موضوع مباراة مباراة ولوج المراكز الجهوية لمهن التربية والتكوين لتوظيف أساتذة التعليم الثانوي من الدرجة الثانية – وزارة التربية الوطنية والتعليم الأولي والرياضة – المركز الوطني للتقويم والامتحانات 2023

Draft answer key – EFL didactics MCQ (60 questions)

• Q1: C – A syllabus is the list/sequence of content for a course; the curriculum is broader.
• Q2: A – A group discussion requires learners to interact and produce language.
• Q3: B – Grammar-Translation relies heavily on the mother tongue.
• Q4: D – A curriculum frames goals, content, methods and assessment.
• Q5: D – Detailed lesson plans belong to the teacher's planning, not to the curriculum.
• Q6: B – Explaining language items is teacher-centred.
• Q7: D – CLT favours use over form and functional/notional syllabuses.
• Q8: B – The Silent Way stresses accurate pronunciation from the start with near-native fluency as a long-term goal (to be checked: the Direct Method also insists on pronunciation).
• Q9: A – Heavy reliance on the teacher is the opposite of active learning.
• Q10: A – Exclusive use of the target language.
• Q11: B – TBLT is a specific approach, not an eclectic combination.
• Q12: C – Learners work on a realistic scenario (case) and present a solution (to be checked: inquiry-based learning is also plausible).
• Q13: C – Bruner's discovery learning is constructivist.
• Q14: B – Cohesion and coherence define discourse competence (Canale & Swain).
• Q15: C – Educational philosophy is a general pedagogical matter, not subject-specific.
• Q16: D – In TBLT, language is a tool for accomplishing real-world tasks.
• Q17: A – CBE assesses demonstrated performance, not effort.
• Q18: A – Choice of activities and groups reflects learner-centredness.
• Q19: D – Ignoring the learner's discomfort is inappropriate.
• Q20: B – Autonomous learners do seek guidance when needed.
• Q21: B – Mixed-ability = heterogeneous class.
• Q22: C – The order is not justified by the time the tasks take.
• Q23: A – Limiting the forms per lesson reflects cognitive load (cognitivism).
• Q24: C – Self-regulation relies on intrinsic, not external, motivation.
• Q25: D – Distributing roles/sub-tasks ensures individual accountability.
• Q26: D – A video combines image and sound in context (to be checked: a picture may be considered enough).
• Q27: B – Summarizing requires producing language.
• Q28: C – Focusing on covering content is teacher-centred.
• Q29: C – Content from other subjects serves “Connections”, not “Cultures”.
• Q30: B – Real-time video conferencing is synchronous.
• Q31: A – ICT complements face-to-face teaching.
• Q32: A – Extensive reading = reading a large quantity of texts for pleasure/general understanding.
• Q33: A – Metacognition involves planning, monitoring and adjusting learning strategies.
• Q34: B – Flipped instruction (flipped classroom).
• Q35: A – Wait time is an inclusive practice for introverts.
• Q36: D – Identifying main ideas is a reading/listening subskill.
• Q37: D – Managing emotions, relationships and decisions = social-emotional learning.
• Q38: C – Transferring information from a text to a chart is mainly a reading (information-transfer) task (to be checked: B and D are tasks rather than subskills).
• Q39: B – Richards: talk as interaction, transaction and performance.
• Q40: B – Materials must first serve the intended learning outcomes (to be checked).
• Q41: C – End-of-semester exam.
• Q42: C – Public speaking is a performance task.
• Q43: A – After analysing diagnostic data, the teacher sets remedial goals, then plans and delivers (to be checked).
• Q44: A – Washback effect.
• Q45: D – Planning, organizing and self-regulation are executive functions.
• Q46: A – Accepting mistakes and valuing small progress sustains motivation.
• Q47: B – Pre-, while- and post-reading tasks.
• Q48: C – (to be checked) The other options are direct, commonly cited effects on attention, motivation and organisation.
• Q49: D – “Can-do” statements are CEFR descriptors.
• Q50: D – Recast.
• Q51: A – In Willis's framework, language focus (analysis and practice of items met in the task) comes in the post-task phase (to be checked).
• Q52: B – “Assess” comes from Latin assidere, “to sit beside”.
• Q53: B – Adapt tasks to learners' profiles (inclusion).
• Q54: A – Without evidence, observe closely before acting.
• Q55: D – Evaluating students is a professional duty; the others are ethical values.
• Q56: C – Relations with colleagues fall under professional ethics (to be checked).
• Q57: D – Jigsaw reading is a group activity.
• Q58: B (flawed question) – Negative reinforcement aims to increase a behaviour; A, C and D are all not its purpose, so the wording should be checked (probably “What is the purpose…”).
• Q59: D – Learners active, teacher as monitor.
• Q60: A – Lack of assigned roles leads to disengagement.