UL National Center for Assessment in Higher Education SAE tandardized est (ota SAM Konno =1A1@] A Guide for Students First Edition Neonr ecu eee cs marae geo Peecen ecu ueal center for assessment in higher education, 2012 King Fahd National Library Cataloging in-Publication Data National center for assessment in higher education STEP (standarized test of English proficiency). / National center for assessment in higher education ~ Riyadh, 2022 ISBN: 978 - 603 - 00 - 9839 - 2 2- English language - study and teaching 2- English language - study and teaching - Arab students Title 805 de 1433 / 3679 L.D. no. 1433 / 3679 ISBN: 978 - 603 - 00 - 9839 - 2introduction ‘The National Center for Assessment in Higher Education (NCA) publishes materials introducing and explaining the various tests the Center produces. Often the publications include: + abrief pamphlet directed to educators and administrators explaining the approach of a particular test, how it was developed, some suggestions as to how the test could be useful and providing some statistical information regarding validity, reliability, etc. + a booklet intended to briefly familiarize those who are planning to take the test, giving some examples of the domains covered, the types of questions used and familiarizing the future test- ‘taker with the general format and lay-out of the test. A third and more ambitious publication accompanying the NCA tests may include an in-depth survey ofthe types of questions the test-taker will find as well as a guide to reviewing the type of material that ‘may be presented on the test. The Center presents STEP, A Guide for Students to fil that role. Although necessarily brief compared to the voluminous material regarding the English language, it stil attempts to systematically cover the major elements of the English language that are most likely to play a role in a STEP test. In conjunction with the test-takers prior study and use of English, we hope it can serve as a useful review and renewal of not only the points examined in the test but also to an invigorated motivation and delight in the very process of learning, In order to give the test-taker a real eel’ for the STEP test, the Study Guide presents two model tests that are based on the actual formatting and presentation of a real STEP test, even utilizing the same ‘general wording for the instructions. An answer key is provided at the end of each of the model tests. NCA offers this Study Guide with the hope that it ill enable test-takers tobe comfortable and confident in approaching STEP and lessen test anxiety that sometimes plays a negative role in the taking of standardized tests, ‘The Center wishes to express gratitude to the many people who have contributed to the production of this Study Guide. Their time, their energy and their expertise have undoubtedly improved the Usefulness and quality of this offering. To enumerate some of those who have contributed, we must ‘mention the item writers and item reviewers; those who read and revised and then re-read the versions that have resulted in this publication —both individual reviewers and those sitting in review committees; the Graphics Department of the Center whose sharp eyes and expertise drew attention to points that otherwise would have been overlooked; to outside consultants who were called upon to read, review and offer suggestions for revisions during the various stages of this publication. Dr. Abdulrahman H. al-Shamrani Department of Language Testing 49 March 2012&% Contents Model Test 2 with answer key : Contents Page | Part One: Walking through the STEP exam 5 | PareTwo: A Brief Review of English Structure 33 | Verbs ea + Helping 40 + Modal 49 Nouns 53 Pronouns 57 Adjectives 59 Adverbs 63 Prepositions 65 Conjunctions 68 Interjections 2 Punctuation 4 References/Study Aids 76 Part Three: Appendix 79 Model Test 2 with answer key : 80, Pa rt One Walking through the STEP examipa I: The Four Components of STEP Background Based on growing international needs for the English language, several academic and non-academic institutions have approached the i calling forthe development of an English test that could test the proficiency of their applicants. Consequently the Center formed a Committee consisting of specialists in the fields of English and psychological measurement. The Committee looked first into available international, regional and local test experiences and practices. It also Visited and consulted institutions specialized in standardized language testing. After an elaborate survey the Committee reached a conclusion on the need and formation of the test. What is STEP? STEP is an acronym for Standardized Test of English Proficiency. It is designed in an objective and unbiased manner to test a person's level of proficiency in the use of English. The test is made up of the following four components: a, Reading Comprehension (RC - 40%), 2. Structure (ST—30%), 3. Listening Comprehension (LC - 20%), 4. Compositional Analysis (CA- 10%). The Committee chose these four components and their respective weights after consultation and research into the approach of both regional and international bodies responsible for the production of similar English tests and feedback provided by national organizations requesting such a test. These values may be altered at a later date depending on statistical analysis. It should be added that STEP is uniquely designed by English language professors and experts native to the region and therefore knowledgeable of the abilities and the needs locally. This drastically lowers the possibility of cultural and social bias and provides a more appropriate tool for objective assessment. Goals The test shall be used to fulfill the following specific goals: + Academic admission to the English Departments at Universities or Colleges. + Academic exemption from certain courses. + Issuing reports of general English proficiency for applicants. pee ao Cetin:Who should take the test? + Students entering college. + Students seeking a course waiver. + Students entering a graduate studies program. + Teachers pursuing certification + Individuals pursuing employment in the private sector. Test Formation The actual STEP test has 100 questions distributed among the four components previously mentioned With additional time allotted for non-scorable trial questions and instructions, the total test time is 3 hours Some General Advice Although there is a tendency for students to ‘cram’ for a test, this is not advisable. In fact, some students are tempted to stay up ‘studying’ to the point of losing sleep and perhaps not paying attention to eating properly. Begin your preparation for taking any test well ahead of time. Spend a previously allotted amount of time on focused and active study. Take breaks to renew your energy and concentration. Time set aside for an appropriate amount of sleep and nutritious meals should be seen as part of your preparation.©) Part 1: The Four Components of STEP Seale Ss ee } Part 1: Reading Comprehension Reading comprehension comprises 40% of the items ona STEP test. Afteramedium length reading passage or in some cases a short reading passage (sometimes only one sentence), the test-taker is asked to respond to multiple choice questions that involve several reading skills in relation to the reading passage: 1, Word Meaning, Reading to Perform a Task. Demonstrating General Understanding. Developing an Interpretation Examining Content. eR 1. Word Meaning The test-taker has to select the choice closest in meaning to the word as itis in its context. In other words, 2 word can have several meanings, but the target meaning is the one that harmonizes with the context. The word star, for example, can have several different meanings depending on context. We might have a reading about a three-star general; the reading may be about a star student or it may be about a star in a movie. Idiomatically, it may be used to describe the experience immediately following a heavy blow to the head, as in'seeing stars.’ Each one of those usages of star has a different meaning. However, if the passage is clearly about the sky, then the word star will not mean any of those things. Rather, it will refer to the bright objects we can see in the sky at night. Look at the following example of a word meaning question: Example: A fake friend and a shadow attend only while the sun shines. The word fake in the above saying is closest in meaning to counterfeit B. authentic C. similar D. duplicate For this question, the meaning of the sentence paints a picture that provides a clue to the meaning of the word. When the sun is shining (when the weather is good), | have a shadow. When the sun is gone behind some clouds or itis raining, | do not have @ shadow. A fake friend is one who is with me when things are going well/-like when the sunis shining. As soon as things are not going well, such a friend is no longer with me like when my shadow disappears as soon as the sun is behind clouds. In other words, he or she isnot a true friend, but a false or fake friend. Choice (A) is therefore the closest in meaning. @ Eee aed2. Reading to Perform a Task First use skimming and scanning techniques to search for information in the reading passage or material given. Confirm answers then by reading the passage thoroughly. Charts, schedules, directions, recipes, forms, maps, or graphs may at times be the type of reading from which information must be gathered. Some questions of this nature may ask students to reach logical conclusions or inferences based on information given. Example questions on the Table of Contents (see following page): 1. Which chapter in this book is the longest? A. Chapter 2 B. Chapter 3 (Chapters D. Chapter 7 2. Where can | find the Index and Glossary in this book? A. After the Study Guide B. Before ‘Current Studies’. C. Inthe 7th chapter. @Frthe ‘end of the book. 3. Which chapter most likely includes information on Arabic language structure? A. Chapter 4 Bycrerters C. Chapter 6 D. Chapter7 4. Where would you expecttto find examples contrasting two different languages, showing similarities and dissimilarities? A. Chapter B. Chapter 2 Evpapter D. Chapter 6 5. Inwhat chapter would you expect to find a discussion on meaning? Cofhepter 2 B. Chapter 3 C. Chapters D. Chapter 6 6. What subject does this book deal with? @y General Lingusitics B. Psycholinguistics C. Sociolinguistics D. Neurolinguistics (answer key at bottom of next page )©) part 1: The Four Components of STEP Fundamental Studies in Linguistics Roger Cartinion, Susan Mulligan Table of Contents Introduction Study Guide Chaptera Understanding the Basics of Language Chapter 2 Early Linguistic Research Chapter 3 The Concept of Language Families Chapter 4 Comparative Linguistics Chapter 5 Focus on Semitic Language Structures Chapter 6 | The Role of Semantics Chapter7 Current Studies Index and Glossary a 37 43 7 88 answer key3. Demonstrating General Understanding Some ways that test-takers may be asked to show a general understanding of a passage may include: 1. Responding to questions that relate to statements in the passage. 2. Identifying the topic of a passage or a paragraph in the passage. 3. Recalling the correct sequence of events or cause and effect relationships, ‘4. Identifying important details given in the passage and perhaps indicate similarities andjor differences. 5. Indicating the words or concepts that a referent refers to. 4. Developing an Interpretation. To develop an interpretation, the test-taker must look beyond what is explicitly stated in a passage and show a more complete understanding of what was read. Questions of this nature would include: 1. Identifying implicit cause and effect relationships. 2. Predicting probable future outcomes or actions. 3, Drawing conclusions based on specific facts and/or events in the passage. 5. Examining Content Examining content and structure requires students to critically analyze and evaluate the passage. Such questions require the studentsto consider the passage objectively, and evaluateits quality and effectiveness. Test-takers may be asked to 2. Draw conclusions about the motivation or purpose for writing a passage; 2. Identify whether portions of the passage are facts or opinions Examples of points 3, 4, and 5 will be seen in the questions to the following reading passage©) parti: The Four Components of STEP 6. Some Practical Advice A few very practical things to notice that will always be found on the STEP test for a reading passage: & The lines in the passage itself are not numbered. Rather than numbering the lines, the paragraphs themselves are numbered. B. The format uses a tworline break to indicate a new paragraph rather than indentation. C. Some words or phrases in the passage may be in bold letters. When you read the passage and come across such bolded words, you can be sure that there will be a question directly relating to them. Most likely it will be a word meaning question. D. Asa general rule, reading passages are not given a title on the STEP test. Sometimes, though not always, you may be asked to select what you thinks the best ttle fora passage E. Questions follow the paragraphs of a passage in sequence. F. Questions that ask for a title or the general meaning of a passage are always the last questions about that passage. As you turn your attention to a reading passage, one approach or method that may work well for you is to use the questions that follow the passage as a guide for an initial scanning of the passage. As mentioned above, the questions are arranged so that they follow the material in the passage. The first question will most likely deal in some way with the first paragraph. Of course, in some cases there may not be a question regarding the material in the first paragraph — the first question may be about something in the second Paragraph. In any case, the questions track through the material in the passage sequentially. By scanning along through the passage using the questions as a guide you may be able to find some of the answers in a time-saving manner. If you follow this suggestion, you will come across some questions that you may not be able to answer simply by skimming or scanning the passage. Skip such questions and save them for a more careful reading of the passage. Don't forget to go back and make sure you have answered all the questions. The last questions for a particular reading passage will be the questions that may call upon you to identify the general topic of the whole reading, choose atitle or select what you thinkis the main idea of the passage. Such questions, of course, require a grasp of the meaning of the passage taken as a whole. After your initial scanning and then going back to re-read the passage for the answers not easily found quickly, you will have become familiar with the passage. Stil, you may well find that you will need to read through the passage again before choosing the best answer for such a question_7. Sample Reading Passage and Questions Passage 2) 3) 4) 6) How many things can you see in the night sky? A lot! On a clear night you might see the moon, some planets, and thousands of sparkling stars. You can see even more with a telescope. You might see stars where before you only saw dark space. You might see that many stars look larger than others. You might see that some stars that look white are really red or blue. With bigger and bigger telescopes you can see more and more objects in the sky. And you can see those objects in more and more detall. But scientists believe there are some things in the sky that we will never see. We won't see them with the biggest telescope in the world, on the clearest night of the year. That's because they're invisible. They're the mysterious dead stars called black holes You might find it hard to imagine that stars die. After all, our Sun is a star. Year after year we see it up in the sky, burning brightly, giving us heat and light. The Sun certainly doesn't seem to be getting old or weak. But stars do burn out and die after billions of years. ‘As the gases of a star burn, they give off light and heat. But when the gas runs out, the star stops burning and begins to die. As the star cools, the outer layers of the star pull in toward the center. The star squashes into a smaller and smaller ball. If the star was very small to begin with, the star ends up as a cold, dark ball called a black dwarf. If the star was very big, it keeps squashing inward untilit’s packed together tighter than anything in the universe Imagine if the Earth were crushed until it was the size of a tiny marble. That's how tightly this dead star, a black hole, is packed. What pulls the star in toward its center with such power? It’s the same force that pulls you down when you jump — the force called gravity. A black hole is so tightly packed that its gravity sucks in everything — even light. The light from a black hole can never come back to your eyes. That's why you see nothing but blackness. So the next time you stare up at the night sky, remember: there’s more in the sky than meets the eye! Scattered in the silent darkness are black holes — the great mystery of space.