نموذج مباراة ولوج الإجازة الأساسية في علوم التدبير - مجموعة ISCAE 2018 - اللغة الإنجليزية
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باختصار
هذا نموذج امتحان كتابي سابق لمباراة طالب - الإجازة الأساسية في علوم التدبير لدى مجموعة المعهد العالي للتجارة وإدارة المقاولات ISCAE (2018/2019)، منشور على وظيفة إنفو للاطلاع والتحميل المجاني بصيغة PDF مع تصحيح مقترح.
- الجهة المنظمة
- مجموعة المعهد العالي للتجارة وإدارة المقاولات ISCAE
- الدرجة
- طالب - الإجازة الأساسية في علوم التدبير
- التخصص
- اللغة الإنجليزية
- الدورة
- 2018/2019
- عدد الصفحات
- 8
- لغة الأسئلة
- الفرنسية
- التصحيح
- تصحيح مقترح متوفر في هذه الصفحة
📝 نص أسئلة النموذج (مستخرج آلياً من الصفحات الممسوحة)
استُخرج هذا النص آلياً من صور الامتحان وقد يحتوي على أخطاء في القراءة — الصور أعلاه هي المرجع.
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CONCOURS D'ACCES A LA LICENCE |
FONDAMENTALE EN SCIENCES DE GESTION
- Groupe ISCAE -
Année Universitaire : 2018/2019 |
Epreuve de : |
Lundi 16 juillet 2018
INSTRUCTIONS
+ Veiller à mettre votre Nom /Prénom et N° d'examen sur chaque copie.
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READING COMPREHENSION
Birections: .
This section contains five passages, each followed by a number of questions {1- 6}. |
Read the passages and for each question, choose the one best answer - {A}, (8), (C}, (D)- based on what is
Stated in or what can be inferred fram the passage. Then, on your answer sheet, tick the letter of the answer
you have selected.
TEXT 1:
One ofthe major processes that takes place in schools, of course, is that students learn. When they graduate
from high school, Many ranuse à computer wrilp essaye withthree-part thases, and differentiate equations.
In addition to learning specific skills, they learn to think critically, to weigh evidence and T0 del حم
environments. Teachers who are more open to new ideas and less authoritarian produce students who have
reater Intellectual flexibility and higher achievement test scores. Studies show that teachers are most |
demanding when they re 1 the Same coop one The greater the difference between their
own social class and that of their pupits, the more rigidly they structure their dassrooms and the fewer
demands they place on their students.
1. Itis stated in the passage that teachers who are more open to new ideas -—-—-
A) produce mare successful students in terms of test scores and intellectual flexibility
B} often come from 2 lower social class than their students
C) are more authoritarian towards students
D} discourage intellectual flexibility in schools
2. We learn from the reading that when students greduate from high school ,رحسب
A) they can take the overall responsibility of anything
8( all of them have a good knowledge of computer usage
C} many of them have gained specific skills like writing essays and differentiating equations
D) most of them iack knowledge because of unavailability of ideal learning conditions
3. According to the reading, it is true that الت
AJit is not so difficult to constitute ideal learning conditions ١
B) with close supervision every student can get high test scores
C} both the school and home environments greatly influence a student's achievement in school
D} students learn best in a rigid classroom environment
TEXT 2:
The sheer number of people in a group affects the amount of communication. Consider the difference between
communication between two friends and communication in a group of five people. When friends talk, there are
two people sending and receiving messages, in a group of five, there are five people doing the same thing. Each
. idea that is expressed must be understocd by four others, who may also choose to respond. Consequently, the
greater number of people in a group, the fewer contributions an individual may make. Because there are
disadvantages to large groups, you might assume that smail groups would be[the st effective] However,
roups can be tao small as well as 100 people large. With too few members, a group red مما re امعد َ
مم نر سوا a primary äadvantage of groups for decision nas Also, members may bu iwilling to disagree or .
criticize each other's ideas}! believe that five to seven membèys is the ideal size for a small group.
