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

Question 1 — Q21. During an observed lesson with Common Core learners, Mr. Idrissi begins with a listening model of simple question-answer exchanges: “What’s your name?” – “My name is Sara.” ; “Where are you from?” – “I’m from Morocco.” He asks the class to repeat chorally, then individually, rewarding accurate pronunciation with praise. Errors are immediately corrected and re-drilled until responses are accurate and fluent. Which learning theory best explains the rationale behind Mr. Idriss’s approach?

English didactics

A. Social Learning theory
B. Cognitivism
C. Behaviorism ✓
D. Nativism
E. None of the above

Model, choral then individual repetition, praise as reinforcement, immediate correction and re-drilling until the response is automatic: habit formation, i.e. behaviourism.
Unit reference: chapter 2, §2.1.

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Question 2 — Q22. During a project-based lesson, learners collaborate in small groups to design a short tourism brochure for their city. The teacher circulates, asking guiding questions and providing vocabulary prompts when needed. As groups progress, she gradually withdraws support, allowing them to complete the task independently. Which learning theory most strongly underpins this teaching practice?

English didactics

A. Social Constructivism ✓
B. Cognitivism
C. Behaviorism
D. Humanism
E. None of the above

Collaborative work, guidance from a more knowledgeable other and support that fades as learners become independent (scaffolding within the ZPD) are the hallmarks of Vygotsky’s social constructivism.
Unit reference: chapter 2, §2.1.

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Question 3 — Q23. Laila uses multiple assessment types such as projects, presentations, and portfolios to assess students’ progress. Which of the following is a challenge in this type of assessment?

English didactics

A. It doesn’t allow the assessment of what students can do in language.
B. It is not used to assess vocabulary and grammar.
C. It is not used for summative purposes.
D. It requires much time and effort to grade. ✓
E. None of the above

Alternative (performance-based) assessment shows what learners can do, can include language use, and can serve summative purposes. Its main weakness is practicality: designing, observing and scoring take much time and effort.
Unit reference: chapter 8, §8.4.

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Question 4 — Q24. In her class, Amal conducts a speaking-focused lesson centered on everyday preferences. She begins by modeling short dialogues such as: “Do you like apples?” - “Yes, I do.” She then prompts substitution drills (“bananas,” “strawberries,” etc) while monitoring pronunciation and accuracy. The entire exchange takes place in English, with no use of the learners’ first language. Amal provides immediate corrective feedback on form and intonation. Toward the end, she briefly encourages pair practice using the same dialogue patterns. Which method is she primarily using?

English didactics

A. The Direct Method
B. Suggestopedia
C. Situational Language Teaching ✓
D. Total Physical Response
E. None of the above

Most probable answer. A structure presented orally in a situation, substitution drills, attention to accurate pronunciation and form, no L1, then controlled pair practice of the same pattern: Situational Language Teaching (the Oral Approach). The Audio-lingual Method, which would also fit, is not offered. The Direct Method shares the ban on L1 but relies on question–answer work and inductive grammar rather than substitution drills.
Unit reference: chapter 2, §2.2.

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Question 5 — Q25. During pair-work speaking activities, Souad walks around listening carefully to students’ talk. When students make errors, she notes them down and discusses them at the end of the session, without naming specific students. What type of feedback strategy is Souad using?

English didactics

A. Immediate corrective feedback
B. Delayed collective feedback ✓
C. Metalinguistic feedback
D. Recast as a way to give feedback
E. None of the above

Errors are noted during fluency work and treated afterwards with the whole class, anonymously: delayed collective feedback. The 2007 Guidelines recommend noting the most serious errors during pair work for treatment after the task.
Unit reference: chapter 6, §6.3.

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Question 6 — Q26. When Amina scaffolds a learner’s speaking task by first providing sentence starters and then gradually withdrawing them, she is applying the principles of _____.

