Correction complète — امتحان الكفاءة المهنية — أستاذ التعليم الثانوي الإعدادي — تخصص اللغة الإنجليزية — دورة 2025: ديداكتيك المادة

46 questions avec réponses, explications et références.

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Component 2 — English didactics, middle school (Q21–Q70, without Q41–Q44)

Question 1 — Q21. Unlike socio-constructivists such as Vygotsky, Piaget maintains that cognitive development happens internally without much reliance on other people. For children to develop their mental schemas, they interact with their environment through _____.
English didactics
  1. A. assimilation and accommodation ✓
  2. B. stimulus and response
  3. C. positive and negative reinforcement
  4. D. learning and acquisition
  5. E. None of the above
For Piaget, the child builds schemas by assimilating new experience into existing schemas and by accommodating (modifying) schemas when experience does not fit. Stimulus–response and reinforcement belong to behaviourism; acquisition vs learning is Krashen’s distinction.
Unit reference: chapter 2, §2.1.
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Question 2 — Q22. Nadia is a secondary school teacher. In one of her writing classes, she observes that one of her students is struggling with writing his paragraph. He mainly faces difficulties with the structure of the paragraph. The teacher starts by reminding him of the components of a paragraph. Then, she talks about what a topic sentence is and the kind of information it contains. She also provides her students with two examples of topic sentences. In this situation, what the teacher is doing can be referred to as ________.
English didactics
  1. A. a graphic organizer
  2. B. comprehensible input
  3. C. scaffolding ✓
  4. D. the zone pf proximal development
  5. E. None of the above
The teacher gives temporary, targeted support (reminders, explanation, models) so that the learner can do what he cannot yet do alone: this is scaffolding. The ZPD is the zone in which such support is useful, not the action of the teacher.
Unit reference: chapter 2, §2.1 (box “Scaffolding, ZPD and social constructivism”).
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Question 3 — Q23. Before designing a whole unit on the theme of ‘Environment’, Amal first looked at the curriculum and examined the learners’ target competencies. Based on these expected outcomes, she collected a set of engaging activities, a video on fast food, and a reading text comparing diets in different countries. She also added food-related vocabulary, and countable and uncountable nouns. Amal’s approach to planning can be described as _______ .
English didactics
  1. A. forward design
  2. B. backward design ✓
  3. C. washback effect
  4. D. top-down planning
  5. E. None of the above
She starts from the expected outcomes (target competencies) and only then chooses activities and content: backward design (Wiggins and McTighe). Forward design goes from content to outcomes.
Unit reference: chapter 4, §4.4.
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Question 4 — Q24. During a class visitation, the supervisor notices that the teacher is presenting and practicing too many vocabulary items related to the theme of ‘food and health’. The supervisor suggests teaching new vocabulary over several sessions rather than presenting it all at once in order to minimize the cognitive load. In this case, the supervisor is referring to the concept of _____.
English didactics
  1. A. subordinate practice
  2. B. delayed practice
  3. C. controlled practice
  4. D. spaced practice ✓
  5. E. None of the above
Spreading the learning of items over several sessions to reduce cognitive load is spaced practice. The 2007 Guidelines ask teachers to revisit new words “with increasing space between practices”.
Unit reference: chapter 5, §5.1 and §5.2.
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Question 5 — Q25. In a vocabulary lesson, the teacher mainly relies on the use of verbal explanations to present the target items. The supervisor advises him to chunk vocabulary, vary the presentation techniques, and keep the flow of the lesson smooth. The strategy is referred to as _____.
English didactics
  1. A. recycling
  2. B. pacing ✓
  3. C. individualizing
  4. D. tutoring
  5. E. None of the above
Chunking, varying techniques and keeping the lesson flowing smoothly concern the rhythm and flow of the lesson: pacing. Recycling means bringing items back in new contexts.
Unit reference: chapter 5, §5.2 (box “pacing vs spaced practice”).
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Question 6 — Q26. During a speaking lesson on eating habits, Zohair asked his students to describe traditional dishes they usually have with their families. One student replied: “On Saturday, my family prepares Tangia, and we eat it together.” This highlighted how students may use culturally-specific words with no direct equivalent in English. This phenomenon is best described as _____.
English didactics
  1. A. code switching ✓
  2. B. positive transfer
  3. C. negative interference
  4. D. style shifting
  5. E. None of the above
The learner inserts a word from another language into an English sentence because English has no equivalent: code switching (here, borrowing). It is not an error caused by the L1 (negative interference), nor help from the L1 system (positive transfer), nor a change of register (style shifting).
