نموذج امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أساتذة التعليم الثانوي التأهيلي - وزارة التربية الوطنية 2021 - اختبار في ديداكتيك مادة التخصص (اللغة الإنجليزية)

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

as Lo ‏اميه 7 . الو ديم‎ om à
‏ا سال نا و و20‎ PRE ‏ل‎
‎1 ‏يركز الوطني للناقويم والامتحانات ا‎
' ‏حي الخضر و العايلي‎
‏5ت ال‎ Css
ê ASS ‏الانجليزية 1508 3 شق‎ AD : ‏التخصص‎
‎TARN ‏على 20 ززم ات‎ MP ‏المادة : اختبار في دبداكتيك مادة‎
ne À ‏المصي‎ 7 -
TASK ONE: Choose the correct answer. ‏بي‎ mting letter in the space
provided. (35 pts; 1 pr SEA ‏جاو‎ the corresf
1 : ِ 2 1 le-plays related
1. Following the unit on “Humour”, Adi] jo prepare and perform 016-0105 relMed to
the function targeted in the unit. Adi see is ‏للقي‎ rmance using à rubric and decided ‏م‎
‎allocate 2596 of the term grade to this a np case, Adit is considering the role-plays as à
form of ogg Te re
A. formative assessment. Ru ssment LS ‏كن‎
‎€, language aptitude test. D, Ge ‏لمم‎ test. ‏لك‎
‎2. When he uses coopérative reading in his English classes, Rachid gives three grades: a quiz grade that
assesses individual comprehension of the text an individual grade for contribution to the group, and a
third grade for the whole group accomplishment. js his grading congruent with the tenets of
coopcrative leaming?
A. No, the grading System penalizes studenrs ‏لولم‎ teammates do not perform well.
B. Yes, the grades reflect a halanced assessment of individual and group achievement.
© Yes, the grades ‏الأ‎ reward motivated students who exhibit independence. ‏ببسم‎
‎D, No, the grading system overemphasizes individual accountability. [2 | 2
3, Amal noticed that one of her students, Ali, is having a hard time leaming English, When she talkeu
to him, she discovered that he had low ‏وى جم اده‎ because he comes from à disadvantaged social
background, Which of the following accounts for All's leaming difficulties?
A. Natural order hypothesis B, Social needs theory 3 | ‏أذ‎
‎©. Monitor hypothesis D, Cognitive development theory ‏نا‎
‏أ‎ In a reading comprehension lesson, Leila asked her students the following questions:
* What three questions would you ask the main character if vou met him/her?
*« Can you think of another story with a similar theme or main character?
Which skill is Leila targeting from these questions? | 4 | ‏ا‎
‎A. Understanding information B, Analyzing events
©. Applying knowledge D, Evaluating information
In her English class, Samira tries to cater for all hec Students’ needs and learning styles.
Which learning activity would work best for her kinesthetic lesrners?
À. Describing actions in a setofpictures B. Listening 10 a song and filling in a chart.
© Presenting a puppet show. D: Waichiag and discussing a video.
‏الممسوحة ضو‎
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‎cl)‏ الشفادة المسنية لولوج الحرية الأولي من إطار اميم ‎“AA lait‏ ؛. 7 «دجذير 20121 إلموسوع ‎Lab)‏ :2 على 16
| ل ا ل اام 6 ‎listening lesson, Ahmed used‏ ب ‎In‏ .6
‎Working in small groups, learners "© “Parate small parts of a longer recording; each Broup‏ *
‎listens to à different part |‏
‎se pre se sx in groups of four, gs People from groups that listened © other pans of the‏ | *
‎recordinx |‏
‎They ren < t to euch other the gs sa à te have listened to and compare ideas and reach 8‏ *
‎activity is called a‏ وأ 1 بد ين ‎conclusie ١١1 07 CONSENsUSs Of‏
‎A. Live listening B. an li listening, 6. Lee.‏
‎La ic 11 1 0 Îs 9 \‏
| ا 8 0 ‎C. Interactive listening.‏
‎In her spenking class, Amina has decided ta ©! students a choice of being graded either on their‏ .7
‎informed participation in a discussion Of use 4 reflective essay after the discussion. 15 this an‏
‎s?‏ 8 : 1
‎Appropriate way 10 assess students pe th‏
‎A, Yes, it encourages all students € pe 6 shy ones 10 demonstrate their learning. 5‏