English didactics

A. Vygotsky’s Zone of Proximal Development ✓
B. Piaget’s Cognitive Development Theory
C. Krashen’s Input Hypothesis
D. Bloom’s Taxonomy of Cognitive Domains
E. None of the above

Support given in the zone between what the learner can do alone and what he can do with help, then withdrawn: Vygotsky’s ZPD. The technique is scaffolding; the principle is the ZPD.
Unit reference: chapter 2, §2.1.

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Question 7 — Q27. Before introducing her vocabulary lesson, Sara invites learners to fill in a graphic organizer with the strategies they use to learn, memorize and use vocabulary. In this task, learners are involved in _________.

English didactics

A. a cognitive process
B. a vocabulary retrieval process
C. a metacognitive process ✓
D. an information transfer process
E. None of the above

Learners reflect on how they learn vocabulary, i.e. on their own strategies: a metacognitive process (Oxford’s “centering, arranging and planning, evaluating your learning”).
Unit reference: chapter 3, §3.5.

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Question 8 — Q28. In a reading lesson, Othman changes a text about what Indian kids do in their free time with a text talking about how Moroccan teenagers spend their free time. This approach to materials adaptation is referred to as ________.

English didactics

A. extension
B. reorganisation
C. simplification
D. localisation ✓
E. None of the above

Replacing foreign content with content from the learners’ own context is localisation.
Unit reference: chapter 8, §8.1.

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Question 9 — Q29. In planning his lessons, Bilal aligns his lesson outcomes and objectives with national language standards before designing activities and assessments. This process represents__________.

English didactics

A. backward design ✓
B. the PPP model
C. improvised teaching
D. inquiry-based approach
E. None of the above

Outcomes aligned with standards come first, then assessment and activities: backward design.
Unit reference: chapter 4, §4.4.

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Question 10 — Q30. In a 1st BAC class, Ali organizes a debate about how to reduce waste in their area. Students are divided into two groups discussing the topic and giving their arguments. At the end, each group prepares a report about the arguments of the other side, deciding which ones are most convincing. Which 21st Century Skill is NOT targeted in this activity?

English didactics

A. Communication
B. Empathy ✓
C. Critical thinking
D. Problem-solving
E. None of the above

Most probable answer. Debating and reporting target communication; weighing which arguments are most convincing is critical thinking; the topic (reducing waste) is a problem to solve. Empathy, an emotional understanding of others, is the least targeted. Note that reporting the other side’s arguments involves some perspective-taking, which is why some readers answer E.
Unit reference: chapter 4, §4.6.

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Question 11 — Q31. In an advanced English class, Lina shows her students two contrasting articles on the effects of social media on youth. She asks students to evaluate the articles, identify biases, compare arguments, and justify their own stance in a class debate. Students must support their opinions with textual evidence and logic rather than personal preference. Which 21st Century Skill is Lina primarily fostering?

English didactics

A. Critical thinking ✓
B. Media literacy
C. Collaboration
D. All of the above
E. None of the above

Evaluating sources, identifying bias and supporting a stance with evidence and logic are the core of critical thinking. The articles are about social media, but the task is not an analysis of how media messages are produced (media literacy). “Primarily” rules out D.
Unit reference: chapter 4, §4.6.

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Question 12 — Q32. Leila designs a 20-item multiple-choice test on phrasal verbs. After scoring, she compares each student’s score to the class average to identify high and low performers. She uses the results to rank students from highest to lowest achievement and provides grades accordingly. Which type of assessment is illustrated in this practice?

English didactics

A. Criterion-referenced assessment
B. Norm-referenced assessment ✓
C. Formative assessment
D. Portfolio assessment
E. None of the above

Scores are interpreted against the group (the average, a ranking), not against criteria: norm-referenced assessment.
Unit reference: chapter 8, §8.3.

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Question 13 — Q33. In a conversation task about technology, Hana observes that one student forgets the word “keyboard.” The student says, “It’s the thing you use to type on the computer.” Hana praises this and notes it as an aspect of communicative competence. Which communication strategy did the student successfully use?

