This document provides guidelines for constructing the English language exam for the Algerian Brevet d'Enseignement Moyen (BEM). It outlines the format, scoring, and recommendations for each part and section of the exam. The exam consists of two parts: Part One assesses reading comprehension, vocabulary, and language skills; Part Two involves a written expression task in response to an integrated situation. The document provides detailed instructions on devising appropriate texts, activities, and situations to evaluate students' English language abilities based on the exam criteria.

1. 1
‫الشعبية‬ ‫الديمقراطية‬ ‫الجزائرية‬ ‫الجمهورية‬
‫الوطنية‬ ‫التربية‬ ‫وزارة‬
‫والمسابقات‬ ‫لالمتحانات‬ ‫الوطني‬ ‫الديوان‬
‫اختبار‬ ‫بناء‬ ‫دليل‬
‫االنجليزية‬ ‫اللغة‬ ‫مادة‬
‫في‬‫امتحان‬‫المتوسط‬ ‫التعليم‬ ‫شهادة‬
‫أكتوبر‬2017

2. 2
B.E.M GUIDE
FOR
THE ENGLISH LANGUAGE
EXAMINATION

3. 3
Formatof the English languagesubject paper of the B.E.M exam.
PART ONE (14 PTS)
A/ READING COMPREHENSION(07 PTS)
-Twoactivities related to thecomprehension of the text (05PTS).
-One activity related to Lexis(02 PTS).
B/ MASTERY OF LANGUAGE(07PTS)
-One activity related tomechanics or morphology (02PTS)
- One activity related to syntax(03PTS)
- One activity related to pronunciation (02 PTS)
PART TWO(06PTS)
WRITTEN EXPRESSION (A SITUATION OF INTEGRATION ).
FORMAT
-The text length should berespected as mentionedfurther in this document.
There are two parts in this subject:
PART ONE
-There are two sections in this part:
A/ READING COMPREHENSION (03 ACTIVITIES)
B/MASTERY OF LANGUAGE (03 ACTIVITIES)
PART TWO :
WRITTEN EXPRESSION (SITUATION OF INTEGRATION) .
-Types of written expression tasks :
-Letter-writing
-E.mail
-Dialogue
-Paragraph (report , article ,…).
 General recommendations
-The number of activities for each sectionin part one is to bestrictly respectedbecause of the scoring
scale. .
-All the activities, in thesubject,should only be thosementionedin the typologyofactivities in
theexaminer’s guide .
-The instructions should be highlighted (written in bold lettersanunderlined).
-The scoring scale shouldappear for each part , each section and each activity.
-The letter size should be12 new romans (computer).

4. 4
-The reading comprehension ( section 01 )activitiesshould appear in the same page.
-Enough space should be leftbetween different parts and activities .
Text
- Length :12-15 lines.
-The text should be meaningful and coherent.
- The source should be mentioned at the end of the text.
-When adapted, it should be mistake-free and the source mentioned (eg. :adapted from…).
-The topic of the text should not be remote from the syllabus.
-The text(topic) should not hurt feelings avoid clichés.
-The text should be neutral.
-The text should be at the level of the average learner.
Activities
-Keep/respect the number of activities set for each part and each section.
-The instructions contained in the examiner’s guide should be strictly followed.
-The activities should be mistake-free.
- The activities should be graded in difficulty.
Part one
 Reading comprehension
-The activities in reading comprehension should be formulated so as to test comprehension.
-The words used in the questions or statements should not be the ones contained in the text. They should
be expressed differently from the text since the aim is to test comprehension.
- The questions should cover the whole text.
- The questions should be given in the order the answers appear in the text.
- Make sure that the answers appear in the text either explicitly or implicitly.
-The questions should be graded in difficulty , from reference to inference ones.
 Lexis
-The words given should cover the whole text or most of it.
-Lexis shouldpreparefor the situation of integration.The words chosen/selected should be likely to be
reinvested in the situation of integration.
-Follow the order the words appear in the text.
-Make sure that the words given/selected are closest in meaning or opposite in meaning to those in the text.
-Context should govern all the choices.
- As for the activity matching words and definitions,the definitions should really fit the meaning and the
context of the text.
 Mastery of language
-All the activities in mastery of language should prepare the candidate for the situation of integration.
-The activities should be topically related to the text (situation of communication).
-The instructions should be the ones contained in the examiner’ s guide.
-The activities should be graded in difficulty.