() Part I: The Four Components of STEP Questions 2. What can bigjer‘telescopes see? A. Hidden planets, B. Dark spaces. C. Larger sparkles. (@yprtherbosies. Answer 2: Itis not possible to see hidden planets, even with a telescope, so (A) is not correct. Dark spaces remain dark spaces even if they are seen through a telescope, so (B) is not correct. Stars sparkle, but it isn't exactly accurate to say that we can see larger sparkles with the help of telescope, so (C) isnot correct. That leaves us with (D) as the correct choice. Paragraph (2) says that with a telescope we can see more and more objects. Objects are bodies in the sky. 2. According to paragraph (2), which of the following is NOT true about black holes? A, They are mysterious. B. They are invisible. C. They are dead. Cathey are big. Answer 2: Only one of the 4 possible choicesis NOT mentioned in the passage. By the process of elimination as we scan the paragraph, we can conclude that only (D) is not mentioned, so it is the correct answer. 3. What does paragraph (3) say about our Sun? A. Itis nota star. B. itis almost dead. C. It gives light but not heat. Dewi burn out and die. ‘Answer 3: Paragraph (3) states that our Sun is in fact a star that gives us light and heat, so choices (A) and (C) are not correct. Our sun will like all stars, eventually burn out and die ~ but this will not happen for a long long long time. Since that is true, choice (D) is correct and choice (B) is not correct. 4. The word squashing in paragraph (4) is closest in meaning to which of the following? A. hitting (8) shrinking . rotating D. breaking Answer 4: From the immediate context of the word (which appears as squashing and also squashes in this paragraph), we are led to (B) as the correct answer. It is stated in this paragraph that ‘the outer layers of the star pull in toward the center’ and ‘the star squashes into 2 smaller and smaller ball! which is shrinking.5. According to paragraph (4), why does a star gives off light and heat? A, Because it reflects light. E_Because it burns its own fuel C. Because of its mirrorlike surface. D. Because of the high temperature of space. Answer 5; Moons and planets reflect light, not stars; choice (A) is not correct. Probably (B) is the correct answer, but we should see if (C) or (D) may be more accurate. Choice (C) doesn’t make sense because a mirror-like surface would be useful for reflecting light and choice (D), the temperature of space, isn’t mentioned anywhere in the passage. Choice (B), as we suspected, is the correct answer. The paragraph states that light and heat from a star are the result of the burning of its gases. Gases are therefore the ‘fuel’ of the star which generate light and heat. 6. According to paragraph (4), what causes a star to die? “fos fuel is depleted. B. It collides with other stars. C. Itexplodes outward. D. Itages too much. ‘Answer 6: According to paragraph (4), when a stars gases are gone, it stops burning and dies. Choice (A) is therefore the correct answer. It does not become a black hole because of colliding with other stars (B) or because of exploding (C). It dies simply because there is no fuel left. There is no particular age for it to become tao old as in choice (0). 7. The word marble in paragraph (5) is closest in meaning to: A. asmall vehicle. B. a tiny insect. C. asmall building D 2polished rock, Answer 7: This question asks us to show that we understand what a marble is. if we are uncertain, we may move in the direction of thinking that size (tiny, small) has to be part of defining what itis. If we think like that, we may well go for (A), (B), or (C). However a marble is not a vehicle, an insect or a building. From paragraph (4) we get the strongest clue for the meaning of marble whenitis said that The star squashes into a smaller and smaller ball’. A ball is not a vehicle, an insect, or a small building. By process of elimination, the correct answer is (D).OO 2 Part I: The Four Components of STEP 8. Why are black holes invisible according to paragraph (5)? APhey do no allow light to escape. B. They are very tightly packed. C. They are too full of gravity, D. They are extremely powerful Answer 8: According to paragraph (5), black holes are very tightly packed, as in choice (B) and therefore have an extremely forceful gravity. It is not correct to say that they are “ull! of gravity as in choice (C) Choice (0) is to an extent true; black holes are very powerful. Perhaps better to say the force of gravity 's very powerful. In fact, so powerful that everything, including light, is sucked in. Thus choice (A) is the correct answer. Light cannot escape because of the strong force of gravity and without light, we cannot see them. 9. Whatis the best title for this passage? A, Black Holes: Energy and Age B. Black Holes: Gravity and Size (2Bblack Holes: Reality and Mystery D. Black Holes: Stars and Telescopes Answer g: By the process of elimination, the best title is choice (C). Part of each of the choices seems at first to be tempting for atitle: energy, gravity, telescopes are all talked about in the paragraph. But the reality and mystery of black holes best fits the averall tone of the passage Part 2: Structure This component makes up 30% of the STEP test. It calls on the test-taker to choose the correct response on the grounds of correct grammar. An incorrect choice may seem possible, but will result in a construction or meaning that is not appropriate. The grammar points under consideration may be: * verb tense (including irregular verb forms, the conditional, passive/active voice, reported speech, and modals) + subject/verb agreement. * correct use of adjectives, adverbs, definite/indefinite articles, prepositions, clauses/phrases, gerunds/ infinitives, count and non-count nouns. In other words, the test-taker may be asked to decide a response according to a wide range of grammar points.Clues that may help you decide which word or words to choose may be: + Grammatical relationships consistent with the grammar found in the sentence. + Logical relationships may provide a clue to help determine the correct answer. + Ifa question has two blanks, make certain that the answer you choose fits both blanks. Sometimes the answer for one of the blanks may be correct, but the answer offered for the other blank is not. + Logic also must be considered for the word or words that complete a sentence with two blanks. + Some questions may seem to have two answers that are both correct. Give careful consideration in such cases to shades of meaning that indicate which one is the best choice and therefore the correct answer Structure Examples: Look at the following examples: 2. Kamal is one of his four brothers A.tallest B. taller Detalles D. the taller Answer a: The superlative, choice (C), is the only possibility for this blank. Choice (A) does not have the necessary article. Choices (B) and (D) are both wrong. 2. Khalid: Would you like coffee or tea? Yusuf: A. No, with alittle sugar yes, tea please C. Justa little, thank you D. No, I'll have coffee. Answer 2: This isa short dialogue in which Khalid offers Yusuf something to drink-- coffee or tea. He expects Yusuf to choose between the two or say that he doesn’t want either one. Choice (B) is the only correct possibility Yusuf accepts the offer of something to drink and chooses only one of the two drinks offered Choices (A) and (C) aren't logical.parti: The Four Components of STEP 3. _____ three Khalids in my English class last year. A. There had been 8. There have been ©)There were D. There was Answer 3: This sentence uses the there is/there are format: the subject of the sentence is actually ‘three Khalids’. Since the subject is plural, the verb must also be plural. The words ‘last year’ at the end of the sentence mean that we must use the simple past to indicate a situation that is over and done with. Only choice (C) can be correct. Choice (A) is not correct since *had been’ is used in a situation where two events happen in the past, one before the other. Choice (B) is wrong because it uses the present perfect, indicating an activity that may yet be repeated. Choice (D) is wrong because there is no subject/verb agreement. Miriam bought an antique necklace, A. for her sister B. to her sister's COfrer sister D. her sister's Answer 4:The correct choice is (C). Both (B) and (D) are clearly wrong. Ifthe indefinite article ‘an’ were not present in the sentence [an antique necklace], choice (D) would be possible grammatically. Choice (A) is wrong because of word order: it would be correct if placed at the end of the sentence. 5 always crowded at the mall on the weekend. A. He's B. They're “Cts D. We're: Answer 5: Only choice (C) is correct. The impersonal ‘itis necessary. Pere enePart 3: Compositional Analysis These questions make up 10% of the Standardized Test of English Proficiency (STEP). They require the test- taker to choose the best written form within the context presented in that question. The best response may depend upon capitalization, punctuation, the use of correct word order at the sentence level, the correct placement of information depending on the organization of a paragraph or, as you will see in the examples below, questions that ask the test-taker to identify a structure or wording that is INCORRECT. The use of signal words like but, and, or, however, since, because, until, as a result, on the other hand, never, usually, sometimes and always give valuable clues that can lead to the best logical choice for the particular contextofanitem. Such wordsestablish either contrasting information or similarinformationormayindicate 2 sequential relationship dependent on time order or cause-and-effect relationship. Determining the kind of relationship will enable the test-taker to know which of the choices offered best fits that relationship. Look at these examples: 2. Which of the following sentences has the correct word order? ‘A. Actually the Japanese nor the Chinese neither, unless they have lived in the West for a while, care for cheese sandwiches, B. Unless in the West they have lived for a while, neither the Japanese nor the Chinese care actually for cheese sandwiches. C. Neither the Chinese care for cheese sandwiches actually nor the Japanese unless they have lived in the West for a while, ep ither the Chinese nor the Japanese actually care for cheese sandwiches unless they have lived in the West for a while. Answer a: The best choice is (0). All other choices offer a word order that is foreign to English usage. The entire focus of this question is on word order.©iparti: The Four Components of STEP 2. Inwhich of the following sentences is all punctuation correct? “Dafter he took the exam, he checked his notes to see if he had answered the hardest questions correctly. He's pretty confident that he did well, although he's uncertain about the geography questions on Africa. Be “After; he took the exam he checked his notes to see if he had answered the hardest questions correctly: he's pretty confident that he did well although he's uncertain about the geography questions on Africa >& Fier he took the exam he checked his notes, to see if he had answered the hardest questions correctly; he's pretty confident that he did well, although he's uncertain about the geography questions on Africa. Cae he took the exam, he checked his notes to see if he had answered the hardest questions Correctly. He's pretty confident that he did well although, he's uncertain about the geography questions on Africa. Answer 2: Unlike the question before, the entire focus here is on punctuation. The correct choice is (A). The following two items require the test-taker to choose the underlined word or phrase that is INCORRECT. There is no need to make the correction. With such questions, you need to recognize the ONE choice that is NOT grammatical. When items like this appear in the actual test, the test-taker will see the following instruction box: Instructions Identify the incorrect underlined word or words and mark your response on your an- swer sheet. 3. Several students were confused about the new assignment until they meet with the teacher after class. Now they seem to understand. A. Several B. were confused Cottget D. seem Answer 3: The best approach for finding the incorrect word or words in questions like this is to read the sentence to the end and take note of each of the underlined choices as they appear. In following this procedure, you will discover that choice (C) is the one that is incorrect. The problem is tense: meet should be inthe simple past to be consistent with the verb were. Choices (A), (B), and (D) are all grammatically correct. Make sure you read the last choice. It is always important to look at all the choices to be certain that you have found the ONE that is incorrect. Test of English Proficiency4. The teacher instructed the students to be at time for class tomorrow or else stay late. A instructed B. to be Cattime D. stay ‘Answer 4: Using the same strategy as the previous question, we see that choice (C) is incorrect. The correct idiomatic expression is on time. In case of uncertainty, the only possible question might be whether or not choice (D) should use the full infinitive form. However, itis a parallel construction with to be in which case the word to can be dropped. 5. Which of the choices below will allow the following 2 sentences to be combined into 1 sentence only? He withdrew from mathematics and switched to medicine. His focus changed. A.so that because C.then D. after that Answer §: Only choice (B) is correct. It shows a cause/effect relationship: the second sentence is the cause ‘and the first sentence is the effect. Choice (A) would turn the cause/effect relationship upside down. Both choices (C) and (0) indicate a time relationship which is not workable in combining these two sentences. 6. Muhammad: Have you seen my flash disk? | think | left it here yesterday. Jarallah: Is that the one last week? A. who you bought EaWhich you bought C. that you bought it D. which you bought it Answer6: The correct choice is (B) because it uses the relative pronoun which without the incorrect use of the pronoun it. Choice (C) would also be correct if the pronoun it were not included since thats interchangeable with which for objects.IT EEE _ So part I: The Four Components of STEP Part 4: Listening Comprehension In the Listening Comprehension section, you will hear dialogues followed by questions that relate to the dialogues. Some dialogues are shorter than others. Here you see that the first dialogue is short and has. only 2.questions whereas the second dialogue is considerably longer and has 9 questions. The questions that relate to each dialogue follow immediately after you have heard that dialogue. Each dialogue will be referred to on your answer sheet as a recording number. Thus the (2) questions that refer to the first dialogue will appear under Recording Number 2 and the (9) questions that refer to the second dialogue will appear on the answer sheet under Recording Number 2. You may want to make notes as you listen to the dialogues to help you remember a point of information or some detail, but don’t take so many notes that you lose your focus in the actual task of listening. Your notes are for your own understanding, so there is no need to try to write in complete sentences or to pay attention to grammar, spelling or neatness. IMPORTANT: You will hear each dialogue one time only. You will hear each question one time only Mark your responses as you go; don’t leave anythir e When you are taking the actual STEP test, you will NOT see the printed dialogue OR the questions. You will only see the possible answers: A, B, C, D. ‘After each question, some time is given for you to make your response. You cannot review or return to the questions of a previous dialogue, so respond to all the questions relating to a dialogue in the time allowed. Do not leave questions unanswered before moving on; unanswered questions will be marked as wrong, You can listen to the dialogues and questions in this section on the CD with this book or by going to the recording available on the Qiyas website ( www.qivas.ora ).FIRST DIALOGUE Recording Number 1 Yusuf: Wow, Sultan, you look wasted! Are you sick or something? Sultan: No. I'm OK, just tired is ll. I've been burning the midnight oil for a week now to get myself ready for finals. 2. What does Yusuf mean when he tells Sultan that he ‘looks wasted’? A, That Sultan isn't using his time well. 7 B. That Sultan isn’t using his money well. \Ghe speaker is surprised at Sultan's appearance. D. The speaker wants to give Sultan some medical advice ‘Answer: Even ifwe don’treally understand what Yusuf means, we can easily guess by the question he asks. mediately afterwards: Are you sick or something? With this very strong clue, we know that Yusuf doesn’t .ean anything about time or money as in (A) and (8). Neither does Yusuf want to give Sultan some medical ice as in (D). The correct answer is (C), he is surprised at how Sultan looks... 2. What does Sultan mean when he says, I've been burning the midnight oil? ‘A. He has been sleeping a lot. B, He doesn’t have electricity in his room, C. He is low on oil and needs a lot more. (Ge has been studying all night long nnswer 2: Yusuf uses this phrase to explain to Sultan why he looks the way he does. As he says, he has been .dying for his final exams, so (A) is not correct. Both (8) and (C) have nothing to do with the meaning of ring the midnight oil. Itis an idiomatic expression that Yusuf uses to explain that he has been studying II night. He looks bad because he hasn't had any sleep: (D) is the correct choice.