English didactics

A. Code-switching
B. Approximation
C. Circumlocution ✓
D. Clarification request
E. None of the above

Describing an object whose name one does not know is circumlocution, a component of strategic competence.
Unit reference: chapter 3, §3.6.

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Question 14 — Q34. Hajar notices that her learners’ fluency improves when she provides short, slightly above-level podcasts accompanied by visuals. Which theory underpins this strategy?

English didactics

A. Krashen’s Input Hypothesis ✓
B. Piaget’s Cognitive Theory
C. Bandura’s Social Learning Theory
D. Ausubel’s Meaningful Learning Theory
E. None of the above

Input slightly above the learner’s level (i+1), made comprehensible by visuals: Krashen’s Input Hypothesis.
Unit reference: chapter 2, §2.1.

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Question 15 — Q35. While devising tests, Sara avoids tricky questions and ensures the test covers only the items dealt with in class. Her testing practice is guided by the principle of______.

English didactics

A. intra-rater reliability
B. content validity ✓
C. face validity
D. construct validity
E. None of the above

A test that samples what was actually taught has content validity.
Unit reference: chapter 8, §8.5.

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Question 16 — Q36. During a post-reading activity, Nawal asks students to discuss the following topic: “Is it acceptable to cheat on classroom exams?” She encourages students to articulate different viewpoints but carefully reminds them to respect each other’s opinions, even when disagreeing. Which aspect of ethics and values is Nawal emphasizing in this lesson?

English didactics

A. Punctuality
B. Tolerance ✓
C. Commitment
D. Impartiality
E. None of the above

Respecting opinions one disagrees with is tolerance. The discussion topic (cheating) concerns honesty, but the value the teacher emphasises is respect for other viewpoints.
Unit reference: chapter 4, §4.7.

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Question 17 — Q37. Before class, Samir shares a podcast episode on cultural differences in greetings. Students are required to listen and do the tasks at home. In class, he facilitates a role-play activity where students simulate greetings in different cultural contexts, discuss challenges, and practice negotiation strategies. Class time is spent applying knowledge rather than introducing new content. Which teaching method is evident here?

English didactics

A. Flipped Classroom ✓
B. Experiential Learning
C. Cooperative Language Learning
D. Content-Based Instruction
E. None of the above

New content at home, application in class: the flipped classroom.
Unit reference: chapter 7, §7.5.

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Question 18 — Q38. Following the introduction of a new national exam emphasizing grammar accuracy, teachers in the school begin spending most of their class time on grammar drills and written error correction. This situation best illustrates the testing principle of_______.

English didactics

A. Positive washback
B. Negative washback ✓
C. Construct validity
D. Lack of practicality
E. None of the above

The exam narrows teaching to what it measures, at the expense of communicative skills: negative washback.
Unit reference: chapter 8, §8.5.

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Question 19 — Q39. In a speaking lesson, Jamila assigns group roles — facilitator, note-taker, and presenter — as learners plan a short campaign on recycling. She observes how well they negotiate ideas, share responsibilities, and reach consensus. Which learner intelligence is most emphasized?

English didactics

A. Logical–Mathematical Intelligence
B. Intrapersonal Intelligence
C. Interpersonal Intelligence ✓
D. Linguistic Intelligence
E. None of the above

Negotiating, sharing responsibilities and reaching consensus are abilities of working with others: interpersonal intelligence. Intrapersonal intelligence concerns self-knowledge and reflection.
Unit reference: chapter 3, §3.4.

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Question 20 — Q40. During a reading class, Amine notices that several students are chatting and not following the group task instructions. He pauses the activity, moves closer to the distracted students, and calmly reminds them of the group norms. He then subtly signals them to rejoin their groups without raising his voice. Which classroom management strategy is Amine primarily demonstrating?

English didactics

A. Positive reinforcement
B. Visual cues for behavior management
C. Preventive management
D. Proximity control ✓
E. None of the above

Moving closer to off-task students and redirecting them calmly is proximity control. The reminder of norms and the signal support it but are not the main move; preventive management would be setting rules and routines in advance.
Unit reference: chapter 7, §7.1.

