1
Part 1
Orientation
Introduction
The AUEPT (Alexandria University English Proficiency Test) is a test that assesses
your proficiency in the type of English used in an academic environment. The exam
takes two hours to complete and integrates four essential sections: reading, listening,
writing and grammar. This means that any given question or task may require you
to use one or more of these skills. For example, before attempting a writing task on
the AUEPT, you may have to first read a passage.
By working through this material, you’ll become comfortable with the type of
reading, listening, and writing skills that are required to achieve a good score on the
exam.
AUEPT Exam Outline
 Grammar 40 questions (1-40) (MCQ)
 Listening 20 questions (41-60) (MCQ)
 Reading: 30 questions (61-90) (MCQ)
 Writing: 6 questions (written)
2
Part 2
Core Concepts
Core Concept 1:
Grammar:
This section measures the student's ability to use English grammar and structure in
a communicative, academic context. The topics covered in the exam are as follows:
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Sentence structure
Types of clauses
Prepositions
Articles
Pronouns
Countable and uncountable nouns
Modal verbs
Tense and time
Passive and active sentences
Conditionals
Comparatives
Connectives
Parts of Speech
3
Here are some examples of sentences made with different English parts of
speech:
verb
Stop!
noun
verb
John
works.
noun
verb
verb
John
is
working.
pronou
n
verb
noun
She
loves
animals.
noun
verb
noun
Tara
speaks English
well.
noun
verb
noun
Tara
speaks good
pronoun
verb
adjective
preposition
adverb
English.
determiner
4
noun
adverb
She
ran
to
the
station
quickly
.
pron.
verb
adj.
noun
conjunction
pron.
verb pron
.
She
likes
big
snakes
but
hate them
.
I
Here is a sentence that contains every part of speech:
Interjection
pron.
conj.
det.
adj.
Noun
verb
prep.
noun
Well,
she
and
my
young
John
walk
to
school
Noun
Nouns can be countable or uncountable. Countable nouns can be counted, e.g. an
apple, two apples, three apples, etc. Uncountable nouns cannot be counted,
e.g. air, rice, water, etc. When you learn a new noun, you should check if it is
countable or uncountable and note how it is used in a sentence.
Countable Nouns
Singular
Uncountable nouns
Plural
A car
Cars
an umbrella
Umbrellas
water, oil, rice, gas, milk, bread, coffee, information, money, advice,
luggage, furniture, advice, research, silence, sugar, transportation,
knowledge, ice, homework, education, cheese, experience
Definite and indefinite articles
5
Definite articles are also used in the following situations:
Before the names of famous places and landmarks and before specific rivers, oceans,
mountain ranges, etc.
Before the names of public institutions, known magazines and newspapers, etc
When generalizing an entire group or species
E.g.
The Eiffel Tower is the most visited tourist attraction in the world.
“The Eiffel Tower” here refers to a specific place, a well-known tourist attraction.
The emperor penguin is the largest species of penguin.
“The emperor penguin” refers to an entire species of penguin.
When to use indefinite articles
We use a/an with singular indefinite nouns.
E.g.
I have an idea for our research paper.
We found a concept. The concept was inspired by a work of art.
Definite and indefinite articles Test
6
Choose the right answer:
1.
a.
b.
c.
d.
Have you got _________ smartphone?
the
an
No article
a
2.
a.
b.
c.
d.
Is there ________ statue of ________ famous person in your city?
the / a
an / an
a/a
a/the
3. There is ________ interesting city in the south of England. ________ city
is called Brighton.
a. the / The
b. an / The
c. the / a
d. a / The
4.
a.
b.
c.
d.
The teacher told ________ story about ________ phone call.
a/a
a / the
the / an
an / the
5.
a.
b.
c.
d.
They waited about _________ hour at the bus stop.
a
an
the
No article
6. I think English is one of ________ most important subject that you need
to study.
7
a.
b.
c.
d.
a
an
the
No article
7. New Zealand is very far away from other countries. It is in ________
South Pacific Ocean.
a. a
b. an
c. No article
d. the
8. _____ famous actor Russell Crowe is from ________ New Zealand.
a. The / the
b. - / a
c. The / d. A / an
9.
a.
b.
c.
d.
________ capital city of Japan is Tokyo.
a
the
an
Noarticle
10. She wrote _________ letter to her husband but she forgot to send
_________ it.
a. a / 8
b. a / a
c. the / d. a / the
Parts of Sentences: Subject, Predicate, Object
SUBJECT
The subject of a sentence is the person, place, or thing that is performing the action
of the sentence. The subject represents what or whom the sentence is about. The
simple subject usually contains a noun or pronoun
PREDICATE
The predicate expresses action or being within the sentence. The simple predicate
contains the verb and can also contain modifying words, phrases, or clauses.
The man / builds a house.
OBJECT
The direct object receives the action of the sentence. The direct object is usually a
noun or pronoun.
The man builds a house.
The man builds it.
Pronouns
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Subject Pronoun
Object Pronoun
Possessive Adjectives
I
Me
my
He
Him
his
She
Her
her
It
It
its
We
Us
our
You
You
your
They
Them
their
Subject and Object Pronouns
Subject
Example
Pronouns
Object
Example
Pronouns
I
I work in Portland.
me
She gave me the book.
he
He lives in Seattle.
him
She told him the secret.
she
She went on vacation last week.
her
I asked her to come with me.
it
It seems hot today!
it
Jack gave it to Alice.
we
We enjoy playing golf.
us
The teacher taught us French.
you
You can come to the party.
you
I passed out the books to you last
week.
they
They are students at this school. them
10
The state provided them with
insurance.
Possessive Adjectives Chart
Subject
Possessive Adjectives
Pronouns
Example
I
My
That is my house.
he
His
His wife is from Italy.
she
Her
Her name is Christa.
It
Its
Its color is black.
we
Our
Our car is very old.
you
Your
I have your tests corrected for you today.
they
Their
It's difficult to understand their meaning.
Reflexive Pronouns Chart
Every English pronoun has a reflexive form, so here is a chart of them all.
Pronoun
Reflexive Pronoun
Examples
I
Myself
I fell over and hurt myself.
She
Herself
She’s old enough to wash herself.
He
Himself
He dressed himself in spite of his injuries.
It
Itself
The cat eats by itself.
We
Ourselves
We’ve brought ourselves something to eat.
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You
Yourself, Yourselves
Be
careful
cut yourself.
with
that
knife. You might
They
Themselves
The children got dressed by themselves.
Pronouns Test
Choose the right answer:
1. Look at this picture. These are ……… daughters ……… names are Jane
and Laura.
a. I / them
b. my / their
c. his / they
d. me / the
2. John was born in Bristol but ……… father was born in Manchester.
a. him
b. he
c. his
d. he
3. I want to go to a Rihanna concert. I really like ………
a. her
b. she
c. herself
d. he
4. Good-bye, Eduardo and Maria. Please take good care of ….
a. yourself
12
b. themselves
c. yourselves
d. you
5.
a.
b.
c.
d.
We need help. Can you help ……… ?
me
us
his
we
6.
a.
b.
c.
d.
Carla and Ned have a really nice car. I love ……… car.
they
his
their
my
7. (A) Are you okay? Did you hurt ……?
(B) No, I didn’t.
a. himself
b. myself
c. yourself
d. himself
8. I am going to see the Rolling Stones. Do you like ………
13
a.
b.
c.
d.
them
me
him
her
9.
a.
b.
c.
d.
We live in a nice house but ……… neighbours are horrible!
our
your
their
my
10.I miss my parents. I want to send ……… a postcard.
a. them
b. me
c. him
d. it
Prepositions
14
Prepositions of Time
Prepositions
Usage
Examples
I like to swim in summer.
In
In, when used as a preposition of
time, is usually used to represent an
I should be home in a week or two.
unspecific amount of time or a more
general time period that isn’t
specific
John turned 18 in 1996.
I’ll be home on Sunday.
On
As a preposition of time, on refers to Let’s go out to eat on Valentines Day.
a specific date.
Jenny has to go to the dentist on the 15th
Feb.
Meet me in the park at 6pm.
At
When used as a preposition of time,
The movie starts at 7.
at indicates a specific time.
Snow usually falls at Christmas time.
How to Use In, On, At Correctly
15
IN
ON
AT
The preposition IN is used for The preposition of time ON is used The preposition AT is used
non-specific
times,
for for dates, days of the week and for specific times and
example: years, months
holidays with “day”
holidays without “day”
In the morning
In + Parts
In the afternoon
of the day
In the evening
On Monday
On + Days
On Thursday
In February
On 1st
2013
In
+
Months
On + Dates
In
+ In (the) spring
Seasons
In (the) summer
In
Decades
+ In the 1960s
In 1969
At
At + Parts
midday
of the day
January
noon/
At midnight
On the 10th
At Easter
At
+ Holidays
On the first day
At Christmas
without
On New Year’s day “day”
At New Year
On
+
On Christmas day
Holidays
with “day”
On Easter day
At present
At the weekend
(U.K)
At + Time
In the seventies
In
the
15th On
Specific
In
+ century
days
Centuries In
the 21st
century
IN
Weeks
At 12 o’clock
At night
On April 3rd
In 1980
+ At 7 am
On Sunday
In January
IN
+ Years
At
Hours
+ In a week
In 2 weeks
On + Time
+
On my birthday
At breakfast
On my wedding day
At the moment
On that day
On the weekend
(U.S.)
On weekdays
16
In the past
On time
In
the
century
next
IN
+
In the future
Periods of
time
In the middle
ages
On + Day +
Part of day
In a moment
IN
+ In the
Holidays holiday
On a
evening
summer
On
Sunday
morning(s)
On
Friday
afternoon(s)
On
Monday
evening(s)
Easter
Prepositions of Time
Prepositions
Usage
Examples
Tim was waiting in the car.
In
When used as a preposition of place
this time, in usually refers to
something being inside an enclosed
space of some kind, or in a larger
space.
On, when we use it as a preposition
of place instead of time, usually
indicates that something is situated
on top of something else, or
somewhere more specific in a larger
area.
You
should
head
theatre on Second Street.
On
17
Paris is located in France.
The best food can be found in the centre
of the city.
to
the
The apple was on the table.
James was looking for a doctors
office on Main Street.
At
As a preposition of place instead of
time, at can be used to show a certain
point. It is the most specific of the
three prepositions to indicate a
specific place.
You can find my office at 612 Made Up
Street.
I picked this book up at the library.
I had to ask for a refund at the store.
How to Use In, On, At Correctly
IN
ON
AT
For describing place, the
preposition IN is used for the
largest or most general places.
You can say that “I lived in
London as a child.” And “He’s
a very famous person in
Chinatown.”
The preposition of place ON is used
for more specific places, like The preposition AT is used
certain streets. You can say that “He in the following descriptions
took a northbound trolley on State of place/position
Street.”
On a bus
In England
In + Countries
In America
On + Means of On a train
transport
At 23 Birch
At + Exact Street
Addresses or
Intersections At 734 State
Street
At
The
Empire State
In London
On a plane
In + Cities
At + Specific Building
Locations/
In New York
On the radio
At the corner
Points
On
+ On
the
At the bus
In
Manhattan
In
+
Communications television
stop
Neighborhood
In Chinatown
On the phone
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In a traffic
jam
On the Internet
In + Enclosed
Space
In a building
On a table
In a car
On a wall
On + Surfaces
On the floor
On the roof
Prepositions Test
1.
a.
b.
c.
I love to go swimming at the beach … summer.
at
in
on
2.
a.
b.
c.
What time do your children usually go to bed … night?
at
in
on
3.
a.
b.
c.
Next year, we plan to travel to Taiwan … September.
at
in
on
4. My birthday is next week. I was born … October 15th.
a. at
b. in
19
c. on
5.
a.
b.
c.
y grandfather is very old. He was born … 1939.
at
in
on
6.
a.
b.
c.
