موضوع مباراة مباريات توظيف الأطر النظامية للأكاديميات: مباراة توظيف أساتذة التعليم الثانوي – وزارة التربية الوطنية والتعليم الأولي والرياضة – المركز الوطني للتقويم والامتحانات 2021

Suggested answer key

Task A (1 pt each)

• 1 – D: a polite, indirect request ("Could you please…") suits an employee addressing a superior.
• 2 – A: the presentation only drew attention to the form; meaning and use were never clarified, so practice and production failed.
• 3 – C: inferring a speaker's attitude from tone is a listening skill, not a speaking skill.
• 4 – C: checking punctuation and spelling is editing.
• 5 – D: topic → prewriting → drafting → responding → proofreading (5-2-3-1-4).
• 6 – A: a text and pictures set a context before the structure is presented.
• 7 – A (à vérifier): the sentence already gives examples (sun, moon, stars), which can easily be drawn; a definition (D) is also defensible.
• 8 – A: units organised around language functions (greeting, asking for…).
• 9 – D: the writer's dissatisfaction is implied by word choice, not stated.
• 10 – A: an idiom's figurative meaning is best conveyed through a situation; literal visuals would mislead.

Task B (0.5 pt each)

• 11 – C: "see you later" is a conventional farewell; this is pragmatic knowledge.
• 12 – C: the existing schema was modified to fit new information (accommodation).
• 13 – B: learners respond physically/non-verbally to language input (TPR).
• 14 – C: teamwork and interaction develop interpersonal intelligence.
• 15 – B: an external reward drives the behaviour.
• 16 – C: positive reinforcement increases the rewarded behaviour.
• 17 – C (à vérifier): focus on form after a meaning-focused task (TBLT).
• 18 – D (à vérifier): a broad attainment statement of what learners can do.
• 19 – C: giving instructions, timing and organising the task.
• 20 – B: a diagnostic test identifies prior knowledge and needs.
• 21 – D: comparing norms of respect across cultures.
• 22 – D: grading and filing without feedback is summative, not formative.
• 23 – A (à vérifier): time pressure means the test measures speed rather than the intended ability, so validity is affected.
• 24 – B: gap-filling with adjectives is a non-communicative, discrete-item task.
• 25 – C: Presentation, Practice, Production.
• 26 – B: contrived texts and unrealistic situations lack authenticity.
• 27 – B: listing projects in Excel is administrative, not a learning activity.
• 28 – B: learners must produce the missing part themselves.
• 29 – A (à vérifier): usage-based corpus analysis of authentic data belongs to the functionalist tradition.
• 30 – B: drills and repetition belong to audiolingualism, not the Natural Approach.
• 31 – C (à vérifier): marks should reflect achievement; rewarding behaviour with marks is unfair (equity).
• 32 – C: support gradually withdrawn as competence grows (scaffolding).
• 33 – D: ICT added nothing beyond the textbook.
• 34 – D: "use" is an observable, measurable behaviour.
• 35 – B: reasoning, memory, abstract thinking = cognitive processes.
• 36 – A: publicly displaying grades does not serve writing and raises confidentiality issues.
• 37 – C: the questions require irregular verbs (go, wake) right after a lesson on regular verbs; Maria over-generalised the rule she had just learnt.
• 38 – D: PowerPoint is a presentation tool for up-to-date visual materials.
• 39 – D: Edmodo is a learning platform for organising lessons and interacting with learners.
• 40 – B: sorting views/arguments = analysis; judging which is most convincing = evaluation.