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:    2008-11-22, 17:28

A Sample B.E.M. Paper Number One.

Text: Yesterday morning at 9.30a.m. two bikers died in a tragic accident on a sharp bend on Airport Road. The bikers were talking to each other while they were overtaking a lorry which was travelling in the direction of Heathrow Airport. Apparently they were having morning exercise in preparation for the Tour de France. Two motorcyclists were coming from Heathrow Airport while looking at a low-flying landing airplane. They were riding very fast, an eyewitness said. The collision between the motorcyclists and the bikers blocked the traffic for more than two hours. Two policemen were investigating the accident when we arrived on the scene.
( From On the Move , students textbook MS4, ONPS ,ed.2006)

Reading Comprehension ( 7 points )

a- Read the text .Write true or false and justify your answers.(3pts)
Yesterday morning at 9.30a.m, two bikers died in a deadly accident.
They were riding slowly.
The bikers were hit by a lorry.

b- Answer the following questions according to the text.( 2pts)
Did the two bikers die yesterday afternoon?
Did the traffic block last more than two hours?

c-Lexis ( 2pts)
Find synonyms to the following words from the text.
* accident = * stopped = ..
Find antonyms to the following words from the text.
* high * taking off ..

II. Mastery of language.(7points)

Syntax (5 pts)

1-Put the verbs in brackets in the correct form.( 3pts)
A)What ( to happen ) while it ( to rain) ?
B)After they heard about the accident, the policemen ( to arrive).

2- Supply punctuation and capitalization where necessary.(2pts).
the driver john had a terrible accident .



Pronunciation (2pts).
Classify the following words according to the pronunciation of the final ed - :
blocked died finished ended .


/ d / / t / / Id /



Written production. ( 6 points) .


You have recently witnessed a road accident and you have been shocked.

First suggestion: Write a letter to the local authorities. Express your worries about the increasing number of road accidents in Algeria.

Second suggestion: Suggest a series of measures to prevent road accidents.






















SAMPLE 2
Angry Holiday Makers


A group of tourists who recently visited Algeria after reading an ad brochure on a web-site complained about the unsatisfactory conditions. They said there was no water in their rooms, bad accommodation, lack of transport The food , they had was not as delicious as promised in the ad. The service was terrible .
They said if they did not have their money back , they would write an official complaint to the authorities .
( From On the Move , students textbook MS4, ONPS ,ed.2006)


I / Comprehension ( 7 points )

A . Read the passage and answer the following questions
1. Did the tourists have an enjoyable stay in Algeria ?
2. Did the travel agency respect its promise ?
3.Was the food delicious ?

B/ Choose a ,b or c to complete the following sentences .

1. There are .interesting sites to visit in Algeria
a. not any
b. few
c. many

2.The group of tourists found the ad in
a. papier
b. magazine
c. Internet
C/ LEXIS
Find in the text two adjectives with a negative meaning
- ..
-.
B . Find in the text two words that are closest in meaning to
a. Tasteful ..

GRAMMAR ( 7points )
a/ Syntax

Spot the mistake and correct it .
1.The tourists buyed souvenirs from Algeria .
2.The ad stated that the tourists would visit the goodest sites .

B/Morphology

1.Rewrite the following sentence using he
I always behave well with tourists who visit my country .

2.Rewrite the following sentence into the negative form
The tourists enjoyed their stay in Algeria .

2. Turn into plural
The tourist is taking photos .

C/ Pronunciation
Classify the following words according to the pronunciation of the final s sound
1.Tourists 2. services 3. rooms

/s/ /z/ /IZ/





Writing ( 6points)

Few tourists come to visit Algeria .
You have good ideas on how to improve tourism. You can make a leaflet or a cartoon to encourage tourists to come to our country .
    


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: :    2008-11-22, 17:29

EPREUVE D ANGLAIS DU BREVET DE L ENSEIGNEMENT MOYEN



PREAMBULE


*.Profil de sortie de la 4me A.M

Le cycle moyen est sanctionn par un examen crit :Le Brevet de lEnseignement Moyen ou B.E.M .

Comptences cibles : Il sagit dvaluer la capacit du candidat rsoudre des

situations problme en utilisant des stratgies appropries ,tout en faisant preuve de crativit.

L preuve du B.E.M tant crite ,il sera possible dvaluer surtout les comptences 2 et 3,

savoir : - interprter des documents authentiques .

- produire des messages crits.

