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

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?

1. ASocial Learning theory
2. BCognitivism
3. CBehaviorism
4. DNativism
5. ENone of the above

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?

1. ASocial Constructivism
2. BCognitivism
3. CBehaviorism
4. DHumanism
5. ENone of the above

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?

1. AIt doesn’t allow the assessment of what students can do in language.
2. BIt is not used to assess vocabulary and grammar.
3. CIt is not used for summative purposes.
4. DIt requires much time and effort to grade.
5. ENone of the above

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?

1. AThe Direct Method
2. BSuggestopedia
3. CSituational Language Teaching
4. DTotal Physical Response
5. ENone of the above

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?

1. AImmediate corrective feedback
2. BDelayed collective feedback
3. CMetalinguistic feedback
4. DRecast as a way to give feedback
5. ENone of the above

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 _____.

1. AVygotsky’s Zone of Proximal Development
2. BPiaget’s Cognitive Development Theory
3. CKrashen’s Input Hypothesis
4. DBloom’s Taxonomy of Cognitive Domains
5. ENone of the above

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 _________.

1. Aa cognitive process
2. Ba vocabulary retrieval process
3. Ca metacognitive process
4. Dan information transfer process
5. ENone of the above

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 ________.

1. Aextension
2. Breorganisation
3. Csimplification
4. Dlocalisation
5. ENone of the above

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__________.

1. Abackward design
2. Bthe PPP model
3. Cimprovised teaching
4. Dinquiry-based approach
5. ENone of the above

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?

1. ACommunication
2. BEmpathy
3. CCritical thinking
4. DProblem-solving
5. ENone of the above

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?

1. ACritical thinking
2. BMedia literacy
3. CCollaboration
4. DAll of the above
5. ENone of the above

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?

1. ACriterion-referenced assessment
2. BNorm-referenced assessment
3. CFormative assessment
4. DPortfolio assessment
5. ENone of the above

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?

1. ACode-switching
2. BApproximation
3. CCircumlocution
4. DClarification request
5. ENone of the above

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?

1. AKrashen’s Input Hypothesis
2. BPiaget’s Cognitive Theory
3. CBandura’s Social Learning Theory
4. DAusubel’s Meaningful Learning Theory
5. ENone of the above

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______.

1. Aintra-rater reliability
2. Bcontent validity
3. Cface validity
4. Dconstruct validity
5. ENone of the above

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?

1. APunctuality
2. BTolerance
3. CCommitment
4. DImpartiality
5. ENone of the above

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?

1. AFlipped Classroom
2. BExperiential Learning
3. CCooperative Language Learning
4. DContent-Based Instruction
5. ENone of the above

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_______.

1. APositive washback
2. BNegative washback
3. CConstruct validity
4. DLack of practicality
5. ENone of the above

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?

1. ALogical–Mathematical Intelligence
2. BIntrapersonal Intelligence
3. CInterpersonal Intelligence
4. DLinguistic Intelligence
5. ENone of the above

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?

1. APositive reinforcement
2. BVisual cues for behavior management
3. CPreventive management
4. DProximity control
5. ENone of the above

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?

1. AThink-Pair-Share
2. BJigsaw technique
3. CGroup Investigation
4. DTeam Competition
5. ENone of the above

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?

1. ADifferentiation by content
2. BDifferentiation by process
3. CDifferentiation by learning style
4. DAll of the above
5. ENone of the above

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?

1. ADifferentiation by learning style
2. BDifferentiation by interest
3. CDifferentiation by readiness
4. DDifferentiation by content
5. ENone of the above

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 ________.

1. Areducing repetitive misbehavior
2. Bmaximizing in-class active learning time
3. Cincreasing teacher talking time
4. Dencouraging individual accountability
5. ENone of the above

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?

1. APreventive management through clear rules and routines
2. BImplementing behaviorist reinforcement techniques
3. CIgnoring minor disruptions to encourage self-regulation
4. DUsing proximity and non-verbal cues to maintain focus
5. ENone of the above

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?

1. AParaphrasing for fluency
2. BDiscourse analysis
3. CTurn-taking
4. DApproximation
5. ENone of the above

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?

1. AMechanics of movement and progress through challenges
2. BUnlockable levels based on mastery
3. CApplication of adaptive learning pathways
4. DSequential missions with badge rewards
5. ENone of the above

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?