4. We can conclude from the reading that in large groups ات
A) there is always a chaos at the end of each discussion |
1 before a decision is made everyone has ta express their ideas individuaily
C) everyone is free to express their ideas as much as they want
D} there is less opportunity for each person to speak
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. 5. Arcarding to the passage, smali groups الات
Â} are always more successful than large groups in terms of decision making
B} can have some disadvantages as well
C} express their criticism more freely than large groups
D} are unable to make à decision at the end of discussions
6. The author of the article suggests that الت |
A} large groups are always superior to small groups
8) the ideal size for a small group should be five to seven
C} small groups are better as members of them have a chance lo criticize each other
| D} everyone should listen to each other's ideas no matter how large the group is
STRUCTURE
Directions: Questions (7- 23} are incomplete sentences. Beneath each sentence you will see four words ar
phrases marked (A), (B), (C), (D). Choose the one word or phrase that best completes fhe sentence, Then,
on your answer sheet, tick the Letter of the answer you have chosen.
7.1 سس him to arrive in time for dinner.
À. hope for
B. attend ;
C. expect
D, wait for
8. 1 sat near the entrance for a long time ---——— him, but he didn't arrive.
| À. expecting
B. attending
€, waiting for
D. excepting
3. He hoped the appointment would enable him to gain greater ...تت in publishing.
À. experience
B. work
C. jobs
D. employment
10. The information-office at the station -—--—-- that all trains were running abaut one hour behind time.
A. advertised
B. decided * :
€. explalned X
$ D. promised x’
| 11 ١ could tell he was surprised from the ------——. on his face.
À. appearance
8. shock
ب- €. sight
D. expression
12, The plain occupies the west, south and central parts of the continent, though considerable variations are
to be found over s0 ---... an area.
A. expensive ١
8. expansive
C. extensive
D. defensive
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13. Because 01108 strong sun Mrs. William’s new dining-room curtains حتت from dark blue to grey
within a year.
À. faded
5. fainted
C. paled
D. bleached
14. Spies may have 3 number of --—---- hames and papers.
A. artificial
8. synthetic
C. false
D. imitation
15. Why can't you do this small ...تت for me? l’ve helped you often enough in the past.
À. demand
B. effort
C. favour
D. influence
16. The charged by the lawyer for his services was unusually high,
À. fee
B. fare
C. debt
D. hire
17. The gardener ---—-- 3 bucket with water so that he could plant the vegetables.
À. filled
B. flowed
C. stuffed
D. pited
18. My petro]l tank was empty 50 ١ pulled into a garage to —--—--—,
À. fillit up
B. top Up
C. speed it up
D. blow it up -
19. when there's à doubt the examiner’s decision is ----—-—.,
À. final
B. definite
C. fixed
D. certain
20. H present dissatisfaction over salaries continues the تت result will be loss of staff,
À. lengthy
; B. near
C. final
D. far
21. Can you direct me ta the nearest garage? One of my tyres is يبت |
A. compressed L
B. depressed
C. uneven
D. flat
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: 22. The children thought that the cream was deliciously بت 2 they finished It all.
À. famous
G. flavoured
C. hungered
D. favourable
23. À horse drives the --— from its body with its tail.
À. wasps
B. ants
€. lies
D. butterflles
Directions: Questions {24 - 50) are incompicte sentences, Beneath each sentence you will see four
words or phrases marked (A), (B), (C), (D). Choose the one word or phrase that hest completes
the sentence. Then, on your answer sheet, tick the letter of the answer you have chosen.
