Category Archives: نماذج لاختبارات كادر المعلمي

المصرى اليوم:30% أخطاء في بيانات معلمي المنيا

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30% أخطاء في بيانات معلمي المنيا المرشحين للكادر باستمارات «التربية والتعليم».. ومدرسو دمياط يحتجون علي المرحلة الثانية

كتب سعيد نافع وتريزا كمال وعماد الشاذلي ٣٠/٧/٢٠٠٨

كشفت أعمال رصد البيانات الخاصة بمعلمي المرحلة الثانية من الكادر الخاص عن وجود أخطاء في استمارات الرغبات المسجلة علي الموقع الإلكتروني للوزارة، بلغت ٣٠% من إجمالي الاستمارات، فيما احتج معلمو دمياط علي الاختبارات مطالبين بإلغائها واستبدالها بدورات لرفع كفاءتهم.

في المنيا فوجئ عدد كبير من المعلمين أثناء تصفحهم الموقع الإلكتروني للوزارة لتحرير استمارات الاختبارات بوجود أخطاء عديدة في بياناتهم تشمل الاسم، والمؤهل الدراسي، وسنة التخرج، والكلية، والجامعة التي تخرج فيها، كما شملت الأخطاء عدم إدراج أسماء بعض المستحقين للكادر علي الموقع، الذي احتوي علي بيانات غير المنتفعين.

وأصيب أكثر من ١٠ آلاف معلم بحالة من الغضب والتذمر من قرار خضوعهم للاختبارات التي وصفوها بأنها إهانة لهم، وقدموا مذكرة جماعية إلي النقابة، وشكوي إلي الوزارة. وقالت مصادر مسؤولة إن المدرسين توافدوا علي الإدارات التعليمية في المراكز في اليوم الأخير لإبداء الرغبات أمس الأول، وقدموا عدداً كبيراً من التظلمات مطالبين بتصحيح بياناتهم علي موقع الوزارة، مؤكدة أن العينة العشوائية التي تم اختيارها للاختبار لم ينجح منها أحد، في اللغة العربية التي تم الاختبار فيها إجبارياً، إلي جانب مادة التخصص، وأخري تربوية.

وقال عمر محمود، مدرس تربية رياضية بملوي، إنه اختير ضمن هذه العينة التي أدت الاختبارات، مشيراً إلي أنه اختبر في مادة التخصص دون أن يفهم ما تهدف إليه هذه الاختبارات، وبالتالي كانت النتيجة لم ينجح أحد.

وقال جمعة آدم، وجمال عبدالمحسن، مدرسين لغة إنجليزية بالعدوة: «بعد ٥٨ سنة في التدريس.. الوزارة عاوزة تختبرنا، فأين ذهبت السنوات السابقة، وأين الطلاب الذين نجحوا وتخرجوا علي أيدينا وأصبح منهم علماء فكيف حققوا ذلك»، مؤكدين رفضهما الاختبارات لأنها تقلل من شأن المعلمين.

وأشار عويس محمد دياب، مدير مدرسة إلي أن عمره ٥٩ سنة، معرباً عن دهشته من مطالبته بأداء اختبار مع خريجي هذا العام، والمعينين الجدد الذين يعتبرهم أبناءه.

وفي دمياط أعرب عدد كبير من المعلمين عن غضبهم بسبب المرحلة الثانية من الكادر، واصفين الاختبارات بـ«التعجيزية»، مؤكدين رفضهم لها.

وقال عصام حنيجل، إنه يعمل مدرساً منذ أكثر من ٣٠ عاماً اكتسب خلالها خبرة كبيرة في التدريس، وتساءل: كيف تأتي الوزارة بعد هذه المدة وتختبرني للتأكد من صلاحيتي للتدريس.

نماذج لاختبارات كادر المعلمين-اللغة الانجليزية1

1- Professional Competency

1.1- Theoretical Background

I-General information on language acquisition and learning, including factors affecting them:

1 -Familiarity with basic theories of first language acquisition:

– Behavioristic

– Cognitive-Code learning

2- Knowledge about main factors that affect 2nd language learning:

– Amount of exposure

– Motivation

– Attitude

– Aptitude

II- General information on different language teaching methods:

1- Grammar Translation Method

2- Audio-lingual Method

3- Communicative Approach

4-Community language learning

5-Eclectic method

III- Contrastive and Error Analyses:

1-Transfer of first language

2-Error identification and classification

3-Remedial procedures

IV-Information on main type English language tests.

– Proficincy

– Acheivement

– Aptitude

– Diagnostic

1.2- Practical Background:

I- Techniques of teaching:

(A) Language Elements:

-Pronunciation

[ discrimination exercises, minimal pairs, production….]

[types of exercises: mechanical , meaningful communicative]

-Grammar & Structure:

(Types of exercises; mechanical, meaningful, communicative )

-Vocabulary:

[ recognition and production :synonyms, antonyms, use of words in

sentences, guessing meaning from context….]

(B) Skills

– Listening:

[listening comprehension: sentences, dialogues, extended texts]

Speaking:

[ teaching dialogues, activities that promote speaking: pair work,

team work, games ……..]