Unit reference: chapter 3, §3.6–3.7.
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Question 7 — Q27. Instead of relying on her own verbal explanations and demonstrations of how to write a paragraph, Malika uses two tools. First, she uses videos in which a teacher talks about the structure and the components of a paragraph. She also uses an app in which the students play a ‘drag and drop’ game: They drag the different parts of a paragraph to the right position to construct a coherent text. In Malika’s classes, technology is playing the role of _______.
English didactics
  1. A. providing feedback on performance
  2. B. regulating performance
  3. C. mediating instruction ✓
  4. D. designing instruction materials
  5. E. None of the above
Most probable answer. The video and the app replace the teacher’s own explanation and demonstration: technology carries (mediates) the instruction between the content and the learners. Option D describes what the teacher does when preparing materials, not the role technology plays in class; A and B are only by-products of the drag-and-drop game.
Unit reference: chapter 9, §9.3.
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Question 8 — Q28. In teaching grammar, the teacher uses a lot of visuals, audio materials and provides the learners with different options and practice/use opportunities. She also resorts to aspects of students’ culture such as names of people and places in her teaching. This approach adheres to the principles of _________.
English didactics
  1. A. implicit instruction
  2. B. Universal Grammar
  3. C. Universal Design for Learning ✓
  4. D. localizing instruction.
  5. E. None of the above.
Several means of representation (visuals, audio), several means of action and expression (options, practice) and engagement through learners’ culture: the three principles of Universal Design for Learning. Localising names and places is only one part of what is described. Universal Grammar is Chomsky’s theory of acquisition.
Unit reference: chapter 7, §7.4.
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Question 9 — Q29. When speakers don’t understand each other, they try to get more clarifications by asking further questions such as ‘do you mean...?’, ‘Are you talking about...?’ etc, or by clarifying things as in ‘what I mean is ...’. These strategies indicate that the speakers are ______.
English didactics
  1. A. negotiating meaning ✓
  2. B. negotiating output
  3. C. focusing on forms
  4. D. focusing on form
  5. E. None of the above
Clarification requests and reformulations used to repair mutual understanding are negotiation of meaning (Long’s Interaction Hypothesis). The 2007 Guidelines list negotiation of meaning among the features of spoken discourse to raise awareness of.
Unit reference: chapter 2, §2.1; chapter 3, §3.6.
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Question 10 — Q30. In the classroom, the teacher always observes her students’ performance. When the flow of a student’s conversation is interrupted by some misunderstanding, the teacher intervenes and provides him/her with some strategies to deal with the breakdown by questioning, repeating, asking for clarification, rephrasing etc. This teacher is providing learners with _______ .
English didactics
  1. A. pragmatic strategies
  2. B. compensation strategies ✓
  3. C. cognitive strategies
  4. D. social strategies
  5. E. None of the above
Most probable answer. The strategies are taught to deal with a communication breakdown, which is the function of compensation (communication) strategies: in Oxford’s terms, strategies “needed to overcome any gaps in knowledge”; in Canale and Swain’s, strategic competence “to make up for breakdowns in communication” (both cited in the 2007 Guidelines). Asking questions also appears among Oxford’s social strategies, which makes D the main competitor, but the stem stresses repairing the breakdown.
Unit reference: chapter 3, §3.5–3.6.
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Question 11 — Q31. In her teaching of the past simple questions, the teacher uses a conversation. First, students read the text for comprehension. Then, the teacher guides them to notice and extract questions before they focus on them and work out the rule to form yes-no questions in the simple past. This type of instruction is referred to as ______.
English didactics
  1. A. implicit instruction
  2. B. deductive instruction
  3. C. explicit instruction ✓
  4. D. positive evidence
  5. E. None of the above
Most probable answer. Learners’ attention is directed to the form and they formulate the rule themselves: explicit inductive instruction. Implicit instruction never leads learners to a rule; deductive instruction starts from the rule. The trap is to equate “inductive” with “implicit”.
Unit reference: chapter 5, §5.1 (box “inductive is not implicit”).
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Question 12 — Q32. In her reading comprehension test, Sara prepared a text which includes cultural references such as skyscrapers, trams, shopping malls, parks and museums and information about activities which people do with these facilities or in these places. If Sara’s students perform poorly in this test, not because of language or lack of vocabulary, but because the test is testing aspects of a culture which students are not familiar with, we might describe Sara’s test as lacking _______.
English didactics
  1. A. authenticity
  2. B. construct validity ✓
  3. C. transparency
  4. D. reliability
  5. E. None of the above
A reading test should measure reading ability. If scores depend on familiarity with a foreign culture, the test measures something other than the intended construct: construct validity is weakened (construct-irrelevant variance). Reliability concerns consistency of scores, not what they measure.