—_ EE & Part I: The Four Components of STEP SECOND DIALOGUE Agent: Car owner: Agent: Car owner: Agent: Car owner: Agent: Car owner: Agent: Car owner: Agent: Car owner: Agent: Car owner: Agent: Car owner Agent: Car owner: Agent: Car owner: Recording Number 2 When was the last time we serviced your car? Well, I'm not sure of the date, but | think it was for the 30,000 kilometer check-up. Your cars the Sonata model, right? No, it’s an Accent. Wow, you're kind of tall for an Accent! Any special problems oris this a regular check-up? ‘Well, I want the 40,000 kilometer check-up, but it's been heating up. In fact, I think it was last Monday that the heat gauge got all the way up into the red zone. Do you check the fluids periodically? No, but I did after it cooled down. Had to add about a liter of water. Hmmmmm. Let's look atit..... Isee you've had some accidents Just some fender-benders. I'm not worried about any body work, but | would like to have the seat belt on the driver's side fixed. It doesn't re-wind itself anymore. (pause...) On second thought, just leave the seat belt as it is. | want to keep the bill low. We can replace it if you change your mind. Let's go back inside...(pause)... Please have a seat. (...sound of paper shuffling...) Here'sa list of everything we check at 40,000 kilometers. If there is anything else you want checked, let me know. (...pause...) No, this seems fine. Will you call me when the car is ready? Sure we will. | have a different phone number now because I changed jobs. What's your new contact number ~ your mobile would be best. 0563334972. Can you tell me when it will be ready? Itdepends. By the way, do you want us to call you if we see that the charge will be more than SR 2099. Oh gosh...yes, please. Do you think itll be ready by Thursday? Itshould be. If you call to check on things, any agent can tell you if it's ready. Just be sure to give whoever answers the work order number. Great. Thanks a lot. er daneOty J daze MZ zoU0 {tis probably wise to make some notes for a longer dialogue like this one. Since you will see only the answer choices in your test bdoklet, you will not be certain which dialogues are the longer ones. However, a clue ‘that you can use is to notice how many questions are related to each dialogue. In any case, there is no harm ‘in making a note of information from even avery very short dialogue. The only harm in your note-taking can ‘come from focusing on writing so much information that you miss some parts of the dialogue. Remember :0 keep your sharpest and most important focus on the dialogue itself. 3. When was the car owner at the Service Center the last time? A, For the 13,000-kilometer check-up. E£For the 30,000-kilometer check-up. C. For the 14,000-kilometer check-up. D. For the 40,000-kilometer check-up. swer 3: This kind of information about numbers is good to make note of while listening. It may not something you need to remember, but then again it might be. When listening, the problem here is inguishing between 23/30 or 14/40. The correct answer is (B). He was at the service center the last time ‘the 30,000 kilo check-up. 4. Why is the agent surprised when he sees that the customer has an Accent and not a Sonata? Because the customer is: A. kind of small. (Bind of tall C. kind of bulky. D. kind of thin ier 4: The agent assumes that the customer has the bigger model of Hyundai, a Sonata, because he that the customer is a big guy. We hear him say in the dialogue that he (the customer) is kind of tall an Accent, one of the smallest compact cars that Hyundai makes. The agent does not mean that the mer is small, as in choice (A), but rather that he is tall to be driving an Accent. The correct answer is re (B). = What kind of problem has the car owner had recently? THe car got very hot. B. The seat belt is dented. C. The caris too small D. The heat gauge is broken. ler 5: The correct response here is (A). Seeing the word ‘heat’ in (D) may make it a tempting choice, ‘there is no problem with the heat gauge. The customer later mentions a problem with the seat belt, but ‘ells the agent to leave it. Regarding (C), the agent may think the car is too small for the tall customer, ‘apparently the customer doesn't. Thus we are left only with (A) which we already have seen to be the ct response.©) part 1: The Four Components of STEP 6. How often does the car owner check the fluids? He checks the fluids: A. often, maybe daily. B. maybe periodically. C. seldom or never. © only when it gets hot. Answer 6: In response to the agent's question about how often he checks the car fluids and in particular the water in the radiator, the customer indicates that he does not usually check the fluids at all, but he did on the day that the car overheated. Thus the only correct response for this question is (D) 7. Why do you think the car owner decided NOT to have the seat belt fixed? Because it © @Rill cost too much B, will be too old. C. wasn't out of order. D. was broken again. Answer 7: Finding the correct answer involves understanding the customer's statement that he wants “to keep the bill low”. There is no information in the dialogue to make us think that the seat belt is too old as in answer (B). Choice (C) can’t be the correct response because the owner indicates that it doesn't re-wind itself: tis out of order. Choice (D) doesn’t make any sense with the information given in the dialogue. That leaves us with choice (A). 8. Why does the car owner have a different phone number now? Because he: A. changed his record. B. hasa different car. Oras a different job. D. changed his house. . Answer 8: The car owner mentions that he has a different phone number now, so he wants to make sure that the agent can call him at the right number. In other words, he wants the agent to change the phone number in the record. Thus, choice (A) cannot be correct. The record needs to be changed; it hasn't been done yet as (A) would imply. Nor does the car owner say anything at all about having a different car, so choice (B) is not correct. He does explicitly say in the dialogue that he has a different phone number now because he has a different job, so choice (C) is the correct response. What about choice (D)? If he has a different job, then he might well live in a different house or apartment. But nothing is said about that. We don't know from the information we hear in the dialogue. Standardized Test of English Proficienc tee eang. When will the car be ready for the customer? EFrobably by Thursday. B. If possible, before Thursday. C. When he pays the bill. D. When he phones them. Answer g: Only choice (A) is correct. The agent responds ‘it should be’ to the customer's question as to whether the car will be ready by Thursday. Of course, he will have to pay the bill — but the car will probably be ready by Thursday. 20. Why would the Service Center call the customer before the car is ready? If the repair will cost: ‘A. around SR 2,000. B. less than SR 2,000. go more than SR 2,000. D. exactly SR 2,000. ‘Answer ao: The agent asks the customer if the Service Center should phone him to authorize the repair ‘work if it costs more than SR 2,000, so only choice (C) is correct. We can assume that the repair work will proceed without the Service Center calling the customer if the bill is not going to be higher than SR 2,000. 21. If the car owner calls to check on his car, what information should he give? ‘A. His mobile number. GpThe work order number C. The agent’s number. D. His new employer. .nswer 22: The agent tells the customer that if he, the customer, phones to check on his car, he should give the work order number, so choice (B) is correct, Nothing is said in the dialogue that would make choices (A) 1 (D) correct. There is no need to ask for the agent’s number as in choice (C). In fact, the agent may not /en have a number. If he does, we hear nothing about it in the dialogue.©) part: The Four Components of STEP Trial Answer Sheet for Listening Questions Instructions Listen carefully to the recording and then answer the questions. For each question, choose the best answer and mark it on your answer sheet, Recording Number 1 2) ‘A. That Sultan isn’t using his time well. B. That Sultan isn’t using his money well C. The speaker is surprised at Sultan's appearance. D.. The speaker wants to give Sultan some medical advice. ‘A. He has been sleeping a lot. B. He doesn’t have electricity in his room. C. He is low on oil and needs a lot more. D. He has been studying all night long.Recording Number 2 3) A. For the 3,000 kilometer check-up. C. Forthe 14,000 kilometer check-up. 4) Because the customer is: A. kind of small. C. kind of bulky. 5) A, The car got very hot. C. The caris too small 6) He checks the fluids: A. often, maybe daily. C, seldom or never. D Because it: A. will cost too much. C. wasn't out of order. 8) Because he: A. changed his record. C. has a different job. B. For the 30,000 kilometer check-up. D. For the 40,000 kilometer check-up. B. kind of tall. D. kind of thin, » . The seat belt is dented. D. The heat gauge is broken. 2 . maybe periodically D. only when it gets hot. B. will be too old. D. was broken again. B. has different car. . changed his house.©) part: The Four Components of STEP 9) A. Probably by Thursday. B. Ifpossible, before Thursday. C. When he pays the bill. D. When he phones them. 20) If the repair will cost A. around SR 2,000. B. less than SR 2,000. . more than SR 2,000. D. exactly SR 2,000. a) A. His mobile number. B. The work order number. C. The agent's number. D. His new employer. Stop! End of Section.KEY to correct answersPa rt Two ~~ A Brief Review of English StructurePart II: A Brief Review of English Structure Asan aid and guide in your preparation for taking the Standardized Test of English Proficiency (STEP), we offer the following material. Obviously, this cannot be other than a cursory overview focused on structure. However, this guide can help you identify your areas of weakness and allow you to better prepare for the STEP exam As you already know, it is possible to master the rules for proper grammatical use and even the bulk of the exceptions and still not be at ease in the actual use of the language. However, we feel that this kind of overview can trigger and freshen the knowledge and ability you have acquired in the use of English. ‘The format for this brief review will branch out from the eight basic categories for words: verbs, nouns, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections, This will afford a very brief summary, hopefully touching on areas that will stimulate your acquired ability for the use of English and lead you to your own resources (books, webpages, etc.) fora more in depth investigation. Words are the building blacks that enable Us to express’oUrselves, whether in English or Arabic. At the same time, learning a language is more than memorizing lists of vocabulary words. The basics of how to combine words with one another provide the possibility of communication. Thus, the categories for words (or parts of speech) and how to combine them are key to the development of fluency. ‘And what is fluency? At heart, it simply means the ability to communicate a thought, an idea, a plan, an intention ‘ora desire n'a way thats understood byiothers, The structure is important, but the correct structure is secondary to successful communication. Often native speakers break some of the most elementary structure rules of language. In fact, they may not even be aware of the rules. However, for the one who is learning a second or third language, the goal, ideally, is to utilize the correct structures in the process of communicating. Later, once this has been mastered, going outside or beyond structure may be a prerogative called upon unconsciously to further enhance communication. For the moment, however, our concern is for proper usage, correct structure, and mastery of the rules, ‘The traditional categories for words (or parts of speech) are eight in number. Some of these categories are subdivided into other categories. In this overview, we will touch on some of those possibilities within the traditional classification, but maintain the eight classifications as follows: Pee ee. Verbs suchas: be, have, do, work, go, study, travel, eat, play, can, swim, understand. Nouns suchas: man, city, language, country, door, house, school, mouse, computer, love, fear, determination, faith. Adjectives such as: seven, big, new, black, expensive, ancient, tired. (The definite article the and the indefinite article a take the adjectival position.) . Adverbs such as: loudly, well, often, clearly, quietly, exactly, very. Pronouns such as: you, ours, some, my, her, himself, they. Prepositions such as: at, in, on, from, under, with, beyond, as, during. . Conjunctions such as: and, but, although, since, thus, in order to, as long as. Interjections such as: ah, dear, er, um, well, ouch, oh, wow, huh. the end of thisreview you will find listing of some websites that you may find helpful. From the websites fen you may also find many other helpful sites. ce you have completed your review, you may proceed and take the practice tests provided in this book.part: a Brief Review of English Structure 1. Verbs Verbs are words that express action (Khalid and Muhammad play football.) orfelate'a state of being (Khalid and Muhammad are happy.). Verbs have various forms to express different tenses. Roughly speaking, tense can be thought of as time: past, present or future along with variations within those three dimensions. However, it is important to keep in mind that the idea of time as ed i mar does ni correlate with clock time. Simple Present Tense The present tense in its simple form is used to express an action that is RabitUal. For example: Khalid and Muhammad play footballion weekends. Although this is called the simple present tense, it may not be something that Khalid and Muhammad are doing right now, the immediate present. It is something they are in the \ds. They may be in class now and therefore not Playing football at this very moment --or it may be the weekend, but itis late at night and they are sleeping. The present tense is also used to express objective facts. For example: The sun rig in the east. Itis always true. Thisis simply how the sun operates and itis a scientific fact. The simple present used in this way means that something was trueiinithe'pastistrueiin the presentyand willbe true in the future: THIRD PERSON -s One of the difficulties in using this tense is that in only one instance the verb adds an 4 at the end. This is very simple, but thatiin fact makes it much easier to forget. This happens only in the 3rd person singular (he, she, it), ninth 3 person pra they). Simple Past Tense The simple past is used when an action has stopped; it is something that happened before now and it is finished. It happened at a particular time; it began and ended in the past. ‘Averbinithe'simple pastndsin=ed. Thatis the situation for most verbs in English. They are called regular ‘verbs. Muhammad and Khalid played football last Thursday. Often there are additional words that indicate that the action or state of being referred to is over and done with. In the sentence above, the words last. Thursday st. Other examples of words that indicate past tense are: yesterday, (two days) ago, etc. 2There are some verbs that do not follow this rule. They have different forms in the simple past that must simply be memorized. Since they do not follow the regular rule for forming the simple past, they are called irregular verbs. Although there are quite a few irregular verbs, about 150 or so are in common use and easy to master simply by memorization and repeated usage. For example, write is an irregular verb that does not add an-ed to form the simple past tense form. Instead there are usually internal changes of the vowel and sometimes some other letters also: write / wrote, teach / taught, fall /fell, stand / stood. In the case of bite /bit the only change is removing the silent ~e for the simple past tense form. A few irregular verbs don't change at all: put /put, hit /hit and quit /quit, for example. Future Tense The words used to refer to futre'timelin English areynot strictly peeking a future tense. The construction ‘that is commonly referred to as the future tense is the simple form of the main verb preceded by the word will. The form of the word will never changes for person or number; it remains the same for all persons, Making statements: Simple Present Simple Past (Simple Future)*** ike coffee. She likes coffee. Khalid likes coffee. Sarah likes coffee. You like coffee. They like coffee. Khalid and Sarah like coffee. | ate a sandwich. He ate a sandwich. Khalid ate a sandwich. Sarah ate a sandwich. You ate a sandwich. They ate a sandwich Khalid and Sarah ate a sandwich | will study tomorrow. She will study tomorrow. Khalid will study tomorrow. Sarah will study tomorrow. You will study tomorrow. They will study tomorrow. Khalid and Sarah will study tomorrow, ++ The simple future can also be expressed with beigoing to. There is no change in the form of, be must agree with the subject (singular or plural) and the person (ast person, 2nd person, 3rd person). am going to study tomorrow. She is going to study tomorrow. Khalid is going to study