time‏
‎support sentence-level accuracy through targeted oral production exercises‏ | © |
‎None of the above‏ | © |
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dla ‏مباراة ولوج‎
2 ‏الاختيار: اختبار في ديداكتيك مادة أو مواد التقصصض التخصص: النغة‎
LH | ‏و0‎ vocabuly Tesons around eme ‏له‎ seu ‏مره لم‎ Bud ‏سياه‎ || À
ES RCE | D
VAUS to avoid cognitive overload, This decision is primarily based ‏مءه‎
‎LA [FE ommanon eng || À
LE [societe eng || À
‏للق‎ instruction?
‏لاع‎
‏ين ما‎ pee ‏عيسيس‎ etre ‏مسيم لمستتصناة مداه‎ |
B | Describe performance levels across specific evaluation criteria
© | Provide formative insights through flexible instructional dialogue
E | None of the above

Eu EU ‏مباراة ولوج سل تأهبل أطر التدريس بالمراكز الجهوبة لمهن الترجية‎
DA 2025 ‏مسلك تاهيل أسائذة التعليم الثلنوي الإعدادي ومسلك تاهيل أساتذة التعليم الثاذوي انتاهيلي - دورة نونبر‎
‏الموضوع‎ 0
2 ‏الاختبار: اختيار في ديداكتيك مادة أو مواد التخصس للتخصص: اللفة الإلجليزية‎
Reflectiog on the theme of the text and questioning ‏ىا‎ relevance vis-à-vis the local culture
(CURE Lould most Lkety occur during a lesson stage Involving ‏ل‎
‎EN predicting what the reading passage might be about
EX skimming for main ideas contained in the reading passage
| © scanning the reading passage lo locate specific details quickly
‏هم‎ | debating a central idea presented in the reading passage
| ‏ج‎ | None of the above
TRS An effective approach to enhance long-term reteution of vocabulary involves _.
integrating new vocabulary into extended leamer-generated output
| © | keeping a personal glossary with word meanings and related forms
| € | completing matching tasks that link words ‏م1‎ brief explanations
| © | reviewing target words before completing a text-based activity
LE. None of the above
À tescher asks students to explore environmental issues in their community, consult local
| ‏يدق‎ data sources, work in teams, sand present proposed solutions in a school-wide exhibition.
This instructional approach best reflects y 0
| © | Task-based Learning
Problem-based Leaming
da During an EFL collaborative group task, some learners code-switch ‏ه)‎ their mother tongue,
: How should the teacher respond to support learning goals?
B | Apply immediale consequences to discourage use of non-target language
© |Ignore the switch as long as task completion remains on schedule
VD | Prompt students subtly ‏ما‎ re-engage in the target language
E | None of the above
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مباراة ولوج سلك تأهيل
مسلك با التدريس بالمراكز لمهن التريبة والتكوين العف
هيل أسائذة التليم الثانوي الإعدادي ومساك تأهيل أساتذة التليم ‎GS‏ التاهيلي - دورة ‎in‏ 2025
‎£a + LG‏ الموضوع ‎D‏
‏الاختبار: اختبار في ديداكتيك مادة أو مواد التخصص التخصص: اللغة الإنجليزية 2
‎ing vague‏
‎During sn eod-of-unit writing assessment, a teacher evaluates all students us‏
‎criteria such as “good structure" and "clear Ideas" without sharing a rubric beforehand or‏
‎VE spisining how marks would be assigned. Which principle of sound assessment is most‏
‎clearty being viulated in this scenario?‏
MUR During the “Clarify” phase of an ECRIF-based lesson, the teacher typically ‏م‎
displays sample sentences and elicits learmer observations about structure
| © | assigns a brief discussion task using expressions introduced carlier
| € | has learners brainstorm related words from a prior lesson
| © | gives students time ‏ما‎ scan a dialogue for general understanding
"10 When designing speaking activities for mixed-ability classes, ‏ا‎ is BEST to
design a challenging task and allow learners to interpret it in their own way
| © | prioritize choral repetition and fixed scripts to reduce variation in performance —
| © | assign a uniform discussion prompt and rotate speakers to ensure fairness -
design tasks that vary in cognitive demand and give learners choice in how to respond
oi Which of the following is NOT consistent with widely accepted principles of effective lesson
‘ planning?