Unit reference: chapter 8, §8.5.
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Question 13 — Q33. In his classes, Mourad uses English starting from the first day. He does his best to provide his learners with simple and comprehensible input and to obtain from them the maximum language output they can produce. Mourad’s classes focus a lot on reading and listening and give little importance to structures. This teacher’s approach goes under the umbrella of ______.
English didactics
  1. A. Total Physical Response
  2. B. the Audio-lingual Method
  3. C. Suggestopedia
  4. D. The Silent Way
  5. E. None of the above ✓
Most probable answer. Comprehensible input from day one, priority to the receptive skills and little attention to structures describe the Natural Approach (Krashen and Terrell), which is not offered. TPR relies on commands and physical responses; the Audio-lingual Method is structure-centred; Suggestopedia and the Silent Way have other signatures (relaxation; teacher silence and self-correction). Some readers place the Natural Approach and TPR under the same “comprehension approaches” umbrella and would choose A, but nothing in the stem mentions commands or physical actions.
Unit reference: chapter 2, §2.2.
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Question 14 — Q34. Before starting a new unit on ‘My Summer’, Brahim asks his students to complete a KWL chart with what they know, what they want to know and what they expect to know about the theme of the unit. The technique the teacher is using is grounded in _______.
English didactics
  1. A. multiple intelligences theory
  2. B. Krashen’s Input Hypothesis
  3. C. Skinner’s operant conditioning theory
  4. D. Ausubel’s meaningful learning theory ✓
  5. E. None of the above
A KWL chart starts from what learners already know so that new knowledge can be anchored to it: Ausubel’s meaningful learning (prior knowledge as the most important factor, advance organisers).
Unit reference: chapter 2, §2.1.
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Question 15 — Q35. After covering the first unit, Mustapha wants to check if students have learned the target vocabulary and structures. For this reason, the teacher asks his students to work in pairs and prepare a poster about places to see in their town. During the presentations, Mustapha uses a checklist with items to observe and score students’ performance. He later provides students with feedback based on each pair’s checklist and scheduled a class for remediation. The poster session’s grade is taken into account in students’ final grade. In this procedure, the teacher is adopting _______.
English didactics
  1. A. Criterion-referenced assessment
  2. B. Performance-based assessment
  3. C. Formative-assessment
  4. D. All of the above ✓
  5. E. None of the above
The checklist judges each pair against fixed criteria (criterion-referenced); learners show what they can do through a product and presentation (performance-based); feedback and a remediation class use the evidence to improve learning (formative). Counting the grade in the final mark does not cancel these features.
Unit reference: chapter 8, §8.2–8.4.
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Question 16 — Q36. Behaviorism is a learning theory that has impacted language teaching. Some language teaching methods demonstrate the principles of behaviorism. Which of the following teaching practices draws from this theory?
English didactics
  1. A. Whenever a student performs well, the teacher sticks a small star on his/her arm. He also writes his/her name on a decorated paper on the wall of the classroom. ✓
  2. B. The teacher usually provides learners with feedback only after they have finished their comment on the topic of the text. Only major errors are dealt with while those which don’t affect meaning are ignored.
  3. C. As soon as you get into this teacher’s classroom, you notice that there is a lot of physical action and movement. The teacher would ask his students to act out almost everything before he focuses on its pronunciation.
  4. D. In this teacher’s practice, the students are not forced to produce language from the beginning. They are given a period in which they just listen to the teacher or read materials before they start using some simple language.
  5. E. None of the above
Rewarding a desired behaviour (stars, names on the wall) is positive reinforcement, the core of operant conditioning. B describes communicative, meaning-first error treatment; C is TPR; D is the silent period of the Natural Approach.
Unit reference: chapter 2, §2.1.
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Question 17 — Q37. Which of the following best describes this statement? ‘Learners use English for social communication in school and community contexts.’
English didactics
  1. A. This is the objective of today’s lesson.
  2. B. This is a language standard. ✓
  3. C. This is the objective of a unit.
  4. D. This is a performance indicator.
  5. E. None of the above
The statement is broad, long-term and not tied to a specific lesson or observable task: a language (content) standard. A performance indicator would describe specific observable behaviour showing that the standard is being met.
Unit reference: chapter 4, §4.2.
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Question 18 — Q38. Universal Design for Learning (UDL) has been one of the most influencing perspectives in education in the recent years. Which of the following is CORRECT for UDL?