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Question 21 — Q41. During a speaking class, Zineb divides students into small groups of four. Each group is assigned a different travel destination and must create a 3-minute promotional presentation for their peers, highlighting attractions, weather, and local cuisine. She provides guidelines for collaboration, recommends internet resources to use, encourages equal participation, and circulates to support weaker speakers. Students are later asked to share with the class and get feedback. What cooperative learning strategy is Zineb primarily implementing?

English didactics

A. Think-Pair-Share
B. Jigsaw technique
C. Group Investigation ✓
D. Team Competition
E. None of the above

Each group researches a different sub-topic (a destination) using resources, produces a product and presents it to the class: Group Investigation (Sharan). In a Jigsaw, members of different groups would share “expert” information to complete a common task.
Unit reference: chapter 2, §2.5.

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Question 22 — Q42. During a mixed-level English class, Hassan asks students to read a short story. He provides advanced readers with a follow-up task to summarize the story in their own words, while lower-level students work with a guided comprehension worksheet containing sentence starters. Throughout the session, he moves around, providing scaffolding according to each learner’s level. What approach to differentiation is Hassan using?

English didactics

A. Differentiation by content
B. Differentiation by process ✓
C. Differentiation by learning style
D. All of the above
E. None of the above

All learners read the same story (same content); what varies is the activity through which they make sense of it and the amount of support: differentiation by process (Tomlinson). Learning styles play no role.
Unit reference: chapter 7, §7.3.

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Question 23 — Q43. In one of her lessons, Lina pairs stronger students with weaker ones to collaboratively create a dialogue. Meanwhile, she gives faster learners an optional extension task to write a short monologue using the target language. While monitoring, she gives targeted feedback to both groups. Which differentiation strategy is Lina implementing?

English didactics

A. Differentiation by learning style
B. Differentiation by interest
C. Differentiation by readiness ✓
D. Differentiation by content
E. None of the above

Pairing and extension tasks are decided according to learners’ current level: differentiation by readiness.
Unit reference: chapter 7, §7.3.

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Question 24 — Q44. Adil uses a flipped-classroom approach. Students watch grammar tutorials at home and apply rules in class through communicative tasks. The main advantage is ________.

English didactics

A. reducing repetitive misbehavior
B. maximizing in-class active learning time ✓
C. increasing teacher talking time
D. encouraging individual accountability
E. None of the above

Moving the presentation of content home frees class time for active, communicative practice.
Unit reference: chapter 7, §7.5.

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Question 25 — Q45. During a high-intermediate English class, Tariq notices that some students are whispering to each other while he explains a complex reading activity. He calmly stops, raises his hand to signal silence, and redirects the class’s attention by asking a content-related question that engages multiple students. He then assigns clear roles for group reading and peer discussion. Which classroom management strategy is Tariq primarily demonstrating?

English didactics

A. Preventive management through clear rules and routines ✓
B. Implementing behaviorist reinforcement techniques
C. Ignoring minor disruptions to encourage self-regulation
D. Using proximity and non-verbal cues to maintain focus
E. None of the above

Most probable answer. The raised hand is a routine signal for silence, the content question redirects everyone, and clear roles structure the next activity so that off-task behaviour does not recur: preventive management through rules and routines. D is tempting because of the non-verbal signal, but Tariq does not use proximity, and the option requires both.
Unit reference: chapter 7, §7.1.

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Question 26 — Q46. During a discussion activity, Idder notices students struggling to understand each other’s opinions. Instead of giving the correct phrasing, he models clarification strategies by saying, “Sorry, do you mean…?” and “Can you explain that again?” Students begin to mimic these strategies naturally in later turns. Which communication strategy is Idder fostering?

English didactics

A. Paraphrasing for fluency
B. Discourse analysis
C. Turn-taking
D. Approximation
E. None of the above ✓

Most probable answer. The strategies modelled are clarification requests, used to negotiate meaning. None of A–D names them: paraphrasing reformulates one’s own message, turn-taking organises who speaks, and approximation replaces an unknown word with a close one.
Unit reference: chapter 3, §3.6.