24. His eyes were -----—- bad that he couldn't read the number plate of the car in front.
À. such
B. too
C. so
D. very
25. The company needs to decide -—-—. and for all what its position is an this point.
A. here
B. once
€. first
D. finally
26. Don't put your cup on the ----——- of the table - someone will knock it off.
4. outside
B. edge
C. boundary
D. border
27. l'm sorry - ١ didn't --—-.. to disturb you. |
À. hope
B. think
C. mean 3
D. suppose
28. The singer encted the concert ----—--— her most popular song.
٠ A.by
8. with
C.in
D. es
29. Would ÿou mind --—--- these plates a wipe before putting them in the cupboard?
À. making x
B.doing *
C. getting * :
D. giving
30. 1 was fooking forward —-—. at the new restaurant, but it was closed.
A.to eat ;
B. to have eaten
C. to eating
D. eating
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. 31. -- تت tired Melissa is when she gets home from work, she always makes time to say goodnight to the
children,
A. whatever
B. no matter how
C. however much
D. aithough |
32.14 was only ten days ago ------—- she started her new job,
À. then
B. since
C. after
D. that
33. The shop didn't have the shoes l wanted, but they've ---— à pair specially for me.
À. booked
3. ordered
C. commanded
D. asked
34, Have you got time to discuss your work now or are you ----—-— to leave?
À thinking
B. round
C. planned
D. about
35. She came to live here --— à month ago.
À. quite
B. beyond
C. already
D. 03056
36. Once the plane is in the air, you can مت your seat belts if you wish.
A. undress
5. unfasten
C. unlock
D. untie ١
37. lieft my last job because | had no 10--ت-- travel.
8. place
8. position
١ ©. oppartunity
D. possibility
38. ١ wasn't a bad crash and م damage was done to my car.
À. little |
- 8. smail
€, light
D. mere
39, l'd rather you to her why we can't go.
À. would explain | ١
5. explained
€, to explain
0. will explain
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40. Before making a decision, the leader considered all --—--.- ofthe argument.
١ À. sides
B. features
C. perspectives
D. shades
41. This new printer is recommended as being --—--—-- reliable. |
À. greatly
5. highly
C. strongly
G. readily
42. When ١ realired | had dropped my gloves, ١ decided ددم my steps.
À. retrace
B. regress
€, resume
D, return
43. Anne's house is somewhere in the —---—.. of the railway station.
À. region
5. quarter
€. vicinity
D. district
44. Where do you think —--—.. to spend my summer holidays?
A.lshould
B. a good place
€. might be the best place
D. i might
45. The turmoil caused by World War لا lasted well --—-— the fifties.
A. before
B. over
C. beyond
D. for
46. Neither she nor her friend سس invited to the party.
À. have been
B. has been
€. will have
D. has
47. Have you seen the film ---—.. Brad Pitt saves the world from the zombies?
A. that
B. in which
C. in that
D. about
48. The problem with this product is that the designers -—--—,
À. considered by the users .
8. haven't considered the users
C. have considered the users
D. none of these
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49, Prices are too high and they will remain until inflation comes down,
L À, 50
B. there
C. that
D. as
50. I need a good explanation of all the costs ب in buying a new car,
À. affected
B. involved
€. concerned
D. implied
WRITING (51-80)
Direction: In no more than 150 words, write about the subject.
Topic:
| Nowadays celebrities are more famous for their glamour and wealth than fortheir achievements, and this sets
a bad example to young beople.
To what extent do you agree or disagree?
Use specific examples and details to support your answer.
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Ce modèle est l'épreuve d'Anglais du concours d'accès à la Licence fondamentale en sciences de gestion du Groupe ISCAE, année universitaire 2018/2019, passée le lundi 16 juillet 2018. Elle comporte trois parties : Reading comprehension (questions 1 à 6, deux textes), Structure (questions 7 à 50, phrases à compléter) et Writing (une rédaction de 150 mots au plus, notée sur les points 51 à 80). La durée n'est pas imprimée. Voici une correction proposée.