tomorrow. Sarah is going to study tomorrow. They are going to study tomorrow. Khalid and Sarah are going to study tomorrow.0 Part II: A Brief Review of English Structure To form a question with all verbs in the simple present and simple past tenses (except BE and the MODALS), a form of the verb DO becomes necessery. DO is also used in short responses to yes/no questions and in the Simple Present (do/does for 3rd person singuler only) Khalid plays football every evening, Does Khalid play football every evening? (simple form for main verb) Yes, he does. He plays football every evening. No he doesn't. He doesn't play football every evening. Simple Past (did for all persons) Khalid played football yesterday. Did Khalid play football yesterday? Yes, he did. He played football yesterday, No, he didn’t He didn't play football yesterday. Making questions: (simple form for main verb) (simple form for main verb) (simple form for main verb) Simple Present Simple Past (Simple Future) Do like coffee? Does she like coffee? Does Khalid like coffee? Does Sarah like coffee? Do you like coffee? Do they like coffee? Do Khalid and Sarah like coffee? Did | eat a sandwich? Did he eat a sandwich? Did Khalid eat a sandwich? Did Sarah eat a sandwich? Did you eat a sandwich? Did they eat 2 sandwich? Did Khalid and Sarah eat a sandwich? Will study tomorrow? Will she study tomorrow? Will Khalid study tomorrow? Sarah study tomorrow? you study tomorrow? Will they study tomorrow? Will Khalid and Sarah study tomorrow? helping verb is needed; the be will simply be placed in front of the subject. (Exemples: Are they happy? Is hea student?) . Ifa sentence has Word order changes in order to make a question. The first word will be the helping verb which always comes before the subject. In the . In the Simple Pastitis did. In the case of the (Simple Future), the modal : be as a main verb, noMaking negative statements: Simple Present Simple Past (Simple Future) Ido not*** like coffee. She does not** like coffee. Khalid does not** like coffee. Sarah does not** like coffee. You donot *** like coffee They do not*** like coffee. Khalid and Sarah donot*** like coffee. | did not eat a sandwich, He did not eat a sandwich. Khalid did not eat a sandwich. Sarah did not eat a sandwich. You did not eat a sandwich. They did noteat a sandwich. Khalid and Sarah didnot eat a sandwich. | will not** study tomorrow. She will not study tomorrow. Khalid will not study tomorrow. Sarah will not study tomorrow. You will not study tomorrow. They will not study tomorrow. Khalid and Sarah will not study tomorrow. did not = didn’t *ewill not = won't the chart above, note that there is no change in the main verb in the Simple Present and the (Simple ture). However, in the Simple Past the main verb is in its simple form — which looks exactly like its simple esent tense form without the third person singular -s ending. The verb did, the simple past form of do, ‘ows the past tense in negation. Negation is indicated by placing not immediately after the helping ver’ din front of the main verb. The not can be joined with the helping verb to make contractions. Example: | do not like coffee. | don't like coffee.HELPING VERBS €@ Part II: A Brief Review of English Structure All tenses other than the simple present tense, simple past tense and the so-called future tense must have verbs to assist or help the main verb. As already seen, the main verb in the so-called simple future needs some help from the verb will.*** These verbs are usually called helping verbs. They are: be; have, and do. * «Will is also called a modal. This will be discussed later. Making statements: __BE as the main (only) verb ina sentence. Look at the following charts to see how the verb BE is used when it is the main verb: Khalid is happy now. Sarah is happy now. You are happy now. They are happy now. Khalid and Sarah are happy now. Khalid was happy yesterday. Sarah was happy yesterday. You were happy yesterday. They were happy yesterday. Khalid and Sarah were happy yesterday. Simple Present Simple Past (Simple Future) lam happy now. Iwas happy yesterday. || will be happy tomorrow. She is happy now. He was happy yesterday. She will be happy tomorrow. Khalid will be happy tomorrow. Sarah will be happy tomorrow. You will be happy tomorrow. They will be happy tomorrow. Khalid and Sarah will be happy tomorrow. Making questions: Simple Present Simple Past (Simple Future) Am | happy now? Is she happy now? Is Khalid happy now? Is Sarah happy now? Are you happy now? Are they happy now? Are Khalid and Sarah happy now? Was | happy yesterday? Was he happy yesterday? Was Khalid happy yesterday? Was Sarah happy yesterday? Were you happy yesterday? Were they happy yesterday? Were Khalid and Sarah happy yesterday? Will | be happy tomorrow? Will she be happy tomorrow? Will Khalid be happy tomorrow? Will Sarah be happy tomorrow? Will you be happy tomorrow? Will they be happy tomorrow? Will Khalid and Sarah be happy tomorrow?+in Wh questions, the -Wh word comes first, then BE, then the subject: Where are younow? What is his name? Where were you yesterday? Who wrote that book? Where will you be tomorrow? When is she coming? laking negative statements: Simple Present Negation Simple Past Negation (Simple Future) Negation Jam not" happy now. She is not** happy now. Khalid is not** happy now. Sarah is not** happy now. ‘You are not* happy now. They are not* happy now. halid and Sarah are not* eppy now. Iwas not* happy yesterday. Hewas not* happy yesterday. Khalid was not* happy yesterday. Sarah was not* happy yesterday. You were not** happy yesterday. They were not** happy yesterday. Khalid and Sarah were not** happy yesterday. Iwill not* be happy tomorrow. She will not* be happy tomorrow. Khalid will not* be happy tomorrow. Sarah will not* be happy tomorrow. You will not* be happy tomorrow. They will not* be happy tomorrow. Khalid and Sarah will not* be happy tomorrow. * am notis never contracted is not = isn’t * are not = aren't * was not = wasn’t 4+ were not = weren't * will not = won't 1@ verb BE is also a helping verb in the continuous tenses. Remember: BE always agrees with the subject in tense and number (is, am, are; was, were ) whether itis the main verb ora helping verb in the present, past, and future continuous tenses. Ina yes/no question, BE always comes first followed by the subject - both as the main verb and as a helping verb in the present and past continuous tenses, na -Wh question, the -Wh word is first, then BE, then the subject — both as the main verb and as a helping verb in the present and past continuous tenses. Ina negative statement, the word not comes immediately after BE — both as the main verb and as a helping verb in the present, past, and future continuous tenses. Ina negative statement, BE and not are often written and spoken as contractions, whether BE is the main verb or a helping verb in the present, past, and future continuous tenses. In the present, past and future continuous tenses, BE must stand with the ~ing form of the verb. (See the examples in the box on the following page.parti: a Brief Review of English Structure Present Continuous SOMETHING IS HAPPENING NOW (RIGHT NOW) Khalid and Muhammad are playing football, Mustafa is studying. Past Continuous*** SOMETHING WAS HAPPENING (ATA PARTICULAR TIME IN THE PAST) Khalid and Muhammad were playing football Thursday evening Mustafa was studying Thursday evening. Future Continuous SOMETHING WILL HAPPEN (ATA PARTICULAR TIME IN THE FUTURE) Khalid and Muhammad will be playing football next Thursday evening, Mustafa will be studying next Thursday evening. “The past continuous often indicates or implies a second past action which interrupted the action in question. The second past action (or interrupting action) isin the simple past tense: Saleh was eating when the phone rang. (use of when with simple past) While Saleh was eating, the phone rang. (use of while with past continuous) In this example, the phone rang (the 2nd or interrupting action, thus in the simple past) during the time that Saleh was eating, Interrupting past action vs. Sequential past action Itis important to note that some verbs are not usually used in the continuous tenses. These are verbs that indicate @ quick action not thought of as having duration. In such cases, both verbs may be in the simple past. He started the car and drove away. It would be incorrect to say, He was starting his car and drove away. Of course, there can be two actions, both completed in the past, but neither action being an interrupting action; rather the two (or more) actions may happen in sequence: Saleh ate his dinner, did his homework, and went to bed.Stative verbs express ‘existing state’, not action or activity There are also some verbs that are not used in any of the continuous tenses. They are often called stative verbs and relate to the senses, emotions, or states of being rather than activity or actions. Some of the most common are: think, believe, know, want, need, like, hate, fear, hear. However, some of these stative verbs can be used in such a way as to indicate action: think have, taste, smell, see, feel) forexample. If they indicate action, then of course they can be used in the continuous tenses. Look at a couple examples here: || think he isa kind man. (existing state) Lam thinking about my father. (activity) This rose smells good. (existing state) Salehis smelling therose. (activity) Question Formation yes/no questions -Wh questions Continuous Is Mustafa studying? ‘Where is Mustafa studying? Past Continuous Were they playing football Why were they playing yesterday? football yesterday? Future Continuous Will they be playing football Where will they be playing tomorrow? football tomorrow? a hen BE is used as a helping verb, a statement is made negative in the same way; that is, by adding the rd not after the form of BE which is then followed by the ~ing form of the main verb in the continuous nses. Look at the examples in the chart: Negation Present Continuous Khalid and Muhammad aren't (are not) playing volleyball. Mustafa isn’t is not) sleeping right now. Past Continuous Khalid and Muhammad weren't (were not) playing volleyball yesterday. Mustafa wasn’t (was not) sleeping in class yesterday.Part II: A Brief Review of English Structure Future Continuous Khalid and Muhammad won't (will not) be playing football tomorrow. Mustafa won't (will not) be sleeping in class tomorrow. HAVE The verb have is necessary in the formation of the perfect tenses (along with will for the future perfect) The perfect tenses are used to place one event or action before another. One action preceded another. The main verb in the perfect tenses is the third form (past participle) and the helping verb have agrees with the subject in tense and number. Present Perfect SOMETHING HAPPENED: At an unspecified time before now; the exact time is not important. Ihave already eaten, ‘Several times before now (repetition); the exact time is not important. Sarah has eaten in this restaurant many times. Began in the past and continues to the present (used with for or since), They have not eaten in this restaurant for 3 months. (for + a duration of time) ‘We have not eaten in this restaurant since last year. (since + a particular time) Past Perfect TWO EVENTS, BOTH INTHE PAST: event ast completed bef vent in the past. Khalid had eaten his meal when Muhammad entered the restaurant. Future Perfect TWO EVENTS, BOTH IN THE FUTURE: One ev i my re another it (or time) in the futur: He will have finished his homework by the time he goes to bed.*** They will have finished their homework by bedtime. She will have finished her homework by 8:00. ¥"* Note that the simple present (in the phrase by the time he goes to bed) is used in this sentence to express an event in the future. As previously mentioned, tense does not always correspond to clock or calendar time. oS Ser eae aioe eeeQuestion Formation yes/no questions -Wh questions Present Perfect Has he eaten his breakfast? Where has he been all day? Past Perfect Had he finished his homework Where had be been before he before he slept? went to Africa? Future Perfect Will she have finished the project How far will he have driven by by tomorrow? this time next week? .uestion formation follows the rule: inverted word order for yes/no questions. That means that the have] i helping verb will take the first position and the subject the second position followed then by the past rticiple form of the main verb in the present perfect and past perfect tenses. Negation Present Perfect The children haven't eaten their vegetables. She hasn't finished her homework. Past Perfect Sarah and Miriam hadn’t completed the test when the teacher collected them. Mustafa hadn't missed a class until yesterday. Future Perfect My mother won't have had time to prepare the meal, so maybe we can help her. They won't have left by now, so we can still visit with them.part A Brief Review of English Structure Negation likewise follows the same pattern we have seen before: the word not is inserted immediately after the helping verb — in this case, the correct form of have. As previously seen, the not often forms 2 contraction with the helping verb: have not = haven't had not = hadn't has not = hasn't will not = won't Inthe present perfect continuous tense, have / has is used along with been and the main verb with an ing ending (the present participle form). In the past perfect progressive tense, the form is the same except that. have is used in its unchanging past tense form, had. The future perfect progressive is formed by will have been plus the present participle form of the main verb Present Perfect Continuous CONTINUATION OF AN ACTION FROM THE PAST TO THE PRESENT They have been studying for their exams all week. (DURATION OF AN ACTION FROM THE PAST TO THE PRESENT She has been studying in the library since 8:00 this morning. Past Perfect Continuous CONTINUATION OF PAST ACTION IN RELATION TO A 2"° PAST ACTION Khalid’s hair was wet when he got home because he had been swimming DURATION OF PAST ACTION IN RELATION TO A 2"° PAST ACTION She had been waiting for an hour before the doctor arrived. Future Perfect Continuous DURATION OF FUTURE ACTION IN RELATION TO A 2° TIME OR ACTION They will have been relaxing on the beach for a week by this time next month. He will have been teaching for 20 years at the end of this year. eenQuestion Formation yes/no questions -Wh questions Present Perfect Continuous Has he been studying for the Why has she been studying in the exam all week? library since 8:00 this morning? Past Perfect Continuous Had she been waiting for the Why had he been swimming with doctor all morning? his shoes on? Future Perfect Con- tinuous Will she have been waiting for us How long will he have been all this time? speaking by the time we arrive? estion formation follows the same pattern in the perfect continuous tenses: the first position in a yes/ question will be the helping verb followed by the subject; immediately after the subject will be the past rticiple of BE (been) which will always be followed finally by the ~ing form of the main verb.: Present Perfect Continuous: Question Helping verb (present) + subject + been + -ing form of the main verb, Past Perfect Continuous: Question Helping verb (past) + subject + been + -ing form of the main verb. Future Perfect Continuous: Question Will + subject + helping verb (present) + been + -ing form of the main verb For -Wh questions the -Wh word precedes the patterns given above._ iiiiiiniiiiil parti: a Brief Review of English Structure Negation The children haven't been eating their vegetables this week She hasn‘t been working on her assignment. Past Perfect Continuous Sarah and Miriam hadn't been reading the newspapers at all last summer. Mustafa hadn’t been attending any of his classes. Future Perfect Continuous My mother won't have been sleeping long if | call her right now. | Present Perfect Continuous | They won't have been enjoying themselves in this freezing winter weather. Negation follows the pattern of placing the word not after the helping verb. The examples in the box abo Use not in its contracted form. Se EyeieetrsModal Verbs Modals are unique verbs. The most common modals are: can, could - will, would— may, might — shall, should - must, ought to. following tables show some possible meanings of the most common modals listed above. They can be ed to express a multitude of meanings that are best acquired by the familiarity gained by usage. Extensive eading, interaction with native English speakers as well as non-native English speakers, listening to English language radio, watching English language television programs and films and using the Internet in English 2 all some ways to acquire a comfortable sense of the scope of modal usage —as well as a broader general fency in English. Can and could express ability, possibility, and permission. e can speak 3 languages. (ability) team can win the football match. (possiblility) e teacher said we can go home early today. (permission) may come into the office now. (permission) ght be the best example. (possi all (Should) we go to Venezuela on our next vacation? (advisability) eryone should be careful crossing streets. (obligation) e quests ought to be arriving soon. (expectation) jou should see Khalid, give him my regards. (chance) octors must do their best to help