English didactics
  1. A. UDL is an approach to language teaching, similar to Project-based Language Teaching.
  2. B. UDL is a lesson procedure which is composed of three stages.
  3. C. UDL is an approach to the design of teaching materials. ✓
  4. D. UDL is a language teaching method.
  5. E. None of the above
UDL (CAST) is a framework for designing goals, methods, materials and assessment so that they are accessible to all learners. It is not specific to language teaching, not a method and not a lesson procedure. Among the options, C is the only accurate description (materials design is part of what UDL covers).
Unit reference: chapter 7, §7.4.
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Question 19 — Q39. The teacher wants his students to read mainly for entertainment without worrying too much about understanding every word in the text. His focus is on enjoying the language, while the students can also implicitly and unconsciously put into use some of the strategies they practiced in their regular reading classes. Which of the following types of reading serves the teacher’s purpose?
English didactics
  1. A. Intensive reading
  2. B. Jigsaw reading
  3. C. Critical reading
  4. D. Extensive reading ✓
  5. E. None of the above
Reading for pleasure and general understanding, without stopping at every word, is extensive reading. Intensive reading studies short texts in detail.
Unit reference: chapter 6, §6.4.
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Question 20 — Q40. In her vocabulary classes, Mehdi presented a set of vocabulary items, including the idiomatic expression ‘get your act together’. In her next class she asked the students to write a formal e-mail about their qualities in order to apply to a language program abroad. Surprisingly one of the students, wrote the sentence ‘I like to get my act together early before any appointment.’ By using this expression in this student’s email, we can understand that probably the teacher ignored teaching the expression’s _______.
English didactics
  1. A. meaning
  2. B. register ✓
  3. C. connotation
  4. D. collocates
  5. E. None of the above
The idiom is informal and does not belong in a formal application email: the learner did not know its register. The 2007 Guidelines list register (formality, mode of discourse…) among the dimensions of knowing a word.
Unit reference: chapter 5, §5.2.
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Question 21 — Q45. Which of the following best shows that the teacher is trying to develop students’ metacognitive awareness about their reading comprehension strategies?
English didactics
  1. A. The teacher starts the lesson by asking students to read the text and answer comprehension questions, mainly targeting reading for the gist and details.
  2. B. While they are reading the text, the teacher asks students to underline the phrases which the writer uses to indicate that he has a negative attitude towards young people’s use of social media. ✓
  3. C. Before reading a text, the teacher presents a few words and asks the students to use them in sentences of their own.
  4. D. The teacher asks the students to read the text and underline any words they don’t know. They are then allowed to use a dictionary to look them up.
  5. E. None of the above
Most probable answer. B is the only option in which learners attend to how meaning is signalled in the text (the linguistic cues of the writer’s attitude), which makes them aware of the strategy they use to infer attitude. A is ordinary comprehension work, C is pre-teaching vocabulary and D is dictionary use. Strictly speaking, metacognition means planning, monitoring and evaluating one’s own strategies, which none of the options shows fully; a reader applying that strict definition would choose E.
Unit reference: chapter 3, §3.5; chapter 6, §6.4.
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Question 22 — Q46. Choose the correct set of words to complete the following text: “... In this model, the teacher creates purposeful tasks, provides just-in-time _______, and sets up conditions for extended and ______ student talk, while ______, closely and intervening only with timely _______ or corrective feedback. Over time, this approach not only strengthens language proficiency but also builds learner confidence, autonomy, and motivation.”
English didactics
  1. A. strategies - controlled - withdrawing - questions
  2. B. practice - receptive - demonstrating - tasks
  3. C. scaffolding - interactive - monitoring - prompts ✓
  4. D. practice - controlled - presenting - reviews
  5. E. None of the above
“Just-in-time scaffolding”, “extended and interactive student talk”, “while monitoring closely” and “timely prompts or corrective feedback” are the only combination that is both grammatical and consistent with a learner-centred model. In the other sets at least one word breaks the sense (e.g. “controlled student talk”, “while presenting”).
Unit reference: chapter 2, §2.4; chapter 6, §6.3.
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Question 23 — Q47. To allow students to get meaning from a reading text, the teachers can follow the RIEA cycle: Retrieve (or Identify) - Interpret - Evaluate - Apply. In a reading comprehension class, which of the following students’ statements matches the ‘Interpret’ level of RIEA?
