BEM guide -only for beginners in teaching

[الاستاذة أمالVIP Member]

PREAMBLE
This BEM guide is meant to provide a frame work and hints to all users to help them devise exams in accordance with the competency –based approach.It also reflects the contents and the format of the official exam
The ultimate objective is to see how well we want our learners to demonstrate [/b]

The competencies according to set criteria(e.g:accuracy ,fluency,lexical command,range.We focused on the objective related to the competencies that can be feasibly assessed(the interpretive and the productive ones)in the available format (written ones only).
The interactive competence not being assessed,the part devoted to pronunciation Is limited to sound recognition and rhyms
Looking at the exit level profiles we determined the text types and the tasks that would be needed to demonstrate all aspects of competencies to measure what We want our learners to be able to do and what they need to do it.[/b]

]Format of the English paper in the BEM exam

Part one :(14 points)

Reading Comprehension 7 Points)

2 activities related to the comprehension of the text(5points

1 activity related to lexis(2points)

Mastery of language (7 points)

2 activities related to syntax(5 points)
1 activity concerning pronunciation(2points)
Part two;(6points)
written expres​sion(Situation of integration;)
Types of Texts
- letter (formal and informal)
-Dialogue.
-2short texts.
-Advertisements(1&2).
-Magazine/newspaper cut outs.
-Recipes.
-Tables.
-Notices.
-Instructions/Directions.
-Diaries.
-Transport schedules.
-Text(descriptive /Narrative/Argumentative/Expository).
-Reports.
-Straightforward text(doesn’t contain idiomatic expressions).
-E-mails.
-Fairy tales
INTERPRETIVE COMPTENCE

THE COMPETENCIES AND OBJECTIVES - the student can ;

understand the main points and some important details of longer texts(2to 4paragraphs)on familiar topics(e.g :school,interests,health,experiences and well-known events or issues that are straight forward and clearly written. [/b]

-understand the gist of clearly written simple arguments or opinions. -understand the main points of descriptions of personal events,feelings and wishes
Found in lTypes of texts across the competency.JShort ,straightforward,factual text,short reports,instructions,directions,familiar news articles ,stories,fairy tales,description of trips and events,news,magazines,stories or reports,straightforward comics,advertisements Personal diaries Objectives related to the interpretive comptency

-Find necessary information in everyday material.[/b]

-Recognize essential information in straightforward news articles on familiar subjects.[/b]

-Make connections between the sentences in the paragraph by taking account of relationship markers,chronology,etc;;;

-Use linguistic signals(titles,sub-heading,paragraphs)and typographical signals(lay out,bold type,punctuation),graphic and relationship markers make predictions and grasp global meaning.
OBJECTIVES RELATED TO THE PRODUCTIVE COMPETENCY
The students will be able to;

-produce a paragraph of connected ideas using basic connectors on familiar topics of personal interests.
-Write simple,coherent instructions and directions,e.g.recipes,travel…
Objectives related to the productive competency
-Carry on personal correspondence using appropriate routine language and form.
-Write short descriptions and comparisons in simple ,routine letter,factual information(description,comparison)conventional format.
-Produce a coherent paragraph comprised of topic sentence and in which all sentences are linked by a topic.
-Use appropriate connectors.
-Produce a straightforward narrative or description as a linear sequence of points.
-Describe possibilities or predictions for the future.
-Describe plans giving reasons for choices and stating the advantages and disadvantages of various options.
-Write short notes of instructions and directions with or without an accompanying visual.

-Write a letter of apology,with explanation.
Situation of integration;
This phase is meant to the reinvestment of the resources in terms of the<knows>and the <know how to do>The activities suggested in the previous phases should be built up towards the final output and help the pupils to be ready to produce a piece of writing in accordance with the situation of communication.

[Mr. AzzedineEnglish10 Founder]

Thank you very much for your fruitful contribution

Great job ! Wishing for more works of this kind ...

Thanks a million