I am going to meet my friends … Friday evening.
at
in
on
7.
a.
b.
c.
Most stores and businesses are closed … New Year’s Day.
at
in
on
8.
a.
b.
c.
I always get up very early … the morning.
at
in
on
9.
a.
b.
c.
My father goes to work … weekdays, from Monday to Friday.
at
in
on
10.My first class at college begins … eight o’clock.
a. at
20
b. in
c. on
Auxiliary Verbs List
Be Verb: is, am, are,
Have
Verb: have,
Do Verb: do, does, did
was,
has,
were, been, being
had,
having
Primary
Verbs
Auxiliary
Modal
Verbs
Auxiliary can, could, shall, should, will, would, may, might, must, dare, need,
used to, ought to
Verb to Be
Pronoun
Present
Examples
I
Am
I am working,
He
Pronoun
She
I
It
He
We
She
You
It
They
We
You
They
Past
Is
was
Are
were
He is afraid of driving
Examples
She is studying for his exam.
I was home yesterday.
It is a brown cat.
He was asleep.
We are studying English.
She was late.
You are writing.
It was such a nice house.
They are very close friends.
We were studying for their final exams all weekend.
You are reading a book right now.
They were coming over for dinner.
Verb to Do
21
Pronoun
Present
I
Examples
I do not usually work on weekends.
We
We do not usually work on weekends.
do
You
Youdon’t listen to your mum.
They
They do their housework early.
He
He does not like spicy food.
She
does
It
Pronoun
She does not always travel by bus.
It does not like fish.
Past
Examples
I
I did it the way he told me to.
He
He did not eat my lunch yet.
She
She did her best to help him.
It
Did
It did not go out.
We
We did many things last night
You
You did that without consulting anyone.
They
They did nothing but cry all day.
Verb to Have
22
Pronoun
Present
Examples
I
I havea meeting at 2 PM.
We
We have decided to go on vacation this summer.
have
You
She have submitted the report.
They
They have been studying for hours.
He
He has not been feeling well lately.
She
has
It
Pronoun
She has a lot of experience in marketing.
It has a long tail.
Past
Examples
I
I had a very good time last weekend.
He
He had finished his work before the deadline.
She
She had forgotten her keys and was locked out of her apartment
It
had
It/The company had to lay off some employees due to budget cuts.
We
We had planned to go to the beach, but it was too crowded.
You
You had a lot of work to do yesterday.
They
They had never been to Europe before their trip last summer.
Auxiliary Verbs Test
Choose the right answer:
23
1.
a.
b.
c.
d.
I ___ having a glass of water.
am
is
are
was
2.
a.
b.
c.
d.
They ____ looking for you.
was
were
have
do
3. __ they want some more?
a. Does
b. Do
c. Are
d. Is
4.
a.
b.
c.
d.
I ___ my lunchat 3 p.m.
do
am
does
have
5.
a.
b.
c.
d.
She ___ a lot of work.
is
has
was
have
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6.
a.
b.
c.
d.
___ your parents live in Manchester?
Do
Does
Have
Are
7.
a.
b.
c.
d.
My father ___ all cooking yesterday.
do
did
has
is
8.
a.
b.
c.
d.
She ___ bought new shows.
has
have
do
is
9.
a.
b.
c.
d.
___ your brothers all work in the city?
Is
Does
Do
Was
10. Do you___ a car ?
a. are
b. were
c. have
d. do
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Comparative and superlative adjectives
Comparative adjectives
Comparative adjectives are used to compare differences between the two objects
they modify (e.g. larger, smaller, faster, higher). They are used in sentences
where two nouns are compared:
Noun + verb + comparative adjective+ than + noun.
E.g.
She
is
two
years
New
York
is
much
He
is
a
better
France is a bigger country than Britain.
older than me.
bigger than Boston.
player than Ronaldo.
Superlative adjectives
Superlative adjectives are used to describe an object that is at the upper or lower
limit of a quality (e.g. the tallest, the smallest, the fastest, the highest).
Noun + verb + the + superlative adjective + noun.
Ex,
It
was the
happiest day of
my
Everest
is the
highest mountain in
the
That’s the
best film I
have
seen
this
I have three sisters: Jan is the oldest and Angela is the youngest.
life.
world.
year.
Irregular adjectives
Adjective
Comparative
Superlative
Example
Good
Better
the best
Tara is the best athlete in the school.
Well
Better
the best
He is still in hospital, but he is better than he was
last week.
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Bad
Worse
the worst
You are the worst driver I have ever known.
Further
the furthest
My house is the furthest one.
Farther
the farthest
My house is the farther one.
Elder
the eldest
Ram is my elder brother.
Far
Old
Adjective
Comparative
Superlative
Short adjectives
adjective + er + than
the adjective + est
Tall
Taller
The tallest
Small
Smaller
The smallest
Large
Larger
The largest
Slow
Slower
The slowest
Fast
Faster
The fastest
Cheap
Cheaper
The cheapest
Long
Longer
The longest
Short
Shorter
The shortest
Safe
Safer
The safest
High
Higher
The highest
Adjectives end with vowel + adjective - double last the + adjective - double
consonant
letter + er + than
last letter + est
Big
Bigger
The biggest
Hot
Hotter
The hottest
Wet
Wetter
The wettest
Sad
Sadder
The saddest
27
Thin
Thinner
The thinnest
Adjectives end with (y)
adjective + ier + than
the + adjective + iest
Pretty
Prettier
The prettiest
Easy
Easier
The easiest
Early
Earlier
The earliest
Healthy
Healthier
The healthiest
Friendly
Friendlier
The friendliest
Busy
Busier
The busiest
Sunny
Sunnier
The sunniest
Dry
Drier
The driest
Long adjectives
more + adjective + than
the most + adjective
Comfortable
More comfortable
The most comfortable
Boring
More boring
The most boring
Interesting
More interesting
The most interesting
Expensive
More expensive
The most expensive
Dangerous
More dangerous
The most dangerous
Popular
More popular
The most popular
Common
More common
The most common
Generous
More generous
The most generous
Difficult
More difficult
The most difficult
Comparative & Superlative Test
28
Choose the right answer:
1. Maths is ____________ than science.
a. more easy
b. easier
c. more easier
d. easy
2.
a.
b.
c.
d.
Who is ________________ tennis player in this class?
the better
the good
the best
betterthan
3.
a.
b.
c.
d.
Tom Hanks is ______________ than me.
more famous
the most famous
famouser
the more famous
4.
a.
b.
c.
d.
Gold isn't ____________ as platinum.
more expensive
the most expensive
the more expensiver
as expensive
5.
a.
b.
c.
d.
This is ___________ animal in the forest.
the rarest the
most rarest
rarer
the more rare
29
6.
a.
b.
c.
d.
What's _______________ sport?
the most dangerous
the more dangerous
more dangerous
dangerous than
7.
a.
b.
c.
d.
Your watch is _________ than mine.
the most cheap
cheaper
more cheap
the more cheaper
8.
a.
b.
c.
d.
The station is ___________ as the bus stop.
as nearer
more nearer
as near
nearer
9.
a.
b.
c.
d.
Warsaw is __________ in Poland.
the most largest
the more larger
larger than
the largest
10.The plane is ___________ way to travel.
a. fast
b. faster
c. the fastest
d. more faster
30
Simple Present Tense
1. We form the Present Simple in this
way
2. With he/sh/it we add -s to
most verbs:
Positive
Usage
Form
1. Use the simple present to talk
about habits or routines,
schedules, and facts.
I, We, You, They -->infinitive
(Verb)
He, She, It -->Verb + s, es, ies
walk-->walks get-->gets
leave -->leaves
But there are some exceptions:
We add -es to verbs which end
with (sh, ch, s, x ,o)
finish-->finishes
catch ->catches go-->goes
I start at eight o'clock.
Eg,
He starts at eight o'clock.
We change verbs end with
consonant followed by -y
Negative
I, We, You, They -->do not
(don't)
cry -->cries worry --> worries
study -->studies
He, She, It --> does not
(doesn't)
3. We use the present simple for
facts:
I don't start at eight o'clock.
Secretaries work in offices.
He doesn't start at eight o'clock.
Ruth does all her work very well.
Form
Eg,
It doesn't snow in this country.
Questions
4. We use the present simple for
habits and events on a time table
31
Wh
Wh+ helping verb + subject +
Questio
verb….?
n
When do you start?
I usually play tennis at weekends.
Lessons start at 9:00 every
morning.
5. Key words
Eg,
When does he start?
Yes/No
Helping verb + subject +
Questio
verb….?
n
every day - sometimes always - often -usually - never
Do you start at 8?
Eg,
Does he start at 8?
Simple Present Test
Choose the right answer:
1. Some teachers ____________ much homework.
a.
b.
c.
d.
give
gives
are give
is give
2. Taylor and Adam __________ good friends.
a. be
b. is
c. are
d. does
32
3. _______ your parents let you go to bed late?
a. Are
b. Does
c. Do
d. Is
4. How many books __________ you read in a year?
a. are
b. were
c. did
d. do
5. Edward: What _________
Jason: I study at university.
you
_________
in
a. are / do
b. do / does
c. do / do
d. does / do
6. He is talking for hours but I _______ understand anything.
a. don't
b. wasn’t
c. isn’t
d. am not
33
New
York?
7. How often ______ you go to the cinema?
a. are
b. do
c. was
d. does
8. She ________ like playing tennis. So she _______ plays tennis.
a. doesn't / always
b. doesn't / never
c. isn't / never
d. isn't / hardly ever
9. One of my friend ________ reads newspaper.
a. doesn't
b. does
c.never
d. isn’t
34
10. How many students ________ English?
a. knows
b. are knowing
c. does know
d. know
Present Continuous Tense
We form the Present Continuous in this way
2. To make -ingform,we add -ing:
Positive
walk-->walking
go -->going
We use the Present Continuous for things, that
are happening now:
But there are soe exceptions:
Where's Mike? He's sitting outside.
There are some exceptions:
.-e --> -ing
Usage
We also use the Present Continuous for things
that are happening for a period of time around
now, but not at the moment we speak:
Verbs ending with one vowel (a,e,I
followed by a consonant:
sit--> sitting
Mike is building his own house.
3. Key words
35
come--> coming
run--> running
Now, at the moment, at present, t
days, still, nowadays, today, tonig
(except for future use)Look! Listen
I --> am + V-ing
Form
He, She, It -->is + V-ing
We, You, They -->are + V-ing
I am working now. -- I'm working now.
Eg,
He isworking now. -- He's working now.
They are working now. -- They're working
now.
Negative
I -->am not ('m not)
Form
He, She, It --> is not (isn't / 's not)
We, You, They --> are not (aren't / 're not)
I am not working now. -- I'm not
Eg,
He isnotworking now. -- He's not/ isn't
They are not working now. -- They're not /
aren't
Questions
Wh
Wh+ helping verb + subject + verb-ing?
Question
Where are you working?
Eg,
Where is he working?
Yes/No
Helping verb + subject + verb-ing….?
Question
Eg,
Are you working now?
36
Is he working now?
Present Continuous Test
Choose the right answer:
1.
a.
b.
c.
d.
She is in the bathroom. She _________ her hair now.
washed
is wash
washes
is washing
2.
a.
b.
c.
d.
They are _________ their house at the moment.
paints
paint
painted
painting
3. The children are _________in the corridor.
a.
b.
c.
d.
ran
run
running
runs
4.
a.
b.
c.
d.
There are a lot of children at the bus stop. Where are they _________?
go
went
going
goes
37
5.
a.
b.
c.
d.
Listen! Somebody is _________.
cry
crying
cried
cries
6. Please don’t disturb me. I _________ an exciting football match right
now.
a. am watch
b. am watching
c. watched
d. watch
7.
a.
b.
c.
d.
