CRMEF Exams

Welcome to our comprehensive study materials designed to help you prepare for the CRMEF exams.

Table of Content

1. Written CRMEF Exams Specifications
2. The interview organization of the CRMEF Exams
3. Reading List for CRMEF Exams
4. Download Previous CRMEF Exams since 2003

1. Written CRMEF Exams Specifications

The purpose of the entrance CRMEF Exams is to determine if the candidates are adequately prepared for the CeRMEF courses. The examination is intended to measure the extent to which their knowledge, skills, and competencies will enable them to be effective prospective teachers. It, therefore, consists of two interrelated modes of assessment: written and oral.

1. 2. General topic about education

The first written test is in a general topic about educational issues related to teaching and learning. The test duration is four (4) hours. The coefficient is one (1).

1. 3. Comprehension and text analysis

The second subject pertains to reading comprehension, language, and writing. This test duration is also four (4) hours and the coefficient is one (1). The purpose is to measure your linguistic competency and mastery of the areas of the English language. It encompasses comprehension and vocabulary, language, and writing.

Both written tests have the same coefficient (1) and they represent 50% of the whole exam. The other 50% is for the oral examination.

Comprehension and analysis questions

A reading text of some general concern or in relation to the education field is suggested. There will be a comprehension questions section and a vocabulary section. The testing items/rubrics vary from conventional wh-questions, true/false statements, sentence completion, multiple choice questions, information transfer, inferring propositional meaning, inferring pragmatic meaning, identifying lexical meaning, word references, paraphrasing, summarizing, finding in the text, synonyms, antonyms, etc.

Language

This part also consists of a variety of rubrics related to grammar, structures, and functions. Testing items cover a wide range of activities such as gap-filling, multiple choice, sentence transformation, sentence completion, rewriting sentences, word formation, the correct form of verbs, finding the odd-one-out, matching, prepositions, punctuation, articles, etc.

Writing

You will have to choose one topic from the two or three proposed ones and write about it. The essay may be linked to the text itself or maybe another new issue. Four main criteria are considered to evaluate your essays:

• Pertinence

―  Relevance of the ideas to the topic,

―  Originality of ideas,

―  Creativity.

• Coherence and cohesion

―  Relation of the ideas to each other,

―  Smooth transition and flow of thought,

―  Good organization.

• Language

―  Well-structured sentences,

―  Appropriate use of vocabulary,

―  Correct use of grammar.

• Mechanics

― Spelling,
― Capitalization, 
― Punctuation,
― Paragraphs and indentation, etc.

The legible handwriting, layout, and general presentation are also considered.

2. The interview organization of the CRMEF Exams

• For better organizational purposes, the jury resorts to drawing lots to decide on the day and time as well as the examinees to sit for the interview.
• When you get in the exam room, hand in your identity card and draw lots to take out a text/task number. (Texts differ in content and length.)
• Take the text/task and prepare it for some 15 minutes. (Papers will be provided if you want to jot down some ideas.)
• The text/task you draw will serve as a pretext and springboard for other different additional questions and issues. Therefore, the drawn text/task will be used as a starting point only.
• NB: The number of texts and tasks equals the number of applicants. Therefore, no text or task will be used twice.

The interview preparation

If selected, you will be required to attend a 50-minute interview. The interview panel consists of teacher trainers and a supervisor, who will evaluate and consider the following:

• Commitment, motivation, and a realistic approach to teaching as a career,
• Proficiency and competence in spoken English,
• Subject-related competencies,
• Capacity to understand and comment on the selected text,
• Evidence of arguing and rationality of defending the discussed points,
• Communication skills and maturity of character,
• Familiarity with important educational trends and issues,
• Knowledge of the Moroccan educational system,
• Personal, social, and intellectual qualities.

It always helps to smile, to look relaxed and at ease. Try then to appear confident, avoid irritating physical mannerisms, and verbal repetitions, and maintain eye contact with the panel. Try also to avoid simple“yes” or “no” responses.

If you prepare well you will be able to put across your ideas, aims, motivations, interests, and strengths with more honesty and conviction at the interview. Be yourself, show that you are self-confident and that you are qualified for the teaching career.

PowerPoint presentation

A ready-made PowerPoint presentation or any other means on your USB disc to present yourself, to talk about your studies, monograph, motivation and personal statement to become a teacher, and any other useful or additional points.

The interviewers will be looking for your delivery skills as you present yourself and your ability to communicate your ideas clearly, using appropriate verbal and non-verbal language.

NB: You may be asked to modify, omit or make any changes in the already prepared 7 to 10 slides presentation.

The short PowerPoint presentation delivery aims at:

• ProvingfamiliaritywithICT,
• Demonstrating the ability to prepare and deliver effective PowerPoint presentations and slide design or any other computer means,
• Integrating ICT in teaching and learning,
• Re-organizing and modifying information as required,
• Switching between presentation and other programs or online resources,
• Testing the oral ability to speak effectively in front of a limited audience,
• Assessing some aspects of public speaking skills (self-confidence, voice quality, eye contact, body gestures, stance, posture, non-verbal communication, interactivity with the jury, etc.)