‎ic IPate if they are not graded on participation. |‏ الا ‎No, some students may Choose‏ ,13
‎No, it is not appropriate 10 assess : snts in discussion lessons. Ts 8 —‏ ©
‎assessing oral abilities. SES CLEA‏ وأ ‎D. Yes, it helps to differentiate 601691 Students‏
‎of the follow ing strategies: repetition,‏ عمن ‎In teaching vocabulary to his students, Karim USUally mages‏ .8
‎memorization, translation, grouping words and 810655108. Which of the follow ing vocabulary learning‏
‎strategies is Karim fostering in his classes: LE =‏
‎strategies RES‏ لوي ‎A. Cognitive strategies B. Ar‏
‎Affective strategies D, 500181 Strategies |‏ .©
‎In Rachid's class, teams of students study their YOCabulary together each day. After this, they practice‏ .9
‎the words and complete a related task together. AU the end of the week, Rachid gives each student à‏
‎graded quiz on the vocabulary. The individual grades are averaged to give the team a total score, and‏
‎the teams whose scores improve win prizes,‏
‎This is an example of the use of‏
‎A. cooperative goal and individuel reward structures.‏
‎cooperative task and competitive reWard structures. ES‏ .13
‎personal goal, cooperative :45k, and Cooperative reward structures. ER‏ .©
‎D. the jigsaw approach t6 cocperaiivs learning,‏
‎When discussing the phenomenon of brain drain, Mourad, one of the students, can't find the word‏ +
‎‘diaspora’, which the teacher has already presented, and he replaces it with a complete sentence.‏
‎In this case, the teacher should‏
‎A. draw the student's attention to :he importance of vocabu lary.‏
ب | 10 | ‎B. interrupt the discussion and ask the stident to provide the right word.‏
‎provide the right word. |‏ ما ‎stop the student and ask others‏ .م
‎D. let the student continue &nd then highlight the importance of this technique.‏
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‎Youness is 4 high school English Jan : {Shi‏ .11
‎te2che! never COMeCts his speaking or Writing‏ يزيج ‎léarmer‏ ب ‎nistakes because he believes that m:‏
‎Within the learning process. When the‏ € ات اليد ال ‎sucher recognizes that Youness h‏
‎satisfied ns‏ قاع ‎(cs y h ER 25 avoideg kes is a S3È « been making, he‏
‎understands that his elassroom practices has, Mistake hat he AS TE yne Stage head. Th da‏
‎Managed 10 ke Younsss ( 5188 © practices‏ م ‎of this teacher are more likely to be info‏
‎A, the hehavioristic theory. B js by =‏
‎the interlanguage theory, 0 | © Sociolinguistic theor} Ut |... 7‏ ,€
ب ند “ا ‎٠ Cognitive code learning‏ ا
‎Nabil and three other students in his clas ns. From their early years, they‏ ,12
‎been facing di fferent health problems, } 5 Are special needs students. 6 their early years, they have |‏
‎Howeve dy in mainstream classes and they have nev‏ .5 ياه
‎been given any kind of special treatment ; r,they study ١١ lieve tl ce Ever‏
‎Their teachers believe that treating them in a‏ ري زومرلا ‎sp Ent in‏
‎different way 15 MOre likely to give the ir school. 8 :‏
‎pe 7 * EM 8 népats, : roression And 10 make them feel that they are‏
‎different or ‘not normal”. However, for ass Bative impres : re de os‏
‎ver, for 5 ses, their school decided to provide Nabil and‏ 0
‎his other classmates w ith a special test fi Ent PUTPO Le à st. Which : :‏
‎Ormat and , time to finish the test. WI of the following‏ م
‎would be your judgment of this situation? more 8‏
‎A; 1 he es 5 decision Will lead to more differences and conflicts between learners.‏
‎B. 01 ing | noi and his mates a Special test Will make their self-esteem deteriorate, HIT‏
‎C. The schoo! s 0 va lead 10 more justice and reliability in its assessments, —‏
‎D. The school’s decision wi Il make the test less reliable as some students will take a different test,‏