Some students _________ together in the classroom now.
are singing
singing
sing
sang
8. The man is under the car. I think he is _________ it.
a.
b.
c.
d.
repairing
repaired
repairs
repair
9. He _________ that magazine. He _________ at the pictures.
a.
b.
c.
d.
is read / looks
isn’t reading / is looking
doesn’t read / looking
isn’t read / is look
38
10. The computers _________ in the office but nobody _________ them.
a. are run / is use
b. running / using
c. are running / is using
d. ran / was used
Past Simple Tense
1. We form the Past Simple in this way
Positive
We use the Past Simple to talk about a completed event in the past:
Usage
I lived in Rome for two years. Then I went to work in Japan.
Haris phoned me yesterday.
1 We form the Past Simple of regular verbs by adding -edto the verb:
Form
walk --> walked
watch --> watched
open --> opened
ask → asked
There are some exceptions: ‣ verbs ending with -e:
+d: live --> lived
like --> liked
‣ verbs ending with a consonant and -y:
39
. -y -->ied: apply --> applied
try --> tried
Most verbs ending with one vowel and one consonant:
stop→ stopped
Eg,
plan→ planned
I played football yesterday.
2.The Past Simple form of many verbs is irregular:
Form
Eg,
do --> did
am/is --> was
have -->had take --> took
buy --> bought
are ---> were
stand  stood ring  rang
come  came
find  found
go  went
say  said
She bought a new dress last week.
Negative
Form
3. We form the negative with didn't and the infinitive(e.g. do, take,
understand)
I didn't understand. (Not didn't understood)
Eg,
She didn't take the umbrella.
They didn't help their friends.
Questions
We form questions with did and the infinitive (e.g. watch): Did you
watch the film?
Wh Question
Wh+ helping verb + subject + verb ..?
Eg,
What did you watch yesterday?
Yes/No Question
Helping verb + subject + verb….?
Eg,
Did you enjoy the concert last night?
Keywords
last ... / ... ago. / .. in 1990 / yesterday
40
Past Simple Test
Choose the right answer:
1.
a.
b.
c.
d.
It ______________ this winter. The weather is hotter than last year.
did snowed
wasn’t snow
wasn’t snowed
didn’t snow
2.
a.
b.
c.
d.
She_________ the toilet but she _________ it dirty.
was used / leave
was used / was left
used / left
using / is leaving
3.
a.
b.
c.
d.
She _________ the control of the car and _________ the wall.
loses / hit
lost / hit
was lost / was hit
lost /hit
4. She _________ a lot of mistakes in the exam so she _________ pass the
class.
a. made / didn’t
b. made / don’t
c. make / wasn’t
d. was make / wasn’t
41
5.
a.
b.
c.
d.
The teacher _________ the students about the school trip.
tell
told
was tell
was told
6. She _________ very tired so she _________ the dishes.
a.
b.
c.
d.
feels / didn’t washes
didn’t feel / didn’t washed
felt / didn’t wash
was
felt
/
wasn’t
washed
7. It _________ rainy but she _________ an umbrella with her.
a. was / brings
b. is / isn’t bring
c. can / brought
d. wasn’t / brought
8.
a.
b.
c.
d.
The weather _________ nice so she _________ her kids to the park.
were / takes
did / did take
was / took
is/take
9.
a.
b.
c.
d.
He usually _________ to school by his car but this morning he _________.
went / walked
goes / walked
go / walks
did go / walked
42
10. The swimming pool ________ clean enough, so he _________.
a.
b.
c.
d.
wasn’t / didn’t swim
weren’t / swam
didn’t / swam
was / wasn’t
Past Continuous Tense
1. We form the Past Continuous in this way
Positive
Usage
We use the Past Continuous for an action or
situation that was in progress at a particular
time in the past (eg, at 7 p.m., in 1991).
I, He, She, It --> was + V-ing
Form
We, You, They -->were + V-ing
I was waiting the bus at 9 a.m.
Eg,
He was waiting the bus at 9 a.m.
When I walked into the room, Ann w
writing postcards and Keith was readi
4 We can use when or while before
Past Continuous:
I met her when/while we were work
for the same company (when during
time)
We were waiting the bus at 9 a.m.
We can only use when before the P
Simple:
I, He, She, It --> was not + V-ing (was't)
When I met her, we were working
the same company (when at the time)
We, You, They
(weren't)
5. Key words
Negative
Form
3. We use the Past Simple (walked) fo
completed action. We use the P
Continuous (was writing) for an act
in progress in the past.
-->were not + V-ing
43
I wasn't waiting the bus at 9 a.m.
Eg,
While, when, as, all morning/evening
He was not waiting the bus at 9 a.m.
We weren't waiting the bus at 9 a.m.
Questions
Wh
Questio
n
Wh+ helping verb + subject + verb-ing?
What were you doing this morning?
Eg,
What was he doing this morning?
Yes/No
Questio
n
Helping verb + subject + verb-ing….?
Were you doing this morning?
E.g.
Was he doing this morning?
Past Continuous Test
Choose the right answer:
1.
a.
b.
c.
d.
My mother ____________ the dished at six o'clock yesterday.
were washing
was washed
was washing
washes
2. Katie and Emma ____________ a picture when I entered the class.
a. was drawing
b. were drawing
44
c. drew
d. were drew
3.
a.
b.
c.
d.
I broke a glass while I __________ tea.
drank
was drink
has drunk
was drinking
4.
a.
b.
c.
d.
My sister burnt her finger while she _______.
cooked
was cooking
cooks
was cook
5. My father _____________ the newspaper while my mother ____________
the floor.
a. was reading / was vacuuming
b. read / vacuumed
c. was read / was vacuuming
d. has read / has vacuumed
6.
a.
b.
c.
d.
The students ______________ when the teacher entered the class.
were talk
talked
were talking
were talked
45
7. I couldn't watch the match because I __________ my homework at that
time.
a. was do
b. was did
c. did
d. was doing
8. Emma _____________ to work I saw her.
a.
b.
c.
d.
walked
was walked
was walking
walks
9. It __________ while the children __________ in the garden.
a. snowed / played
b. was snowing / played
c. was snowing / were playing
d. snowed / was playing.
10.Where __________ they __________ when you __________ them?
a. were / going / saw
b. did / go / saw
c. did / going / was seeing
d. did / go / was seeing
46
Present Perfect Tense
1. We form the Present Perfect in this way
Positive
3 We use the Present Perfect to talk about something that happened in
the past, but we do not say exactly when it happened:
I've seen this film before. (before = before now)
We often use the Present Perfect in this way for things that happened in
the past, and that have a result now:
Usage
I've seen this film before. I don't want to see it again now. She's left the
company. She doesn't work there now.
We often use the Present Perfect with ever (= at any time) and never (=
at no time):
Have you ever met a famous person? He has never worked in a factory.
I, We, You, They --> have + p.p.
Form
He, She, It -->has + p.p.
I have just finished my work.
E. g,
He has just finished his work.
They have just finished their work.
47
Negative
I, We, You, They --> have not + p.p.
(haven't)
He, She, It -->has not + p.p.
(hasn't)
Form
I haven'tfinished my work yet
E. g,
He hasn't just finished his work yet
They haven't just finished their work yet.
Questions
Wh Question
Wh+ have + subject + p.p … ?
Eg,
When have you finished your work?
Yes/No Question Helping verb + subject + p.p ….?
Eg,
Have you finished your work?
Key words
For, since, already, yet, always, just, ever,never, so far, today, this
week/month…, how long, lately, recently
Present Perfect Test
Choose the right answer:
1. Adam: My uncle likes travelling a lot. He often visits different countries.
He _____ already _______ to 35 countries so far.
a. has / been
b. have / visited
c. hasn’t visited
d. hasn’t / been
2. John: _________ he ___________to Mexico yet?
a. Did / go
b. Has / go
48
c. Has / been
d. Have / go
3. John:
Where
is
your
uncle
now?
Adam: He _____________ in Heligoland, small islands near Germany.
a. already went
b. has just arrived
c. have been
d. will have been
4. John: __________ you ever ____________ anywhere with him?
Adam: Yes, last year, we went to China together.
a. Did / visit
b. Have / gone
c. Has / gone
d. Have/ went
5.
a.
b.
c.
d.
Adam: __________ you ever ____________ Sushi?
Have / tried
Did / try
Are / trying
Were / try
6.
a.
b.
c.
d.
Adam: ______ you ever _________ any unusual things before?
Have / tried
Has / had
Had / tried
Have/try
49
7. Adam: What was the most unusual thing __________________?
John: Eating snails. It sounds disgusting but I enjoyed it.
a. did you try
b. you have ever tried
c. has you ever tried
d. were you trying
8.
a.
b.
c.
d.
John: ________ you ever ________ up in a hot-air balloon?
Have / been
Has / been
Did / try
Do / try
9.
a.
b.
c.
d.
John: ________ your uncle __________ to Thailand before?
Has / been
Did / go
Have / been
Has /go
10.Adam:
Shall
we
finish
this
conversation?
John: Yes, we _______________ enough sentences in present perfect
simple.
a. are used
b. has used
c. used to
d. have used
Past Perfect Tense
1. We form the Past Perfect in this way
50
Positive
We use the Past Perfect (e.g. had gone) for something that happened before
something else in the past. We use the Past Perfect for the thing that happened
first; we use the Past Simple (e.g. phoned) for the thing that happened later.
When I got home, I saw that the letter had arrived. (= First, the letter arrived.
Later, I got home and I saw it.)
Usage
When he had finished his homework, he went to bed. (= First, he finished his
homework. Later, he went to bed.)
He couldn't pay the bill because he had left his wallet at home. (= First, he left
his wallet at home. Later, he couldn't pay the bill.)
I was very nervous because I hadn't driven a car on the motorway before. (before
= before then)
Note also this example with by the time (=when): By the time he was twenty-five,
he had made a million pounds.
Form
had + p.p.
I had gone.
Eg,
He had gone.
Negative
Form
had not + p.p.
(hadn't)
Eg,
I had not gone. -- I hadn't gone.
Questions
Wh
Question
Wh+ had + subject + p.p … ?
51
Eg,
When had you gone?
Yes/No
Question
Had + subject + p.p … ?
Eg,
Had you gone?
Key words
Before, after, already, just, for, since, till,until, when, by, by the time, never
Past Perfect Test
Choose the right answer:
1.
a.
b.
c.
d.
When I got home, the children had already ___ to bed.
going
went
gone
to go
2.
a.
b.
c.
d.
When I turned on the television, my favourite program___.
has nearly finished
have nearly finished
had finished nearly
had nearly finished
3. Which word completes the sentence? We ___ been out long when it started
to rain.
a. hadn’t
b. had
c. have
d. were
4. We finally arrived at the hotel. It ___ a long journey and we were very
tired.
52
a.
b.
c.
d.
had been
had is
had are
were
5. The council ___ to put speed cameras along the road because there had
been seven fatal accidents in the past year.
a. have decided
b. decided
c. has decided
d. had decided
Future
Compare will and going to:
Will
Going to
We use will for actions that we decide
We use be going to for actions that we have
to do Now, at the moment of
decided to do before we speak
speaking.
I like this coat, I'll buy it.
Usage
A: What would you like to eat? B:
I'm going to clean my room this afternoon.
I'll have a pizza, please.
We can use will for offers and
promises
I'll carry your case for you. (offer)
We use be going to for something that we
I won't forget your birthday again. expect to happen, because the situation now
indicates that it is going to happen.
(promise)
53
We use will to talk about things that
we think or believe will happen in the
future.
I'm sure you'll enjoy the film. I'm sure He's running towards the goal, and he's
it won't rain tomorrow.
going to score.
It'll be another beautiful, sunny day.
