‫امجلهورية اجلزائرية ادلميقراطية الشعبية‬

‫وزارة الرتبية الوطنية‬

‫ادليوان الوطين لالمتحاانت واملسابقات‬

‫أكتوبر‪2018‬‬
‫دليل بناء اختبار مادة اللغة اإلنجليزية المتحان شهادة التعليم المتوسط – أكتوبر ‪2018‬‬

‫‪B.E.M Guide For The English‬‬

‫‪Language Examination‬‬

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 2018 ‫دليل بناء اختبار مادة اللغة اإلنجليزية المتحان شهادة التعليم المتوسط – أكتوبر‬

1. Rationale

The conception of the new BEM guide is meant for the middle school teachers and
examiners. It takes into consideration the exit profile of the middle school: at the end of MS4, the
learner will be able to interact, interpret and produce oral and written messages / texts of
average complexity, of narrative, prescriptive and argumentative types, using written, visual
or oral supports, in meaningful situations of communication related to his environment and
interests.
The learner can:
-understand the main points of a familiar text on personal and cross-curricular
topics.
-describe, in speech and writing, experiences and events giving some simple
explanations for opinions or plans related to his/her background.
-produce short simple connected speech on familiar topics or personal interest.
This guide consists of five main sections:

 Recommandations to Exam Designers,

 Typology of the BEM Exam,
 Tips for Designing the BEM Exam,
 The evaluation grid of the situation of integration.
 Type of activities.
 Further reading.

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2. Recommandations to Exam Designers

The design of BEM English examinations is done by the National Examination Board .When
developing tests/ examinations, designers need to consider the following questions:
. Is the exam in accordance with the exit profile of middle school education?
. Does it contain the three competencies (interact, interpret, produce)?
. Does it contain the core values set out in the curriculum (national identity, national
consciousness, citizenship, openness to the world)?
. Does it reflect the cross-curricular competencies (intellectual, methodological,
communicative, personal and social)?
. Are the activities in accordance with the concept matrix of the curriculum in terms of global
competencies, content, resources and descriptors?
.Are the themes and the vocabulary of the official curriculum represented?
. Do the assessment objectives match the learning objectives?
. Do the reading comprehension activities measure the learner’s understanding of the text and/or
his general knowledge?
. Are these activities repetitive? Creative?
.Do they require the learner to find answers in the text or to deduce them from the context?
.Do the vocabulary- related activities appear in a meaningful context?
.Do the grammar–related activities appear in a meaningful context?
.Do the pronunciation activities appear in a meaningful context?
.Do the activities allow for the use of critical thinking or are they merely referential?
. Are the activities assessing the writing skill in accordance with the exit profile? Are they
meaningful for the candidate?
.Does the task correspond to his level of proficiency or is it beyond his cognitive abilities?
. Are the tasks communication-oriented?
.Do the BEM questions cover an important part of the curriculum?
.Are the targeted competencies assessed objectively?
.Do examiners use assessment criteria (relevance, coherence , correct use of language, and
excellence) and indicators to measure students’ production?
.Are they aware of the four levels of mastery of competencies (maximum, minimum, partial or lack of
mastery)
. Do they use criteria when they assess learners?
Adapted from ‘Curriculum of English for Middle School Education’- May 2015

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3. Typology of The BEM Exam
Sections Activities Scoring scale
Parts

 A/ Reading
Comprehension
 2 activities related to comprehension Act.1 03points
Act.2 02points
(14 pts)  1 activity related to Lexis 02 pts
 1 activity related to mechanics or 02 pts
morphology.
B/ Mastery of
 1 activity related to syntax 03 pts
Language
 1 activity related to pronunciation 02 pts
Situation of Integration
The candidates are supposed to write a communicative passage.
These types of tasks may help:

 

Letter-writing
E-mail (06 pts)
(06 pts)  Dialogue
 Report
 Article
 Social media
 …….