‎Nissrine 5 teaching the unit of “Culture” to secondary school students, The reading text is about an‏ ,}
‎one > 0‏ ودام ام ‎Fe il‏
‎celebration in Asia. Nissrine thought that the text may no! interest her learners, So, she‏ ا
‎decided (o use another text about ä celebration which is familiar 10 learners in their culture. In this case,‏
‎which of the following processes 15 Nissrine following? DE =,‏
‎١‏ ...| 13
‎A. Individualizing. B. Localizing. © Restructuring. D. Socializing. |‏
‎be taught in a certain language teaching context or program.‏ ما ‎A language syllabus is a list of items‏
‎Jowever, in many cases a syIlabus is accompanied with things more than a list of items. Which of the‏
‎ollowing may NOT be associated with a language syllabus?‏
‎A. A set of unit and lesson plans and test samples.‏
‎B. An introduction to the teaching approach and philosophy. RE =‏
‎A description of the expected teacher's and learners' roles. A4 |...‏ بع
‎D. A description of the expected learner’s profile.‏
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15, During today's lesson, who about 0 0016 ‏عط نا‎ unit, Brahim is VSFJ EXCRed and
١ pre rés à set of tent quest! the questions One after pr development "and he orally asks
è pr à parc : ‏عدوزه ب‎ and answet js that learners have se Other, Brahim is very satisfied with his
h : ‏م اب‎ Le É x today becaiisé he ‏ميديم ا‎ 200 the 1811160 from his previous class and from
Sther ‏وما وري‎ as they have 4 100 ‏تالور‎ also ‏مم يزوريب‎ NEW theme, which would make his task
où 6 su Ke as questions, vide wor 15 related ‘some Of the ideas on the board. Before learners
| » ler. ١ FE 1 he asks them to ‏امول‎ student Fête the lopic and he fills in a word map on the
b à ni h de word which te Vides. At the end, learners are given some time
to copy the notes into their note {hat would be Your jud P
If fe re observing this lesson, * 267
vou core OU: ET : ‏الحم‎
‎| ‏ارززييي...‎ becitise "8 lcacher-centered 15 |.
A. The lesson is less success se students have sha g ‏:لها‎
‎B. The lesson is successful becau: ariety Of learn red and learned a lot of ideas.
mere j7ed by 8 VE Ér-Centered activities
C, The lesson is characteriz benefite
D, The lesson shows that learners have d a lot from their other classes.
de tions of hie
16, During the correction of the Writin£ produc his learners, the teacher observed that students
. ring {he corre pffee " ‘“exPehsive advice’ 7 : ras
make mistakes such as ‘powerfil “3 ‏حت‎ o ce and ‘make his homework’. The teacher js
worried about the best way to deal wiih i D language in his class. Which of the following do
1 ‏د‎ 10 adress this Issue?
you think is more appropriate
: ْ: ‘native lan
A. To provide equivalenis in leamêrs Buage. ‏الت‎
‎T using situaiions Or examples. ET
B. To teach such phrases 0 flan LES |. |
© To focus more on contrasting asp E, £uages.
D. To allow their use since hey don à 1016118616 With meaning,
In one of her vocabulary lesscns, ‏كلذ‎ Nada set as her objective: ‘to rrain learners on how 10 use an
electronic dictionary’. For this atjective, she used her laptop and internet connectivity and she asked
learners to work in groups and to Ici: 1p ‏قل‎ meaning of four adjectives of height and weight (tail,
short, slim, fat) using an elecironic distionæ? of her choice. In a subsequent functions lesson she asked
learners to describe theis ciassinriss using ‏نا‎ Same words and she was surprised by the fact that almost
ione of the pairs she asked ‏مدو ضع‎ could describe his/her classmates. Where do you think the
roblem is? MT.
A. Nada stould have ‏لذ كنا‎ ue ‏للق‎ 'ictionary, ‏ست‎
‎13. She ‏واسامط‎ ha”e alle, 3 he ‏معدن‎ to choose the dictionary they are familiar with.
©. She shoulë have iaugh; ©‘ c:ds following the objectives of the functions lesson.
D. She didn”t achieve ‏عاد نعلي تل‎ first lesson.
= = *. ‏اي‎ ٠. “ + ‏م‎ | ٍ .