their patients. (obligation)eaeEeEeEeEeEeEy07_eEeOCO nnnnemenintttiteteneaene meen parti: A Brief Review of English Structure | ‘WilpraWoul Wpressagreerert Salew GRE Shdinmtaions | They will be here early in the morning. (agreement) Would you please pass the salt? (request) Would you like to come for dinner tomorrow? (invitation / offer) QUESTION FORMATION WITH MODAL VERBS Will he bring his notes for us to study? (yes-no question) Modal + subject + simple verb When will he bring his notes for us to study? (-Wh question) -Wh word + modal + subject + simple verb NEGATION WITH MODAL VERBS, Negation with modal verbs = adding the word not after the modal. He can't come today. They shouldn’t* smoke so much She might not understand what he said. Khalid and Muhammad wouldn't* let me play football with them. *The word not usually joins the modal that precedes it to form a contraction, with some exceptions: cannot =can't might not = usually not contracted could not = couldn't ought not = usually not contracted will not = won't have to = doesn't have to / don’t have to would not = wouldn’t shall not = never contracted should not = shouldn't ‘may not = never contracted must not = mustn't (very rare) had better = never contracted shall is seldom if ever used in American English 2Verb forms with IF: Conditional Sentences Conditional sentences consist of 2 clauses: théleonditional clause, often called theifielause, and the result ise Basically, there are 3 different conditionals as shown in the following box: Meaning of the Verb form in the Verb form in the | “IE CLAUSE” “IE CLAUSE” “RESULT CLAUSE” True in the EapeEERe simple present + presentifuture simple future eae imple past jould + simple infiniti 2 present / future eee ny eee ae 3. Untrue inthe past past perfect would have + past part ++ Chart and following information adapted from Understanding and Using English Grammar by Azar. Examples: Form 2: if don't eat a snack at night, 'm not able to sleep well. If oilis mixed with water, it floats. If finish my project next week, | will take a small vacation. Form 2: If my parents were here right now, there would be no problem. Hf Lwere a teacher, | would give a lot of homework. *** Form 3: If! had seen the problem beforehand, | would have done something about it. If he had been our teacher, we would have had a lot of homework. +** Were is used for all persons in the simple past in the conditional. Was is sometimes used by native speakers with |, he, she, it. However, itis considered to be very very informal if acceptable at all.parti: A Brief Review of English Structure Verb forms following WISH Wish indicates that the speaker wants reality to be different. Verb forms are similar to the forms used in the conditional. WISH is followed by a noun clause. The word that can be used or left out. Awish about the present: I don’t know French. I wish (that) | knew French, He can't understand me. wish (that) he could understand me. Itis very cold right now. Iwish (that) it weren't cold right now. Awish about the past: Samir didn’t come. wish (that) Samir had come. They sold the last one. wish (that) they hadn't sold the last one. Awish about the future: Khalid can't come tomorrow. | wish (that) Khalid could come tomorrow. He isn’t going to be there. Iwish (that) he were going to be there. Using WOULD to make wishes about the future. The speaker wants something to happen in the future. The wish may or may not come true. Examples Samir is supposed to call me. | wish the phone would ring. (I want the phone to ring.) There is a sandstorm. | wish it would stop. (I want the sandstorm to stop.) Using ... WISHYOU WOULD to make a request. Examples We are going shopping tonight. We wish you would come with us. They don't understand the homework. They wish you would explain it to them.4 2. NOUNS Nouns are words that name things: car, window, person, school, teacher. All of the examples mentioned are concrete abjects that can be pointed to, touched, seen, felt. However, many nouns do not refer to concrete objects. For exemple, a person cannot touch or point to or taste something like love, hate, joy, war, peace, expansion, memory. Sometimes @ word is a noun in one sentence, but in another sentence @ verb. For example: My sons love football. (verb) They also have a strong love for basketball. (noun) In the first sentence, love is a verb. Inthe econd sentence, love is a noun. levertheless, in spite of the complications mentioned, we can define a noun asa word that names a person, lace, or thing —as long as we keep in mind that nouns give names to objective material realities as well as jective non-material (abstract) realities jouns are not subject to as many changes in form as verbs. Nouns can be singular or plural ifthey are count uns. Some nouns are non-count and have only one form, never taking the ending that marks a plural un, Singular / Plural -Count Nouns unt nouns are for things that can be counted. | can have one or I can have ten of whatever it is. For imple, car, house, pen, horse, school, teacher, student, coin, table. singular count noun cannot appear alone in a sentence. It always has at least one other word like a/the/ (Ithis in front of it. Jama student. ‘That table is beautiful. My teacher has good experience. He saw the horse run away. her words may also appear in front of a noun: That large wooden table is beautiful. (A noun and the words that modify or explain something about the noun are called noun phrases.) oS€@ Part II: A Brief Review of English Structure ‘When a count noun is inthe plural, it can stand alone in a sentence or it may have other words in front of it Houses in the Gulf are often made of stone. Those large expensive houses were built last year. The plural noun is formed by adding -s ores at the end of the word. student students car cars table tables watch watches, class classes General quantities of a count noun can be indicated by the use of: many, a few, a lot of*, and some*: The market has alot of apples, but only a few bananas. Many questions on the final exam were difficult Some watches are very expensive. In questions, the word any* is used with count nouns. Do you have any questions about the test tomorrow? * a lot of, some and any can be used with both count and non-count nouns. Non-Count Nouns Non-count nouns are things (or substances) that cannot be divided into separate units. We cannot "count" ‘them without somehow packaging them. For example, we cannot count "milk", We can count “bottles of milk" or Mitres of milk", but we cannot count "milk" itself. Here are some more uncountable nouns: music (but we can count songs) art (but we can count paintings) furniture (but we can count chairs and sofas) oil (but we can count barrels of oil) (but we can count dollars, riyals, yen, etc.) money Non-count nouns are grammatically singular. In a sentence, the verb for a non-count noun therefore remains in the singular.The indefinite article (a/an)annotbe used with;non-count nouns, but the definitearticle(the) canbe. The indefinite article implies one of something that can be more than oné; the definite article does not. To indicate quantity, the words some*, much, a lot oft, a little are used. For example: Bill Gates has alot of money. There isn’t much milk left in this carton. Khalid has some™antique furniture in his sitting room. Jonly want alittle rice In questions or in the negative, any* can be used with non-count nouns: | don't have ally money left Do you have any bread? * alot of, some and any can be used with both count and non-count nouns. ‘Some nouns can be both count and non-count, depending on context. Look at the examples: Countable Uncountable There are two hairs in my coffee! hair | Idon't have much hair. There are two lights in our bedroom. light | Close the curtain. There's too much light! it's difficult to work when there i h Shhhhh! | thought | heard a noise. noise oe Se noise Have you got a paper to read? sper IWant to draw a picture. Have you got (enewspaper) EE some paper? Our house has seven rooms. room __| Isthere room for me to sit here? We had a great time at the party. time | Have you got time fora coffee? Macbeth is one of Shakespeare's greatest works. work | Ihave no money. Ineed work! ‘aken from: http: nglishetu! llearn-en€@ Part II: A Brief Review of English Structure Possessive Nouns Possession can be shown by using an ofphrase: Thelfathir of the boy, for example. But the usual way to show possession (the boy's father) is by adding [-'s] at the end for singular or simply [-"]after the -s for plural ‘or a noun that already ends in an-s. The singular or plural nature of the possessive is determined by the noun itself. Singular Possessive That boy's father is moving to Dubai next month. That boy's brothers are moving to Dubai next month. fa name already ends in an-s, we can add the apostrophe and add anothers or use the apostrophe alone —without adding another -s. Charles’ father is coming fora visit. Charles's father is coming fora visit. Plural Possessive The boys’ father will send them to visit their grandparents in Buraidah. With a noun that already ends in an -s to indicate the plural, we only add the apostrophe. Those boys’ parents are moving to Dubai next month. Irregular plural nouns use the [-'s] ending to show possession. The children’s toys are all over the floor.= 3. PRONOUNS ‘A pronoun is a word that can be used in place of a noun. By using pronouns, we don’t have to constantly repeat the noun again and again. Pronouns are among the few wordsin English that display "case" according to their function in the sentence. Their function can be: + assubject + asobject + toshow possession of something ‘The following table shows the different forms for personal pronouns: person/count subject object possessive reflexive singular i me mine myself 2 singular you you yours yourself he him his himself 3"singular she her hers herself it it its ___itself x plural we us ours ourselves 2” plural you you yours yourselves 3° plural they them theirs themselves Possessive pronouns and possessive adjectives | Possessive adjectives are immediately followed by the noun that they modify. Possessive pronouns stand alone, so to speak. They do not modify a noun. person/count subject object singular mine my (house) 2° singular ‘yours ‘your . : his (..) is 3singular se her. its*(..) x plural ours our.) 2” plural ‘yours your...) 3° plural theirs their(...)0 Part II: A Brief Review of English Structure * Sometimes a possessive adjective and a contraction are so similar that they can cause confusion. Look at this chart: |___ possessive adjectives contractions its (belonging to it) its your (belonging to you) you’re = you are their (belonging to them) theyre = they are whose (belong to whom) who's = who is Relative / Interrogative Pronouns ‘These pronouns are used in questions and in adjective clauses. subject object possessive who whom whose whoever whomever which which that that | what what Examples: She likes homework. — subject pronoun The teacher gave me some homework. — object pronoun This homework is yours. ~ possessive pronoun 2. Khalid and I are happy to be here today. (subject, therefore NOT Khalid and me) 2. The books were given to Khalid and me. (object, therefore NOT Khalid and |) Khalid did the homework himself. —reflexive pronoun The cat drank all of its milk. — possessive pronoun The teacher corrected our homework. — possessive adjective It’s very hot today. — contraction for: Itis very hot today. I thanked the woman who helped me. ~ relative pronoun as subject, The people whom we visited yesterday are very nice. ~ relative pronoun as object The book that | read last week was excellent. — relative pronoun as object What is the answer to the question? --interrogative pronoun as subject Khalid and | or Khalid and me? In the first sentence, Khalid and I are subjects, so the pronoun (I) is in the subjective case to show its function. However, in the second sentence, Khalid and me are objects. The pronoun must take the objective case (me) to show its function. ieee!Ms 4. ADJECTIVES ‘An adjective is a word that tells us more about a noun, a pronoun or a noun phrase. We can say that adjectives modify or qualify nouns. In our understanding of adjectives, we will include in this summary the definite article, the, and also the indefinite article, a /an, since they limit the noun ~eitheras definite (the) or ind@finite (alan). These always appear at the head of any other words that modify a noun. Itis impossible for both the definite article and the indefinite article to modify the same noun. ‘An adjective can come in front of a noun: Khalid is an excellent student. Adjectives can follow some verbs, especially the verb BE: However, his brother is lazy. Words that are not classified as adjectives can act as adjectives: I broke my coffee mug. (coffee = a noun acting as an adjective) They listen to the news broadcast every day. (news =a noun acting as an adjective) The soup is steaming hot (steaming = present participle acting as an adjective) Married men provide for their families. (married = a past participle acting as an adjective)@ Part II: A Brief Review of English Structure sh Adjective order Since there can be several adjectives in a row, the usual order of their appearance is as follows: 2. One category of the following determiners usually come first: articles (a / an [indefinite], or the [definite] never both) demonstratives (this, that...) quantifiers (some, any, a few, many, all [of] the...) numbers (one, two, three...) ‘the first position for a modifier can be empty 2. Followed by adjectives of opinion: nice, lovely, beautiful... 3. Followed by adjectives of fact: size, age, shape, color, material, origin. That lovely red table weighs a ton. That lovely, big, red table weighs a ton. That lovely, big, round, red table weighs a ton. That lovely, big, new, round, red, marble table weighs a ton. That lovely, big, new, round, red, marble Chinese table weighs a ton. Comparative Adjectives When we compare two things to see how they may be different, we use comparative adjectives to describe: the differences. Comparative adjectives are used when comparing only 2 things— not 3 or 4 or more. One or both of the 2 things being compared may be a group. The important thing is that comparative adjectives are not used for anything larger than 2, whether individual or group. ‘The Oxford English Dictionary is bigger than any other dictionary Dictionaries are usually thicker than other books. The word ‘than’ usvally follows the adjective, but not always. Venus is smaller than the Earth. Venus is closer to the Sun. There are two possible forms for the comparative adjective:——E_ Short Adjectives x-sylllable adjectives as well as 2-syllable adjectives that end in -y simply add an-er. --If the word already ends in an -e, then only an -ris added. (late = later) Ifthe word ends in a consonant-vowel-consonant, double the last consonant. (big = bigger) --If the word ends in -y, change it to ~i and then add -er. (happy = happier) Long Adjectives 2-syllable adjectives not ending in-y (modern, pleasant) andall adjectives of 3 or more syllables (expensive, intellectual) remain unchanged and are preceded by the word more. Long adjectives are also normally followed by the word than. J often find a quiet evening at home more pleasant than going out. His shoes are much more expensive than mine. There are some exceptions that should be noted: -With some 2-syllable adjectives, we can use either the short or long adjective forms. quiet = quieter than or more quiet than clever = cleverer than or more clever than narrow = narrower than or more narrow than simple = simpler than or more simple than -A few adjectives have irregular forms that must simply be memorized: good = better well = better (referring to health) bad =worse far= farther /further©@ Part II: A Brief Review of English Structure Superlative Adjectives Superlative adjectives express the highest or most extreme degree or quality of 1 thing in a group of 3 or more things. The word the precedes the superlative adjective. Mt. Everest is the highest mountain in the world. China, Russia and India are big countries, but China is the biggest. Khalid is 1.76 m, Ghazi is 2.82 m, and Naif isa. m. Naifis the tallest. Like the comparative, there are two possible forms for the superlative adjective. Short Adjectives 1-sylllable adjectives and 2-syllable adjectives that end in-y simply add an -est --IF the word already ends in ane, then only an -st is added. (late =the latest) ~If the word ends in a consonant-vowel-consonant, double the last consonant. (big = the biggest) IF the word ends in -y, change it to—i and then add -est. (happy = the happiest) Long Adjectives 2-syllable adjectives not ending in-y (modern, pleasant) and all adjectives of 3 or more syllables (expensive intellectual) remain unchanged and are preceded by the words the most. Khalid is the most pleasant student in the class. His chemistry book was the most expensive book he had to buy There are some exceptions that should be noted: ~-With some 2-syllable adjectives, we can use either the short or long adjective forms. quiet = the quietest or the most quiet clever = the cleverest or the most clever narrow = the narrowest or the most narrow simple = the simplest or the most simple ~-A few adjectives have irregular forms that must simply be memorized: good = the best bad = the worst far = the furthest or the farthest5, ADVERBS ‘An adverb is a word that explains the action or intensity of another word, often a verb. For example: The man ran quickly. An adverb can modify an adjective: Khalid is really intelligent. An adverb can modify other adverbs: That artist paints very well. An adverb can also modify an entire sentence: Obviously, he speaks Arabic. An adverb can also modify a prepositional phrase: His office is immediately on the left. Adverbs are often formed by adding -ly to an adjective: slow slowly quick quickly interesting interestingly happy happily (the -y becomes an -i before adding the -y) However, itis important to remember that not all words ending in—ly are adverbs. 