English didactics
  1. A. This story is mainly about how to learn language with the help of apps. ✓
  2. B. I think the last app is the best to try; it includes a lot of fun games.
  3. C. From the text, I understand that apps can help us with speaking, listening and writing.
  4. D. I want to try some of the apps which the text suggests. I think they will help me.
  5. E. None of the above
Most probable answer. B is an evaluation (a judgement) and D an application (transfer to one’s own life). Between A and C, stating what the whole story is mainly about requires integrating the text into a main idea, which is interpretation; C restates information the text gives (“apps can help us with speaking, listening and writing”), which is retrieval despite the words “I understand”. Some readers take C as the interpretation because of that phrasing.
Unit reference: chapter 6, §6.4.
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Question 24 — Q48. Which of the following teaching practices does NOT adhere to the principles of communicative language teaching?
English didactics
  1. A. Jamila begins her class with a short dialogue between two people and has students repeat it several times until they can say it accurately and confidently. Afterward, they practice similar sentence patterns through drills and substitutions. ✓
  2. B. Malika’s lessons revolve around classroom tasks. For example, learners collect information about their favorite music or local traditions, then prepare a short report or poster to present. She guides them through planning, doing, and reviewing their work.
  3. C. In Tilila’s class, students learn English by studying a range of topics related to different subject areas such as science, history, or the environment. For example, while studying a unit on ecosystems, they read short texts, discuss how animals adapt to their habitats, and write short reports which they share and present together.
  4. D. In Lina’s class, students often work in pairs to exchange opinions, solve small problems, or complete short information-gap activities. She encourages them to focus on expressing their ideas clearly, even if their grammar isn’t perfect.
  5. E. None of the above
Dialogue repetition until accurate, pattern drills and substitutions are audio-lingual techniques based on habit formation. B (task-based), C (content-based) and D (information gaps, fluency) all belong to the communicative family.
Unit reference: chapter 2, §2.2.
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Question 25 — Q49. This is a task from Spotlight 2. Which of the following is this task likely to target? 3. What is the moral of the story? Tick the best option(s) ☐ Stay the same, stay safe! ☐ It’s good to be different. ☐ Don’t fear change, embrace it! Other: ________
English didactics
  1. A. To develop high-order thinking skills ✓
  2. B. To developing empathy in students
  3. C. To develop students’ use of the imperative form
  4. D. To develop students’ ability to skim a text
  5. E. None of the above
Finding the moral of a story means going beyond the literal content to interpret and judge its message, and the open “Other” option asks learners to formulate their own: higher-order thinking. The imperatives in the options are incidental, and skimming concerns the gist, not the moral.
Unit reference: chapter 6, §6.4 (Bloom).
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Question 26 — Q50. Which of the following IS NOT a principle of the new middle school curriculum in Morocco?
English didactics
  1. A. It uses a context-based approach to the teaching of language components.
  2. B. It integrates all language skills and components in the lesson.
  3. C. It integrates principles of assessment for learning within the teaching materials.
  4. D. It adheres to the principles of norm-referenced assessment ✓
  5. E. None of the above
Norm-referenced assessment ranks learners against each other, which contradicts a standards-based curriculum that judges each learner against criteria and, as memo 088×25 puts it for mixed-level classes, focuses on individual progress rather than comparison. A, B and C describe the curriculum.
Unit reference: chapter 4, §4.1; chapter 8, §8.3.
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Question 27 — Q51. In her teaching practices, Nadine rarely goes beyond the presentation stage. She doesn’t engage students in any practice. Consequently, she observes that her students easily forget the form and use of the structures she presents. By providing learners with extended practice opportunities, the teacher will help them __________ .
English didactics
  1. A. retain what they have learned in their working memory
  2. B. move the structure from the working memory to the long-term memory ✓
  3. C. retrieve the structure from the long-term memory
  4. D. memorize what is in the working memory in their short-term memory
  5. E. None of the above
Presentation places the structure in working memory, which is limited and short-lived; extended practice consolidates it in long-term memory. Retrieval (C) is possible only once the item is stored there.
Unit reference: chapter 5, §5.1 (“Why practice matters”).
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Question 28 — Q52. The following teachers describe how they teach writing. Which of them focuses on the stage of ‘revision’ in their practice?
English didactics
  1. A. After my students brainstorm and outline their ideas, they start writing the first draft. When they finish, I ask them to work in pairs and check each other’s writing for spelling and punctuation mistakes.
  2. B. I ask my students to start writing their paragraph immediately without thinking much about ideas. When they finish their first draft, we write one of their products on the board and students correct spelling, punctuation and grammar mistakes.
  3. C. In my classes students always write by following a given model such as an email or a small invitation note. We first start by reading the model and identifying its components. Then, students write a similar text. Finally, students reflect on their texts and refine aspects of language.