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‎١ 46‏ مني
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‎MCE rw en =‏ 021 - الموحعغم الصفحة :5 على 16
الممنية لولود النرجة الأولي من إبلا, ‎"à‏
‏تمان ‎ns‏ الماسنة ا أمائطة التمليي الرابوي ‎das op‏
#2 سيدا خياد ‎١ fteaching t} À matt suts‏
‎In his lesson © 04 ng © Speech ps ue‏ ,18
‎word ‘10 complain" in Arabic, } le Re of “Complaining, Hassan started his lesson by explaining the‏
‎conversation on the textbook and‏ ة ‎answer two comprehension questions UN Mudents to rend‏
‎including certificate, employment, draw 0 “me time, the )6061161 01 ns qe ? OCabulary iterns‏
‎expressions related to‏ أه ‎how te complan and ‘how to respond Money, ete, He then presented a lISt‏
‎them on the board. By the end ot‏ عاص ‎ihe lesson. the teacher asked learners 9 lo à Complaint ٠ and he‏
‎the dialags students produced: Prepare dialogs about the function he presented, This js one of‏
‎Secretary: / aykd vou earlier to pre : : , : à‏
‎Sr an employment cé! tificate for me. Why did vou forger?‏ م ‎Manager: /' really sorry. ١‏
‎rhe students produced such a dialog re right no‏
‎A. didn't provide students with enough Ÿ the teacher Te‏
[ يدهلا ‎B. didn't present enough Expressions ul‏
ماعل ‎the speech‏ م ‎didn't teach the social aspect of the Med‏ ©
ف 0 ‎٠‏
‎didn't allow students enough time \Pressions.‏ ,1
‎Prepare the dialog.‏ 10
‎r presenting the passive voice with 1‏
‎different transformations, Nabil asked the learners to do‏ رطا ‎ce‏ 8 | ب 0 ‎A fe‏ .19
‎À |‏ 0 4 .م ‎difierent practice exercises. A fier the‏
‎DIS 17100, the teacher assigned a free production task in which he‏ عا لاثم 10 ‎didier‏
‎ca € . 3 1 5 » € . 4 4 + 0‏ ل
‎aske: re EN EE + sentences in the passive form by making the necessary Changes. Assou‏
1 : عورأ ‎WNO Was‏ ,0116081165 5 08011 -
‎PRE + er os observing the lesson, made the comment that the production task‏
: 5 . / ‘ دم « 2 . 1 } ‎was not appropriate. Which of the followino Wo a good justification of Assou’s comment?‏
‎Would be a good nt?‏ ©
1م ‎A. The task didn't speciff If students shoulg we individualty or in pairs.‏
‎B, The task should ve done in Speaking rather than in writing, 9 |‏
‎The task shouldn't be restricted in its content and output.‏ ©
‎D. Learners should be given the context Of the sentences first.‏
26, In his grammar lessons, Hassan does not leach learners only the forms and how they are used. He goes
beyond this and focuses on teaching learners that certain syntactic constructions are most often used with
a limited set of related verbs. An example ofthis is the ditransitive construction ‘subject + verb + indirect
object + direct object’ which is most often expected with verbs related to ‘give’. This approach is mostly
related to
20 ‏...ا‎
‎À, The generative grammar theory. B. Construction grammar theory. : ١
€, Lexical priming theory. D. The behaviorist theory.
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nt With ‏ولي‎
‎noie prese Crhs ‏ل‎
‎21. In her lexson ‏إن‎ teaching the es the students ‏أ‎ lead ape uen) 10 Common core learners,
Nouhaile tarted the lesson by “a questions abou the lext ss a sp ‏و0‎ «dverbs of
frequency, Lasers answered à va dhird person singular 0 à "EX, Nouhails Presented the different
spelling forms of the verbs Hess and ‏تل‎ In the lollowin ne sie : The verbs ‘he dealt w th
‏آلا‎ examples are: av, May. ‏7م‎ sition before or ‏وال‎ the : RE Nouhaila IMroduced the adverbs
Of frequency by focusing on PES ‘Lam always busy Se h lo illustrate this, she Bave the
Cxamples: ‘He often goes 10 a before she final}, asked the Uhaila asked lcarners to fill in blanks
With the right adverb of frequency following stages ‏فا 9" يورب‎ provide Sxamples of sentences with
adverbs of frequency, Which of the 0901 Conducted appropriately by the teacher?
3, Presentatis
gs ice ١ and chec , ‏لبتم‎
‎A. Presentation and PRES D. AI Of them ns 17
C, Practice and production ‏.اجا‎ |
: sion les: |
22. As an objective for his reading ses 38 Ne Mahdi wrote On his lesson plan: ‘learners wi
have practice in predicting what the durs 1 0 leacher started the lesson by pre-teach ing à few
Words from the text, To activate learners 4h ' 0 knowledge, the teacher asked lcarners to do a
first silent reading of the text. He then PR I ras Senéral question about the text before
dealing with more specific questions which are related ‏ىن‎ details.
Which of the following would be te most ‏توا‎ Cvaluation of Mahdj's reading lesson?