2. Words referring to time ending in-ly can be adjectives or adverbs: early monthly hourly weekly daily yearly Some adjectives end in -ly and are never adverbs: courtly (manners) elderly (person) lively (party) cowardly (lion) friendly (clerk) lonely (people) deadly (weapons) heavenly (vision) lovely (day) earthly (comfort) leisurely (pace) worldly (wisdom) ‘ome adverbs have no particular form: well, fast, very, never, always, often, still. dverbs have three main positions: Front (before the subject: Now we will study English. Middle (between the subject and the main verb): He seldom takes a nap. End (after the verb or object): We should study adverbs carefully.€@ Part Il: A Brief Review of English Structure | Frequency Adverbs Adverbs of frequency answer the question, “How often?” or “How frequently?” The most common adverbs of frequency are: usually, frequently, often, sometimes, occasionally, rarely, seldom, never. Adverbs of frequency come before the main verb: We sometimes go shopping on Thursdays. He seldom eats at home, ‘She never goes out alone However, adverbs of frequency come after the verb BE as a main verb: They are usually at home in the evening. She is never at home. We are usually together. Occasionally, sometimes, often, frequently and usvally can also go at the beginning or end ofa sentence We go shopping on Monday sometimes. Usually they are at home in the evening. Conjunctive Adverbs Conjunctive adverbs serve as connectors and function like conjunctions. Here is a partial list of such words phrases: also accordingly in conclusion furthermore consequently in contrast however eventually in other words moreover particularly on the other hand nevertheless previously therefore similarly specifically unfortunatley Please look in the section on CONJUNCTIONS (page 68) for further explanation.6. PREPOSITIONS. element in the sentence. nouns. about above across after against along among around as at before behind below beneath beside besides between --pronouns (him, her, they, she, us, mine) ~-proper nouns (Khalid, Sarah, Riyadh, Oman) --noun groups or noun phrases (my older brother, the English class, his new car) --gerunds (swimming, eating, studying) Please note that gerunds are in fact the present participle form of verbs (the —ing form) acting as beyond by despite down during except for from in inside into near of off on onto opposite A preposition is a word that governs or rules a noun and expresses a relationship or link to another word or There is one simple rule about prepositions that has no exceptions: a preposition is always followed by a noun, never bya verb. By noun, the following are included: Of special note: ‘To’ is a very common preposition. ‘To’ is also part of the complete infinitive of a verb (to eat, to study, to run, to walk). When ‘to’ is used in an infinitive, it IS NOT a preposition. He wants to live in London. He went to London last summer. In the first sentence, to live is an infinitive, so ‘to’ in that sentence IS NOT a preposition. In the second sentence, ‘to’ IS a preposition — itis followed by a noun. There are around 150 prepositions in English. The following are some of the most common or most frequent: outside over plus round since than through to toward towards under underneath until up upon with withinpart i: A Brief Review of English Structure POINT ENCLOSED SPACE SURFACE exact / at 6né of many. exact /in one of many. exact /on one of many at the / a corner in the /a garden on the wall onawall at the /a bus stop in Cairo ontheceiling _onaceiling at the / a door inYemen. on the door ona door at the top of the /a page in the /a box onthecover __onacover at the end of the /a road in my [the /a pocket onthefloor ona floor at the /an entrance in my /the/a wallet onthe carpet_ ona carpet atthe /a crossroads in the /a building onthemenu _onamenu at the /an intersection inthe /acar outs Hest e aonastect ontheisland _onanisland Prepositions of Place: at, in, on In general, as seen in the chart above, we use at if we are referring toa POINT in if we are referring to an ENCLOSED SPACE ‘on if we are referring to a SURFACE. Look at these examples: + Khalid is waiting for you at the bus stop. + The shop is at the end of the street. * My plane stopped at Dubai and arrived in London two hours late. + When will you arrive at the office? + Do you workin an office? + Thave a meeting in Sharjah. + Do you live in Japan? + Jupiteris in the Solar System, + The author's name is on the cover of the book. + There are no prices on this menu. + You are standing on my foot. + There was a “no smoking" sign on the wall + Ilive on the 7th floor at 21 Oxford Street in London.Some prepositions are used in ways that may seem strange. Notice the use of the prepositions of place at, in and on in these standard expressions: at in on athome inacar ona bus at work inataxi onatrain at school ina helicopter ona plane atKSU ina boat ona ship at college in an elevator ‘ona bicycle, ona motorbike at the top in the newspaper ‘on @ horse, on an elephant at the bottom in the sky on the radio, on television atthe side ina row on the left, on the right Prepositions of Time: in, on, at We use: at for PRECISE TIME (CLOCK TIME) in for PERIODS OF TIME (DURATION) on for DAYS and DATES PERIODS OF TIME PRECISE TIME DAYS AND DATES (DURATION) at o'clock in May on Sunday at 10:30 am in summer on Tuesdays atnoon in the summer on July 6 at dinnertime in 1990 on October 6, 2010 at bedtime in the 1990s on Eid Day at sunrise inthe next century ‘on National Day at sunset inthe Abbasid Period ‘on my birthday at the moment inthe past/future on New Year's Eve Look at these examples: + [havea meeting at 9 am. + The shop closes at midnight. + Khalid went home at lunchtime. + In England, it often snows in December. + Doyou think we will goto Jupiter in the future? + There should be a lot of progress in the next century. + Doyou work on Mondays? + Her birthday is on the 20" of (..or on November 20") lotice the use of the prepositions of time ( in and on ) in these common expressions:€@ Part Il: A Brief Review of English Structure in on the morning on Tuesday morning in the mornings on Saturday mornings in the afternoon(s) on Sunday afternoon(s) in the evening(s) on Monday evening(s) 7. CONJUNCTIONS Conjunctions are joining words (sometimes called linking words) that bring together two parts ofa sentence 9r groups of words within a sentence. There are 2 kinds of conjunctions: €o6rdinating conjunctions and subordinating conjunctions as well as conjunctive adverbs which also serve as connectors. Coordinating Conjunctions: a $0, yet, The 7 coordinating conjunctions join two parts ofa sentence that are grammatically equal or similar. They can join words within a sentence or they ¢an|join two parts of asentence, They always come between the two words or groups of words that they join A coordinating conjunction joins together words, phrases or clauses that are similar in structure. Khalid and Muhammad are at schoo right now. They usually play football after schoo, but taday they plan to go swimming When a coordinating conjunction joins two clauses, each of those clauses is independent. In other words, if the coordinating conjunction is removed, there will be 2 complete sentences. They usually play football after school, but today they plan to go swimming. They usually play football after school. Today they plan to go swimming. It is always correct to place a comma before’a|coordinating conjunction that joins 2 independent clauses. However, ifthe 2 clauses are short, itis OK to leave out the comma. For example: She is kind, so she helps people. (with a comma) or She is kind so she helps people. (without a comma) _ dardized Test of English Proficiency r ZnWhen the last thing in a list of 3 or more things is j ed to that list by and, the comma should be used between each itemn the list. Itis OK to use the comma before and, but if you want to leave it out, that is OK too. Nasser loves to play football, baseball, tennis, and volleyball. (comma before and) or Nasser loves to play football, baseball, tennis and volleyball. (no comma before and) Subordinating Conjunctions The independent clause is then thought of as the main clause in that sentence. That means it could stand alone as a complete sentence. The ~ subordinate clause is with it. Khalid stayed home from school since he was sick. Khalid stayed home from school. (a complete sentence - the main clause) Since he was sick. (NOT a complete sentence - the dependent clause) He was sick. (a complete sentence if since is removed) There are a lot of subordinating conjunctions. Some of the most common ones are: after, although, as, because, before, how, if, once, since, than, that, though, tll, until, when, where, whether, while. ‘Asubordinating conjunction always comes at the beginning of the dependent clause: Khalid stayed home from school since he was sick. However, the dependent clause can also come before the main clause: Since he was sick, Khalid stayed home from school. ‘As you can see, when the dependent clause comes first, a comma stands at the end of that clause. if the dependent clause follows the main clause then only a full stop at the end of the sentence isneeded.€@ Part I: A Brief Review of English Structure | ; Conjunctive Adverbs Conjunctive adverbs serve as connectors and function lke conjunctions. Here isa patil lst of such words or phrases: accordingly in conclusion particularly also in contrast previously consequently in other words similarly eventually moreover specifically furthermore nevertheless therefore however on the other hand unfortunately Conjunctive adverbs indicate a close relationship between main clauses, but they cannot join main clauses ‘in the Way that coordinating conjunctions can. The clause which is introduced by a conjunctive adverb is usually preceded by a'Semiccolon. If the conjunctive adverb is a long word (more than 4 letters), itis usually followed by a comma Inthe examples below, the first sentence of each pair uses coordinating conjunction. The second sentence of each pair, however, uses a conjunctive adverb: Mariam thought she had lost her mobile, but she found it in her apartment. Mariam thought she had lost her mobile; however, she found it in her apartment. He loves his work, so he is eager to go to his office every morning. He loves his work; therefore, he is eager to go to his office every morning Conjunctive adverbs are not always at the beginning of the clause they belong to; when they are in the middle or at the end, they are set off by commas: Khalid won't be able to arrive on time; Nasser will, however, be on schedule. Khalid won't be able to arrive on time; Nasser will be on schedule, however. Some conjoined sentences with identical elements in the verb phrase can use the conjunctions too or so to join them.~ 7700 /EITHER-SO/NEITHER: Conjoined Sentences | The two statements are j and the duced to the use of ra ing verb instead of repeating the Other information in the sentence that is identical does not need to be repeated. Lookat the examples: Using TOO when the statements are affirmative: prepositional ] conjunction subject verb Too phrase Khalid isstudying | inthe library and I am = too. Using EITHER when the statements are negative: conjunction subject verb object EITHER Khalid didn’tfinish | his homework and 1 dicn’t a either. i } Use DO when the original verb is simple present: prepositional conjunction subject verb Too phrase Khalid studies at KSU and 1 do = to0. Use DID when the original verb is simple past: prepositional conjunction subject verb Too phrase Khalid finished his homework and Hu did a too.More examples + Chifia i in the Far east and Japan is too. + Nasser has been thinking about going to Paris and | have too. €@ Part II: A Brief Review of English Structure + Muhammad would never even think about being rude to his mother and | wouldn't either + Samir isn’t thinking at all about what he'll do this summer and his friends aren't either. + Yasiris hungry and | am too. + Zaid doesn't drink coffee late at night and they don't either. If the words SO (for positive statements) and NEITHERI(for negative statements) are used in conjoined sentences, they follow immediately after the conjunction and the word order of the and clause is inverted Conjunction subject verb otherword(s) | with so (+), verb subject neither (- Khalid is hungry and so am T. Khalid didn’t work | _veryhard | _andneither did L More examples: + China isin the Far East and so is Japan + Nasser has been thinking about going to Paris and so have | + Muhammad would never even think about being rude to his mother and neither would I * Samir isn’t thinking at all about what he'll do this summer and neither are his friends. + Yesiris hungry and so am | Zaid shouldn't drink coffee late at night and neither should they.8. INTERJECTIONS Interjections are short exclamations that have no real grammatical value, They are used more in spoken English but are also found in written English. Often they are not actually real words but rather ‘hesitation devices’ like: uh, er, uh-huh, hmmm, ah, and oh. Some actual words serve as interjections: well, really, honest, of course, ouch. “Often they are expressions of surprise or disappointment or the feeling ofa sudden strong emaotio such cases, they may well be set off by themselves with an exclamation mark. If they are incorporated into a sentence, they are usually set apart by commas. The important thing is to recognize them as outside the normal boundaries of grammar. In Examples: He said that the moon is made of green cheese. Really! Does he think | believe that? If he thinks | believe the moon is made of green cheese, well, he is sorely mistaken! But teacher, | didn’t have time to finish the homework. Honest! But teacher, honest, | didn’t have time to finish the homework.€@ Part II: A Brief Review of English Structure 2 PUNCTUATION There ore disses ig oi cshenvtheeneraton of eptenees og poco sentences audip make their meaning clear: The main use of the full stop or period is to indicate that'a Sentence is finished. A sentence must have both a subject and a verb and express a complete idea. 2. Within a sentence, the comma is used to separate a dependent clase that comes in front of @ main “clause. Since he was not feeling well, Khalid stayed home all last week. Ifthe dependent clause comes after the main clause, a comma is not used. Khalid stayed home all last week since he was not feeling well. 2. Useacomi She was late for the exam, but she finished before all the other students. 3. Acomma is used to séparate three or more items inllist, The comma before the and for the last item is optional. A comma is also used to separate three or more adjectives or adverbs. I bought some coffee, sugar, bananas, apples, and pears at the market. 1 bought some coffee, sugar, bananas, apples and pears at the market. He loves the old, brown, woolen shirt his mother made for him long ago. She always writes quickly, concisely and accurately. 4. Adverbs used as sentence modifiers are set off by one or two commas, depending on their placement in the sentence. Fortunately, he had prepared well for the items covered by the exam. He had prepared well, fortunately, for the items covered by the exam. 5. CAUTION: Do notuse a comma to separate two sentences, Khalid likes to play football, Muhammad prefers to play volleyball. (wrong) Khalid likes to play football. Muhammad prefers to play volleyball. (OK) @The semi-colon can bé used to separate sentences that are grammatically independent but closely linked to Khalid likes English; it is his favorite subject. The colon expands on the sentence that precedes it either with a list or with words of explanation. The sentence that comes before the colon must be grammatically complete. Tihere.aremany reasons for poor written communication: lack of planning, poor grammar, misuse of punctuation marks and insufficient vocabulary. Some writers have difficulty understanding punctuation rules: they think the examples are not clear. APOSTROPHE ‘1 1 mm 9 to mn ow ‘The apostrophe is used to indicate possession: My friend's father just bought a beautiful new car. QUESTION MARK 272 222 22? 72? 722 227 222 22? 