💡 Les consignes annoncent « five passages », mais le sujet n'en contient que deux (questions 1 à 6). Sur la copie numérisée, quelques marques manuscrites d'un ancien candidat apparaissent (par exemple la lettre B entourée à la question 4) : elles ne sont pas un corrigé et la B est fausse.
Reading comprehension (1-6)
| N° | Réponse | Justification |
|---|---|---|
| 1 | A | « Teachers who are more open to new ideas and less authoritarian produce students who have greater intellectual flexibility and higher achievement test scores. » |
| 2 | C | « Many can use a computer, write essays… and differentiate equations » : many, pas all (donc B est faux). |
| 3 | C | « The extent to which this development takes place is related to both school and home environments. » D contredit le texte (les classes rigides réduisent l'exigence). |
| 4 | D | « The greater number of people in a group, the fewer contributions an individual may make » : chacun a moins l'occasion de parler. |
| 5 | B | Groupes trop petits : ressources limitées et membres peu disposés à se critiquer — ils ont aussi des inconvénients. |
| 6 | B | « I believe that five to seven members is the ideal size for a small group. » |
Structure (7-50)
| N° | Réponse | Justification |
|---|---|---|
| 7 | C. expect | expect someone to do something = s'attendre à ce que. hope for et wait for ne se construisent pas avec un infinitif ici. |
| 8 | C. waiting for | wait for someone = attendre quelqu'un ; attend = assister à. |
| 9 | A. experience | gain experience in : collocation figée ; work, employment ne se « gagnent » pas « greater ». |
| 10 | A. advertised — réponse probable | advertise au sens ancien de « faire savoir publiquement, afficher ». decided et promised n'ont pas de sens ici ; explained supposerait une explication et non une simple annonce. Le mot le plus naturel aujourd'hui serait announced, absent des choix. |
| 11 | D. expression | the expression on his face = l'expression de son visage. |
| 12 | C. extensive — réponse probable | extensive = étendu, vaste (collocation an extensive area). expansive est proche mais s'emploie surtout pour un paysage ouvert ou une personne expansive ; expensive (cher) et defensive sont des pièges de forme. |
| 13 | A. faded | fade = se décolorer (au soleil). fainted = s'évanouir. |
| 14 | C. false | false names and papers = faux noms, faux papiers. |
| 15 | C. favour | do someone a favour = rendre service. |
| 16 | A. fee | fee = honoraires d'un avocat, d'un médecin ; fare = prix d'un billet de transport. |
| 17 | A. filled | fill a bucket with water. stuff s'emploie pour un objet solide (bourrer). |
| 18 | A. fill it up | Le réservoir est vide : on fait le plein. top it up = compléter un réservoir déjà en partie plein. |
| 19 | A. final | The examiner's decision is final = sans appel. |
| 20 | C. final | the final result = le résultat ultime, au bout du processus. |
| 21 | D. flat | a flat tyre = un pneu crevé / à plat. |
| 22 | B. flavoured | deliciously flavoured = au goût délicieux ; adverbe + participe. |
| 23 | C. flies | Le cheval chasse les mouches avec sa queue. |
| 24 | C. so | so + adjectif + that (conséquence). such exige un nom (such bad eyes that). |
| 25 | B. once | once and for all = une fois pour toutes. |
| 26 | B. edge | the edge of the table = le bord de la table. |
| 27 | C. mean | I didn't mean to = je n'avais pas l'intention de. |
| 28 | B. with | end something with = terminer par. |
| 29 | D. giving | give something a wipe = donner un coup de chiffon ; Would you mind + V-ing. |
| 30 | C. to eating | look forward to + V-ing : to est ici une préposition. |
| 31 | B. no matter how | no matter how + adjectif = si… que. however much ne s'emploie pas devant un adjectif simple. |