A. Mahdi's lesson is well-structured ‏كب‎ organized,
B. Students didn't have the oprortuniy {0 practice Skimming Strategies, 22 |..."
C, The teacher shouldn't pre-teach vocabulery before skimming for the gist.
D. The teacher didn't address th objeciive of the lesson appropriately.
3. In his reading class, the tencher Staied 115 'esson by asking learners to Open their books on page 67,
She then assigned one cf the Sivdets :0 rend che text loudly. Next, the teacher did a second Joud
reading. Learners were ten ssked to WO:Ë ja pairs and answer questions related to Specific information
in the text. A correction session 001010, ‏معنن‎ of the following reading comprehension Strategies is
the teacher developing in he: lesso: >
A. Predicting 231 |
B. Questioning
C, Inferring implicii informeiica
2. None ofthe sbeve
da a 0 ln
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‎+4, During 012 07“ ©4174 ,
24.1 En s, à En up .» ‏تاصوب‎ the correction at different limes on
the first dav. Qn te Second day they ١١ four raters
> ail Cam . had a short discussion about their
correction experience of the previous d * ‏بابق‎ and 10160 7“
he They: lo discussed and agreed upon a set of criteria which
they hould adopt in their Correction ofu Y also dis
À ‘he followine te le 1 test papers
Which of 1e £ Lest qualities = L "
(١ be affected in this situation :
A. € onstruct and Content y alid 24 | :
ny L. L |
B. tntra and Inter-rater reliabilit
‎© Practicality and face v alidit,
D. Test administration reliabilie,
raining session, the teache ; 1 |
26, During 4 t 8 63011615 were éxposed 10 Ausubel's meaningful learning theory. They
F the importance of usine ‏دون‎ :
learnt about P« ME Sraphic orpanizers to help learners learn the content of the unit in a
more structured and better way. Which Of the follow ing teachers did NOT use an activity which applies
the principles of meaningful learning?
A. Ali started his reading class by asking Jegners to read the text and summarize the [25 |... |
main ideas using a Venn diagram. These jdeas are shared later with the whole cluss.
8. Brahim started his writing class by askino learners ‏ما‎ work in small groups and complete
different charts with information about the topic they will write about,
© Latifa teaches vocabulary by asking leamers to use their dictionary and explain the words to each
other. The definitions of the words are memorized.
1. Moujan taught the simple past by asking learners to read a short text and to complete a timeline
with events from the text. Learners were asked later to write sentences of their own,
498 ‏الممسوحة‎
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26. In teaching the present porn give, ane NEBALIVe ang o 100118 three model sentences Which she
Wrote on the board (one PRE she asked learn, to tick So) one underlined the presen
Perfect form in the sentences, cd fr C simple Presens 6 Correct 000100 about the following
‘have + verh past participle" 15 us her axked leamers to " ‏علصا‎ past Present perfect 1
Then, as à practice activity, the es successfully Provideg nd the past Participle form of five ‏اناق‎
‎and five irregular verbs, The stu schecking understandin ps jé e ‏دمي‎ OL Verts pus
end of their textbooks. For the hich is in the 65: Perfec: ‘8€, the teacher asked learners to Choose
0110172 three sentences the one W mmar in the Morocc |
Given the objectives of teaching gra tto form db à an secondary schools, which of the follow ing
would be the most appropriate judg lle lesson? 8
7 .: clear und 01 Wasn't 26 de
A. The lesson objective is not ‏1886و"‎ we Shared with lcarners. ‏لت‎
‎B, The ‘checking understanding 8 tie "NO Conducted appropriatel y.
C. Learners should provide the pas sa SIple of More verbs in the practice stage.
27. During a post-lesson discussion, Mouna's 44 ‏ديجا لين‎ the 051 100 that the lesson did not cater
for à variety of learning styles and PTT. er Class, The supervisor raised the need for
differentiating instruction, Which of the follow ١18 activities Would be the best Practical follow up ‏م‎ the
Supervisor's remark?
A. Mouna asks learners to watch a video about Climate Change and 10 answer (27 JET
Compréhension questions. Before the lesson, Mouna makes sure that all the questions
are simple and clear, Learners wriie answers to their questions and they share then during the
Correction stage,
B. Mouna divides the class into groups of four, She gives them different reading texts and she nsks
them 10 present their answers either oraily or in w riting.
C, Before asking her class ‏م‎ rcad the (St, Mouna presents à set 01 vocabulary items using pictures.