Reading:

[ loud reading, intensive and extensive reading , reading strategies: scanning, skimming ……]

– Writing:

[ copying , controlled, guided and free composition; mechanics and paragraph writing ]

(C) General knowledge about learning-teaching strategies

II-Techniques of testing:

-Techniques of testing students performance on English language elements and skills(sound system, grammatical structures, vocabulary, listening, speaking, reading and writing).

III- Use of educational aids in language teaching:

Ø Visual aids: pictures, maps, graphs…etc

Ø Audio aids: radio, tape recorder, language labs…etc.

Ø Video recording and computers

2. Linguistic Competency

2.1. Competencies in Language Skills and Functions

2.1.1. Listening Comprehension:

Ability to:

(1) understand face-to-face communication.

(2) follow speech and conversations about most survival needs and limited social conventions.

(3) follow an extended stretch of speech on general topics.

Level of performance:

Vocabulary permits understanding of topics beyond basic survival needs such as personal history and leisure-time activities. Evidence of understanding all basic grammatical structures.

2.1.2. Speaking:

Ability to:

(1) satisfy most survival needs and social demands.

(2) initiate a conversation, and handle with confidence most social situations, including introductions and casual conversations about current events.

(3) give a short presentation on a general topic.

(4) reasonably describe and give precise information.

Level of performance:

Ø Articulation is comprehensible.

Ø Has sufficient working vocabulary to permit discussion of topics beyond basic survival needs.

Ø Has sufficient control of basic grammatical patterns.

2.1.3. Reading:

(1) Sufficient comprehension abilty to understand a passage for personal communication, information or recreational purposes.

(2) Has ability to read with understanding social notes, letters and invitations.

(3) Has ability to skim and scan texts to locate and derive main ideas of passages on familiar topics.

(4) Is able to read aloud in a proper manner with correct pronunciation of English sounds, observing prosodic features such as stress and intonation.

(5) Shows spontaneity in reading by ability to guess meaning from contexts.

Level of performance:

Ø Has a reasonable stock of passive vocabulary required to understand a text on a common topic.

Ø Has the knowledge of all grammatical structures needed for understanding any text of a general nature.

Ø Has a reasonable knowledge of common cohesive devices and their functions and meanings.

2.1.4. Writing:

(1) Has sufficient control of writing system to meet most survival needs and social demands.

(2) Has ability to write simple social correspondence.

(3) Has ability to take notes on familiar topics.

(4) Has ability to write cohesive summaries, and resumes, short narratives and descriptions on familiar topics.

Level of performance:

Ø -Has sufficient writing vocabulary to allow a person to express himself in different life situations.

Ø -Shows good control of basic grammatical constructions.

2.1.5. Translation:

(1) Has ability to translate a short and simple passage on a familiar topic from English into idiomatic Arabic and from Arabic into English.

(2) Shows ability to translate short oral communications between English and Arabic.


Appendix


2.2. Language Components

2.2.1.Competency in Pronunciation:

Ability to recognize and produce the following:

Intonation

Statements Falling

Requests

Wh-Questions

Yes/No questions Rising

Confirmation Question

Repetition Question

Challenge

Protest

Long utterances sustained + Falling/ Rising

Question Tag

Stress

Placement of primary stress ( especially in bisyllabic words)

Phrasal stress ( normal x for emphasis)

Rhythm

Stress timed x syllable timed (English vs. Arabic)

Vowels

i: seat, see

i x e sit x set

e: late

e let

æ x a cat x father

.. above

^ cut, mother

a father

u: pool, fool

u pull, full

oxu pot x put

o x boat, coal, sow

o bought, call, saw

ay high, light

au now, house

oy boy, foil

Consonants

p x b pin x bin

b

t

d

k

g

č x š chair x share

j x ž large x mirage

f x v

θ x s bath x bass (for speakers of some Arabic dialects)

ð x z though x zoo ( = = = = = = = )

s

z

š fish

ž measure , vision

h

m

n

h x ng long

l x l (clear x dark l) low x law

r ( retroflex in American English)

y and w yet, win

————————————————-

N.B. X means “in contrast with”

Consonant clusters

Initial consonant clusters:

especially s+consonant (+consonant) as in street , star, special

Morphophonemics

Realization of the {Z} and {D}morphemes

1- {Z} plural, Possessive, 3rd Person.

-s: /s/,/z/,/ iz/ ( books, figs, matches)

2- {D} past and past participle

–ed: / t/, /d/, / Id/ ( looked, rubbed, seated)


Allophonic Variants

(Discrimination for comprehension)

I. Inter vocalic t and d : matter, ladder (in American English)

II. Assimilation of t to (n) and (r) : center, twenty, thirty, forty (in American English)

Competency in Grammatical Structures

Ability to distinguish and use the following:

Sentence types

Types

1- Declarative sentences ( affirmative and negative)

2- Interrogative sentences ( affirmative and negative)

2.1 Yes/no questions

2.2 Question-word sentences

3-Imperative sentences ( affirmative and negative)

3.1 Commands

3.2 Polite requests

4-Exclamatory sentences

Short sentences

1-Short answers (type: (Yes,) I am; (No,) I cannot)

2-Short questions (type: Are you? Can’t you)

3-Question-tags ( type: You aren’t afraid, are you?)