5. 5
- The activities should be coherent and mistake-free.
- Activities related to syntax and mechanics should be contextualized.
Part two:
-The situation of integration should be related to the topic of the text.
-The situation of integration should bear the following characteristics :
 situation.
 communicative purpose.
 task.
 target reader.
 the length of the production ( 6 – 8 lines ).
How to devise a test(The different steps to go through)
- Choose a text.
-Prepare (devise/write) the situation of integration.All the characteristics of a good situation of
integration should appear in it.
-Why devising the situation of integration first?
1. To have an idea about the kind of words that are likely to be reinvested in the situation
of integration.
2. To pick out (from the text) the words that are likely to prepare the activities related to
Lexis and the ones related to pronunciation.
3 .To make a list of all the grammatical/syntactic items that are likely to be reinvestedin the situation
of integration.
This will help to prepare the vocabulary and mastery of language activities.
4. Select the most important vocabulary and grammatical items students will use in the situation of
integration (lexis activities/mastery of language activities).
NOW . Devise:
-the reading comprehension activities.
-the vocabulary activity.
- the mastery of language activities.
NOTE
Prepare the key answers to the activities along with the test to make sure the items, in each activity,
are clear, that there is no ambiguity and that the answers appear clearly in the text.
Why should one start with the situation of integration when devising a test?
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 (situation of
integration).
All the activities should be conduciveto the situation of integration.

6. 6
WRITTEN EXPRESSION
ASSESSMENT RUBRIC
Criteria Good Fair Poor
Relevance
(2pts)
-Topic :students write
about… .
- All the ideas are
Related to the topic.
(1pt)
- Format :correct(1pt)
(02pts)
- Topic: students
write about….,but
only some ideas are
related to the topic
(at least four)(0.5pt)
-Format: correct(0.5)
(01pt)
- Topic:very little
reference to the topic(one
or two sentences).
-Format : correct/or
incorrect.
(0.5 pt)
Organization
(02pts)
-Ideas are well
organized.
-Topic sentence/four or
more supporting
sentences/conclusion
-All sentences are
linked correctly.
(02pts)
-Some ideas are well-
organized.
-Topic sentence/no
conclusion.
-Two or three
supporting sentences
-Some sentences are
linked correctly.
(01pt)
-Ideas are not well-
organized/difficult to
follow.
-No topic sentences/no
conclusion.
-The sentences are not
linked correctly.
(0.5 pt)
Linguistic
resources
(02pts)
-Correct use of
tenses/different
grammatical items
necessary to develop
the topic.
-Correct use of link
words.
-Vocabulary varied.
(02pts)
-Correct use of
tenses/use of some
grammatical items
-Use of three link
words.
-Vocabulary not
varied.
-3 mistakes are
accepted.
(01pt)
-Incorrect use of tenses.
-Incorrect use of
grammatical items.
-No link words.
-Vocabulary very limited.
-More than6 mistakes(any
kind of mistakes).
(0.5pt)
NOTE :If a candidate is out of the topic, DO NOT take into consideration(DO NOT
MARK)organization and linguistic resources . MARK the format only.

7. 7
Parts Task type Instructions
Part one :
Reading
comprehension
Matching -Match each title /heading/idea with the corresponding
paragraph.
- Match the dates with the corresponding events.
- Match the answers in column B with the corresponding
questions in column A.
Information
Transfer
-Complete the table /diagram/plan/chart/form… with
information from the text.
-Complete the table with the events that correspond to the
dates.
MCQ -Choose( a, b, c or d) to complete the following sentences.
- Which sentence best summarizes the text (provide four
sentences).
-Choose the most appropriate title (provide four titles ).
-The text is about :
a)……./ b)……../ c)……../ d)………
Auxiliary
Questions
-Answer the following questions.
Listing -Find in the text four similarities/differences between (people,
places,…)
-Find in the text two similarities and two differences
between…….
True/False/Not
mentioned
-Read the following statements and put a cross in the right
box . (provide a table).
Sentences True False Not mentioned
1-………..
2-………..
3-………..
-Read the following statements and write “True”, “False”, or
“Not mentioned” .
Identification -What do the underlined words in the text refer to?
-In which paragraph is it mentioned that …..?
Lexis
Matching -Match each word with its appropriate definition /meaning
- Match the words in column a with their equivalents/opposites
in column B.
- Match each verb with its appropriate definition.
MCQ -What do these words means ?
- Choose the right word(provide four meanings/synonyms for
each word).
-Eg: clever=…………………………………………
a)stupid/ b)ignorant c)intelligent d)witty
Word
attack(inferring
meaning from
context)
-Find in the text words that have the following
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.