Will + infinitive (do, go, arrive,
am, is, are + going to + infinitive
play ..etc)
Form
John will arrive tomorrow.
It is goingto rain.
You'll go.
My friends are going to come tonight.
Form
will + not + inf. (won't)
am, is, are + not + going to + inf.
Eg,
John will not arrive tomorrow.
It is not goingto rain.
Eg,
Negative
Questions
Wh Question Wh+ will + subject + inf. … ?
Wh+ be + subject + going to + inf. … ?
Eg,
When will John arrive?
When are your friends going to come?
Yes/No
Question
Will + subject + inf. … ?
Be + subject + going to + inf. … ?
Eg,
Will John arrive tomorrow?
Are your friends goingto come tonight?
Key words
Tomorrow, the day after tomorrow,tonight, soon, next week/year…,in a
week/month…, in two/three, days/weeks …
Future Test
Choose the right answer:
1. A: I don't think he _____ come tonight.
a. will/will
54
B: But he says he _____ come.
b. is going to/will
c. going/will
d. will/is going to
2. A: I've bought this paint because I _____ the kitchen.
_____ fantastic.
a. ‘m going to paint/will look
b. will paint/’s looking
c. will paint/will look
d. am going to paint/looking
3.
a.
b.
c.
d.
A: What _____ after you graduate?
will you do/’m going to travel
are you going to do/will travel
is going to do/travel
re you going to do/am’ going to travel
4.
a.
b.
c.
d.
A: _____ for a walk later? B: No. I _____ home.
Will you go/ ‘m going to stay
Will you go/ will stay
Are you going to go/ ‘m going to stay
Are going/ will stay
B: I'm sure it
B: I _____ around the world.
5. A: I need the camera because I _____ some picures. But I don't know how
it works. B: Don't worry. I _____ you.
a. ‘ll take/ ‘ll show
b. ‘m going to talk/ ‘ll show
c. ‘ll take/ am going to show
d. am taking/ showing
55
Passive Voice VS Active Voice
Tense
Active Voice
Passive Voice
I + Inf.
Object + am + p.p.
We, You, They + Inf.
Object + are + p.p.
He, She, It + v-s, es, ies
Object + is + p.p.
I write a letter.
A letter is written. (by me)
They buy books.
Books are bought by them.
He helps me.
I am helped by him.
I + am + v-ing
Object + am + being + p.p.
He, She, It + is + v-ing
Object + are + being + p.p.
We, You, They + are + v-ing
Object + is + being + p.p.
I am teaching English.
English is being taught. (by me)
She is eating a mango.
Shirts are being washed. (by them)
They are washing shirts.
A mango is being eaten. (by her)
Past Simple
Verb in the past
Object + was/were + p.p.
Example
I made a cake.
A cake was made. (by me)
Past
Continuous
I, He, She, It + was + v- ing
Object + was + being + p.p.
We, You, They + were + v-ing
Object + were + being + p.p.
Example
She wasn't preparing lunch.
lunch was being prepared. (by her)
Present Simple
Example
Present
Continuous
Example
56
We were appreciating the students.
The students were being appreciate. (by
him)
I,We, You, They + have + p.p.
Object + have + been + p.p.
He, She, It + has + p.p.
Object + has + been + p.p.
They have started a business.
A business has been started. (by them)
Sara has finished the work.
The work has been finished. (by Sara)
Past Perfect
had + p.p.
Object + had + been + p.p.
Example
He had won the competition.
The competition had been won. (by him)
Future
will + inf.
Object + will + be + p.p.
Example
She will write a story.
A story will be written. (by her)
Present Perfect
Example
Passive Voice Test
Choose the right answer:
1. Hundreds of people ……….. in this factory and many of them ………..
their jobs in few weeks.
a. are employed / will lose
b. employed / lost
c. is employed / lose
d. were employed / was lost
2. Three men ……….. after the incident, and five others ……….. to
hospital.
a. are arrested / were took
b. were arrest / taken
c. were arrested / were taken
d. arrested / taken
57
3. About 71 percent of the Earth's surface ……….. by water, and oceans
……….. about 96% of all Earth's water.
a. are covered / hold
b. is covered / hold
c. was covered / held
d. were covered / were held
4. The package ……….. more than a week ago, but it ……….. until
yesterday.
a. is sent / wasn’t arrive
b. was sent / didn’t arrive
c. sent / arrived
d. send / arrived
5.
a.
b.
c.
d.
The building ……….. by the fire, but everybody ………..
has destroyed / has rescued
destroyed / rescued
has been destroyed /has rescued
has been destroyed / has been rescued
6. My camera ……….. and I ……….. all the photographs from my last
trip.
a. was stolen/lost
b. has stolen / has lost
c. stolen/lost
d. were stolen / was lost
58
7.
a.
b.
c.
d.
You ……….. for what you ………..
are arrested / done
arrest/ do
arrested/did
are arrest/ do
8.
a.
b.
c.
d.
I know lemonade ……….. cold, but we ……….. it at room temperature.
drunk/drink
is drink/ drinks
was drunk / drinking
are drunk/drink
9.
a.
b.
c.
d.
I ……….. to see you any more, so you ……….. again.
must/come
can/should come
am not allowed/shouldn't come
can’t/came
10.The police discovered a group of women who ______ in an illegal factory.
a. have been exploited
b. was exploited
c. were exploiting
d. were being exploited
59
If Conditional: Zero Conditional
We use the zero conditional to talk about things that are generally true,
especially for laws and rules.
Examples
If I drink too much coffee, I can't sleep at night.
Ice melts if you heat it.
The structure
If clause
Main clause
If + present simple
present simple
If I drink too much coffee
I can't sleep at night.
if you heat it.
Ice melts
60
Zero Conditional Test
Choose the right answer:
1. If you eat fast food,
a. you would have gained weight.
b. you gained weight.
c. you gain weight.
d. You will gain weight
2. If you __________ (go) to the party, pick me up on the way.
a. gone
b. went
c. to go
d. go
3. If you study hard,
a. you get good grades.
b. You will get good marks.
c. you got good grades.
d. you would get good grades.
61
4. He never buys lunch
a. if he have no cash.
b. if he doesn't have cash.
c. if he wouldn't have cash.
d. if he didn't have cash.
5. Does ice melt
a. if it is in the sun?
b. if it were in the sun?
c. if it had been in the sun?
d. if it will be in the sun?
If Conditional: 1st Conditional
We use the first conditional when we talk about future situations we believe are real
or possible.
Examples
If it doesn't rain tomorrow, we'll go to the beach.
Arsenal will be top of the league if they win.
62
The structure
If clause
Main clause
If + present simple
will/shall/may/can +inf.
If it doesn't rain tomorrow,
we'll go to the beach.
if they win.
Arsenal will be top of the league
1st Conditional Test
Choose the right answer:
1.
a.
b.
c.
d.
If I ___________ time tonight, I will finish the novel that I am reading.
will have
am having
have
has
2.
a.
b.
c.
d.
If he calls me "lazy" again, I ________ help him when he is in trouble.
won't
am
don’t
can’t
3.
a.
b.
c.
d.
If David ________ answer my phone this time I ________ call him again.
won't / doesn't
doesn't / won't
won't / don't
isn't / won't
63
4.
a.
b.
c.
d.
Choose the correct sentence.
If you won't try harder, you will fail.
You are late if you won't leave now.
If the game is good I am playing it.
If the sun shines I will go swimming.
5. If you eat to much junk food you ____________ fatter.
a.
b.
c.
d.
will become
become
are becoming
became
If Conditional: 2nd Conditional
The second conditional is used to imagine present or future situations that are
impossible or unlikely in reality.
Examples
If we had a garden, we could have a cat.
If I won a lot of money, I'd buy a big house in the country.
I wouldn't worry if I were you.
64
The structure
If clause
Main clause
If + past simple
would/should/could/might + inf.
If we had a garden,
we couldhave a cat.
If I won a lot of money,
I'dbuy a big house in the country.
if I were you.
I wouldn'tworry.
2nd Conditional Test
Choose the right answer:
1.
a.
b.
c.
d.
What would you __________ if you won the lottery?
do
did
was doing
d. was do
2. She wouldn't be nervous if she ________ her homework.
a. would do
b. did
c. does
d. do
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3. If my grandfather ________ alive, he ________ 110 years old.
a. were / was
b. would be / were
c. was / will be
d. were / would be
4. If you printed on both sides, you ________ paper.
a.
b.
c.
d.
were saved
saved
would save
would be save
5. We ________ football if the weather were good.
a. would be able to play
b. would were able to play
c. were able to play
d. will be able to play
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If Conditional: 3rd Conditional
We use the third conditional when we imagine a different past, where
something did or did not happen, and we imagine a different result:
Examples
If I had played better, I would have won. (I didn’t play well and I didn’t win.)
It would have been easier if George had brought his own car. (George didn’t bring
his own car, so the situation was difficult.)
If the dog hadn’t barked, we wouldn’t have known there was someone in the
garden. (The dog barked, so we knew there was someone in the garden.)
The structure
If clause
Main clause
if + past perfect
(should/would/might/could) + have + -ed form
If they had left earlier,
they would have arrived on time.
If I had played better
I would have won.
if George had brought his own car
It would have been easier
If the dog hadn’t barked
we wouldn’t have known there was someone in
the garden
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3rd Conditional Test
Choose the right answer:
1.
a.
b.
c.
d.
nIf I had studied harder, I __________ my exam.
would passed
would have passed
ould pass
will pass
2.
a.
b.
c.
d.
If you ___________ to the party, you would have seen me.
had gone
went
will go
have gone
3.
a.
b.
c.
d.
I __________ milk at the store last night.
Should buy
Should buy
Should have buy
Should have bought
4.
a.
b.
c.
d.
If he __________ the opportunity, he could have gone.
has
had had
has had
had
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5.
a.
b.
c.
d.
I would have cleaned the house if I __________ you were coming.
had known
know
have known
knew
Modal Verbs
Modal Verb
Usage
Examples
Indicate ability
Javi can play the guitar.
Indicate possibility
We can drive or walk.
Indicate permission (informal)
You can borrow that book.
Make a request (informal)
Can I have some water?
Past form of “can”
She could speak French.
Indicate possibility
You could become a chef.
Make a polite request
Could you tell me the time?
Indicate possibility
Dana may arrive late.
Indicate permission (formal)
You may enter.
Make a request (formal)
May I respond?
Indicate possibility
I might order pizza.
Indicate obligation
Cyclists must wear helmets.
Indicate likelihood
You must be very proud.
Can
Could
May
Might
Must
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Indicate a future action (normally used
I shall attend.
only with “I” and “we”)
Shall
Ask a question (normally used only with
Shall we arrange a meeting?
“I” and “we”)
Make a suggestion
You should watch that film.
Indicate likelihood
Tom should be at the office.
Indicate a future action or event
Fay will book the venue.
Make a polite request
Will you get the door?
Past form of “will”
She would often work late.
Make a polite request
Would you call back later?
Should
Will
Would
Modal Verbs
Choose the right answer:
1.
a.
b.
c.
d.
I think I _________ have failed the test, but I'm not sure.
shall
might
must
can
2.
a.
b.
c.
d.
We have to rush. We __________ miss the last bus home.
shouldn’t
couldn’t
mustn’t
should
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3.
a.
b.
c.
d.
If you had let me know earlier, I __________ have been able to come.
would
will
shall
may
4.
a.
b.
c.
d.