Sentence Types:

1–Simple sentences, up to those containing two complements

2- Compound sentences: Co-ordination with and, but, or

3-Complex sentences: Sentences containing object-clauses, Subject- clauses (type: It is a pity that you cannot ), adverbial clauses of time, place, condition, cause/ reason, relative clauses


Verbs

1- Main verbs ( see vocabulary list)

2- Copula: BE

Semi-copulas:

BECOME (I may become a doctor)

GET( He’s getting old)

FALL( He’s fallen ill)

FEEL ( I don’t feel quite well)

REMAIN ( Will it remain dry today)

STAY ( It won’t stay dry for long)

3- Auxiliaries and semi-auxiliaries:

tense/aspect:

HAVE: perfect and pluperfect

BE: present continuous and past continuous

BE GOING TO: future

WILL future

voice: BE

periphrasis : Do

modality : CAN: ability, capability, possibility, permission

COULD: see CAN; also: suggestion

BE ABLE TO: ability, capability

BE GOING TO: intention ; future

MAY: uncertainty ; permission

MIGHT: see MAY

BE ALLOWED TO: permission

BE SUPPOSED TO: permission

MUST: logical conclusion ; obligation

HAVE TO: obligation

NEED (+ not)absence of obligation

OUGHT TO: advisability; right/wrong

SHALL:(in questions): offer, suggestion

SHOULD: right/wrong; disapproval

WILL: intention; request, capacity; future

WOULD: see WILL ; also enquiry, request

Forms

1- Finite forms

2- Infinitive:

2-1 plain infinitive ( V inf): with auxiliaries; with let’s, let me, I’d rather .

infinitive with ( V to): with semi- auxiliaries ( have to, ought to, be going to, etc); with main verbs ( hate, like, try, want); with predicative adjectives (how nice, be sorry, be glad, be delighted)

3- Imperatives

4- Past participle ( V ed): in perfect and pluperfect; in passive; after causative HAVE

5- Present participle/gerund ( V ing): in continuous tenses; after come, enjoy, go, hate, like, remember; after prepositions

Voice:

1-Active

2-Passive

Aspect :

1-Simple

2-Perfect

3-Continuous

Tenses:

1-Present

2-Past ( including ‘ modal past’ of auxiliaries : COULD, MIGHT, OUGHT TO, SHOULD, WOULD )

3-Future ( with will, be going to, and continuous tenses of verbs of motion)

Nouns

Number:

1-Singular

2-Plural

Function:

1-Nouns as head of NP

2-Attributive nouns, especially material nouns

Adjectives

Function:

1-Attributive

2-Predictive

Form:

1-Positive degree

2-Comparative degree ( -er, more ); irregular forms of those ‘irregular’ adjectives, such as better.

Superlative degree ( -est, most ); irregular forms of those ‘irregular’ ajectives such as best.

Comparison:

1-Equality as ………….as

2-Inequality: not so… as; comparative + than; superlative

Adverbs

Forms:

1- derivation with –ly

2- Non-derived adverbs, eg soon, fast: see the vocabulary list.

Comparison:

See under Adjectives

Articles

Definite article: the

Indefinite article: a (n)

Absence of definite article in cases such as to go to school, in summer, to have dinner

Pronouns( including pronominal adjectives)

1- personal: subject forms and object forms

2- possessive

2.1 adjectives: my, your, their, etc

2.2 pronouns: mine, yours, theirs, etc; used as complement, used as subject

3- demonstrative

3.1 adjectives: this, that, these, those, such

3.2 pronouns: this, that, these, those

4- interrogative

4.1 adjectives: whose, what, which

4.2 pronouns: who, whom, whose, what, which


5- relative: who, whose, whom, which, that

6- definite: someone, somebody, no-one, not … anyone, nobody, everybody, something, nothing, everything, all (as in: They all went home; and in: I want all of it ) some (as in Some of them went home ), any ( as in Have you got any money? I haven’t any money ), it ( as in: It is raining )

7- emphatic: myself, yourself, etc. (example: I’ve done it myself)

8- prop-word: one ( example : I like the red one better)

Numerals

1- Cardinal: up to four digits, up to nine digits

2- Ordinal : up to two digits(first to 99th)

Also : half, quarter

Word order

Basic pattern:

Subject-predicate complement(s)

Derived patterns:

Yes/no question pattern

Wh-question pattern

Negative sentence pattern with not

Passive voice pattern

Imperative pattern

Indirect object replacement by to-adjunct

Position of adverbials : initial position, final position, after auxiliaries

Word formation

Adverb-derivation with –ly

Compounds and derivatives

2.2.3. Competency in vocabulary Has a reasonable stock of passive vocabulary required tounderstand a written or heared a text on common topics.

Has a reasonable stock of active vocabulary required to express himself in speaking and writing in topics beyond basic survival needs such as history and leisure time activities.