Laspect oral de la langue anglaise ne pourra tre valu qu travers des activits testant les connaissances du candidat dans le domaine des sons : voyelles ,diphtongues, consonnes , lettres muettes, terminaisons des mots, et paires minimales.


*. Dure de lEpreuve : 1 heure 30 minutes

*. Coefficient :2


NATURE DE L EPREUVE

Lpreuve dvaluation comporte un texte dont la longueur ne doit pas dpasser 15 lignes ( entre 12 et 15) suivi de 2 sections qui permettent dvaluer :
-les apprentissages en termes de ressources :- comprhension du texte et lexique. l -fonctionnement de la langue
- les capacits de r-investissement des ressources (situation dintgration))

* SUPPORT ( Input ) : Le support peut tre :
- un texte (narratif, expositif/descriptif)
-une lettre de type formel ou informel
-un dialogue
-une notice explicative
-des e-mails
-une annonce publicitaire
-un article de journal.

SECTION UNE : Evaluation des apprentissages en terme de ressources .( 14 points)

A) Comprhension du texte et lexique (07 pts)
Cette partie comporte deux activits de comprhension (5pts) et une deux
activits portant sur le lexique (2 pts)

B) Fonctionnement de la langue : (07 pts) : 3 options :

Option 1 :
*)une activit portant sur la morphologie ou les mcanismes ( 4 items).Note sur 2 points.
*)une activit portant sur la syntaxe (3 6 items selon le type dactivits).Note sur 3pts .
*) une activit portant sur la prononciation ( 4 items).Note sur 2 points.

Option 2 :
*) une activit portant sur la morphologie ou les mcanismes ( 3 items) :Note sur 1,5 pts.
*) 2 activits portant sur la syntaxe (4 items pour chaque activit ).Note sur 2pts.
*) Une activit portant sur la prononciation ( 3items ).Note sur 1,5 pts.

Option 3 :
*)une activit portant sur les mcanismes ( 2 items).Note sur 1 pt.
*) une activit portant sur la morphologie ( 3 items) .Note sur 1,5 pts.
*) une activit portant sur la syntaxe ( 3 6 items selon le type dactivit).Note sur 3 pts.
*) une activit portant sur la prononciation ( 3 items). Note sur 1,5 pts.

SECTION DEUX :Capacit de r-investissement des ressources : situation dintgration 06 pts

Dans cette section le candidat est appel mobiliser ses ressources linguistiques , mthodologiques et socio-culturelles afin de rpondre une situation problme . Le thme de cette situation doit tre en adquation avec celui du support ( input). En principe, le candidat a t suffisamment prpar , orient et guid travers la section 1 pour ce type dactivit.


TYPOLOGY OF BEM ACTIVITIES
PART ONE:

A : Comprehension of the text
less demanding / less complex activities:
true-false statement with justification( correct the wrong statement)
item listing ( in the form of table filling, enumerating, classifying, categorising etc)
yes/no questions
wh questions (reference or inference)
multiple choice questions( 3 items and 1 correct answer))
information transfer: from verbal to non-verbal

more demanding / complex activities:
identify text type : letter (formal or informal), dialogue, newspaper article, etc)
identify linking words and say what they refer to in the text
similarities and differences between two entities
select the topic sentence or the main idea(s) from a list of sentences
match headings with paragraphs
select a suitable title (from a list of options)

B: Lexis:
- complete a gapped sentence with 1 vocabulary item out of 4 provided in a list
- cloze passage with 4 gaps to be filled with vocabulary items from the text (input)
- match synonyms, antonyms and definitions with words in the text
- word association technique: read and pick out words related to specific topics( for eg: honesty, violence, etc)

C: Mastery of Language: grammar, spelling and pronunciation
gap filling with function words, correct verb forms, etc selected from a list of options (in a sentence)
word order in questions and statements (simple and complex sentences)
tense agreement supplying the correct tense of verbs in brackets (in a paragraph)
transformation: active- passive, present- future, past- present, 3rd pers sing- 3rd pers plural, etc
editing : correcting mistakes , providing punctuation, etc
completing sentences ( creative expansion to prepare for written expression)
combining sentences (using provided linking words or connectors)
building words (nouns, verbs, adjectives etc) with affixes, more, less ,etc
pronunciation activities: -classify words that rhyme, that have the same ending(eg: s=s/z/iz ) or that contain the same sound
-identify the silent letter(s) in words (provided in text or in a list)
-identify minimal pairs in text or in list supplied
PART TWO:

Situation of integration (Activities of integration):

