موضوع مباراة مباريات التوظيف بموجب عقود بالنسبة للتعليم الثانوي بسلكيه الإعدادي والتأهيلي – وزارة التربية الوطنية والتكوين المهني – المركز الوطني للتقويم والامتحانات والتوجيه 2016

Section I – Reading comprehension

Text one

• 1. C – Problem child.
• 2. B – enrage.
• 3. C – the feeling that one has a right to something.
• 4. D – an outburst of shouting and screaming.
• 5. A – paradox: wisdom is attributed to a child who behaves irrationally (to be checked).
• 6. C – to accept the behaviour as it appears, without looking beyond it (to be checked).
• 7. T – « Oblivious of the irritation they cause others ».
• 8. T – « Children have temper tantrums for a reason ».
• 9. … an exaggerated sense of entitlement (overly demanding behaviour).
• 10. … what the child may really need, deeper and more urgent than the explicit demand.
• 11. rows.
• 12. conceal.
• 13. it = attention.
• 14. they = (these) explicit demands.

Text two

• 15. To see India become the country its forefathers visualized, a great nation of responsible citizens.
• 16. These students fail to acquire skills for employment and later become a burden on society.
• 17. Smart citizens willing to make the expected sacrifices for a dignified living (paying taxes, respecting public resources).
• 18. Because offenders escape penalties through influence-peddling (« desi jugad ») and systemic imperfections (bribes, pending applications).
• 19. The government's inability to deliver services in a timely, transparent and efficient manner, and time and cost overruns.
• 20. C – Citizenship in India.
• 21. C – gradually.
• 22. B – dishonest.
• 23. D – respect.
• 24. D – favoritism.
• 25. B – born dead.
• 26. C – throwing rubbish in a public place.
• 27. C – a source of easy money.
• 28. A – crawl.
• 29. « We condemn our system for churning out unemployed youths, but we don't like working hard to acquire knowledge. »
• 30. « Information technology needs to be suitably harnessed… E-governance is definitely the way to the future. »
• 31. the same = better hygiene and better traffic discipline.
• 32. selfish actions = digging the road for a private purpose, piling building materials, tapping water sources or electricity.

Section II – Language

• 33 C · 34 D (from experience) · 35 A · 36 D · 37 A · 38 A · 39 B · 40 D · 41 A · 42 D
• 43 A · 44 C · 45 A · 46 D · 47 A · 48 C · 49 D · 50 A · 51 D · 52 B
• 53 B · 54 C · 55 D · 56 A · 57 A · 58 B (by myself) · 59 C · 60 C (« suggest » is not followed by object + infinitive) · 61 C · 62 B
• 63 C · 64 B · 65 B · 66 A (to be checked: « extra pay » would be more natural) · 67 C · 68 B · 69 C · 70 D · 71 B · 72 B
• 73 D · 74 B · 75 B · 76 C · 77 C · 78 C · 79 D (opinion/size – age – shape – material) · 80 B · 81 A · 82 B
• 83 D · 84 A · 85 A · 86 B · 87 D · 88 A (size – age – colour – origin) · 89 A · 90 C
• 91 C · 92 A · 93 A · 94 D · 95 C
• 96 B (misplaced comma) · 97 A (no « will » in the if-clause) · 98 D (comma splice) · 99 C (comma splice)
• 100 C – plough /aʊ/ (stow, dough /əʊ/) · 101 C – brief /iː/ · 102 B – grew /uː/ · 103 B – eight /eɪ/
• 104 N · 105 an · 106 N · 107 a · 108 a · 109 a · 110 N · 111 the · 112 the · 113 the · 114 N · 115 N
• 116 in (take pride in) · 117 about · 118 to · 119 with (or « to ») · 120 for · 121 to · 122 of · 123 in · 124 for · 125 in

Section III – Writing (guidelines)

126. Description: three panels; Charlie Brown's friend proudly says he has taught Snoopy to whistle; Charlie Brown cannot hear Snoopy whistle; the friend answers that he taught him, but never said Snoopy had learned. Message: teaching does not guarantee learning; the teacher's job is measured by learners' outcomes; importance of checking learning through assessment and feedback and of learner-centred teaching.

127. Causes: burning fossil fuels for energy and transport, deforestation, industrial emissions of CO2 and other greenhouse gases. Effects: rising temperatures, droughts and water scarcity, melting ice and rising sea levels, extreme weather, threats to agriculture and biodiversity. Link to COP 22 in Marrakesh (2016): international commitments, renewable energies (wind, solar), hope for a greener future.

128. Topic sentence given; two developed reasons with examples, e.g. (1) economic pressures (unemployment, cost of living) creating tensions; (2) social change: women's financial independence and the 2004 Family Code (Moudawana) making divorce by mutual consent and « chiqaq » easier; possibly early or hasty marriages and lack of communication. Concluding sentence.

129. Article plan: catchy title and introduction. 1) Structure: preschool, primary (6 years), lower secondary (3 years), upper secondary (3 years, baccalaureate), higher education (universities, grandes écoles, vocational training – OFPPT). 2) Strong points: near-universal access to primary school, efforts for girls' and rural schooling, reforms (Strategic Vision 2015-2030, Framework Law 51-17), social support (Tayssir, school transport, boarding). 3) Problems: dropout, overcrowded classes, weak learning outcomes in international tests, language of instruction issues, gap between training and the job market, inequalities between urban/rural and public/private. Conclusion with recommendations and perspective. Respect the article register (headline, engaging tone, paragraphs).