Learners are then asked 10 Work in pairs, read the text and fill in a chart with the appropriate
information from the iext.
D. At the end of the unit on Technology", 1e teacher asks her Common Core lcamers to prepare a
project in which they collec Piciures :elnied to the different devices they have at home. The
students are required ‏م‎ stick ‏6ت‎ piciures to a flipchart and they later share their projects with the
class as oral Présentations.
الممسوحة ضو
نماذ< المداء بات م مه قع : ظبفة إئة
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‏اا داعم الا اا‎ es
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25 01 . | Prehension cl
adorable football player. After à brief 454 ben. led to use à text about Maradona, his most
ich the teacher also used ‏عا ام زيونا أ‎ decio® 1
whicn de to highlighe L ‏الب‎ activity about famous football players and teams,
football player sc0ring goals on differen sy Vocabulary 60 nowed learners a short video of the
and do some related compréhension ‏وي 00 بدا‎ he asked them 10 read the players biography
talking 10 em h other and Biggling, « However the tencher noticed that the class unusually were
Which of the follow ing could be the -
A, The teacher missed activating ste behing jeurners behavior?
B. Learners couldn't answer the qu 80100 knowledge 1
vocabulary. Sstions because the teacher didn't pre-teach 281.7
© Learners were not interested bec
RE a he
0. Learners didn't find the topic of ‏ووزلية؟ الا‎ comprehension ‏قا‎ boring.
nn lis. (2 Slext interesting or appealing.
29, Among 1 5 of teaching English lan |
intercultural competence. Which of the Die sr ‏نيأ الج جين م‎ ee
A. Asking learners ‏ها‎ read a text about ee tusks is unlikelv to develop this competence?
celebration. tistmas and express their attitudes towards this =
B. Teaching learners how to ma | EAN LEE
| sde ke a request appropriately using the right expression.
© Analyzing the linguistic elements of the ‏بمج‎ :
p, Watching a video about Mah : ‏؟‎ foreign language and how they differ from those of L]
8 01181778 Ghandi and his fight for the liberation of his country.
19, Nick 15 7 teacher who believes that language learning is a cognitive process which develops as à result
of carrying out re Computational' operations on the language input as it is used by its
speakers, From this input, a language leamer, either in Li or L2, collects data about how items of
language, such as those of grammar or lexis, are used based on two main factors: their frequency and
contingency of occurrence. Nick provides learners with a rich amount of language input which he
works on 50 as to make the target items salient and frequent enough for learners to notice and draw
conclusions about how the language is used.
Buag
. ‘ « . Pi ‏وات‎ es
Nick is more likely ‏م1‎ be influenced by the principles of % |...
À. usage-based linguistics.
B, generative linguistics.
€, structural linguistics.
3, Sapir-Whorf hypothesis.
#اإاحببت ‎ne‏
‏ربس
‏الممسوحة ضوئي
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ا ‎٠‏ جا ال
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ان القشدامة الممزية لولوج ‎Le puit‏ الأول من إار ‎ll‏ التعلية ‎TES FL 18 re‏ *
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الما التبار ‎le à‏ = !481 ا الموسوع الصدمة : 10 على 16
: : تمن 200101 ‎siastic‏
‎ds echnology in her teaching practices. She‏ ل ل ا
‎Nancy is a teacher who is 1 she made M 1 7 dr ss Same test on onc page, She then made Copies‏ .31
‎wrote her last test by hand # ter outside © Dé tcst bé She discovered two problems with this test : First‏
‎of the ter 0 a photocop} M one part oft Me 1 08 the test administration day Second, the Copies‏
‎some students were able 10 Si iveré no! very © 5 there Were spots of ink on different parts of the‏
‎she handed out to her studen hole question 1‏
‎test, sometimes covering 4 \ lities is more 0 À 0 Fe be affected in this case? [3 1 Î .. |‏
بح ‎Construct Validity‏ ع ‎Which of the following test qua‏
‎A. Content ١ pra p, Test authenticits‏
‎BL pre-teachink =: 54 ne fems, Mr. Adams asked learners to listen to 4‏ امج ل : >
‎Conversation in which E - 1 uestions‏
‎jon q :‏
‎found it difficult to answer COR have useg before listening help les $‏
‎Which among the following could es © listening to help learners ER Ra‏
‎With their listening comprehension: e topic. Dour.‏
‎A. Reading a paragraph about the Sam few mant :‏
‎NES 7 ds through 4 Mechanical exercises.‏
ل : ‎Practicing the difficult wor hich are used‏ .3
‎C. Revising some grammatical items W s ee 1 in the listening passage.‏
‎D. Practicing the pronunciation of select 1 Tom the listening passage.‏
‎v’, ١ 1 NO rie x Le 0‏ . * 5