  4. D. I always ask my students to make notes of what they want to write first. Then, they write their texts. When they finish their first draft, I ask them to re-write their text and make any corrections at the level of sentence structure and mechanics. ✓
  5. E. None of the above
Most probable answer. D is the only option where writers return to their own first draft and rewrite it, which is the revision stage as it is usually presented in textbooks. A and B are editing of spelling and punctuation, and C is a product (model-based) approach. Note that in strict process-writing terms (and in the 2007 Guidelines), revising concerns content and organisation, while corrections of sentence structure and mechanics belong to editing; a reader applying that distinction strictly would choose E.
Unit reference: chapter 6, §6.5.
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Question 29 — Q53. Which of the following is a competency to target in teaching speaking to young learners?
English didactics
  1. A. Clarification and repair strategies
  2. B. The use of follow-ups
  3. C. Lexical range
  4. D. All of the above ✓
  5. E. None of the above
Repairing breakdowns, keeping the conversation going with follow-ups, and having enough vocabulary are all part of speaking competence, including for young learners.
Unit reference: chapter 6, §6.3.
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Question 30 — Q54. Which of the following is correct about ‘performance indicators?
English didactics
  1. A. They give clear targets for students.
  2. B. They help teachers to track progress.
  3. C. They enhance equity and fairness in assessment.
  4. D. All of the above ✓
  5. E. None of the above
Performance indicators describe observable evidence of learning: learners know what is expected, teachers can track progress, and everyone is judged on the same explicit criteria.
Unit reference: chapter 4, §4.2.
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Question 31 — Q55. Choose the correct set of words to complete the following text: “Teachers should focus on developing the target forms within --------, rather than in isolation. When judging ---------, use the year-level scope as the reference point: do not penalize students for attempting language beyond their level if the --------- remains clear. --------- vocabulary and structures regularly through DEAR reading.
English didactics
  1. A. texts - learning - structure - test
  2. B. tasks - performance - message - recycle ✓
  3. C. structures - mistakes - idea - practice
  4. D. meaning - students - sentence - use
  5. E. None of the above
Forms developed within tasks (not in isolation); performance judged against the year-level scope; no penalty if the message remains clear; vocabulary and structures recycled through DEAR (Drop Everything And Read). Only set B fits all four gaps.
Unit reference: chapter 5, §5.2; chapter 6, §6.4.
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Question 32 — Q56. In this reading activity, which of the following of Bloom’s taxonomy of cognitive objectives is the teacher targeting? The teacher asks students read a text and identify the strategies which Titrit uses to manage her time and face the problem of procrastination. In groups, students outline and share the key ideas in the text, and decide about the two most effective strategies based on Titrit’s daily activities. The teacher asks them to work in pairs and design a one-week schedule of how they will manage their time, using some of the strategies in Titrit’s story.
English didactics
  1. A. Knowledge - Synthesis - Evaluation - Application
  2. B. knowledge - Evaluation - Synthesis ✓
  3. C. Synthesis - Application - Evaluation
  4. D. Synthesis - Evaluation
  5. E. None of the above
Most probable answer. Identifying the strategies in the text is knowledge; deciding which two are the most effective is evaluation; designing a new product (a one-week schedule) is synthesis (“create” in the revised taxonomy). Option A treats outlining the key ideas as synthesis and designing the schedule as application; outlining is closer to comprehension, and designing a new plan goes beyond applying.
Unit reference: chapter 6, §6.4.
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Question 33 — Q57. Among the components of Spotlight textbook is ‘Global Citizenship’. Which of the following is likely to appear in a lesson on this component?
English didactics
  1. A. Students read a text about how teens make the world a better place through their innovative business ideas.
  2. B. Students read short texts about the lives of nomads in different parts of the world and how they survive the effects of climate change.
  3. C. Students work in groups and design a poster in which they describe their city and include how they can make it an ecologically better place.
  4. D. All of the above ✓
  5. E. None of the above
Young people’s contribution to society, global issues such as climate change, and action for a greener local community are all global citizenship themes.
Unit reference: chapter 4, §4.7.
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Question 34 — Q58. Semantic mapping is a technique that is often used in language classes. Which of the following is NOT an appropriate practice in the use of this technique?
English didactics
  1. A. The teacher uses semantic mapping as a device to introduce and review vocabulary items.
  2. B. The teacher uses this technique to assess the students’ prior knowledge or schema availability on the topic of a reading text.