Sequencing activities ‏ما‎ build on existing learner understanding —
B ES ‏ا‎ TT — materials based on ease of classroom management _
/C | Stating leaming objectives in terms of what students will do
D [including strategies to assess learners’ progress throughout the lesson _—
E | None of the above
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مباراة ولوج
انوج سلك ‎JAb‏ اطر التدريس بالمرائز الجهوية مين ‎DS‏ والتكوين اتلد
مسلك تاهيل أساتذة ‎pp‏ الثانوي الإعدادي ومسلك تأهيل أساتذة اليم ‎Go‏ التاهيلي - دورة نونب 2025 2
1 الموضوع
الاختبار: اختبار في ديداكتيك مادة أو مواد التخصضس للتخصص: اللفة الإنجليزية 2
‎According to the “Allective Filter” hypothesis in second language acquisition theory,‏
#5 ملستب 012
‎emotional support should replace structured exposure to input —‏ م |
‎input becomes comprehensible anly when learners are explicitly corrected —‏
‎suuctured drills reduces anxiety and ensures retention —‏ ما ‎regular exposure‏
‎D | favorable emotional conditions can make language input more accessible‏
‎Te In a testing contex! requiring standardization, which of the following practices ensures‏
‎reliability of the scores?‏
‎Administering the test in different time slots with varying Lesting conditions —‏
‎Using different scoring rubries for different student groups based on proficiency —‏ | © |
‎Allowing some students only to ask clarification questions during the test -‏ | © |
‎Vo | Varying test items or task types between classes covering the same instructional content‏
‎LE. None of the above‏
‎An EFL teacher starts a lesson by showing a humorous music video, Then, learners analyze‏
‎specific sentence patterns from the lyrics. Finally, they write their own short dialogues‏
‎using those patterns In creative contexts. This instructional sequence best aligns with‏ 04
‎VC | The ESA model‏
‎The ECRIF model >‏ | © |
‎None of the above‏ | |
‎An EFL teacher encourages her learners to locate and evaluate information across multiple‏
‎MON sources, engage with peers online, and regularly update their knowledge based on emerging‏
‎content. This Instructional design reflects the core tenets of s L‏
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مباراة ولوج
ولوج سلك تأهيل أطر التدريس بالمراك لمهن التربية والتكوين ‎wc‏
‏مسلك تاهيل أساتذة التعليم الثانوي الإعدادي ومسلك تأهيل أسائذة التعليم الثانوي التأهيلي - دورة تونبر 2025 13
7 الموضوع
الاختيار: اختبار في ديداكتيك مادة أو مواد التخصص التخصص: اللغة الإنجليزية ملا
‎À language tesching framework that emphasizes performance in real-worid situations,‏
‎ITA integrates knowicdge with action, and measures learners against clear benchmarks is best‏
.— انتب ل
‎BC CE‏
تبردت ‎[D foucomebased‏
‎Ex None of the above‏
‎M A classroom task that requires learners to plan a class trip. by_gathering information,‏
ما ‎discussing options, and presenting a proposal is best catego rked as a‏ 01
‎During the production stage of a lesson, a teacher asks learners to read aloud the scripted‏ []
> م ل ‎VAS dialogues they bave written. This practice‏
‎highly communicative, as it involves real-time interaction‏
‎EX primarily mechanical, as it lacks spontancous language use‏
‎[c. a form of grammar drilling with no oral value‏
‎a test of reading fluency rather than speaking skill‏
‎None of the above‏ | © |
‎In a reading lesson focused on comprehension, the teacher asks her students‏ :
‎res‏ سه <> نب ‎because‏ ا ىمسا ‎reading the text aloud. This MOD D rod‏ 049
‎EX it develops critical reading skills t00 carty‏
‎None of the above‏
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».م كسان العامة ‎SL‏ م
مباراة ولوج سلك | 7
الموضوع 14
الاختبار: اختبار في ديداكتيك مادة أو مواد التخصص التخصص:؛ اللفة الإنجليزية مر
‎listening task, the teacher notices that several learners are struggling,‏ ه ‎Wüilé monitoring‏
+ ذا ‎be most appropriate immediate response is‏ لني
‎learning?‏ >
‎The CEFR descriptor “Can understand short, simple texts on familiar matters”‏ ان
( نر ددا8]٠ة8ددرض ‎A A‏
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EEE EE
T0 ont ‏أطر التدريس بالمراكز الجهوية‎ Ab ‏ولوج سلك‎ Het
5 2025 ‏مسلك تاهيل أساتذة التعلهم انوي الإعدادي ومسك تأهيل أساتذة التعليم الثانوي التاهيلي - دورة توتبر‎
‏الموضوع‎ :
FA ‏الاختبار: اختبار في ديداكتيك مادة أو مواد التخصمصس التخصص: اللغة الإنجليز‎
où EX reading” activity ls most effective for 0
| ‏م‎ practicing decoding strategies collaboratively
EN promoting collaborative meaning construction through interaction
| © | ‏يمسن‎ individual fluency through timed silent reading
EN assessing comprehension through standardized question formats
BA A teacher asks students to interview each other about their weekend activities and then
CSSS eport their partner’s answers ‏م‎ the class, This activity is PRIMARILF designed to -
‎| 8# | rcinforce spelling and punctuation rules in written work —
‎reading large amounts of self-selected material
‎E3 analyzing literary style in challenging texts
| © | None of the above
D À student says, “1 ‏تدم‎ to the market yesterday,” and does not th
05 L best described ns 1 recognize the mistake, This
‏اس‎ 00
‎© ‏سس ااا‎
‎l'E | None of the above
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مباراة
ولوج سلك تأهيل أطر التدريس بالمراكز الجهوية لمهن التربية والتكوين نص
مسلك تاهيل اساتذة التعليم الثانوي الإعدادي ومسلك تأهيل أساتذة التعليم الثانوي التاهيلي - دورة نونبر 2025 ‎Fa‏
‎à‏ الموضوع
الاختبار: اختبار في ديداكتيك مادة أو مواد التخصص التخصص: اللغة ‎A‏
‏8) قا ‎AU The primary aim of using concept maps in designing vocabulary lessons‏
| 4 test students’ recall of word definitions —
EX orgunize newly learned words by theme or function .
| © reinfarce isolated ward memorization without context _—
facilitate exploration of relationships among lexical items
EX None of the above
RUE An IEP (Individualized Education Plan) is 1107 designed for 8
EX students in the same grade regardiess of Icarning differences
| © students enrolled in accelerated or gified programs —
EX students with formally identified educational needs —
Ex None of the above
‎The Teaching at the Right Level (TARL) approach primarily aims to 8‏ زور
‎group students by age to ensure grade-level coverage‏
‎emphasize classroom routines with rigid grouping‏ | 3 |
‎assess Jearners' proficiency and group them by learning level‏
‎focus exclusively on mid-performing leamners for efficiency‏ | « |
‎None of the above‏ | © |
‎THE END
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