You __________ help me!
should
can
may
might
5. __________ anybody attend the lecture or is it just for registered
students?
a. Will
b. Must
c. Should
d. Can
6. If there is an age restriction then you _________ go in as you are too
young.
a. should
b. shouldn’t
c. could
d. will
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7.The government _________ vote on the issue tomorrow. It's scheduled for
10am.
a. could
b. may
c. would
d. will
8._________ we leave now or do you want to wait?
a. Will
b. Mightn’t
c. Shall
c. Should
9. She is so different from you, Claire. You _________ be her sister.
a. can’t
b. shouldn’t
c. can
d. shall
10. I'm sure about it. It _________ be George Clooney at the age of twenty.
a. can
b. may
c. must
d. may not
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Core Concept 2:
Reading:
This section tests the student's ability to understand English academic reading
passages. In this section of the material, the focus is on active reading. Active
reading requires you to read with purpose; analyzing the material and looking for
specific things within that material is something you will be asked to do on this
section of the AUEPT.
Reading One:
There are more arthropods alive on Earth than there are members of any other
phylum of animals. Given that not only insects and spiders but also shrimp, crabs,
centipedes, and their numerous relatives are arthropods, this fact should not occasion
surprise. For all their diversity, arthropods of any type share two defining
characteristics: jointed legs (from which the phylum takes its name) and an
exoskeleton (the recognizable hard outer shell).
The shell itself is made of dead tissue like that of human hair and fingernails,
it is dotted with sensory cells. These give the arthropod information about its
surroundings, much as the nerve endings in human skin do. Also like human skin,
the shell protects fragile internal organs from potentially hazardous contact with the
environment. It seals in precious moisture that would otherwise evaporate but
permits the exchange of gases.
Its primary component is chitin, a natural polymer that contains calcium and is very
similar in structure to the cellulose in wood. Chitin and proteins are secreted in the
epidermis, the living tissue just below the shell, after which they bond to form a thin
sheet. Each new sheet is produced so that its chitin fibers are not parallel with those
directly above, which increases their combined strength.
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The result is the endocuticle, a mesh of molecules that forms the lowest layer of the
shell. The endocuticle is not quite tough enough for daily wear and tear. ■Over time,
however, its molecules continue to lock together.■ As the endocuticle is pushed
upward by the formation of new sheets by the epidermis, it becomes the middle shell
layer called the exocuticle.■ With its molecules bonded so tightly, the exocuticle is
very durable.■ There are points on the body where it does not form, since flexibility
is needed around joints. This arrangement allows supple movement but provides
armor-like protection.
Though strong, the chitin and protein exocuticle itself would provide a poor barrier
against moisture loss. Therefore, it must be coated with lipids, which are also
secreted by the epidermis. These lipids, mostly fatty acids and waxes, form the third,
outermost layer of the shell. They spread over the cuticles to form a waterproof seal
even in dry weather. This lipid layer gives many arthropods their distinctive luster.
Combined, the endocuticle, exocuticle, and lipid coating form a shell that provides
formidable protection. The external shell has other advantages. One is that, because
it has far more surface area than the internal skeleton found in vertebrates, it provides
more points at which muscles can be attached. This increased number of muscles
permits many arthropods to be stronger and more agile for their body size than birds
or mammals. The coloration and markings of the exoskeleton can be beneficial as
well. Many species of scorpion, for instance, have cuticles that contain hyaline. The
hyaline is excited by ultraviolet radiation, so these scorpions glow blue-green when
a black light is flashed on them. Scientists are not sure why scorpions have evolved
to fluoresce this way, but the reason may be that their glow attracts insects that they
can capture and eat.
Adaptive as their shell is, it leaves arthropods with at least one distinct disadvantage:
The cuticle cannot expand to accommodate growth. As the animal increases in size,
therefore, it must occasionally molt. The existing cuticle separates from newer, more
flexible layers being secreted beneath it, gradually splits open, and can be shaken or
slipped off. The new chitin and protein will harden and be provided with a fresh lipid
coating, but this process can take hours or days after molting occurs. The arthropod
must first take in extra air or water to swell its body to greater than its normal size.
After the shell has hardened in its expanded form, the arthropod expels the air or
water. It then has room for growth. But until it hardens, the new coat is tender and
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easily penetrated. Accordingly, the arthropod must remain in hiding. Otherwise, it
risks being snapped up by a predator clever enough to take advantage of its lowered
defenses
1. The word "occasion" in the passage is closest in meaning to
a. multiply
b. cause
c. demonstrate
d. limit
2. According to paragraph 2 of the passage, an arthropod’s shell is similar to human
hair and fingernails in that
a. it contains few sensory cells
b. it has several distinct layers
c. it is made of dead tissue
d. it is mostly made of cellulose
3. The layer of the shell called the exocuticial is strong because
a. its molecules are closely bonded
b. it is drier than the endocuticle
c. its fibers are parallel
d. it is water-resistant
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4. Why is the large surface area of the exoskeleton an advantage?
a. More water can be retained.
b. More detailed coloration and markings are possible.
c. It can accommodate a long period of growth.
d. Many muscles can be attached
5. The phrase "This arrangement" in the passage refers to
a. the low number of joints on an arthropod
b. the absence of the exocuticle on certain parts of the body
c. the toughness of the exocuticle
d. the composition of the lipid coating
6. The word "excited" in the passage is closest in meaning to
a. stimulated
b. attracted
c. captured
d. enthused
7. Which of the following choices best expresses the essential meaning of the
highlighted sentences in paragraph 7? Incorrect choices will change the
meaning or leave out important details.
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a. Arthropods are vulnerable to predators only during the period in which their shell
is tender and easily penetrated.
b. Predators typically prefer to eat arthropods that are waiting for their new coats to
harden.
c. While the arthropod’s shell is hardening, the arthropod cannot rely on its shell to
protect it from predators.
d. When the arthropod’s defenses are lowered, it will use many different strategies
to avoid predators.
8. Look at the four squares [■] that indicate where the following sentence could
be added.
While this process continues, the endocuticle is gradually shifted.
Where would the sentence best fit?
a.
b.
c.
d.
First square
Second square
Third square
Fourth square
9. All of the following are mentioned as benefits of the exoskeleton EXCEPT
a. protection against water loss
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b. distinctive coloration and markings
c. ability to take in extra air or water
d. armor-like protection
10. It can be inferred from the passage that molting
a. happens regularly during the life of the arthropod
b. always takes days to complete
c. leaves the arthropod without its normal defense
d. causes the arthropod to grow larger
Reading Two:
Floods are second only to fire as the most common of all natural disasters. They
occur almost everywhere in the world, resulting in widespread damage and even
death. Consequently, scientists have long tried to perfect their ability to predict
floods. So far, the best that scientists can do is to recognize the potential for flooding
in certain conditions. There are a number of conditions, from deep snow on the
ground
to
human
error,
that
cause
flooding.
When deep snow melts it creates a large amount of water. Although deep
snow alone rarely causes floods, when it occurs together with heavy rain and sudden
warmer weather it can lead to serious flooding. If there is a fast snow melt on top of
frozen or very wet ground, flooding is more likely to occur than when the ground is
not frozen. Frozen ground or ground that is very wet and already saturated with water
cannot absorb the additional water created by the melting snow. Melting snow also
contributes to high water levels in rivers and streams. Whenever rivers are already
at their full capacity of water, heavy rains will result in the rivers overflowing and
flooding
the
surrounding
land.
Rivers that are covered in ice can also lead to flooding. When ice begins to
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melt, the surface of the ice cracks and breaks into large pieces. These pieces of ice
move and float down the river. They can form a dam in the river, causing the water
behind the dam to rise and flood the land upstream. If the dam breaks suddenly, then
the large amount of water held behind the dam can flood the areas downstream too.
Broken ice dams are not the only dam problems that can cause flooding.
When a large human-made dam breaks or fails to hold the water collected behind it,
the results can be devastating. Dams contain such huge amounts of water behind
them that when sudden breaks occur, the destructive force of the water is like a great
tidal wave. Unleashed dam waters can travel tens of kilometers, cover the ground in
meters of mud and debris, and drown and crush everything and creature in their path.
Although scientists cannot always predict exactly when floods will occur,
they do know a great deal about when floods are likely, or probably, going to occur.
Deep snow, ice-covered rivers, and weak dams are all strong conditions for potential
flooding. Hopefully, this knowledge of why floods happen can help us reduce the
damage they cause.
1- Which of the following words are not natural disasters?
a.
b.
c.
d.
flood
earthquake
airplane crash
typhoon
2- Which of the following are included as causes for floods in the reading passage?
a. droughts
b. large lakes
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c. poorly built roads
d. melting snow
3- How does deep snow cause flooding?
a. melting snow causes flooding
b. too much rain causes flooding
c. sudden warm temperatures combined with heavy rains causes flooding
d. freezing water causes flooding
4- A broken human-made dam is compared to what?
a. a tsunami
b. a tidal wave
c. a broken ice dam
d. overflowing
5- Which of the following best describes how a frozen river can cause a flood?
a. The ice in the river melts too quickly and causes a flood.
b. The ice in the river cracks causing the water to overflow.
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c. The ice in the river cracks into pieces that eventually create a dam causing the
water to overflow.
d. The water behind the ice dam collects and when the dam breaks, it causes
flooding upstream.
6- How far can dam water travel when it is unleashed from a broken dam?
a. less than 10 kilometers
b. tens of kilometers
c. thousands of kilometers
d. tens of thousands of kilometers downstream
7- Why does saturated ground contribute to flooding problems?
a. the ground cannot absorb more moisture
b. the ground is too hard, so the water runs off
c. the ground forms a kind of dam
d. it remains frozen
8- What kinds of problems can floods cause?
a. death
b. widespread damage
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c. destruction of plants and animals
d. all of the above
9- What is the most common natural disaster?
a. flood
b. fire
c. wind damage
d. rain
10- How does melting snow cause problems related to flooding?
a. it makes the rivers run too fast
b. it makes the water too cold
c. it causes pieces of ice to block the river
d. it makes the level of the river rise
Core Concept 3:
Listening:
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This section measures your ability to understand English conversations or lectures.
You will hear the conversation or the lecture twice.
Listening One:
1. Why does the student come to the library?
a. To learn about the library’s resources
b. To ask about interlibrary loans
c. To attend the new student orientation
d. To start work on a research project
2. The student is a transfer student.
a. true
b. false
3. What is the recommended section for students who concentrate in Latin American
literature?
a. Mathematics section
b. Technology section
c. Science section
d. History section
4. The history section is located in the basement.
a. true
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b. false
5. Why does the librarian point out the history section to the student?
a. She wants to point out the closest area containing copy machines.
b. She assumes that he will need to do research there.
c. The student is looking for a book he used at his last school.
d. Students sometimes mistakenly assume that the section contains literature books.
6. What does the student imply about the interlibrary loan service at his last school?
a. He never used it.
b. He came to appreciate it.
c. It was inconvenient.
d. It was expensive.
7. How often does the interlibrary loan service run?
a. Four times a week
b. Three times a week
c. Five times a week
d. Once a week
8. What is the loan period for books in the library?
a. Four weeks
b. Five weeks
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c. A week
d. Two weeks
9. The library does not provide access to the internet.
a. true
b. false
10. Where is the area where students can bring their laptops and plug them into
power located?
a. On the main floor
b. To the left
c. To the right
d. Downstairs
11. How much does the library charge for each photocopy?
a. Seven cents
b. Two cents
c. Six cents
d. Five cents
12. Special permission is required to access the rare book collection.
a. true
b. false
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13. What does the student need to do before he can use any rare books? Choose 2
answers.
a. Purchase a card
b. Obtain permission
c. Put on gloves
d. Try interlibrary loan first
14. Temperature control is necessary to preserve the paper in rare books.
a. true
b. false
15. Oils in our hands can help preserve old paper.
a. true
b. false
16. Gloves are provided in the rare book collection room.
a. true
b. false
17. Where are the rare books located in the library?
a. On the second floor in a separate room with temperature control
b. In the temperature-controlled room on the bookshelves
c. On the main floor
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d. In the arts section
18. What is the main reason why gloves are required to handle rare books?
a. To prevent the pages from tearing
b. To prevent the oils from the hands from destroying the paper
c. To give a special feeling to the reader
d. To protect the hands of the readers
19. What is the required permission to access the rare book collection?
a. A student ID
b. A letter from the university
c. Special permission from the librarian
d. A permission slip from a professor
20. Which sentence best expresses what the librarian means when she says this:
"Yup, that’s the idea!"?
a. I wish this were true.
b. That is not a very good idea.
c. Thanks for your suggestion.