‎To start the new unit about * Women in 509 7 teacher asks students to Work in 2 group of four‏ .33
‎and share their ideas about the situation of Women in our Society. Following this, learners \were given‏
‎four graphs and they were asked to answer à feW questions about the statistics and figures on the‏
‎graph. After the correction, the teacher asks learners to work in pairs and write a short paragraph in‏
‎which they summarize the information on the graphs and express their opinion about it. 33 T‏
[ تا ‎Which of the following reading comprehension Skills is NOT largeted in this lesson?‏
‎A. Evaluating and reacting to views B, Skimming for the gist‏
‎or specific information D. Activating prior knowledge‏ ع«
‎Salma always likes to give her studenis challenging tasks. In one of her classes she provided learners‏ .34
‎with a text about ‘the effects of globaïization on developing countries’, The class read the text and‏
‎answered some comprehension questions, Next, they were asked to Write a few lines about how the‏
‎world will look like in ten Years” time, in the light of the changes happening now. In a subsequent‏
‎session, learners were asked to underline all the passive sentences in the text. With the help of the‏
‎teacher, they worked out rules about how ihe passive is formed in English,‏
‎These learners are more likely to be in the developmental stage of‏
‎A. concrete operations B, formal operations‏
‎C. sensory-motor operations D. bodily-kinesthetic operations 34 | ٠٠ |‏
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‎rASK 1 wo (6 pts; 1 pt each) Lon from‏
‎after teaching à unit about the theme of‏
‎Moha ed t SAMANISIEE à test in reading‏ يجيا ‎comp chensn He set ns 05601 e for the‏
‎ability 10 use the reading Strategies‏ "كا ‎"tt check‏ ؟ ‎which he Lai geted in the previous Units:‏
‎next Read the test on the next pa * nine 7 inferencing - understanding words in‏
‎affect its quality‏ ما ‎six ems which are likely‏ يريكلا 108 ‎(Give on examples from the test),‏
‎The test problems arc:‏
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‎es ٠ pr‏
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الماسة ‎Juin,‏ في بدا غنيك = ‎er . We‏ الصادمة :11 عتى 16
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| 2 ل ‎Level‏
‏- م دي 0 ‎Let shall ’ 1 houf F‏ ا
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‎of Britain‏ انم ‎Target strategies Le oué of Br‏
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‎img if e individual 5 Re" seen # ul 8 016 What are called « personal » questions unless you‏
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‎Des are not the result of polite conventions. They are not‏ مصاع ‎British 8 always es weather at‏ ع0
‎of the fact rhe 4 the 006 hand, to ask personal questions would be rude‏ الجع ‎AMI es‏ ىا ممع ‎But cons tant‏
‎rude. Cather sav Cry convenient loc with which 10 « fill the‏ نا ‎wy. Rather they > ss pra would‏ 00
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‎value 10 EST Personal contacts that they make, It is certainly true‏ فاط بد وزو 5 ‎gap Bvitieb peocle sive‏
‎or the numerous other clubs où Med to various sports and pastimes play a very important‏ انا ‎L 1 ss < 0 (FRE‏ ب ‎that‏
‎working sr sc » . -‏
‎Part in mans peoples lives. In these places people make SOMacts with other people who share some of the same‏
‎comacts are an im 07‏ : نشد ‎art In‏
‎À 0011871 part of their social identity‏ ىب ‎Interests and attitudes. For many people these‏
‎«iles Le the text?‏
‎aspects.‏ ب ‎A. Which of the follow ing is the main ides‏
‎The British people have different ME‏ .2
‎b, Stercots pes about the British people‏
‎c. The British people prefer to talk about the weather as a y 8Y 10 start the conversation‏
‎B. Are these sentences true or false?. Justify‏
‎M |}. ZA‏ | #8 ب أ أ ريه
‎Most British people are reserved.‏ )1
‎Talking about the weather in Britain is a stercotype,‏ )2
‎C. Answer these questions according to the text.‏
‎Why do British give priority 10 privacy ?‏ )1
‎In your opinion, do British people inside clubs talk about personal issues ? why ?‏ )3
‎D. Complete the following senteces.‏
ل ‎In Britain the question « How do you do ? » 00657 ١10666‏ }1
‎The British give too much im rance Lo privacy because... REP‏ )3
‎po )‏ #1
‎E. What do the underlined words in the text refer 10?‏
‎them 2) this stercotype‏ )1
‎F.Find in the text words or £ipressions meaning the same as‏
‎l}answer (paragraph 1) 2) handy ( paragraph 2)‏
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‎ASK THREE: )6 pts) Sub ie 2
nait Si jui networking site, Y assir, à te
vassif ' <tatement and answer the « Süchey off .