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Question 27 — Q47. Arinas uses a board game for her intermediate learners to practice question forms. Each student moves a token on a path after correctly forming a question. Incorrect answers require students to step back. The game encourages peer correction and discussion, and Arinas emphasizes enjoyment and collaboration alongside accuracy. What gamification principle is central to the teacher’s approach?

English didactics

A. Mechanics of movement and progress through challenges ✓
B. Unlockable levels based on mastery
C. Application of adaptive learning pathways
D. Sequential missions with badge rewards
E. None of the above

The game mechanic described is movement along a path that depends on success in each challenge (forward when correct, back when wrong). There are no levels, adaptive paths or badges.
Unit reference: chapter 2, §2.5.

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Question 28 — Q48. In a 1st year BAC English class, Karim introduces the present perfect tense by first eliciting learners’ experiences (“Have you ever visited Paris?”). He writes examples on the board, highlights the auxiliary and past participle forms, and contrasts them with the simple past. Learners then are guided to identify the patterns in short texts before producing sentences about their own experiences. Karim circulates, offering corrective feedback on form but allowing meaning-focused errors to persist. Which approach is Karim primarily using?

English didactics

A. Explicit instruction with deductive teaching
B. Task-based learning with incidental grammar focus
C. Implicit communicative approach
D. Inductive, guided discovery approach ✓
E. None of the above

Examples come first, learners are guided to identify the pattern, and production follows: an inductive, guided-discovery approach (the teacher highlights forms, so it is explicit, but not deductive, since no rule is given first). The 2007 Guidelines recommend this discovery approach, including a contrast step with a known form.
Unit reference: chapter 5, §5.1.

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Question 29 — Q49. During a listening lesson, Youssef asks students to play an English podcast on their devices. They pause the audio at intervals and the teacher asks them to submit answers to comprehension questions via an app. Results appear live on the screen, allowing him to correct misunderstandings and give feedback. Which approach best describes Youssef’s use of technology?

English didactics

A. Technology as a passive listening aid replacing teacher explanations
B. Technology as an interactive formative assessment tool integrated with content ✓
C. Technology as a simple playback device without added interaction
D. Technology used to monitor attendance and participation
E. None of the above

Evidence of understanding is collected during learning and used immediately for feedback: interactive formative assessment integrated with the listening content.
Unit reference: chapter 9, §9.3.

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Question 30 — Q50. In a 2nd yea BAC English class, Mehdi designs a 45-minute lesson on expressing opinions. He begins with a short warm-up where students vote on simple statements (“I enjoy reading books,” “I like watching TV”) using hand gestures. Immediately after, he writes a chart with expressions used to give and respond to opinions. Then, he assigns a role-play task asking learners to write a dialogue expressing their opinions about an issue of their choice. As students struggle to generate ideas and structure their dialogues, Mehdi spends much of the time correcting grammar errors. Which of the following can best describe Mehdi’s lesson?

English didactics

A. Overemphasis on communicative fluency
B. Appropriate skill integration
C. The use of appropriate input
D. Excessive use of practice activities
E. None of the above ✓

Most probable answer. The lesson jumps from a list of expressions to a free production task with no model dialogue, no contextualised input and no controlled practice; learners therefore struggle and the teacher ends up correcting grammar. A is wrong (the focus drifts to accuracy), C and D describe the opposite of what happened, and the integration in B is not appropriate since the task fails. The problem (insufficient input and practice) is not among A–D.
Unit reference: chapter 4, §4.4 (box “what is missing in the lesson?”).

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Question 31 — Q51. Fatima prepares a lesson on past simple verbs for common core learners. She begins by eliciting verbs from students and writing them on the board. Students are asked to categorize verbs into regular and irregular, then they practice in controlled sentence completion exercises. Then, she assigns a short communicative task at the end. Which of the following is missing in Fatima’s lesson?