The above activities should help the student to capitalize on his own resources ( knowledge and know-hows) and lead him to produce a written output ( The piece of writing should be related to the input):
writing a letter: informal(to a penfriend, a relative, etc) or formal( to a teacher, headmaster, etc)
writing a short guide ( for inviting tourists to visit the country, for patients and visitors to a hospital, for school pupils, for visitors to a museum, etc), using dos and donts, imperatives, passives, advising, arguing for or against, etc
writing a report about an event :personal(birthday party, etc) or not ( an accident, a national/international happening, etc)
Sample of the BEM Paper

There are so many cars on the roads nowadays that driving in big towns is not pleasant at all.
Some time ago, a friend who works in a part of the city I do not know very well invited me. It took me hours to get there and find a place to park. As I was late, I hurried off on foot, thinking that these days it is much easier to walk than to drive. At noon, just as I was leaving my friends office, I suddenly realised that I has no idea where I had parked my car. I walked down street after street, examining each car closely but without any result. Feeling quite tired, I gave up the search and went off for lunch. Some time later, I left the restaurant and walked slowly down the street. I turned the corner, and there was my car, right in front of me but on the window was a little ticket. It was a fine for bad parking.
Next time I visit my friend, Ill take a taxi.
From Pass your Exam by A. Djazouli
Soche Press

Part One (14pts)

Section One : Reading Comprehension (7pts)

Activity one : What do the underlined words refer to in the text (1pt)



there
it


Activity two : Copy the table on your answer sheet and match one question in column (A) with one answer in column (B) (4pts)


A B
When did he stop looking for his car? In his friends office.
Where was the writer just before noon? There are too many cars.
Why did he intend to go by taxi next time? There is a serious parking problem.
Why did it take him a long time to park his car? At lunch time.

Activity three :Lexis (2pts)

The following words or sentences appear in the text. Of the four explanations suggested, only one is correct in the context. Copy it down on your answer sheet.

1- I gave up the search.
a) I continued to search.
b) I was successful in my search.
c) I stopped the search.
2- A fine.
a) a penalty.
b) an invitation.
c) an advert.

Section Two : Mastery of Language (7pts)

Activity one : (2pts) Write one word which can be derived from :
friend.
know.
examine
search

Activity two : Copy the table on your answer sheet. Classify the following words according to the number of their syllables. (2pts)
pleasant - suddenly - quite - tired


One syllable Two syllables Three syllables


Activity three : Give the correct form of the verbs in brackets (3pts)

As soon as I (read) the ticket, I (drive) to the police station. While I (talk ) to the policeman, an old
1 2 3
friend of mine (enter).I asked him : what (do) you here? He answered :somebody (steal) my car!
4 5 6
1- / 2- / 3- / 4- / 5- / 6-


PART TWO ( 6pts)

Your neighbour / friend lost his car. Write a composition of about six to ten lines saying what happened.
Here are a few hints to help you :

describe the car.
Where did s/he go for help?
Did he finally find his/her car? How?
What was his /her reactions?
















BEM EXAMINATION SAMPLE (n 2)


Millions Watch them

The first soap operas appeared on the radio in the USA, seventy years ago. They were stories about families living in small towns somewhere in America. There was a new episode every day. At the beginning and the end of each episode there were advertisements for soap powder because it was women who listened to these programmes, and it was women who bought soap powder .Thats why they were called soap operas.
When television started,film producers started to make television soaps, too. One of the most famous was Dallas. Soap operas quickly became the most popular programmes on TV, and the British loved them as much as the Americans. Coronation Street is a British TV soap which started in 1960. It is still running now, after more than three thousand episodes. Eighteen million people watched it every week, and half of them were not born when it started!


PART ONE (14pts)

Section One : Reading Comprehension (7pts)

Activity one : Select the suitable title for each paragraph and write it on your answer sheet

Operas / radio soap operas / TV soap operas
First paragraph : ..
Second paragraph :

Activity two : Read the text and answer the following questions

Where did the first soap operas start?
Why were they called soap operas
How long


    


avatar



: :    2008-11-22, 17:30

EPREUVE D ANGLAIS DU BREVET DE L ENSEIGNEMENT MOYEN



PREAMBULE


*.Profil de sortie de la 4me A.M

Le cycle moyen est sanctionn par un examen crit :Le Brevet de lEnseignement Moyen ou B.E.M .

Comptences cibles : Il sagit dvaluer la capacit du candidat rsoudre des

situations problme en utilisant des stratgies appropries ,tout en faisant preuve de crativit.

