*.Profil de sortie de la 4éme A.M
Le cycle moyen est sanctionné par un examen écrit :Le Brevet de l’Enseignement Moyen ou B.E.M .
Compétences ciblées : Il s’agit d’évaluer la capacité du candidat à résoudre des
situations problème en utilisant des stratégies appropriées ,tout en faisant preuve de créativité.
L’ épreuve du B.E.M étant écrite ,il sera possible d’évaluer surtout les compétences 2 et 3,
à savoir : - interpréter des documents authentiques .
- produire des messages écrits.
L’aspect oral de la langue anglaise ne pourra être évalué qu’à travers des activités testant les connaissances du candidat dans le domaine des sons : voyelles ,diphtongues, consonnes , lettres muettes, terminaisons des mots, et paires minimales.
*. Durée de l’Epreuve : 1 heure 30 minutes
*. Coefficient :2
NATURE DE L EPREUVE
L’épreuve d’évaluation comporte un texte dont la longueur ne doit pas dépasser 15 lignes ( entre 12 et 15) suivi de 2 sections qui permettent d’évaluer :
-les apprentissages en termes de ressources :- compréhension du texte et lexique. l -fonctionnement de la langue
- les capacités de ré-investissement des ressources (situation d’intégration))
* SUPPORT ( Input ) : Le support peut être :
- 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) Compréhension du texte et lexique (07 pts)
Cette partie comporte deux activités de compréhension (5pts) et une à deux
activités portant sur le lexique (2 pts)
B) Fonctionnement de la langue : (07 pts) : 3 options :
Option 1 :
*)une activité portant sur la morphologie ou les mécanismes ( 4 items).Notée sur 2 points.
*)une activité portant sur la syntaxe (3 à 6 items selon le type d’activités).Notée sur 3pts .
*) une activité portant sur la prononciation ( 4 items).Notée sur 2 points.
Option 2 :
*) une activité portant sur la morphologie ou les mécanismes ( 3 items) :Notée sur 1,5 pts.
*) 2 activités portant sur la syntaxe (4 items pour chaque activité ).Notée sur 2pts.
*) Une activité portant sur la prononciation ( 3items ).Notée sur 1,5 pts.
Option 3 :
*)une activité portant sur les mécanismes ( 2 items).Notée sur 1 pt.
*) une activité portant sur la morphologie ( 3 items) .Notée sur 1,5 pts.
*) une activité portant sur la syntaxe ( 3à 6 items selon le type d’activité).Notée sur 3 pts.
*) une activité portant sur la prononciation ( 3 items). Notée sur 1,5 pts.
SECTION DEUX :Capacité de ré-investissement des ressources : situation d’intégration 06 pts
Dans cette section le candidat est appelé à mobiliser ses ressources linguistiques , méthodologiques et socio-culturelles afin de répondre à une situation problème . Le thème de cette situation doit être en adéquation avec celui du support ( input). En principe, le candidat a été suffisamment préparé , orienté et guidé à travers la section 1 pour ce type d’activité.
TYPOLOGY OF BEM ACTIVITIES
PART ONE:
A : Comprehension of the text
i- 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
ii- 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 don’ts, 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 friend’s 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, I’ll 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 friend’s 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 :
1- friend.
2- know.
3- examine
4- 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 .That’s 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
1- Where did the first soap operas start?
2- Why were they called soap operas
3- How long
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