English didactics

A. Sequenced activities
B. Drilling
C. Contextualization ✓
D. Connection to the syllabus
E. None of the above

The activities are well sequenced (elicitation, classification, controlled practice, communicative task), but the verbs are presented as isolated items, not in a text or situation. The 2007 Guidelines ask that grammar be taught through forms “embedded in highly communicative and coherent texts”.
Unit reference: chapter 5, §5.1.

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Question 32 — Q52. In a listening lesson, Jalal plays a recording of a short conversation at a café. He asks students to listen and identify what each speaker orders. He plays the recording twice to make sure students do the task. Which listening sub-skill is primarily being developed?

English didactics

A. Listening for the gist
B. Listening for specific information ✓
C. Listening for inference
D. All of the above
E. None of the above

Picking out particular items (what each speaker orders) is listening for specific information.
Unit reference: chapter 6, §6.1.

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Question 33 — Q53. In a listening activity, learners are asked to listen to a short announcement, then answer a question about the speaker’s attitude. This activity mainly targets________.

English didactics

A. Top-down processing ✓
B. Bottom-up processing
C. Note-taking skills
D. Dictation practice
E. None of the above

Inferring a speaker’s attitude relies on context, tone and background knowledge rather than word-by-word decoding: top-down processing. The 2007 Guidelines list inference among top-down strategies.
Unit reference: chapter 6, §6.1.

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Question 34 — Q54. During a reading lesson, Houssein introduces a storytelling activity. He divides the class into small groups and asks them to write a story. Each group tells their story to the whole class. Throughout, he praises effort and highlights interesting contributions. He also uses a point-based system where groups earn tokens for their creativity. Which type of motivation is boosting engagement in this lesson?

English didactics

A. Instrumental motivation
B. Intrinsic motivation
C. Extrinsic motivation ✓
D. All of the above
E. None of the above

Praise and tokens are external rewards: extrinsic motivation. Instrumental motivation refers to a practical goal (exam, job).
Unit reference: chapter 3, §3.2.

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Question 35 — Q55. During a professional development workshop, Mrs. Monadi demonstrates how to integrate digital storytelling tools into EFL classrooms. She shares lesson plans, models a storytelling activity, and invites teachers to create short stories at home using these tools and share them later on a WhatsApp group. Afterwards, she facilitates a whole-group reflective discussion on challenges faced and strategies to overcome them. Which teacher professional development principle is primarily demonstrated?

English didactics

A. Competitive performance evaluation among teachers
B. Collaborative learning through peer observation
C. Action research and reflective experimentation
D. Collaborative reflection on innovative instructional practices ✓
E. None of the above

Teachers try an innovative practice, share it and reflect together on challenges: collaborative reflection. There is no lesson observation (B) and no classroom data-collection cycle (C).
Unit reference: chapter 9, §9.5.

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Question 36 — Q56. In a reading lesson, Rachid gives students a travel blog. Students are asked to do the following tasks: 1. What is the overall itinerary of the trip? 2. What are the prices and opening times? 3. What are the blogger’s feelings about each destination? Which combination of reading sub-skills is being targeted?

English didactics

A. Skimming - Inferencing - Scanning ✓
B. Summarizing - Predicting - Visualizing
C. Skimming - Predicting - Making connections
D. Scanning - Understanding cohesion - Predicting
E. None of the above

Overall itinerary = skimming; prices and times = scanning; the blogger’s feelings = inferencing. Option A contains exactly these three sub-skills (in a different order); no other option does.
Unit reference: chapter 6, §6.1.

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Question 37 — Q57. During an intermediate English class, Karimi notices that one student with ADHD (Attention-Deficit Hyperactivity Disorder) struggles to stay on task during a group storytelling activity. He responds by giving the student a visual checklist with step-by-step instructions. He also allows brief, structured movement breaks. Which approach is Karim using?

English didactics

A. Multisensory learning
B. Differentiated instruction ✓
C. Gamification for engagement
D. Peer-mediated support
E. None of the above

The teacher adapts support to one learner’s needs (visual checklist, movement breaks) while he keeps working on the same activity: differentiated instruction. The visual checklist alone does not make the approach multisensory.
Unit reference: chapter 7, §7.6.