272 How happy do you think they are? He's a student in our college, isn’t he? The doctor asked me where | was feeling pain. rlLask my friend when the next plane is supposed to land. EXCLAMATION MARK !1 HE mH IN NH HL ‘An exclamation markis used as end punctuation aftera statement that expressesstrongemotionorfeelings. Ifthe statement were spoken, TTT Don't let me ever hear you say something like that again! Ouch! That hurt! Wow!] Part II: A Brief Review of English Structure References and Study Aids** *AGrammar Toolkit (10)." The American Heritage Book of English Usage: A Practical and Authoritative Guide to Contemporary English [Electronic Version. (1996). http:|www. bartleby.com/64/20. htm! American Psychological Association. “Electronic References.” APA Style.org. (2001) http://www.apastyle.org/elecref.htm| Bryson, Linda. “English Conjunctions.” English Grammar on the Web. (1997). Georgia State University, USA httpywww2.gsu.edu/-wwwesl/egwibryson.htm#list%zosub Other Grammar Papers by ESL Teachers httpulvwwe.gsu.edu/-wwwesl/egwigrlists. htm “Coordination and Subordination.” Learning Support Center, Edmonds Community College, Washington State, USA. Learning Support Center. (2006). http://Isc.edec.edu/Handouts/5--Coordination.php (excellent models to show contrastive use) English Plus. “Grammar Slammer”. The English Plus+ Web Site. (2006). http:/fenglishplus.com/grammaricontents.htm “Grammar, Punctuation, and Spelling.” OWL Online Writing Lab. (2004) Purdue University, Indiana, USA. http://owl.english.purdue.edu/handouts/grammar/ Learn English Network. Learn English: LEO Network. (2007). http://www.learnenglish.de/ Lynch, Jack. Guide to Grammar and Style. (2006). http://andromeda.rutgers.edu/~jlynch/Writing/index.html Revelle Humanities Grammar Handbook. UCSD: Revelle Humanities. University of California, San Diego, Revelle College, USA. (2007). http://humanities.ucsd.edu/writing/grammar/grammarindex.htm! @2StartSpot Mediaworks, Inc. "Grammar Style.” Library Spot. (2007). http://www.tibraryspot.com/grammarstyle.htm, (links to several grammar books and style manuals.) The Writing Centre: HyperGrammar. University of Ottawa. (2007). Canada. http:/wwwarts.uottawa.ca/writcent/hypergrammar/ Weinhold, Kelle. “Conjunctive Adverbs.” The Tongue Untied: A guide to grammar. punctuation and style. (2000). University of Oregon, USA. httpil/grammar.uoregon.edujconjunctions/conjunctive.html http://grammar.voregon.edu/toc.html (homepage for a course in English) FREE ENGLISH STUDY SITES Explore these sites to see how they may be of benefit to you. 2. http:/;www.bbe.co.uk/learing/subjects/english.shtm| 2. http://www_bellenglish.com/ 3. http:/www.english-at-home.com/ 4. http:/www.englishclub.com/learn-english.htm 5. http://www.englishspace.ort.org/ 6. httpilAwww.eflnet.com/2gclid=CO_pkOerjJMCFRKH100dACBtfA 7 8 9 hetp:/Avww.esicafe.com http://www.esigo.com/ http:/www.esigo.comjclasses html ao. http:/www.es-lab.com (especially for listening practice) a1. http:/fhugosite.com/2gclid=CJ7r_LeejJMCFOs|QgodRWPrfw 22, http:/wwwa-language.com/ 33. http://www.learnenglish.de/ 34, http:/;www.tolearnenglish.com/ 35. http://www.usingenglish.com/ 26. http://www.voanews.com/leaningenglish/home/ HIGHLY RECOMMENDED httpywww.edufind.com/english/grammar **The web links included in the references and the study aids were accurate at the time this material was gathered, but in some cases may no longer be accessible, o2& @ Pa rT three@! Model Test 2 Model Test 1 with Answer KeySection One Items: 1-20 Time: 25 min ISTRUCTIONS, There is only ONE correct answer to each question. Be certain to completely shade the circle of the letter of your answer. Do not turn this page until you are instructed to do so.@! Model Test 2 Instructions Listen carefully t6 the recording and then answer the questions. For each question, choose the best answer and mark it on your answer sheet. Recording Number (2) . Ona trip to Bahrain, . In the winter. . During an accident. ‘Ata picnic. DN wpe \. He forgets about how cold it gets. . He forgets about picnics. He forgets to take his jacket. . He forgets to go on picnics. GN@>K . Because he was in an accident. Because he checked into a hospital. Because his friend was in an accident. . Because he was in Bahrain. 9Op>py . She was not able to speak. She was not able to walk. She was extremely disturbed, . She was awfully late. ON@>s He is not good at math. . He didn’t understand the problem. . He doesn't havea calculator. . He forgot about Khalid's story. GO wpe <— eee Recording Number (2) 6 A. Inan office. B. Inamall. C. Ina restaurant. D. Ona boat. qi A. Pretty inexpensive, but good. B. Pretty expensive, but good. C. Expensive, but not worth it. D. Not good for special occasions 8 A. They have the same opinions. B. They‘re both on a boat now. C. They are eating the same food D. They are both eating on the same boat. Recording Number (3) 9 A. Ina lecture hall B. Inachemistry lab. C. Ina geology lab. D. Inan archeology museum. 10 An 8. 7 C. 170 D. 137 a A. Carelessly. B. Carefully. C. Dangerously. D. Extremely. eee ee2 A. The chemistry teacher. B, The lab assistant. C. Some assistance. D, The assistant professor. 33 A, Notes C. Measurements B. Books D. Assignments a4 k him to: . answer it slower. . teach it over. B. write it down. D. say it again. Recording Number (4) 5 . After the twelfth when she gets paid. _ When the next car shipment arrives. _ As soon as she sells her next ship. .. She will never buy a car for her. Recording Number (5) Some rugs have bugs, but that’s no problem. That situation makes her feel very contented Ginger tea and fire both warm her up. She is warmer in a curl inside a rug Recording Number (6) Two months from now. Two months ago. Exactly 33 years now. 34 years in two months. 18 A. He liked him a lot because he was a good man, B. He worked so much that he was like superman. C. He gave too much work to all the teachers. D. He was seldom away from his office. 29 'A. They are more energetic than students at the community college. B. They are full of ambition. C. They are less energetic than the students at the community college, D. They are not wobbly. A. Hes full of virtue and vices. B. He has no virtues or vices. C. He admires him a lot. D. He doesn't admire him. Stop! End of Section2 Model Test 1 Section Two Items: 21 - 40 Time: 25 min INSTRUCTIONS. + Theres only ONE correct answer to each question. + Be certain to completely shade the circle of the letter of your answer. Do not turn this page until you are instructed to do so.Instructions Read the following-passages, then choose the best answer to each of the questions that follow and mark it on your answer sheet. Passage 2 2) Last night | had a frightening dream. | should explain that just before | went to bed, | ate an apple. | mention that because my mother always told me that if | ate right before going to sleep, | wouldn't sleep well and might even have a bad dream. But let me tell you about my dream. _ 2) Ifound myselfin what seemed to be a familiar area outdoors, but | couldn't remember ever having been there before —- in my waking life, I mean. Maybe in some other dream | had been there and that might be why it seemed familiar. There were lots of huge trees and vines and greenery, more or less like | would imagine a jungle in Brazil to be. It was very humid, but | was dressed in winter clothing. That made me even more uncomfortable and I remember thinking that | should go home and change clothes. But where was home and how could | get there? | didn't know the answer to either question nor did | know how ended up where | was. it never occurred to me in the dream that | could remove the heavy winter coat, hat and gloves that | was wearing -- it just didn't seem to be an option. 3) Inthe dream | wasall alone. No one was with me. Suddenly | heard voices and saw some people who had been my classmates in high school. They were much older and looked quite different, but | instinctively knew who they were. In the dream, | could even recall their names, There were four of them and they seemed very concerned for me. They were dressed in loose light colored clothing appropriate for this jungle, but my attire didn't attract their attention at all -- nor did they mention anything about it being out of place. ‘One of them approached me and | knew he was speaking for all of them. He said they had been sent to warn me not to eat the fruit from the tree in front of me nor to drink any of the water from the stream nearby. Ashe told me this, realized that |had something in my hand. It was fruit from the very tree he wes warning me about ~ and | had already eaten more than half of it. Without him saying so, | knew that this fruit was poisonous and probably also the water from the stream. 4) At that point | awoke in a heavy sweat, having thrown off my covers. Iwent to the bathroom and splashed some water on my face to cool downabit, then eturnedtobed. Howstrange, | thought, that an apple tree was growing in the midst of that jungle! Questions 21, What did the writer do just before he went to bed? A. He listened to his mother. B. He hada bad dream. C. He didn’t sleep well. (ye ate some fruit. 22. Inhis dream, where did the writer find himself? He found himself in: A. his waking life. @®a humid jungle. C. another dream. D. ahuge tree.a @ Model Test 1 23. According to paragraph (2), what did the writer feel that he wanted toldo in the dream? He wanted to: A. be farfrom home. B. bemore uncomfortable. C. callhis mother. © puton different clothes. 24. Which of the following is closest in meaning to the clause, it just didn’t seem to be an option? A. He didn’t even think of it. @® He thought about doing it. C. There were too many choices. D. There weren't enough choices. 25. According to paragraph (3), until when did the writer think that he was alone in the jungle? He thought he was alone until he: A, remembered their names. B. met some of his teachers. C&overheard people talking. D. saw some strangers. 26. What did his friends in the dream warn him? They warned him NOT to: A. swim inthe stream nearby. (8) take fruit from the tree before him C. speak for all of them. D. change his winter clothes. 27. What was his condition when he woke up? He woke up: A. splashing water. B. under heavy covers. perspiring heavily D. under an apple tree. 2 See ae ecasy etre aetna: 28. Why did he dream about an apple tree? Because: @ Jeeate an apple before sleeping. B. his classmates suggested he do so, C. he loves apples passionately. D. he thought apples were healthy. 29. What is the best title for this passage? ‘Sweet Dream B. Mother's Assignment C. Friend's Visit D. ANightmare Passage 2 | 1) The following paragraph was written by Siraj Wahab who writes for Arab News, anewspaper in Saudi Arabia. This selection is from his series of articles entitled Davos Diary, reporting on events at the World Economic Forum (WEF) in Davos, Switzerland. 2) Asi write in my Davos Diary on the afternoon of Day 3 of the World Economic Forum, the sun is out in full force. Not that it has raised the temperature, but the imposing mountain peaks that have been hiding behind thick fog are clearly visible in all their majestic glory. It is so amusing to watch the layers of snow melt from the treetops and trickle down as crystal clear droplets. The firtrees appear quite green now. It is as if nature is revealing a fresh coat on the landscape. Just the appearance of sun on the horizon is spiritually lifting. One might not feel the warmth from the outside, but from within the sun's rays are a source of great energy. Itis all a state of mind, Seen30. What is Mr. Wahab's profession? He is: A. ascientist. journalist. C. aneconornist. Dy anartist. 32. What is the ‘Davos Diary’ about? Itis about what he: @ Saw and heard during the WEF. B, did at the WEF before Day 3. C. felt when he saw the sun in Switzerland. D. thought about the weather in Switzerland 32. Why have the mountain peaks not been visible? Because of the: A. glorious majesty. B. tall treetops, C. dlear horizon. @ heaw fos. 33. Which of the followings closest in meaning to the word landscape? A. freedom in the land @features of a region . the view ina city D. the mountain peaks 34. The writer thinks of the sun’s rays as having more effect on: A. the body. B, the weather. C. the horizon. © the psyche. 35. The statement, It is all a state of mind, is best described by which of the following? & Marillusion. B. Aninterest. C. Asubjective reality. D. Ameasureable reality. Instructions Choose the best answer to complete the following sentences and mark it on your answer sheet. 36. The bird was shot the gun. Ay B. from cin D. for 37. The teacher was him because he didn’t do his homework. A. angered with angry with 38. Although they don't have much money, there are a lot of people in the world who are happy B. angry to D. angered to very B. much = too D. many 39. He's boy in the whole school - A. the strong the strongest B, much stronger D. the most strong 40. Can you tell me__? ‘A. where is the bus stop @)where the bus stop is C. where stops the bus D. where the busis stops Stop! End of Section. <=>Model Test 1 Section Three Items: 41 - 60 Time: 25 min INSTRUCTIONS + There is only ONE correct answer to each question. + Be certain to completely shade the circle of the letter of your answer. Do not turn this page until you are instructed to do so. SerreInstructions Read the following "passages, then choose the best answer to each of the questions that follow and mark it on your answer sheet. Passage 2 A patient was left in the lurch during a routine appendix operation in Belgrade whentwosurgeons started fighting and stormed from the operating theater to settle their dispute outside, the daily Politika reported Wednesday. Surgeon Spasoje Radulovic was operating when his colleague Dragan Vukanic entered and made a remark that started a quarrel, said the anesthesiologist on duty. “At one moment Vukanic pulled the ear of, the operating doctor, slapped him in the face and walked out," she said. Radulovic followed and an all-out fight ensued, resulting in bruises, a split lip, loose teeth and a fractured finger. The operation was completed successfully by the attending assistant doctor. Questions 42. What happened between the two surgeons? A. They performed an operation. B. They went to an operating theater. C. They stormed into the surgery. Cr Fhey had a serious fight. 42. How was the story reported? The story was reported: jn a newspaper. B. on the television. C. onthe radio. D. inamagazine. 43. Whatcanbeinferredabouttheanesthesiologist on duty? The anesthesiologist is: A. also a physician. C. male. G@Jemale. also a nurse. 44. The word fractured is closest in meaning to which of the following? A. bleeding C. disjointed B. cut Cxyroken 45. Who finished the surgery? A. The anesthesiologist. B, The head nurse. ©)Anassistant surgeon. D. An assistant nurse. 46. Left in the lurch is closest in meaning to which of the following? A. Ina comatose condition. (ya helpless condition. C. In the nurses care. D. In severe pain Passage 2 Russia's Duma, the lower house of parliament, passed an animal rights bill several months ago It prohibits people from eating their pets. The bill, 22 pages long with amendments, forbids a whole range of activities considered cruel to animals. This includes using pets for meat or fur. Among other practices banned are performing oper: without a medical reason or deliberately wounding them to photograph them for films or television programs. Visitors to the country are often surprised by the number of dogs that parade down even the poorest streets. ns.@ Model Test 1 Questions 47. What is the Russian Duma? A. Alaw protecting animals. B, Asmall house for governors. art of the legislative body. > Animal rights bil 48. The word range is closest in meaning to which of the following? EBbroad list B. a busy schedule C. awide sheet D. alarge chart 49. What does the 22 page bill prohibit? ‘A. Photographing pets. By Brutality to animals. C. Endangering species. D. Maintaining zoos. 50. What often surprises visitors to Russia? A. Television programs. B. Parades of people on poor streets. C. Banned practices. ry The presence of dogs everywhere. Instructions Choose the best answer to complete the | following sentences and mark it on your answer sheet. 51. Mishari: You're not very tired, are you? Misfir A. Yes, you are B. No, you are not Coes, 1am D. No, not Cresaccet 52. Everyone takes the test, they? A. did B. didn’t @©rxo D. don't 53. I don’t need help. Q@anry B. amuch C. some D. afew 5 forget the people | have met here. ‘A. should always B. have to never Dyillinever D. had to always 55. will play an increasingly large role in all of our lives. A. Few computers B. The computers oO Computers D. Many computers 56. He would like to early atthe hotel so he can take a shower before the meeting. checkin B. check out j C. sign off D. pay up 57. \watched A. ata time five movies B. five movies in atime C. five movies fora time Bhat movie five times58. He never thought of fixing it A. inaway @ylike that C. that manner D. for this way 59. She got the taxi 60. Isawa picture of a farm in that magazine. A. beauty @deautiful C. beautifully D. beautify Stop! End of SectionModel Test 1 Section Four Items: 61 - 80 Time: min INSTRUCTIONS + There is only ONE correct answer to each question + Becertain to completely shade the circle of the letter of your answer. Do not turn this page until you are instructed to do so.Instructions Read the following passages, then choose the best answer to each of the questions that follow and mark it on your answer sheet. Passage 1 1) My own notorious carelessness caused me to drop a very large sum of money onthe street. ‘A group of young boys returning from their school came upon it and promptly turned it over to a nearby policeman, The students and the officer for some reason guessed that it must belong to the Westerner who lives nearby. Before | had even noticed the loss of ‘ithe money, the policeman came knocking on my door and informed me that what had been lost has been found. Now, at this point, there isa need to emphasize that the policeman had the equivalent of several years’ pay in his hand and that the students who found the money were from families that were struggting from paycheck to paycheck. Any temptation to keep the money would have been natural. But the promptness with which the money was returned to me proved that the idea never ‘occurred to anyone involved in the incident. 