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d. That is what we intended.
Listening Two:
1. What is the lecture mainly about?
a. The importance of creating believable characters in plays
b. The influence of the literature of “realism” on French theater
c. A successful standard formula for writing plays
d. A famous example of a well-made play
2. The well-made play was a pattern for constructing plays that was only popular in
the nineteenth century.
a. true
b. false
3. In a well-made play, the exposition had to be logical and believable.
a. true
b. false
4. According to the professor, why did some playwrights write the end of a play
before the beginning?
a. To produce multiple scripts as quickly as possible
b. To prevent the audience from using logic to guess the ending
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c. To avoid writing endings similar to those of other plays
d. To ensure that the plot would develop in a logical manner
5. The plot of a well-made play is usually driven by secrets.
a. true
b. false
6. The inciting incident sets off the exposition of the play.
a. true
b. false
7. What is the inciting incident in a well-made play?
a. A moment where the main characters meet each other for the first time.
b. A key moment that gets things moving in the plot of the play.
c. A scene where all the secrets are revealed.
d. A moment where all loose ends are tied up.
8. What drives the plot of a well-made play?
a. A happy ending that does not require any secrets.
b. Background information that is not related to the main plot of the play.
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c. A series of up-and-down moments that do not have any connections with each
other.
d. Secrets that the audience knows but the characters often don’t know.
9. Why does the professor mention a conversation between two servants?
a. To give examples of typical characters in a well-made play
b. To show how background information might be revealed in a well-made play
c. To explain why Romeo and Juliet can be considered a well-made play
d. To explain how playwrights develop the obligatory scene of a well-made play
10. According to the professor, what dramatic elements are typically included in a
well-made play to help move the plot forward? Choose 2 answers.
a. A series of major changes in the hero’s apparent chances of success
b. The introduction of new characters midway through the play
c. Information known to the audience but not to the main characters
d. The movement of major characters from one setting to another
11. The young man in a well-made play always knows about the ancient connection
between his family and the woman's family.
a. true
b. false
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12. The formula for a well-made play required that everything in the play be logically
connected.
a. true
b. false
13. What does the professor imply about the obligatory scene and the denouement?
a. The difference between them might be unclear to some people.
b. Both are useful techniques for developing realistic characters.
c. The denouement usually occurs within the obligatory scene.
d. The obligatory scene is usually less exciting than the denouement
14. What is the obligatory scene in a well-made play?
a. A scene where the main characters go through a series of up-and-down moments.
b. A scene where the main characters meet each other for the first time.
c. A scene where all the loose ends in the plot of the play are tied up.
d. A scene where all the secrets are revealed and generally things turn out well for
the hero and others we care about.
15. What is the denouement in a well-made play?
a. A scene where the main characters go through a series of up-and-down moments.
b. A scene where all the secrets are revealed.
c. A scene where the main characters find out about something important that is not
related to the plot of the play.
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d. A scene where all the loose ends in the plot of the play are tied up.
16. What became the basis for realism in drama?
a. The inciting incident that got things moving in the plot of the play.
b. The secrets that drove the plot of the play.
c. The well-made play, which included logical exposition, an inciting incident,
secrets, an obligatory scene, and a denouement.
d. The exposition that revealed something important that was not related to the main
plot of the play.
17. What is the main purpose of the well-made play?
a. To create a plot that is driven by secrets and includes a series of up-and-down
moments.
b. To reveal all the background information to the audience.
c. To have a happy ending that does not require any secrets.
d. To construct a logical plot that is engaging and satisfying for the audience.
18. Which of the following statements about the well-made play is true?
a. Some playwrights started by writing the beginning of a play and working forward
toward the end.
b. The dramatic devices used in the well-made play were completely new and had
never been used before.
c. The well-made play did not include any secrets or a happy ending.
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d. The well-made play required that everything in the play be logically connected
and believable.
19. The obligatory scene is a scene in which all the secrets are revealed and things
turn out badly for the hero.
a. true
b. false
20. The denouement offers the audience emotional pleasure.
a. true
b. false
Listening Three:
1. What is the conversation mainly about?
a. Preparing for a test
b. A strategy for attracting customers
c. Business opportunities in the field of health
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d. Differences between two business models
2. What is the upcoming test about?
a. Chapters 3 and 4
b. Chapters 1 and 2
c. Chapters 5 and 6
d. Chapters 2 and 3
3. What does the professor imply about the upcoming test?
a. It will not contain questions about the health-club model.
b. It will ask about ways to improve the customer’s self-image.
c. It will require students to discuss marketing strategies for libraries.
d. It will not require students to give examples of successful businesses.
4. Which chapter is the health-club model discussed in?
a. Chapter 2
b. Chapter 4
c. Chapter 3
d. Chapter 5
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5. What is one reason people are attracted to health clubs?
a. The opportunity to exercise with friends.
b. The chance to improve their social life and feel good about themselves.
c. The expensive membership fees.
d. The low-quality facilities.
6. What is one thing a public library could do to attract more people?
a. Offer slower internet connection.
b. Reduce the number of comfortable sitting areas.
c. Host special presentations or author readings.
d. Reduce the number of books available.
7. Why are health clubs successful despite competition from other exercise options?
a. They have less equipment than other options.
b. They offer the same experience as other options.
c. They offer high quality equipment and classes.
d. They are more expensive than other options.
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8. Health clubs offer high-quality facilities and sell an image, according to the
conversation.
a. true
b. false
9. In spite of expensive membership fees, health clubs are not popular.
a. true
b. false
10. What does the professor imply about public libraries?
a. They tend to be more popular than health clubs.
b. They cannot offer as many services as health clubs.
c. They should not spend money on high-quality equipment.
d. They need to give greater emphasis to strategic marketing.
11.Libraries are not an important resource for the community anymore because
of the availability of the Internet and big bookstores.
a. true
b. false
12.Quality equipment is one of the things that can make a public library more
appealing.
a. true
b. false
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13.In order to attract more customers, health clubs should lower their
membership fees according to the conversation.
a. true
b. false
14.Based on the conversation health clubs provide special presentations.
a. true
b. false
15.Based on the conversation health clubs provide low membership fees.
a. true
b. false
16.Based on the conversation health clubs provide positive self-image.
a. true
b. false
17.According to the conversation, health clubs do not have to offer anything that
people can't find anywhere else.
a. true
b. false
18.Aerobics classes are one of the things that is usually offered by health clubs.
a. true
b. false
19.According to the conversation, offering classes and improving the quality of
equipment can be beneficial for businesses.
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a. true
b. false
20.The conversation is about a student who has trouble understanding a topic that
is related to finance.
a. true
b. false
Core Concept 4:
Writing:
This section measures your ability to communicate in writing in an academic
environment. There is only one writing task. You will read a passage and then
answer 6 questions using the information from the passage.
For the writing task, you need to answer the following 6 questions:
What is the main idea of the text? (5 running Sentences) (2 Marks)
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Give a title for the text. (1 Mark)
What is the purpose of the writer? (5 running Sentences) (2 Marks)
List the ideas of the text. (5 Marks)
What is the most interesting idea you find in the text? (10 Marks)
Summarize the text then translate your summary into Arabic. (10 Marks)
Writing Rubric:
Question
One
Marks
1 for content & 1 for language and
structure
1 Mark for a relevant title
1 for content & 1 for language and
structure
3 marks for the content
2marks for language and structure
Layout: 1 mark
Punctuation: 1mark
Cohesion: 1mark
Two
Three
Four
Five
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Spelling: 1 mark
Content: 3 marks
Grammar and structure: 3marks
Six
5 marks for the summary divided as
follows:
Layout: 1/2 a mark
Punctuation: 1/2 a mark
Cohesion: 1/2 a mark
Spelling: 1/2 a mark
Content: 1.5 marks
Grammar and structure: 1.5 marks
5 marks for the translation
Study the following Example:
Read the text and then answer all the following questions:
In the early decades of the 20th century, many Western cities experienced a
steep rise in demand for commercial and civic premises, due to population growth
and expansion of the white-collar professions. At the same time, architects were
growing discontented with the ornamental spirals and decorative features in the
prevailing design ethos of art deco or art moderne. Once considered the height of
sophistication, these styles were quickly becoming seen as pretentious and oldfashioned. In this confluence of movements, a new style of architecture emerged. It
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was simple, practical and strong; a new look for the modern city and the modern
man. It was named ‘the international style’.
Although the international style first emerged in Western Europe in the 1920s,
it found its fullest expression in American architecture and was given its name in a
1932 book of the same title. The first hints of it in America can be seen on the Empire
State Building in New York City, which was completed in 1931. The top of the
building, with its tapered crown, is decidedly art deco, yet the uniform shaft of the
lower two thirds represents a pronounced step in a new direction. Later efforts, such
as the United Nations Secretariat building (1952) and the Seagram Building (1954)
came to exemplify the ‘true’ international style.
The architects of the international style broke with the past by rejecting
virtually all non-essential ornamentation. They created blockish, flat-roofed
skyscrapers using steel, stone and glass. A typical building facade in this style has
an instantly recognizable ribbon design, characterized by strips of floor to- ceiling
windows separated by strips of metal paneling. Interiors showcased open spaces and
fluid movements between separate areas of the building.
Fans of the international style of modern buildings celebrated their sleek and
economical contribution to modern cityscapes. While pre-modern architecture was
typically designed to display the wealth and prestige of its landlords or occupants,
the international style in some ways exhibited a more egalitarian tendency. As every
building and every floor looked much the same, there was little attempt to use these
designs to make a statement. This focus on function and practicality reflected a
desire in mid-century Western cities to ‘get on with business’ and ‘give everyone a
chance’, rather than lauding the dominant and influential institutions of the day
through features such as Romanesque columns.
Detractors, however, condemned these buildings for showing little in the way
of human spirit or creativity. For them, the international style represented not an
ethos of equality and progress, but an obsession with profit and ‘the bottom line’ that
removed spiritual and creative elements from public life and public buildings. Under
the dominance of the international style, cities became places to work and do
business, but not to express one’s desires or show individuality. It is perhaps telling
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that while banks and government departments favored the international style, arts
organizations rarely opted for its austerity.
By the mid-1970s, the international style was ubiquitous across key urban
centers, dominating skylines to such an extent that many travelers complained they
could get off a plane and not know where they were. By their nature, buildings in
this style demanded very little of architects in the way of imagination, and a younger
generation of designers was yearning to express their ideas and experiment in novel
and unexpected ways. The outcome was a shift toward postmodernism, which
celebrated much of what the international style had dismissed: decoration, style
without function, and an overall sense of levity. By the turn of the 1980s, the
international style was considered outdated and was falling rapidly out of favor.
1. What is the text about?
The text is about the international modern style. It is a modern style in architecture
that appeared in the early 20th century. It affects buildings and decorations to fit the
modern man. It is meant to fit the modern contemporary life style.
2. Write a title for the text.
Modern Architectural Style
3. What is the purpose of the writer?
The text deals with the modern architectural style. The writer explains how the style
appeared. He adapts a chronological order to review the history of the style across
the various years starting from the early decades of the 20th century.
4. List the main ideas in the text.
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a) International style appeared in Western Europe
b) The new styles and changes presented by modern architecture
c) The spread of the international style for economic reasons
d) Opponents of the modern style
e) The international spread of the modern style
5. In your own words, write the most interesting information you find in the
text.
