The document provides guidance for designing English language exams for the middle school level in accordance with the exit profile of middle school education. It outlines recommendations for exam designers, such as ensuring exams assess the three main competencies of interact, interpret, and produce. It also describes the typical structure of exams, including sections on reading comprehension, language mastery, and an integrated writing task. Suggested exam activities aim to comprehensively test students' skills while being meaningful and at an appropriate level of difficulty. Evaluation criteria for exams focus on relevance, coherence, language use, and creativity.

1. ‫ةي‬‫ب‬‫عش‬‫ال‬ ‫ةي‬‫ط‬‫ارقيملدا‬
‫ةيرئازلجا‬ ‫ةيروه‬‫لجم‬‫ا‬
‫ةي‬‫ن‬‫ط‬‫وال‬
‫ةي‬‫ب‬‫ةرازو‬ ‫ترال‬
‫تاقباس‬‫لم‬‫تنااحتمالل‬ ‫او‬
‫ناويلدا‬ ‫نيطوال‬
2018 ‫ربوت‬‫ك‬‫أ‬

3. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫1نم‬‫ةحفص‬
B.E.M Guide For The English
Language Examination

4. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫2نم‬‫ةحفص‬
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.

5. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫3نم‬‫ةحفص‬
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

6. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫4نم‬‫ةحفص‬
3. Typology of The BEM Exam
Parts
Sections Activities Scoring scale

(14 pts)
A/ Reading
Comprehension
2 activities related to comprehension Act.1 03points
Act.2 02points
1 activity related to Lexis 02 pts
B/ Mastery of
1 activity related to mechanics or
morphology.
02 pts
Language
1 activity related to syntax 03 pts
1 activity related to pronunciation 02 pts
Situation of Integration

(06 pts)
The candidates are supposed to write a communicative
passage. These types of tasks may help:
Letter-writing
E-mail
Dialogue
Report
Article
Social media
…….
(06 pts)
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.

7. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫5نم‬‫ةحفص‬
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
C R I T E R I A GOOD FAIR POOR
relevance
(2pts)
coherence
(01.5 pts)
correct use of
language
(01.5pts)
excellence
- all the ideas are related to the
topic (1pt)
- format :correct(1pt)
(2pts)
-ideas are well organized
-introduction / topic sentence
-four or more supporting
sentences
-conclusion / closing sentence
-all sentences are linked
correctly
(01.5 pt)
-correct use of tense
-different grammatical items
necessary to develop the topic
-correct use of linking words
- appropriate vocabulary
(01.5pts)
- some ideas are related to the
topic (0.5pt)
-format: partly correct(0.5pt)
(1 pt)
-some ideas are organized
-topic sentence / introduction
-no closing sentence / no
conclusion
-two or three supporting
sentences
-some sentences are linked
correctly
(01pt)
-only some verbs are
correctly conjugated
-use of some grammatical
items
-use of few linking words
-inappropriate vocabulary
(01pt)
- very little reference to the topic
-format: incorrect
(0.5 pt)
-ideas are not organized / difficult to
follow
-no topic sentence/no conclusion
-sentences are not linked correctly
(0.5pt)
-incorrect use of tense
-incorrect use of grammatical items
-no linking words
- very limited vocabulary
(0,5pt)
( 01 point) creativity and originality (bright ideas, varied vocabulary items, good paper presentation, legible hand
writing …..

8. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫6نم‬‫ةحفص‬
6- Type of activities:
Parts Tasks Instructions
1)-Match each title/heading/idea with the corresponding
paragraph.
2)- Match the dates with the corresponding events.
Matching 3)- Match the answers in column B with the corresponding
questions in column A.
Part one:
A-
Reading
comprehe
nsion
Comprehension
Lexis
Information
Transfer
MCQ
Auxiliary
Questions.
Open Ended
Questions
Listing
True/False
/Not
mentioned
Identification
Matching
MCQ
Finding
4)-Complete the table /diagram/plan/chart/form… with
information
from the text.
5)-Complete the table with the events that correspond to the dates.
6)-Choose (a, b, c or d) to complete the following sentences.
7)-Which sentence best summarizes the text (provide
four sentences).
8)-Choose the most appropriate title (provide four titles).
9)-The text is about :
a)……./ b)……../ c)……../ d)………
10)-Answer the following questions.(yes/no questions)
11)-Answer the following questions (inference questions).
Eg: What is ….?
12)-Find in the text four similarities/differences between (people,
places, …)
13)-Find in the text two similarities and two differences
between…….
14)-Read the following statements and write “True”/ “False” or
“Not mentioned”
15)-What do the underlined words in the text refer to?
16)- In which paragraph is it mentioned that …..?
17)-Match each word with its appropriate definition /meaning.
18)-Match the words in column a with their equivalents/opposites
in column B.
19)-Match each verb with its appropriate definition.
Note: Accept the answer if the learners match numbers with
letters .
20)-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
21)-Find in the text words/ expressions that have the following
definitions/meanings.
22)-Find in the text words that are closest in meaning to the
following.
23)-Find in the text words that are opposite in meaning to the
following.

9. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫7نم‬‫ةحفص‬
Part one:
B
Transform ation
24)-Rewrite the following passage or sentences using the suitable tense.
25)-Turn the following sentences /passage into the negative
/passive/active/plural/singular/….. .
26)-Make a noun /verb/adjective/adverb from each of the
following words:
27)-Choose the correct prefix to form the opposites of these words:
28)-Add the correct prefix to form the opposite adjective.
-Note: Provide the adjectives (e.g.: kind – polite – patient - regular
-sensitive etc…..)
un im in ir
Mastery of
Language
1 1 1 1
2
Morphology /
Mechanics /
Syntax .
29)-Write the noun forms of the following words, using a suffix.
Act ……………………….
Science ………………………
Write ………………………
Music ……………………….
30)-Rewrite the following sentences using the adverb
corresponding to the adjective.
eg. : My brother is a quick worker.
My brother works quickly.
Editing
Completion
31)-Spot the mistakes and write the corrected sentences (orpassage)
on your answer sheet.
32)-Correct the underlined mistakes.
Eg.: My friend celebrated his birthday. He invited me four lunch when we are
in skikda, yestrday.
Note: The passage must be related to the text .
33)-Supply the punctuation and the capital letters where necessary.
34)-Fill in the gaps with the suitable words. They can either be
provided or not.
35)-Complete the following conversation with the right questions.
36)-Complete the following sentences with the correct relative
pronoun.(in context)
37)-Complete the following sentences using the comparative form
/superlative form of the adjective in brackets. (in context)
Combining 38) -Combine the following phrases (or sentences) using
connectors, linking words …
39)-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
Recognition
which one has a different vowel sound.
40)-Write the following words in the right box according to their
consonant sound : “couple/slice/cute/rice”
/S/ /K/
1. ……..
2. ……..
1. ………
2. ……
Pronunciation

10. 2018 ‫ربوتكأ‬ – ‫طسوتمال‬ ‫ميلعتال‬ ‫ةداهش‬ ‫ناحتمال‬ ‫ةيزيلجنإلا‬ ‫ةغلال‬ ‫ةدام‬ ‫رابتخا‬ ‫ءانب‬
‫ليلد‬
8 ‫8نم‬‫ةحفص‬
Matching
41)-Match the words that have the same rhyme.
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