نموذج امتحان الكادر للغة الانجليزية واجابته

1نموذج امتحان الكادر للغة الانجليزية

1. Specific objectives can be ………….
a. observable and measurable.
b. difficult to be observed and measured.
c. focused on the student's behavior during a long periodof time.
d. 1 and 3
2. The smallest meaningful unit in languageis…………..
a. phoneme. b. morpheme. c. allophone. d. allomorpheme.
3. Linguistic approach concentrates on……………..
a. key role of self – esteem and sense ofmastery.
b. value of talk in the development ofthinking.
c. social interaction is the key to success inlearning.
d. attention on complex nature of thinking.
4. "What about going to the cinema" is an example of ………………..
a. advising b. warning c. offering help d. suggesting
5. One of the following is not a type ofliterature:
a. drama b. poetry c. fiction d. prose
6. All the following may create discipline problems except …………
a. using sarcasm b. insisting on apologies
c. making threats d. using classroom language that suitsthe level of students.
7. "To look quickly through a reading passage to findsomething" is called……………
a. skimming b. scanning c. silent reading d. comprehension
8. The man told his children a …………………… aboutfairies
a. tail b.tale c.taile d. teil

9. When the teacher allows students to think, and givesmore time, the result will
be…………..
a. students responses becoming more thoughtful andcreative.
b. less students offering to answer.
c. students willing not to ask morequestions.
d. students giving shorter answers.
10. "……………….." refers to the actions of the organs ofspeech in the producing the
sound of speech.
a. Acoustics b. Phonetics c. Articulation d. Phonics
11. One of the following is not a Shakespeare'splay:
a. Macbeth b. Volpone c. Twelfth Night d. KingLear
12. Two of the following are receptiveskills:
a. reading and speaking b .speaking andwriting
c. reading and writing d. listening andreading
13." Kinesics" is the study of…………………
a. sounds b. language c. gestures d. nature
1
4. Can you close one of the windows, please? I'll catch acold sitting in this ……….all
day.
a. flood b. breeze c. wind d. draught
15. Which abbreviation do you use when you want to addsomething at the end of a
letter?
a. PS b. PTO c. PM d. PLZ
16. I am very tired. ……………… over four hundred milestoday
a. I drive b. I've driven c. I've been driving d. I'm
driving
17. How ……………….are you?

a. weight b. heavy c. high d. long

18. The prefix ante in the word ante meridiemmeans………………..
a. together b. against c. before d. byoneself
19. The stress in the word "comfortable" is on …………….
a. com b.for c. ta d. ble
20. In the dialogue:[ Teacher : What day was yesterday? Student: Tuesday.] The teacher
uses:
a. easy question b. complex question
c. open question d. narrow question
21. No one suspects us, ………………. ……………………?
a. are they b. don't they c. do they d. aren'tthey
22. Hardly …………… the receiver down than there was a knockat the door.
a. had I put down b. I put down c. put I down d. had Idowned
23. (ELT) is an abbreviation for :
a. Education Language Teaching. b. Educated Learners & Teachers.
c. .English Learning& Teaching. d. English LanguageTeaching.
24. Words that differ by only one phoneme arecalled…………..
a. nominal pairs b. almost pairs
c. minimal pairs d. none of the above
25. Peter has two brothers, but he doesn't speak to ……………….of them.
a. either b. any c. both d. neither
26. The government ………………….. said that the Prim Ministerwas sick and tired of
the papers disappearing from his office.
a. speaksperson b. speak person c. spoken person d. spokesperson
27. …
……………. refers to the ability to breakdown material intoits component parts so
that its organizational structure may beunderstood.
a. Synthesis b. Analysis c. Application d. Evaluation

28. A reward or punishment thatstrengthens or weakens a behaviour is called
c. Application d. Evaluation

28. A reward or punishment that strengthens or weakensa behaviour is called
a. stimulus b. response c. reinforcement d. conditioning
29. We had a great time ……………the awfulweather.
a. but for b. in spite of c. except d. inspite
30. I think it's in my left ………………. .
a. pocket of trousers b. pocket trousers
c. trouser pocket d. trousers pocket
31. The type of the test that identifies the test – taker's strengths and weaknesses is
called a ……… test.
a. diagnostic b. placement c. proficiency d. summative
32. I am going to go out and ………………..
a. have cut my hair b. let my hair cut
c. have my hair cut d. my hair be cut
33. One of the following doesn't contain the sound /θ/
a. mouth b. breathe c. tooth d. beneath
34. I'm looking for ………………. to cut thisstring.
a. a pair of scissors b. some scissors c. a scissors d. ascissor
35. One of the following is not from the conditions ofmotivation.
a. students are motivated if they live in a secureenvironment.
b. students are motivated when the subject matter isinteresting.
c. students are motivated when they experience morefailure and success.
d. students are motivated when they feel the learning forthem not for the teacher.
36. " ………………" is learners use of the first patternslanguage in second language
sentence.
a. Transfer b. Correlation c. Attitude d. Languageacquisition
37. I didn't like it in the city at first, but now …………………. here.
a. I got used to living b. I am used toliving

c. I used to live d. I used to living
38. The final " ed" in the verb talked is pronouncedas:
a. /d/ b. /id/ c. /ed/ d. /t/
39
. Safety should come first, ………………. lives shouldn't beput at risk.
a. people b. people's c. peoples' d. peoples
40
. It's ……….. funny film, I laughed all the way throughit
a. so b. extremely c. that much d. such a
41
. The two parties have settled their differences bycompromise after a long debate. The
underlined word means:
a. an acceptable middle coarse agreement b. negotiation
c. raising awareness d. revising past
records
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إختبار انجليزي

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

xu pot x put

o x boat, coal, sow

bought, call, saw

ay high, light

au now, house

y 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; aftercausative 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 passivevocabulary 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.

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