The jury will consider four main areas during the interview. Each area is composed of different components and indicators and is allotted a mark from 0 to 5.

Area: Language and communication

Components and indicators:

• Language correctness and well-structured sentences
• Appropriate choice of lexis
• Pronunciation, intonation and good articulation and tone
• Regularity of the rhythm of speech
• Use of gestures
• Use of body language and facial expressions ▪
• Reaction to interviewers
• Listening
• Smooth flow of ideas and links
• Ways of expressing oneself and explaining one’s ideas
• Respecting speech acts (turn-taking, asking for clarification…)
• Arguing and defending one’s opinion in a logical way….
• Clarity and appropriateness

Area: Methodology

Components and indicators:

• Ways of approaching and dealing with the topic
• Organization of ideas
• Methodology
• Clarity of ideas
• Transition from one idea to the other
• Coherence and relevance of ideas
• Harmony of ideas

Area: Content knowledge

Components and indicators:

• Familiarity with the subject
• General knowledge in the field of education, teaching and learning
• References
• Citations
• Information and communication technologies
• Showing critical mind of readings
• Pertinence of the information ▪…

Area: Personal aspects

Components and indicators:

• Self-confidence
• Feeling at ease O
• pen-mindedness and flexibility
• Expressing oneself
• Ability to face others
• Ability to deal with difficulties
• Determined personality… ▪…

3. Reading List for CRMEF Exams

We intend by the webliography mentioned below to help you well prepare for both the written and oral exams. Therefore, a large reading list of books, documents, and articles pertaining to education, teaching, and learning will be considerably accounted for by the jury and maximize your chances of success. Your familiarity with the White Book, the Official Guidelines, and the National Charter for Education and Training will also be of great help. You can download them at www.gov.ma

TEACHING and LEARNING

This list of books is about teaching and learning in general, methods and approaches, theories of learning, language acquisition, teaching skills, teaching aspects of language, lesson planning, classroom management, group dynamics, teachers’ and learners’ roles, etc.

Choose any two (2) books to read. Reading any other two (2) books of your own choice is welcome. Think of the references.

• Douglas Brown H. (2000). Principles of Language Learning and Teaching. 4th edition. Longman.
• Jack C. Richards. (2006). Communicative Language Teaching Today. CUP.
• Jack C. Richards and Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. 2nd ed. CUP.
• Jack C. Richards, Willy A. Renandya.(Eds.). (2002).Methodology in Language Teaching: An Anthology of Current Practice. Cambridge.
• James Scrivener, (2005) Learning Teaching: A Guidebook for English Language Teachers. Second Edition. MacMillan.
• Janet Moyles.(Ed.). (2007). Beginning Teaching: Beginning Learning in Primer Education. 3rd edition.OUP.
• Jeremy Harmer.(1998). How to Teach English: An Introduction to the Practice of English Language Teaching.Longman.
• Jeremy Harmer. (2001). The Practice of English Language Teaching. 4th Edition.Pearson Longman.
• Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching.2nd ed. OUP.
• Penny-Ur.(2009). A Course in Language Teaching Practice and Theory. 17th Edition.CUP.
• Wendy A. Scott and Lisbeth H. Ytreberg.(1990).Teaching English to Children. Longman.

CLASSROOM MANAGEMENT

These books are about classroom management, group dynamics, disruptive behaviour, etc. Select one (1) from this list to read. You can, of course, read any other book of your own choice. Think of the reference.

• Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler, and Bj Stone. (2001). Classroom Instruction That Works. 2nd Edition. ASCD Member Book.
• Patsy M. Lightbown and Nina Spada. (2006). How Languages Are Learned. Third Edition. OUP.
• Sam Goldstein and Robert B. Brooks. (2007). Understanding and Managing Children’s Classroom Behavior: Creating Sustainable, Resilient Classroom, 2nd Edition. John Wiley & Sons, Inc.
• Vesna Nicolic, Hanna Cabaj. (2000). Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers. Pippin.

PUBLIC SPEAKING

Read one (1) of these suggested two books. They are about effective communication and public speaking. Reading such books will certainly prove very useful and helpful to prepare mainly for the interview. Reading any other book is welcome. Think of the reference.

• Grenville Kleiser. (1906). How to Speak In Public. Seventh Edition. Funk &Wagnahs Company.
• Scott S. Smith. (2008). The Everything Public Speaking Book: Deliver a Winning Presentation Every Time!Adams Media.

GRAMMAR

This list is intended to help you reinforce your knowledge of grammar and prepare you for the examination.

• Betty SchrampferAzar. (1996). Basic English Grammar. Second Edition. Longman.
• Graham Lock. (1996). Functional English Grammar: An Introduction for Second Language Teachers. CUP.
• Rawdon Wyatt. (2007). Check Your English Vocabulary for TOEFL.3rd Edition. A & C Black London.
• Richard Walton. (1999). Advanced English Grammar Practice. Longman.
• Penny-Ur. (2006). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge Handbooks for Language Teachers.

4. Download Previous CRMEF Exams since 2003