| 32 | D. that | Phrase clivée : It was only ten days ago that… |
| 33 | B. ordered | order a pair specially = commander. book = réserver (place, chambre). |
| 34 | D. about | be about to = être sur le point de. |
| 35 | D. almost | almost a month ago = il y a presque un mois. |
| 36 | B. unfasten | fasten / unfasten your seat belt. |
| 37 | C. opportunity | have the opportunity to do = avoir l'occasion de. |
| 38 | A. little | little damage : damage est indénombrable. |
| 39 | B. explained | I'd rather + sujet + prétérit pour un souhait présent ou futur concernant une autre personne. |
| 40 | A. sides | all sides of the argument = tous les aspects du débat. |
| 41 | B. highly | highly reliable = très fiable (collocation). |
| 42 | A. retrace | retrace one's steps = revenir sur ses pas. |
| 43 | C. vicinity | in the vicinity of = aux alentours de. |
| 44 | A. I should | Question indirecte insérée : Where do you think I should spend…? (pas d'inversion). |
| 45 | C. beyond | well beyond the fifties = bien au-delà des années cinquante. |
| 46 | B. has been | Neither… nor : le verbe s'accorde avec le sujet le plus proche (her friend, singulier) ; voix passive has been invited. |
| 47 | B. in which | the film in which = le film dans lequel. |
| 48 | B. haven't considered the users | « Le problème… c'est que » appelle une idée négative. |
| 49 | A. so | remain so = rester ainsi (reprend too high). |
| 50 | B. involved | the costs involved in = les coûts qu'implique. |
Writing (51-80) — 150 mots au plus
Sujet : « Nowadays celebrities are more famous for their glamour and wealth than for their achievements, and this sets a bad example to young people. To what extent do you agree or disagree? »
💡 Prenez une position claire dès la première phrase (accord partiel ici), un paragraphe par idée avec un exemple précis, une conclusion courte. Respectez la limite : un texte trop long est pénalisé.
Modèle de réponse (environ 145 mots) :
I largely agree with this statement. Today, social media turn people into stars simply because they show luxury cars, designer clothes and exotic holidays. Many influencers are followed by millions although they have achieved nothing remarkable.
This sends young people a dangerous message: that success means money and appearance rather than effort or talent. Some teenagers dream of becoming "famous" instead of becoming doctors or engineers, and they may feel frustrated when their own lives look ordinary in comparison.
However, not all celebrities are empty models. Athletes such as Moroccan footballers who reached the World Cup semi-final, or scientists and entrepreneurs, are admired for their hard work and discipline, and many use their fame for charity.
In conclusion, the problem is not fame itself but what we choose to admire. Parents and schools should teach young people to value achievement over glamour.
أسئلة شائعة حول هذا النموذج
هل يمكن تحميل هذا النموذج مجاناً؟
هل يتضمن هذا النموذج التصحيح؟
ما هي الجهة المنظمة والدرجة المعنية بهذا النموذج؟
ما هي دورة هذا الامتحان ولغة أسئلته؟
أين أجد نماذج أخرى لنفس المباراة؟
ناقش هذا النموذج (0)
شارك إجاباتك أو صحّح التصحيح — إذا كان لديك رأي مختلف حول أي نقطة، اكتبه هنا ليستفيد باقي المترشحين.
لا يوجد نقاش بعد — شارك إجابتك أو سؤالك حول هذا النموذج.
⚠️ ممنوع نشر أرقام الهاتف أو الروابط أو أي عرض مقابل مال — تُحذف هذه المشاركات تلقائياً.
هل تحضّر لهذه المباراة؟
نماذج مشابهة قد تهمّك
الجهة المنظمة: مجموعة المعهد العالي للتجارة وإدارة المقاولات ISCAE · 2018/2019 — مصدر النسخة: وثائق منشورة للعموم (alloschool / Scribd)؛ الإعلان الرسمي للمباراة هو المرجع.
كيف تستشهد بهذه الصفحة؟
صحفي أو مدوّن أو أستاذ؟ انسخ المرجع أسفله وضع رابطاً نحو هذه الصفحة.
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