The text deals with the modern architectural style. It reviews a number of
ideas; yet the most interesting topic for me is the use of such a style to present
contemporary life related to the conditions of the modern Man. Indeed, it is quite
interesting to create buildings meant for common people, and meant to fit their life
style and conditions rather than to create very highly prestigious places that reflect
individual desires and thoughts. Further, having buildings that look exactly the same
in color or architecture is special in itself. It is, indeed, quite interesting to have
areas with unified styles. A bank or a hospital, for example, having a well-known
unified shape or color, is easily identified by whoever looks for them.
6. Summarize the text in English, and then translate your summary into Arabic.
The text deals with the development of a modern style of architecture. It is
called the international style. It advocates for the universality of the architecture
styles; each group of buildings should posses the same building style. This is in
contrast to the previous styles of architecture. Such a style of building, although had
many opponents at the beginning, dominated the end of the 20th century. It has
become the international style of architecture.
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‫ﺗﺘﻨﺎول اﻟﻔﻘﺮة ﺗﻄﻮر اﻷﺳﻠﻮب اﻟﺤﺪث ﻓﻰ ﻓﻦ اﻟﻌﻤﺎرة و اﻟﺒﻨﺎء واﻟﺬى ﯾﺴﻤﻰ ﺑﺎﻹﺳﻠﻮب اﻟﻌﺎﻟﻤﻰ ﻓﻰ‬
‫ ﻓﺘﺘﺒﻊ اﻟﻤﺒﺎﻧﻰ اﻟﻤﻘﺎﻣﺔ ﻓﻰ ﺣﻰ واﺣﺪ أﺳﻠﻮب ﻣﻮﺣﺪ ﻓﻰ‬،‫ ﺣﯿﺚ ﯾﻌﺘﻤﺪ ﻋﻠﻰ أﺳﻠﻮب ﻣﻮﺣﺪ ﻓﻰ ﻓﻦ اﻟﻌﻤﺎرة‬،‫اﻟﺒﻨﺎء‬
‫ ﺣﯿﺚ اﻋﺘﻤﺪ‬،‫ و ھﺬا ﺑﺎﻟﻄﺒﻊ ﯾﺘﻨﺎﻗﺾ ﻣﻊ اﻷﺳﻠﻮب اﻟﻤﻌﻤﺎرى اﻟﺬى اﺗﺒﻌﮫ اﻟﻤﻌﻤﺎرﯾﻮن ﻣﻦ ذى ﻗﺒﻞ‬،‫اﻟﺒﻨﺎء‬
‫ و ﻟﺬﻟﻚ ظﮭﺮ اﻟﻌﺪﯾﺪ ﻣﻤﻦ‬،‫اﻟﻤﻌﻤﺎرﯾﻮن ﻓﻰ ﻓﺘﺮات ﺳﺎﺑﻘﺔ ﻋﻠﻰ أﺳﻠﻮب اﻟﻔﻦ اﻟﻤﻌﻤﺎرى اﻟﻤﺘﻔﺮد ﻟﻜﻞ ﺑﻨﺎء ﻋﻠﻰ ﺣﺪا‬
‫ إﻻ إﻧﮫ ﺳﺮﻋﺎن ﻣﺎ اﻧﺘﺸﺮ ھﺬا اﻷﺳﻠﻮب اﻟﺤﺪﯾﺚ ﻓﻰ أواﺧﺮ اﻟﻘﺮن‬،‫اﻧﺘﻘﻀﻮا اﻷﺳﻠﻮب اﻟﺤﺪﯾﺚ ﻓﻰ اﻟﻌﻤﺎرة‬
.‫اﻟﻌﺸﺮﯾﻦ ﻓﻰ ﺷﺘﻰ أرﺟﺎء اﻟﻌﺎﻟﻢ و أطﻠﻖ ﻋﻠﯿﺔ ﻟﺬﻟﻚ اﻟﻔﻦ اﻟﻤﻌﻤﺎرى اﻟﻌﺎﻟﻤﻰ‬
Writing One:
There are people who say the most amazing structure on earth is the human
brain. It is so complex that it took about 700 million years to develop. Humans
started out as wormlike creatures that used one end of the body to move
forward. Ever so slowly, a bunch of nerves began developing at that one end —
the head. These nerves helped the creature to sense light, food and danger.
Eventually, this bunch of nerves became the creature’s brain. To carry
messages from the brain to other parts of the body, the creature grew a spinal
cord. Later, the creature became a fish with eyes, ears and a nose that could
send the brain information about sights, sounds and smells.
More time passed, and the fish grew arms and legs so it could move about
on land. For this, it needed a larger and more complex brain. It became an apelike creature, and the parts of the brain used for seeing images and being social
grew much stronger. Finally, the ape-like creature became human, with a brain
that was capable of reason, emotion, creativity, memory and the ability to judge
right
from
wrong.
The human brain is very mysterious. Many questions about the brain
have not yet been answered. For example, why do we need to sleep or why do
we dream? There is a lot about the brain that we do not yet understand. Believe
it or not, people used to think of the brain as useless stuffing. Of course, we now
know the brain is our control centre. The surface of the brain is called the
cerebral cortex. It is the part of the brain that makes us intelligent, and it
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consists of four parts called lobes. The front lobe is where much of our thinking
and feeling happens. The top lobe processes information which is coming from
parts of our bodies, such as our skin and muscles. The side lobe plays an
important role in hearing, speech and long-term memories while the back lobe
processes
images
from
our
eyes.
Which do you think is more powerful: your brain or a supercomputer?
You might be surprised to learn that the world’s best supercomputer is only
about as powerful as half a mouse brain! Your brain is packed with 100 billion
brain cells called neurons. They send information to your body telling it what
to do, and they receive information from each of your senses, what you see, feel,
taste, hear and touch. All of this information travels to and from parts of your
body along your spinal cord, which is like a highway found down the centre of
your back. As the information travels from neuron to neuron, pathways are
created. When you think about or practice something again and again, those
pathways get stronger. That’s how the brain learns and remembers. Actually,
you were born with most of the neurons you have now, but when you were a
baby, you didn’t have many pathways to connect them. As an adult, you now
have more than 125 trillion connections between your neurons. No computer
on earth can compete with the speed of your brain and how much information
it can hold.
Part 3
Sample Test
Section One: Grammar:
Choose the right answer:
1.
a.
b.
c.
She wouldn't be nervous if she ________ her homework.
would do
did
does
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d. do
2.
a.
b.
c.
d.
My mother ____________ the dished at six o'clock yesterday.
were washing
was washed
was washing
washes
3.
a.
b.
c.
d.
Is there ________ statue of ________ famous person in your city?
the / a
an / an
a/a
a/the
4.
a.
b.
c.
d.
Good-bye, Eduardo and Maria. Please take good care of ….
yourself
themselves
yourselves
you
5. A: Hurry up! The bus is leaving. You _____ it.
It's faster.
a. are going to miss/ ‘m going to take
b. will miss/ will take
c. are going to miss/ will take
d. will miss/ taking
B: No, I _____ the train.
6. If he __________ the opportunity, he could have gone.
a. has
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b. had had
c. has had
d. had
7.
a.
b.
c.
d.
You __________ help me!
should
can
may
might
8.
a.
b.
c.
d.
The building ……….. by the fire, but everybody ………..
has destroyed / has rescued
destroyed / rescued
has been destroyed /has rescued
has been destroyed / has been rescued
9. Where __________ they __________ when you __________ them?
a. were / going / saw
b. did / go / saw
c. did / going / was seeing
d. did / go / was seeing
10.Edward: What _________ you _________ in New York?
Jason: I study at university.
a. are / do
b. do / does
c. do / do
d. does / do
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11.A: They are winning 2-1 and there are only 2 minutes left. They _____
this match. B: No, I think maybe Manchester United _____ a goal in
the last minute.
a. are going to win/ will score
b. will win/ will score
c. are going to win/ are going to score
d. winning/ scoring
12.I'm sure about it. It _________ be George Clooney at the age of twenty.
a. can
b. may
c. must
d. may not
13. There are a lot of children at the bus stop. Where are they _________?
a. go
b. went
c. going
d. goes
13.The film ________ more interesting if it ________ a happy ending.
a. would be / has
b. were / would have
c. was / would have
d. would be / had
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14.There is ________ interesting city in the south of England. ________ city
is called Brighton.
a. the / The
b. an / The
c. the / a
d. a / The
15._____ famous actor Russell Crowe is from ________ New Zealand.
a. The / the
b. - / a
c. The / d. A / an
16.If you heat ice, it ________.
a. melting
b. to melt
c. melts
d. melt
17.Look at this picture. These are ……… daughters ……… names are Jane
and Laura.
a. I / them
b. my / their
c. his / they
d. me / the
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18.A: I've bought this paint because I _____ the kitchen.
_____ fantastic.
a. ‘m going to paint/will look
b. will paint/’s looking
c. will paint/will look
d. am going to paint/looking
B: I'm sure it
19.John:
Where
is
your
uncle
now?
Adam: He _____________ in Heligoland, small islands near Germany.
a. already went
b. has just arrived
c. have been
d. will have been
20.My grandfather is very old. He was born … 1939.
a. at
b. in
c. on
21.I am going to meet my friends … Friday evening.
a. at
b. in
c. on
22.I ……….. to see you any more, so you ……….. again.
a. must/come
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b. can/should come
c. am not allowed/shouldn't come
d. can’t/came
23.She_________ the toilet but she _________ it dirty.
a. was used / leave
b. was used / was left
c. used / left
d. using / is leaving
24.She ________ like playing tennis. So she _______ plays tennis.
a. doesn't / always
b. doesn't / never
c. isn't / never
d. isn't / hardly ever
25. If you __________ to the party, pick me up on the way.
a. gone
b. went
c. to go
d. go
26.Some students _________ together in the classroom now.
a. are singing
b. singing
c. sing
d. sang
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27.My grandfather is very old. He was born … 1939.
a. at
b. in
c. on
28. Most stores and businesses are closed … New Year’s Day.
a. at
b. in
c. on
29. When we ___ our meal, we ___ for a walk.
a. has finished/go
b. finished/went
c. finished/had gone
d. hadfinished/went
30. It _________ rainy but she _________ an umbrella with her.
a. was / brings
b. is / isn’t bring
c. can / brought
d. wasn’t / brought
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31. If she had listened to me, she _________ problems.
a. would not have had
b. would not have
c. would not had
d. will not have
32. He __________ his phone while he __________ in the library.
a. lost / studied
b. was losing / was studying
c. lost / was studying
d. was losing / studied
33. Adam: What was the most unusual thing __________________?
John: Eating snails. It sounds disgusting but I enjoyed it.
a. did you try
b. you have ever tried
c. has you ever tried
d. were you trying
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34. If he calls me "lazy" again, I ________ help him when he is in trouble.
a. won't
b. m
c. don’t
d. can’t
35. If you __________ by plane it ____________ 2 hours.
a. are going / will take
b. go / will take
c. will go / take
d. won't go / don't take
36. I am going to meet my friends … Friday evening.
a. at
b. in
c. on
37. The driver __________ the dog because he __________ at his phone.
a. didn’t see / was looking
b. wasn’t seeing / looked
c. wasn’t saw / wasn’t looking
d. saw / didn’t looking
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38. Which word completes the sentence? We ___ been out long when it started to
rain.
a. hadn’t
b. had
c. have
d. were
39. Pregnant women who suffer from anemia ______ supplements to raise the
level of iron in their blood.
a. must to give
b. must be given
c. given
d. gives
40. Native Americans have always had ______ suicide rate than non-natives in
the U.S.
a. a high
b. the highest
c. the more high
d. a higher
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Section Two: Listening:
1.
2.
3.
4.
5.
6.
7.
8.
What does the speaker mainly discuss?
A. The student's responsibilities as a team captain
B. Things that happen while the student was away
C. The style of the new team uniforms
D. How the student should prepare for the new game
The student has missed a lot of practice.