L preuve du B.E.M tant crite ,il sera possible dvaluer surtout les comptences 2 et 3,

savoir : - interprter des documents authentiques .

- produire des messages crits.

Laspect oral de la langue anglaise ne pourra tre valu qu travers des activits testant les connaissances du candidat dans le domaine des sons : voyelles ,diphtongues, consonnes , lettres muettes, terminaisons des mots, et paires minimales.


*. Dure de lEpreuve : 1 heure 30 minutes

*. Coefficient :2


NATURE DE L EPREUVE

Lpreuve dvaluation comporte un texte dont la longueur ne doit pas dpasser 15 lignes ( entre 12 et 15) suivi de 2 sections qui permettent dvaluer :
-les apprentissages en termes de ressources :- comprhension du texte et lexique. l -fonctionnement de la langue
- les capacits de r-investissement des ressources (situation dintgration))

* SUPPORT ( Input ) : Le support peut tre :
- un texte (narratif, expositif/descriptif)
-une lettre de type formel ou informel
-un dialogue
-une notice explicative
-des e-mails
-une annonce publicitaire
-un article de journal.

SECTION UNE : Evaluation des apprentissages en terme de ressources .( 14 points)

A) Comprhension du texte et lexique (07 pts)
Cette partie comporte deux activits de comprhension (5pts) et une deux
activits portant sur le lexique (2 pts)

B) Fonctionnement de la langue : (07 pts) : 3 options :

Option 1 :
*)une activit portant sur la morphologie ou les mcanismes ( 4 items).Note sur 2 points.
*)une activit portant sur la syntaxe (3 6 items selon le type dactivits).Note sur 3pts .
*) une activit portant sur la prononciation ( 4 items).Note sur 2 points.

Option 2 :
*) une activit portant sur la morphologie ou les mcanismes ( 3 items) :Note sur 1,5 pts.
*) 2 activits portant sur la syntaxe (4 items pour chaque activit ).Note sur 2pts.
*) Une activit portant sur la prononciation ( 3items ).Note sur 1,5 pts.

Option 3 :
*)une activit portant sur les mcanismes ( 2 items).Note sur 1 pt.
*) une activit portant sur la morphologie ( 3 items) .Note sur 1,5 pts.
*) une activit portant sur la syntaxe ( 3 6 items selon le type dactivit).Note sur 3 pts.
*) une activit portant sur la prononciation ( 3 items). Note sur 1,5 pts.

SECTION DEUX :Capacit de r-investissement des ressources : situation dintgration 06 pts

Dans cette section le candidat est appel mobiliser ses ressources linguistiques , mthodologiques et socio-culturelles afin de rpondre une situation problme . Le thme de cette situation doit tre en adquation avec celui du support ( input). En principe, le candidat a t suffisamment prpar , orient et guid travers la section 1 pour ce type dactivit.


TYPOLOGY OF BEM ACTIVITIES
PART ONE:

A : Comprehension of the text
less demanding / less complex activities:
true-false statement with justification( correct the wrong statement)
item listing ( in the form of table filling, enumerating, classifying, categorising etc)
yes/no questions
wh questions (reference or inference)
multiple choice questions( 3 items and 1 correct answer))
information transfer: from verbal to non-verbal

more demanding / complex activities:
identify text type : letter (formal or informal), dialogue, newspaper article, etc)
identify linking words and say what they refer to in the text
similarities and differences between two entities
select the topic sentence or the main idea(s) from a list of sentences
match headings with paragraphs
select a suitable title (from a list of options)

B: Lexis:
- complete a gapped sentence with 1 vocabulary item out of 4 provided in a list
- cloze passage with 4 gaps to be filled with vocabulary items from the text (input)
- match synonyms, antonyms and definitions with words in the text
- word association technique: read and pick out words related to specific topics( for eg: honesty, violence, etc)

C: Mastery of Language: grammar, spelling and pronunciation
gap filling with function words, correct verb forms, etc selected from a list of options (in a sentence)
word order in questions and statements (simple and complex sentences)
tense agreement supplying the correct tense of verbs in brackets (in a paragraph)
transformation: active- passive, present- future, past- present, 3rd pers sing- 3rd pers plural, etc
editing : correcting mistakes , providing punctuation, etc
completing sentences ( creative expansion to prepare for written expression)
combining sentences (using provided linking words or connectors)
building words (nouns, verbs, adjectives etc) with affixes, more, less ,etc
pronunciation activities: -classify words that rhyme, that have the same ending(eg: s=s/z/iz ) or that contain the same sound
-identify the silent letter(s) in words (provided in text or in a list)
-identify minimal pairs in text or in list supplied
PART TWO:

Situation of integration (Activities of integration):

The above activities should help the student to capitalize on his own resources ( knowledge and know-hows) and lead him to produce a written output ( The piece of writing should be related to the input):
writing a letter: informal(to a penfriend, a relative, etc) or formal( to a teacher, headmaster, etc)
writing a short guide ( for inviting tourists to visit the country, for patients and visitors to a hospital, for school pupils, for visitors to a museum, etc), using dos and donts, imperatives, passives, advising, arguing for or against, etc
writing a report about an event :personal(birthday party, etc) or not ( an accident, a national/international happening, etc)



    


avatar



: :    2008-11-22, 17:31

Anglais


Lpreuve danglais comporte deux parties :

la comprhension de lcrit et le fonctionnement de la langue (cette partie reflte la comptence 2).
la production crite : situation dintgration base sur le rinvestissement des connaissances acquises. (comptence 3)

Lpreuve est base sur un support en relation avec les thmes traits dans le programme qui peut tre :
un texte de 12 15 lignes ou deux textes de 4 6 lignes chacun.
une lettre de type formel ou informel
un dialogue
un pome
une chanson
un email
un panneau publicitaire, dorientation
coupure de journaux
information prsente sous forme de diagramme, tableau, programme, srie dinstruction, etc.

1re partie (14 points):

comprhension de lcrit
une ou deux activits de comprhension notes sur 5 points
une activit portant sur le lexique note sur 2 points

Fonctionnement de la langue : deux activits relatives la syntaxe (sur 5 points) et une activit sur la prononciation (2 points).

2me partie (6 points) :

Dans cette partie llve doit rinvestir ses ressources en terme de savoir et de savoir faire (know and know how to do) travers une production crite (descriptive, narrative, argumentative, dialogue, etc.) en rapport avec la situation de communication de dpart.


    


avatar



: :    2008-11-22, 17:32

EPREUVE D ANGLAIS DU BREVET DE L ENSEIGNEMENT MOYEN



PREAMBULE


*.Profil de sortie de la 4me A.M

Le cycle moyen est sanctionn par un examen crit :Le Brevet de lEnseignement Moyen ou B.E.M .

Comptences cibles : Il sagit dvaluer la capacit du candidat rsoudre des

situations problme en utilisant des stratgies appropries ,tout en faisant preuve de crativit.

L preuve du B.E.M tant crite ,il sera possible dvaluer surtout les comptences 2 et 3,

savoir : - interprter des documents authentiques .

- produire des messages crits.

Laspect oral de la langue anglaise ne pourra tre valu qu travers des activits testant les connaissances du candidat dans le domaine des sons : voyelles ,diphtongues, consonnes , lettres muettes, terminaisons des mots, et paires minimales.


*. Dure de lEpreuve : 1 heure 30 minutes

*. Coefficient :2


NATURE DE L EPREUVE

Lpreuve dvaluation comporte un texte dont la longueur ne doit pas dpasser 15 lignes ( entre 12 et 15) suivi de 2 sections qui permettent dvaluer :
-les apprentissages en termes de ressources :- comprhension du texte et lexique. l -fonctionnement de la langue
- les capacits de r-investissement des ressources (situation dintgration))

* SUPPORT ( Input ) : Le support peut tre :
- un texte (narratif, expositif/descriptif)
-une lettre de type formel ou informel
-un dialogue
-une notice explicative
-des e-mails
-une annonce publicitaire
-un article de journal.

SECTION UNE : Evaluation des apprentissages en terme de ressources .( 14 points)

A) Comprhension du texte et lexique (07 pts)
Cette partie comporte deux activits de comprhension (5pts) et une deux
activits portant sur le lexique (2 pts)

B) Fonctionnement de la langue : (07 pts) : 3 options :

Option 1 :
*)une activit portant sur la morphologie ou les mcanismes ( 4 items).Note sur 2 points.
*)une activit portant sur la syntaxe (3 6 items selon le type dactivits).Note sur 3pts .
*) une activit portant sur la prononciation ( 4 items).Note sur 2 points.