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Question 38 — Q58. In a 1st year BAC class, Nada introduces vocabulary related to environmental issues. She asks students to predict meanings based on word parts. She then invites them to match the words to images. Which aspect of vocabulary knowledge is Nada targeting in this activity?

English didactics

A. Connotation
B. Register
C. Chunks
D. Form ✓
E. None of the above

Word parts (prefixes, roots, suffixes) are aspects of word form (morphology); matching to images then checks meaning. Of the options, only form is targeted.
Unit reference: chapter 5, §5.2.

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Question 39 — Q59. During a writing class, Mr. Jawadi asks students to write a short paragraph describing their last holiday. He first brainstorms ideas on the board, modeling linking words like first, then, finally, and reminds students to include past tense verbs. He circulates while students write, giving prompts and scaffolding sentences when needed. In the end, students peer-review each other’s work for sequencing and mechanics before writing their final drafts. Which writing-focused approach is Mr. Jawadi primarily using?

English didactics

A. Product-oriented approach
B. Genre-based approach
C. Process-oriented approach ✓
D. Creative writing
E. None of the above

Brainstorming, drafting with support, peer review, then a final draft: the process approach, which the 2007 Guidelines endorse.
Unit reference: chapter 6, §6.5.

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Question 40 — Q60. Salma gives her Common Core learners a worksheet with jumbled sentences about a typical school day. She instructs them to arrange the sentences into a paragraph, paying attention to linking words. She monitors and provides mini-lessons on sentence connectors in which mistakes are frequent. What writing sub-skill is being primarily targeted?

English didactics

A. Vocabulary range and precision
B. Cohesion and paragraph structure ✓
C. Mechanics of writing
D. Register and tone awareness
E. None of the above

Ordering sentences into a paragraph using linking words works on cohesion and paragraph structure.
Unit reference: chapter 6, §6.5.

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Question 41 — Q61. Before listening to a podcast, the teacher used a mind map to generate ideas about the topic and introduce new vocabulary. Teachers primarily use this technique to_________.

English didactics

A. facilitate comprehension ✓
B. assess students’ knowledge about the topic
C. save teaching time
D. break the ice
E. None of the above

A pre-listening mind map activates schemata and pre-teaches key words so that the recording is easier to understand. It may reveal what students know, but that is not its primary purpose.
Unit reference: chapter 6, §6.2.

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Question 42 — Q62. During a speaking activity, Dounia notices that stronger students dominate while weaker ones remain silent. To ensure equal participation and meaningful interaction, she divides the class into pairs and assigns rotating speaking roles (questioner/respondent). What principle is she applying?

English didactics

A. Free communicative interaction
B. Teacher-centered monitoring
C. Product-focused assessment
D. Structured interaction ✓
E. None of the above

Pairs with defined, rotating roles organise who speaks and when, guaranteeing everyone a turn: structured interaction.
Unit reference: chapter 6, §6.3.

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Question 43 — Q63. During a communicative task, learners record short podcasts introducing their city to tourists. They later listen, evaluate pronunciation, and share reflections. This activity primarily develops _______.

English didactics

A. Discrete-item assessment
B. Controlled oral fluency
C. Integrated skills ✓
D. Form-focused instruction
E. None of the above

Speaking (recording), listening (to the recordings) and evaluation/reflection are combined in one task: integrated skills.
Unit reference: chapter 4, §4.5.

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Question 44 — Q64. After group presentations, Salma gives each group a rubric focusing on clarity, organization, and language use, then allows peer scoring and reflection. This activity promotes______.

English didactics

A. Competitive assessment
B. Metacognitive awareness ✓
C. Summative evaluation
D. Teacher-centered evaluation
E. None of the above

Using explicit criteria to judge others’ work and reflect on it makes learners aware of what good performance looks like and of their own learning (assessment as learning).
Unit reference: chapter 8, §8.2.

