This document provides guidelines for constructing English language exams for the Middle School Education Certificate (BEM) in Algeria. It outlines the exam format, which has two parts: Part 1 assesses reading comprehension and language mastery through multiple choice questions, matching, and other activities; Part 2 involves a written expression task integrating aspects from the passage. The document provides detailed recommendations for selecting an appropriate text, developing comprehension questions and language activities that prepare students for the writing task, and assessing the writing using an analytic rubric. Guidelines aim to ensure exams effectively test English skills while relating all activities to the unified topic and situation presented.
A chapter on reading skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi
"Graphic design explained for everyday users using software they are already familiar with."
Learn how to create stunning text effects using only Microsoft Word. There is no need for any kind of graphic skills, creativity or advanced computer knowledge. Everything is explained in a simple manner and each tutorial takes less than an hour to complete. Spice up the resume, business cards or any other document. Combine and transform to create endless variations. The sky is the limit.
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
A chapter on reading skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi
"Graphic design explained for everyday users using software they are already familiar with."
Learn how to create stunning text effects using only Microsoft Word. There is no need for any kind of graphic skills, creativity or advanced computer knowledge. Everything is explained in a simple manner and each tutorial takes less than an hour to complete. Spice up the resume, business cards or any other document. Combine and transform to create endless variations. The sky is the limit.
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة1من10
B.E.M GUIDE
FOR
THE ENGLISH LANGUAGE
EXAMINATION
4. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة2من10
Format of the English language subject paper of the B.E.M exam.
PART ONE (14 PTS)
A/ READING COMPREHENSION (07 PTS)
-Two activities related to the comprehension of the text (05 PTS).
-One activity related to Lexis (02 PTS).
B/ MASTERY OF LANGUAGE (07 PTS)
- One activity related to mechanics or morphology (02 PTS)
- One activity related to syntax (03 PTS)
- One activity related to pronunciation (02 PTS)
PART TWO (06 PTS)
WRITTEN EXPRESSION (A SITUATION OF INTEGRATION )
FORMAT
-The text length should be respected as mentioned further 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 section, in part one, is to be strictly respected because of the scoring
scale. .
-All the activities, in the subject, should only be those mentioned in the typology of activities in the
examiner’s guide .
-The instructions should be highlighted (written in bold letters and underlined).
-The scoring scale should appear for each part , each section and each activity.
-The letter size should be 12 ,Times New Roman (computer).
- The reading comprehension ( section one ) activities should appear in the same page.
- Enough space should be left between different parts and activities .
5. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة3من10
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 should prepare for 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.
6. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة4من10
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.
- 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 reinvested in 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).
5. NOW , devise:
- the reading comprehension activities.
- the vocabulary activity.
- the mastery of language activities.
7. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة5من10
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 conducive to the situation of integration.
8. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة6من10
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 sentence/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 than 6 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.
9. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة7من10
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 mean ?
- 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.
10. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة8من10
B/Mastery
of Language
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.
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 .
11. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة9من10
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.
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-………..
12. المتوسط التعليم شهادة امتحان في اإلنجليزية اللغة مادة اختبار بناء دليل–أكتوبر2017
صفحة10من10
-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 .
-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
…….. ……… …….. ………