2) When | went to the Abqaig Police Station to sign for-the money, | wes treated like royalty. | was invited to sit with the officers and have some coffee. What normally would have been air administrative routine turned into a very pleasant social event and | felt as if | were sitting in comfortable conversation with old friends. Good works should be rewarded. | tried to employ that maxim by offering the father of the boy who took charge of the money a generous reward for his help and honesty. The father refused the money, said that my gratitude was quite sufficient and that his family was glad to Be ofsenvice. Questions 61. What happened because of the man's thoughtlessness? A. He meta group of schoolboys. B. He ran intoa policeman. C, He walked recklessly. GH lost something valuable. 62. What did the boys do with what they found? ‘A. They turned it over to a teacher. B. They passed it around to each other. They handed it to the authorities. D. They took it directly to the man. 63, What did they think about the person who lost the money? They thought he: fas European or American. 8, lived far away. C. knew he lost the money. D. was very unhappy. 64. What did the policeman immediately do? He took the money to: A. the police station 8. his home. oathe man's apartment. _D. the bank 65. What kind of families do the students come from? @ Working poor. D. Quite wealthy. ‘A. Upper class. C. Very rich, 66. How was the man treated when he went to sign for the money? @indly C. Rudely. B. Unbecomingly. D. Routinely. eoo Model Test 1 67. Why did the man drink coffee at the police station? sh Because: A. he was from a royal family. B. he was really thirsty. C. there was no tea. © twas offered. 68. What did the man offer the boy's father? CBA prize. D. Amaxim. A. Service C. Atoken. 69, How did the father express the family's reaction? He said they were happy to be: \elpful C. satisfied. B. rewarded. D. grateful Passage 2 2) Literature preservesarecard af the thoughts, _ dreams and deeds of the people of a given culture and society. In spite of a perhaps vast time and distance from our own place in those_ two dimensions, literature helps us to know that human nature Isstaked ina regularity that is comforting, From it we learn the boundaries of what others have been able to endure. It awakens in us an awareness of the vastness of our own potential and perhaps arouses Us to a penance for our mediocre goals and achievements. It can inspire us to establish higher goals, expand our personal vision and find the internal wherewithal to boost the energy that drives us daily. 2) But all of what you have just read are virtues that are rooted and germinate from the seemingly mundane act of reading. Have you ever thought of how life would be if you couldn't read? nag me Questions 70. The word preserves in paragraph (1) is closest. in meaning to which of the following? A. sorts C. repairs B. owns Deeps 72. What does the phrase those two dimensions refer to? A. vastness and distance @Deutture and society C. thoughts and dreams D. time and space 72. According to the passage, what can we learn from literature about people of the past? A. The vast boundaries of their literature. B. The limits of their forbearance. Othe stake of their comfortable regularity. D. The comfort of their chosen mediocre goals. 73. What does the word it refer to? A. regularity ©)yliterature B. human D. nature 74. To what awareness can literature awaken us? ‘An awareness of: Kur own capabilities. B. a strong sense of vastness. C. penance for our achievements. D. a mediocre level of goals. 75. The last sentence in the passage is a rhetorical question. Which of the following is most likely to be the kind of response expected? The expected response would be: A. pleasant. @imaginable B. routine. D. fancy.Instructions Identify the incorrect underlined word or words and mark your response on your answer sheet. 76. | like my new job, but itis very challenged. Ihave a lot of new things to learn. A. my Cy challenged ©. alot of D. tolearn Instructions Choose the best answer to complete the following sentences and mark it on your answer sheet. 77. Which of the following sentences has the correct word order? A. Idrink a cup of coffee always at breakfast. 8. I drink always at breakfast a cup of coffee. C. | at breakfast drink a cup of coffee always. ©)! always drink a cup of coffee at breakfast. 78. I didn’t know is a doctor. he man in the blue suit 8. the man of the blue suit C. him with the blue suit D. he in the blue suit My clock at home, the clock in my office and @ watch on my arm all have different times. faybe none of them are correct. What time ? Gs on your watch 5. doyou have is real time ©. doesitreally 80. there has never been a mother @hroughout all of history / wonderful as my mother B. During the history / as wonderful as she C. From the beginning of time / like mine D. Inall of history /like me own mother Stop! End of Section.a @ Model Test 2 Section Five Items: 81 — 100 Time: 25 min INSTRUCTIONS + There is only ONE correct answer to each question. + Be certain to completely shade the circle of the letter of your answer. Do not turn this page until you are instructed to do so. Test of English Proficiency catersInstructions Choose the best answer to complete the following sentences and mark it on your answer sheet. 81. Faisal asked me Iwanted A. where minutes? 82. Do you have Ineed more information. A. some /some several /a few Ja few /a little D. a little /a bit 83. Sami likes tea, je usually adds sugartoit. A. bitter /afew B. sour / a lot of . sweet /a few D>yweet /a lot of By. |have known Badrsince he__ten years old. . has been is . had been Dywas Bs. I didn’t expect . to have Byto be . been D. getting invited to give a lecture. 86. J appreciate the news yesterday. That was very thoughtful of you. A. telling B. giving ©praving been told D. having been gotten 87. Abdullah said he to study. hought Bis thinking C. has thought D. thinks he'd go to the library 88. Ittook me a long time to finish my Ihad alot of homework / assignments B. homeworks / assignments C. homework J assignment D. homeworks / assignment 8g. Some of the desks in the classroom broken. A. bi CE is being D. is 90. Everybody knows that the sun inthe east and in the west. A. rose / sets B. has risen / has set C. canrise/ can set Ofises sets@ Model Test 2 ga. The weather in the Arab Gulf always 97 standing beside the door? hot in the summers. A, How that man is Se re creanaing B. Where is that man (Bis C. Why that manis C. turns CB Whois that man D. changes 98. Which of the following sentences has the 92. Khalid: Where is your family from? correct word order? Yusuf: from Riyadh. Diabetes is @ chronic condition that is Thay are becoming quite widespread throughout the earners Gulf countries. ee B. Becoming quite widespread throughout the ee Gulf countries is a chronic condition that is diabetes. C. A quite chronic condition that is diabetes is becoming widespread throughout the Gulf A. who has seen him countries. B. what has seen him D. Throughout the Gulf countries is diabetes COwhat he had seen a chronic condition that is becoming quite D. what had he seen widespread. 93. We asked him about 94. he comes, we will already have left. A. After B. Assoonas ©. Bythetime D. Every time 95. At this time tomorrow he across the Atlantic. A. has been flying B. could have flown C. might have flown Gyan: fying 96. When | woke up this morning | felt sick, I didn't go to work A. because 8, after @. and D. since areal Crea aesQuestions 99 and 100 both relate to the following (2) His friend had visited him in Oman several times. (2) He had never been in the Emirates before. (3) They first met when they made G ‘Umrah three years ago. (4) Khalid was very ie >, Zz ) happy to visit his friend in Sharjah 99. The paragraph doesn't make sense because Y, Ly G2 I tthe sentences are not in the correct order. Choose ‘the best order so that the paragraph makes sense. - (4), (2), @), (2) ) (2), (3), @) - (3), (2), (2), (4) . (4), (3), (2), (4) 100. To which sentence from the paragraph above jan we add the following clause? but he had ways wanted to go . After sentence (a): His friend had visited him in Oman several times. fter sentence (2): He had never been in the mirates before After sentence (3): They first met when they made ‘Umrah three years ago. After sentence (4): Khalid was very happy to visit his friend in Sharjah, hank you for following the instructions Wishing you a successful future.Section 4, = z 4 I a ” B S ey Fs ec x 5 & 3 8 = Section 2 D 15a ane o Model Test 1 Section aeee teat Model Test 2 with Answer KeyJ Model Test 2 Section One Items: 1 — 20 Time: 25 min INSTRUCTIONS There is only ONE correct answer to each question. Be certain to completely shade the circle of the letter of your answer. Do not turn this page until you are instructed to do so. aglish Proficien enerInstructions Listen carefully to the recording and then answer the questions. For each question, choose the best. «6 answer and mark it on your answer sheet. Recording Number (2) A. To leave for work early. B, To leave from work early. Recording Number (a) C. To bring home some espresso. D. To pray before coming home. A. Grammar B. Geography - C. Literature A. Not go to work. D. Philosophy B. Not buy anything. C. Goto the market for her. D. Pick her up after work. 2 ‘A, The assignment for the next class. f B. The next class meeting. C. His absence today. A. If he leaves work early. Dano nereitenen B. Ifthe market is open. C. If shopping doesn’t take long. D. If the prayer doesn’t come early. A. He doesn't care about absences. B. He asks for extra work from absentees. 2 C. He records all absences A. Turkish coffee. D. He lowers grades because of absences. B. Ginger cappuccino. C. Double espresso. D. Mocha java. 4 A, Read a newnovel. B, Write three pages from Hemingway's novel. C. Study the review. D. Read and review Hemingway's novel 5 A. Finish reading the novel. B. Study hard for the upcoming quiz. g D. . Don't miss the class. Don’t wait until itis too late.@ Model Test 2 Recording Number (3) 10 " A. Friend. 8. Neighbor. C. Daughter. D. Mother. aa ‘A. She has been away at school. She has been doing guesswork. . She has been visiting Dr. Fatima. She has been feeling very sick. 12 She is thankful that Dr. Fatima was: A. determined. B. firm. C. necessary, D. ordered. B The doctors finally: A. made friends with her daughter. B. saw things clearly after some confusion. C. opened a door for her and her daughter. D. gave them someone to understand. 4% ‘A. Pneumonia. B. Diagnosis. C. Treatment. D. Medication, 45 A. Because they were afraid of her. B. Nadia didn’t improve like she should have. C. Pneumonia takes a long time. D. Her mother became angry with them. 26 A. She left the hospital in a short time. B. She was asked to stay longer. C. Jenan stayed at the hospital with her. D. She renewed her old medication. Recording Number (4) 7 A. Ata sword fight. B. Ata restaurant. C. Ata supermarket. D. Ata sports center. 18 A. That he disagrees. B, That he accepts. C. That he doubts D. That he agrees.Recording Number (5) 319 A. So it doesn’t get lost. B. Inorder to protect it from damage. C. Touse it in writing a report. D. The library wants it back 20 ‘A. He didn't have time to read it. B, Several pages were torn out of it. C. He can't find it. D. It got wet in a storm Stop! End of Section.@ Model Test 2 Section Two Items: 21 - 40 Time: 25 min INSTRUCTIONS + There is only ONE correct answer to each question. + Be certain to completely shade the circle of the letter of your answer. Do not turn this page until you are instructed to do so.Instructions Read the following passages, then choose the best answer to each of the questions that follow and mark it on your answer sheet. Passage 1 2) A couple of weeks ago | was unfortunate enough to get stung by both a bee and a hornet while working in the garden. My arm swelled up, so off to a clinic | went, The clinic gave me cream to put on the bites and an antihistamine. The next day the swelling was getting progressively worse, so my husband said I should see my regular doctor. | made an appointment for that afternoon. He said my arm was infected and gave me an antibiotic He also said that the next time | got stung | should put a penny on the bite for fifteen minutes. | thought to myself; if there ever is a next time I'll follow through on his suggestion. 2) Well that night my niece got stung by two bees. When she came over to swim I looked at the bite and it had already started to swell Immediately | thought of my doctor's advice. Off | went to get a penny and taped it to her arm for fifteen minutes. The next morning, there was no sign of a bite. Wow, were we surprised! But we decided she just wasn't allergic to the sting ) Well, guess what happened again on Saturday afternoon? | was helping my neighbor in her flower garden and | got bit again two times by a hornet on my left hand. | promptly went into the house and taped two pennies to my bites and then sat and sulked for 15 minutes. The penny took the sting out of the bite immediately, but I wasn't sure if it would stop the swelling. While | was doctoring my stings, the hornets were attacking my neighbor and she got bit on the thumb. Again, the penny. | The next moming | could only see the spot where | had been stung, There was no redness or swelling at all. | went over to see my neighbor and hers was the same. She couldn't even tell where she had been bitten 4) The doctor certainly knew what he was talking about when he said that somehow the copper in the penny counteracts the usual effects of the bite. My suggestion to youisto keep afew copper coinson hand. | knowinsome countries there are no coins made from copper. If that’s the case in your country, why not save some pennies on your next visit to America or ask friends if they have some. And who knows, maybe the copper is good for bites of insects other than bees, hornets and wasps. It’s worth atry! Questions 21, What stung the writer? A. Asnake anda hornet. B. Awasp anda bee. C. Ahornet anda bee D. Abee anda spider. 22. She went to a clinic because her: A. arm was swollen. B. pain was intense. C. husband told herto. D. neighbor suggested it. 23. What did her doctor suggest she put on a sting ifit happened again? A. Anointment. B. Anantihistamine C. Atape. D. Acopper coin.®@ Model Test 2 24. According to paragraph (3), where was she on Saturday afternoon? A. At the doctor's. C. Atthe clinic. B. Ather neighbor's. D. At her niece's. 25, Which of the following is closest in meaning to the word sulked in paragraph (3)? A. Felt somewhat joyful B. Thought about things. C. Guessed what happened. D Felt sorry for herself. 26. What happened the morning after she put a penny on her neighbor's sting? Her neighbor couldn't see where: ‘A. her thumb was. B. she had been bitten, C. her garden was. D. she had put the penny. 27. Whats the effect of copper ona bee's sting? It works: A.againstit. B. withit. C. for it. D. into it. 28. Which of the following is closest in meaning to the phrase on hand in paragraph (4)? A. With your neighbor, B. Usually in your car. C. Close toa flower garden D. Easily available. 29. What is the best title for this passage? A. The Clinic's Advice B. Picking Flowers ina Garden C. Bee Stings and Pennies D. Helping Your Neighbor p> Pen Guide for Stud Goran ——_—_, Passage 2 2) Delhi residents are under siege by monkeys due to a shortage of trappers who could free the people from the simian menace, reports said on Tuesday. Many residents have barricaded their houses with grills and wire mesh to keep the marauding simians from looking for a meal from theirrefrigerators, The Times of India newspaper reported. 2) Awoman told the newspaper that she had to spend hours at a stretch in her living room with the kitchen locked to keep the monkeys away. “You feel chained down as you can’t keep the doors and windows open. Attimesit seems as if we are inside a cage and the monkeysare like Visitors to a 200,” she said. As a result, many people keep their refrigerators and water tanks locked and are even afraid to dry their clothes in the open lest the simians rip them to bits, the newspaper said. 3) “There isa dearth of monkey trappersnot only in the city but the whole of northern India. There has been no response to a notice inviting monkey trappers that we had put in papers,” 2 city official said. Questions 30. Where is this passage taken from? A. Acity official B. Areport froma zoo. C. Awoman in Delhi. D. Anewspaper in India. 3a. In paragraph (a), the term simian menace means a problem that refers to: A. trappers. B. barricaded houses. C. monkeys. D. grills and wire. Sees