Option 2 :
*) une activit portant sur la morphologie ou les mcanismes ( 3 items) :Note sur 1,5 pts.
*) 2 activits portant sur la syntaxe (4 items pour chaque activit ).Note sur 2pts.
*) Une activit portant sur la prononciation ( 3items ).Note sur 1,5 pts.

Option 3 :
*)une activit portant sur les mcanismes ( 2 items).Note sur 1 pt.
*) une activit portant sur la morphologie ( 3 items) .Note sur 1,5 pts.
*) une activit portant sur la syntaxe ( 3 6 items selon le type dactivit).Note sur 3 pts.
*) une activit portant sur la prononciation ( 3 items). Note sur 1,5 pts.

SECTION DEUX :Capacit de r-investissement des ressources : situation dintgration 06 pts

Dans cette section le candidat est appel mobiliser ses ressources linguistiques , mthodologiques et socio-culturelles afin de rpondre une situation problme . Le thme de cette situation doit tre en adquation avec celui du support ( input). En principe, le candidat a t suffisamment prpar , orient et guid travers la section 1 pour ce type dactivit.


TYPOLOGY OF BEM ACTIVITIES
PART ONE:

A : Comprehension of the text
less demanding / less complex activities:
true-false statement with justification( correct the wrong statement)
item listing ( in the form of table filling, enumerating, classifying, categorising etc)
yes/no questions
wh questions (reference or inference)
multiple choice questions( 3 items and 1 correct answer))
information transfer: from verbal to non-verbal

more demanding / complex activities:
identify text type : letter (formal or informal), dialogue, newspaper article, etc)
identify linking words and say what they refer to in the text
similarities and differences between two entities
select the topic sentence or the main idea(s) from a list of sentences
match headings with paragraphs
select a suitable title (from a list of options)

B: Lexis:
- complete a gapped sentence with 1 vocabulary item out of 4 provided in a list
- cloze passage with 4 gaps to be filled with vocabulary items from the text (input)
- match synonyms, antonyms and definitions with words in the text
- word association technique: read and pick out words related to specific topics( for eg: honesty, violence, etc)

C: Mastery of Language: grammar, spelling and pronunciation
gap filling with function words, correct verb forms, etc selected from a list of options (in a sentence)
word order in questions and statements (simple and complex sentences)
tense agreement supplying the correct tense of verbs in brackets (in a paragraph)
transformation: active- passive, present- future, past- present, 3rd pers sing- 3rd pers plural, etc
editing : correcting mistakes , providing punctuation, etc
completing sentences ( creative expansion to prepare for written expression)
combining sentences (using provided linking words or connectors)
building words (nouns, verbs, adjectives etc) with affixes, more, less ,etc
pronunciation activities: -classify words that rhyme, that have the same ending(eg: s=s/z/iz ) or that contain the same sound
-identify the silent letter(s) in words (provided in text or in a list)
-identify minimal pairs in text or in list supplied
PART TWO:

Situation of integration (Activities of integration):

The above activities should help the student to capitalize on his own resources ( knowledge and know-hows) and lead him to produce a written output ( The piece of writing should be related to the input):
writing a letter: informal(to a penfriend, a relative, etc) or formal( to a teacher, headmaster, etc)
writing a short guide ( for inviting tourists to visit the country, for patients and visitors to a hospital, for school pupils, for visitors to a museum, etc), using dos and donts, imperatives, passives, advising, arguing for or against, etc
writing a report about an event :personal(birthday party, etc) or not ( an accident, a national/international happening, etc)
Sample of the BEM Paper

There are so many cars on the roads nowadays that driving in big towns is not pleasant at all.
Some time ago, a friend who works in a part of the city I do not know very well invited me. It took me hours to get there and find a place to park. As I was late, I hurried off on foot, thinking that these days it is much easier to walk than to drive. At noon, just as I was leaving my friends office, I suddenly realised that I has no idea where I had parked my car. I walked down street after street, examining each car closely but without any result. Feeling quite tired, I gave up the search and went off for lunch. Some time later, I left the restaurant and walked slowly down the street. I turned the corner, and there was my car, right in front of me but on the window was a little ticket. It was a fine for bad parking.
Next time I visit my friend, Ill take a taxi.
From Pass your Exam by A. Djazouli
Soche Press

Part One (14pts)

Section One : Reading Comprehension (7pts)

Activity one : What do the underlined words refer to in the text (1pt)



there
it


Activity two : Copy the table on your answer sheet and match one question in column (A) with one answer in column (B) (4pts)


A B
When did he stop looking for his car? In his friends office.
Where was the writer just before noon? There are too many cars.
Why did he intend to go by taxi next time? There is a serious parking problem.
Why did it take him a long time to park his car? At lunch time.