( | lucstions ‏ب‎ nglish, reported a classroom management incident. Read
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user ho fi do in this" making noise Whic ١ would make writing a report
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١ !0 me and the class 15 100 W eak
٠. List three ‏ام‎ 5$ible reasons behind 0
dents? mishehavior. (3 pts; ١ pt each)
2, If you were in Yassir's place, what strategies would you opt for to restore order and continue the
lesson? ( 2 pts; 1 pt each)
? ve PPTLLLILILLILELLL PPTTTTTI TO NTI TT IL ‏4ديييبييبيب:..” 7 با لضا ا‎
‘vent clacet ٠و‎ wav of dealing with the situation? (1 pt}
4. How can the label ‘weak class’ affect Yassir's way ol dealing wit
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les | 1 x post-lesson discus* and he Said that it achieved its objective
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' 10١ role nie 1 |
| Activity ‏ا‎ Cacher pre ro | Students’ role | Duration
| ٠١ Learners watch a short video on ‘earl) 111316) ‏لل‎ | Students watch the 15 mns
Marriage" | 015 and video | video
| 1 76 | ١ ١
| cache
2. Students work in pairs and answer four : | studens, MoOnitors | Pair work 10 mns
6 ‏ا‎ 1 ‘ class . 0
questions about the video, followed by clas * Work ANSWErINE
discussion | questions
; | Teacher ss
*. ١ summarize the most important information | ides \€r Writes the Students copy the ١ 5 mns
0605 0١ ِ
about the video and write it on the board. | Lthe bosrd | idens
Muki fe 2 mn:
L'explain the writing task 10 students and | aking the task | Listening to Fans
Clear/
What is expected as a product | Suiding instructions |
Students work in groups and write a short | = | Each group writes 10 mns
article as required (maximum 100 words), | once article.
À student from each group reads out their | e ES ‏ل‎ 5
Product to the class. | |
Correction of a model on the blackboard. | Teacher corrects | Students copy the | ١0 mns
| spelling, Corrected paragraph
Punctuation and |
5 | | ‏ب‎ = ei] grammar mistakes | |
ist four problems with this writing lesson, (4 pts; 1 Pt each)
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‏لان‎ Son, lune, |
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2 : ‏لا‎
Le : ‏هد | ل‎ ٠ ‏ا‎ À
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8 : Es 5 a 7 9 * ‏مهدي ع‎ ١ tu 7 *
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TASK FIVE: (3 pts; 0.5 pt ench)
FL in the blanks with appropriate words. The first letter of each word is given.
lextbook adaptation refers to changes the teacher makes 10 the book to make it more suitable lo à
Particular class, Changes could be done through Various adaptation strategies. Maley 0 998( and
MecDonough and Shaw (1993) came up with different Strategies to be implemented while adapting
Materials. The first strategy is a which ‏كا‎ related to extending the existing material by
including more of the same material to INCrEASE ‏اا‎ Quality and effectiveness. The second strategy is
0 materials which are not appropriate for the larget lcarners either on a small or large scale.
When the material is reduced quantitatively, ١١ IS referred to ns Subtracting while abridging is about the 1
changes made to the methodology. Another strategy js 01001108 which involves an internal change that ١
Can be implemented in ans aspect of the material, While rewriting is usually done to cater for students’ F
i and their backgrounds, r __ happens when the teacher changes the Organization
Of activities to suit the number of Students, classroom size, and so on. Furthermore, researchers added 0
more adaptation strategies to be implemented in classroom settings, They indicated the importance of
‏_ة‎ 45 a type of rewriting activity to aid with student compréhension, Similarly, using the
replacement strategy helps the teacher replace the material with something more suitable. Lastly, withthe ١ L
use Of the branching StrMegy, the teacher ‏كول‎ oplons to the existing activity or suggests | ١
END OF EXAM
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