A. True
B. False
The student missed practice
A. To meet her family
B. Because her brother was getting married
C. She was on a trip
D. She was not feeling well
Why does the coach say this, "Family's very important."?
A. He hopes the student's family is doing well
B. The student had a good reason for missing the practice
C. The student should spend more time with her family
D. He would like to meet the student's family
The student didn't see her relatives for a long time.
A. True
B. False
Who is buying new jackets for the team?
A. The coach
B. A former player
C. A fan
D. The captain of the team
When will the team get the new jackets?
A. Next week
B. Next game
C. In the afternoon
D. None of the above
The student implies that she is not the best player on the team.
A. True
B. False
116
9.
10.
11.
12.
13.
14.
15.
The student 's teammates did not tell her about the decision of
being a captain.
A. True
B. False
The student does not have any friends on the team.
A. True
B. false
Who is a better player than the student as she suggests.
A. Mary
B. Susan
C. Not mentioned
What will the student do first after chosen as a captain?
A. Buy new jacket for the team
B. Ask for reasons for her choice as a captain
C. Thank the lady who is buying the jackets
D. Visit the lady who is buying the jackets
The coach picked the student to be a captain.
A. True
B. False
The student does not want to be a captain
A. True
B. False
C. Not given
What does the coach say about Mary?
A. She doesn't want to be a coach.
B. She is leaving the school .
C. She is not a good player.
16.
Susan is not the new coach because
A. She is not a good player.
B. No one loves her.
C. She is leaving school.
D. None of the above
17. The coach gave the student the address of the former player.
A. True
B. False
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18. In the afternoon, the team is going to play a game.
A. True
B. False
19. The student will thank her teammates for choosing her as a
captain.
A. True
B. False
C. Not given
20. Why does the coach say, "I think that's it for now."?
A. I wants to know if the student understood his point
B. He wants the student to act immediately
C. He is preparing to change the point
D. He is ready to end the conversation
Section Three: Reading
Read the following passage and then answer all the questions below:
Science plays a crucial role in identifying problems related to how natural
systems function and deteriorate, particularly when they are affected by an external
factor. In turn, scientific findings shape the policies introduced to protect such
systems where necessary. Experts are frequently called upon by politicians to
provide evidence which can be used to make scientifically sound, or at least
scientifically justifiable policy decisions.
Issues arise as there are frequent disagreements between experts over the way
data is gathered and interpreted. An example of the former is the first scientific
evidence of a hole in the ozone layer by the British Antarctic Survey. ■The findings
were at first greeted by the scientific community with scepticism, as the British
Antarctic Survey was not yet an established scientific community. ■Moreover, it
was generally believed that satellites would have picked up such ozone losses if they
were indeed occurring. ■It was not until the methodology of NASA's Goddard Space
Flight Center was reviewed that it became apparent that data had been overlooked.
■
With regards to the latter, controversy between scientists may arise where data
analysis appears to support one policy over another. In 1991, the World Resource
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Institute (WRI) published estimates of net emissions and sinks of greenhouse gases
for a number of countries, including India. The report provoked criticisms among
Indian scientists who argued that the figures had failed to take some significant
factors into account, leading to overestimated emission values. The WRI was
accused of blaming less economically developed countries for global warming; a
stance which, if accepted, could impede industrialization and sustain, even widen,
the wealth gap.
Problems regarding the scientific method are well documented and it is widely
accepted by the scientific community that, however consistent scientists are in their
procedures, the results born under different circumstances can vary markedly. A
number of factors influence research, among them the organisation of a laboratory,
the influence of prevailing theories, financial constraints and the peer review
process. Consequently, scientists tend to believe they are not in a position to bear
universal truths but to reveal tendencies.
However, this is countered by two factors. Firstly, certain scientific institutions wish
to maintain a degree of status as ‘bearers of truth’. Further, policy makers uphold
this understanding by requesting scientific certainties in order to legitimize their
policy decisions. According to a number of authors who have documented this
process, decision makers do not necessarily try to obtain all the information which
is or could be made available regarding an issue. Rather, they select that information
which is necessary to fulfill their goals, information termed as ‘half-knowledge’.
Attempts to underplay transboundary issues such as water provision and pollution
are cases in point. Politicians clearly cannot pretend that certain data do not exist if
they are well-known in scientific communities or national borders, but some
discretion is evident, especially where there is controversy and uncertainty.
It is important to note that policies regarding scientific issues are influenced in no
small part by societal factors. These include the relative importance of certain
environmental issues, the degree of trust in the institutions conducting the research,
and not least the social standing of those affected by the issue. In other words,
environmental problems are in many ways socially constructed according to the
prevailing cultural, economic and political conditions within a society. It has been
suggested, for example, that contemporary 'post-materialist' Western societies pay
greater attention to 'quality' - including environmental quality – than 'quantity'. This
119
theory does not necessarily assume that people of low-income countries have no
interest in environmental protection, as the example of the Chipko movement in
India clearly demonstrates, but demonstrates that the way a resource is valued varies
widely among different communities.
Finally, it cannot be denied that the ‘issue of the day’ changes constantly. One issue
becomes more or less urgent than another, based on current events. Concurrently,
new issues enter the political agenda. It has been noted that it often takes a 'policy
entrepreneur', someone who dedicates time, energy and financial resources to a
certain issue, to raise its profile. Furthermore, whether an issue is taken up by
political, environmental or media groups, depends very much on the degree to which
it suits their particular agenda, not to mention budget.
1. With reference to paragraph 1, which of the following pieces of research
would NOT be relevant to this article?
a. the effect of climate change on weather
b. whether low level radiation increases the risk of cancer
patterns
in
Africa
c. how acid rain impacts species within a lake ecosystem
d. a comparison of the species present in two areas of woodland
2. What is the purpose of the example of ozone data given in paragraph 2?
a. to show that NASA's Goddard Space Flight Center used unreliable methods of
gathering scientific data
b. to show how data gathering methods and the status of scientists may affect the
way data is regarded
c. to prove that it is wrong to dismiss evidence which comes from a non-established
source
d. to show how NASA and the British Antarctic Survey disagreed over the correct
way
to
gather
ozone
data.
120
3.
Where
in
paragraph
2
does
this
sentence
best
fit?
"This was because of the way their computers had been programmed to discard
any readings which appeared anomalous."
a. First place
b. Second place
c. Third place
d. Fourth place
4. Paragraph 3 gives an example of a dispute over…
a. which country was most responsible for producing greenhouse gases
b. the pollution caused by multinational companies in India.
c. how statistics were interpreted and presented.
d. erroneous data which resulted from a poorly-funded experiment.
5.In paragraph 5, ‘this’ refers to
a. the scientific method and its inherent problems
b. the belief that scientists cannot reveal universal truths
c. the variation in scientific results under different circumstances
d. the list of factors which influence scientific research
6. The underlined sentence in paragraph 5 is could mean:
a. Politicians when seeking evidence for policy-making do not understand the fact
that scientists are unable to act as ‘bearers of truth’.
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b. Politicians consider the scientific research that supports their policies as more
legitimate
than
other
research.
c. Scientific institutions encourage politicians to use them for policy-making in order
to improve their status.
d. Politicians, when seeking evidence for policy-making, encourage the belief that
scientists can produce incontestable facts.
7. Which sentence best sums up the ideas in paragraph 4?
a. Scientists are aware that their work cannot present incontrovertible facts.
b. If scientists were more consistent, they could create more reliable evidence.
C. Variations in how research is conducted often affect its validity.
d. Scientists spend more time documenting problems than conducting research.
8. Why are ‘transboundary issues such as water provision and pollution’
referred
to
in
paragraph
5?
a. to illustrate situations in which politicians pretend that certain data does not exist
b. to illustrate situations in which incorrect information is given by scientific
institutions keen to maintain their status
c. to illustrate situations in which politicians are selective with regards to what data
they
gather
d. to illustrate situations in which policy makers request scientists to present them
with scientific certainties, even though none exist
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9. What can be inferred about the Chipko movement?
a. It was an example of how people in low-income countries have little interest in
environmental protection.
b. It was an example of how different people within a community valued a resource
differently.
c. It was an example of how people in a low-income community showed interest in
protecting
the
environment.
d. It was an example of how people in a low-income community valued quantity
over quality.
10. Which of the following arguments is NOT presented in paragraph 7?
a. An issue only gets political or media attention if someone with a high profile is
supporting it.
b. Politicians are only interested in environmental issues if it benefits them.
c. Issues don’t get public attention unless a particular person advocates it strongly.
d. Issues may be overlooked if there are other significant events happening at the
time.
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Section Four: Writing
Read the following text and then answer all the questions below:
Many of the serious health concerns in modern America can be linked to
poor diet. People who regularly consume foods high in sodium, sugar, and
saturated fats not only increase their chances of obesity, but also increase their
risks of developing heart disease, hypertension, diabetes, and several types of
cancer. Although some people who regularly consume unhealthy foods do so
knowingly, there is also a significant portion of the population that remains
undereducated about proper nutrition. What is more, individuals who live in
food deserts—areas in low-income neighborhoods that lack easy access to
healthy, affordable food—may not even have the opportunity to obtain
nutritious food. Although there have been some recent government efforts to
reduce the number of food deserts, more community-based efforts should be
encouraged and supported.
Food deserts are located in high-poverty areas, such as sparsely
populated rural areas or densely populated, low-income urban centers. Food
deserts most often develop when major supermarket chains either relocate out
of these areas or simply refrain from building stores there in the first place.
Major food retailer chains tend to limit their store locations to wealthier urban
or suburban neighborhoods. This means that those who live in high-poverty
areas often also live miles away from the fresh meats, dairy products, and
produce available at supermarkets. Residents of these areas who do not have
cars are thus forced to travel long distances on public transportation to do their
grocery shopping, or else they are limited to the food available at local
convenience stores and gas stations. These types of food retailers often only sell
packaged, processed foods that offer little nutritional value.
Furthermore, fast food restaurants are disproportionately concentrated
in low-income areas; recent estimates suggest that those living in the poorest
areas of a city experience 2.5 times more exposure to fast food restaurants than
the wealthiest inhabitants of the city. Because individuals who live in food
deserts tend to get their meals from fast food restaurants or convenience stores,
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they often suffer from a variety of health issues. Research has found that
individuals who live in low-income neighborhoods are much more likely to
develop problems with obesity, diabetes, and hypertension than those who live
in more affluent neighborhoods.
A solution to the problem of food deserts seems obvious: more
supermarkets should be built in low-income neighborhoods. The problem with
this solution, of course, is that it is difficult to lure supermarket chains into poor
areas. Because poorer people have less money to spend on food, supermarket
chains do not consider them to be attractive customers. One way that the
government can help to offset this issue is by offering tax breaks or other
incentives for supermarkets in low-income areas. In 2010, the Obama
administration implemented the Healthy Food Financing program, which is a
set of initiatives designed to help bring grocery stores into areas currently
designated as food deserts.
While this federal program is a commendable effort to improve lowincome residents’ access to healthy food, local initiatives often have a stronger
and more immediate impact. Community gardens, independent food stores, coops, and farmers’ markets are all examples of local initiatives that can
substitute for or supplement the opening of a major chain supermarket. Despite
the time, dedication, and funds required for community members to initiate
such programs, these efforts can be incredibly beneficial, not only in providing
people with access to healthier foods, but also in instilling a sense of community
in the residents of these neighborhoods.
What is the main idea of the text? (5 running Sentences) (2 Marks)
Give a title for the text. (1 Mark)
What is the purpose of the writer? (5 running Sentences) (2 Marks)
List the ideas of the text. (5 Marks)
What is the most interesting idea you find in the text? (10 Marks)
Summarize the text then translate your summary into Arabic. (10 Marks)
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