Activity three :Lexis (2pts)

The following words or sentences appear in the text. Of the four explanations suggested, only one is correct in the context. Copy it down on your answer sheet.

1- I gave up the search.
a) I continued to search.
b) I was successful in my search.
c) I stopped the search.
2- A fine.
a) a penalty.
b) an invitation.
c) an advert.

Section Two : Mastery of Language (7pts)

Activity one : (2pts) Write one word which can be derived from :
friend.
know.
examine
search

Activity two : Copy the table on your answer sheet. Classify the following words according to the number of their syllables. (2pts)
pleasant - suddenly - quite - tired


One syllable Two syllables Three syllables


Activity three : Give the correct form of the verbs in brackets (3pts)

As soon as I (read) the ticket, I (drive) to the police station. While I (talk ) to the policeman, an old
1 2 3
friend of mine (enter).I asked him : what (do) you here? He answered :somebody (steal) my car!
4 5 6
1- / 2- / 3- / 4- / 5- / 6-


PART TWO ( 6pts)

Your neighbour / friend lost his car. Write a composition of about six to ten lines saying what happened.
Here are a few hints to help you :

describe the car.
Where did s/he go for help?
Did he finally find his/her car? How?
What was his /her reactions?


    


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: :    2008-11-22, 17:33

Nature de lpreuve dAnglais au BEM

Lpreuve comporte deux parties et commence partir dun support qui peut tre :
Un texte ou deux textes courts
Une lettre de type formel ou informel
Un dialogue
Un pome
Une chanson
Une notice
Un e-mail
Un panneau publicitaire/ dorientation
Un tlgramme (s)
Des coupures de journaux
Non verbal/verbal input ( drawings, pictures )

I / Evaluation des apprentissages en terme de ressources (14points)

La premire partie est relative la comprhension et au lexique. Deux propositions sont suggres .

1ere suggestion : Elle comporte :
o une activit de comprhension note sur 5 points.
o une activit portant sur le lexique not sur 2 points.

2eme suggestion : Elle comporte :
o deux activits de comprhension note sur 5 points
o une activit portant sur le lexique not sur 2 points.

La deuxime partie porte sur le fonctionnement de la langue
1ere suggestion : Elle comporte:
Deux activits relatives la syntaxe (5points).
Une activit sur la prononciation (2 points).

2eme suggestion : Elle comporte:
une activit de syntaxe (3points)
une activit de morphologie (2points)
une activit de prononciation (2 points).

II/ Situation dintgration (rinvestissement des ressources) (6 points)

Le candidat rinvestit ses ressources en terme de savoirs et de savoir faire, pour produire un message crit appartenant la mme famille de situations que la situation initiale.

Proposition de Typologie des Activits de lEpreuve dAnglais au B.E.M.
Comprhension ( information transfer ,no production )
True /false activity with a quote from the text.
Matching ( questions and answers related to reference and inference)
Information transfer.
Listing items.
Text identification.( type of discourse/ how many paragh/ indirect Qs/ select the suitable title).
Identify linking words in a text ( cohesive devices).
Discrepancies ( similarities & differences).
Auxiliary questions.
Identify and match( text with topic sentence, main idea).
Match headings with paragraphs.
Multiple choice questions( 4 items, 1 distractor).
Match sentences with paragraphs.
Provide appropriate title.

Lexis ( tasks should target lexical items .
Mcq ( items selected should only deal with vocabulary).
Cloze passage ( 4 items deleted).
Word attack ( ability to infer meaning from context, synonyms, antonyms, definitions).
Read and pick out words related to feelings, honesty, violence, good deeds) recognition.
Word association technique.
Gap filling ( select 4 items from 8 provided).

C. Grammar .
Mcq ( tenses, prepositions..).
Word sequencing ( focus on question word order and complex sentences.
Tense concord.
Transformation ( rewrite the passage using the 3rd person singular, rewrite the passage using the simple future..).
Editing ( correct mistakes).
Sentence completion ( creative aspect expansion).
Combine sentences using provided connectors.
Gap filling.
Supply punctuation and capitalization ( contextualized ) .
Affixation.

D. Pronunciation.
Sound recognition (words that rhyme , identification of vowel sounds, consonants, silent letters)
Minimal pairs.
Grammatical endings (ed past and final s pronunciation.