To consider :

 The scoring scale should appear for each part, each section and each activity.
 The letter size (police) should be12 New Romans (computer).
 The text and the reading comprehension (section 01) activities should appear in the same page.
 The instruction should be readable -written in bold type and underlined.
 The exam paper should be aerated ( appropriate space and interline)

4. Tips For Designing The BEM Exam

Part I:
1. -The text must be submitted for the first time.
2. The text can be authentic or adapted.
3. -The length of the text should be between 12 and 15 lines
4. -The topic of the text must be from the official curriculum (Exit Profile).
5. -The text should be related to the candidates’ age, interests and background.
6. -The source should be mentioned at the end of the text (the author, the publisher, the year of
publication, page...)
7. The text should be mistake-free.
8. -The text should be free from stereotypes.
9. -An illustration or a picture can be added to the text.
10. -The text should be communicative.
11. -The text should convey National and Universal values.
12. -In both sections, the activities should be well balanced and graded (from easy to difficult)
according to Bloom’s taxonomy.

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13.-In section A (Reading Comprehension), the activities should reflect the candidates
understanding of the text (skim, scan and reading for detailed understanding).
14.-General truth questions should be avoided (“Does the sun rise from the East ?” / “ Does water boil
at 100°” ? ).
15.-The questions should cover the whole text.
16.-The questions should be given in the order the answers appear in the text.
17.- In section B, (Mastery of language), the activities should be contextualized.
18 - Start with the situation of integration when devising a test.
19 – The situation of integration should be prepared first as mentioned above because the content of
all the activities should help the candidates to reinvest them in the written expression
20.-The items of the different activities could be reinvested in the situation of integration.
Part II: Situation of Integration
1. –The situation of integration should thematically be related to the topic of the text.
2. –The instruction of the situation of integration should include three sections:
CONTEXT TASK SUPPORT
3. –The situation of integration should bear the following characteristics:
It should be:
 a problem solving situation.
 communicative.
 significant to the learners.
 challenging and motivating.
 complex (integration of different resources).
 contextualized.

5. Situation of Integration Assessment Grid:

I N D I CA TO R S
CRITERIA GOOD FAIR POOR
- all the ideas are related to the - some ideas are related to the - very little reference to the topic
topic (1pt) topic (0.5pt) -format: incorrect
relevance - format :correct(1pt) -format: partly correct(0.5pt)
(2pts) (2pts) (1 pt) (0.5 pt)
-ideas are well organized -some ideas are organized -ideas are not organized / difficult to
-introduction / topic sentence -topic sentence / introduction follow
-four or more supporting -no closing sentence / no -no topic sentence/no conclusion
coherence sentences conclusion -sentences are not linked correctly
(01.5 pts) -conclusion / closing sentence -two or three supporting
-all sentences are linked sentences
correctly -some sentences are linked
correctly
(01.5 pt) (01pt) (0.5pt)
-correct use of tense -only some verbs are -incorrect use of tense
correct use of -different grammatical items correctly conjugated -incorrect use of grammatical items
language necessary to develop the topic -use of some grammatical -no linking words
(01.5pts) -correct use of linking words items - very limited vocabulary
- appropriate vocabulary -use of few linking words
-inappropriate vocabulary
(01.5pts) (01pt) (0,5pt)
excellence
( 01 point) creativity and originality (bright ideas, varied vocabulary items, good paper presentation, legible hand
writing …..

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6- Type of activities:
Parts Tasks Instructions
-Match each title/heading/idea with the corresponding paragraph.
- Match the dates with the corresponding events.
Matching - Match the answers in column B with the corresponding
questions in column A.