1. AExplicit instruction with deductive teaching
2. BTask-based learning with incidental grammar focus
3. CImplicit communicative approach
4. DInductive, guided discovery approach
5. ENone of the above

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?

1. ATechnology as a passive listening aid replacing teacher explanations
2. BTechnology as an interactive formative assessment tool integrated with content
3. CTechnology as a simple playback device without added interaction
4. DTechnology used to monitor attendance and participation
5. ENone of the above

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?

1. AOveremphasis on communicative fluency
2. BAppropriate skill integration
3. CThe use of appropriate input
4. DExcessive use of practice activities
5. ENone of the above

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?

1. ASequenced activities
2. BDrilling
3. CContextualization
4. DConnection to the syllabus
5. ENone of the above

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?

1. AListening for the gist
2. BListening for specific information
3. CListening for inference
4. DAll of the above
5. ENone of the above

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________.

1. ATop-down processing
2. BBottom-up processing
3. CNote-taking skills
4. DDictation practice
5. ENone of the above

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?

1. AInstrumental motivation
2. BIntrinsic motivation
3. CExtrinsic motivation
4. DAll of the above
5. ENone of the above

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?

1. ACompetitive performance evaluation among teachers
2. BCollaborative learning through peer observation
3. CAction research and reflective experimentation
4. DCollaborative reflection on innovative instructional practices
5. ENone of the above

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?

1. ASkimming - Inferencing - Scanning
2. BSummarizing - Predicting - Visualizing
3. CSkimming - Predicting - Making connections
4. DScanning - Understanding cohesion - Predicting
5. ENone of the above

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?

1. AMultisensory learning
2. BDifferentiated instruction
3. CGamification for engagement
4. DPeer-mediated support
5. ENone of the above

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?

1. AConnotation
2. BRegister
3. CChunks
4. DForm
5. ENone of the above

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?

1. AProduct-oriented approach
2. BGenre-based approach
3. CProcess-oriented approach
4. DCreative writing
5. ENone of the above

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?

1. AVocabulary range and precision
2. BCohesion and paragraph structure
3. CMechanics of writing
4. DRegister and tone awareness
5. ENone of the above

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_________.

1. Afacilitate comprehension
2. Bassess students’ knowledge about the topic
3. Csave teaching time
4. Dbreak the ice
5. ENone of the above

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?

1. AFree communicative interaction
2. BTeacher-centered monitoring
3. CProduct-focused assessment
4. DStructured interaction
5. ENone of the above

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 _______.

1. ADiscrete-item assessment
2. BControlled oral fluency
3. CIntegrated skills
4. DForm-focused instruction
5. ENone of the above

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______.

1. ACompetitive assessment
2. BMetacognitive awareness
3. CSummative evaluation
4. DTeacher-centered evaluation
5. ENone of the above

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______.

1. AContextualized learning
2. BIndivualized learning
3. CForm-focused instruction
4. DImplicit instruction
5. ENone of the above

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’______.

1. AGrammatical knowledge
2. BWord-formation knowledge
3. CSyntactic knowledge
4. Dpragmatic knowledge
5. ENone of the above

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 __________.

1. Apush the teacher to withdraw from teaching
2. Bteach learners to over-rely on contextual clues
3. Cfoster autonomous learning
4. Dlead to insufficient vocabulary knowledge
5. ENone of the above

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?

1. AExtracting and listing renewable energy sources mentioned in the text
2. BConsidering the adequacy of evidence by noticing strengths and limitations
3. CMapping arguments into main claims and supporting details
4. DDesigning a leaflet with slogans to promote renewable energies
5. ENone of the above

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?

1. ALearners conduct a community survey and report findings orally.
2. BStudents role-play a workplace meeting to practice turn-taking and decision-making.
3. CPairs collaborate on drafting a formal letter of complaint to a local service provider.
4. DLearners complete a set of discrete-item drills on irregular verb conjugations.
5. ENone of the above

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?

1. AIntegrate assistive technology like speech-to-text and predictive typing
2. BUse handwriting drills to improve fine-motor skills
3. CReplace writing with oral presentations to reduce stress
4. DShorten all written assignments permanently
5. ENone of the above