  3. C. The teacher uses the technique as a device to assess students’ learning on an individual basis. ✓
  4. D. The teacher uses it as a technique through which students demonstrate comprehension in reading.
  5. E. None of the above
Semantic mapping is a collective, generative technique for introducing and reviewing vocabulary, activating schemata before reading (the 2007 Guidelines list it among pre-reading activities) and showing comprehension. It is not an instrument for assessing individual learners.
Unit reference: chapter 5, §5.2.
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Question 35 — Q59. Hammou is a teacher who is enthusiastic about using technology in his language classes. In his lesson on ‘expressing interest’, the teacher does not only ask students to read a conversation and notice how people express interests, but also uses an AI app to turn the written conversation into video which includes, besides the image and sound, different helpful contextual clues. What level of technology integration can best describe Hammou’s practice?
English didactics
  1. A. Substitution
  2. B. Augmentation ✓
  3. C. Modification
  4. D. Redefinition
  5. E. None of the above
Most probable answer. The learners’ task is unchanged (notice how people express interest in a conversation); technology replaces the written input with a richer version (image, sound, contextual clues): a direct replacement with functional improvement, i.e. augmentation in the SAMR model. Modification would require the task itself to be redesigned.
Unit reference: chapter 9, §9.1.
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Question 36 — Q60. Teachers should train their learners to vary their reading speed based on the purpose of reading. Which two of the following reading strategies require reading the text quickly without worrying about understanding every word?
English didactics
  1. A. inferencing - skimming
  2. B. summarizing - scanning
  3. C. scanning - skimming ✓
  4. D. making predictions - reading the text to fill out a form
  5. E. None of the above
Skimming (for the gist) and scanning (for specific information) are the two fast-reading strategies. Inferencing and summarising require careful reading.
Unit reference: chapter 6, §6.1.
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Question 37 — Q61. In their teaching of listening to young learners, teachers often adopt different techniques and strategies. Which of the following techniques is NOT a useful strategy for this category of learners?
English didactics
  1. A. Listening to a story and drawing an image
  2. B. Listening and filling in a chart ✓
  3. C. Listening and circling items (such as the right picture)
  4. D. Listening and performing and action
  5. E. None of the above
Most probable answer. Drawing, circling pictures and acting out are concrete, non-verbal responses suited to young learners. Filling in a chart while listening adds reading and writing demands and a more abstract format, which suits older learners better. A reader who considers chart completion acceptable with simple pictures would answer E.
Unit reference: chapter 6, §6.2.
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Question 38 — Q62. In one of the Spotlight2 tasks, learners are asked to read a list of table manners associated with pictures. Then, learners work in groups and decide which table manners are similar to those in Morocco and which are different. They are also asked to decide which manners are most surprising for them. By being involved in this task and similar ones, which aspect of culture will learners most likely develop?
English didactics
  1. A. Products - Perspectives
  2. B. Practices - Products
  3. C. Perspectives - Practices ✓
  4. D. Practices - Products - Perspectives
  5. E. None of the above
Most probable answer. Table manners are practices (patterns of social interaction, in the 2007 Guidelines’ definition); deciding what surprises them leads learners to their own and others’ values and attitudes, i.e. perspectives. No cultural product (books, laws, music, food items as such) is studied, which rules out A, B and D.
Unit reference: chapter 4, §4.8.
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Question 39 — Q63. A syllabus designer prepares a course intended to follow a task-based language teaching framework. Which of the following activities would be least consistent with this approach?
English didactics
  1. A. Planning a group trip with a set budget
  2. B. Conducting a role-play to book a hotel room
  3. C. Writing an email to request information
  4. D. Using a song to learn irregular verbs ✓
  5. E. None of the above
A, B and C are real-world tasks with an outcome. Learning irregular verbs through a song is a form-focused memorisation activity, not a task.
Unit reference: chapter 2, §2.2 (box “least consistent with the approach”).
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Question 40 — Q64. In a reading lesson, a student with dyslexia struggles to decode long words and often loses track of meaning. The teacher considers strategies to support comprehension while keeping the learner engaged without the need to provide low-level graded texts. Which strategy is most appropriate for this student?
English didactics
  1. A. Assigning repeated phonics drills to strengthen decoding fluency
  2. B. Replacing reading with oral retelling activities to bypass decoding
  3. C. Enhancing comprehension through extended schema and visual support ✓
  4. D. Simplifying texts by reducing length and lexical difficulty
  5. E. None of the above
The goal is comprehension of the same text, without simplified materials. Activating and extending schemata and giving visual support compensate for the decoding difficulty. A targets the deficit, not the lesson objective; B removes reading; D is excluded by the stem (no low-level texts).
Unit reference: chapter 7, §7.6.