E. Situation of integration.

This phase is devoted to the reinvestment of the resources in terms of the knows and the know how
The activities suggested in the previous phases should build up towards the final output and help the pupils to produce a piece of writing in accordance with the situation of communication.

1.Writing of a paragraph:
a- a report
b- a paragraph of different types (descriptive, narrative, expository etc.)
c. story ending

2. correspondence:
a- a letter to a penfriend / an e.mail ( informal).
b- a letter to the authorities, to the local newspaper .... ( formal).
3. a tourist guide to praise ones area.

4. a listing of dos and donts.
a.giving advice.
b. arguing against /or for something.
c. writing slogans( with or without drawings.)














A Sample B.E.M. Paper.

Text: Yesterday morning at 9.30a.m. two bikers died in a tragic accident on a sharp bend on Airport Road. The bikers were talking to each other while they were overtaking a lorry which was travelling in the direction of Heathrow Airport. Apparently they were having morning exercise in preparation for the Tour de France. Two motorcyclists were coming from Heathrow Airport while looking at a low-flying landing airplane. They were riding very fast, an eyewitness said. The collision between the motorcyclists and the bikers blocked the traffic for more than two hours. Two policemen were investigating the accident when we arrived on the scene.
( From On the Move , students textbook MS4, ONPS ,ed.2006)

Reading Comprehension ( 7 points )

a) Read the text .Write true or false and justify your answers.(3pts)
Yesterday morning at 9.30a.m, two bikers died in a deadly accident.
They were riding slowly.
The bikers were hit by a lorry.
b) Answer the following questions according to the text.( 2pts)
Did the two bikers die yesterday afternoon ?
Did the traffic block last more than two hours?
c) Lexis ( 2pts)
Find synonyms to the following words from the text.
* accident = * stopped = ..
Find antonyms to the following words from the text.
* high * taking off ..


II. Mastery of language.(7points)
a) Syntax (5 pts)
1) Put the verbs in brackets in the correct form.( 3pts)
a) What ( to happen ) while it ( to rain) ?
b) After they heard about the accident, the policemen ( to arrive).
c)
Supply punctuation and capitalization where necessary.(2pts).
the driver john had a terrible accident .










Pronunciation (2pts).
Classify the following words according to the pronunciation of the final ed - :
blocked died finished ended .


/ d / / t / / Id /



Written production .( 6 points) .


You have recently witnessed a road accident and you have been shocked .

First suggestion: Write a letter to the local authorities. Express your worries about the increasing number of road accidents in Algeria .

Second suggestion: Suggest a series of measures to prevent road accidents.






















SAMPLE 2
Angry Holiday Makers


A group of tourists who recently visited Algeria after reading an ad brochure on a web-site complained about the unsatisfactory conditions. They said there was no water in their rooms, bad accommodation , lack of transport The food , they had was not as delicious as promised in the ad. The service was terrible .
They said if they did not have their money back , they would write an official complaint to the authorities .
( From On the Move , students textbook MS4, ONPS ,ed.2006)


I / Comprehension ( 7 points )

A . Read the passage and answer the following questions
1. Did the tourists have an enjoyable stay in Algeria ?
2. Did the travel agency respect its promise ?
3.Was the food delicious ?

B/ Choose a ,b or c to complete the following sentences .

1. There are .interesting sites to visit in Algeria
a. not any
b. few
c. many

2.The group of tourists found the ad in
a. papier
b. magazine
c. Internet
C/ LEXIS
Find in the text two adjectives with a negative meaning
- ..
-.
B . Find in the text two words that are closest in meaning to
a. Tasteful ..

GRAMMAR ( 7points )
a/ Syntax

Spot the mistake and correct it .
1.The tourists buyed souvenirs from Algeria .
2.The ad stated that the tourists would visit the goodest sites .

B/Morphology

1.Rewrite the following sentence using he
I always behave well with tourists who visit my country .

2.Rewrite the following sentence into the negative form
The tourists enjoyed their stay in Algeria .

2. Turn into plural
The tourist is taking photos .

C/ Pronunciation
Classify the following words according to the pronunciation of the final s sound
1.Tourists 2. services 3. rooms

/s/ /z/ /IZ/





Writing ( 6points)

Few tourists come to visit Algeria .
You have good ideas on how to improve tourism. You can make a leaflet or a cartoon to encourage tourists to come to our country .
    
ANISS HANNA

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: :    2011-02-04, 11:51

    
Roshan






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: :    2011-08-23, 12:58




    
 
          
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