8. 8
Completion
(gap-filling)
-Fill in the gaps with the appropriate words from the list below (4
gaps , but 5 topical/content words ).
-Fill in the gaps with the appropriate words from the text.
Note : No gap in the first sentence for both activities.
B/Mastery
of Language
MCQ
-Choose( a ,b, c or d) to complete the following sentences .
(tenses ,prepositions ,conjunctions etc……….).
Note: even if the sentences are isolated ,they should be related to
one another and to the topic of the text .
Matching
-Match A and B to form correct sentences (provide complex
sentences ).
Note: the sentences should be contextualized .
Word sequencing
-Reorder the following words to get coherent questions.
-Reorder the following words to get coherent sentences .
Tense concord
-Write the correct form of the verbs in brackets.
-Rewrite the following sentences (or passage) with the correct verb
forms .(Give three verb forms ).
Transformation
-Rewrite the following passage or sentences using the
imperative/the third person singular /the future/the past simple or
continuous ,etc…
-Change the following sentences /passage to negative
/passive/active/plural/singular.
-Make one noun /verb/adjective/adverb from each of the following
words .
-Choose the correct prefix to form the opposites of these words.
-Add the correct prefix to form the opposite adjective.
-Note : Provide the adjectives ( eg :Kind – polite-patient- regular -
sensitive etc…..)
Un- Im- In Ir
1- 1- 1- 1.
2-
-Write the noun forms of the following words , using a suffix .
Act …………………
…….
Science …………………
……
Write …………………
……
Music …………………
…….
-Rewrite the following sentences using the adverb
corresponding to the adjective .
e.g : My brother is a quick worker .
My brother works quickly .
Editing
-Spot the mistakes and write the corrected sentences (or passage)
on your answer sheet .(Any type of mistakes).
-Correct the underlined mistakes .(Any type of mistakes).
e.g : We eated pasta for lunch.
He lives at London.
Note: even if the sentences are isolated they should be related to
one another and to the topic of the text .
-Supply the punctuation and the capital letters where necessary.

9. 9
Pronunciation
Completion
-Fill in the gaps with the suitable words (only structural words .
They can either be provided or not ).
Note :Provide more words than gaps (one extra word).
-Complete the following questions with the correct question
word.(provide the answers).
-Find the questions to complete the following dialogue.
-Complete the following sentences with the correct relative
pronoun (provide more relatives than gaps ; one extra relative
pronoun ).
-Complete the following sentences using the comparative form /
superlative form of the adjective in brackets .
Note : The activity should include a sentence using comparative
and another one using superlative or two sentences using only
comparative or only superlative
Combining -Combine the following phrases ( or sentences) using : connectors ,
linking words ….
Note : provide more connectors than needed (one extra connector).
Sound recognition
-Find in the text four words that have the following sounds;
/ei/(make) /ai/(five)
1-………… 1-…………….
2-……….. 2-……………..
-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 which
one has a different vowel sound .
-Write the following words in the right box according to their
consonant sound : “couple/slice/cute/rice”
/S/(mice) /K/(cut)
1-………… 1-…………….
2-……….. 2-……………..
-Copy down these words and circle the silent letter(s).
-Pick out from the text four verbs and complete the table
according to the pronunciation of their final “ed”.
/t/ /d/ /id/
1-……….. 1-
…………………
1-
……………..
2-………..
-Note: The number of verbs , in each column, can vary from one to
two ,but the candidate /student should complete the table with four
verbs only .

10. 10
-Pick out from the text four words and complete the table
according to the pronunciation of their final “s”.
/s/ /z/ /iz/
1-……….. 1-
…………………
1-
……………..
2-
…………….
Note : The number of words in each column can vary from one to
two , but the candidate/student should complete the table with four
words only.
Rhyme
-Read the text and find one word that rhymes with each of the
following (four words provided).
Example: bin(in the text : pin )/hall (in the text : tall) /sight ( in the
text : night )mine (in the text : nine ) .
-Match the words that have the same rhyme .
One word in column B has no rhyming word in column A.
A B
1-fair a-late
2-make b-meet
3-tough c-enough
4-meat d-pair
e-tour
-Read the text and add a word to each of the following lists
according to their vowel sounds.
/a:/ /ei/ /ai/ /i:/
Start
Large
Farm
Same
Main
Pay
Life
Right
Five
Sea
Feel
Me
…….. ……… …….. ………