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Question 41 — Q65. Which skill does the following listening task from Spotlight 2 target? LISTENING 1. Listen to the conversation. Circle the main topic. A. Favorite food for breakfast and lunch B. Making plans to eat together C. Healthy eating habits
English didactics
  1. A. Listening for details
  2. B. Listening for the gist ✓
  3. C. Scanning
  4. D. predicting
  5. E. None of the above
Identifying the main topic of a conversation is listening for the gist. Scanning is a reading strategy for specific information.
Unit reference: chapter 6, §6.1–6.2.
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Question 42 — Q66. In her last assessment, Mrs Jones uses paragraph writing as a test to assess students’ performance. However, after scoring the paragraphs holistically, the teacher finds it difficult to discriminate between different performances, especially the students who are close to each other. For instance, she couldn’t see any clear difference between a student who obtained a score of 9/20 and one who obtained 11/20. What might be the reason behind the teacher’s failure to discriminate between different performances?
English didactics
  1. A. She didn’t use a discrete item test like multiple choice and gap-filling.
  2. B. She didn’t test what students studied in their previous classes.
  3. C. She didn’t prepare clear performance indicators and descriptions. ✓
  4. D. She used writing, which is not a reliable instrument to test performance.
  5. E. none of the above
Close scores cannot be told apart when there are no explicit criteria and level descriptors. The problem lies in the scoring instrument, not in the choice of writing (D) or of an integrative task (A).
Unit reference: chapter 8, §8.4.
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Question 43 — Q67. Moroccan students participate in international assessments such as PISA and PIRLS. The results of these tests __________.
English didactics
  1. A. allow countries to get educational and financial aid if needed
  2. B. help curriculum designers and materials writers to prepare better curricula ✓
  3. C. help in ranking students who participate in these studies nationally
  4. D. are used to rank students who participate in these studies internationally
  5. E. None of the above
International surveys diagnose education systems and inform policy, curricula and materials. They do not rank or certify individual students, nationally or internationally, and are not a mechanism for obtaining aid.
Unit reference: chapter 8, §8.7.
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Question 44 — Q68. Which of the following seating arrangements is better suitable for students when they are doing an information-gap activity? (In the paper, the options are drawings. They are described here in words.)
English didactics
  1. A. [Drawing] Two students sitting face to face at the same table ✓
  2. B. [Drawing] One student sitting alone at a desk, writing
  3. C. [Drawing] A group of students sitting around one table
  4. D. [Drawing] Two students sitting side by side at separate desks, each reading
  5. E. None of the above
An information gap is a pair activity in which each partner holds information the other lacks and must ask for it orally. Partners sit facing each other, which supports interaction and keeps each sheet out of the other’s sight.
Unit reference: chapter 6, §6.3; chapter 7, §7.1.
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Question 45 — Q69. Which 21st century skill is less likely to be developed through working on these projects? Unit Project - Choose One! Option 1: Draw a map of your school. Label all the places. Option 2: Write your school schedule. Write the activities you do and where you do them. Option 3: Make a video to introduce your school. Tell people about the places in your school and activities people do there.
English didactics
  1. A. Digital literacy skills.
  2. B. team work skills ✓
  3. C. Communication
  4. D. Creativity
  5. E. None of the above
Each learner chooses one individual project, so collaboration is not built in. The video develops digital literacy, all three options involve communication, and the map and the video call for creativity.
Unit reference: chapter 4, §4.6.
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Question 46 — Q70. Which of the following practices is more likely to match the learning style of an impulsive learner?
English didactics
  1. A. Nadia gives her students four short reading passages and asks them to work individually and fill in a chart with key details such as the person’s name, job and interests before they join others and share their ideas. Each student works independently, reading the texts and highlighting the required details.
  2. B. The teacher starts her lesson with a short reading passage and asks students to discuss the main ideas in small groups before answering comprehension questions about key details. Learners rely on peer interaction and share understanding to make sense of the text.
  3. C. Lahcen gives students quick and simple problem-solving tasks and encourages them to respond immediately with their first ideas or answers. He wants his students to be spontaneous and creative risk-takers. He later used follow-up discussion later to refine students’ language. ✓
  4. D. Her lessons often involve pair and group activities such as role plays and collaborative tasks. Students learn by interacting and exchanging ideas, and the teacher frequently encourages cooperation and teamwork.
  5. E. None of the above
Impulsive learners answer quickly with their first idea and take risks, whereas reflective learners take time to weigh options. Quick tasks with immediate answers, followed by discussion to refine the language, suit them.
Unit reference: chapter 3, §3.3.
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