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Question 45 — Q65. To teach new vocabulary about “culture” Houda shows pictures, elicits words, groups them by theme, and lets learners add personal examples. This sequence supports______.

English didactics

A. Contextualized learning ✓
B. Indivualized learning
C. Form-focused instruction
D. Implicit instruction
E. None of the above

Pictures, thematic grouping and personal examples place the words in meaningful contexts. The 2007 Guidelines note that vocabulary met in context is more likely to be learnt than vocabulary presented in isolation.
Unit reference: chapter 5, §5.2.

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Question 46 — Q66. Ismail introduces a set of formulaic expressions. After some practice activities, he invites students to work in pairs and use the target expressions in situations which require different levels of formality. This activity is likely to develop students’______.

English didactics

A. Grammatical knowledge
B. Word-formation knowledge
C. Syntactic knowledge
D. pragmatic knowledge ✓
E. None of the above

Choosing expressions appropriate to the level of formality of a situation is pragmatic knowledge: “knowing what to say to whom”, as the 2007 Guidelines define pragmatic competence.
Unit reference: chapter 5, §5.3.

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Question 47 — Q67. In his teaching practice, Adil usually tries to push learners to deduce word meanings from context clues in their reading/listening passages. He rarely pre-teaches any vocabulary. Adil’s approach to vocabulary teaching is likely to __________.

English didactics

A. push the teacher to withdraw from teaching
B. teach learners to over-rely on contextual clues
C. foster autonomous learning
D. lead to insufficient vocabulary knowledge ✓
E. None of the above

Most probable answer. The 2007 Guidelines devote a section to this: “Guessing is not enough for effective reading”. Guessing fails when vocabulary is limited, the text is opaque or words are deceptive; “a threshold vocabulary is needed”. Never pre-teaching therefore leaves learners with insufficient vocabulary knowledge. B is the closest competitor; C describes an intended benefit, not the likely outcome.
Unit reference: chapter 5, §5.2.

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Question 48 — Q68. After reading an article on renewable energy initiatives, Mohamed suggested four possible follow-up tasks for the reading class. Which task best matches Evaluation in Bloom’s Taxonomy of cognitive objectives?

English didactics

A. Extracting and listing renewable energy sources mentioned in the text
B. Considering the adequacy of evidence by noticing strengths and limitations ✓
C. Mapping arguments into main claims and supporting details
D. Designing a leaflet with slogans to promote renewable energies
E. None of the above

Judging whether evidence is adequate, with its strengths and limitations, is evaluation. A is knowledge, C analysis and D synthesis (create).
Unit reference: chapter 6, §6.4.

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Question 49 — Q69. A syllabus designer adopts a competency-based framework, emphasizing measurable outcomes and performance in authentic contexts. Which of the following activities would be least consistent with this framework?

English didactics

A. Learners conduct a community survey and report findings orally.
B. Students role-play a workplace meeting to practice turn-taking and decision-making.
C. Pairs collaborate on drafting a formal letter of complaint to a local service provider.
D. Learners complete a set of discrete-item drills on irregular verb conjugations. ✓
E. None of the above

A, B and C are performances in authentic contexts. Discrete-item drills on isolated forms do not show what learners can do with the language.
Unit reference: chapter 2, §2.3.

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Question 50 — Q70. In a writing task, a student with dysgraphia generated strong ideas orally but struggled with handwriting, spelling, and completing writings. The teacher considered ways to support his writing skills without the need to individualize instruction for this learner. Which of the following strategies fulfills this objective?

English didactics

A. Integrate assistive technology like speech-to-text and predictive typing ✓
B. Use handwriting drills to improve fine-motor skills
C. Replace writing with oral presentations to reduce stress
D. Shorten all written assignments permanently
E. None of the above

Assistive technology removes the mechanical barrier while the student keeps the same writing task as the class. B targets the deficit rather than the task, C removes writing, and D lowers the objective permanently.
Unit reference: chapter 7, §7.6.

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Component 2 — English didactics, high school (Q21–Q70)