Information -Complete the table /diagram/plan/chart/form… with information

Transfer from the text.
-Complete the table with the events that correspond to the dates.
-Choose (a, b, c or d) to complete the following sentences.
-Which sentence best summarizes the text (provide four
MCQ sentences).
-Choose the most appropriate title (provide four titles).
-The text is about :
Comprehension a)……./ b)……../ c)……../ d)………
Auxiliary -Answer the following questions.(yes/no questions)
Part one: Questions.
A- Open -Answer the following questions (inference questions).
Ended Eg: What is ….?
Reading Questions
comprehe
nsion -Find in the text four similarities/differences between (people,
Listing places, …)
-Find in the text two similarities and two differences
between…….
True/False -Read the following statements and write “True”/ “False” or
/Not “Not mentioned”
mentioned
Identificat -What do the underlined words in the text refer to?
ion - In which paragraph is it mentioned that …..?
Lexis -Match each word with its appropriate definition /meaning.
-Match the words in column a with their equivalents/opposites in
Matching column B.
-Match each verb with its appropriate definition.
Note: Accept the answer if the learners match numbers with
letters .
-What do these words mean?- Choose the right word (provide
four meanings/synonyms for each word).
MCQ -Eg: clever=…………………………………………
a)stupid b)ignorant c)intelligent d)witty
-Find in the text words/ expressions that have the following
Finding definitions/meanings.
-Find in the text words that are closest in meaning to the
following.
-Find in the text words that are opposite in meaning to the
following.

-Rewrite the following passage or sentences using the suitable

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tense.
-Turn the following sentences /passage into the negative
/passive/active/plural/singular/….. .
-Make a noun /verb/adjective/adverb from each of the following
words:
-Choose the correct prefix to form the opposites of these words:
Transform -Add the correct prefix to form the opposite adjective.
Part one: ation -Note: Provide the adjectives (e.g.: kind – polite – patient -
regular -sensitive etc…..)
B un im in ir
Mastery of 1 1 1 1
Language 2
-Write the noun forms of the following words, using a
suffix.
Morphology / Act ……………………….
Mechanics / Science ………………………
Syntax . Write ………………………
Music ……………………….
-Rewrite the following sentences using the adverb corresponding
to the adjective.
eg. : My brother is a quick worker.
My brother works quickly.

-Spot the mistakes and write the corrected sentences (or passage)
on your answer sheet.
-Correct the underlined mistakes.
Eg.: My friend celebrated his birthday. He invited me four lunch
Editing when we are in skikda, yestrday.
Note: The passage must be related to the text .
-Supply the punctuation and the capital letters where necessary.
-Fill in the gaps with the suitable words. They can either be
provided or not.
-Complete the following conversation with the right questions.
-Complete the following sentences with the correct relative
pronoun.(in context)
-Complete the following sentences using the comparative form /
Completion
superlative form of the adjective in brackets. (in context)
Combining -Combine the following phrases (or sentences) using connectors,
linking words …
-In each list, pick out the word with a different vowel sound.
(Four words in each list).
Example: date –late –mat-lane
Note: Give 4 words containing the same vowel letter among
Sound which one has a different vowel sound.
Recognition -Write the following words in the right box according to their
consonant sound : “couple/slice/cute/rice”
/S/ /K/
1. …….. 1. ………
2. …….. 2. ……

Pronunciation

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-Match the words that have the same rhyme.

Matching A B
1-fair a-late
2-make b-meet
3-tough c-enough
4-meat d-pair

FURTHER READING:

Text Readability :
It is to what extent these texts are easy to be read and understood. A readable text is an effective one.
There are two aspects to consider:
1. The Technical Aspect:
Reading according to typology: Typeface – police- bold – spaces – italics – the organization of the text..

2. The Linguistic Aspect:

How can students understand texts clearly?
 Instructions
 Lexis (words)
 Syntax

Readability of instructions: here are some criteria to ensure readability of instruction.

 Use of short and simple sentences
 Don’t use rare words
 Use the imperative: Order your instruction to the learners.
 Avoid instructions using complex sentences.
 When there is a process, put each element putting numbers or letters: a, b, ..
 When the task is complex, exemplify.
 When there are several possible answers, put the numbers.
Eg: Pick up the regular verbs

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